Spanish | Elementary K-4

Instructional Topics

• Simple Greetings
• Colors
• Numbers 1-5
• Discuss why we are learning Spanish (who speaks it, why it is important)

Essential Questions

1. Can I say hello and goodbye in Spanish?
2. Can I say my favorite color in Spanish?
3. Can I count from 1-5 in Spanish?

Culturally Relevant Connections/Real World Learning

Hispanic Heritage Month | Sept. 15 - Oct. 15

• Color the flag of Mexico and describe its colors
• Class conversations and/or read alouds about the Spanish language

Summative Assessment

• Informal oral assessments
• In-Class Activities
• Games for vocabulary evaluation

Instructional Topics

• Introductory Questions: What is your name? My name is…
• Continue with Greetings: Buenas Tardes
• Numbers 5-10
• Continue with colors
• Alphabet -introduce song

(Culture) Día de los Muertos: Introduce the concept with a kid friendly video, use coloring sheets

Essential Questions

1. Can I say "My name is” in Spanish?
2. Can I count from 5-10 in Spanish?
3. Can I  recognize, through listening, at least 3 colors in Spanish?

Culturally Relevant Connections/Real World Learning

• Día de Muertos

Summative Assessment

• Informal oral assessments 
• In-Class Projects/Activities
• Games for vocabulary evaluation 

Instructional Topics

• Introduce ¿Cómo estás? 
  • Muy bien, gracias
  • Mal
  • Así Así
• Continue with Greetings: Buenas Noches
• Continue with colors 
  • Introduce oso (polar) and use colors to describe
• Introduce 11-20 (in counting sequence, not in isolation)
• Continue singing Alphabet

(Culture) Black History Month: Exposure to Afro Latinos with a Read Aloud

Essential Questions

1. Can I say how I'm feeling?
2. Can I recognize, through listening, at least 5 colors in Spanish?
3. Can I count from 11-20 in Spanish?

Culturally Relevant Connections/Real World Learning

Black History Month

• Students can connect to their own families/friends/community members, or people they see in the media.

Summative Assessment

• Informal oral assessments 
• In-Class Projects/Activities
• Games for vocabulary evaluation

Instructional Topics

• Continue with Greetings
• Continue with colors and numbers 1-20
• Introduce "conejo” for color and number description
• Use Spring words (bees, birds etc.) to center your description
• Introduce Days of the week
• Continue with Alphabet

Culture: Teach Hispanic Folk Dance (from a country of the teacher's discretion)

Essential Questions

1. Can I introduce myself in Spanish and say how I'm feeling?
2. Can I count from 1-20 in Spanish?
3. Can I describe “el conejo” by color and number?
4. Can I say my favorite day of the week in Spanish?

Culturally Relevant Connections/Real World Learning

• Hispanic Folk Dance
  • Teach the moves and connect to the culture of the country where they perform it (celebration where it is performed, why etc.)

Summative Assessment

• Informal oral assessments 
• In-Class Projects
• Games for vocabulary evaluation

Instructional Topics

• Greetings
• Numbers 1-20
• Description (Colors)
• Days of the Week
• Alphabet
• HHM (Hispanic Heritage Month)
  • Videos/Class Conversation
  • Color by Number Flags

Essential Questions

1. Can I say hello and goodbye in Spanish?
2. Can I count to 20 in Spanish?
3. Can I identify colors of the rainbow in Spanish?

Culturally Relevant Connections/Real World Learning

Hispanic Heritage Month | Sept. 15 - Oct. 15

• Exposure to Spanish-speaking countries (names and flags)
• Flags/Maps Posted in the Classroom

Summative Assessment

• Informal oral assessments
• In-Class Activities
• Games for vocabulary evaluation

Instructional Topics

Teacher will integrate these topics continuously throughout the Quarter:

• Continue with Greetings 
• Get to Know You Conversation (Basic Interrogatives)
  • ¿Cómo te llamas? ¿Cómo estás? 
  • Me llamo, Muy bien gracias
• Continue reinforcing Colors & Numbers
  • Use the word "perro”, change the color, number and size 
• Introduce Size: Grande, pequeño
• (Culture) Día de los Muertos
• Introduce the concept with a kid friendly video, use coloring sheets

Essential Questions

1. Can I greet someone in Spanish and ask how they are feeling?
2. Can I say "My name is” in Spanish and ask someone else's name?
3. Can I describe things by their number, color, and size?

Culturally Relevant Connections/Real World Learning

• Día de Muertos

Summative Assessment

• Informal oral assessments 
• In-Class Projects/Activities
• Games for vocabulary evaluation 

Instructional Topics

4 weeks: Teach New Clothing Vocabulary

• Teach new clothing vocabulary
  • abrigo, pantalones, botas
• Reinforce colors, numbers, and size with describing clothing
• Tie in Weather
  • Hace frío, invierno, está nevando

4 weeks: New Animal Vocabulary

• Perro, gato, pájaro

1 week: Reinforcement & Culture

• Culture: Black History Month
  • Exposure to Afro Latinos with a Read Aloud

Essential Questions

1. Can I describe what I'm wearing?
2. Can I talk about the weather in winter?
3. Can I identify colors and numbers by listening in Spanish?
4. Can I describe animals using color, number, and size?

Culturally Relevant Connections/Real World Learning

Black History Month

• Students can connect to their own families/friends/community members, or people they see in the media.

Summative Assessment

• Informal oral assessments 
• In-Class Projects/Activities
• Games for vocabulary evaluation

Instructional Topics

4 weeks: Teach School Vocabulary 

• escuela, maestro/a
• lápiz, crayón, libro

Reinforce color, number, size when describing school supplies

4 weeks: Teach Food Vocabulary 

• Pizza, helado, banana
• agua, leche

Reinforce color, number, size when describing food and drinks.

1 week: Reinforcement or Culture 

• Culture: Teach a folk dance (from a country of the teacher's discretion)

Essential Questions

1. Can I describe the basic supplies I use at school by color, number, and size?
2. Can I describe basic foods and drinks by color, number, and size?

Culturally Relevant Connections/Real World Learning

• Hispanic Folk Dance
  • Teach the moves and connect to the culture of the country where they perform it (celebration where it is performed, why etc.)

Summative Assessment

• Informal oral assessments 
• In-Class Projects
• Games for vocabulary evaluation

Instructional Topics

• Greetings (Buenos Días, Buenas Tardes, Buenas Noches, Hola, Adiós)
• Get to Know You Conversation (Basic Interrogatives)
  •  ¿Cómo te llamas? ¿Cómo estás? ¿De dónde eres?
  • Me llamo, Muy bien gracias, Soy de
• Numbers 1-30
• Description (Colors)
• Alphabet
• Months/Days
• Flags of Spanish speaking countries
• Integrate a variety of 1st-grade vocabulary throughout the review unit, including: Yo/Tú

Essential Questions

1. Can I introduce myself and ask basic introductory questions?
2. Can I count to 30 in Spanish?
3. Can I answer the question ¿Qué día es hoy?
4. Can I recognize at least 3 flags from Spanish-speaking countries?

Culturally Relevant Connections/Real World Learning

Hispanic Heritage Month | Sept. 15 - Oct. 15

• Exposure to the culture of Spanish-speaking countries
• Exposure to flags of Spanish-speaking countries
• Flags/Maps Posted in the Classroom

Summative Assessment

• Informal oral assessments
• In-Class Activities
• Games for vocabulary evaluation

Instructional Topics

3 weeks: Birthday & Age

• Months of the Year (¿Cuándo es tu cumpleaños? Mi cumpleaños es en (mes).)
• Numbers (¿Cuántos años tienes? Tengo _____ años)

1 week:  Día de los Muertos 

3 weeks: Seasons/Clothing (Invierno)

• Ex: Yo tengo una chaqueta

2 weeks: Celebrations

• Teach about one Hispanic celebration and talk about similarities and differences with our celebrations

Essential Questions

1. Can I say how old I am in Spanish and ask others?
2. Can I say what my birthday month is in Spanish and ask others?
3. Can I explain the meaning of the celebration of Día de los Muertos?
4. Can I describe what clothes I have in the winter?
5. Can I compare a Hispanic celebration to my celebrations?

Culturally Relevant Connections/Real World Learning

• Día de Muertos
• Teach about one other Hispanic celebration (teacher discretion) and compare it with their own celebrations

Summative Assessment

• Informal oral assessments 
• In-Class Projects/Activities
• Games for vocabulary evaluation 

Instructional Topics

4 weeks: School Supplies & Classroom Instructions

• Teach school supply vocabulary and integrate classroom instructions that can be used on a daily basis

4 weeks: Places: School, Home, Park

• Teach escuela, casa, parque with the verb "Jugar”
  • Juego en la escuela, juego en la casa, juego en el parque

1 week: Black History Month

• Famous Afro/Black-Latinos

Essential Questions

1. Can I name 3 school supplies I use?
2. Can I follow class instructions in Spanish?
3. Can I identify home, school, and park in Spanish?
4. Can I talk about famous Hispanic and/or Black Hispanic people?

Culturally Relevant Connections/Real World Learning

Black History Month

• Students can connect to their own families/friends/community members, or people they see in the media.

Summative Assessment

• Informal oral assessments 
• In-Class Projects/Activities
• Games for vocabulary evaluation

Instructional Topics

3 weeks: American Food 

• Teach Yo como, yo bebo

• Basic foods

3 weeks: Comparing American Food and Mexican Food 

• Comparison Activities/Videos
• Option to do a Mexican restaurant simulation
• Cinco de Mayo (video and coloring)

3 weeks: Reinforcement of Vocabulary 

• Teacher can use this time to review vocabulary from the year with games/activities

Essential Questions

• Can I talk about what I eat and drink at home?
• Can I talk about common foods and drinks in Mexican homes?
• Can I compare the foods I eat to foods eaten in Mexico? 

Culturally Relevant Connections/Real World Learning

• Cinco de Mayo
  • Students learn about Mexican culture through a brief introduction to the holiday.
• Discuss strategies for continuing learning/practice over the summer and provide parents with online resources.

Summative Assessment

• Informal oral assessments 
• In-Class Projects
• Games for vocabulary evaluation

Instructional Topics

• Greetings/Get to Know You Conversation 
  • Use Basic Interrogatives: Who? What? When? Where? How many? (in the context of Get to Know You)
• Numbers 1-100
• Description (Colors)
• Months/Days/Weather
• Spanish speaking countries
• Integrate a variety of second-grade vocabulary throughout the review unit, including:
  • Yo (describing myself), school supplies, foods

Essential Questions

1. Can I introduce myself and ask basic introductory questions?
2. Can I count to 100 in Spanish?
3. Can I give the date in Spanish and discuss today’s weather?
4. Can I provide examples of Spanish-speaking countries?
5. Can I explain how my life is similar or different from people living in Spanish-speaking countries?
6. Can I explain how language brings people together?

Culturally Relevant Connections/Real World Learning

Hispanic Heritage Month | Sept. 15 - Oct. 15

• Exposure to the culture of Spanish-speaking countries
• Exposure to the Geographic location of Spanish-speaking countries/Flags
• Flags/Maps Posted in the Classroom

Summative Assessment

• Informal oral assessments
• Vocabulary Quizzes (Quarter 1 Quiz)
• In-Class Activities
• Games for vocabulary evaluation

Instructional Topics

• 3 weeks: School Objects (Rooms, school supplies)
• 3 weeks: School People (describing friends and teachers using physical and personality characteristics)
• 3 weeks -Celebrations 
  • Dia de Muertos
  • Mi celebración favorita (give them the name of the celebration in Spanish, but the rest can be done in English)

Essential Questions

1. Can I name Objects and Rooms in my school?
2. Can I follow classroom instructions in Spanish?
3. Can I describe my friends and teachers in Spanish?
4. Can I describe what happens on Día de Muertos?
5. Can I compare my favorite celebration with others’ celebrations?

Culturally Relevant Connections/Real World Learning

• Día de Muertos
• Students share about their cultural celebrations and learn one another.

Summative Assessment

• Informal oral assessments 
• Vocabulary Quizzes (Quarter 2 Quiz)
• In-Class Projects/Activities
• Games for vocabulary evaluation 

Instructional Topics

3 weeks- Family

• Mi (My)
• Tengo
• Cultural differences with Hispanic families

4 weeks-House and Transport

• Rooms of the House
• Transport (Car, Bus, Train, Plane, Bicycle)
• El/la/los/las - Introduction

2 weeks

• Black History Month
• Famous Afro/Black-Latinos

Essential Questions

1. Can I introduce my family?
2. Can I name the rooms of my house?
3. Can I talk about how I get places? (By car, bus, etc.)
4. Can I talk about famous Hispanic and/or Black Hispanic people?

Culturally Relevant Connections/Real World Learning

Black History Month

• Students can connect to their own families/friends/community members, or people they see in the media.

Summative Assessment

• Informal oral assessments 
• Vocabulary Quizzes (Quarter 3 Quiz)
• In-Class Projects/Activities
• Games for vocabulary evaluation

Instructional Topics

3 weeks: Comida de la casa 

• Verbs: come, bebe

• El/las/los/las (if time permits)

• Gusta/Gustan

4 weeks: Comparing Food from My House with Mexican Homes 

• option to do basic Mexican recipes for the home (guacamole, tacos, etc.)

Cultural: Cinco de Mayo 

• Basic history of the holiday, discuss Mexican culture

2 weeks: Nature (if time permits)

Essential Questions

1. Can I talk about what I eat and drink at home?
2. Can I talk about common foods and drinks in Mexican homes?
3. Can I compare the foods I eat to foods eaten in Mexico? 
4. Can I say what foods I like? (Gustan)
5. Can I talk about the plants and animals I see outside? (if time permits)

Culturally Relevant Connections/Real World Learning

• Cinco de Mayo
  • Students learn about Mexican culture and history.
• Discuss strategies for continuing learning/practice over the summer and provide parents with online resources.

Summative Assessment

• Informal oral assessments 
• 3rd Grade Exit Exam
• In-Class Projects
• Games for vocabulary evaluation

Instructional Topics

• Greetings (Advanced)/Get to Know You Conversation 
  • Use Basic Interrogatives: Who? What? When? Where? How many? 
• Numbers 1-100
• Description (Colors)
• Months/Days/Weather
• Spanish speaking countries
• Integrate a variety of third-grade vocabulary throughout the review unit, including:
  • Description (physical/personality), school supplies/rooms, house, family, and basic foods

Essential Questions

1. Can I introduce myself and ask basic introductory questions?
2. Can I count to 100 in Spanish?
3. Can I give the date in Spanish and discuss today’s weather?
4. Can I provide examples of Spanish-speaking countries?
5. Can I explain how my life is similar or different from people living in Spanish-speaking countries?
6. Can I explain how language connects people?

Culturally Relevant Connections/Real World Learning

Hispanic Heritage Month | Sept. 15 - Oct. 15

• Research Spanish-speaking countries
• Introduce famous Hispanics
• Flags/Maps Posted in Classroom

Summative Assessment

• Informal oral assessments
• Vocabulary Quizzes (Quarter 1 Quiz)
• In-Class Projects
• Games for vocabulary evaluation

Instructional Topics

• 3 weeks - Sports and Activities (Grammar: Gustar + verb)
• 3 weeks - Clothing (Grammar: Yo + llevar)
• 3 weeks - Celebrations 
  • Dia de Muertos
  • Mi celebración favorita (Ex: Yo celebro Jánuca) 

Essential Questions

1. Can I talk about what I like to do?
2. Can I say what I am wearing/like to wear?
3. Can I answer questions about myself?
4. Can I describe Día de Muertos traditions and their significance?
5. Can I describe a celebration that is important to me and/or my family?

Culturally Relevant Connections/Real World Learning

• Día de Muertos
• Students share about their cultural celebrations and learn from others. Compare their celebrations to celebrations in the 21 Spanish-speaking countries.

Summative Assessment

• Informal oral assessments 
• Vocabulary Quizzes (Quarter 2 Quiz)
• In-Class Projects
• Games for vocabulary evaluation 

Instructional Topics

3 weeks- Family

• Mi/tu
• Tengo/Tiene
• Cultural differences with Hispanic families

4 weeks-House

• Rooms of the House
• Household Objects
• El/la/los/las

2 weeks

• Black History Month
• Famous Afro/Black-Latinos

Essential Questions

1. Can I introduce my family?
2. Can I name the rooms of my house?
3. Can I talk about what I have at my house?
4. Can I talk about famous Hispanic and/or Black Hispanic people?

Culturally Relevant Connections/Real World Learning

Black History Month

• Students can connect to their own families/friends/community members, or people they see in the media.

Summative Assessment

• Informal oral assessments 
• Vocabulary Quizzes (Quarter 3 Quiz)
• In-Class Projects
• Games for vocabulary evaluation

Instructional Topics

3 weeks: Places 

• Estar and Ir

4 weeks: Restaurant 

• Verbs: come, bebe
• El/las/los/las
• Gustan

Cultural: Cinco de Mayo 

• Basic history of the holiday, discuss Mexican culture
• *option to connect to the Restaurant unit by having students create a menu for a Mexican restaurant)

2 weeks: Animals (if time permits)

Essential Questions

1. Can I say where I am located? (Estar)
2. Can I say where I go? (Ir)
3. Can I name places in my community?
4. Can I say what I eat and drink in a restaurant? (Comer/beber)
5. Can I say what foods I like? (Gustan)
6. Can I describe my favorite animal?

Culturally Relevant Connections/Real World Learning

• Cinco de Mayo
  • Students learn about Mexican culture and history.
• Discuss strategies for continuing learning/practice over the summer and provide parents with online resources.

Summative Assessment

• Informal oral assessments 
• 4th Grade Exit Exam
• In-Class Projects
• Games for vocabulary evaluation