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Learning Partner GuidelinesTeacher’s Guide

Elementary SpanishGrades 5 and 6

Thematic Units 1-5

Copyright © 1997 Northern Arizona University

P.O. Box 5751 • Flagstaff, AZ 86011-5751 • (928) 523-9484 • Fax (928) 523-0057

Learning Partner GuidelinesTeacher's Guide

Grades 5 and 6Table of Contents

Welcome Letter ...........................................................................................................................................................1

Program Preview..........................................................................................................................................................3

Practical Resources

Songs/Poems .............................................................................................................................................................11

Spanish Names .........................................................................................................................................................17

Vocabulary and Useful Phrases for Teachers..........................................................................................................19

Grammar Highlights for Teachers............................................................................................................................25

Spanish for Parents...................................................................................................................................................33

Books and Other Materials ......................................................................................................................................35

For Your Computer....................................................................................................................................................40

Unit 1 - Comunicamos juntos

Comunicamos juntos Bulletin Boards - Unit 1 ............................................................................................................43Unit 1 Parent Letter................. ..................................................................................................................................55

Parent Letter in Spanish (for the Entire Year) .......................................................................................................57Lesson Plans Pretest: See Student Evaluation Form at the end of Unit 1.

Lesson 1 ........................................................................................................................................61

Vocabulary for Lesson 1...............................................................................................................62

Parejas de cognados Activity Sheet..................................................................................................63

Lesson 2 ........................................................................................................................................65


Saludos Activity Sheet ...................................................................................................................67

Lesson 3 ........................................................................................................................................69


Palabras del español en el inglés Activity Sheet ................................................................................71

Lesson 4 ........................................................................................................................................73


El calendario Activity Sheets ..........................................................................................................75

Lesson 5 ........................................................................................................................................79


La entrevista Activity Sheet ............................................................................................................81

Lesson 6 ........................................................................................................................................83


¿Cuántos años tienes? Activity Sheet ..............................................................................................85

Los colores Activity Sheet ...............................................................................................................87

Lesson 7 ........................................................................................................................................89


Formas y colores Activity Sheet.......................................................................................................91

Lesson 8.........................................................................................................................................93

Vocabulary for Lesson 8 ...............................................................................................................94

El primer viaje de Cristóbal Colón Activity Sheet ..............................................................................95

Lesson 9 - (REVIEW).....................................................................................................................97

Vocabulary for Lesson 9 ...............................................................................................................98

Lotería - Comunicamos juntos............................................................................................................99

Lesson 10 - (EVALUATION)........................................................................................................103

Vocabulary for Lesson 10 ...........................................................................................................104

Certificado de Mérito ........................................................................................................................105

Evaluation - Unit 1 - Comunicamos juntos

Student Evaluation Form...........................................................................................................109

Answer Key for the Student Evaluation Form..........................................................................113

Unit 2 - Tu país

Tu país Bulletin Boards - Unit 2...............................................................................................................................117

Unit 2 Parent Letter................ .................................................................................................................................131Lesson Plans Pretest: See Student Evaluation Form at the end of Unit 2.

Lesson 1.......................................................................................................................................135

Vocabulary for Lesson 1 .............................................................................................................136

Preguntas Activity Sheet...............................................................................................................137

Lesson 2.......................................................................................................................................139


La ofrenda Activity Sheet..............................................................................................................141

El patrón para la máscara de calavera Activity Sheet......................................................................143

Lesson 3.......................................................................................................................................145


Los puntos cardinales e intermedios Activity Sheet ..........................................................................147

Lesson 4.......................................................................................................................................149


El mapa de los Estados Unidos de América Activity Sheet...............................................................151

Lesson 5.......................................................................................................................................153


El español en los Estados Unidos de América Activity Sheet ............................................................155

Lesson 6.......................................................................................................................................157


El Día de Acción de Gracias Activity Sheet ....................................................................................159

Crucigrama Activity Sheet ............................................................................................................161

Lesson 7.......................................................................................................................................163


Los husos horarios Activity Sheet...................................................................................................165

Lesson 8.......................................................................................................................................167


Carreteras del sureste Activity Sheet ..............................................................................................169

Lesson 9 - (REVIEW)...................................................................................................................171


Lotería - Tu país..............................................................................................................................173

Lesson 10 - (EVALUATION)........................................................................................................177

Vocabulary for Lesson 10 ...........................................................................................................178

Certificado de Mérito.........................................................................................................................179

Evaluation - Unit 2 - Tu país

Student Evaluation Form............................................................................................................183

Answer Key for the Student Evaluation Form...........................................................................187

Unit 3 - Los deportes

Los deportes Bulletin Boards - Unit 3................................................................. .......................................................191

Unit 3 Parent Letter.......... ........................................................................................................................................203Lesson Plans Pretest: See Student Evaluation Form at the end of Unit 3.

Lesson 1.............. .........................................................................................................................207

Vocabulary for Lesson 1..............................................................................................................208

Crucigrama de deportes Activity Sheet............................................................................................209

Lesson 2.............. .........................................................................................................................211


Los deportes #1 Activity Sheet .......................................................................................................213

Lesson 3............... ........................................................................................................................215


Los deportes #2 Activity Sheet .......................................................................................................217Buscapalabras Activity Sheet.........................................................................................................219

Lesson 4................ .......................................................................................................................221


¿Cuándo se practica el deporte? Activity Sheet. ...............................................................................223

Lesson 5.............. .........................................................................................................................225

Vocabulary for Lesson 5..............................................................................................................226El cuerpo Activity Sheet ................................................................................................................227Lesson 6.............. .........................................................................................................................229


La cabeza Activity Sheet................................................................................................................231

Lesson 7............... ........................................................................................................................233


El gráfico de deportes favoritos Activity Sheet ..................................................................................235

Lesson 8............... ........................................................................................................................237


Memoria Activity Sheet .................................................................................................................239

Lesson 9 - (REVIEW) ...................................................................................................................243


Lotería - Los deportes .......................................................................................................................245

Lesson 10 - (EVALUATION) ........................................................................................................249

Vocabulary for Lesson 10............................................................................................................250


Evaluation - Unit 3 - Los deportes



Unit 4 - La música y los instrumentos

La música y los instrumentos Bulletin Boards - Unit 4...............................................................................................263


Lesson 1.............. .........................................................................................................................275


La música Activity Sheet...............................................................................................................277

Lesson 2.............. .........................................................................................................................279


Los instrumentos de cuerda Activity Sheet ......................................................................................281

Lesson 3.............. .........................................................................................................................283


Los instrumentos de percusión Activity Sheet ..................................................................................285

Lesson 4.............. .........................................................................................................................287


La flauta mágica Activity Sheet .....................................................................................................289Crucigrama Activity Sheet ............................................................................................................291

Lesson 5............... ........................................................................................................................293


Clasifica los instrumentos Activity Sheet .........................................................................................295

Lesson 6................ .......................................................................................................................297


Los mariachis Activity Sheet..........................................................................................................299

Lesson 7................ .......................................................................................................................301


Música y baile Activity Sheet.........................................................................................................303

Lesson 8............... ........................................................................................................................305


Juegos de cartas Activity Sheets .....................................................................................................307

Lesson 9 - (REVIEW) ...................................................................................................................313


Lotería - La música y los instrumentos ..............................................................................................315




Evaluation - Unit 4 - La música y los instrumentos


Answer key for the Student Evaluation Form...........................................................................329

Unit 5 - Vamos de vacaciones

Vamos de vacaciones Bulletin Boards - Unit 5 ............................................................................................................333


Lesson 1.............. .........................................................................................................................347


Las vacaciones Activity Sheet.........................................................................................................349

Lesson 2.............. .........................................................................................................................351


¿A dónde quieres ir? Activity Sheet ................................................................................................353

Lesson 3.............. .........................................................................................................................355


Los lugares turísticos y el tiempo Activity Sheet...............................................................................357

Lesson 4.............. .........................................................................................................................359

Vocabulary for Lesson 4..............................................................................................................360Los números de barras y puntos Activity Sheet ...............................................................................361Calendario azteca Activity Sheet.....................................................................................................363Los dioses aztecas Activity Sheet.....................................................................................................365

Lesson 5............... ........................................................................................................................367


Los Estados Unidos Mexicanos Activity Sheet .................................................................................369Una receta para guacamole Activity Sheet ......................................................................................371

Lesson 6............... ........................................................................................................................373


Crucigrama Activity Sheet ............................................................................................................375

Lesson 7............... ........................................................................................................................377


¿Tienen...? Activity Sheets ............................................................................................................379

Lesson 8................. ......................................................................................................................383

Vocabulary for Lesson 8..............................................................................................................384El gran repaso Activity Sheet.........................................................................................................385Diálogos Activity Sheet..................................................................................................................387Lesson 9 - (REVIEW) ...................................................................................................................391


Lotería - Vamos de vacaciones ...........................................................................................................393




Evaluation - Unit 5 - Vamos de vacaciones



Professional Information

Benefits of Early Language Learning......................................................................................................................411

Parent Support and Involvement ............................................................................................................................411

Native Speakers—An Important Resource ............................................................................................................412

TPR - Total Physical Response ................................................................................................................................412

Curriculum and Instruction

Program Types and Goals..........................................................................................................................417

Language Essential Skills Statement.......................................................................................................418

Interdisciplinary Curriculum Statement ..................................................................................................418

About the Standards for Foreign Language Learning ............................................................................419

National Standards for Foreign Language Learning ..............................................................................421

Objectives and Applicable Standards

Unit 1 Comunicamos juntos.............................................................................................................423

Unit 2 Tu país.................................................................................................................................424

Unit 3 Los deportes..........................................................................................................................425

Unit 4 La música y los instrumentos ................................................................................................426

Unit 5 Vamos de vacaciones..............................................................................................................427

Answer Keys for the Activity Sheets & Order FormsUnits 1-5.............. ......................................................................................................................................................431

Program Information and Copyright.......................................................................................................................441

Order forms......... ......................................................................................................................................................443

1Grades 5-6

Dear Learning Partners:

We are very pleased to have this opportunity to welcome you to the Elementary Spanish program offeredthrough Northern Arizona University (NAU) in Flagstaff, Arizona. As we welcome you, we should alsocongratulate you on having chosen a national award-winning program, recognized as one of the “Best K-12Distance Learning Programs” by the 1994 Telecon Awards, one of the industry’s most prestigious honors.The Elementary Spanish program has served hundreds of thousands of students across the United Statessince 1991. We are confident that our programming will also meet your foreign language needs in theclassroom.

Before beginning to use this program, it is very important that you read the Program Preview first,immediately following this letter in this Teacher’s Guide. It is your guidepost to achieving the highest possiblesuccess. Most of your questions will be answered there, and the concerns of most teachers beginning aforeign language program are also addressed in it. You will have an opportunity to become more familiarwith this Teacher’s Guide and all of the resources it contains for you in a systematic way as you go through itas well.

We hope that you enjoy learning about the Spanish language and the cultures of the peoples who speak itas much as we have enjoyed putting together this program for you and your students. Best wishes, andonce again, welcome!

The Staff at the Elementary Spanish program

3Grades 5-6

Program Preview

Welcome to the fascinating world of foreign language learning. We wish you and your students the very bestof luck in your endeavors to become familiar with the Spanish language and the cultures of the people whospeak it. Our programming includes a two-year curriculum (Thematic Units 1-5 and 6-10) at three gradelevels (1-2, 3-4, and 5-6) so that your students can study Spanish in a consistent way all through elementaryschool. Each year of instruction is comprised of fifty lessons. Regular lessons are 20 minutes each, while theevaluation lessons at the end of each unit vary in length. The units and the programs at all different levelscomplement and build off of each other and are designed so that both beginners and those who have hadsome Spanish previously can benefit. Language elements are constantly reviewed and reinforced from yearto year. Beginners can get “caught up” while those who have participated in the program for some time canreview and expand their knowledge of the language. Because of this structuring, even a student in sixthgrade can feel comfortable coming into the program as a beginner at the sixth-grade level (and in factshould start at his/her particular grade level rather than starting with the 1-2 or 3-4 programs as they aredesigned developmentally for students of those grade levels and not as first or second courses in theprogram).

Achieving Success With the Program

In order to achieve success with the program, it is very important that classroom teachers read theinformation detailed here and make reference to it from time to time. Teaching with videotapes,particularly when one is both imparting and learning a new language, is unlike the other experiencesclassroom teachers participate in during the regular course of their day. Becoming familiar with theconcepts outlined here should make that experience rewarding and enjoyable both for the classroomteacher and the students participating in the lessons.

Some teachers using this program may already have knowledge of the Spanish language, but we have foundthat this is usually not the case. Therefore, we have tried to design both the lessons and the print materialswith that in mind.

Resources for Teachers Included in this Teacher’s Guide

One copy of the Learning Partner Guidelines Teacher’s Guide is included per site for each set of videotapesordered. Additional copies can be purchased (see order forms at the end of this guide). In the guide, youwill find some excellent resource pages for both teachers and parents. The “Practical Resources” section(at the front of this guide after this “Program Preview”) provides teachers with all of the words to the songsand poems used in the lessons accompanied by translations into English. There is also a list of Spanishnames with English translations so that your students can take on a new identity during the Spanishlessons. This is helpful because it makes it easier for them to make mistakes since Roberto (not Robert) orCarolina (not Caroline) made the mistake. Some students choose a name that is closest to their own, butothers choose a name simply because they like the way it sounds.

To keep teachers in step with what things in the classroom are called in Spanish and also to provide themwith a list of commonly used classroom phrases, we have included the “Vocabulary and Useful Phrasesfor Teachers” pages in the “Practical Resources” section as well. Some teachers like to use the list to labelthings found around the classroom in Spanish or allow their students to do so. The use of the language canbe reinforced throughout the day by using the classroom phrases in Spanish, such as “I am going to callroll,” “Line up, please,” etc.

For those who want guidance on how to pronounce the words, we have provided the “Grammar Highlightsfor Teachers” pages in this same section. They include the alphabet, basic Spanish phonetics, and verbconjugation in the present indicative for some common regular verbs, reflexive verbs, and stem-changingverbs. They also provide the rules for accentuation. While we do not teach grammar and phonetics directlyto elementary students, many teachers find the pages helpful for their own use since adults and childrenlearn foreign languages differently.

4Grades 5-6

We also provide a “Spanish for Parents” page to help parents reinforce language learning at home. Itincludes a basic pronunciation guide and some common phrases used around the house with children on adaily basis. We cannot stress enough the importance of parental “buy-in” in making your foreign languageprogram successful. Invite parents in to watch the videos and send home the “Parent Letter” providedwith each unit so they know what to ask when encouraging their children to talk about what they arelearning in Spanish (a general letter in Spanish describing the whole year’s activities and inviting Spanish-speaking parents in is included right after the Unit One “Parent Letter” in English). We also encourage youto involve parents using the suggestions made on every lesson plan page for parent participation.

In addition to the pages mentioned above, there are “Books and Other Materials” pages in the “PracticalResources” section which provide information as to how one may obtain published materials which areused in the lessons or which would greatly enhance them. We strongly suggest that all teachersparticipating in the program keep a library of books in Spanish in the classroom because it is importantfor students to realize that Spanish is a living, written language with literature on all topics. Some studentswill even begin to transfer their English reading skills to Spanish and begin to read simple words andphrases in Spanish after studying the language for a while.

It is important to note that learning to read some things in Spanish will not confuse students or hindertheir progress in reading in English; quite the contrary. Studies have shown that students begin to comparethe two languages and think about language itself on a higher level than would otherwise have beenpossible without the exposure to a foreign language. While we do not teach reading in Spanish per se, we doprovide the printed word as a reinforcement for those students who are visual learners, for those who canread in English and can benefit from language comparison as previously described, and also for teacherswho, as adult learners, are almost always helped by it. Where younger children are involved, using printedmaterials is often as not an “excuse” to go over the material orally in another setting, allowing them to beinvolved in a meaningful activity while reviewing the lesson. We do not expect students who cannot read inEnglish to read in Spanish, and even the tests for the upper grades, which are based on the printed word,are done orally to check for comprehension, our real goal at this stage.

Finally, we have also included a page called “For Your Computer” which outlines our CD-ROM product (anexcellent way to review material both during the unit and throughout the year), our Web page, and goodresources on the World Wide Web. Order forms for the CD-ROM program are provided at the back of thisguide.

Using the Teacher 's Guide on a Day-to-Day Basis

We encourage you to go through the table of contents in the guide and see all of what is available to you. There are five units of instruction which are thematic in design, each separated by a title page. We havearranged our instruction in this way so that students can review in Spanish what they have already learnedin English, thus facilitating acquisition of the language elements.

Each unit includes lesson plan pages for each of the nine lessons of instruction, plus a lesson plan for theevaluation lesson, Lesson 10 of each unit. We encourage you to look through the guide and familiarizeyourself with these pages, which are provided with vocabulary lists for each lesson and activity sheets formost lessons. The activity sheets may be done in some cases during the lesson or as a follow-up activitylater on (answer keys are provided for each at the back of the guide). If students will be using the activitysheets, these should be copied for them from the blackline masters in this guide, or your district may optfor purchasing the Student Resource Notebook for each student. It comes complete with all of the activitysheets, the words to the songs and poems used during the lessons, and the bingo cards (Lotería) used forreview during Lesson 9 of each unit.

If paper use is an issue at your location, you might consider making transparencies of the activity sheetsand doing them as a whole-class activity. This is also a good way to review the material on the activitysheets before the test. They can be done as group activities, too, if you set up up a Spanish centersomewhere in the classroom. The center can be used to have students review with the CD-ROM program orto play some of the games included with the lesson as well. If going to the center is promoted as a rewardfor finishing work well and early, it will help give learning the language a positive image in students’ minds.

5Grades 5-6

We particularly recommend that you look over each lesson’s materials before you show the lesson. Thisis important not only because you will be better able to assist your students through the lesson by havingdone so, but also, as in the case of Unit 2, Lesson 2, a special lesson about the holiday el Día de los Muertos(which falls on November 2), you may wish to show a lesson at a particular time of year when it fits in withcertain events or when it covers something you are going over in class.

You will also find pages with art and labels for each unit (provided at the very beginning of each) which canbe used to make bulletin boards or other visuals for reinforcement of the lessons.

The evaluation lessons provided at the end of each unit can be used for both pretesting and posttestingif desired. If you choose to use the evaluation component in this way, simply have students view the testlesson before starting the actual lessons, and then show it again at unit’s end. The evaluation form for boththe pretest and the posttest is included after the lesson plan and vocabulary/test item page for Lesson 10 ofeach unit. Students should circle “pretest” on the form before marking their answers for the pretest, andposttest on the form before marking their answers for the posttest. Some teachers choose only toadminister a posttest, while others forego the testing process completely. This depends on the nature ofSpanish as a subject matter at your particular location, i.e., whether it is a core subject or an enrichmentarea.

Cultural Components

When appropriate, cultural issues will be addressed in the lessons so that your students begin to get afeel for how life is lived in many Spanish-speaking countries. To make the most of the cultural components,we recommend class discussions afterward which include comparisons between the cultures of the Spanish-speaking world and the cultures of your students. Looking for both similarities and differences is important,and students should be encouraged to think about why things might be done differently in different placesand among different peoples.

Unit 2, Lesson 2 of each grade level is devoted entirely to the Mexican holiday El Día de los Muertos (AllSouls’ Day or “The Day of the Dead”), which falls on November 2. In most other cases, the culturalcomponents are simply integrated into the units as they tie into the language elements being covered.

For cultural enrichment, we also offer three holiday videos which are each about thirty minutes in length.The titles offered are El Día de los Muertos en Janitzio/All Souls’ Day in Janitzio, Luz y colorido: La Navidad en la Ciudadde México/Light and Color: Christmas in Mexico City, and La Pascua en Iztapalapa/Easter in Iztapalapa. All are narratedin English to maximize comprehension of the subject matter, but there are many Spanish languageelements included. A Teacher’s Guide accompanies each video and includes a vocabulary list, extensionactivities, and applicable National Standards for Foreign Language Learning.

The videos may be purchased as a set or individually. To order, please see the order form at the back ofthis guide.

Curriculum Design

If you are interested in seeing how the curriculum was designed, there are pages which provide theNational Standards for Foreign Language Learning along with the specific objectives of ourprogramming and the standards they address in the “Professional Information” section, the first part ofthe last tabbed section in this guide. Here you will find more detailed information about some of the topicscovered here and research and organizational resources, too. A description of the methods we use, such asTPR, the Natural Approach, and others, are described as well. There is also information on the benefitsof learning a foreign language. This section is a valuable resource for teachers who are confronted byparents who question the value of their children learning a foreign language, particularly at the elementarylevel. There is also information about different types of foreign language program models which mayinterest administrators in your district. Our own model and several others are charted and described.

6Grades 5-6

In the same final section, there is program and copyright information which will help you with variousaspects of implementing the program and direct you to members of our staff should you need to contactthem. It also includes the order forms previously mentioned for obtaining additional copies of the Teacher’sGuide, the Student Resource Notebook, the CD-ROM program, and the holiday videos.

Teaching Spanish for Those Who Do Not Know the Language

Probably the most important thing to remember if you are learning the lessons along with your students isthat it is perfectly appropriate to take on the role of a learner with them and admit that you do notalways have immediate answers to their questions. It is especially important to be an active learner. Thismeans the teacher should participate in the lessons along with his or her students. When the studentsare asked to repeat words and phrases or to respond in other ways to different activities, the teacher shoulddo the same. This makes a difference not only in how much the teacher learns along with the students, butalso in their degree of active involvement. If student participation is too passive or students perceive thatSpanish is just something “extra” in the curriculum, they will not be as successful as those who see it assomething the teacher considers important and something worth learning.

Reinforcement of the lessons is a key element to student success. Using some of the extension activitiessuggested on the lesson plan pages is a good place to start. These activities have been designed so thateven teachers who are novices can direct them in class with confidence. Our experience has shown thatteachers find the program easier and easier to use as time goes by, especially if they participateactively during the lessons and try to do follow-up.

When other subjects in your curriculum permit, teach part of them in Spanish. For example, once you havethe numbers down, you can do math problems in Spanish. Students will be covering the necessary conceptsand reviewing Spanish at the same time. You can also do calendar activities in Spanish once you havemastered the calendar from our lessons. Art activities can be labeled in Spanish, too. Integrating Spanishinto the rest of the curriculum will get easier as the year progresses.

As students increase their awareness of the Spanish language, they will inevitably have questions. There aremany good resources that can be of help to you in searching for answers to student questions and also indoing extension activities if you so desire. We highly recommend that all classrooms participating in theselessons have readily accessible at least one bilingual dictionary. Ideally, the teacher should have onewritten for adults, and the students should have several appropriate to their grade level on a resource shelf.The American Heritage Spanish Dictionary put out by Houghton Mifflin (ISBN 0-395-32429-7) is one good choicefor teachers, but there are many others which are available in most book stores. Vox puts out severalbilingual dictionaries which are appropriate for students in upper elementary grades and are also availablein most bookstores. For the lower elementary grades, 500 Palabras nuevas para ti/500 Words to Grow On by HarryMcNaught (Random House, ISBN 0-394-85145-X) is a good start because it is essentially a picturedictionary arranged by theme with both the English and the Spanish terms written by the pictures. Thisbook is very inexpensive and includes topics like colors, the family, the parts of the body, clothing, toys,plants, animals, foods, means of transportation, basic geographical and community terms, and what onefinds around the house; in other words, both topics of general interest to children and what one learnsabout in school are covered.

Another excellent resource is a native speaker in your community who would be willing to come in andhelp with lessons or talk to students about his or her culture. Some of your students’ parents may benative speakers of the language, or you may even have students in your class who are. If you are sofortunate, the native speakers among your students can be allowed to help teach both yourself and therest of the class. This will not only enhance your language experience, it will also help build self-esteem inyour Spanish-speaking students and remind them of the importance of preserving their language andcustoms. Many college or high school Spanish professors are happy to answer questions, and you may beable to collaborate with high school Spanish students by setting up a “big buddy system.”

7Grades 5-6

The Uniqueness of the Foreign Language Learning Experience

We hope that these ideas will help you and your students in your efforts to learn Spanish. It should bepointed out that learning a foreign language is a type of study like no other. It takes time, and it is oftenvery frustrating at first. All students learn differently, and some have more facility with language than others.This is perfectly normal.

Some of your students will want to talk right away. Others will go through a long silent period in which theyare listening and absorbing the sounds and words they are hearing. This is a normal part of thecomprehension phase, the first phase of language learning. All students will make mistakes, but theyshould be encouraged each time they make efforts at production. We believe strongly in indirect correctionof errors. If a student has taken the risk of making utterances in a foreign language, we praise the studentand reiterate (correctly) what was said in an affirming way. “No, that’s not right,” does not fit into ourcorrection strategies. By the same token, if a student in the silent period points out an answer to a question(say, in an illustration) which is incorrect, we simply identify what the student has pointed to in the targetlanguage and restate the question. For example, if a student asked to point out a picture of a dog pointsout a cat, the teacher simply says, “This is a cat. Where is the dog?” In this way, the name of the objectpointed to is reinforced, and the student is given another opportunity to point to the correct answer withoutfeeling belittled.

Given the length and number of the lessons, if students begin to comprehend, we have accomplished whatwe set out to do. Comprehension is our major goal. Achieving fluency in a language, even when one isimmersed in it, takes a long time. Our program will give your students a tremendous head start in thatprocess so that when they have opportunities to be in direct contact with the language or to continue theirstudies, they will have a big advantage over students who are hearing the language for the first time.

In closing, we again wish you and your students the very best. Especially, we hope that you will try to havefun with the language as we do here at the Elementary Spanish program at Northern Arizona University.

¡Suerte! Good luck!

Practical Resources

Elementary SpanishGrades 5-6


9

11Grades 5-6

Canciones:

Hola*Hola. Buenos días.¿Cómo están ustedes?¿Cómo se sienten?Yo me siento bien.

(R. Scott Morris)

A, E, I, O, UA, E, I, O, U,¡el burro sabe más que tú!

(Tradicional)

SaludosIn the morning,buenos días.In the afternoon, it’sbuenas tardes.And at night we saybuenas noches.Until then,hasta luego.

(R. S. Morris)

Los días de la semanaHay siete días en una semana,los vamos a nombrar:lunes, martes, miércoles, jueves,viernes, sábado, domingo.

(P. Manzanares-Gonzales)

Los meses del añoEnero, febrero, marzo y abril,mayo y junio y julio también,agosto, septiembre, octubre ya llegó;noviembre, diciembre,¡el año ya acabó!

(K. S. de Cano)

De coloresDe colores, de colores se vistenlos campos en la primavera;de colores, de colores son los pajarillosque vienen de afuera;de colores, de colores es el arco iris que vemos lucir.Y por eso los grandes amores de muchos colores me gustan a mí.Y por eso los grandes amoresde muchos colores me gustan a mí.

Songs:

Hello*Hello. Good morning.How are all of you?How do you all feel?I feel fine.

(R. Scott Morris)

A, E, I, O, UA, E, I, O, U,the donkey knows more than you!

(Traditional)

GreetingsIn the morning,good morning.In the afternoon, it’sgood afternoon.And at night we saygood night.Until then,see you later.

(R. S. Morris)

The Days of the WeekThere are seven days in a week,we are going to name them:Monday, Tuesday, Wednesday, Thursday,Friday, Saturday, Sunday.

(P. Manzanares-Gonzales)

The Months of the YearJanuary, February, March, and April,May and June and July, too,August, September, October is already here;November, December,the end of another year!

(K. S. de Cano)

Of ColorsThe fields are dressed in colorsin the spring;the birds that come from other placesare multi-colored;the rainbow we see so brightlyis made of colors.And that’s why I have a great lovefor many colors.And that’s why I have a great lovefor many colors.

Songs/Poems

* These are included on the ThematicUnits 1-5 CD-ROM program.

12Grades 5-6

Canta el gallo; canta el gallocon el kiri, kiri, kiri, kiri, ki;la gallina, la gallina con el cara, cara, cara, cara, ca;los polluelos, los pollueloscon el pío, pío, pío, pío, pi.Y por eso los grandes amoresde muchos colores me gustan a mí.Y por eso los grandes amores de muchos colores me gustan a mí.

(Tradicional)

Las mañanitas*Éstas son las mañanitasque cantaba el Rey David,pero no eran tan bonitascomo las cantan aquí.Despierta, mi bien, despierta,mira que ya amaneció,ya los pajarillos cantan, la luna ya se metió.

(Tradicional)

Dos y dos son cuatroDos y dos son cuatro,cuatro y dos son seis,seis y dos son ochoy ocho, dieciséis.

(Tradicional)

Cielito Lindo*De la Sierra Morena,Cielito Lindo, vienen bajandoun par de ojitos negros,Cielito Lindo, de contrabando.

¡Ay! ¡Ay! ¡Ay! ¡Ay!Canta y no llores,porque cantando se alegran,Cielito Lindo, los corazones.

(Tradicional)

La canción de los coloresRed is rojo. Green is verde.Blue azul. Negro black.Yellow amarillo. Purple is morado.Blanco white. Brown café.

Red is rojo. Green is verde.Blue azul. Negro black.Yellow amarillo. Orange anaranjado.Blanco white. Brown café.

(Tradicional)

The rooster sings, the rooster sings with a cock-a-doodle-doo;the hen, the hen with a cluck, cluck, cluck;the chicks, the chickswith a peep, peep, peep.And that’s why I have a great lovefor many colors.And that’s why I have a great lovefor many colors.

(Traditional)

The Early Morning Songs*These are the early morning songsthat King David used to sing,but they weren’t as beautifulas those they sing here.Wake up, my love, wake up,look, the sun has already risen,the birds are singing now, the moon has set.

(Traditional)

Two and Two Are FourTwo and two are four,four and two are six,six and two are eightand eight, sixteen.

(Traditional)

*My Little Love*From the Sierra Morena,My Little Love,a pair of dark contraband eyes is descending, My Little Love.

Oh! Oh! Oh! Oh!Sing, don’t cry;because singing, My Little Love,makes the heart glad.

(Traditional)

The Colors Song(Same as words from Spanish)

*Cielito Lindo literally means “My pretty lit-tle heaven.” It is a term of endearment in Spanish.


13Grades 5-6

La bamba*Para bailar la bamba,para bailar la bamba,se necesita una poca de gracia.Una poca de gracia pa’ ti, pa’ mí.¡Ay! Arriba, y arriba.¡Ay! Arriba, y arriba.Por ti seré, por ti seré, por ti seré.Bamba, bamba.Bamba, bamba.Yo no soy marinero,yo no soy marinero.Soy capitán, soy capitán, soy capitán.Bamba, bamba.Bamba, bamba.

(Tradicional)

El rancho grandeAllá en el rancho grande,allá donde vivía,había una rancheritaque alegre me decía,que alegre me decía,“Te voy a hacer tus calzonescomo los que usa el ranchero.Te los comienzo de lana,te los acabo de cuero”.

(Tradicional)

Los pollitosLos pollitos dicen: pío, pío, pío,cuando tienen hambre, cuando tienen frio.La gallina busca el maíz y el trigo,les da la comida y les presta abrigo.

Bajo sus dos alas, acurrucaditos,hasta el otro día, duermen los pollitos.

(Tradicional)

ChiapanecasCuando la noche llegóy con su manto de azul (aplaudir)el blanco rancho cubrió (aplaudir),alegre el baile empezó (aplaudir).

Baila, mi chiapaneca,baila, baila con garbo.Baila, suave rayo de luz.

Baila, mi chiapaneca,baila, baila con garbo,que en el baile reina eres tú,chiapaneca gentil.

(Tradicional)

La Bamba*In order to dance the bamba,in order to dance the bamba,you need a little bit of grace.A little bit of grace for you, for me.Oh! Get up, get up.Oh! Get up, get up.I will be for you, I will be for you, I will be for you.Bamba, bamba.Bamba, bamba.I am not a sailor,I am not a sailor.I’m a captain, I’m a captain, I’m a captain.Bamba, bamba.Bamba, bamba.

(Traditional)

The Big RanchThere on the big ranchwhere I used to live,there was a little rancherwho used to say to me happily,who used to say to me happily,“I’m going to make you some pantslike the ranchers use.I will start them with wool,I will finish them with leather.”

(Traditional)

The ChicksThe chicks say: peep, peep, peep,when they’re hungry, when they’re cold.The hen looks for corn and wheat,she gives them food, and she lends them her coat.Under her two wings, all cuddled up,until the next day, the chicks sleep.

(Traditional)

ChiapanecasWhen the night arrivedand covered the white ranch (clap hands)with its blue cloak (clap hands),the cheerful dance began (clap hands).

Dance, my Chiapaneca,dance, dance gracefully.Dance, soft ray of light.

Dance, my Chiapaneca,dance, dance gracefully,because in the dance you are the queen,gracious Chiapaneca.

(Traditional)


14Grades 5-6

La cucaracha*Todas las muchachas tienen en los ojos dos estrellas,pero las mexicanitasde seguro son más bellas.La cucaracha, la cucaracha;ya no quiere caminar;porque no tiene, porque le faltadinero para gastar.

(Tradicional)

Noche de paz¡Noche de paz, noche de amor!Todo duerme en derredor.Entre los astros que esparcen su luzbella anunciando al Niño Jesús,brilla la estrella de paz,brilla la estrella de paz.

(Tradicional)

GuantanameraGuantanamera, guajira guantanamera.Guantanamera, guajira guantanamera.

Yo soy un hombre sincerode donde crece la palma.Yo soy un hombre sincerode donde crece la palma. Y antes de morirmequiero echar mis versos del alma.

Guantanamera, guajira guantanamera.Guantanamera,guajira guantanamera.

(Letra de José Martí)

Fray FelipeFray Felipe, Fray Felipe,¿duerme usted? ¿Duerme usted?Toca la campana. Toca la campana.

Tin, tan, tin. Tin, tan, tin.(Tradicional)

The Cockroach*All the girls have two starsfor eyes,but the Mexican girlsare for sure the prettiest girls.The cockroach, the cockroachdoes not want to walk anymore,because it does not have,because it lacksmoney to spend.

(Traditional)

Silent NightSilent night, holy night.All is calm, all is bright‘round yon Virgin, Mother and Child,Holy Infant so tender and mild.Sleep in heavenly peace,sleep in heavenly peace.

(Traditional)

GuantanameraGuantanamera,guajira (Cuban musical style) guantanamera.Guantanamera,guajira guantanamera.

I am a sincere manfrom the place where the palm grows.I am a sincere manfrom the place where the palm grows.And before I die,I want to release theverses from my soul.

Guantanamera,guajira guantanamera.Guantanamera,guajira guantanamera.

(Words by José Martí)

Brother JohnAre you sleeping? Are you sleeping?Brother John, Brother John.Morning bells are ringing. Morning bells are ringing.Ding, ding, dong. Ding, ding, dong.

(Traditional)


15Grades 5-6

Poesía:

Pito, pito, coloritoPito, pito, colorito.¿A dónde vas tan bonito?A la escuela verdadera,¡pin, pon, fuera!

(Tradicional)

Rima de la manzanaLa manzana se paseade la sala al comedor.No me pinches con cuchillo;pínchame con tenedor.

(Tradicional)

CalaverasAhí viene el aguapor la ladera,y se me mojami calavera.

La muerte calaca,ni gorda ni flaca.La muerte casera,pegada con cera.

(Tradicional)

Arbolito del PerúArbolito del Perú,¿cuántos años tienes tú?Uno, dos, tres, cuatro...

(Tradicional)

Marzo ventosoMarzo ventoso, abril lluviososacan a mayo, florido y hermoso.

(Tradicional)

Sal, solecitoSal, solecito, caliéntame un poquito,por hoy y por mañana y toda la semana.

(Tradicional)

La piñataDale, dale, dale.No pierdas el tino.Porque si lo pierdes,pierdes el camino.

(Tradicional)

Poems:

Whistle, Whistle, Little ColorWhistle, whistle, little color.Where are you going so pretty?To the real school,ping, pong, out!

(Traditional)

Rhyme of the AppleThe apple is passedfrom the living room to the dining room.Don’t stick me with a knife;stick me with a fork.

(Traditional)

SkullsHere comes the waterdown the slope,and my skull is getting wet.

Death, a skeleton,neither fat nor skinny.A homemade skeleton,stuck together with wax.

(Traditional)

Little Tree of PeruLittle tree of Peru,How old are you?One, two, three, four...

(Traditional)

Windy MarchWindy March, rainy Aprilbring out May, flowered and beautiful.

(Traditional)

Come Out, Little SunCome out, Little Sun, warm me up a bit,today and tomorrow and all week.

(Traditional)

The Piñata SongHit it, hit it, hit it.Don’t lose your aim.Because if you lose it,you’ll lose your way.

(Traditional)


16Grades 5-6

Para echar suertesLori, bilori,Vicente colori,Loribirín, contramarín,picarosote,afuera, chicote.

(Tradicional)

¿Qué te pasa, calabaza?¿Qué te pasa, calabaza?Nada, nada, limonada.

(Tradicional)

Tengo, tengo, tengoTengo, tengo, tengo.Tú no tienes nada.Tengo tres ovejasen una cabaña.

Una me da leche,otra me da lana,y otra me mantiene toda la semana.

(Tradicional)

Caballito blancoCaballito blanco,llévame de aquí;llévame hasta el pueblodonde yo nací.

(Tradicional)

To Draw LotsThis poem is a collection of sounds that don’t really make any sense. They are repeat-ed more for their sounds than for their meaning.

(Traditional)

What’s Happening, Pumpkin?What’s happening, pumpkin?Nothing, nothing, lemonade.

(Traditional)

I Have, I Have, I HaveI have, I have, I have.You don’t have anything.I have three sheepin a herd.

One gives me milk,another gives me wool,and another takes care of me all week long.

(Traditional)

Little White HorseLittle white horse,take me away from here;take me to the townwhere I was born.

(Traditional)


Grades 5-6 17

Adela Adele

Adrián/Adriana Adrian/Adrienne

Alberto Albert

Alejandro/Alejandra Alexander/Alexandria

Alfredo Alfred

Alicia Alice

Amalia Amelia

Ana/Anita Anne, Anna/Anita

Andrés/Andrea Andrew/Andrea

Ángel/Angélica Angel/Angela

Antonio/Antonia Anthony/Antoinette

Bárbara Barbara

Beatriz Beatrice

Benito/Benita Benny/Benita

Benjamín Benjamin

Bernardo Bernard

Brígida Bridgette

Carina Karen

Carlos/Carla Charles/Carla

Carmen Carmen

Carolina Caroline

Catalina Catherine

Cecilia Cecilia

Celina Celina

Clara Clara

Claudio/Claudia Claude/Claudia

Clemente Clement

Concepción, Consuelo Connie

Cristóbal/Cristina Christopher/Christine

Daniel/Daniela Daniel/Danielle

David David

Diana Diana

Diego James

Dolores Dolores

Dorotea Dorothy

Eduardo Edward

Elena Helen, Ellen

Emilio/Emilia Emil/Emily

Enrique/Enriqueta Henry/Henrietta

Esteban Stephen

Fabián Fabian

Federico Frederick

Felipe Phillip

Fermín Fermin

Fernando Fernando

Fidel Fidel

Flor, Xóchitl Flora

Francisco/Francisca Frank/Francis

Gloria Gloria

Gregorio Gregory

Guadalupe Guadalupe

Guillermo William

Gilberto Gilbert

Irene Irene

Isabel Isabelle, Elizabeth

Jaime James

Javier Xavier

Jesús Jesus*, Jesse

Jorge George

José/Josefina Joseph/Josefine

Juan/Juana John/Jane

Judith Judith

Julia/Julieta Julia/Juliette

Julián/Julio Julian/Jules

Linda Linda

Lourdes Lourdes

Lucas Luke

Lucía, Luz Lucy

* In Spanish-speaking countries, this is an acceptable and very common name for boys, especially for

those born on Christmas.

Spanish Names

Grades 5-6 18

Luis/Luisa Louis/Louise

Manuel Manuel

Marcos Marcus, Mark

Margarita Margaret

Mario/María Marion/Mary

Mariana Marian, Mary Anne

Marisol Marisol

Marta Martha

Martín Martin

Mateo Matthew

Matilde Matilda

Mauricio/Mauricia Maurice/Maureen

Miguel Michael

Moisés Moses

Mónica Monica

Natalia Natalie

Nicolás Nicholas

Nieves Nieves

Pablo Paul

Patricio/Patricia Patrick/Patricia

Paulina Pauline

Pedro Peter

Pilar Pilar

Rafael/Rafaela Raphael, Ralph/Raphaella

Raimundo Raymond

Ramón/Ramona Ramon/Ramona

Raquel Rachel, Raquel

Raúl Raul

Rebeca Rebecca

Regina Regina

Ricardo Richard

Roberto Robert

Rogelio Roger

Rosa Rose

Rosana Roseanne

Rubén Ruben

Samuel Samuel

Sara Sarah

Saúl Saul

Simón Simon

Susana Susanne

Teresa Theresa

Timoteo Timothy

Tomás Thomas

Valeria Valerie

Vicente Vincent

Víctor/Victoria Victor/Victoria

Viviana Vivian

Grades 5-6 19

Saludos y cortesías Greetings and Courtesies

Hola. Hello.

Adiós. Good-bye.

Por favor. Please.

Gracias. Thank you.

Buenos días. Good morning/day.

Buenas tardes. Good afternoon.

Buenas noches. Good night/evening.

¿Cómo te llamas? What is your name?

Me llamo __________. My name is __________.

¿Cuántos años tienes? How old are you?

Tengo __________. I am __________.

Procedimientos en el salón de clase Classroom Procedures

Voy a pasar lista. I’m going to call roll.

Presente. Present.

Está ausente. He/She is absent.

Fórmense en fila. Line up.

Pónganse en sus grupos. Get into your groups.

Escuchen. Listen (to a group).

Presten/Pongan atención. Pay attention (to a group).

Presta atención. Pay attention (to an individual).

Guarden silencio, por favor. Please be quiet (to a group).

Levanta la mano. Raise your hand (to an individual).

Un momento. Just a minute.

Siéntense. Sit down (to a group).

Siéntate. Sit down (to an individual).

Es hora de ir a casa. It’s time to go home.

En el salón de clase In the Classroom

Tablón de anuncios Bulletin board

El pizarrón/La pizarra The chalkboard

El gis/La tiza The chalk

El borrador The eraser (chalkboard)

La repisa The shelf

El librero The bookcase

El casillero The cubby

El escritorio/pupitre The desk/student desk

La pared The wall

La ventana The window

La puerta The door

La silla The chairLa mesa The tableLa bandera The flagEl basurero The garbage canEl libro The book

Vocabulary and Useful Phrases for TeachersVocabulario y frases útiles para maestros

20Grades 5-6

El lápiz The pencilLa goma The pencil eraserLa pluma/El bolígrafo The penEl papel The paperLa hoja de papel The piece of paperLos crayones The crayonsLas tijeras The scissorsEl pegamento The glueLas pinturas The paintsEl cartoncillo The construction paperLa cartulina The tagboardLa plastilina The modeling clayEl barro/La arcilla The clayLos marcadores The markers

Seguridad Personal Personal SafetyCaminen. Walk (to a group).Camina. Walk (to an individual).¡Rápido! Quickly!¡Despacio! Slowly!Caminen en fila. Walk in line.¡Cuidado! Careful!Agárrense de las manos. Hold hands.No empujen. Don’t push (to a group).No empujes. Don’t push (to an individual).Párense. Stop (to a group); also used to ask a group

to stand.Párate. Stop (to an individual) or stand.

Elogios PraiseMuy bien. Very good.Mucho mejor. Much better.Estás mejorando. You’re improving.Excelente. Excellent.

Los números NumbersCero ZeroUno* OneDos TwoTres ThreeCuatro FourCinco FiveSeis SixSiete SevenOcho EightNueve NineDiez Ten

Once Eleven

Doce Twelve

Trece Thirteen

Grades 5-6

* Uno becomes un before a masculine singular noun: un libro. Uno becomes una before a feminine singular noun: una mesa. Also,

when counting a group of feminine objects, one uses una to begin counting.

21Grades 5-6

Catorce Fourteen

Quince Fifteen

Dieciséis Sixteen

Diecisiete Seventeen

Dieciocho Eighteen

Diecinueve Nineteen

Veinte Twenty

Veintiuno Twenty-one

Veintidós Twenty-two

Veintitrés Twenty-three

Veinticuatro Twenty-four

Veinticinco Twenty-five

Veintiséis Twenty-six

Veintisiete Twenty-seven

Veintiocho Twenty-eight

Veintinueve Twenty-nine

Treinta Thirty

Treinta y uno Thirty-one

Treinta y dos (etc.) Thirty-two (etc.)

Cuarenta Forty

Cuarenta y uno (etc.) Forty-one (etc.)

Cincuenta Fifty

Sesenta Sixty

Setenta Seventy

Ochenta Eighty

Noventa Ninety

Cien One hundred

Ciento uno One hundred one

Ciento dos (etc.) One hundred two (etc.)

Doscientos Two hundred

Doscientos uno (etc.) Two hundred one (etc.)

Trescientos Three hundred

Cuatrocientos Four hundred

Quinientos Five hundred

Seiscientos Six hundred

Setecientos Seven hundred

Ochocientos Eight hundred

Novecientos Nine hundred

Mil One thousand

Términos matemáticos Mathematical Terms

Los números Numbers

El círculo The circle

El cuadrado/El cuadro The square

El rectángulo The rectangle

El triángulo The triangle

El óvalo The oval

La regla The ruler

El gráfico The graph

Grades 5-6

22Grades 5-6

Contar To count

Sumar To add

Restar To subtract

La recta The number line

Dos más dos son cuatro. Two plus two equals four.

Cinco menos tres son dos. Five minus three equals two.

Dos por cuatro son ocho. Two times four equals eight.

Ocho dividido por cuatro son dos. Eight divided by four equals two.

La hora Telling Time

Es la una. It’s one o’clock.

Es la una y media. It’s one-thirty.

Son las tres. It’s three o’clock.

Son las cinco y cuarto. It’s five-fifteen.

Son las dos y veinte. It’s two-twenty.

Son las cuatro menos cinco.

(or)

Faltan cinco para las cuatro. It’s five to four.

En la cafetería In the Cafeteria

Es hora de almorzar. It’s time to eat lunch.

Vamos a la cafetería. Let’s go to the cafeteria.

La comida The food/dinner

El tenedor The fork

La cuchara The spoon

El cuchillo The knife

La servilleta The napkin

El vaso The glass

El plato The plate

La charola The tray

El popote The straw

La leche The milk

El almuerzo The lunch/brunch

En el patio de recreo On the Playground

Es hora de ir al recreo. It’s time for recess.

Vamos al patio de recreo. Let’s go to the playground.

Los columpios The swings

La resbaladilla The slide

Las barras The monkey bars

La pelota The ball

El bate The bat

El juego The game

El partido The ballgame

Béisbol BaseballFútbol SoccerFútbol americano FootballBaloncesto/Basquetbol BasketballLa reata The jumprope

Grades 5-6

23Grades 5-6

En el baño In the BathroomQuiero ir al baño. I want to go to the bathroom.Ve al baño. Go to the bathroom.Jala la taza. Flush the toilet.Lávense las manos. Wash your hands (to a group).Lávate las manos. Wash your hands (to an individual).Usen jabón y agua. Use soap and water (to a group).Usa jabón y agua. Use soap and water (to an individual).La toalla de papel The paper towelTengo sed. I am thirsty.Ve a tomar agua. Get a drink of water.

La ropa ClothingLa falda The skirtLa blusa The blouseEl vestido The dressLos pantalones cortos The shortsLos pantalones The pantsLa camisa The shirtLos zapatos The shoesEl abrigo The coatLas manoplas The mittensLos guantes The glovesLas botas The boots

Grades 5-6

25Grades 5-6

Grammar Highlights for Teachers

El abecedario/alfabeto - The AlphabetThe Spanish alphabet is composed of 30 letters. The rr, which is found only within words and never at thebeginning, was, until recently, the only letter which did not have its own separate entry in a Spanishlanguage dictionary (the letters ch and ll no longer have separate entries either but are now alphabetized inwith words beginning with c and l, respectively, in newer reference works). The letters k and w are usedwith words of a foreign origin.

When separating syllables, the letters rr and ll are never separated as in English, each of these beinga singular letter.

In Spanish, all words are either masculine or feminine. Therefore, there are masculine and femininearticles. The articles are also either singular or plural, depending on whether the noun is singular or plural.

In looking at the alphabet, it is important to note that all of the letters are feminine. When one says "the a"or "the w" in Spanish one says "la a" or "la w."

Following is the Spanish alphabet with the names of the letters (some letters have more than one name,depending on the location of the speaker):

A aB be, be grande (to distinguish it from v which is pronounced the same in many places)C ce (always pronounced like /s/ in a word before i or e in Latin America and like /k/ before a, o,

or u)Ch cheD deE eF efeG ge ("soft" like /h/ before e and i, "hard" before a, o, and u)H hache (always silent in Spanish words)I iJ jotaK ka/caL eleLl elle, doble eleM emeN eneÑ eñeO oP peQ cuR ere (pronounced erre at the beginning of words and before the consonants l, n, and s)Rr erreS eseT teU u (not pronounced after q, or in gui or gue unless written with dieresis [ü])V ve, uve, ve chica (to distinguish it from b as described above)W doble u, doble ve, doble uveX equisY i griega, yeZ zeta

26Grades 5-6

Notes on Pronunciation

Las vocales - VowelsWhen vowels appear in words between consonants (not accompanied by another vowel), their sound is"pure" and does not change except as noted for u in the alphabet chart. The sound is somewhat short andclipped. It is not a prolonged sound such as is found in the pronunciation of most English vowels.

Following is a brief pronunciation guide for Spanish vowels:

A ah (pronounced like the o in lot)E eh (pronounced like the e in bet, NOT like the ay in day)I like the English long e, but clipped shortO like the English long o, but clipped shortU like the u in Sue (except as otherwise noted in the alphabet chart),

but clipped shortY when used as a vowel, like the Spanish i

When two vowels are written together in a Spanish word and they do not form two syllables, the vowelgroup is called a diphthong. The normally "pure" sounds of the two vowels are blended into a single syllable.Some examples follow, broken into syllables:

aunque: aun-que siete: sie-te agua: a-gua seis: seisbueno: bue-no ciudad: ciu-dad Luis: Luis Europa: Eu-ro-pabaila: bai-la gracias: gra-cias estudio: es-tu-dio cuatro: cua-tro

Las consonantes - ConsonantsThe consonants in Spanish are similar to those in English. Notes on their pronunciation follow:

B like the English /b/C /s/ before e and i; /k/ before a, o, and u; (in most of Spain, like the th in thin before e and i)Ch like the ch in chair; in some places the sound is softer, almost like the sh in shipD similar to the th in that, but the tongue is behind the teeth and not between themF like the f in fish (in some places a little less aspirated)G /h/ before i and e; /g/ before a, o, and uH always silent in Spanish wordsJ like the guttural ch in the Scottish word lochK like the English k, a little less aspiratedL like the l in lookLl like the consonant y in English; in some places a little softer like the g in

deluge (giving the g a French-like pronounciation); in Castile, like the ll in millionM like the English mN like the English n, but the tongue touches the back of the upper front teethÑ like ny in canyonP like the English p, but not aspiratedQ appears only before u, /k/ is its soundR trilled (or "rolled") once; if one repeats the word "Teddy" several times in succession, one comes

close to the trilled r pronouncing the d sound; at the beginning of words and after l, n, and s, it istrilled strongly

Rr trilled (or "rolled") twiceS /s/, but a little less aspiratedT like the English t, but not aspirated; the tongue goes behind the upper front teethV /b/ or /v/, depending on the location of the speaker; /b/ is more common

27Grades 5-6Grades 5-6

W used in words of foreign origin, sometimes pronounced /v/, /b/, or /gw/,depending on the location of the speaker

X almost like ks in English (as in drinks), but much softer, the /k/ almost disappearing; in words of Native American origin, i.e., México, its sound is /h/ or like the sh in ship, i.e., Xola; in some words, especially when an i follows the x, it sounds like gs, i.e., exigir (egs-ee-heer); at the beginning of Spanish words, its sound is /s/

Y like the y in yellow; in some countries, like the g in deluge giving the g a French-like pronunciation; as a vowel its sound is the same as the Spanish i

Z /s/; in most of Spain, like the th in thin; not used before i or e except in words of foreign origin,hence, when making words that end in z plural, one changes the z to a c (pez becomes peces)

Linking in SpanishWhen two identical consonants are together, they are pronounced as one consonant.Examples: es suave Está con Nelson.

When two identical vowels are together, they are pronounced as one long vowel.Examples: Vamos a aprender. ¿Está Anita? Juanito Ortiz

The final consonant sound is always linked with the next initial vowel sound of the next word.Examples: el arroz ¿Vas al concierto? mis hermanas

The final vowel of one word is linked with the intial vowel sound of the following word to form one syllable.Examples: habla español las cosas de Ana

ContractionsThere are two contractions in Spanish. When the words a (to or at) and el (the, masculine) come together ina sentence, they become al. The same thing happens with de (of or from) and el. They become del.

Information Regarding VerbsVerbs in Spanish are quite different from verbs in English. Each pronoun group requires a differentconjugation of the verb. For this reason, subject pronouns are often omitted in Spanish because theconjugation will generally clarify the subject of the verb. Subject pronouns are used mainly for emphasis orin some rare instances where the structure of the sentence has made the identification of the subjectconfusing.

Following are the subject pronouns in Spanish with their English translations:

Yo - ITú - You (familiar, informal; used with friends or persons much younger than oneself) Usted - You (formal; used with strangers, persons older than oneself, or to show special respect)Él, Ella - He, SheNosotros, Nosotras - We (masculine, feminine)**Ustedes - You, plural (in Spain, vosotros is used for you, plural, informal; in most of the rest of the Spanish-speaking world, ustedes is used for both formal and informal you, plural)Ellos, Ellas - They (masculine, feminine)****Note: When talking about mixed company, the masculine forms are used. Feminine forms are only used

when talking about a group of persons comprised only of females.

28Grades 5-6

Verb EndingsThere are three verb endings in Spanish: -ar, -er, and -ir. Regular verbs with these endings will always addthe following conjugative endings to the stem of the verb in present tense:

-aryo - o tú - as usted, él, ella - anosotros(as) - amos ustedes, ellos(as) - an

-eryo - o tú - es usted, él, ella - enosotros(as) - emos ustedes, ellos(as) - en

-iryo - o tú - es usted, él, ella - enosotros(as) - imos ustedes, ellos(as) - en

Conjugation of Some Common Regular VerbsFollowing are some common regular verbs conjugated in the present for your reference:

cantar - to singYo canto Tú cantas Usted, Él, Ella cantaNosotros, Nosotras cantamos Ustedes, Ellos, Ellas cantan

aprender - to learnYo aprendo Tú aprendes Usted, Él, Ella aprendeNosotros, Nosotras aprendemos Ustedes, Ellos, Ellas aprenden

vivir - to liveYo vivo Tú vives Usted, Él, Ella viveNosotros, Nosotras vivimos Ustedes, Ellos, Ellas viven

Reflexive VerbsSome verbs in Spanish are called reflexive verbs because they carry an object pronoun with them uponwhom the action is "reflected back." We will be using many of these verbs throughout the year. Followingare two examples with translations into English given:

bañarse - to take a bath (or, in the literal, reflexive sense, to bathe oneself)me baño (literally, I bathe myself)te bañas (you [familiar] bathe yourself)se baña (you [formal] bathe yourself or he/she/it bathes him/her/itself)nos bañamos (we bathe ourselves)se bañan (you [plural] bathe yourselves or they bathe themselves)

lllamarse - to be named, to be called me llamo (literally, I call myself; the English equivalent is "my name is")te llamas (you [familiar] call yourself; your name is) se llama (it is called; your [singular], his, her, its name is)nos llamamos (we call ourselves; our name is)se llaman (they are called; your [plural] name is or their name is)


Radical or Stem-changing VerbsSome verbs in Spanish are radical or stem-changing verbs. These verbs change their stems as well astheir endings when they are conjugated (except for when conjugated for nosotros[as]). Following are somecommon examples of these verbs conjugated in the present:

pensar - to thinkYo pienso Tú piensas Usted, Él, Ella piensaNosotros(as) pensamos Ustedes, Ellos(as) piensan

querer - to want, to wish, (also used in some cases for to love)Yo quiero Tú quieres Usted, Él, Ella quiereNosotros(as) queremos Ustedes, Ellos(as) quieren

tener - to haveYo tengo Tú tienes Usted, Él, Ella tieneNosotros(as) tenemos Ustedes, Ellos(as) tienen

dormir - to sleepYo duermo Tú duermes Usted, Él, Ella duermeNosotros(as) dormimos Ustedes, Ellos(as) duermen

Rules for Spanish Accentuation

General Rules

With the exception of some special cases which are cited below, the rules outlined here apply.

Non-exceptional words in Spanish that do not follow these two rules will have a written accent mark overthe stressed syllable:

1. The stress of words that end in s, n, or a vowel is on the next to the last syllable.

Examples: casas examen muchacho muchacha

These words need no accent marks because they all end in either s, n, or a vowel, and thestressed syllable in each case is the next to the last.

Words like exámenes, están, and rápido need accent marks because they all end in either s, n, or a vowel, and the stressed syllable in each case is not the next to the last.

2. The stress of words that end in a consonant other than s or n is on the last syllable.

Examples: ciudad cantar reptil

These words need no accent marks because they all end in a consonant other than s or n, andthe stressed syllable in each case is the last.

Words like lápiz, cráter, and béisbol need accent marks because they all end in a consonant other than s or n, and the stressed syllable in each case is not the last.

30Grades 5-6

Special Cases

Exceptional words in Spanish follow the rules for their specific cases which follow:

1. Accents are used to distinguish between homonyms.

Examples: tú (you) but tu (your)

más (more) but mas (but)

ésta (this, pronoun) but esta (this, adjective)

sí (yes or the pronoun) but si (if)

2. Interrogative (“question”) and exclamatory words are accented.

Examples: ¿Dónde está? but Está donde lo dejaste.(Where is it?) (It is where you left it.)

¿Qué hora es? but Lo que quiere es el gato.(What time is it?) (What he wants is the cat.)

¡Qué bonito es! and Qué bonito es.(How beautiful it is!) (Still accented even without

exclamation points.)

¿Cómo estás? and Quiero saber cómo se hace.(How are you?) (I want to know how to do it.)

¿Cuántos dulces tienes? and Quiero saber cuánto.(How many candies do you have?) (I want to know how much.)

3. “Weak vowels” that should be stressed when they occur with strong vowels are accented.

In Spanish, the vowels i and u are “weak.” The vowels a, e, and o are considered “strong.” Thus, whenweak and strong vowels occur together in words, they are pronounced as diphthongs (or triphthongs, as thecase may be) unless the weak vowel is accented. In other words, the presence of the strong vowel causesthe two (or three) vowels to be pronounced together in a sort of “glide.” The same thing is true of weakvowels that occur together.

Examples: seis pie luego Luis

agua antiguo farmacia estudio

Cuauhtémoc guau

In each case above, the two vowels together form a diphthong and the three vowels together form athriphthong. The vowels are not pronounced separately and do not constitute two (or three) syllables.

31Grades 5-6

However, when two strong vowels are together in a word, they are each pronounced distinctly as separatesyllables. They need no accentuation.

Examples: ninfea canoa maestro

If the weak vowel in a combination such as those presented above should be stressed in the word’spronunciation, then it must be accented. It then forms a syllable all on its own.

Examples: país cafetería recibíais continúa frío

freír Raúl maíz proteína oírThe rules concerning weak and strong vowels still apply if the the vowels are separated by the silentconsonant h. Since it makes no sound, if the weak vowel is stressed, it must be accented, as witnessed bythe spelling of the word below.

Example: búho (pronounced boo • oh)

Another impact of these rules, taking into consideration what we know about how the last letter of a wordaffects its accentuation, can be seen in the following examples. If two vowels come together in the lastsyllable of a word that ends in s or n and the last syllable is the stressed syllable, the strong vowel gets theaccent mark if the pronunciation of the word preserves the glide of the diphthong.

Examples: estéis durmáis habréis dieciséis

4. Adjectives that are accented retain their accents when they add the suffix -mente to become adverbs.

Examples: rápidamente fácilmente

Spanish for Parents

Parents: This list is provided for use with your child(ren) around the house. Some approximateSpanish letter pronunciations that should prove helpful to you follow:

a - An open vowel, similar to but not as prolonged as the a in the word ah.e - Pronounced like the e in egg.i - Like the e in easy, but not as prolonged.o - Similar to the o in over.u - Similar to the oo in spoon; not pronounced after q or in gui and gue unless marked

as follows: ü.y - Pronounced like the Spanish i at the end of a word; when it stands alone it is used as

a word that means and; otherwise it is like the consonant y in English.h - Always silent in Spanish.c - Pronounced like k before a, o, and u; pronounced like s before e and i.g - Pronounced like the English h before e and i, pronounced like the g in get before a, e,

and u.

English Phrase Spanish Translation

Time to wake up, my daughter (son). Despierta, mi hijita (hijito).

Make your bed. Haz la cama.

I love you. Te quiero/Te amo.

Have a great day. Que tengas un buen día.

Give me a hug. Dame un abrazo.

Give me a kiss. Dame un beso.

Clean your room. Limpia tu cuarto.

Eat your food. Cómete tu comida.

Please. Por favor.

Do you need help? ¿Necesitas ayuda?

Feed your dog. Dale de comer a tu perro.

Feed the animals. Dales de comer a los animales.

Turn the T.V. off. Apaga la televisión.

Do your homework. Haz tu tarea.

Let’s make dinner together. Vamos a hacer la comida juntos(as)*.

Time for bed. Acuéstate.

How are you? ¿Cómo estás?

Say hello to him (her). Salúdalo(a).

Give _______ a hug. Dale un abrazo a (person’s name).

How are you doing in school? ¿Cómo te va en la escuela?

What are you doing in school? ¿Qué estás haciendo en la escuela?

Do you have a problem? ¿Tienes un problema?

It is your responsibility. Es tu responsabilidad.

Take out the garbage. Tira la basura.

Thank you. Gracias.

* If a mother is talking only to her daughter(s), the -as ending is used. If the father is speaking or the

mother is speaking to her son(s), the -os ending is used.

33Grades 5-6

35Grades 5-6

Books and Other MaterialsGrades 1-2 , Grades 3-4, and Grades 5-6

Northern Arizona University would like to extend thanks and sincere appreciation to the many publishers,companies, and individuals who granted us written permission to share their educational materials withstudents and teachers participating in the Elementary Spanish program Their support is an importantcontribution to our instructional effort. Here is a list of these firms and their materials for your use asresources and references. Some of the materials listed are not used on the programs but are good resourcesfor teachers to use in the classroom.

América Musical/RCA Victor Ariola International7710 Haskell AvenueVan Nuys, CA 91406(818) 782-6100

• “El camino a la escuela” from the collection Cri Cri, el Grillo Cantor by Francisco Gavilondo Soleron RCA CSM -1028 audio cassette

Américas Magazine c/o OAS 19th St. and Constitution Avenue.Washington, D.C. 20006(202) 458-6218

Anco Merchandise Co. (U.S.A.) Inc.10312 Castlefield StreetEllicott City, MD 21042(410) 418-8841

• The Bearon Family of Plush Animals (father, mother, son, and daughter bears)

Barbara Hogenson Agency19 W. 44th Street Suite 1000New York, NY 10036(212) 730-7306

• Frida’s Fiestas by Guadalupe Rivera and Marie-Pierre Colle, 1994, ISBN 0-517-59235-5• Special thanks also for permission to use this book to: Clarkson N. Potter Publishing

201 East 50th StreetNew York, NY 10022(800) 733-3000

and The Crown Publishing Group201 East 50th StreetNew York, NY 10022(212) 572-2554

Thanks to Dr. Guy Bensusan, Senior Faculty Associate for Interactive Instructional Television, NorthernArizona University, Flagstaff, Arizona, and Ms. Gwendolyn Shire Bensusan, Flagstaff, Arizona, InternationalCostume Designer, for their support and assistance with selected cultural components.

BMG Entertainment1540 BroadwayNew York, NY 10036(212) 930-4000


Children's Book Press246 First Street #101San Francisco, CA 94105(415) 995-2200

• Family Pictures/Cuadros de familia by Carmen Lomas Garza, 1990, ISBN 0-89239-108-1

36Grades 5-6

Childrens Press5440 N. Cumberland Avenue., Suite 300Chicago, IL 60056-1469(800) 621-1115

• Azulín va a la escuela by Virginia Poulet, 1985 by Regensteiner Publishing Enterprises, Inc., ISBN 0-516-33416-6

• El libro de colores de Azulín by Virginia Poulet, 1986 by Regensteiner Publishing Enterprises,Inc., ISBN 0-516-33442-5

• El año de Gato Galano by Donald Charles, 1989/1984 by Regensteiner Publishing Enterprises, Inc., ISBN 0-516-53461-1

• Gordito, Gordón Gato Galano by Donald Charles, 1988 by Regensteiner Publishing Enterprises,Inc., ISBN 0-516-53456-4

• La luna, el sol y las estrellas by John Lewellen, 1984, 1981 by Regensteiner Publishing Enterprises, Inc., ISBN 0-516-31637-0

• Los mayas by Patricia McKissack, 1988, 1985 by Regensteiner Publishing Enterprises, Inc., ISBN0-516-51270-6

• Los incas by Patricia McKissack, 1988, 1985 by Regensteiner Publishing Enterprises, Inc. ISBN 0-516-51268-4

• México by Karen Jacobsen, 1984, 1982 by Regensteiner Publishing Enterprises, Inc., ISBN 0-516-51632-X

• Los tres chivitos by Patricia and Frederick McKissack, 1988, 1987 by Regensteiner PublishingEnterprises, Inc., ISBN 0-516-52366-X

• El patito feo by Patricia and Fred McKissack, 1989 by Regensteiner Publishing Enterprises, Inc.,ISBN 0-516-53982-5

• Buenas noches, Gatito by Nancy Christensen, 1990 by Regensteiner Publishing Enterprises,Inc., ISBN 0-516-55354-2

• ¿Quién es quién? by Patricia McKissack, 1989, 1983 by Regensteiner Publishing Enterprises, Inc., ISBN 0-516-32041-4

• Mi casa by Patricia Jensen, 1990 by Regensteiner Publishing Enterprises, Inc., ISBN 0-516-35359-4

• Un cuento curioso de colores by Joanne and David Wylie, 1984/1983 by Regensteiner PublishingEnterprises, Inc., ISBN 0-516-32939-9

• Puedo ser un astronauta by June Behrens, 1984 by Regensteiner Publishing Enterprises, Inc.,ISBN 0-516-51837-2

• Puedo ser bibliotecaria by Carol Greene, 1989 by Regensteiner Publishing Enterprises, Inc.,ISBN 0-516-51913-1

• Puedo ser bombero by Rebecca Hankin, 1989 by Regensteiner Publishing Enterprises, Inc.,ISBN 0-516-51847-X

• Puedo ser cocinero by Ann Heinrichs Tomchek, 1988 by Regensteiner Publishing Enterprises,Inc., ISBN 0-516-51886-0

• Puedo ser conductor de camión by June Behrens, 1985 by Regensteiner Publishing Enterprises,Inc., ISBN 0-516-51848-8

• Puedo ser enfermera by June Behrens, 1988 by Regensteiner Publishing Enterprises, Inc., ISBN0-516-51893-3

• Puedo ser jugador de béisbol by Carol Greene, 1986 by Regensteiner Publishing Enterprises,Inc., ISBN 0-516-51845-3

• Puedo ser maestra by Beatrice Beckman, 1989 by Regensteiner Publishing Enterprises, Inc.,ISBN 0-516-51843-7

• Puedo ser un policía by Catherine Matthias, 1988 by Regensteiner Publishing Enterprises, Inc.,ISBN 0-516-51840-2

• La policía by Ray Broekel, 1984 by Regensteiner Publishing Enterprises, Inc., ISBN 0-516-51643-9

Crabtree Publishing350 Fifth Avenue. Suite 3308New York, NY 10118(800) 387-7650

• Peru: The People and the Culture by Bobby Kalman, 1994, ISBN 0-86505-222-0• Peru: The Land by Bobby Kalman, 1994, ISBN 0-86505-301-4• México: Su gente by Bobby Kalman, 1994, ISBN 0-86505-369-3• México: Su cultura by Bobby Kalman, 1994, ISBN 0-86505-370-7• México: Su tierra by Bobby Kalman, 1994, ISBN 0-86505-211-X

37Grades 5-6

Editorial Patria, S.A. de C.V.Renacimiento 180Colonia San Juan Tlihuaca02400 México, D.F. MéxicoFax: 011-525-561-3218

• El campo y la ciudad by Luis Aboites, 1989, ISBN 968-39-0059-3• El chocolate by Luz del Carmen Vallarta, 1992, ISBN 968-39-0057-7• El Día de Muertos by Teresa E. Rohde, 1991, ISBN 968-39-0614-1• El mercado by Leticia Méndez, 1985, ISBN 968-39-0102-6• La piñata by Leticia Méndez, 1987, ISBN 968-39-0016-X• Las frutas by Eugenia Echeverría, 1992, ISBN 968-39-0006-2

• Whose distributor for copies in the United States is: Hispanic Books1665 N. Grant Rd.Tucson, AZ 85745(602) 882-9484

Edizioni WHITESTARVia Candido Sassone 22/2413100 Vercelli, Italy

• Spain by Fabio Bourbon, 1992, ISBN 0-8317-7962-4• Whose distributor for copies in the United States is: SMITHMARK Publishers

112 Madison AvenueNew York, NY 10016(212) 532-6600

Hammond, Inc.515 Valley StreetMaplewood, NJ 07040(201) 763-6000

• Aptitudes elementales sobre mapas by Alma Graham, 1991, ISBN 0-8437-7404-5

Magnetic Way: Please see Steck-Vaughn Co.

Modern Curriculum Press, Simon & Schuster Elementary4350 Equity DrivePO Box 2649Columbus, OH 43216(800) 321-3106

• El carrusel by Enriqueta Daddazio, © 1990, ISBN 0-8136-6527-2. Used by permission.• La mariposa by Enriqueta Daddazio, © 1990, ISBN 0-8136-6503-5. Used by permission.• Y la lluvia caía by Enriqueta Daddazio, © 1990, ISBN 0-8136-6507-8. Used by permission.• El desfile de los animales by Barb Jansen, © 1995, ISBN 0-8136-8122-7. Used by permission.• La piñata by Enriqueta Daddazio, © 1990, ISBN 0-8136-6517-5. Used by permission.• ¡Seré mariachi! by Cecilia Ávalos, © 1991, ISBN 0-8136-6668-6. Used by permission.

National Geographic1145 17th Street N. W.Washington, D.C. 20036(800) 638-4077

• National Geographic, December 1980, Volume 158, Number 6, pp. 704-775 (series of articles onthe Aztecs)

• Map of "Indians of North America," supplement to National Geographic, December 1972,Volume 142, Number 6, p. 739 A

• Map of "Indians of South America," supplement to National Geographic, March 1982, Volume161, Number 3

• Map of "Mexico," supplement to National Geographic, September, 1994

38Grades 5-6

National Textbook Company4255 West Touhy AvenueChicago, Illinois 60646(800) 323-4900

• La Navidad: Christmas in Spain and Latin America by Agnes M. Brady and Margarita Márquezde Moats, 1986, ISBN 0-8442-7208-6

Newbridge Educational Publishing333 East 38th St., 10th FloorNew York, NY 10016(212) 455-5071

• A ver al abuelito, by Bernice Myers, ISBN 1-56784-095-6, order number A03957• La casita del pajarito, by Donna Lugg Pape, ISBN 1-56784-099-9, order number A03965• ¡Vamos!, by Barbara Shook Hazen, ISBN 1-56784-093-1, order number A03961

Northland PublishingPO Box 1389Flagstaff, AZ 86002(800) 346-3257

• Carlos and the Squash Plant by Jan Romero Stevens, illustrated by Jeanne Arnold, published byNorthland Publishing, © 1993. Used by permission.

Pomegranate ArtbooksPO Box 6099Rohnert Park, CA 94927(800) 227-1428

• Guatemala Rainbow, photographs by Gianni Vecchiato, 1989, ISBN 0-87654-444-8

RCA Victor1540 BroadwayNew York, NY 10036(212) 930-4000


Rigby EducationPO Box 797Crystal Lake, IL 60039-0797(800) 822-8661

• Dibujando planos by Bill Boyle, 1993, ISBN 04350-57928• ¿Dónde vives tú? by Bill Boyle, 1993, ISBN 04350-57987• En mi casa by Bill Boyle, 1993, ISBN 04350-57863• En mi clase by Bill Boyle, 1993, ISBN 04350-57847• En el mundo by Bill Boyle, 1993, ISBN 04350-57901• En mi escuela by Bill Boyle, 1993, ISBN 04350-57889• La gallinita roja by Brenda Parkes and Judy Smith, 1989, ISBN 0-7327-0243-7 (Big Book ISBN 0-

7312-1063-8)• El hombrecito de pan jengibre by Brenda Parkes and Judy Smith, 1989, ISBN 0-7327-0245-3 (Big

Book version ISBN 0-7312-1065-4)• Mirando mapas by Bill Boyle, 1993, ISBN 04350-58002• Paquito y los frijoles mágicos by Brenda Parkes and Judy Smith, 1989, Big Book ISBN 0-7312-1066-2• El patito feo by Brenda Parkes and Judy Smith, 1989, ISBN 0-7327-0247-X• Siguiendo direcciones by Bill Boyle, 1991, ISBN 04350-57944• Los tres chivos vivos by Brenda Parkes and Judy Smith, 1989, Big Book ISBN 0-7327-0344-1• Los tres cochinitos by Brenda Parkes and Judy Smith, 1989, Big Book ISBN 0-7312-1066-2• Pistas de animales by David Drew, 1993, ISBN 0-7327-0406-5• Cuando hace frío by Pat Almada, 1993, ISBN 04350-58088• La historia de las escuelas by Jane Shuter, 1993, ISBN 04350-57790

39Grades 5-6

Saber ver MagazineCampos Elíseos y Jorge EliotColonia Polanco11560 México, D.F., México(525) 282-03-55

• Retrato de familia: La nación mexicana; photographs by Lourdes Almeida

SITESA/MÉXICOSan Marcos 102, Col Tlalpan14000 México, D.F. MéxicoFax: 011-525-573-9412

• Cómo son los animales bebés by Susan Kuchalla, 1987, ISBN 968-6135-07-3• Cómo son las estaciones del año by Rose Greydanus, 1989, ISBN 968-6048-03-0

Steck-Vaughn Co.PO Box 26015Austin, TX 78755(512) 795-2307/(800) 626-5052 for Magnetic Way

• Magnetic Way® display boards/visual overlay kits. Copyright Creative Edge, Inc. 1990• “Spanish Classroom Library and Big Book Collection,” JJ-6475-X and JJ-6482-2, respectively

Tormont Publications, Inc.338 Saint Antoine St. EastMontreal, QuebecCanada H2Y 1A3(514) 954-1441

• El gran atlas de los chicos, 1992, ISBN 2-89429-009-8

Tucson Museum of Art140 N. MainTucson, AZ 85701(520) 624-2335

• Poster: “El Nacimiento in La Casa Córdova”

U.S. News and World Report2400 “N” Street NWWashington, D.C. 20037(202) 955-2398

• Poster: “The Columbian Exchange”

University Of Texas PressBox 7819Austin, Texas 78713-7819(512) 471-7233

• The Skeleton at the Feast by Elizabeth Carmichael and Chlöe Sayer, 1992, ISBN 0-292-77658-6

World Book Publishing525 W. Monroe Street, 20th FloorChicago, Illinois 60661(800) 621-8202 (Customer Service)

• Christmas in Mexico by Corinne Ross, 1995, ISBN 0-8442-7209-4• Christmas in Spain by Valjean McLenighan, 1995, ISBN 0-8442-7205-1• El mundo de los niños, Encyclopedias in Spanish for grades preschool - 6, ISBN 0-7166-6417-8• Caja de sorpresas, ed. by World Book, ISBN 07166-6057-1

The Wright Group19201 120th Avenue N.E.Bothell WA 98011-9512(800) 523-2371

• La familia de los tigres by June Melser. Published by The Wright Group. ISBN 0-86867-5

40Grades 5-6

For Your Computer

Elementary Spanish CD-ROM Program

A CD-ROM program for Thematic Units 1-5 which reviews and extends the material covered in the lessonswill be shipped to those of you who have already ordered. If you have not yet ordered it and wish to do so,use the Order Form in the last tabbed section of this LPG.

The program is designed for Macintosh and PC platforms. Minimum system requirements to run the programfollow:

Macintosh Windows120 MHz PowerPC 166 MHz Intel Pentium processor or greaterMAC OS 8.1 or later Windows 95, 98, NT4, 200032 MB or more of installed RAM 32 MB or more of installed RAM 4x CD-ROM drive 4x CD-ROM drive17" or larger monitor with minimum 17" or larger monitor with minimum 8-bit (256 colors) display 8-bit (256 colors) displayMouse or other pointing device Mouse or other pointing device

Web Enhancement Requirements: *• Access to the Internet requires an Internet Service Provider (ISP)• Internet Browser Requirements (must have one of the following): Internet Explorer 4.5 or greater,

Netscape 4.0 or greater, or AOL 4.0 or greater

*CD-ROM by itself contains a full program of games, vocabulary and cultural activities. The web-enhancement feature enables additional activities and seasonal updates via the Internet.

We highly recommend this program as a way to reinforce and review in an innovative, enjoyable way whatyour students are learning from the lessons. Each CD-ROM covers the concepts from the Units 1-5curriculum at all grade levels (1-2, 3-4, and 5-6).

Some activities are designed to challenge your students based on what they should have acquired from theregular programming. Additionally, there are extension activities which are appropriate for older and moreadvanced students. Many of these are follow-ups to texts which explore the cultures of the Spanish-speaking world and include related, written dialogues in Spanish with their respective English translations.

Sites on the World Wide Web

Visit us on the World Wide Web. Our address is http://jan.ucc.nau.edu/ES. We have activities for yourstudents as well as information for teachers and parents which will further enhance your journey into theSpanish language. From there, you can also experiment with the links we have provided to other sites ofinterest. These sites offer maps, information about language, culture, food, history, and government, as wellas travel information. There are also links to pages that deal with indigenous cultures in Latin America.

Of course, the best part of all is that these same pages have their own links, so your travels can take youalmost wherever you want to go.

Enjoy!

41

Learning Partner Guidelines

Teacherʼs GuideElementary Spanish

Grades 5 and 6Unit 1 - Comunicamos juntos



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53Grades 5-6

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55Grades 5-6

Teachers, please feel free to use this letter. You may adapt it or modify it. Parents may be interestedin knowing this information. Personalize it by putting your school logo on it.

Unit 1Parent Letter

Dear Parents/Guardians:

This year our class will be participating in the Elementary Spanish Program for Grades 5-6, with Northern

Arizona University (NAU) in Flagstaff, Arizona. As we begin the first thematic unit, Comunicamos juntos, or

Together We Communicate, we are studying basic communication questions and responses all children have

about each other, particularly fifth and sixth graders. Our Spanish teacher will present lessons based on this

topic and will present lessons which support the subjects we normally study during our regular instruction.

The lessons for the rest of the year will center around different thematic units. The other thematic units in

order of presentation are:

• Unit 2 - Tu país, or Your Country;

• Unit 3 - Los deportes, or Sports;

• Unit 4 - La música y los instrumentos, or Music and Instruments;

• Unit 5 - Vamos de vacaciones, or We Are Going on Vacation.

The Spanish alphabet and grammar will be taught in the context of instruction and not in isolation. The

interactive computer program, art projects, music, and cultural activities are supportive of these themes.

You are welcome to participate with us as we learn Spanish.

Your involvement, particularly in foreign language learning, makes the real difference between a good and a

great language experience for your child. We need input from you regarding your child’s experience with the

language. How much Spanish does your child use at home? Has your child expressed an interest or shared

songs and new words with you? Please let us know. We appreciate any feedback you can give us.

If you would like to share your Spanish skills with the children, please let me know. I certainly appreciate

and encourage your participation.

Sincerely,

Buenos días. ¿Cómo te llamas?

Me llamo Linda.Y tú, ¿cómo te llamas? Me llamo Roberto. ¿Cómo estás, Linda? Estoy bien,

gracias, Roberto.

Grades 5-6

57Grades 5-6

Teachers: The following letter is provided to inform Spanish-speaking parents about the program andwhat we will be studying throughout the year. This letter provides information about the entire yearand should only be sent out at the program's inception (rather than unit by unit). Put your school logoon it if you wish. We hope this letter will be helpful to you in bettering communications with yourSpanish-speaking parents. Your signature should appear at the bottom of the page.

Estimados Padres/Tutores de Familia:

A manera de informarles, nuestra escuela está aprovechando una gran oportunidad ofrecida por elPrograma para la Enseñanza de Idiomas Extranjeros de la Universidad del Norte de Arizona (NAU). Dichoprograma ofrece lecciones de español como idioma extranjero para niños de primaria.

Habiendo alumnos en nuestra escuela que hablan español como primer idioma, gozamos de unaprovechamiento aún mayor tanto para ellos mismos como para los alumnos que apenas estánaprendiendo el idioma. Los niños hispanoparlantes pueden sentir el orgullo de ver que su idioma seenseña en la televisión, y también de poder servir de “maestros” y modelos para los demás alumnos y losmaestros que no hablan español. Los niños que no saben hablar español se benefician del modelo perfectode un niño hispanoparlante de su edad, y aprenden a apreciar su idioma y su cultura. Se ha visto, además,que las clases de español ayudan a los que ya dominan el idioma a aprender más inglés.

Tenemos como meta un intercambio de ideas que dará lugar a un entendimiento más estrecho entre todoslos alumnos y empleados de nuestra escuela. Si alguien de su familia quisiera compartir algo de susconocimientos del idioma o de su cultura con la clase, me daría mucho gusto citarlo. La participación delos familiares de nuestros alumnos es especialmente valiosa.

La primera unidad de estudio se llama La familia y la comunidad. Habrá 9 lecciones, tratándose de saludos yvocabulario de comunicaciones básicas. Después estudiaremos una unidad acerca de la geografía y otrosaspectos de los Estados Unidos. La tercera unidad se trata de los deportes e incluye lecciones sobre laspartes del cuerpo. La cuarta unidad tiene como enfoque los instrumentos musicales y algunos bailestradicionales. Terminaremos el año con una unidad cuyo tema es el de las vacaciones.

Nuevamente, agradeceremos cualquier aportación de los padres de familia. Por favor, no dejen de avisarmesi quieren participar con nosotros.

Gracias de antemano por su valioso apoyo y su cooperación.

Atentamente

59

Lesson Plans



61Grades 5-6

Comunicamos juntos • Unit 1 — Lesson 1

Sequence of Recommended Class Procedures Follow-up Activities

1. El saludo:• teacher greets students;• opening song.

2. Las actividades del día:• introduce the new program, new

students, and daily schedule;• discuss language in general;• cloze test activity;• introduce cognados;• discuss greetings in general;• introduce basic greetings in

Spanish.3. Las acciones del día: Parejas de

cognados activity sheet.4. El repaso: review.5. La despedida: good-bye song.

EXTENSION ACTIVITIES• Set up a buddy system for your ele-

mentary students with the junior highor high school Spanish teacher and his/her students.

• Become an active participant during the lessons.

• Encourage students to choose a Spanish name. A list of Spanish names can be found in the Practical Resources section of this LPG.

PARENT PARTICIPATION• The parent letter explaining this

program and unit can be found after the bulletin boards for this unit. Please send it home as parents may be interested in what their children are learning in this unit.

SPECIAL NOTESPlease take a few moments to read the“Program Preview” pages which wehave included immediately after the“Welcome Letter” in this Teacher'sGuide. These pages will help you inutilizing the program in an efficient,effective manner.


Comunicamos juntos - Unit 1Lesson 1

Vocabulary List

*Teachers: The vocabulary list for each lesson will be included with the lesson. These lists areprovided for YOUR INFORMATION. It is not our intention to hold children accountable for learningeach of the words or phrases used during the lesson but to facilitate your understanding.

Transitional Phrases - Use of these words indicates a transition in the lesson. These words will beused throughout the unit. Ahora - Now Repitan. - Repeat. Vamos a repasar. - Let's review. Escuchen. - Listen.Todos juntos - All together ¿Listos? - Ready?Bajen los instrumentos. - Put your instruments down. Presten/Pongan atención. - Pay attention.Soy el señor Morris. - I am Mr. Morris. Canten conmigo. - Sing with me.Soy el maestro de español. - I am the Spanish teacher.

VOCABULARY LIST - Words with an asterisk next to them will be used daily or almost daily but willappear on the Lesson 1 list only.

* acciones - actions* actividades - activities* Adiós. - Good-bye.* alumnos/estudiantes - students* Bienvenidos. - Welcome.* Buenos días. - Good morning/Good day.* Señora/Señor/Señorita - Mrs./Mr./Miss* maestro(a) - teacher (feminine)* español - Spanish* repaso - review* despedirnos/despedida - say good-bye/farewell* la (f) or el (m) - the

adivinen/adivina - guess (plural/singular command)el alfabeto - the alphabetlas vocales - the vowelspronunciamos - we pronouncelos nombres - the namescognados - cognates¿Cómo estás? - How are you? (familiar)Estoy bien/más o menos/mal. - I am fine/OK/not well.


Parejas de cognadosUnit 1 Lesson 1 Activity Sheet

Directions: Match the Spanish cognate to the English word. You know a lot more Spanish than you think you do!

nombre

Example/ejemplo: idéntico ___________

1. evidente ___________

2. inocente ___________

3. educación ___________

4. continente ___________

5. admiración ___________

6. nervioso ___________

7. turista ___________

8. investigar ___________

9. exótico ___________

10. familia ___________

11. distancia ___________

12. diferencia ___________

13. correspondencia ___________

14. correcto ___________

15. típico ___________

A. exotic

B. correspondence

C. admiration

D. evident

E. difference

F. correct

G. typical

H. family

I. innocent

J. education

K. continent

L. distance

M. nervous

N. tourist

O. investigate

Z. identicalZ


2. Las actividades del día:• ¡adivina! - guessing activity;• review the vowel sounds;• review greetings;• discuss farewells;• introduce despedidas in Spanish;• discuss syllables.

3. Las acciones del día:• clap out syllables;• Saludos activity sheet.

4. El repaso: review.5. La despedida: good-bye song.

EXTENSION ACTIVITIES• Use dialogues where and when

appropriate in school settings.• If you need more instructional

materials, please use the Order Form located in the last tabbed section.

• The words for the songs can be found on the “Songs/Poems” pages. Some ofthe songs are also included on the CD-ROM program.

PARENT PARTICIPATION• If any of the parents of your students

speak Spanish, perhaps you could invite them in to help during the lessons and coordinate reviews.

65Grades 5-6





Vocabulary List

Canten con nosotros. - Sing with us.adivinen/adivina - guess (plural/singular command)adivinanza - riddlelas vocales - the vowels¿Cómo estás? - How are you? (familiar)Estoy bien/más o menos/mal. - I am fine/OK/not well.saludos - greetingsdespedidas - farewellsHola. - Hello.Adiós. - Good-bye.¿Qué tal? - How’s it going?Nos vemos. - See you.Hasta luego. - See you later.Hasta la vista. - See you later.Hasta mañana. - See you tomorrow.¿Qué hay de nuevo? - What’s new?clase - classtípico - typicalnombre - namecontinente - continentsílabas - syllables


SaludosUnit 1 Lesson 2 Activity Sheet

Directions: 1. Decide if each word or group of words is used for greeting or taking leave. 2. Draw a line to the appropriate box. 3. Add your own terms to the boxes for English.

nombre

Hola.

Adiós.

¿Qué tal?

Nos vemos.

Hasta luego.

¿Cómo estás?

Hasta la vista.

Hasta mañana.

¿Qué hay de nuevo?

Hello

Good-bye

Directions: Count and write how many syllables there are in each word.

clase la qué

típico estás continente

hola nombre sílabas

69Grades 5-6




2. Las actividades del día:• ¡adivina! - guessing activity;• review previously introduced greet-

ing and parting dialogue;• introduce name exchange and ask-

ing for others’ names;• discuss English words taken from

Spanish.3. Las acciones del día:

• exchange salutations;• Palabras del español en el inglés activity

sheet.4. El repaso: review.5. La despedida: good-bye song.

EXTENSION ACTIVITIES• Display student work in Spanish for

others to see and enjoy.• Have students write their own

dialogues based on what we are learning to practice with each other.

PARENT PARTICIPATION• Have the students teach the greetings

and farewells to their parents at home. Encourage parents to use these phrases in the home. You may wish to send home the “Spanish For Parents” page found in the Practical Resources section.

70Grades 5-6


Vocabulary List

¿Cómo estás? - How are you? (familiar)Estoy bien/más o menos/mal. - I am fine/OK/not well.saludos - greetingsdespedidas - farewells¿Cómo te llamas? - What is your name? (familiar)Me llamo _____. - My name is _____.¿Cómo se llama tu amigo? - What is your friend’s name?Se llama _____. - His/Her name is _____.Mucho gusto. - Nice to meet you.El gusto es mío. - The pleasure is mine.vigilante - person who takes the law into

his/her own handsburro - small donkeyloco - out of one’s mindtaco - tortilla with fillingsrodeo - round-up showsombrero - broad-rimmed hatpatio - paved space adjoining a residence

used for dining or recreationplaza - main square of townsiesta - short napbronco - half-wild horseponcho - cape with a hole to

put your head through


Palabras del español en el inglésUnit 1 Lesson 3 Activity Sheet

Directions: Using the underlined English contextual clue, match to the Spanish word.

nombre

The cowboy tried hardto stay on the bucking

half-wild horse.

Everyone came to the round-up show to seethe cowboys perform.

The crowd gathered fora concert in the

main square of town.

If it is cold, be sure to wear your capewith a hole to put

your head through.

The clown rode in on asmall donkey instead

of a horse.

Everyone took a shortnap after eating lunch.

The cowboy put onhis broad-rimmedhat in the hot sun.

Yesterday, we had a cookout on our

paved space adjoininga residence used for dining or recreation.

They serve atortilla with

fillings for lunch.

He went out of hismind when he heard

the news.

A person who takes the law into his or her

own hands can be dangerous.

vigilanteburrolocotacorodeosombrero

patioplazasiestabroncoponcho

73Grades 5-6



1. El saludo:• teacher greets students;• opening song;• calendar activity.

2. Las actividades del día:• review previously introduced dia-

logue;• introduce concept of counting in

Spanish;• introduce the numbers in Spanish

from 1 to 1,000.3. El repaso: El calendario activity sheet.4. La despedida: good-bye song.

EXTENSION ACTIVITIES• In the Practical Resources section (at

the front of this LPG), you will find a vocabulary resource called “Vocabulary and Useful Phrases for Teachers.”

• Have students write numbers in a number dictation activity, or for more challenge, give the name for numbers written on the board or on strips of paper and have the students write thenumerals.

PARENT PARTICIPATION• Encourage parents to display

students’ Spanish calendars in the home. Then, have them review the day and date everyday in Spanish.



Vocabulary List

el calendario - the calendar¿En qué mes estamos? - What month is this?Estamos en septiembre. - This is September.los días de la semana - the days of the weeklunes - Mondaymartes - Tuesdaymiércoles - Wednesdayjueves - Thursdayviernes - Fridaysábado - Saturdaydomingo - SundayCuenten conmigo. - Count with me.¿Cuál es la fecha de hoy? - What is today’s date?Hoy es _____, _____ de _____. - Today is _____, _____ _____.¿Cómo se llama tu amigo? - What is your friend’s name?Se llama _____. - His/Her name is _____.Mucho gusto. - Nice to meet you.El gusto es mío. - The pleasure is mine.¿Cómo te llamas? - What is your name? (familiar)Me llamo _____. - My name is _____.¿Cómo estás? - How are you? (familiar)Estoy bien/más o menos/mal. - I am fine/OK/not well.uno, dos, tres, cuatro, cinco - one, two, three, four, fiveseis, siete, ocho, nueve, diez - six, seven, eight, nine, tenonce, doce, trece, catorce - eleven, twelve, thirteen, fourteenquince, dieciséis, diecisiete - fifteen, sixteen, seventeendieciocho, diecinueve - eighteen, nineteenveinte, treinta, cuarenta - twenty, thirty, fortycincuenta, sesenta, setenta - fifty, sixty, seventyochenta, noventa, cien - eighty, ninety, one hundred ciento uno, doscientos - one hundred one, two hundred trescientos, cuatrocientos - three hundred, four hundredquinientos, seiscientos - five hundred, six hundredsetecientos, ochocientos - seven hundred, eight hundred novecientos - nine hundredmil - one thousand


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77Grades 5-6

El calendario Unit 1 Lesson 4 Activity Sheet

lunes

viernes sábado

martes miércoles

domingo

jueves

septiembre

mayo

octubre noviembre diciembre

junio

julio agosto

enero febrero marzo

abril

1 2

76

12

3

11

4

8

13

1817

14

9

19

15

10

5

2016

25242321 2229282726 30

31

79Grades 5-6




2. Las actividades del día:• number dictation activity;• review previous information;• introduce the new questions

¿Cuántos años tienes? and ¿Cuál es tu número de teléfono?

3. Las acciones del día: La entrevista activity sheet.

4. El repaso: review.5. La despedida: good-bye song.

EXTENSION ACTIVITIES• Have students add the new questions

and responses to the dialogues they are writing.

PARENT PARTICIPATION• Have your students take the interview

sheet home and interview their par-ents. The students will have the opportunity to become the teacher.

• Encourage parents to go over the vocabulary sheet with their children athome.

• In the Practical Resources section of this Teacher’s Guide you will find a vocabulary resource called Spanish for Parents. We suggest you send it home to parents.



Vocabulary List

la entrevista - the interviewBuenos días. - Good morning/Good day.¿Cómo te llamas? - What is your name? (familiar)Me llamo _____. - My name is _____.¿Cómo se llama tu amigo? - What is your friend’s name?Se llama _____. - His/Her name is _____.Mucho gusto. - Nice to meet you.El gusto es mío. - The pleasure is mine.¿Cómo estás? - How are you? (familiar)Estoy bien/más o menos/mal. - I am fine/OK/not well.¿Cómo está? - How is he/she?Está bien/más o menos/mal. - He/She is fine/OK/not well.¿Cuántos años tienes? - How old are you?Tengo ___ años. - I am ___ years old.¿Cuál es tu número de teléfono? - What is your telephone number?Mi número de teléfono es el ____. - My telephone number is ____.uno, dos, tres, cuatro, cinco - one, two, three, four, fiveseis, siete, ocho, nueve, diez - six, seven, eight, nine, tenonce, doce, trece, catorce - eleven, twelve, thirteen, fourteenquince, dieciséis, diecisiete - fifteen, sixteen, seventeendieciocho, diecinueve - eighteen, nineteenveinte, treinta, cuarenta - twenty, thirty, fortycincuenta, sesenta, setenta - fifty, sixty, seventyochenta, noventa, cien - eighty, ninety, one hundred ciento uno, doscientos - one hundred one, two hundred trescientos, cuatrocientos - three hundred, four hundredquinientos, seiscientos - five hundred, six hundredsetecientos, ochocientos - seven hundred, eight hundred novecientos - nine hundredmil - one thousand


La entrevistaUnit 1 Lesson 5 Activity Sheet

Directions: 1. Choose a partner to ask the following questions from the first column.2. Have your partner answer the questions using the forms from the middle column.3. Present the information to someone else using the forms from the third column.

nombre

¿Cómo te llamas? Me llamo . Se llama .

¿Cómo estás? Estoy . Está .

¿Cuántos años Tengo años. Tiene años. tienes?

¿Cuál es tu Mi número de Su número número de de teléfono de teléfono teléfono? es el . es el .

Ask this question:

Answerlike this:

Tell someone elselike this:

83Grades 5-6




2. Las actividades del día:• review information from previous

lessons;• introduce the math terms suma,

resta, and multiplica;• introduce the colors in Spanish.

3. Las acciones del día:• read a book;• ¿Cuántos años tienes? activity sheet;• Los colores activity sheet.

4. El repaso: review. 5. La despedida: good-bye song.

EXTENSION ACTIVITIES• Have your students work in pairs. The

¿Cuántos años tienes? sheet will pro-vide a good review of simple addition,subraction, and multiplication prob-lems.

• If you are not using the Student Resource Notebook, you may want to make individual notebooks, or cuadernos, for each student, using the activity sheets for each unit which canbe found here in the Learning Partner Guidelines. Include some blank paper so students can start their own personal dictionaries.

PARENT PARTICIPATION• Encourage parents to visit the class-

room during Spanish class or show a videotaped lesson during Open House.

• Have the parents go over today’s activity sheet with the students. It willallow students to practice with larger numbers.



Vocabulary List

¿Cuántos años tienes? - How old are you?Tengo ____ años. - I am ____ years old.¿Cómo te llamas? - What is your name? (familiar)Me llamo _____. - My name is _____.¿Cómo estás? - How are you?(familiar)Estoy _____ - I am _____.Mucho gusto. - Pleased to meet you.El gusto es mío. - The pleasure is mine.súmale - add to itmultiplica por - multiply byréstale - subtract from itQuita el último cero. - Take away the last zero.Luis tiene 12 años. - Luis is 12 years old.Dentro de __ año(s) tendrá __. - Within __ year(s) he will be __.Ahí tienes tu edad. - There you have your age.colores - colorsazul - bluerojo - redamarillo - yellowverde - greenanaranjado - orangemorado - purpleotros colores - other colorscafé - brownblanco - whitenegro - black

85Grades 5-6

¿Cuántos años tienes?Unit 1 Lesson 5 Activity sheet

Directions: Each student will work the problem out after reviewing the example with us.

¿Cuántosaños tienes?

Multiplicapor 2.

x 2 =

Multiplicapor 5. 24 x 5 = 120

x 5 =

¡12! Quita el últimocero. Ahí tienes tu edad.

Súmale 5. 12 + 5 = 17

+ 5 =

Réstale 10. 34 - 10 = 24

- 10 =

Luis tiene 12 años.

Dentro de tendrá

1 año

5 años

8 años

13 años

15 años

20 años

25 años

30 años

13

17 x 2 = 34

12

¿Cuántos años tienes?Unit 1 Lesson 6 Activity Sheet

nombre


Los coloresUnit 1 Lesson 6 Activity Sheet

Directions: Color the sections of the wheel and the rectanglesbelow according to the colors named in them.

nombre

otros colores

blanco café negro

anaranjado

verde

morado

amarilloazul

rojo

89Grades 5-6




2. Las actividades del día:• review the dialogues from the pre-

ceding lessons;• review the colors;• introduce the basic shapes círculo,

cuadro, rectángulo, triángulo, estrella,and óvalo.

3. Las acciones del día:• TPR;• Formas y colores activity sheet.

4. El repaso: review. 5. La despedida: good-bye song.

EXTENSION ACTIVITIES• You and your class can play bingo

using the colors and shapes in Spanish. Have each of the students create his/her own bingo board using shapes and colors that you choose. Then, call out a particular shape and color combination and show the stu-dents what you are calling out as you say it.

PARENT PARTICIPATION• Encourage grandparent participation

in the language process by starting a visiting grandparent program.



Vocabulary List

¿Cuántos años tienes? - How old are you?Tengo ___ años. - I am ___ years old.¿Cómo te llamas? - What is your name? (familiar)Me llamo _____. - My name is _____.¿Cómo estás? - How are you? (familiar)Estoy _____. - I am _____. Mucho gusto. - Pleased to meet you.El gusto es mío. - The pleasure is mine.colores - colorsazul - bluerojo - redamarillo - yellowverde - greenanaranjado - orangemorado - purplecafé - brownblanco - whitenegro - blackcírculo - circlecuadro - squarerectángulo - rectangletriángulo - triangleestrella - staróvalo - ovaldibuja - drawpinta - color


Formas y coloresUnit 1 Lesson 7 Activity Sheet

Directions: Draw the number of shapes indicated and color them according to the color named.

nombre

1 seis triángulos rojos

* Write some instructions to exchange with a classmate to see if he or she can understand.

2 una estrella verde

4 cinco óvalos anaranjados

6 tres estrellas cafés

8 dos círculos negros

3 cuatro círculos azules

5 siete cuadros amarillos

7 nueve rectángulos morados

93Grades 5-6



1. El saludo:• teacher greets students;• opening song;• calendar activity.

2. Las actividades del día:• review greetings and salutations;• Christopher Columbus’s voyage;• El Día de la Raza.

3. Las acciones del día: TPR.4. El repaso: El primer viaje de Cristóbal

Colón activity sheet.5. La despedida: good-bye song.

EXTENSION ACTIVITIES• Encourage your students to find news

items about Christopher Columbus oruse references to search for informa-tion on the Columbian Exchange.

PARENT PARTICIPATION• Encourage parent participation by

having them come in and videotape one of your Spanish activities. The videotape may be shown to different parent groups or played during a school open house. They can also take pictures for a class scrapbook.

SPECIAL NOTESNext class we will be reviewing using the game Lotería. If your students are not using the StudentResource Notebook, you may wish to duplicate the game boards so that they can play along.



Vocabulary List

¿Hablas español? - Do you speak Spanish?Sí, un poco. - Yes, a little.¿Qué quiere decir ___? - What does ___ mean?¿Cómo se dice ___ en español? - How do you say ___ in Spanish?Cristóbal Colón - Christopher Columbusel viaje - the voyagelas carabelas - the ships (caravels)país - countryel mapa - the mapcontinente - continentlatitud y longitud - latitude and longitudeEl Día de la Raza - Columbus Day (literally

translated it is The Day of the Race, so named because it makes reference to the birth of a new race of people)


El primer viaje de Cristóbal ColónUnit 1 Lesson 8 Activity Sheet

Directions: Columbus's ships, La Niña, La Pinta, and La Santa María, left Spain on August 3, 1492, and arrived in the Americas on October 12, 1492.These ships carried 90 men and boys to what was for them a new world.

N

S

EO

La Española

Juana

San Salvador

Cayo Samana

50° 10°W 0°

Europa

Madrid

Lisboa

40° 30° 20° 60° 70° 80°

50°

América del Norte

40°

30° África

10° N

El primer viaje de Cristóbal Colón

(1492-3)

0

0

750 km

750 mi

20°

América del Sur

España

Trópico de Cáncer

1. How many days did Columbus and his men travel? They traveled days.

2. Trace the voyage of Christopher Columbus.

3. What country did Columbus set sail from? .

4. In what continent is Spain located? .

5. Where did Columbus think he had arrived? . .

6. What were the names of Columbus's ships? .

* Additional Information:

Columbus was guided by two misconceptions when he sailed in 1492. After consulting Greek and Arab texts, he figured the earth's circumference to be 25 percent smaller than it actually is. The second misconception was his assumption that no large land mass lay between Europe and Asia.

Portugal

nombre

North America

South America

Africa

Tropic of Cancer Christopher Columbus'sfirst trip(1492-3)

Spain

Europe

Palos de la FronteraLisbon

97Grades 5-6

Comunicamos juntos • Unit 1 — Lesson 9 (REVIEW)



2. Las actividades del día: • review questions and answers

learned in this unit;• review the vowels;• review the shapes;• review the colors;• review the numbers.

3. El repaso:• Lotería;• review.

4. La despedida: good-bye song.

EXTENSION ACTIVITIES• The review can be extended to any

number of conventional chalkboard games. Just use the concepts and the vocabulary from this unit in the targetlanguage as the game objectives.

PARENT PARTICIPATION• Let parents know that evaluations are

coming up and that it would be a good time to review at home with their children. Also, have a parent help out with the bingo review.

SPECIAL NOTESThe evaluation will be given during the next class. You may wish toprepare the materials and reviewagain with the students.

Comunicamos juntos - Unit 1Lesson 9 (REVIEW)

Vocabulary List

el calendario - the calendar¿En qué mes estamos? - What month is this?Estamos en _______. - This is _______.los días de la semana - the days of the weeklunes, martes, miércoles - Monday, Tuesday, Wednesdayjueves, viernes, sábado - Thursday, Friday, Saturday domingo - Sunday¿Cómo te llamas? - What is your name? (familiar)Mucho gusto. - Pleased to meet you.El gusto es mío. - The pleasure is mine.¿Cómo estás? - How are you? (familiar)¿Cuántos años tienes? - How old are you?¿Cómo se llama tu amigo(a)? - What is your friend’s (feminine)

name ?¿Cuál es tu número de teléfono? - What is your telephone number?las vocales - the vowelsLotería - Bingo¿Cómo te llamas? - What is your name? (familiar)Me llamo _____. - My name is _____.¿Cómo estás? - How are you? (familiar)Estoy bien/más o menos/mal. - I am fine/OK/not well.¿Cuántos años tienes? - How old are you?Tengo ___ años. - I am ___ years old.¿Cuál es tu número de teléfono? - What is your telephone number?Mi número de teléfono es el ____. - My telephone number is ____.las vocales - the vowelsuno, dos, tres, cuatro, cinco - one, two, three, four, fiveseis, siete, ocho, nueve, diez - six, seven, eight, nine, tenonce, doce, trece, catorce - eleven, twelve, thirteen, fourteenquince, dieciséis, diecisiete - fifteen, sixteen, seventeendieciocho, diecinueve - eighteen, nineteenveinte, treinta, cuarenta - twenty, thirty, fortycincuenta, sesenta, setenta - fifty, sixty, seventyochenta, noventa, cien - eighty, ninety, one hundred ciento uno, doscientos - one hundred one, two hundred trescientos, cuatrocientos - three hundred, four hundredquinientos, seiscientos - five hundred, six hundredsetecientos, ochocientos - seven hundred, eight hundred novecientos, mil - nine hundred, one thousandcolores, azul, rojo, amarillo - colors, blue, red, yellowverde, anaranjado, morado - green, orange, purplecafé, blanco, negro - brown, white, blackcírculo, cuadro, triángulo - circle, square, triangleestrella, óvalo, rectángulo - star, oval, rectangle

98Grades 5-6


Directions:1. Duplicate one or more of the four review boards.2. As the television teacher/classroom teacher/parent shows a card and calls out the name of the picture, students should locate the matching picture and word on their game cards.3. They can keep track of their matches with beans, chips, or tokens.4. If a student gets three matches horizontally (horizontalmente), vertically (verticalmente), or diagonally (diagonalmente), he or she yells out, ¡LOTERÍA!

Lotería - Comunicamos juntos - Unit 1

10

70

40

100

20

50

Mi número de teléfono es el __.

¿Cómo te llamas?

¿Cuántos años tienes?

rectángulo cuarenta cuadro

veinte

triángulodiez

Estoy bien.

Me llamo .

cien estrella setenta

círculo las vocales

cincuentaTengo años. óvalo

¿Cómo estás?

¿Cómo te llamas?

Me llamo .

a e io u

¿Cuál es tu número de teléfono?


40cuarenta

estrella

70setenta

círculo

a e io u

las vocales

200doscientostriángulo

óvalo

100cien

círculocuadro

50cincuenta

¿Cómo te llamas?

Me llamo .

Estoy bien.

¿Cómo estás?

a e io u

las vocalesMi número de

teléfono es el __.

¿Cuál es tu número de teléfono?

rectángulo

¿Cuántos años tienes?

Tengo años.

Lotería - Comunicamos juntos - Unit 1

103Grades 5-6

Comunicamos juntos • Unit 1 — Lesson 10 (EVALUATION)



2. La evaluación:• describe evaluation and purpose;• begin reading item one;• allow 15 seconds of response time;• read remainder of items;• go over answers to test.

3. La despedida: good-bye.

EXTENSION ACTIVITIES• Compare the scores obtained by

your students on the pretest and the posttest.

• Go over the graded tests in class as a final review of the unit.

SPECIAL NOTESTeachers, some of the questions on the exam will require a personal response and should be graded for content only, not for form, or you may wish to give extra credit for these questions rather than subtractpoints if the form is not correct.

The pretest for Unit 2 should be given before Unit 2 if you are using the testing portion of the program toprovide you with baseline data.


Comunicamos juntos - Unit 1Lesson 10 (EVALUATION)

Vocabulary List

1. ¿Cómo te llamas? - What is your name?Me llamo ______. - My name is ______.

2. ¿Cómo estás? - How are you?Estoy ______. - I am _______.

3. ¿Cuántos años tienes? - How old are you?Tengo ____ años. - I am ____ years old.

4. ¿Cuál es tu número de teléfono? - What is your telephone number?Mi número de teléfono es ___. - My telephone number is ____.¿Cuáles son las vocales? - What are the vowels?

5. a - a6. e - e7. i - i8. o - o9. u - u10. cuadro - square11. estrella - star12. rectángulo - rectangle13. círculo - circle14. triángulo - triangle15. óvalo - oval16. diez - ten17. cuarenta - forty18. cincuenta - fifty19. cien - one hundred20. setenta - seventy

Extra Credit:¿Cómo se llamaban las - What were the names of carabelas de Cristóbol Colón? Christopher Columbus’s ships?

La Pinta - The PintaLa Niña - The NiñaLa Santa María - The Santa Maria

Certificado de Mérito

¿Cómo estás?

Estoy bien, gracias.

otorgado a

alumno(a)

por haber cumplido los trabajosde la Unidad I,

Comunicamos juntos

maestro(a)

107

Evaluation




Student Evaluation FormComunicamos juntos - UNIT 1

Circle One: Pretest Posttest

Name _______________________ Teacher _______________________

On questions 1 to 9 please listen to the questions and write your responses in the spaces provided.

(1) ¿Cómo te llamas?

Me llamo ________________________________________ .

(2) ¿Cómo estás?

Estoy ___________________________________________ .

(3) ¿Cuántos años tienes?

Tengo __________________________________________ años .

(4) ¿Cuál es tu número de teléfono?

Mi número de teléfono es el ________________________ .

¿Cuáles son las vocales?

(5) ____________

(6) ____________

(7) ____________

(8) ____________

(9) ____________


On numbers 10 to 15, identify the shape and find the vocabulary word that names itin the key. Write the letter of your response next to the corresponding number.

(10) _______

(11) _______

(12) _______

(13) _______

(14) _______

(15) _______

For numbers 16 to 20, find the name of each number in the answer key and write the letter of your answer next to the corresponding number.

(16) _______

(17) _______ 40(18) _______ 50(19) _______ 100(20) _______ 70Extra Credit: ¿Cómo se llamaban las carabelas de Cristóbal Colón?

KEY

A) rectángulo

B) círculo

C) cuadro

D) triángulo

E) estrella

F) óvalo

10 KEY

A) setenta

B) cincuenta

C) cien

D) diez

E) cuarenta


Student Evaluation FormComunicamos juntos - UNIT 1

Circle One: Pretest Posttest

Name _______________________ Teacher _______________________

On questions 1 to 9 please listen to the questions and write your responses in the spaces provided.

(1) ¿Cómo te llamas?

Me llamo ________________________________________ .

(2) ¿Cómo estás?

Estoy ___________________________________________ .

(3) ¿Cuántos años tienes?

Tengo __________________________________________ años .

(4) ¿Cuál es tu número de teléfono?

Mi número de teléfono es el ________________________ .

¿Cuáles son las vocales?

(5) ____________

(6) ____________

(7) ____________

(8) ____________

(9) ____________

AAnnsswweerr kkeeyy

((CChhiilldd’’ss nnaammee))

FFoorr nnuummbbeerrss 55

tthhrroouugghh 99,, pplleeaassee

uussee yyoouurr ddiissccrreettiioonn

aass ttoo tthhee oorrddeerr ooff

tthhee vvoowweellss

AAnnsswweerr kk

eeyy

((EEiitthheerr bbiieenn,, mmááss oo mmeennooss,, oorr mmaall))

((CChhiilldd’’ss aaggee))

((CChhiilldd’’ss tteelleepphhoonnee nnuummbbeerr))

aaeeiioouu

114Grades 5-6

On numbers 10 to 15, identify the shape and find the vocabulary word that names itin the key. Write the letter of your response next to the corresponding number.

(10) _______

(11) _______

(12) _______

(13) _______

(14) _______

(15) _______

For numbers 16 to 20, find the name of each number in the answer key and write the letter of your answer next to the corresponding number.

(16) _______

(17) _______ 40(18) _______ 50(19) _______ 100(20) _______ 70Extra Credit: ¿Cómo se llamaban las carabelas de Cristóbal Colón?

KEY

A) rectángulo

B) círculo

C) cuadro

D) triángulo

E) estrella

F) óvalo

10 KEY

A) setenta

B) cincuenta

C) cien

D) diez

E) cuarenta

AAnnsswweerr kk

eeyyEE

AA

BB

CC

DD

FF

DD

BB

CC

AA

LLaa PPiinnttaa LLaa NNiiññaa LLaa SSaannttaa MMaarrííaa

EE

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