Los Colores y Los Números: Colors and Numbers in Spanish

Los Colores y Los Números: Colors and Numbers in Spanish

Grade K · World Languages · NYS WL Standards Novice.CLL.2 / Novice.CULT.1 · 35 Minutes

NYS-Aligned Standards

Novice.CLL.2 — Understand and use frequent words/phrases on very familiar topics. Novice.CULT.1 — Identify basic cultural products and practices. NYS Learning Standards for World Languages (2021)

Learning Objectives — “I Can” Statements

• I can name several colors in Spanish (rojo, azul, amarillo, verde).
• I can count from one to ten in Spanish (uno a diez).
• I can respond to a simple question like “¿De qué color es?”

Essential Question

How can I share colors and numbers in a new language?

Lesson Sequence

Hook / Warm-Up (6 min)

Show colored objects and name each in Spanish with a gesture. Students echo: “rojo,” “azul,” “amarillo,” “verde.” Total physical response (TPR): point to something rojo!

Direct Instruction (10 min)

1. Introduce colors with visuals: rojo, azul, amarillo, verde, anaranjado.
2. Introduce numbers 1–10 with finger counting: uno, dos, tres… diez.
3. Model the question/answer: “¿De qué color es?” → “Es azul.”

Guided Practice (12 min)

Color-and-count game: hold up cards (3 red apples). Class says “tres, rojo.” Use a chant for numbers with claps.

Independent Practice (5 min)

Students color a simple picture by number-key in Spanish (1 = rojo, 2 = azul…) and say the colors aloud to a partner.

Closure (2 min)

Wave goodbye counting backward: “diez, nueve, ocho…”

SDI & Differentiation Block

Supports for MLLs/ELLs

Note: For students who are also English language learners, anchor new Spanish words to home-language and visual cognates where helpful.

Entering/Emerging (NYSESLAT Levels 1–2):

• Color-word cards with the actual color shown; finger-counting models
• No written response required; pointing and echoing accepted

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Sentence frame: “Es ___.” / “Hay ___ (number).”
• Pair Spanish words with English and a picture

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Focus on 3 colors and numbers 1–5
• Methodology: Multisensory TPR (move, see, say); song/chant for memory
• Delivery: Allow pointing/gesturing responses; manipulatives; extended time; reduce auditory load

Suggested Placement: ICT, Resource Room

Teacher Notes

Keep it joyful and oral — at Novice level, recognition and confident repetition matter more than spelling.

Alignment Record