Spanish Grammar K-2 By: Yazmin Martin

Overview August PD recap Spanish Language Standards (Across K-2) https://commoncore-espanol.sdcoe.net/CCSS-en-Espanol/SLA-Literacy Conventions of Standard Spanish Knowledge of Language Vocabulary Acquisition

August PD Recap

August PD Recap Its back in the district resources. Method to teach learners to scroll down. Print will be too small. Changes to reflect ELA Phonological Assessment Previously had level 2 questions

August PD Recap Work in progress to make Lexia be in Spanish Documents are in the district resource folder Team Drive > District Resources > CL 2 Resources

August PD Recap Reading A-Z Document Next Slide

Fables, Folktales, and Fairytales Reading A-Z Fables, Folktales, and Fairytales RL.2.2 and RL.2.9 Resources > Books > Genre Collections 25 books available

Spanish Songs and rhymes Reading A-Z Spanish Songs and rhymes Listen eBooks Resources > World Languages (spanish) 20 books available

August PD Recap Reading A-Z Content Level Collaboration and exchanging Site has guided reading books

Spanish Grammar How to Read the Standards Conventions of Standard Spanish Knowledge of Language Vocabulary Acquisition

How to Read the Standards Linguistic augmentations have been marked in blue font.

How to Read the Standards Linguistic Adaptation and Augmentation The purpose of the linguistic augmentation is to address points of learning, skills and concepts that are specific to Spanish language and literacy, as well as transferable language learnings between English and Spanish as provided in educational settings where students are instructed in both languages. The linguistic augmentation is based on the conventions for oral and written Spanish from the Real Academia de la Lengua Española (RAE) promulgated in 2010. The intent is to promote the same expectations and level of rigor for Spanish usage as educators expect for English usage through quality curriculum and instruction. The linguistic augmentation also provides a structure and specific detail for the development of instructional materials that address the specific features of Spanish in support of students’ academic language learning on par with English in dual language programs. Jill Kerper Mora, San Diego State University

How to Read the Standards Underlying Principles of Linguistic Augmentation Honor and preserve the integrity of Spanish as a spoken and written language with its own norms. Apply the new rules and terminology from the Real Academia de la Lengua Española 2010. Recognize the commonalities and differences between language arts instruction in Spanish and in English.

How to Read the Standards Literacy Universal Examples Concept, principle or skills applies and functions the same in both English and Spanish and it is fully transferable.

How to Read the Standards Equivalent Example Concept, principle or skills applies and functions the same, examples provided for each language Example highlighted in blue.

How to Read the Standards Spanish Language-Specific Example The concept is specific to the language.

Conventions of Standard Spanish Activity Find Literacy Universal Examples: Concept, principle or skills applies and functions the same in both English and Spanish and it is fully transferable. What can you do in your instruction to teach these standards?

Conventions of Standard Spanish Activity Find Equivalent Examples: Concept, principle or skills applies and functions the same, examples provided for each language What can you do in your instruction to teach these standards?

Conventions of Standard Spanish Activity Find Spanish Language-Specific Examples: The concept is specific to the language. What can you do in your instruction to teach these standards?

Conventions of Standard Spanish Activity Using your resources look at Conventions of Standard Spanish/Normas y conversaciones en espanol standard 1. In column 1 write what the learners in your grade level need to learn how to do. In the other column give an example. In the other column give an example. Also write if it's a Universal (U), Equivalent (E), or Language Specific (LS) example. In column 2 write an example. In column 3 write the resources that are available and how/when are you going to teach that concept. Content Level K What the learner needs to be able to do: Example: Resources/Teach: (U) Upper and lower case letters T t