Spanish

K-4 Standards for World Language and the Report Card

COMMUNITIES: Students actively engage in authentic cultural experiences such as songs, tasting food, listening to folktales and legends, and more.

COMPARISONS OF PRACTICES, PRODUCTS, AND PERSPECTIVES: Students learn about aspects of Hispanic culture such as geography, famous people, idioms, daily practices, celebrations and traditions, and more.

INTERPERSONAL COMMUNICATION: Students engage in the four skills of listening, speaking, reading, and writing to communicate on an interpersonal level. This includes basic conversational skills, manners, class routines, sharing likes and dislikes, and autobiographical information.

INTERPRETIVE COMMUNICATION: Students acquire grade level skills in reading and listening to demonstrate understanding. (The reading component is introduced in Third Grade and reinforced in Fourth.)

PRESENTATIONAL COMMUNICATION: Students acquire grade level skills in speaking and writing to demonstrate understanding.


When determining grades for each level, the following general rubric is used. *Note: Each individual assessment has its own rubric, this is a basic understanding of the overall rubric.

COMMUNITIES and COMPARISONS OF PRACTICES, PRODUCTS, AND PERSPECTIVES (CULTURE)

4: Student participates in all class activities related to cultural experiences and actively and independently shares those activities and learnt knowledge with others.
3: Student participates in class activities related to cultural and can share acquired knowledge regarding Hispanic culture during class tasks.
2: Student participates in some class activities, but not all. Student requires assistance in sharing knowledge regarding Hispanic culture during class tasks.
1: Student seldom participates in class activities related to cultural experiences and requires extensive assistance to recall and share knowledge regarding Hispanic culture.



INTERPERSONAL, INTERPRETIVE, and PRESENTATIONAL COMMUNICATION

4: Student regularly and independently participates in and completes class activities with ease and few to no errors related to direct instruction. Student regularly adds modifiers (very, a little bit, some, etc), additional vocabulary outside the activity, and/or recombines learnt material in his/her language. Student frequently and independently uses the language to communicate outside of direct instruction.
3: Student participates in and completes class activities with little to no assistance and few errors related to direct instruction.
2: Student requires assistance to participate in and complete class activities. Student sometimes struggles to recall learnt vocabulary and commits errors related to direct instruction.
1: Student struggles to participate in and complete class tasks, even with frequent assistance and support. Errors related to direct instruction are prevalent.

How I talk to kids about expectations:
In class we use the 'Taco Rubric'. This is a very kid friendly way to explain expectations and what and where they are in that progression. The concept is to think of yourself in a restaurant and you have just ordered a taco. What you want to have delivered to you, of course, is a taco just the way you like it. If all you receive is the taco shell or the taco shell with a bit of meat on it, you have not received your complete order and would send it back to be finished. On the flip side, what a surprise to receive your taco just the way you like it and with a bonus of free nachos on the side! This taco rubric coincides with the 4 point grading system:

4: A taco just the way you like it with free nachos on the side
3: A full taco, just the way you like it
2: A taco shell with a bit of meat in it (we need more! how about some cheese or lettuce or sour cream?)
1: Just the taco shell...boy, is it empty! We need to fill it up!

Stages in Second Language Acquisition

Why Should Young Children Learn a Foreign Language?


Here are some links to songs and videos that connect with our classes!

We started the school year in Kindergarten with this cute greetings song, Hola, ¿qué tal?

First Graders have been learning loads about Venezuela- here is an adorable video in English about the country: Mouk goes to Venezuela

and this is by far the most amazing video I have seen of Angel Falls, the tallest waterfall in the world. You can pan around the video using your cursor-unbelievable! Salto Angel 360

Second Grade and Multiage are enjoying this sweet song about a snowflake, one of my favorites! Copo de nieve

Third Grade started the year with a basic overview of the Spanish alphabet- we loved this vowels song from Spain Don Tomate y las vocales

Fourth Grade took action this fall after learning about the threats to Monarch butterflies, creating posters and seed kits to raise awareness about how we can help save them. Here is a stunning video from the sanctuary in México, their overwintering location. Biosfera en Michoacán

Website by SchoolMessenger Presence. © 2019 West Corporation. All rights reserved.