REALITY SPANISH™ FOR TEACHERS I

COURSE DESCRIPTION
Through our highly participatory (and fun) TPRS* activities, and use of our interactive CD-Rom, participants will learn how to make heart-to-heart connections with their Spanish-speaking students and families. They will acquire Spanish phrases, commands and vocabulary which are immediately useful in classroom situations and specific teacher-student interactions. Emphasis is on usable vocabulary rather than grammar, with speaking skills being the main focus. Teachers will be encouraged to use these language elements with their English speaking students to foster cross-cultural understanding and respect within an inclusive classroom culture.

GOALS
- to connect classroom teachers and staff with their Spanish-speaking students and parents;
- to help educators draw from the talents Spanish speakers bring to the school community.

OBJECTIVES
Upon completion of this course, participants will be able to:
- greet, welcome, and make initial connection with students and their families;
- give basic commands to students typical to school building scenarios;
- give and understand directives of location, time and behavior;
- ask questions specific to student health and well being;
- understand more deeply cultural perspectives valued by Hispanic Americans concerning educational issues.

*TPRS – Total Physical Response Storytelling: An active instruction methodology engaging the learner through the auditory, visual, tactile, kinesthetic, spatial and oral senses. The experience is physically engaging for immediate reproduction of "bites" of language and deep retention for reproduction of language in the field.

REALITY SPANISH™ FOR TEACHERS LEVEL 1

Focus
Teacher/staff communication with Spanish speaking students related to elementary school issues

Key Topics
courtesy, personal information, numbers, alphabet, dates, times, locations, body parts/injuries, foods

6 MODULE COURSE CONTENT

1) COURTESY/GREETINGS
a) Vocabulary – greetings, courtesy, classroom vocabulary
b) Story – María entra en la escuela
c) Commands – sit down, don’t run, look, listen, come here, etc.
d) Culture – formality, immigration issues
e) Grammar – Alphabet/spelling, estar, masc/fem articles

2) NAMES, INTRODUCTIONS, ADJECTIVES
a) Vocabulary – common Hispanic names, introductions
b) Story – La maestra grita a Marcos
c) Commands – show me, give to him/her, don’t hit, go away, etc.
d) Culture – Saints’ Days, Celebrations
e) Grammar - Ser, Cognates, Adjectives

3) WHERE? (LOCATIONS, FAMILY)
a) Vocabulary – classroom locations, left, right, under, next to, etc
b) Story - Marcos y Josefina reciben sus libros
c) Commands –turn to the..., walk quickly, pick up, come back, look at, etc.
d) Culture – Attitudes:family, education, migrants
e) Grammar – Possession, de/a + article, Tener

4) WHEN? (DATES, TIME)
a) Vocabulary – telling time, calendar, dates, before/after, numbers
b) Story – El calendario de Marcos
c) Commands – put, point to..., don’t throw, have/here, etc.
d) Culture – Regional variations, passtimes
e) Grammar - Números, time, dates, calendario

5) WHAT HURTS? (HEADACHES, BODY PARTS)
a) Vocabulary – body parts, school personnel, ailments
b) Story – Las amigas no se sienten bien
c) Commands – Simon says, open, close, don’t cry
d) Culture – Bilingual Education
e) Grammar – Reflexive actions, pegarse, sentarse

6) FOODS SNACKS
a) Vocabulary – Foods, meals, adjectives
b) Story – La merienda en la clase
c) Commands – eat, cut, drink, careful, etc.
d) Culture – ethnicity and cultural cuisine
e) Grammar – Stem-change verbs: querer; ir + future

REALITY SPANISH™ FOR TEACHERS II

COURSE DESCRIPTION
This is a continuation of Reality Spanish™ for Teachers I. We continue to teach through our highly participatory (and fun) TPRS* activities, and use our interactive CD-Rom. Students will acquire Spanish phrases, commands and vocabulary which are relevant to middle and high school situations and build to parent-teacher conferences. Emphasis is on usable vocabulary rather than grammar, with speaking skills being the main focus. Teachers will be encouraged to use these language elements with their English speaking students and parents to foster cross-cultural understanding and respect within an inclusive classroom culture.

GOALS
- to expand connection between classroom teachers and staff with their Spanish-speaking students and        parents;
- to help teachers become personally engaged in parent-teacher interactions.

OBJECTIVES
Upon completion of this course, participants will be able to:
- greet Spanish-speaking parents and help with student registration for classes;
- give basic commands, praise and specific discipline to students;
- communicate about sports, field trips and conferences with students and parents;
- ask and answer questions specific to student behavior at home and school;
- understand more deeply cultural perspectives valued by Hispanic Americans concerning educational issues.

*TPRS – Total Physical Response Storytelling: An active instruction methodology engaging the learner through the auditory, visual, tactile, kinesthetic, spatial and oral senses. The experience is physically engaging for immediate reproduction of bites of language and deep retention for reproduction of language in the field.

REALITY SPANISH™ FOR TEACHERS LEVEL 2

Focus
Teacher/staff communication with Spanish-speaking students & parents related to middle/high school issues

Key Topics
formal courtesy, sports & music, field trips, discipline, social issues, parent/teacher conferences

6 MODULE COURSE CONTENT

1) CLASS REGISTRATION
a) Vocabulary – formal greetings, courtesy, classes, registration
b) Story – Beatriz - la estudiante nueva
c) Commands –bring, sign here, take, give us, wait, etc.
d) Culture – Latino music and pop culture
e) Grammar – future actions, wants, needs, formal commands

2) SPORTS AND ACTIVITIES
a) Vocabulary – common athletic terms
b) Story – El Estudiante de Intercambio
c) Commands – hit, run, listen, go, stop him/her, change, etc.
d) Culture – Latino sports stars and cultural perspectives on sports
e) Grammar – Direct Object Pronouns, gustar (to like)

3) DISCIPLINE AND POSITIVE BEHAVIORS
a) Vocabulary – behavior, consequences, goals, choices, etc
b) Story - Unas situaciones de ayer
c) Commands –don’t grab/lie/push/hit/bring, etc.
d) Culture – La Raza and la Causa – representing the Hispanic experience
e) Grammar – regular past tense and tener in preterite

4) FIELD TRIPS, TOWN LOCATIONS
a) Vocabulary – permission, fees, entrance, times and locations
b) Story – Una Excursión de Estudios
c) Commands – remain, stay, come, listen, don’t throw trash, etc
d) Culture – traffic safety, transportation
e) Grammar – irregular preterite verbs

5) TEEN SOCIAL ISSUES
a) Vocabulary – drugs, health, behavior issues
b) Story – Los miedos de Patricia
c) Commands – turn around, don’t do that, empty your pockets, tell them, etc
d) Culture – teen social issues, Hispanic perspectives
e) Grammar – to lack/like/annoy/intrigue, Ser v. Estar, etc.

6) PARENT-TEACHER CONFERENCES
a) Vocabulary – student descriptors, behaviors, conference phrases
b) Story – La decisión de Anita
c) Commands – help, listen, advise, encourage, don’t worry, etc.
d) Culture – Culture Shock, regional views
e) Grammar – Por v. Para, general review

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