K and 2nd Grade Curriculum Guide

ORANGE PUBLIC SCHOOLS

OFFICE OF CURRICULUM AND INSTRUCTION

WORLD LANGUAGE PROGRAM 

Kindergarten – Grade 2

Curriculum/Activities Guide

School Year 2016-2017

WORLD LANGUAGES CURRICULUM/ACTIVITY GUIDE 

Subject/Course: Spanish/French

GRADE: Kindergarten – 2

STANDARD 7.1: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

Thematic Units Explored:

All About Me

School Days

Home Sweet Home

Food, Glorious Food

Celebration

Animals

 

Codes and  Cumulative Progress Indicators

7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic sources related to targeted themes.

7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response

7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s).

7.1.NM.A.4  Identify familiar people, places, and objects based on simple oral and/or written descriptions.

7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes.

7.1. NM.B3 Use appropriate greetings and leave taking from the target culture in variety scenarios.

7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.

7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience.

7.1. NM.C.4 Present information from age-and level-appropriate, culturally authentic materials orally or in writing.

 

Strands

Strand A: Interpretive Mode – understanding and interpretation of spoken or written communication

Strand B: Interpersonal Mode – direct spoken or written communication

Strand C: Presentational Mode – spoken and written communication for an audience

 

STUDENT LEARNING OBJECTIVES (SLOs):

1.      Skim and scan culturally authentic audio, video, or written text from electronic information sources and other sources to identify information about people (e.g. physical characteristics, personality qualities, and age).

2.      Ask and respond to memorized questions about physical characteristics and personality qualities using digital tools and face-to-face communication.

3.      Use appropriate greetings and leave taking from the target culture in a variety of scenarios.

5.      Describe self and others. 

6.      Retell highlights from age- and level-appropriate culturally authentic target language text orally and/or in writing including physical characteristics and personality qualities by creating a multimedia presentation.

 

CAN DO STATEMENTS:

I can understand some basic information when someone describes themselves and others. 

I can match pictures based on oral descriptions of physical and/or personality traits.

I can draw a picture based on oral descriptions of physical and/or personality traits. 

I can understand when someone is stating their age and telling where they are from.

I can use  digital tools and face-to-face communication in various situation

I can introduce myself and others.

I can ask for some personal information such as name, age, and where someone is from.  

I can provide personal information such as name, age, and where I am from.

I can ask memorized questions (yes/no, either/or, and short response) related to physical characteristics and personality qualities.

I can answer simple questions (yes/no, either/or, and short response) related to physical characteristics and personality qualities. 

I can greet and take leave in a culturally acceptable manner.

I can use words, phrases, and memorized sentences to describe myself 

I can use words, phrases, and memorized sentences to describe others

I can tell my age and the age of others.

 

Common Core Anchor Standard(s)

Anchor Standard 1 CCSS-ELA Reading: Read closely to determine what the text says explicitly to make logical inferences from it. 

Anchor Standard 2 CCSS-ELA Reading: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas

Anchor Standard 1 CCSS-ELA Speaking & Listening: Prepare for and participate in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

 

Interdisciplinary Connections/Standards:

Art, Social Studies, Music, Language Arts, Mathematics, Technology

Technology Integrations

Smart Board, Computers and Internet access

Equipment Needed:

Computers, Smart Board, tape recorder, tape, CD player, CD, and DVD

 

Understandings in Context

  • Physical characteristics
  • Personality qualities
  • Numbers 1-31
  • The structures necessary to:
    • Describe physical qualities and personality qualities
    • Express emotions
    • Tell age (as a memorized chunk)
    • Express where one lives and goes to school
  • Memorized and frequently practiced questions associated with physical characteristics, personality qualities, and age

Culturally appropriate expressions and gestures to greet and

Enduring Understandings:

 

  • In Spain, the mother country of all Spanish-speaking countries, people greet one another by kissing them on both cheeks.
  • In French speaking countries, people greet by kissing on both cheeks.
  • Countries have special flags that represent them
  • Colors symbolize special meanings on different flags
  • Humans and animals have different names for some parts of the body
  • There are different types of families in the world
  • People from different parts of the world dress differently
  • Students wear uniforms in different parts of the world

 

Essential Question(s)

1. Why is it important to know how to greet people in another language other than your own?

2. How do greetings in the US differ from those in the target countries?

3. How do greetings and introductions take place in formal and informal contexts in target countries?

4. How similar are the styles between our country and target countries?

5. How do culture and clothing tie into each other?

 

21st Century Themes (check all that apply)

Global awareness          Health Literacy

Environmental Literacy Civic Literacy

Financial, Economic, Business, & Entrepreneurial Literacy

21st Century Skills (Indicate whether these skills are E – Encouraged; T – Taught; A – Assessed                                              E T  A

Creativity & Innovation                        

Critical Thinking & Problem Solving   

Communication                                     

Collaboration                                         

 

 

Assessments

online

 worksheets

Projects

Portfolio check

 

Formative:

Anecdotal notes on students’ progress Questions :

-Tell me what you are doing?

-Can you explain the process of your work?

Summative:

 

 

Center Activities

Library: Free Selections. Availability of picture/reading books

Reading: By following the instructions students will read a passage of a book about topic of the week.

Writing: By following the instructions students will create a dialogue from vocabulary word wall.

Listening & Speaking: By follow the instructions students will practice listening and speaking, by using a CD player to listen to the greeting song and reading the handout with the lyrics of the song.

Art Center: By following the instructions students will create a diagram that demonstrates their understanding of the passage of a book they read during reading center.

ComputerBy following the instructions students will play matching games, by using the websites on smart board or individual computershttp://www.education.vic.gov.au/languagesonline/spanish/spanish.htm Go to Spanish Topic 01: Greetings for interactive task (Drag the matching text to the speech bubble)

Games: Board games; matching; memory (as set up by the world language teacher)

 

 

Differentiation:

Kinesthetic: Use of flashcards/picture cards during centers.
Visual: Digital and hard copy flashcards. Words will be written on the chart for reading and assistance. 
Auditory: Repetition of words. Peer repetition and games

 

Resources:

Charts/Posters, flashcards, lyrics of the song, symbols cards, sticky notes, color folders, worksheet, checklist, index cards or construction paper, markers, pencils, color pencils, Scott tap, glue, and manipulatives.

 

Websites:

http://pbskids.org/games/spanish/https://www.abcya.com/kindergarten_computers.htmhttp://dinolingo.com/languages/spanish.html

http://www.education.vic.gov.au/languagesonline/spanish/spanish.htmw

http/www.education.vic.gov.au/languageesonline/French/French.htm

http://interactivesites.weebly.com?spanish.html

http://study.com/academy/topic/greetings-introductions-in-spanish.html 

Books:

See Attached

 

Suggested Timeline:

Ongoing

 

Lesson Plans - Titles

 

Lesson 1: Greetings                                      Lesson 2: Alphabet                                       Lesson 3:Colors                                   Lesson 4: Numbers                                       Lesson 5: Shapes                                          Lesson 6: My Body

Lesson 7: My Family                                   Lesson 8: Domestic Animals                       Lesson 9: Classroom Objects

Lesson 10: Time                                          Lesson 11: Calendar                                     Lesson 12: Basic Foods

Lesson 13: School                                       Lesson 14: Feelings/Emotions

 

  

Books: Copies of French and Spanish should be obtained.

Literature: Stories, Drama, Poetry

§Over in the Meadow by John Langstaff (traditional) (c1800)*

§ A Boy, a Dog, and a Frog by Mercer Mayer (1967)

§ Pancakes for Breakfast by Tomie DePaola (1978)

§ A Story, A Story by Gail E. Haley (1970)*

§ Kitten’s First Full Moon by Kevin Henkes (2004)*

Informational Texts: Literary Nonfiction and Historical, Scientific, and Technical Texts

§My Five Senses by Aliki (1962)**

§ Truck by Donald Crews (1980)

§ I Read Signs by Tana Hoban (1987)

§ What Do You Do With a Tail Like This? by Steve Jenkins and Robin Page (2003)*

§ Amazing Whales! by Sarah L. Thomson (2005)*

The five senses and associated body parts

• My Five Senses by Aliki (1989)

• Hearing by Maria Rius (1985)

• Sight by Maria Rius (1985)

• Smell by Maria Rius (1985)

• Taste by Maria Rius (1985)

• Touch by Maria Rius (1985)

Taking care of your body: Overview (hygiene, diet, exercise, rest)

• My Amazing Body: A First Look at Health & Fitness by Pat Thomas (2001)

• Get Up and Go! by Nancy Carlson (2008)

• Go Wash Up by Doering Tourville (2008)

• Sleep by Paul Showers (1997)

• Fuel the Body by Doering Tourville (2008)

Vocabulary Words and Expressions

¡Buenas noches!

¿Cómo te llamas?

Me llamo Ana. ¿Y tú?

Me llamo Antonio.  ¿Cómo estás?

Estoy triste. ¿Y tú?

Estoy triste también, gracias.

¡Adiós!

¡Hasta luego!

¡Hola!

¡Buenos días!

Estoy feliz, gracias. ¿Y tú?

Tengo hambre.

¿Cómo se llama?

Me llamo Marcos. ¿Y usted?

Me llamo Andrés.  ¿Cómo está usted?

Tengo sed.

Me llamo Señorita Martínez.  ¿Cómo estás?

Estoy bien, gracias. ¿Y usted?

Estoy mal.

¡Buenas tardes!

¿Cómo se llama?

Me llamo Señor Rodríguez.  ¿Cómo estás?

Estoy muy bien, gracias.

Estoy muy feliz. ¿Y usted?

CULTURALLY AUTHENTIC MATERIALS

NOVICE-MID TEXTS

Novice-Mid-level students require short texts related to everyday personal experiences.

Texts that are highly contextualized, supported by visual cues, and contain repetition of key words and phrases are appropriate for Novice-Mid-level learners. Interpretive tasks designed at the Novice-Mid level ask students to recognize key words and to identify important words, phrases, and main ideas.

Suggested culturally authentic texts for interpretive reading tasks (based on group of learners):

Ø Brochures                               Ø Calendars and schedules 

 

Ø Directions                              Ø ID cards                                  Ø Report cards                       Ø Children’s stories and poems related to novice contexts 

 

Ø Menus                                  Ø Highly contextualized advertisements from a target country publication (print or online)           Ø Movie schedules     

 

Ø Online weather reports          Ø Student schedules                 Ø Stories/songs                             Ø Sports schedules

 

Ø Simple biographies from a target culture magazine – audio (print or online)

REFERENCES

World Languages Home

http://www.state.nj.us/education/aps/cccs/wl/stateofwl.pdf

http://www.state.nj.us/education/aps/cccs/wl/resources.htm

http://www.umaine.edu/Flame/BenefitsofSecondLanguage.pdf

http://www.state.nj.us/education/cccs/standards/7/authentic.pdf 

THEMATIC WEB

K – 2

September - January

THEMATIC WEB

K – 2

February - June

Student Portfolio Rubric

Name:                                                                           Grade:                                                                           

Points

Required items

Concepts

Reflection/Critique

Overall Presentation

90-100

All required items are included, with a significant number of additions.

Items clearly demonstrate that the desired learning outcomes for the term have been achieved. The student has gained a significant understanding of the concepts and applications.

Reflections illustrate the ability to effectively critique work, and to suggest constructive practical alternatives.

Items are clearly introduced, well organized, and creatively displayed, showing connection between items.

75-89

All required items are included, with a few additions.

Items clearly demonstrate most of the desired learning outcomes for the term. The student has gained a general understanding of the concepts and applications.

Reflections illustrate the ability to critique work, and to suggest constructive practical alternatives.

Items are introduced and well organized, showing connection between items.

60-75

All required items are included.

Items demonstrate some of the desired learning outcomes for the term. The student has gained some understanding of the concepts and attempts to apply them.

Reflections illustrate an attempt to critique work, and to suggest alternatives.

Items are introduced and somewhat organized, showing some connection between items.

40-59

A significant number of required items are missing.

Items do not demonstrate basic learning outcomes for the term. The student has limited understanding of the concepts.

Reflections illustrate a minimal ability to critique work.

Items are not introduced and lack organization.

0

No work submitted