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PreKindergarten Spanish Distance Learning Program Contents

Teaching a World Language in Pre-Kindergarten

The Goals of Nuevos Amigos

Program Design/What is Distance Learning?/Video Viewing Strategies

Letter to Parents

Certificate of Completion for Students

How to Implement Nuevos Amigos in the Classroom

Spanish Word Wall/Spanish Journal

Heritage Speakers/Spanish Fiesta

Instructions for Assessments – Units 1 and 2

Script for Administering Pre-K Unit 1 Assessment/Pre-Test

Unit 1 Assessment/Pre-Test

Script for Administering Pre-K Unit 2 Assessment/Pre-Test

Unit 2 Assessment/Pre-Test

Student Progress Chart

Pre-K Lessons 1-14

Teaching a World Language in Prekindergarten

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)

The Goals of NUEVOS AMIGOS

By the end of the school year, the children will be able to – Communication • Develop listening and speaking skills in a second language.

• Understand basic vocabulary and Spanish expressions that are necessary for everyday communication.

• Respond to simple questions and commands. Example: 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.

Example: Students compare how holidays are 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. Example: Students learn how to count from zero to ten.

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. Students will participate in cultural events within and outside the school setting.

Program Design

The program is divided into two units based on numbers, colors, shapes, places in the neighborhood, songs and simple phrases. Each unit consists of a review and an assessment. There is also a theme to every lesson. New vocabulary is introduced in each lesson and reviewed in lessons 7 and 14. Lessons have 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 that reinforces the lesson.

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, if possible. * It is suggested that one teacher/facilitator from each school is 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.

Prekindergarten Spanish

Distance Learning Program

Dear Parents: ¡Hola! (Hello!) Your child will be learning this and other Spanish expressions in special age-appropriate video lessons. Your child’s school is one of the schools participating in the NUEVOS AMIGOS distance learning Spanish program. This program was designed especially for Prekindergarten 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 vocabulary words, songs or games that he or she has learned. I look forward to having your child participate in NUEVOS AMIGOS this year. Sincerely,

Rebecca García

Rebecca García Spanish Distance Learning Teacher

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.

How to Implement NUEVOS AMIGOS

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

A B C CH D E F G H I J K L Ll M N Ñ O P Q R rr S T U V W X Y Z

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.”

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):

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.

Script for Administering Unit 1 Prekindergarten Pre-Test

Unit 1 Pre-Test covers lessons 1-7 Materials to gather:

• Assessment • One pencil per child • Crayons in purple and yellow

Question #1: Greetings at School Teacher: ¡Hola, amigos! It’s time to find out what you know in Spanish. Put your pencil on number one and take a look at two pictures. You are seeing two pictures that show someone saying ¡Hola! (Hello) and saying Adiós.(Goodbye). Listen to the greeting that I will say and circle the greeting you hear. Listen first, then circle, and then check your answer. ¡Hola! ¡Hola! ¡Hola! ¡Hola! Adiós. Question #2: All About Me Teacher: Let’s continue and now place your pencil on number 2. Look at these two pictures. One is of a child pointing to himself saying yo, and the next picture is of amigos. Please listen to the word I will say. Circle the word I say. Listen first, then circle, and then check your answer. amigos amigos amigos yo amigos Question #3: Home and Family Teacher: Place your pencil on number 3 and listen to the two greetings. I will say buenos días and buenas noches You are to circle the greeting that I will say. Please listen to the word I will say and circle the greeting. Listen first, then circle, and then check your answer. Buenas noches. Buenas noches. Buenas noches. Buenos días. Buenas noches.

Question #4: Neighborhood Stores Teacher: Place your pencil on number 4. Take a look at these pictures of two doors. Look at one that is abierto and the other that is cerrado. You are to find the picture of the door that is abierto or cerrado. Listen first, then circle, and then check your answer. abierto abierto abierto abierto cerrado Question #5: Staying Well and Safe Teacher: Let’s continue and now place your pencil on number five. We will be using the crayons to color the two objects. Color the grapes purple and the sun yellow. When you have finished coloring the two pictures, place your crayons down. Now, listen to the color I will say and circle the object. Listen first, then circle, and then check your answer. amarillo amarillo amarillo morado amarillo Question #6: Sharing Teacher: Place your pencil on number six. You are looking at two faces with two different feelings. One face is happy, and one face is sad. I will say the feeling that one of the faces is feeling, and you will circle that feeling. Listen first, then circle, and then check your answer. triste triste triste feliz triste

Script for Administering Unit 2 Prekindergarten Pre-Test

Unit 1 Pre-Test covers lessons 8-14 Materials to gather:

• Assessment • One pencil per child

Question #7: Bears Everywhere! Teacher: ¡Hola, amigos! It’s time to find out what you know in Spanish. Put your pencil on number one and take a look at two pictures. You are seeing two pictures that show a bear and a monkey. Listen to the animal that I will say and circle the animal you hear. Listen first, then circle, and then check your answer. oso oso oso oso mono Question #8: Let’s Explore the Sky! Teacher: Let’s continue and now place your pencil on number 9. I will be calling out the names of a moon and stars in Spanish. Circle the picture I will call out. Listen first, then circle, and then check your answer. luna luna luna luna estrellas Question #9: The Weather Teacher: Place your pencil on number 10. You will look at two pictures. One picture is of a cloud; the second picture is of rain. Now, circle the picture I will say. Listen first, then circle, and then check your answer. lluvia lluvia lluvia nube lluvia

Question #10: Transportation Place your pencil on number 11. You will see pictures of a bicycle and a train. Circle the name of the picture I will say. Listen first, then circle, and then check your answer. bicicleta bicicleta bicicleta bicicleta tren Question #11: Animals on the Farm Teacher: Place your pencil on number 12. You will see pictures of a farm and animals. Circle the name of the picture I will call out. Listen first, then circle, and then check your answer. animales animales animales granja animales Question #12: Water Animals Teacher: Place your pencil on number 13. You are looking at the pictures of two animals. One picture is of a fish, and the other is of a turtle. You are to circle the picture of the animal that I call out. Listen first, then circle, and then check your answer. tortuga tortuga tortuga pez tortuga

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).

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Nuevos Amigos PreKindergarten

Lesson 1: Greetings at School Objective: Students will become exposed to a second language by listening, reading, writing and speaking by using an informal and fun approach. Basic Vocabulary: uno – one rojo – red círculo – circle escuela – school Phrase: Hola. – Hello. Adiós. – Goodbye. Activity One: Sing the “Nuevos Amigos Pre-K Theme Song.” The song is sung to the tune of “Ten Little Indians.”

“Nuevos Amigos”

¡Hola, amigo! ¡Hola, amiga! ¡Hola, amigo! ¡Hola, amiga! ¡Hola, amigo! ¡Hola, amiga!

¡Hola, Nuevos Amigos! (Repeat)

“New Friends” Hello, friend! Hello, friend! Hello, friend! Hello, friend! Hello, friend! Hello, friend! Hello, New Friends! (Repeat)

Activity Two: Have the students practice saying hola (hello) to teachers and administrators working at the elementary school. Student: ¡Hola, _____! (Hello!)

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Enrichment Vocabulary: oficina – office biblioteca – library gimnasio – gymnasium cafetería – cafeteria clínica – clinic Activity Three: Have the students repeat the names of the different places at the elementary school by replaying video lesson 1. Student 1: Oficina (office) Student 2: Biblioteca (library) Student 3: Gimnasio (gymnasium) Student 4: Cafetería (cafeteria) Student 5: Clínica (clinic) Culture Lesson: Can you say hola and adiós to your friends in Spanish? Assessment: 1. Have the students sing the theme song.

2. Have the students say “hola” and adiós to friends, teachers and administrators.

3. Have the students make a Spanish vocabulary book and read to family.

Nuevos Amigos Lesson 1: Greetings at School

uno - one

Pre-Kindergarten

círculo - circle escuela - school

Hola. – Hello. Adiós. – Goodbye.

rojo - red

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Lesson 2: All About Me Objective: Students will learn how to say what their name is in Spanish. Basic Vocabulary: yo – I dos – two azul – blue amigos – friends Phrase: Me llamo (name). – My name is (name). Activity One: Have the students practice saying Hello! My name is (name) to each other, teachers and family members. Student: ¡Hola! Me llamo (name). Activity Two: Have the students make patterns using the colors red and blue. Have them say the colors while they make the pattern. They can also count the pattern. Student 1: Rojo, azul (red, blue). Student 2: Uno, dos (one, two). Enrichment Vocabulary: cabeza – head cara – face ojos – eyes nariz – nose Activity Three: Have the students say the chant and point to the parts of the body. Play the video again to say the chant.

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“Cabeza, cara, ojos y nariz”

Cabeza, cara, ojos y nariz, Ojos y nariz, ojos y nariz. Cabeza, cara, ojos y nariz,

Ojos y nariz.

Manos,hombros, rodillas y pies, Rodillas y pies, rodillas y pies. Manos,hombros, rodillas y pies,

Rodillas y pies.

“Head, Face, Eyes and Nose”

Head, face, eyes and nose. Head and nose, eyes and nose. Head and nose, eyes and nose.

Eyes and nose.

Hands, shoulders, knees and feet, Knees and feet, knees and feet.

Hands, shoulders, knees and feet, Knees and feet, knees and feet,

Knees and feet.

Culture Lesson: Did you know that me llamo really means I call myself? Assessment: 1. Have the students make a class voice recording of them saying “¡Hola! Me llamo (name).”

2. Have the students say colors in azul and rojo in Spanish while making a pattern at the math center.

3. Have the students make a Spanish vocabulary book using the black line masters and read to family.

Nuevos Amigos Lesson 2: All About Me

yo - I or me

Pre-Kindergarten

azul - blue

amigos – friends

dos - two

Me llamo (name).

My name is (name).

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Lesson 3: Home and Family Objective: Students will learn how to greet each other and family members in Spanish. Basic Vocabulary: casa – house tres – three cuadrado – square amarillo - yellow Phrase: Buenos días. – Good morning. Buenas noches. – Good night. Activity One: Have the students greet each other during the morning and during the night in Spanish. Student 1: Buenos días (Good morning). Student 2: Buenas noches (Good night). Activity Two: Have the students count from one to three. Student 1: Uno, dos, tres. Enrichment Vocabulary: familia – family papá – father mamá – mother hermano – brother hermana – sister abuela – grandmother abuelo - grandfather Activity Three: Have the students draw their family. Have them label their family in Spanish.

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Culture Lesson: Can the students greet friends and family using greetings in Spanish? Assessment: 1. Have the students say greetings in Spanish. 2. Have the students count from one to three.

3. Have the students make a Spanish vocabulary book using the black line masters and read to family.

Nuevos Amigos Lesson 3 Home and Family

cuadrado - square

Pre-Kindergarten

amarillo - yellow

casa - house

tres - three

Buenos días. – Good morning.

Buenas noches. – Good night.

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Lesson 4: Neighborhood Stores Objective: Students will learn the names of a neighborhood and how to say that a store is opened or closed in Spanish. Basic Vocabulary: abierto – opened cerrado – closed tienda – store cuatro – four verde - green Phrase: sí – yes no – no Activity One: Have the students use the housekeeping center and pretend to open and close a door while saying opened and closed in Spanish. Student: Abierto (opened). Student: Cerrado (closed). Activity Two: Have the students count from one to four. Student: Uno, dos tres, cuatro (one, two, three, tour). Enrichment Vocabulary: un cuadrado verde – a green square un cuadrado azul – a blue square Activity Three: Have the students draw one green square and one blue square in the writing center, and have them identify their drawings. Culture Lesson: Do you know how to say “No” in Spanish?

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Assessment: 1. Have the students identify whether a door is opened or closed in Spanish.

2. Have the students name the shape of a rectangle and the color green in Spanish.


Nuevos Amigos Lesson 4: Neighborhood Stores

abierto - opened

Pre-Kindergarten

verde - green

cerrado - closed

sí - yes tienda - store

cuatro - four

no - no

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Lesson 5: Staying Well and Safe Objective: Students will learn how to ask each other how they are doing in Spanish and also how to count from one to five. Basic Vocabulary: fruta – fruit morado – purple rectángulo - rectangle cinco – five Phrase: ¿Cómo está? – How are you? Muy bien. – Very well. No muy bien. – Not very well. ¿Y usted? – And you. Activity One: Have the students greet each other in Spanish. Student 1: ¿Cómo está? (How are you?) Student 2: Muy bien. ¿ Y usted? (Very well. And you?) Student 1: No muy bien. (Not very well). Activity Two: Have the students count five items from one to five. Student: Uno, dos tres, cuatro, cinco (one, two, three, four, five). Enrichment Vocabulary: manzanas – apples plátanos – bananas sandías – watermelons naranjas – oranges uvas – grapes arándanos - blueberries

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Activity Three: Have the students use the fruit in the housekeeping center and name the fruit in Spanish. Student 1: manzanas (apples) Student 2: plátanos (bananas) Student 3: sandías (watermelons) Student 4: naranjas (oranges) Student 5: uvas (grapes) Student 6: arándanos (blueberries) Culture Lesson: Did you know that many of the shapes are very similar to how they are pronounced in English? Assessment: 1. Have the students count from one to five.

2. Have the students name the different shapes in Spanish. 3. Have the students make a Spanish vocabulary book and read

to family.

Nuevos Amigos Lesson 5: Staying Well and Safe

rectángulo - rectangle

Pre-Kindergarten

morado - purple

fruta - fruit

Muy bien. ¿Y usted? – Very well. And you?

¿Como está? – How are you?

cinco - five

No muy bien. – Not very well.

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Lesson 6: Sharing Objective: Students will learn how to say happy and sad in Spanish and practice sharing while using polite words such as please and thank you in Spanish. Basic Vocabulary: feliz – happy triste – sad cero – zero anaranjado – orange Phrase: por favor – please gracias – thank you Activity One: Have the students practice using polite words while sharing food and items by saying please and thank you in Spanish. Student 1: Can I play with your ball? ¿Por favor? (Please?) Student 2: Sí (Yes). Student 1: Gracias (Thank you). Student 1: May I please have a piece of fruit? ¿Por favor? (Please?) Student 2: Sí (Yes). Student 1: Gracias (Thank you). Activity Two: Have the students play the pantomime game by having one student make a sad or happy face, and the students will say feliz or triste. Student 1: (Student displays a happy face.) Feliz Student 2: (Student displays a sad face.) Triste Activity Three: Have the students talk about what the number “cero” stands for and have them relate it the concept of nothing. Culture Lesson: Did you know that using manners is a way of sharing with others?

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Assessment: 1. Have the students draw a happy and a sad face and label in Spanish. 2. Have the students practice using their manners with others. 3. Have the students make a Spanish vocabulary book and read

to family.

Nuevos Amigos Lesson 6: Sharing

feliz - happy

Pre-Kindergarten

anaranjado - orange cero - zero

gracias - thank you

triste - sad

por favor – please

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Lesson 7: Review of What We Have Learned Objective: Students will review the vocabulary learned in lessons one through six. Lesson 1- Basic Vocabulary: uno – one rojo – red círculo – circle escuela – school Phrase: Hola. – Hello. Adiós. – Goodbye. Lesson 2 – Basic Vocabulary: yo – I dos – two azul – blue amigos – friends Phrase: Me llamo (name). – My name is (name). Lesson 3 – Basic Vocabulary: casa – house tres – three cuadrado – square amarillo – yellow Phrase: Buenos días. – Good morning. Buenas noches. – Good night.

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Lesson 4 – Basic Vocabulary: abierto – opened cerrado - closed cuatro – four verde – green Phrase: sí – yes no - no Lesson 5 – fruta – fruit cuatro – four morado – purple rectángulo – rectangle Phrase: ¿Cómo está? – How are you? Muy bien. – Very well. ¿Y usted? – And you? No muy bien. – Not very well. Lesson 6 – feliz – happy triste – sad cero – zero anaranjado – orange Phrase: por favor – please gracias – thank you Activity One: Sing the “Nuevos Amigos Pre-K Theme Song.” The song is sung to the tune of “Ten Little Indians.”

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“Nuevos Amigos”

¡Hola, amigo! ¡Hola, amiga! ¡Hola, amigo! ¡Hola, amiga! ¡Hola, amigo! ¡Hola, amiga!

¡Hola, Nuevos Amigos! (Repeat)

Activity Two: Have the students count from zero to five in Spanish and find items that are red, blue, yellow, green, purple and orange. Students: cero, uno, dos, tres, cuatro, cinco. Students: ¿Es rojo o azul? Student 1: Es rojo.

1. azul 2. amarillo 3. verde 4. morado 5. anaranjado

Assessment: 1. Have students sing the theme song. 2. Have students name the colors in Spanish. TEKS for lessons 1-7: Math: 101 – Counts concrete objects to five or higher. 105 – Arranges sets of concrete objects one-to-one correspondence. 116 – Combines, separates, and names “how many” concrete objects. 206 – Begins to predict what comes next when patterns are extended. 208 – Begins to recognize patterns in their environment. 301 – Identifies an object by color, size, shape and position. 305 – Begins to recognize, describe and name shapes. Science: 107 – Predicts what will happen next based on previous experience. 108 – Shares observations and findings with others through pictures, discussions or dramatizations.

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Language and Early Literacy: 1A – Listens with increasing attention. 1B – Listens for different purposes. 1C – Understands and follows simple oral directions. 2A – Perceives speech sounds with increasing ease and accuracy. 2B – Produces speech sounds with increasing ease and accuracy. 5A – Becomes increasingly sensitive to the sounds of spoken words. 5B – Begins to identify rhymes and rhyming sounds in familiar words, participates in rhyming games, and repeats rhyming songs and poems. 3A – Shows a steady increase in listening and speaking vocabulary. 3B – Uses new vocabulary in everyday communication. 3C – Refines and extends understanding of known words. Social Studies: 1A – Shares ideas and takes turns listening and speaking. 1B – Cooperates with others in a joint activity.

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Lesson 8: Bears Everywhere! Objective: Students will learn how to identify the bear in different sizes and continue counting in Spanish from one through six. Basic Vocabulary: oso – bear café – brown seis – six triángulo – triangle Phrase: mira – look Te quiero. – I love you. Activity One: Have the students recite the chant “Oso.”

“Oso”

Oso, oso, turn around, Oso, oso, touch the ground. Oso, oso, close your eyes. Oso, oso, get down low. Oso, oso, I love you so!

Activity Two: Have the students count items from one through six in Spanish. Student: Uno…dos…tres…cuatro…cinco…seis (one, two, three, four, five, six). Enrichment Vocabulary: Levanta la mano. – Raise your hand. pequeño – small mediano – medium grande – large

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Activity Three: Have the students identify items that are small, medium and large. Student 1: Pequeño (small). Student 2: Mediano (medium). Student 3: Grande (big). Culture Lesson: Did you know that you can read the same story of Goldilocks and the Three Bears in Spanish? Assessment: 1. Have the students recite “Oso.”

2. Have the students count from one to six in Spanish. 3. Have the students make a Spanish vocabulary book and read

to the family.

Nuevos Amigos Lesson 8: Bears Everywhere!

triángulo - triangle

Pre-Kindergarten

oso - bear

seis - six

Te quiero. - I love you. ¡Mira! - Look!

café - brown

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Lesson 9: Let’s Explore the Sky! Objective: Students will learn vocabulary and a sentence to be able to name items in the sky at night and day. Basic Vocabulary: luna – moon estrellas – stars sol – sun blanco - white siete – seven Phrase: Yo veo (name of item). – I see (name of item). Hasta mañana. – Until tomorrow; See you tomorrow. Activity One: Have the students sing the traditional song of “Twinkle, Twinkle, Little Estrella.”

“Twinkle, Twinkle, Little Estrella”

Twinkle, twinkle, little estrella

How I wonder what you are. Up above the world so high.

Like a diamond in the sky.

Twinkle, twinkle, little estrella How I wonder where you are.

Activity Two: Have the students make a mural of a night sky and label the stars and moon in Spanish. Also, have the students make a day sky and label the sun in Spanish. The students can now exchange murals and identify items in Spanish. Student 1: Yo veo las estrellas (I see the stars). Student 2: Yo veo la luna (I see the moon). Student 3: Yo veo el sol (I see the sun).

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Activity Three: Have the students say hello to each other and then say goodbye by saying see you tomorrow. Student 1: ¡Hola! (Hello!) Student 2: ¡Hola! (Hello!) Student 1: Hasta mañana. (See you tomorrow!) Student 2: Hasta mañana. (See you tomorrow!) Culture Lesson: Did you know that the Maya Indians from Mexico and Central America were one of the first astronomers? People who study the stars and sky are called astronomers. Assessment: 1. Have the students greet each other and say until tomorrow in Spanish.

2. Have the students count from one to seven in Spanish. 3. Have the students make a Spanish vocabulary book and read

to family.

Nuevos Amigos Lesson 9 Let’s Explore the Sky!

Pre-Kindergarten

sol -sun

blanco – white

Yo veo (name of item). – I see (name of item).

siete – seven

estrellas - stars

luna - moon

Hasta mañana. - Until tomorrow. (See you tomorrow).

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Lesson 10: The Weather Objective: Students will learn how to use Spanish vocabulary to identify the weather in Spanish. Basic Vocabulary: tiempo – weather nube – cloud lluvia – rain ocho – eight gris - grey óvalo – oval Phrase: Está frío. – It’s cold. Está caliente. – It’s hot. Activity One: Have the students sing the traditional song of “The Itsy, Bitsy Spider.”

“The Itsy, Bitsy Spider”

The Itsy, Bitsy Spider

Went up the waterspout Down came the lluvia and Washed the spider out. Out came the sun and Dried up all the lluvia

And the Itsy, Bitsy Spider Went up the spout again.

“La araña pequeñita”

La araña pequeñita subió, subió, subió.

Vine la lluvia y Se la llevó.

Salió y el sol y Todo lo secó.

Y la araña pequeñita subió, subió, subió.

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Activity Two: Have the students practice using weather vocabulary in Spanish while working on the calendars in the morning. Activity Three: Have the students count from one to eight in Spanish. Student 1: Uno, dos, tres, cuatro, cinco, seis, siete, ocho (one, two, three, four, five, six, seven, eight). Culture Lesson: Can you sing “The Itsy, Bitsy Spider” in Spanish? Assessment: 1. Have the students count from one to eight in Spanish.

2. Have the students identify cold and hot weather in Spanish. 3. Have the students make a Spanish vocabulary book and read

to family.

Nuevos Amigos Lesson 10: The Weather

nube -cloud

Pre-Kindergarten

gris - grey

lluvia -rain

Está frío. - It’s cold. Está caliente. -It’s hot.

óvalo -oval

ocho -eight

tiempo – weather

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Lesson 11: Transportation Objective: Students will learn the names of different types of transportation in Spanish, and students will also learn how to recognize when a red light stops traffic and a green light moves traffic ahead. Basic Vocabulary: carro – car autobús – bus bicicleta – bicycle tren – train negro – black nueve - nine Phrase: alto – stop adelante - go Activity One: Have the students describe what a triangle is and have them recite “Formas” in Spanish.

“Formas”

Un triángulo, rectángulo, círculo y cuadrado. If you look closely where you’re been, You’ll surely see the shapes you’re in!

What is a triangle with sides of three?

A musical triangle, ding, ding, ding, A slice of pizza with everything!

Activity Three: Have the students count from one to nine in Spanish. Student 1: Uno, dos, tres, cuatro, cinco, seis, siete, ocho, nine (one, two, three, four, five, six, seven, eight, nine). Culture Lesson: Can you sing “The Wheels on the Bus” in Spanish?

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Assessment: 1. Have the students count from one to nine in Spanish. 2. Have the students identify different types of

transportation. 3. Have the students make a Spanish vocabulary book and read

to family.

Nuevos Amigos Lesson 11: Transportation

autobús – bus

Pre-Kindergarten

negro - black

carro – car

alto – stop

tren – train

bicicleta - bicycle

nueve – nine

adelante – go

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Lesson 12: Animals on the Farm Objective: Students will learn the names of farm animals. Basic Vocabulary: granja – farm animales – animals diamante – diamond rosado – pink diez - ten Phrase: ¿Cuántos hay? – How many are there? Hay (number). – There is/are. Activity One: Have the students sing the traditional song “Old Mac Donald had a Farm.”

“Old MacDonald had a Farm”

Old MacDonald had a farm, e-i-e-i-o. And on this farm had had a vaca, e-i-e-i-o.

With a moo, moo, here. Here a moo, there a moo. Everywhere a moo, moo.

Old MacDonald had a farm, e-i-e-i-o.

1. vaca/moo, moo 2. cerdo/oink, oink 3. oveja/baa, baa 4. pato/quack, quack

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Activity Two: Have the students use the sentence structure to state what farm animals they see. Yo veo (name of farm animal). – I see (farm animal).

1. vacas (cows) 2. cerdos (pigs) 3. gallinas (chickens) 4. cabras (goats) 5. patas (ducks) 6. caballos (horses) 7. gansos (geese)

Activity Three: Have the students draw a farm with farm animals. Have the students count the number of farm animals they have. Student 1: ¿Cuántos son? (How many are there?) Student 2: Hay (There are) (number of farm animals). Culture Lesson: Can you name the number of farm animals in Spanish? Assessment: 1. Have the students count from one to ten in Spanish.

2. Have the students make a farm animal book.

Nuevos Amigos Lesson 12: Animals on the Farm

diamante – diamond

Pre-Kindergarten

rosado - pink

animales - animals

diez - ten

Hay (number). – There is/are (number).

¿Cuántos hay? – How many are there?

granja - farm

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Lesson 13: Animals on the Farm Objective: Students will learn the names of farm water animals. Basic Vocabulary: agua – water pez – fish peces – many fish tortuga – turtle dorado - gold Phrase: Me gusta. – I like it. No me gusta. – I don’t like it. Activity One: Have the students sing “Ten Little Goldfish” to the tune of “Ten Little Indians.”

“Ten Little Goldfish” Uno little, dos little, tres little goldfish,

Cuatro little, cinco little, seis little goldfish, Siete little, ocho little, nueve little goldfish,

Diez little goldfish swimming! Activity Two: Have the students create a pattern using a golden diamond and a turtle. Have the name the items in Spanish. Student: Diamante, tortuga, diamante, tortuga… (Diamond, turtle, diamond, turtle…) Activity Three: Have the students create a shape book. Label the shapes in Spanish. Title of book: “Las formas” (The Shapes) Author: Por (By) (name of student) Culture Lesson: Can you name the number of water animals in Spanish?

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Assessment: 1. Have the students count from one to ten in Spanish. 2. Have the students read a book on water animals. 3. Have the students make a Spanish vocabulary book and read to family.

Nuevos Amigos Lesson 13: Water Animals

pez - fish

Pre-Kindergarten

dorado - gold tortuga - turtle

agua – water

No me gusta. - I don’t like it.

Me gusta. - I like it.

peces - fishes

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Lesson 14: Review of Lessons 8-13 Objective: Students will review Spanish vocabulary and phrase structures learned in lessons 8-13. Lesson 8 – Basic Vocabulary: oso – bear triángulo – triangle seis – six café – brown Phrase: mira – look Te quiero. – I love you. Lesson 9 – Basic Vocbulary: sol – sun luna – moon estrellas – stars siete – seven blanco – white Phrase: Yo veo (name of item). – I see (name of item). Hasta mañana. – See you tomorrow. Lesson 10 – Basic Vocabulary: nube – cloud lluvia – rain óvalo – oval ocho - eight

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Phrase: ¿Está frío? – Is it cold? ¿Está caliente? – Is it hot? Lesson 11 – Basic Vocabulary: autobús – bus carro – car bicicleta – bicycle tren – train nueve – nine negro - black Phrase: alto – stop adelante – go Lesson 12 - granja – farm animals – animals diamante – diamond diez – ten rosado – pink Phrase: ¿Cuántos hay? – How many are there? Hay (number of items). – There are (number of items). Lesson 13 - Basic Vocabulary: agua – water pez – fish peces – many fish tortuga – turtle dorado – golden

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Phrase: Me gusta. – I like it. No me gusta. – I don’t like it. Activity One: Have the students sing “Ten Little Goldfish” to the tune of “Ten Little Indians.”

“Ten Little Goldfish” Uno little, dos little, tres little goldfish,

Cuatro little, cinco little, seis little goldfish, Siete little, ocho little, nueve little goldfish,

Diez little goldfish swimming! Activity Two: Have the students name the different shapes in Spanish. Student 1: Triángulo (triangle). Student 2: Óvalo (oval). Student 3: Diamante (diamond). Culture Lesson: Can you choose your favorite word in Spanish? Assessment: 1. Have the students count from one to ten in Spanish.

2. Have the students create a Spanish Journal and write as many Spanish words as possible.


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TEKS for lessons 8-14: Math: 101 – Counts concrete objects to five or higher. 105 – Arranges sets of concrete objects one-to-one correspondence. 116 – Combines, separates, and names “how many” concrete objects. 204 – Counts by ones orally to 10 and higher. 206 – Begins to predict what comes next when patterns are extended. 208 – Begins to recognize patterns in their environment. 301 – Identifies an object by color, size, shape and position. 305 – Begins to recognize, describe and name shapes. Science: 107 – Predict what will happen next based on previous experience. 108 – Share observations and findings with others through pictures, discussions or dramatizations. Language and Early Literacy: 1A – Listens with increasing attention. 1B – Listens for different purposes. 1C – Understands and follows simple oral directions. 2A – Perceives speech sounds with increasing ease and accuracy. 2B – Produces speech sounds with increasing ease and accuracy. 5A – Becomes increasingly sensitive to the sounds of spoken words. 5B – Begins to identify rhymes and rhyming sounds in familiar words, participates in rhyming games, and repeats rhyming songs and poems. 3A – Shows a steady increase in listening and speaking vocabulary. 3B – Uses new vocabulary in everyday communication. 3C – Refines and extends understanding of known words. Social Studies: 1A – Shares ideas and takes turns listening and speaking. 1B – Cooperates with others in a joint activity.

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