Unidades/Units of Study

PK3: Haciendo Amigos/Making Friends

My child can:

  • Use appropriate greetings 
  • Introduce themselves 
  • Ask others what their name is 
  • Ask how others are feeling 
  • Tell others how they are feeling 
  • Ask others to play 
  • Accept or decline invitations 

PK4: Haciendo Amigos/Making Friends

My child can:

  • Demonstrate mastery of PK3 skills
  • Invite classmates to play specific games or with specific toys.
  • Provide details as to why they feel a certain way.
  • State who they enjoy playing with.

K1: Símbolos Americanos/American Symbols

My child can:

  • Identify symbols of Latin America 
  • Describe symbols in terms of color, size, number etc. 
  • Compare and contrast everyday symbols of the United States and other countries.  

2nd: Países y Culturas del mundo “Español”/Countries and Cultures of the “Spanish World”

My child can:

  • Identify all 21 Spanish speaking countries.
  • Identify all capital cities of Spanish speaking countries. 
  • Identify key celebrations throughout the “Spanish World”. 
  • Identify typical dishes of “Spanish World”. 
  • Identify traditional song and dance of Latin America.  
  • State a country in the “Spanish World” that they would like to visit and explain why.   

3rd: Mi Ciudad: My City 

My child can:

  • Identify various tourist destinations within Washington, D.C. 
  • Ask and state where touristic destinations are in the city.  
  • Identify important locations within the neighborhood. 
  • Ask and state where important sites are located.  

4th:  Los Taínos/The Taínos

My Child can:

  • State the origins of the Taínos and where they settled.
  • Describe Taíno societal structure and roles.  
  • Describe Taíno daily life (shelter, food, clothing).
  • Describe Taíno religious beliefs.
  • Describe contact and conflict between Taínos and Spanish Conquistadors.
  • Identify elements of Taíno legacy in the Caribbean.  

5th:  Inmigración; Pasado y Presente/Immigration; Past and Present

My child can:

  • Describe reasons for emigrating. 
  • Connect various impetuses with organized (i/e)migration events.  
  • Describe how people (i/e)migrated in the past and the present.
  • Assume the identity of an immigrant and be interviewed by a classmate to understand their experience.  
Paul Stewart

Paul Stewart

Spanish Teacher