Lesson Manual Spanish Level A

Transcription

1 Lesson Manual Spanish Level A Beginner Version 3.1 Music Videos Music CDs Games Art Projects Activity Sheets Early Reader Books [email protected] for free online support

2 Sube Learning Language through Art, Music & Games Published by Sube, Inc. P.O. Box 298 El Prado, N.M Printing History SSL Version 1 published November 1997 SSL Version 2 published September 2001 ESL Version 1 edited by Stephanie Stevens, published January 2004 SSL Version 3, published October 2006 ESL Version 3.1 published November 2007 Copyright 2004 Sube Learning Language through Art, Music & Games. All rights reserved. No part of this product may be reproduced or transmitted in any form, by any means (electronic, photocopying, recording, or otherwise) without written permission of the copyright owner. Developed by Agnes Chavez Special thanks to Stefanie Stevens and Tina Vilalobos for their writing contributions to the ESL revised versions of Sube, to John Kongsvich for his contributions to the TESOL standards, to Mary Burns, to Steve Villalobos, and to my son Silviano, who continues to be the inspiration for Sube products and services. Library of Congress registration numbers VA , PA Printed in the United States of America.

3 Table of Contents Section 1: Introduction Letter from the Developer Welcome to Sube Spanish The Sube model Introduction 2 What s in the Sube kit? Introduction 3 Choosing the right Sube kit Introduction 4 Time frame Introduction 5 What s new in version Introduction 5 Getting started Introduction 5 How to organize your lessons Introduction 6 The Sube Curriculum Curriculum Overview Introduction 8 Adapting the Sube curriculum Introduction 9 The Sube methodology Introduction 12 Section 2: Unit Lessons Introduction Lesson Plans LP-1 The Curriculum Map Lesson Plans LP-3 The Curriculum Planner Lesson Plans LP-12 Unit Lessons The Animals Animals Unit Introduction Lesson Plans LP-18 Animals Unit Overview Lesson Plans LP-20 Animals Take-home Sheet Lesson Plans LP-21 Animals Four Lessons Lesson Plans LP-22 Animals Unit Tests Lesson Plans LP-26 The Food Food Unit Introduction Lesson Plans LP-28 Food Unit Overview Lesson Plans LP-30 Food Take-home Sheet Lesson Plans LP-31 Food Four Lessons Lesson Plans LP-32 Food Unit Tests Lesson Plans LP-36 The House House Unit Introduction Lesson Plans LP-38 House Unit Overview Lesson Plans LP-40 House Take-home Sheet Lesson Plans LP-41 House Four Lessons Lesson Plans LP-42 House Unit Tests Lesson Plans LP-46 Verbs Verbs Unit Introduction Lesson Plans LP-48 Verbs Unit Overview Lesson Plans LP-50 Verbs Take-home Sheet Lesson Plans LP-51 Verbs Four Lessons Lesson Plans LP-52 Verbs Unit Tests Lesson Plans LP-56

4 Table of Contents ii Your Body Body Unit Introduction Lesson Plans LP-58 Body Unit Overview Lesson Plans LP-60 Body Take-home Sheet Lesson Plans LP-61 Body Four Lessons Lesson Plans LP-62 Body Unit Tests Lesson Plans LP-66 The Clothes Clothes Unit Introduction Lesson Plans LP-68 Clothes Unit Overview Lesson Plans LP-70 Clothes Take-home Sheet Lesson Plans LP-71 Clothes Four Lessons Lesson Plans LP-72 Clothes Unit Tests Lesson Plans LP-76 Places Places Unit Introduction Lesson Plans LP-78 Places Unit Overview Lesson Plans LP-80 Places Take-home Sheet Lesson Plans LP-81 Places Four Lessons Lesson Plans LP-82 Places Unit Tests Lesson Plans LP-86 Shapes/Opposites/Review Shapes/Opposites Unit Introduction Lesson Plans LP-88 Shapes/Opposites Unit Overview Lesson Plans LP-90 Shapes/Opposites Take-home Sheet Lesson Plans LP-91 Shapes/Opposites Four Lessons Lesson Plans LP-92 Shapes/Opposites Unit Tests Lesson Plans LP-96 Section 3: Activities Core and Ongoing Activities Memory Activities Act-1 Yeehaw! Bingo Activities Act-2 Food Drawing Activities Act-3 Go Fish! Activities Act-3 Draw/Label Home (Shapes) Activities Act-4 Match Up! Activities Act-5 Silverware Placemats Activities Act-6 Silly Sentence Game Activities Act-6 Vocabulary Journal Activities Act-7 Fun Socializing Activities Act-8 Verb Gameboard Activities Act-8 Charades Activities Act-9 Body Trace Activities Act-10 Notebook Trace Activities Act-10 Simon Says Activities Act-11 Create a Storybook Activities Act-11 Dress Up! Activities Act-12

5 Table of Contents Town Mural Activities Act-13 Fashion Show Activities Act-14 Treats Activities Act-14 Junior Olympics Activities Act-15 Dream House Activities Act-17 Corn Dolls Activities Act-18 Around the World Activities Act-20 Show and Tell Activities Act-24 Where Is It? Activities Act-25 Count It! Activities Act-26 Count It! with Spatial References Activities Act-27 Tell Me the Colors Activities Act-27 What Color Is It? Activities Act-28 How Do You Feel? Activities Act-28 Action Game Activities Act-29 Hide, Seek and Name Activities Act-29 Where Do You Put It? Activities Act-30 What Do You Like? Activities Act-30 Verb Flash! Activities Act-31 Where Do They Work? Activities Act-31 Alpha Word Game Activities Act-32 Let s Go! Activities Act-32 Name that Verb Activities Act-33 Alphabet Snake Puzzle Activities Act-34 Hot and Cold Activities Act-34 Clay Play Activities Act-35 Number Basket Activities Act-35 Create-a-Word Activities Act-36 The Building Game Activities Act-36 Musical Greetings Activities Act-37 Calendar Game Activities Act-38 Telling Time Activities Act-39 Call Me! Activities Act-39 Geo-Play Activities Act-41 King and Queen for a Day Activities Act-42 Nice To Meet You Activities Act-42 Musical Journey Activities Act-43 Early Reader Book Project Activities Act-44 Enhancement Activities Count and Write Activities Act-45 Teacher says Activities Act-46 My Classroom Activities Act-46 All Aboard Activities Act-47 Everyone Has Feelings Activities Act-48 Yes, No, Maybe Activities Act-49 iii

6 Table of Contents Measure It! Activities Act-50 Count and Draw Activities Act-51 Draw a Building Activities Act-52 Ordinal Numbers Activities Act-53 Fractions with Food Activities?? Constructing with Fractions Activities?? Fractional Parts Activities?? More/less Than Activities Act-56 Roll, Write and Add Activities Act-57 Bigger, Smaller Activities Act-57 Grid Play Activities App-27 Time of Day Activities Act-61 Family Collage Activities Act-61 Transportation Flashcards Activities Act-62 Transportation Collage Activities Act-62 Four Point Collage Activities Act-63 Unit Specific Enhancements Animals Unit Favorite Animal Activities LP-22 In The Neighborhood Activities LP-22 Animal Collage Activities LP-22 Animal Sing-Along Activities LP-23 Animal Parade Activities LP-23 Guest Speaker Activities LP-23 Story Picture Walk Activities LP-24 Charades Activities LP-24 Describing Animals Activities LP-24 Favorite Color# Activities LP-25 Favorite Color# Activities LP-25 Puppet Show Activities LP-25 Pet Visit Activities LP-25 Food Unit Describing Food # Activities LP-32 Pretend Food Activities LP-32 Animal Appetites Activities LP-32 Describing Food # Activities LP-33 Showtime Food Activities LP-33 Grocery Shopping Activities LP-33 Yummy Food Activities LP-34 Celebrate Supermarket Field Trip Activities LP-34 Charades-Eating Activities LP-35 Food Sing-Along Activities LP-35 F is For Food Activities LP-35 iv

7 Table of Contents House Unit All About Me Activities LP-42 Name That Object Activities LP-42 My Kind of Home Activities LP-43 Friendly Visit Activities LP-43 Furniture/Shopping Activities LP-44 Tea Party Activities LP-44 House Write-a-long Activities LP-45 Snack Time Activities LP-45 Showtime-House Activities LP-45 Verbs Unit Recess Writing Activities LP-52 Flashcards-Story Writing Activities LP-52 Charades-Actions Activities LP-53 Vocabulary Journal-Descriptive Stories Activities LP-53 Spelling Bee Activities LP-54 Home Actions Activities LP-54 Verb Sing-a-long Activities LP-55 Moving to a Movie Activities LP-55 Body Unit See and Say Activities LP-62 Guest Speaker/Nurse Activities LP-62 Body Cover # Activities LP-62 Pet Visit Activities?? Guest Speaker/PE Teacher Activities LP-62 Descriptive Circles Activities LP-63 Portraits # Activities LP-63 Body Cover # Activities LP-63 What Do I Use? Activities LP-64 Cloze Sentences Activities LP-64 Sport Video Activities LP-65 Who Could It Be? Activities LP-65 Portraits # Activities LP-65 Clothes Unit Describing Clothing Activities LP-72 Costume Collage Activities LP-72 Story Picture Walk Activities LP-73 What to Wear? Activities LP-73 Catalog Shopping # Activities LP-74 Showtime-Fashion Show Activities LP-74 Fashion Dolls Activities LP-75 Setting Up Shop Activities LP-75 Catalog Shopping # Activities LP-75 Places Unit v

8 Table of Contents Giving Directions # Activities LP-82 I m a Robot Activities LP-82 Making Plans Activities LP-83 Our Town # Activities LP-83 Giving Directions # Activities LP-84 Guest Speaker/Community Member Activities LP-84 Our Town # Activities LP-84 On Vacation Activities LP-85 Guest Speaker/Travel Agent Activities LP-85 Shapes/Opposites Unit Describing Shapes Activities LP-92 Favorite Sport Activities LP-92 Charades-Opposites Activities LP-92 Charades-Shapes Activities LP-93 Shape Scavenger Hunt # Activities LP-93 Comparing Friends Activities LP-94 Shape Scavenger Hunt # Activities LP-94 Story Picture Walk Activities LP-95 Review Booklet Activities LP-95 Comparing Objects Activities LP-95 Section 4: Evaluations Scope and Sequence Overview Evaluations Eval-1 Sube Level A Benchmark Evaluation Chart Evaluations Eval-3 Section 5: Standards and Benchmarks Sube and the TESOL Standards Tesol Standards Stds-1 TESOL National Standards Tesol Standards Stds-1 Sube/TESOL Quick Reference Charts Tesol Standards Stds-12 Sube Activity/TESOL Descriptor Alignment Tesol Standards Stds-16 Section 6: Appendix Action Game Appendix App-1 Charades Appendix App-2 Body Trace Labels Appendix?? Match Up! Labels (House) Appendix App-4 Match Up! Labels (Clothes) Appendix App-5 Name that Verb Appendix App-6 Verb Gameboard Appendix App-9 Numbers Basket Appendix App-10 Create-a-Word Appendix App-11 Conversational Grid Appendix App-12 King and Queen for a Day Appendix App-13 Telling Time Appendix App-14 Musical Background Sheet Appendix App-39 vi

9 Table of Contents Traditional Songs Appendix App-42 Sube Video/CD Songs Appendix App-36 How Do You Feel? Appendix App-15 More or Less Than Appendix App-16 Count and Draw Appendix App-17 Building With Shapes Appendix App-19 What would you like to eat for breakfast? Appendix App-20 What would you like to eat for luncht? Appendix App-21 What would you like to eat for dinner Appendix App-22 Time to Eat-Picture Page Appendix App-23 Bigger, Smaller # Appendix App-25 Bigger, Smaller # Appendix App-26 Grid Play Appendix App-27 Grid Play-Picture Cubes Appendix App-28 Fractions with Food: Halves, Thirds and Quarters Appendix App-29 Constructing with Fractions: Fifths, Sixths and Eighths Appendix App-31 Fractional Parts: Food Fractional Parts: Places Appendix App-33 Fractional Parts: Shapes Appendix App-34 Ordinal Numbers Appendix App-35 Sube Video/CD Lyrics Appendix App-36 Transportation Flashcards Sube Video Musical Background Appendix App-39 Circle Songs Appendix?? Vocabulary Appendix App-45 Conversational Phrases Appendix App-48 Glossary of Terms Appendix?? LEA Overview Appendix?? vii

10 viii Introduction

11 Dear Sube teachers, A Letter From the Developer I hope that you and your students enjoy Sube as much as I enjoyed creating it. Sube began in 1996, when my son was two. I was looking for a way to motivate him and the children in our community to learn Spanish, and started an afterschool program for teaching Spanish as a second language. With an educational background in art, and a cultural affinity for music thanks to my Cuban born parents I decided to create a program for teaching language through art and music. After one year, the afterschool program was so successful I decided to develop a full curriculum for teachers that would include the lesson plans and all the materials needed to teach a second language. My goal was to discover innovative ways to motivate children to learn a second language and, at the same time, simplify the teaching process for teachers. Since then, and thanks to a team of creative and experienced teachers who have contributed to the curriculum, the Sube program has grown to include a beginning and intermediate level kit for the Sube Spanish program. In 2004, we adapted the Sube model for Spanish language learners, to create Sube Spanish. Over the years, teachers have utilized the Sube curriculum in diverse classroom environments such as *SSL/ SSL pull outs; enhancement and bilingual programs; and Immersion and Dual Language programs, in addition to the Afterschool/Summer Program model. We understand that each program has unique needs and that one curriculum can not provide everything to all schools, but it is our goal to make the Sube program as adaptable and expandable as possible. We strive to meet these changing needs by developing new products and versions based on teacher requests. Sube Version 3.1 is our latest edition. It includes new assessment tools and a new curriculum structure to better accommodate different classroom environments. We maintained the original once-a-week afterschool format with four, ready-to-go hour-long lessons per unit. But for teachers wishing to teach daily lessons, or integrate the Sube activities into an existing core curriculum or an immersion program, we have provided new features that will simplify the process. For example, the Curriculum Map lists all the Sube activities in a chart, organized by theme and category (literacy, mathematics, communication) so that teachers can easily customize their own lesson plans. I have seen Sube implemented in exciting ways as teachers personalize the curriculum and modify it to meet their needs. I have also seen it used right out of the box with very little modification. Whatever your style, I am sure that you and your students will enjoy this unique multisensory approach to language learning. Using our website, phone, or mail, you can always contact us with your ideas, suggestions, or critiques. Special thanks to Stephanie Stevens and Tina Villalobos for their writing contributions to the Sube curriculum, to John Kongsvich for his contributions to the TESOL standard alignment, and to all the teachers that provide their feedback and contribute to its development. Agnes Chavez, President Sube, Inc. Introduction Introduction 1

12 Welcome to Sube Spanish The Sube Model Sube is a multisensory language program that is age-appropriate for preschool through 5th grade. Students learn listening, speaking, reading, writing, and comprehension through art, music, games, and informal conversation. Visual and oral models reinforce the students different learning styles through diverse mediums. The focus is on creating a safe and collaborative environment through small group interactions in order to nurture oral language development and build student confidence. The Sube model can be used as a stand-alone curriculum, or adapted to your unique classroom environment (Enrichment, *SSL or *SFL, Dual Language etc.) and specific class schedule (daily, weekly), facilitating the process of teaching or developing a new language. Our Goal Our goal is to provide a systematic teaching model that implements research-based and field-tested learning strategies that make language learning fun and challenging for the students. We aim to inspire in students the desire to learn Spanish; the confidence to move toward fluency; and awareness of, and respect for, cultural diversity, while providing them with a solid basic knowledge of the Spanish language. The Advantages Sube Spanish is a self-contained curriculum complete with a lesson manual, music videos and CD, Curriculum Planner, Unit Overviews, tests, and supplementary games and visual aids. This easy-to-use resource kit provides a complete curriculum that eliminates hours of work for the teacher. Sube Spanish was designed for one-school year of second language instruction but can also be used to span several years when taught weekly, or when integrated into an existing curriculum. Sube Spanish is research-based and field-tested, providing successful teaching strategies that address the challenge of how to self-motivate children and maximize learning, while teaching in short blocks of time. Sube Spanish meets the TESOL international standards, and provides teachers with concise, easy-toadminister assessment tools for monitoring student progress throughout the year, such as the Benchmark Evaluation Chart, Unit tests and a Curriculum Map. With these tools, teachers will find meeting the new challenge of a uniform SSL assessment less time-consuming and more manageable. Sube Spanish illustrates the different language tones used for questions, requests, and explanations through interactive multi-cultural videos showing kids engaged in everyday activities; going to the zoo, playing dress up, etc. Each video corresponds to a thematic unit and reinforces the vocabulary through culturally diverse rhythms typical of a region or culture in the United States such as zydeco, blues, Native American, etc. Sube Spanish provides free online and phone support with each Sube kit to assure successful implementation in the classroom. Our website, provides an interactive forum for teachers and parents. Sube Spanish is an evolving curriculum that provides new products, services, and upgrades based on teacher requests, and offering creative solutions for teaching a second language. 2 Introduction

13 Welcome to Sube Spanish Sube Spanish teaches through art, music and collaborative play, making it popular with children, parents, and teachers alike. Sube Spanish involves the families of students by providing take-home sheets that are self-contained and serve as progress indicators, and material for additional practice. Introduction What s in the Sube Kit? The Sube Level A Beginner Kit contains the lesson manual and materials that you will need to teach throughout the year. We understand that teachers have very little prep time and so have designed the curriculum with a series of ready-to go components. All other activities listed in the manual require minimal preparation and basic materials found in classrooms, such as crayons, pencils, and paper. Sube Level A Beginner Components Lesson Manual: While adaptable to modification and additions, the Sube manual stands alone as a complete curriculum for the busy SSL teacher. Step-by-step lesson plans are included for teaching weekly one-hour sessions. For daily lessons, a convenient curriculum map and planner help to organize activities into lesson plans. Also includes TESOL standard alignments, assessment charts, tests and take-home sheets to be described in detail in the following section, The Sube Curriculum. Flashcards: A set of 147 color-coded and laminated cards. corresponding to the eight Sube themes. This component is used to introduce and reinforce the vocabulary for each unit through two key games; Show and Tell, and Where Is it?. These games incorporate essential scaffolding techniques that develop, comprehension, speaking and critical thinking skills. Memory/Go Fish card games: Two sets (Animals/Food) of cards used to play Memory or Go Fish. There are approximately cards in each set. These card games are designed to be played with the whole class, divided into teams of 3-5 students, or in *Centers, where students play the game in small groups. Snake Puzzle: Alphabet Cards form a colorful 2 x 4 puzzle for guided or independent play. Develops alphabet awareness, phonics and word recognition. Can be played as a whole class, in centers, or individually. Reader Book Set: A set of eight mini-reader books corresponding to the eight Sube themes. Each book provides the opportunity to experience unit vocabulary in the context of a story. Reader Book Reproducibles: A coil-bound book of black and white masters of each reader book. Students cut, assemble and color their books. They can be brought home to share with families. Introduction 3

14 Welcome to Sube Spanish Yeehaw! Bingo set: This game includes bingo chips, a set of eight bingo cards for each theme; Animals, Food, Home, Combo, and a bingo calling book that contains the vocabulary words and a descriptive sentence for each word that is used in several games to develop comprehension an speaking skills. This game is played in small or large groups. For large classrooms, the class is divided into eight teams and one bingo card is handed out for each team, providing opportunities for peer-to peer communication and exchange. For each student to have their own card, divide the class into *centers of eight students. Alpha Word Game: A laminated flip book containing the letters of the alphabet and pictures for a teacher-directed activity that develops phonemic awareness. Activity Book Master: A coil bound series of six to eight reproducible worksheets for each thematic unit to reinforce reading and writing skills and to help assess student progress. This book can also be purchased separately as student workbooks to eliminate the time and cost of copying pages. Choosing the Right Sube Kit Sube offers two levels, Sube Beginner level A and Sube Intermediate level B*. Both levels have been fieldtested and are age appropriate for preschool through 5th grade students. So how do you choose? Here are some tips: 1. The levels are based on student proficiency rather than grade level. We suggest that you review the Evaluation section to understand our definitions of beginner and intermediate levels to help choose the right kit for your class. For example, the Benchmark Evaluation Chart (Evaluation, pg. Eval-3) can be used to assess your students, and the Scope and Sequence outline (Evaluation, pg. Eval-1) outlines the general benchmarks for each level. 2. The Sube Beginner kit is generally used for preschool and kindergarten students because developmentally, they are learning the same material in their native language. 3. If you are in a dual language or immersion school, your 1st or 2nd grade students may be too advanced, and you may need to start with the intermediate kit. On the other hand, the Beginner kit is very adaptable, and you could easily make it more advanced, by adding more reading and writing activities. Review the Evaluation section carefully to help determine your students needs. 4. For 5th grade beginner students, you may want to start with the Beginner kit but if you find that they are moving through the curriculum too fast, you can move them into the intermediate kit. 4 Introduction

15 Time Frame Welcome to Sube Spanish Introduction The Sube curriculum was designed for one school year, but we have found that the actual length varies depending on how often it is implemented, and how many activities are applied. The new Sube Version 3.1 was enhanced for teaching daily one hour lessons within a month school period. Schools using the weekly lesson model with preschool through 2nd grade students may find that they will not be able to cover all the activities in that time frame, and can span the curriculum over 2 years. Summer or afterschool programs, may need three years, to get through all the activities. (See Adapting the Sube Core Curriculum, in this section.) What s new in Version 3.1 For teachers who have been using the previous versions of the Sube program, below is a list of the new components. A detailed description can be found in the Curriculum Overview (pg. 8). Sube teachers can download these files for free on our website, Curriculum Map Curriculum Planner (previously Overview Planner) Unit Tests Unit Introduction 3.1 New Activities In addition to the above components,many enhancements have been made to existing activities to broaden the scope of the Sube curriculum. For the full version, Sube teachers can purchase the upgraded manual online, Getting Started The Sube program is a self-contained curriculum which eliminates hours of preparation time. Nevertheless, we understand that each community, school, teacher and student is unique, and successful implementation relies on you adapting the curriculum to your specific needs. Therefore, we have provided many tools which will be described in the following pages, to facilitate adapting the curriculum for different classroom environments. The question now is how do you get started? Here are some tips and guidelines that will be helpful as you prepare your first lessons. 1. We understand that teachers are busy and it is tempting to just open up the box and get started. But we recommend taking the time to read through the manual and get familiar with its many components. 2. A good way to prepare for the use of the Sube lessons is to first read the following Introduction and then read the Activity section of the manual. The Activity section contains all the activities that will be introduced throughout the year; Core, Ongoing and Enhancement, with detailed instructions. This will give you a big picture view of what you will be doing throughout the year. 3. The order of Sube themes in the curriculum can be changed as needed. It is not required that they be implemented sequentially. Introduction 5

16 Welcome to Sube Spanish 4. In addition to the major Sube themes (Animals, Food, Home, Verbs, Body, Clothes, Places, and Opposites) the Sube curriculum integrates four additional topics; family, seasons, transportation and world. In addition, the program includes primary themes such as colors, numbers/mathematics, calendar, time, shapes and the alphabet, etc. These primary themes are called Ongoing Activities in the Curriculum Planner and Map and are meant to be introduced and reinforced regularly throughout the year. 5. If you will be teaching once a week you can use the Sube curriculum lesson plans without modification. Simply follow the four lesson plans included for each unit and modify as needed to meet your students needs. 6. If you would like to use the Sube program as a resource kit and create or add more lessons, read through the manual to understand the Sube methodology and strategies. Then use the blank Curriculum Planner (Unit Lessons, LP-17) to plan your activities for each unit, using the lesson plans provided as samples. For guidelines on how to create your own lessons using the Sube multisensory approach, see the next section, How to organize your lessons. 7. Remember that activities are listed once, but that does not mean they are meant to be played only once. Most have variations and versions that have been designed to progressively develop key skills. This is part of Sube s unique methodology and will be explained in the next section. Therefore, allow for these multiple activities in your lesson planning. 8. The sube website includes a teacher forum where you can ask questions and share ideas. It can be helpful when getting started to chat with a teacher that has already started and adapted the Sube program. 9. The Sube kits include free online and phone support so we encourage you to contact us if you have any questions or would like some guidance in getting started. How to Organize Your Lessons The Sube approach is to introduce all new material around thematic units through diverse mediums that engage students on a cognitive and motivational level. That is, the content is presented and explored through art, music, movement, conversation, reading and writing, to address the diverse learning modalities of each student, and your class as a whole. In the Lesson Plans section, we provide four ready-to-go lesson plans that incorporate this strategy. Each lesson plan includes activities that are classified as Core, Ongoing or Enhancement. The Core and Ongoing activities can be found in the Activities section of the manual. The Enhancement activities can be found within the lesson plans. For easy access, all activities are listed in the Table of Contents, the Curriculum Map and the Curriculum Planner Enhancement Activities are activities that reinforce basic skills, provide opportunities for more social and personal interaction, and incorporate community involvement. These activities are meant to be added or alternated with the Core Activities and Ongoing Activities. (see pg. 8 of this section for a detailed description of the Sube activities) The four lesson plans can be implemented as is, or adapted to meet your needs. The activities listed in these lesson plans represent a small fraction of the activities available to you. The entire Activities list can be viewed in the Curriculum Map. Here you can choose activities according to theme, skill base, or time duration. We have also organized these activities within the thematic units. To view activities by unit you can use the Curriculum Planner. To create unique lesson plans, you can choose from these lists and alternate activities according to your specific needs. For example, you may decide you want to do a math activity, an communication based activity and a reading activity around the animal unit. With the curriculum map you 6 Introduction

17 can easily see which activities are available to you. Implementing the multisensory approach Welcome to Sube Spanish To create a multisensory lesson plan, the key is to be aware of the learning modality (art project, writing activity, kinesthetic activity, etc.) of each activity, and choose a variety of modalities for each lesson. Below is a lesson model for a one-hour session that demonstrates this unique multisensory approach. Introduction Conversation During the first 10 to 15 minutes, students can practice conversational Spanish (formal and informal) through interactive games. (i.e. Musical Greetings, Nice to Meet You) Songs For 5-10 minutes you can sing traditional songs in the target language. The purpose of these songs is to expose students to colloquialisms, cultural idioms, and diverse musical rhythms. We provide a collection of traditional songs that you can use, but you can also introduce your own favorites. The lyrics to these songs can be found in the appendix and the music is available on our website as downloadable files. Flashcards The Flashcard games should be played in every session and are introduced strategically through two key activities called Show and Tell, and Where Is It? (10-15 minutes). These games incorporate unique scaffolding strategies designed to introduce and reinforce unit vocabulary, but also to develop comprehension and oral language skills around conversational phrases and sentences. Activities Most Sube activities are not theme-specific and offer a repertoire from which you can choose. Activities are labeled with a time icon that estimates the duration. Short activities take approximately 5 to 15 minutes to play; two or three of these games can be played in a one hour session. Choose activities that are diverse in modality. For example, the Action Game (Kinesthetic), How Do you feel? (interpersonal) and Snake Puzzle (linguistic). It is then suggested to do a more in-depth activity that requires approximately 30 to 40 minutes (see Curriculum Map for time durations). It might be an art project, a game such as Yeehaw! Bingo, the Reader Book Project or the Activity Book. These projects are usually theme-specific unless otherwise noted. The Activity Book project when assigned for the last session of each unit, provides a great review and assessment of the material in the form of reading and writing exercises. Music Video Finally, the Sube video for each unit can be played to reinforce vocabulary through music. The interactive call and response strategy develops pronunciation and helps them to memorize vocabulary. The video clip presents children engaged in activities relating to the theme. For example, in The Animals, children are seen visiting animals at a farm. The music for each theme is original and represents the diverse musical styles of Latin America: salsa, cumbia, ranchera, etc. The video can also be played at the beginning of a unit, to introduce the vocabulary. Introduction 7

18 The Sube Curriculum Curriculum Overview The Sube Level A core curriculum is divided into eight Core Units; Animals, Food, Home, Verbs, Body, Clothes, Places, and Opposites. Integrated into these core units are four additional topics; family, seasons, transportation and world. In addition, the beginner curriculum includes primary themes such as colors, numbers/mathematics, calendar, time, shapes and the alphabet. Each core unit introduces the academic material through a series of games and activities that develop the skills needed to learn a second language. The Sube Units Each unit includes: Unit Introduction: Lists the academic benchmarks and unit content, including a list of activities to choose from, and the specific vocabulary for that unit. Unit Overview: Provides an overview chart with four sample one-hour lessons. These can be used as is, or modified to create additional lessons. (See How to Organize Your Lessons for suggestions) Take-home sheet: A page of ideas and activities to be sent home for parent/student involvement. Lesson Plans: Four one-hour lessons detailing teaching procedure and strategies, and Enhancement activities to create additional lesson plans. Unit Test: A test for each unit to help you track student progess and record performance We have provided one student test and one teacher directed group test. The Curriculum Map We have added new activities, and expanded existing activities. The Sube program now includes over 200 activities listed in a convenient chart that organizes activities according to its related theme, and skill base (literacy, mathematics, communication, etc.). This map was designed to help teachers customize their lesson plans,and to identify and reinforce learning gaps Each activity is labeled with an icon that estimates the time duration. The Curriculum Planner The new Curriculum Planner, previously called the Overview Planner, has been enhanced to accommodate different classroom schedules (i.e. weekly, daily, enhancement for immersion, etc.) The planner lists all the available activities for each unit and you can choose activities from here to customize your lessons as needed. The Curriculum Planner has three categories: Core Activities: These activities are the basic activities that have been in the Sube program since the start. Many have been enhanced, and most are designed to be implemented more than once, as they incorporate scaffolding techniques that progressively develop key skills. Ongoing Activities: These Activities cover primary topics that require review throughout all the units, i.e. colors, number, calendar, silly sentence game, vocabulary journal,etc. Enhancement Activities: These are additional activities, or variations of existing activities, that provide in-depth study, personalize the learning, or provide opportunities to involve parents and community into the learning. For teachers using the Weekly Lesson Model, the curriculum planner provides four lessons per unit for an eight month period. To increase the length to 10 or 11 months, simply create variations of your lessons, pulling from activities listed in the Ongoing and Enhancement sections. For teaching daily lessons or 8 Introduction

19 The Sube Curriculum inetgrating Sube into an existing curriculum, teachers can use these four lesson plans as models, and select from the curriculum map to create their own lessons. (More on adapting the curriculum below) Each activity has been designed to focus on specific skills needed to develop fluency. When all activities are implemented in a consistent and sequential manner, the Sube curriculum successfully addresses the following skill sets; communication, mathematics, Literacy, print awareness, personal and social skills and creative arts. These skills are also detailed in the Benchmark Evaluation Chart, in order to assess and track student progress. Expanded Vocabulary Section In previous versions, we included only the vocabulary words from the flashcards. We have now extracted key words from all the Sube activities and music videos, providing a more accurate list of all the words that students will be exposed to throughout the year. This list is beneficial if you would like to create a *Word Wall, or to create additional exercises to help them memorize these words that they will discover in the Sube activities. Introduction Adapting the Sube Curriculum How schools implement the Sube curriculum varys greatly from school to school. It will depend on what your proficiency goals are for your students, time available, and the defined language program in your school. Below are some guideines that will help adapt the Sube curriculum to your needs. After school and summer programs Sube was first created as an after school and summer program, and continues to be successful and popular in this format due to its playful and creative approach. The Sube curirculum can be used right out of the box for this model with little to no adaptation. Weekly Sube Lessons This was the original class structure designed for afterschool programs, summer programs, and enhancement classes. This format offers a self-contained, ready-to-use curriculum for teachers who are teaching once a week for 30 minute, to one hour time blocks. Teachers using the once-a-week model should refer to the Unit Overview chart which provides the four one-hour sessions and their corresponding detailed lesson plans. Additional activities, labeled E (enhancements) in the Curriculum Map, can be incorporated as time allows, or they can be alternated with the basic activities labeled C (Core) and detailed in the lesson plans. This format was designed for a one year school period, but we have also found that teachers using this weekly format may find that there is more material than they can cover in a one-year time period, particularly for pre K and Kindergarten grades. In this case, the Beginner kit can span 2 years. Using the Sube A and B kits sequentially in a Weekly Lesson Model school For teachers using the Sube program in weeky lesson sessions, the A and B level kits can be used to span PK to 5th grade. Teachers can adapt the A level kit for PK to 2nd grade and the B level kit for 3rd grade to 5th grade. In this program students will move from beginner to Early Intermediate Level proficiency (for details see, Evaluation, Scope and Sequence, pg.?) f you are needing to take the students to higher proficiency levels before 5th grade, you can use the A and B level Kits until they have mastered the Early Intermediate proficiency level, and then move on to another program. Sube does not yet offer the advanced Level C kit. Daily Sube Lessons For teachers wishing to teach daily one-hour language lessons, for example, in bilingual programs, SSL schools, or for private tutoring, the Curriculum Map and the Curriculum Planner lists all the possible activi- Introduction 9

20 The Sube Curriculum ties for each unit. Teachers can use the four lesson plans as models for creating additional lesson plans, alternating Core, Ongoing and Enhancement activities as needed. Integrating Sube into an Immersion/Dual Language program In the case of teachers implementing a dual language or immersion model in their schools, there are different options for integration. You can offer a language arts component within your daily routine during which time you would follow the suggestions above for the Daily Sube Lessons. Another approach would be to integrate Sube activities into your existing core curriculum. (see Integrating Sube into content areas, next page). In either case you would benefit from the Curriculum Map and Curriculum Planner to create lesson plans that meet your needs. The Sube curriculum was not designed for full day instruction in this environment, but rather as an enhancement or support component within the class structure. Integrating Sube into content areas Sube is primarily used as a language art component within an existing curriculum. However, for teachers wishing to integrate the Sube activities into their core school curriculum, the Sube themes and specific activities can be correlated to content areas. Lesson plans can be modified, as with the Daily lesson model, using the Curriculum Map to identify the content areas of each activity. Below are some suggestions. Natural/Environmental Sciences Mathematics Language Arts Drama Social Studies/Geography Creative Arts Physical Education Music and Performance The Animals theme Counting games, Building Game, Number Basket, Roll, Write Add, Setting Up Shop, etc. Alphabet Game, Create-A-Word, Snake Puzzle, Silly Sentences, Vocabulary Journal, Reader Books, and Storytelling Fashion Show, Charades, Dress Up, Role Plays, and King and Queen for A Day Around the World, Geo Play, and the Map Game Corn Dolls, Dream House, Our Town, Body Trace, and Clay Play Junior Olympics and Simon Says Sube CD and videos and Musical Games 10 Introduction

21 The Sube Methodolgy The Sube program incorporates unique activities and techniques based on various language theories and methodologies that have proven successful in second language instruction. In addition, Sube was founded on the valuable lessons learned from children raised in bilingual homes, where the native language and second language are introduced simultaneously. Sube is foremost based on the *Theory of multiple intelligences developed in 1983 by Howard Gardner, professor of education at Harvard University, and suggests that our traditional notion of intelligence, based on IQ testing, does not reflect the broad range of human potential and diverse learning styles of children and adults. We share his belief that the linguistic and logical-mathematical intelligence that our traditional schools focus on, represents only one of the many forms of intelligence that individuals may possess. Each child thinks and learns in their own way according to their unique intelligence (i.e. logical-mathematical, linguistic, spatial/visual, kinesthetic, musical, interpersonal, intrapersonal or naturalist). The Sube program provides a variety of multi-sensory games and activities around each thematic unit, in order to address the diverse learning styles of students. Research has shown that learning in your preferred learning style increases motivation and effectiveness (Language Learning Principles, Carol J. Orwig, 1999). Sube follows a language learning approach that is strongly influenced by the *Communicative language teaching views which began in Britain in the 1960s, replacing the structural method called Situational Language Teaching. In the Communicative view, the semantic and communicative dimensions of language are more emphasized than the grammatical elements, although these are also included. This shift was partly in response to Chomsky s critique of structural theories of language, and inspired exciting new methodologies and techniques such as *The Natural Approach by Tracy Terrell and Stephen Krashen. The Natural Approach sees language as an unconscious process developed through using language meaningfully, as opposed to consciously learning about a language and its structure. The Sube method applies this fundamental principle that language is best acquired unconsciously, through meaningful interactions. With children, we have found that the best way to achieve this is through interactive skillbuilding games and activities, where children are consciously playing the game, and subconsciously learning the language. Even structural components of a language are taught through interactive games. In this way, the learning becomes effortless, enjoyable, and most importantly, non-threatening. This factor is especially beneficial in second language learning, where research has shown that fear and anxiety can inhibit learning. These games and activities provide opportunities for children to build confidence and a positive self-esteem around their new language. Also in line with the Natural Approach, we believe in the importance of instructing in the target language as much as possible, in order to maximize comprehensible input. At the same time we realize that speaking 100% in the target language is not always possible in schools today. The Sube program faciliates this process by providing teachers with self contained vocabulary and phrases for specific games so that students and teacher can begin to engage in dialogue effortlessly. Content is always visible in the target language and not translated. The Sube curriculum also includes strategies for presenting learning material in the target language. Techniques such as *TPR (total physical response), mime, sign language or dramatic gestures are suggested in the activity descriptions. For example, in the flashcard games (Show and Tell, pg. Act-24, and Where Is It?, pg. Act-25) this strategy is used to introduce and reinforce vocabulary, phrases and sentences. These techniques are also useful to avoid the tendency to translate while communicating with students.. The Sube approach is unique in that it addresses a specific challenge for second language learning observed Introduction Introduction 11

22 The Sube Methodology in bilingual families in the U.S. today. Specifically, the first and second generation children of immigrant families that settled in the U.S. since the 1930s. Many of this generation can understand their native language but have great difficulty in speaking. The observation is that if their parents spoke to them in their native language but did not require or demand that they respond in the native language, those speaking skills were not being exercised. The key factor here, is that the dominant language, in this case English, replaced the native language as the language of communication for the child, in which case, they developed a high proficiency in comprehension, but a low proficiency in speaking in the native language. This is a truth that children raised in bilingual homes experience first hand, and from which we have learned many lessons. Some language theories believe that once listening comprehension has been developed, speech develops naturally and effortlessly out of it. But research shows that communication takes the path of least resistance. It is our belief is that speaking skills do not develop automatically once the student has developed comprehension skills, as long as there is another language that can be used in its place. We have learned that in order to become a fluent speaker, oral language skills must be consciously and actively developed in the beginning stages, along with listening and comprehension skills. Otherwise, the student will experience a learning plateau, as described above. At the same time, we realize that of all the skills to be developed, speaking creates the highest stress since it requires proactive involvement and high order thinking. To address this challenge, the Sube program incorporates gentle scaffolding techniques (a teaching strategy that starts with extensive support when introducing new concepts, and leads to the gradual removal of this support once new vocabulary is acquired) into the language learning games that coax and gradually develop speaking skills. This strategy provides students with the appropriate vocabulary and subsequent phrasing needed to communicate and participate in a specific activity. Games are broken down into different versions that isolate the different skills need to learn a second language; comprehension, speaking, reading, writing and critical thinking. In order to play, and progress from level to level, one must acquire and communicate with the appropriate language; moving from one-word responses to two and three-word phrases, and finally to speaking in full sentences. Each vocabulary unit provides a balanced combination of activities that develop each of these critical skills. This technique provides students with the language tools they need within a safe and creative environment so that they progress as they are ready. This process also allows for differentiated learning (Appendix, Glossary of terms pg.xx) where students of various proficiency levels can play together and yet progress along their own path simultaneously (see Where Is It?, pg. Act-25, for details on this strategy). The Sube approach proposes that by providing opportunities to develop each of these skills around each vocabulary unit, the student acquires a deeper more meaningful understanding of the language and its patterns. In addition, we stress that speaking skills must be actively, but gently, developed in order to become a fluent speaker. Another challenge observed in schools, is the fact that second language study is most often implemented in isolated blocks of time, and where the first language is dominant in the social environment. The second language is therefore experienced as separate and disconnected from their everyday life, limiting meaningful exposure to the language. Research shows that students need to be immersed in language within meaningful context, and in a variety of social settings. We believe that this factor needs to be addressed in order for students to experience success in language learning. The challenge is in how to maximize the learning within short blocks of class time in a way that provides opportunities for meaningful personal connections to the language. 12 Introduction

23 The Sube Methodolgy A technique that has proven effective for maximizing the learning in short blocks of time, is the organization of academic content around thematic units that correlate with school themes, other subject areas, or community involvement. Research has demonstrated that this practice provides opportunities for students to develop skills in order to appropriate knowledge around the chosen theme. The Enhancement Activities in the lesson plans provide activities with this purpose in mind. Sube units can be integrated into a school theme or field trip, a community project, or a parent visit, as a way to appropriate knowledge in meaningful ways. For example, in the food theme, it is suggested to take students to a local restaurant authentic to the food and culture of the target language, or to have a parent who speaks the native language to visit the school and prepare a food with the class. Making the time for these activities is stressed in order to expand and enrich the social context in which the language is used. The Sube approach recognizes the meaningful connection between language and culture, and the power of incorporating culturally authentic music into the curriculum. This technique adds a social and cultural dimension to the vocabulary unit, that reaches students on a deep emotional level, and therefore accelerates the learning The centerpiece for this approach is the Sube music video. Each thematic unit includes a video which portrays children engaged in activities relating to the theme (i.e. going to the zoo, playing dress up, etc.). Each musical score underlying the video is done in a style of music from a different country in Latin America For example, salsa fro Cuba and ranchera music from Mexico. The students feel the diverse rhythms and experience the richness of the culture while they are learning the vocabulary words and phrases. Idiomatic expresses and informal language are incorporated into the lyrics, exposing students to a real world use of the language. In addition, we believe that demonstrating the diversity of musical styles and linguistic expressions, develops tolerance and respect for different cultures at a young age. Studies on the importance of teaching a foreign language in the early years discovered that children are open to ideas of global understanding, and the study of a foreign language and culture at a young age can serve as an important vehicle by which to expand their intercultural views. The Sube videos provide a unique blend of language, music and culture to engage students and expand their minds. Finally, the multi-sensory approach that addresses diverse learning styles and motivates student learning, also increases vocabulary retention and maximizes the learning that occurs in these short blocks of time. These strategies and approaches create the unique Sube methodology: A thematic curriculum based on multisensory materials and activities that incorporate successful and research-based teaching strategies to develop comprehension, speaking, reading and writing skills. The Sube methodology provides a balanced curriculum that provides opportunities for each of these skills to be developed simultaneously in a safe and creative environment that nurtures the students confidence, and develops a positive self-esteem around their new language. Introduction Introduction 13