Lesson Plans Grades 5 and 6 Unit 1

Transcription

Learning Partner Guidelines
Teacher’s Guide
Elementary Spanish
Grades 5 and 6
Thematic Units 1-5
Copyright © 1997 Northern Arizona University
P.O. Box 5751 • Flagstaff, AZ 86011-5751 • (928) 523-9484 • Fax (928) 523-0057
Teacher's Guide
Grades 5 and 6
Table of Contents
Welcome Letter ...........................................................................................................................................................1
Program Preview..........................................................................................................................................................3
Practical Resources
Songs/Poems .............................................................................................................................................................11
Spanish Names .........................................................................................................................................................17
Vocabulary and Useful Phrases for Teachers..........................................................................................................19
Grammar Highlights for Teachers............................................................................................................................25
Spanish for Parents...................................................................................................................................................33
Books and Other Materials ......................................................................................................................................35
For Your Computer....................................................................................................................................................40
Unit 1 - Comunicamos juntos
Comunicamos juntos Bulletin Boards - Unit 1 ............................................................................................................43
Unit 1 Parent Letter...................................................................................................................................................55
Parent Letter in Spanish (for the Entire Year) .......................................................................................................57
Lesson Plans
Pretest: See Student Evaluation Form at the end of Unit 1.
Lesson 1 ........................................................................................................................................61
Vocabulary for Lesson 1...............................................................................................................62
Parejas de cognados Activity Sheet..................................................................................................63
Lesson 2 ........................................................................................................................................65
Saludos Activity Sheet ...................................................................................................................67
Lesson 3 ........................................................................................................................................69
Palabras del español en el inglés Activity Sheet ................................................................................71
Lesson 4 ........................................................................................................................................73
El calendario Activity Sheets ..........................................................................................................75
Lesson 5 ........................................................................................................................................79
La entrevista Activity Sheet ............................................................................................................81
Lesson 6 ........................................................................................................................................83
¿Cuántos años tienes? Activity Sheet ..............................................................................................85
Los colores Activity Sheet ...............................................................................................................87
Lesson 7 ........................................................................................................................................89
Formas y colores Activity Sheet.......................................................................................................91
Lesson 8.........................................................................................................................................93
Vocabulary for Lesson 8 ...............................................................................................................94
El primer viaje de Cristóbal Colón Activity Sheet ..............................................................................95
Lesson 9 - (REVIEW).....................................................................................................................97
Vocabulary for Lesson 9 ...............................................................................................................98
Lotería - Comunicamos juntos............................................................................................................99
Lesson 10 - (EVALUATION)........................................................................................................103
Vocabulary for Lesson 10 ...........................................................................................................104
Certificado de Mérito ........................................................................................................................105
Evaluation - Unit 1 - Comunicamos juntos
Student Evaluation Form ...........................................................................................................109
Answer Key for the Student Evaluation Form..........................................................................113
Unit 2 - Tu país
Tu país Bulletin Boards - Unit 2...............................................................................................................................117
Unit 2 Parent Letter................ .................................................................................................................................131
Lesson Plans
Lesson 1.......................................................................................................................................135
Vocabulary for Lesson 1 .............................................................................................................136
Preguntas Activity Sheet...............................................................................................................137
Lesson 2.......................................................................................................................................139
La ofrenda Activity Sheet..............................................................................................................141
El patrón para la máscara de calavera Activity Sheet......................................................................143
Lesson 3.......................................................................................................................................145
Los puntos cardinales e intermedios Activity Sheet ..........................................................................147
Lesson 4.......................................................................................................................................149
El mapa de los Estados Unidos de América Activity Sheet...............................................................151
Lesson 5.......................................................................................................................................153
El español en los Estados Unidos de América Activity Sheet ............................................................155
Lesson 6.......................................................................................................................................157
El Día de Acción de Gracias Activity Sheet ....................................................................................159
Crucigrama Activity Sheet............................................................................................................161
Lesson 7.......................................................................................................................................163
Los husos horarios Activity Sheet...................................................................................................165
Lesson 8.......................................................................................................................................167
Carreteras del sureste Activity Sheet ..............................................................................................169
Lesson 9 - (REVIEW)...................................................................................................................171
Lotería - Tu país..............................................................................................................................173
Lesson 10 - (EVALUATION)........................................................................................................177
Vocabulary for Lesson 10 ...........................................................................................................178
Certificado de Mérito.........................................................................................................................179
Evaluation - Unit 2 - Tu país
Student Evaluation Form............................................................................................................183
Answer Key for the Student Evaluation Form...........................................................................187
Unit 3 - Los deportes
Los deportes Bulletin Boards - Unit 3................................................................. .......................................................191
Unit 3 Parent Letter..................................................................................................................................................203
Lesson Plans
Lesson 1.............. .........................................................................................................................207
Vocabulary for Lesson 1..............................................................................................................208
Crucigrama de deportes Activity Sheet............................................................................................209
Lesson 2.............. .........................................................................................................................211
Los deportes #1 Activity Sheet .......................................................................................................213
Lesson 3............... ........................................................................................................................215
Los deportes #2 Activity Sheet .......................................................................................................217
Buscapalabras Activity Sheet.........................................................................................................219
Lesson 4................ .......................................................................................................................221
¿Cuándo se practica el deporte? Activity Sheet. ...............................................................................223
Lesson 5.............. .........................................................................................................................225
El cuerpo Activity Sheet ................................................................................................................227
Lesson 6.............. .........................................................................................................................229
La cabeza Activity Sheet................................................................................................................231
Lesson 7............... ........................................................................................................................233
El gráfico de deportes favoritos Activity Sheet ..................................................................................235
Lesson 8............... ........................................................................................................................237
Memoria Activity Sheet .................................................................................................................239
Lesson 9 - (REVIEW) ...................................................................................................................243
Lotería - Los deportes .......................................................................................................................245
Lesson 10 - (EVALUATION) ........................................................................................................249
Vocabulary for Lesson 10............................................................................................................250
Evaluation - Unit 3 - Los deportes
Unit 4 - La música y los instrumentos
La música y los instrumentos Bulletin Boards - Unit 4...............................................................................................263
Unit 4 Parent Letter..................................................................................................................................................271
Lesson Plans
Lesson 1.............. .........................................................................................................................275
La música Activity Sheet...............................................................................................................277
Lesson 2.............. .........................................................................................................................279
Los instrumentos de cuerda Activity Sheet ......................................................................................281
Lesson 3.............. .........................................................................................................................283
Los instrumentos de percusión Activity Sheet ..................................................................................285
Lesson 4.............. .........................................................................................................................287
La flauta mágica Activity Sheet .....................................................................................................289
Crucigrama Activity Sheet ............................................................................................................291
Lesson 5............... ........................................................................................................................293
Clasifica los instrumentos Activity Sheet .........................................................................................295
Lesson 6................ .......................................................................................................................297
Los mariachis Activity Sheet..........................................................................................................299
Lesson 7................ .......................................................................................................................301
Música y baile Activity Sheet.........................................................................................................303
Lesson 8............... ........................................................................................................................305
Juegos de cartas Activity Sheets .....................................................................................................307
Lesson 9 - (REVIEW) ...................................................................................................................313
Lotería - La música y los instrumentos..............................................................................................315
Evaluation - Unit 4 - La música y los instrumentos
Answer key for the Student Evaluation Form ...........................................................................329
Unit 5 - Vamos de vacaciones
Vamos de vacaciones Bulletin Boards - Unit 5 ............................................................................................................333
Unit 5 Parent Letter.......... ........................................................................................................................................343
Lesson Plans
Lesson 1.............. .........................................................................................................................347
Las vacaciones Activity Sheet.........................................................................................................349
Lesson 2.............. .........................................................................................................................351
¿A dónde quieres ir? Activity Sheet ................................................................................................353
Lesson 3.............. .........................................................................................................................355
Los lugares turísticos y el tiempo Activity Sheet...............................................................................357
Lesson 4.............. .........................................................................................................................359
Los números de barras y puntos Activity Sheet ...............................................................................361
Calendario azteca Activity Sheet.....................................................................................................363
Los dioses aztecas Activity Sheet.....................................................................................................365
Lesson 5............... ........................................................................................................................367
Los Estados Unidos Mexicanos Activity Sheet .................................................................................369
Una receta para guacamole Activity Sheet ......................................................................................371
Lesson 6............... ........................................................................................................................373
Crucigrama Activity Sheet ............................................................................................................375
Lesson 7............... ........................................................................................................................377
¿Tienen...? Activity Sheets ............................................................................................................379
Lesson 8................. ......................................................................................................................383
El gran repaso Activity Sheet.........................................................................................................385
Diálogos Activity Sheet..................................................................................................................387
Lesson 9 - (REVIEW) ...................................................................................................................391
Lotería - Vamos de vacaciones ...........................................................................................................393
Evaluation - Unit 5 - Vamos de vacaciones
Professional Information
Benefits of Early Language Learning......................................................................................................................411
Parent Support and Involvement ............................................................................................................................411
Native Speakers—An Important Resource ............................................................................................................412
TPR - Total Physical Response ................................................................................................................................412
Curriculum and Instruction
Program Types and Goals..........................................................................................................................417
Language Essential Skills Statement.......................................................................................................418
Interdisciplinary Curriculum Statement ..................................................................................................418
About the Standards for Foreign Language Learning ............................................................................419
National Standards for Foreign Language Learning ..............................................................................421
Objectives and Applicable Standards
Unit 1 Comunicamos juntos.............................................................................................................423
Unit 2 Tu país.................................................................................................................................424
Unit 3 Los deportes..........................................................................................................................425
Unit 4 La música y los instrumentos ................................................................................................426
Unit 5 Vamos de vacaciones..............................................................................................................427
Answer Keys for the Activity Sheets & Order Forms
Units 1-5.............. ......................................................................................................................................................431
Program Information and Copyright.......................................................................................................................441
Order forms......... ......................................................................................................................................................443
Dear Learning Partners:
We are very pleased to have this opportunity to welcome you to the Elementary Spanish program offered
through Northern Arizona University (NAU) in Flagstaff, Arizona. As we welcome you, we should also
congratulate you on having chosen a national award-winning program, recognized as one of the “Best K-12
Distance Learning Programs” by the 1994 Telecon Awards, one of the industry’s most prestigious honors.
The Elementary Spanish program has served hundreds of thousands of students across the United States
since 1991. We are confident that our programming will also meet your foreign language needs in the
classroom.
Before beginning to use this program, it is very important that you read the Program Preview first,
immediately following this letter in this Teacher’s Guide. It is your guidepost to achieving the highest possible
success. Most of your questions will be answered there, and the concerns of most teachers beginning a
foreign language program are also addressed in it. You will have an opportunity to become more familiar
with this Teacher’s Guide and all of the resources it contains for you in a systematic way as you go through it
as well.
We hope that you enjoy learning about the Spanish language and the cultures of the peoples who speak it
as much as we have enjoyed putting together this program for you and your students. Best wishes, and
once again, welcome!
The Staff at the Elementary Spanish program
Grades 5-6
1
Program Preview
Welcome to the fascinating world of foreign language learning. We wish you and your students the very best
of luck in your endeavors to become familiar with the Spanish language and the cultures of the people who
speak it. Our programming includes a two-year curriculum (Thematic Units 1-5 and 6-10) at three grade
levels (1-2, 3-4, and 5-6) so that your students can study Spanish in a consistent way all through elementary
school. Each year of instruction is comprised of fifty lessons. Regular lessons are 20 minutes each, while the
evaluation lessons at the end of each unit vary in length. The units and the programs at all different levels
complement and build off of each other and are designed so that both beginners and those who have had
some Spanish previously can benefit. Language elements are constantly reviewed and reinforced from year
to year. Beginners can get “caught up” while those who have participated in the program for some time can
review and expand their knowledge of the language. Because of this structuring, even a student in sixth
grade can feel comfortable coming into the program as a beginner at the sixth-grade level (and in fact
should start at his/her particular grade level rather than starting with the 1-2 or 3-4 programs as they are
designed developmentally for students of those grade levels and not as first or second courses in the
program).
Achieving Success With the Program
In order to achieve success with the program, it is very important that classroom teachers read the
information detailed here and make reference to it from time to time. Teaching with videotapes,
particularly when one is both imparting and learning a new language, is unlike the other experiences
classroom teachers participate in during the regular course of their day. Becoming familiar with the
concepts outlined here should make that experience rewarding and enjoyable both for the classroom
teacher and the students participating in the lessons.
Some teachers using this program may already have knowledge of the Spanish language, but we have found
that this is usually not the case. Therefore, we have tried to design both the lessons and the print materials
with that in mind.
Resources for Teachers Included in this Teacher’s Guide
One copy of the Learning Partner Guidelines Teacher’s Guide is included per site for each set of videotapes
ordered. Additional copies can be purchased (see order forms at the end of this guide). In the guide, you
will find some excellent resource pages for both teachers and parents. The “Practical Resources” section
(at the front of this guide after this “Program Preview”) provides teachers with all of the words to the songs
and poems used in the lessons accompanied by translations into English. There is also a list of Spanish
names with English translations so that your students can take on a new identity during the Spanish
lessons. This is helpful because it makes it easier for them to make mistakes since Roberto (not Robert) or
Carolina (not Caroline) made the mistake. Some students choose a name that is closest to their own, but
others choose a name simply because they like the way it sounds.
To keep teachers in step with what things in the classroom are called in Spanish and also to provide them
with a list of commonly used classroom phrases, we have included the “Vocabulary and Useful Phrases
for Teachers” pages in the “Practical Resources” section as well. Some teachers like to use the list to label
things found around the classroom in Spanish or allow their students to do so. The use of the language can
be reinforced throughout the day by using the classroom phrases in Spanish, such as “I am going to call
roll,” “Line up, please,” etc.
For those who want guidance on how to pronounce the words, we have provided the “Grammar Highlights
for Teachers” pages in this same section. They include the alphabet, basic Spanish phonetics, and verb
conjugation in the present indicative for some common regular verbs, reflexive verbs, and stem-changing
verbs. They also provide the rules for accentuation. While we do not teach grammar and phonetics directly
to elementary students, many teachers find the pages helpful for their own use since adults and children
learn foreign languages differently.
Grades 5-6
3
We also provide a “Spanish for Parents” page to help parents reinforce language learning at home. It
includes a basic pronunciation guide and some common phrases used around the house with children on a
daily basis. We cannot stress enough the importance of parental “buy-in” in making your foreign language
program successful. Invite parents in to watch the videos and send home the “Parent Letter” provided
with each unit so they know what to ask when encouraging their children to talk about what they are
learning in Spanish (a general letter in Spanish describing the whole year’s activities and inviting Spanishspeaking parents in is included right after the Unit One “Parent Letter” in English). We also encourage you
to involve parents using the suggestions made on every lesson plan page for parent participation.
In addition to the pages mentioned above, there are “Books and Other Materials” pages in the “Practical
Resources” section which provide information as to how one may obtain published materials which are
used in the lessons or which would greatly enhance them. We strongly suggest that all teachers
participating in the program keep a library of books in Spanish in the classroom because it is important
for students to realize that Spanish is a living, written language with literature on all topics. Some students
will even begin to transfer their English reading skills to Spanish and begin to read simple words and
phrases in Spanish after studying the language for a while.
It is important to note that learning to read some things in Spanish will not confuse students or hinder
their progress in reading in English; quite the contrary. Studies have shown that students begin to compare
the two languages and think about language itself on a higher level than would otherwise have been
possible without the exposure to a foreign language. While we do not teach reading in Spanish per se, we do
provide the printed word as a reinforcement for those students who are visual learners, for those who can
read in English and can benefit from language comparison as previously described, and also for teachers
who, as adult learners, are almost always helped by it. Where younger children are involved, using printed
materials is often as not an “excuse” to go over the material orally in another setting, allowing them to be
involved in a meaningful activity while reviewing the lesson. We do not expect students who cannot read in
English to read in Spanish, and even the tests for the upper grades, which are based on the printed word,
are done orally to check for comprehension, our real goal at this stage.
Finally, we have also included a page called “For Your Computer” which outlines our CD-ROM product (an
excellent way to review material both during the unit and throughout the year), our Web page, and good
resources on the World Wide Web. Order forms for the CD-ROM program are provided at the back of this
guide.
Using the Teacher 's Guide on a Day-to-Day Basis
We encourage you to go through the table of contents in the guide and see all of what is available to you.
There are five units of instruction which are thematic in design, each separated by a title page. We have
arranged our instruction in this way so that students can review in Spanish what they have already learned
in English, thus facilitating acquisition of the language elements.
Each unit includes lesson plan pages for each of the nine lessons of instruction, plus a lesson plan for the
evaluation lesson, Lesson 10 of each unit. We encourage you to look through the guide and familiarize
yourself with these pages, which are provided with vocabulary lists for each lesson and activity sheets for
most lessons. The activity sheets may be done in some cases during the lesson or as a follow-up activity
later on (answer keys are provided for each at the back of the guide). If students will be using the activity
sheets, these should be copied for them from the blackline masters in this guide, or your district may opt
for purchasing the Student Resource Notebook for each student. It comes complete with all of the activity
sheets, the words to the songs and poems used during the lessons, and the bingo cards (Lotería) used for
review during Lesson 9 of each unit.
If paper use is an issue at your location, you might consider making transparencies of the activity sheets
and doing them as a whole-class activity. This is also a good way to review the material on the activity
sheets before the test. They can be done as group activities, too, if you set up up a Spanish center
somewhere in the classroom. The center can be used to have students review with the CD-ROM program or
to play some of the games included with the lesson as well. If going to the center is promoted as a reward
for finishing work well and early, it will help give learning the language a positive image in students’ minds.
Grades 5-6
4
We particularly recommend that you look over each lesson’s materials before you show the lesson. This
is important not only because you will be better able to assist your students through the lesson by having
done so, but also, as in the case of Unit 2, Lesson 2, a special lesson about the holiday el Día de los Muertos
(which falls on November 2), you may wish to show a lesson at a particular time of year when it fits in with
certain events or when it covers something you are going over in class.
You will also find pages with art and labels for each unit (provided at the very beginning of each) which can
be used to make bulletin boards or other visuals for reinforcement of the lessons.
The evaluation lessons provided at the end of each unit can be used for both pretesting and posttesting
if desired. If you choose to use the evaluation component in this way, simply have students view the test
lesson before starting the actual lessons, and then show it again at unit’s end. The evaluation form for both
the pretest and the posttest is included after the lesson plan and vocabulary/test item page for Lesson 10 of
each unit. Students should circle “pretest” on the form before marking their answers for the pretest, and
posttest on the form before marking their answers for the posttest. Some teachers choose only to
administer a posttest, while others forego the testing process completely. This depends on the nature of
Spanish as a subject matter at your particular location, i.e., whether it is a core subject or an enrichment
area.
Cultural Components
When appropriate, cultural issues will be addressed in the lessons so that your students begin to get a
feel for how life is lived in many Spanish-speaking countries. To make the most of the cultural components,
we recommend class discussions afterward which include comparisons between the cultures of the Spanishspeaking world and the cultures of your students. Looking for both similarities and differences is important,
and students should be encouraged to think about why things might be done differently in different places
and among different peoples.
Unit 2, Lesson 2 of each grade level is devoted entirely to the Mexican holiday El Día de los Muertos (All
Souls’ Day or “The Day of the Dead”), which falls on November 2. In most other cases, the cultural
components are simply integrated into the units as they tie into the language elements being covered.
For cultural enrichment, we also offer three holiday videos which are each about thirty minutes in length.
The titles offered are El Día de los Muertos en Janitzio/All Souls’ Day in Janitzio, Luz y colorido: La Navidad en la Ciudad
de México/Light and Color: Christmas in Mexico City, and La Pascua en Iztapalapa/Easter in Iztapalapa. All are narrated
in English to maximize comprehension of the subject matter, but there are many Spanish language
elements included. A Teacher’s Guide accompanies each video and includes a vocabulary list, extension
activities, and applicable National Standards for Foreign Language Learning.
The videos may be purchased as a set or individually. To order, please see the order form at the back of
this guide.
Curriculum Design
If you are interested in seeing how the curriculum was designed, there are pages which provide the
National Standards for Foreign Language Learning along with the specific objectives of our
programming and the standards they address in the “Professional Information” section, the first part of
the last tabbed section in this guide. Here you will find more detailed information about some of the topics
covered here and research and organizational resources, too. A description of the methods we use, such as
TPR, the Natural Approach, and others, are described as well. There is also information on the benefits
of learning a foreign language. This section is a valuable resource for teachers who are confronted by
parents who question the value of their children learning a foreign language, particularly at the elementary
level. There is also information about different types of foreign language program models which may
interest administrators in your district. Our own model and several others are charted and described.
Grades 5-6
5
In the same final section, there is program and copyright information which will help you with various
aspects of implementing the program and direct you to members of our staff should you need to contact
them. It also includes the order forms previously mentioned for obtaining additional copies of the Teacher’s
Guide, the Student Resource Notebook, the CD-ROM program, and the holiday videos.
Teaching Spanish for Those Who Do Not Know the Language
Probably the most important thing to remember if you are learning the lessons along with your students is
that it is perfectly appropriate to take on the role of a learner with them and admit that you do not
always have immediate answers to their questions. It is especially important to be an active learner. This
means the teacher should participate in the lessons along with his or her students. When the students
are asked to repeat words and phrases or to respond in other ways to different activities, the teacher should
do the same. This makes a difference not only in how much the teacher learns along with the students, but
also in their degree of active involvement. If student participation is too passive or students perceive that
Spanish is just something “extra” in the curriculum, they will not be as successful as those who see it as
something the teacher considers important and something worth learning.
Reinforcement of the lessons is a key element to student success. Using some of the extension activities
suggested on the lesson plan pages is a good place to start. These activities have been designed so that
even teachers who are novices can direct them in class with confidence. Our experience has shown that
teachers find the program easier and easier to use as time goes by, especially if they participate
actively during the lessons and try to do follow-up.
When other subjects in your curriculum permit, teach part of them in Spanish. For example, once you have
the numbers down, you can do math problems in Spanish. Students will be covering the necessary concepts
and reviewing Spanish at the same time. You can also do calendar activities in Spanish once you have
mastered the calendar from our lessons. Art activities can be labeled in Spanish, too. Integrating Spanish
into the rest of the curriculum will get easier as the year progresses.
As students increase their awareness of the Spanish language, they will inevitably have questions. There are
many good resources that can be of help to you in searching for answers to student questions and also in
doing extension activities if you so desire. We highly recommend that all classrooms participating in these
lessons have readily accessible at least one bilingual dictionary. Ideally, the teacher should have one
written for adults, and the students should have several appropriate to their grade level on a resource shelf.
The American Heritage Spanish Dictionary put out by Houghton Mifflin (ISBN 0-395-32429-7) is one good choice
for teachers, but there are many others which are available in most book stores. Vox puts out several
bilingual dictionaries which are appropriate for students in upper elementary grades and are also available
in most bookstores. For the lower elementary grades, 500 Palabras nuevas para ti/500 Words to Grow On by Harry
McNaught (Random House, ISBN 0-394-85145-X) is a good start because it is essentially a picture
dictionary arranged by theme with both the English and the Spanish terms written by the pictures. This
book is very inexpensive and includes topics like colors, the family, the parts of the body, clothing, toys,
plants, animals, foods, means of transportation, basic geographical and community terms, and what one
finds around the house; in other words, both topics of general interest to children and what one learns
about in school are covered.
Another excellent resource is a native speaker in your community who would be willing to come in and
help with lessons or talk to students about his or her culture. Some of your students’ parents may be
native speakers of the language, or you may even have students in your class who are. If you are so
fortunate, the native speakers among your students can be allowed to help teach both yourself and the
rest of the class. This will not only enhance your language experience, it will also help build self-esteem in
your Spanish-speaking students and remind them of the importance of preserving their language and
customs. Many college or high school Spanish professors are happy to answer questions, and you may be
able to collaborate with high school Spanish students by setting up a “big buddy system.”
Grades 5-6
6
The Uniqueness of the Foreign Language Learning Experience
We hope that these ideas will help you and your students in your efforts to learn Spanish. It should be
pointed out that learning a foreign language is a type of study like no other. It takes time, and it is often
very frustrating at first. All students learn differently, and some have more facility with language than others.
This is perfectly normal.
Some of your students will want to talk right away. Others will go through a long silent period in which they
are listening and absorbing the sounds and words they are hearing. This is a normal part of the
comprehension phase, the first phase of language learning. All students will make mistakes, but they
should be encouraged each time they make efforts at production. We believe strongly in indirect correction
of errors. If a student has taken the risk of making utterances in a foreign language, we praise the student
and reiterate (correctly) what was said in an affirming way. “No, that’s not right,” does not fit into our
correction strategies. By the same token, if a student in the silent period points out an answer to a question
(say, in an illustration) which is incorrect, we simply identify what the student has pointed to in the target
language and restate the question. For example, if a student asked to point out a picture of a dog points
out a cat, the teacher simply says, “This is a cat. Where is the dog?” In this way, the name of the object
pointed to is reinforced, and the student is given another opportunity to point to the correct answer without
feeling belittled.
Given the length and number of the lessons, if students begin to comprehend, we have accomplished what
we set out to do. Comprehension is our major goal. Achieving fluency in a language, even when one is
immersed in it, takes a long time. Our program will give your students a tremendous head start in that
process so that when they have opportunities to be in direct contact with the language or to continue their
studies, they will have a big advantage over students who are hearing the language for the first time.
In closing, we again wish you and your students the very best. Especially, we hope that you will try to have
fun with the language as we do here at the Elementary Spanish program at Northern Arizona University.
¡Suerte! Good luck!
Grades 5-6
7
Practical Resources
Elementary Spanish
Grades 5-6
9
Songs/Poems
Canciones:
Songs:
Hola*
Hola. Buenos días.
¿Cómo están ustedes?
¿Cómo se sienten?
Yo me siento bien.
(R. Scott Morris)
Hello*
Hello. Good morning.
How are all of you?
How do you all feel?
I feel fine.
(R. Scott Morris)
A, E, I, O, U
A, E, I, O, U,
¡el burro sabe más que tú!
(Tradicional)
A, E, I, O, U
A, E, I, O, U,
the donkey knows more than you!
(Traditional)
Saludos
In the morning,
buenos días.
In the afternoon, it’s
buenas tardes.
And at night we say
buenas noches.
Until then,
hasta luego.
(R. S. Morris)
Greetings
In the morning,
good morning.
In the afternoon, it’s
good afternoon.
And at night we say
good night.
Until then,
see you later.
(R. S. Morris)
Los días de la semana
Hay siete días en una semana,
los vamos a nombrar:
lunes, martes, miércoles, jueves,
viernes, sábado, domingo.
(P. Manzanares-Gonzales)
The Days of the Week
There are seven days in a week,
we are going to name them:
Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday, Sunday.
(P. Manzanares-Gonzales)
Los meses del año
Enero, febrero, marzo y abril,
mayo y junio y julio también,
agosto, septiembre, octubre ya llegó;
noviembre, diciembre,
¡el año ya acabó!
(K. S. de Cano)
The Months of the Year
January, February, March, and April,
May and June and July, too,
August, September, October is already here;
November, December,
the end of another year!
(K. S. de Cano)
Of Colors
The fields are dressed in colors
in the spring;
the birds that come from other places
are multi-colored;
the rainbow we see so brightly
is made of colors.
And that’s why I have a great love
for many colors.
for many colors.
De colores
De colores, de colores se visten
los campos en la primavera;
de colores, de colores son los pajarillos
que vienen de afuera;
de colores, de colores es el arco iris
que vemos lucir.
Y por eso los grandes amores
de muchos colores me gustan a mí.
* These are included on the Thematic
Units 1-5 CD-ROM program.
Grades 5-6
11
Canta el gallo; canta el gallo
con el kiri, kiri, kiri, kiri, ki;
la gallina, la gallina
con el cara, cara, cara, cara, ca;
los polluelos, los polluelos
con el pío, pío, pío, pío, pi.
(Tradicional)
The rooster sings, the rooster sings
with a cock-a-doodle-doo;
the hen, the hen
with a cluck, cluck, cluck;
the chicks, the chicks
with a peep, peep, peep.
for many colors.
for many colors.
(Traditional)
Las mañanitas*
Éstas son las mañanitas
que cantaba el Rey David,
pero no eran tan bonitas
como las cantan aquí.
Despierta, mi bien, despierta,
mira que ya amaneció,
ya los pajarillos cantan,
la luna ya se metió.
(Tradicional)
The Early Morning Songs*
These are the early morning songs
that King David used to sing,
but they weren’t as beautiful
as those they sing here.
Wake up, my love, wake up,
look, the sun has already risen,
the birds are singing now,
the moon has set.
(Traditional)
Dos y dos son cuatro
Dos y dos son cuatro,
cuatro y dos son seis,
seis y dos son ocho
y ocho, dieciséis.
(Tradicional)
Two and Two Are Four
Two and two are four,
four and two are six,
six and two are eight
and eight, sixteen.
(Traditional)
Cielito Lindo*
De la Sierra Morena,
Cielito Lindo, vienen bajando
un par de ojitos negros,
Cielito Lindo, de contrabando.
*My Little Love*
From the Sierra Morena,
My Little Love,
a pair of dark contraband eyes
is descending, My Little Love.
¡Ay! ¡Ay! ¡Ay! ¡Ay!
Canta y no llores,
porque cantando se alegran,
Cielito Lindo, los corazones.
(Tradicional)
Oh! Oh! Oh! Oh!
Sing, don’t cry;
because singing, My Little Love,
makes the heart glad.
(Traditional)
La canción de los colores
Red is rojo. Green is verde.
Blue azul. Negro black.
Yellow amarillo. Purple is morado.
Blanco white. Brown café.
The Colors Song
(Same as words from Spanish)
Red is rojo. Green is verde.
Blue azul. Negro black.
Yellow amarillo. Orange anaranjado.
Blanco white. Brown café.
(Tradicional)
*Cielito Lindo literally means “My pretty little heaven.” It is a term of endearment in
Spanish.
Grades 5-6
12
La bamba*
Para bailar la bamba,
para bailar la bamba,
se necesita una poca de gracia.
Una poca de gracia pa’ ti, pa’ mí.
¡Ay! Arriba, y arriba.
¡Ay! Arriba, y arriba.
Por ti seré, por ti seré,
por ti seré.
Bamba, bamba.
Bamba, bamba.
Yo no soy marinero,
yo no soy marinero.
Soy capitán, soy capitán, soy capitán.
Bamba, bamba.
Bamba, bamba.
(Tradicional)
La Bamba*
In order to dance the bamba,
in order to dance the bamba,
you need a little bit of grace.
A little bit of grace for you, for me.
Oh! Get up, get up.
Oh! Get up, get up.
I will be for you, I will be for you,
I will be for you.
Bamba, bamba.
Bamba, bamba.
I am not a sailor,
I am not a sailor.
I’m a captain, I’m a captain, I’m a captain.
Bamba, bamba.
Bamba, bamba.
(Traditional)
El rancho grande
Allá en el rancho grande,
allá donde vivía,
había una rancherita
que alegre me decía,
que alegre me decía,
“Te voy a hacer tus calzones
como los que usa el ranchero.
Te los comienzo de lana,
te los acabo de cuero”.
(Tradicional)
The Big Ranch
There on the big ranch
where I used to live,
there was a little rancher
who used to say to me happily,
who used to say to me happily,
“I’m going to make you some pants
like the ranchers use.
I will start them with wool,
I will finish them with leather.”
(Traditional)
Los pollitos
Los pollitos dicen: pío, pío, pío,
cuando tienen hambre, cuando tienen frio.
La gallina busca el maíz y el trigo,
les da la comida y les presta abrigo.
Bajo sus dos alas, acurrucaditos,
hasta el otro día, duermen los pollitos.
(Tradicional)
The Chicks
The chicks say: peep, peep, peep,
when they’re hungry, when they’re cold.
The hen looks for corn and wheat,
she gives them food, and she lends them her
coat.
Under her two wings, all cuddled up,
until the next day, the chicks sleep.
(Traditional)
Chiapanecas
Cuando la noche llegó
y con su manto de azul (aplaudir)
el blanco rancho cubrió (aplaudir),
alegre el baile empezó (aplaudir).
Chiapanecas
When the night arrived
and covered the white ranch (clap hands)
with its blue cloak (clap hands),
the cheerful dance began (clap hands).
Baila, mi chiapaneca,
baila, baila con garbo.
Baila, suave rayo de luz.
Dance, my Chiapaneca,
dance, dance gracefully.
Dance, soft ray of light.
Baila, mi chiapaneca,
baila, baila con garbo,
que en el baile reina eres tú,
chiapaneca gentil.
(Tradicional)
Dance, my Chiapaneca,
dance, dance gracefully,
because in the dance you are the queen,
gracious Chiapaneca.
(Traditional)
Grades 5-6
13
La cucaracha*
Todas las muchachas tienen
en los ojos dos estrellas,
pero las mexicanitas
de seguro son más bellas.
La cucaracha, la cucaracha;
ya no quiere caminar;
porque no tiene,
porque le falta
dinero para gastar.
(Tradicional)
The Cockroach*
All the girls have two stars
for eyes,
but the Mexican girls
are for sure the prettiest girls.
The cockroach, the cockroach
does not want to walk anymore,
because it does not have,
because it lacks
money to spend.
(Traditional)
Noche de paz
¡Noche de paz, noche de amor!
Todo duerme en derredor.
Entre los astros que esparcen su luz
bella anunciando al Niño Jesús,
brilla la estrella de paz,
brilla la estrella de paz.
(Tradicional)
Silent Night
Silent night, holy night.
All is calm, all is bright
‘round yon Virgin, Mother and Child,
Holy Infant so tender and mild.
Sleep in heavenly peace,
sleep in heavenly peace.
(Traditional)
Guantanamera
Guantanamera,
guajira guantanamera.
Guantanamera,
Guantanamera
Guantanamera,
guajira (Cuban musical style) guantanamera.
Guantanamera,
Yo soy un hombre sincero
de donde crece la palma.
Yo soy un hombre sincero
de donde crece la palma.
Y antes de morirme
quiero echar
mis versos del alma.
I am a sincere man
from the place where the palm grows.
I am a sincere man
from the place where the palm grows.
And before I die,
I want to release the
verses from my soul.
Guantanamera,
Guantanamera,
(Letra de José Martí)
Guantanamera,
Guantanamera,
(Words by José Martí)
Brother John
Are you sleeping? Are you sleeping?
Brother John, Brother John.
Morning bells are ringing. Morning bells
are ringing.
Ding, ding, dong. Ding, ding, dong.
(Traditional)
Fray Felipe
Fray Felipe, Fray Felipe,
¿duerme usted? ¿Duerme usted?
Toca la campana. Toca la campana.
Tin, tan, tin. Tin, tan, tin.
(Tradicional)
Grades 5-6
14
Poesía:
Poems:
Pito, pito, colorito
Pito, pito, colorito.
¿A dónde vas tan bonito?
A la escuela verdadera,
¡pin, pon, fuera!
(Tradicional)
Whistle, Whistle, Little Color
Whistle, whistle, little color.
Where are you going so pretty?
To the real school,
ping, pong, out!
(Traditional)
Rima de la manzana
La manzana se pasea
de la sala al comedor.
No me pinches con cuchillo;
pínchame con tenedor.
(Tradicional)
Rhyme of the Apple
The apple is passed
from the living room to the dining room.
Don’t stick me with a knife;
stick me with a fork.
(Traditional)
Calaveras
Ahí viene el agua
por la ladera,
y se me moja
mi calavera.
Skulls
Here comes the water
down the slope,
and my skull
is getting wet.
La muerte calaca,
ni gorda ni flaca.
La muerte casera,
pegada con cera.
(Tradicional)
Death, a skeleton,
neither fat nor skinny.
A homemade skeleton,
stuck together with wax.
(Traditional)
Arbolito del Perú
Arbolito del Perú,
¿cuántos años tienes tú?
Uno, dos, tres, cuatro...
(Tradicional)
Little Tree of Peru
Little tree of Peru,
How old are you?
One, two, three, four...
(Traditional)
Marzo ventoso
Marzo ventoso, abril lluvioso
sacan a mayo, florido y hermoso.
(Tradicional)
Windy March
Windy March, rainy April
bring out May, flowered and beautiful.
(Traditional)
Sal, solecito
Sal, solecito, caliéntame un poquito,
por hoy y por mañana y toda la semana.
(Tradicional)
Come Out, Little Sun
Come out, Little Sun, warm me up a bit,
today and tomorrow and all week.
(Traditional)
La piñata
Dale, dale, dale.
No pierdas el tino.
Porque si lo pierdes,
pierdes el camino.
(Tradicional)
The Piñata Song
Hit it, hit it, hit it.
Don’t lose your aim.
Because if you lose it,
you’ll lose your way.
(Traditional)
Grades 5-6
15
Para echar suertes
Lori, bilori,
Vicente colori,
Loribirín, contramarín,
picarosote,
afuera, chicote.
(Tradicional)
To Draw Lots
This poem is a collection of sounds that
don’t really make any sense. They are repeated more for their sounds than for their
meaning.
¿Qué te pasa, calabaza?
¿Qué te pasa, calabaza?
Nada, nada, limonada.
(Tradicional)
What’s Happening, Pumpkin?
What’s happening, pumpkin?
Nothing, nothing, lemonade.
(Traditional)
Tengo, tengo, tengo
Tengo, tengo, tengo.
Tú no tienes nada.
Tengo tres ovejas
en una cabaña.
I Have, I Have, I Have
I have, I have, I have.
You don’t have anything.
I have three sheep
in a herd.
Una me da leche,
otra me da lana,
y otra me mantiene
toda la semana.
(Tradicional)
One gives me milk,
another gives me wool,
and another takes care of me
all week long.
(Traditional)
Caballito blanco
Caballito blanco,
llévame de aquí;
llévame hasta el pueblo
donde yo nací.
(Tradicional)
Little White Horse
Little white horse,
take me away from here;
take me to the town
where I was born.
(Traditional)
(Traditional)
Grades 5-6
16
Spanish Names
Adela
Adele
Dorotea
Dorothy
Adrián/Adriana
Adrian/Adrienne
Eduardo
Edward
Alberto
Albert
Elena
Helen, Ellen
Alejandro/Alejandra
Alexander/Alexandria
Emilio/Emilia
Emil/Emily
Alfredo
Alfred
Enrique/Enriqueta
Henry/Henrietta
Alicia
Alice
Esteban
Stephen
Amalia
Amelia
Fabián
Fabian
Ana/Anita
Anne, Anna/Anita
Federico
Frederick
Andrés/Andrea
Andrew/Andrea
Felipe
Phillip
Ángel/Angélica
Angel/Angela
Fermín
Fermin
Antonio/Antonia
Anthony/Antoinette
Fernando
Fernando
Bárbara
Barbara
Fidel
Fidel
Beatriz
Beatrice
Flor, Xóchitl
Flora
Benito/Benita
Benny/Benita
Francisco/Francisca
Frank/Francis
Benjamín
Benjamin
Gloria
Gloria
Bernardo
Bernard
Gregorio
Gregory
Brígida
Bridgette
Guadalupe
Guadalupe
Carina
Karen
Guillermo
William
Carlos/Carla
Charles/Carla
Gilberto
Gilbert
Carmen
Carmen
Irene
Irene
Carolina
Caroline
Isabel
Isabelle, Elizabeth
Catalina
Catherine
Jaime
James
Cecilia
Cecilia
Javier
Xavier
Celina
Celina
Jesús
Jesus*, Jesse
Clara
Clara
Jorge
George
Claudio/Claudia
Claude/Claudia
José/Josefina
Joseph/Josefine
Clemente
Clement
Juan/Juana
John/Jane
Concepción, Consuelo
Connie
Judith
Judith
Cristóbal/Cristina
Christopher/Christine
Julia/Julieta
Julia/Juliette
Daniel/Daniela
Daniel/Danielle
Julián/Julio
Julian/Jules
David
David
Linda
Linda
Diana
Diana
Lourdes
Lourdes
Diego
James
Lucas
Luke
Dolores
Dolores
Lucía, Luz
Lucy
* In Spanish-speaking countries, this is an acceptable and very common name for boys, especially for
those born on Christmas.
Grades 5-6
17
Luis/Luisa
Louis/Louise
Raimundo
Raymond
Manuel
Manuel
Ramón/Ramona
Ramon/Ramona
Marcos
Marcus, Mark
Raquel
Rachel, Raquel
Margarita
Margaret
Raúl
Raul
Mario/María
Marion/Mary
Rebeca
Rebecca
Mariana
Marian, Mary Anne
Regina
Regina
Marisol
Marisol
Ricardo
Richard
Marta
Martha
Roberto
Robert
Martín
Martin
Rogelio
Roger
Mateo
Matthew
Rosa
Rose
Matilde
Matilda
Rosana
Roseanne
Mauricio/Mauricia
Maurice/Maureen
Rubén
Ruben
Miguel
Michael
Samuel
Samuel
Moisés
Moses
Sara
Sarah
Mónica
Monica
Saúl
Saul
Natalia
Natalie
Simón
Simon
Nicolás
Nicholas
Susana
Susanne
Nieves
Nieves
Teresa
Theresa
Pablo
Paul
Timoteo
Timothy
Patricio/Patricia
Patrick/Patricia
Tomás
Thomas
Paulina
Pauline
Valeria
Valerie
Pedro
Peter
Vicente
Vincent
Pilar
Pilar
Víctor/Victoria
Victor/Victoria
Rafael/Rafaela
Raphael, Ralph/Raphaella
Viviana
Vivian
Grades 5-6
18
Vocabulary and Useful Phrases for Teachers
Vocabulario y frases útiles para maestros
Grades 5-6
Saludos y cortesías
Hola.
Adiós.
Por favor.
Gracias.
Buenos días.
Buenas tardes.
Buenas noches.
¿Cómo te llamas?
Me llamo __________.
¿Cuántos años tienes?
Tengo __________.
Greetings and Courtesies
Hello.
Good-bye.
Please.
Thank you.
Good morning/day.
Good afternoon.
Good night/evening.
What is your name?
My name is __________.
How old are you?
I am __________.
Procedimientos en el salón de clase
Voy a pasar lista.
Presente.
Está ausente.
Fórmense en fila.
Pónganse en sus grupos.
Escuchen.
Presten/Pongan atención.
Presta atención.
Guarden silencio, por favor.
Levanta la mano.
Un momento.
Siéntense.
Siéntate.
Es hora de ir a casa.
Classroom Procedures
I’m going to call roll.
Present.
He/She is absent.
Line up.
Get into your groups.
Listen (to a group).
Pay attention (to a group).
Pay attention (to an individual).
Please be quiet (to a group).
Raise your hand (to an individual).
Just a minute.
Sit down (to a group).
Sit down (to an individual).
It’s time to go home.
En el salón de clase
Tablón de anuncios
El pizarrón/La pizarra
El gis/La tiza
El borrador
La repisa
El librero
El casillero
El escritorio/pupitre
La pared
La ventana
La puerta
La silla
La mesa
La bandera
El basurero
El libro
In the Classroom
Bulletin board
The chalkboard
The chalk
The eraser (chalkboard)
The shelf
The bookcase
The cubby
The desk/student desk
The wall
The window
The door
The chair
The table
The flag
The garbage can
The book
19
El lápiz
La goma
La pluma/El bolígrafo
El papel
La hoja de papel
Los crayones
Las tijeras
El pegamento
Las pinturas
El cartoncillo
La cartulina
La plastilina
El barro/La arcilla
Los marcadores
The pencil
The pencil eraser
The pen
The paper
The piece of paper
The crayons
The scissors
The glue
The paints
The construction paper
The tagboard
The modeling clay
The clay
The markers
Seguridad Personal
Caminen.
Camina.
¡Rápido!
¡Despacio!
Caminen en fila.
¡Cuidado!
Agárrense de las manos.
No empujen.
No empujes.
Párense.
Párate.
Personal Safety
Walk (to a group).
Walk (to an individual).
Quickly!
Slowly!
Walk in line.
Careful!
Hold hands.
Don’t push (to a group).
Don’t push (to an individual).
Stop (to a group); also used to ask a group
to stand.
Stop (to an individual) or stand.
Elogios
Muy bien.
Mucho mejor.
Estás mejorando.
Excelente.
Praise
Very good.
Much better.
You’re improving.
Excellent.
Los números
Cero
Uno*
Dos
Tres
Cuatro
Cinco
Seis
Siete
Ocho
Nueve
Diez
Once
Doce
Trece
Numbers
Zero
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Ten
Eleven
Twelve
Thirteen
* Uno becomes un before a masculine singular noun: un libro. Uno becomes una before a feminine singular noun: una mesa. Also,
when counting a group of feminine objects, one uses una to begin counting.
Grades 5-6
20
Grades 5-6
Catorce
Quince
Dieciséis
Diecisiete
Dieciocho
Diecinueve
Veinte
Veintiuno
Veintidós
Veintitrés
Veinticuatro
Veinticinco
Veintiséis
Veintisiete
Veintiocho
Veintinueve
Treinta
Treinta y uno
Treinta y dos (etc.)
Cuarenta
Cuarenta y uno (etc.)
Cincuenta
Sesenta
Setenta
Ochenta
Noventa
Cien
Ciento uno
Ciento dos (etc.)
Doscientos
Doscientos uno (etc.)
Trescientos
Cuatrocientos
Quinientos
Seiscientos
Setecientos
Ochocientos
Novecientos
Mil
Fourteen
Fifteen
Sixteen
Seventeen
Eighteen
Nineteen
Twenty
Twenty-one
Twenty-two
Twenty-three
Twenty-four
Twenty-five
Twenty-six
Twenty-seven
Twenty-eight
Twenty-nine
Thirty
Thirty-one
Thirty-two (etc.)
Forty
Forty-one (etc.)
Fifty
Sixty
Seventy
Eighty
Ninety
One hundred
One hundred one
One hundred two (etc.)
Two hundred
Two hundred one (etc.)
Three hundred
Four hundred
Five hundred
Six hundred
Seven hundred
Eight hundred
Nine hundred
One thousand
Términos matemáticos
Los números
El círculo
El cuadrado/El cuadro
El rectángulo
El triángulo
El óvalo
La regla
El gráfico
Mathematical Terms
Numbers
The circle
The square
The rectangle
The triangle
The oval
The ruler
The graph
21
Grades 5-6
Contar
Sumar
Restar
La recta
Dos más dos son cuatro.
Cinco menos tres son dos.
Dos por cuatro son ocho.
Ocho dividido por cuatro son dos.
To count
To add
To subtract
The number line
Two plus two equals four.
Five minus three equals two.
Two times four equals eight.
Eight divided by four equals two.
La hora
Es la una.
Es la una y media.
Son las tres.
Son las cinco y cuarto.
Son las dos y veinte.
Son las cuatro menos cinco.
(or)
Faltan cinco para las cuatro.
Telling Time
It’s one o’clock.
It’s one-thirty.
It’s three o’clock.
It’s five-fifteen.
It’s two-twenty.
It’s five to four.
En la cafetería
Es hora de almorzar.
Vamos a la cafetería.
La comida
El tenedor
La cuchara
El cuchillo
La servilleta
El vaso
El plato
La charola
El popote
La leche
El almuerzo
In the Cafeteria
It’s time to eat lunch.
Let’s go to the cafeteria.
The food/dinner
The fork
The spoon
The knife
The napkin
The glass
The plate
The tray
The straw
The milk
The lunch/brunch
En el patio de recreo
Es hora de ir al recreo.
Vamos al patio de recreo.
Los columpios
La resbaladilla
Las barras
La pelota
El bate
El juego
El partido
Béisbol
Fútbol
Fútbol americano
Baloncesto/Basquetbol
La reata
On the Playground
It’s time for recess.
Let’s go to the playground.
The swings
The slide
The monkey bars
The ball
The bat
The game
The ballgame
Baseball
Soccer
Football
Basketball
The jumprope
22
Grades 5-6
En el baño
Quiero ir al baño.
Ve al baño.
Jala la taza.
Lávense las manos.
Lávate las manos.
Usen jabón y agua.
Usa jabón y agua.
La toalla de papel
Tengo sed.
Ve a tomar agua.
In the Bathroom
I want to go to the bathroom.
Go to the bathroom.
Flush the toilet.
Wash your hands (to a group).
Wash your hands (to an individual).
Use soap and water (to a group).
Use soap and water (to an individual).
The paper towel
I am thirsty.
Get a drink of water.
La ropa
La falda
La blusa
El vestido
Los pantalones cortos
Los pantalones
La camisa
Los zapatos
El abrigo
Las manoplas
Los guantes
Las botas
Clothing
The skirt
The blouse
The dress
The shorts
The pants
The shirt
The shoes
The coat
The mittens
The gloves
The boots
23
Grammar Highlights for Teachers
El abecedario/alfabeto - The Alphabet
The Spanish alphabet is composed of 30 letters. The rr, which is found only within words and never at the
beginning, was, until recently, the only letter which did not have its own separate entry in a Spanish
language dictionary (the letters ch and ll no longer have separate entries either but are now alphabetized in
with words beginning with c and l, respectively, in newer reference works). The letters k and w are used
with words of a foreign origin.
When separating syllables, the letters rr and ll are never separated as in English, each of these being
a singular letter.
In Spanish, all words are either masculine or feminine. Therefore, there are masculine and feminine
articles. The articles are also either singular or plural, depending on whether the noun is singular or plural.
In looking at the alphabet, it is important to note that all of the letters are feminine. When one says "the a"
or "the w" in Spanish one says "la a" or "la w."
Following is the Spanish alphabet with the names of the letters (some letters have more than one name,
depending on the location of the speaker):
A
B
C
Ch
D
E
F
G
H
I
J
K
L
Ll
M
N
Ñ
O
P
Q
R
Rr
S
T
U
V
W
X
Y
Z
Grades 5-6
a
be, be grande (to distinguish it from v which is pronounced the same in many places)
ce (always pronounced like /s/ in a word before i or e in Latin America and like /k/ before a, o,
or u)
che
de
e
efe
ge ("soft" like /h/ before e and i, "hard" before a, o, and u)
hache (always silent in Spanish words)
i
jota
ka/ca
ele
elle, doble ele
eme
ene
eñe
o
pe
cu
ere (pronounced erre at the beginning of words and before the consonants l, n, and s)
erre
ese
te
u (not pronounced after q, or in gui or gue unless written with dieresis [ü])
ve, uve, ve chica (to distinguish it from b as described above)
doble u, doble ve, doble uve
equis
i griega, ye
zeta
25
Notes on Pronunciation
Las vocales - Vowels
When vowels appear in words between consonants (not accompanied by another vowel), their sound is
"pure" and does not change except as noted for u in the alphabet chart. The sound is somewhat short and
clipped. It is not a prolonged sound such as is found in the pronunciation of most English vowels.
Following is a brief pronunciation guide for Spanish vowels:
A
E
I
O
U
Y
ah (pronounced like the o in lot)
eh (pronounced like the e in bet, NOT like the ay in day)
like the English long e, but clipped short
like the English long o, but clipped short
like the u in Sue (except as otherwise noted in the alphabet chart),
but clipped short
when used as a vowel, like the Spanish i
When two vowels are written together in a Spanish word and they do not form two syllables, the vowel
group is called a diphthong. The normally "pure" sounds of the two vowels are blended into a single syllable.
Some examples follow, broken into syllables:
aunque: aun-que
bueno: bue-no
baila: bai-la
siete: sie-te
ciudad: ciu-dad
gracias: gra-cias
agua: a-gua
Luis: Luis
estudio: es-tu-dio
seis: seis
Europa: Eu-ro-pa
cuatro: cua-tro
Las consonantes - Consonants
The consonants in Spanish are similar to those in English. Notes on their pronunciation follow:
B
C
Ch
D
F
G
H
J
K
L
Ll
M
N
Ñ
P
Q
R
Rr
S
T
V
Grades 5-6
like the English /b/
/s/ before e and i; /k/ before a, o, and u; (in most of Spain, like the th in thin before e and i)
like the ch in chair; in some places the sound is softer, almost like the sh in ship
similar to the th in that, but the tongue is behind the teeth and not between them
like the f in fish (in some places a little less aspirated)
/h/ before i and e; /g/ before a, o, and u
always silent in Spanish words
like the guttural ch in the Scottish word loch
like the English k, a little less aspirated
like the l in look
like the consonant y in English; in some places a little softer like the g in
deluge (giving the g a French-like pronounciation); in Castile, like the ll in million
like the English m
like the English n, but the tongue touches the back of the upper front teeth
like ny in canyon
like the English p, but not aspirated
appears only before u, /k/ is its sound
trilled (or "rolled") once; if one repeats the word "Teddy" several times in succession, one comes
close to the trilled r pronouncing the d sound; at the beginning of words and after l, n, and s, it is
trilled strongly
trilled (or "rolled") twice
/s/, but a little less aspirated
like the English t, but not aspirated; the tongue goes behind the upper front teeth
/b/ or /v/, depending on the location of the speaker; /b/ is more common
26
W
X
Y
Z
used in words of foreign origin, sometimes pronounced /v/, /b/, or /gw/,
depending on the location of the speaker
almost like ks in English (as in drinks), but much softer, the /k/ almost
disappearing; in words of Native American origin, i.e., México, its sound is /h/ or like the sh in ship,
i.e., Xola; in some words, especially when an i follows the x, it sounds like gs, i.e., exigir (egs-eeheer); at the beginning of Spanish words, its sound is /s/
like the y in yellow; in some countries, like the g in deluge giving the g a French-like pronunciation;
as a vowel its sound is the same as the Spanish i
/s/; in most of Spain, like the th in thin; not used before i or e except in words of foreign origin,
hence, when making words that end in z plural, one changes the z to a c (pez becomes peces)
Linking in Spanish
When two identical consonants are together, they are pronounced as one consonant.
Examples:
es suave
Está con Nelson.
When two identical vowels are together, they are pronounced as one long vowel.
Examples:
Vamos a aprender.
¿Está Anita?
Juanito Ortiz
The final consonant sound is always linked with the next initial vowel sound of the next word.
¿Vas al concierto?
Examples:
el arroz
mis hermanas
The final vowel of one word is linked with the intial vowel sound of the following word to form one syllable.
las cosas de Ana
Examples:
habla español
Contractions
There are two contractions in Spanish. When the words a (to or at) and el (the, masculine) come together in
a sentence, they become al. The same thing happens with de (of or from) and el. They become del.
Information Regarding Verbs
Verbs in Spanish are quite different from verbs in English. Each pronoun group requires a different
conjugation of the verb. For this reason, subject pronouns are often omitted in Spanish because the
conjugation will generally clarify the subject of the verb. Subject pronouns are used mainly for emphasis or
in some rare instances where the structure of the sentence has made the identification of the subject
confusing.
Following are the subject pronouns in Spanish with their English translations:
Yo - I
Tú - You (familiar, informal; used with friends or persons much younger than oneself)
Usted - You (formal; used with strangers, persons older than oneself, or to show special respect)
Él, Ella - He, She
Nosotros, Nosotras - We (masculine, feminine)**
Ustedes - You, plural (in Spain, vosotros is used for you, plural, informal; in most of the rest of the Spanishspeaking world, ustedes is used for both formal and informal you, plural)
Ellos, Ellas - They (masculine, feminine)**
**Note: When talking about mixed company, the masculine forms are used. Feminine forms are only used
when talking about a group of persons comprised only of females.
Grades 5-6
27
Verb Endings
There are three verb endings in Spanish: -ar, -er, and -ir. Regular verbs with these endings will always add
the following conjugative endings to the stem of the verb in present tense:
-ar
yo - o
nosotros(as) - amos
tú - as
usted, él, ella - a
ustedes, ellos(as) - an
yo - o
nosotros(as) - emos
tú - es
usted, él, ella - e
ustedes, ellos(as) - en
yo - o
nosotros(as) - imos
tú - es
usted, él, ella - e
ustedes, ellos(as) - en
-er
-ir
Conjugation of Some Common Regular Verbs
Following are some common regular verbs conjugated in the present for your reference:
cantar - to sing
Yo canto
Nosotros, Nosotras cantamos
Tú cantas
Usted, Él, Ella canta
Ustedes, Ellos, Ellas cantan
aprender - to learn
Yo aprendo
Nosotros, Nosotras aprendemos
Tú aprendes
Usted, Él, Ella aprende
Ustedes, Ellos, Ellas aprenden
vivir - to live
Yo vivo
Nosotros, Nosotras vivimos
Tú vives
Usted, Él, Ella vive
Ustedes, Ellos, Ellas viven
Reflexive Verbs
Some verbs in Spanish are called reflexive verbs because they carry an object pronoun with them upon
whom the action is "reflected back." We will be using many of these verbs throughout the year. Following
are two examples with translations into English given:
bañarse - to take a bath (or, in the literal, reflexive sense, to bathe oneself)
me baño (literally, I bathe myself)
te bañas (you [familiar] bathe yourself)
se baña (you [formal] bathe yourself or he/she/it bathes him/her/itself)
nos bañamos (we bathe ourselves)
se bañan (you [plural] bathe yourselves or they bathe themselves)
lllamarse - to be named, to be called
me llamo (literally, I call myself; the English equivalent is "my name is")
te llamas (you [familiar] call yourself; your name is)
se llama (it is called; your [singular], his, her, its name is)
nos llamamos (we call ourselves; our name is)
se llaman (they are called; your [plural] name is or their name is)
Grades 5-6
28
Radical or Stem-changing Verbs
Some verbs in Spanish are radical or stem-changing verbs. These verbs change their stems as well as
their endings when they are conjugated (except for when conjugated for nosotros[as]). Following are some
common examples of these verbs conjugated in the present:
pensar - to think
Yo pienso
Nosotros(as) pensamos
Tú piensas
Usted, Él, Ella piensa
Ustedes, Ellos(as) piensan
querer - to want, to wish, (also used in some cases for to love)
Yo quiero
Tú quieres
Nosotros(as) queremos
Usted, Él, Ella quiere
Ustedes, Ellos(as) quieren
tener - to have
Yo tengo
Nosotros(as) tenemos
Tú tienes
Usted, Él, Ella tiene
Ustedes, Ellos(as) tienen
dormir - to sleep
Yo duermo
Nosotros(as) dormimos
Tú duermes
Usted, Él, Ella duerme
Ustedes, Ellos(as) duermen
Rules for Spanish Accentuation
General Rules
With the exception of some special cases which are cited below, the rules outlined here apply.
Non-exceptional words in Spanish that do not follow these two rules will have a written accent mark over
the stressed syllable:
1. The stress of words that end in s, n, or a vowel is on the next to the last syllable.
Examples:
casas
examen
muchacho
muchacha
These words need no accent marks because they all end in either s, n, or a vowel, and the
stressed syllable in each case is the next to the last.
Words like exámenes, están, and rápido need accent marks because they all end in either s, n,
or a vowel, and the stressed syllable in each case is not the next to the last.
2. The stress of words that end in a consonant other than s or n is on the last syllable.
Examples:
ciudad
cantar
reptil
These words need no accent marks because they all end in a consonant other than s or n, and
the stressed syllable in each case is the last.
Words like lápiz, cráter, and béisbol need accent marks because they all end in a consonant
other than s or n, and the stressed syllable in each case is not the last.
Grades 5-6
29
Special Cases
Exceptional words in Spanish follow the rules for their specific cases which follow:
1. Accents are used to distinguish between homonyms.
Examples:
tú (you)
but
tu (your)
más (more)
but
mas (but)
ésta (this, pronoun)
but
esta (this, adjective)
sí (yes or the pronoun)
but
si (if)
2. Interrogative (“question”) and exclamatory words are accented.
Examples:
¿Dónde está?
(Where is it?)
but
Está donde lo dejaste.
(It is where you left it.)
¿Qué hora es?
(What time is it?)
but
Lo que quiere es el gato.
(What he wants is the cat.)
¡Qué bonito es!
(How beautiful it is!)
and
Qué bonito es.
(Still accented even without
exclamation points.)
¿Cómo estás?
(How are you?)
and
Quiero saber cómo se hace.
(I want to know how to do it.)
¿Cuántos dulces tienes?
and
(How many candies do you have?)
Quiero saber cuánto.
(I want to know how much.)
3. “Weak vowels” that should be stressed when they occur with strong vowels are accented.
In Spanish, the vowels i and u are “weak.” The vowels a, e, and o are considered “strong.” Thus, when
weak and strong vowels occur together in words, they are pronounced as diphthongs (or triphthongs, as the
case may be) unless the weak vowel is accented. In other words, the presence of the strong vowel causes
the two (or three) vowels to be pronounced together in a sort of “glide.” The same thing is true of weak
vowels that occur together.
Examples:
seis
pie
luego
Luis
agua
antiguo
farmacia
estudio
Cuauhtémoc
guau
In each case above, the two vowels together form a diphthong and the three vowels together form a
thriphthong. The vowels are not pronounced separately and do not constitute two (or three) syllables.
Grades 5-6
30
However, when two strong vowels are together in a word, they are each pronounced distinctly as separate
syllables. They need no accentuation.
Examples:
ninfea
canoa
maestro
If the weak vowel in a combination such as those presented above should be stressed in the word’s
pronunciation, then it must be accented. It then forms a syllable all on its own.
Examples:
país
cafetería
recibíais
continúa
frío
freír
Raúl
maíz
proteína
oír
The rules concerning weak and strong vowels still apply if the the vowels are separated by the silent
consonant h. Since it makes no sound, if the weak vowel is stressed, it must be accented, as witnessed by
the spelling of the word below.
Example:
búho (pronounced boo • oh)
Another impact of these rules, taking into consideration what we know about how the last letter of a word
affects its accentuation, can be seen in the following examples. If two vowels come together in the last
syllable of a word that ends in s or n and the last syllable is the stressed syllable, the strong vowel gets the
accent mark if the pronunciation of the word preserves the glide of the diphthong.
Examples:
estéis
durmáis
habréis
dieciséis
4. Adjectives that are accented retain their accents when they add the suffix -mente to become adverbs.
Examples:
Grades 5-6
rápidamente
fácilmente
31
Spanish for Parents
Parents: This list is provided for use with your child(ren) around the house. Some approximate
Spanish letter pronunciations that should prove helpful to you follow:
a - An open vowel, similar to but not as prolonged as the a in the word ah.
e - Pronounced like the e in egg.
i - Like the e in easy, but not as prolonged.
o - Similar to the o in over.
u - Similar to the oo in spoon; not pronounced after q or in gui and gue unless marked
as follows: ü.
y - Pronounced like the Spanish i at the end of a word; when it stands alone it is used as
a word that means and; otherwise it is like the consonant y in English.
h - Always silent in Spanish.
c - Pronounced like k before a, o, and u; pronounced like s before e and i.
g - Pronounced like the English h before e and i, pronounced like the g in get before a, e,
and u.
Spanish Translation
Despierta, mi hijita (hijito).
Haz la cama.
Te quiero/Te amo.
Que tengas un buen día.
Dame un abrazo.
Dame un beso.
Limpia tu cuarto.
Cómete tu comida.
Por favor.
¿Necesitas ayuda?
Dale de comer a tu perro.
Dales de comer a los animales.
Apaga la televisión.
Haz tu tarea.
Vamos a hacer la comida juntos(as)*.
Acuéstate.
¿Cómo estás?
Salúdalo(a).
Dale un abrazo a (person’s name).
¿Cómo te va en la escuela?
¿Qué estás haciendo en la escuela?
¿Tienes un problema?
Es tu responsabilidad.
Tira la basura.
Gracias.
English Phrase
Time to wake up, my daughter (son).
Make your bed.
I love you.
Have a great day.
Give me a hug.
Give me a kiss.
Clean your room.
Eat your food.
Please.
Do you need help?
Feed your dog.
Feed the animals.
Turn the T.V. off.
Do your homework.
Let’s make dinner together.
Time for bed.
How are you?
Say hello to him (her).
Give _______ a hug.
How are you doing in school?
What are you doing in school?
Do you have a problem?
It is your responsibility.
Take out the garbage.
Thank you.
* If a mother is talking only to her daughter(s), the -as ending is used. If the father is speaking or the
mother is speaking to her son(s), the -os ending is used.
Grades 5-6
33
Books and Other Materials
Grades 1-2 , Grades 3-4, and Grades 5-6
Northern Arizona University would like to extend thanks and sincere appreciation to the many publishers,
companies, and individuals who granted us written permission to share their educational materials with
students and teachers participating in the Elementary Spanish program Their support is an important
contribution to our instructional effort. Here is a list of these firms and their materials for your use as
resources and references. Some of the materials listed are not used on the programs but are good resources
for teachers to use in the classroom.
América Musical/RCA Victor Ariola International
7710 Haskell Avenue
Van Nuys, CA 91406
(818) 782-6100
• “El camino a la escuela” from the collection Cri Cri, el Grillo Cantor by Francisco Gavilondo Soler
on RCA CSM -1028 audio cassette
Américas Magazine c/o OAS
19th St. and Constitution Avenue.
Washington, D.C. 20006
(202) 458-6218
Anco Merchandise Co. (U.S.A.) Inc.
10312 Castlefield Street
Ellicott City, MD 21042
(410) 418-8841
• The Bearon Family of Plush Animals (father, mother, son, and daughter bears)
Barbara Hogenson Agency
19 W. 44th Street Suite 1000
New York, NY 10036
(212) 730-7306
• Frida’s Fiestas by Guadalupe Rivera and Marie-Pierre Colle, 1994, ISBN 0-517-59235-5
• Special thanks also for permission to use this book to:
Clarkson N. Potter Publishing
201 East 50th Street
New York, NY 10022
(800) 733-3000
and
The Crown Publishing Group
201 East 50th Street
New York, NY 10022
(212) 572-2554
Thanks to Dr. Guy Bensusan, Senior Faculty Associate for Interactive Instructional Television, Northern
Arizona University, Flagstaff, Arizona, and Ms. Gwendolyn Shire Bensusan, Flagstaff, Arizona, International
Costume Designer, for their support and assistance with selected cultural components.
BMG Entertainment
1540 Broadway
New York, NY 10036
(212) 930-4000
Children's Book Press
246 First Street #101
San Francisco, CA 94105
(415) 995-2200
• Family Pictures/Cuadros de familia by Carmen Lomas Garza, 1990, ISBN 0-89239-108-1
Grades 5-6
35
Childrens Press
5440 N. Cumberland Avenue., Suite 300
Chicago, IL 60056-1469
(800) 621-1115
• Azulín va a la escuela by Virginia Poulet, 1985 by Regensteiner Publishing Enterprises, Inc.,
ISBN 0-516-33416-6
• El libro de colores de Azulín by Virginia Poulet, 1986 by Regensteiner Publishing Enterprises,
Inc., ISBN 0-516-33442-5
• El año de Gato Galano by Donald Charles, 1989/1984 by Regensteiner Publishing Enterprises,
Inc., ISBN 0-516-53461-1
• Gordito, Gordón Gato Galano by Donald Charles, 1988 by Regensteiner Publishing Enterprises,
Inc., ISBN 0-516-53456-4
• La luna, el sol y las estrellas by John Lewellen, 1984, 1981 by Regensteiner Publishing
Enterprises, Inc., ISBN 0-516-31637-0
• Los mayas by Patricia McKissack, 1988, 1985 by Regensteiner Publishing Enterprises, Inc., ISBN
0-516-51270-6
• Los incas by Patricia McKissack, 1988, 1985 by Regensteiner Publishing Enterprises, Inc. ISBN 0516-51268-4
• México by Karen Jacobsen, 1984, 1982 by Regensteiner Publishing Enterprises, Inc., ISBN
0-516-51632-X
• Los tres chivitos by Patricia and Frederick McKissack, 1988, 1987 by Regensteiner Publishing
Enterprises, Inc., ISBN 0-516-52366-X
• El patito feo by Patricia and Fred McKissack, 1989 by Regensteiner Publishing Enterprises, Inc.,
ISBN 0-516-53982-5
• Buenas noches, Gatito by Nancy Christensen, 1990 by Regensteiner Publishing Enterprises,
Inc., ISBN 0-516-55354-2
• ¿Quién es quién? by Patricia McKissack, 1989, 1983 by Regensteiner Publishing Enterprises,
Inc., ISBN 0-516-32041-4
• Mi casa by Patricia Jensen, 1990 by Regensteiner Publishing Enterprises, Inc., ISBN 0-51635359-4
• Un cuento curioso de colores by Joanne and David Wylie, 1984/1983 by Regensteiner Publishing
Enterprises, Inc., ISBN 0-516-32939-9
• Puedo ser un astronauta by June Behrens, 1984 by Regensteiner Publishing Enterprises, Inc.,
ISBN 0-516-51837-2
• Puedo ser bibliotecaria by Carol Greene, 1989 by Regensteiner Publishing Enterprises, Inc.,
ISBN 0-516-51913-1
• Puedo ser bombero by Rebecca Hankin, 1989 by Regensteiner Publishing Enterprises, Inc.,
ISBN 0-516-51847-X
• Puedo ser cocinero by Ann Heinrichs Tomchek, 1988 by Regensteiner Publishing Enterprises,
Inc., ISBN 0-516-51886-0
• Puedo ser conductor de camión by June Behrens, 1985 by Regensteiner Publishing Enterprises,
Inc., ISBN 0-516-51848-8
• Puedo ser enfermera by June Behrens, 1988 by Regensteiner Publishing Enterprises, Inc., ISBN
0-516-51893-3
• Puedo ser jugador de béisbol by Carol Greene, 1986 by Regensteiner Publishing Enterprises,
Inc., ISBN 0-516-51845-3
• Puedo ser maestra by Beatrice Beckman, 1989 by Regensteiner Publishing Enterprises, Inc.,
ISBN 0-516-51843-7
• Puedo ser un policía by Catherine Matthias, 1988 by Regensteiner Publishing Enterprises, Inc.,
ISBN 0-516-51840-2
• La policía by Ray Broekel, 1984 by Regensteiner Publishing Enterprises, Inc., ISBN 0-516-516439
Crabtree Publishing
350 Fifth Avenue. Suite 3308
New York, NY 10118
(800) 387-7650
• Peru: The People and the Culture by Bobby Kalman, 1994, ISBN 0-86505-222-0
• Peru: The Land by Bobby Kalman, 1994, ISBN 0-86505-301-4
• México: Su gente by Bobby Kalman, 1994, ISBN 0-86505-369-3
• México: Su cultura by Bobby Kalman, 1994, ISBN 0-86505-370-7
• México: Su tierra by Bobby Kalman, 1994, ISBN 0-86505-211-X
Grades 5-6
36
Editorial Patria, S.A. de C.V.
Renacimiento 180
Colonia San Juan Tlihuaca
02400 México, D.F. México
Fax: 011-525-561-3218
• El campo y la ciudad by Luis Aboites, 1989, ISBN 968-39-0059-3
• El chocolate by Luz del Carmen Vallarta, 1992, ISBN 968-39-0057-7
• El Día de Muertos by Teresa E. Rohde, 1991, ISBN 968-39-0614-1
• El mercado by Leticia Méndez, 1985, ISBN 968-39-0102-6
• La piñata by Leticia Méndez, 1987, ISBN 968-39-0016-X
• Las frutas by Eugenia Echeverría, 1992, ISBN 968-39-0006-2
• Whose distributor for copies in the United States is: Hispanic Books
1665 N. Grant Rd.
Tucson, AZ 85745
(602) 882-9484
Edizioni WHITESTAR
Via Candido Sassone 22/24
13100 Vercelli, Italy
• Spain by Fabio Bourbon, 1992, ISBN 0-8317-7962-4
• Whose distributor for copies in the United States is: SMITHMARK Publishers
112 Madison Avenue
New York, NY 10016
(212) 532-6600
Hammond, Inc.
515 Valley Street
Maplewood, NJ 07040
(201) 763-6000
• Aptitudes elementales sobre mapas by Alma Graham, 1991, ISBN 0-8437-7404-5
Magnetic Way: Please see Steck-Vaughn Co.
Modern Curriculum Press, Simon & Schuster Elementary
4350 Equity Drive
PO Box 2649
Columbus, OH 43216
(800) 321-3106
• El carrusel by Enriqueta Daddazio, © 1990, ISBN 0-8136-6527-2. Used by permission.
• La mariposa by Enriqueta Daddazio, © 1990, ISBN 0-8136-6503-5. Used by permission.
• Y la lluvia caía by Enriqueta Daddazio, © 1990, ISBN 0-8136-6507-8. Used by permission.
• El desfile de los animales by Barb Jansen, © 1995, ISBN 0-8136-8122-7. Used by permission.
• La piñata by Enriqueta Daddazio, © 1990, ISBN 0-8136-6517-5. Used by permission.
• ¡Seré mariachi! by Cecilia Ávalos, © 1991, ISBN 0-8136-6668-6. Used by permission.
National Geographic
1145 17th Street N. W.
(800) 638-4077
• National Geographic, December 1980, Volume 158, Number 6, pp. 704-775 (series of articles on
the Aztecs)
• Map of "Indians of North America," supplement to National Geographic, December 1972,
Volume 142, Number 6, p. 739 A
• Map of "Indians of South America," supplement to National Geographic, March 1982, Volume
161, Number 3
• Map of "Mexico," supplement to National Geographic, September, 1994
Grades 5-6
37
National Textbook Company
4255 West Touhy Avenue
Chicago, Illinois 60646
(800) 323-4900
• La Navidad: Christmas in Spain and Latin America by Agnes M. Brady and Margarita Márquez
de Moats, 1986, ISBN 0-8442-7208-6
Newbridge Educational Publishing
333 East 38th St., 10th Floor
New York, NY 10016
(212) 455-5071
• A ver al abuelito, by Bernice Myers, ISBN 1-56784-095-6, order number A03957
• La casita del pajarito, by Donna Lugg Pape, ISBN 1-56784-099-9, order number A03965
• ¡Vamos!, by Barbara Shook Hazen, ISBN 1-56784-093-1, order number A03961
Northland Publishing
PO Box 1389
Flagstaff, AZ 86002
(800) 346-3257
• Carlos and the Squash Plant by Jan Romero Stevens, illustrated by Jeanne Arnold, published by
Northland Publishing, © 1993. Used by permission.
Pomegranate Artbooks
PO Box 6099
Rohnert Park, CA 94927
(800) 227-1428
• Guatemala Rainbow, photographs by Gianni Vecchiato, 1989, ISBN 0-87654-444-8
RCA Victor
1540 Broadway
New York, NY 10036
(212) 930-4000
Rigby Education
PO Box 797
Crystal Lake, IL 60039-0797
(800) 822-8661
• Dibujando planos by Bill Boyle, 1993, ISBN 04350-57928
• ¿Dónde vives tú? by Bill Boyle, 1993, ISBN 04350-57987
• En mi casa by Bill Boyle, 1993, ISBN 04350-57863
• En mi clase by Bill Boyle, 1993, ISBN 04350-57847
• En el mundo by Bill Boyle, 1993, ISBN 04350-57901
• En mi escuela by Bill Boyle, 1993, ISBN 04350-57889
• La gallinita roja by Brenda Parkes and Judy Smith, 1989, ISBN 0-7327-0243-7 (Big Book ISBN 07312-1063-8)
• El hombrecito de pan jengibre by Brenda Parkes and Judy Smith, 1989, ISBN 0-7327-0245-3 (Big
Book version ISBN 0-7312-1065-4)
• Mirando mapas by Bill Boyle, 1993, ISBN 04350-58002
• Paquito y los frijoles mágicos by Brenda Parkes and Judy Smith, 1989, Big Book ISBN 0-7312-1066-2
• El patito feo by Brenda Parkes and Judy Smith, 1989, ISBN 0-7327-0247-X
• Siguiendo direcciones by Bill Boyle, 1991, ISBN 04350-57944
• Los tres chivos vivos by Brenda Parkes and Judy Smith, 1989, Big Book ISBN 0-7327-0344-1
• Los tres cochinitos by Brenda Parkes and Judy Smith, 1989, Big Book ISBN 0-7312-1066-2
• Pistas de animales by David Drew, 1993, ISBN 0-7327-0406-5
• Cuando hace frío by Pat Almada, 1993, ISBN 04350-58088
• La historia de las escuelas by Jane Shuter, 1993, ISBN 04350-57790
Grades 5-6
38
Saber ver Magazine
Campos Elíseos y Jorge Eliot
Colonia Polanco
11560 México, D.F., México
(525) 282-03-55
• Retrato de familia: La nación mexicana; photographs by Lourdes Almeida
SITESA/MÉXICO
San Marcos 102, Col Tlalpan
14000 México, D.F. México
Fax: 011-525-573-9412
• Cómo son los animales bebés by Susan Kuchalla, 1987, ISBN 968-6135-07-3
• Cómo son las estaciones del año by Rose Greydanus, 1989, ISBN 968-6048-03-0
Steck-Vaughn Co.
PO Box 26015
Austin, TX 78755
(512) 795-2307/(800) 626-5052 for Magnetic Way
• Magnetic Way® display boards/visual overlay kits. Copyright Creative Edge, Inc. 1990
• “Spanish Classroom Library and Big Book Collection,” JJ-6475-X and JJ-6482-2, respectively
Tormont Publications, Inc.
338 Saint Antoine St. East
Montreal, Quebec
Canada H2Y 1A3
(514) 954-1441
• El gran atlas de los chicos, 1992, ISBN 2-89429-009-8
Tucson Museum of Art
140 N. Main
Tucson, AZ 85701
(520) 624-2335
• Poster: “El Nacimiento in La Casa Córdova”
U.S. News and World Report
2400 “N” Street NW
(202) 955-2398
• Poster: “The Columbian Exchange”
University Of Texas Press
Box 7819
Austin, Texas 78713-7819
(512) 471-7233
• The Skeleton at the Feast by Elizabeth Carmichael and Chlöe Sayer, 1992, ISBN 0-292-77658-6
World Book Publishing
525 W. Monroe Street, 20th Floor
Chicago, Illinois 60661
(800) 621-8202 (Customer Service)
• Christmas in Mexico by Corinne Ross, 1995, ISBN 0-8442-7209-4
• Christmas in Spain by Valjean McLenighan, 1995, ISBN 0-8442-7205-1
• El mundo de los niños, Encyclopedias in Spanish for grades preschool - 6, ISBN 0-7166-6417-8
• Caja de sorpresas, ed. by World Book, ISBN 07166-6057-1
The Wright Group
19201 120th Avenue N.E.
Bothell WA 98011-9512
(800) 523-2371
• La familia de los tigres by June Melser. Published by The Wright Group. ISBN 0-86867-5
Grades 5-6
39
For Your Computer
Elementary Spanish CD-ROM Program
A CD-ROM program for Thematic Units 1-5 which reviews and extends the material covered in the lessons
will be shipped to those of you who have already ordered. If you have not yet ordered it and wish to do so,
use the Order Form in the last tabbed section of this LPG.
The program is designed for Macintosh and PC platforms. Minimum system requirements to run the program
follow:
Macintosh
120 MHz PowerPC
MAC OS 8.1 or later
32 MB or more of installed RAM
4x CD-ROM drive
17" or larger monitor with minimum
8-bit (256 colors) display
Mouse or other pointing device
Windows
166 MHz Intel Pentium processor or greater
Windows 95, 98, NT4, 2000
32 MB or more of installed RAM
4x CD-ROM drive
17" or larger monitor with minimum
8-bit (256 colors) display
Mouse or other pointing device
Web Enhancement Requirements: *
• Access to the Internet requires an Internet Service Provider (ISP)
• Internet Browser Requirements (must have one of the following): Internet Explorer 4.5 or greater,
Netscape 4.0 or greater, or AOL 4.0 or greater
*CD-ROM by itself contains a full program of games, vocabulary and cultural activities. The webenhancement feature enables additional activities and seasonal updates via the Internet.
We highly recommend this program as a way to reinforce and review in an innovative, enjoyable way what
your students are learning from the lessons. Each CD-ROM covers the concepts from the Units 1-5
curriculum at all grade levels (1-2, 3-4, and 5-6).
Some activities are designed to challenge your students based on what they should have acquired from the
regular programming. Additionally, there are extension activities which are appropriate for older and more
advanced students. Many of these are follow-ups to texts which explore the cultures of the Spanishspeaking world and include related, written dialogues in Spanish with their respective English translations.
Sites on the World Wide Web
Visit us on the World Wide Web. Our address is http://jan.ucc.nau.edu/ES. We have activities for your
students as well as information for teachers and parents which will further enhance your journey into the
Spanish language. From there, you can also experiment with the links we have provided to other sites of
interest. These sites offer maps, information about language, culture, food, history, and government, as well
as travel information. There are also links to pages that deal with indigenous cultures in Latin America.
Of course, the best part of all is that these same pages have their own links, so your travels can take you
almost wherever you want to go.
Enjoy!
Grades 5-6
40
Teacherʼs Guide
Elementary Spanish
Grades 5 and 6
41
Grades 5-6
43
Buenos días,
¿cómo te llamas?
Me llamo Linda.
Y tú, ¿cómo te llamas?
Me llamo Roberto.
Directions:
These bulletin boards are provided for your use with Unit 1, Comunicamos juntos. Each cartoon cell can be duplicated and enlarged. Students may
want to create their own cartoon bulletin board. Please feel free to substitute students' names in the cartoon cells with your students' names.
Comunicamos juntos Bulletin Boards - Unit 1
Grades 5-6
45
¿Cómo estás, Linda?
Estoy bien,
gracias, Roberto.
Grades 5-6
47
Roberto, ¿cómo se
llama tu amigo?
Se llama David.
Mucho gusto,
David.
El gusto es
mío, Linda.
Grades 5-6
49
David, ¿cuántos
años tienes?
Tengo 10 años.
Tengo 11 años.
Y tú, ¿cuántos años
tienes, Linda?
Grades 5-6
51
Roberto, ¿cuál es tu
número de teléfono?
Es el 523-9484.
Grades 5-6
53
cuadro
triángulo
rectángulo
óvalo
círculo
estrella
Teachers, please feel free to use this letter. You may adapt it or modify it. Parents may be interested
in knowing this information. Personalize it by putting your school logo on it.
Unit 1
Parent Letter
Dear Parents/Guardians:
This year our class will be participating in the Elementary Spanish Program for Grades 5-6, with Northern
Arizona University (NAU) in Flagstaff, Arizona. As we begin the first thematic unit, Comunicamos juntos, or
Together We Communicate, we are studying basic communication questions and responses all children have
about each other, particularly fifth and sixth graders. Our Spanish teacher will present lessons based on this
topic and will present lessons which support the subjects we normally study during our regular instruction.
The lessons for the rest of the year will center around different thematic units. The other thematic units in
order of presentation are:
• Unit 2 - Tu país, or Your Country;
• Unit 3 - Los deportes, or Sports;
• Unit 4 - La música y los instrumentos, or Music and Instruments;
• Unit 5 - Vamos de vacaciones, or We Are Going on Vacation.
The Spanish alphabet and grammar will be taught in the context of instruction and not in isolation. The
interactive computer program, art projects, music, and cultural activities are supportive of these themes.
You are welcome to participate with us as we learn Spanish.
Your involvement, particularly in foreign language learning, makes the real difference between a good and a
great language experience for your child. We need input from you regarding your child’s experience with the
language. How much Spanish does your child use at home? Has your child expressed an interest or shared
songs and new words with you? Please let us know. We appreciate any feedback you can give us.
If you would like to share your Spanish skills with the children, please let me know. I certainly appreciate
and encourage your participation.
Sincerely,
Buenos días.
¿Cómo te llamas?
Grades 5-6
Me llamo Linda.
Y tú, ¿cómo te llamas?
Me llamo Roberto.
¿Cómo estás, Linda?
55
Estoy bien,
gracias, Roberto.
Teachers: The following letter is provided to inform Spanish-speaking parents about the program and
what we will be studying throughout the year. This letter provides information about the entire year
and should only be sent out at the program's inception (rather than unit by unit). Put your school logo
on it if you wish. We hope this letter will be helpful to you in bettering communications with your
Spanish-speaking parents. Your signature should appear at the bottom of the page.
Estimados Padres/Tutores de Familia:
A manera de informarles, nuestra escuela está aprovechando una gran oportunidad ofrecida por el
Programa para la Enseñanza de Idiomas Extranjeros de la Universidad del Norte de Arizona (NAU). Dicho
programa ofrece lecciones de español como idioma extranjero para niños de primaria.
Habiendo alumnos en nuestra escuela que hablan español como primer idioma, gozamos de un
aprovechamiento aún mayor tanto para ellos mismos como para los alumnos que apenas están
aprendiendo el idioma. Los niños hispanoparlantes pueden sentir el orgullo de ver que su idioma se
enseña en la televisión, y también de poder servir de “maestros” y modelos para los demás alumnos y los
maestros que no hablan español. Los niños que no saben hablar español se benefician del modelo perfecto
de un niño hispanoparlante de su edad, y aprenden a apreciar su idioma y su cultura. Se ha visto, además,
que las clases de español ayudan a los que ya dominan el idioma a aprender más inglés.
Tenemos como meta un intercambio de ideas que dará lugar a un entendimiento más estrecho entre todos
los alumnos y empleados de nuestra escuela. Si alguien de su familia quisiera compartir algo de sus
conocimientos del idioma o de su cultura con la clase, me daría mucho gusto citarlo. La participación de
los familiares de nuestros alumnos es especialmente valiosa.
La primera unidad de estudio se llama La familia y la comunidad. Habrá 9 lecciones, tratándose de saludos y
vocabulario de comunicaciones básicas. Después estudiaremos una unidad acerca de la geografía y otros
aspectos de los Estados Unidos. La tercera unidad se trata de los deportes e incluye lecciones sobre las
partes del cuerpo. La cuarta unidad tiene como enfoque los instrumentos musicales y algunos bailes
tradicionales. Terminaremos el año con una unidad cuyo tema es el de las vacaciones.
Nuevamente, agradeceremos cualquier aportación de los padres de familia. Por favor, no dejen de avisarme
si quieren participar con nosotros.
Gracias de antemano por su valioso apoyo y su cooperación.
Atentamente
Grades 5-6
57
Lesson Plans
Grades 5 and 6
59
Comunicamos juntos • Unit 1 — Lesson 1
Sequence of
Class Procedures
Recommended
Follow-up Activities
1. El saludo:
• teacher greets students;
• opening song.
2. Las actividades del día:
• introduce the new program, new
students, and daily schedule;
• discuss language in general;
• cloze test activity;
• introduce cognados;
• discuss greetings in general;
• introduce basic greetings in
Spanish.
3. Las acciones del día: Parejas de
cognados activity sheet.
4. El repaso: review.
5. La despedida: good-bye song.
EXTENSION ACTIVITIES
• Set up a buddy system for your elementary students with the junior high
or high school Spanish teacher and
his/her students.
• Become an active participant during
the lessons.
• Encourage students to choose a
Spanish name. A list of Spanish
names can be found in the Practical
Resources section of this LPG.
PARENT PARTICIPATION
• The parent letter explaining this
program and unit can be found after
the bulletin boards for this unit.
Please send it home as parents may
be interested in what their children
are learning in this unit.
SPECIAL NOTES
Please take a few moments to read the
“Program Preview” pages which we
have included immediately after the
“Welcome Letter” in this Teacher's
Guide. These pages will help you in
utilizing the program in an efficient,
effective manner.
Grades 5-6
61
Comunicamos juntos - Unit 1
Lesson 1
Vocabulary List
*Teachers: The vocabulary list for each lesson will be included with the lesson. These lists are
provided for YOUR INFORMATION. It is not our intention to hold children accountable for learning
each of the words or phrases used during the lesson but to facilitate your understanding.
Transitional Phrases - Use of these words indicates a
used throughout the unit.
Ahora - Now
Vamos a repasar. - Let's review.
Todos juntos - All together
Bajen los instrumentos. - Put your instruments down.
Soy el señor Morris. - I am Mr. Morris.
Soy el maestro de español. - I am the Spanish teacher.
transition in the lesson. These words will be
Repitan. - Repeat.
Escuchen. - Listen.
¿Listos? - Ready?
Presten/Pongan atención. - Pay attention.
Canten conmigo. - Sing with me.
VOCABULARY LIST - Words with an asterisk next to them will be used daily or almost daily but will
appear on the Lesson 1 list only.
*
*
*
*
*
*
*
*
*
*
*
*
acciones
actividades
Adiós.
alumnos/estudiantes
Bienvenidos.
Buenos días.
Señora/Señor/Señorita
maestro(a)
español
repaso
despedirnos/despedida
la (f) or el (m)
adivinen/adivina
el alfabeto
las vocales
pronunciamos
los nombres
cognados
¿Cómo estás?
Estoy bien/más o menos/mal.
Grades 5-6
-
actions
activities
Good-bye.
students
Welcome.
Good morning/Good day.
Mrs./Mr./Miss
teacher (feminine)
Spanish
review
say good-bye/farewell
the
guess (plural/singular command)
the alphabet
the vowels
we pronounce
the names
cognates
How are you? (familiar)
I am fine/OK/not well.
62
Parejas de cognados
Unit 1 Lesson 1 Activity Sheet
Directions:
Match the Spanish cognate to the English word.
You know a lot more Spanish than you think you do!
nombre
Example/ejemplo: idéntico
Z
___________
Z. identical
1.
evidente
___________
A. exotic
2.
inocente
___________
B. correspondence
3.
educación
___________
C. admiration
4.
continente
___________
D. evident
5.
admiración
___________
E. difference
6.
nervioso
___________
F.
7.
turista
___________
G. typical
8.
investigar
___________
H. family
9.
exótico
___________
I.
innocent
10. familia
___________
J.
education
11. distancia
___________
K. continent
12. diferencia
___________
L. distance
13. correspondencia
___________
M. nervous
14. correcto
___________
N. tourist
15. típico
___________
O. investigate
Grades 5-6
63
correct
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
• ¡adivina! - guessing activity;
• review the vowel sounds;
• review greetings;
• discuss farewells;
• introduce despedidas in Spanish;
• discuss syllables.
3. Las acciones del día:
• clap out syllables;
• Saludos activity sheet.
Grades 5-6
• Use dialogues where and when
appropriate in school settings.
• If you need more instructional
materials, please use the Order Form
located in the last tabbed section.
• The words for the songs can be found
on the “Songs/Poems” pages. Some of
the songs are also included on the
CD-ROM program.
• If any of the parents of your students
speak Spanish, perhaps you could
invite them in to help during the
lessons and coordinate reviews.
65
Lesson 2
Vocabulary List
Canten con nosotros.
adivinen/adivina
adivinanza
las vocales
¿Cómo estás?
saludos
despedidas
Hola.
Adiós.
¿Qué tal?
Nos vemos.
Hasta luego.
Hasta la vista.
Hasta mañana.
¿Qué hay de nuevo?
clase
típico
nombre
continente
sílabas
Grades 5-6
-
Sing with us.
guess (plural/singular command)
riddle
the vowels
greetings
farewells
Hello.
Good-bye.
How’s it going?
See you.
See you later.
See you later.
See you tomorrow.
What’s new?
class
typical
name
continent
syllables
66
Saludos
Directions:
1. Decide if each word or group of words is used for greeting or taking leave.
2. Draw a line to the appropriate box.
3. Add your own terms to the boxes for English.
Hola.
nombre
Hello
Adiós.
¿Qué tal?
Nos vemos.
Hasta luego.
Good-bye
¿Cómo estás?
Hasta la vista.
Hasta mañana.
¿Qué hay de nuevo?
Directions:
Count and write how many syllables there are in each word.
clase
la
qué
típico
estás
continente
hola
nombre
sílabas
Grades 5-6
67
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
• ¡adivina! - guessing activity;
• review previously introduced greeting and parting dialogue;
• introduce name exchange and asking for others’ names;
• discuss English words taken from
Spanish.
• exchange salutations;
• Palabras del español en el inglés activity
sheet.
Grades 5-6
• Display student work in Spanish for
others to see and enjoy.
• Have students write their own
dialogues based on what we are
learning to practice with each other.
• Have the students teach the greetings
and farewells to their parents at
home. Encourage parents to use
these phrases in the home. You may
wish to send home the “Spanish For
Parents” page found in the Practical
Resources section.
69
Lesson 3
Vocabulary List
¿Cómo estás?
saludos
despedidas
¿Cómo te llamas?
Me llamo _____.
¿Cómo se llama tu amigo?
Se llama _____.
Mucho gusto.
El gusto es mío.
vigilante
-
burro
loco
taco
rodeo
sombrero
patio
-
plaza
siesta
bronco
poncho
-
Grades 5-6
greetings
farewells
What is your name? (familiar)
My name is _____.
What is your friend’s name?
His/Her name is _____.
Nice to meet you.
The pleasure is mine.
person who takes the law into
his/her own hands
small donkey
out of one’s mind
tortilla with fillings
round-up show
broad-rimmed hat
paved space adjoining a residence
used for dining or recreation
main square of town
short nap
half-wild horse
cape with a hole to
put your head through
70
Palabras del español en el inglés
Directions:
Using the underlined English contextual clue, match to the Spanish word.
nombre
The cowboy tried hard
to stay on the bucking
half-wild horse.
Everyone came to the
round-up show to see
the cowboys perform.
If it is cold, be sure
to wear your cape
with a hole to put
your head through.
The clown rode in on a
small donkey instead
of a horse.
Everyone took a short
nap after eating lunch.
The cowboy put on
his broad-rimmed
hat in the hot sun.
Yesterday, we had
a cookout on our
paved space adjoining
a residence used for
dining or recreation.
They serve a
tortilla with
fillings for lunch.
He went out of his
mind when he heard
the news.
A person who takes
the law into his or her
own hands can be
dangerous.
The crowd gathered for
a concert in the
main square of town.
Grades 5-6
71
vigilante
burro
loco
taco
rodeo
sombrero
patio
plaza
siesta
bronco
poncho
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song;
• calendar activity.
• review previously introduced dialogue;
• introduce concept of counting in
Spanish;
• introduce the numbers in Spanish
from 1 to 1,000.
3. El repaso: El calendario activity sheet.
• In the Practical Resources section (at
the front of this LPG), you will find a
vocabulary resource called
“Vocabulary and Useful Phrases for
Teachers.”
• Have students write numbers in a
number dictation activity, or for more
challenge, give the name for numbers
written on the board or on strips of
paper and have the students write the
numerals.
• Encourage parents to display
students’ Spanish calendars in the
home. Then, have them review the
day and date everyday in Spanish.
Grades 5-6
73
Lesson 4
Vocabulary List
el calendario
¿En qué mes estamos?
Estamos en septiembre.
los días de la semana
lunes
martes
miércoles
jueves
viernes
sábado
domingo
Cuenten conmigo.
¿Cuál es la fecha de hoy?
Hoy es _____, _____ de _____.
Se llama _____.
Mucho gusto.
El gusto es mío.
¿Cómo te llamas?
Me llamo _____.
¿Cómo estás?
uno, dos, tres, cuatro, cinco
seis, siete, ocho, nueve, diez
once, doce, trece, catorce
quince, dieciséis, diecisiete
dieciocho, diecinueve
veinte, treinta, cuarenta
cincuenta, sesenta, setenta
ochenta, noventa, cien
ciento uno, doscientos
trescientos, cuatrocientos
quinientos, seiscientos
setecientos, ochocientos
novecientos
mil
Grades 5-6
-
the calendar
What month is this?
This is September.
the days of the week
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Count with me.
What is today’s date?
Today is _____, _____ _____.
Nice to meet you.
My name is _____.
one, two, three, four, five
six, seven, eight, nine, ten
eleven, twelve, thirteen, fourteen
fifteen, sixteen, seventeen
eighteen, nineteen
twenty, thirty, forty
fifty, sixty, seventy
eighty, ninety, one hundred
one hundred one, two hundred
three hundred, four hundred
five hundred, six hundred
seven hundred, eight hundred
nine hundred
one thousand
74
Grades 5-6
75
Directions:
1. The following pages are provided for your use.
2. Create a Spanish language calendar for your home or classroom. Use it throughout the year.
El calendario
nombre
El calendario
lunes
martes
miércoles
viernes
sábado
domingo
enero
febrero
marzo
abril
mayo
junio
julio
agosto
septiembre
octubre
noviembre
diciembre
1
6
11
16
21
26
2
7
12
17
22
27
3
8
13
18
23
28
31
Grades 5-6
jueves
77
4
9
14
19
24
29
5
10
15
20
25
30
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
• number dictation activity;
• review previous information;
• introduce the new questions
¿Cuántos años tienes? and ¿Cuál es tu
número de teléfono?
3. Las acciones del día: La entrevista
activity sheet.
Grades 5-6
• Have students add the new questions
and responses to the dialogues they
are writing.
• Have your students take the interview
sheet home and interview their parents. The students will have the
opportunity to become the teacher.
• Encourage parents to go over the
vocabulary sheet with their children at
home.
• In the Practical Resources section of
this Teacher’s Guide you will find a
vocabulary resource called Spanish
for Parents. We suggest you send it
home to parents.
79
Lesson 5
Vocabulary List
la entrevista
Buenos días.
¿Cómo te llamas?
Me llamo _____.
Se llama _____.
Mucho gusto.
El gusto es mío.
¿Cómo estás?
¿Cómo está?
Está bien/más o menos/mal.
Tengo ___ años.
¿Cuál es tu número de teléfono?
Mi número de teléfono es el ____.
novecientos
mil
Grades 5-6
-
the interview
Good morning/Good day.
My name is _____.
Nice to meet you.
How is he/she?
He/She is fine/OK/not well.
How old are you?
I am ___ years old.
What is your telephone number?
My telephone number is ____.
eighteen, nineteen
nine hundred
one thousand
80
La entrevista
Directions:
1. Choose a partner to ask the following questions from the first column.
2. Have your partner answer the questions using the forms from the middle column.
3. Present the information to someone else using the forms from the third column.
Ask this
question:
Answer
like this:
nombre
Tell someone else
like this:
¿Cómo te llamas?
Me llamo
.
Se llama
.
¿Cómo estás?
Estoy
.
Está
.
¿Cuántos años
tienes?
Tengo
años.
¿Cuál es tu
número de
teléfono?
Mi número de
de teléfono
es el
Grades 5-6
81
.
Tiene
Su número
de teléfono
es el
años.
.
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
• review information from previous
lessons;
• introduce the math terms suma,
resta, and multiplica;
• introduce the colors in Spanish.
• read a book;
• ¿Cuántos años tienes? activity sheet;
• Los colores activity sheet.
• Have your students work in pairs. The
¿Cuántos años tienes? sheet will provide a good review of simple addition,
subraction, and multiplication problems.
• If you are not using the Student
Resource Notebook, you may want
to make individual notebooks, or
cuadernos, for each student, using the
activity sheets for each unit which can
be found here in the Learning Partner
Guidelines. Include some blank paper
so students can start their own
personal dictionaries.
• Encourage parents to visit the classroom during Spanish class or show a
videotaped lesson during Open
House.
• Have the parents go over today’s
activity sheet with the students. It will
allow students to practice with larger
numbers.
Grades 5-6
83
Lesson 6
Vocabulary List
Tengo ____ años.
¿Cómo te llamas?
Me llamo _____.
¿Cómo estás?
Estoy _____
Mucho gusto.
El gusto es mío.
súmale
multiplica por
réstale
Quita el último cero.
Luis tiene 12 años.
Dentro de __ año(s) tendrá __.
Ahí tienes tu edad.
colores
azul
rojo
amarillo
verde
anaranjado
morado
otros colores
café
blanco
negro
Grades 5-6
-
How old are you?
I am ____ years old.
My name is _____.
How are you?(familiar)
I am _____.
Pleased to meet you.
add to it
multiply by
subtract from it
Take away the last zero.
Luis is 12 years old.
Within __ year(s) he will be __.
There you have your age.
colors
blue
red
yellow
green
orange
purple
other colors
brown
white
black
84
Unit 1 Lesson 6
5 Activity Sheet
sheet
Directions:
Each student will work the problem out after reviewing the example with us.
¿Cuántos
años tienes?
Súmale 5.
nombre
12 + 5 = 17
12
+5=
Multiplica
por 2.
17 x 2 = 34
Réstale 10.
x2=
Multiplica
por 5.
- 10 =
Luis tiene 12 años.
24 x 5 = 120
Dentro de
x5=
Quita el último
cero. Ahí
tienes tu edad.
Grades 5-6
34 - 10 = 24
¡12!
85
1
año
5
años
8
años
13
años
15
años
20
años
25
años
30
años
tendrá
13
Los colores
Directions:
Color the sections of the wheel and the rectangles
below according to the colors named in them.
nombre
rojo
morado
anaranjado
azul
amarillo
verde
otros colores
blanco
Grades 5-6
café
87
negro
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
• review the dialogues from the preceding lessons;
• review the colors;
• introduce the basic shapes círculo,
cuadro, rectángulo, triángulo, estrella,
and óvalo.
• TPR;
• Formas y colores activity sheet.
Grades 5-6
• You and your class can play bingo
using the colors and shapes in
Spanish. Have each of the students
create his/her own bingo board using
shapes and colors that you choose.
Then, call out a particular shape and
color combination and show the students what you are calling out as you
say it.
• Encourage grandparent participation
in the language process by starting a
visiting grandparent program.
89
Lesson 7
Vocabulary List
Tengo ___ años.
¿Cómo te llamas?
Me llamo _____.
¿Cómo estás?
Estoy _____.
Mucho gusto.
El gusto es mío.
colores
azul
rojo
amarillo
verde
anaranjado
morado
café
blanco
negro
círculo
cuadro
rectángulo
triángulo
estrella
óvalo
dibuja
pinta
Grades 5-6
-
How old are you?
I am ___ years old.
My name is _____.
I am _____.
colors
blue
red
yellow
green
orange
purple
brown
white
black
circle
square
rectangle
triangle
star
oval
draw
color
90
Formas y colores
Directions:
Draw the number of shapes indicated and color them according to the color named.
nombre
1
seis triángulos rojos
2
una estrella verde
3
cuatro círculos azules
4
cinco óvalos anaranjados
5
siete cuadros amarillos
6
tres estrellas cafés
7
nueve rectángulos morados
8
dos círculos negros
* Write some instructions to exchange with a classmate to see if he or she can understand.
Grades 5-6
91
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song;
• calendar activity.
• review greetings and salutations;
• Christopher Columbus’s voyage;
• El Día de la Raza.
3. Las acciones del día: TPR.
4. El repaso: El primer viaje de Cristóbal
Colón activity sheet.
• Encourage your students to find news
items about Christopher Columbus or
use references to search for information on the Columbian Exchange.
• Encourage parent participation by
having them come in and videotape
one of your Spanish activities. The
videotape may be shown to different
parent groups or played during a
school open house. They can also
take pictures for a class scrapbook.
SPECIAL NOTES
Next class we will be reviewing
using the game Lotería. If your
students are not using the Student
Resource Notebook, you may wish to
duplicate the game boards so
that they can play along.
Grades 5-6
93
Lesson 8
Vocabulary List
¿Hablas español?
Sí, un poco.
¿Qué quiere decir ___?
¿Cómo se dice ___ en español?
Cristóbal Colón
el viaje
las carabelas
país
el mapa
continente
latitud y longitud
El Día de la Raza
Grades 5-6
-
Do you speak Spanish?
Yes, a little.
What does ___ mean?
How do you say ___ in Spanish?
Christopher Columbus
the voyage
the ships (caravels)
country
the map
continent
latitude and longitude
Columbus Day (literally
translated it is The Day of the Race,
so named because it makes
reference to the birth of a new
race of people)
94
El primer viaje de Cristóbal Colón
Directions:
Columbus's ships, La Niña, La Pinta, and La Santa María, left Spain
on August 3, 1492, and arrived in the Americas on October 12, 1492.
These ships carried 90 men and boys to what was for them a new world.
nombre
1. How many days did Columbus and his men travel? They traveled
80°
70°
60°
50°
40°
30°
days.
20°
10°W
0°
N
O
50°
E
pa
roope
u
E ur
S
América
del Norte
40°
Madrid
Portugal
North America
Lisboa
Lisbon
30°
E
España
Spain
Palos de la Frontera
África
Africa
San Salvador
Trópico de Cáncer
Cayo Samana
20°
El primer viaje Christopher Columbus's
de Cristóbal Colón
first trip
(1492-3)
(1492-3)
0
750 km
Tropic of Cancer
Juana
La Española
0
10° N
750 mi
América
del Sur
South America
2.
Trace the voyage of Christopher Columbus.
3.
What country did Columbus set sail from?
4.
In what continent is Spain located?
5.
Where did Columbus think he had arrived?
6.
What were the names of Columbus's ships?
*
Additional Information:
.
.
.
.
.
Columbus was guided by two misconceptions when he sailed in 1492. After consulting Greek and
Arab texts, he figured the earth's circumference to be 25 percent smaller than it actually is.
The second misconception was his assumption that no large land mass lay between Europe and Asia.
Grades 5-6
95
Comunicamos juntos • Unit 1 — Lesson 9 (REVIEW)
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
• review questions and answers
learned in this unit;
• review the vowels;
• review the shapes;
• review the colors;
• review the numbers.
3. El repaso:
• Lotería;
• review.
• The review can be extended to any
number of conventional chalkboard
games. Just use the concepts and the
vocabulary from this unit in the target
language as the game objectives.
• Let parents know that evaluations are
coming up and that it would be a
good time to review at home with
their children. Also, have a parent
help out with the bingo review.
SPECIAL NOTES
The evaluation will be given during
the next class. You may wish to
prepare the materials and review
again with the students.
Grades 5-6
97
Lesson 9 (REVIEW)
Vocabulary List
el calendario
¿En qué mes estamos?
Estamos en _______.
los días de la semana
lunes, martes, miércoles
jueves, viernes, sábado
domingo
¿Cómo te llamas?
Mucho gusto.
El gusto es mío.
¿Cómo estás?
¿Cómo se llama tu amigo(a)?
-
las vocales
Lotería
¿Cómo te llamas?
Me llamo _____.
¿Cómo estás?
Tengo ___ años.
Mi número de teléfono es el ____.
las vocales
novecientos, mil
colores, azul, rojo, amarillo
verde, anaranjado, morado
café, blanco, negro
círculo, cuadro, triángulo
estrella, óvalo, rectángulo
-
Grades 5-6
the calendar
What month is this?
This is _______.
the days of the week
Monday, Tuesday, Wednesday
Thursday, Friday, Saturday
Sunday
How old are you?
What is your friend’s (feminine)
name ?
the vowels
Bingo
My name is _____.
How old are you?
I am ___ years old.
the vowels
eighteen, nineteen
nine hundred, one thousand
colors, blue, red, yellow
green, orange, purple
brown, white, black
circle, square, triangle
star, oval, rectangle
98
Lotería - Comunicamos juntos - Unit 1
Directions:
1. Duplicate one or more of the four review boards.
2. As the television teacher/classroom teacher/parent shows a card and calls out the name
of the picture, students should locate the matching picture and word on their game cards.
3. They can keep track of their matches with beans, chips, or tokens.
4. If a student gets three matches horizontally (horizontalmente), vertically (verticalmente),
or diagonally (diagonalmente), he or she yells out, ¡LOTERÍA!
40
rectángulo
cuarenta
cuadro
¿Cuál es tu número
de teléfono?
¿Cómo estás?
20
Estoy bien.
veinte
Mi número de
teléfono es el __.
¿Cómo te
llamas?
10
diez
triángulo
Me llamo
70
100
cien
círculo
¿Cuántos
años tienes?
Tengo
Grades 5-6
años.
estrella
setenta
¿Cómo te
llamas?
aei
ou
Me llamo
.
las vocales
50
cincuenta
99
óvalo
.
Lotería - Comunicamos juntos - Unit 1
aei
ou
70
50
las vocales
setenta
cincuenta
¿Cómo te
llamas?
óvalo
círculo
triángulo
estrella
¿Cómo estás?
100
Estoy bien.
cien
200
40
doscientos
cuarenta
¿Cuál es tu número
de teléfono?
Mi número de
teléfono es el __.
Me llamo
aei
ou
rectángulo
las vocales
cuadro
círculo
¿Cuántos
años tienes?
Tengo
Grades 5-6
años.
101
.
Comunicamos juntos • Unit 1 — Lesson 10 (EVALUATION)
Sequence of
Class Procedures
Recommended
1. El saludo:
• opening song.
2. La evaluación:
• describe evaluation and purpose;
• begin reading item one;
• allow 15 seconds of response time;
• read remainder of items;
• go over answers to test.
3. La despedida: good-bye.
• Compare the scores obtained by
your students on the pretest and the
posttest.
• Go over the graded tests in class as a
final review of the unit.
SPECIAL NOTES
Teachers, some of the questions on
the exam will require a personal
response and should be graded for
content only, not for form, or you
may wish to give extra credit for
these questions rather than subtract
points if the form is not correct.
The pretest for Unit 2 should be
given before Unit 2 if you are using
the testing portion of the program to
provide you with baseline data.
Grades 5-6
103
Lesson 10 (EVALUATION)
Vocabulary List
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
¿Cómo te llamas?
Me llamo ______.
¿Cómo estás?
Estoy ______.
Tengo ____ años.
Mi número de teléfono es ___.
¿Cuáles son las vocales?
a
e
i
o
u
cuadro
estrella
rectángulo
círculo
triángulo
óvalo
diez
cuarenta
cincuenta
cien
setenta
Extra Credit:
¿Cómo se llamaban las
carabelas de Cristóbol Colón?
La Pinta
La Niña
La Santa María
Grades 5-6
-
What is your name?
My name is ______.
How are you?
I am _______.
How old are you?
I am ____ years old.
What are the vowels?
a
e
i
o
u
square
star
rectangle
circle
triangle
oval
ten
forty
fifty
one hundred
seventy
-
What were the names of
Christopher Columbus’s ships?
-
The Pinta
The Niña
The Santa Maria
104
o
d
d
a
e
c
i
M
f
i
t
é
r
r
e
i
to
C
otorgado a
Estoy bien, gracias.
¿Cómo estás?
alumno(a)
por haber cumplido los trabajos
de la Unidad I,
Comunicamos juntos
maestro(a)
Evaluation
Grades 5 and 6
107
Student Evaluation Form
Comunicamos juntos - UNIT 1
Circle One:
Pretest
Posttest
Name _______________________ Teacher _______________________
On questions 1 to 9 please listen to the questions and write your responses in the spaces provided.
(1) ¿Cómo te llamas?
Me llamo ________________________________________ .
(2) ¿Cómo estás?
Estoy ___________________________________________ .
(3) ¿Cuántos años tienes?
Tengo __________________________________________ años .
(4) ¿Cuál es tu número de teléfono?
Mi número de teléfono es el ________________________ .
(5) ____________
(6) ____________
(7) ____________
(8) ____________
(9) ____________
Grades 5-6
109
On numbers 10 to 15, identify the shape and find the vocabulary word that names it
in the key. Write the letter of your response next to the corresponding number.
(10) _______
(11) _______
KEY
(12) _______
A) rectángulo
B) círculo
(13) _______
C) cuadro
D) triángulo
(14) _______
E) estrella
F) óvalo
(15) _______
For numbers 16 to 20, find the name of each number in the answer key
and write the letter of your answer next to the corresponding number.
(16) _______
(17) _______
(18) _______
(19) _______
(20) _______
10
40
50
100
70
KEY
A) setenta
B) cincuenta
C) cien
D) diez
E) cuarenta
Extra Credit: ¿Cómo se llamaban las carabelas de Cristóbal Colón?
Grades 5-6
111
Student Evaluation Form
Comunicamos juntos - UNIT 1
Circle One:
Pretest
Posttest
Name _______________________
Teacher _______________________
Answer key
On questions 1 to 9 please listen to the questions and write your responses in the spaces provided.
(1) ¿Cómo te llamas?
(Child’s name)
Me llamo ________________________________________ .
(2) ¿Cómo estás?
(Either bien, más o menos, or mal)
Estoy ___________________________________________ .
(3) ¿Cuántos años tienes?
(Child’s age)
Tengo __________________________________________ años .
(4) ¿Cuál es tu número de teléfono?
(Child’s telephone number)
a
e
i
o
u
An
sw
er
ke
y
Mi número de teléfono es el ________________________ .
(5) ____________
For numbers 5
(6) ____________
through 9, please
(7) ____________
use your discretion
(8) ____________
as to the order of
(9) ____________
the vowels
Grades 5-6
113
C
(10) _______
E
(11) _______
An
sw
er
ke
y
On numbers 10 to 15, identify the shape and find the vocabulary word that names it
in the key. Write the letter of your response next to the corresponding number.
KEY
A
(12) _______
A) rectángulo
B) círculo
B
(13) _______
C) cuadro
D) triángulo
D
(14) _______
E) estrella
F) óvalo
F
(15) _______
For numbers 16 to 20, find the name of each number in the answer key
and write the letter of your answer next to the corresponding number.
D
(16) _______
E
(17) _______
B
(18) _______
C
(19) _______
A
(20) _______
10
40
50
100
70
KEY
A) setenta
B) cincuenta
C) cien
D) diez
E) cuarenta
Extra Credit: ¿Cómo se llamaban las carabelas de Cristóbal Colón?
La Pinta
Grades 5-6
La Niña
114
La Santa María

Lesson Plans Grades 5 and 6 Unit 1

Transcription

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