These activities help students learn the basics of Spanish phonics with scaffolded activities that focus on a variety of letter sounds in Spanish. Often taken for granted, instruction in phonics is a great way to jumpstart the listening and pronunciation skills of beginning learners. Each activity targets a different set of letter sounds, beginning with sounds that are easy for native English speakers and progressing to sounds that are more difficult to identify or easy to confuse. Students will listen to the pronunciation of 12 words within each of the 7 activities and are asked to insert the correct letters that are representative of those sounds. Included with each word is also a picture definition so that students can begin to acquire some basic vocabulary. When the activities are complete, they may be added to a notebook or binder as a picture dictionary for students to keep. This Product Includes: -Consonant Sounds Activity 1 (D, F, K, M P, T) -Consonant Sounds Activity 2 (C, H, CH, L, LL) -Consonant Sounds Activity 3 (R, RR, N, Ñ) -Consonant Sounds Activity 4 (G, J, S, Z, B, V) -Vowel Sounds Activity 1 (A, O, U) -Vowel Sounds Activity 2 (E, I) -Vowel Sounds Activity 3 (Diphthongs) -Answer Keys For All Activities

This inductive grammar lesson leads students to discover the rules behind the correct usage of definite and indefinite articles in Spanish. Students will follow a 4 step inductive process to make learning grammar more meaningful. Step 1: Students will see examples of correct usage and create rules based on what they observe. Step 2: Students will test those rules against additional examples of correct language usage. Step 3: Students will make adjustments and additions to their rules based on more observations. Step 4: Students will apply the rules while producing their own language. These scaffolded activities promote higher order thinking skills and represent the method of grammar instruction that is recommended by national organizations like ACTFL.

These activities go along with the song "Me Gustas Tú" by Manu Chao which is readily available on YouTube and iTunes. In the first activity, students listen to the song and complete the missing lyrics. In the second activity, they are asked to locate certain lines of the song and copy them. In the third activity they will manipulate those lyrics. The manipulation of the lyrics requires them to use a variety of "backwards" verbs like gustar. The final activity is an extension activity where students write a verse for a make-believe song called "Me Disgustas Tú" using the same lyrical pattern and rhyme scheme of this song. The lesson also includes several higher-order thinking questions for discussion. Students will practice listening, reading, and writing in this lesson. This Product Includes: 1. Questions for Discussion 2. Clozeline Activity 4. Lyric Identification Activity 5. Lyric Manipulation Activity 6. Extension Activity 7. Answer keys for all objective exercises

These listening, reading, writing, and speaking activities accompany the cortometraje "El Vendedor de Humo". Similar to MovieTalk, these lessons focus not only on speaking, but on all communicative skills. (link included). Students are introduced to 8 key vocabulary words that will help them to talk about the story in Spanish. Prior to watching the animated short, they will consider a couple of questions which can then be discussed with a partner, as a whole class, or reflected on with a written response. After watching the cortometraje, students will engage in listening activities where they must match scenes of the short with description in Spanish, reading activities where they must apply new vocabulary, writing activities where they must describe scenes, and speaking activities where they must retell the events of the story. These are great anytime activities with a lot of comprehensible input that seek to develop all modes of communication. This resource includes: -Link to the Cortometraje -Key Vocabulary -Discussion Activity -Listening Activity -Listening Script for Teacher -Reading Activity -Writing Activity -Speaking Activity -Answer Keys for all Objective Activities

This inductive grammar lesson leads students to discover the rules behind adjective agreement in Spanish. Students will follow a 4 step inductive process to make learning grammar more meaningful. Step 1: Students will see examples of correct usage and create rules based on what they observe. Step 2: Students will test those rules against additional examples of correct language usage. Step 3: Students will make adjustments and additions to their rules based on more observations. Step 4: Students will apply the rules while producing their own language. These scaffolded activities promote higher order thinking skills and represent the method of grammar instruction that is recommended by national organizations like ACTFL.

This inductive grammar lesson leads students to discover the rules behind using verbs like gustar to express likes and dislikes in Spanish. Students will follow a 4 step inductive process to make learning grammar more meaningful. Step 1: Students will see examples of correct usage and create rules based on what they observe. Step 2: Students will test those rules against additional examples of correct language usage. Step 3: Students will make adjustments and additions to their rules based on more observations. Step 4: Students will apply the rules while producing their own language. These scaffolded activities promote higher order thinking skills and represent the method of grammar instruction that is recommended by national organizations like ACTFL.

This inductive grammar lesson leads students to discover the rules behind using the verbs SER and IR in the preterite tense in Spanish. Students will follow a 4 step inductive process to make learning grammar more meaningful. Step 1: Students will see examples of correct usage and create rules based on what they observe. Step 2: Students will test those rules against additional examples of correct language usage. Step 3: Students will make adjustments and additions to their rules based on more observations. Step 4: Students will apply the rules while producing their own language. These scaffolded activities promote higher order thinking skills and represent the method of grammar instruction that is recommended by national organizations like ACTFL.

These listening, reading, writing, and speaking activities accompany the cortometraje (short) "Día de los Muertos" (link included). Students are introduced to 8 key vocabulary words that will help them to talk about the story in Spanish. Prior to watching the animated short, they will consider a couple of questions which can then be discussed with a partner, as a whole class, or reflected on with a written response. After watching the cortometraje, students will engage in listening activities where they must match scenes of the short with description in Spanish, reading activities where they must apply new vocabulary, writing activities where they must describe scenes, and speaking activities where they must retell the events of the story. These are great anytime activities with a lot of comprehensible input that seek to develop all modes of communication. This resource includes: -Link to the Cortometraje -Key Vocabulary -Discussion Activity -Listening Activity -Listening Script for Teacher -Reading Activity -Writing Activity -Speaking Activity -Answer Keys for all Objective Activities

These activities were created to assist Novice language learners in developing skills related to ACTFL modes of communication, with an emphasis on the mode of interpretive listening in the context of Spanish greetings and introductions. The activities that accompany the audio recordings were created to allow teachers to easily differentiate and target specific skills. “E” Activities – these activities are presented in English and focus on students being able to demonstrate comprehension of the audio sample. “S” Activities – these activities are presented in Spanish and ask students to respond in Spanish. They will allow students to improve presentational writing and/or speaking skills (if done orally) as well as aural recognition of vocabulary. “A” Activities – these activities focus on using context to predict word meanings and general vocabulary knowledge. “B” Activities – these activities focus on making inferences about the person or situation presented in the audio samples. “C” Activities – these activities, presented in English, assist students in making cultural connections to the information presented in the audio sample. This resource deals with the theme of introductions in Spanish and includes: -2 audio samples sample 1: A man introduces himself and gives basic personal information sample 2: A man introduces his sister and tells a bit about her. 7 Activities in two different formats Half Page Format – works well if you are using the activities as bell ringers, exit tickets, to differentiate, or for quick formative assessments. Continuous Page Format – works well if you will be having students complete all of the activities for a given sample.

This inductive grammar lesson leads students to discover the rules behind using regular verbs in the preterite tense in Spanish. Students will follow a 4 step inductive process to make learning grammar more meaningful. Step 1: Students will see examples of correct usage and create rules based on what they observe. Step 2: Students will test those rules against additional examples of correct language usage. Step 3: Students will make adjustments and additions to their rules based on more observations. Step 4: Students will apply the rules while producing their own language. These scaffolded activities promote higher order thinking skills and represent the method of grammar instruction that is recommended by national organizations like ACTFL.

I developed this assessment as a tool for gathering data as to student's proficiency levels during their third and fourth years of language study in Spanish. This assessment is directly aligned with the ACTFL progress indicators for Intermediate-Low fluency. This assessment addresses all skill areas; Interpersonal Speaking, Presentational Speaking, Presentational Writing, Interpretive Listening, and Interpretive Reading. This assessment can be used in a variety of ways: 1. As an exit test or final exam for Spanish 3 2. As an entrance exam for Spanish 4 3. As a placement exam for students newly entering your language program from private or out of state institutions 4. As a progress indicator given to students at the beginning, middle, and end of the school year to demonstrate growth 5. As smaller, individual assessments or activities given throughout the course of the school year This Product Includes: - Educator's Guide & Instructions for Test Administration - List of ACTFL Progress Indicators addressed - Resource Links to ACTFL rubrics and progress indicators - 6 Activities to assess Interpersonal & Presentational Speaking / Writing - 4 Activities to assess Interpretive Listening - 4 Activities to assess Interpretive Reading - Answer Keys for Listening and Reading Activities - Answer Keys for Writing activities unless answers may vary

Turn your classroom into a GIANT Spanish board game while helping your students practice basic questions in Spanish. This product includes 50 printable spaces and both teacher and student instructions for game play. Also included are EDITABLE spaces where you can add additional prompts or questions to target specific units or areas of weakness for your particular group of students. Set up time is around 10-15 minutes to lay out the board and tape it down. Spaces are designed in black and white with minimal ink use. Lamination is recommended for extended game play. Your students will LOVE reviewing for midterms, finals, or just practicing speaking with this floor game. Questions Include: -¿Cómo te llamas? -¿Cómo estás? -¿Cuántos años tienes? -¿De dónde eres? -¿Dónde vives? -¿Cuántos hermanos tienes? -¿Qué hora es? -¿Cuál es la fecha de hoy? -¿Qué día es hoy? -¿Qué tiempo hace? -¿De qué color es ___? -¿Cuántas personas hay en tu familia? -¿Dónde estás? -¿Cuál es tu clase favorita? -¿Cómo eres tú? -¿Cómo se llama tu mejor amigo? -¿Cómo es tu madre? -¿Qué te gusta hacer? -¿Qué no te gusta? -¿Qué comes para el desayuno? almuerzo? -¿Cuál estación es? -¿Cuál es tu deporte favorito? As well as action prompts including -Count from 1-10 -Name 5 Spanish-Speaking Countries -Name 5 things in the classroom -Say the alphabet in Spanish -Name 3 school subjects -Name a Latin singer -and various others

These Spanish sub plans can be carried out by any sub while you are out of the classroom. Even better, you won't have to feel guilty that your students aren't learning while you are gone! This set includes 5 full classes of lessons based on various festivals that take place in Spain. Each on is ready to print & go, requires no technology, do not require the sub to produce any Spanish, and can be differentiated for any level of Spanish class. Each lesson walks students through important and interesting information related to a different Spanish festival and asks them to use higher-order thinking skills, problem solving, and critical thinking skills to understand the culture behind that tradition. Spanish Festivals in these lessons include: -La Tomatina (Buñol) -Las Fallas (Valencia) -Semana Grande (Bilbao) -Cristianos y Moros -Bizarre Spanish Festivals Students will work step by step to learn about each celebration through a series of activities that ask them to use what they have learned and apply it to the present day, make cultural inferences about the purpose and origin of these traditions, and compare these events to events in their own culture and others. Each lesson asks students to think about the festival in the larger cultural context as they make observations and consider some thought provoking questions. These lessons are fully aligned with the ACTFL cultural competencies for world language learners and also can be used to address several of the culture themes found on the AP Spanish test.

These activities accompany free episodes of Peppa the Pig in Spanish (Youtube links provided). In each episode, students will listen for and match 8-10 of the most frequently heard words to their English meanings. Then, students will fill in sentences in Spanish with these same missing words. Finally, students will respond to basic comprehension questions, in Spanish, about the episode that also focus on these high frequency words. Cartoons are the perfect way to get students used to hearing and understanding Spanish. The speech is cartoons is clear and easily understood since they are made for children. The grammatical structures are simple as well, and words are often repeated a number of times. The visuals provided in the cartoon help students to predict meanings and focus in on particular objects and actions. This product includes: -Link to Peppa the Pig episodes on YouTube -39 Activities (3 per eipsode for 13 episodes) Vocabulary Themes Include: -Winter -Play Time -Colors -Nature -Family Members -Animals -Modes of Transportation -Directional Phrases -Food -Adjectives -Common Verbs -And MUCH MUCH More

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme of Technology. There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme of Likes, Dislikes, and Preferences. There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

This lesson introduces beginning language learners to the legend of La Llorona in a way that promotes using legends to learn about culture in a deep and meaningful way. This lesson asks students to consider some complex ideas and make connections between the products, practices, and beliefs of Hispanics around the world. These activities promote higher-level thinking that would be beyond the grasp of most students in the target language, so the lessons are done in English to make sure they are attainable. These lessons make perfect sub plans as they require no prep and little to no Spanish language production. Students begin by reading the legend of La Llorona and illustrating the legend to demonstrate comprehension and understanding. Students are then debriefed on the class system that existed in colonial Mexico and serves as a tie in to the legend itself. Students are then asked to reflect on the social hierarchy within their school building to gain a greater understanding of the feelings and motivations of the lover of La Llorona in the legend. Finally, students will read a second and slightly different version of the legend from Texas. They will be asked to compare and contrast the two versions and reflect on the cultural differences between the two groups. This Product Includes: -La Llorona Legend (version 1) -Illustration Activity -Social Class in Colonial Mexico Activity -Social Hierarchy in Schools Activity -La Llorona Legend (version 2) -Venn Diagram Activity

Do you want to expose your students to Spanish language Christmas carols (villancicos) in a way that enforces learned grammar and vocabulary concepts? These activities accompany 3 popular Spanish language villancicos readily available on YouTube or iTunes. Students will listen to each of the villancicos and attempt to complete the missing lyrics, then they will complete a variety of activities with each song that reinforce basic Spanish vocabulary, vocabulary related to the Chirstmas season, and grammar concepts like gerunds, the verb IR, diminutives, and many more. This product focuses on the following Villancicos: -"Rodolfo el Reno" cantado por Thalia -"Mi Burrito Sabanero" cantado por Juanes -"Los Peces en el Río" cantado por los Gipsy Kings This product includes: -3 Cloze Activities -Vocabulary Matching Activity -Description Activity -Grammar Scavenger Hunt -Grammar Review Activity -Lyric Illustration Activity

These reward coupons will leave your students begging to be good...so that they can be bad (well, kind of bad). Many of the rewards that work well for energetic elementary students just don't matter to apathetic high school students. These awards are sure to motivate even your students that "don't care" about, well, anything... The best part? These rewards are free to give and require minimal planning on the part of the teacher. This download includes the following coupons: -Charge your phone in any outlet -Sit on top of your desk in the back row for a day -Stand by the door 2 minutes before the bell rings -Sit in the teacher's rolly chair -Get out of study hall -Ask 1 Yes or No question to the teacher during the test Don't forget to follow my store for new product and freebie alerts. If you download this product I would LOVE to have your feedback so that other teachers know what you thought before downloading!

A pair of sayings (mnemonics) to assist students in learning the Spanish-speaking countries of North America, Central America, the Caribbean, and South America as well as labeling them on a map.