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
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