Teachers Manual

By Cindy Colyer and Erica Fischer

Level

2

Teachers ManualLevel 2

By Cindy Colyer and Erica Fischer

Kids Immersion, LLCMt. Hood, Oregon

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IntroductIonThank you for choosing Calico Spanish. This comprehensive curriculum allows you to create a Spanish immersion environment for your students. They are going to sing, laugh, and learn as you expose them to the Spanish language. We are glad to be a part of your language learning adventure!Calico Spanish is based on the Natural Approach as described by Tracy Terrell and Stephen Krashen

(1983) in their research on language acquisition. The key concept in the Natural Approach is that students learn language only when they are exposed to messages in that language which they can decipher and under-stand. Calico Spanish is designed to use visual aids, activities, literature, realia, and mini-dramatizations to equip you to present lessons to your students so that they can understand the concepts you are attempting to communicate. You will regularly use Spanish words the students havent heard before, but you will introduce new vocabulary along with visual cues, hand signals, repetition, and dramatizations such that they begin to naturally grasp the basic meaning of your communications. During Calico Spanish Level 1, teachers focus on developing students receptive language skills. Calico

Spanish Level 2 builds on the foundation of language acquired during Level 1 and moves novice learners towards intermediate listening, speaking, reading, and writing skills. (Specifics on the skills of novice and intermediate learners are based on the ACTFL standards.) Krashen and Terrell advocate building language comprehension prior to rigorous grammar studies. Calico Spanish follows this approach and formal gram-mar studies in this program are limited to specific structures presented within the context of stories and music. Once students have completed Calico Spanish Levels 1 and 2, they will be ready to begin studying Spanish grammar in a more formal manner. Calico Spanish is designed to give students ample opportunities to comprehend and acquire Spanish

through literature, poetry, games, music, and writing. Teachers of Calico Spanish Level 2 will need solid Spanish language skills in order to fluently read and discuss the material presented in Spanish. Whenever possible and appropriate, encourage your students to use the words and phrases they know in Spanish, but dont expect fluency or frustrate them by expecting them immediately to be able to utilize new vocabulary as fluently as you might be doing. Language abilities build gradually but steadily given adequate comprehen-sible input within a comfortable, safe setting.

ResourcesCalico Spanish Level 2 features a large selection of quality literature, excellent music, posters, flash cards, online media, and teaching resources. Each lesson in this teachers manual includes a Resources list to allow you to quickly locate and utilize the available tools to make your lessons a success. A few of the teaching resources are highlighted below.Calico Spanish Level 2 Teachers Manual includes forty-five lessons. Each lesson is designed in a man-

ner that allows the teacher to schedule the material over multiple class periods. The length and frequency of language classes vary considerably from school to school. Therefore, the Teachers Manual organizes lessons in a segmented manner to allow teachers to easily choose to cover the components at a pace that works best

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for their students and schedule. Language programs holding Spanish daily for forty-five minutes will find plenty of resources for an entire year of Spanish. Most schools will find they need two years or more to fully cover the lessons of Calico Spanish Level 2. The Calico Spanish Student Activity Pack includes a variety of opportunities for students to organize

their learning, write responses to literature, and practice vocabulary. Student copies of short stories and poems are also included in the Student Activity Pack. Unlimited reproductions of the Student Activity Pack for your students are included in the purchase of the complete program. You can make copies from the CD-ROM (Calico Spanish Level 2 Student Reproducible Resources CD-ROM) or from the Student Activity Pack book.The classroom version of Calico Spanish Level 2 includes the Assessments Manual. Assessments can be

given following each unit. In addition, an oral assessment can be given at any time (and as frequently as you wish) to track student progress. Please review the Assessments Manual and familiarize yourself with the Calico Spanish Oral Language Continuum to clearly understand the goals and expectations for your stu-dents language skills development.

Grammar Notes and Regional DifferencesIn Spanish, there are both formal and informal ways to say you. In this program you will primarily use the familiar form, t, when addressing individual students. However, you will also have opportunities to expose your students to the formal form, usted. When addressing the second-person plural (you all), this curriculum uses the formal form, ustedes, exclusively,

as is commonly done in Latin America. In Spain, vosotros is commonly used as the familiar form of the second-person plural, and you may see it in Spanish books. Calico Spanish does not use vosotros. If you desire to introduce students to this form, feel free to modify the lessons as you please. Students who learn the Latin American Span-ish forms will easily pick up vosotros if they are exposed to it through a trip to Spain, should they be so lucky!Youll notice that capitalization in titles is different in Spanish than English. In Spanish, titles and sub-

titles observe the same capitalization rules as regular sentences. In other words, only the first word of a title is capitalized; likewise, only the first word of a subtitle is capitalized.Spanish and English do not have the same punctuation rules for quotation marks. This poses some dif-

ficulty for a bilingual text with sentences that begin in English and end in Spanish. For ease of reading, we have often opted to utilize the standard English convention. For example, if a sentence begins in English but then finishes with a Spanish example, the English grammatical conventions will be used as shown below:

Describe how people are related to you in your family tree. For example, La hija de mi hermano Keith se llama Desarea. Ella es mi sobrina.

In other places, you will see Spanish quotes independent of English sentences and paragraphs. In those cases we have used the Spanish punctuation.

Estudiante 1 (del puente): A m me gustan las manzanas.Please be aware of the proper Spanish punctuation rules and teach them to your students as appropriate.

TerminologyPeople from the Spanish-speaking world are designated according to their nationality. Within the United States, the terms Latino and Hispanic are typically used to refer to people of many nationalities and ethnic groups who descend from Spanish-speaking nations. To simplify the communication within this program, we have chosen to use the terms Latino, Hispanic, and people of Spanish-speaking countries to refer to the wide range of nationalities from the Spanish-speaking world. To best serve your students, teach them the terms used by the various people groups to refer to themselves (espaol, cubano, mexicano, tico, etc.).

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La co

munidad

Lesson

BarrIo21Discover how Jos maintains cultural connections to his Mexican heritage while participating in the commu-nity of his San Francisco neighborhood.

Activities f Vecindario-barrio

Introduce the words vecino and vecindario and discuss the meaning of the words within the context of the students own community. Have students share about the neighborhoods they live in and what they see in their neighbor-hood on a daily basis. Introduce the book Barrio: El barrio de Jos to your students by sharing that barrio is a synonym for vecindario. Then explain to students that the book is a photo journal of a boy named Jos who lives in the Mission District in San Francisco, which he and his family affectionately refer to as el barrio.

Objectives y Students will explore the idea of community and describe the different components of their neighborhood.

y Students will be able to compare their school to the one described in Barrio. y Students will be able to describe the market Jos visits in the story and compare it to others around the world.

Key VocabuLary:barrio, vecindario, vecinos, escuela, policas, ladrones, crcel, encarcelados, liberar, presos, mercado, Cunto cuesta...?, jardines comunales, panadera, pan dulce, confiteros, malabares, desfile

booKs Barrio: El barrio de Jos by George Ancona, Mi primer atlas del mundo by Laroussestudent actiVity sheets Comparacin de las escuelas, El mercado, Comparacin de los mercadosWeb-based actiVities Virtual visit to Joss school via Google Maps at CalicoSpanish.com/Level2

Resources

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La co

munidad

Reread the page where the author describes Joss favorite game, Policas y ladrones. Using the text of the story, have the students explain how to play the game step-by-step and write out the instructions for all to see. Include sketches and clarify the meaning of the key vocabulary (ladrn, crcel, liberar, crrele, aydenme, etc.). Divide your class into two teams and enjoy this interactive game.

Review

f Read Aloud Focus: La escuela de JosBarrio: El barrio de Jos by George AnconaDuring your first reading session with this book, focus on the beginning pages where Joss school is fea-tured.

Joss neighborhood is rich and diverse in culture. Barrio highlights the history of immigration into San Fran-cisco by people of diverse backgrounds who come to the U.S. to make a new life for themselves. Joss school has embraced this diversity and offers bilingual classes in English-Spanish and English-Chinese as well as a black history program.

Read about Joss school life and then use the Student Activity Sheets to create a Venn diagram with stu-dents to compare similarities and differences between Joss school and your school. Focus on any aspects that catch your students attention. Do they wear uniforms? Do they have homework? What is the play-ground like? How does Jos get to school? What are the students like? Do they have a large school or a small school? (Note: A later lesson will focus on the murals displayed on the school building and throughout the Mission District.)

f El mercadoDuring your second reading session of the book Barrio, focus on the two pages near the center of the book where Jos visits el mercado and la panadera with his mom and little sister. Look carefully at the photos on these pages and discuss how this is similar to and/or different from than when students go shopping with their parents.

Discuss markets around the world using the images in Mi primer atlas del mundo (Palermo, Italia on page 13; Da-kar, Senegal on page 19; Minepolis, Los Estados Unidos on page 29; Los Andes, Per on page 35; Vietnam on page 43). Distribute the Student Activity Sheets (El mercado) and have students record words and phrases that describe the markets as a way to review and reinforce relevant vocabulary. There are several pages with images of markets throughout the book. What types of products, transportation, buildings, and displays are there in the various mar-kets? What similarities do students observe? What differences are present? This is a great opportunity to review food, practice describing people, and to discuss community.

f Visitando el mercadoHave students practice buying and selling imaginary items at an outdoor market. Use the Student Activity Sheets you completed in the El mercado section of this lesson for vocabulary ideas. Model the activity for the entire class, and then have students work in small groups to practice asking simple questions and respond-ing appropriately. Remind students to trade roles between merchant and customer.

f WritingStudents will use the Student Activity Sheet Comparacin de los mercados to create their own Venn diagrams, sharing similarities and differences between the shopping they do in their town and the shopping Jos does with his family in Barrio.

Sample cover.pdfSamples for Web