Introduction

The module is used for students in Kindergarten. It is to be used to support the 90:10 model of Two-Way Immersion (TWI). The model provides most of the school curriculum in a second language (L2). Students in Kindergarten receive 90% of their daily instruction in a second language (L2) and 10% in English. According to the American Council of Teaching Foreign Languages (ACTFL), learning another language provides students with outstanding academic achievement, significant cognitive development, and more positive attitudes towards other languages and cultures. Simply put, language learning is necessary for students to function in the modern global marketplace effectively. Students will take a pre-assessment to gauge their current ability level. After completing the module, a follow-up assessment will be provided to determine a student's current understanding.

As a teacher for seven years, I have now decided to take the step and open my language immersion school for inner-city children. As the first in a series of modules, I hope to create a clear guide of what students should do in a course—providing my teachers with one central location to find files, discussions, assignments, quizzes, and other learning materials needed to help students master Spanish. After completing this module, students will have the knowledge and capability to use greetings and farewells in Spanish, express feelings and emotions, and exchange opinions.

California Association of Bilingual Education. (n.d.). 90:10 Model [Photo]. Retrieved from https://di.gocabe.org/get-started/program-and-implementation-models/di-program-models/9010-model/

Intended Learning Outcomes

World Languages K-12 Standards

K.1.1. Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. This standard focuses on interpersonal communication, that is, direct oral or written communication between individuals who are in personal contact. In most modern languages, students can quite quickly learn a number of phrases that will permit them to interact with each other. In the course of their study, they will grow in their ability to converse in a culturally appropriate manner.

K.1.2. Students understand and interpret written and spoken language on a variety of topics. Standard 1.2 involves one-way listening and reading in which the learner works with a variety of print and non-print materials. The context in which the language is experienced and the ability to control what they hear and read may impact students' development of comprehension. As a result, the ability to read may develop before the ability to comprehend rapid spoken language. In addition, content knowledge will often affect successful comprehension, for students understand more easily materials that reflect their interests or for which they have some background.

K.3.1. Students reinforce and further their knowledge of other disciplines through the world language. Learning today is no longer restricted to a specific discipline; it has become interdisciplinary. Just as reading cannot be limited to a particular segment of the school day, so too can world language build upon the knowledge that students acquire in other subject areas. In addition, students can relate the information studied in other subjects to their learning of the world language and culture. World language instruction thus becomes a means to expand and deepen students' understanding of, and exposure to, other areas of knowledge. The new information and concepts presented in one class become the basis of continued learning in the world language classroom.

K.5.2. Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. Each day millions of Americans spend leisure time reading, listening to music, viewing films and television programs, and interacting with each other. By developing a certain level of comfort with their new language, students can use these skills to access information as they continue to learn throughout their lives. Students who study a language can use their skills to further enrich their personal lives by accessing various entertainment and information sources available to speakers of the language. Some students may have the opportunity to travel to communities and countries where the language is used extensively and, through this experience, further develop their language skills and understanding of the culture.

Objectives & Goals

Students will understand how to greet someone, how to introduce themselves and ask and respond to routine questions.
Students will correctly pronounce and use several basic greetings in Spanish
Students will correctly pronounce and use introduction questions and responses in Spanish
Students will compose basic conversations utilizing Spanish greetings and introductions
Students will feel comfortable with routine, repetitive phrases that are easily recognized without significant delay or thought.
Students will continue to review and re-visit themes in subsequent lessons which should strengthen and improve understanding and ability.

Differentiation

When addressing the challenges for elementary dual language teachers and students, differentiation is needed to ensure that different comprehension and speaking skills levels are addressed. How do we address this issue, and what practical techniques can we use in the classroom to differentiate? When students enter language programs at an early age, they enter with varying degrees of Spanish skills. It is expected to have some children with more linguistic intelligence, more Spanish instruction than others, and those entirely new to a Spanish classroom and not had any prior Spanish education. Differentiation is a must if we are to ensure that every student successfully learns a second language.

Strategy #1: Repetition Matters. An effective way to help students develop their skills is through repetition. For those concerned, if repetition is valuable for more advanced students, the answer is that it most definitely is. Both advanced level students and lower-level students will benefit from repetition. When learning a second language, there is no such thing as too much repetition.
Strategy #2: Ensure less advanced students have opportunities for comprehensible input. The most natural way is through movement and gesture or the Total Physical Response (TPR) approach. When learning a new language, it is easier for smaller children to comprehend physical movement and employing it as a learning tool. Teachers can use illustrations in books and posters to give comprehensible input to students. Or incorporate flashcards with pictures and vocabulary.
Strategy #3: Change how you speak to students. As teachers, we can adjust our speech's pace and the vocabulary we use depending on our students' level. Adjusting one's speech, speaking slowly, and using many gestures to ensure comprehensible input can help beginner level students make substantial gains. Teachers should resemble a more realistic speech rate by employing more complex vocabulary, thus challenging students' comprehension by speaking more fluently.
Strategy #4: Use peer-to-peer instruction. As educators, we know that students learn from their peers. Young learners are experts at imitating their peers. Through systematic pairing, higher level students can be used as examples for others. This can be achieved by allowing advanced students to take on the teacher's role by leading an activity or by asking repetitive questions in Circle Time. You can pair more advanced students with less advanced students in role-play or interpersonal activities. If you are doing an activity that requires students to speak, address the more advanced students first to provide a model for others.
Strategy #5: make sure to check in with beginner students often. For example, while students are working on an independent activity, take the time to engage beginner-level students one-on-one. Teachers should provide lots of comprehensible input by speaking slowly, using lots of repetitive speech, and, most importantly, encouraging and praising students for every interaction.

Materals

Visualizer, Whiteboard and/or projector
full-size 3-ring binder
8.5 x 11 composition-style notebook.
zip-loc bags
plastic sleeves
masking tape
hole-punch
glue
White printing paper
Crayons, markers or color pencils
Student tablets
Software: Duolingo
Small paper plates
Colored paper
Large Popsicle Sticks

Pre-assessment

Teacher

You have received this survey because are teaching Spanish Immersion during the 2020-2021 school year. You are required by the campus to complete evaluations and surveys for the program. The information you provide will help us make meaningful program improvements. Participation in the survey will serve as your consent. All information provided will be anonymous and is not tied to specificeachers.

Please allow approximately 30 minutes to complete the survey.The survey can be completed using a computer, tablet, or cell phone. If you are unable to complete the survey in one session, you can return at a later time to complete the survey using the same device and weblink. Your response will not be counted unless the survey is complete.

Student

Because students enter the program as both native Spanish speakers and non-native Spanish speakers, the informal survey will help to determine how much students know. This is used in addition to the Duolingo assessment.

Capers, M. (2020). Pre-Assessment Kindergarten Spanish: Modula 1 Greetings and Pleasant Expressions

Spanish Introduction

Teacher

Overview: In this unit, students will be creating their Spanish journals, be exposed to the Spanish language through variations song, play, and the story of "Three Little Pigs" (Los Tres Cerditos)

Objective:

Students will have the opportunity to learn about the Spanish language
Students will be able to recognize that many countries speak Spanish

Essential Question: How can learning about different people and their language help you in the future?

Performance Task Summary (Project):
Students will

Learn about different Spanish countries and how Spanish is used in everyday life.
Create a Spanish journal

Teacher Instructions:

The teacher will start students with the Spanish journal, walking students step-by-step through creating their Spanish journals.
Teachers are instructed to use as many hands-on activities and games as possible.
A Ziploc bag should be placed in the front of the binder to hold cards and pieces! A hole should be punched with a gallon Ziploc bag, and the edges taped to keep the bag from tearing and falling out.
The teacher should direct students to insert clear pocket sleeves. Activities that are pulled continuously out but don't have small pieces will be placed in the plastic sleeves. When prepping ahead, work can be placed in the plastic sleeve to keep it organized.
After all the bags and plastic sleeves, students can keep reference pages and plans handy.
The teacher will then direct students to insert their 8.5 x 11 composition-style notebook. The first half of the notebook will be where students will glue foldable in their 8.5 x 11 composition-style notebook. This will serve as an easy way to keep everything in one place. Allowing the kids to see everything they've done over time. Students can also use this to reference older work.
Because students should keep their master lists of new words in a vocabulary notebook, the teacher should have students designate the other half of their composition notebooks as their dictionary. When possible, it's always better to illustrate the words rather than just listing the English and Spanish terms next to each other.

Student

_¡Hola , Buenos Días! ¡y bienvendosñ a kinder! hoy vamos a empezar nuestra ventua para eprender Español. Hoy vamos a crear nuestros cuadernos de Español. Es muy importante que escucha y sigue intrucciones. También en clase, vamos a aprender sobre diferentes países donde hablan Español mientras jugando juegos, cantando canciones, y divertiendonos.

Preguntas esentiales:

¿por qué debo aprender Español?
¿cómo son Español e Inglés similar y diferente?
¿cómo leguaje afecta cultura ?

Al fin de lección Puedes:

Aprender acerca del idoma Española
Reconcer que muchas países se hablan Español.

Learn Spanish World. (2017, September 4). Why learn Spanish? And reasons to learn Spanish [Video file]. Retrieved from https://www.youtube.com/watch?v=Q3xvmc1gVVE

Cultura: Peru

National Geographic Kids. (2018, February 6). Peru Festival: Are we there yet? [Video file]. Retrieved from https://www.youtube.com/watch?v=52qg0xI_sqw

Reading for Kids. (2017, September 20). Up and Down the Andes [Video file]. Retrieved from https://www.youtube.com/watch?v=jAXRD3EYdvk

Instrucciones del diario:

Tu diario español es un paso importante antes de aprender Español. Por favor no toques los materials en tu mòesa hasta te digo.
Abre tu Carpeta con 3 arillos y pon en Ziploc con los houcos a la izquierda.
Ensiguida, agrega cinco protectores de hojas detrás del Ziploc.
Finalmente, Pon tu 8.5 x 11 libro de composición detrás de los protectores de hojas. El libro de composición será tu diccionario Español y tu libro de referencia.

Alvarado, E. (2019, May 7). 5 easy steps to creating a language learning notebook with your kids [Picture]. Retrieved from https://spanishmama.com/language-learning-vocabulary-notebook/

Cuento: Los Tres Cerditos

Homer. (2010, June 25). Fairy tale: Three little pigs in Spanish (los tres cerditos). [Video file]. Retrieved from https://www.youtube.com/watch?v=WkY7ASgzXTk

Tarea:
Commentario: ¿Qué es Español? ¿Dónde se habla?
Actualizar: Explícame como aprender Español puede ayudarte en el futuro. Puedes dibujar para ayudarte explicar. Al terminar, toma un foto y subir la tarea a Canvas.

Hola y Adios

Teacher

Overview: In this unit, students will be exposed to the Spanish language through variations song, play and the story of “Goldilocks and the Three Bears” (Ricitos de Oro y Los Tres Osos)

Objective:

Students will have the ability to understand and imitate greetings (Hola and Adios)
Students will be able to recognize and express a variety of greetings and introductions

Essential Question:

How can I use basic greetings with friends and teachers?
How do Spanish speakers greet each other?
How can I say goodbye and see you later in Spanish?

Authentic Assessment:

Observe the students for verbal or nonverbal indications of comprehension.
Students will display verbally and nonverbally listening comprehension by executing an action every time they hear a word or phrase.

Example: Every time they hear the word “hola,” they hold their hands wavy from left to right.

Performance Task Summary (Project):
Students will

Sing the “Hola Hola” Song, teaching students the basics of greeting one another
Learn how to say Hola y Adios
Play the game “Hola” “Adios” version of “Duck, duck, goose” game.
Listen to the story "Ricitos de Oro y Los Tres Osos"

Student

Hola clase! Repita, hola ! En Español decimos hola para decir "hi". hola es uno de muchas maneras para suludarse in Español. También aprendemos adios. Repita adios! Adios es usado para despedirse. Hoy apredenden cómo usar y practicar los dos.

Preguntas essenciales:

¿Cómo son saludos importante en una cultura?
¿Por qué es impotrante saber usar los saludos correctos en otra cultura?

Al final del lección, puedo:

Entender y imitar saludos (Hola and Adios)
Reconocer y espresar muchos saludos

hola
adios

Cultura: Chile

Chile es uno de muchas lugares donde se habla Español en Sur América. Hoy aprendemos sobre la cultura y unas tradiciones de Chile.

JrMojo. (2018, September 30). Chile!: Mini fantastic facts [Video file]. Retrieved from https://www.youtube.com/watch?v=mKgdYt-Rm6s

Top Coloring Pages. (n.d.). Chile: Flag coloring pages [Picture]. Retrieved from https://topcoloringpages.net/flags-of-countries/educational-coloring-page-chile-flag/

Hola y Adios:

Music Box Kids. (2017, February 23). Spanish song for children: Hola hola [Video file]. Retrieved from https://www.youtube.com/watch?v=tK0vp8LlDiM

Mobile Music 4 Kids. (2018, October 29). Spanish lesson hello goodbye [Video file]. Retrieved from https://www.youtube.com/watch?v=zaBrrlE1CiM

Tecnología: Duolingo: Greetings

Duolingo. (2020, September 22). Duolingo for schools [Picture]. Retrieved from https://schools.duolingo.com/

Cuento: Ricitos de Oro y Los Tres Osos

Los cuentos de GiGi. (2016, May 6). Ricitos de Oro y los tres osos [Video file]. Retrieved from https://www.youtube.com/watch?v=d8-JrMQT4mM

Tarea:

Comentario: ¿Por qué son saludos importantes? ¿Cuándo es apropiado decir hola y adios?
Cultura: ¿Cómo es tu cultura similar en comparación a la de Chile?
Practica: Practicar hola y adios en casa.
Actualizar: Crear un comic or dibujo de hola and adios en acción. Toma a foto de tu dibujo y subelo a Canvas

Buenos Días, Tardes, Noches

Teacher

Overview: In this unit, students will be exposed to the Spanish language through variations song, play, and the story of "Goodnight Moon" (Buenos Noches Luna)

Objective:

Repeat phrases spoken by the teacher
Communicate with a partner by listening and speaking in a dialogue
Use greetings, farewells, and introductions in Spanish

Essential Question: How can I use basic greetings with friends and teachers?

Authentic Assessment:

Check for proper pronunciation during the oral presentation.
Choral and individual repetition.
The teacher will observe students using mini- dialogue.

Performance Task Summary (Project):
Students will

Students will create and present a dialogue using the vocabulary they have learned.
Students will play “Simon says” using the classroom commands.
Role-play with puppets. The benefits of using puppets to teach foriegn language can be found here.
Listen to the story "Buenos Noches Luna"

Teacher Instructions:

Teachers will use this section of class to introduce the word buneos dias, buenos tardes and buenos noches. When students walk in the door one by one, the teacher should provide eye contact and greet each student with buenos dias.
After all students come into the room, the teacher should address the whole class with Buenos dias and prompt the rest of the class to repeat. The teacher should then explain that buenos dias is another way of saying good morning and for now on we will use buenos dias to greet each other in the morning.
Using the YouTube video Buenos Dias Good Morning the teacher will teach the song Buenos días. This will be a good way to start future classes, and you can teach the whole song, or just focus on the buenos días line. As you learn the song, do motions for each part (stretching in the morning, hands up, questioning, for how are you, thumbs up, and pointing to a friend for usted).
The teacher should provide each student with the morning, afternoon, and night picture cards. The teacher should instruct students to color & cut out the cards.
When students are done students should add new vocabulary words to their journal.
Teacher should assign students work through "duolingo" to reinforce concepts and words learned.

Student

Hola clase. Repitan hola. ¡Buenos días! pueden decir Buenos días,? Repitan, ¡Buenos días! Igual ayer, Seguimos aprender saludos en Español. Hoy vamos a aprender Buenos días, Buenas tardes, y Buenas Noches. Usamos cada uno por otra tiempo del día. When we wake up we say ¡Buenos días!. If it's evening we say, ¡Buenas tardes! When the sun goes down we say ¡Buenas Noches! ¡praticamos!

Preguntas Essenciales:

¿ Cómo dicimos goodmorning and goodafternoon en Español?
¿Cómo puedo decir goodbye y see you later ien Español?
¿Cuándo usamos saludos diferentes?

Al fin deI lección puedo:

Repitir frases después de la maestra
Communicarme en un diágolo con un compañero (hablando y escuchando)
Usar saludos, depedidas, e introducciones en Español.

Vocabulario:

buenos días
buenas tardes
buenas noches

Cultura: Mexico

Hoy vamos a ver México. México es otra país en América Latina (point to picture on map). Es el país más cerca a la frontera al sur.

JrMojo. (2018, October 6). Mexico!: Mini fantastic facts [Video file]. Retrieved from https://www.youtube.com/watch?v=7tWAGdBbMRQ

Top Coloring Pages. (n.d.). Mexico: Flag coloring pages [Picture]. Retrieved from https://topcoloringpages.net/flags-of-countries/free-coloring-page-mexican-flag/

Song: Buenos Días Good Morning

Canta con Jess. (2017, August 1). Buenos dias good morning: Spanish greeting song [Video file]. Retrieved from https://www.youtube.com/watch?v=13boSCMMp2s

Twisty Noodle. (n.d.). Buenos dias book [Picture]. Retrieved from https://twistynoodle.com/buenos-dias-2-minibook/

Jugar: Marionetas

Little Linguist. (2013, May 17). Using puppets for teaching languages [Picture]. Retrieved from https://www.little-linguist.co.uk/blog/using-puppets-for-teaching-languages.html

Tecnología: Duolingo: Greetings

Duolingo. (2020, September 22). Duolingo for schools [Picture]. Retrieved from https://schools.duolingo.com/

Cuento: Buenas Noches Luna

Read It Again. (2017, July 29). Goodnight moon: Buenas noches, luna [Video file]. Retrieved from https://www.youtube.com/watch?v=ANg_k6wHMVQ

Tarea:

Comentario: ¿Cuándo usamos, Buenos Días, Buenas tardes, o Buenas noches ?
Cultura: ¿Cómo es México y Los Estados Unidos similar y diferente?
Actualizar: Use en gráfico de tres columnas, dibuja 3 cosas que haces por la mañana, la tarde y la noche. Sube tu trabajo en Canvas.

¿Cómo estás?

Teacher

Overview: In this unit, students will be exposed to the Spanish language through variations song, play, and the story of "How Are You" (Cómo Estás)

Objective:

Repeat phrases spoken by the teacher
Communicate with a partner by listening and speaking in a dialogue
Use greetings, farewells, and introductions in Spanish
Express how they are doing and ask a classmate how they are doing.

Essential Question:

How can I use basic greetings with friends and teachers?
What everyday words/expressions do we need to know in order to communicate with others?
What words/phrases do we use in order to initiate a conversation with someone we are meeting for the first time?

Authentic Assessment:

Check for proper pronunciation during the oral presentation.
Choral and individual repetition
Teacher will observe students using mini- dialogue.

Performance Task Summary (Project):
Students will

Sing the "Hola Hola" Song, teaching students the basics of greeting one another
Learn how to say Así así, Estoy mal, Estoy bien, ¿Cómo estás?
Play the game ¡Estoy loco! version of "War" game.
Listen to the story "Cómo Estás"

Teacher Instructions:

Teacher will teach how to answer the question ¿Cómo estás?
Students will work on greetings in Duolingo
Students will make a puppet or mask on a paper plate, with a happy face on one side and a sad face on the other side as they learn to answer with muy bien or estoy mal. Instruction can be found here

Student

¡Hola clase y buenos días! Repita por favor, buenos días. ¡Muy bien! Ayer aprendimos buenos días, buenas tardes y buenas noches. Hoy practicamos los saludos en Español. Hoy van a aprender cómo responder a los saludos.

Preguntas Essenciales:

¿Cómo preguntar a alguien how they are en Español?
¿Cómo explicamos cómo we feel en Español?

Al fin de la lección puedo:

Repetir frases que el profesor dice.
Comunicarme con un compañero en un diálogo. ( escuchando y hablando )
Usar saludos, despedidas y introduccioness en Español

Vocabulario:

Así así
Estoy mal
Estoy bien
¿Cómo estás?

Cultura: República Dominicana

Hoy aprendemos sobre otro país donde se habla Español, la República Dominicana.

JrMojo. (2018, October 6). The Dominican Republic!: Mini fantastic facts [Video file]. Retrieved from https://www.youtube.com/watch?v=J1MQYf4Uvag

Crayola. (n.d.). Dominican Republic: Flag coloring pages [Picture]. Retrieved from https://www.crayola.com/free-coloring-pages/print/dominican-republic-coloring-page/

Proyecto: Emotion Puppets (Marionetas de emoción)

Mas and Pas. (n.d.). Emotions activity with paper plate faces [Picture]. Retrieved from https://masandpas.com/emotions-activity/

Tecnología: Duolingo: ¿Cómo Estás ?

Duolingo. (2020, September 22). Duolingo for schools [Picture]. Retrieved from https://schools.duolingo.com/

Cuento: ¿Cómo estás?

Read It Again. (2019, December 29). ¿Cómo estás? [Video file]. Retrieved from https://www.youtube.com/watch?v=5m6Dpvky20Y

Tarea:

Comentario: ¿Por qué es importante saber cómo expresarnos ?
Actualizar: Busca formas diferentes de expresar tus emociones en Español. Escribe tres frases junto con ilustraciones, explicando cómo te sientes en Español. Toma una foto y sube tu respuesta a Canvas.

Polite Expressions

Teacher

Overview: In this unit, students will be exposed to the Spanish language through variations song, play, and the story of "Say Hello to Spanish"

Objective:

Repeat phrases spoken by the teacher
Communicate with a partner by listening and speaking in a dialogue
Use courtesy words to express how one feels
Express how they are doing and ask a classmate how they are doing.

Essential Question:

How can I use basic greetings with friends and teachers?
What everyday words/expressions do we need to know in order to communicate with others?
What words/phrases do we use in order to initiate a conversation with someone we are meeting for the first time?

Authentic Assessment:

Choral and individual repetition
Teacher will observe students using mini- dialogue.

Performance Task Summary (Project):
Students will

Learn how to say Gracias, de nada, excelente, fantástico, repite
Pratice greetings in Duolingo
Practice greetings using dramatic play in centers.
Listen to the story "Say Hello to Spanish."

Teacher Instructions:

Now that greetings are underway, the teacher will go over the book "Say Hello to Spanish".
Teacher will prep the clothespin perro puppet to teach basic spanish vocabulary.
Once the kids feel comfortable with that phrases allow them to practice repeating the first few pages.

Student

Hola clase y buenos días (espere la respuesta, si no hay ninguna, entonces repetir). Para terminar nuestra lección sobre saludos, aprenderemos expresiones amables. Para la tarea, ustedes tuvieron que crear oraciones que expresen cómo se sienten. Hoy aprenderemos más palabras.

preguntas essenciales:

¿Cómo preguntar a alguien cómo "they are doing" en Español?
¿Cómo expreso "me siento" en español?

Al fin de lección, puedo:

Repetir frases que el profesor dice.
Comunicarme con un compañero en un diálogo. ( escuchando y hablando )
Usar palabras de cortesía para expresarse
Expresar las emociones con un compañero.

Vocabulario:

gracias
de nada
excelente
fantástico
repita

Cultura: Argentina
Hoy vamos a aprender sobre otro país sudamericano. Argentina está ubicada en el sur de América del Sur.

JrMojo. (2018, October 24). Argentina!: Mini fantastic facts [Video file]. Retrieved from https://www.youtube.com/watch?v=YzX_-RSk2io

Top Coloring Pages. (n.d.). Argentina: Flag coloring pages [Picture]. Retrieved from https://topcoloringpages.net/flags-of-countries/free-coloring-page-argentina-flag/

Tecnología: Duolingo: Polite Expressions

Duolingo. (2020, September 22). Duolingo for schools [Picture]. Retrieved from https://schools.duolingo.com/

Centros: Dramatic Play (Obra dramática)

Hoy en sus centros me gustaría que Digan los saludos en Español. Digan hola, adiós y pregunte ¿cómo están? a los demás.

Daycare Resource Connection. (2011, May 5). Spanish resources [photo]. Retrieved from http://www.daycareresource.com/centersigns26456.html/

Cuento: Say Hello to Spanish

Hall, A. (2013, August 31). Say hola to Spanish [Video]. Retrieved from https://www.youtube.com/watch?v=PsjKiAVNvL0

Tarea:

Comentario: ¿Por qué son importantes las expresiones de cortesía?
Cultura: Escribr tres cosas que aprendiste sobre Argentina.
Actualizar: Grábate usando expresiones de cortesía con un miembro de la familia. Sube tu video a Canvas.

Peer Review Project

Assignment

For this peer-review assignment, you will be utilizing what they have learned to create a greetings book that will be evaluated by their peers using the" book review rubric."

I will be passing out a blank booklet that you will be using to create your book.
On the whiteboard is a copy of my book with the page titles listed on each page. On your own, I would like you to copy each page's title on the appropriate page in your books.
Us your blank book and the information gathered in your Spanish journals to fill out one or two pages. Think out loud as you work. Fill in the greeting's name on the blank line and write a couple of sentences that go with the page's title or create an illustration. For example, your first page might say: When I wake up in the morning, I tell my mother, Buenos Dias. I feel happy when she says Hola.
Finish up by writing a title and your name on the front cover. At the end of this session, make another page to be used when reviewing the rubric.
You have the remainder of the class to work on your book. For students needing help, I will be walking around the room to answer questions and make sure everyone is on track.

Peer Review

Now that we are done, take out the books you have made. As I pass out the Peer Feedback Forms, remember that you will help each other improve your books.
In groups of three, I would first like you to read your book to the rest of the group. After everyone is finished, you will then exchange books, read each group member's book again quietly, and fill out the Peer Feedback Forms. Finally, the authors get their books, and two completed Peer Feedback Forms back to review.
Next, I will provide you with a Book Rubric to grade your books. Using my book as an example as I read each point on the rubric out loud, I want you to mark how well they think you meet each requirement. Make sure you write your name and keep the rubric in a safe place folded inside the book.
Based on the peer feedback, please make changes in your books based on peer feedback and rubric.
Next turn in your books so I can take a final look.

Teacher Notes: After students are done, you should collect the books and make corrections in grammar, spelling, and punctuation. Depending on your students' English-writing proficiency, you can specifically write the edit next to the errors. You might also circle each mistake, mark whether it is spelling, grammatical, or punctuation error, and have the student figure out how to correct it. It would help if you also offered content suggestions for their final drafts.

Here are your books. Make sure to make final drafts of their books for a grade. To get a good grade you must correct all errors and make changes that respond to all questions and suggestions to improve the text. So that everything is nice and neat here is a new clean book. (Provide students enough time to make corrections).
Now that you are finished, please turn in your books so that they can be graded.

Peer Feedback

My Name:

Author’s Name:

After the author read his or her book, answer the questions below and give the sheet to him or her.

1). What did you like about this book?

2). What did you learn about Spanish greeting? What would you like to learn more about?

3). Suggest at least one thing that could improve this book.

Book Rubric

Key

4 = Excellent

3 = Very Good

2 = Good

1 = Needs Improvement

	Page 1	Page 2	Page 3	Page 4	Page 5
Student clearly states in more than one way how to use a Spanish greeting.
Student used descriptive words.
Their are at least one complete sentence on this page.
Student use capital letters, commas, and periods correctly.
Three or fewer words are misspelled.

Comments:

Total points:

Grade:

Post-assessment

Teacher

Student

Capers, M. (2020). Pre-Assessment Kindergarten Spanish: Modula 1 Greetings and Pleasant Expressions

References

ACTFL. (n.d.). Retrieved October 17, 2020, from https://www.actfl.org/resources/guiding-principles-language-learning/benefits-language-learning