recognising definite and indefinite articles with nouns, for example, la mesa, una mesa el niño, un niño.learning the structure of simple affirmative/negative statements and questions based on models, for example, No tengo perro.using key words and phrases to describe aspects of a video clip, photo story or excerpt from a television program such as Barrio Sésamo, for example, Hoy vamos a hablar de la letra ñ.drawing aspects of daily routines ( la merienda, los deportes, las tareas de la casa) and creating captions or attaching word bubbles.contributing to shared understanding of aspects of the Spanish-speaking world through activities such as pointing to places on a map or at pictures of foods, flora and fauna, for example, En México, la comida es picante.using simple statements, familiar vocabulary and concrete materials to talk about self and the immediate environment, for example, Tengo el pelo largo.labelling or naming personal possessions and classroom items and resources, for example, la mesa, mi lápiz, tu cuaderno, la pizarra portátil.As children learn to adjust language to suit different purposes and situations, they begin to learn the important role of culture in shaping language use. Writing skills progress from labelling pictures and copying words to constructing simple texts using familiar vocabulary and structures. Children progress from supported comprehension and use of a small number of personally significant sight words to more elaborated simple texts. The transition from spoken to written language is scaffolded through shared exploration of simple texts.
Creative play provides opportunities for exploring these differences and for using Spanish for purposeful interaction, for example, asking for help or expressing surprise. They practise and repeat sounds (such as j, ll and r) which differ in Spanish from those in English. As they progress to using Spanish for functions such as asking and answering questions, responding to instructions, singing songs, and taking turns in games and simple shared tasks, they begin to notice that language is used differently in different situations and that Spanish speakers communicate in some ways that are different from their own. Children identify and use non-verbal communication strategies employed by Spanish speakers in greetings and other social interactions and experiment with simple responses to prompts and cues. Repetition and recycling help children to identify frequently used words and simple phrases and to recognise the purpose of simple texts. The initial focus is on listening to the sounds and patterns of Spanish through language-rich activities such as rhymes, songs, clapping and action games. They begin to develop curiosity around the idea of difference, culture and communication. They discuss differences and similarities they notice between Spanish and their first language(s) and culture(s), as well as how they feel when they hear or use Spanish and how they view different languages and the people who speak them. They become familiar with the idea of grammatical gender and plural forms. They use simple basic sentence structures and learn to write single words and simple phrases. They learn to pronounce individual letters and letter combinations, and recognise and use the intonation patterns that distinguish between statements, questions and exclamations. Students become familiar with the sound systems of the Spanish language, including pronunciation, rhythm, pitch and stress.
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