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See More Smiles. Hear More Spanish.
Classic & Accelerate
Curriculum Samples
®
Calico Spanish Classic
Designed for Spanish-Speaking Teachers.
Celebrate Communication
Calico students successfully communicate in Spanish! Through the concepts and vocabulary presented and reinforced with contextual clues and prior knowledge, students develop conversational skills by the end of Classic. Interactive activities give each student opportunities to begin to communicate with their Spanish. And because this program makes Spanish so fun, students become comfortable using their newly acquired skills, gradually responding appropriately with more and more independent ideas. You’ll be amazed at how quickly children in your class will progress to meet learning objectives.
Cultivating a Love
of Language
“I want my students to see that Spanish is used for everything,
not just in the classroom. There is nothing else out there for fourth grade and under that teaches kids Spanish so well.”
C. Medina — University Spanish Professor; K-4 Spanish Teacher, Illinois
Foster Comprehension
Calico Spanish features a vibrant mix of activities and strategies that cater to your students’ particular learning needs and foster comprehension and communication. Children absorb language through observing gestures, visual aids, pantomime, and demonstrations. They comprehend more through audio cues, visual aids, and actions that stimulate the brain’s language acquisition centers. Finally, they have the opportunity to naturally communicate in Spanish as they engage in fun activities and sing along with our custom Mi guitarrí music resources.
Classic Classroom Set
2
®
AccelerateClassic
Teaching Tools
Flexible Lesson Plans
At Calico Spanish, we know that Spanish teachers need flexibility. Our dynamic lessons engage all types of learners, work in a variety of schedules, and cut your preparation time while allowing you to add your own material on your own terms. You have a wealth of cultural and language experiences and stories to share with students, and our program is easily customizable, so you can quickly integrate your unique activities and ideas.
• Enjoy 160 flexible, easy-to-follow lesson plans
• 30 interactive songs and poems
• Vibrant, effective visual aids
• Skill-building games
• Total Physical Response (TPR) activities
• A variety of relevant projects
• Targeted assessmentsClassic Classroom Set
“I am so excited about the Calico Spanish program!!! It is so music based. I really believe kids learn
so much through song and storytelling. Calico Spanish has an activity or story to go with
each song. Awesome! ”
Jessica P.— Spanish Teacher, Kentucky
AssessmentsAssessments designed for group settings inform your teaching and save you time. Our customized oral assessment rubric guides expectations and provides tailored goals for your students’ language growth and production. The diverse assessment styles help you understand students’ overall progress rather than focusing on only one aspect of their abilities.
Reproducible Resources USB DriveThis versatile resource lets you make unlimited copies of PDF versions of student activity sheets and assessments.
Classic Teacher’s ManualProven teaching methods guide you throughout each of 15 chapters. Organize your time easily with 160 flexible, easy-to-follow lesson plans that require minimal preparation. Extension activities enable teachers to quickly modify lessons based on student needs and abilities.
Student Activity PackEvery student makes an individual connection with Spanish by creating his/her own songbook, calendar, alphabet sheet, and much more. Each classroom set includes a license to make unlimited copies for your students.
3
P: 888-375-8484
www.CalicoSpanish.com
Create an Immersion
Classroom
Immerse your students in an environment rich with spoken language, literacy, and culture with easy-to-implement technology, memorable music, meaningful visual aids, supportive literature, and a detailed teacher’s manual.
Interactive TechnologyStudents can dive into Spanish through rhythmic videos on YouTube and custom games at Quia.com. Because these activities are designed specifically for the Calico Spanish curriculum, you’ll love how easily they fit into your lesson plans.
Our Complete Calico Spanish Gallery for use with electronic whiteboard software contains all image, audio, and video files for Calico Spanish Classic. You can quickly create lessons and activities for your students with over 300 images and 30 audio files. The Classic gallery set comes complete with the Mi guitarrí music, custom verb images, numbers, letters of the alphabet, weather, greetings, and much more. Sold separately.
Calico Spanish Classic
Engaging beginning students in grades K-5.
Comprehensive Visuals and Level-Appropriate Books
Verbos Flash Cards (Trend Publishing)Flash cards clearly illustrating 94 action verbs enhance the immersion environment by helping you avoid English translation.
Calico Spanish Image CardsCustom images add visual power to your bulletin boards and games and help students focus and remember as you present new concepts.
Calico Spanish Classroom Bulletin Board SetCreate your own Spanish Center with these custom full-color, classroom-sized components. Includes labels and posters in Classic topics including calendar, alphabet, emotions, numbers, colors, and classroom items.
¡Corre, perro, corre!by P.D. EastmanHelp students reach literacy and comprehension milestones as you read from this Spanish paperback.
First Thousand Words in Spanishby Heather AmeryThis whimsical visual dictionary for children features appealing, humorous illustrations.
Classic Classroom Set
4
®
AccelerateClassic
Chapter 3
Scope & Sequence
Chapter 3
Songs
• “Todo mi cuerpo” (parts of the body)
Letters/Sounds
• D – dedo (finger)
• E - Estrella (star)
Concepts Introduced
• Differentiate between hard and soft ‘c’ sounds
Sample Phrases
• ¿Qué día será en tres días?
• ¿Dónde está la rana?
Calendar
• What day will it be in ___ days?
Questions
• ¿Cómo estás? (How are you?)
Numerical Concepts
• Count 1-10
• Count backwards
Games
• Simon Says (review parts of the body)
Colors
• verde (green)
Animals
• rana (frog)
Verbs
• necesitar, abrir, ir (to need, to open, to go)
• Focus: yo necesito, tú necesitas
Opposites
• sentarse; ponerse de pie (to sit down, to stand up)
5
P: 888-375-8484
www.CalicoSpanish.com
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 1
0
Canc
iones
Song
s
Todo
mi c
uerp
oHo
la a t
odos
, Alfa
beto,
La se
man
a, ¡A
limpia
r!, Ve
ngan
ya
Calen
dario
Calen
dar
Wha
t day
will
it be
in _
__ da
ys?
Wha
t day
will
it be
in _
__ da
ys?
Wha
t day
will
it be
in _
__ da
ys?
Preg
unta
sQu
estio
ns¿C
ómo e
stás?
How
are y
ou?
¿Cóm
o está
s?Ho
w ar
e you
?
Núm
eros
Num
bers
3 tre
sRe
view
Num
ber
Alfab
eto
Alph
abet
“C” c
arro,
círcu
loCa
r, Circ
leRe
view
Alph
abet
Jueg
osGa
mes
Dieg
o dice
Simon
Says
Dieg
o Dice
Simon
Says
Verb
osVe
rbs
Nece
sitar,
Abrir
, IrNe
ed, O
pen,
Go
Nece
sitar,
Abrir
, IrNe
ed, O
pen,
Go
Color
esCo
lors
Verd
eGr
een
Revie
w Co
lor
Zooló
gico
Zoo
La ra
nafro
gRe
view
Anim
al
Activ
idade
sAc
tiviti
es
Deco
rate
Song
Ly
ric Sh
eet
Todo
mi c
uerp
o
Body
Activ
ity
Shee
t
Final
Closin
gAd
iós
To tr
ansit
ion
from
one
sect
ion
of th
e cur
ricul
um to
anot
her,
you
may
sing
and
mar
ch to
the s
ong
Seño
r Relo
j as d
escr
ibed
in C
hapt
er O
ne T
ranc
ision
es-Tr
ansit
ions
.
30 M
INU
TE S
CHED
ULE
CH
APT
ER T
HRE
E
Daily
Mi g
uita
rrí C
D, V
erbo
s � a
sh ca
rds,
Firs
t � o
usan
d W
ords
in S
pani
sh b
ook,
bulle
tin b
oard
Day 1
Song
lyric
shee
ts fo
r Tod
o mi c
uerp
oDa
y 6Ye
llow
and
blue
pai
nt. “
mez
clar”
Verb
os �
ash
card
Day 2
Day 7
Day 3
Em
otio
ns P
oste
rDa
y 8E
mot
ions
Pos
ter,
Yarn
or p
iece
of r
ope.
Day 4
Day 9
Body
activ
ity sh
eet,
cray
ons o
r mar
kers
Day 5
Day 1
0
30 MINUTE SCHEDULE CHAPTER THREE
An as
sessm
ent c
an be
give
n foll
owing
Chap
ter 3
. Plea
se se
e the
Asse
ssmen
t Boo
k pro
vided
with
the C
alico
Span
ish Cl
assro
om Ve
rsion
.
© 2017. Kids Immersion, LLC
CHAPTER THREE | 37
3Chapter ThreeStart your lesson by inviting the students to gather at your bulletin board display.
¡Niños y niñas, escúchenme! Ahora es la hora de español. Vamos a sentarnos al frente del calendario para cantar y aprender.
Empecemos con la canción Hola a todos.
Boys and girls, listen to me! Now it is time for Spanish. We are going to meet in front of the calendar to sing and learn.
Let’s begin with the song Hola a todos.
Canciones Songs h Todo mi cuerpo (Mi guitarrí Track 6)
Welcome students to Spanish by singing Hola a todos.
Introduce the song Todo mi cuerpo (All of my body.) Make sure you touch each body part as you mention it during the song. This song is a great way to begin learning the names for parts of the body. You can also point to the body parts on the body poster as you sing. Plan to color the song lyric sheet as suggested in the activity section of this teacher’s manual.
Escuchen clase. Vamos a aprender una canción nueva.
La canción se llama Todo mi cuerpo. Vamos a aprender las partes del cuerpo con esta canción.
¿Dónde está la cabeza? Tóquense la cabeza. ¿Dónde están los brazos? Tóquense los brazos.
¿Dónde están las piernas? Tóquense las piernas. ¿Dónde están los pies? Tóquense los pies.
En la cara ustedes tienen ojos, orejas, boca y nariz. Tóquense los ojos. Tóquense las orejas. Tóquense la boca. Tóquense la nariz.
Excelente. Estamos listos para cantar. ¡Cantemos!
Listen class. We are going to learn a new song.
The song is called All of my body. We are going to learn the parts of the body with this song.
Where is the head? Touch your head. Where are the arms? Touch your arms.
Where are the legs? Touch your legs. Where are the feet? Touch your feet.
On your faces you all have eyes, ears, mouth and nose. Touch your eyes. Touch your ears. Touch your mouth. Touch your nose.
Excellent. We are ready to sing. Let’s sing!
Remember that by singing the children are having an opportunity to practice correct pronunciation. This does not mean you should expect perfect accents or pronunciation. However, you should notice your children fearlessly singing in Spanish, which hopefully will lead them to be equally fearless to speak in Spanish. Practice is a good thing, especially when it is as fun as sing-ing with motions!
Have your students sing any or all of the songs introduced to date. When singing “Vengan ya,” make sure you are using a com-bination of motions and Verbos flash cards or lyric sheets to help your students grasp the meaning of the verbs. The following script asks your students which songs they would like to sing.
la mano
el codo
el pecho
la rodilla
el pie
el brazo
la pierna
el hombro
la cabeza
los dedos
los dedos del pie
el estómago
El cuerpo
el pelo
el ojo
la oreja
la narizla boca
| 39
© 2012. Kids Immersion, LLC
Daily Mi guitarrí CD, Verbos � ash cards, First ousand Words in Spanish book, bulletin board
Day 1 Emotions poster, Song lyric sheets for Todo mi cuerpo
Day 2
Day 3 Yellow and blue paint. “mezclar” Verbos � ash card
Day 4
Day 5 Body activity sheet, crayons or markers
Day 1 Day 2 Day 3 Day 4 Day 5
CancionesSongs
Todo mi cuerpoHola a todos, Alfabeto, La semana, ¡A limpiar! Vengan ya
CalendarioCalendar
What day will it be in ____ days?
PreguntasQuestions
¿Cómo estás?How are you?
Review Questions
NúmerosNumbers
3 tres Review Numbers
AlfabetoAlphabet
“C” carro, círculoCar, Circle
Review Alphabet
JuegosGames
Diego diceSimon Says
Diego diceSimon Says
VerbosVerbs
Necesitar, Abrir, IrNeed, Open, Go
Review Verbs
ColoresColors
VerdeGreen
Review Colors
ZoológicoZoo
La ranaFrog
Review Animals
ActividadesActivities
Decorate Song Lyric Sheet
Todo mi cuerpo
Body Activity Sheet
FinalClosing
Adiós
To transition from one section of the curriculum to another, you may sing and march to the song Señor Reloj as described in Chapter One Trancisiones-Transitions.
60 MINUTE SCHEDULE CHAPTER THREE
An assessment can be given following Chapter 3. Please see the Assessment Book provided with the Calico Spanish Classroom Version.
© 2017. Kids Immersion, LLC
38 | Chapter three
Vamos a cantar. ¿Cuál canción quieren cantar?
¿Quieren cantar Vengan ya?
¿Sí o no?
¿Quieren cantar Alfabeto?
¿Sí o no?
Bueno, vamos a cantar __________.
Cantemos.
We are going to sing. Which song do you want to sing?
Do you want to sing “Vengan ya?”
Yes or no?
Do you want to sing “Alfabeto?”
Yes or no?
Good, we are going to sing _________.
Let’s sing.
Calendario Calendarh What day will it be in ____ days?Please refer to the Calendar Scripts on page 220 for basic scripts to use during this portion of the lesson. For best results, discuss the day of the week and month during each lesson.
This lesson introduces simple calendar math. You remind your students what day it is today, and then count with them to see what day it will be in three days. You can repeat this a few times. Make sure you point slowly to each day as you count. Basic math terms are discussed in the Números section of this chapter under “Extra Challenges” on page 9.
Modify the script below as needed to fit the day of the week on which you present the lesson.
Hoy es miércoles. En tres días, (uno, dos, tres), será sábado.
¿Qué día será en tres días? Cuenten conmigo. Uno, dos, tres. Será sábado.
Today is Wednesday. In three days, (one, two, three), it will be Saturday.
What day will it be in three days? Count with me. One, two, three. It will be Saturday.
h Extension Activity Individual Calendars
Included in the Student Activity Pack, you will find blank calendars for students to create their own monthly calendar for use during group calendar time. Individual calendars are especially helpful for younger students, kinesthetic learners and students who struggle to track group work at the board with only their eyes. As you talk about, “What day will it be in ___ days?” en-courage the students to point to and count the days on their own calendars. As you practice this throughout the chapter and as you teach the new calendar concepts in the coming weeks, students can refer to their own calendars. Working with individual calendars will also help students prepare for Assessment 2, scheduled to be given after Chapter 6, as students will be using an individual calendar to answer the questions appropriately during the assessment. You may choose to provide students with pre-filled calendars, or use the following script as you guide students to complete the calendars individually.
Post a sample calendar in the front of the class as a model for students.
Ahora vamos a hacer nuestros propios calendarios. Vamos a copiar el calendario de la clase.
¿Dónde va el uno? (Point with your finger to the appropriate day on the sample calendar.)
¿Va el uno aquí? Estudiantes: Sí.
Muy bien. Escriban el número uno aquí en el calendario suyo.
¿Y el dos? ¿Dónde va el dos?
Now we are going to make our own calendars. We are going to copy the class calendar.
Where does the one go? (Point with your finger to the appropriate day on the sample calendar.)
Does the one go here? Students: Yes.
Very good. Write the number one here on your own calendar.
And the two? Where does the two go?
Model writing the first several numbers and then direct students to complete the calendars on their own.
40 | Chapter three
© 2012. Kids Immersion, LLC
3Chapter ThreeStart your lesson by inviting the students to gather at your bulletin board display.
¡Niños y niñas, escúchenme! Ahora es la hora de español. Vamos a sentarnos al frente del calendario para cantar y aprender.
Empecemos con la canción Hola a todos.
Boys and girls, listen to me! Now it is time for Spanish. We are going to meet in front of the calendar to sing and learn.
Let’s begin with the song Hola a todos.
Canciones Songs h Todo mi cuerpo (Mi guitarrí Track 6)
Welcome students to Spanish by singing Hola a todos.
Introduce the song Todo mi cuerpo (All of my body.) Make sure you touch each body part as you mention it during the song. This song is a great way to begin learning the names for parts of the body. You can also point to the body parts on the body poster as you sing. Plan to color the song lyric sheet as suggested in the activity section of this teacher’s manual.
Escuchen clase. Vamos a aprender una canción nueva.
La canción se llama Todo mi cuerpo. Vamos a aprender las partes del cuerpo con esta canción.
¿Dónde está la cabeza? Tóquense la cabeza. ¿Dónde están los brazos? Tóquense los brazos.
¿Dónde están las piernas? Tóquense las piernas. ¿Dónde están los pies? Tóquense los pies.
En la cara ustedes tienen ojos, orejas, boca y nariz. Tóquense los ojos. Tóquense las orejas. Tóquense la boca. Tóquense la nariz.
Excelente. Estamos listos para cantar. ¡Cantemos!
Listen class. We are going to learn a new song.
The song is called All of my body. We are going to learn the parts of the body with this song.
Where is the head? Touch your head. Where are the arms? Touch your arms.
Where are the legs? Touch your legs. Where are the feet? Touch your feet.
On your faces you all have eyes, ears, mouth and nose. Touch your eyes. Touch your ears. Touch your mouth. Touch your nose.
Excellent. We are ready to sing. Let’s sing!
Remember that by singing the children are having an opportunity to practice correct pronunciation. This does not mean you should expect perfect accents or pronunciation. However, you should notice your children fearlessly singing in Spanish, which hopefully will lead them to be equally fearless to speak in Spanish. Practice is a good thing, especially when it is as fun as sing-ing with motions!
Have your students sing any or all of the songs introduced to date. When singing “Vengan ya,” make sure you are using a com-bination of motions and Verbos flash cards or lyric sheets to help your students grasp the meaning of the verbs. The following script asks your students which songs they would like to sing.
la mano
el codo
el pecho
la rodilla
el pie
el brazo
la pierna
el hombro
la cabeza
los dedos
los dedos del pie
el estómago
El cuerpo
el pelo
el ojo
la oreja
la narizla boca
| 39
© 2012. Kids Immersion, LLC
3Chapter ThreeStart your lesson by inviting the students to gather at your bulletin board display.
¡Niños y niñas, escúchenme! Ahora es la hora de español. Vamos a sentarnos al frente del calendario para cantar y aprender.
Empecemos con la canción Hola a todos.
Boys and girls, listen to me! Now it is time for Spanish. We are going to meet in front of the calendar to sing and learn.
Let’s begin with the song Hola a todos.
Canciones Songs h Todo mi cuerpo (Mi guitarrí Track 6)
Welcome students to Spanish by singing Hola a todos.
Introduce the song Todo mi cuerpo (All of my body.) Make sure you touch each body part as you mention it during the song. This song is a great way to begin learning the names for parts of the body. You can also point to the body parts on the body poster as you sing. Plan to color the song lyric sheet as suggested in the activity section of this teacher’s manual.
Escuchen clase. Vamos a aprender una canción nueva.
La canción se llama Todo mi cuerpo. Vamos a aprender las partes del cuerpo con esta canción.
¿Dónde está la cabeza? Tóquense la cabeza. ¿Dónde están los brazos? Tóquense los brazos.
¿Dónde están las piernas? Tóquense las piernas. ¿Dónde están los pies? Tóquense los pies.
En la cara ustedes tienen ojos, orejas, boca y nariz. Tóquense los ojos. Tóquense las orejas. Tóquense la boca. Tóquense la nariz.
Excelente. Estamos listos para cantar. ¡Cantemos!
Listen class. We are going to learn a new song.
The song is called All of my body. We are going to learn the parts of the body with this song.
Where is the head? Touch your head. Where are the arms? Touch your arms.
Where are the legs? Touch your legs. Where are the feet? Touch your feet.
On your faces you all have eyes, ears, mouth and nose. Touch your eyes. Touch your ears. Touch your mouth. Touch your nose.
Excellent. We are ready to sing. Let’s sing!
Remember that by singing the children are having an opportunity to practice correct pronunciation. This does not mean you should expect perfect accents or pronunciation. However, you should notice your children fearlessly singing in Spanish, which hopefully will lead them to be equally fearless to speak in Spanish. Practice is a good thing, especially when it is as fun as sing-ing with motions!
Have your students sing any or all of the songs introduced to date. When singing “Vengan ya,” make sure you are using a com-bination of motions and Verbos flash cards or lyric sheets to help your students grasp the meaning of the verbs. The following script asks your students which songs they would like to sing.
la mano
el codo
el pecho
la rodilla
el pie
el brazo
la pierna
el hombro
la cabeza
los dedos
los dedos del pie
el estómago
El cuerpo
el pelo
el ojo
la oreja
la narizla boca
| 39
© 2012. Kids Immersion, LLC
Vamos a cantar. ¿Cuál canción quieren cantar?
¿Quieren cantar Vengan ya?
¿Sí o no?
¿Quieren cantar Alfabeto?
¿Sí o no?
Bueno, vamos a cantar __________.
Cantemos.
We are going to sing. Which song do you want to sing?
Do you want to sing “Vengan ya?”
Yes or no?
Do you want to sing “Alfabeto?”
Yes or no?
Good, we are going to sing _________.
Let’s sing.
Calendario Calendarh What day will it be in ____ days?Please refer to the Calendar Scripts on page 220 for basic scripts to use during this portion of the lesson. For best results, discuss the day of the week and month during each lesson.
This lesson introduces simple calendar math. You remind your students what day it is today, and then count with them to see what day it will be in three days. You can repeat this a few times. Make sure you point slowly to each day as you count. Basic math terms are discussed in the Números section of this chapter under “Extra Challenges” on page 9.
Modify the script below as needed to fit the day of the week on which you present the lesson.
Hoy es miércoles. En tres días, (uno, dos, tres), será sábado.
¿Qué día será en tres días? Cuenten conmigo. Uno, dos, tres. Será sábado.
Today is Wednesday. In three days, (one, two, three), it will be Saturday.
What day will it be in three days? Count with me. One, two, three. It will be Saturday.
h Extension Activity Individual Calendars
Included in the Student Activity Pack, you will find blank calendars for students to create their own monthly calendar for use during group calendar time. Individual calendars are especially helpful for younger students, kinesthetic learners and students who struggle to track group work at the board with only their eyes. As you talk about, “What day will it be in ___ days?” en-courage the students to point to and count the days on their own calendars. As you practice this throughout the chapter and as you teach the new calendar concepts in the coming weeks, students can refer to their own calendars. Working with individual calendars will also help students prepare for Assessment 2, scheduled to be given after Chapter 6, as students will be using an individual calendar to answer the questions appropriately during the assessment. You may choose to provide students with pre-filled calendars, or use the following script as you guide students to complete the calendars individually.
Post a sample calendar in the front of the class as a model for students.
Ahora vamos a hacer nuestros propios calendarios. Vamos a copiar el calendario de la clase.
¿Dónde va el uno? (Point with your finger to the appropriate day on the sample calendar.)
¿Va el uno aquí? Estudiantes: Sí.
Muy bien. Escriban el número uno aquí en el calendario suyo.
¿Y el dos? ¿Dónde va el dos?
Now we are going to make our own calendars. We are going to copy the class calendar.
Where does the one go? (Point with your finger to the appropriate day on the sample calendar.)
Does the one go here? Students: Yes.
Very good. Write the number one here on your own calendar.
And the two? Where does the two go?
Model writing the first several numbers and then direct students to complete the calendars on their own.
40 | Chapter three
© 2012. Kids Immersion, LLC
Vamos a cantar. ¿Cuál canción quieren cantar?
¿Quieren cantar Vengan ya?
¿Sí o no?
¿Quieren cantar Alfabeto?
¿Sí o no?
Bueno, vamos a cantar __________.
Cantemos.
We are going to sing. Which song do you want to sing?
Do you want to sing “Vengan ya?”
Yes or no?
Do you want to sing “Alfabeto?”
Yes or no?
Good, we are going to sing _________.
Let’s sing.
Calendario Calendarh What day will it be in ____ days?Please refer to the Calendar Scripts on page 220 for basic scripts to use during this portion of the lesson. For best results, discuss the day of the week and month during each lesson.
This lesson introduces simple calendar math. You remind your students what day it is today, and then count with them to see what day it will be in three days. You can repeat this a few times. Make sure you point slowly to each day as you count. Basic math terms are discussed in the Números section of this chapter under “Extra Challenges” on page 9.
Modify the script below as needed to fit the day of the week on which you present the lesson.
Hoy es miércoles. En tres días, (uno, dos, tres), será sábado.
¿Qué día será en tres días? Cuenten conmigo. Uno, dos, tres. Será sábado.
Today is Wednesday. In three days, (one, two, three), it will be Saturday.
What day will it be in three days? Count with me. One, two, three. It will be Saturday.
h Extension Activity Individual Calendars
Included in the Student Activity Pack, you will find blank calendars for students to create their own monthly calendar for use during group calendar time. Individual calendars are especially helpful for younger students, kinesthetic learners and students who struggle to track group work at the board with only their eyes. As you talk about, “What day will it be in ___ days?” en-courage the students to point to and count the days on their own calendars. As you practice this throughout the chapter and as you teach the new calendar concepts in the coming weeks, students can refer to their own calendars. Working with individual calendars will also help students prepare for Assessment 2, scheduled to be given after Chapter 6, as students will be using an individual calendar to answer the questions appropriately during the assessment. You may choose to provide students with pre-filled calendars, or use the following script as you guide students to complete the calendars individually.
Post a sample calendar in the front of the class as a model for students.
Ahora vamos a hacer nuestros propios calendarios. Vamos a copiar el calendario de la clase.
¿Dónde va el uno? (Point with your finger to the appropriate day on the sample calendar.)
¿Va el uno aquí? Estudiantes: Sí.
Muy bien. Escriban el número uno aquí en el calendario suyo.
¿Y el dos? ¿Dónde va el dos?
Now we are going to make our own calendars. We are going to copy the class calendar.
Where does the one go? (Point with your finger to the appropriate day on the sample calendar.)
Does the one go here? Students: Yes.
Very good. Write the number one here on your own calendar.
And the two? Where does the two go?
Model writing the first several numbers and then direct students to complete the calendars on their own.
40 | Chapter three
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Preguntas Questions h ¿Cómo estás? How are you?
Yo tengo unas preguntas para ustedes porque es la hora de preguntas.
I have some questions for you all because it is question time.
Ask your students how they are while displaying the emotions poster. Don’t forget to make appropriate facial expressions and point to the poster as you ask the students. Then make sure to ask the students how they are doing and give them a chance to point to an answer on the poster. Finally, model how to respond verbally and encourage them to repeat the response. Use the same model presented on page 28 in Chapter 2 as shown below.
¿Cómo estás? ¿Estás contento? ¿Estás contenta?
¿Cómo estás tú? ¿Estás bien?
Yo estoy bien.
¿Cómo estás tú? ¿Estás feliz?
Yo estoy feliz.
¿Cómo estás tú? ¿Estás triste?
Yo estoy triste.
¿Cómo estás tú? ¿Estás muy bien?
Yo estoy muy bien.
How are you? Are you contented (happy)? (Asking a male.) Are you contented (happy)? (Asking a female.)
How are you? Are you well?
I am well.
How are you? Are you happy?
I am happy.
How are you? Are you sad?
I am sad.
How are you? Are you very well?
I am very well.
Estoy bien. Estoy cansada. Estoy enfermo. Estoy enojado. Estoy triste. Estoy regular. Estoy confundida.
preguntas Questions | 41
© 2012. Kids Immersion, LLC
3Chapter ThreeStart your lesson by inviting the students to gather at your bulletin board display.
¡Niños y niñas, escúchenme! Ahora es la hora de español. Vamos a sentarnos al frente del calendario para cantar y aprender.
Empecemos con la canción Hola a todos.
Boys and girls, listen to me! Now it is time for Spanish. We are going to meet in front of the calendar to sing and learn.
Let’s begin with the song Hola a todos.
Canciones Songs h Todo mi cuerpo (Mi guitarrí Track 6)
Welcome students to Spanish by singing Hola a todos.
Introduce the song Todo mi cuerpo (All of my body.) Make sure you touch each body part as you mention it during the song. This song is a great way to begin learning the names for parts of the body. You can also point to the body parts on the body poster as you sing. Plan to color the song lyric sheet as suggested in the activity section of this teacher’s manual.
Escuchen clase. Vamos a aprender una canción nueva.
La canción se llama Todo mi cuerpo. Vamos a aprender las partes del cuerpo con esta canción.
¿Dónde está la cabeza? Tóquense la cabeza. ¿Dónde están los brazos? Tóquense los brazos.
¿Dónde están las piernas? Tóquense las piernas. ¿Dónde están los pies? Tóquense los pies.
En la cara ustedes tienen ojos, orejas, boca y nariz. Tóquense los ojos. Tóquense las orejas. Tóquense la boca. Tóquense la nariz.
Excelente. Estamos listos para cantar. ¡Cantemos!
Listen class. We are going to learn a new song.
The song is called All of my body. We are going to learn the parts of the body with this song.
Where is the head? Touch your head. Where are the arms? Touch your arms.
Where are the legs? Touch your legs. Where are the feet? Touch your feet.
On your faces you all have eyes, ears, mouth and nose. Touch your eyes. Touch your ears. Touch your mouth. Touch your nose.
Excellent. We are ready to sing. Let’s sing!
Remember that by singing the children are having an opportunity to practice correct pronunciation. This does not mean you should expect perfect accents or pronunciation. However, you should notice your children fearlessly singing in Spanish, which hopefully will lead them to be equally fearless to speak in Spanish. Practice is a good thing, especially when it is as fun as sing-ing with motions!
Have your students sing any or all of the songs introduced to date. When singing “Vengan ya,” make sure you are using a com-bination of motions and Verbos flash cards or lyric sheets to help your students grasp the meaning of the verbs. The following script asks your students which songs they would like to sing.
la mano
el codo
el pecho
la rodilla
el pie
el brazo
la pierna
el hombro
la cabeza
los dedos
los dedos del pie
el estómago
El cuerpo
el pelo
el ojo
la oreja
la narizla boca
| 39
© 2012. Kids Immersion, LLC
Números Numbers h 3 tres
Ahora vamos a aprender los números. Primero, vamos a decir, “Adiós,” a la tarjeta del número dos.
Todos digan, “Adiós, número dos.”
Ahora vamos a decir , “Bienvenida,” a la tarjeta del número tres. Todos digan, “Bienvenido, tres.”
Now we are going to learn the numbers. First we are going to say, “Goodbye,” to the flashcard of the number two.
Everyone say, “Goodbye, number two.”
Now we are going to say, “Welcome” to the flash card of the number three. Everyone say, “Welcome, three.”
Post the number card on the bulletin board and point to the symbol 3 each time you say, “Tres.”
¡Miren! Aquí está el número del día. ¿Qué número es? Estudiantes: ¡Tres! ¿Cuál es el nombre de ese número? Estudiantes: ¡Tres! Tres es el número del día. Tres. Vamos a contar hasta diez. Pueden usar los dedos para contar.
Look! Here is the number of the day. What is the number? Students: Three! What is the name of that number? Students: Three! Three is the number of the day. Three! We are going to count to ten. You may use the fingers to count.
1 uno 2 dos 3 tres 4 cuatro 5 cinco
6 seis 7 siete 8 ocho 9 nueve 10 diez
h Extension Activity Extra ChallengesAre your students already proficient with the numbers 1-10? If so, it is time to challenge them with some extra activities. There is no limit to the ways you can do this, but here are a few ideas.
Challenge the kids to count backwards from 10 to 1. As you read the script below, point to the number ten on the calendar and slowly drag your finger backwards to one.
Vamos a contar al revés de diez hasta uno. Diez, nueve, ocho, siete, seis, cinco, cuatro, tres, dos, uno.
We are going to count backwards from ten to one. 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.
Still looking for ideas to challenge your kids on the first ten numbers? Do math in Spanish. Have them read number sentences and solve the problems, giving the answers in Spanish. This might be harder than you expect.
7 + 2 = 9 (Siete más dos son nueve.) 7 – 2 = 5 (Siete menos dos son cinco.) 3 x 2 = 6 (Tres por dos son seis.) 8 ÷ 2 = 4 (Ocho dividido por dos es igual a cuatro.)
Seven plus two is nine. Seven minus two is five. Three times two is six. Eight divided by two equals four.
Summary of math terms:
Plus Minus Times Divided by Is Equals
+ - × ÷ = =
Más Menos Por Dividido por Es, son Es igual a
Grammar Note: In Spanish you use the third person plural conjugation of ser for the answer to math questions, unless the answer is 1, in which case you use the third person singular conjugation of ser. If you were to say the equivalent in English it would be: 5 plus 4 are nine, but 5 minus 4 is one. In Spanish: 5 más 4 son nueve, 5 menos 4 es uno.
3tres
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© 2012. Kids Immersion, LLC
Vamos a cantar. ¿Cuál canción quieren cantar?
¿Quieren cantar Vengan ya?
¿Sí o no?
¿Quieren cantar Alfabeto?
¿Sí o no?
Bueno, vamos a cantar __________.
Cantemos.
We are going to sing. Which song do you want to sing?
Do you want to sing “Vengan ya?”
Yes or no?
Do you want to sing “Alfabeto?”
Yes or no?
Good, we are going to sing _________.
Let’s sing.
Calendario Calendarh What day will it be in ____ days?Please refer to the Calendar Scripts on page 220 for basic scripts to use during this portion of the lesson. For best results, discuss the day of the week and month during each lesson.
This lesson introduces simple calendar math. You remind your students what day it is today, and then count with them to see what day it will be in three days. You can repeat this a few times. Make sure you point slowly to each day as you count. Basic math terms are discussed in the Números section of this chapter under “Extra Challenges” on page 9.
Modify the script below as needed to fit the day of the week on which you present the lesson.
Hoy es miércoles. En tres días, (uno, dos, tres), será sábado.
¿Qué día será en tres días? Cuenten conmigo. Uno, dos, tres. Será sábado.
Today is Wednesday. In three days, (one, two, three), it will be Saturday.
What day will it be in three days? Count with me. One, two, three. It will be Saturday.
h Extension Activity Individual Calendars
Included in the Student Activity Pack, you will find blank calendars for students to create their own monthly calendar for use during group calendar time. Individual calendars are especially helpful for younger students, kinesthetic learners and students who struggle to track group work at the board with only their eyes. As you talk about, “What day will it be in ___ days?” en-courage the students to point to and count the days on their own calendars. As you practice this throughout the chapter and as you teach the new calendar concepts in the coming weeks, students can refer to their own calendars. Working with individual calendars will also help students prepare for Assessment 2, scheduled to be given after Chapter 6, as students will be using an individual calendar to answer the questions appropriately during the assessment. You may choose to provide students with pre-filled calendars, or use the following script as you guide students to complete the calendars individually.
Post a sample calendar in the front of the class as a model for students.
Ahora vamos a hacer nuestros propios calendarios. Vamos a copiar el calendario de la clase.
¿Dónde va el uno? (Point with your finger to the appropriate day on the sample calendar.)
¿Va el uno aquí? Estudiantes: Sí.
Muy bien. Escriban el número uno aquí en el calendario suyo.
¿Y el dos? ¿Dónde va el dos?
Now we are going to make our own calendars. We are going to copy the class calendar.
Where does the one go? (Point with your finger to the appropriate day on the sample calendar.)
Does the one go here? Students: Yes.
Very good. Write the number one here on your own calendar.
And the two? Where does the two go?
Model writing the first several numbers and then direct students to complete the calendars on their own.
40 | Chapter three
© 2012. Kids Immersion, LLC
Alfabeto Alphabet h C–el carro, el círculo Car, Circle
Ahora vamos a practicar el alfabeto.
Vamos a decir el alfabeto juntos.
Now we are going to practice the alphabet.
We are going to say the alphabet together.
Say the alphabet one time and sing it one time. Point to the letters as you say or sing them.
Ahora vamos a decir, “Adiós,” a la tarjeta de la letra “B.” Todos digan, “Adiós, letra ‘B’ para bicicleta.”
Ahora vamos a decir , “Bienvenida,” a la tarjeta de la letra “C” para carro. Todos digan, “Bienvenida, ‘C’.”
Now we are going to say, “Goodbye,” to the flashcard of the letter “B.” Everyone say, “Goodbye, letter ‘B’ for bicycle.”
Now we are going to say, “Welcome” to the flash card of the letter “C” for car. Everyone say, “Welcome, ‘C’.”
Post the letter card on the bulletin board and define the word for “Cc.” The script also allows you to introduce a soft C word, circle (círculo.) You can use the circle on the verde flash card as an example. The “C” is pronounced as the “C” in “center” when written before “e “or “i”. The “C” is pronounced as the “K” in “king” when written before “a “or “o” or “u.”
Pronunciation Note: Notice that the letter c can make two different sounds in Spanish, just as it does in English. When an e or i follows C, C makes a soft s sound. When followed by an a, o or u, it will make the hard k sound.
Open your FTWS book to pages 12-13. Have your students point to the cars they can find. You can ask them how many cars are blue, yellow and green. Students will learn green this week.
Aquí en el dibujo hay muchos carros. ¿Dónde está el carro amarillo? ¿Dónde está el carro azul? ¿Dónde está el carro verde?
Here in the drawing there are lots of cars. Where is the yellow car? Where is the blue car? Where is the green car?
Now open FTWS to page 52 and have your students find the circle. They may point to the circle in the shapes section, or one of the circles in the other sections of the page. You can direct their attention to the circle in the “Las formas” section of FTWS.
Aquí está un círculo. ¿Dónde están los otros círculos?
La naranja es un círculo. Las cerezas son círculos.
Here is a circle. Where are there other circles?
The orange is a circle. The cherries are circles.
h Extension Activity Soft C and Hard C
As noted in the pronunciation note above, “C” makes two different sounds in Spanish. You may choose to bring attention to the two distinct sounds with the following script.
La “C” tiene dos sonidos.
A veces se pronuncia ‘k’ para carro, y a veces se pronuncia ‘ss’ para círculo.
Carro empieza con el sonido ‘k.’
Círculo empieza con el sonido ‘ss.’
The “C” has two sounds.
Sometimes it is pronounced ‘k’ for car, and sometimes it is pronounced ‘ss’ for circle.
Car begins with the sound ‘k.’
Circle begins with the sound ‘ss.’
el carro
Cc verde
el círculo
alfabeto alphabet | 43
© 2012. Kids Immersion, LLC
3Chapter ThreeStart your lesson by inviting the students to gather at your bulletin board display.
¡Niños y niñas, escúchenme! Ahora es la hora de español. Vamos a sentarnos al frente del calendario para cantar y aprender.
Empecemos con la canción Hola a todos.
Boys and girls, listen to me! Now it is time for Spanish. We are going to meet in front of the calendar to sing and learn.
Let’s begin with the song Hola a todos.
Canciones Songs h Todo mi cuerpo (Mi guitarrí Track 6)
Welcome students to Spanish by singing Hola a todos.
Introduce the song Todo mi cuerpo (All of my body.) Make sure you touch each body part as you mention it during the song. This song is a great way to begin learning the names for parts of the body. You can also point to the body parts on the body poster as you sing. Plan to color the song lyric sheet as suggested in the activity section of this teacher’s manual.
Escuchen clase. Vamos a aprender una canción nueva.
La canción se llama Todo mi cuerpo. Vamos a aprender las partes del cuerpo con esta canción.
¿Dónde está la cabeza? Tóquense la cabeza. ¿Dónde están los brazos? Tóquense los brazos.
¿Dónde están las piernas? Tóquense las piernas. ¿Dónde están los pies? Tóquense los pies.
En la cara ustedes tienen ojos, orejas, boca y nariz. Tóquense los ojos. Tóquense las orejas. Tóquense la boca. Tóquense la nariz.
Excelente. Estamos listos para cantar. ¡Cantemos!
Listen class. We are going to learn a new song.
The song is called All of my body. We are going to learn the parts of the body with this song.
Where is the head? Touch your head. Where are the arms? Touch your arms.
Where are the legs? Touch your legs. Where are the feet? Touch your feet.
On your faces you all have eyes, ears, mouth and nose. Touch your eyes. Touch your ears. Touch your mouth. Touch your nose.
Excellent. We are ready to sing. Let’s sing!
Remember that by singing the children are having an opportunity to practice correct pronunciation. This does not mean you should expect perfect accents or pronunciation. However, you should notice your children fearlessly singing in Spanish, which hopefully will lead them to be equally fearless to speak in Spanish. Practice is a good thing, especially when it is as fun as sing-ing with motions!
Have your students sing any or all of the songs introduced to date. When singing “Vengan ya,” make sure you are using a com-bination of motions and Verbos flash cards or lyric sheets to help your students grasp the meaning of the verbs. The following script asks your students which songs they would like to sing.
la mano
el codo
el pecho
la rodilla
el pie
el brazo
la pierna
el hombro
la cabeza
los dedos
los dedos del pie
el estómago
El cuerpo
el pelo
el ojo
la oreja
la narizla boca
| 39
© 2012. Kids Immersion, LLC
Juegos Games h Yo veo I see (I spy)
Yo veo is a terrific game that keeps kids guessing as they use their newly acquired vocabulary. The scripts below encourage you to review the color words. So far students have focused on azul, amarillo y verde. Once you’ve played with some of the colors words, be sure to check out the extension activity to learn actions from the Verbos flash cards in combination with reviewing body parts. As you begin playing this game, start by selecting obvious items such as the flash cards on your bulletin board, then move to random objects in your classroom. Be sure to introduce new vocabulary by choosing new objects as you play. In addi-tion to introducing new nouns, add clues by including adjectives and prepositions into your questions. For example you can say, “Yo veo algo grande y verde que está afuera. ¿Qué es? El árbol. - I see something large and green that is outside. What is it? The tree.” In this example, students will know the word green. You can give clues to the other new terms by looking outside as you speak and by using hand motions to indicate grande.
¿Quién está listo para jugar?
¿Quién está listo para un juego nuevo?
Yo quiero jugar “Yo veo.”
Ustedes van a jugar conmigo.
Who is ready to play?
Who is ready for a new game?
I want to play “I see (I spy).”
You all are going to play with me.
Begin the game using lots of pointing and demonstrating for the first few items until students begin to catch on. Encour-age students to say, “¿Eso?” rather than just guessing in English. Whenever possible, tell them the name of the items they are guessing. The script below gives you a format to follow, but you’ll have to choose real items in your own classroom as you play with your students. Notice how the sample encourages you to show students a few green items that are not the ones you’ve chosen before revealing the correct choice.
Niños, hoy vamos a aprender un juego nuevo.
El juego se llama, “Yo veo….”
Yo veo algo de color verde. Adivinen que es la cosa verde que veo. ¿Qué es? ¿Es eso? ¿Es un libro? No, no es el libro.
Yo veo algo de color verde. ¿Qué es? ¿Es eso? ¿Es la planta? No, no es la planta.
Yo veo algo de color verde. ¿Qué es? ¿Es la rana? Sí es la rana verde. Yo veo la rana verde.
Children, today we are going to learn a new game.
The game is called, “I see....”
I see something green. Guess what the green thing is that I see. What is it? Is it this? Is it a book? No it isn’t the book.
I see something green. What is it? Is it this? Is it the plant? No, it isn’t the plant.
I see something green. What is it? Is it the frog? Yes, it is the green frog. I see the green frog.
h Extension Activity Actions and parts of the body
Now you can play the game “Yo veo” while making questions regarding which body parts are used to perform various actions. Use the action cards from the Verbos flash cards for ideas and ask students questions. Encourage students to refer to the body parts poster for assistance as needed. The script below uses the flash cards for hablar, bailar, escuchar y mirar.
Yo veo algo que se usa para hablar. ¿Qué es? La boca. Nos usamos la bocas para hablar.
Yo veo algo que se usa para bailar. ¿Qué es? El cuerpo. (las piernas, los pies, etc.)
Yo veo algo que se usa para escuchar. ¿Qué es? Las orejas. Usamos las orejas para escuchar.
Yo veo algo que se usa para mirar. ¿Qué es? Los ojos. Usamos los ojos para mirar.
I see something that is used to speak. What is it? The mouth. We use the mouth to speak.
I see something that is used to dance. What is it? The body (the legs, the feet, etc.)
I see something that is used to listen. What is it? The ears. We use the ears to listen.
I see something that is used to look. What is it? The eyes. We use the eyes to look.
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Vamos a cantar. ¿Cuál canción quieren cantar?
¿Quieren cantar Vengan ya?
¿Sí o no?
¿Quieren cantar Alfabeto?
¿Sí o no?
Bueno, vamos a cantar __________.
Cantemos.
We are going to sing. Which song do you want to sing?
Do you want to sing “Vengan ya?”
Yes or no?
Do you want to sing “Alfabeto?”
Yes or no?
Good, we are going to sing _________.
Let’s sing.
Calendario Calendarh What day will it be in ____ days?Please refer to the Calendar Scripts on page 220 for basic scripts to use during this portion of the lesson. For best results, discuss the day of the week and month during each lesson.
This lesson introduces simple calendar math. You remind your students what day it is today, and then count with them to see what day it will be in three days. You can repeat this a few times. Make sure you point slowly to each day as you count. Basic math terms are discussed in the Números section of this chapter under “Extra Challenges” on page 9.
Modify the script below as needed to fit the day of the week on which you present the lesson.
Hoy es miércoles. En tres días, (uno, dos, tres), será sábado.
¿Qué día será en tres días? Cuenten conmigo. Uno, dos, tres. Será sábado.
Today is Wednesday. In three days, (one, two, three), it will be Saturday.
What day will it be in three days? Count with me. One, two, three. It will be Saturday.
h Extension Activity Individual Calendars
Included in the Student Activity Pack, you will find blank calendars for students to create their own monthly calendar for use during group calendar time. Individual calendars are especially helpful for younger students, kinesthetic learners and students who struggle to track group work at the board with only their eyes. As you talk about, “What day will it be in ___ days?” en-courage the students to point to and count the days on their own calendars. As you practice this throughout the chapter and as you teach the new calendar concepts in the coming weeks, students can refer to their own calendars. Working with individual calendars will also help students prepare for Assessment 2, scheduled to be given after Chapter 6, as students will be using an individual calendar to answer the questions appropriately during the assessment. You may choose to provide students with pre-filled calendars, or use the following script as you guide students to complete the calendars individually.
Post a sample calendar in the front of the class as a model for students.
Ahora vamos a hacer nuestros propios calendarios. Vamos a copiar el calendario de la clase.
¿Dónde va el uno? (Point with your finger to the appropriate day on the sample calendar.)
¿Va el uno aquí? Estudiantes: Sí.
Muy bien. Escriban el número uno aquí en el calendario suyo.
¿Y el dos? ¿Dónde va el dos?
Now we are going to make our own calendars. We are going to copy the class calendar.
Where does the one go? (Point with your finger to the appropriate day on the sample calendar.)
Does the one go here? Students: Yes.
Very good. Write the number one here on your own calendar.
And the two? Where does the two go?
Model writing the first several numbers and then direct students to complete the calendars on their own.
40 | Chapter three
© 2012. Kids Immersion, LLC
Verbos Verbs h Necesitar, Abrir, Ir Need, Open, Go
h yo necesito, tú necesitas I need, you need
Ahora vamos a hablar de los verbos. Vamos a hablar de las cosas que necesitamos.
Now we are going to talk about verbs. We are going to talk about the things we need.
Place the Verbos flash cards for abrir and ir on the board. Point to the verbs and say them aloud for your students. Then use the following script and be sure to act out the phrases. Specifically, you actually need to open the door and then you need to go. Don’t worry; you can come back! The more difficult part will probably be getting your students to return after you ask them to go. Good luck!
Yo necesito abrir la puerta. Miren, niños.
Necesito abrir la puerta.
Ahora la puerta está abierta. Necesito ir.
Yo necesito ir por la puerta.
Ya me voy.
Adiós, niños.
I need to open the door. Look, kids.
I need to open the door.
Now the door is open. I need to go.
I need to go through the door.
Now I am going.
Goodbye, kids.
Come back and close the door behind you. Now tell your students one at a time that they need to open the door and go. Below you will find the command for “Come back!” so you can get them back for the next part of the lesson! There is no verb card for regresar (return/come back), but you can write the word and place it on the board if you like.
Tú necesitas abrir la puerta. La puerta necesita abrirse.
Tú necesitas abrir la puerta. Allow time for the student to open the door and then say:
Ahora la puerta está abierta.
Ahora tú necesitas ir.
Tú necesitas ir por la puerta. Adiós. Allow time for the student to exit through the door and then say: Tú necesitas regresar. ¡Regrese usted!
You need to open the door. The door needs to be opened.
You need to open the door. Allow time for the student to open the door and then say:
Now the door is open.
Now you need to go.
You need to go through the door. Goodbye. Allow time for the student to exit through the door and then say: You need to return. Come back (return)!
Verbos Verbs | 45
© 2012. Kids Immersion, LLC
3Chapter ThreeStart your lesson by inviting the students to gather at your bulletin board display.
¡Niños y niñas, escúchenme! Ahora es la hora de español. Vamos a sentarnos al frente del calendario para cantar y aprender.
Empecemos con la canción Hola a todos.
Boys and girls, listen to me! Now it is time for Spanish. We are going to meet in front of the calendar to sing and learn.
Let’s begin with the song Hola a todos.
Canciones Songs h Todo mi cuerpo (Mi guitarrí Track 6)
Welcome students to Spanish by singing Hola a todos.
Introduce the song Todo mi cuerpo (All of my body.) Make sure you touch each body part as you mention it during the song. This song is a great way to begin learning the names for parts of the body. You can also point to the body parts on the body poster as you sing. Plan to color the song lyric sheet as suggested in the activity section of this teacher’s manual.
Escuchen clase. Vamos a aprender una canción nueva.
La canción se llama Todo mi cuerpo. Vamos a aprender las partes del cuerpo con esta canción.
¿Dónde está la cabeza? Tóquense la cabeza. ¿Dónde están los brazos? Tóquense los brazos.
¿Dónde están las piernas? Tóquense las piernas. ¿Dónde están los pies? Tóquense los pies.
En la cara ustedes tienen ojos, orejas, boca y nariz. Tóquense los ojos. Tóquense las orejas. Tóquense la boca. Tóquense la nariz.
Excelente. Estamos listos para cantar. ¡Cantemos!
Listen class. We are going to learn a new song.
The song is called All of my body. We are going to learn the parts of the body with this song.
Where is the head? Touch your head. Where are the arms? Touch your arms.
Where are the legs? Touch your legs. Where are the feet? Touch your feet.
On your faces you all have eyes, ears, mouth and nose. Touch your eyes. Touch your ears. Touch your mouth. Touch your nose.
Excellent. We are ready to sing. Let’s sing!
Remember that by singing the children are having an opportunity to practice correct pronunciation. This does not mean you should expect perfect accents or pronunciation. However, you should notice your children fearlessly singing in Spanish, which hopefully will lead them to be equally fearless to speak in Spanish. Practice is a good thing, especially when it is as fun as sing-ing with motions!
Have your students sing any or all of the songs introduced to date. When singing “Vengan ya,” make sure you are using a com-bination of motions and Verbos flash cards or lyric sheets to help your students grasp the meaning of the verbs. The following script asks your students which songs they would like to sing.
la mano
el codo
el pecho
la rodilla
el pie
el brazo
la pierna
el hombro
la cabeza
los dedos
los dedos del pie
el estómago
El cuerpo
el pelo
el ojo
la oreja
la narizla boca
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© 2012. Kids Immersion, LLC
Colores Colors h Verde Green
Los colores son muy bonitos. Vamos a aprender los colores. ¿Dónde está la lista de colores?
Ahora vamos a decir, “Adiós,” a la tarjeta del color amarillo. Todos digan, “Adiós, amarillo.”
Ahora vamos a decir , “Bienvenida,” a la tarjeta del color verde. Todos digan, “Bienvenido, verde.”
The colors are very pretty. We are going to learn the colors. Where is the list of colors?
Now we are going to say, “Goodbye,” to the flashcard of the color yellow. Everyone say, “Goodbye, yellow.”
Now we are going to say, “Welcome” to the flash card of the color green. Everyone say, “Welcome, green.”
Post the green color flash card on the bulletin board.
Hoy vamos a aprender un color nuevo.
Aprendimos el azul y el amarillo en las semanas pasadas.
Hoy aprenderemos el color verde.
La rana es verde. La rana verde salta.
Aquí hay unas cosas verdes.
¿De qué color es esto?
Estudiantes: Verde.
Today we are learning a new color.
We learned blue and yellow in the past weeks.
Today we learn the color green.
The frog is green. The green frog jumps.
Here are some green things.
What color is this?
Students: Green.
Turn to pages 34-35 in FTWS and show students the lettuce on the border, then ask them to find the lettuce in the picture. Then talk about the other things that are green in the picture.
Abramos el libro a la página treinta y cuatro.
Vamos a buscar la lechuga.
¿Dónde está la lechuga?
¿De qué color es la lechuga?
La lechuga es verde. ¿Hay otras cosas verdes en el dibujo?
Let’s open the book to page 34.
We are going to look for the lettuce.
Where is the lettuce?
What color is the lettuce?
The lettuce is green. Are there other green things in the picture?
As the students point to green items, use the words in the border to name the items for your students. Remember that the color name follows the object (e.g., “Hay pepinos verdes.” “There are green cucumbers”).
Grammar Note: In Spanish, adjectives must agree with the nouns they modify in number and gender. See Chapter 2 in Just Enough Spanish Grammar for a more complete description of adjectives in Spanish. In particular, pages 38-39 display a chart of how adjectives change their endings to agree with gender and number.
h Extension Activity Blue and yellow make green
Review the blue and yellow colors you introduced in previous chapters and show how mixing these colors creates green. This activity is easiest to do with paint. If you have time, allow students to create their own paint project. Show students the Verbos flash card, mezclar and then paint a yellow splotch, a blue splotch and then mix the two colors together to create a green splotch. Under the colors, write the equation: Amarillo + Azul = Verde.
Niños, yo voy a mezclar la pintura. Aquí, tengo pintura de colores amarillo y azul. Yo voy a mezclar amarillo con azul. Amarillo mas azul son verde.
Children, I am going to mix paint. Here I have paint of the colors yellow and blue. I am going to mix yellow with blue. Yellow plus blue equals green.
verde
el círculo
46 | Chapter three
© 2012. Kids Immersion, LLC
Vamos a cantar. ¿Cuál canción quieren cantar?
¿Quieren cantar Vengan ya?
¿Sí o no?
¿Quieren cantar Alfabeto?
¿Sí o no?
Bueno, vamos a cantar __________.
Cantemos.
We are going to sing. Which song do you want to sing?
Do you want to sing “Vengan ya?”
Yes or no?
Do you want to sing “Alfabeto?”
Yes or no?
Good, we are going to sing _________.
Let’s sing.
Calendario Calendarh What day will it be in ____ days?Please refer to the Calendar Scripts on page 220 for basic scripts to use during this portion of the lesson. For best results, discuss the day of the week and month during each lesson.
This lesson introduces simple calendar math. You remind your students what day it is today, and then count with them to see what day it will be in three days. You can repeat this a few times. Make sure you point slowly to each day as you count. Basic math terms are discussed in the Números section of this chapter under “Extra Challenges” on page 9.
Modify the script below as needed to fit the day of the week on which you present the lesson.
Hoy es miércoles. En tres días, (uno, dos, tres), será sábado.
¿Qué día será en tres días? Cuenten conmigo. Uno, dos, tres. Será sábado.
Today is Wednesday. In three days, (one, two, three), it will be Saturday.
What day will it be in three days? Count with me. One, two, three. It will be Saturday.
h Extension Activity Individual Calendars
Included in the Student Activity Pack, you will find blank calendars for students to create their own monthly calendar for use during group calendar time. Individual calendars are especially helpful for younger students, kinesthetic learners and students who struggle to track group work at the board with only their eyes. As you talk about, “What day will it be in ___ days?” en-courage the students to point to and count the days on their own calendars. As you practice this throughout the chapter and as you teach the new calendar concepts in the coming weeks, students can refer to their own calendars. Working with individual calendars will also help students prepare for Assessment 2, scheduled to be given after Chapter 6, as students will be using an individual calendar to answer the questions appropriately during the assessment. You may choose to provide students with pre-filled calendars, or use the following script as you guide students to complete the calendars individually.
Post a sample calendar in the front of the class as a model for students.
Ahora vamos a hacer nuestros propios calendarios. Vamos a copiar el calendario de la clase.
¿Dónde va el uno? (Point with your finger to the appropriate day on the sample calendar.)
¿Va el uno aquí? Estudiantes: Sí.
Muy bien. Escriban el número uno aquí en el calendario suyo.
¿Y el dos? ¿Dónde va el dos?
Now we are going to make our own calendars. We are going to copy the class calendar.
Where does the one go? (Point with your finger to the appropriate day on the sample calendar.)
Does the one go here? Students: Yes.
Very good. Write the number one here on your own calendar.
And the two? Where does the two go?
Model writing the first several numbers and then direct students to complete the calendars on their own.
40 | Chapter three
© 2012. Kids Immersion, LLC
Zoológico Zoo h La rana Frog
¿A quién le gustan los animales? A mí me gustan los animales. Vamos a decir hola a otro amigo del zoológico.
Primero vamos a decir, “Adiós,” a la tarjeta del mono. Todos digan, “Adiós, mono.”
Ahora vamos a decir , “Bienvenida,” a la tarjeta de la rana. Todos digan, “Bienvenida, rana.”
Who likes animals? I like animals. We are going to say hello to another friend from the zoo.
First we are going to say, “Goodbye,” to the flashcard of the monkey. Everyone say, “Goodbye, monkey.”
Now we are going to say, “Welcome” to the flash card of the frog. Everyone say, “Welcome, frog.”
Today’s animal is a frog, la rana. Post the frog flash card on your bulletin board.
Miren. Aquí hay una rana. La rana es verde. Esta es una rana verde. La rana salta mucho.
Pónganse de pie y salten como ranas. También, las ranas pueden nadar en el agua azul.
Naden como ranas en el agua.
¿Qué hace la rana? La rana salta y nada.
¿De qué color es la rana? La rana es verde.
(Repita las preguntas.)
Ustedes son ranas. Una rana. Dos ranas. Tres ranas…
Look. Here is a frog. The frog is green. This is a green frog. The frog jumps a lot.
Stand-up and jump like frogs. Also, frogs can swim in blue water.
Swim like frogs in water.
What does the frog do? The frog jumps and swims.
What color is the frog? The frog is green.
(Repeat the questions.)
You are all frogs. One frog. Two frogs. Three frogs…
Turn to pages 16 and 17 in FTWS and have your students look through “El parque” to try to find the frog. You can get a hint for what he looks like in the border of page 16.
Yo abro el libro en “El parque.”
Una rana vive aquí en el parque.
¿Dónde está la rana?
Muy bien. Aquí está la rana.
I open the book to “The park.”
A frog lives here in the park.
Where is the frog?
Very good. Here is the frog.
la rana
© 2012. Kids Immersion, LLC
ZoolÓgiCo Zoo | 47
3Chapter ThreeStart your lesson by inviting the students to gather at your bulletin board display.
¡Niños y niñas, escúchenme! Ahora es la hora de español. Vamos a sentarnos al frente del calendario para cantar y aprender.
Empecemos con la canción Hola a todos.
Boys and girls, listen to me! Now it is time for Spanish. We are going to meet in front of the calendar to sing and learn.
Let’s begin with the song Hola a todos.
Canciones Songs h Todo mi cuerpo (Mi guitarrí Track 6)
Welcome students to Spanish by singing Hola a todos.
Introduce the song Todo mi cuerpo (All of my body.) Make sure you touch each body part as you mention it during the song. This song is a great way to begin learning the names for parts of the body. You can also point to the body parts on the body poster as you sing. Plan to color the song lyric sheet as suggested in the activity section of this teacher’s manual.
Escuchen clase. Vamos a aprender una canción nueva.
La canción se llama Todo mi cuerpo. Vamos a aprender las partes del cuerpo con esta canción.
¿Dónde está la cabeza? Tóquense la cabeza. ¿Dónde están los brazos? Tóquense los brazos.
¿Dónde están las piernas? Tóquense las piernas. ¿Dónde están los pies? Tóquense los pies.
En la cara ustedes tienen ojos, orejas, boca y nariz. Tóquense los ojos. Tóquense las orejas. Tóquense la boca. Tóquense la nariz.
Excelente. Estamos listos para cantar. ¡Cantemos!
Listen class. We are going to learn a new song.
The song is called All of my body. We are going to learn the parts of the body with this song.
Where is the head? Touch your head. Where are the arms? Touch your arms.
Where are the legs? Touch your legs. Where are the feet? Touch your feet.
On your faces you all have eyes, ears, mouth and nose. Touch your eyes. Touch your ears. Touch your mouth. Touch your nose.
Excellent. We are ready to sing. Let’s sing!
Remember that by singing the children are having an opportunity to practice correct pronunciation. This does not mean you should expect perfect accents or pronunciation. However, you should notice your children fearlessly singing in Spanish, which hopefully will lead them to be equally fearless to speak in Spanish. Practice is a good thing, especially when it is as fun as sing-ing with motions!
Have your students sing any or all of the songs introduced to date. When singing “Vengan ya,” make sure you are using a com-bination of motions and Verbos flash cards or lyric sheets to help your students grasp the meaning of the verbs. The following script asks your students which songs they would like to sing.
la mano
el codo
el pecho
la rodilla
el pie
el brazo
la pierna
el hombro
la cabeza
los dedos
los dedos del pie
el estómago
El cuerpo
el pelo
el ojo
la oreja
la narizla boca
| 39
© 2012. Kids Immersion, LLC
Zoológico Zoo h La rana Frog
¿A quién le gustan los animales? A mí me gustan los animales. Vamos a decir hola a otro amigo del zoológico.
Primero vamos a decir, “Adiós,” a la tarjeta del mono. Todos digan, “Adiós, mono.”
Ahora vamos a decir , “Bienvenida,” a la tarjeta de la rana. Todos digan, “Bienvenida, rana.”
Who likes animals? I like animals. We are going to say hello to another friend from the zoo.
First we are going to say, “Goodbye,” to the flashcard of the monkey. Everyone say, “Goodbye, monkey.”
Now we are going to say, “Welcome” to the flash card of the frog. Everyone say, “Welcome, frog.”
Today’s animal is a frog, la rana. Post the frog flash card on your bulletin board.
Miren. Aquí hay una rana. La rana es verde. Esta es una rana verde. La rana salta mucho.
Pónganse de pie y salten como ranas. También, las ranas pueden nadar en el agua azul.
Naden como ranas en el agua.
¿Qué hace la rana? La rana salta y nada.
¿De qué color es la rana? La rana es verde.
(Repita las preguntas.)
Ustedes son ranas. Una rana. Dos ranas. Tres ranas…
Look. Here is a frog. The frog is green. This is a green frog. The frog jumps a lot.
Stand-up and jump like frogs. Also, frogs can swim in blue water.
Swim like frogs in water.
What does the frog do? The frog jumps and swims.
What color is the frog? The frog is green.
(Repeat the questions.)
You are all frogs. One frog. Two frogs. Three frogs…
Turn to pages 16 and 17 in FTWS and have your students look through “El parque” to try to find the frog. You can get a hint for what he looks like in the border of page 16.
Yo abro el libro en “El parque.”
Una rana vive aquí en el parque.
¿Dónde está la rana?
Muy bien. Aquí está la rana.
I open the book to “The park.”
A frog lives here in the park.
Where is the frog?
Very good. Here is the frog.
la rana
© 2012. Kids Immersion, LLC
ZoolÓgiCo Zoo | 47
Actividades Activities h Decorate your song sheets Todo mi cuerpo
Allow students to color the song sheet for Todo mi cuerpo as a component of the literacy portion of the lesson.
Vamos a colorear la página de la canción Todo mi cuerpo.
Dibujen el cuerpo de una persona en la página.
We are going to color the page of the song Todo mi cuerpo.
Draw the body of a person on the page.
h The Body Activity SheetComplete the activity sheet “El cuerpo.” The activity sheet features a copy of the body image to allow students to label the parts of the body and to give them a visual reference to place next to the song lyrics. Again, listen to the song repeatedly as you complete the activity page. When you complete the activity sheet with the labeled parts of the body, you can place the image in your song books next to the song sheet for Todo mi cuerpo.
Niños, vamos a colorear la página de la canción Todo mi cuerpo.
Primero, leamos las partes del cuerpo que están en los cuadros.
La mano. Niños, ¿Donde está la mano?
¡Muy bien! Cortemos el rectángulo y peguemos la palabra al lado de la mano.
Niños, ¿Dónde está _______? (Choose a body part from the list and ask students where it is found on the body.)
Cortemos el rectángulo y peguemos la palabra al lado de la parte de _________. (Have students cut out the body part you just located and glue it in the correct location on the page.)
Children, we are going to color the song sheet for the song Todo mi cuerpo.
First, we will read the parts of the body that are in the boxes.
The hand. Children, where is the hand?
Very good. Let’s cut out the rectangle and let’s glue the word next to the hand.
Children, where is _____________? (Choose a body part from the list and ask students where it is found on the body.)
Let’s cut out the rectangle and let’s glue the word next to the part of the _________. (Have students cut out the body part you just located and glue it in the correct location on the page.)
Final ClosingClose the lesson by singing Adiós (Mi guitarrí, Track 27).
Muchas gracias por su participación en la clase de español.
Fue divertido aprender con ustedes.
Vamos a cantar una vez más.
La canción se llama Adiós.
Thanks so much for your participation in Spanish class.
It was fun to learn with you.
We are going to sing one more time.
The song is called Adiós.
AssessmentsYou may give an assessment following this chapter. The assessment is found in the Calico Spanish Assessment book, which is a standard component of the Calico Spanish Classroom version. The assessment will give you an opportunity to check how well students have learned some of the basic vocabulary you have presented during the first 3 chapters of Calico Spanish. Please take a moment to review the Assessment Book and see how the resources can help you evaluate how your students are doing with their language acquisition process.
48 | Chapter three
© 2012. Kids Immersion, LLC
Vamos a cantar. ¿Cuál canción quieren cantar?
¿Quieren cantar Vengan ya?
¿Sí o no?
¿Quieren cantar Alfabeto?
¿Sí o no?
Bueno, vamos a cantar __________.
Cantemos.
We are going to sing. Which song do you want to sing?
Do you want to sing “Vengan ya?”
Yes or no?
Do you want to sing “Alfabeto?”
Yes or no?
Good, we are going to sing _________.
Let’s sing.
Calendario Calendarh What day will it be in ____ days?Please refer to the Calendar Scripts on page 220 for basic scripts to use during this portion of the lesson. For best results, discuss the day of the week and month during each lesson.
This lesson introduces simple calendar math. You remind your students what day it is today, and then count with them to see what day it will be in three days. You can repeat this a few times. Make sure you point slowly to each day as you count. Basic math terms are discussed in the Números section of this chapter under “Extra Challenges” on page 9.
Modify the script below as needed to fit the day of the week on which you present the lesson.
Hoy es miércoles. En tres días, (uno, dos, tres), será sábado.
¿Qué día será en tres días? Cuenten conmigo. Uno, dos, tres. Será sábado.
Today is Wednesday. In three days, (one, two, three), it will be Saturday.
What day will it be in three days? Count with me. One, two, three. It will be Saturday.
h Extension Activity Individual Calendars
Included in the Student Activity Pack, you will find blank calendars for students to create their own monthly calendar for use during group calendar time. Individual calendars are especially helpful for younger students, kinesthetic learners and students who struggle to track group work at the board with only their eyes. As you talk about, “What day will it be in ___ days?” en-courage the students to point to and count the days on their own calendars. As you practice this throughout the chapter and as you teach the new calendar concepts in the coming weeks, students can refer to their own calendars. Working with individual calendars will also help students prepare for Assessment 2, scheduled to be given after Chapter 6, as students will be using an individual calendar to answer the questions appropriately during the assessment. You may choose to provide students with pre-filled calendars, or use the following script as you guide students to complete the calendars individually.
Post a sample calendar in the front of the class as a model for students.
Ahora vamos a hacer nuestros propios calendarios. Vamos a copiar el calendario de la clase.
¿Dónde va el uno? (Point with your finger to the appropriate day on the sample calendar.)
¿Va el uno aquí? Estudiantes: Sí.
Muy bien. Escriban el número uno aquí en el calendario suyo.
¿Y el dos? ¿Dónde va el dos?
Now we are going to make our own calendars. We are going to copy the class calendar.
Where does the one go? (Point with your finger to the appropriate day on the sample calendar.)
Does the one go here? Students: Yes.
Very good. Write the number one here on your own calendar.
And the two? Where does the two go?
Model writing the first several numbers and then direct students to complete the calendars on their own.
40 | Chapter three
© 2012. Kids Immersion, LLC
8 Calico Spanish Activity Pack
© 2011. Kids Immersion, LLC
Todo mi cuerpo
Cabeza, brazos, piernas y pies, piernas y pies, Ojos, orejas, boca y nariz. Todo mi cuerpo baila así, baila así. Yo muevo mi cuerpo y bailo así.
Cabeza, brazos, piernas y pies, piernas y pies, Ojos, orejas, boca y nariz. Todo mi cuerpo nada en el mar, nada en el mar Yo muevo mi cuerpo y nado así.
Cabeza, brazos, piernas y pies, piernas y pies Ojos, orejas, boca y nariz.
Cabeza, brazos, piernas y pies, piernas y pies Ojos, orejas, boca y nariz.
Cabeza, brazos, piernas y pies, piernas y pies Ojos, orejas, boca y nariz.
Activity Sheets.indd 8 7/14/13 9:52 AM
Calico Spanish Activity Pack 9
© 2011. Kids Immersion, LLC
El cuerpo
la mano la mano
el codo el codo
el pecho el pecho
la rodilla la rodilla
el pie el pie
el brazoel brazo
la pierna la pierna
el hombroel hombro
la cabezala cabeza
los dedos
los dedos
los dedos del pie
los dedos del pie
el estómagoel estómago
El cuerpo
Activity Sheets.indd 9 7/14/13 9:52 AM
Calico Spanish Accelerate
Literature-based program advances language skills.
Student-centered
The perfect complement and successor to Calico Spanish Classic, our Accelerate program provides more of the irresistible resources that students and teachers love. Seventeen captivating children’s books and abundant related activities allow you to guide students toward intermediate language proficiency. Because these features make learning Spanish fun, students are excited for class and participate more, which facilitates their language acquisition. Also, Calico Spanish Accelerate caters to your students’ particular learning needs through kid-friendly, engaging resources. Designed by teachers and centered on students, the program offers ample opportunities for students to practice communicating in the presentational, interpersonal, and interpretive modes.
Connecting with
Language Literacy
Promote Proficiency
Excellent input leads to quality output. This is a foundational truth for all language learners; the more comprehensible input you offer students, the more successful they will be in acquiring Spanish skills. Calico Spanish Accelerate guides teachers to use literature, music, and conversations to provide increasingly complex input. Accelerate guides your novice students on their journey to develop intermediate Spanish proficiency. See the proficiency guidelines developed by the American Council on the Teaching of Foreign Languages for details on language skill levels.
Calico Spanish Accelerate provides culturally-rich content through literature and online media as a foundation for each thematic unit. Generate enthusiasm for the Spanish language and cultures through a wide variety of engaging resources.
Accelerate Classroom Set
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20
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AccelerateAccelerate
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From the first presentation to the last targeted assessment, teachers are equipped to engage each of their students to make learning Spanish fun.
• Enjoy easy-to-follow lesson plans that require minimal preparation time
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Thematic Units
Activities, children’s books, songs, and other resources are inspired by the themes in Calico Spanish Accelerate so that students are hooked into each lesson and easily grasp the material. Our motivating, proficiency-based topics include:
• Mi rutina (Routines)
• Mi familia (Family)
• La comida (Food)
• La comunidad (Community)
• Celebraciones y tradiciones (Celebrations and Traditions)
• Estaciones y el clima (Seasons and Climate)
Each unit contains multiple detailed lessons that are quickly adjustable based on the special needs of your class.
Accelerate Classroom Set
Teachers love how easy Calico Accelerate makes it to implement effective lessons and reinforce material through a variety of student activities. Activities include graphic organizers, selected readings, maps, Venn diagrams, mini-posters, and much more. Each classroom set includes a license to make unlimited copies for your students.
Make unlimited copies of the Student Activity Sheets and Assessments from the PDF versions found on the Reproducible Resources USB Stick.
The Teacher’s Manual allows you to quickly and easily adjust lessons to fit any schedule with little to no preparation time using numerous extension activities and detailed, flexible lesson plans. This makes preparing and teaching lessons a cinch so that you can spend more time engaging with your students.
Targeted group and individual assessments provide valuable feedback regarding students’ Spanish comprehension and language acquisition. Our customized oral assessment rubric guides expectations and provides appropriate goals for student language acquisition and production. The variety of assessment styles gives teachers a broader understanding of students’ abilities.
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Surround Students
with Spanish
Surrounding your students with comprehensible Spanish is easy and effective with the Calico Spanish resources. The quality music, visual aids, and detailed teacher’s manual will enable you and your students to learn and communicate exclusively in Spanish. Calico Spanish is an incredible enrichment program for providing elementary-aged children with the opportunity to become bilingual, biliterate, and bicultural.
Electronic Whiteboard ResourcesOur Calico Spanish electronic whiteboard gallery contains the Calico Spanish Accelerate posters and image cards, and copies of the student activity pack and assessment pages. This comprehensive package allows teachers to quickly create customized whiteboard activities to reinforce concepts. Easily demonstrate expectations or work as a class to complete graphic organizers and Venn diagrams.
Galleries are designed to be installed into your SMART™ Notebook, Promethean ActiveInspire or Mimio Notebook software. Sold separately.
Imag
e C
opyr
ight
SM
AR
T Te
chno
logi
es.
All
right
s re
serv
ed.
Visual Resources
Calico Spanish Image CardsCustom image cards feature colorful artwork to post on the bulletin board, use in games, and assist in presenting new concepts. The 85-card set includes family, jobs in the community, opposites, conjugation of verbs, verb phrases, and pronouns.
PostersThe vibrant Calico Spanish posters support writing and speaking activities with communicative graphics and labels. 12 posters
Videos and Custom ResourcesStudents love accessing our web-based resources for each Accelerate unit, and you’ll love how easy it is to give them engaging, culturally relevant experiences they can enjoy at home or in the lab.
el bebé
lento
rápidoel agricultor
levantarse
Online Activities
Calico Spanish Accelerate
Literature-based for intermediate students in grades 2-6.
Accelerate Classroom Set
22
®
AccelerateAccelerate
Lesson 21. En el barrio
Concept Focus
• Community, school and marketplaces
• Making comparisons
Literature Focus
• Cumpleaños en el barrio by Mayra Lazara Dole
• Mi primer atlas del mundo by Larousse
Objectives
• Students will explore the idea of community and describe different components of their own community.
• Students will be able to compare their community relationships to the relationships found in the story.
• Students will compare their community activities to communities around the world.
Vocabulary
los quinces, trabajo/empleo, está de acuerdo, albergue de desamparados, ayuda, oficina, ocupada, recaudar fondos, mejor, cocineros, panadería, cuenta/en conmigo, mercado, calle, ayuntamiento, alcalde, peluquería, tienda, amistad, camarera, gigantesco, baila, comunidad
Lesson 21
Scope & Sequence
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50
La co
mu
nid
ad
LESSON
C a l i C o S p a n i S h a C C e l e r a t e © 2 0 1 6
En El barrio21Discover how Chavi unites her Miami Cuban community to help her friends celebrate a quinceañera in an unforgettable way.
Activities f Vecindario-barrio
Introduce the words vecino and vecindario and discuss the meaning of the words within the context of the students’ own community. Have students share about the neighborhoods they live in. Talk about the people that help them as another type of neighborhood and ask students to share how various people in their lives form a “neighborhood” around them. Introduce the book Cumpleaños en el barrio to your students by sharing that barrio is a synonym for vecindario. Then explain to students that the book tells how Chavi and Rosario get help from their community, their barrio, to have a very unique 15th birthday party for Rosario’s sister. You will have an opportunity to study the traditional quinceañera in detail in lesson 30.
Objectives y Students will explore the idea of community and describe the different components of
their own community. y Students will compare their community relationships to the ones Chavi accesses in the story. y Students will compare their community activities among each other and with activities in
communities around the world.
Key VocabuLary:los quinces, trabajo/empleo, está de acuerdo, albergue de desamparados, ayuda, oficina, ocupada, recaudar fondos, mejor, cocineros, panadería, cuenta/en conmigo, mercado, calle, ayuntamiento, alcalde, peluquería, tienda, amistad, camarera, gigantesco, baila, comunidad
booKs Cumpleaños en el barrio by Mayra Lazara Dole, Mi AtlasLarousse by Laroussestudent actiVity sheets Esquema de mi comunidad, Actividades, Comparando actividades
Resources
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C a l i C o S p a n i S h a C C e l e r a t e © 2 0 1 6
f Read Aloud — Focus: Los amigos de Chavi y RosarioCumpleaños en el barrio by Mayra Lazara Dole
Chavi and Rosario live in the vibrant Cuban community in Miami. This community developed as Cuban im-migrants, many of them refugees, came to the South Florida city to make a new life for themselves.
As you introduce and read through Cumpleaños en el barrio for the first time, begin by asking students to describe a good birthday party vs. a bad birthday party. If we just focus on a generic party here – then in lesson 30 we can focus on the elements of a birthday party specifically. During this lesson, it is important to focus in on the community and then we will discuss in detail the birthday/quince in the later lesson. In the story, focus on the main plot of what Lazarita wants her quinceañera to be (grande, con muchas personas, con un vestido bonito), what Chavi and Rosario plan for her, and how the two friends pull their community togeth-er to throw an unforgettable party. Note: the focus here will be a community pulling together – not so much the birthday party itself. As Chavi enlists more friends’ help, illustrate the different relationships that you en-counter. Making a chart of the various people Chavi and Rosario talk to will help students easily understand the sequence of events, even in a book with a lot of text and many idiomatic expressions. Focus on how each person relates to Chavi (amigo, padre de una amiga, abuela de una amiga, alcalde) and where she encounters them (casa, albergue, panadería, ayuntamiento). Also, use these relationships to emphasize a key vocabulary word and concept, ayuda, by including in your chart how each person will help.
Using the Student Activity Sheets, each student can create and present an Esquema de mi comunidad. Which people in their respective communities would help them if they needed to throw a party? Help the local albergue? Clean up after a storm?
f Actividades en mi comunidadAs you read and talk through Cumpleaños en el barrio a second time, focus on the the activities Chavi’s commu-nity engages in. What are people doing when Chavi goes to see them? Where are they - outside, inside, at home, at work? Discuss how these activities are similar to or different from the activities students and their communities participate in. This is an opportunity to practice talking about family and other people and to describe daily activities.
Using the images in the book Mi AtlasLarousse, look at communities around the world and discuss what people are doing in the pictures (Los Ángeles on page 25; Las Antillas on page 28; La India on page 39). Distribute the Stu-dent Activity Sheets (Actividades) and work together to list some of the activities shown in these communities and in Cumpleaños en el barrio. Have students check which activities they also participate in within their community (literal or figurative).
f Comparando actividadesUsing the Student Activity Sheet Comparando actividades, students will survey their classmates to see what actividades they do. Model simple questions and answers using frequency phrases such as ¿Caminas en el vecindario? and “Sí, camino en mi vecindario con mucha frecuencia.” Ask for a few volunteers to orally compare results (“Yo nunca bailo, pero Emily baila mucho.”)
f WritingStudents will use Part 2 of the Student Activity Sheet Comparando actividades to compare and contrast the activities they do in their communities with the activities their classmates enjoy.
Explore the concepts of physical and relational community. Which students are closely connected to people within their physical neighborhood? Why? Which students have more of a community of friends outside their neighborhood and how did they meet? Encourage them to talk to their parents about which was more normal for them growing up and why.
Home Connection
LECCIÓN
Nombre: Fecha:
Calico Spanish Activity Pack 35© 2016 Kids Immersion, LLC
Instrucciones: ¿Cuándo necesitas ayuda de tu comunidad? Escribe una situación cuando necesitas ayuda de las personas de tu comunidad o de tus amigos. También, escribe una lista de las personas que podrían ayudarte en esa situación y quiénes son. Después, describe a los compañeros de tu clase quién te ayudarían en una de estas situaciones. Ejemplo:
Situación: Fiesta de cuatro de julio para el vecindario.¿Quién podría ayudarme? ¿Quién es? ¿Qué podría hacer?Señora Wilson amiga de mi mamá preparar la comidaJosh amigo traer botellas de burbujasSeñor García vecino traer fuegos artificiales
EsquEma dE mi comunidad21
Situación #1:
¿Quién podría ayudarme? ¿Quién es? ¿Qué podría hacer?
Situación #2:
¿Quién podría ayudarme? ¿Quién es? ¿Qué podría hacer?
Situación #3:
¿Quién podría ayudarme? ¿Quién es? ¿Qué podría hacer?
LECCIÓN
Nombre: Fecha:
36 Calico Spanish Activity Pack © 2016 Kids Immersion, LLC
actividadEs21Instrucciones: Mirando a los dibujos en el libro Cumpleaños en el barrio, haz una lista de las
actividades que ves en la comunidad de Chavi. También observa los dibujos en las siguientes páginas de Mi Atlas Larousse: Los Ángeles, p. 25; Barcelona, p. 12; Las Antillas, p. 28; La India, p. 39.
¿Qué hacen las personas en las comunidades representadas en esas páginas?
Finalmente, haz un círculo alrededor de las actividades que escribiste que también son parte de las actividades de tu comunidad.
Comunidad de Chavi
Los Ángeles
Barcelona
Las Antillas
La India
LECCIÓN
Nombre: Fecha:
Calico Spanish Activity Pack 37© 2016 Kids Immersion, LLC
comparando actividadEs21Instrucciones: Parte 1: Haz una encuesta entre tus amigos sobre sus actividades. Después de hacer
la encuesta vas a escribir una comparación de tus actividades con las de ellos.
Actividades que yo hago:
Nombre de mi amigo: Actividades que hace mi amigo:
Parte 2: Escribe una comparación entre tus actividades y las de tus amigos. Intenta usar buenas conexiones como “y”, “pero”, y “también”.
Por ejemplo: Yo bailo con frecuencia, pero Jorge nunca baila. Elisabet baila también, pero no frecuentemente.
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