2 Family Grades K-5

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4 Colors Grades K-2

CALENDAR: Numbers 0-31, Days, Months, Weather

Standard 1.1, 1.2 Communication in language other than English

2.1 Cultures: Knowledge and understanding of other cultures

3.1 Connect with other disciplines

4.2Comparisons: Comparisons of cultures

Estimated Time Range:

4 weeks and on going throughout year

ENDURING UNDERSTANDINGS

By the end of second grade the student will understand that:

1.	Spanish-speaking cultures also have names for elements of the calendar
2.	Parts of the calendar used in the Hispanic world are different

SAMPLE ASSESSMENTS

1.	Students will be able to identify the day and date and report on weather conditions
2.	Much of the assessment of a student’s work is in the application of knowledge demonstrated through games, songs, and group or individual activities

ESSENTIAL QUESTIONS

1.	What are Spanish names for the individual parts of the calendar?
2.	What are the main differences between English and Spanish calendars?
3.	What is the weather like today?

LEARNING OBJECTIVES

By the end of second grade the student will be able to:

1.	Count from zero to thirty-one
2.	Name the days of the week in order
3.	Name the months of the year in order
4.	Recognize the date using correct sequence (day, month, year)
5.	Recognize and describe basic weather conditions
6.	Sing songs about the calendar or weather

SUGGESTED RESOURCES

Suggested Vocabulary: Numbers Months Uno enero Dos febrero Tres marzo Cuatro abril Cinco mayo Seis junio Siete julio Ocho agosto Nueve septiembre Diez octubre Once noviembre Doce diciembre Trece Days Catorce lunes Quince martes Dieciseís miércoles Diecisiete jueves Dieciocho viernes Diecinueve sábado Veinte domingo Veintiuno Veintidós Veintitrés Veinticuatro Veinticinco Veintiséis Veintisiete Veintiocho Veintinueve Treinta Treinta y uno

Weather Hace sol Hace frío Hace calor Hace fresco nieva/está nevando hace viento Llueva/ está lloviendo Suggested Structures: ¿Qué día es hoy? ¿Qué día es mañana? ¿Qué día fué ayer? Suggested Materials: Calendar Flash cards

Suggested Books: La Oruga Muy Hambriente El Libro de contar M&Ms Contando con Cheerios, La Semana de Cookie Me gustaría Tener Cinco Patitos Llaman a la Puerta Números Importantes El día de nieve Suggested Songs: “Díez Amigos” “Los Meses del Año” “Los Días de la Semana” “San Fermín” “Ojalá que Llueva” “¡Lluvía, Lluvía!”

SUGGESTED CONNECTIONS

1. 1.Science: Interpret information using the calendar, observe and describe weather

2. Mathematics: Whole numbers--recognize and count to 31, addition and subtraction using numbers from one to ten

GRADE 3 CALENDAR –Date, Weather, Seasons

Standard 1.1, 1.2 Communicate in language other than English

2.1 Cultures: Knowledge and understanding of other cultures

4.2 Comparisons: Comparisons of cultures

Estimated Time Range:

2 weeks and ongoing throughout the year

ENDURING UNDERSTANDINGS

By the end of third grade the student will understand that:

1.	Spanish speaking cultures also have names for elements of the calendar
2.	Parts of the calendar used in the Hispanic world are different

SAMPLE ASSESSMENTS

1.	Students will be able to identify the day and the date and report on weather conditions
2.	Students will be able to identify seasons and engage in discussions and activities regarding seasonal differences
3.	Much of the assessment of a student's work is in the application of knowledge demonstrated through games, songs, and group or individual activities

ESSENTIAL QUESTIONS

1.	What are the Spanish names for individual parts of the calendar?
2.	What are the main differences between the Spanish and English calendars?
3.	What is the weather like today?
4.	What are the names of the seasons in Spanish?

LEARNING OBJECTIVES

By the end of third grade the student will be able to:

1.	Use the days of the week in writing and guided conversation
2.	Use the months of the year in writing and guided conversation
3.	Say and write the date using correct sequence
4.	Recognize and describe daily and seasonal weather conditions
5.	Match clothing, sports, activities and calendar event to the appropriate season
6.	Sing songs about the calendar, seasons, weather and holidays

SUGGESTED RESOURCES

Suggested Vocabulary: Additional to K – 2 primavera verano otoño invierno Hace viento Hace buen tiempo Hace mal tiempo Está nublado Hace sol Hace frío Hace calor Llueve/Está lloviendo Nieva/Está nevando

Suggested Structures: ¿Qué tiempo hace? ¿Cuál es la fecha? Picture books: Las Cuatro Estaciones Día de Nieve

Songs: Damos Gracias Cascabeles Felíz Navidad Si Me Dan Pasteles Qué Llueva

SUGGESTED CONNECTIONS

1. Science: Interpret information using the calendar, observe and describe weather and seasons.

2. Mathematics: Whole numbers-recognize and count to 100, addition and subtraction using numbers 1-100, counting by tens, applying place value, reinforcement of math facts, multiplication of numbers 1-10.

3. Language arts

GRADE 4-5 CALENDAR - Date, Weather and Seasons

Standard 1.1, 1.2 Communication in language other than English

Standard 2.1 Cultures: Knowledge and understanding of other cultures

Standard 3.1 Connect with other disciplines

Standard 4.2 Comparisons: Comparisons of cultures

Estimated Time Range:

1-2 weeks and ongoing throughout the year.

ENDURING UNDERSTANDINGS

By the end of fifth grade the student will understand that:

1.	Spanish-speaking cultures also have names for elements of the calendar
2.	Parts of the calendar used in the Hispanic world are different

SAMPLE ASSESSMENTS

1.	Students will be able to identify and write the date and weather conditions.
2.	Students will be able to identify seasons and discussion and write about seasons.
3.	Students will be able to recognize and identify hemispheric seasonal differences.
4.	Much of the assessment of a student's work is in the application of knowledge demonstrated through games, songs, and group or individual oral and written activities.

ESSENTIAL QUESTIONS

1.	What are the Spanish names for individual parts of the calendar?
2.	What are the main differences between the Spanish and English calendars?
3.	What is the weather like today?
4.	What are the names of the seasons in Spanish?
5.	How does the weather differ in each season?
6.	What are the clothing and activities in each season.

LEARNING OBJECTIVES

By the end of fifth grade the student will be able to:

1.	Identify seasonal differences between northern and southern hemispheres.
2.	Use the calendar, weather and seasons vocabulary in guided writing and conversation.
3.	Say and write the date using correct sequence in word and numerical forms.
4.	Match clothing, activities and calendar event to the appropriate season in both northern and southern hemispheres.
5.	Participate in activities about the calendar, seasons, weather and holidays

SUGGESTED RESOURCES

Suggested Materials: Maps of Spanish speaking countries. Calendars Journals Newspapers Picture Flash cards Videos: Puerto Rican Heritage Disney Three Caballeros (Christmas section)

Seasonal Books: Day of the Dead: El Espíritu del Tío Fernando Pablo recuerda María and the Day of the Dead Day of the Dead Navidad: Too Many Tamales Cinco de mayo Puerto Rican Carnaval: Vejigante Masquerador by Lulu Delacre

SUGGESTED CONNECTIONS

4. Language Arts: Multicultural literature (grade 4)

5. Journal writing and poetry )(grade 5