Spanish at Greenspring Montessori School is oriented to present an introduction to the language and culture of Spanish speaking countries. It is designed to enable the students to communicate in Spanish in simple, everyday conversations and acts as a stepping stone to the next level of study. Students learn basic and meaningful vocabulary and phonetics, they are introduced to the fundamentals of grammar, begin to read and write in Spanish, and gain cultural awareness so they develop a greater understanding of the world in which they live in. 

Spanish language is brought periodically to all the classrooms, and its content is based on the essentials of everyday life. Starting with basic vocabulary and phonetics in Toddlers and Children’s House and continuing in Elementary with grammar, short compositions, plays, and readings, which include poems and texts taken from different sources. When the students move to the Adolescent Community, the Spanish curriculum emphasizes language not only as a tool for communication, but as a means of developing awareness of appreciation for people of other cultures. 

The materials used have been carefully selected to meet the student’s mind, from Children’s House to Adolescent Community, and to foster progress on each of the language skills (listening, reading, speaking, writing). Because the study of a language is a cumulative process, the student is encouraged to participate as much as possible during the Spanish time or when interacting with Spanish speakers around the school. 

“LA CASA DE ESPAÑOL Fall 2019 Curriculum” presents the details of activities that take place during Spanish Enrichment time. The program, in general, focuses on the 3 modes of communication: interpretive, interpersonal and presentational. The proficiency level of the students is expected to range between novice-mid to intermediate-mid on the ACTFL scale. Students learn various thematic units, use basic vocabulary and phrases and interact in various social situations. In addition, students develop an awareness of the distinct cultures, traditions and celebrations of the Spanish-speaking world.

“Learning another language is not only learning different words for the same things, but learning another way to think about things.” – Flora Lewis

Children’s House

Children’s House students explore Spanish using songs, games, finger plays, stories, short activities and specific lessons to build on vocabulary and exposure to the Spanish language and culture in the Spanish speaking world. For the Dual-Language classrooms, the third year students have a half hour of dedicated Spanish in addition to the regular lessons given by the assistant.

This curriculum presents the expected outcomes for the first trimester of the year in Spanish Enrichment time. 

The fall curriculum starts with greetings and introductions, followed by working with numbers and colors, and ending with the days of the week and daily routines.

Music is used to transition students into the Spanish time. 

  • Each lesson begins with the song “Hola para ti y para mi”
  • Traditional songs enrich the class with new vocabulary and repetition of known words.

It is expected that during the first trimester of the year Children’s House students will learn:

  • How to greet and how to answer to the “What is your name?” In Spanish
  • Numbers from 1 to 20
  • To understand and answer the question “How old are you?”
  • Colors
  • To understand and answer the question “What color is this?”
  • Days of the week and concepts like day and night, today, yesterday, and tomorrow
  • To understand and answer the question “What day is today?”
  • Daily routine activities
  • Feelings
  • To understand and answer the question “How do you feel?” or “How are you?”

Each lesson ends with reading a book that has a content related to the vocabulary or context presented during the lesson.

RESOURCES 

Songs & Poems Books
¿Cómo te llamas tú?

¡Hola! Para ti y para mi 

Arbolito del Perú

Buenos días

Adiós con las manitos

Cuenten conmigo

Yo tenia diez perritos

Un elefante se balanceaba

Rima del chocolate

Los colores (Song)

Los colores (Poem)

Amarillo el pollito

Siete días son

Los días de la semana

Pompón

Arriba Juan

El baile de las emociones

Canción de la felicidad

Este Soy Yo  by Robleda, Margarita

Mango, Abuela and Me – Medina, Meg

Buenos días, Anita – Kratky, Lada J.

Grandes amigos – Lynda Sarah & Benji Davies

Mis Números – Emberley, Rebecca (Board book)

Fiesta! – Foglesong Guy, Ginger (Board book)

Un gato y un perro – Masurel, Claire (Board book)

Cuenta con el Beisbol – Barbiery McGranth, Barbara

José el Chévere – Litwin, Eric

Los Mariachis – Ruesga, Rita Rosa

Lupita y la sorpresa – Caratozzolo, Marcela

Yo veo los Colores – Daley, Marcela

De Colores – Wolff Ashley

Buenas noches maripositas – Bentley, Dawn

Mis Colores – Emberley, Rebecca

El Chile es verde – Greenfield Thong, Roseanne

Los dias de la semana – Sabaté Rodié, Teresa

Buenas noches Gorila – Rattmann Peggy

La Invitación – Campos, Pilar

Así me siento yo – Cain, Janan

Cuando estoy enfadado – Serrano, Lucia

Orejas de Mariposa – Aguilar, Luisa

Lower Elementary

Lower Elementary students explore Spanish using TPR (Total Physical Response – created by James Asher), and specific lessons to acquire new vocabulary and to practice what they  learned in Children’s House. Students are also exposed to some of the different cultures and traditions found in the Spanish speaking world.

At this level, since movement is the key, comprehension comes first, and then, there is a point where students are ready to talk, to read, and eventually, ready to write. 

Students will learn the vocabulary to perform actions (walk, run, jump, open, close…) and vocabulary to name a great variety of objects of their daily life (colors, numbers, shapes, food, and parts of the body just to name a few). 

Short activities are used to transition students into the Spanish time. Each lesson begins with the game “Don Ramón” where vocabulary is reviewed. After “Don Ramón” students dig into the TPR lessons to introduce new vocabulary.

It is expected that during the first trimester of the year Lower Elementary students will learn:

  • Expressions of courtesy and basic communication in the classroom
  • Basic commands to move around campus and in the classroom
  • Uses of personal pronouns in first, second and third person singular and plural in Spanish through movement – Yo, el/ella, tu and usted
  • Parts of the body and objects of the environment
  • Uses of adjectives, where adjectives go in a sentence, and the gender rule for adjectives
  • Uses of frequency adverbs while performing actions
  • Numbers from 1 to …
  • Uses of adverbs of place
  • Shapes
  • Pets and farm animals
  • Food and vocabulary related to the action of eating
  • Basic Personal hygiene and vocabulary related to it 
  • Opposites and contrasts
  • Use of the present continuous form

Upper Elementary

Upper Elementary students explore Spanish using TPR & TPR Storytelling, and through specific lessons and mini-projects to acquire new vocabulary and to practice what they learned in previous years. Students are also exposed to some of the beliefs, food, and traditions of the people from the different Spanish speaking countries.

Upper Elementary students will learn the language in an active way instead of word by word memorization. The variety of activities involved allows a successful learning experience.

Students will initially, through physical response review and practice basic commands and vocabulary. After the first weeks of review, short stories, in combination with TPR are presented, introducing new vocabulary relevant to their daily experiences and some cultural aspects of the Hispanic world. 

It is expected that during the first trimester of the year Upper Elementary students will learn:

  • Expressions of courtesy and basic communication in the classroom
  • Basic commands to move around campus and in the classroom
  • Uses of personal pronouns in first, second and third person singular and plural in Spanish through movement – Yo, el/ella, tu and usted
  • The alphabet and special sounds
  • Parts of the body, objects of the environment, animals, colors, shapes, food, other vocabulary following the students curiosity
  • The months of the year
  • Numbers from 1 to …
  • Uses of adjectives, where adjectives go in a sentence, and the gender rule for adjectives
  • Uses of adverbs
  • Opposites and contrasts
  • Use of the present continuous form

Adolescent Community

Adolescent Community Spanish curriculum focuses on strengthening the  interpretive, interpersonal, and presentational communication skills, providing the basis to  better prepare students for the high school world language sequence. Students learn various thematic units, use basic vocabulary and phrases and interact in various social situations. In addition, students develop an awareness of the distinct cultures, traditions and celebrations of the Spanish-speaking world. Students complement the lessons with the book Antes de ser libres by Julia Alvarez. 

Adolescent Community students will learn the language in a more traditional way, with a variety of activities to promote a successful learning experience. Along the school year, some of the lessons will be directly related to what the students have been studying in their regular studies (Literature and Physical Expression)

Each set of lessons presents new vocabulary words pertaining to a particular theme. Each topic is first presented in context and then the vocabulary is further practiced through a variety of activities. All the students are encouraged to have an active participation.

It is expected that during the first trimester of the year Adolescent Community students will learn and practice:

  • Expressions of courtesy and basic communication in the classroom
  • Uses of personal pronouns
  • The alphabet and special sounds
  • Master common vocabulary terms and phrases: Numbers, colors, parts of the body, animals, food, and other vocabulary following the students curiosity
  • The months of the year
  • Uses of adjectives, where adjectives go in a sentence, and the gender rule for adjectives
  • Uses of adverbs
  • Opposites and contrasts
  • Use of verbs in present and present continuous form
  • Participate in simple conversations and respond appropriately to basic conversational prompts
  • Analyze and compare cultural practices, products, and perspectives of various Spanish speaking countries