We continued working on the vocabulary for the parts of the body, focusing specifically on the parts of the face. Your child probably brought home a card with many parts of the face. By now they should be able to identify at least the nose (nariz: nah REES), eyes(ojos: OH hose) and mouth (boca: BOE kah).
In addition to last week's songs, today we sang a Whistlefritz song about the parts of the face:
Wednesday, December 2, 2009
Week 11: El cuerpo
We started this week by practicing how the children can respond if someone says "Buenos Días" to them. Each week we alternate between three "hello" songs that include how to exchange greetings, so the children should know this in the form of songs, but I want to be sure that they know that the song-language transfers to everyday conversation! We will continue to do conversational greetings in addition to our hello song(s) each week.
Today we worked with the Spanish for some parts of the body (cabeza, hombros, rodillas, pies, ojos, orejas, boca, nariz.) We sang songs:
Cabeza, hombros, rodillas, pies (the Spanish equivalent to Head, Shoulders, Knees and Toes)
Recycled the Juanito, Cuando Baila song:
...and read De la cabeza a los pies, a wonderful Eric Carle book that has the children move body parts like different animals. This book held the attention of even the youngest Spanish classes, so this one is a keeper!
Today we worked with the Spanish for some parts of the body (cabeza, hombros, rodillas, pies, ojos, orejas, boca, nariz.) We sang songs:
Cabeza, hombros, rodillas, pies (the Spanish equivalent to Head, Shoulders, Knees and Toes)
Recycled the Juanito, Cuando Baila song:
...and read De la cabeza a los pies, a wonderful Eric Carle book that has the children move body parts like different animals. This book held the attention of even the youngest Spanish classes, so this one is a keeper!
Thursday, November 12, 2009
Week 10: Arriba, abajo
We started with a new "hello" song today, from Dr. Jean en español. Looks like it is not longer available for purchase or preview through Amazon, but here's a link to the CD:
...and here's a link where you can purchase the CD through Dr. Jean's website.
Here are the words, with corresponding actions in parentheses or via sign language link:
Hola, amigos
¿Cómo está Usted?
Estoy muy feliz (we draw a smile on our faces)
de verlo a Usted. (we point to our eyes, then to a friend)
Salude su vecino (we wave to the friend(s) next to us)
Boogey para abajo (we dance)
Dése un tope (we give a bump)
Y dé la vuelta. (we spin)
Since we sang about the little pollitos last week who get cold (tienen frío) and get hungry (tienen hambre), we sang that song again, then read a fun book today about a rinocerous who gets hungry, prepares a lunch, loses his sandwich, then spends the rest of the book trying to find it. This book is easy to understand because the pictures give a clear context, and most of the vocabulary is familiar to the children. It is called Rino Maní. Looks like this book is also out of print.
We also listened and danced to a song called El baile de las manos by Jorge Anaya:
Betsy at MDO is placing a bulk order for the Whistlefritz: Jorge Anaya CD. Be sure to see her soon if you'd like to be part of that order. It contains lots of songs we have sung--and will sing-- this year, including Los pollitos, Los niños cuando bailan (very similar to Juanito cuando baila), and Vengan a ver mi granja.
You can also purchase that CD here:
Next week we'll practice the parts of the face and continue with the parts of the body. Songs relating to both are also on Whistlefritz CD.
...and here's a link where you can purchase the CD through Dr. Jean's website.
Here are the words, with corresponding actions in parentheses or via sign language link:
Hola, amigos
¿Cómo está Usted?
Estoy muy feliz (we draw a smile on our faces)
de verlo a Usted. (we point to our eyes, then to a friend)
Salude su vecino (we wave to the friend(s) next to us)
Boogey para abajo (we dance)
Dése un tope (we give a bump)
Y dé la vuelta. (we spin)
Since we sang about the little pollitos last week who get cold (tienen frío) and get hungry (tienen hambre), we sang that song again, then read a fun book today about a rinocerous who gets hungry, prepares a lunch, loses his sandwich, then spends the rest of the book trying to find it. This book is easy to understand because the pictures give a clear context, and most of the vocabulary is familiar to the children. It is called Rino Maní. Looks like this book is also out of print.
We also listened and danced to a song called El baile de las manos by Jorge Anaya:
Betsy at MDO is placing a bulk order for the Whistlefritz: Jorge Anaya CD. Be sure to see her soon if you'd like to be part of that order. It contains lots of songs we have sung--and will sing-- this year, including Los pollitos, Los niños cuando bailan (very similar to Juanito cuando baila), and Vengan a ver mi granja.
You can also purchase that CD here:
Next week we'll practice the parts of the face and continue with the parts of the body. Songs relating to both are also on Whistlefritz CD.
Thursday, November 5, 2009
Week 9: Los pollitos
Los pollitos is a traditional song that many Spanish speakers sung as children. We have learned a lot of the words in this song in previous classes, so the children will likely learn this song pretty easily. The song is:
Los pollitos dicen pío, pío, pío
cuando tienen hambre, cuando tienen frío.
La gallina busca el maíz y el trigo
Les da la comida y les presta abrigo.
Bajo sus dos alas, acurrucaditos,
hasta el otro dia
duermen los pollitos.
Here is one version of the song if you would like to hear it.
There are lots of versions available for download. Even though I usually do not use bilingual materials, we have the Elizabeth Mitchell version at our house. It is a calm, folksy version:
Another fun version is by Juan José Carranza:
The children were given a little chick and a hen to use as we sang the song. You will (hopefully) find this in their bag. You can encourage them to act out the song at home. They will likely be able to tell you what the little chicks (pollitos: poe-YEE-toes) say ("pío, pío, pío.") In class I had a pretend corn cob and any time the children had the chick say pío pío, I let their chick take a "bite" of the corn. You can do this sort of play at home with the stick puppets as well.
In this song, the chicks are hungry (tienen hambre) so we sang the "tengo hambre" song from week 7. The chicks are also cold (tienen frío) and the mother hen gives them a coat (les presta abrigo) so we recycled the weather song and added hace frío (it's cold). Finally, we sang Mami, ¿dónde está mi abrigo? to reinforce the vocabulary for "coat".
It is a joy to work with your children. Today many of them sang along with the songs, and a few even made requests without my prompting. Thank you for allowing me to be a part of their second language development.
Los pollitos dicen pío, pío, pío
cuando tienen hambre, cuando tienen frío.
La gallina busca el maíz y el trigo
Les da la comida y les presta abrigo.
Bajo sus dos alas, acurrucaditos,
hasta el otro dia
duermen los pollitos.
Here is one version of the song if you would like to hear it.
There are lots of versions available for download. Even though I usually do not use bilingual materials, we have the Elizabeth Mitchell version at our house. It is a calm, folksy version:
Another fun version is by Juan José Carranza:
The children were given a little chick and a hen to use as we sang the song. You will (hopefully) find this in their bag. You can encourage them to act out the song at home. They will likely be able to tell you what the little chicks (pollitos: poe-YEE-toes) say ("pío, pío, pío.") In class I had a pretend corn cob and any time the children had the chick say pío pío, I let their chick take a "bite" of the corn. You can do this sort of play at home with the stick puppets as well.
In this song, the chicks are hungry (tienen hambre) so we sang the "tengo hambre" song from week 7. The chicks are also cold (tienen frío) and the mother hen gives them a coat (les presta abrigo) so we recycled the weather song and added hace frío (it's cold). Finally, we sang Mami, ¿dónde está mi abrigo? to reinforce the vocabulary for "coat".
It is a joy to work with your children. Today many of them sang along with the songs, and a few even made requests without my prompting. Thank you for allowing me to be a part of their second language development.
Week 8: El tiempo
With the changing of seasons, we have lots of opportunities to experience different types of weather, so today we learned a weather chant that we will do each week to talk about the weather. Your child probably brought home a card with four types of weather on it:
hace sol (AH-seh SOHL): it's sunny [sol is pronounced similarly to the "sole" of your shoe]
está nublado (eh-STAH new-BLAH-doh): it's cloudy
nieva (nee-EH-vah): it's snowing
llueve (yoo-WEH-veh): it's raining
Our chant asks what the weather is like today. Once we have determined what the weather is like, we say the chant again and replace ¿que tiempo hace? with the appropriate weather phrase.
¿Qué tiempo hace afuera, afuera?
¿Qué tiempo hace afuera hoy?
We recycled the Mami, ¿dónde está? song, and today we "looked for" pieces of clothing related to different types of weather:
abrigo (ah-BDEE-goh): coat [pronounce the last syllable similarly to English "go"]
gafas de sol (GAH-fahs deh SOHL): sunglasses
paraguas (pah-DAH-gwas): umbrella
hace sol (AH-seh SOHL): it's sunny [sol is pronounced similarly to the "sole" of your shoe]
está nublado (eh-STAH new-BLAH-doh): it's cloudy
nieva (nee-EH-vah): it's snowing
llueve (yoo-WEH-veh): it's raining
Our chant asks what the weather is like today. Once we have determined what the weather is like, we say the chant again and replace ¿que tiempo hace? with the appropriate weather phrase.
¿Qué tiempo hace afuera, afuera?
¿Qué tiempo hace afuera hoy?
We recycled the Mami, ¿dónde está? song, and today we "looked for" pieces of clothing related to different types of weather:
abrigo (ah-BDEE-goh): coat [pronounce the last syllable similarly to English "go"]
gafas de sol (GAH-fahs deh SOHL): sunglasses
paraguas (pah-DAH-gwas): umbrella
Monday, October 19, 2009
Week 7: La oruga muy hambriente
Continuing with the idea of growth, we read La oruga muy hambriente, by Eric Carle.
We learned two phrases this week that were used repeteadly in this book: "he/she was hungry" (tenía hambre (teh-NEE-uh AHM-breh)), and "he/she ate" (comió (koh mee OH).
We used these same concepts in a song in which the children learned to say these phrases in reference to themselves. We sing, "I am hungry and I eat"... fruits, vegetables, cheese and bread.
Tengo hambre, y como frutas .
Tengo hambre, como verduras.
Tengo hambre, y como queso.
Tengo hambre, y como pan. Pan, pan, pan.
You can reinforce at home by saying "tengo" (TANG oh) while signing "hungry." If you pause, many times the child will respond "hambre." Similarly, you can do the sign for "eat." The child may say "como" or "comió." If he/she doesn't do this yet, be patient! We'll continue to reinforce these words and concepts this year.
We learned two phrases this week that were used repeteadly in this book: "he/she was hungry" (tenía hambre (teh-NEE-uh AHM-breh)), and "he/she ate" (comió (koh mee OH).
We used these same concepts in a song in which the children learned to say these phrases in reference to themselves. We sing, "I am hungry and I eat"... fruits, vegetables, cheese and bread.
Tengo hambre, y como frutas .
Tengo hambre, como verduras.
Tengo hambre, y como queso.
Tengo hambre, y como pan. Pan, pan, pan.
You can reinforce at home by saying "tengo" (TANG oh) while signing "hungry." If you pause, many times the child will respond "hambre." Similarly, you can do the sign for "eat." The child may say "como" or "comió." If he/she doesn't do this yet, be patient! We'll continue to reinforce these words and concepts this year.
Week 6: Calabazas
Most of this week was devoted to resinging all the songs we've learned so far this year.
Also, since we're beginning Fall, we talked about pumpkins. We read Calabaza, calabaza
by Jeanne Titherington. As we read, we focused a lot on the word creció (creh-see-OH; to grow) and reinforced big and small: grande (GRAHN-deh) and pequeño (peh-KEHN-yoe).
Also, since we're beginning Fall, we talked about pumpkins. We read Calabaza, calabaza
by Jeanne Titherington. As we read, we focused a lot on the word creció (creh-see-OH; to grow) and reinforced big and small: grande (GRAHN-deh) and pequeño (peh-KEHN-yoe).
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