¡Hola, amigos! Here is another Choice Board with activities to help you to practice Spanish. This will be my last post before the start of the school. year. As always, don't feel like you have to, but if you want to share any of your final products with me you can send an email: [email protected]. Have fun!
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Hola, amigos! I have created a Choice Board below to help you practice body parts in Spanish in different ways. You can choose where you start and which activities you do. You do not have to do all of them, this is totally about what you like to do and how you want to practice! If you do an activity and would like to show me what you've done, you can send an email or a picture to [email protected]. You do not HAVE to send me anything, but I would love to see how you are practicing! Click HERE for a list of body part words.
Gus on the Go
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| Duolingo is a very popular app for language learning. The only reason it's not usually my first recommendation is because it isn't necessarily designed for an elementary-aged learner. However, if your child is older and is at a more advanced level with Spanish, this might be a good way for him/her to gain additional practice and enhance their language skills! |
¡Hola amigos!
From now on, everything is going to be on SeeSaw. So, just go to your Spanish class page on SeeSaw, click "activities," and you'll see your activity for the day.
I'll see you on SeeSaw every Monday, Wednesday, and Friday!
I'll see you on SeeSaw every Monday, Wednesday, and Friday!
¡Adiós!
¡Hola amigos!
Señorita Waldo here! This week begins our online adventure. I'm so sad I don't get to see you in person, BUT I still can't wait to hear from you online! This is going to be fun! :)
Here's what I want you to do today:
1. Watch this video!
Here's what I want you to do today:
1. Watch this video!
my email: [email protected]
2. Watch this YouTube video about body parts in Spanish. You'll learn some new words!
3. Label your body parts in Spanish!
- Grab a blank piece of paper, a pencil, and some crayons or markers.
- Draw a picture of yourself and color it, but leave room on the sides of the page. * Don't make it too big!
- Draw a line to each body part that we've learned and label it with the Spanish word. If you want, you can add some of the new words you learned from the video!
- When you're done, take a picture and upload it to your Spanish class page on Seesaw.
I can't wait to see all of your awesome drawings!
Extra practice:
Click HERE to access printable flashcards to practice body part vocabulary.
That's all for today! ¡Hasta la próxima! (Till next time!)
This week we reviewed body parts and started working on possession phrases in Spanish. This can be a difficult skill to get used to because the 'apostrophe -s' construction that we use in English to demonstrate possession does not exist in Spanish. Instead, the phrases are set up to communicate who something belongs to. For example: the expression "Anna's hair" in English, is el pelo de Anna (the hair of Anna) in Spanish.
We practiced putting these phrases together by identifying specific body parts of well-known characters (Olaf's nose, SpongeBob's eyes, Goofy's feet, etc).
To practice at home, have your child identify body parts of different characters and/or people in Spanish. For example; while looking at a picture your child could say body parts for you to find, such as el pelo de Moana or las manos de Mickey. You could also do the same with pictures of family members or even actual people!
Here are some words to help you practice:
el pelo = hair las orejas = ears
los ojos = eyes la boca = mouth
la nariz = nose los brazos = arms
las manos = hands las piernas = legs
los pies = feet
We practiced putting these phrases together by identifying specific body parts of well-known characters (Olaf's nose, SpongeBob's eyes, Goofy's feet, etc).
To practice at home, have your child identify body parts of different characters and/or people in Spanish. For example; while looking at a picture your child could say body parts for you to find, such as el pelo de Moana or las manos de Mickey. You could also do the same with pictures of family members or even actual people!
Here are some words to help you practice:
el pelo = hair las orejas = ears
los ojos = eyes la boca = mouth
la nariz = nose los brazos = arms
las manos = hands las piernas = legs
los pies = feet
This week we finished our story about the missing zapatos!
We met a total of three friends along the way who had some very interesting (and humorous) characteristics. Have your child tell you what the sentences below mean and which characters they matched in the story:
Sus pies son grandes.
Su nariz es grande.
Sus manos son pequeños.
Luckily the story had a happy ending and there was quite an entertaining surprise for our classmate at the end. Be sure to ask your child to tell you about it!
We met a total of three friends along the way who had some very interesting (and humorous) characteristics. Have your child tell you what the sentences below mean and which characters they matched in the story:
Sus pies son grandes.
Su nariz es grande.
Sus manos son pequeños.
Luckily the story had a happy ending and there was quite an entertaining surprise for our classmate at the end. Be sure to ask your child to tell you about it!
This week we started a new story. The main character is a student in class who lives in Spain, is kind, and has really big feet! She is very excited to celebrate Three Kings Day tomorrow, because it means presents from the 3 Kings. However, as she gets ready the night before she realizes that there is one very important thing missing. Oh, the drama! Be sure to have your child fill you in on what's happening!
This week, we started working on our very first round of Centers in 2nd Grade. This year we will be using Center activities at the end of a unit as an opportunity for students to demonstrate how well they have met our goals. Because of the time of year, our Centers will be focused on the theme of Día de los Reyes Magos (3 Kings Day), which is an important holiday celebrated in Spain on January 6th.
There are a total of three or four Center activities for students to complete, depending on which class they are in. One involves demonstrating understanding by reading a letter that a child in Spain has written to the 3 Kings. Students will use their reading comprehension strategies to identify information and answer questions. The second activity involves communicating with someone by asking and answering questions. And in the third Center students will use the vocabulary we've learned to write their own pretend letter to the 3 Kings.
All three activities are focused on the goals of our Identity Unit:
The kids have been working hard on their Center activities so far and I am excited to see their finished products!
There are a total of three or four Center activities for students to complete, depending on which class they are in. One involves demonstrating understanding by reading a letter that a child in Spain has written to the 3 Kings. Students will use their reading comprehension strategies to identify information and answer questions. The second activity involves communicating with someone by asking and answering questions. And in the third Center students will use the vocabulary we've learned to write their own pretend letter to the 3 Kings.
All three activities are focused on the goals of our Identity Unit:
- I can introduce myself.
- I can communicate where I'm from.
- I can communicate my age.
- I can describe myself.
The kids have been working hard on their Center activities so far and I am excited to see their finished products!
This past week we have continued to work on our Reading Comprehension skills in Spanish. One of the main skills we are working on is being able to find specific information in a reading passage. We practiced this by rotating around the room in groups and using markers to find and mark different information within a paragraph in Spanish. Students then used this information to answer questions and demonstrate an understanding of what they had read.
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