Reading Comprehension (K-5)

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

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

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.