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World Language

Teaching language at a young age facilitates the development of foundational language skills, including listening, speaking, and phonics. These skills progress over time, and students have the capacity to acquire more sophisticated skills such as reading and writing—becoming confident communicators. Trevor believes that children learn language best when they actively participate in experiences that incorporate movement, music, and fun activities. Spanish is taught twice per week. Most lessons are conducted in Spanish; teachers use picture cues, movement, and gestures to convey meaning so that children can readily grasp the main ideas.

Grade 1 Spanish

The 1st-grade Spanish curriculum teaches vocabulary related to the four seasons. Students begin the year by learning and reviewing language related to summer and fall, including weather, clothes, food, colors, and holidays. The vocabulary and phrases are taught via cultural visual realia, short stories, the Total Physical Response Method (charades and movement), songs/chants, and cultural arts and crafts. Students also understand and use phrases and sentences with the vocabulary they have learned by working in the corresponding season’s booklets.
Grade 2 Spanish

The 2nd-grade Spanish curriculum begins with a review of vocabulary and phrases that reinforce students' overall foundation in the language. The students use the textbook Submarino 1, integrating language with every unit and various activities from the accompanying workbook. Within each unit, words and expressions are divided into vocabulary items and functional expressions, usually in the form of questions and answers. Continued emphasis is on listening comprehension and spoken language/oral communication, with a structured emphasis on simple reading and writing. Units focus on the alphabet, greetings, farewells, introductions, classroom objects, people, colors, days of the week, numbers, as well as some cultural holidays and special events. The students do a thematic study of the Day of the Dead (el Día de los Muertos), which includes many hands-on activities, such as making culturally inspired skeleton masks and playing different games to remember new vocabulary.
Grade 3 Spanish

Third grade begins with a review of vocabulary and phrases that reinforce the students’ overall foundation in the language. Students use the textbook Submarino 2, integrating language with every unit and various activities from the accompanying workbook. Within each unit, words and expressions are divided into vocabulary items and functional expressions, usually in the form of questions and answers. Continued emphasis is on listening comprehension and spoken language/ oral communication, with a structured emphasis on simple reading and writing. This semester’s units focus on greetings, farewells, introductions, classroom objects, colors, days of the week, numbers, transportation, as well as some cultural holidays and special events. We start with some basic grammar, such as the difference between gender and number, and an introduction to some verbs such as “tener” (to have) and “estoy” (to be). The students do a thematic study of the Day of the Dead (el Día de los Muertos), which includes many hands-on activities, such as creating small books, using the newly acquired vocabulary to explain this celebration.
Grade 4 Spanish

Fourth-grade students begin the year in Spanish by reviewing vocabulary and expressions to better communicate in the classroom. They learn about living in Mexico and Spain via student textbooks and workbooks entitled Alba y Gael 1. Within these units, students learn new vocabulary and the cultural importance of celebrating birthdays, sports, school, home, family, and holidays. One of the thematic units students study during the month of November is the Day of the Dead (el Día de los Muertos), which includes many hands-on activities, such as making small books with the new vocabulary to explain this celebration. In addition, students learn grammatical components such as gender and number agreement, indefinite and definite articles, and the present tense of regular verbs.
Grade 5 Spanish

Using the Alba y Gael Level 2 textbook and workbook, the 5th-grade curriculum is designed to continue last year’s Spanish language and culture. Fifth-grade students begin the year in Spanish by reviewing vocabulary and expressions to communicate in the classroom. By mid-October, they learn about and celebrate the Day of the Dead (el Día de los Muertos). Before learning vocabulary related to this joyous, traditional Latin American holiday, students study the historical indigenous beliefs and practices of the Day of the Dead in Mexico by collaborating with the Art departments. During Spanish class, students learn the cultural and historical aspects, while in Art, they concentrate on the creative and colorful experience of the holiday. After Thanksgiving break, students learn vocabulary related to the home, food, pets, clothing, and physical descriptions. Simultaneously, students have an introduction to regular verbs (-ar, -er, -ir), irregular verbs (to be–“ser,” to have–“tener” and there is/there are–“haber”), and question words.

Ana Agulla Chapela

Lower School Spanish Teacher

aachapela@trevor.org
Bio
Ana Agulla Chapela earned both a bachelor's and master's degree in psychology of education from Santiago de Compostela University in Spain. With a rich background of 24 years in Special Education and Language teaching, she has worked in elementary schools across London and more recently at Tribeca Language in New York. Ana has extensive experience as a Head of the Language Department and International Coordinator, where she has leveraged her expertise to train and support fellow language teachers. Her collaborative efforts with organizations such as The British Council and the Spanish Embassy in London have further enriched her professional journey. Ana is a passionate advocate for language learning. She is drawn to Trevor's strong sense of community, where she aims to continue fostering a love for languages and cultural exchange among her students.
Pepa Munoz Tarazona

Pre K-5, Spanish Teacher

pmunoztarazona@trevor.org
Bio
Pepa is one of our native Spanish teachers. Born in Valencia, on the Mediterranean east coast of Spain, Pepa holds a dual degree in Special Education & Primary School by the Universidad de Valencia. After arriving in New York City, Pepa worked in after school programs in Brooklyn, Queens, and Newark. She also worked at Instituto Cervantes in Manhattan. Pepa has been a substitute teacher at different Manhattan schools during the past two years including UNIS, Saint David's School, Avenues School, and Trevor. Pepa has always been passionate about teaching. She comes from a family of teachers in Spain and has been teaching children since graduating in 2012.
Sandra Rovelo

Lower School Spanish Teacher

srovelo@trevor.org
Bio
Sandra Rovelo holds a BA in Latin American and Spanish language and Literature from Buffalo State College and a minor in Italian. She attended graduate school at SUNY Stony Brook and studied Spanish Linguistics. From 1998 to 2008, she worked at Saint Agnes Boys High School teaching 9th- to 12th-grade Spanish Regents, Spanish AP classes as well classes for Spanish Heritage students. During her decade at Saint Agnes, she was also the chairperson of the Spanish department for three years. Sandra worked at the Spanish Institute for several years, teaching private lessons to adults. She also worked at the French restaurant Le Bernardin teaching the restaurant's employees English as a second language. In August 2008, Sandra joined Trevor Day School because she found her new passion: Teaching spongy young minds. She loves that “Trevor gives their students a head-start in today's world by introducing children to Spanish at a very early age."