Learning Partner Guidelines Teacher s Guide

Transcription

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

2

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

4

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

6

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

8

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

10

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

12

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

14

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

16

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

18 Hábitats de los animales - Unit 10 Lesson 1 Vocabulary List *TEACHERS: The vocabulary list for each lesson will be included with the lesson. These lists are provided for YOUR INFORMATION. It is not our intention to hold children accountable for learning each of the words or phrases used during the lesson but to facilitate your understanding. Transitional Phrases - Use of these words indicates a transition in the lesson. These words will be used throughout the unit. Ahora - Now Repitan - Repeat Vamos a repasar. - Let s review. Escuchen - Listen Todos juntos - All together Listos? - Ready? Presten/Pongan atención - Pay attention Soy el señor Morris. - I am Mr. Morris. Soy el maestro de español. - I am the Spanish teacher. Canten conmigo. - Sing with me. VOCABULARY LIST - Words with an asterisk next to them will be used daily or almost daily but will appear on the Lesson 1 list only. * acciones ~ actions * actividades ~ activities * Adiós. ~ Good~bye. * alumnos/estudiantes ~ students * Bienvenidos. ~ Welcome. * Buenos días. ~ Good morning/good day. * Señora/Señor/Señorita ~ Mrs./Mr./Miss * maestro(a) ~ teacher (female) * español ~ Spanish * repaso ~ review * despedirnos/despedida ~ say good~bye/farewell * la (f) or el (m) ~ the bosque ~ forest desierto ~ desert océano ~ ocean charca ~ pond mamíferos ~ mammals aves ~ birds peces ~ fish reptiles ~ reptiles anfibios ~ amphibians insectos ~ insects Brinquen. ~ Jump. Párense. ~ Stand up. Siéntense. ~ Sit down. Caminen. ~ Walk. Voltéense. ~ Turn around. silla ~ chair mesa ~ table piso ~ floor 334

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

20

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

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

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

24

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

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

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

28

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

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

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

32

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

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

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

36

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

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

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

40

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

42

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

44

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

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

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

48

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

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

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

52

53 insectos insectos mamíferos mamíferos aves aves 369

54

55 reptiles reptiles peces peces tiburón tiburón 371

56

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

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

59 Lotería - Hábitats de los animales - Unit 10 Directions: 1. Duplicate one or more of the four review boards. 2. As the television teacher/classroom teacher/parent shows a card and calls out the name of the picture, students should locate the matching picture and word on their game cards. 3. They can keep track of their matches with beans, chips, or tokens. 4. If a student gets three matches horizontally (horizontalmente), vertically (verticalmente), or diagonally (diagonalmente), he or she yells out, LOTERÍA! 375

60

61 Lotería - Hábitats de los animales - Unit

62

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

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

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

66

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

68

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

70

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

72

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

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

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

76

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

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

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

80

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

82

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

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

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

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

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

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

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

90 Unit 8 Familias del mundo hispano OBJECTIVES AND APPLICABLE STANDARDS ACTIVITIES/TOPICS/MATERIALS Students will: speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1, 2.1, and 5.1); recognize the presence of forms which do not exist in English in common greetings (2.1 and 4.1); exchange and interpret both oral and written information in response to common greetings (1.1 and 1.2); recognize the Spanish possessive de in its written form and begin to apply it correctly in speech (4.1); recognize the letters which are unique to the Spanish alphabet and recite the alphabet for an audience (1.2, 1.3, 3.1, and 4.1); sound out letter combinations in the target language (1.2); identify the members of a nuclear family as well as aunts and uncles, grandparents, and cousins and differentiate them by gender (3.1 and 4.1); recognize both the spoken and the written forms for family and geography vocabulary introduced in the unit (1.2 ); identify cognates among the new vocabulary words related to the family and geography (4.1); provide and exchange information about themselves and others with reference to family relationships (1.1 and 1.3); provide information about their families in the target language to an audience of their peers (1.3); respond to commands in the target language (1.2); identify Spanish-speaking countries on a map and the flags that correspond to each country (3.1); learn about cultural and historical facts which are unique to certain Spanish-speaking countries and compare them to the same kinds of facts about their own cultures and histories (2.1, 2.2, 4.1, and 4.2); explain the concept of extended family and compare the importance of extended family in Spanishspeaking countries to the importance placed on it in their own communities (2.1 and 4.2); Practice greetings/farewells with other students, teachers, friends, family, etc. Songs about greetings and farewells Songs, dialogues Activity sheets, questioning activities Videos, books, spelling activities Para echar suertes rhyme, activity sheets, discussion Videos, activity sheets, bulletin boards, family trees, books Question and response activities, dialogues, videos, activity sheets Class discussion, activity sheets Dialogues, sharing of family trees, activity sheets Oral presentations using posters done with drawings or photographs TPR activities Map activities, activity sheets Interviews with members of the target cultures, videos, class discussions, books, photographs, realia Books and photographs of extended families from the target cultures share what they have learned about families and the community with their families and friends (5.1); express a desire to visit countries of the target culture in order to experience firsthand the content of the unit (5.2); play Lotería with friends in settings outside the classroom (5.1 and 5.2). Send home activity sheets, parent letters, etc. Show films and pictures from Spanish-speaking countries, interview native speakers Encourage students to teach their friends how to play 406

91 Unit 9 Hábitats de las plantas OBJECTIVES AND APPLICABLE STANDARDS ACTIVITIES/TOPICS/MATERIALS Students will: speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1, 2.1, and 5.1); speak providing information about how they are feeling in response to Cómo estás? both in the classroom and other settings (1.1 and 5.1); recognize and identify the parts of the plant in the target language and the things plants need to grow (1.1 and 3.1); order the steps in the target language for planting a seed (3.1); interpret written language describing the process of planting a seed using visual and context clues (1.2); recognize and identify the names of some common vegetables, grains, and fruits in the target laguage and recognize them as plant products (1.1 and 3.1); classify lettuce, the potato, and broccoli as vegetables in the target language, classify the apple, the orange, the banana, grapes, the tomato, and the avocado as fruits in the target language, and classify rice and corn as grains in the target language (1.1 and 3.1); be aware of the presence of gender in the articles used to describe the foods presented in the unit and the presence of gender in the articles that precede the parts of the plant and the things plants need to grow (3.2 and 4.1); become aware of the use of plants for other types of useful products and name those products in the target language (1.1 and 3.1); identify the part(s) of the plant which correspond to the vegetables, fruits, and grains studied (3.1); relate certain plants to their habitats in the target language (3.1); respond to commands in the target language (1.2); participate in the reading of a content-related book in the target language (1.2); recite a content-related rhyme in the target language (1.2); prepare a dish made from plant products which is enjoyed in some of the target cultures (2.2); expand their flower/plant vocabulary in the target language and share it with parents (5.1 and 5.2). Use greetings on a daily basis in the classroom and with family members Songs and videos about greetings and farewells TPR, Natural Approach activities, realia, visuals, videos, activity sheets Planting activity, activity sheet Activity sheet, planting activity TPR, Natural Approach activities, visuals, realia, videos TPR, Natural Approach activities, visuals, realia, videos Activity sheets Realia, books, visuals, activity sheets Activity sheets, questioning activities, videos TPR activities Los tres chivos vivos Sal, solecito Prepare guacamole Class picture dictionary shared with parents 407

92 Unit 10 Hábitats de los animales OBJECTIVES AND APPLICABLE STANDARDS ACTIVITIES/TOPICS/MATERIALS Students will: speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1, 2.1, and 5.1); speak providing information about how they are feeling in response to common greetings both in the classroom and other settings (1.1, 1.2, and 5.1); compare the English and the Spanish sound systems (4.1); recognize and identify various animals in the target language (1.1 and 3.1); classify animals as either mammals, reptiles, amphibians, fish, insects, or other types of animals in the target language (1.1 and 3.1); recognize and identify animal habitats in the target language (1.1 and 3.1); recognize and identify the physical characteristics of certain animals in the target language (1.1 and 3.1); count animals in the target language (1.1 and 3.1); learn and reproduce the sounds some animals are said to make in the target language and compare them to the sounds the animals are said to make in English (3.2 and 4.1); be aware of the presence of gender and number in the articles used to describe the animals presented in the unit (3.2 and 4.1); present what they have learned sharing labeled artwork of animals and their habitats with an audience of their peers and/or their parents (1.3 and 3.1); sing songs which include vocabulary from the unit (1.2); recite poems from the target cultures which are related to animals (1.2); read stories about animals in the target language which are familiar to them in English (1.2); share the new animal vocabulary with their parents when appropriate (5.1 and 5.2); share a holiday poem in the target language with their parents (5.1 and 5.2); learn about the historical background of a holiday which is celebrated by some Hispanics in the United States (2.1); continue to learn about more animal names and habitats through teacher guidance (5.2). Use greetings on a daily basis in the classroom and with family members Songs and videos about greetings and farewells, dialogue practice Dictation activities, word searches, puzzles TPR, Natural Approach activities, activity sheets Visuals, videos, books, questioning activities, team games Visuals, activity sheets Realia, visuals, class discussion Activity sheets, books De colores and Los pollitos songs Bulletin boards, videos, activity sheets Bulletin boards, drawings, dioramas De colores and Los pollitos songs Tengo, tengo, tengo El patito feo, Los tres cochinitos, La gallinita roja, etc. Send student work home to help parents encourage student sharing Huella de la mano activity sheet Discussion of Cinco de Mayo, activity sheets Make a student-illustrated class dictionary 408

93 Answer Keys for the Activity Sheets & Order Forms Grades 3 and 4 Units 6-10 P.O. Box 5751 Flagstaff, AZ (928) Fax (928)

94

95 Answer Keys for the Activity Sheets Saludos Unit 6 Lesson 1 Activity Sheet Qué dices? Unit 6 Lesson 2 Activity Sheet Directions: nombre Fill in the blanks with the vocabulary from the answer key. KEY Buenos días. Buenas noches. Estoy más o menos. Buenas tardes. Estoy bien. Estoy mal. nombre How do you greet people before lunch? Buenos días. How do you greet people in the afternoon? Buenos tardes. Directions: Select one of the phrases from above to answer the following questions. How do you greet people in the evening? Buenas noches. Cómo estás? Cómo estás? Cómo estás? Estoy bien. Estoy mas o menos. Estoy mal. What do you say Buena suerte. Por favor. Pérdon/Lo siento. Gracias. Buen provocho. De nada. 1. if your best friend is going to race in a track meet at school? 2. if you want someone to share something with you? 3. if you accidentally break a toy that belongs to your brother? 4. if your older sister helps you with your homework so that you get a good grade? 5. if you go to your friend s house and they are eating dinner? 6. if you help your teacher pass out books in class and she says gracias to you? El calendario Unit 6 Lesson 3 Activity Sheet Directions: 1. Fill in the blanks to complete the calendar. 2. Fill in the dates, saying the numbers as you write them down. los días de la semana KEY nombre martes miércoles lunes viernes jueves sábado domingo octubre el mes ANSWERS WILL VARY. ANSWERS WILL VARY. lunes Cuándo es tu cumpleaños? En qué día cae tu cumpleaños? Cognados Unit 6 Lesson 4 Activity Sheet Directions: nombre Match the word in Spanish to its English cognate. 1. inteligencia May 2. letra music 3. regular automobile 4. mayo intelligence 5. nación television 6. suéter minute 7. música bicycle 8. voto letter 9. banco nation 10. automóvil action 11. oficina guitar 12. común vote 13. televisión sweater 14. minuto experiment 15. acción common 16. bicicleta bank 17. guitarra office 18. favor telephone 19. experimento regular 20. teléfono favor 411

96 Answer Keys for the Activity Sheets Adjetivos Unit 6 Lesson 5 Activity Sheet Directions: nombre Write the adjective from the key to describe the people in the pictures. KEY joven baja gorda vieja alto delgado Rueda de colores Unit 6 Lesson 6 Activity Sheet Directions: nombre 1. Color the wheel using the colors indicated. 2. Label and color the spaces in between the primary colors with the colors you get when you combine the adjacent primary colors. joven alto delgado vieja baja gorda morado azul rojo verde anaranjado amarillo Extension activity: Have a friend describe to you in Spanish what type of person to draw. See if you can draw that person. KEY verde anaranjado morado 3. Color each rectangle with the color named in it. blanco café negro Las partes del cuerpo Unit 6 Lesson 7 Activity Sheet Directions: 1. Label the parts of the body on the line provided using the key. 2. Complete the word search at the bottom of the page, using the key provided. cabeza nombre Las partes de la cabeza Unit 6 Lesson 8 Activity Sheet Directions: 1. Label the parts of the head on the lines provided, using the key. 2. Unscramble the words below, using the key. nombre cabello Las partes del cuerpo KEY manos cabeza brazos piernas pies brazos manos piernas Las partes de la cabeza KEY boca ojos nariz cabello orejas ojos orejas nariz boca buscapalabras pies Palabras revueltas orejas esroja joos ojos razin nariz bellaco cabello obac boca zaceba cabeza 412

97 Answer Keys for the Activity Sheets Sumando y restando Unit 7 Lesson 1 Activity Sheet Directions: 1. Complete the addition and subtraction problems below. 2. Say the problem and answer out loud in Spanish. nombre Qué unidad de medida usas para medir? Unit 7 Lesson 4 Activity Sheet Directions: nombre 1. Use the key to identify which unit of measurement you would use to measure the following things. 2. Write the answer in the blank. Sumando = 1. cuatro más tres son = 2. treinta más siete son = 3. trece más ocho son = 4. veinticinco más doce son 37 Restando 8-5 = 5. ocho menos cinco son = diecisiete menos siete son = once menos dos son = veintisiete menos nueve son Read the following problems out loud and say the answer in Spanish. Please note if the problem is addition or subtraction * When the sum or the difference equals 1, the answer (=) is read es instead of son Qué unidad de medida usas para medir el largo de un lápiz? 2. Qué unidad de medida usas para medir la distancia a la luna? 3. Qué unidad de medida usas para medir la altura de un elefante? 3. Fill in the correct unit of measurement. centímetro kilómetro metro KEY centímetro metro kilómetro kilómetros 4. De Washington a Los Ángeles son centímetros 5. Un libro de matemáticas mide 34. metros 6. La mesa mide 2. Qué unidad de medida usas para pesar? Unit 7 Lesson 5 Activity Sheet Directions: nombre 1. Use the key to identify which unit of measurement you would use to weigh or measure the following things. 2. Write the answer in the blank. 1. Qué unidad de medida usas para pesar un lápiz? gramo 2. Qué unidad de medida usas para pesar un elefante? kilogramo 3. Qué unidad de medida usas para pesar una mesa? kilogramo 4. Qué unidad de medida usas para pesar una pluma? gramo KEY KEY centímetro metro kilómetro gramo kilogramo centímetro 5. el largo de una nariz metro 6. la altura de un árbol kilogramo 7. el peso de una silla gramo 8. el peso de un chicle kilómetro 9. la distancia entre dos ciudades Gato Unit 7 Lesson 6 Activity Sheet Directions: 1. You must give the hour or indicate the amount of time highlighted in Spanish to place your marker on the spot you want. un cuarto de hora un minuto las doce la una media hora la hora ocho y media dos y cuarto tres cuarenta y ocho nombre KEY un cuarto de hora un minuto las doce la una media hora una hora ocho y media dos y cuarto tres cuarenta y cinco faltan quince para las cuatro 2. Now make your own game by gluing pictures or drawings or writing words you want to learn or review. ANSWERS WILL VARY 413

98 Answer Keys for the Activity Sheets Cuántos hay en un? Unit 7 Lesson 7 Activity Sheet Crucigrama Unit 7 Lesson 8 Activity Sheet Directions: 1. Fill out this sheet. 2. Keep it for future reference. nombre Directions: 1. Fill in the words for the clues using the key to help you. 2. Solve the puzzle below. nombre En un minuto hay En una hora hay En un día hay En una semana hay En un mes hay entre y En un mes hay más o menos En un año hay En un año hay Buscapalabras 3. Find the hidden words below. s a m m l a i k e e d e e m t r a l m s í s i n g ñ c a í c a n a h o y n s e g u n d o c a s e l t a e b e a ñ o h o r a e r KEY segundo minuto hora día semana mes año segundos. minutos. horas. días. días, según el mes. semanas. días. meses. Down llueve 1. En primavera. 2. Llueve en. primavera 3. En otoño caen hojas (2 palabras). 4. Caen hojas en. otoños 5. En invierno. nieva Across a. La unidad de medida que usamos para pesar un elefante es el. kilógramo b. Hace calor en. verano c. Nieva en invierno. d. La unidad de medida que usamos para medir el largo de un elefante es el. metro e. En verano hace. calor KEY calor nieva llueve caen hojas invierno primavera verano otoño kilogramo metro p l ri c u k l o g r a m o ev m t en e r av n o i v i e r n o e ñ h i e o o e m e t r o ja a v c l o r a s Miembros de la familia Unit 8 Lesson 1 Activity Sheet El árbol genealógico Unit 8 Lesson 2 Activity Sheet Doña Rosana Don Sabino Juan Valeria Luisa Carlos KEY abuela abuelo mamá papá hermana hermano hija hijo B. Directions: 1. Write the answers from above in the blanks. 2. Read the words in the box going down to find out what we will be studying this unit. A. nombre Directions: Fill in the blanks using the vocabulary provided. abuelo 1. Don Sabino es el de Carlos y Luisa. 2. Valeria es la mamá de Luisa y Carlos. 3. Juan es el papá de Luisa y Carlos. 4. Carlos es el hermano de Luisa. 5. Carlos es el hijo de Valeria y Juan. 6. Doña Rosana es la de Carlos y Luisa. 7. Luisa es la hija de Juan y Valeria. 8. Luisa es la de Carlos. abuela hermana a b u e l o m a m á p a p á h e r m a n o h i j o a b u e l a h i j a h e r m a n a Directions: nombre 1. Study the relationships among the family members on the family tree. 2. Using the key, fill in the blanks below. 3. Draw your family tree on a separate sheet of paper, showing as many of your family members as you can. La familia Suazo Doña Rosana Don Sabino Rosa Damián Juan Valeria Cristina Manuel Luisa Carlos el abuelo 1. Don Sabino es de Carlos. 2. Valeria es de Carlos. la madre/mamá 3. Luisa es de Carlos. la hermana 4. Doña Rosana es de Carlos. la abuela 5. Damián es de Carlos. el tío 6. Rosa es de Carlos. la tía 7. Don Sabino es de Damián. el padre/papá 8. Manuel es de Rosa. el hijo 9. Luisa es de Valeria. la hija 10. Manuel es de Cristina. el hermano 11. Manuel es de Carlos y Luisa. el primo 12. Cristina es de Carlos y Luisa. la prima KEY la abuela el abuelo la mamá el papá la hermana el hermano la tía el tío la prima el primo la hija el hijo 414

99 Answer Keys for the Activity Sheets Mapa y bandera de España Unit 8 Lesson 3 Activity Sheet Mapa y bandera de México Unit 8 Lesson 4 Activity Sheet Directions: 1. Use a resource book to find the mountains and oceans of Spain. 2. Color the mountains brown and the oceans blue. 3. Color the rest of the land green. 4. Color the flag of Spain, using a resource book to find the correct colors. nombre Directions: 1. Use a resource book to find the mountains and oceans of Mexico. 2. Color the mountains brown and the oceans blue. 3. Color the rest of the land green. 4. Color the flag of Mexico, using a resource book to find the correct colors. nombre red yellow red green white red Mapa y banderas del Caribe y Centro América Unit 8 Lesson 5 Activity Sheet Mapa y bandera de Paraguay Unit 8 Lesson 6 Activity Sheet Directions: 1. Write the name of each country in its corresponding place. 2. Color the flags of the Caribbean and Central America, using a resource book to find the correct colors. nombre Directions: 1. Color in Paraguay on the map of South America. 2. Color the flag of Paraguay, using a resource book to find the correct colors. nombre Puerto Rico Cuba Belize Honduras República Dominicana Guatemala El Salvador Nicaragua Belice Costa Rica Cuba El Salvador Costa Rica Panamá Guatemala Honduras Nicaragua Panamá Puerto Rico República Dominicana red white blue Paraguay * See if you can find the names of the other South American countries. 415

100 Answer Keys for the Activity Sheets Mapa y banderas de América del Sur Unit 8 Lesson 7 Activity Sheet Directions: nombre 1. Write the name of each Spanish-speaking country in its corresponding space. 2. Color the flags of each country, using a resource book to find the correct colors. El mundo hispano Unit 8 Lesson 8 Activity Sheet Directions: Match the name of the country to its corresponding place on the map. nombre Colombia Ecuador Venezuela KEY Estados Unidos de América México Perú C H F E España Cuba Panamá Bolivia Chile Paraguay Uruguay Argentina D G B Paraguay Chile Perú Colombia I A Argentina Ecuador Bolivia Chile Colombia Perú Uruguay Venezuela Paraguay (A) México (C) España (E) Perú (G) Chile (I) Panamá (B) Colombia (D) Cuba (F) (H) Estados Unidos de América La familia en el mundo hispano Unit 8 Lesson 9 Activity Sheet Directions: 1. The Suazo Family is traveling all over the Spanish-speaking world. 2. Draw a line from the family member to the country he or she is visiting. nombre Doña Rosana Don Sabino Rosa Damián Juan Valeria América del Norte Europa Océano Atlántico Cristina Manuel Luisa Carlos El abuelo Luisa y va a México. 1. de Carlos Océano Pacífico 2. La mamá de Cristina va a España. 3. El tío de Luisa va a Panamá. América del Sur 4. El hermano de Luisa va a Paraguay. 5. La hija de Valeria va a los Estados Unidos de América. 6. La prima de Luisa y Carlos va a Cuba. Extension activity: Make up your own statements to try on your classmates. 416

101 Answer Keys for the Activity Sheets Las partes de la planta Unit 9 Lesson 1 Activity Sheet Directions: nombre 1. Write the correct plant part name from the key on the line next to its number. 2. After you finish, color the plant as you wish. Think about the names of the colors in Spanish. Cómo sembrar una semilla Unit 9 Lesson 2 Activity Sheet Directions: Fill in the missing words to complete the story on how to plant a seed. nombre la flor el pétalo las semillas la planta la hoja el tallo la raíz tierra Primero, ponemos la en un vaso y hacemos un semilla agua hoyo. Segundo, sembramos la en el hoyo y la cubrimos con la tierra. Tercero, regamos la semilla con. sol Luego, ponemos la semilla en una ventana donde recibe 6 KEY bióxido de carbono y. 7 la hoja el tallo la flor la planta el pétalo la raíz las semillas KEY KEY tierra sol semilla bióxido de carbono agua Qué alimentos obtenemos de las plantas? Unit 9 Lesson 3 Activity Sheet Otros alimentos que obtenemos de las plantas Unit 9 Lesson 4 Activity Sheet Directions: 1. Unscramble the vocabulary words. 2. Draw a line to the illustration of that word. nombre Directions: Match the name of the vegetable to the part of the plant from which it comes. nombre suav uvas jaranan naranja etacagua aguacate tápnola plátano trufas frutas zamanan manzana otmeta tomate lechuga papa apio arroz bróculi maíz Extension activity: See if you can think of other foods we obtain from plants and decide what part of the plant they are. la flor las semillas la hoja el tallo la raíz 417

102 Answer Keys for the Activity Sheets Cosas correspondientes y buscapalabras Unit 9 Lesson 5 Activity Sheet Hábitats de las plantas Unit 9 Lesson 7 Activity Sheet Directions: 1. Match the vocabulary word to its picture. 2. Find each word in the letters below. nombre Directions: Match the plant on the left to its habitat on the right. nombre algodón medicina madera el cactus el bosque oxígeno especias el árbol el desierto caucho chicle la ninfea el océano el alga marina la charca Flores y árboles Unit 9 Lesson 8 Activity Sheet Directions: nombre 1. Fill in the missing words using the clues. 2. Read the word going down to find out what we all need to understand to protect the environment. Hábitats de los animales Unit 10 Lesson 1 Activity Sheet Directions: nombre 1. Fill in the word in the spaces provided. 2. Read the word in the box going down to discover what we will be studying this unit La rosa y el girasol son. flores 4. El roble y el pino son. árboles KEY flores árboles pino rosa girasol roble r o b l e p i n o f l o r e s á r b o l e s g í r a s o l r o s a (1) (2) (3) (4) (5) (6) (7) (8) anfibios aves bosque charca 1 a v e s a n f i b i o s i n s e c t o s m a m í f e r o s c h a r c a r e p t i l e s p e c e s b o s q u e KEY insectos mamíferos peces reptiles

103 Answer Keys for the Activity Sheets Directions: 1. Unscramble the words from today s lesson. 2. Draw a line to the animals they name. Palabras revueltas Unit 10 Lesson 2 Activity Sheet nombre Cuántos animales hay? Unit 10 Lesson 3 Activity Sheet Directions: nombre 1. Answer the questions by counting how many of each animal you find in the picture. ólne ballaco cava toga fímaermso prero regit león caballo vaca gato mamíferos perro tigre KEY perro gato tigre Cuántos osos hay? 2. Cuántos castores hay? 3. Cuántos caballos hay? 4. Cuántos coyotes hay? 2. Graph the number of each animal found in the picture above. Número de animales león vaca caballo mamíferos Número oso castor caballo coyote Tipo de animal Crucigrama Unit 10 Lesson 5 Activity Sheet Pon el animal en su hábitat Unit 10 Lesson 4 Activity Sheet Directions: Use the picture clues and the key to fill in the crossword puzzle. nombre Directions: Draw a line from the animal to the habitat in which it lives. águila correcaminos pato coyote nombre el desierto el bosque across a. b. c. d. down d p e r r o l p e c e s f a í t i b u r ó n r a u ll c p h o s o v a c a t g a t o cisne oso castor la charca KEY peces tiburón delfín trucha perro gato oso pato caballo vaca el océano Extension activity: Think of other animals that live in these habitats and look up their names in a Spanish/English dictionary. 419

104 Answer Keys for the Activity Sheets Cinco de Mayo Unit 10 Lesson 6 Activity Sheet Cosas correspondientes Unit 10 Lesson 7 Activity Sheet Directions: Find the names and places from the Battle of Puebla in the word search. nombre Directions: Match the animal name to the picture of the animal. serpiente nombre serpiente de cascabel lagarto tortuga cocodrilo sapo rana KEY Puebla aves mamíferos México peces Cinco de Mayo Juárez reptiles Zaragoza anfibios Maximiliano Francia 420

105 Program Information and Copyright Address Directory Elementary Spanish Program Educational Systems Programming Northern Arizona University PO Box 5751 Flagstaff, AZ Phone: (928) Fax: (928) Web site: For more information about programs, please call toll-free: (800) Copyright All copyright for the print, videotape, and CD-ROM materials is held by Northern Arizona University. School sites who have paid the program site license fees for Thematic Units 6-10 may duplicate print and videotape materials, including the Learning Partner Guidelines - Teacher s Guide and the Student Resource Notebook, for use only at their sites. No use or duplication of any materials is permitted by sites who have not paid program site fees for Thermatic Units Schools are not authorized to use any print or videotape materials from previous years ( ). Elementary Spanish Teachers for Units 6-10 Elementary Spanish Grades 1-2, Curriculum Development: Kathy S. de Cano Elementary Spanish Grades 1-2, Television Teacher: Dr. R. Scott Morris, Ed.D. Elementary Spanish and Grades 5-6 Curriculum Development and Television Teacher: Dr. R. Scott Morris, Ed.D. How to Use the Elementary Spanish Program Please read the Welcome Letter and Program Preview sections at the front of this Learning Partner Guidelines - Teacher s Guide. They have been written specifically to serve as a complete orientation for teachers and facilitators for successful implementation of the Elementary Spanish program. Northern Arizona University (NAU) These Elementary Spanish programs for Grades 1-2,, and Grades 5-6 are the product of the unit which was called Educational Systems Programming (ESP) at Northern Arizona University (NAU) in Flagstaff, Arizona. ESP began its work in 1990 and had as its mission the creation of educational and training programs in a variety of electronic media to serve a broad base of clients. ESP worked closely with NAU s Television Services, a multiple recipient of the U.S. Department of Commerce s National Telecommunications and Information Administration grants. In 1991, ESP began production of the Elementary Spanish program, formerly known as the Foreign Languages Initiative: Spanish program. Originally produced in a live and interactive satellite format, as well 421

106 as on videotape, and broadcast nationally on The Learning Channel cable network during the school year, the programming migrated to a videotaped format in the fall of The instructional format provides teachers and students the option of twice-weekly instruction in Spanish language and the cultures of Spanish-speaking peoples to elementary students nationwide. In 1995, ESP introduced Geonauts, an earth and environmental science program for grades 4-6. During its two-year span, Geonauts employed Grand Canyon National Park and other parks as living laboratories for building critical science and math skills. Like the Elementary Spanish programs, Geonauts was also broadcast nationally on The Learning Channel during the school year, and available via satellite and videotaped formats. These award-winning programs have served hundreds of thousands of students around the country. Past honors include the Elementary Spanish program being named a 1994 Telecon Award winner in the Best Distance Education Program, K-12 category by the United States Distance Learning Association. More recently, the Geonauts program was recognized when NAU, Grand Canyon Association, and Grand Canyon National Park Service were named winners of the 1996 National Park Foundation Award for Partnership Leadership in Education and Interpretation. NAU, in partnership with Oklahoma State University, is also a past recipient of grant awards from the U.S. Department of Education s prestigious Star Schools program, which provided funding for the Geonauts program and a variety of projects designed to increase access to educational services and resources. In the fall of 1997, Educational Systems Programming was integrated into the Institute for Learning and Technology (TILT) at NAU. At this point the decision was made to create a videotape series based on the years of live-broadcast experience of the Program. Instruction was specifically designed to meet the needs and interests of students in the identified grade levels utilizing the latest in educational theory and broadcast technology. In 1998, Educational Systems Programming was reestablished as an independent entity within NAU. It is once again at work in creation and production of new programs to provide a resource for the transformation of learning and teaching through the integration of student-centered instructional development and information technologies applications. 422

107 Elementary Spanish Order Form for Thematic Units 1-5 and 6-10 Programs: The award-winning Elementary Spanish for Grades 1-2,, and Grades 5-6 programming from Northern Arizona University (NAU) includes three separate programs, each of which has a two-year curriculum organized by thematic units. Instruction is on videotape, supported by extensive teacher s guides, plus optional student workbooks, CD-ROMs, and audio cassettes with sheet music. The curriculum is designed specifically to successfully accommodate both continuing and entering students at the start of either set of thematic units in each program. Enroll students in the program which will correspond to their grade level. Teachers: read the Welcome Letter and Program Preview in the teacher s guide before beginning lessons. Programming is also available on the Universityhouse Channel #9411 on the DISH Network. This requires a different order form. Shipping: Orders received by June 30 will be shipped 3-day FedEx during the third week of August. Orders received later than June 30 may require from four to six weeks for delivery. We ship directly to the "Ship To:" address given on Page 2. Please complete all sections of our Order Form. Purchasing schools hold the site license rights. Special Discounts: Early Bird Registration Discount: place your order by June 30 and receive a 5% discount. Payment: Payment may be made by purchase orders, school checks, or credit cards. FAX OR MAIL YOUR ORDER TO: Complete page one. Complete page two for EACH purchasing school. Return order forms with PO/credit card information. Fax your order to: Mail your order to: Elementary Spanish Program Northern Arizona University P.O. Box 5751 Flagstaff, AZ FOR MORE INFORMATION: [email protected] Ordered By: Bill To: Name: Name: Title: Title: District/School: District/School: Address: Address: City: City: State: Zip: State: Zip: Phone: ( ) Fax: ( ) Phone: Fax: ( ) ( ) (optional): Purchase Order No. (attach PO): (Be sure to send us the completed order forms, in order to process your order in a timely manner.) Payment by Credit Card: Mark one: VISA Mastercard Cardholder's Name (as it appears on the card): Card Account No.: Cardholder's Signature: Card Expiration Date (month/year):

108 Elementary Spanish Order Form for Thematic Units 1-5 and 6-10 Ship To: Name: Title: School: District: Ship to (NO PO Boxes): City: State: Zip: Phone: Fax: (This page is required to credit the site license for each purchasing school. We will ship here unless you direct us to ship elsewhere. If so, please advise.) Product Item Qty Item Qty Price per Item Total Amount Grades 1-2 Elementary Spanish Thematic Units* Units 1-5 Units 6-10 $ 1,000 Additional set of videotapes Units 1-5 Units 6-10 $ 250 Additional ES teacher s guides Units 1-5 Units 6-10 $ 35 ES student workbooks Units 1-5 Units 6-10 $ 8 Student activity sheets from teacher s guide Elementary Spanish Thematic Units* Units 1-5 Units 6-10 $ 1,000 Additional set of videotapes Units 1-5 Units 6-10 $ 250 Additional ES teacher s guides Units 1-5 Units 6-10 $ 35 ES student workbooks Units 1-5 Units 6-10 $ 8 Student activity sheets from teacher s guide Grades 5-6 Elementary Spanish Thematic Units* Units 1-5 Units 6-10 $ 1,000 Additional set of videotapes Units 1-5 Units 6-10 $ 250 Additional ES teacher s guides Units 1-5 Units 6-10 $ 35 ES student workbooks Units 1-5 Units 6-10 $ 8 Student activity sheets from teacher s guide All Grade Levels ES Gr. 1-6 CD-ROM for Mac/Windows Units 1-5 Units 6-10 $ 30 ES Gr. 1-6 Units 1-10 Audiocassette and Songbook ts15 Units 6-10 $ 25 Includes booklet with research into music & learning songs, activities, songs & translations, plus sheet music for piano & guitar * Includes school site license fee, one set of videotapes, and one teacher s guide with blackline masters for Units 1-5 or Units Subtotal: Early Bird Discount -5%: (Only If Ordered by June 30th) Shipping & Handling: S&H is 8% of subtotal. Any special shipping fees will be added to invoice. Reorders: Add $8.00 handling fee in addition to S&H. TOTAL AMOUNT:

109 Product: Unit Price: Quantity: Total: Mexican Holiday Video Series (Volumes 1-3) (for general audience; includes resource booklets) Volume 1 El Día de los Muertos en Pátzcuaro y Janitzio (All Souls Day in Patzcuaro and Janitzio) Volume 2 Luz y colorido: La Navidad en la Ciudad de México (Light and Color: Christmas in Mexico City) Volume 3 La Pascua en Iztapalapa (Easter in Iztapalapa) Weekend in Mexico City (for Grades 1-4) $ $ $ $ $ Subtotal: Shipping & Handling: Ten dollars for the first videotape; add one dollar for each additional videotape ordered. Rates apply to continental United States. Any special shipping fees will be added to invoice. TOTAL AMOUNT: Ordered By: Bill To (Only schools/districts): Payment by Credit Card: Name: Name: Mark one VISA Mastercard Title: Title: Cardholder's Name (as it appears on the card): District/School/Homeschool Group: District/School: Card Account Number: Mail Address: Mail Address: Card Expiration Date (month/year): Ship Address (No PO Boxes): City: Cardholder's Signature: City: State: Mail Zip: Ship Zip: ( ) ( ) Phone: Fax: (optional): State: Zip: ( ) ( ) Phone: Fax: Purchase Order No. (attach PO): Payment by Money Order or Cashier's Check: Mark one Money Order Cashier's Check (Be sure to include your money order or cashier's check with order form. Please make payable to Elementary Spanish/NAU.) FAX OR MAIL YOUR ORDER: Elementary Spanish Program Northern Arizona University PO Box 5751 Flagstaff, AZ FOR MORE INFORMATION: Call: (only schools/districts) (viewers at Home) [email protected] or visit:

110