Greetings Parents!
This week we continued our work on body parts, but also introduced a few new topics.
One of the kids' favorite songs that we've been working on for the past two weeks is Perro Sancho (Bingo).
Un perro grande tengo yo y el se llama SANCHO.
Ese-Ahh-Ene-Che-O, Ese-Ahh-Ene-Che-O, Ese-Ahh-Ene-Che-O y el se llama SANCHO.
Un perro grande tengo yo y el se llama SANCHO.
Clap-Ahh-Ene-Che-O, Clap-Ahh-Ene-Che-O, Clap-Ahh-Ene-Che-O y el se llama SANCHO.
Just like the Bingo version, after each round of the song, I remove a letter from our feltboard. With each repetition, a new letter is replaced with a hand clap through the six verses of the song. By the sixth verse, all the letters are replaced by hand claps.
Stories/Cuentos:
This week we introduced a new story: Los Tres Gatitos
Los tres gatitos (The Three Little Kittens) is a story adapted from the nursery rhyme. It tells the story of three little kittens who lose and then find their mittens. After they find their mittens, they are rewarded with pie, causing their mittens to get dirty. They are scolded again by their mother. This time they wash their mittens and are rewarded with a mouse.
This story allows us to reinforce some of the vocabulary that we have learned previously, including colors: the kittens are gris (grey), cafe (brown) and blanco (white) and the mittens are rojo (red), azul (blue) and verde (green). We also practice our numbers uno-seis as we count up the mittens. Finally we reinforce a few emotion vocabulary words: enojado/a (angry), triste (sad) and feliz (happy).
Wednesday, January 25, 2012
Tuesday, January 17, 2012
Welcome to a New Semester!
Welcome to a new semester! I have four new students this semester and five returning students, including two who are in their third year! It is so great to have such a mix of ages, experiences and ability levels. I am working hard to present new material at a pace that is manageable for the new students while also challenging the more advanced students to use the vocabulary that they have previously acquired.
We are starting off the year with a new unit on body parts.
We begin with one of our favorite classics: Cabeza, hombros, rodillas y pies (Head, shoulders, knees & toes). You all know the tune, but here are the words in Spanish:
Cabeza, hombros, rodillas y pies, rodillas y pies
Cabeza, hombros, rodillas y pies, rodillas y pies
Ojos, orejas, boca y nariz
Cabeza, hombros, rodillas y pies, rodillas y pies
Another classic is: El Hokey Pokey which goes like this:
Mete una mano
Saca una mano
Mete una mano
Sacúdela
Baila el Hokey Pokey y date una vuelta
Así se bailará
Other body parts that we like to do:
el pie = foot
la cadera = hips
la cabeza = head
todo el cuerpo = whole body
and of course, many others that students suggest....
This means:
Put in your hand
Take out your hand
Put in your hand
Shake it all about
Dance the Hokey Pokey and turn yourself around
This is how we dance
Greetings/Opening Class:
We begin every class with the hola song (see the post for Week 1 BDLC). This semester, we're also incorporating a new song that introduces students to the phrase, me llamo...
Me llamo, me llamo _________.
¿cómo te llamas tú?
My name, my name is __________.
What is, what is your name?
During this song, each child takes turns saying, "Me llamo__________" and then rolling the rag ball to the next child, asking him/her, "¿cómo te llamas tú?"
We also start each class off with a discussion of the weather. For more info, see blog post:
Stories:
At the close of each class, we do a feltboard story. So far, our stories have included:
La chica de nieve and El hombre de jengibre.
La chica de nieve (The Snow Girl) is a wonderful wintertime folktale about an old man & old woman (el viejo and la vieja) who are sad (triste) because they do not have children. One day, the old woman decides to make a snowman in the shape of a little girl. La chica de nieve comes to life. Ask your child to tell you the rest! In addition to teaching the vocabulary above, this story reinforces the seasons vocabulary: el invierno (winter) and la primavera (spring).
El hombre de jengibre is one of my favorite stories for teaching body parts. This story also features an old man & old woman (el viejo and la vieja) who are sad (triste) because they do not have children. This time, a gingerbread man (hombre de jengibre) comes to life and outruns all who try to catch him. The body parts-- back (la espalda), head (la cabeza), nose (la nariz) and mouth (la boca) come into play when the wily fox (el zorro) tries to outwit him. We also use this story to reinforce the farm animals that the gingerbread encounters on his journey: la vaca (cow), el caballo (horse), and tres agricultores (three farmers).
We are starting off the year with a new unit on body parts.
We begin with one of our favorite classics: Cabeza, hombros, rodillas y pies (Head, shoulders, knees & toes). You all know the tune, but here are the words in Spanish:
Cabeza, hombros, rodillas y pies, rodillas y pies
Cabeza, hombros, rodillas y pies, rodillas y pies
Ojos, orejas, boca y nariz
Cabeza, hombros, rodillas y pies, rodillas y pies
Another classic is: El Hokey Pokey which goes like this:
Mete una mano
Saca una mano
Mete una mano
Sacúdela
Baila el Hokey Pokey y date una vuelta
Así se bailará
Other body parts that we like to do:
el pie = foot
la cadera = hips
la cabeza = head
todo el cuerpo = whole body
and of course, many others that students suggest....
This means:
Put in your hand
Take out your hand
Put in your hand
Shake it all about
Dance the Hokey Pokey and turn yourself around
This is how we dance
Greetings/Opening Class:
We begin every class with the hola song (see the post for Week 1 BDLC). This semester, we're also incorporating a new song that introduces students to the phrase, me llamo...
Me llamo, me llamo _________.
¿cómo te llamas tú?
My name, my name is __________.
What is, what is your name?
During this song, each child takes turns saying, "Me llamo__________" and then rolling the rag ball to the next child, asking him/her, "¿cómo te llamas tú?"
We also start each class off with a discussion of the weather. For more info, see blog post:
Stories:
At the close of each class, we do a feltboard story. So far, our stories have included:
La chica de nieve and El hombre de jengibre.
La chica de nieve (The Snow Girl) is a wonderful wintertime folktale about an old man & old woman (el viejo and la vieja) who are sad (triste) because they do not have children. One day, the old woman decides to make a snowman in the shape of a little girl. La chica de nieve comes to life. Ask your child to tell you the rest! In addition to teaching the vocabulary above, this story reinforces the seasons vocabulary: el invierno (winter) and la primavera (spring).
El hombre de jengibre is one of my favorite stories for teaching body parts. This story also features an old man & old woman (el viejo and la vieja) who are sad (triste) because they do not have children. This time, a gingerbread man (hombre de jengibre) comes to life and outruns all who try to catch him. The body parts-- back (la espalda), head (la cabeza), nose (la nariz) and mouth (la boca) come into play when the wily fox (el zorro) tries to outwit him. We also use this story to reinforce the farm animals that the gingerbread encounters on his journey: la vaca (cow), el caballo (horse), and tres agricultores (three farmers).
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