Spanish Curriculum
Grades K and 1
Kindergarten and 1st grade at St. Austin follow the same course plan, but 1st grade studies each topic more in depth. By the end of the school year, students in 1st and 2nd grade will be able to:
• Greet each other using “Buenos días,” Buenas tardes” or “Buenas noches” depending upon the time of day.
• Ask how someone is doing using “¿Cómo está?” or “¿Cómo estás?” depending upon to whom they are speaking.
• State the days of the week.
• State the months of the year.
• State the primary and secondary colors.
• Recite the Spanish alphabet.
• Count from 1 to 20.
• State the members of their family.
• State object they might find in the school and classroom.
• Name the parts of the body.
• State the names of farm animals.
• Recite the Ángel de mi Guardia prayer.
• Explain the significance of el Día de la Independencia in Mexico.
• Explain the significance of el Día de los Muertos.
• Create cultural products of el Día de los Muertos.
• Explain the significance of Our Lady of Guadalupe and Las Posadas.
• Celebrate el Día de los Madres.
Grades 2 and 3
Much like the previous two grades, 2nd and 3rd grade at St. Austin follow the same course plan, but 3rd grade studies each topic more in depth. By the end of the school year, students in 2nd and 3rd grade will be able to:
• Introduce themselves using “Me llamo…”
• Ask each other their names using “¿Cómo te llamas?”
• State what they do and do not like to do using “Me gusta” + infinitive.
• Ask each other what they do and do not like to do using “¿Te gusta…?” + infinitive.
• Describe themselves in Spanish using “Yo soy…”
• State who the members of their family are using “Mi _____ es ______.”
• Ask and answer the question “¿Cómo estás?” responding with “Estoy…”
• State what an animal says in Spanish using “Dice…”
• State what can be found in the classroom using “Hay…”
• State what they find in a house using “Hay un…”
• State what day it is using “Hoy es…”
• State how the weather is on a given day.
• Express pain in a body part using “Me duele(n)…”
• Ask each other what hurts using “¿Te duele(n)…?”
• State what they like to eat using “Me gusta comer…”
• Ask for food using “¿Podría tener…?”
• Count to 100 in Spanish.
• Recite the Padre Nuestro and Ave María prayers.
• Explain the significance and create cultural products of El Día de los Muertos.
• Create valentines in Spanish for El Día de San Valentín.
Grade 4
Spanish in the 4th grade takes a much more cultural focus. Every objective is learned in the context of a Spanish-speaking country in Latin America. Each student chooses one of these countries and creates a book that talks about the different concepts we study in relation to their country. By the end of the school year, students in 4th grade will be able to:
• Describe themselves and others using “soy,” “eres,” and “es.”
• Describe the geography of their country using “es.”
• Say the hour and minutes in Spanish.
• Explain the cultural significance and create cultural products of El Día de los Muertos.
• State what they find in a city using, “Hay un…”
• Draw the flag of a Spanish-speaking Latin American country.
• State what they are wearing using, “Estoy llevando…”
• State where they are going in a city using “Voy a …”
• State what is found in the classroom using “Hay…”
• Describe what they see in the classroom using “Es…” and “Son…”
• Express pain in a body part using “Me duele(n)…”
• Ask each other what hurts using “¿Te duele(n)…?”
• State what they like to do using “Me gusta…” + infinitive.
• Ask what another person likes to do using “¿Te gusta…?” + infinitive,
• State what they like, using “Me gusta” and “Me gustan.”
• Write a paragraph in which they describe themselves (soy) and their likes and dislikes (me gusta(n)).
• Create a poster about themselves that complements the paragraph.
• State what foods they do and do not like using “Me gusta(n)…” and “No me gusta(n)…”
• Retell the story of Our Lady of Guadalupe.
Grade 5
The 5th grade focuses primarily on Mexico during the first semester and Spain during the second semester. Again, students alternate between studying the language and culture, applying the language as they learn about the culture. By the end of the school year, students will be able to:
• Pronounce words in Spanish with both traditional Mexican and Castillian pronunciation, specifically the letters a,e,i,o,u,g,h,j,ll,t,v,rr,ñ.
• Describe self and others using “soy,” “eres,” and “es.”
• Describe family members using “es” and “son” as well as possessive adjectives “mi” and “mis.”
• Describe past and present family members using “era.”
• Describe likes and dislikes using “me,” “te” and “le gusta(n).”
• Describe likes and dislikes in the past using “le gustaba(n).”
• State what they are wearing using “Estoy llevando…”
• Describe what they are wearing using “Es…”
• State where they are going to go in a city using “Voy a…”
• Write what they are going to do using “Voy a …” and “Vamos a…”
• Explain the cultural significance of El Día de los Muertos.
o Compare and contrast el Día de los Muertos and a typical American funeral.
o Write two paragraphs in Spanish honoring a deceased family member (era/le gustaba)
o Write two paragraphs in English describing the life of that person.
o Create images to decorate an altar.
o Create a class altar by making paper flowers, skeletons and stories.
• Explain the significance of Santiago de Compostela.
o Create a map of a pilgrimage to Santiago de Compostela.
o Keep a diary of a pilgrimage that states how they feel, what they are going to do, and where they are going to go on that day.
• Read Lazarillo de Tormes in English.
o Describe the the conditions in Spain from 1492-1550, the Spanish Inquisition, and a pícaro.
o Relate chapters 1-3 and 6-7 of the story to life in Spain at that time.
o Describe Lazarillo and his masters in Spanish using “es,” “está” and “tiene.”
o Create their own “Chapter 4” to the story, describing characters in Spanish.
• Explain what occurs in Spain during La Semana Santa (Holy Week.)
• Describe the different regions of Spain and how their language differences affect life in Spain.
Grade 6
In 6th grade, students begin a 3 year Spanish I course. Each unit ties into a cultural focus with one Spanish-speaking region of the world. We extend and refine our learning at the end of each unit by writing letters utilizing our newly learned skills to Spanish speakers. By the end of the school year, students in 6th grade will be able to:
• Ask someone’s name and give their name.
• Ask and say who someone is.
• Ask how someone is and say how they are.
• Introduce people and say where they are from.
• Conjugate and use the verb “ser” in the present tense in sentences.
• Use the subject pronouns.
• Ask for and give phone numbers.
• State the time, the date, the day and the season.
• Write Spanish punctuation marks and written accents.
• Ask what someone is like.
• Describe someone.
• Ask about someone’s age and birthday.
• Tell someone their age and birthday.
• Use “ser” with adjectives.
• Use gender and adjective agreement.
• Form questions.
• Talk about what they and others like.
• Describe things.
• Use singular and plural forms of nouns.
• Use definite articles.
• Use the verb “gustar.”
• Talk about what they and others like to do.
• Ask what a friend wants to do and answer.
• Use the verb “gustar” with infinitives.
• Place pronouns after prepositions.
• Use the verb “querer” with infinitives.
• Talk about everyday activities.
• Ask how often someone does something and answer.
• Form and use regular –AR, -ER and –IR verbs in the present tense.
• Use the present tense of “jugar” and “ir.”
• Talk about the weather.
• Say what they have and what they need.
• Name school supplies and school subjects.
• Use indefinite articles and “¿Cuánto?” “mucho” and “poco.”
• Form “tener” and some of its expressions.
• Use “venir” and “a” + time.
• Talk about plans and give invitations.
• Name school events and places.
• Use “ir + a” + infinitive.
• Use the tag questions “¿No?” and “¿Verdad?”
• Explain common customs, cultural products and attractions in Spain, Puerto Rico, Texas and Costa Rica.
Grade 7
The 7th grade students this year are continuing the Spanish I course they began last year. By the end of this year, 7th grade students will be able to:
• Discuss their lives at school, including school supplies, making plans, and -ER/-IR verbs in the present tense.
• Describe their families and their lives at home using stem-changing verbs, the verb estar, locational prepositions, and negation.
• Request food and discuss likes and dislikes, using food vocabulary as well as the verbs pedir, estar, and gustar.
• Choose between ser and estar, pedir and servir, and preferir, poder and probar both orally and in writing in order to discuss states of food and food preferences.
• Discuss, both orally and in writing, offering help and giving instructions to prepare meals in the home including when, where and with whom breakfast and dinner are eaten.
- Use direct object pronouns and affirmative informal commands in order to make and carry out commands, both orally and in writing, meals and helping around the house.
• Compare and contrast traditional dishes from several Spanish-speaking communities.
• Describe, both orally and in writing, how they take care of themselves and what others should do to take care of themselves using reflexive verbs, affirmative and negative informal commands.
Explain common customs, cultural products and attractions in Costa Rica, Chile, México and Argentina.
Grade 8
The 8th grade students are currently studying the second half of a Spanish I course. This curriculum will change next year as the current 7th grade students will have learned some of these concepts this year. By the end of this year, 8th grade students will be able to:
• Request food and discuss likes and dislikes, using food vocabulary as well as the verbs pedir, estar, and gustar.
• Choose between ser and estar, pedir and servir, and preferir, poder and probar both orally and in writing in order to discuss states of food and food preferences.
• Discuss, both orally and in writing, offering help and giving instructions to prepare meals in the home including when, where and with whom breakfast and dinner are eaten.
• Use direct object pronouns and affirmative informal commands in order to make and carry out commands, both orally and in writing, meals and helping around the house.
• Compare and contrast traditional dishes from several Spanish-speaking communities.
• Describe, both orally and in writing, how they take care of themselves and what others should do to take care of themselves using reflexive verbs, affirmative and negative informal commands.
• Describe, both orally and in writing, a shopping trip using “quedar,” the preterite of –AR verbs and “ir,” demonstrative adjectives and comparisons.
• Plan and prepare for a party using “pensar” + infinitive, “conocer + a” and the present progressive.
Explain common customs, cultural products and attractions in México, Argentina, Florida and La República Dominicana.
Spanish
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