Listening and Speaking K-5

Posted on by perlaarroyo93

Bienvenidos Alumnos (Welcome Back Students),

Now you have reached the end of my class, and we have learned a lot this year from the basic irregular verbs, nouns, pronouns,infinitive, and stem-changing. Yes, this sounds like a lot and complicated, but we did exactly the opposite and the really challenging part is applying it to listening and speaking. As Spanish speakers, you must remember in all grade levels that as you continue the rules remain the same, but you need to pay close attention because most will begin to speak quickly. Below I’ve included basic videos that cover the basics and to assist you with the pronunciation which is key to communication in another foreign language. Remember there are some combined letters that need extra emphasis, so I do kindly advice to be extra careful.

Other Resources:

Here are other resources that include a worksheet script that you may follow along if you are not entirely ready.

  1. https://spanish-resources.com/skill/listening/worksheet/1803
  2. https://spanish-resources.com/skill/listening/worksheet/2625
  3. https://spanish-resources.com/skill/listening/worksheet/16462

 

 

Interactive Games – Extra Practice

Posted on by perlaarroyo93

Hello Students,

As you all maybe aware learning a new language can be difficult when you don’t know the structure of the grammar or the practice. You may also not have a person fluent in this language which is totally fine because below I provided links to interactive games that allow the learn to practice out loud this language and to have fun with it.

**Note: The sites are not organized by grade level so don’t worry if you accidentally select an advance level. I do recommend to simply look at it, but if you can try then I encourage you to play.

 

Interactive Games:

https://rockalingua.com/games/important-verbs

https://rockalingua.com/games/colors

https://rockalingua.com/games/numbers

https://rockalingua.com/games/repaso-vocabulario

Writing in Spanish

Posted on by perlaarroyo93

Students,

As you begin understanding the Spanish language, writing becomes an essential skill to communicate your thoughts and with others. Below I have written the basic grammatical rules for writing and the structure how to express your thoughts in a clear, concise, and coherent manner. Again, let me remind you that I will be providing material that is challenging and will require some assistance from a native Spanish speaker who can help you with the worksheets.

Grammar & Syntax of Spanish Language:

Irregular verbs + Present Tense [ verbos Irregularles]

  1.  to sing = cantar
    1. e.g  “El nino canta en publico.” – The boy sings in public.
    2. e.g  “La maestra habla por teléfono.” – The teacher speaks through the phone.

Stem- Changing Verbs:

Many verbs change their stem in the present tense indicative mood. Although there is no exact rule that explains when the verb tense should change, we must first learn their infinitive and the stem-change together.

** Important Note: The word “nosotros” and “vosotros“, do not change their stem, and their endings remain regular.

E.g Prefer (To Prefer) –> “e”–> “ie.”

  1. prefiero       preferimos
    prefieres     preferís
    prefiere       prefieren

Similar verbs: cerrar (to close), empezar (to begin), entender (to understand), perder (to lose), querer (to want/love)

o → ue

Example: Dormir (to sleep)
duermo       dormimos
duermes     dormís
duerme       duermen

Similar verbs: contar (to count), morir (to die), recordar (to remember/remind), volar (to fly)

e → i

Example: Pedir (to ask for)
pido       pedimos
pides      pedís
pide        piden

First Person (Primer Persona)

In special occasions, the first remains as an irregular and it is simple to memorize because you only need to know the infinitive and the irregular first person. Follow the example below:

zco verbs

Conocer (to know)
conozco     conocemos
conoces      conocéis
conoce        conocen

Traducir (to translate)
traduzco    traducimos
traduces     traducís
traduce       traducen

-go verbs

Hacer (to do/make)
hago     hacemos
haces    hacéis
hace      hacen

Poner (to put/place)
pongo    ponemos
pones     ponéis
pone       ponen

Stem-Changing Verbs and Irregular First Person

In Spanish language, there is rare but possible to not only have irregular first person but also, a stem-change to that. Follow the examples below:

Decir (to tell)
digo    decimos
dices   decís
dice     dicen
(first person -go and e → i stem change)

Tener (to have)
tengo    tenemos
tienes   tenéis
tiene     tienen
(first person -go and e → ie stem change)

Venir (to come)
vengo    venimos
vienes    venís
viene     vienen
(first person -go and e → ie stem change)

Cited Source:http://www.fluentu.com/spanish/blog/spanish-grammar-rules/

Worksheets

Kindergarten

Numbers

a. https://www.pinterest.com/pin/362328732497275020/

Letters

a. http://spanish4teachers.org/files/Spanish_Alphabet.pdf

1st Grade

Seasons

a. https://www.pinterest.com/pin/34691859600211863/

Colors

a. https://www.pinterest.com/pin/492581277963973247/

2nd Grade

Pdf files:

http://spanish4teachers.org/files/Que_Cual_Worksheet.pdf

http://www5.unitedstreaming.com/videos/12168/5618.pdf

3rd Grade

http://spanish4teachers.org/files/TENER_SER_NECESITAR_QUERER_Worksheet.pdf

http://spanish4teachers.org/files/Worksheet_Quiz_Spanish_Infinitives_Infinitivos.pdf

4th Grade

http://spanish4teachers.org/files/Worksheet_Spanish_Definite_Articles_Profession_Articulos_Definidos_Profesiones.pdf

5th Grade

http://spanish4teachers.org/files/Spanish_Conocer_Saber_Worksheet.pdf

http://spanish4teachers.org/files/Spanish_Negaciones_Nunca_Nadie_Nada_Tampoco_Worksheet.pdf

Cited Source:

http://spanish4teachers.org/files/Spanish_Negaciones_Nunca_Nadie_Nada_Tampoco_Worksheet.pdf

Reading Comprehension Assignments

Posted on by perlaarroyo93

Hello Spanish Students,

We now begin our journey into learning this amazing language. I will provide several pdf files from unit 1 to the last unit we will cover for this year. As you can notice, each unit will be distributed by order of sequence and grade level. If you feel that you are ready to be challenge, then you may look head of schedule, but I do carefully advice you all that it is material I have yet to cover which means that an outside Spanish speaker will be needed at your own discretion.

Kindergarten:

Learning objective:  Using Spanish to enable learners to get to know each other and the tutor. Setting the standard for the course by getting the learners comfortable with interaction and communicating in Spanish.

Unit 1:

1.1 Getting to know people (8-11 pages)

1.2 Exchanging names

1.3 Greetings and Goodbyes

Pdf Files:

http://www.bbcactivelanguages.com/talk/spanish/Sp12.htm

http://www.bbcactivelanguages.com/talk/spanish/Spanish.htm

http://www.bbcactivelanguages.com/talk/spanish/Sp13.htm

Unit 2:

Learning Objectives

Pdf files:

http://www.bbcactivelanguages.com/talk/spanish/spunit2.htm#2.1

http://www.bbcactivelanguages.com/talk/spanish/Sp22.htm

Unit 3:

Learning Objectives:

1.The Student will be able to identify locations and reinforce adjectival agreement.

2. The Student will be able to exchange information about families which will reinforce group relationships.

3. Number Practice from 0-100

Pdf files:

http://www.bbcactivelanguages.com/talk/spanish/sp31.htm

1st Grade

Learning Objectives

  1. Students will be able to recognize and write what is a true or false statement in Spanish.
  2. Students will be able to read the questions and respond with simple nouns
  3. Students will be able to extract keywords from assigned reading text and use it to answer the following questions.

Unit 1:

Pdf files

http://spanish4teachers.org/files/Spanish_Reading_Comprehension___lectura_comprensiva.pdf

Unit 2:

Pdf files

Grade 2

Learning Objective

  1. Student will be able to read, critically analyze a text, and respond in simple sentences.
  2. Student will learn new terminology focusing on adjectives and use of verbs.

Unit 1

Pdf file:

https://drive.google.com/file/d/0BwpTsZx0NUnlMjQ5ZjVlNjAtNDUzZC00NWQyLWJhZTAtNGJhNTE5MzRlMDdl/view

https://drive.google.com/file/d/0BwpTsZx0NUnlYzA0YTcwYzItM2U3Mi00MmFiLWJjMmYtYzdjZGIzNzI4ZjE4/view

Unit 2

Pdf Files:

https://drive.google.com/file/d/0BwpTsZx0NUnlYzA0YTcwYzItM2U3Mi00MmFiLWJjMmYtYzdjZGIzNzI4ZjE4/view

https://drive.google.com/file/d/0BwpTsZx0NUnlMDBlNWRmNGMtOWMwYy00Y2Y2LWEwMmUtZTc2MTk1N2M1NWVk/view

Grade 3

Learning Objective

  1. Student will be able to describe directions to another person.
  2. Students will master geographical locations and read about its regions.

Pdf File:

https://drive.google.com/file/d/0BwpTsZx0NUnlMWIxNDU1NDUtMWIxYS00YWYxLWI0NTUtZjUwZjMyN2U4NjI4/view

https://drive.google.com/file/d/0BwpTsZx0NUnlYmYwODZkMDgtMDI0Yi00Yjc4LWI0YjQtNTI1YmQ2ZjczZTcz/view

Grade 4

Learning Objective

  1. Student will identify and recognize currency and learn how to make change in Spanish.
  2. Students will read and respond to reading comprehension questions regarding temperature and size.
  3. Student will be able to read complex text and decipher hidden words from puzzle.

Unit 1

Pdf Files:

https://drive.google.com/file/d/0BwpTsZx0NUnlYzUxZDBmMzctODY2OC00YTg2LThjYTEtM2RkZTA0ZDc5NjQ2/view

https://drive.google.com/file/d/0BwpTsZx0NUnlYTY2NmJjYjktMjZmNi00OGViLWE4N2YtZmJlZjViYWU1ODcx/view

Unit 2

Pdf Files:

https://drive.google.com/file/d/0BwpTsZx0NUnlMTUzZjJkMjgtNDczNi00OWYyLTg0MjMtMTYzMTVhZDliYmJi/view

https://drive.google.com/file/d/0BwpTsZx0NUnlYzFkZGM2MzMtNWEyMS00ODkzLTkzNGEtMGE2NWNjY2ViMDJl/view

Grade 5

Learning Objective

  1. Students will be able to read long and complex text of the instructors choosing and level.
  2. Students will be able to respond to the comprehension questions at the end of each text with the correct grammatical punctuation and structure.

Unit 1 + Unit 2

Pdf Files

https://orientacionandujar.files.wordpress.com/2009/05/banco-de-lecturas-segundo-ciclo-primaria.pdf

 

Cited Sources:

http://escuelabloguera.blogspot.com.es/2012/12/fichas-de-lectura-comprensiva.html

http://spanish4teachers.org/spanishreadingcomprehension/

Reading Comprehension (K-5)

Posted on by perlaarroyo93

Hello Spanish Learners,

Below I’ve selected and complied a few standard benchmarks for learners “K-5” that is usually used for English standards;however, I’ve slightly change these benchmarks so you can follow along independently or with a parent as you review or complete assigned assignments.

SPANISH STANDARDS/BENCHMARKS:

KINDERGARTEN:

Vocabulary Acquisition and Use:

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
Identify new meanings for familiar words and apply them accurately (e.g., knowing sent is a feeling and learning the verb to me siento).
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

1ST GRADE/ PRIMER GRADO:

Conventions of Standard Spanish

Demonstrate command of the conventions of standard Spanish grammar and usage when writing or speaking.
Print all upper- and lowercase letters.
Use common, proper, and possessive nouns.
Use singular and plural nouns with matching verbs in basic sentences (e.g., El salta; nosotros saltamos).
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Spanish (e.g., Yo, tu, ellos, el, ella, aque ellos, de ellos)

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
Use frequently occurring adjectives.
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Use determiners (e.g., articles, demonstratives).

2ND GRADE/ SECONDO GRADO:

Conventions of Standard Spanish:

Demonstrate command of the conventions of standard Spanish grammar and usage when writing or speaking.
Use collective nouns (e.g., group).
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
Use reflexive pronouns (e.g., myself, ourselves).
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Use adjectives and adverbs, and choose between them depending on what is to be modified.
Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
Credit Source: http://www.corestandards.org/ELA-Literacy/L/1/

Homework Submission- Tarea Completa

Posted on by perlaarroyo93

Welcome Students,

As your Spanish teacher, I am delighted to work with you on understanding the basic concepts of Spanish from reading, writing, listening and even speaking. Learning another language can be challenging at times, however, with a bright mind, practice, and patience one can hone this beautiful language and apply it toward high learning. The weekly homework packet will contain precise instructions that will help you as a learner to understand the foundation of Spanish and to meet the standard benchmarks for world languages. Each section will contain writing exercises in Spanish and terms of my choosing which will require you to create several academic sentences to show me you understand the basic grammatical rules and structure. On a different section, it will include visual pictures and words that must be matched correctly as shown in the example.  Once you’ve completed each section, you must turn it in the dropbox in my class or to save paper; there will be a link to a dropbox where you may submit it via internet.

Link: https://www.dropbox.com/home Homework Submission -Tarea Completa

California Spanish K-5 Curriculum

Posted on by perlaarroyo93

The purpose of the SPANISH AS A SECOND LANGUAGE page is to provide a basic foundation in Spanish for the Non-Spanish and Limited Spanish Proficient (LSP) student. The goal of this transitional website is the progressive development of language skills that will enable learners to function successfully in school and society. Concomitantly, this program facilitates students‟ adjustment to a new environment by introducing them to Spanish culture.

At the elementary school level, the Spanish language activities are designed to develop basic communication skills. These basic skills include: listening, speaking, reading, writing, pronunciation, vocabulary, and linguistic skills through a content-based and multi- cultural curriculum.

Efforts are made to develop in the student and staff of the school an attitude of acceptance of non-native American students. Native Spanish speaking students are encouraged to share their heritage and culture with native English-speaking students. With these shared experiences, all students can learn and value cultural diversity in our community and society.

The focus of the Hablas Espanol program is the fulfillment of the academic, social, and personal goals of each individual student. It recognizes individual differences in language proficiency and cultural backgrounds. It endeavors to provide learners with opportunities to develop and realize their potential, interests, and aspirations.

My goal as a teacher is for the students to achieve the following foreign language benchmarks:

  1. To help  students attain proficiency in Spanish for communication in school and the community.
  2. To help students attain proficiency in Spanish in order to make satisfactory progress in the regular school program.
  3. To prepare students to successfully meet criteria on standardized tests, exams, and quizzes.
  4. To provide instruction that satisfies cultural as well as linguistic needs.
  5. To promote an appreciation of different cultures and their contributions to our society.