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martinez3rdgrade	Señora Martinez
Albany Academy	Spanish Instructor
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SECTION COMMENT FOR 3RD GRADE BOYS (FOR THE GIRLS' SECTION COMMENT PLEASE SCROLL DOWN)

The third grade boys started the year by selecting their own Spanish names. In order to conduct the class in Spanish, the boys had to learn different classroom commands. We learned these through TPR; essentially a gesture is acted out when the command is given to demonstrate comprehension. Abre la puerta would involve a student going to the door and opening it. Escribe tu nombre en la pizarra would have a student writing their name on the board.

While covering classroom vocabulary, the boys have learned the difference between masculine and feminine nouns and adjectives in Spanish, the definite and indefinite article, how to make nouns and adjectives plural, and phonetic differences in Spanish and English. The verb Hay, meaning, there is and there are was introduced as well as the question words ¿Cuántos and cuántas? meaning how much or how many. Activities included singing, “La clase” song and “El alfabeto” song (more of a marching song).Workbook activities as well as readings and activities from the textbook were completed. Enrichment activities included playing vocabulary recall games, like the ball game and scavenger hunts.

We have learned animal vocabulary and animals of South and Central America and the verb Ser, to be, and how this verb is used with singular subjects and plural subjects. The boys have learned that adjectives like colors follow nouns in Spanish

We are currently working on creating restaurant logos, which have a color in the name, (such as the blue moon café….. la luna azul café) creating menus in Spanish, and preparing skits that will take place in a restaurant setting.
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SECTION COMMENT FOR 3RD GRADE GIRLS SPANISH CLASS
In Spanish class, we started this year by having the girls select “Spanish names” for themselves. We reviewed ¿Cómo te llamas? When asking another student their name and ¿Cómo se llama? when talking about someone else.

In order to conduct the class in Spanish the girls had to learn different classroom commands. We learned these through TPR; essentially a gesture is acted out when the command is given to demonstrate comprehension. Abre la puerta would involve a student going to the door and opening it. Escribe tu nombre en la pizarra would have a student writing their name on the board.

Frida Kahlo, the famous Mexican artist, was the subject of cultural interest at the beginning of the year. I read a bilingual book about Frida for children and brought in some of her artwork to show the girls.

While covering classroom vocabulary, the girls have learned the difference between masculine and feminine nouns and adjectives in Spanish, the definite and indefinite article, how to make nouns and adjectives plural, and phonetic differences in Spanish and English. The verb Hay, meaning there is and there are was introduced as well as the question words ¿Cuántos and cuántas? meaning how much or how many. Activities included singing, “La clase” song, “El alfabeto” song (more of a marching song), and “cuenta.” Workbook activities as well as readings and activities from the textbook were completed. Enrichment activities included playing vocabulary recall games, like the ball game and using the computers

We have learned animal vocabulary and animals of South and Central America and the verb Ser, to be, and how this verb is used with singular subjects and plural subjects. While learning that adjectives like colors follow nouns in Spanish, the girls completed beautiful predictable books based upon Eric Carle’s Brown Bear, Brown Bear, What Do You See? The girls shared read their books aloud to the girls in French class.

We are currently working on creating restaurant logos, which have a color in the name, (such as the blue moon café….. la luna azul café) creating menus in Spanish, and preparing skits that will take place in a restaurant setting.

Hola Alumnas y Alumnos,

I have added additional quia activities to practice the new vocabulary. They are at the end of the list of games and include colores, mascotas (pets), etc...

JANUARY SPANISH CLASSES WITH SRA. MARTINEZ

Animals and colors:

Questions for this unit include:

¿De qué color es? (DAY KAY COH LORE EHZ)=What color is it?
The third grade boys started the year by selectinging their own Spanish names. In order to conduct the class in Spanish the boys had to learn different classroom commands. We learned these through TPR; essentially a gesture is acted out when the command is given to demonstrate comprehension. Abre la puerta would involve a student going to the door and opening it. Escribe tu nombre en la pizarra would have a student writing their name on the board.

While covering classroom vocabulary, the boys have learned the difference between masculine and feminine nouns and adjectives in Spanish, the definite and indefinite article, how to make nouns and adjectives plural, and phonetic differences in Spanish and English. The verb Hay, meaning, there is and there are was introduced as well as the question words ¿Cuántos and cuántas? meaning how much or how many. Activities included singing, “La clase” song and “El alfabeto” song (more of a marching song).Workbook activities as well as readings and activities from the textbook were completed. Enrichment activities included playing vocabulary recall games, like the ball game and scavenger hunts.

We have learned animal vocabulary and animals of South and Central America and the verb Ser, to be, and how this verb is used with singular subjects and plural subjects. The boys have learned that adjectives like colors follow nouns in Spanish

We are currently working on creating restaurant logos, which have a color in the name, (such as the blue moon café….. la luna azul café) creating menus in Spanish, and preparing skits that will take place in a restaurant setting.
¿Qué animal es? (KAY AHN EE MAL EHZ) = What animal is it?

¿Cuál es tu animal favorito? (KWAL EHZ TOO AHN EE MAHL FAH VOR EE TOE) = What is your favorite animal?

Structurally, students are learning that in Spanish adjectives come after nouns and that they have to agree in quantity and in gender.

Here are the colors that we are learning

LOS COLORES

Azul= blue (AH ZOOL)
Rojo= red (ROW HO)
verde= green (VAIR DAY)
amarillo= yellow (AH MA REE OH)
anaranjado= orange (AH NAH RAHN HA DOE)
morado= purple (MORE AH DOE)
violeta= purple (VEE OH LET AH)
blanco=white (BLAHN CO)
negro=black (NAY GROW)
gris= gray (GREASE)
café= brown (CAH FAY)
pardo= brown (PAHR DOE)
marrón= brown (MAHR ROAN)
rosado= pink (ROW SAH DOE)

LOS ANIMALES, ( THESE ARE COVERED IN THE BOOK)

el gato= the cat (GAH TOE)
el perro= the dog (PERR OE)
el oso= the bear (OH SOH)
el pájaro= the bird (PA HA ROW)
el canario= the canary (CAH NAH REE OH)
el loro= the parrot (LORE OH)
la mariposa= the butterfly (MAH REE POE SAH)
el ratón = the mouse (RAH TONE)
el conejo= the rabbit (CONE AY HO)
el pez= the fish (PEZ)
el tigre= the tiger (TEE GRAY)
el flamenco= the flamingo (FLAH MEHN COH)

ADDITIONAL Animals to supplement vocabulary in textbook
la rana= the frog ( RAH NAH)
el tiburón= the shark (TEE BOO RONE)
el lobo= the wolf (LOW BOW)
el zorro= the fox (ZOAR OH)
la tortuga= the turtle (TOR TOO GAH)
la araña= the spider (AH RAH NYAH) SOUNDS LIKE "NY" IN CANYON OR ONION
el caballo= the horse (CAH BYE OH)
el cocodrillo= the crocodile (CO CO DREE YO)
el caiman= the alligator (KUY MAHN) KUY RHYMES WITH RYE
el león= the lion (LAY OAN)
el mono= the monkey (MOA NO)
la foca= the seal (FOH CAH)
el buho= the owl (BOO OH)

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Today we learned different ways to respond to the question ¿Cómo estás? meaning: How are you?
Practice these at home..
Estoy muy bien... I'm very well
Estoy mal...I'm not well
Estoy así así....I'm so-so
Estoy triste....I'm sad
Estoy felíz....I'm happy
Estoy enfermo...I'm ill
Estoy nervioso....I'm nervous
Estoy enojado....I'm angry
Estoy emocionado...I'm excited
Estoy cansado....I'm tired

HW due November 8...page 15 in your workbooks.

In these addition problems más means + and son means =

Below are the numbers 0-30 in Spanish. I added some Spanish number games under QUIA activities so that you can practice in a way that is fun for you. Please practice with your parents and family and friends. Try counting things around the house in Spanish instead of English. There are some games that have numbers through 100. You can try these too!

HOLA Alumnas y Alumnos:

Here are the numbers in Spanish:

0=cero (sair-oh)
1= uno
2= dos (dough s)
3=tres (tray s)
4=cuatro (quat row)
5=cinco (seen Koh)
6= seis (say s)
7= siete (sea et eh)
8= ocho (Oh cho)
9=nueve (new ay veh)
10 = diez (dee es)
11= once (own say)
12= doce (doe say)
13 = trece (tray say)
14 = catorce (cah toar say)
15= quince (keen say)
16= dieciseis (dee es ee say s)
17= diecisiete (dee es ee sea eh teh)
18= dieciocho (dee es ee oh cho)
19= diecinueve (dee es ee new ay veh)
20=veinte (Ven tay)
21= veintiuno (ven tee uu no)
22= veintidos (ven tee doughs)
23= veintitres (ven tee trays)
24= veinticuatro (ven tee qua trow)
25 = veinticinco (ven tee seen koh)
26= veintiseis (ven tee say s)
27= veintisiete (ven tee see eh tay)
28= veintiocho (ven tee oh cho)
29= veintinueve (ven tee new ay vay)
30= treinta (train tah)

The vocabulary that you will need to know is listed here as well:

There are several quia activities below that will help with classroom vocabulary: You will need to have a JAVA plug in to do these. They are found at the bottom of the page under QUIA ACIVITIES

Here are the words that the children need to know for this unit:

1. ¿Qué es esto? = What is this? (KAY ES ES-TOE)

2. la pizarra= the chalkboard (LAH PEE-SAH-RAH)

3. el pizarron= the chalkboard (EHL PEE-SAH-ROAN)

4. el lápiz= the pencil (EHL LAH-PEES)

5. el bolígrafo = the pen (EHL BO-LEE-GRAF-O)

6. la pluma= the pen (LAH PLOO-MAH)

7. el papel= the paper (EHL PAH-PEL)

8. el cuaderno= the notebook (EHL QUAD-AIR-NOH)

9. las tijeras= the scissors (LAHS TEE-HAIR-AHS)

10. la cinta= the tape (LAH SEEN-TAH)

11. el libro= the book (EHL LEE-BRO)

12. la ventana= the window (LAH VEN -TAH-NAH)

13. la bandera= the flag (LAH VAHN- DARE-AH)

14. la alumna= the girl student (LAH ALOOM-NAH)

15. el alumno = the boy student (EHL ALOOM-NO)

16. la profesora= the female teacher (LAH PRO-FESS-OAR-A)

17. el profesor= the male teacher   (EHL PRO-FESS-OAR)

18. el cuadro= the picture (EHL QUAD-ROW)

19. el pupitre= the student desk (EHL POO-PEET-RAY)

20. el escritorio= the desk   (EHL EH-SCREET-OAR-E-O)

21. la luz= the light (LAH LOOSE)

22. el mapa = the map (EHL MAH-PAH)

23. el globo= the globe (EHL GLOW-BOW)

24. La puerta= the door (LAH PWAIR-TAH)

25. La pared= the wall   (LAH PAHR-ED)

25. el altavoz= the loudspeaker (EHL AHL-TAH VOES)

26. el teléfono= the phone (EHL TEHL-EH-FOE NO)

27. la tiza= the chalk (LAH TEE-ZAHH)

28. la computadora= the computer (LAH COM-POOT-AH-DORAH)

29. la cesta= trashcan   (LAH SES-TAH)
     la papelera=trashcan (LAH PAH-PEL-AIR-AH)

30. el calendario=the calendar (EHL CA-LEN-DAH-REE-O)

31. la regla= the ruler (LAH REY-GLAH)

32. el sacapuntas= the pencil sharpener (EHL SAH-CAH-POON-TAHS)

33. la silla= chair or seat (LAH SEE-YAH)

34. la goma= the pencil eraser (LAH GO-MA)

35. la punta= the pencil point (LAH POON-TAH)

36. el estante de libros= the bookcase (EHL EHZ-TAHN-TAY DAY LEE-BROS)

37. el borrador= the chalkboard eraser (EHL BOAR-AH-DOAR)

¿Quién es?= Who is it? (KEY EHN EZ)

My Quia activities and quizzes