Grade Level

3rd Grade

Duration

45 minutes

Class Size

1 student

---

Standards Alignment

Common Core State Standards (CCSS) – English Language Arts (ELA)

• CCSS.ELA-LITERACY.RF.3.3
  Know and apply grade-level phonics and word analysis skills in decoding words.

• CCSS.ELA-LITERACY.SL.3.1
  Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

• CCSS.ELA-LITERACY.L.3.1
  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Language Acquisition Standards (aligned with ACTFL Core Practices)

• Recognize and produce basic greetings and common phrases in Spanish (Novice Low/Mid).

• Identify and pronounce the full Spanish alphabet.

• Understand and use basic verb conjugations (present tense of regular "-ar" verbs).

---

Learning Objectives

By the end of the lesson, the student will be able to:

• I can recognize and recite the complete Spanish alphabet with correct pronunciation.
• I can greet someone and introduce myself in both Spanish and English using simple sentences.
• I can identify the subject pronouns in Spanish and conjugate a regular -ar verb (hablar) in the present tense.

---

Success Criteria

• Student confidently says the Spanish alphabet aloud with proper pronunciation, supported by images.
• Student correctly uses basic Spanish greetings and can answer simple introductory questions in Spanish and English.
• Student accurately writes and speaks subject pronouns with the conjugations of the verb hablar.

---

Materials

• Flashcards with each letter of the Spanish alphabet (A-Z including Ñ) with pictures (e.g., A - Árbol, B - Bebé, C - Casa, Ñ - Niño).
• Greeting phrase posters in Spanish and English (e.g., Hola, ¿Cómo estás? / Hello, how are you?).
• Worksheets for verb conjugations and subject pronouns with colorful illustrations.
• Dyslexia-friendly font handouts for reading and writing practice.
• Whiteboard or paper and markers for visual demonstration.

---

Lesson Plan & Timing

1. Introduction & Warm-Up (5 minutes)

• Greet the student bilingually to set the tone:
  "Hola, ¿cómo estás? / Hello, how are you?"
• Ask the student to respond verbally in either or both languages.
• State the learning goals using "I can" statements.

2. The Spanish Alphabet with Photos (15 minutes)

Activity:

• Present flashcards of the Spanish alphabet one by one.
• Show the photo associated with each letter to connect sound and meaning (e.g., "A de Árbol" with a tree picture).
• Have the student repeat each letter and word aloud.
• Conduct a quick matching game: say a letter, and the student points to the correct flashcard.

Differentiation:

• For visual learners, emphasize colorful pictures.
• For auditory learners, focus on pronunciation drills.
• For kinesthetic learners, encourage tracing the letters in the air or on paper.

Dyslexia-friendly strategy:

• Use large, spaced dyslexia-friendly fonts on flashcards.
• Allow extra time for letter recognition and pronunciation.

---

3. Greetings and Beginner Sentences in Spanish & English (10 minutes)

Activity:

• Introduce common greetings and sentences:

  • Hola (Hello)
  • Buenos días (Good morning)
  • ¿Cómo estás? (How are you?)
  • Estoy bien (I am fine)
  • Me llamo... (My name is…)

• Use a dialogue puppet or stuffed animal to practice a simple conversation.

• Role-play greeting the teacher or peer in both Spanish and English.

Success Indicator:

• Student can ask and respond to greetings in Spanish and English with confidence.

Extension:

• Have the student write their own greeting card in Spanish and English using the sentences learned.

---

4. Introduction to Spanish Conjugation (Verb “Hablar”) (10 minutes)

Presentation:

• Introduce subject pronouns in Spanish with English translations:

  • Yo (I)
  • Tú (You - informal)
  • Él / Ella (He / She)
  • Nosotros / Nosotras (We)
  • Vosotros / Vosotras (You all - informal, Spain)
  • Ellos / Ellas (They)

• Write on whiteboard: hablar (to speak) and conjugate in present tense:

  • Yo hablo (I speak)
  • Tú hablas (You speak)
  • Él/Ella habla (He/She speaks)
  • Nosotros hablamos (We speak)
  • Vosotros habláis (You all speak)
  • Ellos hablan (They speak)

Guided Practice:

• Have the student repeat each conjugation aloud, associating with the English equivalent.
• Use pictures or memes representing people talking to associate with each subject pronoun.

Differentiation:

• For students struggling, focus on the first 3 pronouns only (Yo, Tú, Él/Ella).
• For advanced learners, introduce additional regular -ar verbs.

Dyslexia-Friendly:

• Use color-coded pronouns/verb endings.
• Provide a printed conjugation chart on dyslexia-friendly paper.

---

5. Assessment & Review (5 minutes)

• Quick verbal quiz: Ask the student to recite the alphabet from memory.
• Role-play a greeting conversation.
• Ask the student to conjugate "hablar" for two subjects (e.g., "Yo…" and "Tú…").

---

Extension Activity

• Practice creating simple sentences using other regular -ar verbs like bailar (to dance) or cantar (to sing).
• Draw pictures to illustrate sentences in Spanish to improve comprehension and vocabulary.

---

Reflection

After class, discuss with the student what they enjoyed most and any difficulties they experienced. Adjust future lessons to provide additional support or enrichment as needed.

---

Summary of "I Can" Statements

• I can say the Spanish alphabet and connect letters to pictures.
• I can greet someone and introduce myself in both Spanish and English.
• I can identify Spanish subject pronouns and conjugate the verb hablar in the present tense.

---

This lesson plan establishes a strong foundation in Spanish language skills aligned with Common Core standards, while engaging the student through multisensory and differentiated practices tailored to a 3rd grader’s learning needs.