Grade 2 Spanish
1
North Arlington Public Schools Curriculum Guide
Content Area: World Language - Spanish
Course Title: Spanish
Grade Level: 2
Unit 1: Greetings and Numbers (0-20)
9 Weeks:
Unit 2: Days of the Week and Months of the
Year
9 Weeks
Unit 3: Seasons and Weather
9 Weeks
Unit 4: Animals
9 Weeks
Note: Units are 9 weeks in length because students meet once per week for the entire school year.
Therefore, 9 weeks actually represents 9 sessions with periodic verbal participation grades, as well as
individual and group assessments.
Board Approved on:
August 29, 2012
Unit 1
2
Content Area – World Language - Spanish
Unit Title – Greetings and Numbers (0-20)
Target Course/Grade Level – Spanish: Grade 2
Unit Summary/Rationale – During this unit students will be re- introduced to the skills of communication
in the target language. Students will learn basic words and expressions for greetings and farewells. They
will review and learn numbers, as numbers are an essential part of everyday life.
In addition, the students will learn the geographic location of different Spanish speaking countries. The
students will be given a passport and will travel to South American countries such as Colombia, Argentina
and Venezuela. They will discover some fun facts about these countries and discuss the Hispanic Heritage
Month, the Day of the Dead, Christopher Columbus Day and La Navidad (Christmas.)
Interdisciplinary Connections – The Spanish lessons involve academic subjects such as: Language Arts
Literacy, Math, Science, Art, Social Studies, Music, Computers and Geography.
Technology Integration – Lap top computer, overhead projector, smart board, Internet sites, DVD’s, CD’s,
Power Point and visual aids.
21st Century Themes – Global
Awareness, Civic Literacy, Health
Literacy.
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills.
Learning Targets
Standard(s) – 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.
Cultural - Observing and participating in culturally authentic activities contribute to familiarization with
cultural products and practices. (Topics and activities that assist in the development of this understanding
should include, but are not limited to: authentic celebrations, songs, and dances.)
Strand(s) – A: Interpretive Mode
Proficiency Level- Novice Mid
Content Statement(s) – The Novice-Low language learner understands and communicates at the word
level and can independently identify and recognize memorized words and phrases that bring meaning to
text. They can respond to learned questions, ask memorized questions, state needs and preferences, and
describe people, places, and things.
Cumulative Progress Indicator(s) (CPI)
7.1. NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
3
7.1. NM.A.2 – Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.
7.1. NM.A.3 – Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1. NM.A.4 – Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1. NM.A.5 – Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
Reading Standards for Literacy: ACTFL guidelines: Reading - Intermediate – Intermediate - Low
Able to 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. They impart 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 and information for the widest possible audience, such as
public announcements and short, straightforward instructions dealing with public life. Some
misunderstandings will occur.
Writing Standards for Literacy: Writing--Intermediate
Intermediate-Low
Able to meet limited practical writing needs. Can write short messages, postcards, and take down simple
notes, such as telephone messages. Can create statements or questions within the scope of limited language
experience. Material produced consists of recombination of learned vocabulary and structures into simple
sentences on very familiar topics.
Unit Essential Questions
Unit Enduring Understandings
 Why it is important to greet people and how do  There is a specific way to greet people in Spanish
you greet and say farewell to someone in
using culturally authentic expressions and
Spanish?
vocabulary.
 How do you express how you are feeling?
 Communicating in at least one other language
helps to gain knowledge of other cultures.
 What does the Day of the Dead an important

Las Posadas is an elaborate preparation for La
holiday for the Mexican people?
Navidad (Christmas) in Mexico and some Central
American countries.
 The Day of the Dead (El Día de los Muertos) is an
important Mexican Holiday celebrated through
Mexico and around the world in other Hispanic
cultures.
Terminology: Hola, buenos días, buenas tardes, buenas noches ¿como te estás?,¿cómo te vá?, ¿cómo te
sientes?, muy bién, excelente, mal, así-así, hasta luego, hasta mañana, hasta pronto, nos vemos, que te vaya
bién, cuidate, cero, uno, dos, tres, diez, once, doce etc.
4
Goals/Objectives
Students will be able to Pronounce some basic
greetings and farewell
expressions.
Review and use greetings
vocabulary.
Use and pronounce
numbers 0-20.
Review and use numbers
vocabulary.
Learning Activities/Instructional Strategies
Singing the Spanish song “Buenos Días.”
Review some basic greeting and farewell
expressions illustrating with flashcards.
Cut and glue greeting expressions flashcards.
Counting numbers in Spanish 1 – 20.
Adding numbers and solving basic problems in
Spanish.
Evidence of Learning
(Formative & Summative)
Review of vocabulary
learned during class.
Group and Individual
practice.
Informal teachers’
observation and students’
participation.
Singing of the Adiós Song.
Discuss Hispanic
Heritage Month.
Locate Colombia,
Venezuela and Argentina
on the map.
Have a better
understanding of
Columbus Day.
Discuss some famous Hispanics around the
world.
Color a Christmas handout and spell the words
Felíz Navidad.
Read “The Three Ships” book. Complete a
handout by coloring the three ships and writing
their names in Spanish.
Talk about La Navidad.
Singing of the Adiós Song.
Have a better
understanding of The Day
of the Dead.
Diverse Learners (ELL, Special Ed, Gifted & Talented) - Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Useful teacher’s resources for elementary Spanish teachers such as: Discovery Learning,
www.nnell.org, www.actfl.org etc., PowerPoint Presentations, Transparencies, Handouts, movies, etc.
5
Unit 2
Content Area – World Language
Unit Title – Days of the Week and Months of the Year
Target Course/Grade Level – Spanish: Grade 2
Unit Summary/Rationale – During this unit students will be introduced to the days of the week and
months of the year in the target language. They will also learn how to use the days of the week and the
months of the year in a calendar.
In addition, the students will learn the geographic location of different Spanish speaking countries. The
students will be given a passport and will travel to South American countries such as Peru, and Ecuador.
They will discover some fun facts about these countries and discuss Presidents’ Day and Valentines’ Day.
Interdisciplinary Connections – The Spanish lessons involve academic subjects such as: Language Arts
Literacy, Math, Science, Art, Social Studies, Music, Computers and Geography.
Technology Integration – Lap top computer, overhead projector, smart board, Internet sites, DVD’s, CD’s,
Power Point and visual aids.
21st Century Skills –
21st Century Themes –
Global Awareness, Civic Literacy, Health
Creativity/Innovation, Critical Thinking/Problem Solving,
Literacy.
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills.
Learning Targets
Standard(s) – 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.
Cultural - Observing and participating in culturally authentic activities contribute to familiarization with
cultural products and practices. (Topics and activities that assist in the development of this understanding
should include, but are not limited to: authentic celebrations, songs, and dances.)
Strand(s) – A: Interpretive Mode
Proficiency Level- Novice Mid
Content Statement(s) – The Novice-Low language learner understands and communicates at the word
level and can independently identify and recognize memorized words and phrases that bring meaning to
text. They can respond to learned questions, ask memorized questions, state needs and preferences, and
describe people, places, and things.
Cumulative Progress Indicator(s) (CPI)
7.1. NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
6
7.1. NM.A.2 – Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.
7.1. NM.A.3 – Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1. NM.A.4 – Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1. NM.A.5 – Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
Reading Standards for Literacy: ACTFL guidelines: Reading - Intermediate – Intermediate - Low
Able to 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. They impart 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 and information for the widest possible audience, such as
public announcements and short, straightforward instructions dealing with public life. Some
misunderstandings will occur.
Writing Standards for Literacy: Writing--Intermediate
Intermediate-Low
Able to meet limited practical writing needs. Can write short messages, postcards, and take down simple
notes, such as telephone messages. Can create statements or questions within the scope of limited language
experience. Material produced consists of recombination of learned vocabulary and structures into simple
sentences on very familiar topics.
Unit Essential Questions
 What is your favorite day of the week? Explain
why?
 What is the purpose to use a calendar?
 Why do you exchange cards on Valentines’
Day?
Unit Enduring Understandings
 A calendar is a very popular item in most parts of
the world.
 Days of the week and months of the year are not
capitalized in Spanish.
 Maintaining an organize lifestyle using the days and
months from a calendar.
 Presidents’ Day is a celebration of the birthdays of
Presidents Washington and Lincoln.
Terminology: Lunes, martes, miércoles, jueves, viernes sábado, domingo, enero, febrero, marzo, abril,
mayo, junio, Julio, agosto, septiembre, octubre, noviembre and diciembre.
7
Goals/Objectives
Students will be able to Identify and write days of
the week and months of
the year in Spanish.
Review and use days of
the week vocabulary,
Learning Activities/Instructional Strategies
Singing the Spanish song “Buenos Días.”
Practice the spelling of the words illustrating
with flashcards.
Listening to the Spanish song “Days of the
week.”
Locate Ecuador and Peru
on the map.
Make a calendar with days and months using
Spanish vocabulary.
Review and use months
of the year vocabulary.
Listening to a Spanish song “Los Meses del
Año.”
Discuss Presidents’ Day.
Color handout and spell the sentnce “El Día de
los Presidentes.”
Discuss Valentines’ Day.
Evidence of Learning
(Formative & Summative)
Review of vocabulary
learned during class.
Group and Individual
practice.
Informal teachers’
observation and students’
participation.
Singing of the Adiós Song.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Useful teacher’s resources for elementary Spanish teachers such as: Discovery Learning,
www.nnell.org, www.actfl.org etc., PowerPoint Presentations, Transparencies, Handouts, movies, etc.
8
Unit 3
Content Area – World Language
Unit Title – Seasons and Weather
Target Course/Grade Level – Spanish: Grade 2
Unit Summary/Rationale – During this unit students, will be introduced to the four seasons of the year and
some basic weather words and expressions in the target language, as well as how to use the seasons in a
calendar.
In addition, the students will learn the geographic location of different Spanish speaking countries. The
students will be given a passport and will travel to South American countries such as Bolivia and Paraguay.
They will discover some fun facts about these countries.
Interdisciplinary Connections – The Spanish lessons involve academic subjects such as: Language Arts
Literacy, Math, Science, Art, Social Studies, Music, Computers and Geography.
Technology Integration – Lap top computer, overhead projector, smart board, Internet sites, DVD’s, CD’s,
Power Point and visual aids.
21st Century Skills –
21st Century Themes –
Global Awareness, Civic Literacy, Health
Creativity/Innovation, Critical Thinking/Problem Solving,
Literacy.
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills.
Learning Targets
Standard(s) – 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.
Cultural - Observing and participating in culturally authentic activities contribute to familiarization with
cultural products and practices. (Topics and activities that assist in the development of this understanding
should include, but are not limited to: authentic celebrations, songs, and dances.)
Strand(s) – A: Interpretive Mode
Proficiency Level- Novice Mid
Content Statement(s) – The Novice-Low language learner understands and communicates at the word
level and can independently identify and recognize memorized words and phrases that bring meaning to
text. They can respond to learned questions, ask memorized questions, state needs and preferences, and
describe people, places, and things.
Cumulative Progress Indicator(s) (CPI)
7.1. NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
9
7.1. NM.A.2 – Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.
7.1. NM.A.3 – Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1. NM.A.4 – Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1. NM.A.5 – Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
Reading Standards for Literacy: ACTFL guidelines: Reading - Intermediate – Intermediate - Low
Able to 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. They impart 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 and information for the widest possible audience, such as
public announcements and short, straightforward instructions dealing with public life. Some
misunderstandings will occur.
Writing Standards for Literacy: Writing--Intermediate
Intermediate-Low
Able to meet limited practical writing needs. Can write short messages, postcards, and take down simple
notes, such as telephone messages. Can create statements or questions within the scope of limited language
experience. Material produced consists of recombination of learned vocabulary and structures into simple
sentences on very familiar topics.
Unit Essential Questions
 How many months do we have in a season?
 What is your favorite season? Explain why?
 How does the weather change as the season
change?
Unit Enduring Understandings
 Twelve months are divided into four seasons.
 Some places in the word do not have the same
seasons we have in the United States.
 Weather can be observed all year long.
 Spanish is the official language spoken in Bolivia
and Paraguay.

Terminology: Primavera, verano, otoño, invierno, caliente, frío, lluvioso, nublado, ventoso, tormentoso,
soleado, tengo frío, tengo calor etc.
10
Goals/Objectives
Students will be able to Learn the seasons and
weather conditions in the
target language.
Share their favorite
season of the year.
Review and use seasons
of the year.
Locate Bolivia and
Paraguay on the map.
Review and use weather
conditions words and
expressions.
Learning Activities/Instructional Strategies
Singing the Spanish song “ Hola ¿cómo estás?”
Illustrate seasons and weather conditions with
flashcards.
Listening to the Spanish song “Las Cuatro
Estaciones.”
Encourage students to repeat along with the
teacher the new vocabulary.
Evidence of Learning
(Formative & Summative)
Review of vocabulary
learned during class.
Group and Individual
practice.
Informal teachers’
observation and students’
participation.
Practice the spelling of the words by writing
the new vocabulary and coloring the pictures.
Singing of the Adiós Song.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Useful teacher’s resources for elementary Spanish teachers such as: Discovery Learning,
www.nnell.org, www.actfl.org etc., PowerPoint Presentations, Transparencies, Handouts, movies, etc.
11
Unit 4
Content Area – World Language
Unit Title – Animals
Target Course/Grade Level – Spanish: Grade 2
Unit Summary/Rationale – During this unit students will be introduced to animal’s vocabulary in the
target language. This unit uses a theme that students enjoy and are familiar with. Students will share with
the class their favorite animal using Spanish language.
In addition, the students will learn the geographic location of different Spanish speaking countries. The
students will be given a passport and will travel to South American countries such as Chile and Uruguay.
They will discover some fun facts about these countries and discuss Mother’s Day and Cinco de Mayo.
Interdisciplinary Connections – The Spanish lessons involve academic subjects such as: Language Arts
Literacy, Math, Science, Art, Social Studies, Music, Computers and Geography.
Technology Integration – Lap top computer, overhead projector, smart board, Internet sites, DVD’s, CD’s,
Power Point and visual aids.
21st Century Skills –
21st Century Themes –
Global Awareness, Civic Literacy, Health
Creativity/Innovation, Critical Thinking/Problem Solving,
Literacy,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills.
Learning Targets
Standard(s) – 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.
Cultural - Observing and participating in culturally authentic activities contribute to familiarization with
cultural products and practices. (Topics and activities that assist in the development of this understanding
should include, but are not limited to: authentic celebrations, songs, and dances.)
Strand(s) – A: Interpretive Mode
Proficiency Level- Novice Mid
Content Statement(s) – The Novice-Low language learner understands and communicates at the word
level and can independently identify and recognize memorized words and phrases that bring meaning to
text. They can respond to learned questions, ask memorized questions, state needs and preferences, and
describe people, places, and things.
Cumulative Progress Indicator(s) (CPI)
7.1. NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
12
7.1. NM.A.2 – Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.
7.1. NM.A.3 – Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1. NM.A.4 – Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1. NM.A.5 – Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
Reading Standards for Literacy: ACTFL guidelines: Reading - Intermediate – Intermediate - Low
Able to 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. They impart 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 and information for the widest possible audience, such as
public announcements and short, straightforward instructions dealing with public life. Some
misunderstandings will occur.
Writing Standards for Literacy: Writing--Intermediate
Intermediate-Low
Able to meet limited practical writing needs. Can write short messages, postcards, and take down simple
notes, such as telephone messages. Can create statements or questions within the scope of limited language
experience. Material produced consists of recombination of learned vocabulary and structures into simple
sentences on very familiar topics.
Unit Essential Questions
 Are animals essential for man’s survival?
 What animal do you like to take care of and
why?
 Where do animal get all the things they need?
 Is mother’s day celebrated in other countries?
 Why is Cinco de Mayo is an important day for
Mexican people?
Unit Enduring Understandings
 Animals live and grow in different habitats.
 The most popular pets in the United States are dogs
and cats.
 Mother’s Day is a celebration that honors mothers in
our society and it is celebrated around the word.
 Cinco de Mayo celebrates a great Mexican victory
over French forces in 1862. It is celebrated in many
countries with fiesta, food and fun.
Terminology: Caballo, perro, gato, tigre, serpiente, camello, conejo, oso, oso panda, oso polar, mono,
gorila, elefante, hipopótamo, sapo/rana, araña, canguro, zebra, vaca, leopardo, cocodrilo, león etc.
13
Goals/Objectives
Students will be able to Learn and pronounce
animal’s vocabulary in
the target language.
Share their favorite
animal using the new
vocabulary.
Locate Chile and
Uruguay on the map.
Discuss Mother’s Day.
Have a better
understanding of Cinco
de Mayo.
Learning Activities/Instructional Strategies
Singing the Spanish song “ Hola ¿cómo
estás?”
Illustrate animal new words with flashcards.
Listening and recognize the sounds of the
animal in a CD.
Encourage students to repeat along with the
teacher the new vocabulary.
Evidence of Learning
(Formative & Summative)
Review of vocabulary
learned during class.
Group and Individual
practice.
Informal teachers’
observation and students’
participation.
Practice the spelling of the words by writing
the new vocabulary and coloring the pictures.
Singing of the Adiós Song.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Useful teacher’s resources for elementary Spanish teachers such as: Discovery Learning,
www.nnell.org, www.actfl.org etc., PowerPoint Presentations, Transparencies, Handouts, movies, etc.
14