Looking back at the month of October, it is hard to believe how
much the students have accomplished in a month that was shortened by the mini
immersion week! Here are some of the highlights:
Early Childhood:
In preparation for the Mexican holiday Día de los Muertos I brought my “special” travel suitcase filled
with “artifacts” related to the holiday.
I also read Eric Carle’s classic La
oruga muy hambrienta in Spanish to reinforce the number and color words
they were introduced to them earlier in the year.
Kindergarten (KG):
They started the month learning about la familia, which was a wonderful connection to the beloved P.D.
Eastman book ¿Eres tú mi mama? They
learned new Spanish words related to the story and completed language arts activities
just as they would have done in an “English” class. At the end of the month,
they learned about Mexico and prepared flores
(flowers) in preparation for our Día
de los Muertos (Day of the Dead) celebration.
First Grade (1H):
They began the month learning animales
and frutas vocabulary to read the
book Martí y el mango. They even had
the chance to sample the different frutas
including coco (coconut), guayaba (guava) and, of course, mangos. They also learned about Mexico
and started their skull mascaras (masks)
in in preparation for our Día de los
Muertos (Day of the Dead) celebration.
Second Grade (2D):
This was a particularly exciting month for second grade because now
that they had flown to España they had the chance to travel throughout the country! They explored Madrid by autobús and several sites in Spain by tren and ended up at el Café Swift to sample tapas and a tortilla española
while writing tarjetas postales (post
cards). They had to quickly return home to get ready for the LS Spanish celebration
of Day of Dead.
Third Grade:
The third graders began the month learning the Spanish alphabet
and working on an alfabeto poster
project. Each student chose one or two letters to design for a class
alphabet project. They had to find a Spanish word beginning with their
letter and then incorporate the letter in a drawing of the word. After
this short project, they focused on a study of Mexico in preparation for the upcoming Day of the
Dead celebration. They generated a list
of 84 creative, thought-provoking and specific questions that they want to
explore during our November study of Mexico.
Fourth Grade:
The fourth graders had their first graded Spanish test on numbers
to 100 or 1000 and facts about Mexico's Independence Day (celebrated in
September). Afterwards, they moved on to
a study of colores and formas (shapes), which provided them the opportunity to learn
about masculine and feminine nouns and adjective agreement with nouns.
The final project was a mini-libro in which the students combined their
understanding of numbers, shapes, colors and adjective agreement to write short
sentences.
Fifth Grade:
The fifth graders also had their first graded Spanish test on
numbers to 1000 and facts about Mexico's Independence Day. They then moved on to a study of animales and
adjetivos to describe the animals, which also provided them the opportunity to
learn about masculine and feminine nouns and adjective agreement with
nouns. Their final project was a class
book entitled, ¿Qué Animal es este? Each
student made two pages for the book.
Each page asked the question, “What animal is this?” and then provided a
3-sentence description of an animal and a drawing of the animal under a
flap.
The students have worked hard this past month! And we haven’t even
gotten to the Day of the Dead projects!
I will save those details for a separate blog entry. Stay tuned!
Saludos,
Señora Swift
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