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" If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart."
~ Nelson Mendela


 

¡Hola y Bienvenidos!

Welcome to learn more about Our Lady of the Hampton's exemplary Elementary k-4th grades and Intermediate 5th-8th grade Spanish Curriculum get started by exploring the links to the left for more information about homework and activities throughout the year.


General Information

  • OLH begins Spanish instruction as part of the elementary-Intermediate school day grades k-8th. It is part of the core curriculum for all students.
  • All Spanish classes are 35 minutes in length.
  • Kindergarten- 1st grade students receive Spanish instruction once a week. 2nd through 8th grade students have Spanish class four times a week.
  • When students graduate from OLH, they have the choice of continuing their Spanish studies at an intermediate level, or trying a new languageFrenchGerman, Latin, Italian, Mandarin or the language of choice offered in their future High school. 

 

The Spanish program at OLH is a FLES program that offers students Spanish instruction grades K-8th as part of their Core Curriculum. The program is content-based meaning students learn vocabulary and concepts based around what they are learning in the regular classroom. 
It prepare students to begin developing functional skills in listening, reading, writing, and speaking in Spanish.


                           

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  • Program Philosophy 
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  • COMMUNICATION: The study of another language leads to communication. Students learn Spanish from an early age to communicate beyond their primary language(s) in order to participate effectively in this global community.
  • CULTURE: The study of another language will unlock and broaden the students' views of their world and of other cultures. Students will recognize that which is common to all human experience and will accept that which is different.
  • CONNECTIONS: The study of another language leads to an Interdisciplinary view of the curriculum. Students will begin language study as early as possible in an Interdisciplinary environment.
  • COMPARISONS: The study of another language leads to critical thinking skills. The goal is to enhance the ability to analyze, to compare and contrast, to synthesize, to improvise and examine cultures through language and a perspective other than one's own.
  • COMMUNITIES: The study of another language will enable students to become life-long learners. Students will use the target language beyond the school setting


   Program Goals

  • Students will have the opportunity to participate in Spanish as a foreign language program during the optimal years of acquisition
  • Every child will have the opportunity to acquire functional proficiency in one or more languages other than the child's native language
  • Children will be exposed to cultures different from their own and therefore will develop positive attitudes about language and culture
  • Students will be comfortable with the language and will be inspired to continue language learning
  • Students will acquire language-learning strategies in addition to basic vocabulary and conversational skills

Spanish Language Objectives

The kindergarten through eighth grade sequence will appropriately challenge students by using their background knowledge to increase their second language proficiency.  By the time a student completes Kindergarten through eighth grade sequence of Spanish, that student should be linguistically and culturally equipped to communicate easily on a variety of topics in the Spanish-speaking world.

Once in the middle school setting, classes remain communicative and students continue to study vocabulary and conversation, while increasing their focus on  language structure and grammar.  They move from memorized phrases to creating with the language.  When reached the Prep, students refine present tense conversations and are exposed to opportunities to communicate about future and past events.  In addition, they begin to prepare themselves for entry into the possibility of Intermediate-Advance or even AP Spanish classes in High School.  Continuing Spanish, students can apply their skills in listening, speaking, reading and writing activities.

Spanish In and Beyond the Classroom

Spanish students enjoy learning about the cultures of Spanish-speaking communities around the world.  Students compare and contrast schools and communities as well as explore the market, the zoo, and even some ancient ruins.  They make and break piñatas, discover el día de los muertos, recreate cultural crafts, and, Acknowledge Hispanic Heritage Month in September and in the spring, they celebrate Cinco de Mayo.  Once reached the Prep grades, students have the opportunity to take advantage of the Spanish-speaking community around them, by traveling to Spain, Costa Rica or a Hispanic Speaking country, explore Hispanic Literature and authors, destinations, Inca and Mayan history, Spaniard and Latin American History and practice their language skills at a local Hampton's Hispanic traditional restaurant.


  Wishlist
 Amazon Wishlist 
Bilingual Books
 - 
Spanish board games or games - 
HP 6150 All-in-one ink - 
Printer paper - 
8.5 x 11 " Scotch thermal laminating paper - 
Nintendo DS no longer being used ( Spanish Coach DS Game)
Leap Frog tag reader - Leap frog TAG reader books in Spanish -
Old Ipad no longer being used in working conditions -




 


Biography Gabriela Mistral

Gabriela Mistral (1889-1957)

gabriel mistralGabriela Mistral was the first female Latin American poet to receive theNobel Prize for Literature. She received it in 1945. The Nobel citation read:

for her lyric poetry which, inspired by powerful emotions, has made her name a symbol of the idealistic aspirations of the entire Latin American world

Gabriela Mistral was the  pseudonym for Lucila Godoy y Alcayaga. She was born in Vicuna, Chile in 1889.

Her early life was traumatic. She was brought up by her mother, after her father left the family when she was 3 years old. However, her mother’s declining health, meant Gabriela had to start working early – from the age of 16, she worked as a teachers assistant.

Biography Gabriela Mistral

Gabriela Mistral (1889-1957)

gabriel mistralGabriela Mistral was the first female Latin American poet to receive theNobel Prize for Literature. She received it in 1945. The Nobel citation read:

for her lyric poetry which, inspired by powerful emotions, has made her name a symbol of the idealistic aspirations of the entire Latin American world

Gabriela Mistral was the  pseudonym for Lucila Godoy y Alcayaga. She was born in Vicuna, Chile in 1889.

Her early life was traumatic. She was brought up by her mother, after her father left the family when she was 3 years old. However, her mother’s declining health, meant Gabriela had to start working early – from the age of 16, she worked as a teachers assistant.

Biography Gabriela Mistral

Gabriela Mistral (1889-1957)

gabriel mistralGabriela Mistral was the first female Latin American poet to receive theNobel Prize for Literature. She received it in 1945. The Nobel citation read:

for her lyric poetry which, inspired by powerful emotions, has made her name a symbol of the idealistic aspirations of the entire Latin American world

Gabriela Mistral was the  pseudonym for Lucila Godoy y Alcayaga. She was born in Vicuna, Chile in 1889.

Her early life was traumatic. She was brought up by her mother, after her father left the family when she was 3 years old. However, her mother’s declining health, meant Gabriela had to start working early – from the age of 16, she worked as a teachers assistant.