This week we finished our Identity unit with our final project and assessment. Students created a poster to communicate information about themselves and also to show that they were able to use the language to accomplish our three goals. They did a great job creating sentences to share their name, where they live, and a brief description of themselves. See the photos below for some examples!
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This week we have continued to practice the goals for our Identity unit, which we will be wrapping up next week. The students have been doing a great job identifying and using the vocabulary that we've been learning to communicate in Spanish! One of the best ways you can help your child with their Spanish at home is by practicing our vocabulary just like you would practice sight words. Just like in English, if the students can identify the vocabulary words they see, they can use them in reading and writing activities. Here are some of the high-frequency words and phrases we've been using in this unit. Have your child point to each one and identify them for you in English!
This week we worked on creating statements in Spanish to describe our identity. So far we have practiced introducing ourselves with the phrase Me llamo , and communicating where we live with the phrase Yo vivo en .
One of the activities we did was to create a mask of a person or character and then write these two sentences as the character we created. Students then took turns holding up the mask and presenting the two identity statements to the class. It was fun to see all of the different characters students used for their masks! For some extra practice at home, have your child use the phrases Me llamo and Yo vivo en to share information about themselves with you! This week we revisited the theme of our first story and used it to complete an activity. In the story our classmate was looking for their best friend Tito, who was missing. We talked about what it would look like if our classmate made a poster to introduce and describe their best friend. Afterwards, each student used the words we have been learning to make a poster about his/her mejor amigo (best friend). They wrote three sentences in Spanish; one to introduce the friend, one to say where he/she lives, and one to describe their friend. Here are some pictures of the finished products! This week we did a retelling activity that focused on characters from our story. We used a Venn Diagram to compare and contrast the characters of Tito, Branch, Cookie Monster, and Tigger. The kids did a great job reading and recognizing short sentences from the story and matching them to characters! Have your child read you the sentences below and tell you which character(s) each statement matches: Es bajo.
No es cómico. Es alto. Vive en Sesame Street. Es un tigre. Es azul. Es un chico. No es anaranjado. This week we have been working on our first story of the year, which involves a classmate searching for their best friend Tito el Tigre who is missing! Our friend is so sad... We helped create a poster to describe Tito and now the search is on to find him. Our friend did not find Tito in the first two places they looked, but there were some mystery characters there. Will Tito ever be found?? See if your child can tell you who the first two "mystery" characters from our story were based on their descriptions:
Also, you should have seen a unit newsletter come home with your child at some point in the last two weeks. To see a copy, click here.
This week we started working on our first unit of the year, which is called la Identidad (Identity). We will be answering the question "Who am I?" by learning to share basic introductory information about ourselves in Spanish. Our goals for the unit are:
One of our beginning of the year activities in Spanish class was to read one of Señora's favorite books, called Your Fantastic Elastic Brain. This book is all about how our brains work, and how we can stretch and strengthen them by learning new things. It teaches us how our brains grow and how making mistakes is good because it helps train our brains and help them grow. After reading the book, we made connections to our learning in Spanish class and how we will be stretching our brains this year. We also talked about how we can use what we learned about our brains to help think positively as language learners. We looked at negative thoughts that we might have while learning something new and talked about what kinds of positive statements we could replace them with. Here are some examples:
These statements are hanging in our classroom so that we can remember them as we stretch our brains and learn Spanish together. It's going to be a great year!!
We have had a great start to the year in Spanish class!
First, we answered some questions in Spanish about our Summer adventures. The kids and I enjoyed learning about who did what this Summer, like traveling on an airplane, going to the beach, or riding a bike. We also did a fun activity to practice the question ¿Cómo se dice?. This is the question you would use to find out how to say a word in Spanish, and I want students to feel comfortable answering and asking this question throughout the year. First, I asked them how to say some words in Spanish, and then they tried to 'Stump Señora' by coming up with words to ask me! We start our first unit next week, which will be all about our Identity. I'm looking forward to a great year! |
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July 2020
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