Kindergarten 1 2 3 4 5 6 7 8
First
Trimester
Students are given Spanish
names at the beginning of the
school year. We learn how to
introduce ourselves and ask a
person for their name, as well
as how to ask and answer the
question "how are you?". We
learn numbers 1-10 (more are
learned as the year
progresses), several colors,
and the days of the week. We
read various stories to help us
to identify simple Spanish
words in context.
Questions learned in
Kindergarten are asked and
answered throughout the
year. Students begin to use
polite expressions and
basic conversation
vocabulary. Students begin
to read and write familiar
words in Spanish (with
guidance). Numbers/colors
are reviewed, and more are
learned. Students learn
classroom vocabulary.
Students learn to recognize
written words (flashcards,
words on blackboard, etc)
Students answer the same
questions that they learned in
K and 1 at the beginning of
each class.
Numbers/Colors/Days of the
Week are reviewed. By the end
of the year, students will count
to 40. Students begin to learn
about "tu" vs "usted," and how
to address adults vs how to
interact with other kids.
Students review classroom
vocabulary and learn more.
Familiar Questions from grades
k-2 are asked and answered
throughout the year.
Numbers/colors/Days of the
Week are briefly reviewed.
Students are reminded of the
difference between "tu" and
"usted." We review vocabulary
such as: classroom objects and
clothing, adding more words to
each category. Students are
introduced to the months of the
year.
Students begin writing in full
sentences, using prompts from
questions asked and whole-class
examples. Students keep
organized notebooks and copy
notes. Students review polite
expressions and learn how to
introduce themselves and others.
Students review vocabulary for
classroom objects and learn new
words, as well as synonyms for
familiar words. Students review
colors, days of the week, and plural
nouns, while becoming familiar with
the distinct uses of "es" and "son."
Students review polite
expressions, numbers, days of
the week, the months of the
year, and the weather.
Students learn the seasons and
how to tell time. Students learn
about at least 2 hispanic
countries each month.
Students are expected to
respond to spoken Spanish
commands.
Students practice reading, writing,
listening and speaking throughout
the year. Chapter PE: Students
review material from all previous
grades. Chapter 1A: Students
learn how to talk about activities
they like/dislike. Students review
the idea of infinitive verbs, and
learn how to express agreement
and disagreement. Vocabulary
focuses on action words. Project:
Scrapbook
Review of material learned in 6th
Grade. Students are given
detailed notes to review lessons
from the previous year, and
several classes are spent
practicing familiar material.
Chapter 3A: Students learn to
conjugate -ER and -IR verbs.
Students learn to use "me gustan"
to describe multiple things that
they like. Vocabulary focuses on
food.
Review of material learned in 6th and
7th grades. Students are given detailed
notes to review lessons from the
previous year, and several classes are
spent practicing familiar material.
Chapter 5A: Students review stem
changing verbs and irregular verbs.
Students are introduced to the verb
tener and learn how to talk about age.
Students learn possessive adjectives.
Vocabulary focuses on the family, party
decorations, and party activities.
Project: Family Tree
Second
Trimester
We learn how to ask and
answer the questions "What
is your favorite color?" and
"How old are you?". We learn
vocabulary for parts of the
body and face, and the
phrase "esto es..." We also
learn several animal words.
We continue to use stories to
promote word recognition.
We review lessons from last
year such as: parts of the
body/face, animals. New
words in these categories
are introduced. Students
continue to learn new
vocabulary, including: food
and clothing. Students are
encouraged to use the
phrase "Puedo ir al bano?"
when asking to go to the
restroom.
We review lessons from last
year such as: clothing, food,
parts of the body/face, family
members, and parts of a town
and learn more vocabulary
from these categories.
We review lessons from last
year such as: food, parts of a
town, and parts of the body,
adding more vocabulary to
each category. Students begin
to learn about the gender of
nouns and how to recognize
masculine vs feminine nouns.
Students begin to learn
vocabulary for emotions.
Students review parts of the body
and face, combining them with
verbs and adjectives to describe
what people look like. Students
learn the verb "tener" and begin to
formally learn about verb
conjugation. Students review
animal words, and combine with
the verb tener to talk about the pets
people have. Students learn tener
phrases, such as "I have hunger"
and "I have thirst." Together, we
review how these phrases change
when speaking to or about other
people. Students review family
member vocabulary and learn how
to ask questions about family
members.
Students begin to practice
conjugating -AR verbs and
looking at verb forms in written
conversations. Emphasis is first
placed on "yo" and "tu" forms,
followed by "usted"/"el"/"ella"
forms. Students review clothing
vocabulary and use conjugated
verbs to talk about what various
people buy, look for, wear, and
pay.
Chapter 1B: Students learn how to
describe a person's personality,
using the verb ser and descriptive
adjectives. Students learn the
difference between masculine and
feminine adjectives, and how to
use them in context. Students
learn the difference between
definite and indefinite articles.
Vocabulary focuses on adjectives.
Chapter 2A: Students learn subject
pronouns and how to conjugate -
AR verbs. Vocabulary focuses on
academic classes, adjectives to
describe classes, and ordinal
numbers. This chapter is split
between 2nd and 3rd trimesters to
allow for students to have a firm
grasp on conjugation before
moving on.
Chapter 3B: Students learn how to
pluralize adjectives. Students
review the verb "ser" and learn
how to describe people and things
using this verb and various
adjectives. Vocabulary focuses on
food and healthy activities.
Chapter 4A: Students learn the
verb "ir" and how to talk about
various places they might go.
Students learn how to ask
questions to get specific
information. Vocabulary focuses
on places in a town. This chapter
is split between 2nd and 3rd
trimesters. Partner Project:
Researching the History and
Culture of Hispanic Countries.
Chapter 5B: Students learn the verbs
"venir" and "traer." Students begin to
learn indirect object pronouns. Students
learn the distinct uses of "ser" and
"estar." Vocabulary focuses on
physical adjectives, table settings, and
words you would use in a restaurant.
Chapter 6A: Students learn how to
make comparisons between people,
things, and activities. Students learn
the superlative. Students learn the
stem changing verbs "dormir" and
"poder." Vocabulary focuses on objects
in the bedroom, colors, and adjectives.
Third
Trimester
We continue with the
questions we have already
learned and begin to learn
how to answer "What is the
weather like today?".
Previous learning is
reinforced.
Students continue to use
vocabulary in context. New
vocabulary is learned:
family members, parts of a
town.
We review animal vocabulary
and learn several more words.
We begin to learn household
items, descriptive adjectives,
simple commands, action
words, and likes and dislikes.
We review lessons from last
year such as: animals,
household items, family
members, adjectives, and
action words, adding more
vocabulary to each category.
Students learn how to talk
about plural nouns and the
difference between definite and
indefinite articles. Students
begin to form simple
sentences.
Students review weather phrases
and months of the year. Students
learn to describe the typical
weather experienced in each
month. Students review clothing
vocabulary and learn the verb
"llevar" to describe what they and
others wear in certain places or
types of weather. Students learn
the verb "costar" to describe how
much clothings items cost and to
ask questions regarding prices.
Students review colors and
learn the verb "ser." Emphasis
is first placed on the "yo" and
"tu" forms, followed by
"usted"/"el"/"ella" forms.
Students learn how to say
where they are from and ask
others where they are from.
Students learn question words
and practice answering various
types of questions. Students
learn school subjects and
adjectives to describe their
classes.
Chapter 2A is continued. Chapter
2B: Students learn how to pluralize
articles and nouns. Students learn
the verb "estar," and how to
describe their current state of
being and the location of various
people and things. Vocabulary
focuses on classroom objects,
directional phrases, and
possessive adjectives.
Chapter 4A is continued. Chapter
4B: Students learn the phrase
"ir+a+infinitive verb" and begin to
talk about activities they will do in
the future. Students begin to learn
about stem changing verbs,
beginning with the verb "jugar."
Vocabulary focuses on activities,
feelings, and time of day.
Chapter 6A is continued. Chapter 6B:
Students learn affirmative "tu"
commands and the present progressive
tense. Vocabulary focuses on rooms in
a house and chores. Partner Project:
Researching the History and Culture of
Spanish Cities.
Notes: Grades are based on effort
and enthusiasm.
Teach them Spanish 1
(source book) is used along
with teacher developed
lessons and activities. Many
lessons are planned around
American and Hispanic
Holidays, and students
begin to learn about
Hispanic cultures. Students
are encouraged throughout
the year to bring in
examples of places where
they saw or heard Spanish.
Teach them Spanish 2 (source
book) is used along with
teacher developed lessons and
activities. Many lessons are
planned around American and
Hispanic Holidays, and
students continue to learn
about Hispanic cultures.
Students are encouraged
throughout the year to bring in
examples of places where they
saw or heard Spanish.
Teach them Spanish 3 (source
book) is used along with
teacher developed lessons and
activities. Many lessons are
planned around American and
Hispanic Holidays, and
students continue to learn
about Hispanic cultures.
Students are encouraged
throughout the year to bring in
examples of places where they
saw or heard Spanish.
Workbook: Viva el Espanol,
Learning System A is used.
Students are expected to copy
notes in class, and are formally
quizzed on vocabulary about once
a month, with prior notice given to
classroom teacher.
Textbook: Como te va?
Workbook: Como te va?
Sourcebook: Teach them
Spanish 5 is used to
supplement the
textbook/workbook, along with
teacher developed lessons and
activities. Students are
expected to copy notes in class,
and are formally quizzed on
vocabulary about once a month,
with prior notice given to
classroom teacher.
Textbook: Realidades A. Textbook
and accompanying worksheets will
be supplemented by teacher
developed lessons and activities.
Students will learn about various
Hispanic cultures and holidays.
Students will have vocabulary
quizzes, lesson quizzes, and
chapter tests. Students are
expected to take notes and keep
neat notebooks/binders. Students
will complete 2-3 projects over the
course of the year.
Textbook: Realidades A. Textbook
and accompanying worksheets will
be supplemented by teacher
developed lessons and activities.
Students will learn about various
Hispanic cultures and holidays.
Students will have vocabulary
quizzes, lesson quizzes, and
chapter tests. Students are
expected to take notes and keep
neat notebooks/binders. Students
will complete 2-3 projects over the
course of the year.
Textbook: Realidades B. Textbook and
accompanying worksheets will be
supplemented by teacher developed
lessons and activities. Students will
learn about various Hispanic cultures
and holidays. Students will have
vocabulary quizzes, lesson quizzes,
and chapter tests. Students are
expected to take notes and keep neat
notebooks/binders. Students will
complete 2-3 projects over the course
of the year. Some classes do move
faster than others, so we may progress
further than Chapter 6B by the end of
the year. It is recommended that
students who consistently perform well
in Spanish discuss the possibility of
beginning Spanish 2 in high school.