4th week – cuarta semana

This is the 4th week of the grading period.

PROGRESS REPORTS WILL GO OUT SEPTEMBER 2.

THE 1ST GRADING PERIOD ENDS OCTOBER 1, 2010

REMEMBER TO STUDY 15 MINUTES PER NIGHT SO THAT YOU’LL KNOW THE VOCABULARY THAT WE HAVE ALREADY HAD SO YOU CAN UNDERSTAND WHAT WE SAY AND READ IN CLASS.

There were some low scores on our first vocabulary quiz. Most students usually make an A. If you didn’t get an A on our first quiz, you need to study by writing the words. Study no more than 5-6 words at a time. Don’t tell me you don’t have 15 minutes that you can spend reviewing vocabulary. Download the Sp I Vocab PRACTICE SHEET.doc that is under the Primer Cuarto tab of my blog or just make your own columns on a regular piece of paper. You can practice the exercise Learn Spanish Vocabulary for First Days – TPR vocabulario on the Primer Cuarto page of my blog or practice at my Quia site. Flashcards are helpful for many students.

KEEP YOUR NOTEBOOK UP-TO-DATE!!! IT IS YOUR TEXTBOOK FOR THIS CLASS!!
Diario: Be sure to review the exercises and notes we take.
Lectura: Go back to old picture stories and try to tell the stories again. Read the stories that we wrote on the back of those picture stories!!!! This is good review for speaking and reading tests in the future. The story that is due Monday will be kept in this section.
Tarea: We haven’t had much homework yet.
Vocabulario: Keep a running list of vocabulary that we have had in class. If you don’t have it, look at my previous blog entries to get the vocabulary.
Referencias: You should have the Pronunciation page with the Tongue Twisters and Rhymes. Paco Peco is on that paper. September 9 – You will record yourself reading Paco Peco. Practice. Remember the parts that I told you would be the hardest.

This week we’ve been working on pronunciation, a story and reading a new story with some unknown words.

September 9, 2010 – Students will record Paco Peco for a pronunciation grade. They will also take a vocabulary test in the computer lab that day.

Paco Peco, chico rico,
insultaba, como un loco,
a su tío Federico
y éste dijo, -Poco a poco,
Paco Peco, poco pico.

Students have a sheet of Rimas (rhymes) and Trabalenguas (tongue twisters) that we have been practicing for pronunciation. Here’s one that’s on that sheet:

Rimas
a-a-a
La manzana roja
tan buena y deliciosa

e-e-e
La cereza fresca
es dulce y pequeña

i-i-i
La piña amarilla,
¡Qué rica cuando fría!

o-o-o
El limón lindo
es amargo y amarillo.

u-u-u
Muchas uvas azules
son suaves y dulces

New vocabulary we’ve practiced this week:
s/he drinks ————————–bebe
a drink (refreshment)————–un refresco
a wavy line————————–una línea chueca
a straight line———————–una línea derecha
the ground————————–el suelo
s/he sees—————————-ve

We acted out a story, drew it, told it to others in class and to family members (as a grade) by looking at the pictures, wrote the story and read the story.

Then students read the following story and translated it to English (due 8/30/10). I included some words (underlined on their papers and bold here) that they did not know because new students learning a language will always be confronted with unknown words. Learning how to deal with such situations is a very important part of learning to speak, read, write and understand a new language.

Hay una muchacha que se llama Juanita. Juanita es baja y muy mala. Juanita anda en una línea derecha al río. Juega y ve un bote en el suelo. Anda con el bote al río. Tira el bote en el río.
Hay un pez bueno que se llama José. El pez no anda. El pez está en el agua del río. José nada en el agua del río. José nada y juega en el río. Ve un bote en el río y nada al bote. Salta al bote. José salta muy bien.
Juanita ve el pez que salta en el bote. Juanita anda en el río y agarra el bote con el pez. Juanita tiene hambre. Juanita toca el pez y agarra el pez. Prepara el pez y lo pone en el plato.
Ahora José no es pez; es pescado. ¡Pobrecito! Juanita come el pescado. Ahora necesita un refresco.
al río
un bote
nada
tiene hambre
lo pone
el plato
pescado
pobrecito
necesita
In the last story they read, “que” and “ahora” were new words that they had to figure out.

These stories are due on Monday, August 30, 2010.

NOTE: Some students start reading and stop as soon as they come to a word they don’t know. Instead of continuing on, they just quit and say they CAN’T do it.

A change of mindset has to occur!!!

They CAN always do it, or I wouldn’t give them such work. It IS WORK!!! THEY MUST THINK!!! Copying work from other people or having someone else do it for them will NEVER allow them to develop the skills that they need to SUCCEED on their own.

ADVICE FOR STUDENTS: When translating, just leave a blank for the unknown word. Continue writing what you DO know. After reading more of the story, you will probably get another clue to the meaning of that word. Even if you aren’t exactly right, you probably will get the right idea!!! Look at the word endings or the stems of words. Those also give us clues. Often that’s what we have to do when listening and reading new material. As you practice, you will find that you are right more often than not!!!! It is a difficult skill to acquire, but it is one that you should have already acquired while learning to read English. Now you just have to transfer those skills to another language.

Relax!!! I’m not giving a grade for specific meanings that MUST be written down!!! I’m looking for the ability to think through the problem right now!!! If we find that it’s wrong later when we go over it, then hopefully, you’ll learn about other things that you should consider or look for when reading. Making mistakes is part of learning a language. We ALL make mistakes while learning a language. It’s OKAY!!!

Parents, I’m pushing my students to acquire these skills early because students who don’t acquire them early, often end up relying on dictionaries. Then they become totally frustrated later when confronted with much more difficult listening and reading material.

After 3 ½ weeks they CAN understand a story like the one above. They have to pat themselves on the back and say, “It’s amazing what I can do!

Keep studying and you’ll be truly amazed at what you can do by the end of the year!!
Sra. Rose

REMINDER ABOUT LANGUAGE PRACTICE POINTS:
I give each student 70 points to begin the 1st 9 weeks’ grading period. Students must earn points throughout the 9 week grading period. The amount of points that they earn is a percentage grade. Students who are not practicing Spanish (doing other work or speaking English) will lose 5 points each time. Those points may be earned back by coming in before or after school and talking with Sra. Rose in Spanish, using the current vocabulary that we are studying. At the time of progress reports, these accumulated scores will show each student’s progress at the time. If students continue to participate in Spanish, their points will continue to increase throughout the grading period.

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