Dear Parents,
It's been a wonderful year of learning for our Spanish students, and an especially meaningful one for me, since it's my last year at Shorecrest. I won't be far away, though, since I've accepted a teaching position at the University of South Florida.
Before I go, I'd like to thank my students for their curiosity and enthusiasm in learning a new language; and I'd also like to thank you, the parents and guardians, for your collaboration and the support which you give to your children.
Sincere regards,
Sra. Starr
Tuesday, May 25, 2010
THIRD GRADE UPDATE: 5/25/2010
The third graders did a great job learning the Definite Articles (el,la,los,las)and impressed me by also telling me the meaning of the sentences on the evaluation.
Way to go Third Grade!
We're now saying our goodbyes (sniff-sniff) by playing Jeopardy, singing a new song (Como se dice en espanol?) and joking around with "Lazaro," the class puppet.
Sra. Starr
Way to go Third Grade!
We're now saying our goodbyes (sniff-sniff) by playing Jeopardy, singing a new song (Como se dice en espanol?) and joking around with "Lazaro," the class puppet.
Sra. Starr
FOURTH GRADE UPDATE: 5/25/2010
The fourth graders have been hard at work finishing their stories and going over their writing together with me. They're now mostly done, and have put a great deal of effort into their writing.
On the last day of Spanish class I'll be returning their stories to them along with their Spanish folders to take home. Please encourage your child to read their story out loud and to share what their story is about with you and other family members.
Sra. Starr
On the last day of Spanish class I'll be returning their stories to them along with their Spanish folders to take home. Please encourage your child to read their story out loud and to share what their story is about with you and other family members.
Sra. Starr
Saturday, May 15, 2010
Lyrics to "Tengo dolores:
¡Tengo Dolores! (Tune: Mamá yo quiero)
© 2001 Uwe Kind/Mark Schaffel
Characters: Dolores & the doctor
Dolores: ¡Tengo dolores! ¡Tengo dolores! ¡Ay, ay, doctor, tengo dolores!
Doctor: ¿Dónde los tienes? ¿Dónde los tienes?
Dolores: ¡Aquí, aquí, aquí, doctor, aquí!
Doctor: ¿Tiene usted fiebre? ¿Tiene usted fiebre?
Dolores: ¡No, no, no, no, no tengo fiebre!
Doctor: ¿Dónde los tienes? ¿Dónde los tienes?
Dolores: ¡Aquí, aquí, aquí, doctor, aquí!
Doctor: ¿Es la garganta? ¿Es la garganta?
Dolores: ¡No, no, no no es la garganta!
Doctor: ¿Dónde los tienes? ¿Dónde los tienes?
Dolores: ¡Aquí, aquí, aquí, doctor, aquí!
Doctor: ¿Es la espalda? ¿Es la espalda?
Dolores: ¡No, no, no, no es la espalda!
Doctor: ¿Dónde los tienes? ¿Dónde los tienes?
Dolores: ¡Yo creo que debe ser mi corazón!
Translation:
¡Tengo dolores! = I have pains; ¿Dónde los tiene? = Where does it hurt?
Aquí, doctor, aquí! = Here, doctor, here; ¿Es la garganta? = Is it your
throat?; No es la garganta = It’s not my throat; ¿Es la espalda? = Is it
your back?; Yo creo que debe ser mi corazón = I think it must be my heart.
© 2001 Uwe Kind/Mark Schaffel
Characters: Dolores & the doctor
Dolores: ¡Tengo dolores! ¡Tengo dolores! ¡Ay, ay, doctor, tengo dolores!
Doctor: ¿Dónde los tienes? ¿Dónde los tienes?
Dolores: ¡Aquí, aquí, aquí, doctor, aquí!
Doctor: ¿Tiene usted fiebre? ¿Tiene usted fiebre?
Dolores: ¡No, no, no, no, no tengo fiebre!
Doctor: ¿Dónde los tienes? ¿Dónde los tienes?
Dolores: ¡Aquí, aquí, aquí, doctor, aquí!
Doctor: ¿Es la garganta? ¿Es la garganta?
Dolores: ¡No, no, no no es la garganta!
Doctor: ¿Dónde los tienes? ¿Dónde los tienes?
Dolores: ¡Aquí, aquí, aquí, doctor, aquí!
Doctor: ¿Es la espalda? ¿Es la espalda?
Dolores: ¡No, no, no, no es la espalda!
Doctor: ¿Dónde los tienes? ¿Dónde los tienes?
Dolores: ¡Yo creo que debe ser mi corazón!
Translation:
¡Tengo dolores! = I have pains; ¿Dónde los tiene? = Where does it hurt?
Aquí, doctor, aquí! = Here, doctor, here; ¿Es la garganta? = Is it your
throat?; No es la garganta = It’s not my throat; ¿Es la espalda? = Is it
your back?; Yo creo que debe ser mi corazón = I think it must be my heart.
FOURTH GR UPDATE: 5/14/2010
Story Wrtiting (TPR Story-Telling):
The fourth graders have resumed writing their stories based on the situational drawings from earlier in the year (the boy with the mice). It's rewarding for me to observe the students as they look up words, help eachother out, and make corrections to their earlier drafts; adding both adjectives and location words to their stories. ¡Muy bien cuarto grado!/Well done Fourth Grade!
New Song (Lingo-Tech):
The students have been enjoying making up the dance moves to a new song by Mr. Uwe Kind. The song's called "Tengo dolores"/"I Have These Pains" and is about a patient's visit to the doctor. In the song they learn to name some new areas of the body and say where they are hurting.
I've borrowed some stethoscopes from the school nurse, and the students have enjoyed using these as they demonstrate the different areas of the body mentioned in the song.
¡Qué divertido!/How fun!
Sra. Starr
Sra. Starr
The fourth graders have resumed writing their stories based on the situational drawings from earlier in the year (the boy with the mice). It's rewarding for me to observe the students as they look up words, help eachother out, and make corrections to their earlier drafts; adding both adjectives and location words to their stories. ¡Muy bien cuarto grado!/Well done Fourth Grade!
New Song (Lingo-Tech):
The students have been enjoying making up the dance moves to a new song by Mr. Uwe Kind. The song's called "Tengo dolores"/"I Have These Pains" and is about a patient's visit to the doctor. In the song they learn to name some new areas of the body and say where they are hurting.
I've borrowed some stethoscopes from the school nurse, and the students have enjoyed using these as they demonstrate the different areas of the body mentioned in the song.
¡Qué divertido!/How fun!
Sra. Starr
Sra. Starr
Tuesday, May 11, 2010
Last Third Grade Self-Evaluation: 5/11/2010
I plan on giving the third graders an informal evaluation on the following days:
Hensler: Wednesday, 5/19
Wolfrath: Thursday, 5/20
Laduke: Friday, 5/21
This evaluation will be on the Spanish Definite Articles. I'll give the students a list of ten words, and I'll ask them to write the correct definite article in front of the word.
About Definite Articles:
There are four ways to say "the" in Spanish. These are "el","la","los," and "las."
All masculine singular(one thing) words take "el" in front of the noun.
Example: el perro/the male dog
All feminine singular words take "la" in front of the noun.
Example: la perra/the female dog
By adding an "s" at the end of the word, we make it plural(more than one). And if it's masculine, it'll take "los" in front.
Example: los perros/the male dogs
If the word's feminine and plural, it'll take "las" in front of it.
Example: las perras/the female dogs
HOWEVER: THERE ARE SOME WORDS THAT DON'T FOLLOW THESE RULES.
Example: el día / the day, el mapa / the map, el agua/the water
STUDY LIST (The words may not necessarily be in this order on the evaluation, and are taken from the song "Una pera y dos bananas.")
la pera - the pear
las peras - the pears
la banana - the banana
las bananas - the bananas
el peso - the dollar (or Mexican dollar)
los pesos - the dollars
el beso - the kiss
los besos - the kisses
el día - the day
los días - the days
¡Buena suerte! / Good luck!
Sra. Starr
Hensler: Wednesday, 5/19
Wolfrath: Thursday, 5/20
Laduke: Friday, 5/21
This evaluation will be on the Spanish Definite Articles. I'll give the students a list of ten words, and I'll ask them to write the correct definite article in front of the word.
About Definite Articles:
There are four ways to say "the" in Spanish. These are "el","la","los," and "las."
All masculine singular(one thing) words take "el" in front of the noun.
Example: el perro/the male dog
All feminine singular words take "la" in front of the noun.
Example: la perra/the female dog
By adding an "s" at the end of the word, we make it plural(more than one). And if it's masculine, it'll take "los" in front.
Example: los perros/the male dogs
If the word's feminine and plural, it'll take "las" in front of it.
Example: las perras/the female dogs
HOWEVER: THERE ARE SOME WORDS THAT DON'T FOLLOW THESE RULES.
Example: el día / the day, el mapa / the map, el agua/the water
STUDY LIST (The words may not necessarily be in this order on the evaluation, and are taken from the song "Una pera y dos bananas.")
la pera - the pear
las peras - the pears
la banana - the banana
las bananas - the bananas
el peso - the dollar (or Mexican dollar)
los pesos - the dollars
el beso - the kiss
los besos - the kisses
el día - the day
los días - the days
¡Buena suerte! / Good luck!
Sra. Starr
Monday, May 10, 2010
Trabalenguas / Tongue Twisters: 5/10/2010
Here are some the tongue twisters I frequently ask my students to say before leaving the third/fourth grade Spanish room. I find that tongue twisters are good practice for pronunciation, since many of the sounds are repetitive. You may want to ask your child to repeat his (or her)favorite tongue twister to you, other family members or friends.
Diviertase! / Have fun!
1.
Tres tristes tigres toman te.
Tress treess-tehss tee-gress toh-man teh.
Three sad tigers drink tea.
2.
Pepe el pato patina sobre el piano.
Peh-peh ell pah-toh pah-tee-nah soh-breh ell pee-ah-noh.
Pepe the duck skates on the piano top.
3.
Quiero a mi abuelita con la cara tan bonita.
Key-eh-roh ah mee ah-boo-eh-lee-tah cohn lah cah-rah tahn boh-knee-tah.
I love my granny with the pretty face.
4.
Quiero mucho a mi tio. Es un gran amigo mio.
Key-eh-roh ah mee tee-oh. Ehss oon grahn ah-mee-goh mee-oh.
I love my uncle. He's a great friend.
5.
La nina pequena come pina en el bano.
Lah knee-knee-ah peh-keh-knee-ah coh-meh pee-knee-ah ehn ehll bah-knee-oh.
The small girl eats pineapple in the bathroom.
And here's a popular Spanish saying:
En boca cerrada no entran moscas.
Ehn boh-cah sseh-rrah-dah noh ehn-trahn mohss-cahss.
No flies enter a closed mouth. (Sometimes it's better to stay quiet.)
Diviertase! / Have fun!
1.
Tres tristes tigres toman te.
Tress treess-tehss tee-gress toh-man teh.
Three sad tigers drink tea.
2.
Pepe el pato patina sobre el piano.
Peh-peh ell pah-toh pah-tee-nah soh-breh ell pee-ah-noh.
Pepe the duck skates on the piano top.
3.
Quiero a mi abuelita con la cara tan bonita.
Key-eh-roh ah mee ah-boo-eh-lee-tah cohn lah cah-rah tahn boh-knee-tah.
I love my granny with the pretty face.
4.
Quiero mucho a mi tio. Es un gran amigo mio.
Key-eh-roh ah mee tee-oh. Ehss oon grahn ah-mee-goh mee-oh.
I love my uncle. He's a great friend.
5.
La nina pequena come pina en el bano.
Lah knee-knee-ah peh-keh-knee-ah coh-meh pee-knee-ah ehn ehll bah-knee-oh.
The small girl eats pineapple in the bathroom.
And here's a popular Spanish saying:
En boca cerrada no entran moscas.
Ehn boh-cah sseh-rrah-dah noh ehn-trahn mohss-cahss.
No flies enter a closed mouth. (Sometimes it's better to stay quiet.)
Thursday, May 6, 2010
FELIZ CINCO DE MAYO!!
TERCER GRADO / THIRD GRADE:
The third graders have just finished their unit on the extended family and are learning a great deal about the Mexican Cinco de Mayo celebration; it's origins and how this holiday is celebrated in the United States.
In order to do this I've shown them an iteresting film made for and by children their own age. In the film, they've watched Latino-American children having fun at a Piñata celebration and dancing traditional folk dances.
The third graders will soon be bringing home colorful drawings celebrating the Mayan legend of the discovery of Mexico.
CUARTO GRADO / FOURTH GRADE:
Skit Performances:
The fourth graders are now putting on their fire skits for their friends. I've very much enjoyed the process of observing the students as they came up with ideas, written their lines, selected their props and rehearsed. I can tell they're proud of the results of their hard work, as I see their faces light up on hearing their classmates' loud applause. WAY TO GO FOURTH GRADE!
Cinco de Mayo:
For the Cinco de Mayo celebration the students are/will be revisiting the Mayan Creation Myth, reciting a cute Cinco de Mayo poem, and making colorful drawings of Mayan hyroglyphic figures.
¡VIVA EL CINCO DE MAYO! ¡BRAVO! ¡OLÉ!
The third graders have just finished their unit on the extended family and are learning a great deal about the Mexican Cinco de Mayo celebration; it's origins and how this holiday is celebrated in the United States.
In order to do this I've shown them an iteresting film made for and by children their own age. In the film, they've watched Latino-American children having fun at a Piñata celebration and dancing traditional folk dances.
The third graders will soon be bringing home colorful drawings celebrating the Mayan legend of the discovery of Mexico.
CUARTO GRADO / FOURTH GRADE:
Skit Performances:
The fourth graders are now putting on their fire skits for their friends. I've very much enjoyed the process of observing the students as they came up with ideas, written their lines, selected their props and rehearsed. I can tell they're proud of the results of their hard work, as I see their faces light up on hearing their classmates' loud applause. WAY TO GO FOURTH GRADE!
Cinco de Mayo:
For the Cinco de Mayo celebration the students are/will be revisiting the Mayan Creation Myth, reciting a cute Cinco de Mayo poem, and making colorful drawings of Mayan hyroglyphic figures.
¡VIVA EL CINCO DE MAYO! ¡BRAVO! ¡OLÉ!
Sunday, May 2, 2010
NO TUTORING MONDAY (5/10)
I'm cancelling both drop-in and enrichment tutoring on the week of May 10th., due to additional work duties during that week.
All tutoring will resume as usual on Monday, May 17th.
Hasta pronto (See you later.),
Sra. Starr
All tutoring will resume as usual on Monday, May 17th.
Hasta pronto (See you later.),
Sra. Starr
Saturday, May 1, 2010
THIRD GRADE UPDATE: 5/5/2010
The third graders have been extending their knowledge of the family by coloring in a drawing of a family. For example, I've asked them in Spanish to use a specific colored crayon to fill in the color of an item of clothing worn by a famiy member. In this way the students have reviewed their colors, learned new items of clothing and extended their knowledge of family members.
The family vocabulary is as follows:
La familia/The family
el tío - the uncle
la tía - the aunt
el primo - the boy cousin
la prima - the girl cousin
el padre - the father
la madre - the mother
el papá - the dad
la mamá - the mom
el hijo - the son
la hija - the daughter
el abuelo - the grandfather
la abuela - the granmother
La ropa/Items of Clothing
el suéter - the sweater
los pantalones - the pants
la camisa - the shirt
la blusa - the blouse
la falda - the skirt
los zapatos - the shoes
el vestido - the dress
la chaqueta - the jaquet
Los colores/The Colors
azul - blue
amarillo - yellow
negro - black
blanco - white
rosa - pink
rojo - red
morado - purple
verde - green
café (marrón) - brown
The family vocabulary is as follows:
La familia/The family
el tío - the uncle
la tía - the aunt
el primo - the boy cousin
la prima - the girl cousin
el padre - the father
la madre - the mother
el papá - the dad
la mamá - the mom
el hijo - the son
la hija - the daughter
el abuelo - the grandfather
la abuela - the granmother
La ropa/Items of Clothing
el suéter - the sweater
los pantalones - the pants
la camisa - the shirt
la blusa - the blouse
la falda - the skirt
los zapatos - the shoes
el vestido - the dress
la chaqueta - the jaquet
Los colores/The Colors
azul - blue
amarillo - yellow
negro - black
blanco - white
rosa - pink
rojo - red
morado - purple
verde - green
café (marrón) - brown
Friday, April 30, 2010
QUESTION FOR OUR FRIENDS IN MADRID (4/30)
Hola a nuestros amigos del "Colegio Giner de los Ríos,"
Les queremos hacer una pregunta en español:
¿Adónde vas en tu tiempo libre?
Abrazos,
Vuestros amigos de Shorecrest
----------------------------------------------------------------------
Hello to our friends at the "Giner de los Ríos School,"
We'd like to ask you a question in Spanish:
Where do you go on your free time?
Hugs,
Your friends at Shorecrest
Les queremos hacer una pregunta en español:
¿Adónde vas en tu tiempo libre?
Abrazos,
Vuestros amigos de Shorecrest
----------------------------------------------------------------------
Hello to our friends at the "Giner de los Ríos School,"
We'd like to ask you a question in Spanish:
Where do you go on your free time?
Hugs,
Your friends at Shorecrest
Thursday, April 22, 2010
THIRD GR PINATA PARTY SUCCESS!
¡Todos los grupos de tercer grado entregaron sus tareas a tiempo! ¡Felicitaciones a todos!
All the third grade classes have turned their homework in on time! Congratulations to all!
Sra. Starr
All the third grade classes have turned their homework in on time! Congratulations to all!
Sra. Starr
FOURTH GRADE UPDATE (4/22)
PIÑATA PARTIES & ADJECTIVES HOMEWORK:
Congratulations to the fourth grade classes who handed in their adjectives homework on time.
It was great showing you the dance moves for the song "El cuerpo Señor."
Did you know that this song was created by world-famous language teacher and pop-star "Etiénne?"
Etiénne is from Canada and teaches kids both Spanish and French. This motivated language teacher travels around the world teaching cool dance moves and songs to kids of all ages and natinalities.
Boy, you kids can really hit a Piñata!
SPEAKING QUIZZES:
The fourth grade did a terrific job answering the questions I assigned to them for their recent speaking quiz.
Our Spanish students' comprehension is excellent and their accents are near-native.
Awesome!
FIRE VOCABULARY:
The students have worked very hard at learning the fire vocabulary. They've done this by writing the words and completing enjoyable word-searches.
Here's the vocabulary they've learned:
el bombero - the fireman
la ambulancia - the ambulance
la boca de incendios - the fire hydrant
el extintor de incendios - the fire extinguisher
la alarma de bomberos - the fire alarm
ayuda - help
auxilio - help
socorro - help
ayudame - help me
fuego - fire
incendio - fire
FIRE EMERGENCY SKITS:
After discussing an imaginary emergency scenario, the fourth graders have been hard at work using their imaginations and acting skills to create Spanish skits to perform in front of the class.
The kids are now practicing their lines and starting to use the props available in the Spanish room. The performances take place in restaurants, parks, and hotel rooms, and include such interesting characters as martians, talking cows, parrots and mariachi entertainers!
TECHNOLOGY ASSIGNMENT:
The students have completed this assignment and have become quite savvy at using our Spanish blog.
Congratulations to the fourth grade classes who handed in their adjectives homework on time.
It was great showing you the dance moves for the song "El cuerpo Señor."
Did you know that this song was created by world-famous language teacher and pop-star "Etiénne?"
Etiénne is from Canada and teaches kids both Spanish and French. This motivated language teacher travels around the world teaching cool dance moves and songs to kids of all ages and natinalities.
Boy, you kids can really hit a Piñata!
SPEAKING QUIZZES:
The fourth grade did a terrific job answering the questions I assigned to them for their recent speaking quiz.
Our Spanish students' comprehension is excellent and their accents are near-native.
Awesome!
FIRE VOCABULARY:
The students have worked very hard at learning the fire vocabulary. They've done this by writing the words and completing enjoyable word-searches.
Here's the vocabulary they've learned:
el bombero - the fireman
la ambulancia - the ambulance
la boca de incendios - the fire hydrant
el extintor de incendios - the fire extinguisher
la alarma de bomberos - the fire alarm
ayuda - help
auxilio - help
socorro - help
ayudame - help me
fuego - fire
incendio - fire
FIRE EMERGENCY SKITS:
After discussing an imaginary emergency scenario, the fourth graders have been hard at work using their imaginations and acting skills to create Spanish skits to perform in front of the class.
The kids are now practicing their lines and starting to use the props available in the Spanish room. The performances take place in restaurants, parks, and hotel rooms, and include such interesting characters as martians, talking cows, parrots and mariachi entertainers!
TECHNOLOGY ASSIGNMENT:
The students have completed this assignment and have become quite savvy at using our Spanish blog.
¡Una pera y dos bananas! (Song Lyrics)
Una pera, dos bananas
Tres tortugas, tres manzanas
Cuatro cuadros, cinco días
Seis semanas, seis tortillas
Una pera, dos bananas
Tres tortugas, tres manzanas
Cuatro cuadros, cinco días
Seis semanas, seis tortillas
Una pera y dos bananas
Una pera y dos bananas
¡Arriba, arriba, a la derecha!
¡Abajo, abajo, a la izquierda!
¡Arriba, arriba, a la derecha!
¡Abajo, abajo, a la izquierda!
Cinco sellos, seis semanas
Ocho ríos, nueve ranas
Diez calles, veinte días
Treinta tías, cuarenta días
Cinco sellos, seis semanas
Ocho ríos, nueve ranas
Diez calles, veinte días
Treinta tías, cuarenta días
Una pera y dos bananas
Una pera y dos bananas
¡Arriba, arriba, a la derecha!
¡Abajo, abajo, a la izquierda!
¡Arriba, arriba, a la derecha!
¡Abajo, abajo, a la izquierda!
Sesenta gatos, ochenta pesos
Noventa platos y cien besos
Sesenta gatos, ochenta pesos
Noventa platos y cien besos
Sesenta gatos, ochenta pesos
Noventa platos y cien besos
Sesenta gatos, ochenta pesos
Noventa platos y cien besos
Una pera y dos bananas
Una pera y dos bananas
¡Arriba, arriba, a la derecha!
¡Abajo, abajo, a la izquierda!
¡Arriba, arriba, a la derecha!
¡Abajo, abajo, a la izquierda!
From: “Tune in to español,” lyrics by Uwe Kind; music by Mark Schaffel; teaching through song & movement developed by Mr. Kind at Harvard University.
For more information about this music, go to the links list and click on Lingo Tech Song Lyrics.
Tres tortugas, tres manzanas
Cuatro cuadros, cinco días
Seis semanas, seis tortillas
Una pera, dos bananas
Tres tortugas, tres manzanas
Cuatro cuadros, cinco días
Seis semanas, seis tortillas
Una pera y dos bananas
Una pera y dos bananas
¡Arriba, arriba, a la derecha!
¡Abajo, abajo, a la izquierda!
¡Arriba, arriba, a la derecha!
¡Abajo, abajo, a la izquierda!
Cinco sellos, seis semanas
Ocho ríos, nueve ranas
Diez calles, veinte días
Treinta tías, cuarenta días
Cinco sellos, seis semanas
Ocho ríos, nueve ranas
Diez calles, veinte días
Treinta tías, cuarenta días
Una pera y dos bananas
Una pera y dos bananas
¡Arriba, arriba, a la derecha!
¡Abajo, abajo, a la izquierda!
¡Arriba, arriba, a la derecha!
¡Abajo, abajo, a la izquierda!
Sesenta gatos, ochenta pesos
Noventa platos y cien besos
Sesenta gatos, ochenta pesos
Noventa platos y cien besos
Sesenta gatos, ochenta pesos
Noventa platos y cien besos
Sesenta gatos, ochenta pesos
Noventa platos y cien besos
Una pera y dos bananas
Una pera y dos bananas
¡Arriba, arriba, a la derecha!
¡Abajo, abajo, a la izquierda!
¡Arriba, arriba, a la derecha!
¡Abajo, abajo, a la izquierda!
From: “Tune in to español,” lyrics by Uwe Kind; music by Mark Schaffel; teaching through song & movement developed by Mr. Kind at Harvard University.
For more information about this music, go to the links list and click on Lingo Tech Song Lyrics.
Monday, April 19, 2010
THIRD GRADE UPDATE: APRIL 19
After reviewing the clock on the hour and learning the clock on the half hour by playing "Clock Baseball," the third graders learned the enjoyable song: "Una pera y dos bananas (One Pear and Two Bananas)."
I have the kind permission of Mr. Uwe Kind, the author of many catchy Spanish songs, to put his lyrics on our blog. Please ask your child to sing it for you and maybe you'll be singing it soon too!
The students are now learning the names for the extended family by role playing different family members.
Here's a list of the family names:
La familia - The Family
la mamá - the mom
el papá - the dad
la hija - the daughter
el hijo - the son
la abuela - the grandmother
el abuelo - the grandfather
el tío - the uncle
la tía - the aunt
la prima - the cousin (girl)
el primo - the cousin (boy)
Lázaro, the puppet, has again appeared on the scene and is teaching the students how to say the name's of their family members. Here's a couple of examples:
Mi padre se llama Anthony. (My dad's name is Anthony.)
Mis padres se llaman Susan y Anthony. (My parents names are Susan and Anthony.)
The students have been also been having a lot of fun learning the names of Lázaro's many brothers(hermanos) and sisters(hermanas). His brother's names are Timoteo and Tomás, and his sister's names are Teresa, Tatiana, Tomasina, Tania and Tuti!
Hasta luego/See you later,
Sra. Starr
I have the kind permission of Mr. Uwe Kind, the author of many catchy Spanish songs, to put his lyrics on our blog. Please ask your child to sing it for you and maybe you'll be singing it soon too!
The students are now learning the names for the extended family by role playing different family members.
Here's a list of the family names:
La familia - The Family
la mamá - the mom
el papá - the dad
la hija - the daughter
el hijo - the son
la abuela - the grandmother
el abuelo - the grandfather
el tío - the uncle
la tía - the aunt
la prima - the cousin (girl)
el primo - the cousin (boy)
Lázaro, the puppet, has again appeared on the scene and is teaching the students how to say the name's of their family members. Here's a couple of examples:
Mi padre se llama Anthony. (My dad's name is Anthony.)
Mis padres se llaman Susan y Anthony. (My parents names are Susan and Anthony.)
The students have been also been having a lot of fun learning the names of Lázaro's many brothers(hermanos) and sisters(hermanas). His brother's names are Timoteo and Tomás, and his sister's names are Teresa, Tatiana, Tomasina, Tania and Tuti!
Hasta luego/See you later,
Sra. Starr
Friday, April 16, 2010
THIRD GR PINATA PARTY HOMEWORK REMINDER
THE DEADLINE FOR THE THIRD GRADE HOMEWORK ASSIGNMENT IS FAST APPROACHING!
LADUKE: TUESDAY, APRIL 20
HENSLER: WEDNESDAY, APRIL 21
WOLFRATH: THURSDAY, APRIL 22
SO FAR, THE CLASS WITH THE MOST ASSIGNMENTS HANDED IN IS SR. WOLFRATH'S CLASS. SRA. LADUKE'S CLASS AND SRA. HENSLER'S CLASSES ARE TIED FOR SECOND.
I CAN'T WAIT TO HAVE OUR PARTIES. SO FAR WE HAVE A DRAGON PINATA AND A BURRO PINATA, BUT I'M LOOKING AT TWO MORE REALLY COOL ONES TO GET FOR US.
THE ASSIGNMENT'S REALLY EASY TO DO. MANY OF YOUR FRIENDS WERE DONE IN FIVE MINUTES.
THE ASSIGNMENT:
WRITE FIVE SENTENCES DESCRIBING ONE OF YOUR FAMILY MEMBERS. YOU'LL NEED YOUR SUBJECT, YOUR VERB (ES) AND YOUR ADJECTIVE.
FOR EXAMPLE:
MI MADRE ES VALIENTE. (MY MOTHER IS BRAVE.)
MI PADRE ES AMABLE. (MY FATHER IS KIND.)
HASTA PRONTO/SEE YOU SOON,
SRA. STARR : )
LADUKE: TUESDAY, APRIL 20
HENSLER: WEDNESDAY, APRIL 21
WOLFRATH: THURSDAY, APRIL 22
SO FAR, THE CLASS WITH THE MOST ASSIGNMENTS HANDED IN IS SR. WOLFRATH'S CLASS. SRA. LADUKE'S CLASS AND SRA. HENSLER'S CLASSES ARE TIED FOR SECOND.
I CAN'T WAIT TO HAVE OUR PARTIES. SO FAR WE HAVE A DRAGON PINATA AND A BURRO PINATA, BUT I'M LOOKING AT TWO MORE REALLY COOL ONES TO GET FOR US.
THE ASSIGNMENT'S REALLY EASY TO DO. MANY OF YOUR FRIENDS WERE DONE IN FIVE MINUTES.
THE ASSIGNMENT:
WRITE FIVE SENTENCES DESCRIBING ONE OF YOUR FAMILY MEMBERS. YOU'LL NEED YOUR SUBJECT, YOUR VERB (ES) AND YOUR ADJECTIVE.
FOR EXAMPLE:
MI MADRE ES VALIENTE. (MY MOTHER IS BRAVE.)
MI PADRE ES AMABLE. (MY FATHER IS KIND.)
HASTA PRONTO/SEE YOU SOON,
SRA. STARR : )
Thursday, April 15, 2010
School in Madrid likes our Blog
Saludos,
The "Giner de los Rios" School in Madrid has modeled their English blog along the lines of our own Spanish blog.
If you'd like to take a peek at their blog, just type the following address into your browser window:
http://ingleseandoginer.blogspot.com
Hasta luego,
Sra. Starr
The "Giner de los Rios" School in Madrid has modeled their English blog along the lines of our own Spanish blog.
If you'd like to take a peek at their blog, just type the following address into your browser window:
http://ingleseandoginer.blogspot.com
Hasta luego,
Sra. Starr
Bienvenidos a Nuestros Amigos de Giner de los Rios
¡Hola!
Les queremos enviar un gran saludo a nuestros amigos de la escuela Giner de los Rios en Madrid, y especialmente a los alumnos de Eva.
Estamos encantados con vuestro blog, y nos gusta los carteles que hicieron de la Florida. Tambien fue interesante ver las fotos de las cartas en espanol que algunos de nuestros alumnos les enviaron.
Muchos saludos,
Sus amigos de Shorecrest
PS: ¡La caricatura de Homer Simpson estuvo chulisima! : )
---------------------------------------------------------------------------------------
Hi!
We'd like to send a big "Hello!" to our friends in Madrid at the "Giner de los Rios" school, and especially to Eva's students.
We really like your blog and the posters you made of Florida. It was also interesting to see the pictures of the Spanish letters some of our students have sent you.
Best regards,
Your Friends at Shorecrest
PS: The Homer Simpson cartoon was really cool! : )
Les queremos enviar un gran saludo a nuestros amigos de la escuela Giner de los Rios en Madrid, y especialmente a los alumnos de Eva.
Estamos encantados con vuestro blog, y nos gusta los carteles que hicieron de la Florida. Tambien fue interesante ver las fotos de las cartas en espanol que algunos de nuestros alumnos les enviaron.
Muchos saludos,
Sus amigos de Shorecrest
PS: ¡La caricatura de Homer Simpson estuvo chulisima! : )
---------------------------------------------------------------------------------------
Hi!
We'd like to send a big "Hello!" to our friends in Madrid at the "Giner de los Rios" school, and especially to Eva's students.
We really like your blog and the posters you made of Florida. It was also interesting to see the pictures of the Spanish letters some of our students have sent you.
Best regards,
Your Friends at Shorecrest
PS: The Homer Simpson cartoon was really cool! : )
Tuesday, March 30, 2010
THIRD GRADE: CLOCK QUIZ: EXAMPLES FOR STUDYING (3/30)
ES LA UNA. (1:00)
ES LA UNA Y MEDIA. (1:30)
SON LAS DOS. (2:00)
SON LAS DOS Y MEDIA. (2:30)
SON LAS TRES. (3:00)
SON LAS TRES Y MEDIA. (3:30)
SON LAS CUATRO. (4:00)
SON LAS CUATRO Y MEDIA. (4:30)
SON LAS SEIS. (6:00)
SON LAS SEIS Y MEDIA. (6:30)
SON LAS SIETE. (7:00)
SON LAS SIETE Y MEDIA. (7:30)
SON LAS OCHO. (8:00)
SON LAS OCHO Y MEDIA. (8:30)
SON LAS NUEVE. (9:00)
SON LAS NUEVE Y MEDIA. (9:30)
SON LAS DIEZ. (10:00)
SON LAS DIEZ Y MEDIA. (10:30)
SON LAS ONCE. (11:00)
SON LAS ONCE Y MEDIA. (11:30)
SON LAS DOCE. (12:00)
SON LAS DOCE Y MEDIA. (12:30)
ADVANCED (NOT REQUIRED):
ES LA UNA Y CUARTO. (1:15)
SON LAS DOS Y CUARTO. (2:15)
ES LA UNA Y MEDIA. (1:30)
SON LAS DOS. (2:00)
SON LAS DOS Y MEDIA. (2:30)
SON LAS TRES. (3:00)
SON LAS TRES Y MEDIA. (3:30)
SON LAS CUATRO. (4:00)
SON LAS CUATRO Y MEDIA. (4:30)
SON LAS SEIS. (6:00)
SON LAS SEIS Y MEDIA. (6:30)
SON LAS SIETE. (7:00)
SON LAS SIETE Y MEDIA. (7:30)
SON LAS OCHO. (8:00)
SON LAS OCHO Y MEDIA. (8:30)
SON LAS NUEVE. (9:00)
SON LAS NUEVE Y MEDIA. (9:30)
SON LAS DIEZ. (10:00)
SON LAS DIEZ Y MEDIA. (10:30)
SON LAS ONCE. (11:00)
SON LAS ONCE Y MEDIA. (11:30)
SON LAS DOCE. (12:00)
SON LAS DOCE Y MEDIA. (12:30)
ADVANCED (NOT REQUIRED):
ES LA UNA Y CUARTO. (1:15)
SON LAS DOS Y CUARTO. (2:15)
Friday, March 26, 2010
THIRD GRADE QUIZ WEEK OF MARCH 29
The third graders have been having a lot of fun playing Clock Baseball! They've learned to tell time on the hour and the half hour and have written the following in their notebooks:
Es la una. (1:00) It's one o'clock.
Son las dos. (2:00) It's two o'clock.
Son las tres y media. (3:30)It's three thirty.
I plan on quizzing them on the clock the second time I meet with them next week (wk. of March 29).
Buena suerte! Good luck!
Sra. Starr
Es la una. (1:00) It's one o'clock.
Son las dos. (2:00) It's two o'clock.
Son las tres y media. (3:30)It's three thirty.
I plan on quizzing them on the clock the second time I meet with them next week (wk. of March 29).
Buena suerte! Good luck!
Sra. Starr
Thursday, March 25, 2010
SPEAKING QUIZ & NEW STUDENTS:3/25
Students who are new to Spanish this year will be assessed on questions 1 - 5 only.
¡Buena suerte!
Sra. Starr
¡Buena suerte!
Sra. Starr
SPANISH QUESTIONS TO PRACTICE ANSWERING AT HOME FOR NEXT WEEKS' SPEAKING QUIZ
1. ¿Cómo te llamas? (¿Coe-moe teh yamas? What’s your name?)
Me llamo_______. (Meh yamoh ________________. My name is ____________.)
2, ¿Cuántos años tienes? (¿Coo-ahn-tohs ah-nee-oss tee-eh-ness? How old are you?)
Tengo ______ años. (Ten-goh ______________ ah-nee-oss. I’m ___________ years old.)
Ages(numbers): see-eh-teh (siete/seven), oh-choh (ocho/eight), noo-eh-veh (nueve/nine), dee-ess (diez/ten), ohn-seh (once/eleven)
3. ¿Cuál es tu color favorito?(¿Coo-all ehss too coe-lor fav-oh-ree-toh? What’s your favorite color?)
Mi color favorito es _______. (Mee coe-lor fav-oh-ree-toh ess ________________.
My favorite color is ___________________.)
Colors: roh-ho (rojo/red), ah-sool (azul/blue), ah-mah-ree-yoh (amarillo/yellow), vehr-deh (verde/green), rroh-sah (rosa/pink), moh-rah-doh (morado/purple), blahn-coh (blanco/white), neh-groh (negro/black)
4.¿Qué haces en la clase de español? (¿Keh ahss-ess ehn lah clah-sseh deh ess-spah-nee-ohll? What do you do in Spanish class?)
Ex: Hablo en la clase de español. (Ah-bloh ehn lah clah-sseh deh ess-spah-nee-ohll. I talk in Spanish class.)
The verb "Hablo/I talk" can be substituted by any of the verbs below. Students can insert the word "No" in front of the verb to also say what they DON'T do in Spanish class.
Activity verbs to insert in the blank:
Hablo/Ah-bloh: I speak
Escribo/Ess-cree-boh: I write
Leo/Leh-oh: I read
Estudio/Ess-too-dee-oh: I study
Camino/Kah-mee-noh: I walk
Bailo/Bah-ee-loh: I dance
Como/Coh-moh: I eat
Juego/Hoo-eh-goh: I play
Salto/Sall-toh: I jump
Corro/Korr-rroh: I run
5.¿En qué edificio vives? (¿EHN KEH EH-DEE-FEE-SEE-OH VEE-VEHS?)
In which building do you live? ANSWER: VIVO EN EL APARTAMENTO. (Vea-voh ehn ehl ah-par-ta-mehn-toh/I LIVE IN THE APARTMENT.)/VIVO EN EL RASCACIELOS.(I LIVE IN THE SKY SCRAPER.)/VIVO EN LA CASA.
(I LIVE IN THE HOUSE.)
6. ¿Adónde vas? (¿AH-DOEN-DEH VAHS?)
Where are you going?
ANSWER: VOY A LA CLASE DE MúSICA.(Voh-ee ah lah class-eh deh moo-see-kah. I'M GOING TO MUSIC CLASS.)/VOY A LA CLASE DE EDUCACIóN FíSICA. (I'M GOING TO P.E.) /VOY A LA CLASE DE ARTE. (I'M GOING TO ART CLASS.)/VOY A LA CLASE DE MúSICA.(I'M GOING TO MUSIC CLASS.)/VOY A LA HORA DE RECREO.(I'M GOING TO RECESS.)
¡BUENA SUERTE! : )
SEñORA STARR
1. ¿Cómo te llamas? (¿Coe-moe teh yamas? What’s your name?)
Me llamo_______. (Meh yamoh ________________. My name is ____________.)
2, ¿Cuántos años tienes? (¿Coo-ahn-tohs ah-nee-oss tee-eh-ness? How old are you?)
Tengo ______ años. (Ten-goh ______________ ah-nee-oss. I’m ___________ years old.)
Ages(numbers): see-eh-teh (siete/seven), oh-choh (ocho/eight), noo-eh-veh (nueve/nine), dee-ess (diez/ten), ohn-seh (once/eleven)
3. ¿Cuál es tu color favorito?(¿Coo-all ehss too coe-lor fav-oh-ree-toh? What’s your favorite color?)
Mi color favorito es _______. (Mee coe-lor fav-oh-ree-toh ess ________________.
My favorite color is ___________________.)
Colors: roh-ho (rojo/red), ah-sool (azul/blue), ah-mah-ree-yoh (amarillo/yellow), vehr-deh (verde/green), rroh-sah (rosa/pink), moh-rah-doh (morado/purple), blahn-coh (blanco/white), neh-groh (negro/black)
4.¿Qué haces en la clase de español? (¿Keh ahss-ess ehn lah clah-sseh deh ess-spah-nee-ohll? What do you do in Spanish class?)
Ex: Hablo en la clase de español. (Ah-bloh ehn lah clah-sseh deh ess-spah-nee-ohll. I talk in Spanish class.)
The verb "Hablo/I talk" can be substituted by any of the verbs below. Students can insert the word "No" in front of the verb to also say what they DON'T do in Spanish class.
Activity verbs to insert in the blank:
Hablo/Ah-bloh: I speak
Escribo/Ess-cree-boh: I write
Leo/Leh-oh: I read
Estudio/Ess-too-dee-oh: I study
Camino/Kah-mee-noh: I walk
Bailo/Bah-ee-loh: I dance
Como/Coh-moh: I eat
Juego/Hoo-eh-goh: I play
Salto/Sall-toh: I jump
Corro/Korr-rroh: I run
5.¿En qué edificio vives? (¿EHN KEH EH-DEE-FEE-SEE-OH VEE-VEHS?)
In which building do you live? ANSWER: VIVO EN EL APARTAMENTO. (Vea-voh ehn ehl ah-par-ta-mehn-toh/I LIVE IN THE APARTMENT.)/VIVO EN EL RASCACIELOS.(I LIVE IN THE SKY SCRAPER.)/VIVO EN LA CASA.
(I LIVE IN THE HOUSE.)
6. ¿Adónde vas? (¿AH-DOEN-DEH VAHS?)
Where are you going?
ANSWER: VOY A LA CLASE DE MúSICA.(Voh-ee ah lah class-eh deh moo-see-kah. I'M GOING TO MUSIC CLASS.)/VOY A LA CLASE DE EDUCACIóN FíSICA. (I'M GOING TO P.E.) /VOY A LA CLASE DE ARTE. (I'M GOING TO ART CLASS.)/VOY A LA CLASE DE MúSICA.(I'M GOING TO MUSIC CLASS.)/VOY A LA HORA DE RECREO.(I'M GOING TO RECESS.)
¡BUENA SUERTE! : )
SEñORA STARR
Tuesday, March 23, 2010
FOURTH GRADE: QUESTIONS FOR NEXT WEEK'S SPEAKING QUIZ
Please click on "Older Posts" to see the questions that were posted on December 17th. and on March 8th.
Gracias,
Señora
Gracias,
Señora
ONLINE COMMUNITY INFORMATION FROM LD PRINCIPAL
Dear Parents,
The Lower School administration uses Online Community to communicate with our families. Dr. Bianco and Mrs. Weinman's letters and Lower Division reminders are posted on a Lower Division blog. This is the school administration's main form of communication, so EVERYONE should subscribe. In order to have access, you will need to subscribe to the Lower Division blog.
Directions:
First log into the Online Community. After logging into the Online Community, go to Community > Groups > Lower Division Group from the green menu bar. First, click on the icon "Join Group." Next, scroll down the page and click on the Subscribe button. This will send you e-mail alerts whenever I write a new blog post.
For help with subscribing or if you've forgotten your login information:
acb@shorecrest.org
The Lower School administration uses Online Community to communicate with our families. Dr. Bianco and Mrs. Weinman's letters and Lower Division reminders are posted on a Lower Division blog. This is the school administration's main form of communication, so EVERYONE should subscribe. In order to have access, you will need to subscribe to the Lower Division blog.
Directions:
First log into the Online Community. After logging into the Online Community, go to Community > Groups > Lower Division Group from the green menu bar. First, click on the icon "Join Group." Next, scroll down the page and click on the Subscribe button. This will send you e-mail alerts whenever I write a new blog post.
For help with subscribing or if you've forgotten your login information:
acb@shorecrest.org
FOURTH GR HOMEWORK CLARIFICATION & DEADLINES:WEEKS OF 3/22 & 3/29
TECHNOLOGY ASSIGNMENT (IN-CLASS, DUE IN APRIL):
The on-line technology assignment is a task the students are doing on their own during class. It's due in April and the deadline for this could be extended due to student absences.
ADJECTIVES SENTENCES DESCRIBING THREE FAMILY MEMBERS (HOMEWORK DUE THIS WEEK):
This is a sheet I handed out on 3/12 before the Spring Break. This assignment is due on the following dates:
LEE & LEMON: MARCH 26
HUGHES: MARCH 24
TUCKER: MARCH 25
I've asked my students to describe three family members of their choice by writing three differenct sentences for each. The take-home sheet has a list of subjects on it
for the students to use. This is written first. Then they should use the verb "es" which means "is," and finally they should finish their sentence with one of the adjectives they've learned. They can also access a list of adjectives to use on this blog. Please go to the link at the bottom of the page and click on "Older Links."
Here's a sample sentence:
Mi madre (subject) es (verb) alta (adjective).
Mi mother (subject) is (verb) tall (adjective).
IF EVERYONE HANDS IN THEIR HOMEWORK BY THE DEADLINE, WE'LL HAVE A FIESTA IN CLASS!!
SPEAKING QUIZ: WEEK OF MARCH 23
During the course of this week I'll be individually assessing each student on his/her
ability to answer certain basic questions in Spanish. Please click on "Older Links"
to find the list of questions. ¡Gracias y buena suerte!
Señora Starr :-)
The on-line technology assignment is a task the students are doing on their own during class. It's due in April and the deadline for this could be extended due to student absences.
ADJECTIVES SENTENCES DESCRIBING THREE FAMILY MEMBERS (HOMEWORK DUE THIS WEEK):
This is a sheet I handed out on 3/12 before the Spring Break. This assignment is due on the following dates:
LEE & LEMON: MARCH 26
HUGHES: MARCH 24
TUCKER: MARCH 25
I've asked my students to describe three family members of their choice by writing three differenct sentences for each. The take-home sheet has a list of subjects on it
for the students to use. This is written first. Then they should use the verb "es" which means "is," and finally they should finish their sentence with one of the adjectives they've learned. They can also access a list of adjectives to use on this blog. Please go to the link at the bottom of the page and click on "Older Links."
Here's a sample sentence:
Mi madre (subject) es (verb) alta (adjective).
Mi mother (subject) is (verb) tall (adjective).
IF EVERYONE HANDS IN THEIR HOMEWORK BY THE DEADLINE, WE'LL HAVE A FIESTA IN CLASS!!
SPEAKING QUIZ: WEEK OF MARCH 23
During the course of this week I'll be individually assessing each student on his/her
ability to answer certain basic questions in Spanish. Please click on "Older Links"
to find the list of questions. ¡Gracias y buena suerte!
Señora Starr :-)
Friday, March 19, 2010
4TH. GR. HOMEWORK: DUE WK. OF 3/22
¡Hola, estudiantes! (Hi, students!)
This is to remind you that you can use the list of adjectives on this blog to complete your adjectives homework assignment. The homework is due during the week of March 22nd.(Sr. Hughes' Class:3/24, Srta. Tucker's Class: 3/25, Srta. Lemon's Class March 26th.) (This is the week you return from Spring Break.)
REMEMBER - IF ALL YOUR CLASSMATES AND YOU HAND IN YOUR HOMEWORK ON TIME, THERE WILL BE A FIESTA ON THAT DAY!!!
¡HASTA LUEGO!
SEñORA STARR
This is to remind you that you can use the list of adjectives on this blog to complete your adjectives homework assignment. The homework is due during the week of March 22nd.(Sr. Hughes' Class:3/24, Srta. Tucker's Class: 3/25, Srta. Lemon's Class March 26th.) (This is the week you return from Spring Break.)
REMEMBER - IF ALL YOUR CLASSMATES AND YOU HAND IN YOUR HOMEWORK ON TIME, THERE WILL BE A FIESTA ON THAT DAY!!!
¡HASTA LUEGO!
SEñORA STARR
Friday, March 12, 2010
3rd. Grade Don Quijote Adjectives Lists
Here are some of the adjectives the third graders came up with to describe the main characters from the book "Don Quijote de la Mancha." ¡Fantástico! ¡Olé!
DON QUIJOTE:
TALL-ALTO
SKINNY-FLACO
DREAMER-SOñADOR
EDUCATED-EDUCADO/CULTO
DIFFERENT-DIFERENTE
SANCHO PANZA:
SHORT-BAJO
CHUBBY-GORDITO
FUNNY-CóMICO
KIND-AMABLE
AFFECTIONATE-CARIñOSO
LADY DULCINEA: (Some of these adjectives end in an "a" because Dulcinea is a woman.)
SWEET-DULCE
BEAUTIFUL-HERMOSA
POWERFUL-PODEROSA
ELEGANT-ELEGANTE
SMART-LISTA
PRETTY-BONITA
DON QUIJOTE:
TALL-ALTO
SKINNY-FLACO
DREAMER-SOñADOR
EDUCATED-EDUCADO/CULTO
DIFFERENT-DIFERENTE
SANCHO PANZA:
SHORT-BAJO
CHUBBY-GORDITO
FUNNY-CóMICO
KIND-AMABLE
AFFECTIONATE-CARIñOSO
LADY DULCINEA: (Some of these adjectives end in an "a" because Dulcinea is a woman.)
SWEET-DULCE
BEAUTIFUL-HERMOSA
POWERFUL-PODEROSA
ELEGANT-ELEGANTE
SMART-LISTA
PRETTY-BONITA
4TH. GRADE ADJECTIVES TO USE FOR HW:
Here's a list of many of the adjectives the fourth graders have found to describe the characters of Don Quijote and Sancho Panza. THIS LIST CAN BE USED FOR THE UPCOMING ADJECTIVES ASSIGNMENT.
THOSE WORDS MARKED WITH THE WORDS "MASCULINE" AND "FEMININE" CHANGE THEIR ENDINGS TO AGREE WITH A MALE OR FEMALE SUBJECT.
EXAMPLE: EL HOMBRE IMAGINATIVO (THE IMAGINATIVE MAN) LA MUJER IMAGINATIVA (THE IMAGINATIVE WOMAN)
GREAT JOB FOURTH GRADE!!
FOURTH GRADE ADJECTIVES LIST:
IMAGINATIVE-IMAGINATIVO
EDUCATED-EDUCADO/CULTO (MASCULINE AND FEMININE)
IDEALIST-IDEALISTA
DIFFERENT-DIFERENTE
ODD-RARO (M & F)
SPANISH-ESPAÑOL/ESPAñOLA
ADVENTUROUS-AVENTUROSO (M & F)
CARING/LOVING-CARIÑOSO (M & F)
REALIST-REALíSTICO (M & F)/REALISTA
SMART-LISTO(M & F)
FUNNY-CóMICO (M & F)
BEARDED-BARBUDO
RESPONSIBLE-RESPONSABLE
OLD-VIEJO (M & F)
YOUNG-JOVEN
HAPPY-ALEGRE
POOR-POBRE
FRIENDLY-AMISTOSO (M & F)
DREAMY-SOÑOSO (M&f)
ENERGETIC-ENÉRGICO (M&F)
IMPATIENT/EAGER-IMPACIENTE
OBEDIENT-OBEDIENTE
MATURE-MADURO (M&F)
IMATURE-IMADURO(M&F)
GENEROUS-GENEROSO (M&F)
INTELIGENT-INTELIGENTE
TALL-ALTO(M&F)
SHORT=BAJO (M&F)
SKINNY-FLACO (M&F)/DELGADO (M&F)
SERIOUS-SERIO (M&F)
CAREFUL-CUIDADOSO (M&F)
QUIET=SILENCIOSO (M&F)
STRANGE-EXTRAñO (M&F)
LARGE-GRANDE
PEQUEñO-SMALL
BRAVE-VALIENTE
KIND-AMABLE
NORMAL-NORMAL
CALM-TRANQUILO (M&F)/CALMO (M&F)
HAPPY-FELIZ
OBEDIENT-ODEDIENTE
DISOBEDIENT-DESOBEDIENTE
CURIOUS-CURIOSO (M&F)
WISE-SABIO (M&F)
STRONG-FUERTE
KIND HEARTED-BONDADOSO (M&F)
TALKATIVE-HABLADOR/HABLADORA
SILENT-SILENCIOSO (M&F)
THOSE WORDS MARKED WITH THE WORDS "MASCULINE" AND "FEMININE" CHANGE THEIR ENDINGS TO AGREE WITH A MALE OR FEMALE SUBJECT.
EXAMPLE: EL HOMBRE IMAGINATIVO (THE IMAGINATIVE MAN) LA MUJER IMAGINATIVA (THE IMAGINATIVE WOMAN)
GREAT JOB FOURTH GRADE!!
FOURTH GRADE ADJECTIVES LIST:
IMAGINATIVE-IMAGINATIVO
EDUCATED-EDUCADO/CULTO (MASCULINE AND FEMININE)
IDEALIST-IDEALISTA
DIFFERENT-DIFERENTE
ODD-RARO (M & F)
SPANISH-ESPAÑOL/ESPAñOLA
ADVENTUROUS-AVENTUROSO (M & F)
CARING/LOVING-CARIÑOSO (M & F)
REALIST-REALíSTICO (M & F)/REALISTA
SMART-LISTO(M & F)
FUNNY-CóMICO (M & F)
BEARDED-BARBUDO
RESPONSIBLE-RESPONSABLE
OLD-VIEJO (M & F)
YOUNG-JOVEN
HAPPY-ALEGRE
POOR-POBRE
FRIENDLY-AMISTOSO (M & F)
DREAMY-SOÑOSO (M&f)
ENERGETIC-ENÉRGICO (M&F)
IMPATIENT/EAGER-IMPACIENTE
OBEDIENT-OBEDIENTE
MATURE-MADURO (M&F)
IMATURE-IMADURO(M&F)
GENEROUS-GENEROSO (M&F)
INTELIGENT-INTELIGENTE
TALL-ALTO(M&F)
SHORT=BAJO (M&F)
SKINNY-FLACO (M&F)/DELGADO (M&F)
SERIOUS-SERIO (M&F)
CAREFUL-CUIDADOSO (M&F)
QUIET=SILENCIOSO (M&F)
STRANGE-EXTRAñO (M&F)
LARGE-GRANDE
PEQUEñO-SMALL
BRAVE-VALIENTE
KIND-AMABLE
NORMAL-NORMAL
CALM-TRANQUILO (M&F)/CALMO (M&F)
HAPPY-FELIZ
OBEDIENT-ODEDIENTE
DISOBEDIENT-DESOBEDIENTE
CURIOUS-CURIOSO (M&F)
WISE-SABIO (M&F)
STRONG-FUERTE
KIND HEARTED-BONDADOSO (M&F)
TALKATIVE-HABLADOR/HABLADORA
SILENT-SILENCIOSO (M&F)
Monday, March 8, 2010
DROP-IN TUTORING: MONDAYS AFTER SCHOOL
On Mondays from 2:45 to 3:30, I'm available to my students for any additional help they may need. This can be for Spanish homework assignments or for help with speaking.
If for any reason I'm unavailable on that day (illness,etc.), I'll post that information on the blog.
¡Bienvenidos! Welcome!
Sra. Starr
If for any reason I'm unavailable on that day (illness,etc.), I'll post that information on the blog.
¡Bienvenidos! Welcome!
Sra. Starr
THIRD & FOURTH GRADES UPDATE: 3/8/2010
THIRD GRADE: STORY/BILINGUAL DICTIONARIES/SPANISH ADJECTIVES
After Reading Week, the third graders listened to an exciting Spanish story, very similar to the English book "If You Give a Mouse a Cookie." The name of the book
was "¡Por favor no tires tus dulces!" or "Please don't through your candies!" Thereafter the class compared and contrasted three of the characters from Don Quijote: Don Quijote, Sancho Panza and Lady Dulcinea. Working in pairs, the students found English adjectives to describe these characters, which they later learned to look up in Spanish using bilingual dictionaries. The students are currently writing and illustrating their own Spanish books titled "Mi dia" or "My Day." In the book they have the opportunity to use much of the vocabulary they've learned so far this year.
FOURTH GRADE: IDEALISM/ADVANCED ADJECTIVES/SHIELDS/TECHNOLOGY/SPEAKING QUIZ
After discussing the idealistic qualities of Spain's Don Quijote as compared to historical figures such as Ben Franklin, Govenor Winthrop and Martin Luther King, the students worked in pairs to create Venn Diagrams comparing the two main characters of the book. Thereafter, the students came up with some English adjectives to describe each character (How are they different? How are they the same?). The fourth graders then collaborated on looking up the words to find their Spanish equivalents. To conclude this activity, the students watched a DVD about knighthood and learned how to make a Coat of Arms on the internet. The fourth graders are currently making their own shields, in which they will write four Spanish adjectives to describe their personal values. ¡Magnífico trabajo cuarto grado!
FOURTH GRADE ONLINE TECHNOLOGY PROJECT:
The students are enjoying learning how to use the Spanish blog to answer questions in Spanish about their families.
FOURTH GRADE SPEAKING QUIZ: Please review the Spanish questions previously posted on this site with your child. (Go to "Older Posts")I plan to test each child individually during the week of March 29. Additional questions that will be asked are:
¿En qué edificio vives? (¿EHN KEH EH-DEE-FEE-SEE-OH VEE-VEHS?)
In which building do you live? ANSWER: VIVO EN EL APARTAMENTO. (I LIVE IN THE APARTMENT.)/VIVO EN EL RASCACIELOS.(I LIVE IN THE SKY SCRAPER.)/VIVO EN LA CASA.
(I LIVE IN THE HOUSE.)
¿Adónde vas? (¿AH-DOEN-DEH VAHS?)
Where are you going?
ANSWER: VOY A LA CLASE DE MúSICA.(I'M GOING TO MUSIC CLASS.)/VOY A LA CLASE DE EDUCACIóN FíSICA. (I'M GOING TO P.E.) /VOY A LA CLASE DE ARTE. (I'M GOING TO ART CLASS.)/VOY A LA CLASE DE MúSICA.(I'M GOING TO MUSIC CLASS.)/VOY A LA HORA DE RECREO.(I'M GOING TO RECESS.)
¡BUENA SUERTE! (GOOD LUCK!)
SRA. STARR
After Reading Week, the third graders listened to an exciting Spanish story, very similar to the English book "If You Give a Mouse a Cookie." The name of the book
was "¡Por favor no tires tus dulces!" or "Please don't through your candies!" Thereafter the class compared and contrasted three of the characters from Don Quijote: Don Quijote, Sancho Panza and Lady Dulcinea. Working in pairs, the students found English adjectives to describe these characters, which they later learned to look up in Spanish using bilingual dictionaries. The students are currently writing and illustrating their own Spanish books titled "Mi dia" or "My Day." In the book they have the opportunity to use much of the vocabulary they've learned so far this year.
FOURTH GRADE: IDEALISM/ADVANCED ADJECTIVES/SHIELDS/TECHNOLOGY/SPEAKING QUIZ
After discussing the idealistic qualities of Spain's Don Quijote as compared to historical figures such as Ben Franklin, Govenor Winthrop and Martin Luther King, the students worked in pairs to create Venn Diagrams comparing the two main characters of the book. Thereafter, the students came up with some English adjectives to describe each character (How are they different? How are they the same?). The fourth graders then collaborated on looking up the words to find their Spanish equivalents. To conclude this activity, the students watched a DVD about knighthood and learned how to make a Coat of Arms on the internet. The fourth graders are currently making their own shields, in which they will write four Spanish adjectives to describe their personal values. ¡Magnífico trabajo cuarto grado!
FOURTH GRADE ONLINE TECHNOLOGY PROJECT:
The students are enjoying learning how to use the Spanish blog to answer questions in Spanish about their families.
FOURTH GRADE SPEAKING QUIZ: Please review the Spanish questions previously posted on this site with your child. (Go to "Older Posts")I plan to test each child individually during the week of March 29. Additional questions that will be asked are:
¿En qué edificio vives? (¿EHN KEH EH-DEE-FEE-SEE-OH VEE-VEHS?)
In which building do you live? ANSWER: VIVO EN EL APARTAMENTO. (I LIVE IN THE APARTMENT.)/VIVO EN EL RASCACIELOS.(I LIVE IN THE SKY SCRAPER.)/VIVO EN LA CASA.
(I LIVE IN THE HOUSE.)
¿Adónde vas? (¿AH-DOEN-DEH VAHS?)
Where are you going?
ANSWER: VOY A LA CLASE DE MúSICA.(I'M GOING TO MUSIC CLASS.)/VOY A LA CLASE DE EDUCACIóN FíSICA. (I'M GOING TO P.E.) /VOY A LA CLASE DE ARTE. (I'M GOING TO ART CLASS.)/VOY A LA CLASE DE MúSICA.(I'M GOING TO MUSIC CLASS.)/VOY A LA HORA DE RECREO.(I'M GOING TO RECESS.)
¡BUENA SUERTE! (GOOD LUCK!)
SRA. STARR
Tuesday, February 23, 2010
THIRD GRADE UPDATE 2/22
READING WEEK (2/1-2/5):
Many of my students enjoyed the after school sessions about Puerto Rico's adorable, but very LOUD tree frog - The Coquí! Students got to see this tiny frog in action on-line and hear it's wonderful singing. They then got to make tree-frog shadow puppets and performed wonderful Spanish skits for their families!
¡Coquí! ¡Coquí! ¡Co-quí-quí-quí-quí!
MORE ON VERBS & WORDS FOR CLASSES:
I'm delighted by how well the third graders have learned their Spanish verbs. Not only have they been able to learn the correct verb endings for the "I" form of these words, but they're becoming comfortable using them when referring to other people.
Here's an example: (Yo) corro. (I run.) Rosa corre. (Rosa runs.)
The students have looked through their notebooks and listed all the verbs they've learned on one page so they have easy access to them when doing writing assignments. They've also listed the names for their classes and composed sentences in which they say what they do in their classes. This has helped them during speaking practice.
Example: ¿Qué haces en la clase de español?/What do you do in Spanish class?
Hablo en la clase de español./I talk in Spanish class.
VALENTINE FORTUNE TELLERS:
For our Valentine celebration the students made Origami Fortune Tellers which they used to review their numbers and colors. They've also enjoyed making up "fortunes" to read to their families and friends. After making the fortune tellers, the students walked around the classroom and had a lot of fun speaking in Spanish as they read their classmates "fortunes."
Here are a few examples: Más amor/More love, Más amigos/More friends, Más diversión/More fun...
DON QUIJOTE:
The students loved learning about one of the world's oldest books: Don Quijote de la Mancha! I read the chapter on the windmills to the children and then they discussed the characteristics of three of the characters: want-to-be knight Don Quijote, his "squire" Sancho Panza and the beautiful lady Dulcinea. I taught the students how to use bilingual dictionaries to look up the English adjectives they thought up for each character.
STORY - ¡NO TIRES TUS DULCES!/DON'T THROW YOUR CANDIES!:
I'm now reading this funny story to my students. It's all about a chain reaction of events that could happen if a girl spills her bowl of candies...
SHARING IN CLASS:
Thank you so much for providing opportunities for your children to speak Spanish outside of school! So many of the students are sharing their "Spanish" experiences with their friends at the beginning of class. ¡MUCHAS GRACIAS!
Many of my students enjoyed the after school sessions about Puerto Rico's adorable, but very LOUD tree frog - The Coquí! Students got to see this tiny frog in action on-line and hear it's wonderful singing. They then got to make tree-frog shadow puppets and performed wonderful Spanish skits for their families!
¡Coquí! ¡Coquí! ¡Co-quí-quí-quí-quí!
MORE ON VERBS & WORDS FOR CLASSES:
I'm delighted by how well the third graders have learned their Spanish verbs. Not only have they been able to learn the correct verb endings for the "I" form of these words, but they're becoming comfortable using them when referring to other people.
Here's an example: (Yo) corro. (I run.) Rosa corre. (Rosa runs.)
The students have looked through their notebooks and listed all the verbs they've learned on one page so they have easy access to them when doing writing assignments. They've also listed the names for their classes and composed sentences in which they say what they do in their classes. This has helped them during speaking practice.
Example: ¿Qué haces en la clase de español?/What do you do in Spanish class?
Hablo en la clase de español./I talk in Spanish class.
VALENTINE FORTUNE TELLERS:
For our Valentine celebration the students made Origami Fortune Tellers which they used to review their numbers and colors. They've also enjoyed making up "fortunes" to read to their families and friends. After making the fortune tellers, the students walked around the classroom and had a lot of fun speaking in Spanish as they read their classmates "fortunes."
Here are a few examples: Más amor/More love, Más amigos/More friends, Más diversión/More fun...
DON QUIJOTE:
The students loved learning about one of the world's oldest books: Don Quijote de la Mancha! I read the chapter on the windmills to the children and then they discussed the characteristics of three of the characters: want-to-be knight Don Quijote, his "squire" Sancho Panza and the beautiful lady Dulcinea. I taught the students how to use bilingual dictionaries to look up the English adjectives they thought up for each character.
STORY - ¡NO TIRES TUS DULCES!/DON'T THROW YOUR CANDIES!:
I'm now reading this funny story to my students. It's all about a chain reaction of events that could happen if a girl spills her bowl of candies...
SHARING IN CLASS:
Thank you so much for providing opportunities for your children to speak Spanish outside of school! So many of the students are sharing their "Spanish" experiences with their friends at the beginning of class. ¡MUCHAS GRACIAS!
Thursday, February 18, 2010
FOURTH GR 2/18: UPDATE
Reading Week/Adjectives:
After taking their vocabulary evaluation on places words, many of the fourth graders played educational games before their introduction to the Spanish Reading Week theme. The theme for the week was "Don Quijote de la Mancha," wich is one of the world's oldest books and (Europe's first Novel)!
The students loved learning about the fairy-tale world of knights in shining armor and lovely ladies! We had lively discussions about the story and the two main characters: want-to-be knight Don Quijote and his "squire" Sancho Panzo. The students were asked to compare the two characters and then list some English adjectives to later look up in Spanish.
Valentine Fortune Tellers/Numbers, Colors, Predictions:
For the Valentine's celebrations, we took a pause from our unit on descriptive words and have been making Origami Fortune Tellers! This activity is helping the students review Spanish colors and numbers as well as using new verb forms to make predictions. Each class has come up with some really fun Spanish "fortunes" to share with friends and family!
Reading Week After-School Sessions:
Many of my students enjoyed the after school sessions about Puerto Rico's adorable, but very LOUD tree frog - The Coquí! Students got to see this tiny frog in action on film and hear it's wonderful singing. They then got to make tree-frog shadow puppets and performed wonderful Spanish skits for their families!
¡Coquí! ¡Coquí! ¡Co-quí-quí-quí!
After taking their vocabulary evaluation on places words, many of the fourth graders played educational games before their introduction to the Spanish Reading Week theme. The theme for the week was "Don Quijote de la Mancha," wich is one of the world's oldest books and (Europe's first Novel)!
The students loved learning about the fairy-tale world of knights in shining armor and lovely ladies! We had lively discussions about the story and the two main characters: want-to-be knight Don Quijote and his "squire" Sancho Panzo. The students were asked to compare the two characters and then list some English adjectives to later look up in Spanish.
Valentine Fortune Tellers/Numbers, Colors, Predictions:
For the Valentine's celebrations, we took a pause from our unit on descriptive words and have been making Origami Fortune Tellers! This activity is helping the students review Spanish colors and numbers as well as using new verb forms to make predictions. Each class has come up with some really fun Spanish "fortunes" to share with friends and family!
Reading Week After-School Sessions:
Many of my students enjoyed the after school sessions about Puerto Rico's adorable, but very LOUD tree frog - The Coquí! Students got to see this tiny frog in action on film and hear it's wonderful singing. They then got to make tree-frog shadow puppets and performed wonderful Spanish skits for their families!
¡Coquí! ¡Coquí! ¡Co-quí-quí-quí!
Tuesday, February 9, 2010
February 10: Fourth Gr. Technology Assignment (Due: April 19th.)
Hi, kids! Blogs are helpful tools for communicating with others in our community and around the world. Did you know that people in 24 countries have had a look at our Spanish blog?
Using the blog can also be a good way for you to practice your Spanish. In the next couple of weeks I’m going to be asking the fourth graders to answer several questions about their families on the blog.
On your way into the Spanish room take a look at your class schedule. The schedule will tell you which two students in your class will be posting their questions to the blog on that day.
Posting your answers to the blog is something I would like you to be able to work on independently, while I’m teaching your classmates that day’s lesson.
Every month there will be two “experts” whom I’ve assigned from your class to help you, if you’re not sure how to post your answers. Their names will be on your class schedule.
I’ll also have a list of Spanish phrases with their English meanings near the computers which you can use to help you complete your assignment.
This should be a fun assignment for you, since you can never know who from our community (or the world!) will be posting a comment to our blog.
¡”Buena suerte” and have fun blogging!
Señora Starr
ASSIGNMENT QUESTIONS:
Remember how you learned some of the names of Lázaro’s brothers and sisters from last year? They were Teresa, Tomás, Tomasina, Tita…
Whew! It’s hard to remember them all!
Can you use Spanish to tell me the names of some of your family members? Here’s your big chance! I only want the FIRST name of your family members, and if you’re not sure of a word use the lists next to the computers for help.
If you can’t figure out the meaning of a word in Spanish, go ahead and write the word in English. When I see that you’ve written in English, I’ll get back to you after our next class meeting to help you out. I’d like your answers to be in COMPLETE sentences.
"Tu familia" (Your Family)
SPANISH QUESTIONS FOR YOU TO ANSWER:
1. ¿Cómo se llaman tus padres?
2. ¿Cómo se llaman tus hermanos?
3. ¿Cómo se llaman tus primos?
Using the blog can also be a good way for you to practice your Spanish. In the next couple of weeks I’m going to be asking the fourth graders to answer several questions about their families on the blog.
On your way into the Spanish room take a look at your class schedule. The schedule will tell you which two students in your class will be posting their questions to the blog on that day.
Posting your answers to the blog is something I would like you to be able to work on independently, while I’m teaching your classmates that day’s lesson.
Every month there will be two “experts” whom I’ve assigned from your class to help you, if you’re not sure how to post your answers. Their names will be on your class schedule.
I’ll also have a list of Spanish phrases with their English meanings near the computers which you can use to help you complete your assignment.
This should be a fun assignment for you, since you can never know who from our community (or the world!) will be posting a comment to our blog.
¡”Buena suerte” and have fun blogging!
Señora Starr
ASSIGNMENT QUESTIONS:
Remember how you learned some of the names of Lázaro’s brothers and sisters from last year? They were Teresa, Tomás, Tomasina, Tita…
Whew! It’s hard to remember them all!
Can you use Spanish to tell me the names of some of your family members? Here’s your big chance! I only want the FIRST name of your family members, and if you’re not sure of a word use the lists next to the computers for help.
If you can’t figure out the meaning of a word in Spanish, go ahead and write the word in English. When I see that you’ve written in English, I’ll get back to you after our next class meeting to help you out. I’d like your answers to be in COMPLETE sentences.
"Tu familia" (Your Family)
SPANISH QUESTIONS FOR YOU TO ANSWER:
1. ¿Cómo se llaman tus padres?
2. ¿Cómo se llaman tus hermanos?
3. ¿Cómo se llaman tus primos?
Wednesday, January 27, 2010
About this week's Fourth Gr. Self-Evaluation: 1/27
¡Hola!
The students have taken home a study-sheet with a list of many of the "places" vocabulary words on it. This is for them to study from. I'd also like to remind the students once more that the complete list of vocabulary for the evaluation is on this blog and that the question that will be asked on the evaluation is:
¿En qué edificio vives? In what building do you live?
Answer Examples: Vivo en el rascacielos./Vivo en el cine./Vivo en el museo.
The answer should contain "Vivo en/I live in" followed by the name of the place you choose to pretend you live in.
Again - ¡Buena suerte! Good luck!
Sra. Starr : )
The students have taken home a study-sheet with a list of many of the "places" vocabulary words on it. This is for them to study from. I'd also like to remind the students once more that the complete list of vocabulary for the evaluation is on this blog and that the question that will be asked on the evaluation is:
¿En qué edificio vives? In what building do you live?
Answer Examples: Vivo en el rascacielos./Vivo en el cine./Vivo en el museo.
The answer should contain "Vivo en/I live in" followed by the name of the place you choose to pretend you live in.
Again - ¡Buena suerte! Good luck!
Sra. Starr : )
Monday, January 25, 2010
FOURTH GR 1/25: MORE WORDS FOR PLACES
The following is the complete list of places vocabulary that the students have practiced in class, and which they should be prepared to know for the evaluation this week. (This is not a spelling test, but as mentioned before, there will be a sentence to write.)
Newer Places Vocabulary:
el rascacielos-the skyscraper
el cine-the movie theatre
la tienda-the store
el supermercado-the grocery store
Older Places Vocabulary:
Los apartamentos-the apartments
el museo-the museum
la biblioteca-the library
el restaurante-the restaurant
el hospital-the hospital
el estadio-the stadium
el centro comercial-the mall or shopping center
¡Buena suerte! (Good luck!)
Sra. Starr
Newer Places Vocabulary:
el rascacielos-the skyscraper
el cine-the movie theatre
la tienda-the store
el supermercado-the grocery store
Older Places Vocabulary:
Los apartamentos-the apartments
el museo-the museum
la biblioteca-the library
el restaurante-the restaurant
el hospital-the hospital
el estadio-the stadium
el centro comercial-the mall or shopping center
¡Buena suerte! (Good luck!)
Sra. Starr
Thursday, January 21, 2010
THIRD & FOURTH GRADES UPDATE: 1/21/2010
THIRD GRADE UPDATE AND QUIZ INFO:
The students have been learning the Spanish names for their classes and have been introduced to many new verbs in the "I" form. They've written these words in their notebooks and will be practicing asking and answering about what they do in their classes. THERE WILL BE A MATCHING QUIZ ON ALL OF THE VERBS ON THEIR SECOND MEETING DAY WITH ME NEXT WEEK. HENSLER: WED. 1/27, WOLFRATH: TH. 1/28, LADUKE: FRI. 1/29
New Verbs:
Estudio-I study
Corro-I run
Camino-I walk
Escribo-I write
Leo-I read
Salto-I jump
Bailo-I dance
Old Verbs:
Juego-I play
Hablo-I talk
Como-I eat
FOURTH GRADE UPDATE AND QUIZ INFO:
The fourth graders have finished their Three King's Day translation and writing activity. In this activity they used bilingual dictionaries to find the meanings of topics they were asked to discuss. After deciding on their answers, they again used the dictionaries to write down their ideas. The goal was for them to write material and non-material gifts that they wished for themselves and others in the new year. The students are now playing a game of classroom "T-Ball" in which they are asked and answer questions about where they live. (Their answers can be a little silly, since not everyone lives at the movies or in the library!) THERE WILL BE A MATCHING QUIZ ON THESE WORDS NEXT WEEK. THEY'LL ALSO BE ASKED TO WRITE THE ANSWER TO THE QUESTION: ¿EN QUé EDIFICIO VIVES?(IN WHAT BUILDING DO YOU LIVE?)
HUGHES-WED, 1/27, TUCKER-TH. 1/28, LEMON & LEE-FRIDAY 1/29.
Places Vocabulary:
Los apartamentos-the apartments
El museo-the museum
La biblioteca-the library
El restaurante-the restaurant
El hospital-the hospital
El estadio-the stadium
El centro comercial- the mall
¡Hasta luego! Sra. Starr
The students have been learning the Spanish names for their classes and have been introduced to many new verbs in the "I" form. They've written these words in their notebooks and will be practicing asking and answering about what they do in their classes. THERE WILL BE A MATCHING QUIZ ON ALL OF THE VERBS ON THEIR SECOND MEETING DAY WITH ME NEXT WEEK. HENSLER: WED. 1/27, WOLFRATH: TH. 1/28, LADUKE: FRI. 1/29
New Verbs:
Estudio-I study
Corro-I run
Camino-I walk
Escribo-I write
Leo-I read
Salto-I jump
Bailo-I dance
Old Verbs:
Juego-I play
Hablo-I talk
Como-I eat
FOURTH GRADE UPDATE AND QUIZ INFO:
The fourth graders have finished their Three King's Day translation and writing activity. In this activity they used bilingual dictionaries to find the meanings of topics they were asked to discuss. After deciding on their answers, they again used the dictionaries to write down their ideas. The goal was for them to write material and non-material gifts that they wished for themselves and others in the new year. The students are now playing a game of classroom "T-Ball" in which they are asked and answer questions about where they live. (Their answers can be a little silly, since not everyone lives at the movies or in the library!) THERE WILL BE A MATCHING QUIZ ON THESE WORDS NEXT WEEK. THEY'LL ALSO BE ASKED TO WRITE THE ANSWER TO THE QUESTION: ¿EN QUé EDIFICIO VIVES?(IN WHAT BUILDING DO YOU LIVE?)
HUGHES-WED, 1/27, TUCKER-TH. 1/28, LEMON & LEE-FRIDAY 1/29.
Places Vocabulary:
Los apartamentos-the apartments
El museo-the museum
La biblioteca-the library
El restaurante-the restaurant
El hospital-the hospital
El estadio-the stadium
El centro comercial- the mall
¡Hasta luego! Sra. Starr
Thursday, January 14, 2010
Please View Older Posts: 1/14
Please click "Older Posts" at the bottom right side to see all the posts for 1/14th.
These include the updates, a thank you note, and a Spanish Club anouncement.
Gracias,
Sra. Starr
These include the updates, a thank you note, and a Spanish Club anouncement.
Gracias,
Sra. Starr
THIRD & FOURTH GRADES UPDATE: 1/14/2010
THIRD GRADE:
Since the holidays,the children have celebrated and discussed THREE KING'S DAY (1/6) and have learned a new verb (Estudio/I study). They've also started to ask and answer a question about what they do in their clases:
¿Qué haces en la clase de español? (What do you do in Spanish class?)
Estudio en la clase de español. (I study in Spanish class.)
Vocabulary:
la clase de español - Spanish Class
la clase de ciencia - Science Class
la clase de arte - Art Class
la clase de estudios sociales - Social Studies Class
la clase de educación física - Physical Education Class
la clase de inglés - English Class
la clase de matemáticas - Math Class
la clase de música - Music Class
la hora de recreo - Recess
FOURTH GRADE:
The fouth grade has also discussed "Three King's Day," and have pretended to be a child from Puerto Rico by symbolically filling a shoe box with grass for the King's camels, and waiting until the next moring to find three gifts from theM. Our class gifts have been three wonderful books which the students have explored and presented to the class.
The fourth graders are currently working on a translation activity where they look up four Spanish sentences which represent the Three King's gifts they themselves would ask for, for themselves, friends, classmates, parents and the world. After figuring out the sentence meanings, they've discussed what gifts they would choose, and are now writing their answers in Spanish.
IMPORTANT DEADLINE: TUESDAY, JANUARY 19TH., SIGNATURE CONFIRMATION SHEETS ARE DUE. THESE TELL ME WHETHER OR NOT YOUR CHILD HAS READ THE INTRODUCTION TO THEIR STORY TO YOU. THANK YOU FOR GETTING THESE IN TO ME BY THE DUE DATE.
Since the holidays,the children have celebrated and discussed THREE KING'S DAY (1/6) and have learned a new verb (Estudio/I study). They've also started to ask and answer a question about what they do in their clases:
¿Qué haces en la clase de español? (What do you do in Spanish class?)
Estudio en la clase de español. (I study in Spanish class.)
Vocabulary:
la clase de español - Spanish Class
la clase de ciencia - Science Class
la clase de arte - Art Class
la clase de estudios sociales - Social Studies Class
la clase de educación física - Physical Education Class
la clase de inglés - English Class
la clase de matemáticas - Math Class
la clase de música - Music Class
la hora de recreo - Recess
FOURTH GRADE:
The fouth grade has also discussed "Three King's Day," and have pretended to be a child from Puerto Rico by symbolically filling a shoe box with grass for the King's camels, and waiting until the next moring to find three gifts from theM. Our class gifts have been three wonderful books which the students have explored and presented to the class.
The fourth graders are currently working on a translation activity where they look up four Spanish sentences which represent the Three King's gifts they themselves would ask for, for themselves, friends, classmates, parents and the world. After figuring out the sentence meanings, they've discussed what gifts they would choose, and are now writing their answers in Spanish.
IMPORTANT DEADLINE: TUESDAY, JANUARY 19TH., SIGNATURE CONFIRMATION SHEETS ARE DUE. THESE TELL ME WHETHER OR NOT YOUR CHILD HAS READ THE INTRODUCTION TO THEIR STORY TO YOU. THANK YOU FOR GETTING THESE IN TO ME BY THE DUE DATE.
SPANISH CLUB: ADVENTURES WITH DON QUIJOTE
Do you like reading about BRAVE KNIGHTS and BEAUTIFUL LADIES? Do you enjoy HISTORY and ADVENTURE? TRAVELING THROUGH TIME? How about A GOOD LAUGH? If your answer is YES to any of these questions, then the SPANISH CLUB is for YOU!
Every Monday afternoon we'll be exploring the story of "DON QUIJOTE DE LA MANCHA;" one of the OLDEST BOOKS AROUND! It's the story about a man who read sooooo many books about knights, that he woke up one day and decided that he was no longer an ordinary person, but A KNIGHT IN SHINING ARMOR! But, wait a minute, who would be his SQUIRE? And where would he find his ARMOR? And who would be HIS LADY?
FIND OUT ON MONDAY, JANUARY 25 IN THE SPANISH ROOM!
TO SIGN UP CALL OR TALK TO MRS. CHAR FLACH IN THE FRONT OFFICE.
THE CLUB STARTS ON MONDAY, JANUARY 25 (THAT'S IN A WEEK!).
¡Hasta Pronto!
Señora Starr : )
Every Monday afternoon we'll be exploring the story of "DON QUIJOTE DE LA MANCHA;" one of the OLDEST BOOKS AROUND! It's the story about a man who read sooooo many books about knights, that he woke up one day and decided that he was no longer an ordinary person, but A KNIGHT IN SHINING ARMOR! But, wait a minute, who would be his SQUIRE? And where would he find his ARMOR? And who would be HIS LADY?
FIND OUT ON MONDAY, JANUARY 25 IN THE SPANISH ROOM!
TO SIGN UP CALL OR TALK TO MRS. CHAR FLACH IN THE FRONT OFFICE.
THE CLUB STARTS ON MONDAY, JANUARY 25 (THAT'S IN A WEEK!).
¡Hasta Pronto!
Señora Starr : )
GOOD WISHES TO ALL
¡FELIZ AÑO NUEVO!/HAPPY NEW YEAR!
¡FEH-LEES AH-NI-OH NOO-EH-VOH!)
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THANK YOU:
"Gracias a todos por sus bellos regalos y cariñosos sentimientos!"(Thanks to all of you for your beautiful gifts and affectionate wishes!)These were all so appreciated.
The gift cards went towards a new home printer and I have a special place in my heart(and tummy!) for all the candies, cookies, doughnuts, books, decorations and hand-made gifts the children gave me.
A GIFT FROM SPAIN:
A special thank you also goes out to Señorita Eva San Hipolito Bermejo and her fifth grade English class in Madrid, Spain. She and her students have sent our children a holiday card and a wonderful book of skits for our Spanish classroom. They've also been inspired by our blog to create a blog of their own. ¡Felicitaciones!(Congratulations!)
¡FEH-LEES AH-NI-OH NOO-EH-VOH!)
---------------------------------
THANK YOU:
"Gracias a todos por sus bellos regalos y cariñosos sentimientos!"(Thanks to all of you for your beautiful gifts and affectionate wishes!)These were all so appreciated.
The gift cards went towards a new home printer and I have a special place in my heart(and tummy!) for all the candies, cookies, doughnuts, books, decorations and hand-made gifts the children gave me.
A GIFT FROM SPAIN:
A special thank you also goes out to Señorita Eva San Hipolito Bermejo and her fifth grade English class in Madrid, Spain. She and her students have sent our children a holiday card and a wonderful book of skits for our Spanish classroom. They've also been inspired by our blog to create a blog of their own. ¡Felicitaciones!(Congratulations!)
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