world language curriculum spanish - grades k – 5 … language? people we know who speak a...

1 Revised: July 2008

Bedminster Township School

World Language Curriculum Spanish - Grades K – 5 French – Grades K-3

Bedminster Township School District


SCOPE AND SEQUENCE Spanish Grades K-1 Unit 1-El mundo español/The Spanish-Speaking World Standards: 7.2

TOPICS FUNCTIONS STRUCTURE CULTURE ASSESSMENT MATERIALS/ RESOURCES

TECHNIQUES

Why do we study world language? People we know who speak a different language Location of the United States, Mexico, Atlantic Ocean, Spain Recognition of United States flag, Mexican, Spanish flag The town of Calahorra, Spain and its dinosaur fossils Cross-curriculum: social studies/ Geography/Science

To discuss reasons for studying world language To locate United States, Mexico, Atlantic Ocean and Spain To recognize the flags of the United States, Spain, and Mexico and their colors

N/A Spanish and Mexican flags Comparison of Calahorra to small towns in US

Student participation in discussion Teacher observation of student ability to locate United States, Mexico, Atlantic Ocean and Spain on map and globe. Teacher observation of student ability to point out American, Mexican and Spanish flag.

RESOURCES: Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary materials Map Globe Spanish flag Mexican flag United States’ flag TECHNIQUES: Games; e.g. “Fly to Spain” Thematic units,e.g. “Passports” Map and globe reading Student discussion TECHNOLOGY: Audio CDs/DVDS/ Videos



SCOPE AND SEQUENCE Spanish Grades K-1 Unit 2-Les imperativos;las cortesías;los titulos/ Commands; Courtesy words; Titles Standards: 7.1, 7.2


TECHNIQUES Commands Courtesy words Titles Cross-curriculum: Social Studies

To recognize simple commands: Levántate Siéntate Levanta la mano Baja la mano Ven aquí Anda Toca Muéstrame Señala Trae Dibuja Para Silencio To utilize courtesy words: Sí No Por favor Gracias De nada To utilize the courtesy ways of addressing adults: Señor Señora Señorita

Imperatives Proper usage of adult titles in Spanish-speaking culture Proper usage of courtesy words

Teacher observation of students’ physical response to commands Teacher observation of students’ oral application of courtesy words and adult titles

RESOURCES: Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary materials TECHNIQUES: Total Physical Response (TPR-Kinesthetic activities): Games; e.g. Simon Says Brief oral exchanges between individual students and between teacher and individual students TECHNOLOGY: Audio CDs/DVDS/Videos



SCOPE AND SEQUENCE Spanish Grades K-1 Unit 3-Los saludos;las presentaciones;las despedidas Greetings; introductions; farewells Standards: 7.1, 7.2

TOPICS FUNCTIONS STRUCTURE CULTURE ASSESSMENT MATLS/RESOURCES TECHNIQUES

Greetings Introductions How are you? Farewells Shopping hours Cross-curriculum: Language Arts//Social Studies/Music

To use the following Greetings: Hola Buenos días Buenas tardes Buenas noches To ask people’s names with the following conversational patterns: ¿Cómo te llamas? Me llamo… Yo soy… ¿Cómo se llama? Se llama… To acquire the following conversational patterns: ¿Qué tal? ¿Cómo estás? Bien Muy bien Así, así Mal Muy mal No estoy bien .

Formation of the negative in Spanish “Y tú?” “Y usted?”

Appropriate etiquette/formal, informal Communicative gestures/handshaking customs/greeting each other Comparison of store hours in Spain and US

Individual student oral responses to teacher’s prompts Teacher observation of paired student or group conversations Teacher assessment of of worksheets Teacher assessment of student-generated drawings

RESOURCES: Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary Materials Language visuals Songs, such as Patti Lozano’s “Buenos Días” Storybooks, e.g. “Buenas Noches Luna” Authentic rhymes/poems/songs Puppets TECHNIQUES: Teacher use of puppets to introduce vocab Student dialogues Worksheets,teacher and student generated , e.g. “Times of Day” coloring packet/student time of day drawings. Flashcards TPR Games;e.g. round-robins/Songs TECHNOLOGY: CDs/DVDS/Videos



SCOPE AND SEQUENCE Spanish Grades K-1 Unit 3-los saludos;las presentaciones;las despedidas Greetings; Introductions and farewells Standards: 7.1, 7.2

TOPICS FUNCTIONS STRUCTURE CULTURE ASSESSMENT MATERIALS/ RESOURCES/ TECHNIQUES

To use the following farewells: Adiós Hasta luego Hasta mañana



SCOPE AND SEQUENCE Spanish Grades K-1 Unit 4-Los colores/Colors Standards: 7.1, 7.2


TECHNIQUES Colors: rojo, blanco, negro, amarillo, anaranjado(naranja), marrón,verde, gris, morado, rosado(rosa), azul

Cross-curriculum: Social Studies/Music/ Language Arts

To name colors in Spanish To recognize colors aurally To state whether a color seen visually is or is not the color spoken orally in Spanish

Formation of the negative in Spanish: No es.. Introduction of : “Te gusta” “Me gusta” “No me gusta” Questions : ¿De qué color es? ¿Dónde?”

Colors of the Spanish, Mexican and American flags Authentic Spanish children’s songs/literature

Teacher observation of students choral and individual responses Teacher observation of student participation in games Teacher assessment of student color work

RESOURCES: Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary Materials Authentic songs/rhymes/stories Color flashcards Color worksheets TECHNIQUES: Total Physical Response (TPR): Color games,e.g. “musical squares”, “either/or”, “bean bag toss”, “Lotto” TECHNOLOGY: Audio CDs/DVDS/Videos



SCOPE AND SEQUENCE Spanish Grades K-1 Unit 5-Los números /Numbers Standards: 7.1, 7.2


Numbers 0-12 Cross-curriculum: Mathematics/Social Studies/Music

To recite numbers orally in Spanish To recognize numbers aurally in Spanish To complete age appropriate mathematical problems using Spanish mathematical terms

Use of age appropriate mathematical terms: “Y”, “menos” Question formation: ¿Cuántos?” ¿Qué número es? Es..

Method of finger counting Authentic Spanish number songs

Teacher observation of class participation in number chanting Teacher observation of individual response to number questions Teacher observation of student’s ability to choose correct number when heard orally Teacher assessment of student’s ability to use mathematical problems using Spanish

RESOURCES: Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary Materials Number flashcards Counting chips Magnetic numbers Worksheets Authentic songs TECHNIQUES: Chanting and clapping out numbers Finger counting Number games Age-appropriate number worksheets Songs, e.g. “Diez Perritos” Authentic number songs TECHNOLOGY: Audio CDs/DVDS/Videos



SCOPE AND SEQUENCE Spanish Grades K-1 Unit 6-Las partes del cuerpo/Body parts Standards: 7.1, 7.2


TECHNIQUES Body Parts: cabeza,hombros, rodillas, pies, ojos, nariz, orejas, boca, manos,piernas,brazos Cross-curriculum: Social Studies/Music/ Language Arts

To name and identify body parts in Spanish

Use of: “¿Qué es esto?” “Es…” “Qué son estos? “Son…” Gender(el, la, los, las)

Authentic songs/rhymes/stories

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities.

RESOURCES: Ancillary Materials Body part flashcards Props,toy:body parts, puppets TECHNIQUES: Total Physical Response(TPR) Oral games, e.g. “Simón Dice” Songs, e.g. “Cabeza, hombres, rodillas, pies” Authentic songs, rhymes/stories TECHNOLOGY: DVDs, Videos Transparencies



SCOPE AND SEQUENCE Spanish Grades K-1 Unit 7-La familia/Family Standards: 7.1, 7.2


TECHNIQUES Family Members: madre, padre, hermano, hermana, abuelo, abuela,tío, tía,primo, prima

Family-life Cross-curriculum: Social Studies/Music/ Language Arts/

To name and identify basic family members in Spanish

Use of: “es” and “son”-(verb ser) “mi” and “mis” (singular and plural) “Tienes” “Tengo” “ No tengo” Gender(el, la)

Authentic songs/rhymes/stories Importance of family in Spanish-speaking countries Discussion of family participation in holidays in Spanish-speaking countries

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities

RESOURCES: Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary Materials Puppets Family member cut-outs Songs and storybooks Seasonal and holiday books Authentic songs/rhymes/stories TECHNIQUES: Choral resonse Total Physical Response (TPR) Games;e.g. “How many sisters do I have?” Teacher- produced puppet skits TECHNOLOGY: Audio Cds/DVDs, Videos Transparencies



SCOPE AND SEQUENCE Spanish Grade 2 Unit 1-El mundo españo/Spanish-Speaking World Standards: 7.2


TECHNIQUES Why do we study world language? People we know who speak a different language Location of the United States, Mexico, Atlantic Ocean, Spain, Central America, South America Recognition of United States flag, Mexican, Spanish flag National Anthems Cross-Curriculum: Social Studies/Music, Geography/ Language Arts

To state reasons for studying world language To locate United States, Mexico, Atlantic Ocean, Spain, Central America, South America To recognize the flags of the United States, Spain, and Mexico and their colors

N/A Comparison of American,Spanish and Mexican flags and derivation of flags’ design Discussion of the meaning of national anthems

Student participation in discussion Teacher observation of student ability to locate United States, Mexico, Atlantic Ocean, Spain, Central America, South America on map and globe. Teacher observation of student ability to point out American, Mexican and Spanish flag and discuss their designs

RESOURCES: Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Early Start Spanish: Mi ciudad y mi Colegio ; Early Start publishing, 2002 Ancillary materials Map Globe Spanish flag Mexican flag United States’ flag Flag worksheets Authentic stories/songs TECHNIQUES: Class discussion Geography games Music games; e.g. “Name that Tune” TECHNOLOGY: Map transparencies



SCOPE AND SEQUENCE Spanish Grade 2 Unit 2-Les imperativos;las cortesías;los titulos Commands; Courtesy words; Titles Standards: 7.1, 7.2


TECHNIQUES Commands Courtesy words Titles Cross-curriculum: Social Studies

To follow classroom commands: Levántate Siéntate Levanta la mano Baja la mano Ven aqui Anda Toca Muéstrame Señala Trae Dibuja/Colorea Para Silencio To use courtesy words when using commands Sí No Por favor Gracias De nada To use titles when speaking to adults or people you don’t knowSeñor Señora Señorita

Imperatives Proper usage of adult titles in Spanish-speaking culture Proper usage of courtesy words


RESOURCES: Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Early Start Spanish: Mi ciudad y mi Colegio ; Early Start publishing, 2002 Ancillary materials TECHNIQUES: Total Physical Response (TPR) Brief oral exchanges between individual students and between teacher and individual students Games, e.g. “Simón Dice” TECHNOLOGY: Audio CDs/DVDs/Videos



SCOPE AND SEQUENCE Spanish Grade 2 Unit 3-Los saludos;las presentaciones;las despedidas Greetings; Introductions; Farewells Standards: 7.1, 7.2


TECHNIQUES Greetings Introductions How are you? Farewells Cross-Curriculum: Language Arts/Social StudiesMusic

To use the following Greetings: Hola Buenos días Buenas tardes Buenas noches To ask people’s names with the following conversational patterns: ¿Cómo te llamas? Me llamo… Yo soy… ¿Cómo se llama? Se llama… To acquire the following conversational patterns: ¿Qué tal? ¿Cómo estás? (Estoy) bien. Así, así No )estoy) bien. (Estoy) mal. (Estoy) muy bien/mal.

Formation of the negative in Spanish Formation of questions Estoy (verb estar) Soy (verb ser)

Appropriate etiquette Communicative gestures/handshaking customs/greetings

Individual student oral responses to teacher’s prompts/activity participation Teacher observation of paired student or group conversations Teacher observation of student puppet shows Teacher review of worksheets

RESOURCES: Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary materials Authentic rhymes/poems/stories Language visuals Worksheets TECHNIQUES: Puppet Shows Student dialogues Thematic units:”How are you?” Worksheets Singing ; e.g. “Patti Lozano’s “Buenos Días” TPR-kinesthetic: Pantomine/charade Games TECHNOLOGY: Audio CDs/DVDs/Vdeos



SCOPE AND SEQUENCE Spanish Grade 2 Unit 3-Los saludos;las presentaciones;las despedidas Greetings; Introductions; Farewells Standards: 7.1,7.2


TECHNIQUES To use the following

farewells: Adiós Hasta luego Hasta la vista Hasta pronto



SCOPE AND SEQUENCE Spanish Grade 2 Unit 4-Los colores/Colors Standards: 7.1, 7.2


Colors: rojo, blanco, negro, amarillo, anaranjado(naranja), marrón,verde, gris, morado, rosado(rosa), azul Folklore Cross-curriculum: Art/Social Studies/Language Arts//Music

To name colors in Spanish orally when heard aurally To state whether a color seen visually is or is not the color spoken orally in Spanish To recognize color mixtures, e.g. bleu et jaune=vert To express likes and dislikes

Use of: “Te gusta” “Me gusta” “¿De qué color es?” “Es…” Formation of the negative in Spanish: “No es..” “No me gusta” “No te gusta”

Folklore Costumes

Teacher observation of students choral and individual responses to teacher’s questions Teacher observation of student participation in games/Activities Teacher assessment of student color work

RESOURCES: Early Start Spanish:Tú Y Yo; Early Start Publishing, 1999 Ancillary materials Authentic literature TECHNIQUES: Choral/individual resonse Total Physical Response (TPR-Kinesthetic): Color games,e.g. “musical squares”, “either/or”, “bean bag toss”./match games/lotto Worksheets Songs Thematic Units; e.g. “Artist and his colors” TECHNOLOGY: Audio CDs/DVDs. Student -generated DVD with Audacity for colors Transparencies/Videos



SCOPE AND SEQUENCE Spanish Grade 2 Unit 5-Los animals y mascotas/Animals and pets Standards: 7.1, 7.2


TECHNIQUES Animals:e.g. hamster, conejo, tortuga, oso, pájaro,pato,caballo, rana, gato, perro, oveja, pez, periquito, ratón Pets in the Spanish home Cross-curriculum: Music/Language Arts

To recognize and name animals in Spanish To discuss types of pets in Spanish homes

“¿Qué animal es?” “Es…” “¿Te gusta?” “Me gusta” “Ésta es mi…” “Éste es mi…” “¿Tienes alguna mascota?” “Tengo un(a) Formation of the negative in Spanish: “No es..” “No me gusta…” “No t gusta…” Gender and number agreement (el,la,los, las)

Authentic children’s songs/literature of Spanish-speaking countries Importance of pets in Spanish families

Teacher observation of students choral and individual responses to teacher’s questions Teacher observation of student participation in activities

RESOURCES: Early Start Spanish:Tú Y Yo; Early Start Publishing, 1999 Ancillary materials TECHNIQUES: Choral response Games: e.g. “Either/Or”; “True or False” Thematic Units:e.g.”Do you have a pet?” Total Physical Response (TPR-kinesthetic)e.g. Pantomine/charades Authentic songs/literature Animal flashcards TECHNOLOGY: Audio CDs/DVDs Videos Transparencies



SCOPE AND SEQUENCE Spanish Grade 2 Unit 6-Los números/Numbers Standards: 7.1, 7.2

TOPICS FUNCTIONS STRUCTURE CULTURE ASSESSMENT MATERIALS/ TECHNIQUES/ RESOURCES

Numbers: 0-31 Typical Spanish number games Cross-curriculum: Mathematics/Music

To recite numbers orally in Spanish To recognize numbers aurally in Spanish To do age-appropriate math problems

Use of: Mathematical terms: “Y”, “menos”

Authentic Spanish number songs The Goose Game (El Juego de la Oca)

Teacher observation of class participation in number chanting Teacher observation of student response to oral questions Teacher assessment of student problem-solving

RESOURCES: Early Start Spanish:Tú Y Yo; Early Start Publishing, 1999 Ancillary materials songs/ Worksheets TECHNIQUES: Choral response Finger counting Number chanting Magnetic numbers Counting chips Games;e.g. lotto, kinesthetic games and board games Thematic Units: e.g. Graphing: “How many like…” TECHNOLOGY: Audio CDs/DVDs Videos Transparencies



SCOPE AND SEQUENCE Spanish Grade 2 Unit 7-Las partes del cuerpo/Body Parts Standards: 7.1, 7.2


Body Parts: cabeza,hombros, rodillas, pies, ojos, nariz, orejas, boca, manos,piernas, brazos, dedos, pelo Cross-curriculum: Social studies/Science


Use of: “¿Qué es esto?” “Es…” “¿Qué son estos?” “Son…” Formation of negative: “No es…” “No son… Gender and number agreement (el,la,los,las)

Authentic Spanish songs/literature

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities Teacher assessment of student drawings, both student-pair and teacher initiated

RESOURCES: Ancillary materials Body part flashcards Authentic stories/rhymes/songs Props, e.g. toy body parts, puppets TECHNIQUES: Choral/individual response Total Physical Response(TPR) Oral games, e.g. “Simón Dice Songs, e.g. “Cabeza, hombres, rodillas, pies” Authentic songs Student- generated drawings TECHNOLOGY: Videos/CDs/DVDs Ttansparencies



SCOPE AND SEQUENCE Spanish Grade 2 Unit 8-La familia/Family Standards: 7.1 , 7.2


TECHNIQUES Family Members: madre, padre, hermano, hermana, abuelo, abuela, hijo, hija, primo, prima, tío, tía Daily family life Cross-curriculum: Social Studies/Music/ Language Arts

To name and identify basic family members in Spanish To explain importance of family in Spanish-speaking countries

Use of: “Quién es…?” “Quiénes son…?” “es” and “son”(verb-ser) “mi” and “mis” “su” and “sus”(possession) “Tienes..? (verb-tener) “Tengo…” Gender and number (el,la,los,las) Formation of negative

Daily family life in Spanish-speaking countries Authentic songs/literature

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities Teacher assessment of student-generated puppet shows

RESOURCES: Early Start Spanish:Tú Y Yo; Early Start Publishing, 1999 Ancillary materials Family member cut-outs Puppets Songs and storybooks Seasonal and holiday books Authentic songs/literature Cultural texts TECHNIQUES: Total Physical Response (TPR-kinesthetic activities) Choral response Games;e.g. “How many sisters do I have?” Student- generated puppet skits TECHNOLOGY: Audio CDs/DVDs Videos/Transparencies



SCOPE AND SEQUENCE Spanish Grade 2 Unit 9-En clase/In the classroom Standards: 7.1, 7.2


TECHNIQUES Classroom Objects: lápiz, papel, pupitre, pizarra, tiza, globo, mapa, silla School in Spanish-speaking countries Cross-curriculum: Social Studies

To name and identify basic classroom objects

Use of: “Qué es esto? “Es…”(ser-singular) “Qué son estos?” “Son…” (ser-plural) “¿Tienes..?” “Tengo…” Gender and number(el,la,los,las) Negative formation: “No es…” “No son…” “No tengo…”

Classroom environment in Spanish-speaking countries

Teacher observation of class and individual response to teacher’s questions. Teacher observation of individual students ability to choose correct classroom object when named orally Teacher observation of class and individual participation in activities

RESOURCES: Ancillary materials Flashcards Props: toy objects Worksheets TECHNIQUES: Choral response TPR-Kinesthetic activities; e.g.: Musical objects: Students pass objects and when music stops must name it! Games where students chose objects when heard orally Mystery sack TECHNOLOGY: Transparencies



SCOPE AND SEQUENCE Spanish Grade 3 Unit 1-El mundo español /Spanish-Speaking World Standards: 7.2


TECHNIQUES Location and names of Spanish-speaking countries Recognition of United States flag, Mexican, Spanish flag Cognates Climate in Spanish-speaking countries/latitude and longitude Apartments and Houses in Spain Cross-curriculum: Social Studies/ Geography/ Science/Music

To locate Spanish-speaking countries To demonstrate recognition of American, Mexican and Spanish flags To recognize that there are words that are similar in English and Spanish To compare climate of the United States with Spain, Central America and South America To ask and tell where one is from

To use: “¿De dónde eres?” “Soy de..” “¿Dónde vives? “(Yo )vivo en…” “¿En una casa o en un piso?”

Comparison of effects of climate on culture Authentic literature/songs Discussion of dwellings in Spain and US

Teacher observation of student ability to point out American, Mexican and Spanish flag and discuss their designs Teacher observation of student ability to locate United States, Mexico, Atlantic Ocean, Spain, Central America, South America and some specific Spanish-speaking countries Teacher observation of student ability to recognize certain cognates when written word is seen/heard Teacher/student assessment of student dialogues/Rubrics Student participation in discussion on climate differences and dwellings

RESOURCES: Early Start Spanish: Mi ciudad y mi Colegio ; Early Start publishing, 2002 Ancillary materials Map Globe Flags Geography Games/worksheets Authentic songs/stories/rhymes TECHNIQUES: Thematic Units: e.g. Latitude and longitude Geography games Puzzles Student dialogues TECHNOLOGY: Audio CDs/DVDs Videos/Transparencies



SCOPE AND SEQUENCE Spanish Grade 3 Unit 2-Los imperativos;las cortesías;los titulos Commands; Courtesy words; Titles Standards: 7.1, 7.2


TECHNIQUES Commands Courtesy words Titles Cross-curriculum: Language Arts/Social Studies

To follow classroom commands,e.g.: Levántate Siéntate Levanta la mano Baja la mano Pon Ven aquí Anda Camina Parate Toca Muéstrame Señala Busca Escucha Repite Trae Dibuja Colorea Dame Dale Toma Silencio Habla

Different formation of exclamation points, e.g. ¡Silencio1

Proper usage of adult titles in Spanish-speaking cultures Proper usage of courtesy words


RESOURCES: Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Early Start Spanish: Mi ciudad y mi Colegio ; Early Start publishing, 2002 Ancillary materials TECHNIQUES: Total Physical Response (TPR--kineshetic): Games, e.g. “Simón Dice”; “Charades”; “Pantomine” Brief oral exchanges between individual students and between teacher and individual students TECHNOLOGY: Audio CDs//DVDs Videos



SCOPE AND SEQUENCE Spanish Grade 3 Unit 2-Les imperativos;las cortesías;los titulos Commands; Courtesy words; Titles Standards: 7.1,7.2


TECHNIQUES To utilize courtesy

words: Sí No Por favor Gracias De nada To utilize the courtesy ways of addressing adults: Señor Señora Señorita



SCOPE AND SEQUENCE Spanish Grade 3 Unit 3-Los saludos;las presentaciones;las despedidas; los nombres Greetings; Introductions; Farewells; Names Standards: 7.1, 7.2


TECHNIQUES Greetings Introductions How are you? Farewells Names Cross-curriculum: Language Arts/Music/Social Studies

To use the following Greetings: Hola Buenos días Buenas tardes Buenas noches To ask people’s names with the following conversational patterns: “Yo soy…” ¿Cómo te llamas? Me llamo… ¿Cómo se llama? Se llama… To acquire the following conversational patterns: “¿Qué tal? ¿Cómo estás? Estoy bien. Así, así No estoy bien. Estoy mal. Estoy muy bien/mal.

Formation of the negative, e.g. “No estoy bien” Proper usage of question marks in Spanish, e.g. “¿Cómo estás? Proper usage of exclamation points in Spanish,e.g. “¡Hasta mañana!” Usage of: “Y tú”(informal) “Y usted?(formal)

Appropriate etiquette in greetings Communicative gestures/handshaking customs Appropriate times of day to use greetings in Spanish-speaking countries Recognition of some traditional Spanish names Authentic literature/Songs

Individual student oral responses to teacher’s prompts Teacher observation of paired student or group conversations Teacher assessment of student puppet shows/ dialogues using rubrics Teacher review of worksheets

Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary materials Authentic rhymes/poems/stories Songs Puppets Worksheets Flashcards TECHNIQUES Student introductions Puppet Shows Student dialogues Language visuals Songs, such as Patti Lozano’s “Buenos Días” Thematic Units:e.g. “What is your name?” Student-created feeling flashcards Worksheets TECHNOLOGY: Audio CDs/DVDs Videos



SCOPE AND SEQUENCE Spanish Grade 3 Unit 3-Los saludos;las presentaciones;las despedidas; los nombres Standards: 7.1, 7.2 Greetings;Introductions;farewells; Names



farewells: Adiós Hasta luego Hasta la vista Hasta pronto Hasta mañana To differentiate between Spanish and American names



SCOPE AND SEQUENCE Spanish Grade 3 Unit 4-Los colores;los animals/Colors and Animals Standards: 7.1, 7.2


TECHNIQUES Colors: rojo, blanco, negro, amarillo, anaranjado (naranja), marrón,verde,l gris, morado, rosado(rosa), azul Animals, e.g.: oso, pájaro, pato, caballo, rana, gato, perro, oveja, pez, vaca, cerdo, gallina, gallo, conejo, periquito, tortuga,hamster, ratón Likes and Dislikes Cross-curriculum: Art/Social Studies/Music

To recall colors in Spanish orally/aurally To state whether a color seen visually is or is not the color spoken orally in Spanish To recognize names of familiar animals in Spanish and their common colors To state likes and dislikes regarding colors and animals

Use of: “¿Te gusta?” “Me gusta”(verb-gustar) “¿De qué color es?” “Es..”(verb-ser) “¿Esto o este?”(conjunctions) Formation of the negative in Spanish: “No es” “No me gusta” “No te gusta” Gender and number agreement(el,la,los,las)

Colorful arts and crafts of Spanish-speaking countries Discussion of common pets in Spanish-speaking countries

Teacher observation of students choral and individual responses toteacher’s questions Teacher observation of student participation in games/Activities Teacher assessment of student color work

Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary materials Toy animals Authentic(or reproductions) arts and crafts TECHNIQUES Total Physical Response (TPR-Kinesthetic): Pantomine/Charades/ Games:e.g. “musical toy animals”;”musical squares”, “either/or”, “bean bag toss”.,match games Thematic Units; e.g. “Brown Bear” Animal/Color flashcards Student- generated color drawings TECHNOLOGY: Audio CDs/DVDs Videos/Transparencies



SCOPE AND SEQUENCE Spanish Grade 3 Unit 5-Los números /Numbers Standards: 7.1, 7.2


TECHNIQUES Numbers 0-69 Counting money(Euro) Typical Spanish Number Games Cross-curriculum: Mathematics/Music/ Social Studies

To recite numbers orally in Spanish To recognize numbers aurally in Spanish To read numbers To do age-appropriate math problems

Formation of mathematical problems using appropriate terms: “Y, menos, por , divido por” “¿Qué número es? “Es…”(question word,verb-ser) “No es..” (negative)

Authentic Spanish counting songs European monetary unit The Goose Game (El Juego de la Oca)

Teacher observation of class participation in number chanting/activities Teacher observation of student response to oral questions Teacher assessment of student problem-solving(written) when numbers and math terms are heard orally Written number/math test

Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Early Start Spanish: Mi ciudad y mi Colegio ; Early Start publishing, 2002 Ancillary materials TECHNIQUES: Finger-counting Number chanting Number games, e.g. Bingo Sing authentic songs Practice reading numbers Math worksheets Cooperative learning;e.g. math games Thematic Units;e.g. Euro TECHNOLOGY: Audio CDs/DVDs Videos/Transparencies



SCOPE AND SEQUENCE Spanish Grade 3 Unit 6-Las partes del cuerpo/Body Parts Standards: 7.1, 7.2


TECHNIQUES Body Parts: cabeza,hombros, rodillas, pies, ojos, nariz, orejas, boca, frente,labios, manos, brazos, dedos, pelo, dientes, cara Health Cross-curriculum: Social Studies/Music


To tell where it hurts

Use of: “¿Qué es esto?” “Es…” “¿Qué son estos?” “Son…” “Me duele..” Formation of negative: “No es…” “No son…” “No me duele” Gender and number agreement (el,la,los,las)

Authentic Spanish songs/stories/rhymes

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities Teacher assessment of student drawings based on oral directions given in Spanish Teacher assessment of skits

RESOURCES; Ancillary Materials Body part flashcards Props, e.g. toy body parts Puppets Authentic stories/rhymes/songs Worksheets TECHNIQUES Total Physical Response(TPR-Kinesthetic): Oral games, e.g. “Simón Dice” Songs, e.g. “Cabeza, hombres, rodillas, pies” Student drawings Thematic units; e.g. “Doctor visit” TECHNOLOGY: DVDs, Videos/Transparencies



SCOPE AND SEQUENCE Spanish Grade 3 Unit 7-La familia/Family Standards: 7.1, 7.2


TECHNIQUES Family Members: madre, padre, hermano, hermana, abuelo, abuela, hijo, hija, primo, prima, tío, tía, Family-roles Cross-curriculum: Social Studies/Music

To uselfamily member vocabulary To introduce self and family members and their relationship orally To ask others who their family members are

Use of: “Soy…”(verb-ser) “Es…”(verb-ser) “Son…”(verb-ser) “¿Quien es..?” “de”(preposition) “mi”, “mis”, “su”, “sus”(possessive adjectives) “Tengo…”; “No tengo..”(verb tener) “¿Tienes…?”, “¿No tienes..”(verb tener) Gender and number agreementel,la,los,las)

Family-roles in Spain and other Spanish-speaking countries Authentic songs/literature

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities Teacher assessment of student oral family introductions/rubric

Early Start Spanish:Tú Y Yo; Early Start Publishing, 1999 Ancillary materials Family member cut-outs Puppets Songs and storybooks Seasonal and holiday Authentic songs/literature TECHNIQUES: Puppets skits Total Physical Response (TPR)-kinesthetic games/ activities Thematic units; e.g.; “This is my family” TECHNOLOGY: Audio CDs/DVDs VideosActivities



SCOPE AND SEQUENCE Spanish Grade 3 Unit 8-En clase/In the Classroom Standards: 7.1, 7.2

TOPICS FUNCTIONS STRUCTURE CULTURE ASSESSMENT MATLS/TECHNIQUES/ RESOURCES

Classroom Objects: e.g.,lápiz, papel, diccionario, pupitre, pizarra, tiza, globo, mapa, silla, libro, pluma, profesor, profesora,calendario, mesa,escritorio, bandera, regla, cuaderno, carpeta, borrador, goma,tijeras,pegamento, rotulader School equipment Cross-curriculum: Social Studies

To name and identify classrooms objects To present orally class objects in school backpack To ask and answer questions about quantity and possession To recognize written word for objects

To use: “¿Qué es esto? “Hay” “¿Cuántos(as)…?” “¿Tienes..? “Sí, toma” “Si, tengo..” “No, no tengo” “Vamos a saca” gender agreement(el,la,los,las)

Comparison of school equipment in Spain and US

Teacher observation of class and individual response to teacher’s questions Teacher observation of class and individual participation in activities involving object identification Teacher assessment of oral presentations/rubric

Early Start Spanish: Mi ciudad y mi Colegio ; Early Start publishing, 2002 Ancillary materials Flashcards Props: toy objects Mystery sack Culture readings TECHNIQUES: Total Physcial Response(TPR-kinesthetic):Games requiring students to move about room to find objects Matching game-word to object Identifying objects from a mystery sack Working in pairs to quiz each other Oral presentations of thematic unit;e.g.. “Bookstore” TECHNOLOGY: Audio CDs/DVDs Videos/Transparencies PowerPoint



SCOPE AND SEQUENCE Spanish Grade 3 Unit 9-Los días;los meses/Days and months Standards: 7.1, 7.2


TECHNIQUES

Days of the week: lunes,martes, miércoles,jueves, viernes,sábado, domingo Months of the year: enero, febrero,marzo, abril, mayo,junio, julio,agosto, septiembre,octubre, noviembre, diciembre Calendar Cross-curriculum: Social Studies/Music

To recognize and say the days of the week To recognize and say the months of the year To respond to questions about day and date To express day and date of birthdays

Use of: “¿Qué día es hoy? “Hoy es…” “¿Cuándo es tu cumpleaños?” “¿Cuál es la fecha de tu cumpleaños? “Mi cumpleaños es…” “¿Cuál es la fecha de hoy?” Formation of the date:e.g. “el primero” Capitalization

Discussion of what is considered to be the first day of the week Authentic Spanish children’s songs-“San Fermin Discussion of activities that occur each month in Spain Saints’ days

Teacher observation of class and individual participation in choral and individual chanting/singing Teacher observation of class and individual response to teacher’s questions Teacher assessment of student’s oral conversations/rubrics

Early Start Spanish:Tú Y Yo; Early Start Publishing, 1999 Ancillary materials Flashcards Days and months chants/songs Authentic Spanish songs TECHNIQUES Flashcard identification Choral response Sing songs reinforcing days and months Games requiring students to recognize day and moth Paired student conversation Thematic units; e.g.: “Birthdays” TECHNOLOGY: Audio CDs/DVDs Videos



SCOPE AND SEQUENCE Spanish Grade 4 Unit 1-El mundo español/Spanish-speaking world Standards: 7.1, 7.2

TOPICS FUNCTIONS STRUCTURE CULTURE ASSESSMENT MATLS/RESOURCES/ TECHNOLOGY

Location and names of Spanish-speaking countries and what continents they are located Nationality adjectives: americano(a), español(a) francés(a), mexicano(a) cubano(a) puertorriqueño(a) Languages: inglés, español Cognates/alphabet Climate in Spanish-speaking countries Cross-curriculum: Social Studies/ Geography/ Science/Music

To locate Spanish-speaking countries on map/globe To write in names of Spanish-speaking countries on blank map To recognize the words that are similar to English in Spanish To hear the difference in alphabet pronunciation To express what country and continent one is from To tell differences in climates of Spanish-speaking countries

Use of: “¿De dónde eres?”(question word) “¿De qué nacionalidad eres?”(question word) “Soy”(verb-ser) “Eres..”(verb-ser) “Es”(verb-ser) “Soy de..”(verb-ser;preposition) “¿Dónde vives? “(Yo )vivo en…”(verb-vivir) “Es”(verb-ser) “¿Hablas?”, “Hablo”(verb-hablar) Capitalization of countries and nationalities Gender and number agreement

Differences between language and culture in Spain and countries of Central and South America Diffrences in climates in Spanish-speaking countries Authentic literature/songs

Student participation in discussion Teacher observation of student ability to locate United States, Mexico, Atlantic Ocean, Spain and some countries of Central America, South America and Africa/map assessment Teacher observation of student participation in games and activities Teacher assessment of oral presentations/rubric

RESOURCES: Early Start Spanish: Mi ciudad y mi Colegio ; Early Start publishing, 2002 Ancillary materials Map Globe Flags Authentic songs/literature TECHNIQUES: Geography games/songs/puzzles Magnetic alphabet Chanting/choral response Cooperative learning: map skills Paired conversations Thematic Units;e.g. “Where are you from?” TECHNOLOGY: Audio CDs/DVDs Videos /Transparencies



SCOPE AND SEQUENCE Spanish Grade 4 Unit 2-Los imperativos;las cortesías;los titulos;las preguntas en clase Commands/courtesy words/titles/classroom questions Standards: 7.1, 7.2


Commands Courtesy words Titles Permission questions Cross-curriculum: Social Studies

To recognize and use classroom commands: Levántate Siéntate Levanta la mano Baja la mano Pon Asómate Ven aquí Anda Camina Párate Toca Muéstrame Señala Busca Escucha Abre Repite Escribe Trae Dibuja Colorea Dame Dale Toma Silencio Habla Cierra Borra

Different formation of exclamation points, e.g. ¡Silencio! Different formation of question marks;e.g. ¿Puedo ir..?” Formation of negative Use of: Singular form of commands

Proper usage of adult titles in Spanish-speaking cultures Proper usage of courtesy words and customs

Teacher observation of students’ physical response to commands Teacher observation of students’ oral application of courtesy words and adult titles Teacher observation of students’ proper usage of permission questions

RESOURCES Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary materials

TECHNIQUES Total Physical Response (TPR-kinesthetic): Games, e.g. “Simón Dice”/ “Charades” Brief oral exchanges between individual students; and teacher and individual students TECHNOLOGY: Audio CDs/DVDs Videos



SCOPE AND SEQUENCE Spanish Grade 4 Unit 2-Los imperativos;las cortesías;los titulos;las preguntas en clase Commands/courtesy words/titles/classroom questions Standards: 7.1, 7.2



words: Sí No Por favor Gracias De nada Por nada No hay de qué. Perdón To utilize the courtesy ways of addressing adults: Señor Señora Señorita To ask permission to do things during class: “¿Puedo ir al baño?” “¿Puedo tomar agua? “¿Puedo ir a la enfermería? “¿Puedo sacar la punta a mi lápiz?”



SCOPE AND SEQUENCE Spanish Grade 4 Unit 3-Los saludos;las presentaciones;las despedidas; los nombres Standards: 7.1, 7.2 Greetings;Introductions; Farewells; Names


TECHNIQUES Greetings Introductions How are you? Farewells Names Cross-curriculum: Language Arts/Social Studies/Music

To use the following Greetings: Hola Buenos días Buenas tardes Buenas noches ¿Qué tal? To ask people’s names with the following conversational patterns: “(Yo) soy.. ¿Cómo te llamas? Me llamo… ¿Cómo se llama? Se llama… ¿Cuál es tu nombre? Mi nombre es… To acquire the following conversational patterns: ¿Cómo estás? Estoy bien. Así, así No estoy bien. Estoy mal. Estoy muy bien/mal.

Formation of the negative, e.g. “No estoy bien” Proper usage of question marks in Spanish, e.g. “¿Cómo estás? Use of: “¿Y tú? (informal) “¿Y usted?” (formal) “Mucho gusto”

Appropriate etiquette/handshaking customs Communicative gestures Authentic literature/songs Appropriate times of day to use greetings in Spanish-speaking countries Formal greetings to an older person Common first names

Individual student oral responses to teacher’s prompts Teacher observation of paired student or group conversations Teacher/ student assessment of student puppet shows using rubrics

Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary materials Authentic rhymes/poems/stories/ Songs/literature Language visuals/flashcards TECHNIQUES: Puppet Shows Student dialogues Thematic Units;e.g.: “Glad to meet you!” Singing/chanting Flashcards games TECHNOLOGY: Audio CDs/DVDs Videos



SCOPE AND SEQUENCE Spanish Grade 4 Unit 3-Los saludos;las presentaciones;las despedidas; los nombres Greetings;Introductions; Farewells; Names Standards: 7.1, 7.2



farewells: Adiós Hasta luego Hasta la vista Hasta pronto Hasta mañana Chao To differentiate between Spanish and American names



SCOPE AND SEQUENCE Spanish Grade 4 Unit 4-Los colores;los animals/Colors and Animals Standards: 7.1, 7.2


TECHNIQUES Colors(los colores): rojo, blanco, negro, amarillo, anaranjado, marrón,verde, gris, morado(de color violeta), rosado(rosa), azul Animals(los animales): oso, pájaro, pato, caballo, rana, gato, perro, oveja, pez, vaca, cerdo, gallina, gallo, conejo, canario,papagayo, perico, pez dorado,hamster,gerbo, serpiente, mascota Cross-curriculum: Art/Social Studies/Music

To recall colors in Spanish orally/aurally To recall and extend use of names of familiar animals in Spanish To describe animals using color adjectives

Use of: (verb-gustar) “Me gusta” “No me gusta”, “Me gustan” “No me gustan” “¿Te gusta?” “¿Te gustan? “¿De qué color es?” “Es..”(verb-ser) “¿De qué colores son?” “Son…”(verb-ser) “Y”-conjunction “Mi”,“Tu” (possession) “Tener”-verb Formation of the negative in Spanish: “No (verb)…” Gender and number agreement(el, la , los, las)

Colorful arts and crafts of Spanish-speaking countries Discussion of roles of common pets in Spanish-speaking countries

Teacher observation of students choral and individual responses to teacher’s questions Teacher observation of student participation in games/discussion Teacher /student assessment of student dialogues/rubric

Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary materials Authentic rhymes/poems/songs/literature Authentic(or reproductions) arts and crafts/songs Language visuals Animal/Color flashcards Toy animals/puppets TECHNIQUES: Choral/individual response Songs Total Physical Response (TPR-kinesthetic); e.g.: Pantomine/charades Thematic units:e.g. “Do you like?” Color games,e.g. “bean bag toss”, “bingo”; match games Color/animal worksheets Student dialogues TECHNOLOGY: Audio CDs/DVDs Videos/Transparencies



SCOPE AND SEQUENCE Spanish Grade 4 Unit 5-Los números/Numbers Standards: 7.1., 7.2


TECHNIQUES Numbers(los números) 0-100 Money: the euro, peso, el bolívar, el quetzal How much/, How many? Cross-curriculum: Mathematics/Music/ Social Studies

To utilize numbers 0-100 orally in Spanish with a focus on the tens To recognize numbers aurally in Spanish To do age-appropriate math problems To ask : “How much, many?” “How much is?”

Formation of mathematical problems using appropriate terms: “Y, menos, por, divido por, más” To use: “¿Qué número es? “Es…” and “son”(verb-ser) “No es…” “¿Cuánto es…? Gender (el, la lun, una) Question/negative formation

Authentic Spanish counting songs Writing numbers in Spanish Money systems

Teacher observation of class participation in number chanting/ contests/ games/activities Skit assessment/teacher and student rubrics Teacher observation of student response to oral questions Teacher assessment of student problem-solving(written) when numbers and math terms are heard orally Teacher assessment of worksheets Teacher assessment of cooperative learning

Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Early Start Spanish: Mi ciudad y mi Colegio ; Early Start publishing, 2002 Ancillary materials TECHNIQUES: Number flashcards Number chanting/songs Number games, e.g. Bingo/number chart/kinesthetic activities/mobile phone numbers Math contests Math worksheets/ wordsearches Cooperative learning Thematic Units: e.g. ”Shopping” Skits TECHNOLOGY: Audio CDs/DVDs Videos /PowerPoint



SCOPE AND SEQUENCE Spanish Grade 4 Unit 6-La hora/Time Standards: 7.1, 7.2


TECHNIQUES Telling time Daily routines Cross-curriculum: Mathematics/Social Studies

To tell time on the hour

To use: ¿Qué hora es?”(question word) “ es”, “son” (verb- ser) “¿A qué hora?”(question word) “a” (a las tres) Gender, singular, and plural agreement

The 24 hour clock Meal times

Teacher assessment of student participation in games/activities Teacher observation of student ability to tell time orally on the hour Teacher assessment of worksheets

Mi ciudad y mi Colegio ; Early Start publishing, 2002 Ancillary materials Toy clocks Schedules,e.g. Train, TV Worksheets Board games TECHNIQUES: Telling time on toy clocks TPR-kinesthetic activites Time games pantomine, bingo,human clock Time worksheets Thematic Units; “What time is it?” TECHNOLOGY: Audio CDs/DVDs Videos /Powerpoint





TECHNIQUES Classroom Objects (en clase),e.g.: lápiz, hoja de papel, pupitre, diccionario, pizarra, tiza, globo, mapa, silla, libro, pluma, bolígrafo,mochila profesor, profesora,calendario, mesa,escritorio, bandera, regla, cuaderno, carpeta, borrador, goma,calculadora,,bloc, computadora(ordenador), tijeras, pegamento, rotulador Quantity School meals Cross-curriculum: Social Studies

To name and identify classrooms objects To ask and answer questions about quantity To match classroom object to word for classroom object To tell someone what you need

Use of: ¿Qué es?” “Es”(verb-ser) “¿Cuántos(as)…?” “Hay”(verb-haber) “en”(preposition) “Necesita” “¿tienes…:?” “Sí, toma…” “Sí, tengo..” “No, no tengo” Gender and number agreement: el, la, los, las, un, una, unos, unas)(articles)

School meals in Spain

Teacher observation of class and individual identification of flashcards. Teacher observation of student ability to match word to object during concentration game Teacher observation of class and individual participation in activities Teacher/student assessment of student oral presentations/rubric Teacher assessment of worksheets

Mi ciudad y mi Colegio ; Early Start publishing, 2002 Ancillary materials Flashcards Props: toy objects Concentration games Worksheets Cultural texts TECHNIQUES: TPR-Kinesthetic activities: Mystery sack of classroom object Concentration games Name the flashcard games, find the object,etc. Puzzles/ worksheets Student dialogues/skits Cooperative learning through paired or group activity Thematic units;e.g. “Shopping for School” TECHNOLOGY: Audio CDs/DVDs Videos/Transparencies



SCOPE AND SEQUENCE Spanish Grade 4 Unit 8-Las partes del cuerpo/Body parts Standards: 7.1, 7.2


TECHNIQUES Body Parts(las partes del cuerpo)e.g.: cabeza,hombros, rodillas, pies, ojos, nariz, orejas, boca, frente,labios, manos, brazos, dedos, pelo, dientes, cara Health Cross-curriculum: Social Studies/Music/ Language Arts

To name and identify body parts in Spanish To name body parts for another student to draw a figure based on body part vocabulary heard aurally To draw a figure based on body part vocabulary recited to student by another student To tell how you are and ask someone else how she/he feels

Use of: “¿Qué es esto?” “Es…”(verb-ser) “¿Qué son estos?” “Son…”(verb-ser) “Me duele..”(verb-doler) “Te duele..?”(verb-doler) ¡Dibuja!” (command) Formation of negative: “No es…”, “Non son” Gender agreement of nouns in Spanish: el, la, los, las, un, una, unas,unos (articles)

Authentic Spanish songs/stories/rhymes

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities Teacher assessment of students’ body drawings based on oral directions in Spanish.

RESOURCES: Ancillary materials Flashcards Props, e.g. toy body parts, puppets Worksheets Authentic stories/songs/rhymes TECHNIQUES Choral/individual response Body part flashcards/toys identification Body part worksheets Total Physical Response(TPR-kinesthetic): Oral games, e.g. “Simón Dice”,”Cabeza, hombres, rodillas, pies” Student drawings Thematic units;e.g. “Doctor visit” TECHNOLOGY: Videos/DVDs/Transparencies





TECHNIQUES Family Members (mi familia): madre, padre, hermano, hermana, abuelo, abuela, hijo, hija, primo, prima, tío, tía, nieta, nieto Daily family life Cross-curriculum: Social Studies/Music/ Language Arts

To recall family member vocabulary To respond orally to questions about student’s own family To introduce self and family members and their relationship orally

Use of: “Soy…”(verb ser) “de”(prepositions) “Es…”(verb ser) “Son…”(verb ser) “¿Quién es…?”(Question) “mi”, “mis”-possession “su”, “sus”-possession “Tengo”, “Tienes”, (verb-tener) Gender and number agreement Negative formation: “No tengo(verb -tener) “No tienes…?”(verb-tener)

Family size in Spain Authentic songs/ literature

Teacher observation of class and individual response to teacher’s questions Teacher observation of class and individual participation in activities Teacher/student assessment of student oral family introductions/rubric Teacher assessment of activity sheets

Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Ancillary material Flashcards Family member cut-outs Puppets Songs and storybooks Seasonal and holiday books Authentic rhymes and poems/songs/stories Activity sheets TECHNIQUES: Choral/individual response Puppets/skits Family interviews Total Physical Response (TPR)-kinesthetic games/activities Activity sheets Thematic units: e.g. “¿Do you have brothers or sisters?” TECHNOLOGY: Audio CDs/DVDs Videos /transparencies



SCOPE AND SEQUENCE Spanish Grade 4 Unit 10-La ropa/Clothing Standards: 7.1, 7.2


TECHNIQUES Clothing (la ropa): sombrero, pantalones, camisa, calcetines, blusa,suéter,vestido, zapatos, falda, chaqueta Cognates Cross-curriculum: Social Studies/Music/Language Arts

To identify common articles of clothing in Spanish To tell what student is wearing To ask what someone else is wearing To recognize Spanish/English cognates for clothing

Use of: “¿Qué llevas puesto?” (verb-llevar) “Llevo..”(verb-llevar) Gender and number agreement

Commonly used expressions for clothes in Spain and Latin America that come from USA Dress codes in schools Authentic music

Teacher observation of class and individual in TPR Activities Teacher observation of students’ response to teacher’s questions Teacher/student observation of student presentations/rubrics Teacher assessment of worksheets

RESOURCES: Ancillary materials Flashcards Authentic magazines Authentic music Worksheets TECHNIQUES: Choral/individual response Flashcards Total Physical Response(TPR-kinesthetic)e.g.: Pantomine/charades/ Choose the clothes game/pack a suitcase Thematic units, e.g. mini-fashion show using authentic music TECHNOLOGY: Videos/transparencies/ PowerPoint



SCOPE AND SEQUENCE Spanish Grade 4 Unit 11-Los días;los meses;las estaciones Standards: 7.1,7.2 Days, months ,seasons


TECHNIQUES Days of the week(los días de la semana): lunes,martes, miércoles,jueves, viernes,sábado, domingo Months of the year(los meses del año) enero, febrero,marzo, abril, mayo,junio, julio,agosto, septiembre,octubre, noviembre, diciembre Seasons(los estaciónes): primavera, verano,otoño, invierno Climate Cross-curriculum: Science/Mathematics/ Music/Social Studies/ Language Arts

To recall the days of the week To recall the months of the year To respond to questions about day and date To express day and date of birthdays To put months into correct seasons

To use: “¿Qué día es hoy? “¿Cuál es la fecha de hoy?” “¿Cuándo es tu cumpleaños?” “¿Cuál es la fecha de tu cumpleaños?” “Mi cumpleaños es..” “¡ Feliz cumpleaños!” “¿Cuántos años tienes tu?” “Hoy es…”(verb-ser) “tu”,“mi” (possession) “Tienes” and “Tengo”(verb-tener) Capitalization Plural formation Formation of the date (el primero)

Authentic children’s songs/literature Seasons/climate in Spain and Latin-American countries and effect on culture Calendars in Spain and Latin America Holidays

Teacher observation of class and individual participation in choral and individual chanting Teacher observation of class and individual response to teacher’s questions Teacher observation of individual participation in cooperative learning centered activities Teacher assessment of worksheets Teacher/student assessment of student’s oral conversations/rubrics

Early Start Spanish:Tú Y Yo;Early Start Publishing, 1999 Early Start Spanish: Mi ciudad y mi Colegio ; Early Start publishing, 2002 Ancillary materials Flashcards Worksheets Days and months chants/songs Authentic Spanish songs/literature TECHNIQUES: Days/months/seasons flashcards/worksheets Games:e.g. “snap” cards TPR-Kinesthetic: 4 corners/pantomine Songs Paired student dialogue Cooperative learning games Thematic units: e.g. “How old are you? TECHNOLOGY: CDs/DVDs/Videos



SCOPE AND SEQUENCE Spanish Grade 4 Unit 12-El tiempo/Weather Standards: 7.1, 7.2


TECHNIQUES Weather(el tiempo): Hace sol. Hace frío. Hace calor. Hace buen tiempo. Hace viento. Hace mal tiempo. Está lloviendo. Está nevando. Spain’s diverse climate Cross-curriculum: Science/Social Studies/Music/ geography

To express weather conditions in Spanish To tell the weather of different regions of Spain

To use: ¿Qué tiempo hace hoy?(verb-hacer) “Hace” (verb-hacer) “Está”(verb-estar)

Authentic songs/literature Centigrade/Fahrenheit

Teacher observation of class and individual participation in choral and individual chanting Teacher observation of class and individual response to teacher’s questions Teacher observation of individual participation in cooperative learning centered activities Teacher/student assessment of student’s oral conversations/rubrics Teacher assessment of worksheets/maps

Mi ciudad y mi Colegio ; Early Start publishing, 2002 Ancillary materials Flashcards puppets Worksheets Days and months chants/songs Authentic Spanish songs/literature TECHNIQUES: Choral/individual response Weather activity sheets/map of Spain Team games:e.g. “Clothing for weather” Paired student conversation:puppets Cooperative learning games:e.g. “snap” card game, Thematic units: “What’s the weather?” TECHNOLOGY: Audio CDs/DVDs Videos/Transparencies



SCOPE AND SEQUENCE Spanish Grade 5 Unit 1-El mundo español/Spanish-speaking world Standards: 7.2 TOPICS FUNCTIONS STRUCTURE CULTURE ASSESSMENT MATERIALS/

RESOURCES TECHNIQUES

Spanish (l’español)- Romance language Nationality adjectives: americano(a) español(a) Languages: inglés, español Geography of Spain Spanish-speaking world/conquistadores Cognates/Spanish words used in English/alphabet Cross-curriculum: Social Studies/ Geography/Music

To explain the derivation of the Spanish language To recognize the location, capital, borders , rivers, mountains of Spain To recall nationality adjectives and languages in Spanish To identify the areas of the world where Spanish is spoken To recognize words that are similar in Spanish and English and some words that come from Spanish into the English language To sing Spanish alphabet

Question ¿Dónde està? Verb forms “vive” and “viven”

History of the Spanish language/Spain Authentic songs/literature Effect of conquistadors on New World culture

Teacher observation of student participation in class discussion and Singing Teacher observation of student ability to locate Spain and its geographical distinctions/other Spanish- speaking countries Teacher assessment of student map work/ rubric Reading, written and listening activities check-up Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation.

TEXT: Exploring Spanish; EMC Publishing, 2008 RESOURCES: Exploring Spanish workbook Maps Globe Transparencies Symtalk symbol cards Cultural texts Magnetic alphabet Geography game Authentic songs TECHNIQUES: Cooperative learning: map skills Paired conversations Thematic units Reading activities TECHNOLOGY: Audio Cds Videos/United streaming/Audacity/ Voicethread, Transparencies PowerPoint



SCOPE AND SEQUENCE Spanish Grade 5 Unit 2-Los saludos;las presentaciones;las despedidas; el país de origen/Greetings; introductions; farewells; Standards: 7.1, 7.2 country of origin


TECHNIQUES Spanish names Greetings Introductions Languages Leisure activities Farewells Cross-curriculum: Social Studies/language arts/Music//Geography

To use the greetings To ask someone’s name To introduce oneself To ask how someone is doing To ask where someone is from To ask what language someone speaks To ask what someone likes to do To say good-bye

Use of: “¿y tù?”, “¿y usted?” “¿y ustedes?” (personal pronouns) “tu” and “su” (possessive adjectives) “Mucho gusto” Question formation: “¿Cómo te llamas?” “¿Cómo estás?” “ ¿Quién es…?” “¿Cuál es…?” “¿Hablas…? “¿De dónde eres?” “¿Qué te gusta hacer? “ “es…”(verb-ser) “eres..”(verb-ser) “estás..”(verb-estar) Masculine/feminine: “encantado(a)” Negative formation: “No me gusta…”

Derivation of Spanish names Differences in the way people greet each other and say good-bye/formal, informal Appropriate etiquette Authentic songs/literature Favorite sports in Spanish-speaking countries

Individual oral responses to teacher’s prompts Teacher/student assessment of paired student conversations/rubrics Reading, written and listening activities check-up Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation.

TEXT: Exploring Spanish; EMC Publishing, 2008 Ancillary materials RESOURCES: Exploring Spanish workbook Transparencies Symtalk symbol cards Cultural texts Puppets Worksheets Authentic songs/literature TECHNIQUES: Choral/individual response Cooperative learning: map skills Paired conversations Thematic units TECHNOLOGY: Audio Cds Video/United streaming/Voicethread AudacityTransparencies PowerPoint



SCOPE AND SEQUENCE Spanish Grade 5 Unit 3-Los imperativos;las cortesías;los titulos;las preguntas en clase/Commands; courtesy words; titles; classroom Standards: 7.1, 7.2 questions


TECHNIQUES Spanish commands Courtesy words Titles Permission questions Cross-curriculum: Social Studies

To follow classroom commands To direct others by using classroom commands To use courtesy words when using commands To use titles when speaking to adults or people you don’t know To ask permission to fulfill needs during class

To use: Singular/plural commands Question/ Exclamation marks Abbreviations for titles

Discussion of etiquette in using courtesy words, titles (formal and informal)

Teacher observation of students’ physical response to commands Teacher observation of students’ oral application of courtesy words and adult titles Reading, written and listening activities check-up Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation.”

TEXT: Exploring Spanish; EMC Publishing, 2008 Ancillary materials RESOURCES: Exploring Spanish workbook Symtalk symbol cards Cultural texts Puppets Worksheets Authentic songs/literature Thematic Units TECHNIQUES: Cooperative learning Paired conversations Thematic units/worksheets Total Physical Response (TPR-kinesthetic activities;e.g.: “Simon Says” TECHNOLOGY: Audio Cds Video/United streaming/Voicethread AudacityTransparencies PowerPoint





TECHNIQUES Classroom Objects(en classe) Placement prepositions Daily Routine Cross-curriculum: Social Studies

To name and identify classrooms objects To ask and answer questions about quantity To match classroom object to the word for the object To tell someone what you need To utilize placement prepositions correctly

Use of: “¿Qué es esto?” “¿Qué son estos?” “¿Cuánto(a), os,as)? ¿Dónde está?” (sobre de, delante de, detrás de, debajo de) “Necesito”(verb-necesitar) “Es…”and “Son…” (verb-ser, singular and plural) “Hay.(.verb-haber) Formation of negative/questions Gender and number agreement

A school day in Spain/school schedule Class words derived from English used in Spanish Different words for same noun in different Spanish-speaking countries

Teacher observation of class and individual identification of flashcards Teacher observation of class and individual participation in activities Teacher/student assessment of student oral presentations/Rubrics Reading, written and listening activities check-up Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation

TEXT: Exploring Spanish; EMC Publishing, 2008 RESOURCES: Exploring Spanish workbook Transparencies Symtalk symbol cards Cultural texts Flashcards Props: toy objects TECHNIQUES: Cooperative learning Paired conversations Games, e.g. “Memory game” Total Physical Response (TPR-kinesthetic activities) Worksheets/flashcards Authentic songs/literature Thematic Unit,e.g. “Bookstore” Mystery sack TECHNOLOGY: Audio Cds/DVDs Video/United streaming/Voicethread AudacityTransparencies PowerPoint



SCOPE AND SEQUENCE Spanish Grade 5 Unit 5-Los números/Numbers Standards: 7.1, 7.2


Numbers(los números) 0-100 Monetary System Cross-curriculum: Mathematics/Social Studies/Music

To count numbers 0-100 To recognize numbers written and aurally To understand how Spanish numbers are formed To perform mathematical functions

To ask and answer the question “How many are there? To find out how much something costs

Formation of Spanish numbers Formation of mathematical problems using correct terminology Use of: ¿Cuántos(as)? ¿Cuánto cuesta?” “Cuesta” and “Cuestan” (verb-costar) “Es” and “son” (verb-ser, singular and plural) “Hay”(verb-haber)

Authentic Spanish counting songs Writing numbers in Spanish Euro monetary unit

Teacher observation of class participation in number chanting/singing Teacher observation of student response to oral questions Teacher assessment of student problem-solving (written) when numbers and math terms are heard orally and seen written Reading,written and listening activities check-up Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation.”

TEXT: Exploring Spanish; EMC Publishing, 2008 RESOURCES: Exploring Spanish workbook Authentic songs/ rhymes/advertisements Symtalk symbol cards Cultural texts TECHNIQUES: Number chants/Songs/Reading Reading activities Number games, e.g. Bingo/number chart/ math flashcards Math contests/ Math worksheets/ Word searches Written tests Cooperative learning Thematic Units ,e.g. “Bookstore” TECHNOLOGY: Audio Cds/DVDs Video/United streaming/Voicethread Transparencies Audacity PowerPoint





Family Members: Cross-curriculum: Social Studies/Language Arts/ Music

To identify family members and their relationships to one another To respond orally to questions about student’s own family To introduce self and family members and their relationship orally

Use of: “ “Yo”, “Tú”, “Él/Ella” (subject pronouns) “tener”(verb-singular) “ser”(verb-singular) “de”(preposition) Question formation “¿Quién es? “¿Quiénes son?” “Cuántos(as)…hay..?” “mi”, “mis” “tu”, “tus” “su”, “sus” (possessive adjectives) Formation of the possessive Gender and number agreement Negative formation: “No tengo…”

Family-roles Importance of godparents Diminutives, addition of “ita” to family member titles

Teacher observation of class and individual response to teacher’s questions Teacher observation of class and individual participation in activities Teacher/student assessment of student oral introductions of self and family/rubrics Teacher assessment of student projects Reading,written and listening activities check-up Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation

TEXT: Exploring Spanish; EMC Publishing, 2008 RESOURCES: Exploring Spanish workbook Symtalk symbol cards Cultural texts Family member cut-outs Songs and storybooks Seasonal and holiday books Cultural texts/ authentic literature/ songs/realia TECHNIQUES: Puppets/dialogues/ Skits/songs/Reading Total Physical Response (TPR-kinesthetic activities) Thematic units/ Posters TECHNOLOGY: Audio Cds/DVDs Video/United streaming/Voicethread Transparencies Audacity/PowerPoint



SCOPE AND SEQUENCE Spanish Grade 5 Unit 7-Los animals/Animals Standards: 7.1, 7.2


Animals(los animaux Cross-curriculum: Social Studies/Music

To identify animals To copy the sounds animals To describe animals as big or little

Use of: “¿Qué haces?” “ ¿Cómo es…?” “Qué es esto…?” “Esto o esto”, “y” (conjunctions) Subject pronouns “tener” (verb-singular) “gustar”(verb-singular) “ser”(verb-singular) Negative formation Adjectives(masculine/ feminine) Question words:”Dónde”,”Quién?”, “¿Qué”, “¿Cuál?”

Role of household pets Differences in animal sounds because of language Authentic songs

Teacher observation of students choral and individual responses to teacher’s questions Teacher observation of student participation in games/discussion Teacher assessment of student dialogues/ rubric Reading,written and listening activities check-up Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation Teacher assessment of student drawings

TEXT: Exploring Spanish; EMC Publishing, 2008 Ancillary materials RESOURCES: Exploring Spanish workbook Symtalk symbol cards Cultural texts Authentic songs TECHNIQUES: Choral/ individual response/Reading Total Physical Response (TPR-kinesthetic):Pantomine/ charades Thematic Units Animal flashcards Toy animals/puppets Student dialogues/skits Student-generated animal drawings Authentic songs TECHNOLOGY: Audio Cds/DVDs Video/United streaming/Voicethread Transparencies Audacity/PowerPoint



SCOPE AND SEQUENCE Spanish Grade 5 Unit 8-El Cuerpo y la salud/Body and Health Standards: 7.1, 7.2

TOPICS FUNCTIONS STRUCTURE CULTURE ASSESSMENT MATERIALS/ TECHNIQUES/ RESOURCES

Body parts and Health Cross-curriculum: Social Studies/Music/Science

To identify body parts and their functions To say how one is and feels To inquire about another’s health and well-being

Use of: “¿Qué es esto?”(neuter:question phrase) “Es…”(verb-ser) “¿Cómo estás? “¿Está Juanita enferma hoy? “¿Quien tiene…? “¡Dibuja!”(command) Negative formation Plural formation Gender and number agreement of nouns in Spanish: el, la, los, las un, una, unos,unas

Authentic Spanish songs/literature

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities Communicative Activities Teacher assessment of students’ body drawings based on oral directions in Spanish Teacher assessment of students’ directions given to another student for body drawing Reading,written and listening activities check-up Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation

TEXT: Exploring Spanish; EMC Publishing, 2008 Ancillary materials RESOURCES: Exploring Spanish workbook Symtalk symbol cards Props, e.g. toy body parts, puppets Cultural texts/songs TECHNIQUES: Body part flashcards Student drawing; Total Physical Response (TPR-kinesthetic;e.g.: Oral games, “Simón dice” Student dialogues/skits Worksheets/Tests Songs/lReading Thematic units: “Dr. Visit” TECHNOLOGY: Audio Cds/DVDs Video/United streaming/Voicethread Transparencies Audacity/PowerPoint



SCOPE AND SEQUENCE Spanish Grade 5 Unit 9-La ropa/Clothing Standards: 7.1, 7.2


Clothing (La ropa) Shopping Cross-curriculum-Social Studies/Music

To identify common articles of clothing in Spanish To tell what a student is wearing To ask what someone else is wearing To use correct article/ gender and number

Use of: Llevar(verb-singular) Comprar(verb-singular) Question formation: e.g. “¿Qué llevas? “Llevo,llevas” “¿Qué haces?” “¿Por qué?” “Qué vas comprar?” “Mi”/ “Tu”/”Su” –possession Adjective: lindo(m), linda(f) Negative formation Gender/number agreement of articles (el, la, los, las.un, una,unos, uns)

Dress codes in schools Similarities in dress in the United States and Spain Authentic pop music Bargaining

Teacher observation of class and individual in TPR activities Teacher observation of students response to teacher’s questions Teacher/student observation of student oral presentations/rubrics Reading, written and listening activities check-up Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation.”

TEXT: Exploring Spanish; EMC Publishing, 2008 Ancillary materials RESOURCES: Exploring Spanish workbook Transparencies Symtalk symbol cards Cultural texts Advertisements TECHNIQUES: Choral/individual response/Reading Flashcards Total Physical Response (TPR-kinesthetic);e.g.:pantomine, charades Authentic magazines Worksheets/tests Student dialogues Thematic units;e.g. fashion show with authentic pop music Shopping techniques TECHNOLOGY: Audio Cds/DVDs Video/United streaming/Voicethread Transparencies Audacity/PowerPoint



SCOPE AND SEQUENCE Spanish Grade 5 Unit 10-los colores/Colors Standards: 7.1, 7.2


Colors(los colores) Cross-curriculum-Social Studies/Music/ Geography

To identify colors in Spanish To describe objects in terms of colors To explain masculine/feminine forms of colors.

“De qué color es…?” “De qué color son..?” “Es” and “son” (verb-ser) Negative formation Gender and number agreement- adjectives and nouns

Flag colors Teacher observation of class and individual in TPR activities Teacher observation of students response to teacher’s questions Teacher/student observation of student dialogue Reading, written and listening activities check-up Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation

TEXT: Exploring Spanish; EMC Publishing, 2008 Ancillary materials RESOURCES: Exploring Spanish workbook Flags Authentic magazines/advertisements Symtalk symbol cards TECHNIQUES: Choral /individual response Flashcards Total Physical Response (TPR-kinesthetic );e.g. “I spy”, “Musical colors” Authentic advertisements Worksheets/tests Student dialogues Reading TECHNOLOGY: Audio Cds/DVDs Video/United streaming/Voicethread Transparencies Audacity/PowerPoint



SCOPE AND SEQUENCE Spanish Grade 5 Unit 11-La hora/Time Standards: 7.1, 7.2

TOPICS FUNCTIONS STRUCTURE CULTURE ASSESSMENT MATERIALS/ RESOURCES/

TECHNIQUES Telling time Time of day: A.M., P.M. 24 hour clock Time Zones Cross-curriculum: Mathematics/Social Studies/Geography

To tell time To understand the 24 hour clock To utilize time of day when telling the hour

To use: “¿Qué hora es? (Question word) “es…”, “son”(verb ser-singular and plural) “¿Cuándo?”(question) “¿A qué hora?” “À la una”, “A las dos” “Y” “Y cuarto” “Y media” “Menos” “menos cuarto” “De la mañana” “De la tarde” “ De la noche” “Mediodía” “ Medianoche” Question formation Negative formation Gender, singular, and plural agreement

The 24 hour clock Time zones in Spain and Spanish-speaking world

Teacher observation of student ability to tell time orally to the minute Teacher/student assessment of paired student conversation/rubrics Reading,written and listening activities check-up Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation

TEXT: Exploring Spanish; EMC Publishing, 2008 RESOURCES: Exploring Spanish workbook Symtalk symbol cards Cultural texts Flashcards Toy clocks Schedules,e.g. train TECHNIQUES: Flashcards Toy clocks Time boardgame Reading activities Worksheets/tests Bingo Paired student conversations Thematic Units;e.g.; A Trip” TECHNOLOGY: Audio Cds/DVDs Video/United streaming/Voicethread Transparencies Audacity/PowerPoint



SCOPE AND SEQUENCE Spanish Grade 5 Unit 12-El tiempo y las estaciones/Weather and Seasons Standards: 7.1, 7.2


Weather Seasons Hemisheres Cross-curriculum: Mathematics/ Social Studies/Science/ Geography/Music

To describe weather conditions To identify seasons To relate weather conditions to the seasons To differentiate seasons in North/South hemisheres

“¿Qué tiempo hace hoy? “Hace”(verb-hacer) “En qué tiempo estamos?” “En qué estación estamos?” “Está,Estamos”(verb-estar) Capitalization Plural formation/ Negative formation

Authentic children’s songs Weather/seasons in Spain and other Spanish-speaking countries School vacations Holidays

Teacher observation of class and individual participation in choral and individual chanting/singing Teacher observation of class and individual response to teacher’s questions Teacher observation of individual participation in cooperative learning centered activities Teacher/student assessment of student’s oral conversations/rubrics Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation Reading,written and listening activities check-up

TEXT: Exploring Spanish; EMC Publishing, 2008 Ancillary materials RESOURCES: Exploring Spanish workbook Symtalk symbol cards Newspapers/weather maps/worksheets Flashcards TECHNIQUES: Choral/individual response Worksheets Authentic Spanish songs/stories/rhymes Reading activities Paired student conversation Cooperative learning Kinesthetic activities: games/charades/posters Thematic unit:e.g., “What should I wear” TECHNOLOGY: Audio Cds/DVDs Video/United streaming/Voicethread Transparencies Audacity/PowerPoint



SCOPE AND SEQUENCE Spanish Grade 5 Unit 13-Days and Months/Los días y los meses Standards: 7.1, 7.2


Days and Months Cross-curriculum: Mathematics/ Social Studies/Science/ Geography/Music

To identify days of week To write dates in Spanish To relate months to seasons To relate weather to months To say when something happens To identify the mythological origins of the weekdays

To use to: “¿Qué día es hoy?” “ Es…” “¿Cuál es la fecha de hoy?” “Es el primerod de mayo.” “¿Cuándo es tu cumpleaños?” “¿Cuántos años tienes?” Tengo (verb- tener) “mi”,“tu”, “su”(possession) Capitalization Plural formation/ Negative formation Formation of the date(el primero)

Authentic children’s songs Mythological origins of names for days of week Seasons in Spain and other Spanish-speaking countries School vacations Holidays

Teacher observation of class and individual participation in choral and individual chanting/singing Teacher observation of class and individual response to teacher’s questions Teacher observation of individual participation in cooperative learning centered activities Teacher assessment of student’s oral conversations/rubrics Teacher assessment of projects/written test Reading,written and listening activities check-up Teacher assessment of student ability to read Symtalk symbol cards for speaking development and pronunciation

TEXT: Exploring Spanish; EMC Publishing, 2008 Ancillary materials RESOURCES: Exploring Spanish workbook Symtalk symbol cards Cultural texts Newspapers TECHNIQUES: Flashcards Worksheets/Reading activities Days and months chants/songs Authentic Spanish songs/stories/rhymes Paired student conversation Cooperative learning games/charades Posters Thematic units:e.g., “What should I wear” TECHNOLOGY: Audio Cds/DVDs Video/United streaming/Voicethread Transparencies Audacity/PowerPoint



SCOPE AND SEQUENCE French Grades K-1 Unit 1-Le monde français/The French-speaking world Standards: 7.2


TECHNIQUES

Why do we study world language? People we know who speak a different language Location of the United States, France, Atlantic Ocean Recognition of United States flag and French flag “Giants” of Nord-Pas de Calais Cross-curriculum: Social Studies/ Geography/Science

To discuss reasons for studying world language To locate United States, France, Atlantic Ocean To recognize the flags of the United States and Franceand their colors

N/A French flags Story of the tradition of “Giants”

Student participation in discussion Teacher observation of student ability to locate United States, Atlantic Ocean and France on map and globe Teacher observation of student ability to point out American and French flag

RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary materials Map Globe French flag United States’ flag TECHNIQUES: Games; e.g. “Fly to France” Thematic units,e.g. “Passports” Map and globe reading Student discussion TECHNOLOGY: Audio CDs/DVDS/ Videos



SCOPE AND SEQUENCE French Grades K-1 Unit 2-Les imperatives;les politesses; les titres/ Commands; Courtesy words; Titles Standards: 7.1,7.2


Commands Courtesy words Titles Cross-curriculum: Social Studies

To recognize simple commands: Lève-toi Assieds-toi Lève la main Mets la main en bas Viens-ici Marche Touche Montre-moi Montre du doight Apporte Dessine/colore Arrête Silence To utilize courtesy words: Oui Non S’il te plaît Merci De rien To utilize the courtesy ways of addressing adults: Monsieur Madame Mademoiselle

N/A Proper usage of adult titles in French-speaking culture Proper usage of courtesy words


RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary materials TECHNIQUES: Total Physical Response (TPR): Games; e.g. Simon Says Brief oral exchanges between individual students and between teacher and individual students TECHNOLOGY: Audio CDs/DVDS/ Videos



SCOPE AND SEQUENCE French Grades K-1 Unit 3-Les salutations;las presentations;las adieux Standards: 7.1, 7.2 Greetings; introductions; farewells


Greetings Introductions How are you? Farewells Shopping hours Cross-curriculum: Language Arts,/Social Studies/Music

To use the following Greetings: Salut Bonjour Bonsoir To ask people’s names with the following conversational patterns: Comment t’appelles-tu? Je m’appelle.. Comment s’appelle- t-il/elle? Il/elle s’appelle…. To acquire the following conversational patterns: Ça va? Ça va. Ça va bien. Ça ne va pas. Ça va mal. Comme ci, comme ça Très bien/mal

Formation of the negative in Spanish “Et toi? “Et vous?”

Appropriate etiquette/formal, informal Communicative gestures/handshaking customs/greeting each other Comparison of store hours in France and US

Individual student oral responses to teacher’s prompts Teacher/student observation of paired student or group conversationsr/rubrics Teacher assessment of of worksheets Teacher assessment of student-generated drawings

RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary Materials Language visuals Songs, such as”Soyons Amis”CD Storybooks, such as “Bonsoir Lune” Authentic rhymes/poems/songs Puppets TECHNIQUES: Puppets to introduce vocab Student dialogues Worksheets, teacher and student generated packets/ time of day drawings. Flashcards TPR-Kinesthetic activities: Games, Round-robins/Song TECHNOLOGY: Audio CDs/DVDS/ Videos



SCOPE AND SEQUENCE French Grades K-1 Unit 3- Les salutations;les presentations;les adieux Greetings; introductions; farewells Standards: 7.1. 7.2


To use the following farewells: Au revoir Á bientôt À demain À toute à l’heure



SCOPE AND SEQUENCE French Grades K-1 Unit 4-Les couleurs/Colors Standards: 7.1, 7.2


TECHNIQUES Colors: bleu, blanc,rouge,orange, jaune, vert, noir, gris,marron, violet,rose Cross-curriculum: Social Studies/Music/ Language Arts

To name colors in French To recognize colors aurally To state whether a color seen visually is or is not the color spoken orally in French

Formation of the negative in French: “Ce n’est pas.” Introduction of : “J’aime..” “Je n’aime pas..” Question: “Quelle couleur ? “Où?”

Colors of the French and American flags Authentic French children’s songs/literature

Teacher observation of students choral and individual responses Teacher observation of student participation in games Teacher assessment of student color work

RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary Materials Authentic songs/rhymes/stories Color flashcards Color worksheets TECHNIQUES: Total Physical Response (TPR-Kinesthetic): Color games,e.g. “musical squares”, “either/or”, “bean bag toss”, “Lotto” TECHNOLOGY: Audio CDs/DVDS/ Videos



SCOPE AND SEQUENCE French Grades K-1 Unit 5-Les nombres /Numbers Standards: 7.1, 7.2


Numbers 0-12 Cross-curriculum: Mathematics/Social Studies/Music

To recite numbers orally in French To recognize numbers aurally in French To complete age appropriate mathematical problems using French mathematical terms

Use of age appropriate mathematical terms: “et”, “moins” Question formation: “Quel nombre est-ce? “C’est combien?”

Method of finger counting Authentic French number songs

Teacher observation of class participation in number chanting Teacher observation of individual response to number questions Teacher observation of student’s ability to choose correct number when heard orally Teacher assessment of student’s ability to solve mathematical problems using French

RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary Materials Number flashcards Counting chips Magnetic numbers Worksheets TECHNIQUES: Chanting and clapping out numbers Finger counting Number games Age-appropriate number worksheets Authentic number songs TECHNOLOGY: Audio CDs/DVDS/ Videos



SCOPE AND SEQUENCE French Grades K-1 Unit 6-Le corps/Body parts Standards: 7.1, 7.2.2


TECHNIQUES Body Parts: tête, épaules, genoux, pieds, yeux, nez, oreilles, bouche, mains, jambs, bras Cross-curriculum: Social Studies/Music/ Language Arts

To name and identify body parts in French

Use of: “Qu’est-ce que c’est?” “C’est…(singular) “Qu’est-ce que ce sont?” “Ce sont..(plural) gender(le,la,les)

Authentic songs/rhymes/stories

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities.

RESOURCES: Ancillary Materials Body part flashcards Props,toy:body parts, puppets TECHNIQUES: Total Physical Response(TPR-Kinesthetic): Games, e.g. “Jacques a dit” Songs; e.g. “Tête, épaules, genoux, pieds” Authentic songs, rhymes/stories TECHNOLOGY: DVDs, Videos Transparencies



SCOPE AND SEQUENCE French Grades K-1 Unit 7-La famille/Family Standards: 7.1, 7.2


TECHNIQUES

Family Members: mère, père, frère, soeur, grand-mère, grand-père, tante, oncle, cousin Family-life Cross-curriculum: Social Studies/Music/ Language Arts/

To identify basic family members in French

Use of: “Qui est-ce?” “C’est”, “Ce sont” “J’ai..” “Je n’ai pas de.” “Tu as..” “Tu n’as pas…” Use of “mon”, “ma”, “mes”(possession) Gender(le,la) Formation of negative

Authentic songs/rhymes/stories Importance of family in French-speaking countries Discussion of family participation in holidays in French-speaking countries

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities

RESOURCES: Early Start French: Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary Materials Puppets Family member cut-outs Songs and storybooks Seasonal and holiday books Authentic songs/rhymes/stories TECHNIQUES: Choral/individual response Total Physical Response (TPR-kinesthetic): Games; e.g. “How many sisters do I have?” Teacher- produced puppet skits TECHNOLOGY: CDs, DVDs, Videos Transparencies



SCOPE AND SEQUENCE French Grade 2 Unit 1-Le monde français-French-Speaking World Standards: 7.2


TECHNIQUES Why do we study world language? People we know who speak a different language Location of the North America (Quebec/ the United States), Atlantic Ocean, France, South America,Caribbean, Africa and Asia Recognition of United States flag, Mexican, Spanish flag National Anthems Cross-Curriculum: Social Studies/Music, Geography/ Language Arts

To state reasons for studying world language To locate North America(Quebec/ the United States), Atlantic Ocean, France, South America,Caribbean, Africa and Asia To recognize the flags of the United States, France, and Quebec and their colors

N/A Comparison of American,French and Quebec flags and derivation of flags’ design Discussion of the meaning of national anthems

Student participation in discussion Teacher observation of student ability to locate United States, Quebec, France, Atlantic Ocean, Caribbean,South America, Africa, Asia on map and globe. Teacher observation of student ability to point out American and French flag and discuss their designs

RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Early Start French: Où habites-tu?; Early Start Languages Europa House, 2004 Ancillary materials Map Globe French flag Quebec flag United States’ flag Flag worksheets Authentic stories/songs TECHNIQUES: Class discussion Geography games TPR/Kinesthetic activities Music games; e.g. “Name that Tune” TECHNOLOGY: Map transparencies



SCOPE AND SEQUENCE French Grade 2 Unit 2-Les imperatives;les politesses;les titres Commands; Courtesy words; Titles Standards: 7.1, 7.2


Commands Courtesy words Titles Cross-curriculum: Social Studies

To recall simple commands: Lève-toi Assieds-toi Lève la main Mets la main en bas Viens-ici Marche Touche Montre-moi Montre du doigt Apporte-moi Dessine/Colore Arrête Silence To utilize courtesy words: Oui Non S’il te plaît Merci De rien To utilize the courtesy ways of addressing adults: Madame Monsieur Mademoiselle

Imperatives Proper usage of adult titles in French-speaking culture Proper usage of courtesy words


RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Early Start French: Où habites-tu?; Early Start Languages Europa House, 2004 Ancillary materials TECHNIQUES: Total Physical Response (TPR-kinesthetic activities): e.g. “Jaques a dit” Brief oral exchanges between individual students and between teacher and individual students TECHNOLOGY: Audio CDs/DVDs/ Videos



SCOPE AND SEQUENCE French Grade 2 Unit 3-Les salutations;les presentations;les adieux Greetings; Introductions; Farewells Standards: 7.1, 7.2


Greetings Introductions How are you? Farewells Cross-Curriculum: Language Arts/Social Studies/Music

To recall the following Greetings: Salut Bonjour Bonsoir To ask people’s names with the following conversational patterns: Comment t’appelles-tu? Je m’appelle… Comment s’appelle-t-il/elle? Il/elle s’appelle To acquire the following conversational patterns: Comment ça va? Ça va. Ça va bien. Ça va très bien. Ça va mal. Ça va très bien. Comme ci, comme ça Très bien/mal

Formation of the negative in French Estoy (verb estar) Soy (verb ser)

Appropriate etiquette Communicative gestures/handshaking customs/greetings

Individual student oral responses to teacher’s prompts/activity participation Teacher observation of paired student or group conversations Teacher observation of student puppet shows Teacher review of worksheets

RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary materials Authentic rhymes/poems/stories Language visuals Worksheets Puppets TECHNIQUES: Puppet Shows Student dialogues Thematic units.g. “How’s it going?”?” Worksheets Singing: e.g.“Soyons amis” TPR-kinesthetic activities Pantomine/charade Games TECHNOLOGY: Audio CDs/DVDs./ Videos



SCOPE AND SEQUENCE French Grade 2 Unit 3-Les salutations;les presentations;les adieux Greetings; Introductions; Farewells Standards: 7.1, 7.2


To recall the following farewells: Au revoir À bientôt À toute à l’heure À demain



SCOPE AND SEQUENCE French Grade 2 Unit 4-Les couleurs/Colors Standards: 7.1, 7.2

TOPICS FUNCTIONS STRUCTURE CULTUR/E ASSESSMENT MATERIALS/ RESOURCES

TECHNIQUES Colors: bleu, blanc, rouge, noir, orange, jaune, violet, vert, marron, gris, rose Folklore Cross-curriculum: Art/Social Studies/Language Arts//Music

To name colors in French orally when heard aurally To state whether a color seen visually is or is not the color spoken orally in French To recognize color mixtures, e.g. bleu et jaune=vert To express likes and dislikes

Use of: “J’aime”(verb-aimer) “Tu aime”(verb-aimer) “De quelle couleur est-ce? C’est…(verb-être) Formation of the negative : “Ce n’est pas...” “Je n’aime pas..” “Tu n’aime pas..”

Folklore Costumes


RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary materials Authentic literature/realia TECHNIQUES: Choral/individual response Thematic Units; e.g. Artist and his colors Total Physical Response (TPR-kinesthetic activities): Color games,e.g. “musical squares”, “either/or”, “bean bag toss”./match games/lotto Worksheets Songs TECHNOLOGY: Audio CDs/DVDs. Student -generated DVD with Audacity for colors Transparencies Videos



SCOPE AND SEQUENCE French Grade 2 Unit 5-Les animaux /Animals Standards: 7.1. 7.2


Animals:e.g. ours, oiseau, canard, cheval,grenouille, chat, chien, agneau,poisson, lapin, hamster,souris Pets in the French home Cross-curriculum: Music/Language Arts/Social Studies

To recognize and name animals in French To discuss types of pets in French

Use of: “Quel animal est-ce?” “C’est..” “As-tu un animal?” “J’ai un(e)..” Je n’ai pas de..” “Tu aimes..?” (verb-aimer) “J’aime”(verb-aimer) Formation of negative: Je n’aime pas” Tu n’aimes pas?” gender(le,la, un, une)

Authentic children’s songs/literature of French-speaking countries Importance of pets in French families

Teacher observation of students choral and individual responses to teacher’s questions Teacher observation of student participation in activities

RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary materials TECHNIQUES: Choral/individual response Total Physical Response (TPR-kinesthetic): Pantomine/charades Games: e.g. “Either/Or”; “True or False” Thematic Units; e.g. “Do you have a pet?” Authentic songs/literature Animal flashcards TECHNOLOGY: Audio CDs/DVDs Videos Transparencies



SCOPE AND SEQUENCE French Grade 2 Unit 6-Les nombres/Numbers Standards: 7.1, 7.2


Numbers: 0-31 Typical French number games Cross-curriculum: Mathematics/Music

To recite numbers orally in French To recognize numbers aurally in French To do age-appropriate math problems

Use of: Mathematical terms: “Et”, “moins”

Authentic French number songs “Les boules”-game

Teacher observation of class participation in number chanting/choral response Teacher observation of student response to oral questions Teacher assessment of student problem-solving Teacher assessment of worksheets

RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary materials Songs/Worksheets TECHNIQUES: Choral response Finger counting Number chanting Magnetic numbers Counting chips Games;e.g. lotto, TPR-kinesthetic games/activities Board games Math worksheets Thematic Units: e.g. Graphing: “How many like…” TECHNOLOGY: Audio CDs/DVDs Videos Transparencies



SCOPE AND SEQUENCE French Grade 2 Unit 7-Le corps/Body Parts Standards: 7.1, 7.2


Body Parts: genoux,pieds,yeux, nez, oreilles, bouche, mains,jambes, bras, doigts, cheveux Cross-curriculum: Social studies’Science

To name and identify body parts in French

Use of: “Qu’est-ce que c’est?” “C’est…” “Qu’est-ce que ce sont? “Ce sont…” Formation of negative: “Ce n’est pas” “Ce ne sont pas” Gender and number agreement: le,la,les

Authentic French songs/literature

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities Teacher assessment of student drawings, both student-pair and teacher initiated

RESOURCES: Ancillary materials Body part flashcards Authentic stories/rhymes/songs Props, e.g. toy body parts, puppets Flashcards TECHNIQUES: Choral and individual response to body part props Total Physical Response(TPR-kinesthetic): Oral games, e.g. “Jacques a dit” Songs, e.g. “Tête, épaules, genoux, pieds” Authentic songs Student generated drawings TECHNOLOGY: Videos/CDs/DVDs Ttansparencies



SCOPE AND SEQUENCE French Grade 2 Unit 8-La famille/Family Standards: 7.1 , 7.2


TECHNIQUES Family Members: mère, père, frère,soeur, grand-mère, grand-père, fille, fils,cousin, cousine, oncle, tante Daily family life Cross-curriculum: Social Studies/Music/ Language Arts

To name and identify basic family members in French To explain importance of family in French-speaking countries

Use of: “Qui est-ce?” (verb-être “C’est…”(verb-être) “As-tu?” “J’ai..” Ma, mon, mes Ta, ton, tes (possession) Formation of negative gender(le,la, les)

Daily family life in French-speaking countries Authentic songs/literature

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities Teacher/student assessment of student-generated puppet shows

RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary materials Family member cut-outs Puppets Songs and storybooks Seasonal and holiday books Authentic songs/literature Cultural texts TECHNIQUES: Total Physical Response (TPR)-Kinesthetic activities Choral resonse Games;e.g. “How many sisters do I have?” Student- generated Puppet skits TECHNOLOGY: Audio CDs/DVDs Videos/Transparencies



SCOPE AND SEQUENCE French Grade 2 Unit 9-En classe/In the classroom Standards: 7.1, 7.2


TECHNIQUES Classroom Objects: crayon, papier, pupitre, tableau noir, craie, globe, carte, chaise School in French-speaking countries Cross-curriculum: Social Studies

To name and identify basic classroom objects

Use of: “Qu’est-ce que c’est? “C’est…”(singular) “Qu’est-ce que ce sont?” “Ce sont…”(plural) “Tu as…?” “J’ai…” Gender(le,la,les) Negative formation: “Je n’ai pas…”

Classroom environment in French-speaking countries

Teacher observation of class and individual response to teacher’s questions. Teacher observation of individual students ability to choose correct classroom object when named orally Teacher observation of class and individual participation in activities

RESOURCES: Ancillary materials Flashcards Props: toy objects Worksheets TECHNIQUES: Choral response TPR-Kinesthetic activities;e.g.: Musical objects: Students pass objects and when music stops must name it! Games where students chose objects when heard orally Mystery sack TECHNOLOGY: Transparencies



SCOPE AND SEQUENCE French Grade 3 Unit 1-Le monde français /French-Speaking World Standards: 7.1,7.2


TECHNIQUES

Location and names of French-speaking countries Recognition of United States flag, Quebec flag, French flag Cognates Climate in French-speaking countries/latitude and longitude Explorers Cross-curriculum: Social Studies/ Geography/ Science/Music

To locate French-speaking countries To demonstrate recognition of American, French and Quebec flags To recognize that there are words that are similar in English and French To compare climate of the United States with France, Quebec, Caribbean, South America, Africa and Asia To ask and tell where one is from

To use: D’où es-tu? “Je suis de..?(verb-être) “Où habites-tu? “J’habite..”

Comparison of effects of climate on culture Authentic literature/songs Discussion of French colonies

Teacher observation of student ability to point out American, French and Quebec flag and discuss their designs Teacher observation of student ability to locate United States, Quebec, Atlantic Ocean, France, South America, Caribbean, Africa and Asia and some specific French-speaking countries in each location Teacher observation of student ability to recognize certain cognates when written word is seen/heard Teacher/student assessment of student dialogues/Rubrics Student participation in discussion on climate differences and French French-speaking countries

RESOURCES: Early Start French: Où habites-tu?; Early Start Languages Europa House, 2004 Ancillary materials Maps Globe Flags Geography Games/worksheets Authentic songs/stories/rhymes TECHNIQUES: Thematic Units: e.g. “Where are you from?” Geography games Puzzles Student dialogues TECHNOLOGY: Audio CDs/DVDs Videos/transparencies



SCOPE AND SEQUENCE French Grade 3 Unit 2-Les imperatives;les politesses;les titres Standards: 7.1, 7.2 Commands; Courtesy words; Titles


TECHNIQUES Commands Courtesy words Titles Cross-curriculum: Language Arts/Social Studies

To follow classroom commands,e.g.: Assieds-toi Lève la main Mets la main en bas Viens-ici Marche Touche Montre-moi Montre du doigt Apporte-moi Dessine/Colore Arrête Silence Attends Donne-moi Dis-moi Répète Choisis Regarde Commence Prononce Écoute Parle Prends Ouvre Ferme

Singular commands Singular courtesy words

Proper usage of adult titles in French-speaking cultures Proper usage of courtesy words


RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Early Start French: Où habites-tu?; Early Start Languages Europa House, 2004 Ancillary materials TECHNIQUES: Total Physical Response (TPR-Kinesthetic activiities): Games, e.g. “Jacques a dit”/ “Charades” Brief oral exchanges between individual students and between teacher and individual students TECHNOLOGY: Audio CDs/DVDs Videos



SCOPE AND SEQUENCE Spanish Grade 3 Unit 2-Les imperatives;les politesses;les titres Commands; Courtesy words; Titles Standards: 7.1, 7.2



words: Oui Non S’il te plaît Merci De rien Je t’en prie To utilize the courtesy ways of addressing adults: Monsieur Madame Mademoiselle



SCOPE AND SEQUENCE French Grade 3 Unit 3-Les salutations;les presentations;les adieux; les noms Greetings;Introductions; Farewells; Names Standards: 7.1, 7.2


TECHNIQUES Greetings Introductions How are you? Farewells Names Cross-curriculum: Language Arts/Music/Social Studies

To use the following Greetings: Bonjour Salut Ça va Bonsoir To ask people’s names with the following conversational patterns: Comment t’appelles- tu? Je m’appelle… Comment s’appelle-t-il/elle? Il/Elle s’appelle… To acquire the following conversational patterns: Comment ça va? Ça va. Ça va bien. Ça va très bien. Ça va mal. Ça va très mal. Comme ci, comme ça. Ça ne va pas

Formation of the negative, e.g. “Ça ne va pas. Usage of: “et toi?”(informal) “et vous? (formal) Question formation Exclamation formation

Appropriate etiquette in greetings Communicative gestures/handshaking customs Appropriate times of day to use greetings in French-speaking countries Recognition of some traditional French names Authentic literature/Songs

Individual student oral responses to teacher’s prompts Teacher observation of paired student or group conversations Teacher/student assessment of student puppet shows /dialogues using rubrics Teacher review of worksheets

RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary materials Authentic rhymes/poems/stories Songs Puppets Flashcards Worksheets TECHNIQUES Student introductions Puppet Shows Student dialogues Language visuals Songs, such as “Soyons Amis” CD Thematic Units:e.g. “What is your name?” Student-created feeling flashcards Worksheets TECHNOLOGY: Audio CDs,DVDs Videos



SCOPE AND SEQUENCE French Grade 3 Unit 3-Les salutations;les presentations;les adieux Greetings;Introductions;farewells; Names Standards: 7.1, 7.2


To use the following farewells: Au revoir À bientôt À toute à l’heure À demain Ciao To differentiate between French and American names



SCOPE AND SEQUENCE French Grade 3 Unit 4-Les couleurs;les animaux/Colors and Animals Standards: 7.1, 7.2


Colors: bleu, blanc, rouge,noir, jaune, orange, marron, vert, gris, violet, rose Animals, e.g.:ours, Oiseau,canard, cheval, grenouille,chat, chien, agneau, poisson, vache, cochon, poule,coq, lapin, hamster,souris Likes and Dislikes Cross-curriculum: Art/Social Studies/Music

To recall colors in French orally/aurally To state whether a color seen visually is or is not the color spoken orally in French To recognize names of familiar animals in French and their common colors To state likes and dislikes regarding colors and animals

Use of: Ou..ou(conjunction) Tu aimes…(verb-aimer) J’aime..(verb-aimer) Form the negative Tu n’aime pas Je n’aime pas De quelle couleur est-ce? (question word) C’est…(verb-être) Gender and number agreement(le,la, les)

Colorful arts and crafts of French-speaking countries Discussion of common pets in French-speaking countries


RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary materials Toy animals Authentic(or reproductions) arts and crafts TECHNIQUES: Choral/individual response Total Physical Response (TPR-Kinesthetic activities): Pantomine/Charade Games:e.g. “musical toy animals”;”musical squares”; “either/or”; “bean bag toss”.,match games Thematic Units; e.g. “ “What color is your pet?” Animal/Color Flashcards Student- generated color drawings TECHNOLOGY: Audio CDs/DVDs Videos/Transparencies



SCOPE AND SEQUENCE French Grade 3 Unit 5-Les nombres /Numbers Standards: 7.1, 7.2


TECHNIQUES Numbers 0-69 Counting money(Euro) Typical French Number Games Cross-curriculum: Mathematics/Music/ Social Studies

To recite numbers orally in French To recognize numbers aurally in French To read numbers To do age-appropriate math problems

Formation of mathematical problems using appropriate terms “et”, “moins”, “fo,is”, “divisé par” To use question: “Quel nombre est-ce? “C’est…(verb-être) “Ce ne sont pas..”(negative)

Authentic French counting songs European monetary unit “Le jeu des petits chevaux”-traditional board game

Teacher observation of class participation in number chanting/activities Teacher observation of student response to oral questions Teacher assessment of student problem-solving(written) when numbers and math terms are heard orally/Worksheets Written number/math test

RESOURCES:Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Early Start French: Où habites-tu?; Early Start Languages Europa House, 2004 Ancillary materials TECHNIQUES: Choral/individual response Finger-counting Number chanting Number games, e.g. Bingo Sing authentic songs Practice reading numbers Math worksheets/Tests Cooperative learning;e.g. math games Thematic Units;e.g. Euro TECHNOLOGY: Audio CDs/DVDs VideosTransparencies



SCOPE AND SEQUENCE French Grade 3 Unit 6-Le corps/Body Parts Standards: 7.1, 7.2


TECHNIQUES Body Parts: tête, épaules, genoux,pieds, yeux,nez, oreilles, bouche, front,lèvres , mains, bras, doigts, cheveux, dents, visage Health Cross-curriculum: Social Studies/Music/ Language Arts

To name and identify body parts in French To tell where it hurts

Use of : “Qu’est-ce que c’est? “Qu’est-ce que ce sont?” “C’est…”(verb-être-singular) “Ce sont…”(verb-être-plural) “J’ai mal à..” Formation of negative: “Ce n’est pas” “Ce ne sont pas” “Je n’ai pas mal” Gender and number agreement of nouns in French: le, la, les

Authentic French songs/stories/rhymes

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities Teacher assessment of student drawings based on oral directions given in French Teache/student assessment of skits

RESOURCES; Ancillary Materials Body part flashcards Props, e.g. toy body parts Puppets Authentic stories/rhymes/songs Worksheets TECHNIQUES Total Physical Response(TPR-Kinesthetic): Oral games, e.g. “Jacques dit”; Songs, e.g. “Tête,épaules, genoux, pieds” Student drawings Thematic units; e.g. “Doctor visit”/skits TECHNOLOGY: DVDs, Videos,/ CDs Transparencies



SCOPE AND SEQUENCE French Grade 3 Unit 7-La famille/Family Standards: 7.1, 7.2


TECHNIQUES Family Members: mère, père,frère, soeur, grand-mère, grand-père, fils, fille, cousin, cousine, oncle, tante Family-roles Cross-curriculum: Social Studies/Music/Language Arts

To use family member vocabulary To introduce self and family members and their relationship orally To ask others who their family members are

“Je suis..”(verb-être-singular) “de”(preposition) “Qui est-ce?(question word)”C’est…”(verb-être-singular) Gender and number(le,las les) “ma”, “mon”, “mes”(possession, singular, plural) “sa”, “son”, “ses”(possession, singular, plural) “J’ai..”(verb-avoir) “Je n’ai pas de..” “As-tu..?”(verb-avoir) “Tu n’as pas de..”

Family-roles in France Authentic songs/literature

Teacher observation of class and individual response to teacher’s questions. Teacher observation of class and individual participation in activities Teacher assessment of student oral family introductions/rubric

RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary materials Family member cut-outs Puppets Songs and storybooks Seasonal and holiday Authentic songs/literature TECHNIQUES: Puppets skits Total Physical Response (TPR)-kinesthetic games/ activities Thematic units;e.g.: “This is my family” TECHNOLOGY: Audio CDs/DVDs Videos/Transparencies



SCOPE AND SEQUENCE French Grade 3 Unit 8-En classe/In the Classroom Standards: 7.1, 7.2


Classroom Objects: e.g.crayon(de couleur),papier , pupitre, tableau, craie, globe, carte, chaise, livre, stylo, maître, maîtresse ,calendrier, table,drapeau, règle, cahier, pochette, effaceur, gomme, sac à dos, ciseaux,colle, feutre School equipment Cross-curriculum: Social Studies/Language Arts

To name and identify classrooms objects To present orally class objects in school backpack To ask and answer questions about quantity and possession To recognize written word for objects

To use: “¿Que-ce que c’est? “C’est..” “Combien de…?” “Il y a “ “As-tu..?” “Oui, tiens” “Oui, j’ai..” “Je n’ai pas” “Prenez tous…” Gender and number agreement (le, la, les )

Comparison of school equipment in Frence and US

Teacher observation of class and individual response to teacher’s questions Teacher observation of class and individual participation in activities involving object identification Teacher/student assessment of oral presentations/rubric

RESOURCES Early Start French: Où habites-tu?; Early Start Languages Europa House, 2004 Ancillary materials Flashcards Props: toy objects Mystery sack Cultural readings TECHNIQUES: Total Physcial Response(TPR-kinesthetic)_:Games requiring students to move about room to find objects Matching game-word to object Identifying objects from a mystery sack Working in pairs to quiz each other Oral presentations of thematic unit;e.g.. “Bookstore” TECHNOLOGY: Audio CDs/DVDs Videos/Transparencies/ PowerPoint



SCOPE AND SEQUENCE French Grade 3 Unit 9-Les jours;les mois/Days and months Standards: 7.1, 7.2


TECHNIQUES Days of the week: lundi,mardi, Mercredi, jeudi, vendredi, samedi, dimanche Months of the year: janvier, février,mars, avril, mai, juin, juillet, août,septembre, octobre, novembre, décembre Calendar Cross-curriculum: Social Studies/Music

To recognize and say the days of the week To recognize and say the months of the year To respond to questions about day and date To express day and date of birthdays

Use of: Different formations of questions: “C’est quel jour? “Quel jour est-ce? “Quelle est la date de ton anniversaire? “Quelle est la date d’aujourd’hui? “Aujourd’hui c’est..” “Mon anniversaire, c’est..” Formation of the date “le premier” Capitalization

Discussion of what is considered to be the first day of the week Authentic French children’s songs Discussion of activities that occur each month in France Saints’ days

Teacher observation of class and individual participation in choral and individual chanting/singing Teacher observation of class and individual response to teacher’s questions Teacher assessment of student’s oral conversations/rubrics

RESOURCES: Early Start French:Salut! Ça Va?; Early Start Languages Ltd, 2004 Ancillary materials Flashcards Days and months chants/songs Authentic French songs TECHNIQUES Flashcard identification Choral response Sing songs reinforcing days and months Games requiring students to recognize day and moth Paired student conversation Thematic units;e.g. “Birthdays” TECHNOLOGY: Audio CDs/DVDs Videos

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