Homework and Learning Themes for Spanish Class

Señora Barker – 4^th and 3^rd Grade

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Have a wonderful SUMMER!

Click on this link to hear the song about “Los Continentes.” Los Continentes

Click on this link to access the Pronoun Benders: Pronoun Benders in Spanish

Click on this link to practice The Colors

Click on this link to hear the song about El Alfabeto

Click on this link to hear the song about The Weather Chant

Click on this link to hear the song about The Days of the Week

Click on this link to hear the song about The Months of the Year

Click on this link to hear the The Weather Vocabulary

Click on this link to access the Rapid Review Study Guide #1

Philosophy:

Señora Barker teaches lessons and tells stories primarily in Spanish (90% or greater is the goal). Through “sheltered” teaching strategies, teaching is done at an appropriate speed with pictures, gestures, real objects, songs, chants, poems, and movement activities. Vocabulary is taught both in context and out of context. Even beginning students will experience success (along with a little normal confusion and frustration), while more advanced students will have opportunities to be “immersed” in Spanish, to serve as role models, and to receive more advanced assignments.

Students are expected to listen and to participate, both of which are essential to developing their oral skills and auditory skills in Spanish. Reading and writing skills, which were introduced in 2^nd grade Spanish are further developed in 3^rd grade, while students in 4^th grade will be accountable for their skills in reading and writing through “checks for understanding” (quizzes). Students in 3^rd and 4^th grade will be developing good study skills in Spanish. Oral participation and oral presentations will be evaluated for effort, pronunciation, and accuracy in both 3^rd and 4^th grades.

Please contact me any time with questions or concerns. If your child is expressing frustration or concerns about Spanish, please let me know. I am happy to work with you and your child in order to lessen frustration and to help students know: 1) they are supposed to make mistakes; 2) they are not supposed to understand everything I say in Spanish. mbarker@parishepiscopal.org (972)239-8011 x2397

Learning Themes:

Rotation 1: 8/28-9/5 (Items in red indicate new learning.)

4^th Grade: greetings, farewells, age, family review, classroom objects, review colors and numbers, asking someone’s name, telling your name, telling someone else’s name, begin verb study (on-going throughout the year), exploring the difference between “tú” and “usted”

3^rd Grade: greetings, farewells, age, family review, intro. classroom objects, review colors and numbers, counting by 10s to 100, asking someone’s name, telling your name, telling someone else’s name, review vowels,

Rotation 2: 9/6-9/13 (Items in red indicate new learning.)

4^th Grade: FINISH CONVERSATION REVIEW (greetings, farewells, age, family review, review colors and numbers, asking someone’s name, telling your name, telling someone else’s name), review how to express when something belongs to someone else (possession), review days of the week, exploring the difference between “tú” and “usted,” explore the timeline of civilizations in Mexico, learn about New Spain, learn about Mexican Independence Day (Sep. 16^th).

3^rd Grade: FINISH CONVERSATION REVIEW (greetings, farewells, age, family review, review colors and numbers, asking someone’s name, telling your name, telling someone else’s name), review alphabet and vowels, learn about Mexican Independence Day (Sep. 16^th).

Rotation 3: 9/14-9/21 (Items in red indicate new learning.)

4^th Grade: Finish study about Mexican Independence Day and Miguel Hidalgo, review alphabet names and sounds, review vowels, using “es” in a sentence to describe what something is, using “está” in a sentence to describe where something is, recognizing and using interrogative words ¿Qué? And ¿Dónde?, RDR classroom objects-reading and writing practice, activities to reinforce writing vocabulary.

3^rd Grade: classroom objects, using “es” in a sentence to describe what something is, using “está” in a sentence to describe where something is, recognizing and using interrogative words ¿Qué? And ¿Dónde?, review alphabet names and sounds, review vowels, learning activities that help students practice and learn vocabulary for classroom objects.

Rotation 4: 9/24-10/1 (Items in red indicate new learning.)

4^th Grade: Review alphabet names and sounds, review vowels, begin study of vowel poems, highlighting and isolating vowel sounds in Spanish, review school vocabulary and conversations, organize papers, pick Spanish names, first formal assessment.

3^rd Grade: Review alphabet names and sounds, review vowels, learning activities that help students practice and learn vocabulary for classroom objects, listen to teacher say letter in Spanish and write the letter that is heard, match Spanish word to picture, know meaning of basic introductory questions.

Rotation 5: 10/2-10/10 (Items in red indicate new learning.)

4^th Grade: Review alphabet names and sounds, finish picking Spanish names, begin verb study (1-8: beber, hablar, aprender, saber, cantar, jugar, usar, desear), organize papers, draw classroom map, learn three rules of singular/plural.

3^rd Grade: Organize papers, learn a chant about possession (things that belong to someone), teach feelings (9 words) with “me siento” and “estoy,” begin learning 3^rd grade dialogue #1, work on reading proficiency in Spanish.

Rotation 6: 10/11-10/18 (Items in red indicate new learning.)

4^th Grade: Continue verb study (1-8: beber, hablar, aprender, saber, cantar, jugar, usar, desear), practice using Voy a ___+ VERB and Quiero ______+ VERB; second formal assessment on alphabet and verbs; learn a chant about possession (things that belong to someone); introduce feelings (17 words different from 3^rd grade) with “estoy” and “me siento.”, begin memorizing 4^th grade dialogue #1.

3^rd Grade: Practice chant about possession (things that belong to someone), learn feelings (9 words) with “me siento” and “estoy,” continue working on 3^rd grade dialogue #1, work on reading proficiency in Spanish.

Rotation 7: 10/19-10/26 (Items in red indicate new learning.)

4^th Grade: Practice chant about possession (things that belong to someone); learn feelings (16 words different from 3^rd grade) with “estoy” and “me siento.”, practice and perform Dialogue #1

3^rd Grade: Know feelings (9 words) with “me siento” and “estoy,” intro. 3^rd grade dialogue #1, take informal assessment.

Rotation 8: 10/29-11/5 (Items in red indicate new learning.)

4^th Grade: Finish performing dialogues, review El día de los muertos, learn traditional dance of “Los Viejitos,” make masks for dance, continue to review feelings, work on early writing and reading proficiency in Spanish..

3^rd Grade: Continue working on dialogue #1 to perform with a partner, review El dia de los muertos, discuss important symbols of skulls and skeletons, make skeleton puppets for “ofrenda” display, practice reading in Spanish.

Rotation 9: 11/6-11/13 (Items in red indicate new learning.)

4^th Grade: Finish learning traditional dance of “Los Viejitos,” work on masks for dance, continue to review feelings, Me siento___. (I feel ____.) and Estoy _____ (I am ____ + a feeling). Introduction to “estar” = “to be” for feelings and location, play “questions game” with feelings.

3^rd Grade: Finish skeleton puppets for “ofrenda” display, watch DVD on El día de los muertos, practice dialogue #1 with partner, practice reading in Spanish.

Rotation 10: 11/6-11/13 (Items in red indicate new learning.)

4^th Grade: Review feelings pronunciation, finish masks for dance, watch DVD on El día de los muertos, practice feelings with clipart pictures, play “questions game” with feelings, intro. student-made feelings books.

3^rd Grade: Perform dialogue #1 from memory to with a partner, start 3^rd grade “Feelings Book” in Spanish, practice reading in Spanish.

Rotation 11: 11/14-11/29 (Items in red indicate new learning.)

4^th Grade: Review “feelings” with cards/pictures, finish “questions game” with feelings, intro. and begin student-made feelings book, brainstorm in Spanish “I feel ____ when ____.” for student-made books, third formal assessment, reading practice in Spanish, intro. to Hope and Charity School in Peru and pen-pal program.

3^rd Grade: Finish 3^rd grade feelings books, intro. Hope and Charity School in Peru and pen-pal program, brainstorm web for content of letter, show “friendly letter” format

Rotation 12: 11/30-12/07 (Items in red indicate new learning.)

4^th Grade: Review assessment #3, continue with presentation on school in Peru, brainstorm web for content of letter, teach “friendly letter” format, begin rough drafts.

3^rd Grade: Review and finish word web for pen-pal letter, start rough drafts, receive letters from students in Peru.

Rotation 13: 12/10-12/17 (Items in red indicate new learning.)

4^th Grade: To computer lab to work with JumpStart Spanish, work on pen-pal letters, receive letters from students in Peru.

3^rd Grade: To computer lab to work with JumpStart Spanish, work on pen-pal letters, receive letters from students in Peru.

Rotation 14: 12/18-1/10 (Items in red indicate new learning.)

4^th Grade: Have conversations, partner read and read “Feelings Books” to middle school students. Work on pen-pal letters. Finished and decorated final copies of pen-pal letters and read them aloud to the class and own family.

3^rd Grade: Have conversations, partner read and read “Feelings Books” to middle school students. Work on pen-pal letters. Finished and decorated final copies of pen-pal letters and read them aloud to the class and own family.

Rotation 15: 1/11-1/18 (Items in red indicate new learning.)

4^th Grade: Finished and decorated final copies of pen-pal letters and read them aloud to the class and own family. Started verb review and intro. of new verbs from the “verb bank.” Review expressions to use with infinitive verbs. Intro. new expressions to use with infinitive verbs.

3^rd Grade: Finished and decorated final copies of pen-pal letters and read them aloud to the class and own family. Review alphabet with letter sounds in Spanish. Learn how phonics in Spanish help with spelling in Spanish. Work on spelling known words, numbers, colors, days, months.

Rotation 16: 1/22-1/29 (Items in red indicate new learning.)

4^th Grade: Check verb benders for a grade, review “estar =to be,” brainstorm vocabulary to go with each verb and verb expression, play “questions game” with verbs.

3^rd Grade: Review alphabet with letter sounds in Spanish. Learn how phonics in Spanish help with spelling in Spanish. Work on spelling known words, numbers, colors, days, months.

Rotation 17: 1/30-2/6(Items in red indicate new learning.)

4^th Grade: Verb Quiz on meanings, Verb/Vocabulary Test on using verbs in questions and sentences. Review “estar.”

3^rd Grade: Practice activities and quiz on phonetic knowledge of Spanish spelling “known” words.

Rotation 18: 2/7-2/14(Items in red indicate new learning.)

4^th Grade: Begin using “ser” = “to be” with descriptive personal adjectives.

3^rd Grade: Work on “Rapid Review” of previously learned vocabulary: clothes, body, weather, animals, food.

Rotation 19: 2/15-2/25(Items in red indicate new learning.)

4^th Grade: Continue using “ser” = “to be” with descriptive personal adjectives. Describe self, friends.

3^rd Grade: Work on “Rapid Review” of previously learned vocabulary: clothes, body, weather, animals, food.

Rotation 20: 2/26-3/4(Items in red indicate new learning.)

4^th Grade: Begin using “ser” = “to be” with descriptive personal adjectives and professions. Describe self, friends, teachers. Quiz this rotation.

3^rd Grade: Work on “Rapid Review” of previously learned vocabulary: clothes, body, weather, animals, food. Puppets, Beanie Babies, weather chant, clothes relay, Jumpstart Spanish. Assessment this rotation.

Rotation 21: 3/5-3/12(Items in red indicate new learning.)

4^th Grade: Continue using “ser” and personal adjectives to describe a teacher and your family. Draw and label a picture of your family. Test this rotation.

3^rd Grade: Finished assessment. Continued with review in Computer Lab with Jump Start Spanish. Begin learning vocabulary for the “house.”

Rotation 22: 3/13-3/31(Items in red indicate new learning.)

4^th Grade: Finished up large drawings of teachers labeled with sentences. Read family descriptions in front of class. Did review on Jumpstart Spanish on Smart Board or classroom computers. Read class books in Spanish.

3^rd Grade: Worked on vocabulary for big book, “El Canguro.” Cut out initial study cards, created benders 1-13, practiced vocabulary using links on Señora Barker’s homework page.

Rotation 23: 4/1-4/8(Items in red indicate new learning.)

4^th Grade: Use textbook “Realidades” DVD to model use of “ser” and new descriptive adjectives. Students wrote down new adjectives from video. Students will generate an e-mail to a friend in the class using anonymous user names (sent to Señora Barker’s e-mail address.)

3^rd Grade: Worked on vocabulary for big book, “El Canguro.” Cut out second set of study cards, created benders 14-27, practiced vocabulary using links on Señora Barker’s homework page, played games using study picture cards, classroom dollhouse.

Rotation 24: 4/9-4/16(Items in red indicate new learning.)

4^th Grade: Corrected class e-mails with a partner and using the Smartboard. Begin presentations of Dialogue #1. Grade based on expression and pronunciation. Reading of dialogue is allowed during presentation. Know meanings of the dialogue to get ready for a written assessment.

3^rd Grade: Worked on vocabulary for big book, “El Canguro.” Practiced vocabulary using links on Señora Barker’s homework page, played games using study picture cards, classroom dollhouse. Study benders in class with a partner and at home.

Rotation 25: 4/17-4/24(Items in red indicate new learning.)

4^th Grade: Finished performing Dialogue #2, editing e-mails, and took assessment on the meaning of Dialogue #2. Beginning a Rapid Review of “known” vocabulary.

3^rd Grade: Took assessment on vocabulary for “The Home.” Reviewed big book of “El canguro.” Started writing own book telling the story of “El canguro” in your own words in Spanish.

Rotation 26: 4/25-5/5(Items in red indicate new learning.)

4^th Grade: Rapid Review #1: weather, days of the week, months of the year, talking about the calendar, numbers, colors, alphabet (letter names and letter sounds).

3^rd Grade: Complete their own booklet of “El canguro.” Finish writing, decorating, partner reading, reading in front of the class.

Rotation 27: 5/6-5/13 (Items in red indicate new learning.)

4^th Grade: Finish Rapid Review #1 and assessment. Rapid Review #2: food, clothes, body, animals.

3^rd Grade: Complete their own booklet of “El canguro.” Finish writing, decorating, partner reading, reading in front of the class. Review uses of “estar” = to be for locations and feelings. Begin study of pronouns.

Rotation 28: 5/14-5/21(Items in red indicate new learning.)

4^th Grade: Finish Rapid Review #2 (Did not finish proper teaching and review.) Ran out of time. Jumpstart Spanish in Computer Lab. Started Fiestas - ¡Feliz cumpleaños! theme. Students told me their birthdays in Spanish, I gave them a certificate in Spanish, watched part of Toy Story in Spanish (character’s birthday – Andy – in movie).

3^rd Grade: Continue with study of pronouns. Jumpstart Spanish in Computer Lab. Wanted to introduce how –ar verbs work, but ran out of time.

Rotation 29: 5/22-5/29(Items in red indicate new learning.)

4^th Grade: Finished fiestas and JumpStart Spanish in Computer Lab. No 4^th Grade Spanish classes the last week of school.

3^rd Grade: *Fiesta with a Monster Theme. Watched “Muzzy” in Spanish, buñuelos, Mexican candy, chips and salsa, tried nopalitos, and had tasted soda de piña and soda de mango.