World Languages  - Elementary Spanish Program
 
 
First Grade
 
The first grade Spanish curriculum focuses on developing receptive and expressive language skills. We strive to create a comfortable environment so students are willing to take risks and participate. We use "total physical response" activities (music, dance, games, art) that combine speech and action - the same way that children learn a native language. Topics and vocabulary words connect to first grade curriculum in math, social studies, and science; For example, students learn Spanish vocabulary words that relate to the "egg to chick" science unit and learn how to do simple math problems in Spanish.    
 
Curriculum Topics
 
Greetings and taking leave appropriately to the time of day; introductions; speaking about one's health; counting and recognizing numbers in and out of sequence from 0 to 12; naming colors and using them in appropriate contexts/descriptions; expressing opinions on specific foods; recognizing and stating simple weather terms and naming the four seasons; identifying/describing shapes (triangle, circle, square, rectangle, star, oval, heart);  naming and counting immediate family members; common pets; identifying specific body parts; asking others their hair and eye colors, and their name; describing by color and size common farm animals; identifying by color winter clothing.
 
At the end of first grade students are able to:
  • state their name
  • say the day of the week
  • speak about the weather
  • count from 1 to 10
  • identify colors and shapes when shown a color or shape
  • identify immediate family members
  • identify basic body parts
  • recognize farm animals
  • express likes and dislikes regarding food

Second Grade
 
The second grade Spanish curriculum reviews and builds upon the first grade curriculum. Students are introduced to new topics which expand their vocabulary and enhance listening skills while they begin to develop writing and reading skills. Continuing the interdisciplinary approach of first grade, they learn vocabulary words (un huevecillo, una oruga, un capullo , una mariposa)  that enable them to follow  "La Oruga muy Hambrienta," the Spanish version of  "The Very Hungry Caterpillar" by Eric Carle.
 
Students participate in a variety of activities to help them speak Spanish, and integrate music and art into language learning. Some common whole-class/partner activities include games, songs, speaking and action activities, listening to stories and responding to questionnaires.  Independent activities may include labeling items using appropriate vocabulary, and describing something or someone.
 
Curriculum Topics
 
At the start of the year, students review greetings and leave-takings, colors, shapes, identifying themselves, days of the week, weather, and expressing how they feel. They also learn how to count to twenty and how to give and follow basic classroom commands. New topics include: additional body parts; the alphabet and the five vowel sounds; immediate and extended family members and pets; food items; how to express likes and dislikes relating to family and foods; clothing items; rooms in a house (focusing on items found in a  bedroom) and talking about their home; telling time on the hour; recognizing and identifying Spanish-speaking countries around the world; identifying familiar places in the community; identifying principal zoo animals; and speaking simply about the metamorphosis of the caterpillar to the butterfly.
 
At the end of second grade students are able to:
  • say day of the week and date
  • count from 1 to 20
  • apply the colors and shapes to objects
  • express likes and dislikes
  • recognize the members of the extended familylocate Spanish-speaking countries on a map of the world
  • express simple vocabulary associated with rooms of the house
  • identify places in the community
  • tell time by the hour
  • recognize basic articles of clothing
                      
Third Grade
 
The third grade Spanish curriculum builds upon themes in prior grades, and adds new topics.  Students explore maps of the United States and New York City and are introduced to cardinal directions. They review themes of family and transportation and weather in more depth.  While reviewing rooms in the house, students are introduced to common activities both inside and outside. They use mini-books for practice in simple reading, and use more guided writing activities in class. For example, students fill out charts or Venn diagrams comparing their physical descriptions with that of a classmate, using interview questions in Spanish, such as, "What color is your hair?"  Students use various question and answer techniques, listen to stories and play guessing games in Spanish to practice listening, speaking and pronunciation. In interdisciplinary work, students use their extended family vocabulary (la madre, el padre, el hijo, la hija, el hermano, la hermana, los abuelos, los primos) to discuss their social studies immigration unit.
 
Curriculum topics          
 
Travel from one place to another; specific rooms and furniture in a house; map skills (location, direction), and locating places in the U.S. with names of Spanish origin; cardinal directions; sports and leisure activities; tell time by quarter and half hour; daily weather and weather in general; and extended family members and making connections to the family tree. Cultural topics include the Day of the Dead and el cinco de mayo in its historical context.
 
At the end of third grade students are able to:
  • count from 1 to 30,
  • say the vowel sounds in Spanish
  • state the day of the week and the date
  • talk about general weather topics
  • use cardinal directions to locate Spanish speaking countries on a map
  • speak about the rooms in the house
  • speak about activities in and outside of the house
  • describe oneself and a partner
  • name more clothing items
  • tell time by quarter and half hour
 
Fourth Grade
 
As students progress into the fourth grade curriculum, they continue to develop their listening and speaking skills in Spanish and increase their guided and shared reading and writing skills. The curriculum, in an interdisciplinary link with social studies, includes such themes as Christopher Columbus' voyages; Costa Rica, focusing on an exploration of the tropical rainforest with flora and fauna; an introduction to Spain and Madrid with its points of interest; and aspects of city life, including communities and transportation. Spanish painters, such as Picasso, Velasquez and Goya are introduced.  Vocabulary topics that focus on daily activities are presented, such as telephone conversations, food shopping and clothes shopping in a department store (perhaps "El Corte Ingles" in Madrid).
 
Curriculum topics
 
Review and additional vocabulary in weather, time, and likes and dislikes; maps and directions; animals of the rainforest; colors and sizes of animals; shopping for clothing and food; making lists and figuring prices; school vocabulary including courses, schedules, classrooms and other rooms in the school; parts of the body and describing symptoms; and community helpers.
 
At the end of fourth grade students are able to:
  • count from 1 to 50
  • state how they feel
  • describe orally and in writing the animals and fruits of the rainforest.
  • identify various points of interest on a map of Madrid
  • speak about their likes and dislikes, regarding clothing, food, and school
  • name school subjects and give teacher's name
  • ask and answer simple questions about their schedule or school day, including times
  • tell time in five minute intervals
 
Fifth Grade
 
In fifth grade, students increase focus on oral communication. Dialogues are introduced, which allow students to interact with each other in Spanish.  They apply vocabulary they have learned in the past five years to communicate in simple conversations. Guided reading skills are introduced using an elementary Spanish monthly magazine ('Qu' Tal?) to read about topics of interest that are making news in the Spanish-speaking world.   
 
Curriculum Topics
 
Sports, with a focus on soccer; telephone conversations that involve making appointments, play-dates, a visit to the doctor's office, and planning a vacation; health and welfare; travel; Spanish explorers and the geography of Latin American countries; and Mexican culture, including authentic Mexican cuisine. These topics were specifically chosen to incorporate many of the themes studied in previous years. For example, planning a vacation includes a review of clothing, geography, weather, transportation, family members and leisure activities. The culminating project for the unit helps students synthesize these topics and facilitates more in-depth study of the vocabulary and simple grammatical constructions while adding a sense of connection and purpose.
 
At the end of fifth grade student are able to:
  • count from 1 -100
  • tell likes and dislikes with regard to sports, teams, and players
  • note geographic directions using a map
  • initiate and respond in simple telephone conversations, e.g. make a doctor's appointment
  • speak about a vacation including location, geography, climate, clothing, transportation, length of visit, travel companions, and simple activities
  • create a travel brochure based on a model
  • describe how they are feeling and name symptoms
  • role play doctor/patient
  • give simple advice
  • discuss Mexico and its culture with basic sentences modeled by and prompted by teacher questions and responses