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Kindergarten Spanish Overview

Page history last edited by Laine Amortegui 11 years, 7 months ago

KINDERGARTEN SPANISH

INSTRUCTOR:  Elizabeth Morgan

Curriculum Map   Class Pages

 

Synopsis:

Spanish is introduced to Kindergarten students through two weekly sessions.  Students learn to love the Spanish language and culture through song, dance, stories, interactive games and activities. A vocabulary foundation is created throughout the school year as students learn the basics like colors, numbers, days of the week, weather, shapes and animals.

Students begin speaking Spanish by simply mimicking what they hear during each class period and, therefore, are able to understand basic greetings and conversational phrases.

 

Points of Integration are the topics discussed in Spanish, which directly relate to what students are learning in their core subjects. Students do stories, listen to music and practice writing in the target language about these topics:

 

Animals along with the Alphabet - students associate each letter in the Alphabet with an animal.

Apples & harvest

Pumpkins & Fall

The 5 Senses

Ocean Animals

Classroom Materials

Spring Chickens, Ducks & Geese / Pollos, Patos, Gansas

Kites / Cometas

 

 

NC Standard Course Goal for Second Language Learning:

In the K-2 Foreign Language at the Elementary School (FLES) program, the primary goal is the development of listening and speaking, and cultural awareness through concrete experiences. However, one must not forget that language acquisition begins with listening. For this reason, "Successful language learning activities emphasize comprehension rather than speaking at the beginning stages" (Curtain and Pesola, 1988).

 

At Woodlawn, the 'daily routine' of Spanish class includes:

Calendar & Weather Q&A - students are able to tell what day it is, what the date is and what the weather is in Spanish.

Commands in Action - students respond to teacher's commands through action (TPR).

Hola & Adios songs w/ video - greeting and farewell in target language.

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