June (junio)
We finished up the year playing games from Spanish-speaking countries including "A la víbora de la mar" and "pato, ganso". We also learned how to ask and answer what are plans are over summer vacation. We are patos!
May (mayo)
We have continued talking about and using our words for Australia. Students wrote silly or not so silly sentences. Students also have been practicing for our upcoming spring concert. We will be transitioning into a unit about summer activities.
April (abril)
This month we have been continuing our regular routine of "Hola amigo", Calendar, Weather (led by students) in addition to our focus. We have been learning about Australian animals, activities that animals do and habitats. Some information went home in Friday folders before Spring vacation about the unit. We have learned a song called "Canguro".
En Wingra School
Hay un canguro,
es todo ____ (color),
estoy seguro(a).
_____ (action) así, así, así (x3)
Yo lo vi.
We changed to song to include different animals, actions and places. We also learned a tag game called Jugamos en el bosque.
We will be making goofy sentences with the words that we know and sharing and acting them out with the class. We are also working on practicing our songs for the upcoming Spring concert.
En Wingra School
Hay un canguro,
es todo ____ (color),
estoy seguro(a).
_____ (action) así, así, así (x3)
Yo lo vi.
We changed to song to include different animals, actions and places. We also learned a tag game called Jugamos en el bosque.
We will be making goofy sentences with the words that we know and sharing and acting them out with the class. We are also working on practicing our songs for the upcoming Spring concert.
March (marzo)
We have been working with expressing preferences in Spanish. We missed a week of Spanish due to an all school field-trip.
Me gustan : they are pleasing to me
No me gustan: they aren't pleasing to me
We continue to do our routine using numbers, the date, weather and how are you?
Collections: las muñecas: the dolls, los botones: the buttons, los coches: the cars, los animales: the animals, los sellos: the stamps
Debajo un botón is the song that we have been practicing
Me gustan : they are pleasing to me
No me gustan: they aren't pleasing to me
We continue to do our routine using numbers, the date, weather and how are you?
Collections: las muñecas: the dolls, los botones: the buttons, los coches: the cars, los animales: the animals, los sellos: the stamps
Debajo un botón is the song that we have been practicing
February (febrero)
We missed a week of Spanish due to ASU. We worked on our reflections on what we have learned in Spanish class and various review activities including feelings, months, numbers and colors. Some students had conversations with señor caballo (Mr. Horse) so that I could assess how they are doing with recalling old vocabulary and using it on context. Students were introduced to gustar: to be pleasing to express a preference.
January (enero)
In January we have been learning about Spanish space words, songs, games and stories. Most recently we have been including a few animal vocabulary words into our learning. We've practiced the songs Estrellita (Little star), Señor Sol (Mr. Sun) and Arriba, abajo mueve tu cuerpo. We've continued reviewing calendar words, days and numbers along with a few basic emotions. We start class with a new name game to review basic questions and phrases when introducing yourself in Spanish. Recently we've been talking about how to find words that we want to know in Spanish. We've looked at picture dictionaries and how to use them. Students have a dictionary of a few words that we have learned for them to illustrate and bring home to think of more words that they would like to learn.
Online Picture Dictionary
Online Regular Dictionary
Online Picture Dictionary
Online Regular Dictionary
Weeks 13 y 14
We finished our family books and shared them with one another. Some friends will have them sent home to finish. Students were also encouraged to add pages about different family members to give more details about them including...Se llama ____________ (he/she calls herself). Es mi ________ (he/she is my...)
We moved into our Space themed unit by learning Estrellita. We made actions for some new words that we will eventually use in a Spanish story. We ended class by playing ¿Quién tiene la estrella? Who has the star?
El astronauta: the astronaut
La tierra: the earth
La luna: the moon
La estrella: the star
flota: it floats
gira: he/she/it spins
vuela: he/she/it flies
Brilla: it shines
El extraterrestre: the alien
We moved into our Space themed unit by learning Estrellita. We made actions for some new words that we will eventually use in a Spanish story. We ended class by playing ¿Quién tiene la estrella? Who has the star?
El astronauta: the astronaut
La tierra: the earth
La luna: the moon
La estrella: the star
flota: it floats
gira: he/she/it spins
vuela: he/she/it flies
Brilla: it shines
El extraterrestre: the alien
Weeks 11 & 12
We learned the song "Mi familia me gusta así". We worked on creating pictures of our own familia and practicing the words to describe our familia to others focusing on the words tengo-I have and hay-there is/are.
*Friends and Family day (Week 12)
*Friends and Family day (Week 12)
Weeks 9 y 10
We went over our calendar routine and days of the week. Students sang the ABCs in Spanish and found out that there is only one extra letter in the Spanish alphabet. We talked about how some of the sounds of Spanish letters are different. Students continued to work on their calabaza books.
We focused on los vocales (A,E,I,O,U) and adding other sounds in front of las vocales to create words.
We focused on los vocales (A,E,I,O,U) and adding other sounds in front of las vocales to create words.
Weeks 7 &8
We continue to talk about using colors, calendar and numbers in Spanish. We finished our colors from Moon Rope and have continued to talk about our feelings in Spanish. We read a book called Daniela's Day of the Dead and talked about where and how Día de los muertos is celebrated. Students got to see and touch items typically on an ofrenda. We transitioned into looking and talking about calaveras (pumpkins). We started our calavera counting books and will continue them next week.
Week 6
This week we focused on finish up our color observations by reflecting on our findings from last week. We continued class by talking about where Spanish is spoken and how there are lots of people speaking Spanish right here in Madison. We talked about Peru and Lois Ehlert's book Moon rope. We learned fox (zorro), mole (topo), bird (pájaro) and moon (luna). Then, we talked about the colors we found in the book and compared and contrasted her artwork to pre-colombian artwork from Peru that was on a poster.
Weeks 4 y 5
We did not have Spanish on week 4 because the students went on a field trip to the Farmer's Market.
Week 5: We started to talk about the things we see in fall in Wisconsin. We went for a color walk to track the colors that we saw in Spanish and practice the color words. We are working on structures with es and the colors. The leaf is blue, la hoja es azul, the tree is green, el árbol es verde. We are also working on estoy (I am) with feelings in response to ¿Cómo estás? Next week we will look at a Peruvian Folktale by Lois Ehlert in Spanish and talk about the colors and animals we find in her book. Student will also get a chance to talk about Peru and seasons in other countries.
Week 5: We started to talk about the things we see in fall in Wisconsin. We went for a color walk to track the colors that we saw in Spanish and practice the color words. We are working on structures with es and the colors. The leaf is blue, la hoja es azul, the tree is green, el árbol es verde. We are also working on estoy (I am) with feelings in response to ¿Cómo estás? Next week we will look at a Peruvian Folktale by Lois Ehlert in Spanish and talk about the colors and animals we find in her book. Student will also get a chance to talk about Peru and seasons in other countries.
Week 3
This week we reviewed our globos song from last week, reviewed responses to ¿Cómo estás?, made actions for some new phrases to express our feelings and sang Si estás feliz y lo sabes, hay que aplaudir. There are different versions of the song. I sent home the lyrics in the Friday folder.
Estoy triste: I'm sad Tengo miedo: I am scared Estoy bien: I'm well Estoy más o menos: I'm okay
Estoy enojado/a: I'm angry Estoy cansado/a: I'm tired Estoy mal: I'm bad
Estoy triste: I'm sad Tengo miedo: I am scared Estoy bien: I'm well Estoy más o menos: I'm okay
Estoy enojado/a: I'm angry Estoy cansado/a: I'm tired Estoy mal: I'm bad
Weeks 1 & 2
On our first day of Spanish we learned our Spanish class routine! First we sit in our circle spots, then we sing our Buenos días song and follow it up with a greeting in Spanish. Sometimes it's ¿Cómo te llamas? : What's your name? and sometimes it's ¿Cómo estás? : How are you?. We met la vaca (the cow) who helped us to complete our greeting. Lastly, we talked about what we know about and in Spanish and discussed what we want to know about Spanish. Students illustrated the activities that they would enjoy doing in Spanish and what they would like to learn in Spanish. These reflections should have been sent home in their Friday folder.
WEEK 2
I was gone at a conference about TPRS (Teaching proficiency through reading and storytelling). I'm excited to implement this technique into my teaching! Therefore, Rochelle and Rachel taught a shorter Spanish class focused on globos. The students learned the song globos and used colors in context to describe their surroundings and play iSpy.
WEEK 2
I was gone at a conference about TPRS (Teaching proficiency through reading and storytelling). I'm excited to implement this technique into my teaching! Therefore, Rochelle and Rachel taught a shorter Spanish class focused on globos. The students learned the song globos and used colors in context to describe their surroundings and play iSpy.
Welcome! ¡Bienvenidos!
A newsletter should have been sent home the first week of school, so hopefully that is how you found this page! Units in the Nest are based on the classroom units accompanied by language to express basic needs and desires. This year with the theme of Balloons (globos) and Bubbles (burbujas) I am looking to review and look at kites as our Spanish theme. I will update information here as the year progresses. |
Summer Ideas
Here are some ideas to keep up with your español over the summer!
-Play board games with your family in Spanish. (Twister, Guess Who, Uno, Dominos, Memory Games, Puzzles, I Spy, Connect 4...)
-Put a word of Spanish a day or week on a family calendar for you to read in the morning and try to use throughout the day.
-Try to label important things in your house in Spanish (A good Dictionary to use is at www.wordreference.com)
-Personal book: Write the words you want to know in Spanish/English with a picture and sentence using the word in Spanish
-Write a journal using some Spanish words like the day, numbers, colors, animals
-Make a meal from a recipe for a Spanish-speaking country. Look up a little information about that country together.
-Apps: I haven't tried these all out yet because I'm in the process of hopefully getting an ipad or idevice...but I'll update these as I get more information
Little Pim Spanish
Sock Puppets (Free)
Learn Spanish and Play
Play2learn
Noyo Spanish
Kandoobi Animales
Ana Lomba's Spanish for Kids apps (Free)
Being Global
Juegos Para Niños GRATIS (Free)
Learn Spanish-MindSnacks (Free)
Hello-Hello Spanish
My Bilingual Baby (Free)
Kids learn Spanish with busuu (Free)
Spain for kids, games & videos to travel and learn about Spanish... (Free)
National Geographic Kids Spanish Edition
Learn Basic Spanish with Doki HD
Learn Spanish with Doki HD
PreSchool Playground in Spanish HD Free
-Some New Websites:
Math in Spanish
Games in Spanish
Books in Spanish & English
Spelling in Spanish
-Play board games with your family in Spanish. (Twister, Guess Who, Uno, Dominos, Memory Games, Puzzles, I Spy, Connect 4...)
-Put a word of Spanish a day or week on a family calendar for you to read in the morning and try to use throughout the day.
-Try to label important things in your house in Spanish (A good Dictionary to use is at www.wordreference.com)
-Personal book: Write the words you want to know in Spanish/English with a picture and sentence using the word in Spanish
-Write a journal using some Spanish words like the day, numbers, colors, animals
-Make a meal from a recipe for a Spanish-speaking country. Look up a little information about that country together.
-Apps: I haven't tried these all out yet because I'm in the process of hopefully getting an ipad or idevice...but I'll update these as I get more information
Little Pim Spanish
Sock Puppets (Free)
Learn Spanish and Play
Play2learn
Noyo Spanish
Kandoobi Animales
Ana Lomba's Spanish for Kids apps (Free)
Being Global
Juegos Para Niños GRATIS (Free)
Learn Spanish-MindSnacks (Free)
Hello-Hello Spanish
My Bilingual Baby (Free)
Kids learn Spanish with busuu (Free)
Spain for kids, games & videos to travel and learn about Spanish... (Free)
National Geographic Kids Spanish Edition
Learn Basic Spanish with Doki HD
Learn Spanish with Doki HD
PreSchool Playground in Spanish HD Free
-Some New Websites:
Math in Spanish
Games in Spanish
Books in Spanish & English
Spelling in Spanish
Animales
We began re-visiting animales by learning a song about farm animals and the different noises that animals make in Spanish. We did sone practice games with guessing and acting out various animales. We ended the year looking for various insectos to draw and inspect. We talked about what the insectos look like and like to eat.
figuras geométricas
This week we continued to practice shapes through a cake walk game, song and review.
I will be sending home a memory game for students to play at home because there will be no Spanish next week because I will be on a Spanish field trip with the Sky students.
I will be sending home a memory game for students to play at home because there will be no Spanish next week because I will be on a Spanish field trip with the Sky students.
figuras geométricas
This week we started to talk about geometric shapes. We looked at the shapes found in the aztec temples. We played a guessing game to practice the different shapes. Along with shapes we will be continuing to practice colors and numbers.
los aztecas
We continued our discussion on math with the aztec calendar. We guessed and discussed who the aztecs were and where and when they lived. We looked at their calendar and the number system used on it. Afterwards, students were able to either color their own aztec calendar, make their own mask (which was used for festivals or when someone died), or necklace (jewelry was used to show power). Next week we will look at their pyramids and use our own pattern to create a building/structure.
Matemáticas
This week we continued with a math theme practicing with cards and dice. We played Sum Swamp in Spanish, which had students do the math to figure out how many spaces they could move and had them practicing numbers in Spanish.
Cuenta (1-12)
Cuenta, cuenta, uno, dos y tres
Es muy fácil, cuatro, cinco, seis
Sigue siete, ocho, nueve, diez
Once, doce…vamos otra vez (let’s go again)
(y ya me cansé – and now I’m tired)
Youtube: http://www.youtube.com/watch?v=_6p2fwY5ZZI
Cuenta (1-12)
Cuenta, cuenta, uno, dos y tres
Es muy fácil, cuatro, cinco, seis
Sigue siete, ocho, nueve, diez
Once, doce…vamos otra vez (let’s go again)
(y ya me cansé – and now I’m tired)
Youtube: http://www.youtube.com/watch?v=_6p2fwY5ZZI
Cartas
A note was sent home in the Friday folder this week describing what we are working on in the Nest. We are learning and practicing various skills that we can share and bring home. The one that we will practice this and next week are numbers, math in Spanish and card games.
We played más o menos and learned the card names this week :-).
We played más o menos and learned the card names this week :-).
Reflexiones
This week we talked about what we've enjoyed learning in Spanish class. We wrote how we feel about each song and unit and what kinds of activities we enjoy doing (singing, dancing, drawing, playing games, working together or working alone). We finished class by choosing an activity that we wanted to do (singing/dancing/game).
Our next unit is going along with "Show what you know". Students will be given the opportunity to try various spanish-related games and activities and choose one that they'd like to become a mini-expert in. Activities include card games, art, sports, and inventions related to Spanish speaking regions.
Our next unit is going along with "Show what you know". Students will be given the opportunity to try various spanish-related games and activities and choose one that they'd like to become a mini-expert in. Activities include card games, art, sports, and inventions related to Spanish speaking regions.
Es mi cuerpo
We keep practicing our songs and regular routine of expressing how we are doing. We are now looking at the words in writing and identifying them on a person. This week we focused on review of body parts and how to express when something hurts.
Reminder of some resources: http://www.symbaloo.com/mix/nidonest NEST
Hear some unit words: http://staff.cvsd.net/spanish/kindergarten/
*Me duele ___________. (It hurts me)
Mi cuerpo hace música: My body makes music
La boca dice la,la,la: My mouth says lalala
Las manos hacen clap, clap, clap: my hands make clap, clap, clap
Los pies hacen stomp stomp stomp: my feed make stomp, stomp, stomp
Mi cintura hace cha cha cha: My hips make cha cha cha
Cabeza, hombros, rodillas y pies: head, shoulders knees and toes
ojos, orejas, boca y nariz: eyes, ears, mouth and nose
Cabeza, hombros, rodillas y pies: head, shoulders knees and toes
Reminder of some resources: http://www.symbaloo.com/mix/nidonest NEST
Hear some unit words: http://staff.cvsd.net/spanish/kindergarten/
*Me duele ___________. (It hurts me)
Mi cuerpo hace música: My body makes music
La boca dice la,la,la: My mouth says lalala
Las manos hacen clap, clap, clap: my hands make clap, clap, clap
Los pies hacen stomp stomp stomp: my feed make stomp, stomp, stomp
Mi cintura hace cha cha cha: My hips make cha cha cha
Cabeza, hombros, rodillas y pies: head, shoulders knees and toes
ojos, orejas, boca y nariz: eyes, ears, mouth and nose
Cabeza, hombros, rodillas y pies: head, shoulders knees and toes
Mi cuerpo
We reviewed songs from last week. (Mi cuerpo and cabeza, hombros, rodillas y pies) We added some new feelings to our Cómo estás discussion.
Tengo hambre: I'm hungry
Tengo sed: I'm thirsty
Tengo miedo: I'm scared
We began talking about TENGO and how we will try reading in Spanish. Tengo is "I have" with body parts. Students answered a sheet to put how many different body parts they have so that they can share it at home and hopefully review the body part words.
Tengo hambre: I'm hungry
Tengo sed: I'm thirsty
Tengo miedo: I'm scared
We began talking about TENGO and how we will try reading in Spanish. Tengo is "I have" with body parts. Students answered a sheet to put how many different body parts they have so that they can share it at home and hopefully review the body part words.
El cuerpo
We are moving into some practice with the body (cuerpo). The song we are learning this week is Mi cuerpo. We also practiced Cabeza, hombros, rodillas, pies (head, shoulders, knees and toes) and finished class by playing Simón dice....toca....with body parts (led by teacher). Hopefully after a few weeks students will be able to lead.
Los animales
This week we reviewed our animals and played a memory game. We also were able to look around at different animal names and look for patterns. We drew a picture of one of our favorite animals.
Más animales
We continued with our animal theme by doing our routine (¿Cómo estás, Calendar), reviewing our "La vaca Lola" song and learning the Animals in Line song (Modified lyrics send in Friday folder). We were able to read an ABC book about different wild animals and found some of our favorite animals in there. Next week we will play a memory game with the animals we have learned and we will look to see if we can all find our favorite animals in some animal books written in Spanish!
Joke: Qué hace el pez? What does the fish do?................................................Nada (Double meaning: swims/nothing)
Joke: Qué hace el pez? What does the fish do?................................................Nada (Double meaning: swims/nothing)
Animales
We reviewed our family members and looked at how animals, much like us, have families. Sometimes they might be in families of the same kind of animal or they might be in families grouped by where they live (farm animals, jungle animals etc.). I added a new link for kids to practice. Spanish for Kids
We met some new "friends" that were animals from our "caja misteriosa" (mystery box).
La vaca (cow) dice muuuuu el león (lion) dice rawrr
El perro (dog) dice guau guau El mono (monkey) dice uuuuu UU ahah
El gato (cat) dice meow el pato (duck) dice cuack
We learned a song: La vaca lola. We started with a vaca because it describes where we are from...the land of cows/dairy state.
Learn some new animals at Animales.
We met some new "friends" that were animals from our "caja misteriosa" (mystery box).
La vaca (cow) dice muuuuu el león (lion) dice rawrr
El perro (dog) dice guau guau El mono (monkey) dice uuuuu UU ahah
El gato (cat) dice meow el pato (duck) dice cuack
We learned a song: La vaca lola. We started with a vaca because it describes where we are from...the land of cows/dairy state.
Learn some new animals at Animales.
Continuamos con la familia
This week we continued to work on learning the members of our families. We passed around our amigo "mono" and learned that he is mono, which is monkey...but some people also call him "chango". There are different words that can be used for the same thing! We Reviewed the days, counted and how we feel. We read a short book about a familia and played a ¿Dónde está ____? game with the family members being passed around the circle and one of our friends in the middle guessing where the family member was hidden. We began to talk about what we like to do with our families.
La familia
This week we began with our song, passed around our coche (car) to share our feelings and dove right into family. We looked at several of Picasso's paintings and found different members of the family. We learned a family song. We looked at how our families are different. Lastly, we reflected on what we learned by illustrating a family member in a Picasso style. We won't have Spanish next week due to Friends and Family day; however, we will continue with the theme of family the following week and integrate it with the months and seasons through expressing our birthdays and talking about what we like to do with our families.
Esta semana
This week we started with different Spanish groups to hopefully help us to learn better and stay focused during Spanish time. We went through our routine and sang "Buenos días", "Los colores" and "días de la semana". (Good morning, colors & days of the week) We hope to make a CD with all of our Spanish songs. We learned a new song to talk about the weather. We counted the days and shared how we felt in 30 seconds! We talked about what months our birthdays are in and which months fit into the different seasons. (el verano, el otoño, el invierno, la primavera) We began to learn a months song. We took a brief look at Fernando Botero's art (from Colombia).
Check out symbaloo for online resources
El día de las brujas (Halloween)
This week we continued our thoughts on colors and seasons by reviewing the colors and sharing with our elbow partner what our favorite colors were. We were also able to identify the seasons and begin expressing our opinions of them. Me gusta....(I like) No me gusta( I don't like). Then students went to the side of the room depending on the color or season I held up. We reflected on our thoughts by matching up the season pictures with the word and writing and drawing about which season or seasons we like.
Conference Week
This week we started class again with our Hola amigos song with actions to review. We looked at the calendar and noticed that the week in Spanish begins with Monday. We counted the days up at 24 en español! We looked in the mystery box, which had several objects that we had collected on our walk. We identified them and what color they were. Next, we learned a song called "Palo bonito" by Chayanne (different version). We just sang the refrain. Lastly, we read a book about the seasons, acted out each sentence together and matched up pictures to go with each season as a big group. Once we have enough songs I hope to record them and make CDs for everyone.
Color Walk
This week we have been looking critically at the colors that we see around our community. We went for a walk around the block looking and collecting different colored leaves. We identified the colors, learned some new words and a new song "Sol Solecito".
Squirrel: ardilla pink: rosado stick: palo
Leaf: hoja acorn: bellota
tree: árbol pine cone: piña
Squirrel: ardilla pink: rosado stick: palo
Leaf: hoja acorn: bellota
tree: árbol pine cone: piña
El otoño (Fall)
This week we focused more on colors and continue to practice our calendar words. One of our classes was ambitious and decided to count and hear some patterns for numbers 1-31 on our calendar. We talked about how we are going to all work together to be better learners.
We got to color in our own leaves and described what color it was. One of the classes had time to read a book describing words for otoño (fall). Next week we will be going on a nature walk looking for other fall words, recording how many árboles (trees) we see and what color the leaves are.
We got to color in our own leaves and described what color it was. One of the classes had time to read a book describing words for otoño (fall). Next week we will be going on a nature walk looking for other fall words, recording how many árboles (trees) we see and what color the leaves are.
Números, colores y comida
This week we didn't have Spanish due to the surprise field-trip; however, during closing meeting time we taught the colors song and looked at some different fruits. We will continue with our calendar words in Spanish, numbers, colors, greetings and fall themed foods and fall characteristics.
Color song: (to the tune of farajaca) Red es rojo, green es verde, blue azul, blue azul, purple es morado, yellow amarillo, blanco white, blanco white.
Possible sentences to practice at home: ¿De qué color es?(Point to an object) Es __________ (rojo, verde, azul, morado...)
You could have them find the different colors in your home or on the school playground.
Color song: (to the tune of farajaca) Red es rojo, green es verde, blue azul, blue azul, purple es morado, yellow amarillo, blanco white, blanco white.
Possible sentences to practice at home: ¿De qué color es?(Point to an object) Es __________ (rojo, verde, azul, morado...)
You could have them find the different colors in your home or on the school playground.
La cuarta semana
This week we are continuing with numbers, days of the week and emotions. I will be introducing a unit about fall, which focuses on leaves and the colors that we see.
Days of the week song: lunes, martes, miércoles tres....jueves, viernes, sábado...seis.....domingo...siete
Emotions: Estoy bien, estoy más o menos, estoy mal, estoy contento/a, estoy enojado/a, estoy cansado/a
Numbers: We count with the calendar. We practiced 1-10 with a book.
Days of the week song: lunes, martes, miércoles tres....jueves, viernes, sábado...seis.....domingo...siete
Emotions: Estoy bien, estoy más o menos, estoy mal, estoy contento/a, estoy enojado/a, estoy cansado/a
Numbers: We count with the calendar. We practiced 1-10 with a book.
La tercera semana (3rd week)
This week we reviewed ¿Cómo estás? (How are you) with the more complex responses (Estoy enojado/a, Estoy contento/a and estoy cansado/a). We learned a new hello song "Hola amigo" and focused on 1-10. We will be working on the calendar words and numbers. Classes are now divided into mixed groups, not by classroom.
La segunda semana (2nd week)
I frequently try to check in and sit in morning meetings, so that seems to be a great option for students to interact more informally with me and learn. I will also participate in some closing meetings by teaching extra songs and reading books in Spanish. This week we are reviewing our songs, building on our response to ¿Cómo estás? with more descriptive feeling terms (Bien, mal, más o menos, Estoy contento/a, enojado/a, cansado/a) and learning a new song for the days of the week and possibly will have time to learn another traditional children's song. All songs will eventually be added to students' song books.
-Buenos días=good morning -Estoy contento/a=I'm happy
-¿Cómo estás?=How are you -Estoy enojado/a=I'm mad
-Estoy bien=I'm well -Estoy cansado/a=I'm tired
-Estoy más o menos=I'm okay
-Estoy mal=I'm bad
-Buenos días=good morning -Estoy contento/a=I'm happy
-¿Cómo estás?=How are you -Estoy enojado/a=I'm mad
-Estoy bien=I'm well -Estoy cansado/a=I'm tired
-Estoy más o menos=I'm okay
-Estoy mal=I'm bad
La primera semana (1st week)
I get to meet with the nest once a week and stop in occasionally during morning meetings. This week we will work ¿Cómo estás? and our "Buenos días" and "Adiós" songs. There are some games on the online practice page that your student can use to practice some topics that we will be talking about.
Canciones (songs)
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