Progress Indicators for Students Completing Kindergarten
Forsyth County
Schools
Foreign Language
FLES Curriculum
Grades K-5
[pic]
Revised 06/2004
Forsyth County Elementary Foreign Language Program
2004-2005 Curriculum:
Exploratory curriculum for kindergarten, first, and second grades
Academic program for third, fourth, and fifth grades
Revision/Development Team
June 2004
Marisol Acevedo Cumming Elementary
Eva Bumgardner Cumming Elementary
Emily Flack Midway Elementary
Anne Marie Sasser Chestatee Elementary
Melinda Young Big Creek Elementary
Table of Contents
Forsyth County Foreign Language Program……………………………….…4
5th Grade Student Profiles……………………..……………………………...5
K-5 General Curriculum Map…………………………………………………6
K-2 Exploratory Program……………………………………………………..7-8
3-5 Academic Program, pacing guides, integrated vocabulary, progress indicators, and language structures:
3rd Grade Curriculum………………………………………………......9
4th Grade Curriculum ………………………………………………….21
5th Grade Curriculum ………………………………………………….31
3-5 Vocabulary Compilation ………………………………………….43
3-5 Language Structure Compilation………………………………….47
6th, 7th, 8th Grade Curriculum Map……………………………………….......49
Resources:
National Foreign Language Standards………………………………...50
Benchmark Performance Profiles………………………………………51
Thematic units from previous years…………………………………...58
Foreign Language in Forsyth County
International interactivity in the 21st century can leave little doubt in anyone’s mind that the United States does not exist in isolation; therefore the students of Forsyth County must be equipped to function as global citizens. Being able to communicate with individuals in languages other than English and to understand the cultural context of the message are essential building blocks to becoming functioning global citizens.
Research activity over the past 30 years has focused on the obvious and not-so-obvious benefits of language study. First, of course, is the result that the individual is capable of understanding, speaking, reading and writing in a language other than his own and can operate within its culture. But there are many spin-off benefits to language study that enhance both the person and his educational experience. Much of this research has been aimed at the results of starting language learning at an early age. Research on brain development has shown that a critical opportunity for language acquisition occurs before the age of 10. While a person can learn a new language at any age, studies show that young learners process information very differently from older learners. Young children acquire the new language while they are acquiring their first language rather than through their first language. New paths laid down in the brain provide the child with flexibility in thinking that can translate to even seemingly unrelated subject areas, such as mathematics. In fact, analysis of standardized test scores reveals that students who begin language learning early have the potential to impact test scores in reading, language arts, and mathematics. And it should be no surprise that students who pursue a full four years of language study at the high school outperform their peers on the SAT in both the verbal and quantitative sections.
Underscored by the research and by simple common sense that languages are only truly acquired over a long sequence of exposure, the Forsyth County School System provides its students with a K-12 program of instruction in foreign languages and cultures. Instruction occurs in the following way:
➢ Grades K-2 20-30 minutes per week (exploratory language and cultural awareness)
➢ Grades 3-5 75 minutes per week (language sequence begins in French or Spanish)
➢ Grades 6-8 equivalent of one class period per day
➢ Grades 9-12 equivalent of one class period per day
The potential impact of this instructional delivery model is best observed when comparing it to the traditional foreign language offering in the United States. Most American students, even today, only study two years of foreign language. This generally occurs at the high school and yields approximately 300 hours of instruction. For the student whose exposure to the language is K-12, the Forsyth County model will yield 1,140 hours of instruction!
Each elementary school offers either French or Spanish instruction; middle schools provide both; and French, German, Latin and Spanish are all available at the high school. To better ensure that students gain the highest language proficiency achievable through Forsyth’s K-12 program, students are strongly encouraged to continue with the language they begin in elementary all the way through high school. Opportunities to layer, or add, other languages are available at middle and high school.
As a result of this long-sequence program, students will leave the Forsyth County Schools with language ability that will enable them to understand much of what they hear, to engage in conversations, to read information used in daily life, and to write the language at an intermediate level. These individuals will be well-positioned to move on to an advanced level of language ability at the college level.
The children of Forsyth County will depart from our schools with a broadened perspective of the world and with the skills to succeed in that world. Foreign language proficiency will not only allow them to communicate with people of other language backgrounds, but it will also give them access to the cultures and minds of other peoples.
Foreign Language in the Elementary Schools
The Elementary Foreign Language Program in Forsyth County is based on a language acquisition model of foreign language instruction, in which students learn foreign language in the same way as they learn their first—through immersion and context. The main principles of the program include immersion (teaching in the target language 95-100% of the time), thematic instruction (providing language experiences in context), and cultural exposure. When principles are consistently implemented, we expect our graduating fifth graders to fit the profile below.
Student Profile: End of 5th Grade 135 contact hours
By the end of 5th Grade, most students completing the elementary program will exhibit Novice High ability in listening and reading and Novice-Mid ability in speaking and writing.
ACTFL Listening Guidelines (Novice High)
Students are able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supports understanding and speech is clearly audible. They can comprehend words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. At this level, students may require repetition, rephrasing and/ or a slowed rate of speech for comprehension.
ACTFL Speaking Guidelines (Novice Mid)
Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.
ACTFL Reading Guidelines (Novice High)
Reader has sufficient control of the writing system to interpret written language areas of practical need. Where vocabulary has been learned, they can read for instructional and directional purposes, standardized messages, phrases, and expressions, such as some items on menus, schedules, timetables, maps and signs. At times, but not on a consistent basis, the Novice-High reader may be able to derive meaning from material at a slightly higher level where context and/or extra linguistic background knowledge are supportive.
ACTFL Writing Guidelines (Novice Mid)
Writers at the Novice-Mid level are able to copy or transcribe familiar words or phrases, and reproduce from memory a modest number of isolated words and phrases in context. They can supply limited information on simple forms and documents, ad other basic biographical information, such as names, numbers, and nationality. Novice-Mid writers exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the writing may be difficult to understand even by those accustomed to reading the texts of non-natives.
FLES General Curriculum Map for Grades K-5
Incorporated throughout:
calendar
weather
courtesy
classroom commands
holidays
school supplies
Kindergarten
color, shapes, size
emotions
numbers
body parts
family
zoo animals
1st grade
alphabet
food
farm/zoo animals
body parts
numbers
family
clothing
2nd grade
community/transportation
numbers, time
alphabet
rooms of the house
food
3rd grade
time
geography
personal characteristics
family
school places and personnel
community
planets
4th grade
clothing
food pyramid
healthy activities
mystery vacation (review)
country study
5th grade
going to the hospital
dining out
endangered animals
community
country study
2004-2005 Exploratory curriculum
Lower elementary (K-1-2) FLES program
In the K-2 exploratory program, our goal is to use our short time with the students to maximize their exposure to the language and to instill in them a sense of enjoyment and appreciation for the language.
Building a solid listening comprehension base, coupled with positive attitudes toward different language and cultures, is a solid foundation for further language and culture study. Working from this premise, the main goal of this proposed curriculum is exposure and comprehension with a heavy emphasis on culture and spiraling. Within each unit, we will incorporate as much culture as possible and utilize the immersion method to the fullest extent possible. Within each unit, we plan to limit and focus the vocabulary; the actual vocabulary list will be determined by the teacher (using the 3-5 Vocabulary Compilation as a reference), and cultural relevance should dictate those lists.
Listed on the following page are the units for each grade level.
Kindergarten
1st
2nd
Progress Indicators for Students Completing
Third Grade
By the end of the Third Grade, . . .
1. Students will state time to the hour and the half-hour.
2. Students will recognize time to the quarter hour.
3.2 Students will recognize a 24 hour clock.
3.4 Students will state time to the minute using both digital and analog format.
3.5 Students will recognize personality traits.
3.6 Students will describe characters using personality traits.
3.7 Students will compare and contrast characters using personality traits.
3.8 Students will recognize extended family members.
3.9 Students will name extended family members.
3.10 Students will describe family members using physical characteristics.
11. Students will recognize vocabulary for school personnel and places.
12. Students will state the occupation and workplace of school personnel.
13. Students will recognize selected places from the community.
3.14 Students will name selected places from the community.
3.15 Students will locate places on a map using directional prepositions.
3.16 Students will name selected members of the community in relation to their place of work.
3.16 Students will locate the continents and oceans on a globe and map.
3.17 Students will name the continents and oceans.
3.18 Students will recognize flags and symbols of selected target countries.
3.19 Students will describe flags and symbols of selected target countries.
3.20 Students will locate selected target countries on a map.
3.21 Students will name selected countries where the target language is spoken.
3.22 Students will describe selected target countries using geographical features.
23. Students will recognize planets and other celestial bodies.
3.24 Students will name planets and other celestial bodies.
3.25 Students will state the ordinal positions of the planets.
3.26 Students will describe the planets.
3.27 Students will compare and contrast planets according to their basic characteristics.
3.28 Students will participate in and compare cultural traditions and holidays of the United States and the target country.
Third Grade Pacing Guide
This pacing guide lists the names of the units as well as the suggested number of sessions. The order of instruction is left to the discretion of the teacher. Please note that a session is defined as a 25-minute segment, with three sessions taught per week, totaling 108 sessions per year. Teachers at each school should adjust the pacing guide according to their own number and length of sessions.
|Unit Name |Number of Sessions |
| | |
|Introduction/Review |6 |
|Time |12 |
|Personality Traits of Fictional Characters |13 |
|Family and Physical Characteristics |13 |
|Faces and Places |13 |
|Community |15 |
|Geography |13 |
|Space |13 |
|Holidays (throughout the year) |10 |
| | |
| TOTAL |108 sessions |
Integrated Throughout the Year
This list should be used to help augment and maintain the students’ vocabulary. This list is a compilation of items introduced in the k-2 exploratory curriculum that are not directly addressed in the third grade curriculum that follows. Please refer to the 3-5 Vocabulary Compilation for specific vocabulary suggestions.
Productive Receptive
Body parts
Clothing
Transportation
Community helpers
Alphabet/phonics
Numbers
Weather
Colors
Rooms of the house
Zoo and farm animals
School supplies
Classroom commands
Unit: Time
Progress Indicators:
1. Students will state time to the hour and the half-hour.
2. Students will recognize time to the quarter hour.
3.3 Students will recognize a 24 hour clock.
3.4 Students will state time to the minute using both digital and analog format.
Language Structures:
Productive Receptive
It is ________ o’clock. What time is it?
It is _________ thirty. It is a quarter past/until_____.
Suggested Vocabulary:
Productive Receptive
minute noon
hour midnight
clock quarter hour
morning
afternoon
night
numbers 0-31
numbers 32-100
half hour
Unit: Personality Traits in Fictional Characters
Progress Indicators:
3.5 Students will recognize personality traits.
3.6 Students will describe characters using personality traits.
3.7 Students will compare and contrast characters using personality traits.
Language Structures:
Productive Receptive
_______ is _________. Who is ________?
_______ is not _________. What is _______ like?
He/She is _______.
He/She is not ________.
Suggested Vocabulary:
Productive Receptive
beautiful
ugly opposites
nice character
mean characteristics/ traits
intelligent
shy/ timid
outgoing
lazy
hard-working
rude
polite
good
bad
artistic
creative
athletic
funny
strong
weak
honest
liar
generous
selfish
Unit: Family
Progress Indicators:
3.8 Students will recognize extended family members.
3.9 Students will name extended family members.
3.10 Students will describe family members using physical characteristics.
Language Structures:
Productive Receptive
He/she is ___. Who is____?
He/she is not ___. What is ____ like?
My ___is___.
I am ______.
He/she has _____.
Suggested Vocabulary:
Productive Receptive
aunt/ uncle
boy cousin
girl cousin
child
mother/ Mom
father/ Dad
brother
sister
boy/ girl
baby
grandmother
grandfather
fat
skinny
ugly straight
pretty curly
tall
medium
short
blonde/red/brown/black hair
eyes
Unit: Faces and Places
Progress Indicators:
11. Students will recognize vocabulary for school personnel and places.
12. Students will state the occupation and workplace of school personnel.
Language Structures
Productive Receptive
He/She works in _(occupation)__. Where does _______ work?
The _____’s name is ______. Who is ______?
______ works in _______. Who works in the ___?
He/She is ___(occupation)___.
__(name)__ is __(occupation)____.
Suggested Vocabulary:
Productive Receptive
student
principal
secretary
librarian
custodian
cook
teacher
counselor
nurse
cafeteria
office
library
classroom
gym
clinic
hallway
playground
Unit: Community
Progress Indicators:
13. Students will recognize selected places from the community.
3.14 Students will name selected places from the community.
3.15 Students will locate places on a map using directional prepositions.
3.16 Students will name selected members of the community in relation to their place of work.
Language Structures:
Productive Receptive
_______ works at/in _______. Who works at/in _______?
He/She is ________. Where is ________?
It is __(dir. prep)_ _(place)__. What _(dir. prep)_ __(place)_?
Where does _______ work?
Suggested Vocabulary:
Productive Receptive
bank next to
farm in front of
park behind
school left
zoo right
hospital between
house/apartment in/on
police station
fire station
supermarket
restaurant
church/synagogue
post office
museum
town square/downtown
teacher
policeman
fireman
doctor
mailman
veterinarian
dentist
farmer
nurse
Unit: Geography
Progress Indicators:
3.16 Students will locate the continents and oceans on a globe and map.
3.17 Students will name the continents and oceans.
3.18 Students will recognize flags and symbols of selected target countries.
3.19 Students will describe flags and symbols of selected target countries.
3.20 Students will locate selected target countries on a map.
3.21 Students will name selected countries where the target language is spoken.
3.22 Students will describe selected target countries using geographical features.
Language Structures:
Productive Receptive
_(country)_ is in _(continent)_. Which continent is _____ in/on?
_(country)_has _(geo. features)_. Where is _________?
Which country has ________?
Which country is north/south/
east/west of ___________?
The flag of ___ is ____. What color is the flag of _________?
Suggested Vocabulary:
Productive Receptive
ocean tropical forest
continent capital
country
island
mountain
river coast
flag desert
north jungle
south pole
east equator
west
map
globe
North/South America, Africa, Europe, Asia, Australia, Antarctica
Pacific Ocean, Atlantic Ocean, Indian Ocean, Arctic Ocean
*** selected country names in the target language
Unit: Space
Progress Indicators:
24. Students will recognize planets and other celestial bodies.
3.24 Students will name planets and other celestial bodies.
3.25 Students will state the ordinal positions of the planets.
3.26 Students will describe the planets.
3.27 Students will compare and contrast planets according to their basic characteristics.
Language Structures:
Productive Receptive
It has _________. How many ___ does ___have?
It is _________. What is ________ like?
__________ is _____.
____ is _(comparison)_ than ___. What color is _________?
Thematic Vocabulary:
Productive Receptive
planet
Mercury
Venus
Earth gravity
Mars star
Jupiter ring
Saturn volcano
Pluto orbit
Neptune rocket
Sun/ sun(s) close to, closest
Moon/ moon(s) far from, farthest
space astronaut
solar system bigger/smaller than
galaxy beside
universe comet
hot/cold rock
selected colors gas
small
medium
large
ordinal numbers (1st-9th)
Unit: Holidays
Progress Indicators:
3.28 Students will participate in and compare cultural traditions and holidays of the United States and the target country.
**** Please note that not all of the holidays listed below must be taught; these are suggestions of possible holidays. Teacher discretion is to be used and therefore exercised when determining age and holiday appropriate vocabulary. ****
Language Structures:
Productive Receptive
I like . . .
I do not like . . .
Thematic Vocabulary
Productive Receptive
Day of the Dead/ All Saints Day
Halloween
Thanksgiving
Christmas
Three Kings Day
Mardi Gras
Easter
Saint Valentine’s Day
Poisson d’Avril (April Fools Day)
Cinco de Mayo
Father’s Day
Mother’s Day
Progress Indicators for Students Completing
Fourth Grade
By the end of the Fourth Grade,
4.1 Students will demonstrate comprehension of oral description of clothing.
4.2 Students will demonstrate comprehension of written description of clothing.
4.3 Students will describe clothing in oral form by season and color.
4.4 Students will describe clothing in written form by season and color.
4.5 Students will use correct noun/adjective agreement.
6. Students will name selected foods, including cultural foods.
7. Students will state food preferences.
4.8 Students will describe mealtimes according to typical foods eaten in the target country and the United States.
4.9 Students will recognize food groups in the food pyramid.
4.10 Students will name food groups in the food pyramid.
4.11 Students will describe a balanced meal using the food pyramid.
4.12 Students will state whether a food is healthy or unhealthy.
4.13 Students will name activities outside of school.
4.14 Students will state activity preferences.
4.15 Students will state whether an activity is healthy or unhealthy.
4.16 Students will state selected daily routines.
4.17 Students will describe in writing aspects of their daily schedule.
18. Students will recognize selected vocabulary related to personal information and descriptions.
19. Students will recognize selected vocabulary related to travel, including geography, weather, transportation, clothing, and community.
20. Students will state personal descriptions about themselves and others.
21. Students will request personal information from others.
22. Students will describe in writing their destination using vocabulary related to travel and cultural points of interest.
23. Students will gather information on various aspects of a target country
or countries.
4.24 Students will communicate information about a target country orally and in written form.
4.25 Students will participate in and compare cultural traditions and holidays of America and the target country.
Fourth Grade Pacing Guide
This pacing guide lists the names of the units as well as the suggested number of sessions. The order of instruction is left to the discretion of the teacher. Please note that a session is defined as a 25-minute segment, with three sessions taught per week, totaling 108 sessions per year. Teachers at each school should adjust the pacing guide according to their own number and length of sessions.
|Unit Name |Number of Sessions (minutes) |
|Introduction/Review |6 |
|Fashion Show |18 |
|Food Pyramid |18 |
|Healthy Activities |18 |
|Mystery Vacation Scenario |19 |
|Country Study |19 |
|Holidays (throughout the year) |10 |
| | |
| TOTAL |108 sessions |
Integrated Throughout the Year
This list, in addition to the “integrated throughout the year” list from third grade, should be used to help augment and maintain the students’ vocabulary. This list is a compilation of items previously learned that are not addressed directly in the fourth grade curriculum that follows. Please refer to the 3-5 Vocabulary Compilation list for specific vocabulary.
Unit: Fashion Show
Progress Indicators:
4.1 Students will demonstrate comprehension of oral description of clothing.
4.2 Students will demonstrate comprehension of written description of clothing.
4.3 Students will describe clothing in oral form by season and color.
4.4 Students will describe clothing in written form by season and color.
4.5 Students will use correct noun/adjective agreement.
Language Structures:
Productive Receptive
I like ___________. Do you like _________?
I do not like ____________. When do you wear ________?
He/She is wearing _____. In which season do you wear____?
I am wearing _(color)_ _(clothing)_. What are you wearing?
I wear __(clothing)__ in __(season)__.
Suggested Vocabulary:
Productive Receptive
selected colors clothes
to wear fashion show
Winter, Spring, Summer, Fall
selected weather conditions
scarf
socks
swimming suit
umbrella
glasses
jacket
dress
shorts
skirt
shoes
coat
hat/cap
boots
sweater
shirt
pants
sandals
gloves
Unit: Food Pyramid
Progress Indicators:
8. Students will name selected foods, including cultural foods.
9. Students will state food preferences.
4.8 Students will describe mealtimes according to typical foods eaten in the target country and the United States.
4.9 Students will recognize food groups in the food pyramid.
4.10 Students will name food groups in the food pyramid.
4.11 Students will describe a balanced meal using the food pyramid.
4.12 Students will state whether a food is healthy or unhealthy.
Language Structures:
Productive Receptive
My favorite food/meal is ___. What is your favorite food/meal?
____is healthy/unhealthy What is healthy/unhealthy?
(food) is in the (group). What is in the ___food group?
I like/ don’t like to ____.
I eat___. What do you for breakfast/
Lunch/dinner?
For __(meal) I eat _(food)__. What do you eat for a healthy ___?
What do they eat in _(country)_ for
_(meal)_?
Suggested Vocabulary:
Productive Receptive
food pyramid drinks
healthy/unhealthy dessert
bread/cereal group
fruit group
vegetable group
meat/protein group
milk/dairy group
sweets and oils group
breakfast
lunch
dinner
snack
food
apple
banana
peach
grapes
orange
pear
pineapple
coconut
strawberry
lemon
watermelon
tomato
cucumber
beans
carrot
corn
lettuce
onion
pepper
potato
steak
fish
chicken
coffee
juice
water
milk
cheese
bread
cookie
candy
cake
ice cream
selected cultural foods
Unit: Healthy Activities
Progress Indicators:
4.13 Students will name activities outside of school.
4.14 Students will state activity preferences.
4.15 Students will state whether an activity is healthy or unhealthy.
4.16 Students will state selected daily routines.
4.17 Students will describe in writing aspects of their daily schedule.
Language Structures:
Productive Receptive
My favorite activity is ______. What is your favorite activity?
I like/don’t like ________. What activity do you like?
In the (morning/afternoon/night). When do you _(activity)_?
In the _(morning/afternoon/night)_, I _(activity)_.
I go to bed
I get up
I bathe/shower
I brush my teeth
I wash (my hands/face)
I comb/brush my hair
I eat _______.
Suggested Vocabulary:
Productive Receptive
to play
to watch
baseball/softball
karate
tennis
football
soccer
gymnastics
television
video games
to swim
to do homework
to read
to sing
to dance
to listen to music
morning/afternoon/night
Unit: Mystery Vacation Scenario
Purpose:
This unit is designed to be a review or culmination of previously learned vocabulary from all grade levels. Its purpose is to provide opportunities for deeper practice of language use. The premise of this scenario is based on a mystery vacation, where students must use clues to investigate a crime or series of crimes similar to the board game CLUE. The unit could end with the revelation of the criminal. The unit design will be at the discretion of the teacher, but must include ample opportunities for review and practice and for students to gain a deeper understanding of past topics.
Progress Indicators:
18. Students will recognize selected vocabulary related to personal information and descriptions.
19. Students will recognize selected vocabulary related to travel, including geography, weather, transportation, clothing, and community.
20. Students will state personal descriptions about themselves and others.
21. Students will request personal information from others.
22. Students will describe in writing their destination using vocabulary related to travel and cultural points of interest.
Suggested Topics:
• personal information
• physical characteristics
• personality traits
• professions
• community
• food
• transportation
• clothing
• time
• weather
• numbers
• map skills & geography
• colors
• courtesy/communication
• rooms of a house
• other topics as selected by teacher
Possible Scenarios:
1. A cruise ship wrecks on a desert island. Passengers take inventory and build a community. When a valuable item is stolen (i.e. famous art), members of the community must find clues as to the identity of the thief.
2. In a resort hotel, a different item is stolen every day. The thief leaves a note every time with a clue to his identity.
3. Passengers on a train (Orient Express, Wild West, etc.) are robbed by bandits who then hide on the train and change their identity. Passengers must use clues to guess their identity.
4. Students trace the movement of a criminal/mysterious person (Carmen Sandiego, etc.) around the world.
Possible Activities:
• Create a new identity. using personal information, physical characteristics, personality traits, likes and dislikes and origin.
• Interview/inspect others classmates/characters for information and present that information.
• Create a passport or fill out a hotel registration card.
• Scavenger hunts
• Pack or shop for clothing an other important items appropriate for the weather of the destination.
• Make a map of a new community, train, hotel or boat.
• Make a brochure for the destination.
• Keep a journal of clues and characters.
• Make a reservation.
• Create a community, or show route of a train through a community, or show location of a hotel within a community.
• Dress up as a character.
• Include famous artwork, etc among stolen items.
• Create a “Wanted” poster.
• Write a hypothesis about criminal’s identity, and justify your opinion.
• Develop “punishment” for criminal (criminal could be fictitious or a pre-selected student).
• Create a criminal composite/sketch using clues.
• Create a train schedule, boat schedule, or hotel activities schedule.
• Class votes on a destination and transportation.
• Hold a “Mock Trial” and “Sentencing”.
Unit: Country Study
Progress Indicators:
23. Students will gather information on various aspects of a target country
or countries.
4.24 Students will communicate information about a target country orally and in written form.
*** This unit will be directed by student and teacher interest. The intended goals are stated above and can be achieved by concentrating on several of the themes listed below.
Possible Themes :
Geography
Whole group or small group ‘research’ projects
Flag studies
Currency
Weather and appropriate clothing
School year
Food
Animal life (both domestic animals and wild animals native to the country)
Famous attractions
Famous people
Songs/music
Journal entries/postcards/paragraph
History
Literature
Art
Monuments
Landmarks
Unit: Holidays
Progress Indicators:
4.25 Students will participate in and compare cultural traditions and holidays of America and the target country.
**** Please note that not all of the holidays listed below must be taught; these are suggestions of possible holidays. Teacher discretion is to be used and therefore exercised when determining age and holiday appropriate vocabulary. ****
Language Structures:
Productive Receptive
I like . . .
I do not like . . .
Thematic Vocabulary
Productive Receptive
Day of the Dead/ All Saints Day
Halloween
Thanksgiving
Christmas
Three Kings Day
Mardi Gras
Easter
Saint Valentine’s Day
Poisson d’Avril (April Fools Day)
Cinco de Mayo
Father’s Day
Mother’s Day
Progress Indicators for Students Completing
Fifth Grade
By the end of the Fifth Grade,
1. Students will recognize selected body parts and organs.
5.2 Students will name selected body parts and organs.
5.3 Students will request aid for personal needs or injuries.
5.4 Students will describe injury or illness.
5.5 Students will use personal information to fill out an emergency room registration form.
5.6 Students will demonstrate comprehension of doctor’s instructions.
5.7 Students will use common courtesy expressions used at mealtimes.
5.8 Students will recognize objects from a table setting.
5.9 Students will make a reservation, including number of people, meals, time, and whether it will be in smoking or non-smoking section.
5.10 Students will use proper restaurant etiquette to order from a menu and request the check.
5.11 Students will write a description of a traditional entrée from the target country.
5.12 Students will compare and contrast a town square or shopping center from the target culture with one from the United States.
5.13 Students will compare and contrast the common uses of various modes of transportation in the target culture with those in the U.S.
5.14 Students will locate places on a map using directional terms given in oral and written form.
5.15 Students will describe the location of community places on a map using directional terms.
5.16 Students will describe occupations in relation to responsibilities, places of work, and modes of transportation.
5.17 Students will describe selected animals by color, size, characteristics and habitat.
5.18 Students will recognize movement of selected animals.
5.19 Students will describe habitats using weather, location, and animal life.
5.20 Students will state reasons why animals are endangered.
5.21 Students will recognize selected environmental issues.
5.22 Students will gather information on various aspects of a target country
or countries.
5.23 Students will communicate information about a target country orally and in written form.
5.24 Students will participate in and compare cultural traditions and holidays of America and the target country.
Fifth Grade Pacing Guide
This pacing guide lists the names of the units as well as the suggested number of sessions. The order of instruction is left to the discretion of the teacher. Please note that a session is defined as a 25-minute segment, with three sessions taught per week, totaling 108 sessions per year. Teachers at each school should adjust the pacing guide according to their own number and length of sessions.
|Unit Name |Number of Sessions |
|Introduction/Review |6 |
|Going to the Hospital |18 |
|Dining Out |19 |
|Endangered Animals/Habitats |18 |
|Around Town |18 |
|Country Study |19 |
|Holidays (throughout the year) |10 |
| | |
| TOTAL |108 sessions |
Integrated Throughout the Year
This list, in addition to the “integrated throughout the year” list from third and fourth grades, should be used to help augment and maintain the students’ vocabulary. This list is a compilation of themes previously learned that are not addressed directly in the fourth grade curriculum that follows. Please refer to the master vocabulary list for specific vocabulary.
Unit: Going to the Hospital
Progress Indicators:
1. Students will recognize selected body parts and organs.
5.2 Students will name selected body parts and organs.
5.3 Students will request aid for personal needs or injuries.
5.4 Students will describe injury or illness.
5.5 Students will use personal information to fill out an emergency room registration form.
5.6 Students will demonstrate comprehension of doctor’s instructions.
Language Structures:
Productive Receptive
My ____________ hurt(s). What hurts/What’s wrong?
Call the doctor. Fill out this form.
I feel _____________. How do you feel?
Help! Do you need help?
I have _(pain, allergy, etc)_. Fill this prescription at the
pharmacy.
Take this __(medicine)__.
Get some rest.
Call me in ____________.
Suggested Vocabulary:
Productive Receptive
emergency injury
hospital broken
doctor pharmacy
nurse pharmacist
ambulance prescription
medicine form
pain ` bandage
heart cast
lungs stitches/staple
stomach injection
bone accident
blood
cut
allergy
sick
to touch
personal information (address, phone number, birthrate, etc.)
body
arm
back
chest
ears
elbow
eyes
finger
foot
hair
hand
head
knees
legs
mouth
neck/throat
shoulders
tooth/teeth
tongue
Unit: Dining Out
Progress Indicators:
5.7 Students will use common courtesy expressions used at mealtimes.
5.8 Students will recognize objects from a table setting.
5.9 Students will make a reservation, including number of people, meals, time, and whether it will be in smoking or non-smoking section.
5.10 Students will use proper restaurant etiquette to order from a menu and request the check.
5.11 Students will write a description of a traditional entrée from the target country.
Language Structures:
Productive Receptive
I am hungry. How many in your party?
I am thirsty. What would you like to eat?
I am full. What would you like to drink?
I would like___. Thank you for coming.
Please pass ___.
Excuse me/pardon me.
Enjoy your meal.
No, thank you.
Yes, please.
The ___was good/delicious!
I like/don’t like___.
I would like to make a reservation for ___.
Check, please.
Suggested Vocabulary:
Productive Receptive
restaurant waiter/waitress
menu table
meal chair
drink cup
dessert knife
appetizer fork
main course spoon
breakfast/lunch/snack/dinner plate
bill/check napkin
smoking/non-smoking glass
selected foods and cultural foods (previous vocabulary)
Unit: Around Town
Progress Indicators:
5.12 Students will compare and contrast a town square or shopping center from the target culture with one from the United States.
5.13 Students will compare and contrast the common uses of various modes of transportation in the target culture with those in the United States.
5.14 Students will locate places on a map using directional terms given in oral and written form.
5.15 Students will describe the location of community places on a map using directional terms.
5.16 Students will recognize occupations based on responsibilities, places of work, and modes of transportation.
Language Structures:
Productive Receptive
___works in the ___. Where does ___ work?
___is __(prep__. Where is ______?
The _(occupation)_ _(verb)_. Who (verb)?
(Name of Store) is a ____.
It/he/she is ___.
It/he/she has ___.
In (country), one goes to the (place) in (transportation).
Suggested Vocabulary:
Productive Receptive
shopping center to cut
store to bake
barber shop to deliver
flower shop to sell
butcher shop to serve
bakery to protect
book store to care for
library to work
restaurant to clean
church/synagogue/house of worship to teach
park
school selected objects related to
police station profession
hospital
dentist office
fire station
supermarket
post office
museum
town center/square
community
job
butcher
baker
florist
barber
waiter/waitress
teacher
policeman
fireman
mailman
doctor
dentist
farmer
nurse
map
in front of, behind
next to/beside
close to, far from
north, south, east, west
left, right
between
airplane
ambulance
bicycle
boat
bus
car
fire truck
helicopter
metro/subway
motorcycle
police car
train
truck
Unit: Endangered Animals/Habitats
Progress Indicators:
5.17 Students will describe selected animals by color, size, characteristics and habitat.
5.18 Students will recognize movement of selected animals.
5.19 Students will describe habitats using weather, location, and animal life.
5.20 Students will state reasons why animals are endangered.
5.21 Students will recognize selected environmental issues.
Language Structures:
Productive Receptive
The animal is found/located in ___. What size/color/characteristic
The (animal) is (descriptor). is the _______?
The __ has/doesn’t have____. What does the ___have?
The habitat is located in (country, continent). Where is the habitat?
The (animal) lives in ___. Where does the ___live?
There is/are (plants, animals)in (habitat). What is found in the (habitat)?
The (habitat) has ___and ___.
In the (habitat), it (weather). What is the habitat like?
The ______ is endangered because ______.
Suggested Vocabulary:
Productive Receptive
selected zoo animals carnivore
selected domestic animals herbivore
selected endangered animals omnivore
environment reptile
world mammal
endangered insect
swamp
habitat amphibian
rain forest
desert run
ocean walk
prairie/savannah slide/slither
forest swim
polar region fly
selected weather conditions crawl
selected continents hunting
north, south, east, west
equator deforestation/loss of habitat
fur pollution
feathers population
scales
skin
plants
bird
fish
cat
dog
mouse
rabbit
cow
horse
pig
sheep
turkey
duck
chicken
hen
rooster
chick
snake
crocodile
bear
lion
tiger
giraffe
gorilla
monkey
elephant
zebra
hippopotamus
selected endangered animals
Unit: Country Study
Progress Indicators:
5.22 Students will gather information on various aspects of a target country
or countries.
5.23 Students will communicate information about a target country orally and in written form.
*** This unit will be directed by student and teacher interest. The intended goals are stated above and can be achieved by concentrating on several of the themes listed below.
Possible Themes :
Geography
Whole group or small group ‘research’ projects
Flag studies
Currency
Weather and appropriate clothing
School year
Food
Animal life (both domestic animals and wild animals native to the country)
Famous attractions
Famous people
Songs/music
Journal entries/postcards/paragraph
History
Art
Literature
Monuments
Landmarks
Unit: Holidays
Progress Indicators:
5.24 Students will participate in and compare cultural traditions and holidays of America and the target country.
**** Please note that not all of the holidays listed below must be taught; these are suggestions of possible holidays. Teacher discretion is to be used and therefore exercised when determining age and holiday appropriate vocabulary. ****
Language Structures:
Productive Receptive
I like . . .
I do not like . . .
Thematic Vocabulary
Productive Receptive
Day of the Dead/ All Saints Day
Halloween
Thanksgiving
Christmas
Three Kings Day
Mardi Gras
Easter
Saint Valentine’s Day
Poisson d’Avril (April Fools Day)
Cinco de Mayo
Father’s Day
Mother’s Day
Compilation of Vocabulary from Grades 3-5,
to be Reactivated in 6th Grade
In grades 3-5, students have been exposed to these vocabulary words and were expected to use them productively within the contextual confines of each particular unit of study. Though students have successfully used these words throughout the 3-5 program, it is to be expected that they will need extensive review in order to further cement the full acquisition of the vocabulary.
Body
|Allergy |
|Arm |
|Back |
|Blood |
|Bone |
|Chest |
|Cut |
|Ears |
|Elbow |
|Eyes |
|Finger |
|Foot |
|Hair |
|Hand |
|Head |
|Heart |
|Knees |
|Legs |
|Lungs |
|Mouth |
|Neck/throat |
|Nose |
|Pain |
|Shoulders |
|Sick |
|Stomach |
|Tooth/teeth |
|Tongue |
|Touch |
| |
Clothing
|Boots |
|Clothes |
|Coat |
|Dress |
|Fashion show |
|Glasses |
|Gloves |
|Hat/cap |
|Jacket |
|Pants |
|Sandals |
|Scarf |
|Shirt |
|Shoes |
|Shorts |
|Skirt |
|Socks |
|Sweater |
|Swim suit |
|To wear |
|Umbrella |
Weather
(introduced in k-2, integrated throughout)
|It is hot. |
|It is cold. |
|It is brisk. |
|It is sunny. |
|It is raining. |
|It is cloudy. |
|It is snowing. |
|It is windy. |
|It is bad/good weather. |
|Winter |
|Spring |
|Summer |
|Fall |
Alphabet
(introduced in k-2, integrated throughout)
|Letter names, A-Z |
|Letter sounds |
|Beginning phonics |
|Letter |
|Word |
Expressing Quantity
|Count |
|Equal |
|Large |
|Less |
|Medium |
|More |
|Numbers 0-100 |
|Ordinal numbers (1st – 9th) |
|Small |
Expressing Time
|Afternoon |
|Clock |
|Good afternoon |
|Good morning |
|Good night |
|Half hour |
|Hour |
|Minute |
|Morning |
|Night |
|Quarter hour |
| |
| |
| |
| |
| |
| |
Describing People, Places or Things
|Artistic |
|Athletic |
|Bad |
|Beautiful |
|Blond / red/ brown/ black hair |
|Creative |
|Curly |
|Fat |
|Funny |
|Generous |
|Good |
|Hard-working |
|Honest |
|Intelligent |
|Lazy |
|Liar |
|Mean |
|Medium |
|Nice |
|Outgoing |
|Personal information (address, phone |
|number, birthrate, etc.) |
|Polite |
|Pretty |
|Rude |
|Selfish |
|Short |
|Shy / timid |
|Skinny |
|Straight |
|Strong |
|Tall |
|Ugly |
|Weak |
Family
|Aunt / uncle |
|Baby |
|Boy / girl |
|Brother |
|Child |
|Cousin: boy |
|Cousin: girl |
|Father / Dad |
|Grandfather |
|Grandmother |
|Mother / Mom |
|Sister |
Professions
|Baker |
|Barber |
|Butcher |
|Dentist |
|Doctor |
|Farmer |
|Fireman |
|Florist |
|Job |
|Mailman |
|Nurse |
|Policeman |
|Teacher |
|Veterinarian |
|Waiter/waitress |
| |
Rooms of the House
(introduced in k-2, integrated throughout)
|Bathroom |
|Bedroom |
|Dining room |
|Garage |
|Garden |
|Kitchen |
|Living room |
|Office |
School
|Cafeteria |
|Classroom |
|Clinic |
|Cook |
|Counselor |
|Custodian |
|Gym |
|Hallway |
|Librarian |
|Library |
|Nurse |
|Office |
|Playground |
|Principal |
|Secretary |
|Student |
|Teacher |
| |
Expressing Location
|Behind |
|between |
|Close to |
|Far from |
|In front of |
|Inside |
|Left |
|Next to/beside |
|On |
|Over |
|Right |
|Under |
Community Places
|Apartment |
|Bakery |
|Bank |
|Barber shop |
|Bookstore |
|Butcher shop |
|Church / synagogue |
|Farm |
|Fire station |
|Flower shop |
|Hospital |
|House |
|Library |
|Museum |
|Park |
|Police station |
|Post office |
|Restaurant |
|Schools |
|Shopping center |
|Store |
|Supermarket |
|Town square / downtown |
|Zoo |
Geography
|Africa |
|Antarctica |
|Arctic Ocean |
|Asia |
|Atlantic Ocean |
|Australia |
|Capital |
|Coast/beach |
|Continent |
|Country |
|Desert |
|East |
|Environment |
|Equator |
|Europe |
|Flag |
|Forest |
|Globe |
|Habitat |
|Indian Ocean |
|Island |
|Map |
|Mountain |
|North |
|North America |
|Ocean |
|Pacific Ocean |
|Plants |
|Polar region |
|Prairie/savannah |
|Rain forest/jungle |
|River |
|South |
|South America |
|Swamp |
|West |
|World |
Transportation
|Airplane |
|Ambulance |
|Bicycle |
|Boat |
|Bus |
|Car |
|Fire truck |
|Helicopter |
|Metro/subway |
|Motorcycle |
|Police car |
|Train |
|Truck |
Sports and Activities
|Baseball/softball |
|Football |
|Gymnastics |
|Karate |
|Soccer |
|Television |
|Tennis |
|To dance |
|To do homework |
|To listen to music |
|To play |
|To read |
|To sing |
|To swim |
|To watch |
|Video games |
Animals
|Bear |
|Bird |
|Cat |
|Chick |
|Chicken |
|Cow |
|Crocodile |
|Dog |
|Duck |
|Elephant |
|Endangered |
|Feathers |
|Fish |
|Fur |
|Giraffe |
|Gorilla |
|Hen |
|Hippopotamus |
|Horse |
|Lion |
|Monkey |
|Mouse |
|Pig |
|Rabbit |
|Rooster |
|Scales |
|Sheep |
|Skin |
|Snake |
|Tiger |
|Turkey |
|Zebra |
Eating
|Appetizer |
|Bill/check |
|Bread/cereal group |
|Breakfast |
|Dessert |
|Dinner |
|Drink |
|Food pyramid |
|Fork |
|Fruit group |
|Glass |
|Healthy/unhealthy |
|Knife |
|Lunch |
|Main course |
|Meal |
|Meat/protein group |
|Menu |
|Milk/dairy group |
|Napkin |
|Plate |
|Restaurant |
|Smoking / non-smoking |
|Snack |
|Spoon |
|Sweets and oils group |
|table |
|Vegetable group |
|Food |
|Apple |
|Steak |
| |
|Banana |
|Coffee |
| |
|Beans |
|Cultural food |
| |
|Carrot |
|Cookie |
| |
|Coconut |
|Juice |
| |
|Corn |
|Candy |
| |
|Cucumber |
|Peach |
| |
|Grapes |
|Chicken |
| |
|Lettuce |
|Cake |
| |
|Onion |
|Ice cream |
| |
|Orange |
|Cheese |
| |
|Pear |
|Milk |
| |
|Pepper |
|Lemon |
| |
|Pineapple |
|Fish |
| |
|Potato |
|Watermelon |
| |
|Strawberry |
|Bread |
| |
|Tomato |
|Water |
| |
Hospital
|Ambulance |
|Emergency |
|Hospital |
|Medicine |
Space
|Astronaut |
|comet |
|Earth |
|Galaxy |
|Gas |
|Gravity |
|Jupiter |
|Mars |
|Mercury |
|Moon(s) |
|Neptune |
|Orbit |
|Planet |
|Pluto |
|Ring |
|Rock |
|Rocket |
|Saturn |
|Solar system |
|Space |
|Star |
|Sun(s) |
|Universe |
|Venus |
|Volcano |
Colors and Shapes
|Black |
|Blue |
|Brown |
|Circle |
|Diamond |
|Gray |
|Green |
|Heart |
|Orange |
|Oval |
|Pink |
|Purple |
|Rectangle |
|Red |
|Square |
|Star |
|Triangle |
|White |
|Yellow |
| |
School supplies
|Pencil |
|Backpack |
|Book |
|Crayon |
|Glue |
|Marker |
|Paper |
|Scissors |
| |
| |
Compilation of Language Structures from 3-5 Grades,
to be Re-activated in 6th Grade
In grades 3-5, students have been exposed to these language structures and were expected to use them productively within the contextual confines of each particular unit of study. Though students have successfully used these structures throughout the 3-5 program, it is to be expected that they will need extensive review in order to further cement full acquisition.
Courtesy:
Hello.
Goodbye.
Good morning.
Good afternoon.
Good evening/night.
How are you?
I am _________.
And you?
Please.
Thank you.
You’re welcome.
Excuse me/pardon me.
My name is _________.
Yes, please.
No, thank you.
Preferences:
I like ___________.
I don’t like ____________.
My favorite is __________.
Describing:
I am _____________.
I am not __________.
______ is _________.
______ is not ______.
He/She/It is ________.
He/She/It is not _____.
grammar point—noun/adjective agreement
Expressing Location:
_____ is in ________.
He/She/It is in ______.
____ is _(preposition)_ _(thing/place)_.
He/She/It is _(preposition)_ _(thing/place)_.
Expressing quantity/time:
It is __________ o’clock.
It is __________ thirty.
many/few _______.
more than
less than
bigger/biggest
smaller/smallest
Classroom commands:
Sit down.
Stand up.
Listen.
Look at me.
Raise your hand.
Count.
Respect others.
Touch your ________.
Possession:
I have______________.
I don’t have _________.
_____ has _________.
_____ doesn’t have ____.
He/She/It has ________.
Eating:
I eat _________.
For _(meal)_, I eat _(food)_.
I am hungry.
I am thirsty.
I am full.
I would like _______.
Please pass ________.
Enjoy your meal.
The _____ was good/delicious!
I would like to make a reservation.
Check, please.
Routines/Activities:
I go to bed.
I get up.
I bathe/shower.
I brush my teeth.
I wash my face/hands.
I comb my hair.
I like to __(activity)_.
Heath:
My _______ hurts.
Call the doctor.
I feel ________.
_____ is healthy/unhealthy.
Other verb structures:
______ works at/in ______.
He/She works at/in ______.
______ lives in _______.
In _(location)_, it _(weather cond.)_.
I am wearing ________.
He/She is wearing ______.
Middle School Foreign Language Curriculum Map
for Grades 6-8
(Grades 6 and 7 continuation; Grade 8 Introduction C)
6th Grade Continuation:
Welcome to Middle School—school objects
• My Favorite Celebrity—personal descriptions
• My Host Family and Me—family, house, geography
• My Trip to Paris/Madrid—city, community, directions
• Cultural Studies and Holidays
7th Grade Continuation:
• Back to School Shopping—shopping, clothing, school time
• Sister Cities—city, community
• My Family Heritage—family descriptions
• Animal Planet—animals, body
• My Vacation—directions, community places, food
• Cultural Studies and Holidays
8th Grade (Introduction C):
• My Summer—pastimes, places, family, dates, shopping, food, professions, sports, injuries/hospital
• My Autobiography—milestones, family, personal descriptions, media
• Folktales/Parables—heroes, historical figures
• Modern Explorers—geography, solar system, weather, dates, food, clothing, descriptions
• 8th Grade Dance—letters, portfolio, target culture jobs
Cultural Studies and Holidays
National Standards in Foreign Language Education
1. Communication: Communicating in Languages Other Than English
1. Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
2. Students understand and interpret written and spoken language on a variety of topics.
3. Students present information, concepts, and ideas to an audience of listeners on a variety of topics.
2. Cultures: Gain Knowledge and Understanding of Other Cultures
1. Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.
2. Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.
3. Connections: Connect with Other Disciplines and Acquire Information
1. Students reinforce and further their knowledge of other disciplines through the foreign language.
2. Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4. Comparisons: Develop Insight into the Nature of Language and
Culture
1. Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
2. Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
5. Communities: Participate in Multilingual Communities at Home and Around the World
1. Students use the language both within and beyond the school setting.
2. Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
taken from Standards for Foreign Language Learning: Preparing for the 21st Century
Skill Acquisition Across the Benchmark Years
(for students who began their foreign language study in the elementary program)
Listening
5th Grade: (Novice-High)
Students are able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supports understanding and speech is clearly audible. They can comprehend words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. At this level, students may require repetition, rephrasing and/ or a slowed rate of speech for comprehension.
8th Grade: (Intermediate-Low)
Students can understand sentence-length utterances which consist of recombinations of learned elements in a limited number of content areas (basic personal background and needs, social conventions and routine tasks, such as getting meals and receiving simple instructions and directions), particularly if strongly supported by the situational context. Listening tasks pertain primarily to spontaneous face-to-face conversations. Understanding is often uneven; repetition and rewording may be necessary. Misunderstandings in both main ideas and details arise frequently.
10th Grade: (Intermediate-Mid)
Students understand sentence-length discourse which consists of recombinations of learned utterances on a variety of topics. Content continues to refer primarily to basic personal background and needs, social conventions and somewhat more complex tasks, such as lodging, transportation, and shopping. Additional content areas include some personal interests and activities, and a greater diversity of instructions and directions. Listening tasks not only pertain to spontaneous face-to-face conversations but also to short routine telephone conversations and some deliberate speech, such as simple announcements and reports over the media. Understanding continues to be uneven.
12th Grade: (Intermediate-High)
Students are able to sustain understanding over longer stretches of connected discourse on a number of topics pertaining to different times and places; however, understanding is inconsistent due to failure to grasp main ideas and/or details. Thus, while topics do not differ significantly from those of an Advanced level listener, comprehension is less in quantity and poorer in quality.
Skill Acquisition Across the Benchmark Years
(for students who began their foreign language study in the elementary program)
Reading
5th Grade: (Novice-High)
Reader has sufficient control of the writing system to interpret written language areas of practical need. Where vocabulary has been learned, they can read for instructional and directional purposes, standardized messages, phrases, and expressions, such as some items on menus, schedules, timetables, maps and signs. At times, but not on a consistent basis, the Novice-High reader may be able to derive meaning from material at a slightly higher level where context and/or extra linguistic background knowledge are supportive.
8th Grade: (Intermediate-Low)
Students understand main ideas and/or some facts from the simplest connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example, chronological sequencing. The texts provide basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples include messages with social purposes or information for the widest possible audience, such as public announcements and short, straightforward instructions dealing with public life. Some misunderstandings will occur.
10th Grade: (Intermediate-Mid)
Students read with increased understanding simple connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example, chronological sequencing. Texts provide basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples may include short, straightforward descriptions of persons, places, and things written for a wide audience.
12th Grade: (Intermediate-High)
Students are able to read consistently simple connected texts with full understanding when these texts deal with basic personal and social needs about which the reader has personal interest and/or knowledge. The student can extract some main ideas and information from texts at the next higher level featuring description and narration. Structural complexity may interfere with comprehension. The student has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. While texts do not differ significantly from those at the Advanced level, comprehension is less consistent. The student may have to read material several times for understanding.
Skill Acquisition Across the Benchmark Years
(for students who began their foreign language study in the elementary program)
Speaking
5th Grade: (Novice-Mid)
Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.
8th Grade: (Novice-High)
They are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects and a limited number of activities, preferences and immediate needs. These speakers respond to simple, direct questions or requests for information; they are able to ask only a very few formulaic questions when asked to do so.
10th Grade: (Intermediate-Low)
Speakers can successfully handle a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target language culture. These topics relate to basic personal information covering, for example, self and family, some daily activities and personal preferences, as well as to some immediate needs, such as ordering food and making simple purchases. At this level, speakers are primarily reactive and struggle to answer direct questions or requests for information, but they are also able to ask a few appropriate questions. These speakers express personal meaning by combining and recombining into short statements what they know and what they hear from their interlocutors. Their utterances are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language, but, in spite of frequent misunderstandings that require repetition or rephrasing, they can generally be understood by sympathetic interlocutors, particularly those accustomed to dealing with non-natives.
12th Grade: (Intermediate-Mid)
Speakers are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture; these include personal information covering self, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel and lodging. These speakers tend to function reactively, for example, by responding to direct questions or requests for information. However, they are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions prices and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulating time and aspect, and using communicative strategies, such as circumlocution. They are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to make utterances of sentence length and some strings of sentences. Their speech may contain pauses, reformulations and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. Because of inaccuracies in their vocabulary and/or pronunciation and /or grammar and/or syntax, misunderstandings can occur, but they are generally understood by sympathetic interlocutors accustomed to dealing with non-natives.
Skill Acquisition Across the Benchmark Years
(for students who began their foreign language study in the elementary program)
Writing
5th Grade: (Novice-Mid)
Writers at the Novice-Mid level are able to copy or transcribe familiar words or phrases, and reproduce from memory a modest number of isolated words and phrases in context. They can supply limited information on simple forms and documents, and other basic biographical information, such as names, numbers, and nationality. Novice-Mid writers exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the writing may be difficult to understand even by those accustomed to reading the texts of non-natives.
8th Grade: (Novice-High)
These writers are able to meet limited basic practical writing needs using lists, short messages, postcards and simple notes, and to express themselves within the context in which the language was learned, relying mainly on practiced material. The writing is generally writer-centered and focused on common, discrete elements of daily live. Writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but the language they produce may only partially communicate what is intended. Control of features of the Intermediate level is not sustained due to inadequate vocabulary and/or grammar. Writing is often comprehensible to natives used to the writing of non-natives, but gaps in comprehension may occur.
10th Grade: (Intermediate-Low)
These writers can meet some limited practical writing needs. They can create statements and formulate questions based on familiar material. Most sentences are recombinations of learned vocabulary and structures. These are short and simple conversational-style sentences with basic subject-verb-object word order. They are written mostly in present time with occasional and often incorrect use of past or future time. Writing tends to be a few sentences often with repetitive structure. Vocabulary is limited to common objects and routine activities, adequate to express elementary needs. Writing is somewhat mechanistic, and topics are limited to highly predictable content areas and personal information tied to limited language experience. There may be basic errors in grammar, word choice, punctuation, spelling, and in the information and use of non-alphabetic symbols. When these writers attempt to perform writing tasks at the Advanced level, their writing will deteriorate significantly, and their message may be left incomplete. Their writing is understood by natives used to the writing of non-natives, although additional effort may be required.
12th Grade: (Intermediate-High)
Writers are able to meet a number of practical writing needs. They can write short, simple communications, compositions, descriptions, and requests for information in loosely connected texts that are based on personal preferences, daily routines, common events, and other topics related to personal experiences and immediate surroundings. Most writing is framed in present time, with inconsistent references to other time frames. The writing style closely resembles the grammar and lexicon of oral discourse. Writers show evidence of control of syntax in non-complex sentences and in basic verb forms, and they may demonstrate some ability to use grammatical and stylistic cohesive elements. Writing is best defined as a collection of discrete sentences and/or questions loosely strung together; there is little evidence of deliberate organization. Writers pay only sporadic attention to the reader of their texts; they focus their energies on the production of the writing rather than on the reception of the text. When writers attempt Advanced-level writings tasks, the quality and/or quantity of their writing declines and their message may be unclear. Writers can be understood readily by natives used to the writing of non-natives.
Student Profile: End of 8th Grade 525 contact hours
By the end of 8th Grade, most students, who began their foreign language study in the elementary program, will exhibit Intermediate-Low ability in listening and reading and Novice-High ability in speaking and writing.
ACTFL Listening Guidelines (Intermediate-Low)
Students can understand sentence-length utterances which consist of recombinations of learned elements in a limited number of content areas (basic personal background and needs, social conventions and routine tasks, such as getting meals and receiving simple instructions and directions), particularly if strongly supported by the situational context. Listening tasks pertain primarily to spontaneous face-to-face conversations. Understanding is often uneven; repetition and rewording may be necessary. Misunderstandings in both main ideas and details arise frequently.
ACTFL Speaking Guidelines (Novice-High)
They are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects and a limited number of activities, preferences and immediate needs. These speakers respond to simple, direct questions or requests for information; they are able to ask only a very few formulaic questions when asked to do so.
These speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Their utterances, which consist mostly of short and sometimes incomplete sentences in the present, may be hesitant or inaccurate. On the other hand, since these utterances are frequently only expansions of learned material and stock phrases, they may sometimes appear surprisingly fluent and accurate. First language may strongly influence pronunciation, as well as vocabulary and syntax when attempting to personalize their utterances. Frequent misunderstandings may arise but, with repetition or rephrasing, these speakers can generally be understood by sympathetic interlocutors used to non-natives. When called on to handle simply a variety of topics and perform functions pertaining to the Intermediate level, the speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence level discourse.
ACTFL Reading Guidelines (Intermediate-Low)
Students understand main ideas and/or some facts from the simplest connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example chronological sequencing. The texts provide basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples include messages with social purposes or information for the widest possible audience, such as public announcements and short, straightforward instructions dealing with public life. Some misunderstandings will occur.
ACTFL Writing Guidelines (Novice-High)
These writers are able to meet limited basic practical writing needs using lists, short messages, postcards and simple notes, and to express themselves within the context in which the language was learned, relying mainly on practiced material. The writing is generally writer-centered and focused on common, discrete elements of daily live. Writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but the language they produce may only partially communicate what is intended. Control of features of the Intermediate level is not sustained due to inadequate vocabulary and/or grammar. Writing is often comprehensible to natives used to the writing of non-natives, but gaps in comprehension may occur.
Student Profile: End of 10th Grade 825 contact hours
By the end of 10th Grade, most students, who began their foreign language study in the elementary program, will exhibit Intermediate-Mid ability in listening and reading and Intermediate-Low ability in speaking and writing.
ACTFL Listening Guidelines (Intermediate Mid)
Students understand sentence-length discourse which consists of recombinations of learned utterances on a variety of topics. Content continues to refer primarily to basic personal background and needs, social conventions and somewhat more complex tasks, such as lodging, transportation, and shopping. Additional content areas include some personal interests and activities, and a greater diversity of instructions and directions. Listening tasks not only pertain to spontaneous facet-to-face conversations but also to short routine telephone conversations and some deliberate speech, such as simple announcements and reports over the media. Understanding continues to be uneven.
ACTFL Speaking Guidelines (Intermediate Low)
Speakers can successfully handle a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target language culture. These topics relate to basic personal information covering, for example, self and family, some daily activities and personal preferences, as well as to some immediate needs, such as ordering food and making simple purchases. At this level, speakers are primarily reactive and struggle to answer direct questions or requests for information, but they are also able to ask a few appropriate questions. These speakers express personal meaning by combining and recombining into short statements what they know and what they hear from their interlocutors. Their utterances are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language, but, in spite of frequent misunderstandings that require repetition or rephrasing, they can generally be understood by sympathetic interlocutors, particularly those accustomed to dealing with non-natives.
ACTFL Reading Guidelines (Intermediate Mid)
Students read with increased understanding simple connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example chronological sequencing. Texts provide basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples may include short, straightforward descriptions of persons, places, and things written for a wide audience.
ACTFL Writing Guidelines (Intermediate Low)
These writers can meet some limited practical writing needs. They can create statements and formulate questions based on familiar material. Most sentences are recombinations of learned vocabulary and structures. These are short and simple conversational-style sentences with basic subject-verb-object word order. They are written mostly in present time with occasional and often incorrect use of past or future time. Writing tends to be a few sentences often with repetitive structure. Vocabulary is limited to common objects and routine activities, adequate to express elementary needs. Writing is somewhat mechanistic and topics are limited to highly predictable content areas and personal information tied to limited language experience. There may be basic errors in grammar, word choice, punctuation, spelling, and in the information and use of non-alphabetic symbols. When these writers attempt to perform writing tasks at the Advanced level, their writing will deteriorate significantly and their message may be left incomplete. Their writing is understood by natives used to the writing of non-natives, although additional effort may be required.
Student Profile: End of 12th Grade 1,125 contact hours
By the end of 12th Grade, most students, who began their foreign language study in the elementary program, will exhibit Intermediate-High ability in listening and reading and Intermediate-Mid ability in speaking and writing.
ACTFL Listening Guidelines (Intermediate-High)
Students are able to sustain understanding over longer stretches of connected discourse on a number of topics pertaining to different times and places; however, understanding is inconsistent due to failure to grasp main ideas and/or details. Thus, while topics do not differ significantly from those of an Advanced level listener, comprehension is less in quantity and poorer in quality.
ACTFL Speaking Guidelines (Intermediate-Mid)
Speakers are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture; these include personal information covering self, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel and lodging.
These speakers tend to function reactively, for example, by responding to direct questions or requests for information. However, they are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions prices and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulating time and aspect, and using communicative strategies, such as circumlocution.
They are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to make utterances of sentence length and some strings of sentences. Their speech may contain pauses, reformulations and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. Because of inaccuracies in their vocabulary and/or pronunciation and /or grammar and/or syntax, misunderstandings can occur, but they are generally understood by sympathetic interlocutors accustomed to dealing with non-natives.
ACTFL Reading Guidelines (Intermediate-High)
Students are able to read consistently simple connected texts with full understanding when these texts deal with basic personal and social needs about which the reader has personal interest and/or knowledge. The student can extract some main ideas and information from texts at the next higher level featuring description and narration. Structural complexity may interfere with comprehension. The student has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. While texts do not differ significantly from those at the Advanced level, comprehension is less consistent. The student may have to read material several times for understanding.
ACTFL Writing Guidelines (Intermediate-Mid)
Writers are able to meet a number of practical writing needs. They can write short, simple communications, compositions, descriptions, and requests for information in loosely connected texts that are based on personal preferences, daily routines, common events, and other topics related to personal experiences and immediate surroundings. Most writing is framed in present time, with inconsistent references to other time frames. The writing style closely resembles the grammar and lexicon of oral discourse. Writers show evidence of control of syntax in non-complex sentences and in basic verb forms, and they may demonstrate some ability to use grammatical and stylistic cohesive elements. Writing is best defined as a collection of discrete sentences and/or questions loosely strung together; there is little evidence of deliberate organization. Writers pay only sporadic attention to the reader of their texts; they focus their energies on the production of the writing rather than on the reception of the text. When writers attempt Advanced-level writings tasks, the quality and/or quantity of their writing declines and their message may be unclear. Writers can be understood readily by natives used to the writing of non-natives.
Forsyth County Schools
FLES Instructional Unit Design Template
Unit Title: “Our Clothes” Designer’s name: Stephenson, Sanford, Walters, and Delong
Content Area: FLES Grade: Kindergarten
Topic: Clothing Length of teaching time: 10 Sessions
|Stage 1 – Desired Results |
|Progress |National FL Standards (NFLS) |Prerequisite Knowledge |
|Indicators | | |
|(PI) | | |
| |Check all that apply to this unit: | |
|K.18 Name selected|1. Communication: Communicating in languages other than English |Students should have been taught basic |
|items of clothing.|2. Culture: Gain knowledge and understanding of other cultures |weather conditions such as hot, cold, |
|K.19 Sort selected|3. Connection: Connect with other disciplines and acquire information |rainy, sunny, etc. |
|items of clothing |4. Comparison: Develop insight into the nature of language and culture |Students should be able to identify and|
|according to the |5. Community: Participate in multilingual communities at home and around|name colors. |
|weather. |the world | |
|Stage 2 – Assessment Evidence |
|PI |NFLS |Summative Assessments | |Other Evidence |
| | |(with attached rubrics) | | |
|K.18 | |Using poster board cut-outs of clothing, the student | |K.18 Cut out models from a catalog and paste onto |
| | |will place the correct article of clothing on an | |poster board. Assign each model a number. Teacher |
| | |outline of a boy or a girl drawn on a piece of poster | |names and descries clothing being worn by a |
| | |board. | |particular model and selected student must point |
| | | | |to the model being describer or identify the |
| | | | |number of the model. |
| | | | | |
|K.19 | | | |K.19 Cut out articles of clothing from a catalog |
| | |When shown various clothing on flash cards, the | |and place in a box. Student draws out 3 articles |
| | |student will name the article of clothing on each | |of clothing and makes a sentence such as “I am |
| | |card. | |wearing ___” and names each article of clothing |
| | | | |drawn. |
|Stage 3 – Learning Plan |
|PI |NFLS |Learning Activities |
|K.18 |1 |Simulate packing for a trip. Student packs real clothing in a suitcase as various articles are named by the|
| | |teacher. |
| | | |
| | |Teacher directs students to stand up if they are wearing a particular article of clothing. |
| | | |
| | |Play “Dress Up.” Using real clothing, students put on various articles of clothing as named by the teacher.|
| | | |
|K.19 |1 |Play “Class vs. Teacher” with flash cards. |
| | | |
| | |Play “Concentration.” Students try to match flash cards, naming clothing as they go along. |
| | | |
| | |“What’s missing?” Teacher draws an outline of a boy on one poster and a girl on the other. The teacher |
| | |dresses either one with clothing cutouts from poster board, leaving off the shoes, or a shirt, etc. |
| | |Students must identify missing articles of clothing. |
| | | |
| | |After teaching sight recognition of selected vocabulary, the students try to match words with clothing |
| | |pictures or flash cards. Students say the matched pairs. |
| | | |
| | |Teacher indicates a particular body part. Class must name an article of clothing that can be worn on that |
| | |part of the body. |
| | | |
|K.18 & |1 |Make an imaginary washing machine out of cardboard. For each activity, the teacher names the clothing to be|
|K.19 | |put in and selects students to put one article in at a time. For another, the students name the clothing as|
| | |they put each article in. |
|K.19 | | |
| |1 | |
| | |Students make their own clothing by drawing, coloring, and cutting the articles out. Student names and |
|K.19 | |describes colors of clothing to the class. |
| |1 | |
| | |“What’s wrong?” Using either real clothing or cutouts, clothing is either placed correctly or incorrectly |
| | |on the body. Students must tell which clothing is not correct and move it to the correct place. |
Forsyth County Schools
FLES Instructional Unit Design Template
Unit Title: “My Community” Designer’s name: Stephenson, Sanford, Walters, and Delong
Content Area: FLES Grade: Kindergarten
Topic: Community Helpers Length of teaching time: 10 Sessions
|Stage 1 – Desired Results |
|Progress |National FL Standards (NFLS) |Prerequisite Knowledge |
|Indicators | | |
|(PI) | | |
| |Check all that apply to this unit: |Knowledge of numbers is helpful. |
|K.27 Identify |1. Communication: Communicating in languages other than English | |
|community helpers.|2. Culture: Gain knowledge and understanding of other cultures | |
| |3. Connection: Connect with other disciplines and acquire information | |
|K.28 Name |4. Comparison: Develop insight into the nature of language and culture | |
|community helpers.|5. Community: Participate in multilingual communities at home and around| |
| |the world | |
|Stage 2 – Assessment Evidence |
|PI |NFLS |Summative Assessments | |Other Evidence |
| | |(with attached rubrics) | | |
| | | | | |
|K.27 |1 |Teacher displays flash cards showing various community| |K.27 The teacher holds up a picture of a farm, a |
| | |helpers. The teacher names a community helper and the | |hospital, a school, etc. and makes a sentence in |
| | |selected student must touch the correct flash card. | |the target language such as “The policeman works |
| | | | |here at the police station. “Where is the police |
| | | | |man.” The selected student must find a flash card |
| | | | |showing a policeman. |
| | |Teacher shows the student various pictures of places | | |
|K.28 |1 |where selected community helpers work, such s the fire| |K.28 Make 8 houses, each a different color or with|
| | |station, the hospital, or the farm. The teacher asks | |a different color roof. The teacher asks in the |
| | |the student in the target language, “Who works here?” | |target language, “Who lives in the red house?” The|
| | |The student is expected to name the community helper | |selected student chooses a community worker and |
| | |who might possible work there. | |responds with the name of the helper that might |
| | | | |live there. |
| | | | | |
| | | | | |
|Stage 3 – Learning Plan |
|PI |NFLS |Learning Activities |
| | | |
|K.27 | |Play “slap hands” to reinforce recognition of the names of the community helpers. |
| | | |
| | |Play a different form of “Class vs. Teacher.” The teacher holds all the flash cards above his/her head. One |
| | |card at a time can be seen by the class, but not by the teacher. The teacher asks in the target language, “Is|
| | |this the fireman? The class can only respond by saying “yes” or “no.” If the students respond with a “no,” |
| | |the teacher has two more guesses. If/he/she can correctly guess the community helper on the flash card within|
| | |three tries; the teacher wins the point. If not, the class earns the point, and the teacher goes to the next |
| | |flash card. |
| | | |
| | |If available share a book involving one or more community helpers. |
| | | |
|K.28 | |Make large upper body pictures of community helpers out of poster board. Cut out the faces and choose |
| | |students to place the picture so that their face becomes the face of the fireman, policeman, doctor, etc. |
| | |Using the target language, students make simple sentences such “John is the fireman,” or “Susan is the |
| | |doctor.” |
| | | |
| | |Play a version of “Dog and the Bone” by hiding a flash card underneath a student while another turns and |
| | |covers his/her eyes. When the student turns around, the class chants in the target language, “Where is the |
| | |doctor?” or “Where is the fireman?” The student has 3 chances to guess who is sitting on the flash card. If |
| | |accomplished in 3 turns, he/she continues to the next round. If not, another student is chosen to cover the |
| | |eyes and the process is repeated. |
| | | |
| | |Teach the kids a rhyme such “Au feu, les pompiers” in French or something comparable in Spanish. |
| | | |
| | |Students make a small booklet of community helpers and practice naming the community helpers in their booklet|
| | |when finished. |
| | | |
|K.27 | | |
|& K.28 | |Gather play objects or pictures of objects that go with certain professions such as a stethoscope, a |
| | |policeman’s badge, etc. First, state that the object belongs to a certain person. Example: The syringe |
| | |belongs to the nurse. The students must fid the correct picture of the nurse to match object to profession. |
| | |Next time, ask the students to whom does each object belong. Example: To whom does the stethoscope belong? |
| | | |
| | | |
Forsyth County Schools
FLES Instructional Unit Design Template
Unit Title: “All About Me” Designer’s name: Stephenson, Sanford, Walters, and Delong
Content Area: FLES Grade: Kindergarten
Topic: Body Parts Length of teaching time: 10 Sessions
|Stage 1 – Desired Results |
|Progress Indicators |National FL Standards (NFLS) |Prerequisite Knowledge |
|(PI) | | |
| |Check all that apply to this unit: |No prior knowledge or skills are |
|K.16 Identify |1. Communication: Communicating in languages other than English |required. |
|selected parts of the|2. Culture: Gain knowledge and understanding of other cultures | |
|body. |3. Connection: Connect with other disciplines and acquire information| |
| |4. Comparison: Develop insight into the nature of language and | |
|K.17 Name selected |culture | |
|parts of the body. |5. Community: Participate in multilingual communities at home and | |
| |around the world | |
|Stage 2 – Assessment Evidence |
|PI |NFLS |Summative Assessments | |Other Evidence |
| | |(with attached rubrics) | | |
| | | | | |
|K.16 | |The teacher will direct each student to touch various | | |
| | |parts as they are named by the teacher. | | |
| | | | | |
| | |The student will be shown various pictures, each | | |
| | |displaying a person with a body part that is missing. | | |
|K.17 | |The teacher asks the student to name the missing body | | |
| | |part in each picture shown. | | |
| | | | | |
| | | | | |
| | | | | |
|Stage 3 – Learning Plan |
|PI |NFLS |Learning Activities |
| | | |
|K.16 |1 |Teacher directs students to draw body parts on a paper plate to make a face. |
| | | |
| | |Each student gets a Teddy Graham. The teacher directs the students to eat one body part at a time. |
| | | |
| | |The teacher directs the students to put together a Mister Potato Head, one part at a time. |
| | | |
| | |Play “Simon Says.” |
| | | |
| | |Divide the class into teams. One member is on one side of dry erase board with another team member on the |
| | |other . The teacher commands the students to draw body parts until a face (or whole body) is drawn. Reveal |
| | |the amusing results to the class. |
| | | |
| | |Draw a big picture of a character (child, cartoon character, etc.) on a poster and laminate. The class |
| | |pretends the character is hurt and band–aids are placed on various body parts as directed by the teacher. |
| | | |
|K.17 |1 |Using a child’s play Doctor Kit, the teacher plays the role of the doctor. The students are the patients and |
| | |must pretend they have injured or hurt a particular part of the body. The students must tell which body part |
| | |is hurting. |
| | | |
| | |Play “Concentration” by putting two sets of body part flash cards on the carpet. Students take turns turning |
| | |over the cards and trying to find a match. Students must name the body parts as they take turns. |
| | | |
| | |Put a sheet of paper over a student who is the Ghost. Put a few plastic body parts or flash cards out for the|
| | |ghost to “Steal.” Select a student to turn away from the group and cover eyes. Meanwhile, the ghost steals a|
| | |body part and puts it under the sheet. The student chosen to guess turns around and manes the body part the |
| | |ghost has stolen. |
| | | |
| |2 |Sing songs such as “Head, shoulders, knees, and toes” in the target language as well as other songs on |
| | |commercially prepared cassettes or CD’s. |
| | | |
|K.16 & | |Use commercially made posters or cutout figures such as Tasmanian Devil or scarecrow. Students touch body |
|K.17 |1 |parts or name body parts. |
[pic]
|PI |NFL|Learning Activities |
| |S | |
|1.4,6 |5 |Slap Hands, around-the-world style, first to identify clothing, then clothing by color (emphasize reverse order of |
| | |noun/adjective) |
|1.4 | |Directed drawing on stick figures |
|1.4 | |I Spy |
|1.4 | |Clothing relay |
|1.4 |5 |Bingo—students color clothing as directed (emphasizing reverse order), cut and paste selected articles onto Bingo card |
| | |sheets, then can play Bingo |
|1.7 |5 |Paper dolls—cut and paste, then describe |
|1.6 |2 |Flag catalog cut-out (cut and paste clothing by color onto language-specific flag) |
| | | |
| | |Going on a vacation |
|1.5 | |Washing clothes for a vacation (Magic Washing Machine) |
|1.6 |2 |Teacher packs a suitcase for a warm destination (beach) and for cold (skiing), using culturally appropriate destinations |
| | |Students pack “suitcase” (paper folded in half) |
| | |choose destination; glue scene on outside of “suitcase”; color, add catalog cut-outs by color |
| |2 |draw appropriate clothing on interior of “suitcase”; name clothing and describe by color to class or to teacher (using |
| |5 |reverse order of noun/adjective) |
| | | |
Forsyth County Schools
FLES Instructional Unit Design Template
Unit Title: “The Community” Designer’s name: 3rd Grade FLES Team
Content Area: FLES Grade: Third Grade
Topic: Directional terms, cardinals points Length of teaching time: 10 Sessions
Community helpers an town setting
|Stage 1 – Desired Results |
|Progress Indicators |National FL Standards (NFLS) |Prerequisite Knowledge |
|(PI) | | |
| |Check all that apply to this unit: |Community helpers |
|3.16 Students will |1. Communication: Communicating in languages other than English |Food |
|identify places on |2. Culture: Gain knowledge and understanding of other cultures |Clothing |
|map. |3. Connection: Connect with other disciplines and acquire information|Sports |
| |4. Comparison: Develop insight into the nature of language and |School subjects |
|3.17 Students will |culture |Feeling/Emotions |
|locate places on a |5. Community: Participate in multilingual communities at home and | |
|map. |around the world | |
| | | |
|3.18 Students will | | |
|identify selected | | |
|members of the | | |
|community in relation| | |
|to their place of | | |
|work | | |
|Stage 2 – Assessment Evidence |
|PI |NFLS |Summative Assessments | |Other Evidence |
| | |(with attached rubrics) | | |
| | | | | |
|3.16 | |Students will identify places on map by either | |Student will create pretending towns within their |
| | |pointing or moving an object to places on a map. | |classroom parameters. As part of the activities |
| | | | |they will learn to address and envelope and send a|
| | |The student will follow directions given by the | |letter to another town or community. |
|3.17 | |teacher to locate a place on map. | | |
| | | | | |
| | | | | |
|3.18 | |Students will be able to complete sentences by | | |
| | |matching members of the community and their working | | |
| | |place. | | |
|Stage 3 – Learning Plan |
|PI |NFLS |Learning Activities |
| | | |
|3.16 | |Teacher will do an opening activity call – Who is wearing this hat? |
| | | |
| | |Teacher will create a book using productive and receptive vocabulary to read to the students. |
| | | |
| | |Students will label a community map. |
| | | |
| | |Students will discuss various maps within themselves to identify places around different towns. |
| | | |
| | | |
| | |Students will use a board game simulating a community to locate and identify places and members of the |
|3.17 | |community. |
| | | |
| | |Teacher will use a puzzle game technique to reveal a community image behind. |
| | | |
| | | |
| | |Teacher will create a writing activity called – Where do I work? (Students will choose a pretending role to |
|3.18 | |talk about it.) |
| | | |
| | |Students will build and name their own communities. (Including mail centers) |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Forsyth County Schools
FLES Instructional Unit Design Template
Unit Title: “Family and Fairy Tales” Designer’s name: 3rd Grade FLES Team
Content Area: FLES Grade: Third
Topic: Extended Family and Fairy Tales Length of teaching time: 10 Sessions
|Stage 1 – Desired Results |
|Progress Indicators |National FL Standards (NFLS) |Prerequisite Knowledge |
|(PI) | | |
|Students will recognize |Check all that apply to this unit: |Primary Family members |
|extended family members. |1. Communication: Communicating in languages other than English | |
| |2. Culture: Gain knowledge and understanding of other cultures | |
|Students will name extended|3. Connection: Connect with other disciplines and acquire | |
|family members. |information | |
| |4. Comparison: Develop insight into the nature of language and | |
|Students will contrast |culture | |
|positive and negative |5. Community: Participate in multilingual communities at home and | |
|traits in real and |around the world | |
|fictional characters. | | |
| | | |
|Students will recognize | | |
|positive and negative | | |
|character traits in fairy | | |
|tales. | | |
|Stage 2 – Assessment Evidence |
|PI |NFLS |Summative Assessments | |Other Evidence |
| | |(with attached rubrics) | | |
| | | | | |
|3.9 | |Student touches/points to family member as specified | | |
| | |by teacher within context of a story. | | |
| | | | | |
|3.10 | |Student will draw 8 family members and produce names | | |
| | |by labeling each one (to be attached to family tree). | | |
| | | | | |
| | |Students will categorize positive and negative traits | | |
|3.11 | |of a famous person using the character webbing | | |
| | |technique. | | |
| | | | | |
| | |Students will sort fairy tale characters in two | | |
|3.12 | |columns (good/evil) | | |
|Stage 3 – Learning Plan |
|PI |NFLS |Learning Activities |
| | | |
|3.9 |1 |Introduce family members with book |
| | | |
| | |Re-read story – students called on to point out family members. |
| | | |
|3.10 |1 |Brainteasers (who is your mother’s mother, etc.) |
| | | |
| | |Family tree – students draw 8 family members, label each, describe with personal characteristics and place on|
| | |tree (3 days). |
|3.11 |1 | |
| | |Koosh toss – students describe self, or others in complete sentences, using personal characteristics and |
| | |emphasizing gender agreement |
| |1 | |
| | |Use masks for koosh ball toss – describing in 3rd person. |
| |1,4 | |
| | |“Web” a famous person using picture from magazine and personal characteristics, paying attention to gender |
| |1 |agreement. |
| | | |
| |1 |Read fairy tale |
| | | |
|3.12 |1 |Student becomes fairy godmother, witch, etc. to transform students into something new. |
| | | |
| |3,1 |Web a character from story using personal characteristics. |
| | | |
| |5,3,1 |Write a descriptive paragraph using character webs (paragraph writing). |
| | | |
| |5,1 |Read paragraph to class, class guesses who it is (oral presentation) |
| | | |
| |3 |Post paragraphs in “gallery”; students read paragraphs and categorize in notebooks as good or evil. |
| | | |
| |5 |Categorize scenes from story into beginning, middle, or end (structure of story). |
| | | |
| | |Group presentations (format is chosen by group – play. Finger puppets, illustrated book, etc.) of segments of|
| | |a story. |
-----------------------
Units:
Colors
Size
Emotions
Numbers—0-31
Body parts
Family
Zoo animals
Daily use/spiraling:
Holidays
Courtesy
Calendar
Weather
Size
School supplies
Classroom commands
Enrichment: food, emphasis on fruit
Productive Receptive
Rooms of the house
Zoo and farm animals
school—places and personnel
time, time of day
community and transportation
geography
personal characteristics and physical traits
alphabet, phonics
numbers
colors, shapes, size
weather
rooms of the house
school supplies, classroom commands
Productive Receptive
activities
body parts
family members
time, time of day
transportation
personal and physical characteristics
colors
numbers, size
alphabet/phonic
school—supplies, places, personnel, classroom commands
shapes
geography
clothing
emotions
rooms of the house
school places and personnel
Daily use/spiraling:
Holidays
Calendar
Weather
Courtesy
Shapes and colors
School supplies
Classroom commands
Enrichment:
Rooms of the house
Units:
Alphabet
Food—veggies, fruits, drinks, cultural, likes and dislikes
Body parts
Numbers—0-31
Family
Animals— farm, zoo review
Clothing
To be spiraled:
Calendar
Weather
Courtesy
Classroom commands
Holidays
Previous vocabulary
Enrichment:
Teacher’s discretion
Units:
Community helpers
Transportation
Time--to the hour, morning, day, night, appropriate greetings
Food—review, plus meats, sweets, breads, cultural
Alphabet and beginning phonics
Rooms of the House
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