First-Fourth Grades’ Spanish Bee Study List First-Fourth Grades’ Spanish Bee Study List 2003 Version

Fifth-Eighth Grades’ Spanish Bee Study List Fifth-Eighth Grades’ Spanish Bee Study List 2003 Version

Dear Parents:

This school year, I’m teaching twenty hours of Intermediate Spanish in grades fourth through eighth and ten hours as a reading intervention teacher in grades kindergarten through fourth.  In addition, I am working ten hours per week at the church office updating the school website .

The following information is about St. Timothy’s Intermediate Spanish this year. 

Textbooks to be used:                                       ¡Cuéntame! (4th and 5th Grades)                       

First year novels:                                               Robo en la Noche for starters and then

                                                                           Pobre Ana, and Casi se

                                                                           muere if time allows.    

                                                                          (6th, 7th and 8th Grades)

Other materials include: songs, websites, games, art materials, movies and videos.    

The ¡Cuéntame! textbook represents a TPRS-Teaching Proficiency through Reading and Storytelling (formerly known as Total Physical Response Storytelling) curriculum specifically designed to meet the needs of beginning and developing language learners as it prepares them for upper- level course work. Its communicative approach to language-learning fosters rapid acquisition as it develops students’ skills in the areas of listening, speaking, reading and writing.

This TPRS method is currently utilized by a large number of Diocese of Phoenix Spanish elementary instructors. As a group, we’ve attended workshops together and continue to share information and ideas regarding this curriculum.

The TPRS curriculum meets the Curriculum Standards set by the Catholic Diocese of Phoenix as well as the Communication Standards established by the American Council on the Teaching of Foreign Languages.

Diocesan Standards for K-8 World Languages Curriculum:

State Standard 1 – Communication – Students understand and interpret written and spoken communication on a variety of topics in the target language.

State Standard 2 – Communication – Students engage in oral and written exchanges which include providing and obtaining information, expressing feelings and preferences, and exchanging ideas and opinions in the target language.

 State Standard 3 – Communication – Students present information and ideas in the target language on a variety of topics to listeners and readers.

State Standard 4 – Students know “what to do when” and “what to say while doing it” in the culture and use this knowledge to interact appropriately. They also understand the relationship between cultural perspectives, products and practices within cultures.

 State Standard 5 – Connections – Students use the target language and authentic sources to reinforce and/or learn other content from the other subject areas.

State Standard 6 – Comparisons – Students develop insights into their own language and their own culture through the study of the target language.

 State Standard 7 – Communities – Students use the target language within and beyond school setting.

Diocese Standard 8 – Connections – Students will use the target language and authentic sources to reinforce content learned in the area of religion.

ACTFL Standards for Foreign Language Learning:

Standard 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2 – Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3 – Students present information, concepts, and ideas to an audience of listeners or readers on a wide variety of topics.   

Class Objective-Following the Diocesan curriculum standards, students will learn basic sentence structure, pronunciation and vocabulary necessary to develop their speaking and comprehension ability at their appropriate grade level.  When time allows, the textbooks offer optional thematic and cultural units which enhance fluency and add the vital component of cultural understanding necessary to link language learning to the global environment into which students will take their skills. 

 Dear Parents, 

I see your student(s) an 1-1/2 hours a week for 45 minutes per session. This adds up to approximately 60 hours of Intermediate Spanish for the year if we are very fortunate and have no classes cancelled for special events at the church or school. For the entire year, this is like spending only 2.5 full days or 7.5 eight-hour days studying in Mexico (60 hours). I mention this to set parents’ and my own expectations appropriately.  Most students, unless they are from native speaker families, will not be completely fluent by the end of their 8th grade year.  My sincere hope is that they will graduate with a very favorable attitude towards learning ANY  foreign language in high school and that we will have gotten them over their fear of learning a foreign language.  Perhaps, we may have even engendered a love and sense of FUN  in learning a foreign language.

The average TPRS Chapter can take several class sessions to complete, especially if a cultural theme is explored. We’re looking for real depth in their language learning, not just breadth. The rewards are many as students gain confidence, lower their affective filters (fear) and increase their reading, writing and comprehension skills. 

The younger grades may move more quickly than the older grades but it’s important to cover each chapter thoroughly. We are building a strong foundation for our language students at St. Timothy’s by taking the time to go deeper into learning a second language. We ALWAYS build upon the Spanish that they had learned the previous year. 

For students new to Spanish, the TPRS method makes it easy for them to jump right in and learn Spanish in the context of amusing stories, personalized questions and answers, role-playing, games and songs. We do a lot of hands-on learning and acting. This is extra-reassuring for a student new to learning a foreign language.  

 Our first-year novels allow our students to acquire Spanish in the same way they acquired their first language, by reading.  Our novel, Piratas del Caribe was very popular with the students last year.  They don’t even realize how much language they’re picking up when we’re reading, completing outside activities and acting out passages from a fun novel. 

Attendance, Participation and Behavior-Class attendance and active participation is integral to learning Spanish. Students are assessed throughout the class period for their participation as well as through other forms of assessment.  Participation is KEY to learning Spanish via the TPRS method. Participation in class involves work in pair or group activities, volunteering to answer questions and making a sincere effort.  DWP behavior rules and Student Learning Expectations will be enforced.  

Assignments- Please remind your child to use their agenda book to write down all Spanish assignments. There will be no extra credit offered unless there are very unusual circumstances concerning your child, such as an extended illness. Late papers will be marked down or not accepted at all. 

Testing Policy:  Students should exhibit the qualities of honesty and integrity. Any form of dishonesty, cheating, fabrication, or plagiarism will be addressed according to the guidelines set forth in the St. Timothy Catholic School Student Handbook. 

I maintain a “very” open-door policy with Parents and Students. If you have ANY concerns, please let me know. I’m happy to work with you and your student(s) to help them be successful.  Communication is the key to success not only in learning a foreign language but in having a GREAT YEAR together!!

Thank you for your ongoing support of Intermediate Spanish at St. Timothy Catholic School.

 Señora Jean M. McCleery

 (Some material contained within this document was excerpted from ¡Cuéntame más! Textbook, a TPRS textbook.) 

Intermediate Spanish

Effort Rubric

Follows the School Grading Po 

9.4-10 points: Excellent Effort (Outstanding)

• Went above and beyond in working toward the objective
• Followed all rules
• Was respectful
• Contributed to the learning environment
• Followed all classroom procedures
• Was caring/helpful 

 7.5-9.3 points: Satisfactory Effort (Satisfactory)

• Worked toward the objective
• Was responsible for learning
• Follow directions most of the time

6.5-7.4 points: Poor Effort (Needs Improvement) 

• Did not work toward the objective
• Multiple warnings given
• Inappropriate behavior

6.4 points or less: No Effort (Unsatisfactory)