Learning Partner Guidelines Teacher s Guide

Transcription

1 Learning Partner Guidelines Teacher s Guide Elementary Spanish Grades 3 and 4 Unit 10 - Hábitats de los animales P.O. Box 5751 Flagstaff, AZ (928) Fax (928)

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3 Hábitats de los animales Bulletin Boards - Unit 10 Directions: These bulletin boards are provided for your use with Unit 10, Hábitats de los animales. They can be enlarged and used with the labels provided to enhance your students comprehension of this unit. Los animales anfibios la rana el sapo 319

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5 Hábitats de los animales Bulletin Boards - Unit 10 peces aves 321

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7 Hábitats de los animales Bulletin Boards - Unit 10 insectos la mosca la hormiga el saltamontes 323

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9 Hábitats de los animales Bulletin Boards - Unit 10 mamíferos el gato el perro el oso 325

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11 Hábitats de los animales Bulletin Boards - Unit 10 el coyote el castor el león el caballo el tigre la vaca 327

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13 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 10 Parent Letter Dear Parents/Guardians: We have really enjoyed studying and learning Spanish this year. As we approach the end of the school year we will begin our final unit, Hábitats de los animales, or Animal Habitats. In this unit we will discover animal classification and animal names. We will also discuss the environments in which the various animals live. Again, we will be spiraling back to review the concepts that we have learned in previous units. Your continued support of the program is essential to successful learning. The interest that you display at home enriches our efforts here at school. Please continue to review with your children the activities that they do in class. This review serves many purposes that help the children get the most out of their education. Any materials or experiences that you may have to share with your children or the entire class would be greatly appreciated. If you could come in to visit us and give us a presentation, the students and I would enjoy having you. If you would like to come to class during our Spanish lesson, we welcome your participation. Again, please feel free to contact me at any time regarding anything that you have observed in your child at home. Any concerns you have should be addressed at the earliest possible time. I also like to hear any positive comments about how your child is doing. We all want your child to succeed. Gracias! Sincerely, 329

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15 Lesson Plans Grades 3 and 4 Unit 10 - Hábitats de los animales P.O. Box 5751 Flagstaff, AZ (928) Fax (928)

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17 Hábitats de los animales Unit 10 Lesson 1 Sequence of Class Procedures 1. El saludo: teacher greets students; opening song. 2. Las actividades del día: review plant habitats; introduce classes of animals; introduce mamíferos, aves, peces, reptiles, anfibios, and insectos. 3. Las acciones del día: TPR review activity. 4. El repaso: Hábitats de los animales activity sheet; review. 5. La despedida: good-bye song. Recommended Follow-up Activities EXTENSION ACTIVITIES The masters for the Hábitats de los animales bulletin boards are included with the materials for this unit. Transition to this unit can be made by referring to the plant habitats of the previous unit. These lessons can be adapted to match your own curriculum. There are a number of sources for science, social studies, and art activities to enrich the information in this unit. I encourage you to find some activities you enjoy to extend the lessons. PARENT PARTICIPATION A letter for parents introducing them to the unit and encouraging their participation is included for your use. Let parents know that the Elementary Spanish CD-ROM is an excellent way for the students to continue reviewing the material that we have covered this year. SPECIAL NOTES If you wish to administer a pretest on the material covered in this unit, please duplicate and use the evaluation form from Lesson 10. The test is found on the videotape for Lesson

18 Hábitats de los animales - Unit 10 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 transition in the lesson. These words will be used throughout the unit. Ahora - Now Repitan - Repeat Vamos a repasar. - Let s review. Escuchen - Listen Todos juntos - All together Listos? - Ready? Presten/Pongan atención - Pay attention Soy el señor Morris. - I am Mr. Morris. Soy el maestro de español. - I am the Spanish teacher. 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 ~ actions * actividades ~ activities * Adiós. ~ Good~bye. * alumnos/estudiantes ~ students * Bienvenidos. ~ Welcome. * Buenos días. ~ Good morning/good day. * Señora/Señor/Señorita ~ Mrs./Mr./Miss * maestro(a) ~ teacher (female) * español ~ Spanish * repaso ~ review * despedirnos/despedida ~ say good~bye/farewell * la (f) or el (m) ~ the bosque ~ forest desierto ~ desert océano ~ ocean charca ~ pond mamíferos ~ mammals aves ~ birds peces ~ fish reptiles ~ reptiles anfibios ~ amphibians insectos ~ insects Brinquen. ~ Jump. Párense. ~ Stand up. Siéntense. ~ Sit down. Caminen. ~ Walk. Voltéense. ~ Turn around. silla ~ chair mesa ~ table piso ~ floor 334

19 Hábitats de los animales Unit 10 Lesson 1 Activity Sheet Directions: nombre 1. Fill in the word in the spaces provided. 2. Read the word in the box going down to discover what we will be studying this unit (1) (2) (3) (4) (5) (6) (7) (8) KEY KEY anfibios aves bosque charca insectos mamíferos peces reptiles 335

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21 Hábitats de los animales Unit 10 Lesson 2 Sequence of Class Procedures 1. El saludo: teacher greets students; opening song; calendar activity. 2. Las actividades del día: review the classes of animals; introduce the phrase Nombra algunos mamíferos; introduce garra, pelo, perro, gato, tigre, león, vaca, and caballo; Palabras revueltas activity sheet. 3. El repaso: review. 4. La despedida: good-bye song. Recommended Follow-up Activities EXTENSION ACTIVITIES Have students create a bulletin board for the classroom by drawing or cutting out pictures of the animals we are studying, labeling them with their Spanish names, and placing them under the appropriate classifications. PARENT PARTICIPATION Parents can be encouraged to identify local fauna with their children. The children can teach the vocabulary to their parents and classify the different animals as they see them. 337

22 Hábitats de los animales - Unit 10 Lesson 2 Vocabulary List Cuáles son los días de la semana? ~ What are the days of the week? Los días de la semana son lunes, ~ The days of the week are Monday, martes, miércoles, jueves, Tuesday, Wednesday, Thursday, viernes, sábado y domingo. Friday, Saturday, and Sunday. Cuál es la fecha de hoy? ~ What is today s date? Hoy es, de. ~ Today is,. mamíferos ~ mammals aves ~ birds peces ~ fish reptiles ~ reptiles anfibios ~ amphibians insectos ~ insects Nombra algunos mamíferos. ~ Name some mammals. la garra ~ the claw el pelo ~ the fur (in reference to animals) el perro ~ the dog el gato ~ the cat el tigre ~ the tiger el león ~ the lion la vaca ~ the cow el caballo ~ the horse 338

23 Palabras revueltas Unit 10 Lesson 2 Activity Sheet Directions: 1. Unscramble the words from today s lesson. 2. Draw a line to the animals they name. nombre ólne ballaco cava toga fímaermso prero regit KEY perro gato tigre león vaca caballo mamíferos 339

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25 Hábitats de los animales Unit 10 Lesson 3 Sequence of Class Procedures 1. El saludo: teacher greets students; opening song. 2. Las actividades del día: spelling dictation activity; review mammals from previous lesson; introduce the phrase Nombra otros mamíferos; introduce oso, castor, elefante, and coyote; learn the poem Tengo, tengo, tengo; Cuántos animales hay? activity sheet. 3. El repaso: review. 4. La despedida: good-bye song. Recommended Follow-up Activities EXTENSION ACTIVITIES Point out to the students that coyote and ranch are words borrowed into English from Spanish. Discuss word etymology with students and encourage them to find other words in the English language borrowed from Spanish. PARENT PARTICIPATION Encourage parents to help with a Spanish classroom newsletter. Parents with Spanish and/or computer skills can coordinate the effort. 341

26 Hábitats de los animales - Unit 10 Lesson 3 Vocabulary List la garra ~ the claw el pelo ~ the fur (in reference to animals) el perro ~ the dog el gato ~ the cat el tigre ~ the tiger el león ~ the lion la vaca ~ the cow el caballo ~ the horse Nombra otros mamíferos. ~ Name some other mammals. el oso ~ the bear el castor ~ the beaver el elefante ~ the elephant el coyote ~ the coyote 342

27 Cuántos animales hay? Unit 10 Lesson 3 Activity Sheet Directions: nombre 1. Answer the questions by counting how many of each animal you find in the picture. 1. Cuántos osos hay? 2. Cuántos castores hay? 3. Cuántos caballos hay? 4. Cuántos coyotes hay? 2. Graph the number of each animal found in the picture above. Número de animales Número oso castor caballo coyote Tipo de animal 343

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29 Hábitats de los animales Unit 10 Lesson 4 Sequence of Class Procedures 1. El saludo: teacher greets students; opening song. 2. Las actividades del día: review mammals; introduce the phrase Nombra algunas aves; introduce plumas, gallina, águila, pato, cisne, and correcaminos; read El patito feo. 3. Las acciones del día: TPR activity; Pon el animal en su hábitat activity sheet. 4. El repaso: review. 5. La despedida: good-bye song. Recommended Follow-up Activities EXTENSION ACTIVITIES Students may want to draw or paint pictures of habitats complete with the animals that live in them. Have them label the pictures in Spanish. PARENT PARTICIPATION Encourage parent participation by asking parents to help sponsor a trip to a zoo. Have students record the names of all the animals they see in both Spanish and English and research at least one animal and its habitat. 345

30 Hábitats de los animales - Unit 10 Lesson 4 Vocabulary List los mamíferos ~ the mammals el pelo ~ the fur (in reference to animals) el perro ~ the dog el gato ~ the cat el tigre ~ the tiger el león ~ the lion la vaca ~ the cow el caballo ~ the horse el oso ~ the bear el castor ~ the beaver el elefante ~ the elephant el coyote ~ the coyote Nombra algunas aves. ~ Name some birds. las aves ~ the birds las plumas ~ the feathers la gallina ~ the chicken el águila ~ the eagle el pato ~ the duck el cisne ~ the swan el correcaminos ~ the roadrunner El patito feo ~ The Ugly Duckling Brinquen. ~ Jump. Párense. ~ Stand up. Siéntense. ~ Sit down. Caminen. ~ Walk. Voltéense. ~ Turn around. silla ~ chair mesa ~ table piso ~ floor pon ~ put 346

31 Pon el animal en su hábitat Unit 10 Lesson 4 Activity Sheet Directions: Draw a line from the animal to the habitat in which it lives. nombre águila correcaminos el desierto pato coyote el bosque cisne oso la charca castor el océano Extension activity: Think of other animals that live in these habitats and look up their names in a Spanish/English dictionary. 347

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33 Hábitats de los animales Unit 10 Lesson 5 Sequence of Class Procedures 1. El saludo: teacher greets students; opening song. 2. Las actividades del día: spelling dictation activity; review mammals and birds; introduce the phrase Nombra algunos peces; introduce tiburón and trucha; introduce delfín as a mammal; sing Los pollitos; Crucigrama activity sheet. 3. El repaso: review. 4. La despedida: good-bye song. Recommended Follow-up Activities EXTENSION ACTIVITIES Discuss the noises animals make and how we reproduce them in English. Point out that Spanish speakers have other ways of imitating these sounds. You may want to refer to the noises from the song De colores. PARENT PARTICIPATION Parents can review what the students are learning with them. They can examine magazines and newspapers in the home to identify the various animals we are learning about. 349

34 Hábitats de los animales - Unit 10 Lesson 5 Vocabulary List los mamíferos ~ the mammals el pelo ~ the fur (in reference to animals) el perro ~ the dog el gato ~ the cat el tigre ~ the tiger el león ~ the lion la vaca ~ the cow el caballo ~ the horse el oso ~ the bear el castor ~ the beaver el elefante ~ the elephant el coyote ~ the coyote el delfín ~ the dolphin las aves ~ the birds las plumas ~ the feathers la gallina ~ the chicken el águila ~ the eagle el pato ~ the duck el cisne ~ the swan el correcaminos ~ the roadrunner Nombra algunos peces. ~ Name some fish. los peces ~ the fish el tiburón ~ the shark la trucha ~ the trout 350

35 Crucigrama Unit 10 Lesson 5 Activity Sheet Directions: Use the picture clues and the key to fill in the crossword puzzle. nombre across down 1. a. 2. b. 3. c. 4. d KEY peces delfín perro oso caballo tiburón trucha gato pato vaca 351

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37 Hábitats de los animales Unit 10 Lesson 6 Sequence of Class Procedures 1. El saludo: teacher greets students; opening song; calendar activity. 2. Las actividades del día: review mammals, birds, and fish; introduce Cinco de Mayo; discuss the holiday from a historical perspective; discuss Día de las Madres; Cinco de mayo activity sheet; Huella de la mano activity sheet. 3. El repaso: review. 4. La despedida: good-bye song. Recommended Follow-up Activities EXTENSION ACTIVITIES The handprint activity may be reproduced on construction paper or mounted on stiff paper to take home. Have students practice reading the poems in both English and Spanish to read to their mothers when they present the handprint. Students may be interested in finding more information on Mexican history. You may want to direct them to specific references and allow them to give a report on what they find. Links from our web page will also take them to good sources of information. Our web site address can be found on page 41. PARENT PARTICIPATION In some communities in the United States where there are large populations of Mexican descent, there are often Cinco de Mayo celebrations. Encourage parents to attend such celebrations with their children. 353

38 Hábitats de los animales - Unit 10 Lesson 6 Vocabulary List Cuáles son los días de la semana? ~ What are the days of the week? Los días de la semana son lunes, ~ The days of the week are Monday, martes, miércoles, jueves, Tuesday, Wednesday, Thursday, viernes, sábado y domingo. Friday, Saturday, and Sunday. Cuál es la fecha de hoy? ~ What is today s date? Hoy es, de. ~ Today is,. los mamíferos ~ the mammals el pelo ~ the fur (in reference to animals) el perro ~ the dog el gato ~ the cat el tigre ~ the tiger el león ~ the lion la vaca ~ the cow el caballo ~ the horse el oso ~ the bear el castor ~ the beaver el elefante ~ the elephant el coyote ~ the coyote el delfín ~ the dolphin Nombra algunas aves. ~ Name some birds. las aves ~ the birds las plumas ~ the feathers la gallina ~ the chicken el águila ~ the eagle el pato ~ the duck el cisne ~ the swan el correcaminos ~ the roadrunner Nombra algunos peces. ~ Name some fish. los peces ~ the fish el tiburón ~ the shark la trucha ~ the trout Cinco de Mayo ~ Fifth of May Día de las Madres ~ Mother s Day Huella de la mano ~ Handprint 354

39 Cinco de Mayo Unit 10 Lesson 6 Activity Sheet Directions: Find the names and places from the Battle of Puebla in the word search. nombre KEY Puebla México Cinco de Mayo Juárez Zaragoza Maximiliano Francia 355

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41 Directions: Color the uniforms of the soldiers according to the directions. The Mexican Soldier El soldado mexicano Color his hat black. Color his uniform brown. Color his hat red. Color his shirt blue. Color the trim gold. The French Soldier El soldado francés Color his pants red. Color the tops of his boots white. Color the bottoms of his boots black. 357

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43 Huella de la mano Unit 10 Lesson 6 Activity Sheet Huella de la mano Hoy dejo mis huellas pintadas En paredes, muebles y baños. Y usted limpia con paciencia Las cosas que yo daño. Pronto creceré muy grande, Y mis manitas cambiarán, Y todas esas huellecitas, Poco a poco desaparecerán. Por eso en este día Le regalo con cariño Estas huellas que un día hice Cuando todavía era niño. Handprint Sometimes you get discouraged, because I am so small And always leave my fingerprints, On furniture and walls. But every day I m growing- I ll be grown up someday- And all those tiny handprints, Will surely fade away. So here s a final handprint Just so you can recall Exactly how my fingers looked When I was very small. 359

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45 Hábitats de los animales Unit 10 Lesson 7 Sequence of Class Procedures 1. El saludo: teacher greets students; opening song. 2. Las actividades del día: spelling dictation activity; review mammals, birds, and fish; introduce the phrase Nombra algunos reptiles y anfibios; introduce escamas, serpiente, serpiente de cascabel, lagarto, tortuga, cocodrilo, sapo, and rana; discuss birthday celebrations; Cosas correspondientes activity sheet. 3. El repaso: review. 4. La despedida: good-bye song. Recommended Follow-up Activities EXTENSION ACTIVITIES Enrich today s activities by having the students create their own animals drawing fur, feather, feet, fins, or anything else they would like. Then, have them invent a name for their animals that sounds like Spanish. PARENT PARTICIPATION Try to find a parent who can come in to videotape one of your Spanish activities. The tape can be shown to different parent groups. The same parent may also take photos to add to a class scrapbook. 361

46 Hábitats de los animales - Unit 10 Lesson 7 Vocabulary List los mamíferos ~ the mammals el pelo ~ the fur (in reference to animals) el perro ~ the dog el gato ~ the cat el tigre ~ the tiger el león ~ the lion la vaca ~ the cow el caballo ~ the horse el oso ~ the bear el castor ~ the beaver el elefante ~ the elephant el coyote ~ the coyote el delfín ~ the dolphin Nombra algunas aves. ~ Name some birds. las aves ~ the birds las plumas ~ the feathers la gallina ~ the chicken el águila ~ the eagle el pato ~ the duck el cisne ~ the swan el correcaminos ~ the roadrunner Nombra algunos peces. ~ Name some fish. los peces ~ the fish el tiburón ~ the shark la trucha ~ the trout Nombra algunos reptiles y ~ Name some reptiles and anfibios. amphibians. los reptiles ~ the reptiles los anfibios ~ the amphibians las escamas ~ the scales la serpiente ~ the snake la serpiente de cascabel ~ the rattlesnake el lagarto ~ the lizard la tortuga ~ the turtle el cocodrilo ~ the crocodile el sapo ~ the toad la rana ~ the frog 362

47 Cosas correspondientes Unit 10 Lesson 7 Activity Sheet Directions: Match the animal name to the picture of the animal. nombre serpiente serpiente de cascabel lagarto tortuga cocodrilo sapo rana aves mamíferos peces reptiles anfibios 363

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49 Hábitats de los animales Unit 10 Lesson 8 Sequence of Class Procedures 1. El saludo: teacher greets students; opening song. 2. Las actividades del día: review mammals, birds, fish, reptiles, and amphibians; introduce the phrase Nombra algunos insectos y bichos; introduce hormiga, mosca, saltamontes, gusano, and caracol. 3. Las acciones del día: review TPR commands. 4. El repaso: Juego de cartas activity sheet; review. 5. La despedida: good-bye song. Recommended Follow-up Activities EXTENSION ACTIVITIES If the students feel ready, have them give the commands to each other from our TPR activities. Directions for TPR activities can be found on the Vocabulary List for Unit 10 Lesson 4. The students may wish to sing a song in Spanish for an end of the school year presentation. PARENT PARTICIPATION Encourage the parents to play the card game at home with their children. This game is an excellent way to review the vocabulary and concepts from this unit. SPECIAL NOTES Please have your bingo cards ready for next lesson. 365

50 Hábitats de los animales - Unit 10 Lesson 8 Vocabulary List los mamíferos ~ the mammals el pelo ~ the fur (in reference to animals) el perro ~ the dog el gato ~ the cat el tigre ~ the tiger el león ~ the lion la vaca ~ the cow el caballo ~ the horse el oso ~ the bear el castor ~ the beaver el elefante ~ the elephant el coyote ~ the coyote el delfín ~ the dolphin las aves ~ the birds las plumas ~ the feathers la gallina ~ the chicken el águila ~ the eagle el pato ~ the duck el cisne ~ the swan el correcaminos ~ the roadrunner los peces ~ the fish el tiburón ~ the shark la trucha ~ the trout los reptiles ~ the reptiles los anfibios ~ the amphibians las escamas ~ the scales la serpiente ~ the snake la serpiente de cascabel ~ the rattlesnake el lagarto ~ the lizard la tortuga ~ the turtle el cocodrilo ~ the crocodile el sapo ~ the toad la rana ~ the frog Nombra algunos insectos ~ Name some insects y bichos. and bugs. los insectos ~ the insects la hormiga ~ the ant la mosca ~ the fly el saltamontes ~ the grasshopper los bichos ~ the bugs (in the sense of creeping, crawling things) el gusano ~ the worm el caracol ~ the snail 366

51 Juegos de cartas Unit 10 Lesson 8 Activity Sheet Directions: 1. Cut out these cards. 2. Glue to stiff cardboard. 3. Use to review vocabulary. hormiga hormiga mosca mosca 367

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53 insectos insectos mamíferos mamíferos aves aves 369

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55 reptiles reptiles peces peces tiburón tiburón 371

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57 Hábitats de los animales Unit 10 Lesson 9 (REVIEW) Sequence of Class Procedures 1. El saludo: teacher greets students; opening song. 2. Las actividades del día: review classes of animals; review animal names. 3. El repaso: review with Lotería. 4. La despedida: good-bye song. Recommended Follow-up Activities EXTENSION ACTIVITIES The review can be extended to any number of conventional chalkboard or card games. Use the bulletin boards and activity sheets to review what we have covered in this unit. PARENT PARTICIPATION Let parents know that evaluations are coming up and that it would be a good time to review at home with their children. Have parents review the activity sheets the students have brought home with them. SPECIAL NOTES Teachers, please note that the evaluation will be given next lesson. The evaluation forms can be found after the Lesson 10 materials. 373

58 Hábitats de los animales - Unit 10 Lesson 9 (REVIEW) Vocabulary List los mamíferos ~ the mammals el pelo ~ the fur (in reference to animals) el perro ~ the dog el gato ~ the cat el tigre ~ the tiger el león ~ the lion la vaca ~ the cow el caballo ~ the horse el oso ~ the bear el castor ~ the beaver el elefante ~ the elephant el coyote ~ the coyote el delfín ~ the dolphin las aves ~ the birds las plumas ~ the feathers la gallina ~ the chicken el águila ~ the eagle el pato ~ the duck el cisne ~ the swan el correcaminos ~ the roadrunner los peces ~ the fish el tiburón ~ the shark la trucha ~ the trout los reptiles ~ the reptiles las escamas ~ the scales la serpiente ~ the snake la serpiente de cascabel ~ the rattlesnake el lagarto ~ the lizard la tortuga ~ the turtle el cocodrilo ~ the crocodile los anfibios ~ the amphibians el sapo ~ the toad la rana ~ the frog los insectos ~ the insects la hormiga ~ the ant la mosca ~ the fly el saltamontes ~ the grasshopper los bichos ~ the bugs (in the sense of creeping, crawling things) el gusano ~ the worm el caracol ~ the snail el bosque ~ the forest la charca ~ the pond el desierto ~ the desert el océano ~ the ocean 374

59 Lotería - Hábitats de los animales - Unit 10 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! 375

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61 Lotería - Hábitats de los animales - Unit

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63 Hábitats de los animales Unit 10 Lesson 10 (EVALUATION) Sequence of Class Procedures 1. El saludo: teacher greets students. 2. La evaluación: describe evaluation and purpose; begin reading item one; allow 15 seconds of response time; read remainder of items; remind students to hand in form; go over test answers with class. 3. La despedida. Recommended Follow-up Activities EXTENSION ACTIVITIES Compare the scores obtained by your students on the pretest and posttest. Go over the graded tests in class as a final review of the unit. Give out the merit certificates. PARENT PARTICIPATION Send home the evaluations for parents to see. SPECIAL NOTES This concludes our lessons for the year. Thank you very much for participating with us. We look forward to working with you next fall. Please check that your Order Forms have been returned. Thank you, and have a great summer! We have included a Certificate of Merit that you may want to copy and distribute to your students to recognize their completion of this unit. 379

64 Hábitats de los animales - Unit 10 Lesson 10 (EVALUATION) Vocabulary List 1. aves ~ birds 2. insectos ~ insects 3. mamíferos ~ mammals 4. reptiles ~ reptiles 5. peces ~ fish 6. anfibios ~ amphibians 7. océano ~ ocean 8. charca ~ pond 9. desierto ~ desert 10. bosque ~ forest 11. elefante ~ elephant 12. gallina ~ chicken 13. oso ~ bear 14. gato ~ cat 15. perro ~ dog 16. tortuga ~ turtle 17. tiburón ~ shark 18. vaca ~ cow 19. hormiga ~ ant 20. cocodrilo ~ crocodile 380

65 Certificado de Mérito otorgado a nombre reconociendo su cumplimiento de la Unidad 10, Hábitats de los animales maestro(a)

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67 Evaluation Grades 3 and 4 Unit 10 - Hábitats de los animales P.O. Box 5751 Flagstaff, AZ (928) Fax (928)

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69 Student Evaluation Form Hábitats de los animales - UNIT 10 Circle One: Pretest Posttest Name Teacher For items 1 to 6, identify the group of animals from the picture. Choose the name of the group from the key and write the letter of your answer on the line next to the corresponding number. (1) 1 2 (2) KEY KEY (3) 3 4 (4) (5) 5 6 (6) A) mamíferos B) aves C) peces D) anfibios E) reptiles F) insectos For items 7-10, identify the different habitats that animals live in. Choose your response from the answer key and write the letter of your response on the line next to the corresponding number. (7) 7 8 (8) (9) 9 10 (10) KEY A) desierto B) bosque C) charca D) océano 385

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71 For items 11 to 20, identify the name of each animal. Choose the response from the key and write the letter of your response on the line next to the corresponding number. (11) (12) (13) (14) KEY KEY A) perro B) gato (15) (16) C) vaca D) oso E) elefante (17) (18) (19) (20) F) gallina G) tiburón H) tortuga I) cocodrilo J) hormiga Extra Credit: What two countries fought the Battle of Puebla on Cinco de Mayo? 387

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73 Student Evaluation Form Hábitats de los animales - UNIT 10 Name Circle One: Pretest Posttest Answer Key Teacher For items 1 to 6, identify the group of animals from the picture. Choose the name of the group from the key and write the letter of your answer on the line next to the corresponding number. B F (1) 1 2 (2) A E (3) 3 4 (4) C D (5) 5 6 (6) For items 7-10, identify the different habitats that animals live in. Choose your response from the answer key and write the letter of your response on the line next to the corresponding number. D C (7) 7 8 (8) A B (9) 9 10 (10) KEY KEY A) mamíferos B) aves C) peces D) anfibios E) reptiles F) insectos Answer Key KEY A) desierto B) bosque C) charca D) océano 389

74 For items 11 to 20, identify the name of each animal. Choose the response from the key and write the letter of your response on the line next to the corresponding number. E F (11) (12) D B (13) (14) A H (15) (16) G C (17) (18) J I (19) (20) Answer Key KEY KEY A) perro B) gato C) vaca D) oso E) elefante F) gallina G) tiburón H) tortuga I) cocodrilo J) hormiga Extra Credit: What two countries fought the Battle of Puebla on Cinco de Mayo? France Mexico 390

75 Professional Information Grades 3 and 4 P.O. Box 5751 Flagstaff, AZ (928) Fax (928)

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77 Benefits of Early Language Learning Learning another language when a student is faced with the tasks of reading and writing English may be questioned by parents. Considerable research has been done to help us address this legitimate concern. To summarize the findings of this international body of research, the following points can be made to form a rationale for beginning foreign language study in the elementary schools: 1. Children who begin foreign language study in elementary school and who continue such study throughout school have more opportunity to develop a high level of foreign language proficiency (Curtain and Pesola, 1988). 2. Before the age of ten, children are open to ideas of global understanding, and the study of a foreign language expands their perceptions of the world (Carpenter and Tormey, 1974). 3. Children who are adequately exposed to two languages at an early age experience gains: they are more flexible and creative, and they reach high levels of cognitive development at an earlier age than their monolingual peers (Hamayan, 1986). 4. Listening and memory skills are increased through the study of foreign language. Children will gain long term personal benefits from the study of a foreign language. Career potential is enhanced as we become a global community requiring greater international and intercultural communication (Helena Curtain, 1990). Parent Support and Involvement Successful school programs have always carefully developed parental awareness and involvement components. This is especially true when a program is radically different from past practices. Because the concepts of distance learning and foreign language learning may both be new to your classroom, you may find that parents will be anxious to be kept informed and involved with this innovative program. To help you initiate and maintain that contact, we suggest that you do the following: 1. Invite parents to come and learn Spanish with you during a televised lesson. 2. Send home a copy of the letter to parents that is included with each unit packet. Also, please note that suggestions for parent participation are included on each lesson plan. 3. Allow students to take taped lessons home to share with their families. 4. Encourage interested parents to make the unit bulletin boards for you, duplicate lesson materials, gather materials for follow-up activities, and check unit evaluations. 5. Invite Spanish-speaking parents to lead review or enrichment activities. Parents don t have to speak Spanish to support and encourage their children to learn. With knowledge gained from the Elementary Spanish program, they will help you build enthusiasm for learning Spanish. 393

78 Native Speakers - An Important Resource Think of your Spanish-speaking students as your teachers, especially if Spanish is a new language to you. It may be that your Spanish speakers struggle with English skills. Our program offers these students the opportunity to share their talents with others in ways that will build their self-esteem and self-confidence and prepare them for other learning challenges. We wish to stress the value to all students of actively engaging your Spanish speakers in simple activities like these: 1. modeling pronunciation; 2. leading the class in counting and calendar activities; 3. leading Total Physical Response activities when the class needs a stretch break; 4. sharing information about and stories from their culture; 5. setting up an Información center where Spanish speakers can tell classmates the Spanish names for classroom objects or pictures in books. TPR - Total Physical Response Just as you employ a variety of instructional strategies during a lesson, we, too, will be using several techniques to engage our students. One strategy that might not be familiar to you is Total Physical Response (TPR). TPR is an effective way of helping students acquire a second language in a stress-free environment because it does not force the learner to speak before he/she is ready. Such a technique makes sense when you consider that as we learned our first language we understood and physically responded to language before we spoke even single words. The idea behind TPR is that the right brain believed to specialize in images, music, and spatial concepts can be employed by students as they physically respond to requests, directions, and commands. So when the Spanish teacher gives and follows a direction in Spanish like, draw a line, the students will do the same. Over time children will feel that they know Spanish. For example, think of the toddler who stops trying to pull down the Christmas tree when the word no is heard and then two months later, after physically responding to no many times, responds with no when you say, Eat your cereal. You ll participate in TPR activities during the Acciones del día segment of some lessons. The class should do what the Spanish teacher says, and if the students wish to repeat what is heard, they may do so. Commands will be repeated often and you may hear classroom management directions that can be used as part of your routine. Using siéntense in place of sit down, class may be a welcome change. When you are comfortable, you, too, should use the Spanish that you are learning (Asher, J. J., 1972, 1977, 1982, 1983, 1986). Enjoy the role of being a student during the Spanish lessons! 394

79 REFERENCES Asher, J. J Learning Another Language through Actions: The Complete Guidebook (Expanded 3rd Edition). Los Gatos, Calif., Sky Oaks Productions, Inc. Asher, J. J Learning Another Language through Actions: The Complete Guidebook. Los Gatos, Calif., Sky Oaks Productions, Inc. Asher, J. J Comprehension Training: The outrageous hypotheses that works. JALT (The Japan Association of Language Teachers Newsletter), Vol. VII, Nos. 9 and 10, September 1, Asher, J. J The Total Physical Response: Theory and Practice. In Native Language and Foreign Language Acquisition. H. Winitz (ed.), Vol.. 379, The Annals of the New York Academy of Sciences, Asher, J. J Children s First Language as a Model for Second Language Learning. The Modern Language Journal, 56 (3), (b). Carpenter, J. A. and Torney J. V Beyond the Melting Pot. In P. M. Markhum, (Ed.) Childhood and Intercultural Education (pp ). Washington, D.C.: Association for Childhood Education International. Curtain, H. A Foreign Language Learning: An Early Start. ERIC Digest, Washington, D.C.: ERIC Clearinghouse in Languages and Linguistics. December, Curtain, H. A. and Pesola, C. A Languages and Children - Making the Match. Reading, MA: Addison - Wesley Publishing Co. Fuschen, M Starting Language Early: A Rationale. FLESNEWS, 2 (3), 1, 6-7. Gradisnik, A Helping Parents Learn a Second Language with Their Children: Spanish. Milwaukee, WI: Milwaukee Public Schools, (ERIC Document Reproduction Service No. ED ). Johnson, J. and Newport, E Critical Period Effects in Second Language Learning: The Influence of Maturational State on the Acquisition of ESL. Cognitive Psychology, Vol. 21, Hamayan, E The Need for Foreign Language Competence in the United States. ERIC Digest. Washington, D.C.: ERIC Clearinghouse on Languages and Linguistics. Organization for parents and teachers of elementary school foreign language programs (publishes a newsletter): Advocates for Language Learning (ALL) P.O. Box 4962 Culver City, CA Tel: (310) Fax: (397)

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81 Curriculum & Instruction Grades 3 and 4 P.O. Box 5751 Flagstaff, AZ (928) Fax (928)

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83 Elementary School Foreign Language Program Types and Goals We at the Elementary Spanish Program are strongly committed to providing a quality foreign language program that adheres to the goals and objectives of a Content-enriched FLES program. PROGRAM TYPE PERCENT OF CLASS TIME SPENT IN FL PER WEEK GOALS TOTAL % To become functionally proficient IMMERSION (Time spent learning subject matter in the foreign language (to be Grades K - 6 taught in foreign language: able to communicate on topics (continuous) language per se incorpo- appropriate to age almost as well rated as necessary throughout curriculum) as native speakers). To master subject content taught in the foreign language. To acquire an understanding of and appreciation for other cultures. PARTIAL Approximately 50% To become functionally proficient IMMERSION (Time spent learning subject in the foreign language (to a Grades K - 6 matter taught in foreign language; lesser extent than is possible in (continuous) language learning per se total immersion). incorporated as necessary throughout curriculum) To master subject content taught in the foreign language. To acquire an understanding of and appreciation for other cultures. CONTENT % To acquire proficiency in listening ENRICHED (Time spent learning language and comprehension of the foreign FLES per se as well as learning subject language (degree of proficiency in (continuous) matter in the foreign language) speaking varies with the program). To comprehend subject content taught in the foreign language. To acquire an understanding of and appreciation for other cultures. FLES 5-15% To acquire proficiency in listening (Time spent learning language and speaking (degree of profiper se) ciency varies with the program). To acquire an understanding of and appreciation for other cultures. To acquire some proficiency in reading and writing (emphasis varies with the program). FLEX Approximately 5% To develop an interest in foreign Grades K - 6 (Time spent learning language languages for future study. (non-continuous) and about language - sometimes To learn basic words and phrases taught mostly in English) in one or more foreign languages. To develop careful listening skills. To develop cultural awareness. Adopted and adapted by Educational Systems Programming Foreign Languages Initiative from: Curtain, H. A. and Pesola. C. A. (1988). Languages and Children - Making the Match. MA: Addison - Wesley. Originally adapted from Nancy Rhodes, Center for Applied Linguistics. 399

84 Language Essential Skills Statement Elementary Spanish for Grades 1-2, 3-4, and Grades 5-6 will specifically address goals selected from the Arizona Essential Skills Language Document (February 1992) within the context of content-based thematic units or centers. The spiral nature of the general elementary curriculum is replicated in our scope and sequence of language learning skills. This learning spiral allows for the systematic reinforcement of previously presented units and prepares for transition to the upcoming thematic units. Such a contentbased learning spiral also exposes students to immediately applicable language related to people, places, and things around them. These recurring themes parallel topics from the general elementary curriculum. Among the many teaching methodologies and strategies to be employed are the Natural Approach and Total Physical Response, which research and field studies have shown to be effective foreign language teaching/learning methods. Using these approaches, each level will include many opportunities for students to participate in listening, speaking, reading, and writing activities designed to teach communication skills in Spanish in a non-threatening, stimulating environment. Participating schools will receive the Learning Partner Guidelines to facilitate the classroom teacher s planning process. This resource is designed to outline the content of each thematic unit and help our teaching partners foster a positive attitude toward language learning. Interdisciplinary Curriculum Statement Our program is designed to develop a functional use of Spanish for communicative purposes and to increase student knowledge of Hispanic cultures. Our approach is one of meaningful interaction between the students and teacher within the context of the elementary content curricula. We believe that as children learn Spanish, this interdisciplinary approach will lend itself to the creation of an integrated and enriched elementary curriculum. The study of a foreign language also provides many opportunities for the development of critical thinking skills. Among the thinking skills are naming, comparing and contrasting, clarifying, analyzing, classifying, and estimating. Among the content areas integrated into and recycled through these thematic units are social studies, sciences, health, mathematics, language arts, and fine arts. The thematic units of each level will provide opportunities for students to participate in activities related to several of the content areas and language goals and objectives. 400

85 About the Standards for Foreign Language Learning The Standards for Foreign Language Learning were developed as a joint project of the American Council on the Teaching of Foreign Languages, American Association of Teachers of French, American Association of Teachers of German, and the American Association of Teachers of Spanish and Portuguese. The creation of these standards represents a giant step forward in foreign language education. Teachers everywhere in the nation now have a well-developed set of guidelines for the creation of curricula which will allow students all over the country to learn languages in a communicative atmosphere and with a common set of goals. The standards are designed to be used at all grade levels, and the intention is that they will be reached over time as part of a process that begins in the elementary grades and extends over the lifetime of the learner. Therefore, they will not be met in one course, rather, they should be worked toward continuously throughout the student s language learning experience. Specific objectives have been stated in our curriculum for each unit. For each objective, the corresponding standards we are working toward are given by number. The standards themselves are spelled out with their corresponding numbers and are listed under their goal areas (along with the specific goal of each of these areas) on the page titled Standards for Foreign Language Learning. Foreign language essential skills (listening, speaking, reading, writing, and culture) and other elements of the core curriculum have been integrated by the standards in a unique, innovative way. Emphasis is also placed on students using the language in settings outside the classroom and in their becoming lifelong learners. Given that our program is taught through distance learning, we can only suggest that classroom teachers find ways to expose their students to the language outside of the classroom. It is hoped that teachers will make use of electronic correspondence and other networks if contact with native speakers is not possible in their own communities. We seek to motivate our students so that they will continue to pursue proficiency in the language. However, we also depend on our learning partners, that is, the classroom teachers who facilitate the use of our program for our students, to aid us in this endeavor. We encourage you to make use of the suggested extension activities and the wonderful imaginations with which teachers are endowed to make our program live beyond the broadcasts in your classrooms and in the minds of your students. The standards are a powerful tool when placed in capable hands. We look forward to sharing your students success and to seeing them achieve as many of the goals as possible. 401

86 National Standards for Foreign Language Learning (As developed by the National Standards in Foreign Language Education Project, a collaborative effort of the American Council on the Teaching of Foreign Languages, American Association of Teachers of French, American Association of Teachers of German, and the American Association of Teachers of Spanish and Portuguese) COMMUNICATION Goal: Students will communicate in languages other than English. Standard 1.1: Students will engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students will understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES Goal: Students will gain knowledge and understanding of other cultures. Standard 2.1: Students will demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students will demonstrate an understanding of the relationship between the products and perspectives of the culture studied. CONNECTIONS Goal: Students will connect with other disciplines and acquire information. Standard 3.1: Students will reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students will acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. 402

87 COMPARISONS Goal: Students will develop insight into the nature of language and culture. Standard 4.1: Students will demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2: Students will demonstrate understanding of the nature of culture through comparisons of the culture studied and their own. COMMUNITIES Goal: Students will participate in multilingual communities at home and around the world. Standard 5.1: Students will use the language both within and beyond the school setting. Standard 5.2: Students will show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. 403

88 Unit 6 Mis amigos y yo OBJECTIVES AND APPLICABLE STANDARDS ACTIVITIES/TOPICS/MATERIALS Students will: speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1, 2.1, and 5.1); recognize the presence of forms which do not exist in English in common greetings (2.1 and 4.1); compare the vowels and consonants in Spanish and English (4.1); recognize the presence of gender in adjectives in Spanish (4.1); exchange and interpret both oral and written information in response to common greetings and courtesies (1.1 and 1.2); identify certain colors in the target language (1.1); recognize both the spoken and the written forms for days, months, and numbers in the target language (1.2); identify cognates among words in Spanish and English (4.1); read a content-related book in the target language (1.2); recognize both the spoken and the written forms for certain body parts in the target language (1.2) provide and obtain information about the calendar in the target language (1.1 and 3.1); respond to commands in the target language (1.2); share what they have learned about from the unit with their families and friends (5.1); play Lotería with friends in settings outside the classroom (5.1 and 5.2). Practice greetings/farewells with other students, teachers, friends, family, etc. Songs about greetings and farewells Class discussion, dictation activities, videos, scrambled words, and word search activities Activity sheets Bulletin boards, activity sheets, videos, dialogues Visuals, activity sheets Question and response activities, activity sheets Class discussion, activity sheets, dictionary exercises Un libro curioso de colores TPR activities, Simón dice, activity sheets Calendar activities, activity sheets TPR activities, Simón dice Send home activity sheets Encourage students to teach their friends how to play 404

89 Unit 7 Cuánto y cuándo? OBJECTIVES AND APPLICABLE STANDARDS ACTIVITIES/TOPICS/MATERIALS Students will: speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1, 2.1, and 5.1); recognize the presence of forms which do not exist in English in common greetings (2.1 and 4.1); compare the vowels and consonants in Spanish and English (4.1); recognize the presence of number and gender in adjectives in Spanish (4.1); exchange and interpret both oral and written information in response to common greetings and courtesies (1.1 and 1.2); identify the seasons in the target language (1.1); recognize both the spoken and the written forms for numbers in the target language (1.2); identify cognates among words in Spanish and English (4.1); do simple math problems in the target language (1.1 and 3.1); recognize and use common units of metric measure in the target language (1.1 and 3.1); convert English system measurements into metric measurements in the target language (3.1); recognize the metric system as the system used in most Spanish-speaking countries (2.1); provide and obtain information about the calendar in the target language (1.1 and 3.1); use the system for writing dates used in Spanish-speaking countries (2.1); respond to commands in the target language (1.2); recognize basic vocabulary for telling time (1.1 and 3.1); recognize the relationships among different units of time in the target language (3.1); develop awareness of the Aztec calendar (2.2); explore the customs and traditions associated with El Día de los Muertos in Mexico and compare the holiday to Memorial Day in the United States (2.1, 2.2, 3.2, and 4.2); share what they have learned about from the unit with their families and friends (5.1); play Lotería with friends in settings outside the classroom (5.1 and 5.2). Practice greetings/farewells with other students, teachers, friends, family, etc. Songs about greetings and farewells Dictation activities, videos, activity sheets Activity sheets, Bulletin boards, activity sheets, videos, dialogues Visuals, activity sheets Videos, activity sheets Class discussion, activity sheets, dictionary exercises Activity sheets Measuring/Weighing activities, activity sheets Activity sheets Class discussion Calendar activities, activity sheets Class discussion, practice writing dates TPR activities Time-telling activities, Gato Class discussion, activity sheets Class discussion, activity sheets Videos, books, poems, recipes, calacas cutouts, analysis of altar decor Send home activity sheets Encourage students to teach their friends how to play 405