Spanish Program

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The John Hay Spanish program is the embodiment of the school’s vision for its students: Personal Success, Public Stewardship and a Pathway to the Stars for Every Student. Studying a second language serves personal success by expanding borders and opening a child’s mind to new and exciting possibilities. Exploration of diversity through other cultures promotes public stewardship by encouraging tolerance, understanding and the value of different points of view. Knowledge of other languages and places opens the world and creates a pathway to the stars for every child.

The John Hay Spanish Program is at the cutting edge of a growing movement to start foreign language instruction in the early years, a critical period in language learning, while children are developing their attitudes towards the world. Originally begun in partnership with the University of Washington’s Spanish Department in September of 2000, the John Hay Spanish Program has always used volunteers and community resources to realize its dreams. Thanks to committed leadership and parental support, the program now continues independently and has risen to new heights each year. Because foreign language is not typically taught within the public elementary school curriculum, the Spanish Program is innovative in its design and has evolved to serve a unique and essential role at John Hay.

Goals

  • To introduce foreign language learning as a concept.
  • To learn basic words and phrases in the target language.
  • To develop careful listening skills for unfamiliar sounds.
  • To develop cultural and linguistic awareness.
  • To appreciate the value of communication in another language.
  • To enhance understanding of the English language.

General Instructional Objectives

Instruction in grades K-5 introduces students to the pronunciation and intonation patterns, and basic vocabulary of Spanish while developing elementary listening, speaking, reading, and writing skills.

In our school setting, the development of receptive skills (listening, mimicking and simple reading) should precede language production practice (conversing and writing) in an alternating or cyclical pattern.

After completion of six years of Spanish study, students should be able to:

  1. Participate in brief conversations over familiar topics using simple sentences;
  2. Comprehend the spoken language in the form of directions, commands, questions, and structured conversations and simple narrative descriptions;
  3. Read graded narrative and cultural materials over familiar topics;
  4. Have a basic understanding of the different cultures in which Spanish is spoken;
  5. Demonstrate a basic knowledge of the Hispanic geographic areas.

Listening Comprehension

After completion of six years of Spanish study, students will be able to:

  1. Comprehend the spoken language in the form of directions, commands, questions, structured conversations and simple narrative descriptions;
  2. Respond by actions to commands with classroom activities;
  3. Comprehend and follow directions involved with:
    • Parts of the body
    • Shapes, colors, numbers
    • Family
    • Sports, recreation, festivals
    • Foods
    • Days of the week, months, years
    • Travel
    • Weather, seasons
    • Classroom objects
    • Animals
    • Geography

Speaking Skills

After completion of six years of Spanish study, students will be able to use the spoken language in these contexts:

  • Greetings and salutations
  • Information questions
  • Weather descriptions
  • Seasonal descriptions
  • Simple emotions and simple statements of health
  • Dates
  • Family relationships
  • Describing people
  • Geographical descriptions
  • Names
  • Modes of transportation
  • Age
  • Spanish-speaking countries and their capitals

Cultural Awareness

After completion of six years of Spanish study, the student will be able to demonstrate an increased awareness of Hispanic geographical areas and the traditions and customs of the people living within these areas.

Students will be able to:

  1. Identify Spanish-speaking countries and capitals on a world map.
  2. Describe the beliefs and traditions of many Spanish-speaking countries as related to family life, school, work, travel, and festivals.
  3. Indicate an awareness of language and cultural differences among various Hispanic countries.

Guidelines for Teachers:

  • The Total Physical Response exercises should gradually increase in difficulty from grade K to 5 and extensive vocabulary should be added, especially in the fourth/fifth year.
  • All concepts taught in the earlier years should be incorporated into the upper levels lessons.
  • This is based on classes meeting twice a week for 30 minutes.
  • The course of study is communication-based; developing the skills necessary to produce and receive understandable messages.
  • Teachers provide a variety of instructional approaches to renew students' interest and attention.
  • The program of study is flexible to allow for different teaching styles as well as different levels of competency among the students.

Vocabulary

After completion of six years of Spanish, the student will be familiar with vocabulary for the following topics:

1. greetings/farewells/salutations
2. courtesies
3. time/dates/days of the week/months/year/weather/seasons of the year
4. numbers
5. classroom routines and activities/school subjects
6. words describing self and friends
7. family members/relationships
8. colors
9. geographical terms
10. common sports
11. shopping
12. health expressions
13. personal information
14. parts of the body
15. world nationalities/languages/countries
16. travel expressions used for travel by car/train/bus/plane/boat
17. food and meal times
18. shapes
19. people
20. adjectives
21. household objects
22. TPR movements
23. nature and ecosystems
24. animals
25. holidays
26. towns and cities

NOTE: The student's aural ability will, in many cases, exceed his or her oral ability. The student's ability to comprehend written material will, in all likelihood, exceed his or her ability to produce the same material.

Grades K-5 Teaching/Learning Expectations:

The following grade level expectations are based on the work which is being done at John Hay at this time as well as aspirations for the remaining school year. Notice the similar themes, extensive reviews and the gradual building of skills. Given the limited class time and homework, topics must be revisited constantly, although expectations increase with each pass. Teachers devise new ways of presenting similar material, so as to maintain attention and enthusiasm. Previous knowledge and student confidence can each be reinforced through repetition.

Kindergarten Expectations

Areas of Study:
Saludos -- Buenos días, ¡Hola!, Buenas tardes, Buenas noches, Adios
Colors-- blanco, negro, rojo, azul, verde, amarillo, anaranjado, morado, gris, marrón, rosado
Song-- "Buenos Días” y “Adios Amigos”
Gracias y de nada
Song -- "Chocolate"
Song—“La Granja”
Game—“Simón Dice” (parts of the body)
Animals
Song -- "La Granja”
Food and Drink- introduce frutas y vegetales, chocolate
La Tortilla
Numbers -- 1-30
Introduce calendar and songs: days of the week, months of the year
Introduction to feelings: Cómo estas? Bien, así,así, mal.
Begin familiarizing with globe, map, and Spanish speaking countries.
Introduce music, art and dance from Latin America and Spain.
Use vocabulary from classroom curriculum themes such as: fabrics, butterflies, etc.
amigo/amiga, chico/chica, Señora, Señorita, Señor
Introduce family
gracias, por favor

Grade 1 Expectations:

Areas of Study: (all of the above plus the following)
Salutations--¿Cómo están?, Estoy bien o regular o mal, hasta luego, ¿Cómo te llamas?
Courtesies: Gracias y de nada, por favor
People—chico/a, amigo/a, madre, padre, hermano, hermana, abuelo, abuela, familia
Colors—review and recycle
Numbers--1-50
Expressions with “me gusta/ no me gusta”
Bingo
Animals- review and recycle
Food and Drink- expand on meal times, fruta, naranja, cereza, platano, uvas, manzana, tomate. brocoli, fresa, pera, limon
Simón Dice—parts of the body
Song—“Cabeza, hombros,rodillas,pies”
Cultural Notes—Dia de los Muertos
Weather— soleado, nublado, ventoso
Songs: Days of the week and months of the year.
Adjectives: grande, pequeño, mediano
Passport Travel using geography and cultures of Latin America and Spain.
Art and craft projects
Guest speakers, dancers, musicians

Grade 2 Expectations:

Areas of study: (all of the above plus the following)
Salutations and courtesies (begin to interact with each other)
TPR movements with classroom objects
Simón Dice -la cabeza, el brazo, la pierna, la rodilla, el pie, la mano, los ojos, la nariz, la boca, el pecho, el estomago, el codo.
Cultural Notes -- El Día de los Muertos (vocabulary: calabaza, flores, agua, fuego, velas, comida, calavera, pan)
Days of the week/Months/ the date (full sentence).
Passport Travel using geography and cultures of Latin America and Spain.
Numbers--1-100
Family members -- el padre, la madre, hijo/a, hermano/a, abuelo/a, tío/a, primo/a, hombres, mujeres
Adjectives for describing people - grande, pequeño, alto, corto, guapo, flaco, listo
Fruits & Vegetables -- same fruits as grade 1 plus: maíz, frijoles, cacao, aguacate, salsa, chile, café, coliflor, lechuga, ajo, patata (papa), zanahoria, azúcar.
El Restaurante and meal times
Me gusta, Me gustan
Zoo animals -- domestic animals from grade 1 plus: león, oso, mono, tigre, camelo, elefante, girafa, bicho, araña, pájaro.
Monarch Butterflies
Modes of transportation
Geographical terms- montaña, playa, desierto, selva
Art and craft projects
Guest speakers, dancers, musicians

Grade 3 Expectations:

Areas of Study: (all of the above plus the following)
Increased TPR with classroom objects.
Weather (all year)-- está lloviendo, está nevando, está ventoso, está nublado, está neblinoso
Days, months, years (on a daily basis)
Age (all year)
Use colors to describe.
Body parts--same as grade 2 plus: oreja, dedo, espalda, cuello, hombro.
Family- Review and start presentations
Review numbers and learn higher hundreds (200, 300…)
Alphabet with attention to consonants n, ñ, h, ch, b, v, r, rr, l y ll
Map study--continente, oceano (Pacífico, Atlántico, Indio), país, mar mediterano, norte, sur, este, oeste, América del norte, Centroamérica, América del Sur, Africa, Europa, Asia, Astraulia, China, Canadá, México, Panamá, and South American countries.
Geographical terms- costa, río, océano, mar, tierra, lago, cascada
Animales- jaguar, iguana, mono, lagarto, coati, murcielago, rana, perezoso, loro, quetzal, tucan, cangrejo, tortuga, caiman
Passport Travel using geography and cultures of Latin America and Spain.
Students increase classroom interaction in Spanish.
Art and craft projects
Guest speakers, dancers, musicians

Grade 4 Expectations:

Areas of study (all of the above with increased use as conversational)
Review--salutaciones, colores, objetas en la clase, TPR, números, días, meses.
Review alphabet and begin spelling aloud or by dictation.
Sports/Pastimes--fútbol, fútbol americano, baloncesto, beisbol, tenis, pescar, nadar, patinar, esquiar, golf, volibol, montar a caballo.
Body parts--vocabulary from grades 2 & 3 plus: cejas, mejillas, bárbara, pistañas, dientes, lengua, uña, pelo (peinarse)
Personal Information- address, phone number, etc.
Family- Review with oral presentation
The Great Exchange (El Gran Intercambio) between old world and new world
tions
Cultural Note—Mayas, Aztecs, Incas, Conquistadores
Ecosystems of Central and South America
Geographical terms- bosque, sanctuario, glacier, volcán, dosal,
Numbers (tens, hundreds, thousands)
Weather-- el tiempo, la temperatura, el sol, las nubes, hace frío, hace fresco, hace calor, hace viento, hace sol, lluvioso, (la lluvia), nieva (la nieve), nublado.
Express likes and dislikes (me gusta/no me gusta)
Passport Travel using geography and cultures of Latin America and Spain.
Current Event reports and topic research
Art and craft projects
Guest speakers, dancers, musicians

Grade 5 Expectations:

Areas of study (all of the above with increased use as conversational)
Extensive TPR review
Salutations
Numbers
Courtesy statements
Dates
Telling time
Weather
People names, adjectives, gender of nouns, and showing possession (de), definite and indefinite articles.
Noun adjective agreement
Word order
Concordance
Simple sentences (present, preterit and future tenses)
Personal “A”
Family
Food
Sports
Daily schedule
Music
Dances
The Great Exchange (El Gran Intercambio) between old world and new world
Vocabulary about classroom activities and class subjects
Passport Travel using geography and cultures of Latin America and Spain.
Pen Pal (Amigos por Corespondencia)
Art and craft projects
Guest speakers, dancers, musicians
Current event reports and topic research