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Elementary Course Descriptions
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2 thoughts on “Elementary Course Descriptions”
I love these descriptions. Just curious what you mean by hands-on activities. Are you referring to cut/paste/color crafty stuff, and/or dramatizations w/costumes/props?
Here’s something I put on report cards as well as the Parent handbook:
Our first through fourth grade students attend Spanish class three times for a total of 90 minutes/week.
We playfully practice and acquire core vocabulary and structures needed for communication. This core language consists of high frequency words, as well as a wealth of cognates that are appropriate for young children, including animals, foods and places.
In these early years of language acquisition, we accelerate our students’ ability to process Spanish by focusing on listening skills. The core language is continually recycled in the scenes and stories we create, tell, read, and dramatize. This ‘novel repetition’ is essential to acquisition and retention and it is the best way to prepare students for speaking. Students contribute story details and are invested in dramatic retelling using props, costumes and humor.
With “hands-on” I think of activities like listen + draw/color in/touch/lift/ jump on/point to/go to/run to/act out/ gesture/catch/throw etc Hands on, Feet on… Any activities that engage the young children physically. They listen and demonstrate comprehension by “doing” as I sneak in tons of extra reps.
I work in a small “progressive” independant school where a big emphasis is on experiential learning so I had to somehow include “hands-on activities” in my short description,
which I understand can bring some confusion.
You write beautifully Alisa. Writing does not come easily to me, and it took me an -insane- amount of effort and time to write the short descriptions for each grade.
I found inspiration in Robert Harrell’s Scope and Sequence (scroll to the right of this page).
I’ll say it again: a Masterpiece. Then again Robert Harrell is some type of superhuman.