FAMILY LETTER 1:
September/October
Dear Parents,
STARTING YOUNG
¡Hola! (Hello!)
Scientific research shows that the brain's "window of
opportunity" for learning a second language is from birth to ages 10
or 12 (NEWSWEEK).
Experts say that children who begin learning a second language early
in life gain a more native-sounding pronunciation, better overall grammar
skills, overall mental development, including improved memory and better
cognitive and listening skills. It has been shown that children also achieve
higher scores on standardized testing. Learning a second language also
improves children's understanding of their native language. Finally, as
educator Gladys Lipton points out in her book "Practical Handbook to
Elementary Foreign Language Programs" [Lincolnwood, Il, NTC/Contemporary
Publishing Company] "children who have studied a foreign language have an
improved self-concept and sense of achievement in school."
*********************
My goal as a language teacher is to create a love for language in your
children while they are young, while they are still risk takers in class.
*********************
I chose to use a wonderful program called "Espanol Para Ti" for 2 main
reasons:
1. The program is a "spiral" method of teaching. Material is usually
introduced in one lesson, practiced in several succeeding lessons, dropped
for a while, and then practiced again. The instruction within each level is
spiraled; topics are repeatedly reviewed and integrated with new content.
Explanations are always given in English so no one is ever lost.
Also, the instruction at each level builds on what was taught in
earlier levels; topics are repeatedly reviewed and integrated with new
content. This teaching technique allows the students to continually re-use
the vocabulary already learned and finally master it like in real life
situations. Spiraling not only helps the entire class learn Spanish because
of its continual reviewing, but specifically helps children who join the
class later in the year.
Vocabulary and language concepts are reinforced with:
- Fun and creative Video lessons featuring several delighful
puppets who will also be learning the language - Rosco (a wolf),
Dora (a cow), Nico (a toucan), and Jorge (a giraffe)-
- Flashcards
- Blackline Masters
- The activities and songs on the Cassettes.
- Interactive Activity sheets
- Games and role-play
2. The program is not an add-on to the students' curriculum; the lessons are
tied in directly to other content areas. Spanish becomes an integral part of
the curriculum, reinforcing and adding new dimensions to what is already
being taught. Math, Science, Social Studies, Health, and Career Awareness
are all woven into the lessons of "Espanol Para Ti". During the course of
the year, for example, the Level 1 class is going to learn the numbers 1 to
50 in Spanish. Among other mathematical strategies, I am going to use
children's knowledge of how to count; how to add; and how to count by twos,
fives, and tens to introduce and practice numbers from 1 to 50. As a result
the class is going to have more practice in number order and addition in
Spanish class.
For specifics regarding the correlation between Spanish and other content
areas, please read "The Content-Based Topics List" for each grade attached
to the Parents' Letter.
*********************
The "Espanol Para Ti" Program Specific Objectives for all levels are as
follows:
Students will:
- Develop comprehension of vocabulary and expressions that are essential
for every day communication using the "Espanol Para Ti" Program
(receptive language skills).
- Learn how to use and transfer to new situations,
vocabulary, and expressions used in the "Espanol Para Ti" Program
(productive language skills).
- Respond to simple questions and commands using words, phrases, and in
some instances short sentences
- Describe or demonstrate customs from Spanish-speaking countries
- Read and write simple sentences
[Beginning with level 3 (end of second semester)]
- Develop motivation and a positive attitude toward
second language learning (aesthetic value of language learning).
In level 1, the emphasis is on listening and speaking skills.
In level 2, there is a continued emphasis on listening and speaking skills.
Then in level 3, the scope for Espanol para ti widens from just listening
and speaking to include the Spanish alphabet and exploration of how
different sounds are spelled.
In level 4, children begin to write and read in Spanish.
*********************
Throughout the school year, you will be receiving other letters updating
you on your child's progress in learning Spanish. Until next time,
¡Adiόs!
Sincerely,
Mrs. Schneider
French and Spanish Teacher
Webpage: Pendletonschool.org;
--> Click on: “Directory”; then “Mrs. Veronique Schneider”;
then “Elementary Spanish”
E-mail: vschneider@pendletonschool.org
*****************************************************************************
*****************************************************************************
TOPICS AND LANGUAGE COVERED THROUGHOUT THE SCHOOL YEAR:
These lists show only the items that the children practice, not the
many others introduced by the teacher as enrichment [songs, role-play,
games, movies, Scenes from The Muzzy Program(BBC), Activities and lessons
excerpt from "Exploring Spanish" Textbooks and WorkBook (for higher
grades),etc]and to develop children's listening and comprehension skills.
--> Topics and language covered introduced in level 1: (PreK - K)
- Greetings, farewells, introductions
- Classroom People and Objects
- Expressions of feelings
- Positive commands
- Colors
- Days of the week
- Parts of the body
- Animals and their sounds
- Age relatedand birthday expressions
- Food-related vocabulary
- Family members
- Weather expressions
- Articles of clothing
- Numbers 1-50
- Months
- Questions/ Parts of the verb ir (to go)
- Common expressions used in daily life situations
--> Topics and language covered introduced in level 2: (Grades 1 & 2)
- Same as above + the following list:
- Age-related expressions
- Rooms in the school
- School personnel
- Months
- Seasons of the year
- Parts of the body
- Rooms in a house
- Means of transportation
- Traffic-related expressions
- Destinations in the city
- Sports and other activities
- Telephone-related expressions
- Numbers 1-100
- More questions and common expressions used in daily life situations
--> Topics and language covered introduced in level 3 (Grade 3)
- Same as above + the following list:
- Positive & negative commands
- Parts of a house
- Geometric shapes
- Furniture
- Appliances
- Foods
- Table setting items
- More questions and common expressions used in daily life situations
--> Topics and language covered introduced in level 4: (Grades 4 & 5)
- Same as above + the following list:
- School subjects
- Professions and work
- Countries
- Continents
- Geography
- Musical instruments
- Stereo and entertainment equipment
- Describing words with adjectives
- Buildings
- Parts of a building
- Places to go
- Money
- Foods and meals
- Modes of transportation and traffic
- Animals and their habitats
- Words indicating location and position
- More questions and common expressions used in daily life situations
Also in level 4, the children read several stories about the adventures of a
character named Fredo, "Las Adventuras de Fredo". Units in Literature, Art,
Leisure & Recreation, and Shopping will be introduced at the grade 5th level
with the addition of the "Exploring Spanish" Textbook and Workbook.
-----------------------------------------------------------------------------
-----------------------------------------------------------------------------
Family Letter 2
November / December
Dear Parents,
Hola! Your child is doing a great job in Spanish class!
Since last week, your child has been learning Spanish expressions during
special activities, songs, and lessons featuring several delightful hand
puppets - Rosco (a wolf), Dora (a cow), Nico (a giraffe) - who will also be
learning the language. Your child will delight in sharing his or her new
knowledge with you, so feel free to ask frequently what new words, games,
and songs he or she has learned. When your child tells you that "Buenos
días" means Good morning and that "Adiós" means Good-bye, try to use these
expressions every day. When your child has learned a new song or game in
Spanish, ask her or him to teach it to you. Here is the new song the
students have been learning this week:
"Buenos días a ti,
Buenos días a ti,
Buenos días a_________,
Buenos días a ti."
Above all, remember that praise, patience, and practice are crucial to
learning. Do not pressure your child, but do reward his or her attempts to
speak Spanish with ample praise.
In the next weeks to come, your child will be practicing what he or she has
already learned as well as learning new words and expressions such as
classroom items, numbers from 1 to 5, "¿Cómo te llamas tú?" (What's your
name?), “Me llamo…” (My name is…), "¿Cómo se llama?" (What is his/her
name?"), “El or ella se llama…” (His or her name is…), “¿Quién es?" (Who is
it?), etc.
Thank you for giving your child the opportunity to learn another language.
I enjoy working with each of the Pendleton students. Until next time, Adiós!
Sincerely,
"La Maestra"
Mrs. Schneider
Spanish Teacher
-----------------------------------------------------------------------------
-----------------------------------------------------------------------------
Family Letter 3
January - February
Dear parents,
Your child has been very busy in Spanish class! The class has had fun
singing songs and playing games while learning words that name days of the
week, numbers 1 to 15, colors, classroom items (desk, map, pencil, book, and
so on), as well as expressions for how the children feel (very well, very
cold, very bad, so-so), and other Spanish words.
Just after Christmas Vacation (January 10-12), your child is going to take
The Midyear Assessment that covers the following topics:
- Greetings
- Classroom items and people
- Positive orders
- Numbers 1-10
- Feelings
- Numbers 1-20
- Days of the week
- Colors
- Animal names
After the Mid-year assessment, your child will be practicing what he or she
has already learned as well as learning new words and expressions, such as
numbers 21 to 30, how to say "I'm hot", "I'm cold", "I'm hungry", and "I'm
thirsty", and words for parts of the body (head, face, eyes, ears, nose,
mouth, hair, arms, legs, hands, feet, fingers).
You can help your child by providing many opportunities for practice. For
example, each day you might ask your child to tell you the days of the week
in Spanish! You might also encourage him or her to answer in Spanish when
you ask "How are you?" (¿Cómo estas tú?)
Children love sharing and teaching others what they know, so you might ask
your child to teach you the words for colors in Spanish as well as to count
from 1 to 15.
To help your child acquire a feeling for the Spanish-speaking cultures,
help him or her select an appropriate book the next time you go to the
library together. You could also share appropriate new articles from the
daily newspaper.
You child is off to a great start in learning Spanish. Help him or her
keep up the good work.
Sincerely,
"La Maestra"
Mrs. Schneider
Spanish Teacher
-----------------------------------------------------------------------------
-----------------------------------------------------------------------------
Family Letter 4 March
National Foreign Language Week in March
-----------------------------------------------------------------------------
-----------------------------------------------------------------------------
Family Letter 5
April / May
Dear Parents,
It is wonderful to see your child learning Spanish, and I am excited to
report to you that your child has learned many, many new Spanish words and
phrases since my last letter to you. He or she has learned words for the
parts of the body (head, face, eyes, ears, nose, mouth, hair, arms, legs,
fingers, feet), the numbers from 15 to 30, words that name animals (cat,
rooster, cow, pig, horse, chicken, rabbit), and expressions such as how to
say I'm hot, I'm cold, I'm hungry, I'm thirsty, and I'm hurt. In addition
your child has learned several new songs. Perhaps, he or she has sung for
you the song about "The elephants on a spider web" or the song about "Un
niñito,dos niñitos, tres niñitos son", or the song about the days of the
week: "Lunes, martes, miércoles, uno, dos, tres.
Jueves, viernes, sabado, cuatro, cinco, seis.
¡Y domingo siete es!"
In the coming weeks, your child will learn how to describe the weather and
what he or she is wearing. As you talk about the weather with your child,
offer him or her an opportunity to tell you in Spanish what the weather is
like. Ask your child to tell you the Spanish names for what he or she is
wearing. Spanish words, such as suéter (sweater) or blusa (blouse), and
pantalones (pants), sound similar to comparable words in English. Making the
comparisons helps your child become aware that similar- sounding words may
be related in meaning.
In addition to weather expressions and clothing words, your child will
learn words for some foods (bread, tomato, cheese, ham, mango, lemon,
pepper, watermelon), to say the dates for January through July, and to talk
about his/her birthday.
As you have read, your child will continue to learn many more words,
phrases, and expressions in Spanish. Help your child reinforce his or her
knowledge of the language by providing opportunities to use it. You might
also ask your child how his friend Rosco (the wolf hand puppet) sings the
songs. Such songs link action and language and provide fun ways for your
child to learn and remember this new language.
Your child has learned a great deal and I am sure he or she will continue
to enjoy learning about the Spanish-speaking cultures while learning the
language.
Sincerely,
"La Maestra"
Mrs. Schneider
Spanish Teacher
-----------------------------------------------------------------------------
-----------------------------------------------------------------------------
