GRADE K –2 Animals: Farm, Pets, Zoo
Standard 1.1, 1.2 Communication
in languages other than English
2.1 Knowledge and understanding of
other cultures
3.1 Connect with other disciplines
4.1 Develop insight into nature of
language and culture
Estimated
|
3 weeks and ongoing |
The student will
understand that:
|
1. |
Spanish-speaking cultures also have words for animals |
|
2. |
There are many cognates for names of the zoo animals |
|
3. |
Spanish endings may indicate gender and/or size (ito—ita) |
|
4. |
Animals may be categorized as farm, pet or zoo |
|
5. |
Animals in Spanish speaking countries make different “sounds” (e.g.: dog—guau guau) |
|
1. |
Matching animal to its environment using manipulatives |
|
2. |
Animal Loto |
|
3. |
Matamoscas |
|
4. |
TPR and charades |
|
5. |
Memory games |
|
1. |
Where do animals live? |
|
2. |
What sounds do animals make in Spanish? |
|
3. |
How are the words similar in English and Spanish for zoo animals? |
|
4. |
How would you change the ending of an animal word to indicate it is small? |
By the end of second
grade the student will be able to:
|
1. |
Identify farm animals |
|
2. |
Identify common pets |
|
3. |
Identify basic zoo animals |
|
4. |
Classify animals according to their environment |
|
5. |
Name and describe favorite animals |
|
6. |
Name and describe pets at home |
|
7. |
Express their likes and dislikes |
|
8. |
Describe animals by color, size and “sound” |
Suggested Vocabulary:
|
Farm/Granja El caballo El pavo La vaca El burro Los pollitos Los poluellos El cerdo La oveja La cabra/el chivo El gallo La gallina El pato El ganso |
Pets/ Mascotas: El perro El gato La rana El pez El conejo La tortuga El ratón |
Zoo/Zoologico: La cebra La foca El elefante La girafa El El león El mono El rinoceronte El oso El oso polar El pingüino El hipopótamo |
|
Suggested
structures: ¿Cuál es tu animal favorito? Mi animal favorito es ______. ¿Dónde vive_________?
________ vive en ( Suggested Songs: La Vaca Mónica A mi burro, El Perro de San Roque, Los pollitos dicen, Debajo un Botón, Ratón que te pilla, Los elefantes, Pavo, pavito, pavo, Con real y medio, Joven sancho, María tenía corderito, De Colores, Los cochinitos dormilones, Qué llueva, Los Tres Patitos, |
Suggested books: Oso Pardo Salí de Paseo La Vaca que decía
OINK El concierto de los
animales No Tito No Pollita Chiquita Patio y Pollito ¿Tu mamá es una
llama? Perro grande, perro
pequeño La Cucaracha Martina Tres Cerditos Velóz El día que el perro
dijo quiquiriquí Mascotas ¿Quién dice? |
Suggested
Materials: picture flashcards including teacher made cards stuffed animals plastic animals Suggested Games: Loto Bingo Memoría Concentración Matamoscas Tres en raya En Carreras Pictionary ¿Quién Tiene? ¿Cuál Falta? Pato—Pato—Ganso Béisbol Pase—pase Pasear por el mundo Siete Arriba Bean bag game(la tirada mágica) |
|
|
|
Science : habitats, life cycles |
GRADES 3-5 Alphabet
Standard 1.1, 1.2 Communicate in languages
other than English
2.1 Knowledge of other cultures
3.1 Connect with other disciplines
4.1 Insight into nature of language and
culture
Estimated
|
3 weeks and ongoing |
The student will
understand that:
|
1. |
Spanish speaking cultures use a different alphabet |
|
2. |
Spanish vowel sounds remain constant |
|
3. |
Spanish consonants have rules of pronunciation |
|
4. |
Some Spanish pronunciations will vary by country or region |
|
1. |
Say and sing Spanish alphabet letters aloud |
|
2. |
Pronounce Spanish words by syllable |
|
3. |
Spell Spanish words as dictated |
|
4. |
Play spelling games |
|
5. |
Much of the assessment of a student’s work is in the application of knowledge demonstrated through games, songs and group or individual activities. |
|
1. |
How do the Spanish and English alphabets differ? |
|
2. |
How has the Spanish alphabet recently changed? |
|
3. |
How many letters are there in the Spanish alphabet? |
|
4. |
What are the rules of pronunciation in Spanish? |
|
5. |
What are the basic rules for syllable emphasis? |
|
6. |
When do you use accent marks? |
By the end of fifth
grade the student will be able to:
|
1. |
Recite the Spanish alphabet, using letter names (eg. jota, zeta ) |
|
|
2. |
Pronounce new words phonetically |
|
|
3. |
Read aloud a short passage applying phonics |
|
|
4. |
Spell a word as dictated by letter |
|
|
5. |
Write basic words and phrases using Spanish alphabet |
|
|
6. |
Spell simple words aloud letter by letter |
|
|
Suggested
vocabulary: (Spanish alphabet – including ch, ll, rr) Suggested
structures: ¿Cómo se escribe? ¿Cómo suena la letra? Suggested Books: En alfabeto en español Chica chica bum bum El alfabeto Albertina anda arriba |
Suggested Songs: A,B,C chant Suggested
materials: alphabet charts, letter flash cards, books, simple reading passages, dictionaries, spelling and word web-sites, CD rom disks, |
Suggested Games: hangman games, brillante sopa de letras |
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1. Language Arts: |