Malden Public Schools Foreign Languages Department
Grades 3-4 Spanish Curriculum
"My World in Spanish"
Theme
Greetings
Courtesy
Expressions
Names
Classroom
Objects
Numbers 1-20
Student Outcomes
Core Structure, Activities, Assessments
Communication:
Core Vocabulary:
 Demonstrate a comprehension of greetings, courtesy
 Greetings, Names, Courtesy Expressions
expressions, and names needed for daily-life
Activities:
situations
 How do I Feel Today Masks
 Give an appropriate verbal response to questions

Famous Pairs Game
about names
 Taped Conversation Activities; the Name
song
Making Connections: (Health, Social Studies)
 Buenos dias a tí" song
 Compare and contrast expressions of greeting used
 Saludos rhyme
by Spanish-speaking people to those used in own
daily life
Assessment:
 Individual Assessment of greetings and
asking/answering names

Answers to Taped Conversation Activity
Communication:
 Identify classroom objects
 Use numbers from 1 to 10
 Make brief statements using learned vocabulary,
questions, and expressions needed for daily
situations with classroom objects and numbers
Core Vocabulary:
 Classroom Objects,
 Numbers 1-20
 Simple TPR commands
Activities:
 AEIOU Rhyme

Uno, dos, tres rhyme

Lucky Telephone Number Game
Making Connections: (Math, Social Studies,ELA)
 Student will describe one of the typical beverages of
 TPR with classroom objects
Latin America and how it is prepared
Assessment:
 Students will compare and contrast the school day in
 Individual Assessment on classroom objects
Spanish-speaking countries and U.S.
- oral
 Math

Taped Conversations Activities Handout
1
Theme
Student Outcomes
Core Structure, Activities, Assessments
Communication: Reinforcement and Review
Core Vocabulary:
 Reinforce greetings, self-identification, and numbers.
 Classroom commands
 Reinforce classroom vocabulary with more TPR
commands.
Activities:
 Make brief statements using learned vocabulary,
 AEIOU Poster;
questions, and expressions needed for daily
 Happy/Sad Worksheet
situations using classroom vocabulary, feelings and

Making puppets for conversation in pairs;
The Classroom
numbers
TPR commands
 Concentration with Classroom Objects

Taped Conversations and responses
Making Connections: (Social Studies)
 The student will compare grading system in some
Spanish-speaking countries to that of own school
Assessment:
 Paired conversations with puppets
 Worksheet for taped conversations
Communication: Days of Week, Colors
 Name the days of the week
 Identify the primary colors
 Make brief statements using learned vocabulary,
questions, and expressions needed for daily
situations using new vocabulary learned.
Days of the
week
Making Connections: (Social Studies)
 Students will identify the colors and the flags of
some Spanish-speaking countries.
Primary colors
Core Vocabulary:
 Days of the week
 Colors (primary)
Activities:
 Making a calendar with days of the week;

Game identifying classroom objects with
colors;
 Taped conversations;
 Diez niñitos song
Assessment:
 Student calendar;
 Individual responses to include days of the
week; colors

Answers to taped conversations
Numbers 11-20 Communication:
 Introduce the numbers 11-20
 Review the vocabulary for colors, objects, and days
Core Vocabulary:
 Numbers 11-20
2
Theme
Student Outcomes

of the week
Continue practice of the greetings
Core Structure, Activities, Assessments
Activities:
 Calendar with numbers 11-20
 Judge/witness card game with questions;
 Object cards vocabulary Number match
game

Math problems number practice
Assessment:
 Individual responses to numbers 1-20
 Tape activity responses;

Paper strips (colors) assessment
Communication:
 Demonstrate comprehension of words for parts of
the body
 Respond to simple commands and questions
 Make brief statements using learned vocabulary,
questions, and expressions needed for daily
situations
 Relate body parts to the five senses
Parts of the
Body
The Five Senses
Making Connections: (Health, Science)
 Students will relate the use of the senses to the
concept of safety
Activities:
 Flash cards for body

Musical cards game

Hokey-pokey
 Halloween monster activity

Match body sense activity

Book on five senses

Esqueleto activity
Assessment:
 Individual responses to TPR commands
using body parts
 Assessment of the various student products
from activities
 Taped conversation worksheet activity
Safety
Animals and
Pets
Core Vocabulary:
 Parts of the Body
 The Five Senses
Communication:
 Demonstrate comprehension of the names of
domestic animals by responding to simple
Core Vocabulary:
 Names of animals and pets
3
Theme
Student Outcomes

commands and questions
Make brief statements using learned vocabulary,
questions, and expressions needed for daily-life
situations
Making Connections: (Science)
 Students will identify domestic animals (pets) in
some Spanish-speaking countries
Core Structure, Activities, Assessments
Activities:
 Animal Flash Cards
 Farmer in the Dell

Musical Animals
 TPR commands with colors

Scavenger hunt

Guessing game

Clay activity

Charades

Story (La granja de don Manuel)
Assessment:
 Individual responses to animal names
 Student products from activities responses to
taped animal sounds (worksheet)
 Matching worksheet
Communication:
 Demonstrate comprehension of tener (to have)
expressions by responding to simple commands and
questions
The verb'tener"
to have
"Los tres
cerditos"
(Three Little
Pigs)

Make brief statements using learned vocabulary,
questions, and expressions needed for daily-life
situations
Numbers 21-30 Communication:
Core Vocabulary:
 Verb to have "tener"
 Tener expressions (thirsty, hungry, hot, cold)
 Vocabulary of Los tres cerditos
Activities:
 Tener expressions on flash cards;
 Making student books;
 Los tres cerditos story and presentation
Assessment:
 Presentation of story by students
 Individual responses and group presentation
of Los tres cerditos
Core Vocabulary:
 Numbers 21-30
4
Theme
Student Outcomes


Demonstrate comprehension of vocabulary for the
numbers 21-30 by responding to simple commands
and questions
Make brief statements using learned vocabulary,
questions, and expressions needed for daily-life
situations
Making Connections: (Math)
Communication:


The Family
Forms of
address
Demonstrate comprehension of words for family
members by responding to simple commands and
questions
Make brief statements using learned vocabulary,
questions, and expressions needed for daily-life
situations
Making Connections:

Student will comprehend and use different forms of
address and titles of respect with family members
and elders
Core Structure, Activities, Assessments
Activities:
 Number lines;
 oral / matching activity with numbers;
completion of calendars;

¿Cuántos hay? Worksheet;

Bingo de números;

Relation of numbers to math
Assessment:
 Individual responses to flash cards
 Matching numbers assessment
 Responses to TPR commands;
Core Vocabulary:
 Family members
 Tú vs. Ud.
 Sr., sra., srta.
Activities:
 Family Flash Cards

Recognition game
 "Family Tree" (fictional – e.g., Simpsons,
Disney characters)

Family photos
 TPR commands; Tú and Usted practice game
 tape conversations
 "Para cantar al hermanito" rhyme
Assessment:
 Individual responses to TPR commands
using photo of a family (e.g., muéstrame el
padre, etc.)
The Weather
Communication
 Demonstrate comprehension of statements about
weather by responding to simple commands and
Core Vocabulary:
 Weather Expressions
5
Theme
Student Outcomes
Core Structure, Activities, Assessments
questions
Activities:
Make brief statements using learned vocabulary and
 Weather Flash Cards
expressions needed for daily-life situations
 Reverse charades
 Weather Forecasting Activity

Story "The Corn Grows Ripe" dramatization
Making Connections: (Social Studies, Science, Math)
 Students will demonstrate understanding of the
of story
concept / differences of seasons of North America

Un día de lluvia - rhyme
and South America
Assessment:
 Responses to TPR commands for weather
using flash cards

Individual responses to activities such as
weather forecasting, etc.

Review
Review
Personalized
Books Activity

Demonstrate comprehension of learned vocabulary
by responding to simple commands, questions, and
visual cues.

Make brief statements needed for daily-life
situations.
Making Connections: (ELA)
 Literacy: Contribute to a language experience
writing activity.
Activity:
 Personalized Books review and
reinforcement of all vocabulary addressed
thus far (classroom, colors, days of the week,
numbers 1-30, body, animals, tener
expressions, family, weather expressions
Assessment:
 Student's own personalized book

Responses to tape conversations / questions
(handout/worksheet)
Communication:
Core Vocabulary:
 Demonstrate comprehension of weather expressions
 More weather expressions
and the months of January through June by
 Months Jan.-June
More Weather
responding to simple commands and questions.
The Months
Activities:
 Make brief statements using learned vocabulary,
 Weather Calendar (Jan.-June)
(Jan.-June)
questions, and expressions needed for daily-life
 Bingo
situations
 Pictionary
6
Theme
Student Outcomes
Core Structure, Activities, Assessments

Making Connections: (Math, Science)
 Students will identify and compare the weather using
reports from Spanish-speaking countries


Buscaletras
Relating to math, science, social science
curriculum;
Holidays occurring in those months
Assessment:
 Response to listening comprehension tape
activity on weather and months

Written / drawn responses to weather
expressions
Communication:
 Demonstrate comprehension of clothing vocabulary
by responding to simple commands and questions
 Make brief statements using learned vocabulary,
questions, and expressions needed for daily-life
situations
Clothing
Making Connections: (Social Studies)
 Students will identify some traditional clothing of
Mexico and other Latin American Countries
Core Vocabulary:
 Clothing
Activities:
 Clothing Flash cards
 El espantapájaros
 ¿Qué llevas puesto? – game
 Charades with clothing
 ¿De qué color es? – with clothing
Assessment:
 Individual writing and drawing of clothing teacher-prompted
Communication:
 Demonstrate comprehension of new clothing
vocabulary and the numbers 31-40 by responding to
Numbers 31-40
simple commands and questions
Clothing
 Make brief statements using learned vocabulary,
questions, and expressions needed for daily-life
La Familia
situations
Pérez (Story)
Making Connections: (ELA, Social Studies, Math)
Core Vocabulary:
 Numbers 31-40
 More clothing
Activities:
 Flash cards for vocabulary and numbers

La familia Pérez story and cards

¿Qué llevas puesto? Game

Add or subtract game;
 Students make own flashcards
7
Theme
Student Outcomes
Core Structure, Activities, Assessments
Assessment:
 Taped listening activities and conversations
activity worksheet
 Individual responses to clothing and number
flashcards
Holidays
Our School
Communication:
 Demonstrate comprehension of the months of the
year and names of holidays by responding to simple
commands and questions
 Make brief statements using learned vocabulary,
questions, and expressions needed for daily-life
situations
Core Vocabulary:
 Months July – December
 Holidays in Spanish
Communication:
 Demonstrate comprehension of the names of the
school rooms by responding to simple commands
and questions
 Make brief statements using learned vocabulary,
questions, and expressions needed for daily-life
situations
Core Vocabulary:
 School rooms
Activities:
 Flash card game with months of the year
 Treinta días tiene septiembre rhyme
 "Estoy pensando" Game
 Holidays comparison;
Making Connections: (Social Studies)
 Cinco de mayo lesson;
 Identify two major Mexican holidays
 17 de septiembre holiday in Mexico
 Compare and contrast several major holidays of U.S.
and Mexico
 Students will comprehend information about piñatas
Assessment:
 Holiday / celebration cards
and their use in Mexican celebrations
 Individual responses to TPR commands and
flash cards
 Recounting of the major Mexican holidays
discussed
Activities:
 Flash cards with vocabulary
 ¿Dónde está Waldo activity
 ¿Me das permiso de…? Activity
 ¿Qué está mal? Game
Assessment:
8
Theme
Student Outcomes
Core Structure, Activities, Assessments


Individual responses to tape conversation
and matching activities
Responses to TPR commands with names of
school rooms
Communication:
Core Vocabulary:
 To demonstrate comprehension of vocabulary for
 Numbers 41-50
the numbers 41 through 50 by responding to simple
commands and questions
Activities:
 Make brief statements using learned vocabulary,
 Number flashcards for 41- 50
questions, and expressions needed for daily-life
 Number recognition game
Numbers 41-50
situations
 Math games (depending on level)
 Multiplication games (depending on level)
 "Cinco" game
Making Connections: (Mathematics)
Assessment:
 Individual responses identifying numbers
 Responses to tape listening exercise
People in Our
School
Communication:
Core Vocabulary:
 Demonstrate comprehension of vocabulary related to
 School personnel
school personnel by responding to simple commands
and questions
Activities:
 Flash cards with school personnel pictures /
 Make brief statements using learned vocabulary,
words
questions, and expressions needed for daily-life
 "Firma aquí" handout/worksheet
situations
 Concentration game with vocabulary
Making Connections (Social Studies)
Assessment:
 Compare and contrast school personnel in American
 Individual responses to listening tape
and a school in Latin America)
 TPR commands with flashcards / people
 Completion of written work
Emotions
Vowels A , E
Communication:
 Demonstrate comprehension of expressions of
emotion by responding to simple questions
Core Vocabulary:
 Emotions
9
Theme
Student Outcomes
Core Structure, Activities, Assessments
Make brief statements using learned vocabulary,
Activities:
questions, and expressions needed for daily-life
 Flashcards with emotions;
situations
 Charades;
 Listen to sounds of the vowels a and e and to aurally
 Paso grande
discriminate their sounds in spoken words
 Tic Tac Toe
 Trabajalenguas;
 Shuffle board game
Making Connections: (Health)

Pronunciation exercises; talking about
feelings
 Corre, corre, corre rhyme

Assessment:
 Using flashcards to assess students'
comprehension – individual responses to
names of emotions
 Responses to tape listening exercises
Communication:
Core Vocabulary:
 Demonstrate comprehension of vocabulary related to
 Telephone expressions
the telephone by responding to simple questions
 Make brief statements using learned vocabulary,
Activities:
questions, and expressions needed for daily-life
 Flashcards with names of countries
situations
 Map activities
Talking on the
 Listen to sounds of the vowels i and o and to aurally
 Telephone conversations
Telephone
discriminate their sounds in spoken words
 Geography game; ¿Dónde está Waldo?
Game
Vowels I, O
 Jeopardy game
Making Connections: (Social Studies)
Spanish To identify on a map and pronounce correctly the

States with Spanish names activity
speaking
names of the Spanish-speaking countries in North
 ¿Rojo o gris?
countries
America, Central America, and South America
 Trabajalenguas with "o"
 Refranes con I y o
 To answer questions related to specific geographical
characteristics of areas in the Western Hemisphere
Assessment:
 Individual responses to activities, handouts
and tape conversations
10
Theme
Student Outcomes
Core Structure, Activities, Assessments

Directions
Vowel "U"
Telephone conversation with partner
Communication:
Core Vocabulary:
 Demonstrate comprehension of vocabulary related to
 Directions
traffic safety by responding to simple commands and
 Commands for safety
questions
 Make brief statements using learned vocabulary,
Activities:
questions, and expressions needed for daily-life
 Flashcards with new vocabulary (directions,
situations
etc.)
 Listen to the sound of the vowel u and to aurally
 Cruzo la calle game
discriminate its sound in spoken words
 Azul o rojo game
 Dichos con o y u
Making Connections: (Health (Safety), ELA)
Assessment:
 Individual responses to activities;
 Handouts, worksheets, tape conversation
Communication:
Core Vocabulary:
 Demonstrate comprehension of the names of modes
 Modes of transportation
of transportation
 Respond to commands and questions
Activities:
 Make brief statements using learned vocabulary,
 Flashcards of modes of activities
questions, and expressions needed for daily life

Coloring activity (handout)
situations

Adivínate game
Transportation

Card game (¿Tienes un coche?)
Assessment:
 Individual responses to modes of
transportation
 Using whiteboards have students draw the
vehicle expressed
Communication:
 Demonstrate comprehension of names of places by
responding to simple commands and questions
Places
Core Vocabulary:
 Names of places in a city
Activities:
11
Theme
Student Outcomes

Make brief statements using learned vocabulary,
questions, and expressions needed for daily-life
situations
Core Structure, Activities, Assessments




Introduction of vocabulary with flashcards
tape conversation
¿Dónde está Waldo?
El día libre activity sheet;
Making Connections: (Social Studies)
 Students will compare grocery shopping in Spanish- Assessment:
speaking countries and U.S.
 Using flashcards assess students'
comprehension of vocabulary – individual
responses
 Completion of handouts / worksheets
Communication:
 Demonstrate comprehension of names of activities
(sports)
Activities /
Sports
Pastimes

Respond to simple commands and questions

Make brief statements using learned vocabulary,
questions, and expressions needed for daily-life
situations
Core Vocabulary:
 Names of activities and sports
Activities:
 Introduction of vocabulary with flashcards
of activities;
 ¿Qué vas a hacer tu?

Handouts / game; tape conversations;

Charting summer activities;
Making Connections: (Fine Arts: Art, Music)
 Describe a folkloric dances of Mexico
 Name three popular sports of Latin America and
Spain
Assessment:
 Individual responses using the flashcards of
activities
 Responses to tape conversation
 Activities Chart
Communication:
 Demonstrate comprehension of names of activities
by responding to simple commands and questions
 Make brief statements using learned vocabulary,
questions, and expressions needed for daily-life
situations
Core Vocabulary:
 Names of some pastimes
Making Connections: (Social Studie)
Activities:
 Index / flashcards for new vocabulary;
 "Me gusta" song;

feature tape conversation with pantomime of
the paths of the animals
12
Theme
Student Outcomes

Learning about activities of children in other
countries
Students will be able to recite the following rhymes:
Core Structure, Activities, Assessments
Assessment:
 Individual student comprehension of new
vocabulary through listening / recognition
activity
 Answers to handout on feature tape
conversation
Additional:
Rhymes

Rhymes






Songs
"Saludos"
"Uno, dos, tres, ….
"Cruzo con verde"
"Corre, corre, corre"
"Sana, sana"
"Para cantar al hermanito"
"Un día de lluvia"
Students will be able to sing the following songs:
 ”Buenos días a tí"
 "Fray Felipe"
 "Dos y dos son cuatro"
 "Diez niñitos"
 "Lunes, Martes"
 "Uno de enero"
 "The clothing song"
Additional:
13
Theme
Student Outcomes
Core Structure, Activities, Assessments
14