Dear Parents and Guardians,
Last Friday was a big day for our Spanish students. Mrs. Rosario was lovely in her bright yellow Flamenco dress, as she performed seven different Spanish dances for our students. The children were impressed by her heal-tapping and by the sounds she made with her castanets. They were also able to recognize many of the items they had studied during the fall: the castanets, the mantón (shawl) and the pericón (dance fan).
This week many of the students have been writing and illustrating thank you letters to Mrs. Rosario. They've also been making Guatemalan friendship bracelets to give to their families and friends over the holidays. Like Rosita in the story "A Gift for Abuela," they've been weaving all their good wishes into their bracelets...
"¡GRACIAS!" for all the support you've given your children this year, and have a "FELIZ" holiday and a "FANTÁSTICO" New Year!! Sra. Starr
Thursday, December 17, 2009
FOURTH GR 12/18: HOLIDAY READING
Dear parents and guardians,
I'm sending your child's Spanish folder home with her/him over the holiday.
Please ask your child to read the introduction to his/her story to you in Spanish. The students are so proud of the reading they've done in class, that I'm sure they'd like to share the introduction to their story with you!
Mrs. Starr
I'm sending your child's Spanish folder home with her/him over the holiday.
Please ask your child to read the introduction to his/her story to you in Spanish. The students are so proud of the reading they've done in class, that I'm sure they'd like to share the introduction to their story with you!
Mrs. Starr
FOURTH GR 12/17: AT-HOME SPEAKING PRACTICE
Dear Parents,
Please help your child to practice answering the following Spanish questions at home.
I've spelled the syllables of each Spanish word in English for you. I know that trying to say the questions to your child may initially feel daunting, but it's my feeling that your child will recognize the sounds. These are all questions that your child has rehearsed in class. If you should have any questions about this activity, please don't hesitate to send me an e-mail.
Since I plan to assess the students on their ability to answer these questions during the rest of the year, I would very much appreciate your at-home help.
"GRACIAS" AND HAVE A SUPER HOLIDAY!
SPANISH QUESTIONS TO PRACTICE ANSWERING AT HOME
1. ¿Coe-moe teh yamas? What’s your name?
Meh yamoh ________________. My name is ____________.
2, ¿Coo-ahn-tohs ah-nee-oss tee-eh-ness? How old are you _____________.
Ten-goh ______________ ah-nee-oss. I’m ___________ years old.
Ages: see-eh-teh (seven), oh-choh (eight), noo-eh-veh (nine), dee-ess (ten),
ohn-seh (eleven)
3. ¿Coo-all ehss too coe-lor fav-oh-ree-toh? What’s your favorite color?
Mee coe-lor fav-oh-ree-toh ess ________________.
My favorite color is ___________________.
Colors: roe-ho (red), ahss-ool (blue), ah-mah-ree-yo (yellow), vehr-deh (green), rroh-sah (pink), moh-rah-doh (purple), blahn-coh (white), neh-groh (black)
4.¿Keh ahss-ess ehn lah clah-sseh deh ess-spah-nee-ohll?
What do you do in Spanish class?
_________________ ehn lah clah-sseh deh ess-spah-nee-ohll.
Ex: "I talk" in Spanish class.
Activity verbs to insert in the blank:
Ah-bloh: I speak
Ess-cree-boh: I write
Leh-oh: I read
Ess-too-dee-oh: I study
Kah-mee-noh: I walk
Bah-ee-loh: I dance
Coh-moh: I eat
Please help your child to practice answering the following Spanish questions at home.
I've spelled the syllables of each Spanish word in English for you. I know that trying to say the questions to your child may initially feel daunting, but it's my feeling that your child will recognize the sounds. These are all questions that your child has rehearsed in class. If you should have any questions about this activity, please don't hesitate to send me an e-mail.
Since I plan to assess the students on their ability to answer these questions during the rest of the year, I would very much appreciate your at-home help.
"GRACIAS" AND HAVE A SUPER HOLIDAY!
SPANISH QUESTIONS TO PRACTICE ANSWERING AT HOME
1. ¿Coe-moe teh yamas? What’s your name?
Meh yamoh ________________. My name is ____________.
2, ¿Coo-ahn-tohs ah-nee-oss tee-eh-ness? How old are you _____________.
Ten-goh ______________ ah-nee-oss. I’m ___________ years old.
Ages: see-eh-teh (seven), oh-choh (eight), noo-eh-veh (nine), dee-ess (ten),
ohn-seh (eleven)
3. ¿Coo-all ehss too coe-lor fav-oh-ree-toh? What’s your favorite color?
Mee coe-lor fav-oh-ree-toh ess ________________.
My favorite color is ___________________.
Colors: roe-ho (red), ahss-ool (blue), ah-mah-ree-yo (yellow), vehr-deh (green), rroh-sah (pink), moh-rah-doh (purple), blahn-coh (white), neh-groh (black)
4.¿Keh ahss-ess ehn lah clah-sseh deh ess-spah-nee-ohll?
What do you do in Spanish class?
_________________ ehn lah clah-sseh deh ess-spah-nee-ohll.
Ex: "I talk" in Spanish class.
Activity verbs to insert in the blank:
Ah-bloh: I speak
Ess-cree-boh: I write
Leh-oh: I read
Ess-too-dee-oh: I study
Kah-mee-noh: I walk
Bah-ee-loh: I dance
Coh-moh: I eat
Wednesday, December 16, 2009
FOURTH GR UPDATE: DEC. 16, 2009
STORY WRITING AND READING:
The Fourth Grade has done a tremendous job of writing the introductions to their stories! I'm very pleased with the creativity they've shown in interpreting the pictures I've asked them to use for inspirtation. The students will be working on the different parts of their stories throughout the coming months and reading these out loud in front of the class.
STORY READING:
After the students have written the different components of their stories(introduction, body and conclusion), I've asked them to read these to the class. The students have worked very hard not only on their writing, but also on their reading. They've done this by reading their introductions back and forth to a partner. With my supervision, they've been able to work on their Spanish pronuciation and how to use verbs when writing about another person.
CELEBRATIONS:
The students have enjoyed their classmates' story-introductions while eating plantain chips and pretzels. This lead to fun discussions about Plantains and all the different types of bananas that are eaten in Latin America!
LOCATION WORDS/AT HOME SUPPORT:
Recently, the students took an Evaluation (Quiz) on location words. Although most of the kids know these words very well, please go over them routinely at home so they won't forget them. SUGGESTIONS: ASK THEM TO TAKE A FAVORITE ITEM (BOOK, STUFFED ANIMAL, ETC.) AND TELL YOU WHERE IT'S LOCATED IN RELATION TO ANOTHER HOUSEHOLD ITEM. THEY CAN ALSO TELL YOU WHERE THEY THEMSELVES ARE IN RELATION TO THE LIVING ROOM FURNITURE. ¡BUENA SUERTE!/GOOD LUCK!
DEBAJO DE - UNDERNEATH
JUNTO A - NEXT TO
DELANTE DE - IN FRONT OF
ENCIMA DE - ON TOP OF
EN MEDIO DE - IN THE MIDDLE OF (AS IN THE MIDDLE OF A CIRCLE)
DETRáS DE - BEHIND
ENTRE - IN BETWEEN (AS IN BETWEEN TWO OBJECTS)
EN - "IN" OR "ON"
THANK YOU FOR SUPPORTING YOUR CHILDREN AND HAVE A FANTASTIC HOLIDAY!!!
MRS. STARR : )
The Fourth Grade has done a tremendous job of writing the introductions to their stories! I'm very pleased with the creativity they've shown in interpreting the pictures I've asked them to use for inspirtation. The students will be working on the different parts of their stories throughout the coming months and reading these out loud in front of the class.
STORY READING:
After the students have written the different components of their stories(introduction, body and conclusion), I've asked them to read these to the class. The students have worked very hard not only on their writing, but also on their reading. They've done this by reading their introductions back and forth to a partner. With my supervision, they've been able to work on their Spanish pronuciation and how to use verbs when writing about another person.
CELEBRATIONS:
The students have enjoyed their classmates' story-introductions while eating plantain chips and pretzels. This lead to fun discussions about Plantains and all the different types of bananas that are eaten in Latin America!
LOCATION WORDS/AT HOME SUPPORT:
Recently, the students took an Evaluation (Quiz) on location words. Although most of the kids know these words very well, please go over them routinely at home so they won't forget them. SUGGESTIONS: ASK THEM TO TAKE A FAVORITE ITEM (BOOK, STUFFED ANIMAL, ETC.) AND TELL YOU WHERE IT'S LOCATED IN RELATION TO ANOTHER HOUSEHOLD ITEM. THEY CAN ALSO TELL YOU WHERE THEY THEMSELVES ARE IN RELATION TO THE LIVING ROOM FURNITURE. ¡BUENA SUERTE!/GOOD LUCK!
DEBAJO DE - UNDERNEATH
JUNTO A - NEXT TO
DELANTE DE - IN FRONT OF
ENCIMA DE - ON TOP OF
EN MEDIO DE - IN THE MIDDLE OF (AS IN THE MIDDLE OF A CIRCLE)
DETRáS DE - BEHIND
ENTRE - IN BETWEEN (AS IN BETWEEN TWO OBJECTS)
EN - "IN" OR "ON"
THANK YOU FOR SUPPORTING YOUR CHILDREN AND HAVE A FANTASTIC HOLIDAY!!!
MRS. STARR : )
Friday, December 4, 2009
THIRD GRADE UPDATE: 12/3/09
FLAMENCO PERFORMANCE:
On Friday, December 11th. Yanina Rosario will be demonstrating Flamenco dance to the Lower Division’s Second and Third Grades. Sra. Rosario, who is originally from Puerto Rico, is a dance instructor at the Patel Conservatory of The Tampa Bay Performing Arts Center. The 45 minute presentation is based on the Flamenco unit which the Third Grade studied during the fall. This promises to be a colorful and interactive performance!
SELF EVALUATION NEXT WEEK:
This week the third graders have enjoyed asking and answering about their classmate’s food preferences. The foods have been divided into breakfast, lunch and dinner items which have been printed onto cards. The students organized the cards by meaning and took turns asking each other: “¿Qué quieres comer?” In next week’s evaluation the students will be asked to write the correct corresponding food item under the headings for “desayuno,” “almuerzo,” and “cena.” The Spanish words will be written on the board for them to copy. ¡Buena suerte! (Good luck!)
Evaluation Days:
Mrs. Hensler: Wednesday, Dec. 9th.
Mr. Wolfrath: Thursday, Dec. 10th.
Mrs. LaDuke: Friday, Dec. 11th.
On Friday, December 11th. Yanina Rosario will be demonstrating Flamenco dance to the Lower Division’s Second and Third Grades. Sra. Rosario, who is originally from Puerto Rico, is a dance instructor at the Patel Conservatory of The Tampa Bay Performing Arts Center. The 45 minute presentation is based on the Flamenco unit which the Third Grade studied during the fall. This promises to be a colorful and interactive performance!
SELF EVALUATION NEXT WEEK:
This week the third graders have enjoyed asking and answering about their classmate’s food preferences. The foods have been divided into breakfast, lunch and dinner items which have been printed onto cards. The students organized the cards by meaning and took turns asking each other: “¿Qué quieres comer?” In next week’s evaluation the students will be asked to write the correct corresponding food item under the headings for “desayuno,” “almuerzo,” and “cena.” The Spanish words will be written on the board for them to copy. ¡Buena suerte! (Good luck!)
Evaluation Days:
Mrs. Hensler: Wednesday, Dec. 9th.
Mr. Wolfrath: Thursday, Dec. 10th.
Mrs. LaDuke: Friday, Dec. 11th.
FOURTH GR. UPDATE: 12/4/09
¡Bienvenidos!(Welcome Back!):
I hope you've all had a relaxing and fun Thanksgiving break. It was great seeing the kids again, and listening to their stories about the many ways they and their families have been practicing Spanish outside of the classroom. This is exciting news for me, since speaking Spanish outside of school is a wonderful way for students to apply their knowledge in a real-life context. So many of the students are surprised and pleased to know that "Hey! This stuff really works!" or "I said "Hola" and he said "Hola" back, and now I'm teaching him English and he's teaching me Spanish!" Thanks to all of you for making these experiences possible for you children.
A New Name for Quizzes:
In order to promote a sense of ownership and a comfortable atmosphere during quiz- taking, I've decided to rename quizzes "self evaluations."
SELF EVALUATION NEXT WEEK:
Next week's self evaluation will be on the location words (Prepositions). You'll find these words/phrases listed at the bottom of the vocabulary list I posted before the break. A good way to practice for the self evaluation, is to ask your child to hide a favorite item somewhere in the house and to play a "Hot" and "Cold" game to find the item. The word for "Hot" in Spanish is "Caliente" and the word for "Cold" is "Frío!"
Evaluation Days:
Mr. Hughes: Wed., December 9
Ms. Tucker: Th., December 10
Ms. Lemmon and Mr. Lee: Fr., December 11
¡Hasta la vista!
Sra. Starr : )
I hope you've all had a relaxing and fun Thanksgiving break. It was great seeing the kids again, and listening to their stories about the many ways they and their families have been practicing Spanish outside of the classroom. This is exciting news for me, since speaking Spanish outside of school is a wonderful way for students to apply their knowledge in a real-life context. So many of the students are surprised and pleased to know that "Hey! This stuff really works!" or "I said "Hola" and he said "Hola" back, and now I'm teaching him English and he's teaching me Spanish!" Thanks to all of you for making these experiences possible for you children.
A New Name for Quizzes:
In order to promote a sense of ownership and a comfortable atmosphere during quiz- taking, I've decided to rename quizzes "self evaluations."
SELF EVALUATION NEXT WEEK:
Next week's self evaluation will be on the location words (Prepositions). You'll find these words/phrases listed at the bottom of the vocabulary list I posted before the break. A good way to practice for the self evaluation, is to ask your child to hide a favorite item somewhere in the house and to play a "Hot" and "Cold" game to find the item. The word for "Hot" in Spanish is "Caliente" and the word for "Cold" is "Frío!"
Evaluation Days:
Mr. Hughes: Wed., December 9
Ms. Tucker: Th., December 10
Ms. Lemmon and Mr. Lee: Fr., December 11
¡Hasta la vista!
Sra. Starr : )
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