Kindergarten Spanish Distance Learning Program. Contents

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2 Kindergarten Spanish Distance Learning Program Contents Page Numbers Bienvenidos, Nuevos Amigos! 3 Teaching a World Language in Kindergarten 4 The Goals of Nuevos Amigos 5 The Objectives of Nuevos Amigos 6 Program Design/ What is Distance Learning?/ Video Viewing Strategies 7 Letter to Parents 8 Certificate of Completion for Students 9 How to Implement Nuevos Amigos in the Classroom 10 Spanish Word Wall/Spanish Journal 11 Heritage Speakers/Spanish Fiesta 12 Instructions for Assessments 13 Student Progress Chart 14 Student Vocabulary Chart 15 Script for Administering Assessment Unit 1 16 Unit 1 Assessment 17 Script for Administering Assessment Unit 2 18 Unit 2 Assessment 19 Unit 1 Vocabulary Unit 2 Vocabulary Spanish Pronunciation Guide Overview of Program: Lessons

3 BIENVENIDOS, NUEVOS AMIGOS! Due to the great interest and motivation in introducing the Spanish language at the kindergarten level, we have designed a developmentally age appropriate program to meet your needs. The NUEVOS AMIGOS distance learning program incorporates games, songs, puppets and culture lessons for second language learners. About the Authors: Four elementary teachers with varied backgrounds and proficiency in Spanish have collaborated in writing the curriculum for NUEVOS AMIGOS. Let s meet them! Mrs. Rebecca García-Arango Elementary Spanish as a Second Language Teacher Dallas Independent School District Ms. Chandra Cooper Kindergarten English as a Second Language Teacher Dallas Independent School District Mrs. Irma Minjares Elementary Spanish as a Second Language Teacher Garland Independent School District Mrs. Maricela Rassmussen Kindergarten Bilingual Teacher Dallas Independent School District 3

4 Teaching a World Language in Kindergarten Communication: Communication skills are the primary focus of language. Studies have shown that the window of opportunity for learning a second language must take place before the age of ten. (Jacqueline Thomas, Professor of Languages at Texas A&M, 1996) Cultures: Students learn about and experience other cultures as an integral part of studying languages other than English. Children who have studied a world language develop a sense of cultural pluralism (openness to and appreciation of other cultures). (Lipton, page 36) Because language acquisition is an important element in the learning development of the kindergarten student, culture plays a vital role. Through art, music, dance, drama, poetry and literature, second language acquisition can be easily developed. (LOTE, page 46) Comparisons: A natural result of learning another language is the comparison of the language being learned with the native language. Children who have studied a world language show greater cognitive development in such areas as mental flexibility, creativity, divergent thinking and higher order thinking skills. (Lipton, page 36) Connections: Knowledge of other languages and cultures provides the tools and context for connecting with other subject areas including the arts, health, social studies, sciences, mathematics and English. Because linguistic development takes place simultaneously in the early elementary grades, connections to the learning of basic concepts are readily acquired. (LOTE, page 52) It has also been shown that children who have studied a world language in the elementary school achieve expected gains and even higher scores on standardized tests in reading, language arts and mathematics. (Lipton, page 36) Communities: Learning languages other than English increases opportunities for participation in communities in Texas, in other states and around the world. Students use languages to enhance their personal and public lives and to meet the career demands of the 21st century. (LOTE, page 66) *(A Texas Framework for Languages Other Than English, Texas Education Agency, 1997) and (Gladys C. Lipton, Elementary Foreign Language Programs Fles* An Administrators Handbook. Illinois: NTC, 1992) 4

5 The Goals of NUEVOS AMIGOS By the end of the school year, the children will be able to Communication Develop listening and speaking skills to become proficient in a second language. Understand basic vocabulary and Spanish expressions that are necessary for everyday communication. Respond to simple questions and commands. Students sing songs and play games in Spanish to practice the language. Cultures Explore the cultural diversity and similarity within the Spanish-speaking countries and the United States. Students compare how Independence Day is celebrated in the United States and Mexico. Connections Use the language to provide the tools and context for connecting with other subject areas including arts, health, social studies, sciences, mathematics and English. The science connection is made when the students learn the names of the forest animals in Spanish. Comparisons Demonstrate an understanding of the influence of one language and culture on another. Students compare how they greet each other in English to the way they greet each other in Spanish. Communities Use the language both within and beyond the school setting through activities such as participating in cultural events. The distance learning teacher visits the classrooms to provide student exposure to a native language speaker. 5

6 The Objectives of NUEVOS AMIGOS By the end of Unit 1, the students will be able to understand: * greetings * colors * numbers * clothes * body parts * vegetables * fruits The students will be able to demonstrate the following verbs: * bailar - to dance * cantar - to sing * saludar - to greet someone * pintar - to paint * contar - to count * vestir - to dress * comer - to eat By the end of Unit 2, the students will be able to understand: * animals * days of the week * months * seasons * manners The students will be able to demonstrate the following verbs: * correr - to run * caminar - to walk * aplaudir - to clap * indicar - to point * abrazar - to hug 6

7 Program Design The program is divided into two units based on the stories The Princess and the Pea in Unit 1 and The Tortoise and the Hare in Unit 2. Each unit consists of a review and an assessment. There is also a theme to every lesson with a new verb being introduced while recycling the previous verb. Every lesson has two sets of vocabulary words that can be adapted to different skill levels: basic vocabulary and enrichment vocabulary. Each vocabulary list has its own activity which reinforces the lesson. The basic vocabulary is supported by Activity One, and the enrichment vocabulary is reinforced by Activity Two. What is Distance Learning? Distance - teacher and student are separated by distance. Learning - knowledge is gained through the use of technology. Technology bridges the distance - carries the message. Video Viewing Strategies In order for this program to be successful, the following procedures are suggested: * Teachers are responsible for previewing and playing the lessons. * Each lesson is to be viewed two times per week. * It is suggested that one teacher/facilitator from each school be designated as the coordinator of the program. * Set a time for Spanish only and reflect it in your daily schedule. * Encourage students to share the Spanish vocabulary with parents. * Bring in songs, books and community resources. * Repetition of vocabulary learned is to be used. * Having fun and a good attitude makes a difference in the learning performance of the students. * Administer the assessments. 7

8 Kindergarten Spanish Distance Learning Program Dear Parents: Hola! (Hello!) Your child will be learning this and other Spanish expressions in special video lessons based on two children s stories. Your child s school is one of the schools participating in the NUEVOS AMIGOS distance learning program. This program was designed especially for kindergarten students. Your child will delight in sharing his or her knowledge with you. Studies have shown that the earlier a second language is introduced the more successful the acquisition. Please encourage your child to teach you the new songs or games which he/she has learned. I look forward to having your child participate in NUEVOS AMIGOS this year. Sincerely, Rebecca García-Arango Spanish Distance Learning Teacher 8

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10 How to Implement NUEVOS AMIGOS Before starting the program: Before viewing the program: (1) Spanish Word Wall (2) Spanish Journal (1) Preview the video. (2) Read the story to the class. (3) Write or glue vocabulary onto the Spanish Word Wall. View the video: After viewing the video: (1) Show the video to the class at the beginning of week. (2) Students repeat the vocabulary. (3) Students sing songs. (1) Practice singing songs together. (2) Learning Centers: Drama Center - Sing songs and have students find words on the Spanish Word Wall. Game Center - Play games. View the video again: After viewing the video: (1) Show the video again during the middle of week. (2) Students repeat the vocabulary. (3) Students sing songs. (1) Practice singing songs. (2) Learning Centers: Writing Center - Have the students write in Spanish Journal. Reading Center - Have students read to a friend. 10

11 Spanish Word Wall (1) Select a space to secure the Spanish Word Wall. (2) Leave enough space between letters to glue the vocabulary cards. (3) Use the uppercase letters except for rr. (1)Select a space to secure the Spanish Word Wall. A B C CH D E F G (2) Leave enough space between letters to glue the vocabulary cards. (3) Use the uppercase Spanish letters. Word Wall H I J K L Ll M N Ñ O P Q R rr S T U V W X Y Z Spanish Journal (1) Students may use a notebook, spiral, folder or stapled paper. (2) The notebook cover should have name of student and title: My Spanish Journal. Name: My Spanish Journal 11

12 Heritage Speakers Students whose native language is Spanish can definitely enhance the program by providing many assets such as: Provide assistance in the pronunciation of Spanish words and share their knowledge of other words that are used in their country of origin. Example: La pluma for a ballpoint pen in Mexico is also called el bolígrafo or el boli in Spain and in some of the Spanish-speaking countries. Also, if speakers of Spanish question the usage or pronunciation of a word or expression, tell them that they are fortunate to now know two ways of saying the same thing. Example: The color café for brown is also called marrón, and the color anaranjado for orange is also known as naranja. Heritage Speakers of languages other than Spanish can also offer enriching opportunities to talk about their native language, cultural customs and traditions. Spanish Fiesta Take this opportunity to prepare a performance for family and friends. What a better way to exhibit what the students have learned than to have them perform the songs! Students may perform on the school stage and later have refreshments in their classroom to show off their class work. Here s an example of an invitation: Bienvenidos a la fiesta de (Name of Class)! Come and join our fiesta! Watch us sing our songs in Spanish! Fecha(Date): 12

13 Instructions for Assessments for Unit 1 and 2 As students acquire a second language, assessment and evaluation serve as an important tool in maintaining students enthusiasm for language learning. Oral Language Assessment The goal of the Spanish program is to develop oral language communications skills in a second language. Therefore, the different manners to test the various levels of language learning can incorporate the informal and formal types of assessments. Types of Assessment: Informal and Formal Assessments Informal Assessments These exams can be spontaneous and may be administered without reflecting a score result. It may be as simple as taking note as to how two students are using the newly acquired Spanish vocabulary or looking at the drawings and writings in a student s Spanish Journal. Formal Language Assessments It is necessary to give formal assessments, but they are not to be given as to create anxiety in the students. Create an atmosphere in which the students see formal testing as something between you and them. Use this assessment as a tool for helping the learner. Formal Assessments Use the Unit I and Unit 2 Assessments to measure the basic vocabulary after viewing the lessons within each unit. Assessment Strategies: * Group Assessment Observe and monitor activity while the group is performing a song, poem or game. * Portfolio Assessment - Create portfolios of written work and projects, and you may even take pictures of the Group Assessment. Observe and monitor activity while the group is performing a song, poem or game. * Peer Assessment Many of the activities are designed for pair and group work. By playing games together and singing songs, students can practice the language with each other. Use the Rubric for Holistic Assessment and Vocabulary Chart to record students responses. 13

14 Student Progress Chart Check the appropriate box under each relevant item. There is space available for comments and an example of comments is given. Student s Name Date: NEVER SOMETIMES ALWAYS NOT APPLICABLE 1. Listens but does not respond orally. ο ο ο ο Comment: 2. Listens and repeats. ο ο ο ο Comment: 3. Sings along with videotape. ο ο ο ο Comment: 4. Sings along with the class. ο ο ο ο Comment: 5. Responds to commands appropriately. ο ο ο ο Comment: 6. Answers non-personal questions. ο ο ο ο Comment: 7. Answers personal questions. ο ο ο ο Comment: 8. Participates in classroom activities. ο ο ο ο Comment: 9. Is willing or volunteers to speak Spanish. ο ο ο ο Comment: 10. Writes and draws in Spanish journal. ο ο ο ο Comment: Comments: Repeats (more) easily. Pronunciation seems to be (more) accurate. Is able to sing (some/more/all of) the song(s). 14

15 Nuevos Amigos Student Vocabulary Chart Name of Student: Name of School: Date: Teacher Name: Pre-Test: Post-Test: Oral Assessment - #1 Greetings: Colors: Numbers: Unit 1 (Basic Vocabulary) hola (hello) - azul (blue) - uno (one) - Adiós. (Goodbye.) - verde (green) - dos (two) - Please show level of Buenos días.(good morning.) - rojo (red) - tres (three) - knowledge using the Buenas tardes.(good afternoon.)- anaranjado (orange) - cuatro (four) - following words: Buenas noches.(good evening.) - morado (purple) - cinco (five) - Hasta luego. (See you later.) - amarillo (yellow) - seis (six) - Complete knowledge of siete (seven) - vocabulary - Sí (color code: purple) ocho (eight) - nueve (nine) - No knowledge of vocabulary - diez (ten) - No (color code: orange) Clothes: Fruits: Verbs: bailar (to dance) - zapatos (shoes) - manzana (apple) - cantar (to sing) - vestido (dress) - naranja (orange) - saludar (to greet someone) pantalones (pants) - uvas (grapes) - pintar (to paint) - camisa (shirt) - plátano (banana) - contar (to sing) - piyama (pajamas) - limón (lemon) - vestir (to dress) - Date: comer - to eat Oral Assessment - #2 Animals: Days of Week: Months: Unit 2 enero (January) - (Basic Vocabulary) zorro (fox) - lunes (Monday) - febrero (February) - liebre (hare) - martes (Tuesday) - marzo (March) - Please show level of tortuga (turtle) - miércoles (Wednesday) - abril (April) - knowledge using the ganso (goose) - jueves (Thursday) - mayo (May) - following words: viernes (Friday) - junio (June) - sábado (Saturday) - julio (July) - Complete knowledge of vocabulary domingo (Sunday) - agosto (August) - Knowledge - Sí (color code: purple) Seasons: Manners: septiembre (September) - octubre (October) - No knowledge of vocabulary - el otoño (fall)- por favor (please) - noviembre (November) - No (color code: orange) el invierno(winter)- gracias (thank you) - diciembre (December) - la primavera (spring) - por/de nada (your welcome) - Verbs: el verano (summer)- con permiso (excuse me) - caminar (to walk) - pase usted (come in or gives correr (to run) - permission to cut in line) - aplaudir (to applaud) - indicar (to indicate) - abrazar (to hug) -

16 Script for Administering Unit 1 Assessment Unit 1 Assessment covers lessons 1-7: Materials to gather: Unit 1 Assessment One pencil or crayon per child Crayons in red, green, blue, orange, brown, black and yellow for each child. Question #1: Greetings Teacher: Hola, amigos! It s time to find out what you have learned in Spanish. Put your pencil on number one and take a look at three pictures. You are seeing three pictures that show Buenos días (Good morning), Buenas tardes (Good afternoon) and Buenas noches (Good evening). Listen to the greeting that I will say and circle the greeting you hear. Listen first, then circle, then check your answer. Buenas tardes. Buenas tardes. Buenas tardes. Question #2: Colors Teacher: Let s continue and now place your pencil on number 2. We will be using the crayons to color the three objects. Color the heart red, the orange orange and the banana yellow. When you have finished coloring all three pictures, place your crayons down. Now, listen to the color I will say and let s circle the object. amarillo amarillo amarillo Question #3: Numbers Teacher: Place your pencil on number 3. We will be counting the number of balloons that a clown is holding or juggling. I will call out a number in Spanish. You are to find that number by counting the balls and balloons. Listen carefully and circle the number. cinco cinco cinco Question #4: Clothes Teacher: Place your pencil on number 4. You are looking at pictures of clothes. Do you remember studying the names for clothes in Spanish? I will call out a name. You are to circle the name I call out. vestido vestido vestido Question #5: Fruits Teacher: Place your pencil on number 5. There are three pictures of fruits. You are to circle the fruit that I call out in Spanish. Listen carefully. uvas uvas uvas 16

17 Nuevos Amigos Unit 1 Assessment Buenos días. Buenas tardes. Buenas noches. 1 rojo anaranjado amarillo zapatos camisa vestido 4 manzana 5 limón uvas

18 Script for Administering Unit 2 Assessment Unit 2 Assessment covers lessons Materials to gather: Unit 2 Assessment One pencil or crayon per child Question #1: Animals Teacher: Hola, amigos! It s time again to find out what you have learned in Spanish. Put your pencil on number one and take a look at three pictures. You are seeing three pictures of animals. I will say the name of the animal in Spanish. You are to draw a circle around the animal that I call out in Spanish. Remember, listen carefully. tortuga tortuga tortuga Question #2: Months of the Year Teacher: Let s continue and now place your pencil on number 2. We will be looking at pictures that remind us of the months of the year. When I say the name of the month in Spanish, you are to circle that month. Listen and think before answering. octubre octubre octubre Question #3: Seasons Teacher: Place your pencil on number 3. I am going to call out a season of the year. The pictures that you are looking at remind us of the time of the year. Listen carefully and circle the season. el otoño el otoño el otoño Question #4: More animals Teacher: Place your pencil on number 4. You are looking at pictures of three animals. Look for the picture of the animal that I call out. oso oso oso Question #5: Vegetables Teacher: Place your pencil on number 5. There are three pictures of vegetables. You are to circle the vegetable that I call out in Spanish. Listen carefully. papas papas papas 18

19 Nuevos Amigos Unit 2 Assessment búho tortuga zorro 1 diciembre octubre febrero 2 otoño invierno verano 3 liebre oso rana 4 papas tomates guisantes 5

20 Kindergarten Spanish Vocabulary Unit 1: The Princess and the Pea Lesson 1: Introduction to Spanish Objective: Students will become exposed to a second language by listening, reading, writing and speaking using a fun and informal interative approach. Verbs: 1. bailar to dance 2. cantar to sing Basic Vocabulary: 3. hola hello 4. nuevos new 5. amigos friends 6. Adiós. Goodbye. Enrichment Vocabulary: 1. amigo/amiga friend 2. tengo I have Cultural Lesson: Students practice saying hola to friends and family. Lesson 2: Greetings Objective: Students will be able to greet each other in Spanish. Verbs: 1. cantar to sing 2. saludar to greet someone Basic Vocabulary: 1. Buenos días. Good morning. 2. Buenas tardes. Good afternoon. 3. Buenas noches. Good evening. 4. Hasta luego. See you later. Enrichment Vocabulary: 1. Cómo estás tú? How are you? (informal) 2. Cómo está usted? How are you? (formal) Cultural Lesson: Use tú to greet friends and usted to greet adults. Lesson 3: Colors Objective: - Students will identify and name eight colors in Spanish. Verbs: 1. saludar to greet someone 2. pintar to paint 20

21 Basic Vocabulary: 1. azul blue 2. verde green 3. rojo red 4. anaranjado orange 5. morado purple 6. amarillo yellow Enrichment Vocabulary: 1. gris gray 2. blanco white 3. rosado pink 4. café brown 5. negro black Cultural Lesson: Talk about why the native people from Peru, Mexico and Central America use bright colors. Lesson 4: Numbers Objective: Students will identify, name and count numbers one through ten in Spanish. Verbs: 1. pintar to paint 2. contar to count Basic Vocabulary: 1. uno - one 2. dos - two 3. tres - three 4. cuatro - four 5. cinco - five 6. seis - six 7. siete - seven 8. ocho - eight 9. nueve - nine 10. diez - ten Enrichment Vocabulary: 1. princesa - princess 2. prueba - test 3. once - eleven 4. doce - twelve 5. trece - thirteen 6. catorce - fourteen 7. quince - fifteen 8. dieciséis - sixteen 21

22 9. diecisiete - seventeen 10. dieciocho - eighteen 11. diecinueve - nineteen 12. veinte twenty Culture Lesson: Talk about how the Mayans counted using a dot to represent one and a bar to represent five. Lesson 5: Clothes and Body Parts Objective: Students will be able to name and recognize clothing items and body parts in Spanish. Verbs: 1. contar to count 2. vestir to dress Basic Vocabulary: 1. zapatos shoes 2. vestido dress 3. pantalones pants 4. camisa shirt 5. piyama pajamas Enrichment Vocabulary: 1. la espalda back 2. la cabeza head 3. los brazos arms 4. las piernas legs 5. los pies feet Cultural Lesson: Talk about the different clothes that are worn by vaqueros or cowboys. Lesson 6: Fruits and Vegetables Objective: Students will be able to name some fruits and vegetables in Spanish. Verbs: 1. vestir to dress 2. comer to eat Basic Vocabulary: 1. manzana apple 2. naranja orange 3. uva grape 4. plátano banana 5. limón lemon Enrichment Vocabulary: 1. papa potato 22

23 2. tomate tomato 3. me gusta I like (singular noun or direct object). 4. me gustan I like (plural noun or direct object). Cultural Lesson: Take a visit to a local grocery store and/or bring tropical fruit for show and tell such as a mango, a jícama, a guava and/or a papaya. Lesson 7: Puppet Play of The Princess and the Pea Objective: Students will view the video of the puppet play in Spanish of La princesa y el guisante. Culture Lesson: Talk about siestas or naps that the students take daily and compare to the siestas that the students take daily in Spanish-speaking countries. Unit 2: The Tortoise and the Hare Lesson 8: Review and Assessment Objective: Students will be able to demonstrate knowledge and understanding of targeted vocabulary. Lesson 9: Animals Objective: Students will be able to name animals in Spanish. Verbs: 1. correr to run 2. caminar to walk Basic Vocabulary: 1. zorro fox 2. liebre hare 3. tortuga turtle 4. ganso goose Enrichment Vocabulary: 1. ratón mouse 2. león lion 3. rana frog 4. oso bear Culture Lesson: Talk about how there is more than one way of doing things. Everyone walks and runs differently. Relate to the story of The Tortoise and the Hare. Lesson 10: Days of the Week Objective: Students will say the days of the week in Spanish. Verbs: 1. caminar to walk 2. aplaudir to applaud 23

24 Basic Vocabulary: 1. lunes - Monday 2. martes - Tuesday 3. miércoles - Wednesday 4. jueves - Thursday 5. viernes - Friday 6. sábado - Saturday 7. domingo - Sunday Enrichment Vocabulary: 1. Qué día es hoy? What is today? 2. Hoy es. Today is (day of week). 3. Qué día fue ayer? What day was it yesterday? 4. Ayer fue. Yesterday was (day of the week). 5. Qué día será mañana? What day will tomorrow be? 6. Mañana será. Tomorrow will be (day of the week). Culture Lesson: Talk about the different percussion instruments. Lesson 11: Months of the Year Objective: Students will say the months of the year in Spanish. Verbs: 1. aplaudir to applaud 2. correr to run Basic Vocabulary: 1. enero - January 2. febrero - February 3. marzo - March 4. abril - April 5. mayo - May 6. junio - June 7. julio - July 8. agosto - August 9. septiembre - September 10. octubre - October 11. noviembre - November 12. diciembre - December Enrichment Vocabulary: 1. año year 2. meses - months 3. cumpleaños - birthdays 4. Cuál es la fecha de tu cumpleaños? What s the date of your birthday? 24

25 5. Mi cumpleaños es el (day) de (month). My birthday is on (Month) (day). Culture Lesson: Talk about how the months of the year are not capitalized in Spanish. Lesson 12: Seasons Objective: Students will describe and illustrate the four seasons when presented with picture clues. Verbs: 1. correr to run 2. indicar to indicate Basic Vocabulary: 1. el otoño - fall 2. el invierno - winter 3. la primavera spring 4. el verano summer Enrichment Vocabulary: 1. igual same 2. diferente different 3. las estaciones the seasons Culture Lesson: Talk about how the seasons of the year are different in other parts of the world. Lesson 13: Manners Objective: Students will express in Spanish responses associated with good manners. Verbs: 1. indicar to indicate Basic Vocabulary: 1. gracias thank you 2. por favor please 3. por nada/de nada you re welcome 4. con permiso excuse me 5. pase usted come in (or) gives one permission to cut in line Enrichment Vocabulary: 1. abrazo hug 2. beso kiss Culture Lesson: Teach the concept of hugging used as a greeting that is given to adults and friends. 25

26 Lesson 14: The Tortoise and the Hare Objective: Students will view the video of the puppet play The Tortoise and the Hare in Spanish. Culture Lesson: Talk about the moral that is depicted in the fable of The Tortoise and the Hare : Hard work and perseverance bring rewards. Review: Recycle the vocabulary. 26

27 Spanish Pronunciation Guide A abrazar [a-bra sar] to hug (Lesson 13) abrazo [a-bra so] embrace, hug (Lesson 13) abril [a-breel ] April (Lesson 11) Adiós. [a-dyos ] Goodbye. (Lesson 1) agosto [a-gos to] August (Lesson 11) amarillo [a-ma-ree yo] yellow (Lesson 3) amigo,a [a-mee go] friend (Lesson 1) anaranjado [a-na-ran-ha do] orange (Lesson 3) año [a nyo] year (Lesson 11) aplaudir [a-plow-deer ] to applaud (Lesson 10) arco iris [ar co ee rees] rainbow (Lesson 7) azul [a-sool ] blue (Lesson 3) B bailar [bi-lar ] to dance (Lesson 1) beso [be so] kiss (Lesson 13) blanco [blan co] white (Lesson 3) brazo [bra so] arm (Lesson 5) Buenos días. [bwe nos dee as] Good morning. (Lesson 2) 27

28 Buenas noches. [bwe nas no ches] Good night. (Lesson 2) Buenas tardes. [bwe nas tar des] Good afternoon. (Lesson 2) búho [boo oh] owl (Lesson 9) C cabeza (la) [ca-be sa] head (Lesson 5) café [ca-fe ] brown (Lesson 3) calcetines [cal-se-teen es] socks (Lesson 5) caminar [ca min-ar] to walk (Lesson 9) camisa [ca-mee sa] shirt (Lesson 5) cantar [can-tar ] to sing (Lesson 1) carrera (la) [ca-rre ra] race (Lesson 14) catorce [ca-tor se] fourteen (Lesson 4) cinco [seen co] five (Lesson 4) colchones [col-cho nes] mattresses (Lesson 7) comer [co-mer ] to eat (Lesson 6) Cómo estás tú? [co mo es-tas too] (Informal) How are you? (Lesson 2) Cómo está usted? [co mo es-ta oos ted] (Formal) How are you? (Lesson 2) conejo [co-ne ho] rabbit (Lesson 9) con permiso [con per-mee so] excuse me (Lesson 13) contar [con-tar ] to count (Lesson 4) 28

29 correr [co-rehr ] to run (Lesson 9) cuatro [kooa tro] four (Lesson 4) cumpleaños [koom-ple-a nyos] birthday (Lesson 11) D de nada [de na da] you are welcome (Lesson 13) despacio [des-pa syo] slow (Lesson 14) diciembre [dee-syem bre] December (Lesson 11) dieciséis [die-see-seh eese] sixteen (Lesson 4) diecisiete [die-see syeh-teh] seventeen (Lesson 4) diecinueve [die-see nweh-beh] nineteen (Lesson 4) dieciocho [die-see oh-cho] eighteen (Lesson 4) diez [diez] ten (Lesson 4) diferente [dee-fe-ren te] different (Lesson 12) doce [do seh] twelve (Lesson 4) domingo [do-min go] Sunday (Lesson 10) dormir [dor-meer ] to sleep (Lesson 7) dos [dos] two (Lesson 4) E enero [e-ne ro] January (Lesson 11) 29

30 espalda (la) [es-pal da] back (Lesson 5) estaciones (las) [es-ta-syon es] seasons (Lesson 12) F febrero [fe-bre ro] February (Lesson 11) G ganso [gan so] goose (Lesson 9) gracias [gra syas] thank you (Lesson 13) guisantes [gee-san te] peas (Lesson 6) H hasta luego [as ta lwe go] see you later (Lesson 2) hola [o la] hello (Lesson 1) I igual [ee-gwal ] same (Lesson 12) indicar [een-dee-car ] to indicate (Lesson 12) invierno (el) [een-byer no] winter (Lesson 12) 30

31 J jueves [hue vez] Thursday (Lesson 10) julio [hu lyo] July (Lesson 11) junio [hu nyo] June (Lesson 11) L león [le-on ] lion (Lesson 9) liebre [lye bre] hare (Lesson 9) limón [lee-mon ] lemon (Lesson 6) lunes [lu nes] Monday (Lesson 10) M mamá [ma-ma ] mother (Lesson 7) mano (la) [ma no] hand (Lesson 5) manzana [man-sa na] apple (Lesson 6) marrón [ma-rron ] brown (Lesson 3) martes [mar tes] Tuesday (Lesson 10) marzo [mar so] March (Lesson 11) mayo [ma yo] May (Lesson 11) meses [mes es] months (Lesson 11) miércoles [myer co-les] Wednesday (Lesson 10) 31

32 mira [mee rah] look (Lesson 7) morado [mo-ra do] purple (Lesson 3) N naranja [na-ran ha] orange (Lesson 6) negro [ne gro] black (Lesson 3) noviembre [no-byem bre] November (Lesson 11) nueve [nwe beh] nine (Lesson 4) nuevo,a [nwe bo] new (Lesson 1) O ocho [o cho] eight (Lesson 4) octubre [oc-tu bre] October (Lesson 11) once [on se] eleven (Lesson 4) oso [o so] bear (Lesson 9) otoño (el) [o-to nyo] fall (Lesson 12) P pajaritos [pa-ha-ree tos] birds (Lesson 7) pantalones [pan-ta-lo nes] pants (Lesson 5) papá [pa-pa ] father (Lesson 7) 32

33 papas [pa pas] potatoes (Lesson 6) pase usted [pa se oos ted] come in (Lesson 13) pierna (la) [pyer na] leg (Lesson 5) pies (los) [pyes] feet (Lesson 5) piyama [pee-ya ma] pajamas (Lesson 5) pijama [pee-ha ma] pajamas (Lesson 5) pintar [peen-tar ] to paint (Lesson 3) plátano [pla ta-no] banana (Lesson 6) por favor [por fa-bor ] please (Lesson 13) primavera (la) [pree-ma-be ra] spring (Lesson 12) princesa [preen-se sa] princess (Lesson 4) pronto [pron to] fast (Lesson 14) prueba [pru-e ba] test (Lesson 4) Q quince [kin ce] fifteen (Lesson 4) R rana [rra na] frog (Lesson 9) rápido [rra pee-do] fast (Lesson 14) ratón [rra-ton ] mouse (Lesson 9) 33

34 rojo [rro ho] red (Lesson 3) rosado [rro sa-do] pink (Lesson 3) S sábado [sa ba-do] Saturday (Lesson 10) saludar [sal-u-dar ] to greet (Lesson 2) seis [seh eese] six (Lesson 4) septiembre [sep-tyem bre] September (Lesson 11) siete [si-e te] seven (Lesson 4) T tengo [ten go] I have (Lesson 1) tomates [to-ma tes] tomatoes (Lesson 6) tortuga [tor-tu ga] turtle (Lesson 9) trece [tre se] thirteen (Lesson 4) tres [tres] three (Lesson 4) tú [too] you informal (Lesson 2) U uno [oo no] one (Lesson 4) usted [oos ted] you formal (Lesson 2) 34

35 uvas [u bas] grape (Lesson 6) V veinte [beh-een teh] twenty (Lesson 4) verano (el) [bah-rah no] summer (Lesson 12) verde [behr deh] green (Lesson 3) vestido [bes-tee do] dress (Lesson 5) vestir [bes-teer ] to dress (Lesson 5) viernes [byer nes] Friday (Lesson 10) Z zapato [sa-pa to] shoe (Lesson 5) zorro [so rro] fox (Lesson 9) 35

36 Overview of Program Unit 1: The Princess and the Pea Unit 1 Pre-Assessment Nuevos Amigos Kindergarten Lessons Pages Lesson #1: Introduction to the Spanish Language 1-3 Scope and Sequence A Songs 4-7 Black Line Master Lesson #2: Greetings 8-11 Scope and Sequence B Songs Black Line Master Lesson #3: Colors Scope and Sequence C Songs and Games Black Line Master Lesson #4: Numbers Scope and Sequence D Songs and Games Black Line Master Lesson #5: Clothes and Body Parts Scope and Sequence E Songs 28 Black Line Master 36

37 Pages Lesson #6: Vegetables and Fruits Scope and Sequence F Songs 31 Black Line Master Lesson #7: The Princess and the Pea Scope and Sequence G Songs 34 Puppet Play: The Princess and the Pea 1-8 Unit 2: The Tortoise and the Hare Nuevos Amigos Kindergarten Lessons Lesson 8: Review Scope and Sequence H Songs and Games Unit 1 Post-Assessment Unit 2 Pre-Assessment Lesson #9: Animals Scope and Sequence I Songs and Games Black Line Master Lesson #10: Days of the Week Scope and Sequence J Songs Black Line Master 37

38 Pages Lesson #11: Months of the Year Scope and Sequence K Songs and Art Activity Black Line Master Lesson #12: Seasons Scope and Sequence L Songs and Poems 57 Black Line Master Lesson #13: Manners Scope and Sequence M Songs 60 Black Line Master Lesson #14: The Tortoise and the Hare 61 Scope and Sequence N Songs The Puppet Play: The Tortoise and the Hare 1-6 Review Unit 2 Post-Assessment Supplementary Activities 1. Parrot Coloring Page - Lesson 3 2. Castle Pages - Lesson 3 3. Numbers in Spanish from #1-10 and # Lesson 4 4. Mayan Counting Book - Lesson 4 5. Paper doll of the Princess - Lesson 5 6. Paper dolls from Mexico - Lesson 5 7. Fruits Lesson 6 8. Celebrating Independence Day - Lesson Seasons of the year - Lesson The Tortoise and the Hare Color Page Lesson 14 38

39 NUEVOS AMIGOS Kindergarten Spanish Distance Learning Program Unit 1: The Princess and the Pea Lesson 1 Introduction to the Spanish Language Lesson 2 Greetings Lesson 3 Colors Lesson 4 Numbers Lesson 5 Clothes and Body Parts Lesson 6 Vegetables and Fruits Lesson 7 Puppet Play The Princess and the Pea Unit 2: Jack and the Beanstalk Lesson 8 Review Lesson 9 Animals Lesson 10 Days of the Week Lesson 11 Months of the Year Lesson 12 Seasons Lesson 13 - Manners Lesson 14 Puppet Play The Tortoise and the Hare 39

40 Lesson 1: Introduction to the Spanish Language Objective: Students will become exposed to a second language by listening, reading, writing and speaking and by using an informal and a fun interactive approach. Review: Read the story of The Princess and the Pea in English. NUEVOS AMIGOS 1 Verbs: 1. bailar to dance 2. cantar to sing Basic Vocabulary: 1. hola - hello 2. nuevos - new 3. amigos friends 4. Adiós. - Goodbye. Activity One: Sing the Nuevos Amigos Theme Song by introducing the verbs bailar (to dance) and cantar (to sing). The song is sung to the tune of La víbora de la mar. Materials needed: Assessment- 1. Spanish Journals 2. pencils 3. crayons Class big book- 1. paper 2. stapler 3. pencils 4. crayons Directions: Have the students stand in a circle and sing a song while greeting each other and performing action of verb. NUEVOS AMIGOS Hola! Hola! NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS. Hola! Hola! NUEVOS AMIGOS, TEKS: Social Studies K.15-A, B, C, D Language Arts K.2-B; K.13-A, B Kindergarten 1

41 Hoy vamos a bailar. Bailar, bailar, bailar, bailar, bailar, bailar. (6) La, la, la, la, la, la, la, la, la, la. (10) NUEVOS AMIGOS Hola! Hola! NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS. Hola! Hola! NUEVOS AMIGOS, Hoy vamos a cantar. Cantar, cantar, cantar, cantar,cantar, cantar. (6) La, la, la, la, la, la, la, la, la, la. (10) Activity Two: Sing the song: Tengo, tengo to the tune of Ten Little Indians. Directions: Have the students stand in a circle and select one student to walk around the inside of the circle and select one friend by the end of the tune. Keep adding one more amigo and counting until reaching the number five. Tengo, tengo Tengo, tengo un amigo. Tengo, tengo un amigo. Tengo, tengo un amigo. Tengo un amigo. Tengo, tengo dos amigos. Tengo, tengo dos amigos. Tengo, tengo dos amigos. Tengo dos amigos. Tengo, tengo tres amigos. Tengo, tengo tres amigos. Tengo, tengo tres amigos. Tengo tres amigos. Tengo, tengo cuatro amigos. Tengo, tengo cuatro amigos. Tengo, tengo cuatro amigos. Tengo cuatro amigos. Kindergarten Tengo, tengo cinco amigos. Tengo, tengo cinco amigos. Tengo, tengo cinco amigos. Tengo cinco amigos. 2

42 Enrichment Vocabulary: 1. amigo/amiga - friend 2. tengo - I have Titles in Spanish: In Spanish, only the first letter of the first word of a title is capitalized. For example, Tengo, tengo ( I have, I have ) or the title of a story La princesa y el guisante ( The Princess and the Pea ). Culture Lesson: What kind of friends do you have? By speaking more languages, you make more friends. Have the students practice saying hola to everyone they see. Assessment: 1. Journal *(Art): Draw friends. 2. *(Math and Art): Make a Tengo un amigo big book. *Kindergarten Center Activities Kindergarten 3

43 Unit 1: The Princess and the Pea Lesson 1 - Introduction to Spanish Objective: Students will become exposed to a second language by listening, reading, writing and speaking using a fun and informal interactive approach. Review: Read the book The Princess and the Pea. Sing the NUEVOS AMIGOS Theme Song using the verbs cantar and saludar. SPECIFIC TEKS: K.1 - A, B, C, D, E K.2 - A, B K.8 - A, C K.9 - B K.10 - A Activity #2: Sing the song: Tengo,tengo. Verbs: 1. cantar to sing 2. saludar to greet someone Basic Vocabulary: 1. hola - hello 2. nuevos - new 3. amigos friends 4. bailar - to dance 5. cantar - to sing 6. Adiós. - Goodbye. Enrichment Vocabulary: 1. amigo/a - friend 2. tengo - I have Activity: Sing the NUEVOS AMIGOS Theme Song. Culture Lesson: Explain to children that knowing more than one language leads to making more firends. Tell children to practice saying hola to everyone they see at school. TEKS: Social Studies - K A, B, C, D Language Arts - K.2 - B K.13 - A, B Assessment: 1. Journal writing: Draw friends in journal. 2. Make a class big book drawing friends and write: Tengo un amigo. Then on the last page write: Tengo (number) amigos. A

44 All lessons NUEVOS AMIGOS Theme Song (Tune to La víbora de la mar ) Hola! Hola!, NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS. (ola, ola, nu-e-vos a-mi-gos, nu-e-vos a-mi-gos, nu-e-vos a-mi-gos.) Hola! Hola, NUEVOS AMIGOS! (ola, ola, nu-e-vos a-mi-gos!) Hoy vamos a *bailar. (oy va-mos a bai-lar.) *Substitute with a verb. Bailar, bailar, bailar, bailar, bailar, bailar. (6) (Act out action of verb) La, la, la, la, la, la, la, la, la, la. (10) Hola! Hola!, NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS. Hola! Hola, NUEVOS AMIGOS! Hoy vamos a cantar. Cantar, cantar, cantar, cantar, cantar, cantar. (6) La, la, la, la, la, la, la, la, la, la. (10) ****************************************************** Kindergarten 4

45 A verb will be introduced at the beginning of each lesson. Directions: Please review the verb from the last lesson and substitute the new verb in each lesson by singing the NUEVOS AMIGOS Theme Song. 1. bailar (to dance), cantar (to sing) - Lesson 1 (bai-lar) (can-tar) 2. (review or R ) cantar, saludar (to greet someone) - Lesson 2 (sa-lu-dar) 3. R saludar, pintar (to paint) - Lesson 3 (pin-tar) 4. R pintar, contar (to count) - Lesson 4 (con-tar) 5. R contar, vestir (to dress) - Lesson 5 (ves-tir) 6. R vestir, comer (to eat) - Lesson 6 (co-mer) 7. R comer, caminar (to walk) - Lesson 9 (ca-mi-nar) 8. R camimar, aplaudir (to clap) - Lesson 10 (a-plau-dir) 9. R aplaudir, correr (to run) - Lesson 11 (co-rrer) 10. R correr, indicar (to indicate) - Lesson 12 (in-di-car) 11. R indicar, abrazar (to hug) - Lesson 13 (a-bra-zar) Kindergarten 5

46 New Friends (Song to the tune of La vívora de la mar ) Hello! Hello! New friends, new friends, new friends. Hello! Hello! New friends, we re going to sing today. (Substitute verb) Sing, sing, sing, sing, sing, sing. (6) (Act out verb.) La, la, la, la, la, la, la, la, la, la. (10) 1. to dance, to sing - Lesson 1 2. (review or R) to sing, to say hello - Lesson 2 3. R to say hello, to paint - Lesson 3 4. R to paint, to count - Lesson 4 5. R to count, to dress - Lesson 5 6. R to dress, to eat - Lesson 6 7. R to eat, to walk - Lesson 9 8. R to walk, to clap - Lesson R to clap, to jump over - Lesson R to jump over, to indicate - Lesson R to indicate, to hug - Lesson 13 Kindergarten 6

47 Lesson 1 Tengo, tengo (Tune to Ten Little Indians ) Tengo, tengo un amigo. (Ten-go, ten-go, un a-mi-go.) Tengo, tengo un amigo. Tengo, tengo un amigo. Tengo un amigo. Tengo, tengo dos amigos. (4) Tengo, tengo tres amigos. (4) Tengo, tengo cuatro amigos. (4) Tengo, tengo cinco amigos. (4) I Have, I Have I have, I have, I have a friend. I have, I have, I have a friend. I have, I have, I have a friend. I have, I have, I have a friend. I have, I have, I have two friends. (4) I have, I have, I have three friends. (4) I have, I have, I have four friends. (4) I have, I have, I have five friends. (4) Kindergarten 7

48 Nuevos Amigos Lesson 1: Introduction to Spanish Kindergarten hola nuevo amigos Adiós. bailar cantar

49 Lesson 2: Greetings Objective: Students will be able to greet each other in Spanish. Review: Sing the NUEVOS AMIGOS Theme Song. Review cantar (to sing) and introduce saludar (to greet someone). NUEVOS AMIGOS Hola! Hola! NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS. Hola! Hola! NUEVOS AMIGOS, Hoy vamos a cantar. Cantar, cantar, cantar, cantar,cantar, cantar. (6) La, la, la, la, la, la, la, la, la, la. (10) NUEVOS AMIGOS 2 Materials needed: Assessments- 1. Spanish Journals 2. Pencils 3. Crayons NUEVOS AMIGOS Hola! Hola! NUEVOS AMIGOS, NUEVOS AMIGOS, NUEVOS AMIGOS. Hola! Hola! NUEVOS AMIGOS, Hoy vamos a saludar. Saludar, saludar, saludar, saludar, saludar, saludar. (6) La, la, la, la, la, la, la, la, la, la. (10) Verbs: 1. cantar to sing 2. saludar to greet someone TEKS: Language Arts K.2-B; K-13-A,B Social Studies K.15-A, B, C, D Kindergarten 8

50 Basic Vocabulary: 1. Buenos días. - Good morning. 2. Buenas tardes. - Good afternoon. 3. Buenas noches. - Good night. 4. Hasta luego. - See you later. Other Ways of Saying Goodbye in Spanish: There are other ways of saying goodbye that begin with the term hasta, and they also are translated as see you later. Hasta la vista means until next time, and hasta la próxima vez means until next time. Hasta mañana is often translated as see you later. Activity One: Sing the song Buenos días to the tune of Mary Had a Little Lamb. Directions: Have the students greet each other using the greetings. Divide the class into two groups. One group will ask the question, and the second will answer. Buenos días (Sung to the tune of Mary had a Little Lamb ) Buenos días. Cómo estás tú?, Cómo estás tú? Cómo estás tú? Buenos días. Cómo estás tú? Cómo estás tú? Muy bien, gracias, gracias, gracias. Muy bien, gracias, Muy bien, gracias. (Ask the teacher or an adult.) Buenos días. Cómo está usted?, Cómo está usted? Cómo está usted? Buenos días. Cómo está usted? Cómo está usted? Muy bien, gracias, gracias, gracias. Muy bien, gracias, Muy bien, gracias. Special Punctuation: The Spanish language uses special punctuation to warn the reader that the sentence will be either a question or an exclamation. To begin a question, an upsidedown question mark is used, and an upside-down exclamation point demonstrates an exclamation. Kindergarten 9

51 Activity Two: Sing the Finger Play Greeting Song to the tune of Thumpkin. Directions: Use one pointer finger to ask the question, and the second to answer the question. Finger Play Greeting Song Buenos días. Buenos días. Cómo estás? Cómo estás? Muy bien, gracias. Muy bien, gracias. Adiós. Adiós. Buenas tardes. Buenas tarde. Cómo estás? Cómo estás? Muy bien, gracias. Muy bien, gracias. Hasta luego. Hasta luego. Buenas noches. Buenas noches. Cómo estás? Cómo estás? Muy bien, gracias. Muy bien, gracias. Adiós. Adiós. Or Hasta luego. Hasta luego. Enrichment Vocabulary: 1. tú - you (familiar) 2. usted - you (formal) 3. Cómo estás tú - (familiar) How are you? 4. Cómo está usted? - (formal) How are you? Kindergarten 10

52 Culture Lesson: Tell the students that in Spanish you greet teachers and adults using usted, and tú is used to greet your friends. Have the students practice greeting friends and teachers using the appropriate form of you in Spanish. Tú and usted: There are two ways to express you in Spanish, the formal (usted) and the familiar (tú). The formal is used as an indication of respect when addressing elders and people in positions of authority, or when speaking to strangers. The familiar is used when addressing family, friends and colleagues. Assessment: 1. Journal (*Art): Have the students draw different times of the day and then take turns going in front of the class to say what greeting would be used in Spanish. 2. *(Social Studies): How many people did you greet? Make a graph dividing the class between groups or gender. *Kindergarten Center Activities Kindergarten 11

53 Unit 1: The Princess and the Pea Lesson 2 - Greetings Objective: Students will be able to greet each other in Spanish. Review: (re) review (in) - introduce Sing the song NUEVOS AMIGOS Theme Song using the verbs (re) cantar and (in) saludar. Verbs: 1. cantar to sing 2. saludar to greet someone Basic Vocabulary: 1. Buenos días. - Good morning. 2. Buenas tardes. - Good afternoon. 3. Buenas noches. - Good evening. 4. Hasta luego. - See you later. Activity: Sing the song Buenos días amigos. Sing to the tune of Mary had a Little Lamb. Culture Lesson: Explain to children that tú and usted both mean you; however, usted is used with strangers and adults out of respect. Children will sing the Finger Play Greeting Song sung to the tune of the Where is Thumpkin?. SPECIFIC TEKS: K.1 - A, B, C, D K.2 - A, B K.8 - A, C TEKS: Language Arts - K.2 B; K.13 - A Social Studies - K.15 - A, B, C, D Enrichment Vocabulary: 1. tú you (familiar) 2. usted you (formal) 3. Cómo estás tú? (informal) - How are you? 4. Cómo está usted? (formal) - How are you? Activity 2: Sing the song Buenos días. Sing to the tune of Where is Thumpkin? Assessment: 1. Journal writing: Have the students draw a morning, afternoon and evening scene. Then, have the students take turns going in front of the class to say what greeting would be said for that time of the day in Spanish. TEKS: Language Arts - K.8 A; K.10 C; K.14 - D, E ; K.15 - A, B, C ; K.16 B

54 Buenos días Kindergarten (Tune to the of Mary Had a Little Lamb ) Buenos días. Cómo estás tú? (Bue-nos dí-as, có-mo es-tás tú?) Cómo estás tú? Cómo estás tú? Buenos días. Cómo estás tú? Cómo estás tú? Muy bien, gracias, (Mui bien, gra-ci-as) gracias, gracias. Muy bien, gracias. Muy bien, gracias. (Ask the teacher or an adult.) Buenas tardes. Cómo está usted?, (Bue-nas tar-des. Có-mo es-tá us-ted?) Cómo está usted? Cómo está usted? Buenas tardes. Cómo está usted? Cómo está usted? Muy bien, gracias, gracias, gracias. Muy bien, gracias. Muy bien, gracias. Buenas noches. Cómo estás tú?, (Bue-nas no-ches. Có-mo es-tás tu?) Cómo está usted? Cómo estás tú? Buenas noches. Cómo estás tú? Cómo estás tú? Muy bien, gracias, gracias, gracias. Muy bien, gracias. Muy bien, gracias. Lesson 2 12

55 Greeting Song Good morning. How are you? How are you? How are you? Good morning. How are you? How are you? Very well, thank you, thank you, thank you. Very well, thank you, thank you, thank you. Very well, thank you, very well, thank you. (Repeat two more times.) 1. Good afternoon 2. Good evening Kindergarten 13

56 Lesson 2 Finger Play Greeting Song (Song is sung to the tune of Where is Thumpkin? ) Buenos días. Buenos días. Cómo estás? Cómo estás? Muy bien, gracias. Muy bien, gracias. Adiós; adiós. (A-dios; a-dios.) Repeat two more times. 1. Buenas tardes. 2. Buenas noches. Finger Play Greeting Song (Song is sung to the tune of Where is Thumpkin? ) Good morning. Good morning. How are you? How are you? Very well thank you. Very well thank you. Goodbye; goodbye. Repeat two more times. 1. Good afternoon. 2. Good evening. Kindergarten 14

57 Nuevos Amigos Lesson 2: Greetings Kindergarten Buenos días. Buenas tardes. Buenas noches. Hasta luego. saludar

58 Lesson 3: Colors Objective: Students will identify and name colors. Review: Sing the Nuevos Amigos Theme Song. Review saludar (to greet someone) and introduce pintar (to paint). Refer to lesson 1 for the words to the song. NUEVOS AMIGOS 3 Verbs: 1. saludar to greet someone 2. pintar to paint Materials needed: Basic Vocabulary: TEKS: Language Arts K.2-A, B, C, C; K.2-A, B; K.4-A, C; K.13- A, B Social Studies K.15-A, B, C, D Kindergarten 1. rojo - red 2. azul - blue 3. amarillo - yellow 4. anaranjado - orange 5. morado - purple 6. verde - green 7. De qué color es (color)? - What color is the (color)? Activity One: Sing the song: De qué color es el cielo? to the tune of For He s a Jolly Good Fellow. De qué color es el cielo? De qué color es el cielo? (3) El cielo es azul. De qué color es Picos? (3) Picos es verde. Activity #2- Flyswatter Game- 1. Two flyswatters 2. Color cards 3. Glue 4. Poster Culture Lesson- Parrot Feather Game- 1. Six colors of construction paper 2. Scissors 3. Glue/stapler 4. Sentence strips Assessment- 1. Spanish Journal 2. Six colors of construction paper 3. Handout of parrot 3. Glue 4 Scissors 15

59 De qué color es el arco iris? (3) El arco irs es rojo. El arco iris es anaranjado. El arco iris es amarillo. El arco iris es verde. El arco iris es azul. El arco iris es morado. Enrichment Vocabulary: 1. negro - black 2. blanco - white 3. café - brown 4. rosado pink Activity Two: Play the Matamoscas ( The Flyswatter Game ) by using two flyswatters and nine color cards. Directions: You will need two flyswatters and nine color cards with pictures. Place the cards on the floor. Divide the class into two teams. Teacher or student calls out the vocabulary word. First person to touch the correct picture with the flyswatter gets a point for their team. Kids love this game! Culture Lesson: Why do the native people such as the Inca from Perú, the Maya from Mexico and Central America and the Aztec from Mexico use bright colors? They took all of their colors from nature such as the bright colors of the parrot, the quetzal bird and/or the papagallo. Have the students color a parrot. Directions: Have the students color the parrot by using different colors and also by reviewing the names of the colors in Spanish. Have the students refer to a picture of a parrot. Assessment: Kindergarten 1. Journal: Draw pictures to depict the different colors and label the colors in Spanish. 2. *(Art): Color parrot and draw his tail with feathers in six colors learned in Spanish. 3. *(Language Arts): Play the Parrot Feather Game to review the colors. *Kindergarten Center Activities 16