CONTENTS

Fundamental Parts of SpeechWhat is... Article, Noun, Pronoun, Adjective, Adverb, Verb, Preposition, Conjunction, Interjection, Interrogative?

2

Remember MeThings we practice and memorize together, How to make accent marks on your computer, Making the Grade

3

Verb ListList of common infinitives, English-Spanish and Spanish-English

5

CartaverbosLists of verbs that we will learn this year and their various forms in the present tense

7

Miscellaneous GrammarSer and Estar usage, Possessive Adjective and Pronoun usage, Demonstrative Adjective usage, Journal Correction Key

10

Sentence Writing GuideHow to write strong sentences and paragraphs in Spanish

11

RubricsHow to measure your growth in speaking and writing Spanish

12

Effective Group WorkHow to work well in a group

14

Fundamental Parts of Speech

Article A word that precedes a noun, including a, an, the, some and numbers that indicate whether the noun is singular or plural. (The kitten is cute. Three fish are yellow.)________________________________________________

Noun The name of a person, place, thing, or idea. There are two kinds of nouns:

Common nouns refer to any person, place, thing, quality, or idea. (girl, town, water, religion, fear, humility)

Proper nouns refer to particular persons, places, things, or ideas and are capitalized. (Bob, Eiffel Tower, Wednesday, Carson City)________________________________________________

Pronoun A word that takes the place of a noun. There are three kinds of pronouns:

Nominative pronouns are used for the subject of the sentence. (he, she, we)

Possessive pronouns indicate possession of something. (mine, yours, his, hers, ours)

Objective pronouns receive the action of a verb or follow a preposition. (him, her, us)________________________________________________

Adjective A word that describes, or “modifies” a noun. It indicates size, color, etc. (A small light shone through the upper window of the old factory.)________________________________________________

Adverb A word that describes a verb, an adjective, or another adverb and often ends with the letters -ly. It indicates how, when, where, and how much. (The sun rose slowly. I always study. He is very tall. She never sleeps.)

Verb A word that shows action or state of being, and often the time it occurs.

Infinitives identify the action but do not indicate who is doing it or when. (to eat, to drink, etc.)

Reflexives are verbs whose actors and actees are the same. (I bathe, he showers, we wash up, etc.)

Past tense verbs show us what has already happened. (She waited in the car. She was waiting in the car.)

Present tense verbs show us what is happening right now. (She waits in the car. She is waiting in the car.)

Future tense verbs show us what will happen. (She is going to wait in the car. She will wait in the car.)________________________________________________

Preposition A word that shows how a noun or pronoun is related to other words in terms of time or space. A preposition may function as an adverb. (The cat sleeps under the table. The balloon goes up.)________________________________________________

Conjunction A word that joins words or phrases, including:

Coordinating conjunctions connect words of equal importance. For example: and, but, for, or, nor, either, neither, when, yet, so, so that. (I do not run nor jump.)

Subordinating conjunctions join two clauses––main and dependent (subordinate). These are: although, because, since, until, while, etc. (I eat because I am hungry.)________________________________________________

Interjection A short exclamation conveying emotion, followed by an exclamation point. (Ouch! Oh! Wow!)________________________________________________

Interrogative A word that indicates a question. (how, what, when, where, why, who, etc.)

1. Stick to Your Task

Stick to your task till it sticks to you; beginners are many, but enders are few. Honor, power, place, and praise always come to the one who stays.

Stick to your task till it sticks to you; bend at it, sweat at it, smile at it, too.For after the bend, the sweat, and the smilecome life's victories after awhile.

2. La Promesa de la Fidelidad Yo prometo la fidelidad a la banderade los Estados Unidos de Américay a la república que representauna nación bajo Diós indivisiblecon libertad y justicia para todos

3. Los Días de la SemanaLunes, martes, miércoles, y jueves, gazpacho; viernes y sábado-mingo, ¡borracho!

4. Cumpleaños Feliz Cumpleaños Feliz, Cumpleaños Feliz; Te deseamos mucho, Cumpleaños Feliz

5. Para Qué¿Para qué, cuándo, dónde, por qué, con quién, cuántos, cuál, y cómo? Also note: adónde, de dónde, a/de quién(es), etc.

¿Hiciste qué, cuándo, dónde, por qué, con quién, y por cuántos confites de goma?

6. Meditación ¡Oasa––amosáisan! ¡Oese––emoséisen! ¡Oese––imosísen!

7. Poema de las PreposicionesA la izquierda, derecha, delante, detrás,cerca y lejos y algo más;abajo, arriba, enfrente encima,y ahora, muchachos, ¡se acaba la rima!

8. Adjetivos Song (Subway $5 tune)

Ancho (two clicks)Ancho (two clicks)Ancho, estrecho (any, any, any...)Substitute vocabulary:

ancho, estrecholargo, cortosuave, durogrande, pequenoplano, profundofácil, difícil

9. How to Make Spanish Characters

PC: Press and hold the ALT key, then type the relevant code on your number pad:

0160 : á 0162 : ó 0164 : ñ 0167 : º0130 : é 0163 : ú 0168 : ¿ 0166 : ª0161 : í 0129 : ü 0173 : ¡

MAC: Press OPTION-E, then release and press the letter to accent. For capitals, you must also press the SHIFT key after release. Press SHIFT-OPTION-? and release for "¿" and press OPTION-! for "¡".

GOOGLE: Press and hold the ALT key, then type the relevant code on your number pad:

0225 : á 0243 : ó 0241 : ñ 0186 : º0233 : é 0250 : ú 0191 : ¿ 0170 : ª0237 : í 0252 : ü 0161 : ¡

10. Break it down

Otorrinolaringología: oto • rrino • larin • golo • gía

11. Trabalenguas

"Erre" con "erre" cigarro; "erre" con "erre" barril; rápido corren los carros cargados del ferrocarril.Poquito a poco, Paquito empaca poquitas copitas en pocos paquetes.

Pablo Pino Pereira, pobre pintor portugués, pinta pinturas por poca plata, pateando por paris.

Paco Peco, chico rico, insultaba a su tío Federico, y ese dijo, poco a poco, ¡Paco Peco, poco pico!

En la plaza de Constantinopla hay una esquina; en la esquina una casa; en la casa un balcón; en el balcón una estaca, en la estaca un loro. El loro está en la estaca en el balcón de la casa en la esquina de la plaza de Constantinopla.____________________________________

Yo vi en un huerto un cuervo cruento comerse el cuero del cuerpo de un puerco muerto.

Primero preparo paprica para papricar mi papaya y por fin me preparo para probarla así papricada.

¿Cómo quieres que te quiera, si al que quiero que me quiera no me quiere como quiero que me quiera?

No me mires, que miran que nos miramos, y verán en tus ojos que nos amamos. No nos miremos, que cuando no nos miren, nos miraremos.

El tomatero Matute mató al matutero Mota, porque Mota el matutero tomó de su tomatera un tomate. Por eso, por un tomate, mató el tomatero Matute al matutero Mota.

12. Making the Grade

How can you get the grade you really want? Here are some tips. Your work should be:

APPROPRIATE

• right exercises or questions are done• work is not just copied from someone else• no doodles, drawings, or personal notes• work is done in pencil and in on time• reports follow the teacher’s guidelines

NEAT

• handwriting is easy to read• errors lined through, not scribbled out• paper is not crumpled, torn, soiled,

wrinkled, or worn thin from erasures

COMPLETE

• full name and period in upper right corner• exercises correctly labeled, in order, and

in full sentences

ACCURATE

• answers follow the instructions provided• answers are at least reasonably correct• essays answers distinguish opinion from

fact and give credit to info sources

INSIGHTFUL

• work shows personal reflection• work free of careless or unecessary errors• any notes for the teacher are courteous• work is thought-provoking or informative• work shows serious consideration of topic

and assignment

13. Tema de Scooby Doo

Scooby Dooby Doo, ¿dónde estás?Hay que trabajar ya.

Scooby Dooby Doo, ¿dónde estás? ¡Queremos tu ayuda!

Vamos, Scooby Doo, ¿puede serque tienes una astilla?

No debes mentir; puedo vertus escalofrías.

Tú sabes que tenemosun misterio que resolver–– ¿qué hacer?

Y Scoob, cuando lo hacesuna merienda tú puedes tener (vas a ver).

Scooby Dooby Doo, ya verás,con Shaggy a tu lado––

la suerte, Scooby Doo, que tendrásde prender el malvado.

14. Tema de Oscar Mayer Wiener

Tema Oficial:Cuando quiero algo bueno y sabrosoUn hot dog Oscar Mayer pido yoy si me dan un hot dog Oscar MayerMi sonrisa les dirá que me gustó

Tema Divertido:Yo quiero ser un Oscar-Mayer Wiener Verdaderamente quiero serPorque si fuera un Oscar-Mayer Wiener ¡Me daría fuego la mujer!

15. Tema de Bob Esponja

¿Están listos, chicos?¡Sí, Capitán, estamos listos!

No los escucho––.¡Sí, Capitán, estamos listos!

Uu––vive en una piña debajo del marBob Esponja

Su cuerpo absorba y sin estallarBob Esponja

El mejor amigo que podrías desearBob Esponja

Y cómo al pez, le es fácil flotarBob Esponja

¡Todos!Bob Esponja... (3x)

¡Él es Bob Esponja!

answerarrive

askask for, order

be (char)be (cond/loc)be able, can

be acquaintedbegin

believebelongbreakbring

bring togetherbuycall

carry, wearchangechoose

cleanclose

comand, sendcome

completeconstruct

correctcost

countcut

dancedecide

describedeservedestroy

diediscover

contestarllegarpreguntarpedir*ser°estar°poder*conocer°empezar*creerpertenecer°rompertraer°juntarcomprarllamarllevarcambiarescoger°limpiarcerrar*mandarvenir*°cumplirconstruir°corregir°costar*contar*cortarbailardecidirdescribirmerecer°destruir°morir*descubrir

discuss, arguedo, make

doubtdraw

dreamdrinkdrive

earn, gain, wineat

end, terminateenter

explainfall

fearfeel

find outfind, meet

fitfixfly

follow, continueforget

get, take outgive

gogo out, leave

go upgrow

guesshate

have (poss)have [acted]

hearhelp

hope, waitinclude

insistintroduce

jump

discutirhacer°dudardibujarsoñar*beberconducir°ganarcomerterminarentrarexplicarcaer°temersentir*averiguarencontrar*caber°arreglarvolar*seguir*olvidarsacardar°ir°salir°subircrecer°adivinarodiartener*°haber°oir°ayudaresperarincluir°insistirintroducir°saltar

know (fact)learnlend

let, allowlet, leave alone

lielisten

livelook for

look, watchloselove

lunchmeasure

meet, reunitemoveneedofferopen

payplay game

preferprepareproduce

protectput

readreceive

recognizeremember

resoverest

returnreturn

rob, stealrun

say, tellsee

seem

saber°aprenderprestarpermitirdejarmentir*escucharvivirbuscarmirarperder*amaralmorzar*medir*reunirmover*necesitarofrecer°abrirpagarjugarpreferir*prepararproducir°proteger°poner°leerrecibirreconocer°recordar*resolver*descansarregresarvolver*robarcorrerdecir*°ver°parecer°

sellserve

shouldshoutshowsignsing

sleepsmell

smokespend

stay, remainstruggle

studysuffer

supposeswimtake

take off/awaytalk

teachthink

throw, kicktouch

translatetraveltreat

tryturn in

turn offturn on, light up

understandunite

usewalk, move

wantwashworkwrite

venderservir*debergritarmostrar*firmarcantardormir*oler*°fumargastarquedarlucharestudiarsufrirsuponer°nadartomarquitarhablarenseñarpensar*tirartocartraducir°viajartratarintentarentregarapagarencender*entender*unirusarandarquerer*lavartrabajarescribir

INFINITIVES

abriradivinar

almorzar*amar

andarapagar

aprenderarreglar

averiguarayudar

bailarbeber

buscarcaber°

caer°cambiar

cantarcerrar*comer

comprarconducir°conocer°construir°

contar*contestarcorregir°

corrercortar

costar*crecer°

creercumplir

dar°deber

decidirdecir°*

openguesslunchlovewalk, moveturn offlearnfixfind outhelpdancedrinklook forfitfallchangesingcloseeatbuydrivebe acquaintedconstructcountanswercorrectruncutcostgrowbelievecompletegiveshoulddecidesay, tell

describirdejar

descansardescubrirdestruir°

dibujardiscutirdormir*

dudarempezar*

encender*encontrar*

enseñarentender*

entrarentregarescoger°

escribirescuchar

esperarestar°

estudiarexplicar

firmarfumarganargastargritar

haber°hablarhacer°incluir°insistir

intentarintroducir°

ir°jugar*juntarlavar

describelet, leave alonerestdiscoverdestroydrawdiscuss, arguesleepdoubtbeginturn on, light upfind, meetteachunderstandenterturn inchoosewritelistenhope, waitbe (cond/loc)studyexplainsignsmokeearn, gain, winspendshouthave [acted]talkdo, makeincludeinsisttryintroducegoplay gamebring togetherwash

leerlimpiarllamarllegarllevar

lucharmandarmedir*mentir*

merecer°mirar

morir*mostrar*

mover*nadar

necesitarodiar

ofrecer°oír°

oler°*olvidarpagar

parecer°pedir*

pensar*perder*permitir

pertenecer°poder*poner°

preferir*preguntarpreparar

prestarproducir°proteger°

quedarquerer*

quitar

readcleancallarrivecarry, wearstrugglecomand, sendmeasureliedeservelook, watchdieshowmoveswimneedhateofferhearsmellforgetpayseemask for, orderthinkloselet, allowbelongbe able, canputpreferaskpreparelendproduceprotectstay, remainwanttake off/away

recibirreconocer°

recordar*regresarresolver*

reunirrobar

rompersaber°sacarsalir°saltar

seguir*sentir

servir*ser°

soñar*subirsufrir

suponer°temer

tener°*terminar

tirartocar

tomartrabajar

traducir°traer°tratar

unirusar

vendervenir°*

ver°viajar

vivirvolar*

volver*

receiverecognizerememberreturnresovemeet, reuniterob, stealbreakknow (fact)get, take outgo out, leavejumpfollow, continuefeelservebe (char)dreamgo upsuffersupposefearhave (poss)end, terminatethrow, kicktouch, play mus.takeworktranslatebringtreatuniteusesellcomeseetravelliveflyreturn

INFINITIVOS

Cartaverbos 1

andar

bailar

beber

cantar

comer

correr

descansar

escuchar

jugar*

mirar

nadar

saltar

Cartaverbos 2

aprender

contestar

dibujar

enseñar

entregar

escribir

estudiar

explicar

leer

levantar

pasar

preguntar

Cartaverbos 3

ayudar

buscar

cambiar

decidir

hacer°

preparar

quitar

sacar

terminar

tomar

trabajar

usar

Cartaverbos 4

abrir

apagar

arreglar

cerrar*

encender*

entrar

limpiar

llegar

poner°

salir°

regresar

romper

Cartaverbos 5

decir°*

entender*

empezar*

encontrar*

mostrar*

pedir*

poder*

pensar*

preferir*

querer*

recordar*

sentir*

Cartaverbos 6

conocer°

creer

dejar

escoger°

esperar

necesitar

odiar

olvidar

parecer°

reconocer°

saber°

suponer°

Cartaverbos 7

enviar

ir°

oler°*

oir°

quedar

seguir°*

tener°*

tocar

traer°

venir°*

ver°

volver*

Cartaverbos 8

comprar

costar*

dar°

deber

ganar

gastar

pagar

perder*

prestar

recibir

robar

vender

Cartaverbos 9

bajar

crecer°

dormir*

intentar

llevar

luchar

morir*

nacer°

subir

viajar

vivir

volar

Cartaverbos 10

acusar

discutir

dudar

llamar

mandar

mentir*

negar*

ofrecer°

pelear

percibir

repetir*

resolver*

andar

walk

/move

ando, a

nd

as, a

nd

a, a

nd

am

os, a

nd

áis

, an

da

nbaila

r

dance

bailo

, ba

ilas, b

aila

, ba

ilam

os, b

ailá

is, b

aila

nbeber

drin

k

bebo, b

eb

es, b

eb

e, b

eb

em

os, b

eb

éis

, be

be

ncanta

r

sin

g

canto

, ca

nta

s, c

an

ta, c

an

tam

os, c

an

táis

, ca

nta

ncom

er

eat

com

o, c

om

es, c

om

e, c

om

em

os, c

om

éis

, co

me

ncorre

r

run

corro

, co

rres, c

orre

, co

rrem

os, c

orré

is, c

orre

ndescansar

re

st

desca

nso

, de

sca

nsa

s, d

esca

nsa

, de

sca

nsa

mo

s, d

esca

nsá

is, d

escansan

escuchar

liste

n to

escu

ch

o, e

scu

ch

as, e

scu

ch

a, e

scu

ch

am

os, e

scu

ch

áis

, escu

ch

an

jugar*

pla

y

jue

go, ju

eg

as, ju

eg

a, ju

ga

mo

s, ju

gá

is, ju

eg

an

mira

r

look/w

atc

h

miro

, mira

s, m

ira, m

iram

os, m

iráis

, mira

nnadar

sw

im

nado

, na

da

s, n

ad

a, n

ad

am

os, n

ad

áis

, na

da

nsalta

r

jum

p

salto

, sa

ltas, s

alta

, sa

ltam

os, s

altá

is, s

alta

n

apre

nder

learn

apre

nd

o, a

pre

nd

es, a

pre

nd

e, a

pre

nd

em

os, a

pre

nd

éis

, ap

ren

de

nconte

sta

r

answ

er

conte

sto

, co

nte

sta

s, c

on

testa

, co

nte

sta

mo

s, c

on

testá

is, c

on

testa

ndib

uja

r

dra

w

dib

ujo

, dib

uja

s, d

ibu

ja, d

ibu

jam

os, d

ibu

jáis

, dib

uja

nenseñar

teach

ense

ño

, en

se

ña

s, e

nse

ña

, en

se

ña

mo

s, e

nse

ñá

is, e

nse

ña

nentre

gar

turn

in/o

ver

entre

go

, en

treg

as, e

ntre

ga

, en

treg

am

os, e

ntre

gá

is, e

ntre

ga

nescrib

ir

write

escrib

o, e

scrib

es, e

scrib

e, e

scrib

imo

s, e

scrib

ís, e

scrib

en

estu

dia

r

stu

dy

estu

dio

, estu

dia

s, e

stu

dia

, estu

dia

mo

s, e

stu

diá

is, e

stu

dia

nexplic

ar

expla

in

explic

o, e

xp

lica

s, e

xp

lica

, exp

lica

mo

s, e

xp

licá

is, e

xp

lica

nle

er

read

leo, le

es, le

e, le

em

os, le

éis

, lee

nle

van

tar

lift/rais

e

levan

to, le

va

nta

s, le

va

nta

, leva

nta

mo

s, le

va

ntá

is, le

va

nta

npasar

pass

paso

, pa

sa

s, p

asa

, pa

sa

mo

s, p

asá

is, p

asa

npre

gunta

r

ask

pre

gu

nto

, pre

gu

nta

s, p

reg

un

ta, p

reg

un

tam

os, p

reg

un

táis

, pre

gu

nta

n

ayudar

help

ayudo

, ayu

da

s, a

yu

da

, ayu

da

mo

s, a

yu

dá

is, a

yu

da

nbuscar

look fo

r

busco

, bu

sca

s, b

usca

, bu

sca

mo

s, b

uscá

is, b

usca

ncam

bia

r

change

cam

bio

, ca

mb

ias, c

am

bia

, ca

mb

iam

os, c

am

biá

is, c

am

bia

ndecid

ir

decid

e

decid

o, d

ecid

es, d

ecid

e, d

ecid

imo

s, d

ecid

ís, d

ecid

en

hacer°

do/m

ake

hago°, h

ace

s, h

ace

, ha

ce

mo

s, h

acé

is, h

ace

npre

para

r

pre

pare

pre

pa

ro, p

rep

ara

s, p

rep

ara

, pre

pa

ram

os, p

rep

ará

is, p

rep

ara

nquita

r

rem

ove

quito

, qu

itas, q

uita

, qu

itam

os, q

uitá

is, q

uita

nsacar

get

saco

, sa

ca

s, s

aca

, sa

ca

mo

s, s

acá

is, s

aca

nte

rmin

ar

end

term

ino

, term

ina

s, te

rmin

a, te

rmin

am

os, te

rmin

áis

, term

ina

nto

ma

r

take

tom

o, to

ma

s, to

ma

, tom

am

os, to

má

is, to

ma

ntra

ba

jar

work

trabajo

, trab

aja

s, tra

ba

ja, tra

ba

jam

os, tra

ba

jáis

, trab

aja

nusar

use

uso, u

sa

s, u

sa

, usa

mo

s, u

sá

is, u

sa

n

abrir

open

abro

, ab

res, a

bre

, ab

rimo

s, a

brís

, ab

ren

apagar

turn

off

apago

, ap

ag

as, a

pa

ga

, ap

ag

am

os, a

pa

gá

is, a

pa

ga

narre

gla

r

fix

arre

glo

, arre

gla

s, a

rreg

la, a

rreg

lam

os, a

rreg

láis

, arre

gla

ncerra

r*

clo

se

cie

rro, c

ierra

s, c

ierra

, ce

rram

os, c

errá

is, c

ierra

nencender*

light

encie

nd

o, e

ncie

nd

es, e

ncie

nd

e, e

nce

nd

em

os, e

nce

nd

éis

, en

cie

nden

entra

r

ente

r

entro

, en

tras, e

ntra

, en

tram

os, e

ntrá

is, e

ntra

nlim

pia

r

cle

an

limpio

, limp

ias, lim

pia

, limp

iam

os, lim

piá

is, lim

pia

nlle

gar

arriv

e

llego, lle

ga

s, lle

ga

, lleg

am

os, lle

gá

is, lle

ga

nponer°

put/s

et

pong

o°, p

on

es, p

on

e, p

on

em

os, p

on

éis

, po

ne

nsalir°

go o

ut

salg

o°, s

ale

s, s

ale

, sa

limo

s, s

alís

, sa

len

regre

sar

retu

rn

regre

so

, reg

resa

s, re

gre

sa

, reg

resa

mo

s, re

gre

sá

is, re

gre

sa

nro

mper

bre

ak

rom

po

, rom

pe

s, ro

mp

e, ro

mp

em

os, ro

mp

éis

, rom

pe

n

decir°*

say

dig

o°, d

ice

s, d

ice

, de

cim

os, d

ecís

, dic

en

ente

nder*

unders

tand

entie

nd

o, e

ntie

nd

es, e

ntie

nd

e, e

nte

nd

em

os, e

nte

nd

éis

, en

tien

de

nem

pezar*

sta

rt

em

pie

zo

, em

pie

za

s, e

mp

ieza

, em

pe

za

mo

s, e

mp

ezá

is, e

mp

ieza

nencontra

r*

find/m

eet

encu

en

tro, e

ncu

en

tras, e

ncu

en

tra, e

nco

ntra

mo

s, e

nco

ntrá

is, e

ncue

ntra

nm

ostra

r*

show

mue

stro

, mu

estra

s, m

ue

stra

, mo

stra

mo

s, m

ostrá

is, m

ue

stra

npedir*

ask fo

r

pid

o, p

ide

s, p

ide

, pe

dim

os, p

ed

ís, p

ide

npoder*

be a

ble

to

pue

do

, pu

ed

es, p

ue

de

, po

de

mo

s, p

od

éis

, pu

ed

en

pensar*

thin

k

pie

nso

, pie

nsa

s, p

ien

sa

, pe

nsa

mo

s, p

en

sá

is, p

ien

sa

npre

ferir*

pre

fer

pre

fiero

, pre

fiere

s, p

refie

re, p

refe

rimo

s, p

refe

rís, p

refie

ren

quere

r*

want

quie

ro, q

uie

res, q

uie

re, q

ue

rem

os, q

ue

réis

, qu

iere

nre

cord

ar*

rem

em

ber

re

cu

erd

o, re

cu

erd

as, re

cu

erd

a, re

co

rda

mo

s, re

co

rdá

is, re

cu

erd

an

sentir*

feel

sie

nto

, sie

nte

s, s

ien

te, s

en

timo

s, s

en

tís, s

ien

ten

CARTAVERBOS 1

* ste

m-c

hangin

g° irre

gu

lar

CARTAVERBOS 2CARTAVERBOS 3CARTAVERBOS 4CARTAVERBOS 5

conocer°

get to

know

cono

zco

°, co

no

ce

s, c

on

oce

, co

no

ce

mo

s, c

on

océ

is, c

on

oce

ncre

er

belie

ve

cre

o, c

ree

s, c

ree

, cre

em

os, c

reé

is, c

ree

ndeja

r

let

dejo

, de

jas, d

eja

, de

jam

os, d

ejá

is, d

eja

nescoger°

choose

esco

jo°, e

sco

ge

s, e

sco

ge

, esco

ge

mo

s, e

sco

gé

is, e

sco

ge

nespera

r

wait

espe

ro, e

sp

era

s, e

sp

era

, esp

era

mo

s, e

sp

erá

is, e

sp

era

nnecesita

r

need

necesito

, ne

ce

sita

s, n

ece

sita

, ne

ce

sita

mo

s, n

ece

sitá

is, n

ece

sita

nodia

r

hate

odio

, od

ias, o

dia

, od

iam

os, o

diá

is, o

dia

nolv

idar

forg

et

olv

ido

, olv

ida

s, o

lvid

a, o

lvid

am

os, o

lvid

áis

, olv

ida

npare

cer°

seem

pare

zco

°, pa

rece

s, p

are

ce

, pa

rece

mo

s, p

are

cé

is, p

are

ce

nre

conocer°

recogniz

e

reco

no

zco

°, reco

no

ce

s, re

co

no

ce

, reco

no

ce

mo

s, re

co

no

cé

is, re

conocen

saber°

know

sé°, s

ab

es, s

ab

e, s

ab

em

os, s

ab

éis

, sa

be

nsuponer°

suppose

supon

go

°, su

po

ne

s, s

up

on

e, s

up

on

em

os, s

up

on

éis

, su

po

ne

n

envia

r

send

envío

, en

vía

s, e

nvía

, en

via

mo

s, e

nviá

is, e

nvía

nir°

go

voy°, v

as°, v

a°, v

am

os°, v

ais

°, va

n°

ole

r°*

sm

ell

hue

lo°, h

ue

les°, h

ue

le°, o

lem

os, o

léis

, hu

ele

n°

oir°

hear

oig

o°, o

ye

s, o

ye

, oim

os, o

ís, o

ye

nquedar

sta

y

quedo

, qu

ed

as, q

ue

da

, qu

ed

am

os, q

ue

dá

is, q

ue

da

nseguir°*

follo

w/c

ont.

sig

o, s

igu

es°, s

igu

e°, s

eg

uim

os°, s

eg

uís

°, sig

ue

n°

tener°*

have

teng

o°, tie

ne

s, tie

ne

, ten

em

os, te

né

is, tie

ne

nto

car

touch

toco, to

ca

s, to

ca

, toca

mo

s, to

cá

is, to

ca

ntra

er°

brin

g

traig

o°, tra

es, tra

e, tra

em

os, tra

éis

, trae

nvenir°*

com

e

vengo

°, vie

ne

s, v

ien

e, v

en

imo

s, v

en

ís, v

ien

en

ver°

see

veo°, v

es, v

e, v

em

os, v

éis

, ve

nvolv

er*

retu

rn

vue

lvo

, vu

elv

es, v

ue

lve

, vo

lve

mo

s, v

olv

éis

, vu

elv

en

com

pra

r

buy

com

pro

, co

mp

ras, c

om

pra

, co

mp

ram

os, c

om

prá

is, c

om

pra

ncosta

r*

cost

cue

sto

, cu

esta

s, c

ue

sta

, co

sta

mo

s, c

ostá

is, c

ue

sta

ndar°

giv

e

doy°, d

as, d

a, d

am

os, d

áis

, da

ndeber

should

debo

, de

be

s, d

eb

e, d

eb

em

os, d

eb

éis

, de

be

nganar

earn

/win

gano

, ga

na

s, g

an

a, g

an

am

os, g

an

áis

, ga

na

ngasta

r

spend

gasto

, ga

sta

s, g

asta

, ga

sta

mo

s, g

astá

is, g

asta

npagar

pay

pago, p

ag

as, p

ag

a, p

ag

am

os, p

ag

áis

, pa

ga

nperd

er*

lose

pie

rdo

, pie

rde

s, p

ierd

e, p

erd

em

os, p

erd

éis

, pie

rde

npre

sta

r

lend

pre

sto

, pre

sta

s, p

resta

, pre

sta

mo

s, p

restá

is, p

resta

nre

cib

ir

receiv

e

recib

o, re

cib

es, re

cib

e, re

cib

imo

s, re

cib

ís, re

cib

en

robar

rob/s

teal

robo

, rob

as, ro

ba

, rob

am

os, ro

bá

is, ro

ba

nvender

sell

vendo

, ve

nd

es, v

en

de

, ve

nd

em

os, v

en

dé

is, v

en

de

n

baja

r

low

er

bajo

, ba

jas, b

aja

, ba

jam

os, b

ajá

is, b

aja

ncre

cer°

gro

w

cre

zco

°, cre

ce

s, c

rece

, cre

ce

mo

s, c

recé

is, c

rece

ndorm

ir*

sle

ep

due

rmo

, du

erm

es, d

ue

rme

, do

rmim

os, d

orm

ís, d

ue

rme

n

inte

nta

r

try

inte

nto

, inte

nta

s, in

ten

ta, in

ten

tam

os, in

ten

táis

, inte

nta

nlle

var

carry

/wear

lle

vo

, lleva

s, lle

va

, lleva

mo

s, lle

vá

is, lle

va

nlu

cha

r

stru

ggle

lucho

, luch

as, lu

ch

a, lu

ch

am

os, lu

ch

áis

, luch

an

morir*

die

mue

ro, m

ue

res, m

ue

re, m

orim

os, m

orís

, mu

ere

nnacer°

be b

orn

nazco

°, na

ce

s, n

ace

, na

ce

mo

s, n

acé

is, n

ace

nsubir

go u

p/ra

ise

subo, s

ub

es, s

ub

e, s

ub

imo

s, s

ub

ís, s

ub

en

via

jar

travel

via

jo, v

iaja

s, v

iaja

, via

jam

os, v

iajá

is, v

iaja

nviv

ir

live

viv

o, v

ive

s, v

ive

, viv

imo

s, v

ivís

, viv

en

vola

r*

fly

vue

lo, v

ue

las, v

ue

la, v

ola

mo

s, v

olá

is, v

ue

lan

acusar

accuse

acuso

, acu

sa

s, a

cu

sa

, acu

sa

mo

s, a

cu

sá

is, a

cu

sa

ndis

cu

tir

arg

ue

dis

cuto

, dis

cu

tes, d

iscu

te, d

iscu

timo

s, d

iscu

tís, d

iscu

ten

dudar

doubt

dudo

, du

da

s, d

ud

a, d

ud

am

os, d

ud

áis

, du

da

nlla

mar

call

llam

o, lla

ma

s, lla

ma

, llam

am

os, lla

má

is, lla

ma

nm

andar

send

man

do

, ma

nd

as, m

an

da

, ma

nd

am

os, m

an

dá

is, m

an

da

nm

entir*

lie

mie

nto

, mie

nte

s, m

ien

te, m

en

timo

s, m

en

tís, m

ien

ten

negar*

deny

nie

go, n

ieg

as, n

ieg

a, n

eg

am

os, n

eg

áis

, nie

ga

nofre

cer°

offe

r

ofre

zco

°, ofre

ce

s, o

frece

, ofre

ce

mo

s, o

frecé

is, o

frece

npele

ar

fight

pele

o, p

ele

as, p

ele

a, p

ele

am

os, p

ele

áis

, pe

lea

nperc

ibir

perc

eiv

e

perc

ibo

, pe

rcib

es, p

erc

ibe

, pe

rcib

imo

s, p

erc

ibís

, pe

rcib

en

repetir*

repeat

repito

, repite

s, re

pite

, rep

etim

os, re

pe

tís, re

pite

nre

solv

er*

resolv

e

resu

elv

o, re

su

elv

es, re

su

elv

e, re

so

lve

mo

s, re

so

lvé

is, re

su

elv

en

CARTAVERBOS 7CARTAVERBOS 8 CARTAVERBOS 6CARTAVERBOS 9CARTAVERBOS 10

__________________________________________________________

__________________________________________________________

Demonstrative Adjectives

Sentence Writing Key

* these must match gender & number of nouns they describe

Possessive Adjectives(describe nouns)

mis nuestros (as)tus vuestros (as)sus sus

Possessive Pronouns(replace nouns)

míos (as) nuestros (as)tuyos (as) vuestros (as)suyos (as) suyos (as)

SERWHO OR WHAT YOU ARE

(characteristcs)

ESTARHOW OR WHERE YOU ARE(conditions • location)

soyereses

somossoisson

estoyestásestá

estamosestáisestán

• physical appearance• race or nationality• personality or nature• favorites or preferences• labels or identity• existence

• physical condition• mental condition• spiritual condition• social condition• location of person/thing• action in progress

allá(over there)

allí(there)

aquí(here)

aquél (aquellos)that (those)over there

ese (esos)that (those)

este (estos)this (these)

aquella (-s)that (those)over there

esa (-s)that (those)

esta (-s)this (these)

la caja

el globo

* these must match gender & number of nouns they describe

EXCELLENT Me encantan los sabores de Taco Bell.

OMIT LETTER Yo quieros Taco Bell.

OMIT WORD Yo quiero Del Taco Bell.

INSERT WORD Yo quiero Bell.

MOVE WORD Yo Taco Bell quiero.

SWAP WORDS Yo quiero un delicioso taco.

SPLIT WORDS Yo quiero comerlos tacos.

COMBINE WORDS Yo quiero comer los.

COMBINE SENTENCES Yo como muchos tacos. Me gustan.

ADD/DELETE ACCENT Yo comi todos los tacós.

SENTENCE FRAGMENT En Taco Bell.

TOO SHORT Yo como tacos.

UNCLEAR Hay tacos frescos ese gustar fresco.

GEN. NUM. DISAGREE El taco es deliciosa.

SPELLING ERROR Yo quiero Taco Bel.

PUNCTUATION ERROR no quiero tacos quiero burritos ok

CONJUGATION ERROR Yo querer Taco Bell.

USAGE ERROR Yo quiero beber tacos.

WRONG WORD Yo lata comer muchos tacos.

WRONG VERB TENSE Ayer yo voy a Taco Bell.

WORD OPTIONAL Yo quiero Taco Bell.

NO CREDIT - SEE ME Yo quiero Taco Bell.

sh

?agr

punt

sp

yes

frag

con

prob

ten

nc - see me

Spanish Sentence Writing Guide

1. Simple and Complex Sentences (and Compound Verbs)Simple sentences have one active (conjugated) verb; complex sentences are simple sentences connected by conjunctions.

Simple: Yo como tacos.Complex: Yo como tacos y bebo pepsi.Compound: Yo prefiero comer tacos y beber pepsi.

2. Variety of VocabularyLittle repetition is used to convey a message.

Good variety: Me gusta ir a la escuela. En la clase de inglés, escribo ensayos y leo novelas. Aprendo mucho.

Poor variety: Me gusta la escuela. Yo voy a inglés. Yo leo en inglés. Yo escribo en inglés. Yo estudio mucho.

3. Appropriate VocabularyWords specific to the topic are used to convey an elaborate message.

Appropriate: Tengo muchas clases. En la mañana, voy a la clase de inglés. Necesito un bolígrafo para hacer mis tareas.

Inappropriate: Tengo muchas clases. Mucho, mucho trabajo en inglés. Necesito pens y muy, muy long essays.

4. Correct Spelling and PunctuationThere is no misspelling or melding of languages (Spanglish) and punctuation is used to communicate, not just separate sentences.

Strong: Nosotros tenemos muchas actividades interesantes en la clase de español; tenemos juegos, concursos, y presentaciones.

Weak: Nostros tenemos muchos actividados, interesantos en la classe de espanyol. Tenemos huegos, concursos, y presentationes.

5. Subject-Verb AgreementThe correct verb form (conjugation) is used with each subject (person, place, thing, or idea doing the action).

Correct: Yo voy a la escuela. Nosotros bebemos agua. Incorrect: Tú voy a la escuela. Nosotros beber agua.

6. Correct Conjugation of Irregular Verbs (including stem-changers)The correct verb forms (conjugations) are used.

Correct: Yo sé que vienes a mi fiesta.Incorrect: Yo sabo que venes a mi fiesta.

7. Gender & Number Agreement of Articles, Nouns & AdjectivesAny words that identify or describe a particular noun match it in gender and number.

Correct: La chica gorda come muchos tacos grandes en la tarde porque ella tiene mucha hambre.

Incorrect: Un chica gordo come muchas tacos muy grande en el tarde porque tiene mucho hambre.

8. Correct Noun-Adjective Order (and uses exceptions correctly)Nouns come before adjectives with only a few exceptions.

Correct: Ella es una chica guapa y una estudiante buena.Ella es una chica guapa y una buena estudiante.

Incorrect: Ella es una guapa chica y una buena estudiante.

9. Correct Use of ObjectsIndirect object pronouns (me, te, le, etc.) and direct objects (lo, la, los, las) always precede the active verb and are in the correct order.

Correct: Hoy no te pago porque no tengo el dinero. Mañana te lo doy.

Incorrect: Hoy no pago tú porque no tengo el dinero.Mañana yo doy lo a tú.

10. Nuanced Use of Verb Tenses for Precision in WordingAppropriate tenses are used to elevate meaning and tone.

Strong: La semana pasada, hice la tarea a tiempo, pero hoy no puedo porque tengo un juego. La haré mañana.

Medium: Yo siempre hago mi tarea, pero no hoy porque tengo un juego. Voy a hacer mi tarea mañana.

Weak: Yo hago mi tarea mucho. No hago tarea hoy porque tengo un juego. Estoy haciendo mi tarea mañana.

Spanish Writing Rubric

1 - BEGINNING 2 - IMPROVING 3 - FUNCTIONAL 4 - PROFICIENT 5 - MASTERFUL

SPELLING & PUNCTUATION

Many or major errors in punctuation or spelling

Errors in punctuation or spelling inhibit message

Errors in punctuation or spelling do not inhibit message

Very minor errors in spelling or punctuation

Punctuation and spelling and enhance clarity and flow

VERBS

Many or major errors in verb choice, conjugation or tense

Many or major errors in verb choice, conjugation or tense; no compound verbs

Some errors in verb choice, conjugation or tense; at least one compound verb

Very minor errors in verb choice, conjugation or tense; several compound verbs

Nuance in verb choice, conjugation and tense with ample compound verbs

ADJECTIVES & ADVERBS

Obvious absence of articles, adjectives or adverbs

Incorrect word order; blatant gender/number disagreement

Some errors in word order and gender/number agreement

Very minor errors in word order and gender/number agreement

No errors in word order and gender/number agreement

ANCILLARY PARTS

Obvious absence of conjunctions, interrogatives, possessives or prepositions

Many or major errors in use of conjunctions, interrogatives, possessives, prepositions, etc.

Some erroneous conjunctions, interrogatives, possessives or prepositions, etc.

Very minor errors in use of conjunctions, interrogatives, possessives, prepositions, etc.

Accurate and ample use of conjunctions, interrogatives, possessives, prepositions, etc.

SENTENCE

No attempt to use indirect objects; run-on, short or fragmented sentences

Uses few indirect objects and only simple sentences; lists terms in order to add length

Some errors in use of indirect objects; attempts sentence variety by listing some items

Has noticeable sentence variety, including both simple and complex sentences

Develops a distinctive voice through effective use of both simple and complex sentences

VOCABULARY

Repetition of basic words and phrases; some English used

Very little on-topic vocabulary used to convey message

Adequate amount of on-topic vocabulary, coherent message

Good variety of on-topic vocab clearly conveys message

Wide variety and precision in vocabulary, effective message

MESSAGE

Very short, includes English, and has major errors that make it hard to understand

Somewhat short with many or major errors that impede flow and intended message

Adequate length that manages to convey intended message but errors inhibit flow

Good length with minor errors that do not inhibit flow or cloud intended message

Substantial and conveys a clear message with a natural flow and distinctive voice

World Language Oral Rubric

1 - BEGINNING 2 - IMPROVING 3 - FUNCTIONAL 4 - PROFICIENT 5 - MASTERFUL

READINESS

Shows great reluctance or refuses to listen and speak altogether.

Understands and responds to familiar language when coaxed or led.

Understands, responds, and risks error in order to convey intended message.

Engages in discussion of different topics with few prompts or questions.

Confidently initiates and eagerly engages in discussion on a wide variety of topics.

PACING

Takes long pauses to interpret or answer questions.

Takes short but frequent pauses to interpret or answer questions.

Pauses only occasionally to interpret or answer questions.

Rarely pauses; asks questions to buy time and sustain conversation.

Deftly uses verbal pauses or questions to foster a natural exchange of ideas.

LANGUAGE VARIETY

Repeats the same few words or phrases.

Noticeably relies on particular words and phrases.

Uses common words and simple phrases as a scaffold for new ones.

Noticeably attempts to use a variety of words and avoids unecessary repetition.

Employs a wide variety of verbs and vocabulary to create detailed sentences.

STRUCTURE

Does not create any correct complete sentences.

Struggles to create a few correct simple sentences.

Readily creates correct simple sentences.

Creates both simple and complex sentences correctly.

Readily uses compound verbs, creates complex sentences and self-corrects.

SYNTHESIS

Struggles to remember words and cannot convey an intelligible message.

Relies on rote memory or "canned" phrases to convey message.

Uses memorized phrases blended with new ones generated on the spot.

Generates original phrases with a natural flow that reflects understanding.

Uses precise, original phrases and improvises in ways that reflect intuitive grasp of the target language.

PRONUNCIATION

Mispronounces words in a way that makes intended message unintelligible.

Pronounces most words correctly but still retains heavy English accent.

Approximates target accent and rarely mispronounces.

Correctly pronounces and often reproduces authentic target accent.

Exhibits an authentic accent that contributes to a natural flow of speech.

EXPRESSION

Speaks in monotone or abandons ideas that are difficult to express.

Only occasionally uses gesture and tone to clarify or enhance intended message.

Regularly uses gesture and tone to clarify or enhance intended message.

Consistently uses gesture and tone to clarify and enhance message and attempts circumlocution.

Prevents listener confusion by using gesture, tone, and circumlocution to convey complex ideas.

Effective Group Work

STEP ONE: GET TO KNOW EACH OTHERDiscuss each person's knowledge, skills, and resources.

1. Choose a person to lead meetings. All should take notes.2. Share contact information with everyone in the group.

STEP TWO: REVIEW THE INSTRUCTIONS

1. Thoroughly discuss the assignment to make sure that everyone understands it. Focus on the purpose of the assignment.

2. Always ask the teacher for clarification and make sure the group has correctly interpreted the instructions.

STEP THREE: ESTABLISH GENERAL RULESWe know that it's natural to disagree but agreeing just to get along doesn't work. Everyone must contribute. So, we may disagree, but:

• we don't waste time or energy• we are courteous, open, and honest• we carefully listen to everyone's ideas• we ask questions instead of passing judgment• we distribute the work as equally as possible,

according to each person's skills, resources, etc.

We have a "three strikes" rule. If you fail to attend, participate in discussion, cooperate, and/or follow through on commitments, we notify the teacher. If things don't improve, you're out.*

* Note: If someone is not doing their part, let the teacher know right away. He may be able to help solve the problem. If the group can't work with you, ask to be reassigned or for an alternate assignment or you will not earn any credit. You may lose points for lateness, so don't wait.

STEP FOUR: ESTABLISH DISCUSSION PROCEDURES

1. Use the "pass the baton" method and proceed in order to guarantee everyone a chance to introduce ideas, ask questions, or provide feedback without interruptions.

2. Alternate between "pass the baton" and "free for all" rounds.3. Address ideas rather than people. Avoid using names or the

words "you" and "I" in connection with the ideas presented.

STEP FIVE: ORGANIZE MEETINGSAgree on a basic agenda for each meeting. For example:

1. Take a few minutes to get reacquainted.2. Have someone read the rules and consequences aloud.3. Have discussion: brainstorming, decision-making, or follow-up.4. Briefly review any changes or decisions made.5. Set the next meeting time/deadline to get work done.

Group Meetings

PHASE 1 • BRAINSTORMEach person should take a minute to write down ideas or things they would like to talk about, then proceed with discussion.

PHASE 2 • MAKE DECISIONS & DISTRIBUTE WORK

1. Briefly review assignment instructions and ideas presented.2. In voting, have each person pick their 1st, 2nd, and 3rd choices.3. Reconsider each person's knowledge, skills, and resources.4. Divide the work into (as many as necessary) logical pieces.5. Ask for volunteers to do each until all work is equally

distributed.

PHASE 3 • FOLLOW UP Regularly meet to check your progress. Each person should report (and show, if possible) what they have done since the last meeting.

1. Each should explain what they will do next or ask for help.2. Determine how the group can help those having difficulty.