CONTENTS Fundamental Parts of Speech What is... Article, Noun, Pronoun, Adjective, Adverb, Verb, Preposition, Conjunction, Interjection, Interrogative? 2 Remember Me Things we practice and memorize together, How to make accent marks on your computer, Making the Grade 3 Verb List List of common infinitives, English-Spanish and Spanish-English 5 Cartaverbos Lists of verbs that we will learn this year and their various forms in the present tense 7 Miscellaneous Grammar Ser and Estar usage, Possessive Adjective and Pronoun usage, Demonstrative Adjective usage, Journal Correction Key 10 Sentence Writing Guide How to write strong sentences and paragraphs in Spanish 11 Rubrics How to measure your growth in speaking and writing Spanish 12 Effective Group Work How to work well in a group 14
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CONTENTS
Fundamental Parts of SpeechWhat is... Article, Noun, Pronoun, Adjective, Adverb, Verb, Preposition, Conjunction, Interjection, Interrogative?
2
Remember MeThings we practice and memorize together, How to make accent marks on your computer, Making the Grade
3
Verb ListList of common infinitives, English-Spanish and Spanish-English
5
CartaverbosLists of verbs that we will learn this year and their various forms in the present tense
7
Miscellaneous GrammarSer and Estar usage, Possessive Adjective and Pronoun usage, Demonstrative Adjective usage, Journal Correction Key
10
Sentence Writing GuideHow to write strong sentences and paragraphs in Spanish
11
RubricsHow to measure your growth in speaking and writing Spanish
12
Effective Group WorkHow to work well in a group
14
Fundamental Parts of Speech
Article A word that precedes a noun, including a, an, the, some and numbers that indicate whether the noun is singular or plural. (The kitten is cute. Three fish are yellow.)________________________________________________
Noun The name of a person, place, thing, or idea. There are two kinds of nouns:
Common nouns refer to any person, place, thing, quality, or idea. (girl, town, water, religion, fear, humility)
Proper nouns refer to particular persons, places, things, or ideas and are capitalized. (Bob, Eiffel Tower, Wednesday, Carson City)________________________________________________
Pronoun A word that takes the place of a noun. There are three kinds of pronouns:
Nominative pronouns are used for the subject of the sentence. (he, she, we)
Objective pronouns receive the action of a verb or follow a preposition. (him, her, us)________________________________________________
Adjective A word that describes, or “modifies” a noun. It indicates size, color, etc. (A small light shone through the upper window of the old factory.)________________________________________________
Adverb A word that describes a verb, an adjective, or another adverb and often ends with the letters -ly. It indicates how, when, where, and how much. (The sun rose slowly. I always study. He is very tall. She never sleeps.)
Verb A word that shows action or state of being, and often the time it occurs.
Infinitives identify the action but do not indicate who is doing it or when. (to eat, to drink, etc.)
Reflexives are verbs whose actors and actees are the same. (I bathe, he showers, we wash up, etc.)
Past tense verbs show us what has already happened. (She waited in the car. She was waiting in the car.)
Present tense verbs show us what is happening right now. (She waits in the car. She is waiting in the car.)
Future tense verbs show us what will happen. (She is going to wait in the car. She will wait in the car.)________________________________________________
Preposition A word that shows how a noun or pronoun is related to other words in terms of time or space. A preposition may function as an adverb. (The cat sleeps under the table. The balloon goes up.)________________________________________________
Conjunction A word that joins words or phrases, including:
Coordinating conjunctions connect words of equal importance. For example: and, but, for, or, nor, either, neither, when, yet, so, so that. (I do not run nor jump.)
Subordinating conjunctions join two clauses––main and dependent (subordinate). These are: although, because, since, until, while, etc. (I eat because I am hungry.)________________________________________________
Interjection A short exclamation conveying emotion, followed by an exclamation point. (Ouch! Oh! Wow!)________________________________________________
Interrogative A word that indicates a question. (how, what, when, where, why, who, etc.)
1. Stick to Your Task
Stick to your task till it sticks to you; beginners are many, but enders are few. Honor, power, place, and praise always come to the one who stays.
Stick to your task till it sticks to you; bend at it, sweat at it, smile at it, too.For after the bend, the sweat, and the smilecome life's victories after awhile.
2. La Promesa de la Fidelidad Yo prometo la fidelidad a la banderade los Estados Unidos de Américay a la república que representauna nación bajo Diós indivisiblecon libertad y justicia para todos
3. Los Días de la SemanaLunes, martes, miércoles, y jueves, gazpacho; viernes y sábado-mingo, ¡borracho!
7. Poema de las PreposicionesA la izquierda, derecha, delante, detrás,cerca y lejos y algo más;abajo, arriba, enfrente encima,y ahora, muchachos, ¡se acaba la rima!
PC: Press and hold the ALT key, then type the relevant code on your number pad:
0160 : á 0162 : ó 0164 : ñ 0167 : º0130 : é 0163 : ú 0168 : ¿ 0166 : ª0161 : í 0129 : ü 0173 : ¡
MAC: Press OPTION-E, then release and press the letter to accent. For capitals, you must also press the SHIFT key after release. Press SHIFT-OPTION-? and release for "¿" and press OPTION-! for "¡".
GOOGLE: Press and hold the ALT key, then type the relevant code on your number pad:
0225 : á 0243 : ó 0241 : ñ 0186 : º0233 : é 0250 : ú 0191 : ¿ 0170 : ª0237 : í 0252 : ü 0161 : ¡
10. Break it down
Otorrinolaringología: oto • rrino • larin • golo • gía
11. Trabalenguas
"Erre" con "erre" cigarro; "erre" con "erre" barril; rápido corren los carros cargados del ferrocarril.Poquito a poco, Paquito empaca poquitas copitas en pocos paquetes.
Pablo Pino Pereira, pobre pintor portugués, pinta pinturas por poca plata, pateando por paris.
Paco Peco, chico rico, insultaba a su tío Federico, y ese dijo, poco a poco, ¡Paco Peco, poco pico!
En la plaza de Constantinopla hay una esquina; en la esquina una casa; en la casa un balcón; en el balcón una estaca, en la estaca un loro. El loro está en la estaca en el balcón de la casa en la esquina de la plaza de Constantinopla.____________________________________
Yo vi en un huerto un cuervo cruento comerse el cuero del cuerpo de un puerco muerto.
Primero preparo paprica para papricar mi papaya y por fin me preparo para probarla así papricada.
¿Cómo quieres que te quiera, si al que quiero que me quiera no me quiere como quiero que me quiera?
No me mires, que miran que nos miramos, y verán en tus ojos que nos amamos. No nos miremos, que cuando no nos miren, nos miraremos.
El tomatero Matute mató al matutero Mota, porque Mota el matutero tomó de su tomatera un tomate. Por eso, por un tomate, mató el tomatero Matute al matutero Mota.
12. Making the Grade
How can you get the grade you really want? Here are some tips. Your work should be:
APPROPRIATE
• right exercises or questions are done• work is not just copied from someone else• no doodles, drawings, or personal notes• work is done in pencil and in on time• reports follow the teacher’s guidelines
NEAT
• handwriting is easy to read• errors lined through, not scribbled out• paper is not crumpled, torn, soiled,
wrinkled, or worn thin from erasures
COMPLETE
• full name and period in upper right corner• exercises correctly labeled, in order, and
in full sentences
ACCURATE
• answers follow the instructions provided• answers are at least reasonably correct• essays answers distinguish opinion from
fact and give credit to info sources
INSIGHTFUL
• work shows personal reflection• work free of careless or unecessary errors• any notes for the teacher are courteous• work is thought-provoking or informative• work shows serious consideration of topic
and assignment
13. Tema de Scooby Doo
Scooby Dooby Doo, ¿dónde estás?Hay que trabajar ya.
Scooby Dooby Doo, ¿dónde estás? ¡Queremos tu ayuda!
Vamos, Scooby Doo, ¿puede serque tienes una astilla?
No debes mentir; puedo vertus escalofrías.
Tú sabes que tenemosun misterio que resolver–– ¿qué hacer?
Y Scoob, cuando lo hacesuna merienda tú puedes tener (vas a ver).
Scooby Dooby Doo, ya verás,con Shaggy a tu lado––
la suerte, Scooby Doo, que tendrásde prender el malvado.
14. Tema de Oscar Mayer Wiener
Tema Oficial:Cuando quiero algo bueno y sabrosoUn hot dog Oscar Mayer pido yoy si me dan un hot dog Oscar MayerMi sonrisa les dirá que me gustó
Tema Divertido:Yo quiero ser un Oscar-Mayer Wiener Verdaderamente quiero serPorque si fuera un Oscar-Mayer Wiener ¡Me daría fuego la mujer!
* these must match gender & number of nouns they describe
Possessive Adjectives(describe nouns)
mis nuestros (as)tus vuestros (as)sus sus
Possessive Pronouns(replace nouns)
míos (as) nuestros (as)tuyos (as) vuestros (as)suyos (as) suyos (as)
SERWHO OR WHAT YOU ARE
(characteristcs)
ESTARHOW OR WHERE YOU ARE(conditions • location)
soyereses
somossoisson
estoyestásestá
estamosestáisestán
• physical appearance• race or nationality• personality or nature• favorites or preferences• labels or identity• existence
• physical condition• mental condition• spiritual condition• social condition• location of person/thing• action in progress
allá(over there)
allí(there)
aquí(here)
aquél (aquellos)that (those)over there
ese (esos)that (those)
este (estos)this (these)
aquella (-s)that (those)over there
esa (-s)that (those)
esta (-s)this (these)
la caja
el globo
* these must match gender & number of nouns they describe
EXCELLENT Me encantan los sabores de Taco Bell.
OMIT LETTER Yo quieros Taco Bell.
OMIT WORD Yo quiero Del Taco Bell.
INSERT WORD Yo quiero Bell.
MOVE WORD Yo Taco Bell quiero.
SWAP WORDS Yo quiero un delicioso taco.
SPLIT WORDS Yo quiero comerlos tacos.
COMBINE WORDS Yo quiero comer los.
COMBINE SENTENCES Yo como muchos tacos. Me gustan.
ADD/DELETE ACCENT Yo comi todos los tacós.
SENTENCE FRAGMENT En Taco Bell.
TOO SHORT Yo como tacos.
UNCLEAR Hay tacos frescos ese gustar fresco.
GEN. NUM. DISAGREE El taco es deliciosa.
SPELLING ERROR Yo quiero Taco Bel.
PUNCTUATION ERROR no quiero tacos quiero burritos ok
CONJUGATION ERROR Yo querer Taco Bell.
USAGE ERROR Yo quiero beber tacos.
WRONG WORD Yo lata comer muchos tacos.
WRONG VERB TENSE Ayer yo voy a Taco Bell.
WORD OPTIONAL Yo quiero Taco Bell.
NO CREDIT - SEE ME Yo quiero Taco Bell.
sh
?agr
punt
sp
yes
frag
con
prob
ten
nc - see me
Spanish Sentence Writing Guide
1. Simple and Complex Sentences (and Compound Verbs)Simple sentences have one active (conjugated) verb; complex sentences are simple sentences connected by conjunctions.
Simple: Yo como tacos.Complex: Yo como tacos y bebo pepsi.Compound: Yo prefiero comer tacos y beber pepsi.
2. Variety of VocabularyLittle repetition is used to convey a message.
Good variety: Me gusta ir a la escuela. En la clase de inglés, escribo ensayos y leo novelas. Aprendo mucho.
Poor variety: Me gusta la escuela. Yo voy a inglés. Yo leo en inglés. Yo escribo en inglés. Yo estudio mucho.
3. Appropriate VocabularyWords specific to the topic are used to convey an elaborate message.
Appropriate: Tengo muchas clases. En la mañana, voy a la clase de inglés. Necesito un bolígrafo para hacer mis tareas.
Inappropriate: Tengo muchas clases. Mucho, mucho trabajo en inglés. Necesito pens y muy, muy long essays.
4. Correct Spelling and PunctuationThere is no misspelling or melding of languages (Spanglish) and punctuation is used to communicate, not just separate sentences.
Strong: Nosotros tenemos muchas actividades interesantes en la clase de español; tenemos juegos, concursos, y presentaciones.
Weak: Nostros tenemos muchos actividados, interesantos en la classe de espanyol. Tenemos huegos, concursos, y presentationes.
5. Subject-Verb AgreementThe correct verb form (conjugation) is used with each subject (person, place, thing, or idea doing the action).
Correct: Yo voy a la escuela. Nosotros bebemos agua. Incorrect: Tú voy a la escuela. Nosotros beber agua.
6. Correct Conjugation of Irregular Verbs (including stem-changers)The correct verb forms (conjugations) are used.
Correct: Yo sé que vienes a mi fiesta.Incorrect: Yo sabo que venes a mi fiesta.
7. Gender & Number Agreement of Articles, Nouns & AdjectivesAny words that identify or describe a particular noun match it in gender and number.
Correct: La chica gorda come muchos tacos grandes en la tarde porque ella tiene mucha hambre.
Incorrect: Un chica gordo come muchas tacos muy grande en el tarde porque tiene mucho hambre.
8. Correct Noun-Adjective Order (and uses exceptions correctly)Nouns come before adjectives with only a few exceptions.
Correct: Ella es una chica guapa y una estudiante buena.Ella es una chica guapa y una buena estudiante.
Incorrect: Ella es una guapa chica y una buena estudiante.
9. Correct Use of ObjectsIndirect object pronouns (me, te, le, etc.) and direct objects (lo, la, los, las) always precede the active verb and are in the correct order.
Correct: Hoy no te pago porque no tengo el dinero. Mañana te lo doy.
Incorrect: Hoy no pago tú porque no tengo el dinero.Mañana yo doy lo a tú.
10. Nuanced Use of Verb Tenses for Precision in WordingAppropriate tenses are used to elevate meaning and tone.
Strong: La semana pasada, hice la tarea a tiempo, pero hoy no puedo porque tengo un juego. La haré mañana.
Medium: Yo siempre hago mi tarea, pero no hoy porque tengo un juego. Voy a hacer mi tarea mañana.
Weak: Yo hago mi tarea mucho. No hago tarea hoy porque tengo un juego. Estoy haciendo mi tarea mañana.
Shows great reluctance or refuses to listen and speak altogether.
Understands and responds to familiar language when coaxed or led.
Understands, responds, and risks error in order to convey intended message.
Engages in discussion of different topics with few prompts or questions.
Confidently initiates and eagerly engages in discussion on a wide variety of topics.
PACING
Takes long pauses to interpret or answer questions.
Takes short but frequent pauses to interpret or answer questions.
Pauses only occasionally to interpret or answer questions.
Rarely pauses; asks questions to buy time and sustain conversation.
Deftly uses verbal pauses or questions to foster a natural exchange of ideas.
LANGUAGE VARIETY
Repeats the same few words or phrases.
Noticeably relies on particular words and phrases.
Uses common words and simple phrases as a scaffold for new ones.
Noticeably attempts to use a variety of words and avoids unecessary repetition.
Employs a wide variety of verbs and vocabulary to create detailed sentences.
STRUCTURE
Does not create any correct complete sentences.
Struggles to create a few correct simple sentences.
Readily creates correct simple sentences.
Creates both simple and complex sentences correctly.
Readily uses compound verbs, creates complex sentences and self-corrects.
SYNTHESIS
Struggles to remember words and cannot convey an intelligible message.
Relies on rote memory or "canned" phrases to convey message.
Uses memorized phrases blended with new ones generated on the spot.
Generates original phrases with a natural flow that reflects understanding.
Uses precise, original phrases and improvises in ways that reflect intuitive grasp of the target language.
PRONUNCIATION
Mispronounces words in a way that makes intended message unintelligible.
Pronounces most words correctly but still retains heavy English accent.
Approximates target accent and rarely mispronounces.
Correctly pronounces and often reproduces authentic target accent.
Exhibits an authentic accent that contributes to a natural flow of speech.
EXPRESSION
Speaks in monotone or abandons ideas that are difficult to express.
Only occasionally uses gesture and tone to clarify or enhance intended message.
Regularly uses gesture and tone to clarify or enhance intended message.
Consistently uses gesture and tone to clarify and enhance message and attempts circumlocution.
Prevents listener confusion by using gesture, tone, and circumlocution to convey complex ideas.
Effective Group Work
STEP ONE: GET TO KNOW EACH OTHERDiscuss each person's knowledge, skills, and resources.
1. Choose a person to lead meetings. All should take notes.2. Share contact information with everyone in the group.
STEP TWO: REVIEW THE INSTRUCTIONS
1. Thoroughly discuss the assignment to make sure that everyone understands it. Focus on the purpose of the assignment.
2. Always ask the teacher for clarification and make sure the group has correctly interpreted the instructions.
STEP THREE: ESTABLISH GENERAL RULESWe know that it's natural to disagree but agreeing just to get along doesn't work. Everyone must contribute. So, we may disagree, but:
• we don't waste time or energy• we are courteous, open, and honest• we carefully listen to everyone's ideas• we ask questions instead of passing judgment• we distribute the work as equally as possible,
according to each person's skills, resources, etc.
We have a "three strikes" rule. If you fail to attend, participate in discussion, cooperate, and/or follow through on commitments, we notify the teacher. If things don't improve, you're out.*
* Note: If someone is not doing their part, let the teacher know right away. He may be able to help solve the problem. If the group can't work with you, ask to be reassigned or for an alternate assignment or you will not earn any credit. You may lose points for lateness, so don't wait.
STEP FOUR: ESTABLISH DISCUSSION PROCEDURES
1. Use the "pass the baton" method and proceed in order to guarantee everyone a chance to introduce ideas, ask questions, or provide feedback without interruptions.
2. Alternate between "pass the baton" and "free for all" rounds.3. Address ideas rather than people. Avoid using names or the
words "you" and "I" in connection with the ideas presented.
STEP FIVE: ORGANIZE MEETINGSAgree on a basic agenda for each meeting. For example:
1. Take a few minutes to get reacquainted.2. Have someone read the rules and consequences aloud.3. Have discussion: brainstorming, decision-making, or follow-up.4. Briefly review any changes or decisions made.5. Set the next meeting time/deadline to get work done.
Group Meetings
PHASE 1 • BRAINSTORMEach person should take a minute to write down ideas or things they would like to talk about, then proceed with discussion.
PHASE 2 • MAKE DECISIONS & DISTRIBUTE WORK
1. Briefly review assignment instructions and ideas presented.2. In voting, have each person pick their 1st, 2nd, and 3rd choices.3. Reconsider each person's knowledge, skills, and resources.4. Divide the work into (as many as necessary) logical pieces.5. Ask for volunteers to do each until all work is equally
distributed.
PHASE 3 • FOLLOW UP Regularly meet to check your progress. Each person should report (and show, if possible) what they have done since the last meeting.
1. Each should explain what they will do next or ask for help.2. Determine how the group can help those having difficulty.