ELEMENTARY SPANISH CURRICULUM PROJECT

Standards and Benchmarks - Kindergarten*

(Last Update: August 14, 2006)

Note: Some modifications were made to (or recommended for) the Kindergarten lessons and objectives after they were taught in 2005-06. Those changes are noted.

1. Note: As this project is piloted and it becomes clear what can really be taught and accomplished in the time frame, these Standards and Benchmarks may change.

2. The Topics and specific objectives are:

• basic greetings/farewells
  • Buenos días, Buenas tardes
  • Adiós
• personal information
  • Me llamo...
• colors
  • rojo, amarillo, verde, café/marrón, blanco, anaranjado, negro, azul, gris, púrpura/morado (red, yellow, green, brown, white, orange, black, blue, gray, purple)
• shapes
  • círculo, óvalo, triángulo, corazón, rectángulo, cuadrado, diamante, media luna, estrella (circle, oval, triangle, heart, rectangle, square, diamond, crescent, star)
  • grande, pequeño (big, small)
• numbers
  • counting 0-10
• house
  • cuarto, suelo, puerta, ventana, techo, jardín, sala, cocina, baño, dormitorio (room, floor, door, window, roof, garden, living room, kitchen, bathroom, bedroom)
• school
  • escuela, reloj, lápiz, silla, mesa, tijeras, goma, creyones, mochila, libro (school, clock, pencil, chair, table, scissors, eraser, crayons, bookbag, book)
  • Add: bandera, papel (flag, paper)
• family
  • bebé, padre/papá, madre/mamá, hijo/hija (baby, father, mother, son/daughter)
• weather
  • Hace calor, Hace frío, Hace fresco, Hace sol, Llueve, Hay nieve/Nieva, Hace viento, Hay nubes, Hace mal/buen tiempo (It's hot/cold/cool/sunny/raining/snowing/windy/cloudy; It's nice/bad weather)
  • Add: Hay niebla (It's foggy)
• clothing
  • falda, pantalones, camisa, camiseta, calcetines, sombrero, vestido, guantes, gafas de sol, botas, pantalones cortos, bufanda (skirt, slacks, shirt, t-shirt, socks, hat, dress, gloves, sun glasses, boots, shorts, scarf)
• food
  • pan, agua, cereal, fruta, chocolate, papa/patata, legumbres, lechuga, tomate, naranjas, carne (bread, water, cereal, fruit, chocolate, potatoes, vegetables, lettuce, tomato, oranges, meat)
  • Recommend: helado, hamburguesa, tomate, chocolate, lechuga, fresas, leche, manzanas, uvas, naranjas (ice cream, hamburger, tomato, chocolate, lettuce, strawberries, milk, apples, grapes, oranges)
  • Add: frutas, legumbres, pan y cereal, leche, carnes (fruits, vegetables, breads and cereals, milk, meats)
• body
  • cabeza, ojos, nariz, boca, orejas, pelo, brazos, pies, piernas, manos, dedos, hombros (head, eyes, nose, mouth, ears, hair, arms, feet, legs, hands, fingers, shoulders)
  • touch soft, hard, rough, bumpy, smooth, fluffy
  • Add: ojos/vista/ver; orejas/oído/oir; nariz/olfato/oler; boca/sabor/probar; dedos/tacto/tocar; Tacto: rugoso/liso, duro/suave; Olfato: bueno/malo; Sabor: dulce/agrio; Vista: blanco/negro, pequeño/grande (eyes/sight/to see; ears/inner ear/to hear; nose/smell/to smell; mouth/taste/to taste; fingers/touch/to touch; rough/smooth, hard/soft; good/bad; sweet/bitter; white/black, small/large)
• animals
  • rana, pato, osos, peces, pájaros, perro, gato, gallo, conejo, vaca, caballo, pato, gallo, vaca, cerdo, llama, granjero
  • Recommended: abeja, oveja, tortuga, gusano, oso, tigre, tiburón
  • yo tengo
• travel
  • montaña, valle, calle, tren, avión, autobús, camión, barco

3. Culture is built in where possible: Aztec schooling and houses, songs from the Spanish-speaking world, ....

4. With respect to the national standards for world languages (Communication, Culture, Connections, Coomparisons, Communities):

Standard 1.1 Interpersonal Communication

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

• 1. Imitate words and phrases similar to that of the model.
• 2. Respond to yes/no and either/or practiced questions.
• 3. Name words from visual cues.
• 4. Respond with memorized words or phrases to highly practiced questions.

Standard 1.2 Interpretive Communication

Students understand and interpret written and spoken language on a variety of topics.

• 1. Understand limited, memorized words and phrases.

Standard 2.1 Cultural Practices and Perspectives

Students demonstrate an understanding of the relationship between the perspectives and practices of the cultures studied.

• 1. Demonstrate limited familiarity with practices of the culture.

Standard 3.1 Connections to Other Disciplines

Students reinforce and further their knowledge of other disciplines through the foreign language.

• 1. Identify familiar target language vocabulary and concepts from other subject areas.

Standard 4.2 Cultural Comparisons

Students demonstrate understanding of the concepts of culture through comparisons of the target cultures and their own.

• 1. Demonstrate awareness of a variety of everyday components that are found in a culture.

Standard 5.1 Language Beyond the Classroom

Students use the language both within and beyond the school setting.

Activities - Share with parents what they are learning.

 

 

 

*(For this overview of Standards and Benchmarks, I have used as a guideline the following source: http://www.bv229.k12.ks.us/forlang/Community/curric_old/Kindergarten.htm).

©

Authors: Eileen M. Zeitz, Colleen Coffey-Schorr, Jane Rupel

Date: August 5, 2005