Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

This OER Lesson plan was created by Anita Saalfeld and reviewed by Chrystal Liu as part of the 2023 World Language OER Summer work and training. Educators worked with NDE staff to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language teachers for students at Novice Mid to Intermediate Mid proficiency level in Spanish. Students will listen to a presentation on huipiles, answer questions embedded in the presentation, and then use what they learned to create their own weaving project. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 1.2, NE WL 2.1, NE WL 3.1, and NE WL 4.2.It is expected that this lesson plan will take students 1-3 days to complete.

Students in my Spanish 2 class learn banking terms. However, for many students, it helps to strengthen working knowledge of banking before transferring the terms to our target language.  This project aims to strengthen both background knowledge and Spanish vocabulary, so that students will engage more fully and learn the content with depth. For the project, divide students into 3 groups: Bank, Checking vs. Savings, and Loans. If class sizes are large, you can have multiple groups research the same topic. Each group will become the experts on their specific topic and will share a Spanish presentation to the other groups.  Each group only watches the English version of one video on one topic, but is expected to have a basic understanding of all three topics in Spanish by the end of the project. To check this understanding, all students will need to complete a quiz in Spanish based on all three presentations. 

Short Description:
This book focuses on a hands-on, student-centric approach to learning Spanish. Designed for the Australian and New Zealand environment for use at Deakin University, currently available is foundation level content, suitable for a first introduction to Spanish speaking. The resource is still in development with additional content progressing to more advanced skill levels currently under development.

Word Count: 52551

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Español sencillo: Elementary Spanish IThis is a full "textbook" for Introductory Spanish I (101), which constitutes an entire semester of college-level Spanish. The course could be used in a high school setting, though more materials/activites would likely be needed to fill out the additional class time. This work, especially the first few chapters, builds upon the OER Hola a Todos: Elementary Spanish I, by Elizabeth Combier and Mariana Stone. Their work is hosted by Galileo Open Learning Materials. This work was funded by a 2019 Open Education Resource Grant from the University of Pittsburgh. 

The intention of this book is to expand literacy skills of Spanish speaking students from their dominant English environment into Spanish.

This is a tiered interpretive listening activity. It aligns to an intermediate-level unit about family. All students watch the same video and answer the same questions, with three levels of support for students at different proficiency levels.

This activity allows novice level students to capture family member vocabulary while listening to a song. Attached lyrics can be used as a clos activity. This aligns with novice low to mid interpretive listening proficiency goals.

This activity aligns to a unit about families. Students read several infographics about Mexican families and record information on a handout. This activity is designed to be open-ended in order to accommodate students of various proficiency levels.

This is a novice level activity. Students listen to an authentic song in Spanish and identify familiar vocabulary of family members. The link is to a YouTube video and the document is a cloz version of the lyrics.

This interpretive listening task aligns with a novice-level unit about families. This task is tiered by complexity of product (how students show what they know). Level A is given the most support, while level C is given the least support. An answer key is provided.

This activity aligns to a novice-level unit about families. It focuses on numbers and basic family relationships. Two versions are included: One with instructions in English, and one with instructions in Spanish.

MHCC - SPAN101

Word Count: 12840

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In this flipped lesson, students will complete an exit/entrance ticket type activity using a thinking stragegy entitled "Compass Points".  Students will answer 4 questions about their learning and will record their responses to the questions using an application called Recap by Swivl.  They will complete this exit ticket activity after their review of the Spanish verbs that have an irregular "yo" form in the present tense.(ACTFL Standards: Connections - 3.2 & Comparisons - 4.1)

The FLLITE website contains a collection of lessons in second language literacy for various languages.

The website is the focal point of the FLLITE Project, which takes the creative moments found in everyday language use as the basis for lessons in second language literacy. By emphasizing language play as central to communication, FLLITE lessons aim to develop language awareness as well as communicative abilities through the integration of speaking, reading, listening, and writing tasks.

The goal of the FLLITE Project is the publication of classroom-tested lessons based on authentic texts in different languages, for example, blogs, Internet memes, YouTube videos, slam poetry, and so forth.

All FLLITE lessons carry an open license that allows you the teacher to…

…access, adapt, and re-use any lesson; and
…contribute a lesson for editorial feedback and publication.

Date of this Version
Spring 2019

Document Type
Portfolio

Citation
Asplin, Daniela and Chloe Molnar. Franish Club, Exploring the French and Spanish Language, 2019.

Comments
Copyright 2019 by Chloe Molnar and Daniela Asplin under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.