Spanish Report
SPANISH Years 4, 5 and 6
¡ Coco : Un mensaje sobre amor y familia al final del termino 2 ! Coco: A message on love and family at the end of term 2! Term two concluded in a lovely and / or emotional way for students in years 4, 5 and 6. Students had the opportunity to watch: Coco a production that portraits a strong messages about family, tradition and overall an eye-popping special effects’ scenery that kids greatly enjoyed. Furthermore, it was really satisfying to observe the collaboration, commitment and efforts that many students engaged to, in order to complete their assessment poster during the final weeks of term 2. Please find below a few samples of the bilingual (Spanish-English) work that children completed. These posters would be displayed at the Spanish classroom during Term 3.
YEAR 4
Year 4 students illustrated on a poster the activities that they wanted to do at home and / or school. They also wrote a few sentences in Spanish and English that demonstrate their ability to construct sentences and to conjugate verbs in the present tense along to an infinitive action verb. For instance: I want to eat and talk to my family / Yo quiero comer y hablar con/a mi familia.
YEAR 5
Year 5 students created a bilingual profile poster regarding their best friend and/or dearest other person. (Mum, Dad, Sister... etc.) The posters comprised: the construction of sentences in the present tense tenses, in order to briefly describe the chosen person and also included a limited sentences in the past and future tenses.
Salima Whitfield and Antonia Moeller are two students with a great attitude and commitment to their bilingual studies
Mr Hamish Curtness and Mrs Rachel Wise, warmly presented in the two languages by their students
Julia’s brother and Mr Nick Landbeck, warmly presented in the two languages by his students
YEAR 6
Year 6 students selected a movie and / or book’s character. They created an illustration of the character on a poster that comprised: the construction of sentences in the present, past and future tenses, in order to briefly describe their book and / or movie character.
Many students were happily showing their beautiful and neat bilingual poster, as a representation of their work, collaboration and efforts studying and improving the Spanish language as their second and / or third language learning. As a parent you could continue supporting your child by practicing what we progressively study in Spanish for 5 minutes daily. Research shows that regular practice develops a good communication and understanding of the new language. Those students who have a good attitude, pay attention in class and present themselves to class ready to learn by having their Spanish notebook, pencil case and that have practiced at home are much more successful acquiring a new language.
Finally a brief update for the upcoming term 3 in Spanish: “I will understand simple Spanish grammar and culture and, I would reflect on mine“
Y4 Grammar and culture: nouns, adjectives, conjunctions and more.
Students in Year 4 will learn to write and express simple statements about characters such as ‘Bluey es amable’, (Bluey is kind) themes and their own reactions such as ‘El payaso está triste’ (the clown is sad) in response to imaginative texts. They will use modelled sentence structures to compose short original texts using conjunctions such as ‘y, o, porque and pero’, (and, or, why and but) and prepositions such as ‘a, con, de and en’ (to, with, of and in). Students will also use vocabulary related to school, home and lifestyles; for example, ‘divertido, alto, gordo y grande’ (fun, tall,fat and big). They would identify ways in which the culture of Spanish speakers influence everyday interactions, involving greetings such as hugging or kissing on both cheeks and polite expressions such as ¿Me pasa el ipad por favor? (Pass me please the ipad)
Consolidating grammar: Y5 School focus / Y6 Children book focus - Translating and interpreting Spanish; as well as using pronouns, prepositions and adverbs of time and place
Students in Years 5 and 6, would improve their use of subject pronouns (for example, tu, él/ella, nosotros/as, ellos/ellas, usted/ustedes/ vosotros/as); prepositions (for example, debajo de, por, al lado de, cerca de); adverbs (for example, muy, poco, bien, mal, lentamente); agreement of nouns and adjectives (for example, gente simpática, juegos divertidos), and adverbs to mark time (for example, hoy, ayer, mañana, ya, todavía) and place (for example, dentro de, encima de, a la izquierda, a la derecha). They would translate and interpret short texts, identifying aspects of the Spanish language and culture that are similar and / or different to their own language. They would reflect on the language they use at home, at school and in the community and identify how young Spanish speakers would use language in the same contexts.
Un cordial saludo, Yanirza Rodriguez