Spanish Classwork and Homework
K-4 and K-5 : These classes continue to make excellent progress in their study of Spanish. Students in K-4 are able to identify parts of the body, colors, and respond to basic commands correctly. I am so pleased with their progress. We continued to sing songs designed to teach vocabulary on Monday. The following new body parts were introduced: dientes (teeth) and barba (chin). We will continue learning new vocabulary next week. We are also going to learn Brown Bear, Brown Bear, what do you see? I will send the words in a post later this week.
Grade 1 We are continuing to learn classroom vocabulary and prepositions. I placed labels on just about everything in the Spanish classroom on Monday and the students went around the room discovering the new words for known objects. We then combined the words with last week's vocabulary to form sentences about the location of objects.
Grade 2 Grade 2 also discovered the new vocabulary and made a list of the words and their meanings. They are so eager to learn! One student said he wanted to descibe everything he sees in Spanish! I will be adding more adjectives to their list of colors. They are ready to use more descriptive words now to combine with their previously learned nouns. I am so pleased. There is NO written homework for second grade.
Grades 3, 4, 5, and 6. Students worked in groups walking around the room noting down the new vocabulary words and combining them with prepositions and adjectives to form sentences.
I asked them to use the new words in descriptive sentences. The words are: boligrafo, sacapuntas, bocina, reloj, librero, libros, bolsa de la maestra, plants, computadora, imprenta, silla, mesa, escritorio. Grades 3,4, and 5 were asked to write sentences--at least ten-- with the new vocabulary words similar to last week's work. Model: El sacapuntas negro esta encima del librero. Most students write more than ten as I explained last week. I will look at ALL the sentences they write and point out corrections. Yes, I will look at fifty sentences if a student composes fifty sentences. ( That question was asked on Monday). I don't know what I will do if I'm asked about 100...
Grade 6: NO HOMEWORK this week. I am going to assign a project having to do with likes and dislikes, family, school and beliefs to the sixth grade. They will need an empty shoebox.It will be due on October 21st. More to follow on this project.
Thank you, again, Students, Parents, and Grandparents, for all of your support and cooperation. Your interest in Spanish makes it possible for students to excel in our foreign language program at SJDS.
Tuesday, September 24, 2013
Saturday, September 21, 2013
Spanish Language Activity to Practice Vocabulary
Grades 3-6 have really been working hard learning new vocabulary in Spanish. Students might try to orally describe common objects around the house using their new and previously learned words. For example: El refrigerador esta en medio de la mesa y la estufa. Mi mochila negra esta debajo de la cama blanca de mi dormitorio. Students might do this activity with foods as well: La ensalada de tomate esta encima de la mesa del comedor. Mi hermana esta en frente del estereo en la sala.
Que tengan un buen fin de semana. Hasta el lunes.
Srta. Linda
Grades 3-6 have really been working hard learning new vocabulary in Spanish. Students might try to orally describe common objects around the house using their new and previously learned words. For example: El refrigerador esta en medio de la mesa y la estufa. Mi mochila negra esta debajo de la cama blanca de mi dormitorio. Students might do this activity with foods as well: La ensalada de tomate esta encima de la mesa del comedor. Mi hermana esta en frente del estereo en la sala.
Que tengan un buen fin de semana. Hasta el lunes.
Srta. Linda
Wednesday, September 18, 2013
Homework Due Monday, Sept. 23.
Grades K-4 received a copy of our pumpkin song to share with their parents. I am using this song to teach parts of the body in Spanish. We learned the following body parts on Monday:
ojos-eyes, boca-mouth, orejas-ears, cabeza-head, mano-hand, pelo-hair. The children did very well. We also learned a song for the days of the weeks. Each day has a different movement to help the children associate the day with an activity. It was fun ! We started out lying down for Monday. Tuesday we sat up. Wednesday is hands on knees. Thursday we stand up. Friday we sway from side to side. Saturday we dance and Sunday we bow our heads and clasp our hands in prayer. We sing: Hoy es lunes, lunes, lunes. Hoy es lunes. Es lunes hoy.
K-5 We also reviewed body parts and the days of the week.
First Grade - We began using prepositions to describe location of objects in the classroom. There is no homework. Students did an excellent job with this activity. We will continue next week. Vocabulary words are: adentro-inside, afuera- outside, en- on, debajo de- under, en medio de- between.
Second Grade- We are learning new classroom vocabulary Students have a list of words to learn on a hand-out. I encouraged them to to try to make sentences to share with me on Monday, the 23rd. It is NOT a mandatory homework assignment. Some students want to do more than what we do in class and I want them to have something to practice at home if they are interested in doing so.
Grades 3,4, 5, and 6. Students are at the point in their learning where they can compose entire sentences in Spanish using previously learned vocabulary and grammar. Their homework is to write as many sentences as they wish using adjectives, especially colors, and prepositions.
Students have examples in their Spanish notebook. Ex: La calabaza anaranjada esta en la mesa. La mochila azul esta en medio de la mesa cafe y la silla amarilla. At least five sentences are required, but I am hoping students will write many more! They may use any previously learned vocabulary; such as, furniture, foods, classroom objects, family members, numbers, or rooms in the house. Next week , they will describe the Spanish classroom and perhaps the library or computer lab. I am so proud of our students' progress.
New students to St. John's will have the oportunity to complete the cultural project we did last year. I have the papers ready for them and will explain what is required of them next Monday.
I wish to thank all parents for their interest and cooperation. The projects were beautiful and the presentations were exceptional.
Cultural Note: September 16th was Mexican Independence Day. We learned about this important day in the history of Mexico. We also learned about the Mexican flag and the meaning of the symbol of the eagle in the center of the flag.
Grades K-4 received a copy of our pumpkin song to share with their parents. I am using this song to teach parts of the body in Spanish. We learned the following body parts on Monday:
ojos-eyes, boca-mouth, orejas-ears, cabeza-head, mano-hand, pelo-hair. The children did very well. We also learned a song for the days of the weeks. Each day has a different movement to help the children associate the day with an activity. It was fun ! We started out lying down for Monday. Tuesday we sat up. Wednesday is hands on knees. Thursday we stand up. Friday we sway from side to side. Saturday we dance and Sunday we bow our heads and clasp our hands in prayer. We sing: Hoy es lunes, lunes, lunes. Hoy es lunes. Es lunes hoy.
K-5 We also reviewed body parts and the days of the week.
First Grade - We began using prepositions to describe location of objects in the classroom. There is no homework. Students did an excellent job with this activity. We will continue next week. Vocabulary words are: adentro-inside, afuera- outside, en- on, debajo de- under, en medio de- between.
Second Grade- We are learning new classroom vocabulary Students have a list of words to learn on a hand-out. I encouraged them to to try to make sentences to share with me on Monday, the 23rd. It is NOT a mandatory homework assignment. Some students want to do more than what we do in class and I want them to have something to practice at home if they are interested in doing so.
Grades 3,4, 5, and 6. Students are at the point in their learning where they can compose entire sentences in Spanish using previously learned vocabulary and grammar. Their homework is to write as many sentences as they wish using adjectives, especially colors, and prepositions.
Students have examples in their Spanish notebook. Ex: La calabaza anaranjada esta en la mesa. La mochila azul esta en medio de la mesa cafe y la silla amarilla. At least five sentences are required, but I am hoping students will write many more! They may use any previously learned vocabulary; such as, furniture, foods, classroom objects, family members, numbers, or rooms in the house. Next week , they will describe the Spanish classroom and perhaps the library or computer lab. I am so proud of our students' progress.
New students to St. John's will have the oportunity to complete the cultural project we did last year. I have the papers ready for them and will explain what is required of them next Monday.
I wish to thank all parents for their interest and cooperation. The projects were beautiful and the presentations were exceptional.
Cultural Note: September 16th was Mexican Independence Day. We learned about this important day in the history of Mexico. We also learned about the Mexican flag and the meaning of the symbol of the eagle in the center of the flag.
Sunday, September 8, 2013
First Project Due: September 16th
This project is for Grades 3,4,5, and 6 only. Grades 1 and 2 will do a modified version in class.
Grades K-4 and K-5 will do only an oral version in the form of a game.
Grades 3,4, 5, and 6 will be learning prepositions in Spanish. Tomorrow they will copy down a list of common prepositions and a small visual to help them learn the meaning of each word.
Their project will be to illustrate on a poster the meaning of each preposition with visual examples. They will then teach the rest of the class the new words using their prepared poster. The poster should be of average posterboard size, the kind that is sold at Walmart or Walgreen's. For example, a student may choose a drawing of our Main Building. To show the meaning of arriba de (above), they can draw a cloud above the school. to show the meaning of enfrente de(in front of), they can draw cars waiting to get onto the school grounds in the morning. Adentro (inside) can be an arrow pointing to Miss Stone's office to show the meaning of "inside." Please be creative! Please use crayons or paint to make the poster interesting.
Another fun visual might be a picture of the student's kitchen with all of the common items found there. Encima de ( on) or en can be an arrow indicating the coffeepot on the counter. Between (en medio de) can be the window between the stove and the sink, etc.
Here are the list of words I will present tomorrow:
arriba de above adentro de inside
encima de on afuera de outside
detras de behind
enfrente de in front of
al lado de next to
debajo de under or beneath
cerca de near
en medio de between
alrededor de around or all around
contra or pegado a against
The words can be illustrated with individual boxes showing the meaning as well. For example, a ball inside of a box in one picture, a flower next to a flowerpot in another.
Please write the preposition near the object or draw an arrow from the words to the object used to illustrate the meaning.
I will show the students more examples in class tomorrow. Students may use magazine photos, or computer generated images in their posters. Students in the past have drawn a typical classroom, such as the sixth grade classroom, to show where things are found.
Students will orally present their work on Monday, September 16th, in class.
This project is for Grades 3,4,5, and 6 only. Grades 1 and 2 will do a modified version in class.
Grades K-4 and K-5 will do only an oral version in the form of a game.
Grades 3,4, 5, and 6 will be learning prepositions in Spanish. Tomorrow they will copy down a list of common prepositions and a small visual to help them learn the meaning of each word.
Their project will be to illustrate on a poster the meaning of each preposition with visual examples. They will then teach the rest of the class the new words using their prepared poster. The poster should be of average posterboard size, the kind that is sold at Walmart or Walgreen's. For example, a student may choose a drawing of our Main Building. To show the meaning of arriba de (above), they can draw a cloud above the school. to show the meaning of enfrente de(in front of), they can draw cars waiting to get onto the school grounds in the morning. Adentro (inside) can be an arrow pointing to Miss Stone's office to show the meaning of "inside." Please be creative! Please use crayons or paint to make the poster interesting.
Another fun visual might be a picture of the student's kitchen with all of the common items found there. Encima de ( on) or en can be an arrow indicating the coffeepot on the counter. Between (en medio de) can be the window between the stove and the sink, etc.
Here are the list of words I will present tomorrow:
arriba de above adentro de inside
encima de on afuera de outside
detras de behind
enfrente de in front of
al lado de next to
debajo de under or beneath
cerca de near
en medio de between
alrededor de around or all around
contra or pegado a against
The words can be illustrated with individual boxes showing the meaning as well. For example, a ball inside of a box in one picture, a flower next to a flowerpot in another.
Please write the preposition near the object or draw an arrow from the words to the object used to illustrate the meaning.
I will show the students more examples in class tomorrow. Students may use magazine photos, or computer generated images in their posters. Students in the past have drawn a typical classroom, such as the sixth grade classroom, to show where things are found.
Students will orally present their work on Monday, September 16th, in class.
Sixth Graders
Several students did not do the last assignment. It was a short paragraph about your life. You copied down the model sentences to complete with your own information. This is an important assignment. Please try to write something you can present to me tomorrow.
Model: Mi vida
Yo vivo con ______________, ____________, y mi___________. Fill in with family members. Mi papa tiene ________________. Mi mama tiene______________ y mi hermano( or hermana) tiene_____( Fill in with their age written using the WORD, not the figure . Ex. diecisiete.
Mi mama es _____________(( Fill in with your mom's profession. EX. Mi mama es maestra.
Mi papa es________________. (carpintero). Mi hermano es_____________estudiante (student).
Gracias,
Srta, Linda.
Several students did not do the last assignment. It was a short paragraph about your life. You copied down the model sentences to complete with your own information. This is an important assignment. Please try to write something you can present to me tomorrow.
Model: Mi vida
Yo vivo con ______________, ____________, y mi___________. Fill in with family members. Mi papa tiene ________________. Mi mama tiene______________ y mi hermano( or hermana) tiene_____( Fill in with their age written using the WORD, not the figure . Ex. diecisiete.
Mi mama es _____________(( Fill in with your mom's profession. EX. Mi mama es maestra.
Mi papa es________________. (carpintero). Mi hermano es_____________estudiante (student).
Gracias,
Srta, Linda.
Friday, September 6, 2013
5TH Graders - Try the following with your homework
Next week we will turn our attention to possessive form of nouns in Spanish. You may have some fun with your homework sentences by showing to whom the classroom object belongs . You do NOT have to change your sentences if they are already completed. Just try to add one or more sentences-- You decide how much practice you want to do--to your list.
Here are examples: La mochila de Miss Linda es verde. (Miss Linda's backpack is green).
Las tijeras de mi hermana son negras. ( My sister's scissors are black).
Just add "de" after the object and before the person to whom it belongs to show ownership.
The literal translation would be: The backpack of Miss Linda is green. The scissors of my sister are black. Notice that scissors is plural so the color word, adjective, needs an "s."
Have fun using your family members' names if you like. EX: El papel de Elizabeth es rosado.
La mochila de mi abuelo es blanca con azul.
We will talk more about this on Monday. Gracias,
Srta. Linda
* If your homework is done and you really do not want to try the above, that is fine. I understand. I would love to see a few attempts at using the possessive form. It is so easy in Spanish. Really!
Next week we will turn our attention to possessive form of nouns in Spanish. You may have some fun with your homework sentences by showing to whom the classroom object belongs . You do NOT have to change your sentences if they are already completed. Just try to add one or more sentences-- You decide how much practice you want to do--to your list.
Here are examples: La mochila de Miss Linda es verde. (Miss Linda's backpack is green).
Las tijeras de mi hermana son negras. ( My sister's scissors are black).
Just add "de" after the object and before the person to whom it belongs to show ownership.
The literal translation would be: The backpack of Miss Linda is green. The scissors of my sister are black. Notice that scissors is plural so the color word, adjective, needs an "s."
Have fun using your family members' names if you like. EX: El papel de Elizabeth es rosado.
La mochila de mi abuelo es blanca con azul.
We will talk more about this on Monday. Gracias,
Srta. Linda
* If your homework is done and you really do not want to try the above, that is fine. I understand. I would love to see a few attempts at using the possessive form. It is so easy in Spanish. Really!
Wednesday, September 4, 2013
K-5 Parents and Students
Please visit our Spanish classroom, across from Miss Tucker's and Miss Courtney's K-5 classroom.
The children's leaf rubbings are on display. We will talk about them in Spanish on September 9th. The leaves are beautiful! I am so pleased with the bulletin board. The art project was an opportunity for students to use their knowledge of Spanish to communicate what they were doing and to describe the end product, the rubbed leaf, in Spanish. If you would like a copy of the instructions to make the leaf rubbings at home and my Spanish lesson plan, please contact me. I would love to have parents follow-up on activities we do in the classroom to reinforce vocabulary. We will be revisiting our pumpkin song next week. Here are the words. It is sung to "Are you Sleeping."
Calabaza, calabaza, Jack O' Lantern, Jack O' Lantern
Muy chistosa, muy chistosa, Very funny, very funny
Dos ojos brillantes, Two glowing eyes,
Boca Sonriente, Grinning Mouth,
No le tengo miedo, I am not afraid of you,
No le tengo miedo. I am not afraid of you!
Please visit our Spanish classroom, across from Miss Tucker's and Miss Courtney's K-5 classroom.
The children's leaf rubbings are on display. We will talk about them in Spanish on September 9th. The leaves are beautiful! I am so pleased with the bulletin board. The art project was an opportunity for students to use their knowledge of Spanish to communicate what they were doing and to describe the end product, the rubbed leaf, in Spanish. If you would like a copy of the instructions to make the leaf rubbings at home and my Spanish lesson plan, please contact me. I would love to have parents follow-up on activities we do in the classroom to reinforce vocabulary. We will be revisiting our pumpkin song next week. Here are the words. It is sung to "Are you Sleeping."
Calabaza, calabaza, Jack O' Lantern, Jack O' Lantern
Muy chistosa, muy chistosa, Very funny, very funny
Dos ojos brillantes, Two glowing eyes,
Boca Sonriente, Grinning Mouth,
No le tengo miedo, I am not afraid of you,
No le tengo miedo. I am not afraid of you!
Spanish Homework- Fifth Grade
I am so sorry for not including my fifth graders in my Spanish homework blog! I apologize for that.
Fifth graders will use the new classroom supplies' vocabulary in a sentence. Use the color words we learned last year to describe each word. Example: El borrador es rosado. La mochila es amarilla. The words are: borrador, mochila, lapiz, pizarron, pegadura, cuaderno, tijeras, colores, libro, papel. Be careful to show agreement between the noun and adjective. Nouns are feminine or masculine so the color word, the adjective, must also be feminine or masculine. Colors you may use are: amarillo (amarilla with a feminine noun). Feminine nouns usually end in "a." Example: La mochila is roja. The colors not ending in "o" or "a" do not change unless the noun is plural. Example: Las tijeras son verdes. Los colores son azules. We will work on that agreement in number and gender more in class.
I am requiring ten sentences, but encourage students to compose more than ten. Ten sentences will qualify for an "A." More than ten sentences will help you master Spanish and will make me very very happy! Thank you to students and parents who pointed out my oversight. See you on Monday, September 9th, with your homework.
I am so sorry for not including my fifth graders in my Spanish homework blog! I apologize for that.
Fifth graders will use the new classroom supplies' vocabulary in a sentence. Use the color words we learned last year to describe each word. Example: El borrador es rosado. La mochila es amarilla. The words are: borrador, mochila, lapiz, pizarron, pegadura, cuaderno, tijeras, colores, libro, papel. Be careful to show agreement between the noun and adjective. Nouns are feminine or masculine so the color word, the adjective, must also be feminine or masculine. Colors you may use are: amarillo (amarilla with a feminine noun). Feminine nouns usually end in "a." Example: La mochila is roja. The colors not ending in "o" or "a" do not change unless the noun is plural. Example: Las tijeras son verdes. Los colores son azules. We will work on that agreement in number and gender more in class.
I am requiring ten sentences, but encourage students to compose more than ten. Ten sentences will qualify for an "A." More than ten sentences will help you master Spanish and will make me very very happy! Thank you to students and parents who pointed out my oversight. See you on Monday, September 9th, with your homework.
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