GRADE 1 SPANISH
ONE YEAR
WORLD LANGUAGE DEPARTMENT
RUTHERFORD PUBLIC SCHOOLS
REVISED
2015
Approved: June 2015
RUTHERFORD SCHOOL DISTRICT
Rutherford, New Jersey
SPANISH - GRADE 1
2015
I.
Statement of Purpose
Within the scope of the second-year Spanish program, the focus is to provide the
students with a foundation in the interpersonal communicative skills of listening and
speaking. How language and culture interact and promote intercultural
understanding will also be continued. Students’ language learning becomes a
positive, non-threatening process, similar to the way children acquire their first
language.
II.
Objectives
A.
NJ Core Curriculum Standards for World Languages (2014)
For a complete copy of the NJ Core Curriculum Content Standards for World
Languages, please visit the following website:
http://www.nj.gov/education/cccs/2014/wl/
Standard 7.1
World Languages: All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language,
and to present information, concepts, and ideas, while also gaining an understanding of the
perspectives of other cultures. Through language study, they will make connections with other
content areas, compare the language and culture studied with their own, and participate in
home and global communities.
2
B.
Skills
This course will emphasize the language skills of listening and speaking.
C.
1.
Speaking
a.
modeling utterances after the teacher, CD’s and
singing
b.
answering simple questions
2.
Listening
a.
listening to the teacher
b.
listening to CD’s
c.
hearing other students
3.
Reading
a.
flash cards
4.
Writing
a.
games and puzzles
5.
Culture
a.
films/DVD’s
b.
pictures
c.
tapes, CD’s and SMART Board
d.
stories
e.
holidays and events
f.
people
Content
These lists show only those items that the children practice, not the many
others that the teacher introduces for enrichment and for the development
of children’s listening and comprehension skills. The English equivalents are
what an English-speaking person would ordinarily say in a comparable
situation. They are not word-for-word translations.
The topics listed below are introduced in kindergarten and grade 1.
Within each topic, words and expressions are usually in alphabetical
order, and divided into vocabulary items and functional expressions,
usually in the form of questions and answers.
1.
Greetings, farewells, introductions
a.
Vocabulary
Adiós.
Buenos días
Buenas tardes
Good-bye.
Good morning
Good afternoon
3
Buenas noches
Hola
¿Cómo estás?
Estoy bien.
Estoy mal.
Estoy así-así.
Good evening, Good night
Hello/Hi
How are you?
I am fine.
I am not well.
I am so-so.
b. Questions regarding names
¿Cómo te llamas (tú)? What is your name?
Me llamo __________. My name is __________.
2.
Classroom people and objects
a. Vocabulary
la bandera
el calendario
el escritorio
el globo
el lápiz
el libro
la maestra
el maestro
el mapa
la mesa
el papel
la pizarra
la regla
el reloj
la silla
la tiza
b.
Questions regarding an object
¿Qué es esto?
3.
flag
calendar
desk
globe
pencil
book
(female) teacher
(male) teacher
map
table
paper
chalkboard
ruler
clock
chair
chalk
What is this?
Colors
a. Vocabulary
amarillo
anaranjado
azul
blanco
café
gris
morado
yellow
orange
blue
white
brown
gray
purple
4
negro
rojo
rosado
verde
4.
Days of the week
a. Vocabulary
lunes
martes
miércoles
jueves
viernes
sábado
domingo
5.
mouth
head
face
nose
eyes
shoulder
feet
Seasons
a. Vocabulary
el inverno
la primavera
el verano
el otõno
7.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Parts of the body
a. Vocabulary
la boca
la cabeza
la cara
la nariz
los ojos
los hombros
los pies
6.
black
red
pink
green
winter
spring
summer
fall
Months
a. Vocabulary
enero
febrero
marzo
abril
mayo
junio
julio
agosto
septiembre
octobre
noviembre
January
February
March
April
May
June
July
August
September
October
November
5
diciembre
8.
Numbers 1-10
a. Vocabulary
uno
dos
tres
cuatro
cinco
seis
siete
ocho
nueve
diez
once
doce
trece
catorce
quince
dieciséis
diecisiete
dieciocho
diecinueve
veinte
9.
December
one
two
three
four
five
six
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
Miscellaneous
a. Vocabulary
el español
No
Sí
III.
Methods of Assessment
A.
Student Assessment
Spanish (language)
No
Yes
Assessments are a continual process. Teachers may use a rubric for
holistic assessment for each child and/or more formal assessments.
Assessment in second-language learning needs to operate at a number of
different levels, because of the many layers of skills and proficiencies that are
being acquired, and that thus need to be assessed and evaluated. The types of
assessment fall into three major categories.
6
1.
2.
3.
4.
B.
Proficiency Assessment
a. the emphasis is on performances, what students can do with the
language and to what extent they can transfer the language into
real-life settings.
Achievement Assessment
a. it requires students to demonstrate retention of previously
learned content material, vocabulary and structure, for example.
Pro-achievement Assessment
a. it is a combination of both proficiency and achievement testing.
b. it asks students to demonstrate what they know in a meaningful
context.
Assessment Strategies
a. formal assessment
b. informal assessment
c. one-on-one assessment
d. group assessment
e. benchmark assessments
Curriculum/Teacher Assessment
Since curriculum development is an on-going process, the teachers will provide the
world language department supervisor with suggestions for changes and updates as
this course requires.
IV.
Grouping
A.
V.
VI.
The students in this course are heterogeneously grouped according to
grade level.
Articulation/Scope and Sequence/Time Frame
A.
This course is the second level in the sequence of the Spanish
elementary school program.
B.
It is a full-year course that integrates learning Spanish
simultaneously within the regular curriculum.
Resources
A.
Speakers
1.
Speakers may be invited to address the classes on cultural
topics.
7
a.
b.
B.
VII.
The N.J. State Artists in Residence Program
Parents
References
1.
American Council on the Teaching of Foreign Languages,
(1996) Standards for Foreign Language Learning; Preparing
for the 21st Century. Yonkers, NY: ACTFL
2.
¡Hola!: ¡Viva el español!, Annotated Teacher’s Edition, (2005)
Ava Dellisle-Chatterjee, Linda West Tibensky and Abraham
Martíez-Cruz, National Textbook Company.
3.
New Jersey State Department of Education, (2014) Core
Curriculum Content Standards. Trenton, NJ.
4.
New Jersey State Department of Education, (1999) World
Language Curriculum Framework, Trenton, NJ.
5.
Teach Them Spanish!, (2001), Instructional Fair
6.
Beginning Spanish for Young Children, (2004), Carson Dellosa
7.
Español Para Ti, (2000) National Textbook Company, Contemporary
Publishing Group, Inc.
Technology
http://www.state.nj.us/education/cccs/2014/tech/
8.1 Educational Technology: All students will use digital tools to access,
manage, evaluate, and synthesize information in order to solve problems
individually and collaboratively and to create and communicate knowledge.
A. Technology Operations and Concepts 8.1.2.A.1
B. Creativity and Innovation 8.1.2.B.1
C. Communication and Collaboration 8.1.2.C.1
D. Digital Citizenship 8.1.2.D.1
E. Research and Information Literacy 8.1.2.E.1
F. Critical Thinking, Problem Solving, and Decision-Making 8.1.2.F.1
8.2 Technology Education, Engineering, and Design: All students will
develop an understanding of the nature and impact of technology, engineering,
technological design, and the designed world, as they relate to the individual,
global society, and the environment.
A. Nature of Technology: Creativity and Innovation 8.2.2.A.1
B. Design: Critical Thinking, Problem Solving, and Decision-Making
8.2.2.B.1
C. Technological Citizenship, Ethics, and Society 8.2.2.C.1
D. Research and Information Fluency 8.2.2.D.1
E. Communication and Collaboration 8.2.2.E.1
F. Resources for a Technological World 8.2.2.F.1
G. The Designed World 8.2.2.G.1
8
VIII. Methodologies
Realizing that each student has a unique way of learning, it is important to
vary teaching methods. Listed below are several different methods, which
may be used in combination.
A.
Inductive Approach
A strategy that enables classroom instruction to be conducted in the
target language, an inductive approach to grammar teaches concrete
vocabulary through pictures and objects, while abstract vocabulary is
taught by association of ideas.
B.
Natural Approach
A strategy that promotes communicative proficiency by providing realworld, authentic experiences and language experiences within
meaningful contexts.
C.
Password/Language Ladders
A strategy in which students learn to speak sentences or phrases
(“passwords”) that are associated with desired activities.
D.
Gouin Series
A strategy in which students learn to use short sentences or phrases
to describe a logical sequence of actions that take place in a specific
context that is familiar to the student.
E.
Dialogue Journals
A strategy in which students use journals as a way to hold private
conversations in the target language with the teacher. Dialogue
journals are vehicles for sharing ideas and receiving feedback in the
target language. The dialogue can be conducted by e-mail where it
is available.
F.
Total Physical Response (TPR)
A strategy in which students respond with physical activity to an
increasingly complex set of commands. The students’ response of
physical activity signals their comprehension of the command.
This is ideally suited for beginning foreign language students, but
can be adopted and made more complex for higher-level students.
G.
TPR Storytelling
Based on the Natural approach, TPR Storytelling combines the
effectiveness of TPR with the power of storytelling. TPR
Storytelling teaches students to use the vocabulary they have
learned in the context of entertaining, content-rich stories.
9
Language production goes beyond the imperative into the
narrative and descriptive modes.
H.
Interviews
A strategy for gathering information and reporting.
I.
Cloze
Open-ended strategy in which a selected word or phrase is
eliminated from a written or oral sentence or paragraph.
J.
Continuums
A strategy used to indicate the relationship among words or
phases.
K.
Interactive Language Tasks
A strategy in which at least two students work together to
accomplish a meaningful target language activity.
L.
Cultural Presentations
A strategy for creating an exhibit that is focused on aspects of the
target culture.
M.
The Learning Cycle
A sequence of lessons designed to have students engage in exploratory
investigations, construct language and culture concepts to their own
lives.
N.
Read and Retell
An all-purpose strategy that involves students retelling a passage in the
target language as they remember it.
O.
Literature, History and Storytelling
A strategy in which the culture and history of another country is
brought to life through literature, folktales, and folk songs.
P.
Cooperative Learning
A strategy in which students work together in small groups to achieve a
common goal, while communicating in the target language.
Cooperative learning involves more than simply putting students into
work or study groups. Teachers promote individual responsibility and
positive group interdependence by making sure that each group
member is responsible for a given task. Cooperative learning can be
enhanced when group members have diverse abilities and backgrounds.
Q.
Brainstorming
A strategy for eliciting ideas from a group and communicating them in
the target language in oral or written form.
10
IX.
R.
Problem Solving
A learning strategy in which students apply knowledge to solve
problems.
S.
Reflective Thinking
A strategy in which students reflect on what was learned after a lesson is
finished, either orally or in written form.
T.
Field Experience
A planned learning experience for students to observe, study, and
participate in expressions of the target culture(s) in a setting off the
school grounds, using the community as a laboratory.
U.
Free Writing
A strategy for encouraging students to express ideas by writing in the
target language.
V.
Free Reading
A strategy for encouraging students to read in the target language.
Suggested Activities
Incorporating a variety of activities to accommodate the learning styles of all students
is a necessary requirement.
A.
B.
C.
D.
E.
F.
G.
H.
Linguistic activities
Logical-mathematical
Spatial
Bodily-kinestic
Musical
Interpersonal
Intrapersonal
Naturalist - physical world
X. Interdisciplinary Connections
As the students progress through the levels of the Spanish program, so too will the
interdisciplinary content progress. They will gain an insight that the study of Spanish
offers much to their overall education.
A.
Content-Based Topics
1.
Art
a. Draw with various media
b. Cut and paste
2.
Language Arts
a. Demonstrate characteristics of a good listener
b. Follow a one-step oral direction
11
c. Compare and contrast sounds
d. Recall presented materials
e. Identify a purpose for listening
f. Listen for a variety of purposes
g. Activate prior knowledge
h. Listen to various forms of music
i. Describe objects and pictures
j. Communicate in complete sentences
k. Obtain information by asking questions
l. Participate in various forms of oral communication
m. Interact verbally in informal situations
n. Make introductions
XI.
3.
Mathematics
a. Sort objects in a variety of ways
b. Recognize, develop patterns
c. Reason, connect mathematical understandings
d. Observe and compare by measurable attributes
e. Count objects
f. Represent quantities
4.
Music
a. Explore differences between singing and speaking
b. Sing songs in limited range
5.
Reading
a. Identify words
6.
Science
a. Observe weather conditions
7.
Social Studies
a. Identify self by name and birthday
b. Be introduced to other people and places
Differentiating Instruction for Students with Special Needs: Students with
Disabilities, English Language Learners, and Gifted & Talented Students
Differentiating instruction is a flexible process that includes the planning and design of
Instruction, how that instruction is delivered, and how student progress is measured.
Teachers recognize that students can learn in multiple ways as they celebrate students’
prior knowledge. By providing appropriately challenging learning, teachers can
maximize success for all students.
Examples of Strategies and Practices that Support:
12
Students with Disabilities
•
Use of visual and multi-sensory formats
•
Use of assisted technology
•
Use of prompts
•
Modification of content and student products
•
Testing accommodations
•
Authentic assessments
Gifted & Talented Students
•
Adjusting the pace of lessons
•
Curriculum compacting
•
Inquiry-based instruction
•
Independent study
•
Higher-order thinking skills
•
Interest-based content
•
Student-driven instruction
•
Real-world problems and scenarios
English Language Learners
•
Pre-teaching of vocabulary and concepts
•
Visual learning, including graphic organizers
•
Use of cognates to increase comprehension
•
Teacher modeling
•
Pairing students with beginning English language skills with students who
have more advanced English language skills
13
•
Scaffolding
•word walls
•sentence frames
•think-pair-share
•cooperative learning groups
•teacher think- aloud
XII.
21st Century Life And Careers
Career Ready Practices describe the career-ready skills that all educators in all content
areas should seek to develop in their students. They are practices that have been linked
to increase college, career, and life success. Career Ready Practices should be taught
and reinforced in all career exploration and preparation programs with increasingly
higher levels of complexity and expectation as a student advances through a program of
study.
http://www.state.nj.us/education/cccs/2014/career/
9.1 PERSONAL FINANCIAL LITERACY
B. MONEY MANAGEMENT 9.1.4.B.1, 9.1.4.B.2, 9.1.4.B.3, 9.1.4.B.4, 9.1.4.B.5
C. CREDIT AND DEBT MANAGEMENT 9.1.4.C.1, 9.1.4.C.2, 9.1.4.C.3, 9.1.4.C.4,
9.1.4.C.5, 9.1.4.C.6
D. PLANNING, SAVING, AND INVESTING 9.1.4.D.1, 9.1.4.D.2, 9.1.4.D.3
E. BECOMING A CRITICAL CONSUMER 9.1.4.E.1, 9.1.4.E.2
F. CIVIC FINANCIAL RESPONSIBILITY 9.1.4.F.1, 9.1.4.F.2
9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION
A: CAREER AWARENESS 9.2.4.A.1, 9.2.4.A.2, 9.2.4.A.3, 9.2.4.A.4
XIII.
Professional Development
As per the PDP/150 hours statement: the teacher will continue to improve
expertise through participation in a variety of professional development
opportunities.
14
15
Curriculum Map—Grade 1 Spanish
Class
Grade 1 Spanish
September
Greetings and polite
phrases
October
Color words
November
Numbers one to ten
December
Days of the week
January
Months of the year
(Environmental labels
will be placed around
the classroom.)
February
How are you?
Questions and answers
March
Body parts
“Cara & Cabeza
Hombre” song
April
Seasons
May
Numbers 11-20
June
Words for days of the
week
Numbers 1-10