Curriculum Samples Curriculum Samples

Transcripción

®
Curriculum Samples
Level 1 and 2 Samples • Scope and Sequence
Celebrate communication. Promote proficiency. Love learning.
Level 1 Samples
Teaching Manual
Teaching Manual Sample
From flexible scheduling to supportive extension activities, every
feature of our teaching materials is designed to provide you with the
clear direction and helpful tools educators need and want. Let us walk
you through these samples from Level One to show just how invaluable
this resource is.
Table of Contents
|
v
Welcome
About Calico Spanish
� � � � � � � � � � �
� � � � � � � � � � �
�1
Using Calico Spanish
Lesson Plans
About Scripts
Grammar Notes
Assessments
Icon Legend
References
Table of Contents
The Calico Spanish Teacher’s Manual helps you meet the
needs of diverse learners by providing you with a variety
of lesson components. The Table of Contents outlines
the topics presented in each of the 15 chapters.
� � � � � � � � � � �
� � � � � � � � � � �
Days of the Week
� � � � � �27
La semana (Mi guitarr
í Track
14)
Introducing Calico Span
ish � � � � � � � � �
� � � � � � � � � � �
�5
Introductions � � � �
� � � � � � � � � � �
� � � � � � � � � � �
Sombrero de Español
�5
Spanish Hat � � � � �
� � � � � � � � � � �
Todo mi cuerpo All of
� � � � � 6
my body � � � � � � �
� � � � � � � � � � �
La despedida Ending
� � � � � � 7
your lesson � � � � � �
� � � � � � � � � � �
� � � � � � 8
Canciones
Songs � � � � � � � �
� � � � � � � � � � �
Hola a todos (Mi guitarr
� � � � � � � � � � �11
í Track 1)
Extension Activity Song
Lyric
Literac
y Connection
Transiciones Transitions
� � � � � � � � � � �
� � � � � � � � � � �
Señor Reloj (Mi guitarr
� � � � �12
í Track 22)
Calendario Calendar �
� � � � � � � � � � �
� � � � � � � � � � �
� � � � � �13
Numbers � � � � � �
� � � � � � � � � � �
� � � � � � � � � � �
�14
Alfabeto Alphabet � �
� � � � � � � � � � �
� � � � � � � � � � �
A–El agua Water
� � � � � �15
Extension Activity Hunt
for Water
Juegos Games � � � �
� � � � � � � � � � �
� � � � � � � � � � �
Diego dice Simon Says
� � � � � �16
Extension Activity Pre-Tea
ch Vocabulary
Colores Colors � � � �
� � � � � � � � � � �
� � � � � � � � � � �
Azul Blue
� � � � � �18
Extension Activity: Class
Color Book
Zoológico Zoo � � � �
� � � � � � � � � � �
� � � � � � � � � � �
El pez Fish
� � � � � �19
Actividades Activities
� � � � � � � � � � �
� � � � � � � � � � �
Decorate your song sheet
� � � � � �20
s Hola a todos and Adiós
s ¡A limpiar! and Alfabe
to
Painting Activity
¡A limpiar! Mi guitarr
í, Track 7
Final Closing � � � � �
� � � � � � � � � � �
� � � � � � � � � � �
Adiós Mi guitarrí Track
� � � � � �21
27
Current Day and Month
• Introductory Lesson: Set a fun, interactive tone for
your students through a simple introductory lesson
designed to get students excited about learning
Spanish.
• Chapter-by-Chapter Lesson Plans: Introduce key
concepts and then reinforce them regularly with
planned, interconnected lesson components that
promote and cement student understanding.
Songs � � � � � � � �
� � � � � � � � � � �
Vengan ya (Mi guitarr
� � � � � � � � � � �25
í Track 23)
Extension Activity Venga
n
ya Class
Chapter One
• Welcome Section: Learn how your students will
enjoy and retain Spanish.
Canciones
or Individual Songbooks
Transiciones Transitions
� � � � � � � � � � �
� � � � � � � � � � �
Señor Reloj (Mi guitarr
� � � � �27
í Track 22)
Calendario Calendar�
Introductory Les
son
Purpose
Materials Needed
Chapter Two
Números
1 uno
Preguntas Questions �
� � � � � � � � � � �
� � � � � � � � � � �
¿Cómo estás? How are
� � � � � �28
you?
Números Numbers �
� � � � � � � � � � �
� � � � � � � � � � �
2 dos
� � � � � �29
Extension Activity Finding
and Counti
ng Items
� � � � � � � � � � �
� � � � � � � � � � �
B - La bicicleta Bicycle
� � � � � �30
� � � � � � � � � � �
� � � �
Diego
� � � � � � � � � � �
dice Simon Says
� �31
Verbos Verbs � � � � �
� � � � � � � � � � �
� � � � � � � � � � �
Necesitar, Beber, Come
� � � � � �32
r Need, Drink, Eat
� � � � � � � � � � �
� � � � � � � � � � �
Amarillo Yellow
� � � � � �33
Extension Activity Finding
Yellow Objects
� � � � � � � � � � �
� � � � � � � � � � �
El mono Monkey
� � � � � �34
� � � � � � � � � � �
� � � � � � � � � � �
� � � � � �35
s Vengan ya
Eating Bananas
� � � � � � � � � � �
� � � � � � � � � � �
� � � � � �36
Chapter Three
Canciones Songs � �
� � �
Todo mi cuerpo (Mi guitarr � � � � � � � � � � � � � � � � � � � � � �
� � �39
í Track 6)
Calendario Calendar �
� � � � � � � � � � �
� � � � � � � � � � �
What day will it be in ____
� � � � � �40
days?
Exten
sion Activity Individual
Calend
ars
Preguntas Questions �
� � � � � � � � � � �
� � � � � � � � � � �
¿Cómo estás? How are
� � � � � �41
you?
Números Numbers �
3 tres
Extension Activity
� � � � � � � � � � �
� � � � � � � � � � �
� � � � � �42
Extra Challen
ges
� � � � � � � � � � �
� � � � � � � � � � �
C–el carro, el círculo
� � � � � �43
Car, Circle
� � � � � � � � � � �
� � � � � � � � � � �
Yo veo I see (I spy)
� � � � � �44
Extension Activity Action
s and parts
of the body
Verbos Verbs � � � � �
� � � � � � � � � � �
� � � � � � � � � � �
Necesitar, Abrir, Ir Need,
� � � � � �45
Open, Go
� � � � � � � � � � �
� � � � � � � � � � �
Verde Green
� � � � � �46
Extension Activity Blue
and yellow
make green
� � � � � � � � � � �
� � � � � � � � � � �
La rana Frog
� � � � � �47
� � � � � � � � � � �
� � � � � � � � � � �
� � � � � �48
s Todo mi cuerpo
The Body Activity Sheet
� � � � � � � � � � �
� � � � � � � � � � �
Assessments � � � �
� � � � � �48
� � � � � � � � � � �
� � � � � � � � � � �
48
“The baby-steps plan for learning the numbers, alphabet,
months, colors, etc., interwoven with the calendar and reinforced
at the end of each week, is very natural and smooth.”
S. Nash — Spanish Teacher, California
®
2
Le vel
Download samples at
CalicoSpanish.com/samples
1
50 | cha
pter fou
r
60 minute Sch
edule cha
pter Four
Mi guitarrí CD
, Verbos flash card
s, First Thousan
d Words in Spa
Song lyric shee
nish book, bull
ts for Chocolat
etin board
e
Daily
Day 1
Day 2
Day 3
Teddy bear, doll
Day 4
Day 5
Cocoa mix, hot
Schedules
or other stuff
ed animal. Som
ething brown
Day 1
Day 2
Songs
Calendar
Questions
Yesterday, Written
dates
Review
Questions
Alfabeto
30 min
Games
st
Verb sh cards, Fir
Verbososfla
rrí CD, Verbs
late
Mi guita
for Choco
ic sheets
lyr
ng
So
ut
Chocolate
r Four
chapte
Rima
dele
chocolate
du
e Sche
tin board
IDay
Spy6
Café
Day 5
BrowDay
n 6
Chocolate
Canciones
Calendario
Calendar
es
está ella/
¿CómoMak
e Hot
él?
Chocolate
/he?
How is she
á ella/
¿Cómo est
él?
Adiós
/he?
mber
Review Nu
Poem: Rima de
chocolate
chapte
Final Yesterday,
Closing Written dates
Songs
,
Yesterday
Review AnimalsWritten dat
Bear
,
Yesterday
es
Written dat
Day 10
Review Verbs 9
Day
Review Colors
cuerpo
El oso
Chocolate r! Vengan ya, Todo mi
, ¡A limpia
ana
Decorate Song Lyric
to, La sem
os, Alfabe
Hola a tod
Sheet
es
Day 8
Day 7
g
rope lon
hedule
Activities
t
Need mix,, ho
Return
Cocoa, Close
Day 10
Day 4
piece of
ute Sc
ActividadDay 2
l, Yarn or
anima
I Spy
30 min
n
mal, Yar
Zoo other stuffed ani floor.
the
r, doll or
circle on
Teddy bea create a huge
to
Day 3
enough
Yo veo
stuffed
Day 9
e long
of rop
or piece
e
monstrat
de
brown to
Review Alphabet
.
the color
the floor.
or other
Necesitar
r, dollCerra
circle on
a hur,ge
Teddy bea cre,ate
to
enoughRegresar
d mugs
milk an
Day 8
Zoológico
Day 1
ng
Somethi
Day 7
Colors
Day 5
, bulle
Yoish
veobook
s in Span
d Word
Thousan
Colores
Day 4
Review Numbers
“Ch” chocolate
Alphabet
Day 3
Day 5
Todo mi cuerpo
4 cuatro
Juegos
et
hab
Review Alp
How is she
r Four
• Lesson segments are clearly divided by
the day and topic to help you quickly
understand key concepts and easily and
flexibly schedule your class.
limpiar! Vengan ya,
How is she/he?
Numbers
Day 1
Day 2
Day 4
Chocolate
eto, La semana, ¡A
¿Cómo está ella/él?
Números
Daily
Day 3
Hola a todos, Alfab
Calendario
Preguntas
the color.
s
Canciones
At Calico Spanish, we know you need flexibility.
The teacher’s manual includes a 30-minute
schedule (166 Lessons) and a 60-minute
schedule (86 Lessons) formatted to allow you
to easily mix and match lesson segments to fit
your class length and frequency.
to demonstrate
milk and mug
Preguntas
Questions
4 cuatro
Números
ate
“Ch” chocol
Yo veo
Chocolate
colate
Rima de cho
Numbers
I Spy
Yo veo
Alfabeto
I Spy
Alphabet
© 2012. Kids
Cerrar,
Necesitar,
Regresar
Need, Close,
Juegos
Return
or
Review Col
imal
Review An
Café
Brown
Verbos
El oso
Make Hot
Chocolate
Bear
Verbs
a de
Poem: Rim
chocolate
Colores
49
Colors
|
• Icons correspond to each section in the
manual allowing you to quickly find
relevant sections.
Need, Close,
r four
Games
Return
Cerrar,
Necesitar,
resar
Immersion,Reg
LLC
chapte
• A supply list (top) allows teachers to
quickly gather the items necessary for the
day’s lesson.
Zoológico
Zoo
© 2012
s
Actividade
. Kids Im
• Each Spanish lesson begins with the muchloved song, “Hola a todos.”
• Traditional songs enrich your classroom
with the diverse cultures of Spanishspeaking world.
Literacy connections
Literacy connections suggest ways to enhance
the various lesson segments and emphasize
Spanish reading skills so your students begin
the journey to becoming literate in Spanish.
4
| 51
Closing
, LLC
Use music to transition students into active
Spanish learning.
Adiós
Chocolate
Final
mersion
Intro and Songs
g
Decorate Son
Lyric Sheet
Activities
Chapter Four
¡Niños y niñas, escú
chenme!
Ahora es la hora
de español. Vamos
a sentarnos al fren
del calendario para
te
cantar y aprender.
Empecemos con
la canción Hola a
todos.
Canciones Songs
Boys and girls, liste
n to me!
Now it is time for
Spanish. We are goin
g to sit down in
front of the calenda
r to sing and learn
.
Let ’s begin with
the song Hola a todo
s.
� Chocolate (Mi guit
arrí Track 2)
The following scrip
t allows you to inse
el molinillo
Ella bate el chocolate.
rt the titles of the
songs you’d like to
Vamos a cantar la
sing with your stud
canción _________
ents.
___.
Ustedes necesitan
We are going to sing
sus libros de canc
the song, ______
iones.
____.
Encuentren la pági
You
need
your
song books.
na con la canción
__________.
Empecemos.
Find the page with
the song _________
___.
Let ’s begin.
Sing the song you
have chosen. Then
introduce the song
Chocolate.
Hoy vamos a apre
nder una canción
nueva.
La canción es “Ch
Today, we are goin
ocolate.” Más tard
g to learn a new song
e vamos a beber
chocolate. ¡Qué rico
.
!
The song is “Chocol
ate.” Later, we are
going to drink hot
choc
olate. Yummy!
Show your fingers
as you sing the num
bers, “Uno, dos, tres,
(Mi guitarrí, Trac
k 2). Children in
” and pretend to be
Latin America say
card of the girl stirr
or sing this tradition stirring a cup of hot chocolate whe
ing her hot chocolat
n you sing
al rhyme as they
e and the flash card
you demonstrate
stir their hot choc
stirring chocolate
of the traditional
olate. The flash
as you sing.
stirring implement
called a molinillo
can help
Literacy Connec
tion:
During the Actividades
section of this chapter,
you will guide your stude
Notice that the word choco
nts to create a song sheet
late is broken down into
to go along with this song.
the individual syllables.
This song gives you a little
Spanish is best learned
introduction into how
to be read and written
that is accomplished. Span
they are actually consi
by breaking words into
ish spelling and pronu
stent!
syllables.
nciation are kinder to new
learners than English becau
se
� Extension Activity
Chocolate video
View an updated
888-375-8484
Chocolate video
on our website (htt
p://CalicoSpanish
.com/videos).
© 2012. Kids Imm
ersion, LLC
www.CalicoSpanish.com
3
Level 1 Samples
Teaching Manual Chapter Four
Transitions
52 | chapte
r fou
r
Transiciones Transitio
ns
Remembe
r you can use the
song Señor Reloj,
lessons to another.
para transiciones (Mi
The following scrip
guitarrí CD Trac
t may also be helpf
k 29) to transition
ul as you transition
from one section
.
of the
¿Qué vamos a hace
r ahora?
El Señor Reloj nos
dirá qué hacer.
What are we goin
g to do now?
Marchan conmigo.
Señor Reloj will tell
us what to do.
March with me.
Calendario Calenda
r
� Yesterday, Written
date
Transition smoothly and predictably to keep your
students focused on the task ahead. Use the Señor
Reloj march to allow students to stretch and refocus
on the learning activity.
s
Ahora vamos a hace
r algo diferente. Vam
calendario.
os a hablar del
Now we are goin
g to do something
different. We are
to speak about the
going
Repeat the Calendar
calendar.
Time concepts as
Scripts page 220.
presented in Cha
This week, you will
pters 1-3. You may
teach students the
use the calendar scrip
term
ts
for yesterday, ayer.
located on Calendar
Hoy es ________
___. ( Ejemplo: jueve
s.)
Ayer fue ________
Today is ________
__. (Ejemplo: miér
___. (Example: Thur
coles.)
sday.)
Miren, ayer fue ____
Yesterday was ____
________. (Ejem
_______. (Example
plo: miércoles.)
: Wednesday.)
¿Qué día fue ayer?
Look, yesterday was
__________. (Exa
mple: Wednesday.)
What day was it
Now demonstrate
yesterday?
writing out the corre
ct date for today
formula for this in
while your students
the Appendix on
watch, as in the exam
page 250. Write out
the entire phrase
ple below. You can
beginning with “Hoy
find the
es….”
Hoy es jueves
el 13 de marzo
de 2012.
Yo voy a escribir
la fecha de hoy. La
fecha.
Hoy es jueves 13
(trece) de marzo
de 2012.
I am going to write
today’s date. The
date.
Today is Thursday,
March 13, 2012.
Individual Calendars
If your students creat
ed their own mon
thly
es...” and “Ayer fue...
.” Directions to creat calendars, have them point to the
days
e individual stude
nt calendars are prese on their own calendars as you pract
ice “Hoy
nted on page 40.
Calendar Time
Calendar Time covers such varied topics as math
skills and special events.
• Daily repetition allows students to gradually
learn many concepts.
• All Calendar Time lessons are compiled in the
Appendix to provide teachers with a quick
reference and easy access to review concepts
regularly with students.
Extension Activities
© 2012. Kids Imme
|
� ¿Cómo está él o ella?
hora de
des porque es la
untas para uste
Yo tengo unas preg
preguntas.
tions for you all
I have some ques
time.
53LLC
rsion,
Questions
preguntas
ns
Preguntas Questio
How is he or she?
Extension Activities provide additional methods to
challenge advanced students and meaningfully
engage students with the Spanish language.
Questions
tion
because it is ques
Asking and answering questions is a critical part
of natural language development. Each chapter
focuses on specific question words and themes.
, follow up by askare feeling. Then
picof the characters
boxed section with
about how a few
.” Begin with the
students questions
the suggested
40-41, “La gente
S book to ask the
dmother. Point to
S book to pages
gran
FTW
the
rds
the
n
ent to
towa
Today, use the FTW
Ope
g.
the little brother
students have a mom
how they are doin
from
that
so
ents
page
tion
stud
the
ss
the
ing
g each ques
way acro
to people.
ly and work your
ng. Pause after askin
match emotions
tures of the fami
the person is feeli
s and have students
book and ask how
emotions flash card
character in the
also get out the
answer. You can
think about the
Estoy bien.
Estoy cansada.
Estoy enfermo.
suggestions for
Below are a few
está enojado.
¿Cómo está él? Él
Ella está enojada.
¿Cómo está ella?
lar.
á? Ella está regu
¿Cómo está la mam
tento.)
? Él está feliz (con
¿Cómo está el papá
Now ask students
Estoy triste.
Estoy enojado.
Estoy regular.
• In Chapter 4, students answer questions about
the emotions shown by the characters in the First
Thousand Words in Spanish book.
Estoy confundida.
ested characters.
describing the sugg
angr y.
How is he? He is
is angr y.
How is she? She
? She is okay.
How is the mom
He is happy.
How is the dad?
wing script:
ng with the follo
how they are feeli
?
¿Y tú? ¿Cómo estás
are you?
And you? How
rie?
How are you, Vale
er. You
the emotion post
ria?
t to a picture on
nse
model the respo
er verbally or poin
happy face, you can
either give an answ
rie points to the
ence, Valerie will
Vale
sequ
If
it.
tion
at
ques
repe
e
to
Using the abov
and encourage her
nse
respo
ct
will model the corre
Say, “I am happy.”
as follows:
.”
Di, “Yo estoy feliz
¿Cómo estás, Vale
rsion, LLC
© 2012. Kids Imme
®
4
• Flashcard icons remind you of the Calico visual
aids that help your students comprehend
without English.
• The manual guides you to engage and
encourage students while you model
correct responses.
Le vel
Download samples at
54 |
cuatro
ers
Números Numb
� 4 cuatro
Numbers
eros.
aprender los núm
Ahora vamos a
número
” a la tarjeta del
a decir, “Adiós,
Primero, vamos
tres.
.”
iós, número tres
Todos digan, “Ad
número
,” a la tarjeta del
decir, “Bienvenida
Ahora vamos a
cuatro.
ro.”
cuat
,
nido
nve
Todos digan, “Bie
At Calico Spanish we know that numbers are much
more than counting.
1
4
r
chapter fou
bers.
g to learn the num
Now we are goin
card of
ye,” to the flash
g to say, “Goodb
First we are goin
e.
the number thre
e.”
thre
ber
odbye, num
Everyone say, “Go
card of
e, ” to the flash
g to say, “Welcom
Now we are goin
.
four
ber
the num
lcome, four.”
Everyone say, “We
say, “Cuatro.”
4 each time you
t to the symbol
the day.
the number of
Look! Here is
ber?
What is the num
r!
Students: Fou
e of this number?
What is the nam
poin
etin board and
card on your bull
Post the number
el número del día.
¡Miren! Aquí está
• Students work with number names to be able to
identify numbers out of sequence.
es?
¿Qué número
¡Cuatro!
Estudiantes:
ero?
bre de este núm
¿Cuál es el nom
¡Cuatro!
Estudiantes:
día.
ero del
Cuatro es el núm
• Students then use their number knowledge to
provide contextual clues when introducing
new vocabulary.
r!
Students: Fou
ber of the day.
Four is the num
Four!
count to ten.
We are going to
fingers to count.
You may use the
Cuatro.
Vamos
diez.
a contar hasta
Pueden usar los
tar.
dedos para con
1 uno
Alphabet
6 seis
Turn to page 53
Introduce letters of the alphabet and related
vocabulary words in every chapter.
and look at the
in the FTWS
2 dos
7 siete
4 cuatro
3 tres
9 nueve
8 ocho
5 cinco
10 diez
ther.
number four toge
ejos.
Hay cuatro con
cuatro.
Uno, dos, tres,
rabbits.
There are four
four.
One, two, three
You want
son 3 on page 42.
suggested in Les
Extra Challenges
lenge activities
e of the extra chal
numbers, do som
the
with
out
te
es
ts.
Wri
leng
digi
chal
de!)
e
ten
deci
If you need mor
last seven, you
r use of the first
.
be fluent in thei
digits or just the
e it in Spanish
your students to
number (all ten
try to memoriz
ng your phone
you. Have them
sayi
to
it
tice
read
prac
to
to
e is
ents
number.
Another challeng
then ask your stud
e our telephone
on the board and
I am going to writ
ber.
phone number
telephone num
de teléfono.
Please read the
nuestro número
.
Yo voy a escribir
fono
telé
el número de
Por favor lean
• Students learn letter sounds and are exposed to
Spanish syllables and reading on a daily basis.
• Students being to practice spelling words aloud
using the Spanish alphabet.
ersion, LLC
Alfabeto Alphabet
Provide Variety
� Ch–El chocolate
Chocolate
Maintain student interest and attention as
you spiral back to review lesson content. The
teacher’s manual continually provides ways
to effectively modify lesson presentation
and context to ensure students stay engaged
while receiving enough input to acquire
the language.
Scaffold Effectively
Ahora vamos a pract
icar el alfabeto.
Vamos a decir el alfab
eto juntos.
Ch ch
© 2012. Kids Imm
alfabeto alp
habet |
55
el chocolate
Now we are going
to practice the alpha
bet.
We are going to say
the alphabet toget
her.
Note:
The letter “ch” is no longer
considered an individual
letter by the Real Acade
ficially listed as a digrap
mia Española. Traditionally
h. For details on the officia
, “ch” has been considered
l alphabet, please see page
a letter, but it is now of227.
Say the alphabet one
time and sing it one
time. Point to the
letters as you say or
sing them.
Ahora vamos a decir
, “Adiós,” a la tarje
ta de la letra “C.”
Now we are going
to say, “Goodbye,”
Todos digan, “Adi
to the flashcard of
ós, letra ‘C’ para carro
the letter “C.”
.”
Ever yone say, “Goo
Ahora vamos a decir
dbye, letter ‘C’ for
, “Bienvenida,” a la
car.”
tarjeta de la letra
“Ch” para chocolate
.
Now we are going
to say, “Welcome,
Todos digan, “Bie
” to the flash card
nvenida, ‘Ch’.”
the letter “Ch” for
of
chocolate.
Ever yone say, “We
lcome, ‘Ch’.”
Post the letter card
on the board and defin
e the word for “Ch,
ch.” The “Ch” is pron
ounced as the “Ch”
La palabra “chocolat
in “chocolate.”
e” empieza con la letra
“Ch.”
The word “chocolat
“Ch” se pronuncia
e” begins with the
“ch” para chocolate
letter “Ch.”
.
“Ch” is pronounced
El chocolate.
“ch” for chocolate.
The chocolate.
� Rima de chocolate
Mi guitarrí Track 15
Full scripts help you incorporate specific
language chunks in comprehensible ways.
Teachers can easily scaffold language by
reviewing the scripts prior to lessons.
Listen to the poem
Rima de Chocolat
e on the Mi guitarrí
site at http://CalicoS
CD (Track 15). You
panish.com/videos.
can also view a video
This poem allows
lyric sheets to your
of this poem on our
students to hear a
students and read
question and answ
webalong with the CD
er format. You can
recitation.
Optional: Give each
pass out the
student a small piece
of chocolate to enjoy
as they think abou
t the letter “Ch.”
Color the Songsheet
Color the Rima de
chocolate song lyric
sheet from the Calic
provided to allow
o Spanish Activity
you to create a comp
Pack. This sheet is
lete song book.
not scheduled but
has been
Calico Spanish provides an English translation
of every script as a quick reference. These
translations are provided strictly for the
teacher and are not intended to be read to
the students.
© 2012. Kids Imme
rsion, LLC
888-375-8484
5
Level 1 Samples
Teaching Manual Chapter Four
Games
56 | chapter
fou
r
Juegos Games
� Yo veo I see (I spy)
Play “Yo veo” with
students again. Cont
vocabulary. Whe
inue to add more
n selecting objec
and more complex
ts, choose things
items as you play
This allows stude
that have at least
so that you are
nts to practice a
one characteristic
crucial language
existing vocabulary
that is familiar vocab introducing new
acquisition strate
knowledge. In addit
gy of building new
ulary for students.
your questions. For
ion to introducin
vocabulary by maki
g new nouns, add
example you can
ng guesses
clues by including
say, “Yo veo tres cosas
table,” might descr
adjectives and prepo based on
ibe
pequeñas y amarillas
sitions into
those clues and obser pencils on your table. Students may
en la mesa. -I see
three small yellow
only know the word
ving where you are
items on the
s three and yellow
looking, they can
correctly identify
in that example,
but by using
the pencils.
¿Quién está listo
para jugar?
Vamos a jugar, “Yo
Who is ready to
veo....”
play?
We are going to
play, “I see (I spy)..
Remember to encou
..”
rage students to
ask, “¿Eso?” rathe
of the items they
r than just guess
are guessing. The
ing in English. Whe
script below gives
classroom as you
never possible, tell
you a format to
play with your stude
follow, but you’ll
them the name
nts. Notice how
not the ones you’v
have to choose real
the sample encou
e chosen before
items
rages you to show
revealing the corre
students a few brow in your own
ct choice.
Niños, hoy vamo
n items that are
s a aprender un juego
nuevo.
El juego se llama
Child
ren, today we are
, “Yo veo….”
going to learn a
new game.
Yo veo algo de color
The game is called
café.
, “I see....”
Adivinen que es
la cosa café que
I see something
veo.
¿Qué es? ¿Es eso?
brown.
¿Es el pelo de Sand
Guess what is the
ra?
No, no es el pelo
brown thing that
de Sandra.
I
see.
What is it? It is
this? Is it a Sand
ra’s hair?
No it isn’t the Sand
café.
ra’s hair.
¿Qué es? ¿Es eso?
¿Es la caja grand
I see something
e?
No, no es la caja
brown.
grande.
What is it? Is it
this?
Is it the big box?
No, it isn’t the big
café.
box.
¿Qué es? ¿Es el choc
olate?
I see something
Sí es el chocolate
brown.
café. Yo veo choc
What is it? Is it
olate café.
the chocolate?
Yes, it is the choco
late. I see the brow
n chocolate.
� Extension Activ
ity Actions and parts
of the body
Play this variation
of “Yo veo” to revie
w body parts and
Encourage stude
introduce assorted
nts to refer to the
body parts poste
action verbs select
bailar, escuchar y
r for assistance as
ed from the Verbo
mirar.
needed. The script
s
below uses the flash flash card set.
cards for hablar,
Yo veo algo que
se usa para habla
r. ¿Qué es?
La boca. Usamos
la boca para habla
I see something
r.
that
is
used to speak. Wha
Yo veo algo que
The mouth. We
t is it?
se usa
use the mouth to
El cuerpo. (las piern para bailar. ¿Qué es?
speak.
as, los pies, etc.)
I see something
that is used to dance
Yo veo algo que
. What is it?
The body (the legs,
se usa para escuc
the feet, etc.)
har. ¿Qué es?
Las orejas. Usam
os las orejas para
I see something
escuchar.
that is used to listen
Yo veo algo que
. Wha
The ears. We use
se usa para mirar
bs t is| it? 57
the ears
tobos
. ¿Qué es?
listen. Ver
Ver
Los ojos. Usamos
los ojos para mirar
I see something
.
that is used to look.
What is it?
The eyes. We use
the eyes to look.
Verbos Verbse, Salir
tars
� Necesitar, Sen
nece sitamos
Need, Sit, Leave
ou need, we need
sitamos he/she/y
t verbs.
g to talk abou
Now we are goin
need.
the things we
to talk about
We are going
the board if you
2012. Kids Imme
e the verb©on
writ
can
rsion, LLC
you
, but
no card for salir
e
board. There is
ions. Place a piec
sentarse on your
for
ugat
conj
card
os flash
new verb
circle. You will
Place the Verb
the
and also teach
e
ed
insid
learn
fit
to
have
as
wish.
ses the students
yone in your class
to come along
your students
of the verb phra e sure there is room for ever
g together.
e sure you get
combine a few
Mak
goin
Mak
can
e.
.
are
you
circl
(we)
you
ay
tros
Tod
a huge
oun noso
know all of
on the floor in
with the pron
r to let them
of rope or yarn
itar (to need)
hands in orde
g the verb neces
b them by their
s go together.
begin by usin
the circle. Gra
r the circle. Let’
e and outside
We need to ente
you move insid
e.
os juntos.
enter the circl
to
Vam
lo.
need
We
círcu
el
sitamos entrar
go.
lo.
s
Let’
círcu
Nosotros nece
el
e.
sitamos entrar
Nosotros nece
to sit in the circl the circle.
e
Now we need
on the floor insid
Vamos.
We need to sit
en el círculo.
tro del
os sentarnos
Ahora necesitam os sentarnos en el suelo aden
n.
dow
sitam
We need to sit
Nosotros nece
Stand up.
e.
círculo.
to leave the circl go together.
s
Now we need
sentarnos.
the circle. Let’
Necesitamos
de pie.
lo. Pónganse
We need to leave
the circle.
os salir del círcu
We need to leave
Ahora necesitam del círculo. Vamos juntos.
activsalir
this part of the
Necesitamos
lo.
and dolls for
y
salir del círcu
stuffed animals
use with a tedd
Necesitamos
It is fun to use
t is written for
teddy
she/it needs).
he/she. The scrip draw a picture of a doll or
w
third person (he/ them a chance to practice
the use of the
s
other object or
the animals follo
e
give
duce
help
it
som
to
se
intro
and
gs
choo
Now
e them
thin
’t work for you,
e and encourag
making toys do
won
e
circl
love
the
thos
of
If
Kids
eca.
ity.
outside
for a doll, la muñ
sit around the
bear, el oso, and
e the students
do.
an example. Hav t the doll or bear needs to
as
use
to
e.
circl
bear
wha
s to enter the
as you explain
The bear need
the directions
please.
Julia, help me,
lo.
circle.
entrar el círcu
s to enter the
The bear need
El oso necesita
, por favor.
in the circle.
n
dow
sit
to
Julia, ayúdame
s
lo.
e.
The bear need
entrar el círcu
inside the circl
floor
the
on
El oso necesita
He needs to sit
círculo.
s to stand up.
sentarse en el
del círculo.
. The bear need
El oso necesita
suelo adentro
needs to leave
el
he
en
Now
arse
e.
de pie.
Él necesita sent
leave the circl
erse
to
s
pon
need
sita
58 | chap
He
nece
osofour
ter
sita salir. El
Ahora él nece
del círculo.
Él necesita salir
turn.
it is the doll’s
Nowcafé
me, please.
e.
Roberto, help
eca.
muñ
la
enter the circl
es el turno de
doll needs to
The
Ahora�
r.
favo
por
Caféame,Brown
in the circle.
Roberto, ayúd
s to sit down
círculo.
el rectángu
doll need
lo
e the circle.
The
sita entrar el
on the floor insid
La muñeca nece
sit
to
s
lo.
need
She
Los colores son
en el círcu
arse bonit
sita sentmuy
os. tro del círculo.
before leaving?
eca nece
o aden
La muñVamo
she need to do
s a apren
en ellossuel
der
at does
arse
The
Wh
colore
colors
sent
t?
s.
sita
are
righ
very
up,
pretty.
¿Dónde está la lista
Ella nece
to stand
de scolore
Wes are
She need
de salir
going to learn the , she needs to leave the
s? ?
hacer ella ante
Wher stand up and then colors.
Ahorsita
¿Qué nece
¿verdad?
a vamoerse
de pie,“Adió
She needs toe is the list of colors?
pon s a decir,
s,” a la tarjeta del
sita salir
Ella necesita
ués, ella nece color verde. circle.Now we are goingcircle.
de pie, y desp
the to say, “Goodbye,”
erse
Todo
leave
pon
s
to
digan
s
sita
,
“Adió
need
to the flashcard of
s, verde.”
She the color green.
Ella nece
Everyone say, “Goo
Ahorlo.a vamos a decir
del círcu
lo.
dbye, green.”
del círcu
, “Bien
venida,” a la tarjet
necesita salir
Ellacafé.
a del color
Now we are going
to say, “Welcome,2012. Kids Immersion, LLC
© ” to the flash card
the color brown.
Todos digan, “Bien
of
venido, café.”
Everyone say, “Welc
ome, brown.”
Post the brown color
card on your bullet
in board, and then
collect a few brown
items to show your
Hoy aprenderemos
students during the
un color nuevo. El
lesson.
color del día de hoy
es café.
Today we will learn
a new color. The color
of the day today
is brown.
El chocolate es café.
The chocolate is brown
Otros colores que
sabemos son amari
.
llo, azul y verde.
Other colors that
Ese es café.
we know are yellow
, blue and green.
That is brown.
(Point to the color card.)
(Point to the color
Aquí hay unos objeto
card.)
s cafés.
Here are some brown
¿De qué color es esto?
things.
What color is this?
Estudiantes: Café.
Students: Brown.
Turn to page 52 in
FTWS. Look at the
bear together. After
talking about the bear,
point out the other
El oso es de color
colors you have learne
café.
d.
¿De qué color es la
banana?
The bear is the color
brown.
¿De qué color son
los pantalones?
What color is the
banana?
¿De qué color son
las hojas?
What color are the
pants?
¿De qué color es el
oso?
What color are the
leaves?
What color is the
bear?
Your students proba
bly don’t know the
word hojas for leaves
silent!
, so point to the leaves
as you ask the questi
on. Remember, the
h is
sita, nosotros nece
nece
� él/ella/usted
os.
a hablar de verb
Ahora vamos
os.
que necesitam
ar de las cosas
Vamos a habl
Colores Colors
marrón
®
6
© 2012. Kids Immer
sion, LLC
Games create community and foster language skills as
students come together to learn, practice, and have fun
with the Spanish language.
• Game structure is flexible, so you can introduce
vocabulary relevant for your student population.
• Research-based strategies help you improve students’
learning and retention. In this lesson, you are reminded
to combine new vocabulary with familiar terms and
attributes, such as the color brown. Students acquire
new knowledge more readily when it is connected to
skills already learned.
Verbs
Build communication skills and improve accuracy
by introducing common language chunks that lend
themselves to TPR activities.
• Each chapter introduces verb phrases and specific
action verbs. Corresponding flash cards provide visual
references for students. In this chapter, students learn
“He/She/You need(s) to...” and “We need to....” These
phrases are repeated in scripts throughout Chapter 4
to provide ample exposure, repetition, and practice.
• Acting out the verbs with students is an effective
form of TPR that makes learning fun, easy, and
memorable.
• Calico Spanish walks you through methods that
engage student interest and provide fun learning.
Here, students help the teacher manipulate stuffed
animals or dolls to introduce and practice the third person
necesita (he, she or it needs).
Colors
Colors bring the world to life, especially for visual learners.
Calico Spanish uses vibrantly colored visuals to keep
students engaged.
• The First Thousand Words in Spanish (FTWS) book
provides an opportunity to seek and find additional
brown objects (practicing new information) and
compare and contrast brown to the other colors
students already know (continual review and higherlevel thinking).
Le vel
Download samples at
Zoológico
Zoológico Zoo
Zoo |
1
59
el oso
� El oso Bear
als?
Who likes anim
from the zoo.
I like animals.
another friend
to say hello to
rd of
We are going
to the flashca
ye,”
odb
“Go
g to say,
First we are goin
.
frog
the
.”
“Goodbye, frog
h card of
Everyone say,
me, ” to the flas
g to say, “Welco
Now we are goin
“Adiós, rana.”
.
oso
del
Todos digan,
eta
tarj
the bear.
r.”
enida,” a la
“Welcome, bea
a decir , “Bienv
Everyone say,
Ahora vamos
with
to your students
oso.”
you describe it
“Bienvenido,
Point to it as
rd.
boa
Todos digan,
etin
on your bull
card
r
bea
the
el oso. Post
al is the bear,
Today’s anim
a bear.
script.
Look. Here is
the following
in the forest.
The bear lives
hay un oso.
bear is brown.
s
Thi
Miren. Aquí
ugh the forest.
bosque.
el
is walking thro
en
vive
El oso
this when he
The bear does
.
bears.
Éste oso es café
el bosque.
and walk like
por
up
do
nd
Sta
inan
cuando está cam osos.
El oso hace así
como
playact.
pie y caminen
“osos cafés” as they
Pónganse de
the new words,
st.
bears. Call out
the room like
lives in the fore
live? The bear
to walk around
r
e
bea
tim
the
s
ents
Where doe
Give the stud
r is brown.
bear? The bea
el bosque.
en
the
is
r
vive
oso
colo
at
El
Wh
el oso?
¿Dónde vive
stions.)
oso es café.
(Repeat the que
r es el oso? El
¿De qué colo
as.)
rs. Four
Act like bears.
unt
preg
bears. Three bea
(Repita las
One bear. Two
rs.
You all are bea
osos.
Hagan como
s osos. Cuatro
Tre
rs…
s.
bea
oso
s
Do
s. Un oso.
Ustedes son oso
osos…
the bear.
students to find
WS and ask the
18 in your FT
bear?
Turn to page
Where is the
please.
Find the bear,
el oso?
¿Dónde está
the bear?
What color is
oso, por favor.
el
tren
uen
Enc
r es el oso?
¿De qué colo
?
tan los animales
¿A quién le gus
los animales.
A mí me gustan a otro amigo de zoológico.
a
hol
Vamos a decir
de la rana.
iós,” a la tarjeta
os a decir, “Ad
Primero vam
Animals
Connections help students form better
memory faster, and we have clearly and
effectively interconnected the segments
within each chapter. Introducing animals
allows you to reinforce the key color words,
counting, questions and verbs as you spiral
back to concepts introduced previously.
Activities
The Calico Spanish activities go far beyond
our printable activity sheets. Students
engage in a variety of projects including
creating artwork and mini-books.
• For literacy development, students are
able to create individual song books and
sing along with the Mi Guitarrí music CD.
• Fun activities that are well-connected
to chapter themes provide rewarding
conclusions to the chapter. Here, students
make hot chocolate while singing the
song they learned at the beginning of the
chapter.
• Cleaning up is actually fun when you
sing ¡A limpiar! as you work together. This
song will put a smile on everyone’s face.
Closing
Bring lessons to a clear ending by singing
a song or reciting a traditional despedida
(poem of departure).
© 2012. Kids
Immersion, LLC
60 | chapte
r four
Actividades Activit
ies
� Decorate Song She
ets
Chocolate
Have your students
color the provided
students are colo
ring their song shee song sheet for Chocolate. The shee
t in located in the
ts, have them liste
with the melody
activity pack on
n to the song on
and words.
page 10. While the
repeat so they have
plenty of time to
become familiar
Hoy vamos a pint
ar la páginas de
la canción Chocola
te.
Vamos a escribir
Tod
ay
we
are going to colo
los números uno,
r the page for the
dos y tres.
song Chocolate.
Vamos a colorear
We are going to
el chocolate.
write the numbers
one, two and thre
Ahora ustedes pued
e.
We are going to
en dibujar lo que
color the chocolate
quieran.
.
Now you all can
draw whatever you
Make Hot Chocolate
want.
Today’s activity
will review the lette
r of the day, the
make hot chocolate
color of the day
with your students
and the number
. Sing the song “Cho
of the day in a delic
colate” (Mi guitarrí,
ious manner. You
Track 2) while you
Hoy vamos a prep
will
arar chocolate para
are stirring the coco
beber.
Aquí tengo el choc
a.
olate.
Today we are goin
g to prepare hot
Vamos a poner el
choc
Her
olate
e
I
to
have
drink.
choc
the chocolate.
Vamos a poner lech olate en el vaso.
e caliente en el vaso
We are going to
.
put the chocolate
Bate, bate el choc
in the cup.
We are going to
olate.
put the hot milk
(Sing the entire
in
the
cup.
song “Chocolate
Stir, stir the hot
” as you work on
stirring!)
chocolate.
Vamos a beber el
(Sing the entire
chocolate caliente.
song “Chocolate”
as you work on stirrin
¡Qué rico!
g!)
We are going to
drink the hot choc
¿De qué color es
olate.
How delicious!
el chocolate?
Estudiantes: café
What color is the
chocolate?
La palabra choc
Students: brow
olate empieza con
n
la letra “ch.”
Bate el chocolate
The word chocolate
cuatro veces. Uno
begins with the
, dos, tres, cuatro.
letter “ch.”
Stir the chocolate
four times. One,
Sing ¡A limpiar!
two, three, four.
as you clean up from
your activity.
Final Closing
Close the lesson
by singing Adiós
¡Buen trabajo! Me
Vamos a cantar
(Mi guitarrí, Trac
divertí mucho.
una vez más.
La canción se llam
a Adiós.
k 27).
Good work! I enjo
yed it a lot.
We are going to
sing one more time
.
The song is calle
d Adiós.
© 2012. Kids Imm
ersion, LLC
888-375-8484
7
Level 1 Samples
Mi guitarrí Music
Guitarist: Capo 1,
play
chords written in
teal
chords used
Em
e

a
B7
Am
Melody: Joel Valle
Melo
Em
dy: Joel Valle ■
Lyrics: Adapted from
Fm
Lyrics
Trad
: Adap
ition
tedalfrom
Poem
Traditional Poem
B7
C7
Em
Fm
Am
B m
Am
B m
Em
Fm
Music Resources
Chocolate
Guitar ist: Capo 1,
play
chords in blue
Em
Fm
Am
B m
C7
Em
Fm
G
B
on
One, two, three, cho;
one, two, three, co;
one, two, three, la;
one, two, three, te.
¡Chocolate! ¡Chocolate!
I (really) like chocolate!
D
F
A
C
D
F
D
F
A
C
Repeat twice, then • Graphics bring cultural concepts and new vocabulary
to life. Here, students see an image of a wooden
molinillo, which is traditionally used to stir and foam
hot chocolate.
¿Quién es éste?
Mi amiguito.
¿Y qué hace?
Chocolate.
¿Para quién?
Para papito.
¿Y cómo lo hace?
chocolate.
Bate, que bate el
chocolate.
Bate, que bate el
and
• Spanish
lyrics
! English
translations for every
song enable
new vocabulary terms
you
to introduce
or
the lyrics
with
share
students’ families.
• “Did you know?” sections throughout the book give
tips for connecting songs and poems to Hispanic
culture and traditions, such as the Aztec source of
the word chocolate.
te
Rima de chocola
D
F
A
! and piano chords
• Guitar
chords,
melody
lines,
your
allow you to play
instrument along with
favorite
transpose
your students.
Effortlessly
to easier guitar
chords
with
our capo notes
and
references.
Traditionally, mak
ing a cup of deliciou
s, foamy chocolate
done by rubbing a
is
wooden molinillo betw
een the palms. Chil
dren can sing this
song as they stir thei
r own cup of hot cho
olate at a faster and
cfaster pace.
Spanish Songs
for Kids Songbook
Did you know?
EL MOLINILLO
)
G
B
D
F
english translati
Uno, dos, tres, cho;
uno, dos, tres, co;
uno, dos, tres, la;
uno, dos, tres, te.
¡Chocolate! ¡Choc
olate!
¡A mí me gusta el
chocolate!
l and Gretel (1894
A
C
C
D
F
Spanish Lyrics
Lyrics: Adapted from
Hanse
D
F
Em
Fm
ck (1894)
D
F
B7
C7
B7
Melody: Engelbert
Humperdin
Am
B m
Everyone who teaches children knows that music helps
them learn and remember while having fun. Bring those
benefits to
your Spanish
classroom with our one-of-a
kind
music
collection,
Mi
guitarrí.
The mix of traditional
original songs infuse Calico
songs,poems,
and
bright,
Coro
lessons
with
fun,
memorable,
interactive language
acquisition.
! Guitar ist: Capo 3,
play
chords in blue
Who is this?
My little friend.
make?
And what does he
Chocolate.
For whom?
For daddy.
make it?
And how does he
colate.
Stir, just stir the cho
colate.
Stir, just stir the cho
n
.
La niña bate el
chocolate
Did you know?
used as
is derived, were
which chocolate
than 1400
Cocoa beans, from
civilizations more
ec
Azt
and
yan
word
es from the Aztec
currency by the Ma
d “chocolate” com
years ago. The wor
er.”
wat
ter
“bit
ans
me
“xocolatl,” which
21
®
8
“My elementary students and I love the Calico
Spanish music. The songs are short enough and
easy enough to replay and learn the language.”
J. Simpson — Spanish Teacher, Maryland
Le vel
1
Big Book of Lyrics
Provide easy-to-view lyrics for every song you present
and give kids more exposure and practice in reading
Spanish.
• Students’ ability to connect written and spoken
Spanish will increase with every song.
• Images highlight key vocabulary to enhance
comprehension.
Caballito b
lanco
Melody: Ada
Caballito b
lanco,
llévame de
aquí;
Llévame h
asta el pu
eblo
don de yo n
ací.
pted from work
by Johann
Friedrich Reic
Lyrics: Trad
itional Span
hardt (1799)
ish Poem
1
Tengo, ten
go, tengo,
tú no tien
es nada;
Tengo tres
ovejas
en una cab
aña.
Una me da
leche,
otra me da
lana,
otra mante
quilla,
2
para la se
mana.
l año
Meses de
Melody:
Elizabeth
Turner
enero
febrero
marzo
abril
mayo
Student-created Songbooks
Students get another boost in literacy in their new
language by creating and using their own songbooks.
Rather than filling out static worksheets, students
decorate the lyric sheets provided in the Student
Activity Pack while listening to the Mi guitarrí music.
Students learn the music quickly and begin to sing
along using their collection of lyric sheets.
junio
julio
agosto
septiembre
octubre
noviembre
diciembre
Many of the songs from Mi guitarrí are available as
videos online. Share the links to our fun-filled videos
with your students and their families to easily create
meaningful connections between home and school.
Aa
Ee
la
la estrel
Kk
s
las uva
Pp
la pelota
Vv
duras
las ver
Qq
el queso
Ww
on
Washingt
Ññ
a
la naranj
Ss
na
la manza
Rr
el sol
Yy
el regalo
Xx
sh Activ
ity Pack
31
el ñandú
Tt
no
el teléfo
Zz
1
Uu
el lápiz
Mm
la lluvia
es
uet
los jug
Nn
la hoja
Calico Spani
Y el pla
cer qu
e aquí
nos gu
ía.
¡Tenga
usted mu
y buen
os días!
ity Pack
s
los ojo
Ll ll
Jj
la isla
días
sea la
luz del
día;
sh Activ
Oo
Ll
ra
la guitar
el dedo
Bendita
Calico Spani
el kayak
s
las ﬂore
Ii
Hh
Gg
Ff
ate
el chocol
el carro
ta
la bicicle
el agua
Buenos
et
of Alphab
t Copy
Stu den
to
El alfabe
Cc
Bb
Dd
Ch ch
s
o
el xilófon
el yo-yo
ato
los zap
© 2011.
ersion, LLC.
Kids Imm
© 2011.
Kids Imme
rsion, LLC
888-375-8484
9
Level 1 Samples
Comprehensive Visuals
Image Cards
Cc
Visualization helps helps students connect concepts with
vocabulary or grammar, an important step in successful
language acquisition. Your visual learners will especially
benefit from the colorful, easy-to-understand flash cards
included in Level 1.
el carro
Ff
Uu
Xx
las uvas
las flores
el xilófono
Custom Image Cards
• Eye-catching artwork adds educational value. Create
visual manipulatives for Spanish-centered games
and unique bulletin board designs that enhance
vocabulary and support lessons.
• 149 image cards feature animals, alphabet, numbers,
emotions, and greetings, as well as grammatical
concepts like verb forms, verb phrases, and pronouns.
Verbos Flash Cards
• Introduce 94 action verbs with colorful Calico Spanish
characters.
el pez
la mariposa
• Colorful illustrations clearly communicate meaning
without English.
Estoy cansada.
leer
la granja
anaranja do
el bombero
el triángulo
®
10
saltar
abrir
Le vel
1
Posters
Los colores
rojo
anaranjado
amarillo
verde
azul
morado
rosadEol cuerp
o
el pelo
café
el ojo
la orej
blanco
la nariz a
la boca
gris
lane
cagbro
la man
eza
o
Visually guide students through lessons with
memorable artwork. You’ll be able to create a Spanish
immersion classroom quickly and easily with 7 largeformat posters, 19 full-color bulletin board labels, and
30 classroom-item labels.
¿Cómo estás?
Yo estoy bien.
da.
Yo estoy cansa
o.
Yo estoy enferm
do.
Yo estoy enoja
.
Yo estoy triste
®
Copyright © 2011
Kids Immersion,
el ho m
bro
LLC
el braz
o
.
Tengo hambre
Copyright ©
el
estóma
go
la ro dil
la
la pier
na
los de d
del pieos
Tengo sed.
®
el pech
o
los de d
os
Más o menos.
el co do
el pie
ion, LLC
2011 Kids Immers
®
Copyrigh
t © 2011
Assessments
Basic Level Student Response Sheet for Assessment #4.
Kids Imm
ersion, LLC
Nombre:_________________
|
17
Ejemplo:
Track student progress through both oral and
written targeted assessments. In addition to assessing
interpretive communication, the oral assessment guide
and rubric evaluates interpersonal communication
while the paper-based assessments measure
comprehension. Each assessment offers options for
two literacy levels so you can easily assess readers and
non-readers appropriately. The periodic assessments
are designed to be administered in a group setting to
save you time. The oral assessment is designed for use
with individuals or small groups.
Al mono le gustan las bananas.
1. Al niño le gustan las naranjas.
2. El niño puede saltar.
3. La niña necesita nadar.
4. Él quiere correr.
5. La vaca está feliz.
6. La niña se sube las escaleras.
7. El gallo está en la granja.
8. Los tres cerdos son rosados.
9. La niña está triste.
10. Una oveja está cansada.
© 2010. Kids Immersion, LLC
888-375-8484
11
Level 1 Scope & Sequence
INTRODUCTION & CHAPTER 1
Songs
•“Hola a todos” (greetings)
•“Alfabeto” (alphabet)
•“¡A limpiar!” (clean up)
•“Adiós” (goodbye)
•“El cuerpo” (the body)
Letters/Sounds
Concepts Introduced
•Introductions
•Greetings
•Commands
•Adjective-noun agreement
•Parts of the body
Sample Phrases
•A – agua (water)
•N – naranja (orange)
•¿Dónde vive…?
•Me llamo….
Calendar
Colors
Questions
Animals
•Current day and month
•¿Dónde está…? (Where is …?)
•¿Qué es esta? (What is this?)
Numerical Concepts
•azul (blue)
•pez (fish)
Opposites
•sí, no (yes, no)
•Count 1–10
Games
•Simon Says
(affirmative commands only)
CHAPTER 2
Songs
•“Vengan ya” (action verbs)
•“La semana” (days of the week)
•“Dos monitos”
(poem: Two Monkeys)
Letters/Sounds
•B – bicicleta (bicycle)
•Ñ – ñandú (rhea)
Concepts Introduced
•Number-noun agreement
•Subject-verb agreement
•necesitar + infinitivo
•vamos a + infinitivo
•Following directions
Sample Phrases
Calendar
Colors
Questions
Animals
Numerical Concepts
Verbs
•Days of the week
•¿Cómo estás? (How are you?)
•Count 1-10
•amarillo (yellow)
•mono (monkey)
•necesitar, beber, comer
(to need, to drink, to eat)
•Focus: yo necesito, tú necesitas
•Yo necesito comer.
•Tú necesitas beber.
•¿Cuántos monos hay?
•¿Qué significa…?
Games
Songs
Concepts Introduced
Calendar
Colors
Letters/Sounds
Sample Phrases
Questions
Animals
Numerical Concepts
Verbs
•Simon Says (affirmative and
negative commands)
Opposites
•feliz, triste (happy, sad)
CHAPTER 3
•“Todo mi cuerpo”
(parts of the body)
•Differentiate between hard
and soft c sounds
•C – carro (car), círculo (circle)
•O – ojos (eyes)
•¿Qué día será en tres días?
•¿Dónde está la rana?
•What day will it be in ___ days?
•¿Cómo estás? (How are you?)
•Count 1-10
•Count backwards
Games
•verde (green)
•rana (frog)
•necesitar, abrir, ir
(to need, to open, to go)
•Simon Says
(review parts of the body)
Opposites
Calendar
Colors
Questions
Animals
•sentarse; ponerse de pie
(to sit down, to stand up)
CHAPTER 4
Songs
•“Chocolate” (chocolate)
•“Rima de chocolate”
(poem about making cocoa)
Letters/Sounds
•Ch – chocolate (chocolate)
•P – pelota (ball)
Concepts Introduced
•Adding -ito to words
in Spanish
•Forming questions regarding a
third person
Sample Phrases
•Él, ella, usted necesita…
•Nosotros necesitamos….
•¿Qué es?
•Yesterday, written dates
•¿Cómo está él/ella?
(How is he/she?)
Numerical Concepts
•Count 1-10
•Telephone numbers
Games
•I Spy (use color and number
words to describe and guess
objects)
®
12
•café (brown)
•oso (bear)
Verbs
•necesitar, cerrar, regresar
(to need, to close, to return
•Focus: él, ella, usted necesita,
nosotros necesitamos
Le
Level
vel
CHAPTER 5
Songs
•“Cuenten conmigo”
(counting to ten, action verbs,
future tense)
Letters/Sounds
•D – dedo (finger)
•Q – queso (cheese)
Concepts Introduced
•Reflexive
•Future tense
•Use of “hay” (there is/there are)
commands
Sample Phrases
•Ellos, ustedes necesitan…
•¿Quién puede encontrar algo de
color rojo?
•¿Hay perros en la clase?
Calendar
Colors
Questions
Animals
•Tomorrow
11
•rojo (red)
•¿Cómo te llamas?
(What’s your name?)
Numerical Concepts
•Ordinal numbers 1-5
Games
•perro (dog)
Verbs
•necesitar, beber, comer
(to need, to drink, to eat)
•Simon Says
(following directions)
Opposites
Calendar
Colors
Questions
Animals
Numerical Concepts
Verbs
•sí, no (yes, no)
CHAPTER 6
Songs
•“Elefantes grandes” (opposites)
•“Pobre perrito” (poem)
Letters/Sounds
•E – estrella (star)
•R – regalo (gift)
Concepts Introduced
•Demonstrative adjectives
•Adjective-noun correspondence
•Sentences with necesitar +
infinitivo
•Create simple books in Spanish
Sample Phrases
•Days ago (# of days in the past)
•¿Qué es esto? (What is this?)
•Count 1-20
•gris (gray)
•elefante (elephant)
•necesitar (to need) + action
verbs (review all present tense
conjugations of necesitar)
•Hace siete días.
•¿Qué es esto?
•No sé.
•Vamos a hacer….
Games
Concepts Introduced
Calendar
Colors
Questions
Animals
•Musical Classroom
(classroom objects)
Opposites
•derecha, izquierda (right, left)
CHAPTER 7
Songs
•“Las vocales”
(vowels and syllables)
•“Traigan sus pies”
(action verbs)
Letters/Sounds
•F – flores (flowers)
•S – sol (sun)
•Indirect object pronouns
•Syllables with varying
consonants and vowels
•querer + infinitivo
Sample Phrases
•¿A quién le gustan los animales?
•Yo quiero….
•Tú quieres…
•Weeks have 7 days
•¿Cuántos años tienes?
(How old are you?)
Numerical Concepts
•One-to-one correspondence
for 1-20
•blanco (white)
•focas (seals)
Verbs
•querer, dar, comer
(to want, to give, to eat)
•Focus: yo quiero, tú quieres
Games
(classroom objects)
CHAPTER 8
Songs
Concepts Introduced
Letters/Sounds
Sample Phrases
•“Mi guitarrí” (traditional musical
chairs game)
•G – guitarra (guitar)
•T – teléfono (telephone)
in questions
•¿Qué quieres hacer?
•Yo quiero….
•Tú quieres….
Calendar
Colors
Questions
Animals
Numerical Concepts
Verbs
•Number of days per month
•Count 1-20
Games
•Simon Says
(becoming imaginary animals)
888-375-8484
•morado (purple)
•gato (cat)
•querer, hacer
(to want, to do/make)
•Focus: yo quiero, tú quieres
13
CHAPTER 9
Songs
•“Amiguito baila conmigo”
(opposites)
•“Vengan ya, para jugar”
(sung with new action verbs)
•“Dame un abrazo” (traditional
despedida to say goodbye)
Letters/Sounds
•H – hoja (leaf )
•U – uvas (grapes)
Concepts Introduced
•Diminutives (-ito, -ita, -cito,
-cita)
•Silent h
•Writing with sentence frames
Sample Phrases
•Él, ella, usted quiere….
•Ellos quieren….
Calendar
Colors
Questions
Animals
•Weekend
•¿Qué quieres hacer?
(What do you want to do?)
Numerical Concepts
•rosado (pink)
•cerdo (pig)
Verbs
Games
•querer, hacer
•Focus: él, ella, usted quiere, ellos
quieren
Calendar
Colors
Questions
Animals
•1-20
(classroom objects)
CHAPTER 10
Songs
•“Colores, colores”
(colors, careers)
•“Vengan ya, para jugar”
(action song with new verbs)
Letters/Sounds
•I – isla (island)
•V – verduras (vegetables)
Concepts Introduced
•Use of “faltar”
•¿Cuál? ¿Cuánto?
•Vocales
•Action verbs
with affirmative and negative
commands
Sample Phrases
•Nosotros queremos….
•How long until a special event?
•¿Cómo se dice…?
(How do you say?)
Numerical Concepts
•1-20
Games
•negro (black)
•cebra (zebra)
Verbs
•querer, hacer
•Focus: nosotros queremos
•Simon Says (vocabulary related
to using books)
Opposites
Calendar
Colors
•blanco, negro (white, black)
CHAPTER 11
Songs
•“Mi tío tiene una granja” (farm
animal names and sounds)
Letters/Sounds
•J – juguete (toy)
•W – Washington (George
Washington)
Concepts Introduced
•Use of “porque” for ‘because’
•¿Por qué? porque
•Animal sounds
Sample Phrases
•¿Qué quieres ver?
•¿Qué quieren hacer los
animales?
•¿Por qué le gusta al niño el
color rojo?
•Write out dates for yesterday
and tomorrow
Questions
Numerical Concepts
•Count by 10s to 50
•Introduce coin value
•Skip counting
Games
•Guess the Animal
•anaranjado/naranja (orange)
Animals
•oveja (sheep)
Verbs
•querer, venir, ver
(to want, to come, to see)
•querer + action verbs
(review all present tense
conjugations of querer)
Opposites
•Introduce opposites through
literature
CHAPTER 12
Songs
Concepts Introduced
•“Caballito blanco”
(traditional song)
Letters/Sounds
•K–kayak (kayak)
•X–xilófono (xylophone)
•¿Cuántos hay?
•Read aloud Spanish version of
Go, Dog, Go!
Sample Phrases
•Yo puedo….
•Tú puedes….
•Paran. Sigan. Vayan.
•¡Tú ganaste!
Calendar
Animals
Questions
Verbs
•Months of the year
•¿Cuántos? (How many?)
Numerical Concepts
•Count by 10s to 50
•Coin value
•Skip counting
Games
•Red Light, Green Light
(opposites)
®
14
•ratón (mouse)
•poder, volar, conducir
(to be able, to fly, to drive)
•Focus: yo puedo, tú puedes
Opposites
•arriba, abajo (up, down)
Le
Level
vel
CHAPTER 13
Songs
•“¡A la víbora de la mar!”
(traditional song)
Letters/Sounds
•L – lápíz (pencil)
•Y – yo-yo (yo-yo)
Concepts Introduced
•Following directions to draw
shapes and figures
•Spelling words in Spanish
Sample Phrases
•sumar, más, menos, es igual a,
es, son
•Yo puedo….
•Ustedes pueden….
Calendar
Animals
Questions
Verbs
•Calendar math
•¿Cuántos? (How many?)
Numerical Concepts
•Count backwards from 20 to 0
•Coin value
•Skip counting
Games
11
•león (lion)
•poder, mostrar
(to be able, to show)
•Focus: yo puedo, ustedes
pueden
Opposites
•subir, bajar (climb, descend)
•Red Light, Green Light (animals)
CHAPTER 14
Songs
Concepts Introduced
Letters/Sounds
Sample Phrases
•“Lluvia” (counting song)
•“Buenos días” (greetings)
•Ll – lluvia (rain)
•Z – zapatos (shoes)
•Describing situations using
adjectives and action verbs
•Él, ella, usted puede….
•Ellos pueden….
•¿Cuántos? ¿Dónde? ¿Cuáles?
¿Qué? ¿Quién? ¿Por qué?
¿Cuándo? ¿Cómo?
Calendar
Animals
Questions
Verbs
•Patterns with colors
•Review
Numerical Concepts
•1-30, count by 10s to 50
•Coin value
•Skip counting
Games
•llama (llama)
•poder + action verbs
(to be able)
•Focus: él, ella, usted puede,
ellos pueden
Opposites
•rápido, lento (fast, slow)
•Simon Says (parts of the body
and actions)
CHAPTER 15
Songs
Concepts Introduced
Letters/Sounds
Sample Phrases
•“Gotas de diez en diez”
(counting by tens)
•M – manzana (apple)
•Read aloud
•Introduce food and shopping
•Nosotros podemos…
Calendar
Animals
Questions
Verbs
•Patterns with 3 colors
•¿Cuánto cuesta?
(How much does it cost?)
Numerical Concepts
•1-30, count by 10s to 100
•Coin value
•Skip counting
•mariposa (butterfly)
•poder, comprar
(to be able, to buy)
•Focus: nosotros podemos
Opposites
•grande, pequeño (big and little)
Games
•Guess the Animal
(review animals)
888-375-8484
15
Level 2 Samples
Teaching Manual
Teaching Manual Sample
The Level 2 Teacher’s Manual is designed to help you organize
class sessions filled with engaging activities. This all-encompassing
curriculum integrates key elements throughout six thematic units, each
of which contains at least 5 lessons with multiple components. Every
lesson presents new concepts and vocabulary which are reinforced
throughout the units in songs, games, and activities. Published in spiral
format for ease of use, the manual offers you a variety of research-based
strategies for creating an effective immersion classroom.
Activities
LEsson
1 olIvIa
.
rn daily routines
her family. Lea
Objectives
Olivia by Ian Falconer
be able
y Students will
time of day.
r daily
to describe thei
appropriate
phrases and the
routine using key
rse, vestirse,
ir la siesta, baña
:
volver a casa, dorm io
key vocaBulary rse los dientes, limpiarse las orejas,
arse, sabio, estud
levantarse, lava
r, ir a la cama, acost
cena
,
todo
arse
, prob
yunar, almorzar
desa-
Read the book Olivia
aloud. Use the illustr
comprehensible input
ations and gestures
. Create tPR actio
to help highlight
key vocabulary and
ns with students
to practice the daily
create
routines.
f Daily Routine
Cha
rt
y Create a chart
titled “Un día en la
vida
de Olivia.” Review
routine vocabulary
the book with your
on the chart.
class
as you record the
y Students can
key daily
illustrate a daily routin
e on a 3X5 card indivi
your chart one by
dually or in small
one to review the
groups. Attach illustr
phrases.
y Highlight activi
ations to
ties done on sunny
days versus. rainy
Activity Sheet.
days using the Días
soleados y días de
lluvia Student
f
Game
Play an online memo
ry game using the
Calico Spanish image
Spanish phrase. You
will find a link to
s to match image
the game at Calico
s of daily routines
Spanish.com/Leve
to the correct
l2.
f Poem
“Mi rutina diaria”
by Carolina Marci
A las ocho me acues
to,
a las seis me levan
to,
por la mañana estud
io,
por la tarde trabajo,
Mi rutina
Mi rutina
Meet Olivia and
f Read Aloud
al Dorado
y me gusta la escue
la
y me gusta el desca
nso;
necesito los dos
para ser hombre sabio.
Use tPR to show
the daily routines.
Help students differ
flash cards of morn
entiate between
ing, afternoon, and
the times of day
night as you work
time in Lesson 2.)
by show
through the poem
Review by asking
students questions
. (You will teach stude ing the
similar to the follow
nts to tell
¿Me acuesto por la
ing:
mañana o por la noche
? ¿Cuándo estudio?
Be sure to highlight
¿Dónde estudio?
the daily routine
vocabulary in the
the poem using the
poem for students.
provided Student
Also, encourage them
Activity Sheet, Rima
to illustrate
de mi rutina diaria
.
f
Technology Tip
Use your electronic
whiteboard to create
tally or use the Calico
and save the daily
routine chart. Allow
Spanish Galler y to
students to draw
drag in the image
Play the online daily
images digis of the daily routin
routine matching
e items.
game as a class (link
students home with
is located at Calico
a link to the web
Spanish.com/Leve
page so they can
practice their daily
l2).
routine phrases indep Then send
endently.
Review
Resources
oner
rutina diaria,
Olivia by Ian Falc
ia, Rima de mi
dos y días de lluv
sheets Días solea
student activity
e
iant
de un estud
La rutina diaria
a diaria
Posters Mi rutin
om/Level2)
ine flash cards
rout
ly
(CalicoSpanish.c
Dai
s
Flash card
ew daily routines
ine game to revi
activities Onl
Books
WeB-Based
2011
veL 2 ©
niSh Le
CaLiCo Spa
y
y
Practice and reinfo
rce the daily routin
e vocabulary using
Student Activity Sheet
the La rutina diaria
.
de un estudiante
Remove and mix up
the illustrations from
can place the illustr
the daily routine chart
ations next to the
you created in class.
appropriate phras
Volunteers
e on the chart as a
class review activi
ty.
CaLiCo Spani
Sh LeveL
2 ©2011
5
4
The Teacher’s Manual walks you through all the
components of the six thematic units, providing varied
activities to meet the needs of all types of learners. Each
of the 45 lessons is designed so that you can schedule
the material over multiple class periods, covering
components at a pace that fits your school’s language
schedule. Most schools will find they need two years or
more to fully cover the lessons in Level 2. See “Level 2
Scope & Sequence” on page 30 for content details.
®
16
• Detailed components guide you step-by-step as you
introduce new concepts and vocabulary like the key
phrases for discussing a daily routine.
• The outline format quickly reveals how to richly
infuse a lesson with cultural elements like
empanadas and barrio.
• Friendly, goal-oriented language shows how
you can assess through creative, interactive,
higher-level language production, such as making
comparisons.
Download samples at
Le
Level
vel
21
Objectives
Each lesson’s introductory material gives you a quick
overview of what you’ll need and what students
will accomplish.
• A one-sentence summary presents the culturally
relevant theme that unites the lesson.
• Friendly, attainable objectives are the beginning
and end to your planning for each lesson: what
will your students be able to do?
LESSON
21 EN EL BARRIO
Miami Cuban
Chavi unites her
Discover how
y.
unforgettable wa
community to help
te a quinceañera
her friends celebra
in an
Objectives
ents of
different compon
and describe the
a of community
l explore the ide
s in the story.
esse
acc
avi
 Students wil
Ch
s
nity.
s to the one
h activities in
their own commu e their community relationship
h other and wit
compar
vities among eac
 Students will
community acti
l compare their
wil
ts
den
Stu

und the world.
communities aro
r
, ocupada, recauda
dos, ayuda, oficina
lde, peluquería,
:
ARY
rgue de desampara
BUL
ayuntamiento, alca
KEY VOCA
de acuerdo, albe
e,
call
está
o,
leo,
cad
emp
mer
o,
ajo/
los quinces, trab
cuenta/en conmig
neros, panadería,
dad
fondos, mejor, coci
sco, baila, comuni
camarera, gigante
tienda, amistad,
• You will know from the start what key
vocabulary your students will work with in
each lesson.
• The handy resource list shows you at a glance
what supplies you’ll need for the lesson,
including books, student activity sheets, and
Calico Spanish’s supplemental web-based
activities.
LA COMUNIDAD
Resources
Resources
by Larousse
AtlasLarousse
Lazara Dole, Mi
s
ando actividade
barrio by Mayra
par
el
en
Com
os
s,
leañ
ade
Cump
, Activid
a de mi comunidad
SHEETS Esquem
BOOKS
Y
STUDENT ACTIVIT
Activities
students’
context of the
them
words within the
-barrio
people that help
meaning of the
Talk about the
 Vecindario no and vecindario and discuss therho
orhood”
ods they live in.
s form a “neighb
Activities
50
• Students connect language and culture with
their own daily lives.
 Read Aloud —
Focus: Los amigo
s de
Cumpleaños
Chavi
en el barrio by May
y Rosario
ra Lazara Dole
Chavi and Rosario
live in the vibrant
Cuban community
migrants, many of
in Miami. This com
them refugees, cam
munity develope
e to the South Flori
d as Cuban imAs you introduce
da city to make a
and read through
new life for them
Cumpleaños en el
selves.
describe a good birth
barrio for the first
day party vs. a bad
time, begin by askin
lesson 30 we can
birthday party. If
g students to
focus on the elem
we just focus on a
ents of a birthday
generic party here
focus in on the com
part
– then in
y specifically. Duri
munity and then
ng this lesson, it is
we will discuss in
story, focus on the
detail the birthday/
important to
main plot of wha
quin
t
Laza
ce in the later lesso
un vestido bonito),
n. In the
what Chavi and Rosa rita wants her quinceañera to be (gra
nde, con muchas pers
rio plan for her, and
er to throw an unfo
onas, con
how the two frien
rgettable party. Note
ds pull
the birthday part
: the focus here will
y itself. As Chavi
be a community pulli their community togethenlists more frien
counter. Making
ng
together – not so
ds’ help, illustrate
a char t of the vario
much
the
diffe
us people Chavi and
rent relationships
the sequence of even
that you enRosario talk to will
ts, even in a book
help students easil
with a lot of text
person relates to
y understand
and many idiomatic
Chavi
expressions. Focu
them (casa, albergue (amigo, padre de una amiga, abuela
s on how each
de una amiga, alca
, panadería, ayuntam
lde) and where she
word and concept,
iento). Also, use thes
encounters
ayuda, by including
e relationships to
emphasize a key
in your char t how
Using the Student
vocabulary
each person will help
Activity Sheets, each
.
student can create
people in their resp
and present an Esqu
ective communities
ema de mi comunid
would help them
albergue? Clean up
if they needed to
ad. Which
after a storm?
throw a party? Help
the local
• Building on the included children’s books,
varied activities guide your students through
multiple readings to make our literature-based
approach truly impact their language ability.
• Tips throughout remind you of ways to keep
students practicing relevant vocabulary and
reinforcing previously acquired language skills.
 Actividades
en mi
comuni
dad
As you read and talk
through Cumplea
ños en el barrio a seco
nity engages in. Wha
nd time, focus on
t are people doing
the the activities Chav
when Chavi goes to
at work? Discuss how
i’s commusee them? Where
these activities are
are they - outside,
similar to or different
participate in. This
inside, at home,
is an opportunity to
from the activities
practice talking abou
students and their
Using the images
communities
t family and other
in the book Mi Atla
peop
le and to describe
sLarousse, look at
are doing in the pictu
daily activities.
communities arou
res (Los Ángeles on
nd the world and
page 25; Las Antillas
dent Activity Shee
discuss what peop
ts (Actividades) and
on page 28; La India
le
work together to list
on page 39). Distr
in Cumpleaños en
some of the activities
ibute the Stuel barrio. Have stud
shown in these com
ents check which
(literal or figurative
activities they also
munities and
).
participate in with
in their community
• Creative, real-world activities take students to
more practice that allows you to assess higherlevel language use. The accompanying student
activity sheets conveniently supplement your
classroom practice and assessment.
 Comparando
actividades
Using the Student
Activity Sheet Com
parando actividad
actividades they do.
es, students will surv
Model simple ques
ey their classmate
tions and answers
vecindario? and “Sí,
s to see what
usin
camino en mi vecin
dario con mucha frecu g frequency phrases such as ¿Cam
results (“Yo nunca
inas en el
bailo, pero Emily baila
encia.” Ask for a few
mucho.”)
volunteers to orall
y compare
 Writing
Review
LA COMUNIDAD
Let Calico Spanish guide you through varied,
engaging activities that will move students toward
achieving more linguistic and cultural proficiency.
ds veci
neighbo
in their live
synonym
Introduce the wor
s share about the to share how various people
that barrio is a
. Have student
ents
ents by sharing
munity,
own community
od and ask stud
rio to your stud
from their com
e of neighborho
Rosario get help ortunity to study the
pleaños en el bar
and
Cum
as another typ
vi
k
Cha
boo
Introduce the
book tells how
have an opp
the
will
t
tha
You
s
r.
ent
around them.
siste
stud
ario’s
Then explain to
y party for Ros
for vecindario.
ue 15th birthda
2013
have a very uniq lesson 30.
VEL 2 ©
NISH LE
their barrio, to
in
C A L I CO S PA
ceañera in detail
traditional quin
Students will use
Part 2 of the Stud
ent Activity Shee
activities they do
t Comparando activ
in their communities
idades to
with the activities
their classmates enjo compare and contrast the
y.
• Games, reading, and other activities recycle
language to further cement memory in an
effective lesson-ending review.
Home Connecti
on
CALICO
Explore the concepts
of
to people within their physical and relational community.
Which students are
physical neighborhoo
closely connected
of friends outside
d? Why? Which stud
their neighborhoo
ents have more of
d and how did they
parents about whic
a community
meet? Encourage
h was more norm
them to talk to their
al for them growing
up and why.
S PA N I S H L E V E L
2 ©
2013
51
888-375-8484
17
Level 2 Samples
Literature, Music, and Technology
“The teacher’s manual is full of interesting activities.
I especially like way you integrate chunks of
language for a communicative class.”
Nancy M. — Montessori School Spanish Teacher, Virginia
Technology Resources
Teachers are busy, and the last thing you want to do
in your classroom is go it alone, especially when it
comes to communicating with children of the 21st
century. In addition to all the resources you receive with
Calico Spanish Level 2, we’ve put our materials at your
technological fingertips.
• Lessons are enhanced by extensive online resources
referenced throughout the teacher’s manual.
• Visit the comprehensive resource base for your
lessons in our easy-navigation Level 2 webpages.
• Includes photos, authentic videos, links to street view
maps and much more to quickly share the Spanishspeaking world with your students.
Our custom SMART Board™ Gallery includes all
visual aids and student activity sheets ready for
your electronic whiteboard lessons – over 300 images,
videos and activity sheets. The same gallery is available
for use with Promethean ActivInspire or Mimio
Notebook software. Sold Separately.
Additionally, Calico Spanish offers several freely
accessible activities through Quia.com and videos on
YouTube. Share links with students for extra practice in
class or at home. Targeted activities enhance learning
and the familiar Calico Spanish graphics add to the
fun and help your students remember key concepts
and vocabulary.
®
18
Image Copyright SMART Technologies. All rights reserved.
Le
Level
vel
21
A Literature-Based Approach
A variety of excellent children’s books help you create more and richer
comprehensible input infused with the culture of Latin America.
Students amplify vocabulary, discover vibrant culture, and begin to use
meaningful language through reading and related activities. Each title
is carefully selected to explore the key themes of Calico Spanish Level
2. The Teacher’s Manual gives specific instructions for reading, teaching,
and exploring each book to reinforce and extend prior knowledge as
well as moving into new functions and vocabulary. Activities in the
Teacher’s Manual and the Student Activity Pack get students using the
language they have acquired in such proficiency-building exercises as
comparisons and storytelling.
Literature
The daily routine is far from mundane with precocious Olivia. From brushing teeth to getting dressed to driving the
cat crazy, Olivia’s irresistible personality makes her day an adventure. Use gestures, the story’s engaging structure, and
Falconer’s distinctive illustrations to help students understand Olivia’s routine. Then guide them through charting Olivia’s
routine and then their own daily activities as they go from comprehension to meaningful production.
¡Corre, Nicolás, corre! by Giles Tibo
Nicolás runs from one activity to another after school all week long. Can Nicolás keep up the crazy pace of his schedule? The
repetitive text gets students helping you tell the story right away. Nicolás’s taxing routine adds extracurricular activities
as students continue to practice communicating routines. The book also introduces talking about physical feelings
and serves to reinforce family vocabulary. Discussing common activities in Spanish-speaking countries and comparing
routines with Nicolás, within the class, and with the target culture lends important standards-based communication.
Veloz como el grillo by Audrey Wood
An energetic boy uses a series of animal comparisons to describe himself. In addition to reviewing animal vocabulary,
these creative comparisons offer a springboard for students to use descriptive adjectives, continue talking about physical
and emotional feelings, and contrast the verbs ser and estar.
Isla by Arthur Dorros
Listening to her grandmother’s tales of the island where she grew up, Rosalba takes you with her on an imaginative flight
through her rich cultural heritage. As your students explore the city, jungle, market, and other Caribbean island features,
they’ll use more descriptive vocabulary and practice talking about their family tree. Isla also highlights important cultural
concepts like bilingualism and modern life in former Spanish colonies.
Family, Familia by Diane Gonzales Bertrand
When Daniel goes to a family reunion and meets his extended family from Mexico and the USA, he learns that spending
time with family is anything but boring. Using this bilingual book, Calico Spanish guides students to build on prior
knowledge. Students review using greetings and talking about feelings, family members, and activities. They focus on
the important proficiency skill of using transition words as they write their own short story about family activities.
888-375-8484
19
Calico Spanish Level 2
Literature
Literature (continued)
Las empanadas que hacía abuela by Diane Gonzales Bertrand
In this bilingual spin on The House that Jack Built, Abuela makes the most delicious empanadas with fresh pumpkins and
the help of her grandchildren. The family effort gives students more practice with talking about the family tree; also,
students explore the cultural fun in making empanadas while learning ingredient vocabulary and talking about food.
Huevos verdes con jamón by Dr. Seuss
Where would you like green eggs and ham? That’s what Juan Ramón wants to know in this excellent translation that
captures all the whimsy of the classic tale. Juan Ramón helps students to continue to talk about food, including their
likes and dislikes. Students scaffold and push their language proficiency through charting activities with foods and
descriptive adjectives.
La fiesta de las tortillas by Jorge Argueta
Who’s causing that mysterious rhythm in the kitchen, making tortillas so early and waking people up? The mystery brings
together the women in this family as they work in their family restaurant in El Salvador. Through the daily activities
in the restaurant, students experience the culture of traditional foods, including how tortillas are made, and make
comparisons to their own family habits and traditions. The story reinforces family vocabulary and adds to the descriptive
adjectives students can use. The culturally rich text also helps students develop the important comprehension strategy of
inferring meaning.
Cumpleaños en el barrio by Mayra Lazara Dole
Chavi and her friend Rosario gather contributions from throughout their Miami neighborhood to put together a vibrant
quinceneara party. Explore relationships in the community, and learn about the importance of working together to make
dreams come true.
Jorge el curioso encuentra trabajo by H.A. Rey
Curious George escapes from the zoo and offers more thematic vocabulary practice as he leads students through his
mischievous jaunt in the city, exploring jobs and community places like the restaurant, apartment building, and hospital.
Students work on identifying and sequencing important events in order to tell and retell the story. Mapping their own
community offers another opportunity for comparisons.
Los tamales de Ana by Gwendolyn Zepeda
Six-year-old Ana unfolds the process of making tamales for Christmas as she imagines all the new tasks she will earn the
privilege of completing. This book includes several important themes –family, traditions, and food- that reinforce prior
knowledge. Students also practice sequencing while exploring the tamale recipe, work on talking about what they will do
in the future, and compare their own family chores to Ana’s.
Fútbol Mundial by Ethan Zohn
The most popular sport in the world is an important part of the culture of Spanish-speaking countries. This non-fiction
book introduces students to various aspects of the game ranging from fan support to team rivalries.
®
20
Le
Level
vel
21
Sube y baja por los Andes by Laurie Krebs and Aurélia Fronty
Students experience the geography and culture of Peru through this book’s rich illustrations and lyrical text describing
how children from all over the country travel to Cuzco for the Inti Raymi Festival of the Inca people. Expose your students
to the cultural and historical impact of the Incas; then invite them to compare the sun festival celebrations to their own
festivals closer to home.
Cuadros de familia by Carmen Lomas Garza
Famed painter Carmen Lomas Garza invites you and your students into her world growing up on the Texas-Mexico border.
Students continue to explore the Level 2 themes of family, foods, and traditions, including important cultural celebrations
like Las Posadas and a quinceañera. Use Garza’s beautifully illustrated memories to spur students to talk about their own
family’s traditions and special occasions.
El picnic de Tío Chente by Diane Gonzales Bertrand
Tío Chente will finally make it to Texas for a visit on the Fourth of July, but the planned picnic celebration doesn’t turn
out as expected due to a summer storm. Review the importance of family, food, assisting one’s family, and the joy of
summer in this story of a family making an adventure of the unexpected. Students practice finding and organizing scene
descriptions and talking about the weather in this complement to Level 2’s Seasons and Weather unit.
Mi Atlas Larousse by Larousse
This Spanish-language atlas not only features maps of all the major regions of the world, it also illustrates cultures and
traditions of people around the globe. Students will grow more familiar with the geography of the lands of Spanishspeaking peoples and will learn about and compare such cultural aspects as markets and modes of transportation.
First Thousand Words in Spanish by Heather Amery
One important key to making your students’ immersion experience comprehensible is visual aids. This visual Spanish
dictionary for children features detailed, fun illustrations that make it indispensable for almost every lesson in Calico
Spanish. Watch vocabulary come to life instead of relying on translation for comprehension.
“I love Calico Spanish! Thanks for sharing the link to
the videos, we’ve already been using them!! I have
been subscribed to your channel on YouTube for
quite a while, and—so timely—we were just talking
about ‘cumpleaños’ and ‘¿Cuántos años tienes?’ and
magically Calico Spanish has a fun short video/song!
You’re the best! ”
Jill F. — Spanish Teacher, Minnesota
888-375-8484
21
Level 2 Samples
Comprehensive Visuals
Visual Aids
Level 2 includes more custom image cards and posters
featuring original, eye-catching artwork. Use these visual aids
to easily communicate new concepts, tie the components of
the curriculum together, and help students make connections
between written and spoken words.
levantarse
Image Cards
ruidoso
ir a casa
• Activate acquisition with 85 image cards. The Spanish-only
cards provide visual and manipulative support in games,
and speed comprehension when presenting new concepts.
• Topics featured on cards include family, jobs in the
community, opposites, verb forms, verb phrases,
and pronouns.
Posters
rápido
el agricultor
• Appeal to visual learners with 12 thematic posters that
communicate meaning without the use of English.
• Give students a visual reference that supports them as they
speak and write more and more in Spanish.
lento
mucho
cepillarse el pe
lo
el bebé
®
22
Le
Level
vel
21
Reproducible Resources
Fecha:
Student Activity Pack
Nombre:
Lección
ones
25
Help your students organize their learning, write
responses to literature, and practice vocabulary with
this packet of reproducibles.
las preposici
ajo de
La chica está
• Student copies of short stories and poems support
the literature-based approach in Level 2.
El perro está
• Supplement lessons with creative templates for
writing and art projects that inspire higher-level
thinking, such as a comparison between the child’s
school and José’s school discussed in the lesson.
abajo.
Ella está entre
tados
Ellos están sen
fuego.
alrededor del
las flores.
La pecera está
a.
sobre la mes
El gato no está
.
está en el piso
en la mesa,
ya
El chico se apo
l.
contra el árbo
• Unlimited reproductions are included in the
purchase of the complete program.
La casa está al
detrás
El perro está
árbol.
Assessments Manual
El perro está
la casita.
lado del río.
del
a pero la
Mi casa está cerc
s.
ciudad está lejo
enfrente de
adentro de la
El chico está
par.
carpa para acam
Nombre:
Communicative, proficiency-based assessments for
every unit reveal valuable feedback regarding students’
language skills.
unIdad 4 - la coMu está encima de
gato ad
ElnId
f Usando el ma
casa.
pa de Sanla Lui
s
Instrucciones:
Fecha:
ActivityPack
CalicoSpanish
43
Rodea la respuest
a correcta
LCdo
usan
mers ion,L
la información en
©2011KidsIm
el mapa de San
1. El taxista está
Luis.
enfrente de la igle
sia.
cierto
2. La estación de
bomberos está
detrás del hospita
l.
cierto
3. La gasolinera
está cerca de la
casa de Saúl.
cierto
4. La casa de Lucí
a está lejos de los
apartamentos.
cierto
5. La biblioteca
está al lado de la
estación de poli
cías.
cierto
• Group and individual assessments, as well as
a variety of assessment styles, give you broad
insight into students’ abilities. Track student
progress with oral assessments at any time.
Instrucciones:
• The manual includes the Calico Spanish Oral
Language Continuum to help you clearly
understand what you can and should expect
with regard to student production.
• Our customized oral assessment rubric guides
your expectations and delineates appropriate goals.
El gato está deb
la cobija.
arriba.
falso
falso
falso
falso
falso
Contesta las preg
untas usando el
mapa de San Luis
respuesta, tienes
y las preposicione
que usar una prep
s del banco de pala
osición diferent
más de una vez.
e. No puedes usar
bras. Para cada
la misma preposic
ión del banco
Por ejeMPlo:
¿Dónde está el rest
aurante? Está al
lado de la iglesia.
enfrente
al lado
en
en la esquina
detrás
a la izquierda
1. ¿Dónde está
la casa
a la derecha
opuesto
lejos
cerca
de Lucía?
2. ¿Dónde está
el pan
adero?
Student Resources CD-ROM
Access all of the Calico Spanish Student Activity Pack
pages and Assessments in a computerized format.
3. ¿Dónde está
la pisc
ina?
4. ¿Dónde está
la escu
ela?
12
• Print unlimited copies from .pdf files, making
your job easier while providing your school with
lasting value.
CAliCo spAn
ish leve
l 2 ©20
11.
• Files include all pages from the Student Activity
Pack and Assessments manual.
Download samples at
888-375-8484
23
Lesson 1. Olivia
Concept Focus
Reflexive verbs
Literature Focus
Objectives
•Students will be able to describe their
daily routine using key phrases and the
appropriate time of day.
Vocabulary
levantarse, lavarse los dientes, limpiarse
las orejas, volver a casa, dormir la siesta,
bañarse, vestirse, desayunar, almorzar,
probarse todo, cenar, ir a la cama,
acostarse, sabio, estudio
Lesson 2. ¿A qué hora...?
Concept Focus
•Telling time
Literature Focus
•Poem: “Mi ruitina diaria”
by Carolina Marcial Dorado
Objectives
Vocabulary
Objectives
Vocabulary
•Students will be able to create a daily
schedule using words and illustrations
along with the correct time of day.
lavarse las manos/la cara, peinarse,
despertarse, cepillarse los dientes,
desayunar, ponerse los zapatos, irse para
la escuela/la casa, almorzar, ir a la clase de
___/ hacer ___, acostarse, ¿Qué hora es?,
son las tres y media, son las cinco, es la una
Lesson 3. El lobo
Concept Focus
•Present progressive with reflexive verbs
Mi rutina
Literature Focus
•Short Story: “Caperucita Roja”
by Hills and Cano
•Students will be able to describe parts
of a daily routine using the present
progressive verb form.
¿Qué está haciendo?, levantarse, tengo
hambre, ya voy a pescarlos, oye, mientras,
el bosque, pantalones, zapatos, calcetines,
amigo, pescar/agarrar
Lesson 4. ¡Corre, Nicolás, corre!
Concept Focus
•Activities
•Illnesses
Literature Focus
•¡Corre, Nicolás, corre! by Giles Tibo
Objectives
•Using actions, pictures, and words,
students will be able to discuss and
compare various activities in which they
are involved.
Vocabulary
tener prisa, llegaremos tarde, karate,
lección de violín, tener hambre/sed,
merienda, clase de guitarra, enfermo,
lección de escultura, lección de natación,
tiro con arco, astronomía, pálido,
cansadísimo, fiebre, excesivo, pobre
Lesson 5. El burrito enfermo
Concept Focus
•Illnesses and remedies
Literature Focus
•Traditional poem: “Sana, sana”
•Traditional song: “El burrito enfermo”
Objectives
•Students will be able to describe an
illness/injury by identifying the affected
body part.
•Students will be able to describe
traditional ways of soothing injured
children.
Vocabulary
le duele, costilla, corazón, médico, ¿Qué
pasó?, ¿Dónde le duele?, llorar, lágrimas,
gritar, sana, sanar, ayudar, hipo
Lesson 6. Veloz como el grillo
Concept Focus
•Adjectives
Literature Focus
•Veloz como el grillo by Audrey Wood
Objectives
•Students will be able to create an
illustrated adjective chart and then use
the chart along with the verbs ser and
estar to describe themselves.
Mi rutina
®
24
Vocabulary
ser, estar, pero a veces…, ¿Cómo se siente el
niño?, veloz, lento, pequeño, grande, triste,
feliz, bueno, malvado, solo, asustado, frágil,
fuerte, ruidoso, silencioso, robusto, tierno,
valiente, tímido, cursi, salvaje, perezoso,
trabajador, alto, bajo
Le
Level
vel
21
Lesson 7. El árbol de la familia
Concept Focus
Families
Literature Focus
Objectives
Vocabulary
Objectives
Vocabulary
Objectives
Vocabulary
•Students will be able to identify
immediate family members using the
appropriate vocabulary.
•Students will be able to describe the
relationship between themselves and
family members. (Ella es mi mamá.)
mamá, papá, hermano, hermana, hija,
hijo, mascotas
Lesson 8. Nombres
Concept Focus
•Introductions
•Common Spanish names
Literature Focus
•Olivia by Ian Falconer
•¡Corre, Nicolás, corre! by Giles Tibo
•Using role play and proper vocabulary,
students will be able to introduce
themselves as members of the Calico
Spanish Family.
•Students will be able to create and
illustrate sentences describing family
activities.
abuela, abuelo, bebé, tía, tío, primo, prima,
sobrina, sobrino, nieto, nieta, pasatiempos
Lesson 9. En la casa
Concept Focus
•Locations within the home
•Present progressive actions
•Short story: “El gallo de la casa es mi
despertador”
cocina, jardín, escaleras, baño, dormitorio,
sillón, mesa, puerta, ventana, techo, cuarto
de estar
Lesson 10. La llave de Roma
Concept Focus
•Prepositions of location
Literature Focus
•Traditional poem: “La llave de Roma”
Objectives
Vocabulary
Objectives
Vocabulary
Objectives
Vocabulary
location of items using prepositions of
location.
Mi familia
Literature Focus
•Students will be able to identify various
parts of a home.
•Students will be able to use the present
progressive verb form to describe
activities.
llave, toma, calle, alcoba, cama, dama,
mesa, silla, jaula, pajarito, sobre, al lado,
adentro, afuera, cerca, lejos, encima,
izquierda, derecha, por, arriba, abajo
Lesson 11. La isla
Concept Focus
•Setting of a story
•Family
Literature Focus
•La isla by Arthur Dorros
•Using a three-generation family tree as a
guide, students will be able to describe
the relationship between themselves
and members of their extended families.
adjectives used to describe the setting
of a story.
escenario, la isla, lugar de nacimiento,
tío, tía, prima, caliente, húmedo, oscuro,
fresco, coloridos, redondos, finos, maduros,
pegajosa
Lesson 12. Pasatiempos
Concept Focus
•Descriptions of people
•Activities with family
Literature Focus
•Veloz como el grillo by Audrey Wood
•Students will be able to talk about
activities (pastimes) they enjoy with
their friends and families.
•Students will be able to use appropriate
adjectives to create comparisons and
describe family members.
lugar de nacimiento, peludo, la selva,
mercado, nadar, vamos
continued on next page
Mi familia
888-375-8484
25
Lesson 13. Reunión de la familia
Concept Focus
Mi familia
•Family activities
•Transition words
Literature Focus
•Family, Familia
by Diane Gonzalez Bertrand
Objectives
•Students will be able to make
connections between the family in the
story and their own families.
•Students will be able to write a short
narrative about a family activity.
Vocabulary
algunas veces, me aburría, todavía,
emocionado, beso, abrazo, bisabuelo,
tatarabuelo, mariachi, descendía de,
tronco, ramas, prometer, a veces, luego,
finalmente, más tarde, después, cuando,
en seguida, mientras
Lesson 14. ¿Adivina quién…?
Concept Focus
•Clothing
•Describing physical characteristics
of people
Literature Focus
Objectives
•Using their knowledge of clothing,
accessories, and adjectives, students
will be able to give clear and accurate
descriptions of their classmates.
•First Thousand Words in Spanish
by Heather Amery
Vocabulary
tener, colores de pelo (castaño, negro,
rojo, rubio), barba, bigote, joven, anciano/
viejo, aretes, lentes, cadena, falda, vestido,
traje, suéter, cola de caballo, pelo (largo,
mediano, corto, rizado, lacio)
Mi familia
Lesson 15. Las empanadas
Concept Focus
•Traditional foods
•Recipes
•Sequencing
La comida
Literature Focus
•Las empanadas que hacía la abuela
by Diane Gonzales Bertrand
Objectives
process of making empanadas using
kitchen vocabulary.
•Students will be able to act out the
process of making empanadas using TPR
motions.
Vocabulary
tortillas, empanadas, frijoles, arroz, salsa,
tamales, cajeta/dulce de leche, calabaza,
masa, envolver, rodillo, extender, nietos,
seguir, alimentar, servir, tazas, harina,
levadura en polvo, sal, manteca, azúcar,
cucharadas, cucharaditas, hornear, doblar,
el horno
Lesson 16. Huevos verdes
Concept Focus
•Foods; Likes and dislikes
Literature Focus
•Huevos verdes con jamón by Dr. Seuss
Objectives
•Using the correct form of the verb
gustar, students will be able to describe
foods they like and dislike.
Vocabulary
huevos, jamón, querer, comer, poder,
probar, tentar, ¿Te gustarían…? ¡Qué ricos
son!, aquí, allá, gustar
Lesson 17. Martín Pescador
Concept Focus
•Foods
•Writing about likes and dislikes
Literature Focus
•Huevos verdes con jamón by Dr. Seuss
•Traditional poem: “Martín Pescador”
Objectives
•Students will be able to orally state
their food preference when choosing
between two options.
•Students will be able to create a class
book describing their likes and dislikes.
La comida
®
26
Vocabulary
comida, mermelada, cereal, miel,
panqueques, papas fritas, sopa, pollo,
pizza, espinacas, postres
Le
Level
vel
21
Lesson 18. La fiesta de las tortillas
Concept Focus
•Infer meaning from story context;
•Compare/contrast characters
Literature Focus
•La fiesta de las tortillas
by Jorge Argueta
Objectives
•Students will be able to use contextual
cues and/or inferences to determine the
meaning of unknown words.
comparisons between themselves and
characters in the story.
Vocabulary
comedor, restaurante, comal, madrugada,
amanecer, tempranito, desayuno,
almuerzo, cena, frijoles
refritos, huevos picados, carne asada,
chicharrón, loroco, pata, el ritmo de las
palmas
Concept Focus
•Setting the table
•Foods
Literature Focus
•La fiesta de las tortillas
by Jorge Argueta
Objectives
•Students will be able to explain how
to set a table using the appropriate
vocabulary and prepositions in regard
to the placement of individual items.
Vocabulary
poner la mesa, mantel, platos, platillos,
sartenes, ollas, cucharones, cuchillos,
cucharas, tenedores, tazas, pailas,
servilletas, vasos, al lado de, entre, enfrente
de, cerca de, sobre, abajo de
La comida
Lesson 19. Poniendo la mesa
Lesson 20. El restaurante
Concept Focus
•Objectives
Literature Focus
•Using role play and appropriate
vocabulary terms, students will be able
to order food from a restaurant, create
menus, and identify place settings.
•Visiting a restaurant
•Online menus
Vocabulary
yo quiero, me gustaría, puedo tener,
meseros, cocineros, clientes, la cuenta,
bebidas, menú, el precio, propina, dólares,
centavos, comida para llevar
La comida
Lesson 21. En el barrio
Concept Focus
•Community, school and marketplaces
•Making comparisons
Literature Focus
•Students will explore the idea of
community and describe different
components of their own community.
•Students will be able to compare
their community relationships to the
relationships found in the story.
•Students will compare their community
activities to communities around the world.
Vocabulary
los quinces, trabajo/empleo, está de
acuerdo, albergue de desamparados,
ayuda, oficina, ocupada, recaudar fondos,
mejor, cocineros, panadería, cuenta/en
conmigo, mercado, calle, ayuntamiento,
alcalde, peluquería, tienda, amistad,
camarera, gigantesco, baila, comunidad
Lesson 22. El transporte
Concept Focus
•Transportation; Reading comprehension
Literature Focus
•Mi primer atlas del mundo
by Larousse
•Huevos verdes con jamón
by Dr. Seuss
Objectives
and describe various modes of
transportation.
•Students will be able to describe what
they see on the way to school.
Vocabulary
carro, tren, avión, camión, taxi,
motocicleta, bicicleta, monopatín, patines,
barco, helicóptero, autobús, silla de ruedas,
montar caballos, ir, volar, caminar, correr,
conducir/manejar, cierto, falso
La comunidad
•Cumpleaños en el barrio
by Mayra Lazara Dole
by Larousse
Objectives
La comunidad
888-375-8484
27
Lesson 23. Jorge el curioso
Concept Focus
•Maps and directions
•Community jobs
Literature Focus
•Jorge el curioso encuentra trabajo
by H.A. Rey
Objectives
•Students will be able to create maps of
their community and give directions to
someone who needs to get from one
place to another.
•Students will be able to identify workers
in the community.
Vocabulary
curioso, guardián del zoológico, cocinero,
pintor, enfermera, presidente, actor,
conductor, periodista, parada del autobús,
farola, restaurante, rascacielos, escalera,
pavimento, el subterráneo, el metro,
ambulancia, calle, centro de la ciudad,
esquina, cuadras, derecho, da una vuelta,
volar, siga todo recto
Lesson 24. San Serení
Concept Focus
•Jobs
•Future and conditional tenses
Literature Focus
by H.A. Rey
•Traditional song: “San Serení”
Objectives
•Students will be able to identify a variety
of jobs in their community.
types of work they would like to do as
adults.
•Students will be able to
recognizeSpanish names of saints on a
map.
Vocabulary
lavandera, tortillera, carpintero, secretario,
maestra, policía, artista, dentista,
mecánico, cocinero, panadera, doctora,
peluquero, juez
La comunidad
Lesson 25. ¿Adivina dónde estoy?
Concept Focus
•Community locations
•Prepositions of location
Literature Focus
Objectives
•Using maps and clues, students will be
able to follow directions to get to their
intended destination.
Vocabulary
al lado de, en medio de, entre, atrás, cerca,
lejos, encima, sobre, debajo, en, a, por,
enfrente, detrás
by H.A. Rey
Lesson 26. Los mercados
Concept Focus
•Community markets
Literature Focus
•Cumpleaños en el barrio
by Mayra Lazara Dole
•Traditional Song: “De colores”
Objectives
features of various markets around the
world.
comparisons among markets, foods, and
themselves
Vocabulary
furiosísima, está de acuerdo, se va a enojar,
mejor, puerco asado, guayaba, melón,
melcocho, mercado, bodega/bodeguita,
calle, ríe, tenía razón, tienda, triste, amistad,
regalar, sorprendida, gigantesco
Lesson 27. Lugares en mi comunidad
Concept Focus
•Writing about your community
Literature Focus
Objectives
•Students will be able to write a story
about their community including places
they go and people they see.
•Mi primer atlas del mundo by Larousse
Vocabulary
escuela, biblioteca, tienda, parque, iglesia,
casa de mi amigo, hotel, mercado, cine,
apartamentos, lago, río, granja, playa,
restaurante, gasolinera, oficina, fábrica,
estación de ferrocarril, aeropuerto,
colegio, patio
Lesson 28. Casas del mundo
Concept Focus
•Homes around the world
Literature Focus
by Larousse
®
28
Objectives
•Students will compare and contrast
houses from cultures and locations
around the world.
•Students will be able to draw and label
their ideal homes including location,
construction materials (type of home),
and who lives there.
La comunidad
Vocabulary
resguardarse, mudarse, trasladarse,
construir, hogar, madera, huesos, piel,
plantas, techo, paredes, crecer, piedra,
barro, adobe, ladrillos
Le
Level
vel
21
Lesson 29. Los tamales de Ana
Concept Focus
•Tradition of community/family working
together
•Chores
•Dreams/hopes for future
Literature Focus
•Los tamales de Ana
by Gwendolyn Zepeda
Objectives
Vocabulary
Objectives
Vocabulary
Objectives
Vocabulary
Objectives
Vocabulary
Objectives
Vocabulary
•Students will be able to discuss the
importance in Hispanic cultures of
working together as a family.
household chores and discuss them
using appropriate vocabulary.
•Students will be able to identify the
tradition of making tamales at Christmas
time and contrast that tradition to their
own family cooking traditions.
•Students will be able to write about
what they hope they will do when they
grow older.
tamales, la Navidad, masa, hojas de maíz,
embarrar, cocer, enrollar, mezclar, fábrica,
clientes, quehaceres, planchar, limpiar,
barrer, lavar, cocinar, aspirar, cortar el
pasto
Lesson 30. Cumpleaños
Concept Focus
•Serenades
•Piñatas
Literature Focus
•Cuadros de familia by Carmen Lomas Garza
•Cumpleaños del barrio by Mayra Lazara Dole
•Students will be able to compare
and contrast traditional birthday
celebrations common in Latin America
with those of their own culture.
tradition of piñatas and its importance
in Latin American culture.
dulces, ¡Feliz cumpleaños!, pañuelo,
recoger, quinceañeras, damas,
chambelanes
Lesson 31. El fútbol
Concept Focus
•Sports terminology
•Writing about sports
•Students will be able to describe how soccer
is featured in the rich culture of Spain.
•Students will evaluate a major soccer rivalry
in Spain and compare/contrast the teams.
•Using soccer and cultural festivals as a
model, students will compare what they
learn about Spain to their own culture.
Literature Focus
•Fútbol mundial by Ethan Zohn
fútbol/futbol, equipo, campo, jugadores,
famoso, balón, patear, meter un gol,
pasar, llevar, fuera, fallar un gol, futbolista,
portero, partido, ganadores, empate,
perder, ganar, La Copa Mundial, balón,
aficionado, Juegos Olímpicos
Lesson 32. Los incas
Concept Focus
•Peruvian traditions, geography,
and history
festival, la cordillera de los Andes,
montañas, trajes típicos, plaza principal,
gorro de fiesta, capa tejida, desfile, Machu
Picchu, festejos, Andes
cultural significance of Inti Raymi, the
sun festival in Peru.
•Students will describe the cultural
impact of the Incas and discuss
their architectural and agricultural
accomplishments.
Literature Focus
•Sube y baja por los Andes
by Krebs and Fronty
Celebraciones y Tradiciones
•Birthdays
•Quinceañera
Lesson 33. Día del Niño
Concept Focus
•History and traditions for Day of the
Child celebrations around the world
Literature Focus
by Larousse
•Short story: “¿Qué es el Día del Niño?”
traditions and cultural significance
surrounding Día del Niño.
•Students will be able to compare and
contrast Día del Niño celebrations around
the world.
•Students will be able to describe an ideal
Child’s Day celebration
el mundo, país, Perú, Colombia, Argentina,
Guatemala, España
888-375-8484
29
Lesson 34. Los Reyes Magos
Concept Focus
•Traditional music
•Reading comprehension
•Art project
Literature Focus
•Poem: “La Noche de Reyes”
•Short story: “Navidad española”
Objectives
•Students will be able to describe
the history, traditions, and cultural
significance of celebrations for Día de los
Reyes Magos.
•Students will share their cultural
knowledge with others by performing a
parranda within their school community.
Vocabulary
reyes magos, camellos, la Epifanía,
aguinaldo, parranda, regalo, portal, Estrella
de Oriente
Lesson 35. Cuadros de familia
Concept Focus
•Family traditions
•Special memories
•Writing
Literature Focus
•Cuadros de familia
by Carmen Lomas Garza
Objectives
•Using Cuadros de familia as a model,
students will be able to create an
illustrated narrative describing an
important tradition in their families.
Vocabulary
narrativas personales, cuadros, dibujos,
fotos, artista, sueños, recuerdos
Lesson 36. Las estaciones
Concept Focus
•Discussing characteristics of
each season
Literature Focus
•Review selected books
Objectives
Vocabulary
Objectives
Vocabulary
Objectives
Vocabulary
•Students will be able to describe each
season.
•Using their knowledge of seasons,
students will be able to write about their
favorite seasons and how each is special.
verano - caluroso, otoño - fresco, invierno frío, primavera - lluviosa
Lesson 37. El tiempo
Estaciones y el clima
Concept Focus
•Reading weather forecast maps
•Fahrenheit vs. Celsius
Literature Focus
•Weather maps
•Students will be able to read weather
maps and answer questions about the
weather in various locations.
•Students will be able to contrast the
Fahrenheit and Celsius temp scales.
tiempo, lluvia/lluvioso, viento, nieve/
nevoso, relámpago/rayo, tormenta/
tormentosa, nube/nublado, sol/soleado,
cielo, calor, frío, neblina, brisa, hielo,
granizo, grados, escala Celsius, Fahrenheit
Lesson 38. La ropa
Concept Focus
•Clothing and accessories
•Sentence building
Literature Focus
•Olivia by Ian Falconer
•Building on their knowledge of clothing
and accessories, students will be able
to describe in detail various items of
clothing worn by their classmates.
falda, camisa, camiseta, pantalones,
pantalones cortos, bufanda, abrigo, jeans,
calzoncillos, calcetines, pañuelo, guantes,
cremallera, hebilla, cinturón, bolsillos,
sandalias, tenis, botas, zapatos, botones,
cordón de zapatos, a rayas, a lunares, a
cuadros, aretes, collar, vestirse, ponerse,
quitarse, desvestirse, probarse
Lesson 39. Pronóstico del tiempo
Concept Focus
•Weather reports
•Climates
•Geography
Literature Focus
by Larousse
®
30
Objectives
•Using their knowledge of weather
terminology, students will be able to
give a weather report from a particular
region of the world which includes
temperatures, precipitation, and
clothing and activity recommendations
based on the weather conditions.
Vocabulary
pronóstico del tiempo, reportero,
temperatura máxima, temperatura
mínima, humedad, punto de rocío, puesta
del sol, salida del sol, velocidad del viento
Le
Level
vel
Lesson 40. El picnic
Concept Focus
•Weather
•Importance of
family
Literature Focus
•El picnic de Tío Chente
by Diane Gonzales Bertrand
Objectives
important themes in a story and make
connections based on prior knowledge.
•Students will be able to find specific clues
within a story to describe setting.
Vocabulary
21
se fue la luz, escenario, lugar de honor, vela,
recordar, correo, tarjeta postal, decorar,
pegajoso, periódico, relámpago
Lesson 41. Lugar y tiempo
Concept Focus
Literature Focus
•Review selected books
Objectives
Vocabulary
Objectives
•Students will be able to make inferences
related to the seasonal clothing and
activities occurring in different parts of
the globe.
escenario, cambiar, diferente, estaciones,
ciudad, el campo, estaciones, tiempo
•Students will be able to create a new
version of a story using a different
setting.
Lesson 42. En el mundo
Concept Focus
•Time zones
•Seasons
Literature Focus
•Students will be able to identify their
own time zone and contrast it to other
time zones in the world.
•Using their knowledge of daily routines,
students will be able to compare and
contrast their daily routine to what
someone in a different time zone may
be doing at the same moment in time.
Vocabulary
ecuador, norte, sur, la línea internacional
del cambio de fecha, zonas horarias, hora
local, globo, Tierra
Lesson 43. Clima y geografía
Concept Focus
•Topographical features of the world
•Climate
Literature Focus
Objectives
Vocabulary
Objectives
•Students will use their knowledge of
Costa Rica to create a guidebook or
posters to share information.
•Students will be able to label and
illustrate a map of Latin America or
Spain, showing geographical features.
sabana, hielo, tundra, bosque, desierto,
estepa, montaña, valle, océano, mar, río,
lago, tropical, canal, naturaleza, golfo,
cañón, islas, península, cultivos, pastos,
pantanos, marismas, selva, vegetación
•Connections to
students in
other regions
Lesson 44. Costa Rica
Concept Focus
•People
•Culture
•Climate
•Geography
Literature Focus
by Larousse
•Students will be able to identify and
discuss important characteristics of Costa
Rica’s people, climates, and geography.
comparisons between life where they
live and life in Costa Rica, including daily
routines, weather, and seasons.
Vocabulary
bosque tropical, costa atlántica, costa
pacífica, volcán, tico, tica, pura vida, café,
banana, playa, mono
Lesson 45. Países del mundo
Concept Focus
•Research and present information about
a Spanish-speaking country
Literature Focus
by Larousse
Objectives
•Students will create and present
illustrated guidebooks, brochures, or
posters for a Spanish-speaking country.
•Students will describe geographical
features, climate, cultural events, as well
as typical music, food, and clothing of a
Spanish-speaking country.
Vocabulary
cartel, un mapa, guía, lugares interesantes,
comidas típicas, ropa tradicional, clima,
tiempo, geografía
888-375-8484
31
Elementary Spanish Curriculum
Educate
Engage
Equip
®
Kids Immersion, LLC
PO Box 498 • Mt. Hood, OR 97041
Phone: 888-375-8484 • Fax: 888-375-0606
[email protected]
Explore

Curriculum Samples Curriculum Samples

Transcripción

Documentos relacionados

Lesson Plan

My delicious treat others.