THINK Spanish!

Brain-Based learning for Beginners

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By Joyce Jackson Kalinoski, Ph.D. and Amanda Burt

THINK Spanish!
Brain-Based learning for Beginners
gr a

por

q

s a i c

e

r a t s

By Joyce Jackson Kalinoski, Ph.D. and Amanda Burt

Printed in Roseville, MI 1112GRA ISBN: 978-0-7560-2017-0 SKU: B3678DL ©2012 Teacher’s Discovery, Inc. A division of American Eagle Co. Inc. These materials are protected by copyright law. For each purchased copy of this work, a limited license is granted each year to allow reproduction [of activity pages and masters] to one teacher for use with that teacher’s class(es).

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Table of contents
Preliminary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i-xviii/1-61
Introduction . . . . . . . . . . Scope and Sequence. . . . . Components . . . . . . . . . . Reminders. . . . . . . . . . . . Pictures Used As Symbols. . Objectives and Notes . . . . Activities . . . . . . . . . . . . Quiz/Quiz Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v-x . . . xi . . . xii xiii-xiv xv-xvii . . 1-2 . . 3-59 . 60-61

Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62-96
Objectives and notes . . Bellringer activities . . . Class activities. . . . . . . Songs. . . . . . . . . . . . . Project. . . . . . . . . . . . Games. . . . . . . . . . . . Quiz/Quiz Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

62-63 64-72 73-87 88-90 . . 91 92-94 95-96

Objectives and notes . . Bellringer activities . . . Class activities. . . . . . . Songs. . . . . . . . . . . . . Project. . . . . . . . . . . . Games. . . . . . . . . . . . Quiz/Quiz Answer Key. .

Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97-144
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97-100 101-115 116-131 132-133 . . . 134 135-138 139-144

Objectives and notes . . Bellringer activities . . . Class activities. . . . . . . Song . . . . . . . . . . . . . Project. . . . . . . . . . . . Games. . . . . . . . . . . . Quiz/Quiz Answer Key. .

Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145-189
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145-147 148-156 157-175 . . . 176 177-182 183-186 187-189

© 2009 Teacher’s Discovery. These materials are protected by copyright law. Unauthorized duplication or distribution prohibited. Purchase of this software grants limited license to one teacher for all of his or her classes.

©2011 Teacher’s Discovery, Inc.

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. . . . . . . . . . . . . . . . ©2011 Teacher’s Discovery. . . . . . . . . . . . . . . . . . 222-224 Bellringer activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Quiz/Quiz Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class activities. . 247 Project. . . . 259-268 Class activities. 214 215-219 220-221 Objectives and notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unit 4 . . . . . . . . 321-322 Games. . . . . 256-290 Objectives and notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inc. . . .Table of contents Objectives and notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 291-329 © 2009 Teacher’s Discovery. . . . . . . . . . . . 320 Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323-326 Quiz/Quiz Answer Key. . . . . . . . . .com . . . . . . . . Unauthorized duplication or distribution prohibited. . . . . . . Song . . . . . . . . . . . . . . . iv www. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296-305 Class activities. . . . . . 253-255 Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . 291-295 Bellringer activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256-258 Bellringer activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282 Games. . . . . . . . . . . . . . . . . . . . . . . . .teachersdiscovery. . . . . . . . . . . . 222-255 Objectives and notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249-252 Quiz/Quiz Answer Key. . . 281 Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288-290 Unit 6 . . . . . . These materials are protected by copyright law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283-287 Quiz/Quiz Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purchase of this software grants limited license to one teacher for all of his or her classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Games. . 225-233 Class activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Project. . . . . . . . . 327-329 Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306-319 Song . . . . . . . 248 Games. . . . . . . . . . . . . . . 213 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bellringer activities . . . . 190-221 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190-191 192-200 201-212 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234-246 Song . . . . . . . . . . . . . . . . . . . . . . . . . . . 269-280 Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

All children and adults. wire together.” The following approach to teaching elementary Spanish is designed to facilitate just that! ©2011 Teacher’s Discovery. Inc. We must also remember that it is the practical applications of LOTE. games. Because of this new information. Brain-Based Teaching in the Upper Elementary Spanish Classroom is designed. we all walk around with an. we must be open-minded and willing to rethink the lessons that we learned as students of foreign language and foreign language education classes ourselves. We are assuming that. as teachers. instruction must motivate students by meeting the social interaction criteria or we will not be successful. As Steven Johnson has said so well. be it social or vocational.Introduction Introduction to Brain-Based Teaching in the Upper Elementary Spanish Classroom Joyce Jackson Ph. it is not until very recently that linguists. (Languages Other Than English) that is at the heart of our profession. and so we must create a new paradigm in our classrooms.com .D. as a. Does that mean you have to throw out most of your worksheets? Probably. It is the hope of the authors that this resource will assist you in rethinking that theory and replacing it with a new one. conversation starters. brain friendly environment. “Neurons that fire together. complete resource. one that creates a user friendly. Our intent is to help you create a new set of conceptual building blocks to use when thinking about how the brain selects the input it is going to “learn. Our. Sputnik jump-started our schools to begin to look outside of our own boundaries and to see the need to teach with a more global perspective. classroom management techniques and more.” that is. operative theory in our heads of what we should be doing in our classrooms. It is not meant to be a conventional textbook or teachers’ edition. While we have been successful in incorporating culture and conversation into our curricula. store in long term memory and build on. v www. Foreign Language teaching has gone through many changes over the last 50 years. neurologists and cognitive psychologists have come together with educators to share new knowledge on how the brain learns. personal or scholarly. It is full of listening activities. communicate for a reason. We cannot continue to teach the way we were taught or even taught to teach. Does it mean that you have to use all new games and activities? Absolutely not. skits.teachersdiscovery. Since that time the reading/translation approach has given way to the ALM (Audio Lingual Method) and it’s many children and grandchildren. remembers and recalls information and events. A lot of what we do is already good teaching and a lot of good learning goes on because of it. making more and more connections.

and the flight or fight response is a two edged sword. Many researchers believe that even a slight amount of emotion can enhance recall.” or “Remember what we talked about. We are programmed to pay. Equally important in designing your class period is the Primacy-Recency Effect. OK?” giving them the realization that you have expectations for them in class and that you care. or it can be a special English or Spanish comment on their. “Let’s try harder today. As soon as the last student is greeted. Attention and Learning. On the positive side. the beginning of the class but should engage the students right away so they do not begin socializing. happen next. This is. This fact is vital in understanding the workings of memory. The agenda is another key to helping students relax and focus since it allows them to focus on what is happening instead of wondering what will. We tend to use the less opportune middle period to teach new material and primetime 2 ©2011 Teacher’s Discovery. in order to learn. depending on which technology you have available. should be asked to put the <<Ahora mismo. Emotion. a 10 minute Downtime and a 15 minute Primetime at the end. This is because our species survives by storing meaningful information and discarding meaningless.teachersdiscovery. Meet and Greet! The first way to create a kid friendly. It tells us that in a learning episode (your class period) the brain best remembers what comes first and second best what comes last. Primacy-Recency Effect was first discovered in the 1800’s. review the short activity and put the AGENDA up on the screen. reactions. vi www. stress. this looks roughly like a 15 minute Primetime 1. language cues. The brain is programmed to attend first to information that has a strong emotional component.com . This series of short review activities may already be projected from a PowerPoint. extra vividness than non-emotional memories. important information. facial expressions and body language that give us. clothing or hair.Introduction Your Spanish Class Period Emotion. as well as imprinting the memory of the event for a longer time and with. This time can also be a moment to say to a student in a soft voice. So first and foremost. non-threatening environment is to greet each student at the door. personal contact lies in organization. This may be a simple <<Buenos días. The key to this time for.>> or bell-ringer on the overhead. Looked at in terms of a 40-minute period. Since the human brain reacts to physical and psychological danger with the same chemical response. attention to physical dangers. students must feel that they are in a safe environment. students in a psychologically threatening or uncomfortable situation may shut down higher cognitive functions and be unable to learn. Memory is worst in the middle of the class. important information for teachers since traditionally we tend to do most of our teaching in the middle of class. These before-class activities should be short enough not to carry over into. The Primacy-Recency Effect. On the other side of the sword lies the dreadful dis-comfort zone. the chemical responses in the brain that are activated by emotion elicit behavioral. Inc. The first student who enters the room.>> making eye contact and waiting for a response.

athletics and family responsibilities so it is good to allow them be able to plan their week. A full period test will overload most students and provide unreliable results. Remind them of the usefulness of the lesson and ways to use it. Students are very skilled at jamming their short-term memories with the knowledge required for the exam and reciting it over and over like a telephone number until they get the chance to write it down in the right blank. even during serious learning. The sheet should provide an overview of the skills and behaviors the. contexts. There are lots of opportunities to laugh in class. It should also keep them informed of any deadlines so they can plan their time. Consider it a.com .>> say <<¡Haga la cola!>> and as they will line up to say the word you can sneak in a “Good Job” or “Keep Trying! La hoja del lunes. supplies basket on the floor and getting help naming and picking everything up! They will be laughing with you and learning at the same time. When there is one minute left. provide activities that draw out emotions. during Downtime. We call that daydreaming! You will find examples of simple novel activities in each unit of this resource. review the Word of the Day and when everyone is <<sentado/a. which may provide important memory prompts in the future. use Primetime 2 to hook additional language onto the lesson taught in Primetime 1.teachersdiscovery. simulations. Make sure to keep assessments short at this level. over and over. Recency factor suggests that we dive into the new material of the lesson as soon as the agenda is read. Just throw in a silly example or purposely build some humor into your lesson by being your. Finally. The Primacy-. role-playing. Also. Even young students today have very busy schedules with lessons after school. it will look inside itself for something new and exciting.term memories. Make most of your assessments formative so you can see how well you have reached your teaching goals and re-teach those skills which students have not attained. Quiz the way you have taught using activities provided. Assessment. Inc. student should be able to exhibit during and by the end of the week. This makes the exam meaningless for all but the students who have previously incorporated the knowledge in their long. callado/a y arreglado/a. Remember too. ©2011 Teacher’s Discovery. that your classroom environment can be stimulating or sedative. vii www. papers. give your student an opportunity to practice what they have learned with their partner or group while you take attendance and pass back. Remember that the brain is a novelty-seeking device. Avoid reviewing or giving study time right before assessments. And don’t forget that a good laugh will send those endorphins streaming and make everyone feel great. Next. The Monday Sheet is a good way to prevent stress in students by giving them a hard copy explanation of the week’s activities and goals. Make it real! Since memories are contextual. provide closure for the students. When learning school words.Introduction to practice it and then struggle to get organized to leave for the next class. talk about the things you really have in your backpack and really exist in the classroom and use those words in a variety of. five-day agenda of sorts. cooperative projects. When faced with the same drone.

That means that if you single out those words that you really want the students to put in long-term memory keep the list short! Learning single words such as nouns with the definite article.) or along with adjectives. and taste. preferences and. Then the digested world is reassembled in the form of trillions of connections between brain cells that are constantly growing or dying. touch. Hooking is very useful in teaching structure in foreign language as long as the students have sufficient vocabulary. Hooks can also tie new information to old interests. information that fits into this network has a better chance of being stored in long-term memory. It is re-membered. Rote rehearsal should be avoided since it is void of meaning. This brings us to the technique of using hooks. This is not to say that you cannot or should not use many more words in your teaching environment. (Tengo un libro. Allow the big picture to come first. some time must pass for the memory trace to become fully established in the brain. viii www.Introduction Chunking. (el lápiz) as part of phrases or short sentences. Upper elementary students can only retain about 5 or 6 words in short term memory at a time. All information enters the brain through its sensory system: vision. spark the positive emotional response and enhancing learning. smell. Hooks. Each time you recall a memory you reconstruct it from the various places in the brain that each element is stored. Elaborative Rehearsal.teachersdiscovery. depending upon usage. Inc. pointing out the body parts and associated clothing worn by another student all fall into this technique. Teach grammar in context. Elaborative rehearsal increases retention by making the information more relevant to the learner. Most learning in life is. It works more like a road map. brief presentations of rainforest products. Encourage active processing through hooking new material onto learned by spiraling! Students as Teachers! The number one way to learn information and recall it long-term is to teach it! David Sousa (2006) reports that the least amount of retention after 24 hours took place when the teaching modality was lecturing and the most when it was teaching others. This gel time is called consolidation. Since the information storage mechanisms in the brain are a network of associations that are formed over our lifetime of experiences. Using ©2011 Teacher’s Discovery. not the basics. We remember things that hook onto our interests. When new information is processed and placed into memory.com . hearing. containers. (el boli rojo) expands the 5-6 item list while giving meaning to the fact or word memorized. So give students the opportunity to take the teaching roll and explain a concept to other students in their downtime group activities and to peer tutor in an inclusion classroom. of course. survival needs. Such strategies work because the brain is continuously scanning its environment to make sense of the constant bombardment of stimuli it receives. When we replay our memories by talking about them we provide more opportunities for consolidation. Skits. or becoming stronger or weaker. It is important to realize that memory is not a bunch of neural storage. a neural highway. incidental.

Throw Out Your Gold Stars! Rewards and punishments can create a tense. Students should drink eight ounces of water a day for each 25 pounds of their weight…and so should you! Encourage your. create. The “A students” become. stressed that they won’t get the reward this time. Of course.Introduction grammar before sorting it out into rules and patterns gives students the opportunity to use their natural brain processes. daydream. and one can always debate if at any level. Drill ‘n Kill is out! The very fact that you have to make an effort to memorize anything suggests that there is something artificial about the whole business. Go Ahead and Make Mistakes! … or at least let your students make them! Thinking is messy and traditional educational is nothing if not orderly. A dehydrated brain is not a happy or healthy brain and certainly is not primed for learning! Homeplay! At this level. Having to simply memorize or learn skills such as irregular verbs or vocabulary. No kid memorizes how to play a video game or the language that goes with it! Studies have demonstrated that we memorize best when we relate it to knowledge we already have. a brain derived neurotropic factor that enables neurons to communicate. there needs to be a time to point out correct speech patterns but never in a disrupting or embarrassing way. In a supportive environment in which everyone is doing their best.com . In addition. In other words. Keep Them Hydrated! Isn’t it annoying when students keep leaving the classroom. when we think about it using our existing networks. homework is really not appropriate since young children spend a great deal of energy in school focusing on their work and really need time to play. grammar patterns will become apparent and the teacher later assumes the role of helping students categorize and make sense of specific patterns they have already been using. it’s the smartest thing they can do! Water is required for neuron signals to move through the brain and keeps the lungs moist to allow for oxygen transfer to the bloodstream. without a practical context is un-motivating and usually difficult.teachersdiscovery. A candy for winning a game is one thing! A star chart or certificates for test grades in quite another. Exercise has been found to trigger by release of BDNF. Using this approach. especially if they are comprehensible but not perfect. The “C students” become stressed that they may be punished for poor performance. Students who sit for. learning is its own reward! Encourage Movement. run around and socialize with friends and family when they get home. If students are constantly corrected in their speech and writing. longer than twenty minutes experience a decrease in the flow of this factor. ix www. there are some students who work very slowly and cannot complete a project in the regular class ©2011 Teacher’s Discovery. they will become discouraged and clam up. Inc. There are some students who really love doing Spanish at home and want to extend the Spanish experience and that is fine. especially on those hot days to get a drink? Well actually. stressed classroom climate that is counterproductive to learning. students to have a water bottle on their desks and model that activity.

Inc. you might ask students to sing a song they learned for an audience and bring in a note saying they did. There are also students who like to put so much detail into their projects that they need extra time to finish them. This audience may be a parent.Introduction time. but for those parents who do write one. an action figure.teachersdiscovery. Students should not be penalized for not bringing in the note. a pet. not all students will do this and realistically in some home situations it is easy to imagine why not. learning is naturally fun! Enjoy choosing the materials and activities you will use with your students and using them in your classes! Your students will enjoy learning and you will enjoy teaching! ©2011 Teacher’s Discovery. Taking the activity home to finish is appropriate in this case. a friend. even a stuffed animal! You may also ask them to find different objects that have each of the eleven colors and say their color aloud to an audience. remember. Homeplay is a twist on the traditional concept of take home activities that allows for performance or teaching time at home! For instance. a doll. a sibling. x www. it provides a nice venue for keeping in touch! Lastly.com . Now.

activities. concepts are spiraled throughout the remaining units to be seen again in bell-ringers. assessed.com .Scope and Sequence The following chart provides information highlighting when topics are introduced and . Once introduced. Inc. Unit Topics Greetings/Goodbyes Alphabet Spanish names Items in the classroom Items in the backpack Colors Animals Numbers 1-31 Singular-Plural Definite articles Indefinite articles Es/Son Noun-adjective agreement Days Months Seasons Weather Parts of the body Question words Clothing Verbs: comprar/llevar Family members Personal adjectives Expressing age: 1-100 Food and drink Telling time Eating customs Preliminary Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 ©2011 Teacher’s Discovery. projects and/or assessments.teachersdiscovery. xi www.

who are absent or have modifications. culture and grammar activities. •  Completed notes are provided for students . •  Blank notes can be filled in while the teacher .Components . ©2011 Teacher’s Discovery. Objectives and class notes •  Objectives are given to students to establish . •  Notes are given to provide essential vocabulary . xii www.com . presents vocabulary.teachersdiscovery. Bell-ringers •  Begin class promptly with meaningful and motivating work. writing. Inc. • Introduce. the purpose and goals for each unit. Projects • Apply concepts creatively. listening. maintain or review material. and grammar concepts. Songs Quizzes • Assess vocabulary and grammar skills. . speaking. of the Curriculum The following resources are provided in each unit. Class activities •  Apply concepts through reading.

are thoughtfully arranged. Spanish Teacher for the Upper Elementary Be interdisciplinary whenever possible. How are greetings done in other countries? Are their. Don’t neglect the affective domain. it’s exciting to wonder what in the world we will do today in class! Provide opportunities for group work. craft activities to keep interest.teachersdiscovery. Isolated facts or activities don’t hang around long in the brain! ©2011 Teacher’s Discovery. Group work can help with this as long as groups. Open-mindedness and tolerance for other cultures begins NOW! Keep them relaxed. connections. Keep ‘em laughing and having fun! Release those positive endorphins and you will make memories! The brain looks for novelty and in it’s absence either daydreams to provide its own excitement or takes a siesta. Stress inhibits learning! Provide hands on. No one likes to make. Make sure students know where they are headed. Make sure volunteering is it’s own reward. alphabets totally different from the Spanish? Even at this early stage you can pull in international. Provide a safe landing. xiii www. mistakes or be laughed at. Having lots of activities to choose from enables you to do this Build on past knowledge and make connections early on. An overhead or projected handout is worth 100. Xerox™ copies. Inc. This facilitates differentiated learning and enables students to help each other! Use this guide to keep it simple for yourself.com .Reminders . Keep them on their toes! As long as they know it’s a safe place.

you sometimes have to remind yourself. They may come in all shapes and sizes but they are far from being the age when they will make mature decisions and responsible choices. let’s face it. calming for quiet. Prizes are nice for games but strive to make learning its own reward! Remember. Inc. upbeat for games. the brain rewards itself with a little chemical treat. upper-elementary children are just that – little children. xiv www. they are little kids with all the noise and mess that comes with it! Treat yourself and your students to music.Reminders Keep “homeplay” simple and doable! Beginning a new language may give some students very little to hook onto. When the light bulb turns on. Actually this is a real plus for the LOTE classroom since their brains language window is still open. But.teachersdiscovery. independent work. Rote repetition and list memorization will not work as well as phrases and sentences spoken to a puppet or real person! ©2011 Teacher’s Discovery. Getting behind at this early stage can leave gaps in students’ knowledge and therefore leave them always feeling a little lost and uncomfortable.com . Don’t go too fast to provide grammatical material that most students will not be ready for. when the glitter flies. Keep them talking to each other is “realistic” situations.

com . activity ©2011 Teacher’s Discovery.teachersdiscovery. xv www.Pictures used as symbols Indicates assessment Indicates reading Indicates listening Indicates creativity . requires clean-up time Indicates a “You’re the Teacher” . (use your own ideas) Indicates a game Indicates that this activity . Inc.

“You’re the Teacher” activity Indicates a . Inc.teachersdiscovery. classroom activity Indicates .Pictures used as symbols Indicates a. introductions Indicates . conversations. feelings Indicates . think carefully ©2011 Teacher’s Discovery. xvi www. drawing/coloring activity LOL Indicates .com .

Pictures used as symbols Indicates a . xvii www.com . Inc. “White-Out Disaster” Activity Indicates .teachersdiscovery. a kinetic activity ©2011 Teacher’s Discovery. a song Indicates a cultural or class project N N AI BR A•I• • N R B• BRAI Indicates alphabet practice or spelling Indicates .

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16.. ¿Cómo te llamas? 11. ¿Cuál es tu nombre? 13. 5. ¿Y tú? Muy bien. listening and speaking activities. 8. 1. Me llamo .. 12. Se llama . Él se llama .com . •  Use the Spanish alphabet through reading. 1 www. 7... •  Use male and female Spanish names through reading. Inc. 6. ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ 10. Gracias. ¿Cómo estás? Estoy bien. writing. writing. listening and speaking activities. 2.Objectives and Notes Preliminary By the end of this unit. 9.teachersdiscovery. Mal. Mi nombre es . Hola. each student will demonstrate how to: •  Use simple greetings. • Express culturally appropriate greetings in Spanish. listening and speaking activities. goodbyes and interrogatives through reading.. 3. writing.... Así así. 4. ©2011 Teacher’s Discovery. 14. Regular. ¿Cómo se llama él? ¿Cómo se llama ella? 15.

24. Hasta luego. Adiós.. ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ©2011 Teacher’s Discovery.. Hasta la vista. 18.objectives and Notes Preliminary (cont. 20. ¿Dónde vives tú? 19. Yo vivo en .. Soy de . 25. 23... 22. Inc.teachersdiscovery.com . Ella se llama . 2 www.) 17. Hasta mañana.. ¿De dónde eres tú? 21.

Inc.com .teachersdiscovery. 3 www.El Alfabeto Español N N AI BR A•I• • IN R B• BRA A ________________________________________________________ B ________________________________________________________ C ________________________________________________________ D ________________________________________________________ E ________________________________________________________ F ________________________________________________________ G ________________________________________________________ H ________________________________________________________ I ________________________________________________________ J ________________________________________________________ K ________________________________________________________ L ________________________________________________________ M ________________________________________________________ N ________________________________________________________ Ñ ________________________________________________________ O ________________________________________________________ P ________________________________________________________ Q ________________________________________________________ R ________________________________________________________ S ________________________________________________________ T ________________________________________________________ U ________________________________________________________ V ________________________________________________________ W ________________________________________________________ X ________________________________________________________ Y ________________________________________________________ Z ________________________________________________________ ©2011 Teacher’s Discovery.

teachersdiscovery. 4 www. Inc. ©2011 Teacher’s Discovery.Chicas Adela Elena Manuela Teodora Elisa Margarita Teresa Alegra Alicia Elvira María Teresita Amalia Ema Mariana Ana María Ángela Emilia Marisol Verónica Esperanza Marta Victoria Ana Andrea Estela Violeta Anita Eva Narcisa Virginia Niña Felisa Yolanda Bárbara Florencia Paca Francisca Patricia Other names: Beatriz Belita Paula Blanca Paulina _____________ Bonita Gloria Pepita _____________ Graciela Pilar _____________ _____________ Carlota Carmen Ina Ramona _____________ Carolina Inés Raquel _____________ Irma Rebeca _____________ Catalina Cecilia Isabel Rita _____________ Celia Rosa _____________ Clara Josefa Rosalía _____________ Concha Juana Rosalinda _____________ Consuelo Juanita Rosita _____________ Cristina Julia _____________ Sandra _____________ Dolores Linda Sara _____________ Dorita Lucila Silvia Dorotea Luisa Sista *Note: Lupe Susana You can add –ita to many names.com .

teachersdiscovery.com . Ernesto Patricio Esteban Pedro Pepe Federico Felipe Rafael Fernando Ramón Francisco Raúl Roberto Gabriel Gregorio Samuel Gustavo Santos ©2011 Teacher’s Discovery. 5 www.Chicos Alberto Heraldo Teo Alfonso Homero Teodoro Hugo Timoteo Alfredo Alonso Humberto Tomás Toño Andrés Ángel Jaime Antonio Javier Vicente Armando Jesús Virgilio Arturo Joaquín Jorge Other names: José _________________ Benjamín Bernardo Juan _________________ Berto Julián _________________ _________________ Carlitos León _________________ Carlos Leonardo _________________ Cisco Lorenzo _________________ Claudio Luis _________________ Cristóbal _________________ Manolo _________________ Daniel Manuel _________________ David Marcos _________________ Diego Mario _________________ Donaldo Mateo _________________ Miguel _________________ Edmundo Eduardo Pablo *Note: Emilio Paco You can add –ito to Enrique Pancho many names. Inc.

Hola. Me llamo José. _____ ¿Cómo está ella? A. F.Matching Activity Preliminary Nombre _______________________________________ Directions: Match the question or statement with the response that makes sense. G. Se llama Susana. C. 2. Inc. _____ ¿Cómo estás? 3. 1. Ella está así así. _____ Hola. _____ ¿Dónde vives tú? 7. D. E. _____ ¿Cómo se llama él? 6. _____ ¿Cómo se llama ella? 5. Yo soy de California. ©2011 Teacher’s Discovery.teachersdiscovery.com . _____ ¿De dónde eres tú? 8. B. Estoy muy bien. _____ ¿Cómo te llamas? 4. Se llama Enrique. 6 www. H. Yo vivo en Florida.

com . 7 www. E __ __ __ S 9. First. Inc. S __ Y 7.Add the Missing Letters Preliminary Nombre _______________________________________ N N AI BR A•I• • IN R B• BRA Directions: Look at the words below. P __ __ A 11. ©2011 Teacher’s Discovery. L __ __ __ O 5. 3. ¿Q __ É? 10. G __ __ __ __ __ S. H __ __ A. T __ L 12. ¿Q __ __ __ N? 6. Each one is missing the letters from the middle of the word. ¿D __ __ __ E? 8. ¿C __ __ O? 4.teachersdiscovery. say the word you think it is with your mind’s voice and then write in the missing letters! 1. M __ 2.

teachersdiscovery. say the word you think it is with your mind’s voice and then write in the missing letters! Additionally. 8 www. _________________________________ 6. _________________________________ 5. __ __ __ __ A L __ __ __ O. _________________________________ 2. 1.What’s Missing? Preliminary N N AI BR A•I• • IN R B• BRA Nombre _______________________________________ Look at the words below. A __ __ __ S. translate the word on the line provided. First. H __ __ __ A LA V __ __ __ __. H __ __ __ A M __ __ __ __ A. _________________________________ 8. B __ __ N. R __ __ U __ __ R. _________________________________ 7. _________________________________ ©2011 Teacher’s Discovery. N __ __ __ __ E.com . A __ Í A __ Í. _________________________________ 4. _________________________________ 3. Inc.

Inc. ¿Cómo estás? Yo _________________ en Nueva York.teachersdiscovery. ¿Cómo ___________ llamas? Estoy _________ bien. ¿ ________________ vives tú? Yo soy _______________ Texas.com . me _________________ María. ¿De _______________ eres tú? ¡Adiós amigo/a! ©2011 Teacher’s Discovery.The White Out Disaster Preliminary Nombre _______________________________________ Directions: ¡Pobre María! She just finished writing an assignment for Spanish class when her white out bottle slipped out of her hand and spilled! Help her out by filling in the missing words on her assignment! Hola. 9 www.

él cómo dónde cuál 5.. ©2011 Teacher’s Discovery... 2. Regular. 3. Hasta mañana. Adiós.. Me llamo . Mal. Hasta luego.. That word or expression just doesn’t belong there because it isn’t the same as the other words in some way! Can you find the culprit? Circle it if you can! Be prepared to tell why you chose each one when we review them! 1.. Se llama . Soy de . Soy de . yo Así así. ella tú 4.. 10 www...Find the Intruder Preliminary Nombre _______________________________________ An intruder has sneaked into each of the following lists.teachersdiscovery. Inc.com . Ella se llama .. Bien. Hola.

com . Inc.teachersdiscovery.       ______________________ ______________________ _________________       ______________________ ______________________ _________________     Banco de palabras: alumno dos alumnos chico chica ___________________ ________________       profesora profesor dos amigas y un amigo amigo y amiga dos amigas dos amigos y una amiga ___________________ ________________ ©2011 Teacher’s Discovery. 11 www.Find the Person(s) Preliminary Nombre _______________________________________ Directions: Write the word or phrase from the word bank that best describes each picture.

12 www. 4. Preliminary Nombre _____________________________________ LOL Directions: Read the following scenarios and answer by writing one of the following choices: muy bien. bien.  How do you feel when you find out you don’t have any homework over the weekend? 2.teachersdiscovery. 8. así así. 7.. muy mal. 6. Inc. 3.How do you feel when .. mal. 5. 1.com . ________________________________________________________ How do you feel when it is raining? ________________________________________________________ How do you feel when you are in your favorite restaurant eating your favorite meal? ________________________________________________________ How do you feel when you get a bad grade? ________________________________________________________ How do you feel when you get a surprise in the mail? ________________________________________________________ How do you feel when your friend calls you to come over for pizza? ________________________________________________________ How do you feel when you forgot your homework at home? ________________________________________________________ How do you feel when you help someone? _______________________________________________________ ©2011 Teacher’s Discovery.

Where are you from? ______________________________________________ 4.teachersdiscovery. 1. What is your friend’s name? ______________________________________________ 5. What is your teacher’s name? ______________________________________________ ©2011 Teacher’s Discovery. 13 www.com . What is your name? ______________________________________________ 2. Inc. Where do you live? ______________________________________________ 3.Read and Reply I Preliminary Nombre _______________________________________ Directions: Read the following questions in English and respond with an answer in Spanish.

¿Cómo te llamas? ___________________________________ 5. Hola. ¿De dónde eres tú? ___________________________________ 4. 1. 14 www. ¿Cuál es tu nombre? ___________________________________ ©2011 Teacher’s Discovery. Use complete sentences. . ¿cómo estás? ___________________________________ 2.teachersdiscovery. ¿Dónde vives tú? ___________________________________ 3.Assessment Preliminary Nombre _______________________________________ Directions:  Read the question and respond with a true answer about you.com . Inc.

com . Inc. Record their names and answers below. ¿Cómo estás? ___________________ ___________________ ___________________ _________________________________ _________________________________ _________________________________ 2. ¿De dónde eres tú? ___________________ ___________________ ___________________ _________________________________ _________________________________ _________________________________ ©2011 Teacher’s Discovery. 15 www.teachersdiscovery. ¿Dónde vives tú? ___________________ ___________________ ___________________ _________________________________ _________________________________ _________________________________ 3.Speaking Practice Preliminary Nombre _______________________________________ Directions: Ask three people in the class the following questions. 1.

Inc.teachersdiscovery. Tengo yo mochila azul una. 2. Juanita llamo me. En vivo Syracuse. 3. En mochila mi tengo azules libros dos yo.com . 16 www.La Computadora Loca (Spanish word order) Preliminary Nombre _______________________________________ Help! Juanita’s computer has gone crazy and has scrambled up all the sentences she wrote for her Spanish homework. 6. Make the connections by putting together all you have learned about the word order in Spanish and what would make sense and sound right! 1. 5. ©2011 Teacher’s Discovery. Help her out by putting the words in the right order. Perú de soy. Amiga mi boli tiene rojo un y amarillo un lápiz. 4.

com . Later.SGA Chart Nombre ______________________________ Directions: At the beginning of the unit. make a list of vocabulary that you know (Saber) that relates to the current topic. Inc. record vocabulary that you did learn. Next. write vocabulary that you would like to learn (Tener ganas).teachersdiscovery. 17 www. Saber Tener ganas Aprender ©2011 Teacher’s Discovery.

During class . A2. Inc. What happens next: 1’s will ask 2’s a question. Explain that 1’s are hosting the game (asking questions). X and O after three games so that each student has a chance to play the game and be host.Tic Tac Toe Objective: Be the student who wins the most tic tac toe games. Create role cards by writing the following letter-number combinations on separate note cards: A1. C’s are together. Students take turns answering questions until there is a winner. C1. Inform students that the host will ask questions from the current vocabulary list. marking the board with an O. B2.teachersdiscovery. ©2011 Teacher’s Discovery.. Set up the classroom so that students in the same group can sit in a row. If a student answers correctly. 18 www. Directions to deliver: Explain that the role cards represent who will be working together and the roles that each person will play. Extension activity: Students may switch roles of host.com .. If a student answers incorrectly. 2’s are going to play X and 3’s are going to play O. A3.. B’s are together. he or she will mark the board with an X. Pass out role cards as students enter the room. Materials: • Tic-tac-toe sheets • Current vocabulary list • Note cards Steps to set up: In advance .. B1. C3 and so on until you have enough cards for each member of your class. Tell students that all A’s are together. C2. the opponent may steal the question. etc. B3.

teachersdiscovery.com .©2011 Teacher’s Discovery. 19 www. Inc.

. an X is placed in the column marked wrong. player 2 writes an X in the column marked right. During class . • The game continues until one person reaches the number 20. • Player 1 follows the same question/answer process. Decide who will be named player 1 and player 2. • If Player 2 is incorrect. • If Player 2 is correct. Gather playing pieces.. • Player 2 answers the question out loud. *Encourage students to use the vocabulary sheets that are created during the game as study sheets! ©2011 Teacher’s Discovery. he/she advances his/her game piece.) • Current vocabulary list • Pen or pencil Steps to play: In advance . beans. Directions to deliver: • Player 1 asks player 2 to translate a vocabulary word. • Player 2 records the exact question on his/her own answer sheet. Each pair takes one game board and two answer sheets. Photocopy game board and answer sheets.teachersdiscovery.. • Additionally.com . player 2 writes the correct answer next to the question. Inc. • Player 2 asks Player 1 a question.. • Additionally. Materials: • ¡A jugar! game board • ¡A jugar! answer sheets • Game pieces (pennies..¡¡A Jugar! Objective: Be the player who moves through the game board fastest.. 20 www. Students (or teacher) select(s) partners. etc . • Player 1 checks for the correct spelling of the question.

¡A jugar! ¡A Jugar! 1 5 9 13 17 ©2011 Teacher’s Discovery.teachersdiscovery.com . 2 6 10 14 18 3 7 11 15 19 21 4 8 12 16 20 www. Inc.

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