Current Topics By Grade Level
Instruction is delivered through the use of TPRS (Teaching Proficiency Through Reading and Storytelling) for all grade levels. Differentiation of the lessons depends on the grade level of the students and ability of each student for where he/she is at the present time.
In grades K-2, ¡Hola Niños! is the curriculum used in FHPS. In grades 3-4, ¡Cuéntame! is the curriculum used in FHPS. In grades 5-6, ¡Cuéntame Más! is the curriculum used in FHPS.
Kindergarten:
Kindergarten Spanish is very basic. New vocabulary is introduced slowly. The goal is exposure to a new language and culture.
Almost every vocabulary word has a gesture to accompany it. This helps with recall. Students show comprehension by either gesturing or when they are ready, by saying an gesturing a word when responding to questions. There is no push for producing language until students are developmentally ready to do so. This is very much an individual process.
In Kindergarten, the use of songs, visuals and manipulatives are used as well to teach concepts.
Students are learning these vocabulary words:
First Grade:
New vocabulary is introduced slowly. The goal is exposure to a new language and culture.
Almost every vocabulary word has a gesture to accompany it. This helps with recall. Students show comprehension by either gesturing or when they are ready, by saying and gesturing a word, when responding to questions. There is no push for producing language until students are developmentally ready to do so. This is very much an individual process.
In first grade the use of songs, visuals and manipulatives are used as well to teach concepts.
Students are learning these vocabulary words:
¿Qué tiempo hace? Hace sol. el verano
What’s the weather like? It’s sunny. the summer
Hace frío. el invierno Nieva.
It’s cold. the winter It snows.
Hace fresco. Hace viento. el otoño
It’s cool. (weather) It’s windy. the fall
Llueve. el paraguas la primavera
It’s raining. the umbrela the spring
los meses (12) hace las maletas el traje de baño
the months he/she packs the suitcases the bathing suit
tiene calor se pone el vestido
he/she is hot he/she puts on the dress
la camisa tiene fría/o el abrigo
the shirt s/he is cold. the coat
compra (no) trae se quita
he/she buys he/she doesn’t bring he/she takes off
los pantalones cuesta los zapatos
the pants it costs the shoes
la chaqueta enero febrero
the jacket January February
marzo abril mayo
March April May
junio julio agosto
June July August
septiembre octubre noviembre
September October November
diciembre #’s 1-31
December números 1-31
1 uno 12 doce 23 veintitrés
2 dos 13 trece 24 veinticuatro
3 tres 14 catorce 25 veinticinco
4 cuatro 15 quince 26 veintiséis
5 cinco 16 diez y seis 27 veintisiete
6 seis 17 diez y siete 28 veintiocho
7 siete 18 diez y ocho 29 veintinueve
8 ocho 19 diez y nueve 30 treinta
9 nueve 20 veinte 31 treinta y uno
10 diez 21 veintiuno
11 once 22 veintidós
Cultural focus 2019-2020 : El Caribe: Cuba, Puerto Rico and the Dominican Republic
Second Grade:
New vocabulary is introduced slowly. The goal is exposure to a new language and culture.
Almost every vocabulary word has a gesture to accompany it. This helps with recall. Students show comprehension by either gesturing or when they are ready, by saying an gesturing a word when responding to questions. There is no push for producing language until students are developmentally ready to do so. This is very much an individual process.
In second grade the use of songs, visuals and manipulatives are used as well to teach concepts.
la familia (the family) la mamá (the mom) el papá (the dad) los padres (the parents)
el hermano (the brother) la hermana (the sister) el abuelo (the grandfather) la abuela (the grandmother)
el hijo (the son) la hija (the daughter) el tío (the uncle) la tía (the aunt) los abuelos (the grandparents)
el perro (the dog) va a (s/he goes to) viene (s/he comes) la escuela (the school) escribe (s/he writes)
el libro (the book) lee (s/he reads) el lápiz (the pencil) camina (s/he walks) corre (s/he runs)
México mexicano (male from Mexico) mexicana (female from Mexico) vive (s/he lives)
Francia (France) francés (male from France) francesa (female from France) estadounidense (anyone from the US)
Inglaterra (England) inglés (male from England) inglesa (female from England)
Alemania (Germany) alemán (male from Germany) alemana (female from Germany)
el autobús (bus) el carro (car) el avión (airplane) habla (s/he speaks) quiere ir (s/he wants to go to)
dice (s/he says) me gusta (I like) Numbers 30-50
Cultural focus 2018-2019: Hispanic Influence in the U.S.
Third Grade/Fourth Grades:
New vocabulary is introduced slowly. The goal is exposure to a new language and culture.
Almost every vocabulary word has a gesture to accompany it. This helps with recall. Students show comprehension by either gesturing or when they are ready, by saying and gesturing a word when responding to questions. There is no push for producing language until students are developmentally ready to do so. This is very much an individual process.
In third grade, students begin short choral readings, decoding and basic writing, following a model. Students are encouraged to look for patterns and repetitive structures within the readings. As fourth graders, students are asked to do more of these things.
Students have learned these vocabulary words: (Ask your child to gesture these words and tell you a short 2 sentence story.)
Episodio 1
el lunes duerme el despertador
la gatita está contento/a suena
se llama ¡Qué problema! come
hay
Episodio 2
el martes prende se duerme
llega la radio la aspiradora
la cridada el radio otra vez
¡Qué ruido!
apaga
Episodio 3
la casa enchufa busca
está sucio/a pasa la aspiradora el miércoles
limpia desenchufa la cola
¡Qué lío! encuentra
Episodio 4
el jueves el imán el refrigerador
tiene (mucha) hambre los imanes abre
limpia se pega cierra
¡Qué ridículo! la puerta
Episodio 5
el viernes el examen es inteligente
el amigo la escuela es bien criado/a
la amiga ¡Qué vergüenza! el muchacho
la nariz la muchacha
Episodio 6
llama por teléfono está desesperado/a preferido/a
la ropa trota el sombrero
explica corre llora
le explica camina ¡Qué engañoso!
se pone
se quita
se lleva
Cultural focus: 2019-2020 : El Caribe: Cuba, Puerto Rico and the Dominican Republic
Typically this is where 4th grade starts in the fall: (This may be adjusted by an episode or two.)
Episodio 7
camina la clase se sienta
tiene el pupitre engaña
el sábado toma agarra
¡Qué travieso!
Episodio 8
la vecindad ¡Qué curioso! sale
el control remoto el garaje se abren
se cierran el domingo se prenden
se apagan
Episodio 9
la competencia de belleza el juez ¡Qué talento!
gana brilla el premio
recita el poema prepara(n)
se prepara(n)
Episodio 10
practica hace las maletas no tiene talento
el viaje está preparado/a se despide
¡Buen viaje! el barco de vela hace planes
por fin
Cultural focus 2019-2020 : El Caribe: Cuba, Puerto Rico and the Dominican Republic
Fifth Grade:
Students are expected to use the target language and gestures on a more regular basis. Students are expected to be more independent with reading, decoding and writing. With the use of gestures, students are able to show comprehension in a non-verbal way as well.
5th Grade Vocabulary- Capítulo 1“El Muchacho Pastor”
Mini-cuento 1:
el papá está enojado la familia
el lobo come
llora está triste
el muchacho la mamá
la muchacha
Mini-cuento 2:
cuida la oveja corre
el pastor grita
otra vez está furioso/a
Mini-cuento 3:
la montaña vive
está feliz viene
está aburrido/a
Mini-cuento 4:
cuenta un chiste dice
se ríe al día siguiente
eschucha
Cultural focus 2019-2020 : El Caribe: Cuba, Puerto Rico and the Dominican Republic
6th grade:
Students are expected to use the target language and gestures on a more regular basis. Students are expected to be more independent with reading, decoding and writing. Gesturing is a simple way to show comprehension as well as verbal or written responses.
6th grade vocabulary – Capítulo 2: “El coyote y el cuervo”
Mini-cuento 1
tiene hambre se esconde el cacto deja
el cuervo detrás de sale
Mini-cuento 2
el coyote el pájaro quiere comer
ve agarra ofrece
Mini-cuento 3
tiene el sombrero el suelo (está) curioso/curiosa
pregunta debajo de responde levanta
Mini-cuento 4
el desierto (es) estúpido/estúpida la roca
espera (es) inteligente
Cultural focus 2019-2020 : El Caribe: Cuba, Puerto Rico and the Dominican Republic
In grades K-2, ¡Hola Niños! is the curriculum used in FHPS. In grades 3-4, ¡Cuéntame! is the curriculum used in FHPS. In grades 5-6, ¡Cuéntame Más! is the curriculum used in FHPS.
Kindergarten:
Kindergarten Spanish is very basic. New vocabulary is introduced slowly. The goal is exposure to a new language and culture.
Almost every vocabulary word has a gesture to accompany it. This helps with recall. Students show comprehension by either gesturing or when they are ready, by saying an gesturing a word when responding to questions. There is no push for producing language until students are developmentally ready to do so. This is very much an individual process.
In Kindergarten, the use of songs, visuals and manipulatives are used as well to teach concepts.
Students are learning these vocabulary words:
- el gato (cat)
- el pez (fish)
- el elefante (elephant)
- grande (big)
- pequeño (small)
- flaco (skinny)
- gordo (fat)
- Buenos días. (Good morning.)
- Buenas tardes. (Good afternoon.)
- Buenas noches. (Good evening.)
- ¿Cómo estás? ( How are you?)
- muy bien (very well)
- muy mal (very bad)
- así-así (so-so)
- se llama (s/he calls her/himself)
- él/ella (he/she)
- hay (there is/there are)
- come (s/he eats)
- lunes, martes, miércoles, jueves, viernes, sábado, domingo (Mon.-Sun.)
- 1-20
- los colores (rojo- red, anaranjado - orange, amarillo - yellow, verde - green, azul - blue, morado - purple, rosado - pink, negro - black, café - brown, blanco - white, gris - gray) Each color has its own song. Ask your child to sing to you.
- la comida (la manzana - apple, el queso - cheese, el taco, la leche - milk, el pollo - chicken, la naranja - orange, pan - bread)
First Grade:
New vocabulary is introduced slowly. The goal is exposure to a new language and culture.
Almost every vocabulary word has a gesture to accompany it. This helps with recall. Students show comprehension by either gesturing or when they are ready, by saying and gesturing a word, when responding to questions. There is no push for producing language until students are developmentally ready to do so. This is very much an individual process.
In first grade the use of songs, visuals and manipulatives are used as well to teach concepts.
Students are learning these vocabulary words:
¿Qué tiempo hace? Hace sol. el verano
What’s the weather like? It’s sunny. the summer
Hace frío. el invierno Nieva.
It’s cold. the winter It snows.
Hace fresco. Hace viento. el otoño
It’s cool. (weather) It’s windy. the fall
Llueve. el paraguas la primavera
It’s raining. the umbrela the spring
los meses (12) hace las maletas el traje de baño
the months he/she packs the suitcases the bathing suit
tiene calor se pone el vestido
he/she is hot he/she puts on the dress
la camisa tiene fría/o el abrigo
the shirt s/he is cold. the coat
compra (no) trae se quita
he/she buys he/she doesn’t bring he/she takes off
los pantalones cuesta los zapatos
the pants it costs the shoes
la chaqueta enero febrero
the jacket January February
marzo abril mayo
March April May
junio julio agosto
June July August
septiembre octubre noviembre
September October November
diciembre #’s 1-31
December números 1-31
1 uno 12 doce 23 veintitrés
2 dos 13 trece 24 veinticuatro
3 tres 14 catorce 25 veinticinco
4 cuatro 15 quince 26 veintiséis
5 cinco 16 diez y seis 27 veintisiete
6 seis 17 diez y siete 28 veintiocho
7 siete 18 diez y ocho 29 veintinueve
8 ocho 19 diez y nueve 30 treinta
9 nueve 20 veinte 31 treinta y uno
10 diez 21 veintiuno
11 once 22 veintidós
Cultural focus 2019-2020 : El Caribe: Cuba, Puerto Rico and the Dominican Republic
Second Grade:
New vocabulary is introduced slowly. The goal is exposure to a new language and culture.
Almost every vocabulary word has a gesture to accompany it. This helps with recall. Students show comprehension by either gesturing or when they are ready, by saying an gesturing a word when responding to questions. There is no push for producing language until students are developmentally ready to do so. This is very much an individual process.
In second grade the use of songs, visuals and manipulatives are used as well to teach concepts.
la familia (the family) la mamá (the mom) el papá (the dad) los padres (the parents)
el hermano (the brother) la hermana (the sister) el abuelo (the grandfather) la abuela (the grandmother)
el hijo (the son) la hija (the daughter) el tío (the uncle) la tía (the aunt) los abuelos (the grandparents)
el perro (the dog) va a (s/he goes to) viene (s/he comes) la escuela (the school) escribe (s/he writes)
el libro (the book) lee (s/he reads) el lápiz (the pencil) camina (s/he walks) corre (s/he runs)
México mexicano (male from Mexico) mexicana (female from Mexico) vive (s/he lives)
Francia (France) francés (male from France) francesa (female from France) estadounidense (anyone from the US)
Inglaterra (England) inglés (male from England) inglesa (female from England)
Alemania (Germany) alemán (male from Germany) alemana (female from Germany)
el autobús (bus) el carro (car) el avión (airplane) habla (s/he speaks) quiere ir (s/he wants to go to)
dice (s/he says) me gusta (I like) Numbers 30-50
Cultural focus 2018-2019: Hispanic Influence in the U.S.
Third Grade/Fourth Grades:
New vocabulary is introduced slowly. The goal is exposure to a new language and culture.
Almost every vocabulary word has a gesture to accompany it. This helps with recall. Students show comprehension by either gesturing or when they are ready, by saying and gesturing a word when responding to questions. There is no push for producing language until students are developmentally ready to do so. This is very much an individual process.
In third grade, students begin short choral readings, decoding and basic writing, following a model. Students are encouraged to look for patterns and repetitive structures within the readings. As fourth graders, students are asked to do more of these things.
Students have learned these vocabulary words: (Ask your child to gesture these words and tell you a short 2 sentence story.)
Episodio 1
el lunes duerme el despertador
la gatita está contento/a suena
se llama ¡Qué problema! come
hay
Episodio 2
el martes prende se duerme
llega la radio la aspiradora
la cridada el radio otra vez
¡Qué ruido!
apaga
Episodio 3
la casa enchufa busca
está sucio/a pasa la aspiradora el miércoles
limpia desenchufa la cola
¡Qué lío! encuentra
Episodio 4
el jueves el imán el refrigerador
tiene (mucha) hambre los imanes abre
limpia se pega cierra
¡Qué ridículo! la puerta
Episodio 5
el viernes el examen es inteligente
el amigo la escuela es bien criado/a
la amiga ¡Qué vergüenza! el muchacho
la nariz la muchacha
Episodio 6
llama por teléfono está desesperado/a preferido/a
la ropa trota el sombrero
explica corre llora
le explica camina ¡Qué engañoso!
se pone
se quita
se lleva
Cultural focus: 2019-2020 : El Caribe: Cuba, Puerto Rico and the Dominican Republic
Typically this is where 4th grade starts in the fall: (This may be adjusted by an episode or two.)
Episodio 7
camina la clase se sienta
tiene el pupitre engaña
el sábado toma agarra
¡Qué travieso!
Episodio 8
la vecindad ¡Qué curioso! sale
el control remoto el garaje se abren
se cierran el domingo se prenden
se apagan
Episodio 9
la competencia de belleza el juez ¡Qué talento!
gana brilla el premio
recita el poema prepara(n)
se prepara(n)
Episodio 10
practica hace las maletas no tiene talento
el viaje está preparado/a se despide
¡Buen viaje! el barco de vela hace planes
por fin
Cultural focus 2019-2020 : El Caribe: Cuba, Puerto Rico and the Dominican Republic
Fifth Grade:
Students are expected to use the target language and gestures on a more regular basis. Students are expected to be more independent with reading, decoding and writing. With the use of gestures, students are able to show comprehension in a non-verbal way as well.
5th Grade Vocabulary- Capítulo 1“El Muchacho Pastor”
Mini-cuento 1:
el papá está enojado la familia
el lobo come
llora está triste
el muchacho la mamá
la muchacha
Mini-cuento 2:
cuida la oveja corre
el pastor grita
otra vez está furioso/a
Mini-cuento 3:
la montaña vive
está feliz viene
está aburrido/a
Mini-cuento 4:
cuenta un chiste dice
se ríe al día siguiente
eschucha
Cultural focus 2019-2020 : El Caribe: Cuba, Puerto Rico and the Dominican Republic
6th grade:
Students are expected to use the target language and gestures on a more regular basis. Students are expected to be more independent with reading, decoding and writing. Gesturing is a simple way to show comprehension as well as verbal or written responses.
6th grade vocabulary – Capítulo 2: “El coyote y el cuervo”
Mini-cuento 1
tiene hambre se esconde el cacto deja
el cuervo detrás de sale
Mini-cuento 2
el coyote el pájaro quiere comer
ve agarra ofrece
Mini-cuento 3
tiene el sombrero el suelo (está) curioso/curiosa
pregunta debajo de responde levanta
Mini-cuento 4
el desierto (es) estúpido/estúpida la roca
espera (es) inteligente
Cultural focus 2019-2020 : El Caribe: Cuba, Puerto Rico and the Dominican Republic