Here's a list of many of the words the fourth graders have been learning to use. Using the "Creativity Cards" they've made sentences in groups on the board, read them out loud, and then written ther own sentences. These list can be cut and pasted into a word document, enlarged, and cut up for flash cards or to assemble into sentences on a flat surface. ¡"Hasta la vista" and have a wonderful Thanksgiving break! Señora Starr
Subjects:
Antonio
Rosa
el perro
el maestro
Señora Lopez
Verbs:
habla-he talks
lee-she reads
juega-he plays
escribe-she writes
mira-he looks
trabaja-she works
tiene-he has
quiere-she wants
le gusta- he likes
Places:
la biblioteca-the library
la tienda-the store
el parque-the park
la piscina-the pool
la escuela-the school
Things:
el cuaderno azul-the blue notebook
la pelota amarilla-the yellow ball
el lápiz rojo-the read pencil
la bicicleta verde-the green bicycle
Connectors:
con-with
y-and
Belonging:
de-belonging to (also means "of")
Location:
en: in/at
entre: in between (as in between two things)
en medio de: in the middle of (as in the middle of a circle)
junto a: next to
encima de: on top of
debajo de: underneath
delante de: in front of
detrás de: behind
Friday, November 20, 2009
NOV. 2O: VOCAB. TO REVIEW FOURTH GRADE
¡Hola padres! (Hello parents!)
I would love to see our kids reviewing their vocabulary at home on a regular basis. I've been asking the fourth graders to come up with some fun ways to do this. Here are their ideas: (PS: Have a super Thanksgiving!)
1. Tape a list of words to learn on the wall. Play a favorite family game (one where you earn points) and every time someone wins, they have to say the word and its meaning to get the point.
2. Put signs at the entrance to your room and every time you go in, you say one of the words.
3. Play a game of Charades and act out the words.
4. Have relay races with friends where the word's written down and the first one to say the word, gets a point.
5. Make flashcards and have a parent quiz you (play music in the background).
6. Make up a song, a dance or a cheer with the words and perform them for your family.
I would love to see our kids reviewing their vocabulary at home on a regular basis. I've been asking the fourth graders to come up with some fun ways to do this. Here are their ideas: (PS: Have a super Thanksgiving!)
1. Tape a list of words to learn on the wall. Play a favorite family game (one where you earn points) and every time someone wins, they have to say the word and its meaning to get the point.
2. Put signs at the entrance to your room and every time you go in, you say one of the words.
3. Play a game of Charades and act out the words.
4. Have relay races with friends where the word's written down and the first one to say the word, gets a point.
5. Make flashcards and have a parent quiz you (play music in the background).
6. Make up a song, a dance or a cheer with the words and perform them for your family.
NOV. 2O: NEW VOCAB. FOR THIRD GRADE
¡Hola padres! (Hello parents!)
The following is a list of the vocabulary your children will be learning after the Thanksgiving break. "Perfecto" for going over with them at the dinner table or on the way to grandma's. I wish you all an enjoyable and safe holiday!
LAS COMIDAS – FOODS
¿Qué quieres comer? What would you like to eat?
Quiero comer __________. I want to eat __________.
---------------------------------------------------------------------------------
EL DESAYUNO THE BREAKFAST
LA LECHE THE MILK
EL CEREAL THE CEREAL
EL PAN TOSTADO THE TOAST
EL JUGO DE NARANJA THE ORANGE JUICE
EL ALMUERZO THE LUNCH
LA SOPA THE SOUP
LAS GALLETAS THE CRACKERS
EL QUESO THE CHEESE
EL SÁNDWICH THE SANDWICH
LA CENA THE DINNER
LA CARNE THE MEAT
LA PAPA THE POTATO
EL PESCADO THE FISH
LAS ZANAHORIAS THE CARROTS
The following is a list of the vocabulary your children will be learning after the Thanksgiving break. "Perfecto" for going over with them at the dinner table or on the way to grandma's. I wish you all an enjoyable and safe holiday!
LAS COMIDAS – FOODS
¿Qué quieres comer? What would you like to eat?
Quiero comer __________. I want to eat __________.
---------------------------------------------------------------------------------
EL DESAYUNO THE BREAKFAST
LA LECHE THE MILK
EL CEREAL THE CEREAL
EL PAN TOSTADO THE TOAST
EL JUGO DE NARANJA THE ORANGE JUICE
EL ALMUERZO THE LUNCH
LA SOPA THE SOUP
LAS GALLETAS THE CRACKERS
EL QUESO THE CHEESE
EL SÁNDWICH THE SANDWICH
LA CENA THE DINNER
LA CARNE THE MEAT
LA PAPA THE POTATO
EL PESCADO THE FISH
LAS ZANAHORIAS THE CARROTS
Thursday, November 19, 2009
FOURTH GRADE UPDATE: 11/19/09
SPANISH STORIES:
I've so enjoyed watching my students learn new vocabulary and grammar as they've been writing a story about a boy with a mouse problem. The students are now finished writing the introductions to their stories, and have started to read their intros to the class. Some have also taken their Spanish notebooks home to practice reading out loud at home.
Reminder to the families of those who've taken their folders home:
Please remind your child to bring his Spanish folder to class next week.
Gracias,
Sra. Starr
I've so enjoyed watching my students learn new vocabulary and grammar as they've been writing a story about a boy with a mouse problem. The students are now finished writing the introductions to their stories, and have started to read their intros to the class. Some have also taken their Spanish notebooks home to practice reading out loud at home.
Reminder to the families of those who've taken their folders home:
Please remind your child to bring his Spanish folder to class next week.
Gracias,
Sra. Starr
Tuesday, November 17, 2009
FOURTH GRADE UPDATE: 11/17/09
After listening to some of the students read their Hispanic Heritage paragraphs to the class, the kids used the magnetic visual cards to compose and read sentences on the board. This was done at first individually, then in pairs, and finally as pairs racing against each other. This activity was later extended into writing when the students combined words for people, verbs, objects, connectors and location words, to write logical sentences. I was so impressed when I saw how much fun the kids had making longer and more elaborate sentences to present to their classmates!
In order to create a sense of ownership in my students, I asked them to come up with a new name for the visual cards. After much discussion and voting, the students have decided to call them “Creativity Cards.”
Thereafter, the kids sang the "Noviembre" song and I began reading my translation of the book “The Madrid of the Asturias as told to Children.” This is a children’s book I picked up in Spain last summer, which uses fantasy to teach young people about Velazquez’ famous painting “Las meninas (The Ladies in Waiting),” and to also teach the history of Spain’s capital. You may want to ask your child about the whereabouts of the dog “Salomón” from the painting…
Most recently, I’ve given the students four unusual pictures to use as illustrations for a story that they are writing in Spanish. The students have been asked to write an introduction, a body and a conclusion to their story which they will also present to the class.
The kids have also been given Question Word cards to put stickers on when they use question words in class. These words are:
Qué
Quién
Cómo
Dónde
Cuándo
Por qué
Our next unit will be on words for different places in our community and how to ask and say where one is going. ¡Hasta la vista!
In order to create a sense of ownership in my students, I asked them to come up with a new name for the visual cards. After much discussion and voting, the students have decided to call them “Creativity Cards.”
Thereafter, the kids sang the "Noviembre" song and I began reading my translation of the book “The Madrid of the Asturias as told to Children.” This is a children’s book I picked up in Spain last summer, which uses fantasy to teach young people about Velazquez’ famous painting “Las meninas (The Ladies in Waiting),” and to also teach the history of Spain’s capital. You may want to ask your child about the whereabouts of the dog “Salomón” from the painting…
Most recently, I’ve given the students four unusual pictures to use as illustrations for a story that they are writing in Spanish. The students have been asked to write an introduction, a body and a conclusion to their story which they will also present to the class.
The kids have also been given Question Word cards to put stickers on when they use question words in class. These words are:
Qué
Quién
Cómo
Dónde
Cuándo
Por qué
Our next unit will be on words for different places in our community and how to ask and say where one is going. ¡Hasta la vista!
THIRD GRADE UPDATE 11/17: Self Evaluations this Week
After presenting their wonderful Flamenco Drawings to the class, the students enjoyed singing the Señor Huesos (Mr. Bones) song and doing a coloring activity in preparation for the Fall Festival celebrations. Thereafter, I read “A Gift for Abuelita” to them, which is the touching story of the loving relationship between a little Mexican girl and her grandmother. In the story Rosita braids a beautiful bracelet to be presented to her grandmother on the Day of the Dead, which is a traditional children's holiday in Mexico. The students then wrote a paragraph about the story, and returned to writing more sentences with the rooms of the house vocabulary.
I’m now helping the children to learn words that describe a table's place-setting. They’ve been doing this by practicing the commands: "Pon" (Place/Put) and "Quita" (Remove/Take away)combined with the new vocabulary. The students have been asking each other to place and remove the objects using real plastic utensils, napkins and plates. I've enjoyed listening to each of my students as I've evaluated their understanding and pronunciation during their activity.
SELF EVALUATION:
These are the words which I’d like to see your child practicing at home for their self evaluation this week (Mrs. Hensler’s class: Wednesday, 11/18, Mr. Wolfrath's class: Thursday, 11/19, Mrs. LaDuke's class: Friday, 11/20.):
Pon (Place/Put)
Quita (Remove/Take away)
El tenedor – the fork
El cuchillo – the knife
La cuchara – the spoon
La servilleta – the napkin
El vaso – the glass
El plato – the plate
I’m now helping the children to learn words that describe a table's place-setting. They’ve been doing this by practicing the commands: "Pon" (Place/Put) and "Quita" (Remove/Take away)combined with the new vocabulary. The students have been asking each other to place and remove the objects using real plastic utensils, napkins and plates. I've enjoyed listening to each of my students as I've evaluated their understanding and pronunciation during their activity.
SELF EVALUATION:
These are the words which I’d like to see your child practicing at home for their self evaluation this week (Mrs. Hensler’s class: Wednesday, 11/18, Mr. Wolfrath's class: Thursday, 11/19, Mrs. LaDuke's class: Friday, 11/20.):
Pon (Place/Put)
Quita (Remove/Take away)
El tenedor – the fork
El cuchillo – the knife
La cuchara – the spoon
La servilleta – the napkin
El vaso – the glass
El plato – the plate
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