GR2_World Languages_10-13.pdf

Approved by the CFSD Governing Board

May 11, 2010

STANDARD FOR WORLD LANGUAGES

CATALINA FOOTHILLS SCHOOL DISTRICT ACADEMIC CONTENT STANDARD

Elementary 2 (E2)

Standard for World Languages Elementary Year-at-a-Glance for Instruction and Thematic Units

Second Grade

The following annual plan is an overview of the thematic units and topics for the second grade Spanish program. As students continue their study of language, the number of topics and associated use of vocabulary expands. The elementary level recycles various topics to provide students with longer periods of practice with topical/thematic vocabulary and structures that are foundational to subsequent levels. The CFSD World Languages curriculum focuses on language taught in a communicative context and discourages language taught in isolation.

Welcome to My Community Trimester 1 Trimester 2 Trimester 3

All Around Me Who is in My Community? My Community as a Habitat Topics:

• Building Community; rules; procedures • Weather/Climate • Seasons • Clothing

Topics: • Family Members (Nuclear +

grandparents, aunt/uncle, cousins)) • Community People • Community Places • Time

Topics: • Arizona Desert

o Animals o Plants

• Safe Desert living

Culture: Colombia • Products

o Traditional/modern clothing • Practices

o Greetings: Shake hands & use appropriate time of day, e.g., buenos días, buenas tardes; with family/friends, a hug is standard


o molas • Practices

o Family life o Daily life: Routines o Holiday traditions: Flower Festival

of Medellín (August); parades, folk songs


o Coffee, bananas • Practices :

o Holiday traditions Feria del Orinoco (July/August) – celebrates the 3rd largest river system in world with food, dance, music, arts & crafts

Essential Structures: • Adjectives • Formulaic questions • Interrogatives: who, what, where, when • Punctuation (statement, question,

exclamation) • Singular/plural formation: un/uno/unos;

una/unas; /el/los; la /las • Verbal structures • Numbers (0-50)


exclamation) • Singular/plural formation • Verbal structures • Numbers (0-50)


exclamation) • Singular/plural formation • Verbal structures • Numbers (0-50)

© CFSD; WL – Grade 2 (E2); 6/10-6/12

© CFSD; WL – Grade 2 (E2; Concept Map, 6/12 See CORE 21 for complete CFSD World Languages Curriculum

Trimester 1-A Concept Map – Theme: Welcome to My Community

2nd Grade

Trimester 1-A:

Building Community/

Rules & Procedures

Culture Focus:

Colombia I can follow one-step

directions

I can be polite: • lo siento

I know and practice the rules and conversation

task expectations

I follow class procedures

I follow pairing

and small group procedures

I can meet, greet, and

exchange basic information

I can ask permission to: • get a drink • go to the

bathroom • go to the

nurse’s office

I can ask for help and clarification

I can recall and use vocabulary and routines (e.g.,

calendar, number practice)

Trimester 1-B Concept Map – Theme: Welcome to My Community (Unit: All Around Me)

© CFSD; WL – Grade 2 (E2); Concept Map, 6/13 See CORE 21 for complete CFSD World Languages Curriculum

2nd Grade Trimester 1-B:

All Around Me

Culture Focus:

Colombia

Products: • traditional/modern

clothing Practices:

• use greetings: shake hands and use appropriate time of day (e.g., buenos días); with family/friends, a hug is standard greeting

Perspectives: See T.U.

Clothes: • camisa • camiseta • chaqueta • falda • maleta • pantalones • shorts • vestido • zapatos • bufanda* • calcetines* • gorro* • suéter* • traje de baño*

*extensions

I can name and describe

I can ask and answer

questions about

Weather: • está lloviendo • está nublado • hace calor • hace fresco • hace frío • hace sol • hace viento

Seasons: • invierno • otoño • primavera • verano

Trimester 2 Concept Map – Theme: Welcome to My Community (Unit: Who is in My Community?)


Community Places: • biblioteca • comisaría • escuela • estación de

bomberos • hospital • oficina del

dentista/médico • supermercado

Describe It: • ojos oscuros • ojos claros • alto, amable • bajo, cómico • inteligente • moreno, negro • rubio, serio

Community People: • bibliotecario* • bombero • cajero/a • dentista • maestro/a • médico • policía

*extensions

Family: • papá • mamá • hermano/a • abuelo/a • tío/a • primo/a

Numbers: 0-50, in and out of order


I can ask and answer questions

about:

Products: • city map: molas

Practices: • compare daily life: routines • compare family life: routines • compare holiday traditions: Flower Festival of Medellín-parades, folk songs (August) Perspectives: See T.U.

Time: To the hour

Culture focus:

Colombia

2nd Grade Trimester 2:

Who is in My Community?


Trimester 3 Concept Map – Theme: Welcome to My Community (Unit: My Community as a Habitat)

Arizona Desert Animals: • alacrán • correcaminos • coyote • jabalí • liebre • matraca grande • puma • tarántula • tortuga • víbora de cascabel

Safe Desert Living: • agua • gorra • protector solar • sombrero


I can ask and answer questions

Arizona Desert Plants: • cacto • flor de saguaro • mesquite • palo verde • saguaro

Describe It: • bonito • desierto • grande • hace (muchísimo)

calor • interesante • peligroso • pequeño • seco

2nd Grade Trimester 3:

My Community as a Habitat

Culture Focus:

Colombia

Products: • coffee, bananas

Practices: • compare holiday traditions:

Feria del Orinoco (July/August) – celebrates the 3rd largest river system in world with food, dance, music, arts and crafts

• compare conservation and sustainability practices

Perspectives: See T.U.

© CFSD; WL – Grade 2 (E2); 6/10-6/12 Approved by Governing Board 5/11/10 The ACTFL proficiency guidelines represent a hierarchy of global characterizations of integrated performance in speaking, listening, reading, and writing. Each description is a representative sample of a particular range of ability/performance (communication functions, range of vocabulary, degree of accuracy, and flexibility that learners of a language are able to control) and each level subsumes all previous levels, moving from simple to complex in an "all-‐before-‐and-‐more" fashion.

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COMMUNICATION: PERSON-TO-PERSON COMMUNICATION

(INTERPERSONAL MODE) Students interact with others orally and in writing to provide and obtain information in the target language, utilizing cultural references where appropriate. This mode of communication is characterized by active negotiation of meaning. Examples of this two-way communication include conversing face-to-face, participating in online discussions or videoconferences, instant messaging, and exchanging personal letters or email messages.

Overarching Big Ideas/Enduring Understandings: Communication

• Language is a multi-faceted, multi-layered system of communication.

• Language is at the heart of all human interaction.

• Speaking, listening, reading, and writing skills are developed by using the interpersonal, interpretative, and presentational modes of communication.

• Language learning involves taking risks and learning from one’s mistakes.

Essential Questions: Person-to-Person Communication (Interpersonal)

• Why is it important to communicate in another language? • What do people need to know, understand, and be able to do to conduct effective interpersonal communication with those who speak

another language? • How do people communicate more effectively with a native speaker who is not accustomed to a language learner?

Nature of World Languages: Person-to-Person Communication (Interpersonal)

• Language learners take risks. • Language learners understand that grammatical accuracy contributes to meaning.


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CATALINA FOOTHILLS SCHOOL DISTRICT

STANDARD FOR WORLD LANGUAGES: ELEMENTARY (E2) Person-to-Person Communication (Interpersonal)

PROFICIENCY TARGET: Novice Mid TEXT TYPE: Uses memorized words, phrases, lists, and an occasional simple sentence to provide basic information Level 4.0 In addition to Level 3.0, in-depth inferences and applications are demonstrated.

• See Interpersonal Speaking rubric continuum Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving person-to-person communication, the student will be able to: • exchange personal information about self and family (required: personality and physical attributes; clothing; family) • ask and answer formulaic questions on familiar topics in highly predictable contexts (for example: What is the weather today? What is your favorite Arizona

animal? What do you wear in winter? What day/month/season is it?; required: numbers; calendar; weather; time; clothing; family; community places and people; desert living; desert plants and animals)

The student exhibits level-appropriate language proficiency as defined by ACTFL. Level 2.5 Exhibits the simpler details and processes and partial knowledge of the level-appropriate language tasks and functions as defined by ACTFL. Level 2.0 At this level of performance the student: • perform basic processes:

o describe self and family using memorized words and phrases (for example: gender; age; eye/hair color; height) o respond to basic yes/no and either/or questions on familiar topics (for example: weather; clothing; animals) with single words

• recognize or recall specific terminology such as: o family (familia): aunt; uncle; cousins o personality and physical attributes: eye/hair color; height; kind; smart; funny/serious; friendly o clothing (ropa): pants; shorts; t-shirt; shirt; skirt; dress; shoes; jacket; suitcase (la maleta) o time (la hora): to the hour o calendar (calendario): days; months; seasons o community people (comunidad; gente): policeman; fireman; doctor; dentist; teacher (maestro/a); cashier o places (lugar/es): grocery store; fire station; hospital; police station; school; library; dentist/doctor office o desert plants (desierto; planta): desert; cactus; tree (palo verde; mesquite); saguaro; saguaro blossom o animals (animal/es): coyote; scorpion (alacrán); javelina (jabalí); mountain lion; tarantula; road runner; jackrabbit; rattlesnake; tortoise; cactus wren

(matraca grande) o safe desert living: hat (sombrero/gorra); sunscreen; water o weather (tiempo/clima): It is raining/snowing/ (very) hot/pleasant (cool)/cold/sunny/windy o adjectives: eye/hair color; tall/short; kind/nice; funny/serious; intelligent; pretty; big/small; interesting; dangerous; dry o números

• recognizes or recalls essential structures such as: o punctuation: question/statement o intonation: question/statement o interrogatives: who; what; where; when o singular/plural formation: el/los; la/las; un/uno/unos; una/unas


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o verb structures: I wear (llevar/usar); there is, there are (for example: Is there a ruler in your backpack? ¿Hay una regla en tu mochila?); I am (for example: cold/hot/ – Tengo frío/calor; Soy amable; it/he/she is (for example: He is a fireman – El es bombero.); Who works in ________ (for example: ¿Quién trabaja en una estación de bomberos?)

o number system: 0-50 Level 1.5 Partial knowledge of the simpler details and processes but omissions regarding the level-appropriate language tasks and functions as defined by ACTFL. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the level-appropriate language tasks and functions as

defined by ACTFL.


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Explanations and Examples Integration of 21st Century Skills

All strategies and implementation procedures must be predetermined in the planning process, taught, modeled, and practiced many times in order to be effective. Students need to internalize the procedures and process before they can begin to acquire the content, i.e., vocabulary. Be consistent and use similar procedures to implement these strategies. Have a plan for how to pair/group students when there is an uneven number, which may occur because the class always has an odd number of students or there are absences due to illness/other reason. Teachers also need to factor in time for recycling vocabulary from earlier trimesters and/or years.

*Note: Teachers need to use the target language, i.e., Spanish, most (90%) of the time even if an example given is in English. English may be used to clarify directions or during culture study.

The following tools/structures are useful in facilitating strategy implementation:

• Large space, free of tables/desks, where students are able to move freely, form circles, create lines, perform a variety of kinesthetic tasks, and work in large/small groupings

• Four Corners with designated labels, such as, seasons, numbers, colors, pets, or sports

• Clipboards or other portable “desks” for occasional use; Second Graders will also use tables/desks.

• Laminated work mats – laminate 9 x 12 construction paper on which students will perform a variety of tasks, e.g., form numbers with manipulatives when teacher calls out number in Spanish or classify objects according to a characteristic given in Spanish, such as, ¿animal de Arizona o no?

• Conversation Task Rules (different from Class Rules and Expectations) – these rules are designed to maximize every student’s opportunity to speak Spanish, e.g., speak only Spanish during a task, focus on the task, take turns

• Use odd amounts of time, e.g., “catorce segundos,” and give only enough time needed to accomplish the task

• Display a visual behavior “meter” and give clear incentives/consequences for following/not following the procedures

• Display a chart and rubric of the 21st Century skill(s) and trait(s) being currently emphasized, e.g., Self-direction; focus – spend the last minute of class having students reflect and self-assess where they think their behavior was on a given day, e.g., “Level 3 (or 4) because I focused on the task, accomplished it by correctly recalling and pronouncing the clothes words - I feel great about my day in Spanish class!”

SKILL: Cultural Competence Trait: Language Proficiency and Interactions of Cultural Diversity – understands the value of learning to speak and comprehend Spanish and works toward this proficiency SKILL: Leadership Trait: Personal Responsibility – consistently restrains impulsivity, seeks clarity, listens attentively and actively participates Trait: Communication – responds appropriately to feedback and uses it for improvement of language skills SKILL: Teamwork Trait: Role Understanding & Participation – can assume any role and perform the duties of that role Trait: Responding to Others – actively and attentively listens to others and accepts positive feedback Trait: Perseverance – extends abilities with teacher guidance and overcomes obstacles for plan/task completion SKILL: Self-Direction Trait: Focus - masters vocabulary through effective and sustained effort; maintains focus and perseveres during learning process with only an occasional need for redirection, working toward being able to independently maintain focus Trait: Self-monitoring – monitors own learning progress and occasionally self-corrects SKILL: Teamwork Trait: Responding to Others - actively listens and accepts positive feedback


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Novice language learners, who function at the word level, must hear/say a new vocabulary word as many as 50-70 times before mastery, retention, and the ability to apply/transfer are achieved. Students must be given ample opportunity to practice new vocabulary. Vocabulary must be recycled frequently.

Suggested strategies (Please check the previous grade level for full explanation of strategies, which are used at multiple grade/proficiency levels. Only newly introduced strategies will be fully explained).

Students who have been in the Elementary Spanish Program since Kindergarten will have developed a familiarity with these strategies; however, it is recommended that teachers continue to model and practice strategy procedures with students, especially in the BOY:

• Scaffolding • Modeling by teacher • Modeling by a pair of students who have acquired the new word • Nonverbal gestures/visual cues/TPR • Pictures and other visual representations of the word or concept • Realia • Cambia • Inside/Outside Circles • Natural Approach (modified) • Associations • Cloze • Corners • Clusters • Two Lines • Mix, Freeze, Pair, Share (Mezcla, Congela, Par, Comparte) • Checklists • Conversation In A Can: This strategy can be used as a quick interpersonal speaking “warm-up”

task at the beginning of each class period. This strategy is ideal for recycling vocabulary and can be customized to whatever topic/vocabulary the teacher would like to emphasize. Place a can or other container at each table/desks’ group. Place conversation starters, such as “tell your partner what day it is and ask him/her what tomorrow will be” or pictures with a task. Direct students to work with a partner – a procedure for getting into partners quickly and efficiently needs to be predetermined/practiced beforehand. For example, the teacher may put weather/season picture cards in the can. Each partner draws out a card and performs the task, e.g., name the season and weather and name articles of clothing appropriate to wear in that weather. Another example: Arizona animal cards/task: identify and name the animal, its color, and number of legs, e.g., Es un correcaminos. Es gris y café. Tiene dos piernas. Provide sentence frames if needed.

• Games: Games with a clear instructional purpose can be effective tools in the language classroom. They are high-interest activities that motivate students to master topical vocabulary in order to play the game successfully. However, the downside to games is that not all students are


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able to participate all the time. Games should be used sparingly – they make a great incentive/reward for continued and sustained positive classroom and learning behavior. One strategy to involve all students is to periodically have a Game Day with several games running at the same time. Students rotate through each game center, or as many centers as time permits. This requires a great deal of preparation but is generally worth it as a motivational tool and avoids the downside of games previously mentioned.

Suggested Games:

Bingo: The language objective is to identify the vocabulary word called out by the teacher or partner by placing a token on the correct picture or number. When the game is played in partners, it is considered an Interpersonal task.

Nachos: The language objective is to identify numbers and say the number word when called upon to do so. Create student game boards using a table format with 6 rows and 5 columns. The word NACHOS will be spelled out at the top row, horizontally. Laminate the game board and provide dry erase markers so that the boards may be used many times by different classes. Have the students write in numbers in the 5 spaces below each letter of the word NACHOS. They may use a number more than once but not more than 4 or 5 times. Encourage them to use as many numbers between 0 and 50 as they can. Provide tokens (cubes, beans, poker chips, colored/ laminated dots) for them to place over called-out numbers. The teacher needs to create a way to keep track of the numbers s/he has already called out and to use in NACHOS verification. Writing the numbers down on a slate is a simple, effective method. NACHOS is achieved when the word NACHOS is spelled out by having at least one token in each of the horizontal columns. Students with a NACHOS will say ¡Nachos! The teacher or partner will ask student(s) to remove tokens and say numbers to confirm a NACHOS. This gives students an opportunity to say number words as well as having identified them accurately. When played in partners, this game is an Interpersonal task.

Jeopardy: The language objective of the game is to identify and say the correct vocabulary word that is represented by a given picture. This is one way to play Jeopardy: create a set of number cards in multiples of 5 or 10. Select a topic and categories related to the topic, such as Arizona (topic); Animals, Plants, Weather (categories). Make/write colored category placards. Choose a Jeopardy area such as a chalkboard and adhere the category placards at the top of this designated area, in a horizontal manner. Adhere vocabulary picture/flash cards below each category column, allowing space in between. Place a number card over each picture card. For example, below the category “Animals,” under a 5 points card, adhere a picture of a roadrunner. Repeat this process for each category, so that there are 4 or 5 picture cards for each category. Students will be divided into 4 teams (use color designations, e.g., Equipo Rojo). A member from each team approaches the Jeopardy game area, teacher draws a color chip from a can which selects the team who determines the category, e.g., teacher draws a blue color chip so Equipo Azul chooses the category by saying, “animales por cinco.” The teacher asks if all contestants are ready and then raises the number card. Whoever slaps the picture card first with a matamosca, is allowed to state the vocabulary word


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represented by the picture card, e.g., el correcaminos. Teachers need to develop rules/procedures they are comfortable with for ties (flyswatters slap at same time) and what to do if student is not correct (give another student in group an opportunity to say correct response). Assign a scorekeeper or, if preferred, do not keep score. This game goes fast. Students at desks (not participating because they are not up yet) can be saying the word to themselves or pointing to it on a vocabulary sheet. While not strictly an Interpersonal task, it involves interactive participation.

Casino: The language objective is to hear/say the vocabulary words many times. The object of the game is to roll a matching pair. Use clip art pictures and larger 6-sided blocks to create a fun vocabulary game. For example, if the topic is “Clothes,” find and copy two identical sets of clip art clothes pictures, e.g., a picture of a scarf (la bufanda), and adhere to one of the six sides of two blocks. Repeat process until all six sides of both blocks have a clothes item displayed. Students play in teams of two with 3 other teams of two, for a total of 8 students. Students will use memorized phrases, Es un par/no es un par to play the game (or par/no par). Whether or not there is a match, the team that rolls the “dice” will also say the vocabulary word. For example, if the team rolls a sweater and a dress, it is not a match. They say together, or they may take turns with each roll, suéter/vestido – no es un par or no par. If the team does roll a match, they need to state the match, e.g., vestido/vestido, and say Es un par (or par). Teachers will determine how they wish to keep score, if at all.

Chispas: Sparkle in Spanish – play at desks, tables, or in a small group structure such as Corners. Teacher calls out a topical vocabulary word such as bombero. The designated first person says the first alphabet (Spanish) letter of the word, in this case “b.” Students continue to spell the word until the task has been completed. The person who is next after task completion yells out ¡Chispa! at which point a new word is selected and the game continues. This is a quick, two minute activity to “prime the engine,” i.e., warm up student brains (or refocus/redirect off task students), and recycle the Spanish alphabet. While not strictly an Interpersonal task, it involves interaction while using the language.


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COMMUNICATION: LISTENING AND READING FOR UNDERSTANDING (INTERPRETIVE MODE)

Students listen, view, and read using knowledge of cultural products, practices, and perspectives to comprehend and interpret a variety of topics in the target language. This mode of communication does not allow for the active negotiation of meaning with the writer or speaker. Examples of this one-way communication include cultural interpretations of print and digital texts, videos, movies, speeches, and radio and television broadcasts.

Overarching Big Ideas/Enduring Understandings: Communication:

• Language is at the heart of all human interaction.

• Language is a multi-faceted, multi-layered system of communication.



Essential Questions: Listening and Reading for Understanding (Interpretive)

• What do people need to know, understand, and be able to do to correctly interpret what they hear and read in another language? • How does sentence structure aid in comprehension?

Nature of World Languages: Listening and Reading for Understanding (Interpretive)

• Language learners take risks.


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STANDARD FOR WORLD LANGUAGES: ELEMENTARY (E2) Listening and Reading for Understanding (Interpretive)

PROFICIENCY TARGET: Novice High (Listening) / Novice Mid (Reading) Level 4.0 In addition to Level 3.0, in-depth inferences and applications are demonstrated.

• See Interpretive Listening/Reading rubric continuum Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving listening/reading for understanding, the student will be able to: • interpret meaning from descriptions of familiar topics (for example: community places and people; seasons; weather; clothing) when supported by visuals

(required: clothing; weather; family; community places and people; desert plants and animals; safe desert living; numbers) • interpret words and phrases from simple questions and statements in predictable contexts (for example: story reading/telling with context clues; required:

clothing; weather; family; community places and people; desert plants and animals; safe desert living) • follow simple one-step directions, commands, and requests within the scope of a classroom (required: Take out your _____[recycle classroom objects];

Raise your right/left hand; Stand up on the count of ____ [name a number]; Sit down when I say ____ [cue word or signal]) The student exhibits level-appropriate language proficiency as defined by ACTFL. Level 2.5 Exhibits the simpler details and processes and partial knowledge of the level-appropriate language tasks and functions as defined by ACTFL. Level 2.0 Level 2.0 At this level of performance the student: • perform basic processes:

o match a descriptive word or phrase to the correct picture of a person, place, or object when supported by visuals or gestures provided to the whole class

o differentiate among statements, questions, and exclamations with verbal and non-verbal cues o follows one-step directions or commands supported by visual cues

• recognize or recall specific terminology such as: o family (familia): aunt; uncle; cousins o personality and physical attributes: eye/hair color; height; kind; smart; funny/serious; friendly o clothing (ropa): pants; shorts; t-shirt; shirt; skirt; dress; shoes; jacket; suitcase (la maleta) o time (la hora): to the hour o calendar (calendario): days; months; seasons o community people (comunidad; gente): policeman; fireman; doctor; dentist; teacher (maestro/a); cashier o places (lugar/es): grocery store; fire station; hospital; police station; school; library; dentist/doctor office o desert plants (desierto; planta): desert; cactus; tree (palo verde; mesquite); saguaro; saguaro blossom o animals (animal/es): coyote; scorpion (alacrán); javelina (jabalí); mountain lion; tarantula; road runner; jackrabbit; rattlesnake; tortoise; cactus wren

(matraca grande) o safe desert living: hat (sombrero/gorra); sunscreen; water o weather (tiempo/clima): It is raining/snowing/ (very) hot/pleasant (cool)/cold/sunny/windy o adjectives: eye/hair color; tall/short; kind/nice; funny/serious; intelligent; pretty; big/small; interesting; dangerous; dry o números o cognates (for example: tarántula)

• recognize or recall essential structures such as:


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o punctuation: question/statement o punctuation: question/statement o intonation: question/statement o interrogatives: who; what; where; when o singular/plural formation: el/los; la/las; un/uno/unos; una/unas o verb structures: I wear (llevar/usar); there is, there are (for example: Is there a ruler in your backpack? ¿Hay una regla en tu mochila?); I am (for

example: cold/hot/ – Tengo frío/calor; Soy amable; it/he/she is (for example: He is a fireman – El es bombero.); Who works in ________ (for example: ¿Quién trabaja en una estación de bomberos?)


defined by ACTFL.


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Novice language learners need to hear/see a vocabulary word many times before comprehension is achieved. Most Second Graders are functioning at the transitional reader level in their native language, i.e., English. They have a large core of sight words, full control of many reading strategies, and can summarize, synthesize, and interpret. They are beginning to have inference skills and are able to monitor their own reading success. The Novice Mid language student is able to identify a larger number of highly contextualized words and phrases, including cognates and borrowed words. Reading material must be supported by visuals, rarely exceeds one phrase at a time, and requires rereading. Suggested reading/listening strategies for the transitional reader: • Access prior knowledge about the reading/listening topic • Use picture clues/analysis to decode meaning: photos; illustrations; drawings/paintings; Smart

Board/ computer images • Make predictions • Do sequencing activities • Explore letter/sound recognition • Use syllabification to help students with pronunciation and vocabulary retention • Increase topical vocabulary • Re-read selection • Ask questions • Use rhymes • Use more complex patterns • Find reading/listening selections that feature high-frequency words and topical vocabulary • Display a book being read on the document camera and provide student copies (Xeroxed copies if

class sets not available) Suggested language acquisition reading/listening strategies: • Teacher briefly summarizes story in target language, using simple language, picture clues, sound

effects, and nonverbal gestures/TPR before s/he actually reads it: “This story is about how to live safely in a desert.” (show a picture of Tucson and gesture to the outside while fanning yourself/wiping your brow to indicate extreme heat).

• Give students a simple question or idea, in the target language, to think about as they listen to the story, e.g., Te gusta vivir en un desierto? Me gusta vivir en un desierto como Arizona.”

• As the teacher reads the story, engage students by asking them to give a predetermined signal, e.g., hand clap, when they hear a specific detail in the target language, such as the main character’s name, a color word, a specific plant or animal, or something particular to the story.

SKILL: Critical & Creative Thinking Trait: Comparing - identifying similarities/differences in the characteristics of something, e.g., weather in Arizona with the weather in New York Trait: Classifying - for example, clothes worn in hot weather or clothes worn in cold weather Trait: Inductive Reasoning - making reasonable predictions and valid interpretations based on information derived from the reading/listening selection or topic, such as, inducing that the main character is a girl because the listener is cuing in on specific words/word endings. Trait: Deductive Reasoning – choosing generalizations that demonstrate an understanding of the topic, e.g., plants in Arizona (topic) have espinas porque hace calor en el desierto y las espinas conservan la agua SKILL: Teamwork Trait: Role Understanding and Participation – recognizing which role has been assigned and following through on one’s part; not letting one’s partner/group down Trait: Responding to Others – indicating through gestures or words that one has comprehended or not SKILL: Self-Direction Trait: Focus - students need only occasional redirection from the teacher; students are working toward being able to independently maintain perseverant behavior and a sustained attention level. SKILL: Leadership


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• Ask students to “Haz una predicción” and ask questions during the reading selection. • Identify cognates/borrowed words with a visual signal, like thumbs up if it student hears a

cognate/borrowed word • Identify familiar vocabulary with a nonverbal gesture such as a hand clap or thumbs up • Build A Story: have students put pictures of the story in order (sequencing) as the teacher narrates

it in target language. • Computer Lab/COWs: access Tumble Books; Book Flix • Document camera/SmartBoard: present stories using technology • Use videos/video clips • TPRS (Total Physical Response Storytelling) • Use a nonsense phrase, such as, Coyotes Son Rojos, to alert students to important information.

Change the phrase often (once a week) to build in student accountability for maintaining focus and attention.

• Do kinesthetic activities while practicing skills/vocabulary, e.g., students stand on one leg while recycling the days of the week. This improves listening, comprehension, and retention in many students.

• Bingo games: Numbers, Colors, Shapes, Community people/places, Animals (use sparingly/as an incentive/reward for positive learning and classroom behavior)

Trait: Personal Responsibility – consistently restrains impulsivity, seeks clarity, listens attentively and actively participates SKILL: Communication Trait: Electronic Environments – is familiar with features of digital tools and can use them capably


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ORAL AND WRITTEN PRESENTATION (PRESENTATIONAL MODE)

Students create and present information in oral and written form in the target language, tailoring it to an intended audience. Messages are intended to facilitate interpretation where there is no direct opportunity for active negotiation of meaning. Examples of this “one-to-many” mode of communication include a presentation to a group, posting an online video or webpage, creating and posting a podcast, writing a report, or writing an article for a newspaper.

Overarching Big Ideas/Enduring Understandings: Communication

• Language is at the heart of all human interaction. • Language is a multi-faceted, multi-layered system of communication.



Essential Questions: Oral and Written Presentation

• How do visual cues enhance a presentation? • What are the essential elements of a story?

Nature of World Languages: Oral and Written Presentation

• Language learners practice and present. • Language learners tell stories.


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STANDARD FOR WORLD LANGUAGES: ELEMENTARY (E2) Oral and Written Presentation (Presentational)

PROFICIENCY TARGET: Novice Mid Level 4.0 In addition to Level 3.0, in-depth inferences and applications are demonstrated.

• See Presentational rubric continuum Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving oral and written communication, the student will be able to: • present simple written and oral descriptions on familiar topics (for example: self; friends; clothing; desert animals; names and ages of each family member)

using sentence frames, graphic organizers, and role-plays/authentic scenarios (required: family; clothing; time; community places and people; desert plants and animals; safe desert living)

• produce and presents lists of familiar words and phrases about familiar topics in authentic contexts (required: family; personality and physical attributes; clothing; community places and people; desert plants and animals; safe desert living)

The student exhibits level-appropriate language proficiency as defined by ACTFL. Level 2.5 Exhibits the simpler details and processes and partial knowledge of the level-appropriate language tasks and functions as defined by ACTFL. Level 2.0 At this level of performance the student: • perform basic processes:

o identify simple information (for example: I am a tall girl. I have green eyes. I am smart. In my family, I have a dad, mom, and 2 sisters.) about self, family, and friends (for example: classmates; community people such as a fireman, librarian, or dentist) using memorized words or phrases

o label familiar items in the context of thematic units (for example: members of a family; desert plants and animals; articles of clothing) • recognize or recall specific terminology such as:

o family (familia): aunt; uncle; cousins o personality and physical attributes: eye/hair color; height; kind; smart; funny/serious; friendly o clothing (ropa): pants; shorts; t-shirt; shirt; skirt; dress; shoes; jacket; suitcase (la maleta) o time (la hora): to the hour o calendar (calendario): days; months; seasons o community people (comunidad; gente): policeman; fireman; doctor; dentist; teacher (maestro/a); cashier o places (lugar/es): grocery store; fire station; hospital; police station; school; library; dentist/doctor office o desert plants (desierto; planta): desert; cactus; tree (palo verde; mesquite); saguaro; saguaro blossom o animals (animal/es): coyote; scorpion (alacrán); javelina (jabalí); mountain lion; tarantula; road runner; jackrabbit; rattlesnake; tortoise; cactus

wren (matraca grande) o safe desert living: hat (sombrero/gorra); sunscreen; water o weather (tiempo/clima): It is raining/snowing/ (very) hot/pleasant (cool)/cold/sunny/windy o adjectives: eye/hair color; tall/short; kind/nice; funny/serious; intelligent; pretty; big/small; interesting; dangerous; dry o números o cognates (for example: tarántula)

• recognize or recall essential structures such as: o punctuation: question/statement o intonation: question/statement


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o interrogatives: who; what; where; when o singular/plural formation: el/los; la/las; un/uno/unos; una/unas o verb structures: I wear (llevar/usar); there is, there are (for example: Is there a ruler in your backpack? ¿Hay una regla en tu mochila?); I am (for

example: cold/hot/ – Tengo frío/calor; Soy amable; it/he/she is (for example: He is a fireman – El es bombero.); Who works in ________ (for example: ¿Quién trabaja en una estación de bomberos?)


defined by ACTFL.


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Oral presentation should not be overly emphasized in a program that focuses primarily on Interpersonal Communication (speaking). Having each learner “give a presentation,” one at a time, is a very large investment of time with a relatively small instructional return. Oral presentation conducted in whole/small group/partner settings, however, works well. Suggested Strategies: Two Lines: Students use this structure to present topical information to each other, e.g., Hay muchos animals en el desierto: el coyote, la tortuga, el liebre, el puma, la tarantula, y el correcaminos. Orally present topical information to another Spanish class using Two Lines, Four Corners, Cambia, or other partner/small group structure Poetry: recite poetry as a whole group or several small groups at a school-wide function such as 5th Grade Promotion Ceremony Role-plays: Role-playing encourages creativity and thinking skills; however, role-plays should not be scripted out in detail. The teacher should give students a general scenario with communicative tasks within the abilities of a Novice Mid speaker. Role-play cards with sentence frames and/or graphic organizers/lists, which can be accomplished as a writing activity, should be used. Give students several minutes to study role-play card, practice, and perform at least twice with students switching roles.

o For example, have students imagine they are going on a trip and will be doing a lot of fun activities, such as hiking, swimming, snow skiing, and zip lining. They need to pack a suitcase with enough clothes choices to meet this objective. Student A is the friend who is helping Student B pack. Student A, using a role-play card with a sentence frame, asks ¿Qué ropa necesitas? Student B, using a role-play card with sentence frames or graphically- organized information responds Necesito una chaqueta, los pantalones, las botas, un gorro, una bufanda, un traje de baño, los shorts, y dos camisetas.

Novice learners, in general, speak and write at the same proficiency level, i.e., if they can orally articulate it, they will be able to write it. Students at this proficiency level, Novice Mid, can label and write lists. Suggested Strategies: Writing lists: students should ideally have an authentic rationale, even if it is a simulated real world scenario, for creating these lists. For example, the teacher asks students to imagine their family has

SKILL: Leadership Trait: Personal Responsibility – consistently restrains impulsivity, seeks clarity, listens attentively and actively participates SKILL: Self-Direction Trait: Self-Instruction – Applies strategies and problem-solves with teacher guidance Trait: Self-Monitoring – keeps track of learning progress with only occasional teacher guidance Trait: Effective Use of Resources – selects and uses appropriate resources with only minimal teacher guidance Trait: Self-evaluation and Reflection – uses feedback to modify work and reflects upon strengths and areas targeted for improvement SKILL: Teamwork Trait: Responding to Others – listens actively to others’ ideas with respect; accepts positive feedback


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an opportunity to visit a family in Colombia. This family has a child the same age as you so they would like you to write a list of all the clothes you are bringing. They do not want your clothes to get mixed up with their child’s clothes. Checklists: A checklist is a list of vocabulary words associated with a specific topic. Checklists can be made with pictures alone, pictures and words, or words alone. For example, the students have a checklist for the topic, “People in Our Community.” Students work in partners. The task is for each partner to make a check mark next to the picture of a community worker they have met, such as a fireman or policeman. Then, they compare lists by one partner calling out the word, e.g., dentista, and the other partner confirming that s/he either has the word or not, e.g., dentista, sí (or no) Art Projects: Create topical booklets, such as a book of Arizona plants and animals, clothes, community people/places, or safe desert living. This can be accomplished using construction/recycled paper, old magazines and catalogs, newspapers, clip art, and many other readily available resources. Graphs/Glyphs: Create and present topical information using a variety of graphs, such as favorite Arizona animal.


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CULTURAL COMPETENCE

Students use language and behaviors that demonstrate an understanding, informed sensitivity, and appreciation of other cultures. They examine and compare practices (behaviors), products (tangibles: food, buildings, art; intangibles: laws, system of education), and perspectives (attitudes, values, ideas) to gain insight into their own and another language and culture. The resulting linguistic and intercultural explorations expand the students’ worldview and foster appropriate interactions (know “what to do when” and “what to say while doing it”) as they actively engage with/in diverse cultures in different contexts.

Overarching Big Ideas/Enduring Understandings: Cultural Competence

• Comparing one’s own language and other languages and cultures enables individuals to gain new insight about self and the world.

• Language and culture are inseparable; they influence and reflect each other.

• A people’s perspectives, practices, and products are windows to their culture.

• Language and culture evolve. They are bound by people, time, and place.

• By learning another language individuals can better understand how both the native and other languages work.

• Comparing world languages and cultures promotes individuals’ ability to process information.

Essential Questions: Cultural Competence

• Why is it important to understand the values and beliefs of another culture? • How are cultural values present in cultural products? • What impact do products from one culture have on another culture? • How does knowledge of another language enhance people’s understanding of culture and society in general?

Nature of World Languages: Cultural Competence

• Language learners understand that products, practices, and perspectives are inextricably linked to the culture they represent. • Language learners learn that culture is important to communication. • Language learners develop their critical thinking abilities as they become aware of the similarities and differences between their first and

second languages.


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STANDARD FOR WORLD LANGUAGES: ELEMENTARY (E2) Cultural Competence

PROFICIENCY TARGET: Novice Mid Level 4.0 In addition to Level 3.0, in-depth inferences and applications are demonstrated. Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving cultural competence, the student will be able to: • compare tangible and intangible products of own and target culture (for example, flag, anthem) (required: Colombia – molas – Colombian weavings; coffee;

bananas; traditional/modern clothing) • compare practices of own and target culture (required: Colombia – family life, daily life –for example: common practices and interactions of community people

in community places; holiday traditions, for example, the Flower Festival of Medellín and Feria del Orinoco) The student exhibits level-appropriate language proficiency as defined by ACTFL. Level 2.5 Exhibits the simpler details and processes and partial knowledge of the level-appropriate language tasks and functions as defined by ACTFL. Level 2.0 At this level of performance the student: • perform basic processes:

o list tangible and intangible products of own and target culture o list practices of own and target culture o identifies patterns of behavior, gestures, or expressions of target culture used o with family or friends

• recognize or recall specific terminology such as: o product o practice o tradition o holiday/celebration o gesture o contextualized vocabulary related to themes and topics (for example: family structure, clothes) o Universals of Culture

• recognize or recall essential structures such as: o number system: 0-50 o alphabet o days of the week o months of the year

Level 1.5 Partial knowledge of the simpler details and processes but omissions regarding the level-appropriate language tasks and functions as defined by ACTFL. Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the level-appropriate language tasks and functions as

defined by ACTFL.


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Cultural activities in this age group have been designed to generate fun, enthusiasm, and interest in Spanish-speaking countries. The goal is to continue to build the foundation for a lifelong appreciation of the larger global community in which students will be functioning one day. Students in this developmental age group are ready for basic practical geography and culture tasks. Teachers may point out where Colombia, the cultural focus of Second Grade, is on a globe and map. It may be helpful to explain the reasons geographical information is displayed differently: maps show where the country is located in relationship to other countries while a globe more accurately shows where Colombia is on the planet Earth. Suggested Strategies: Catch the World! Use a soft globe; point out Colombia and where it is in relationship to Arizona. Point out major landforms such as the ocean and mountain ranges and ask students if they know on which continent Colombia is located. Toss the globe to a student and ask them to locate Colombia on the soft globe. If correct, student tosses globe to another student and asks them to locate Colombia, using a memorized phrase such as, ¿Dónde está Colombia? This should be done quickly so all students are engaged and able to participate. It is a good beginning-of-class “warm up.” After students have studied Colombia sufficiently enough to have acquired some facts, the teacher may pose further questions about the culture or geography of Colombia, using the soft globe toss as simply a means of choosing a student to answer the question. Create a mola, a traditional Colombian weaving: this can be done as a drawing, a paper collage, or with yarn on paper squares. Consider using the tapir as a motif – Colombia is home to the world’s largest tapir reserve where they are protected by law. Read an age-appropriate children’s book about the life of Gabriel García Márquez, one of Colombia’s most famous writers. (Gabito by Monica Brown, illustrated by Raúl Colón, 2007, is an excellent children’s book on this topic). Compare clothes, both traditional and modern styles, of Colombia and the United States.

Compare daily/family life in Colombia and the United States. Listen to the Colombian anthem. Color the flag of Colombia and research what the colors signify.

SKILL: Communication Trait: Electronic Environments – students are familiar with the presentation of information via various technology media and behave appropriately SKILL: Cultural Competence Trait: Awareness of Cultural Diversity – students are aware that Spain is a different culture than the United States, but that we have much in common as well Trait: Valuing Cultural Diversity – students accept the similarities between his/her culture and Colombia Trait: Historical Knowledge and Perspectives of Cultural Diversity – understands, at a basic level, the influence that culture has on history Trait: Language Proficiency and Interaction of Cultural Diversity – students understand the value of learning Spanish and are willing to work toward proficiency SKILL: Self-Direction Trait: Focus – students need only occasional redirection during the learning process Trait: Effective Use of Resources – selects and uses resources appropriately with minimal teacher guidance


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Use a simple Venn Diagram to compare Colombia and U.S. flags. Use a simple Venn Diagram to compare Independence Days in Colombia and the United States. Holiday traditions of the Flower Festival of Medellín and the Feria del Orinoco; compare to similar holidays or traditions in Arizona, such as the annual harvesting of saguaro fruit and/or the Colorado River Hot Air Balloon Crossing Festival Video of Colombia: Show a portion of the video; stop and pose a question or ask students to tell a neighbor what they think of a particular element. Be sure to predetermine and teach the procedure for talking to a neighbor. Share realia from Colombia. www.kidinfo.com/geography/the_world.html A single website that offers access to many other kid-friendly sites which feature fun facts and information about countries around the world


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MAKING CONNECTIONS THROUGH LANGUAGE

Students use authentic sources and contexts to make connections about language and its cultures with concepts studied in other subject areas.

Connecting the world languages curriculum to what students know from other parts of their academic lives opens doors to information and experiences that can enrich their entire school and life experience. Students strengthen language proficiency and cultural knowledge in the target

language by accessing a wide range of current media, technology, and authentic resources.

Overarching Big Ideas/Enduring Understandings: Making Connections Through Language

• Language learning provides opportunities to uncover big ideas about languages, cultures, and other disciplines.

• The study of world languages helps students enhance learning and provides access to other content areas, strategies, and resources.

• Strategies used to acquire a language are transferable to other areas of learning throughout life.

• Learning another world language enables one to access information available only in that language.

Essential Questions: Making Connections Through Language

• How can a student rely on previous understandings and experiences to evaluate and interpret new information? • What is the value of an authentic source? • How does the knowledge of cognates help make inferences in other content areas? • How can someone relate world language knowledge to another content area?

Nature of World Languages: Making Connections Through Language

• Using a target language to acquire information empowers students with knowledge in other content areas. • Connecting the target language with other parts of students’ academic lives opens doors to information and experiences that enrich school

and life. • Studying another language increases understanding of language commonalities and differences.


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STANDARD FOR WORLD LANGUAGES: ELEMENTARY (E2) Making Connections Through Language

PROFICIENCY TARGET: Novice Mid Level 4.0 In addition to Level 3.0, in-depth inferences and applications are demonstrated. Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving connections through language, the student will be able to: • perform level-appropriate social studies tasks in context (for example: labeling country name on a map) using information acquired from the target culture

(required: locating Colombia on a map and globe; identifying colors and their symbolic meaning in Colombia’s flag; labeling habitats and their location in Colombia)

• perform level-appropriate mathematics/science tasks in context (required: counting forward to 50 sequentially and non-sequentially; solving one and two-digit addition with no regrouping; subtraction math facts 0-9; classifying animals; graphing weather) using information acquired from the target culture (for example: graphing weather in Colombia over a specified period of time)

• identify connections between English and the target language (for example: borrowed words, cognates) The student exhibits level-appropriate language proficiency as defined by ACTFL. Level 2.5 Exhibits the simpler details and processes and partial knowledge of the level-appropriate language tasks and functions as defined by ACTFL. Level 2.0 At this level of performance the student: • perform basic processes:

o identify map and globe o describe differences/similarities of a map and globe o recognize when and why a map and/or globe would be used o identify and describe the steps of a math task (for example: how to add one-digit numbers) o identify cognates, word elements (for example: prefixes, suffixes, word roots) and/or borrowed words (for example: chocolate)

• recognizes or recalls specific vocabulary/terminology such as: o data, graph: bar graphs; pictographs o behavior over time graphs (BOTG) o map, globe o count, addition, plus, equals, subtraction, minus o sequence/order o weather terms o time (hour, minute)

• recognize or recall essential structures such as: o number system: 0-50 o alphabet


defined by ACTFL.


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The CFSD Elementary Spanish Program is a content-enriched FLES (Foreign Language in Elementary School) model. The goal is not to teach regular education content, but rather, use it as a vehicle for communicating in the target language, i.e., Spanish, in an authentic, real-world manner. Suggested Strategies: • Prepare materials in advance • Technology: use a variety of interactive digital tools, such as document cameras, laptops (COWs),

and Smart Boards to present information/content to students • Laminated mats are useful during classifying activities. They give the student a specific place in which

to sort and classify objects according to attributes • Classifying containers may also be utilized for the above purpose. Containers such as milk cartons

(cut in half), coffee cans, and pie tins are an economical way to provide sorting bins and teach the children to value recycling to help Mother Earth.

• Classifying: ask students to classify objects/information into categories, such as Arizona animal or not; single or double-digit numbers; shapes with varying number of sides; clothes for hot or cold weather

• Interactive computer games that involve math facts or addition concepts – students must say numbers in Spanish after solving problem, e.g., the fact is 9 - 2 = 7; students solves and states, Nueve menos dos son (es) siete.

• Use document camera to display a daily problem; students solve at table/desks and check document camera to verify response –teacher explains problem/process/solution in Spanish

• Calendar: provide students with small calendars, which can be obtained online and copied, that they can use during calendar time, a quick, daily procedure that helps students master and retain calendar vocabulary. The students can circle the day/date (number) and draw a symbol representing the weather, e.g., a sun for hot and sunny. Students can cross each school day off which will help them develop a sense of how long a week/month/season is and differentiate week days from weekends/holiday breaks. It is, in essence, a very simple BOTG.

• Calendar: Have students perform the activity described above in partners using memorized phrases such as “What day/month/season is it?” “What is the weather like today?” Partners can record the information together after having the conversation.

• BOTG: track and record the weather in Bogotá over a period of time; compare to the weather in Arizona

• Counting: students will not internalize and retain numbers unless they know them in and out of order and use them in a meaningful context.

Suggested Strategies:

o Skip count by twos, fives, and tens o Count backward

SKILL: Communication

Trait: Electronic Environments – is familiar with digital tools Trait: Responsible Behavior – can use digital tools and online resources responsibly SKILL: Critical & Creative Thinking Trait: Comparing – selects items that address the basic objective of the comparison evaluates the similarities/differences Trait: Classifying – correctly sorts items into categories Trait: Error Analysis – identifies critical errors in the process under study SKILL: Self-Direction Trait: Effective Use of Resources – selects and uses appropriate resources with minimal teacher guidance Trait: Self-instruction – applies strategies and problem-solves with occasional teacher assistance


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o Math games such as ¿Cuál es mi número secreto? o Pose/solve simple story problems, such as, Tengo 14 galletas. Como 8 galletas. ¿Cuántas galletas

tengo ahora? Use visual clues/representations/manipulatives to facilitate understanding. o Use slates to have students rapidly recall and write answers to math addition/subtraction facts, 0-9 –

can be teacher-directed or a partner task.


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COMMUNICATION ACROSS COMMUNITIES

Students participate in multilingual communities at home and around the world. They use their developing language skills and cross-cultural knowledge to pursue topics of personal interest and communicate with speakers of the target language. As a result, students improve their own communication skills, heighten intercultural understanding, and strengthen their lifelong learning skills.

Overarching Big Ideas/Enduring Understandings: Communication Across Communities • The study of a World Language expands individuals’ opportunities. • The study of world languages enables individuals to participate in multiple communities and enriches their experiences. • Language is a tool to connect with the world.

Essential Questions: Communication Across Communities

• How has learning a new language enriched your life?

• Where can you use the target language other than the classroom?

• How is my community similar to or different from the community of the target language?

Nature of World Languages: Communication Across Communities

• Learning another language opens doors to a greater variety of career options, increased lifelong opportunities, and enhanced leisure activities.


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STANDARD FOR WORLD LANGUAGES: ELEMENTARY (E2) Communication Across Communities

PROFICIENCY TARGET: Novice Mid Level 4.0 In addition to Level 3.0, in-depth inferences and are demonstrated. Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success. Level 3.0 While engaged in tasks involving communities, the student will be able to: • communicate with Spanish-speaking peers (for example: school and classroom community; sister school program etc.; required: writes a short note/postcard

to a sister school in the community to exchange basic personal information, for example: Hello! My name is ___. I am ____ years old. I like animals. My favorite animal is the _____. Goodbye!) • attend, participate in, or view target language culture events and shares with others (for example: rhymes; chant; celebration; games) (required: plays a

popular Colombian game “Alto” with class; sings/chants traditional Colombian chants/rhymes, such as “Sana Que Sana”) The student exhibits level-appropriate language proficiency as defined by ACTFL. Level 2.5 Exhibits the simpler details and processes and partial knowledge of the level-appropriate language tasks and functions as defined by ACTFL. Level 2.0 At this level of performance the student: • perform basic processes:

o identify target culture activities through a variety of media (for example: YouTube, books, videos) o identify activities of the target culture in the community (for example: holidays, celebrations, important events, songs, games, dances) o lists common places where the target language is evident (for example: street names, restaurants, realia)

• recognizes or recalls specific vocabulary/terminology such as: o restaurant o street o event o product o practice o realia o culture o contextualized vocabulary related to themes and topics

• recognize or recall essential structures such as: o alphabet o number system: 0-50


defined by ACTFL.


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This developmental age group will most likely be interacting within the school community, with the possibility of connecting to a sister school in the Tucson area. A sister school in the CFSD system is the most probable option. Suggested Strategies: • In the BOY, connect with an younger group of students, such Kindergartners or First Graders, and

play Alto, a traditional Colombian game • Partner with an older class, such as Fourth Graders, to perform a song, dance, or rhyme, such as

Sana Que Sana • Perform a song/dance/chant/rhyme for another class or student body at a special occasion such as

5th Grade Promotion • Create a colorful ¡Soy Yo! postcard expressing basic personal information such as name, age, and

favorites. Exchange with another, or several, class at your school. This will promote a positive community school spirit, too.

• Organize and implement a school-wide “post office” where short notes about familiar topics can be exchanged/delivered to another class

• Organized and implement a virtual post office where short email notes about familiar topics can be exchanged with other classes on campus

SKILL: Cultural Competence Trait: Language Proficiency and Interactions of Cultural Diversity – participates in opportunities to communicate and interact with other Spanish-speakers Trait: Language Proficiency and Interactions of Cultural Diversity – understands the value of being multilingual and works toward this proficiency SKILL: Leadership Trait: Personal Responsibility – restrains impulsivity, takes ownership of assigned task/role, listens attentively and actively participates, and seeks clarity when needed. SKILL: Self-Direction Trait: Goal Setting – is able to recognize the set goal

Documents

GR2_World Languages_10-13.pdf