First Grade Spanish@WE

Units of Study

Unit 1- La escuela

During the first 6 weeks  practice our Spanish class agreements! Yo demuestro amabilidad. I show kindness. We are working together in ALL classes to show kindness to ourselves, to our peers, and to our teachers as part of strengthening our CREW. Yo miro y yo escucho. I look and I listen. In Spanish class this is very important because Señora Rodés gives a lot of comprehensible input in the target language (I speak completely in Spanish!). I use a lot of movements, visuals, games, realia, manipulatives, picture books, songs, dance, etc. to allow for comprehension and acquisition of the language. Yo hablo español! Of course, in Spanish class, we speak Spanish! I always encourage students to respond in Spanish, using as much of the language as possible, speaking in complete sentences when appropriate (even to ask to go to the bathroom!). A lot of the language production at this level is repetition or through a script or song.

We are currently reviewing all of the colors, days of the weeks, numbers 1-60, counting using a number line, vocabulary for our classroom tools, los útiles, and modes of transportation.
We read:

La vocales en Español- A, E, I, O, U!

In first grade we work on phonics in Spanish! First, we learn the vowels and practice beginning vowel sounds. There are only 5 vowel sounds in Spanish!
A-ahh, E-ehh, I-ee, O-oh, U-oo. The Y often says ee as well. We create mini books and play games to practice each vowel and learn new words at the same time. We sing several songs and practice traditional trabalenguas- tongue-twisters! Look for these soon at home. I challenge the students to pick one to memorize and present, or look up a new one to practice! There are a ton online and on youtube that are kid-friendly.

Next, we start to add consonants to make syllables. La, le, li, lo, lu!

Here is an example:
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Trabalengua con la O:
Compadre cómpreme un coco
Compadre no compro coco
Porque como poco coco como
Poco coco compro!
(Hey friend, buy me a coconut!
Friend, I dont buy coconuts!
Because as little as I eat coconut,
The little amount I buy!)

We have a lot of fun with these trabalenguas! ​Here are a few students presenting from former years:

Unit 3- ​Las partes del cuerpo!

This is one of the funniest units of study- body parts! There are just so many fun songs, games, and other activities to do that help us learn the body parts in Spanish. Students start out the unit telling about their eye and hair color and create self-portraits in the style of famous Mexican artist Friday Kahlo! We read the children's story Frida by Jonah Winter that tells how Frida became an artist and reviewed a lot of feeling words! Frida se siente FELIZ cuando pinta! Next, we pretend to travel to Mars and watch an animation of amigos del otro planeta! Students  design their own "amigo" from another planet and write simple sentences telling how many of each body part it has, it's color, it's size and it's name.

We sing:

Basho and Friends- Baila con tu cuerpo

Mi Amigo de otro Planeta project

Students create their own Amigos de otro planeta (friend from another planet). They write descriptions to tell its name, its color, and how many of each body part it has.

Unit 4 - La ropa 

​The 4th unit called Mi burro enfermo (My sick donkey) This unit is named for a song the children learn by José Luis Orozco that is all about clothing and what the doctor recommends the sick little donkey to put on to feel better. In this unit students learn all about la ropa (clothing). We start the unit by identifying and describing clothing by color and size. Students help to organize donate clothing for a clothing drive. They learn about clothing as a good and donation as a service. This event ties in with their Expedition, "Children Can Make a Difference in Our Community." All clothing will be donated to PATH Academy, a Dekalb charter middle school for immigrant and refugee students in the Brookhaven area.

​We sing:
​We read:
Mi burrito enfermo- José Luis Orozco
Juguemos en el bosque- traditional song
link to game info and lyrics
Link to YouTube video

Unit 5 - La Familia

The first grader's  5th unit is all about mi familia! They first learn a fingerplay poem called Mi familia by José Luis Orozco to identify the basic family members. Now, students  illustrate their own families and describe each family member orally and in written form using adjectives. !El bebé es travieso! Next, we talk about family members, pets, and places in the home through a reading of La Casa Adormecida (The Napping House). Students also learn a traditional lullaby in Spanish, La nanita nana (Here's a nice version on YouTube: https://www.youtube.com/watch?v=MrdTSF7MMAQ) Finally, we talk about our family traditions and those in México and students create their very own mini piñata!

We read:


​Unit 6- Los Animales en el Mundo! - Expedition connections 

Students follow the example of writing an informational text in English to then write about an animal in Spanish! They use iPads to research an animal at the Zoo Madrid in Madrid, Spain. Students use their background knowledge of colors, size words, and body parts to describe an animal of their choosing from the Zoo Madrid website. Then, they use the website to identify other details about their animal, like whether it is a carnívoro, herbívoro, or omnívoro, or a mamífero o reptile, or where the animal is found in the world (for example). They use the writing process to create multiple drafts and then conference with me to edit their work. They focuse on showing craftsmanship in their writing and illustrations by following a checklist and getting feedback from Sra. Rodés.
Standards:
​MLE1.IP1F Provide simple responses using memorized words and phrases on topics such as self, family, school, etc.
MLE1.P1B Share basic information about self and others.
MLEI.P2C Copy simple sentences.
MLE1.P2B Write single words such as name, colors, etc...
MLEI.IP2C Complete forms for basic information.
MLEI.IP2B Make lists on familiar topics.
MLE1.INT2A Demonstrate comprehension through reading of age-appropriate materials and resources.
MLE1.CCC1B Connect basic skills learned in other subjects with skills learned in the target language.
MLE1.CU1C Name selected countries where the target language is spoken.​

Learning targets:
  • I can identify and describe animals around the world.
  • I can read and write familiar words in Spanish.
  • I can write short, simple sentences to describe an animal's color, size, and body parts.
  • I can use the website, ZooMadrid.com to research extra details to add to my writing.

The writing checklist helped students to stay on task, to include all the necessary details, and to show craftsmanship in their writing and illustrations. Students used skills learned in writing workshop and in art, like creating multiple drafts, conferencing and giving positive feedback.





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​Here are some examples of simple informational text about animals in Spanish. The students practice reading these descriptions and finding the key terms like the names of animals, the size, the colors, and the body parts. They use these example texts to help them write their own.

 Picture


​Students also use this anchor chart to help them get ideas for adding extra details to their writing.

Examples of student work and the writing process.

Unit 7 - La Comida (frutas y vegetales)
Making Salsa in the Molcajete más GRANDE del Mundo!

Students learn about the biggest MOLCAJETE in the world created in Jalisco, México. A molcajete is a traditional bowl carved out of volcanic rock used for making different types of salsa. In our study of fruits and veggies, students learn the ingredients for a simple salsa recipe and we have a taste test in class! Then, we actually make the biggest molcajete in the world by measuring in feet and inches (counting, measuring) and then converting the feet to centimeters (addition). Ours is actually "bigger" than the one in Mexico! The photos of the graphs are from a survey done in Google forms for the taste test. How many students liked the salsa and how many did not like the salsa?

Special Community Events

First Grade Vocabulary, Curriculum, and State Standards

1st Grade  Vocabulary by Unit
!st Grade Curriculum by Unit
First Grade  State Standards for Modern Languages

UNDER CONSTRUCTION!

​(former students)

Ms. Maxson's class

Ms. Parker's class

Ms. Querubin's class

Papel Amate

Click here for more info on Amate paper making!

El Conejo en la Luna

The Aztec legend tells the story of how the "rabbit" got on the moon. It tells of the Aztec god Quetzalcóatl, the great feathered serpent, who decided to become human in order to see the world. He roams and roams and gets tired and hungry. He meets a rabbit that is eating grass. But as a human he can't eat grass! The rabbit then sees he is starving and offers himself to Quetzalcóatl. Quetzalcóatl sees how honorable this act is and decides to put his image on the moon! They both live happily ever after.

http://www.mundoprimaria.com/mitos-y-leyendas-para-ninos/el-conejo-en-la-luna/