World Languages Pacing Guide
Level: K-1
Unit 1: Buying a Pet (Numbers 1-10)
Content Expectations/Communicative Functions / Essential Questions / Assessments / Vocabulary / Resources /Strand 1: Communication – Communicate in Languages Other Than English
1.1.N.SL.a Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking, or introductions.
1.1.N.SL.i Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and service.
1.2.N.L.a Demonstrate understanding of oral classroom language in the target language, including directions, commands, and requests.
1.2.N.L.d Understand main idea of an audio presentation (CD, lecture, radio, podcast, song/music).
1.3.N.S.a Present songs or stories in the target language.
Strand 2: Cultures – Gain Knowledge and Understanding of Other Cultures
2.1.N.H.e Identify and explain how the language and culture expanded throughout the world.
2.1.N.F.c Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services).
2.1.N.F.d Describe typical leisure activities commonly practiced within a community or culture in which the language is spoken.
2.1.N.F.e Explain the practices and significance of an important civil, religious, regional, personal, or family holiday within a community or culture in which the target language is spoken.
2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken.
2.2.N.G.b Identify major geographic features (rivers, mountains, deserts, forests) of a country in which the language is spoken.
Strand 3: Connections – Connect with other Disciplines and Acquire Information
3.1.N.a Reinforce previously learned content knowledge through the target language.
Strand 4: Comparisons – Develop Insight into the Nature of Language and Culture
4.1.N.d Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between one´s own language and the target language.
4.2.N.a Identify basic target culture practices and compare them to one´s own.
Strand 5: Communities – Participate in Multilingual Communities at Home and Around the World
5.1.N.b Provide services to others in the school district through activities in the target language such as skits and/or musical presentations, or by reading to others in the target language.
5.2.N.a Willingly use the target language within the classroom setting. / What language do you speak at home?
What language does your World Language teacher speak?
Where would you need to be able to count in Spanish?
Scaffolding Questions:
Can you count in the target language?
Can you count out of order in the target language?
Can you read a price tag in the target language?
Can you talk with a clerk in order to buy things at a store?*
Can you understand numbers in familiar situations?* / Formative
Before:
Students attempt to count to 10 with teacher assistance, if necessary.
In circle time students request a pet (The dog, please/El perro, por favor).
During:
Students color and cut out picture of pet and glue it next to correct written word.
Students color pets, count them, and write number. Groups give short presentation. (There are 5 birds/Hay 5 pájaros.)
Summative
After:
Pet Shop Visit.
Students identify a pet, read or listen to the price, and count out the appropriate number of dollars to purchase the pet. / Vocabulary:
Hi/¡Hola!
Good bye/¡Adiós!
teacher/el maestro, la maestro
children/los niños
boy/girl/el chico/la chica
puntos
My name is/Me llamo…
Present/Absent
Presente/ Ausente
Sit down/Siéntense!
Stand up/Levántense!
Raise your hand/ ¡Levanten la mano!
Put your hand down/¡Bajen la mano!
Turn around/¡Dan la vuelta!/
Dance/¡Bailen!/
Please/Por favor.
Thank you/ Gracias.
You are welcome/ De nada.
Bathroom, please/ Baño, por favor.
Water, please/ Agua, por favor.
Paper, please/ Papel, por favor.
Pencil, please/ Lápiz, por favor.
Write your name/ Escriben su nombre.
Dog(s)/el perro/los perros
Cat(s)/el gato/los gatos
Bird(s)/el pájaro/los pájaros
Rabbit(s)/el conejo/los conejos
1-10
Grammar:
The/el: singular
The/los: plural
add –s to end of word to make it plural
un dólar
dos dólares
Culture:
Native Language: English
Target Language:
Spanish
Puerto Rico
– Spanish-speaking country
– located far away
– island: land surrounded by water
– flag: red: blood of patriots, white stripes: peace and freedom, blue triangle: water, white star: the island of Puerto Rico / Pictures of animals
Scissors
Glue
World Languages Pacing Guide
Level: K-1
Unit 2: My Fish (Colors)
Content Expectations / Essential Questions / Assessments / Vocabulary / Resources /Strand 1: Communication – Communicate in Languages Other Than English
1.1.N.SL.g Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits.
1.1.N.SL.i Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and service. / What words can you use to describe an animal?
How do animals choose where they live?
How is your body different or the same as an animal´s body?
Scaffolding Questions:
Can you describe the color and size of your fish in the target language?
Can you share with someone simple descriptions of places and things?*
Can you understand the prices of items in a store?*
Can you identify the body parts (tail, wings, teeth, etc…) of different pets in the target language?
Can you tell which animals live in or near the ocean? / Formative
Before:
Students sing a culturally authentic song about the ocean (Víbora del mar).
In circle time students act out different ocean animals.
During:
Students jump on color squares and say the color as they land. Later students select colors to jump on.
In groups students separate animals that live in a house, animals that live in the ocean, and animals that could live in both.
Students identify ocean animals as relatively large or relatively small.
Summative
After:
My Little Fish – Students decorate a fish three different colors and then describe the fish to their peers (colors, size). Students add what their fish does, where it lives, or a body part it has. / ocean animals pets
ocean
water
fish
colors
body parts / Pictures of animals
poster board
World Languages Pacing Guide
Level: K-1
Unit 3: Caring for a Pet (Basic Needs)
Content Expectations / Essential Questions / Assessments / Vocabulary / Resources /Strand 1: Communication – Communicate in Languages Other Than English
1.1.N.SL.b Ask and answer basic questions about the weather, health/physical conditions, self, family, and friends.
1.1.N.SL.i Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and service.
Strand 2: Cultures – Gain Knowledge and Understanding of Other Cultures
2.1.N.H.e Identify and explain how the language and culture expanded throughout the world.
2.1.N.F.c Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services).
2.2.N.F.a Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in which the language is spoken (housing, stores, foods, transportation, health care, public services). / If your pet was sick or hurt, what could you do?
What does your pet need?
Who could you ask if you could not help your pet?
Scaffolding Questions:
Can you tell what your pet eats and drinks?
Can you tell where your pet lives?
Can you tell the vet what is wrong with your pet?
Can you state a personal problem simply (I am hungry, thirsty, tired, etc…) and offer simple solutions to the problem?* / Formative
Before:
Identify body parts of different pets.
Play a game in which pets act out eating, drinking, and sleeping.
During:
In circle time “feed” the pets the appropriate food and water (meat for carnivores, grass for vegetarians, etc…)
Match images of the problem with images of the solution and describe one or the other.
Summative
After:
A Visit to the Vet –
Student/vets work together in groups of two to diagnose sick and injured pets. (The teacher is the client.) / body parts
pets
agricultural products
drink
grass
meat
hurts
broken / Pictures of pets
World Languages Pacing Guide
Level: K-1
Unit 4: Missing Pet (Community Helpers, Places around Town)
Content Expectations / Essential Questions / Assessments / Vocabulary / Resources /Strand 1: Communication – Communicate in Languages Other Than English
1.1.N.SL.g Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits.
1.1.N.SL.i Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and service.
Strand 2: Cultures – Gain Knowledge and Understanding of Other Cultures
2.2.N.F.a Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in which the language is spoken (housing, stores, foods, transportation, health care, public services). / Is it better to solve your own problem or ask someone for help?
Who are the people in your community who can help you?
Where are the places you could visit to get help?
Scaffolding Questions:
Can you ask for help?
Can you identify a missing pet?
Can you tell where your pet is or is not located?
Can you ask people for things and give people things they request?* / Formative
Before:
Dress up as community helpers (firefighter, police officer, veterinarian, teacher, doctor)
List places your pet could be (house, street, park, church, school).
During:
In circle time, students identify the missing pet by hiding one of several different animals with their eyes closed.
In groups students take turns covering their eyes and asking where their pet is while another student hides the pet. Students must ask questions.
Summative
After:
Lost Pet Skit – Students act out a lost pet skit varying profession, pet, and location. / professions
city vocabulary
location words
pets / Community helper uniforms
pictures of pets
World Languages Pacing Guide
Level: K-1
Unit 5: New Friends (Greetings & Introductions)
Content Expectations / Essential Questions / Assessments / Vocabulary / Resources /Strand 1: Communication – Communicate in Languages Other Than English
1.1.N.SL.a Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking, or introductions.
1.1.N.SL.b Ask and answer basic questions about the weather, health/physical conditions, self, family, and friends.
1.1.N.SL.f Ask questions about feelings, emotions, and health of friends, family, and classmates and answer using a list of traits.
1.1.N.SL.g Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits.
1.1.N.SL.i Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and service.
1.1.N.SL.j Share likes and dislikes in a target language with a classmate.
1.1.N.RW.f Ask questions in writing about feelings, emotions ,and health of friends, family, and classmates, and answer in writing using a list of traits.
1.2.N.L.a Demonstrate understanding of oral classroom language in the target language, including directions, commands, and requests.
1.2.N.L.d Understand main idea of an audio presentation (CD, lecture, radio, podcast, song/music).
1.3.N.S.a Present songs, poems, or stories in the target language.
Strand 2: Cultures – Gain Knowledge and Understanding of Other Cultures
2.1.N.H.e Identify and explain how the language and culture expanded throughout the world.
2.1.N.F.d Describe typical leisure activities commonly practiced within a community or culture in which the language is spoken.
2.1.N.F.e Explain the practices and significance of an important civil, religious, regional, personal, or family holiday within a community or culture in which the target language is spoken.
2.2.N.G.a Identify countries, their capital, and major cities in which the language is spoken.
2.2.N.G.b Identify major geographic features (rivers, mountains, deserts, forests) of a country in which the language is spoken.
2.2.N.C.a Identify current cultural icons (arts, music, literature, film and the creators of these products as well as natural sites).
2.2.N.C.b Identify historic cultural icons (arts, music, literature, film and the creators of these products as well as natural sites).
2.2.N.F.a Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in which the language is spoken (housing, stores, foods, transportation, health care, public services).
2.2.N.F.c Describe the products needed for leisure activities commonly practiced within a community, region, or culture in which the language is spoken.
Strand 3: Connections – Connect with other Disciplines and Acquire Information
3.1.N.a Reinforce previously learned content knowledge through the target language.
3.2.N.a Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be viewed differently in one’s own culture than in the target culture.
Strand 4: Comparisons – Develop Insight into the Nature of Language and Culture
4.1.N.d Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between one´s own language and the target language.
4.2.N.a Identify basic target culture practices and compare them to one´s own.
Strand 5: Communities – Participate in Multilingual Communities at Home and Around the World
5.1.N.b Provide services to others in the school district through activities in the target language such as skits and/or musical presentations, or by reading to others in the target language.
5.2.N.a Willingly use the target language within the classroom setting. / What makes someone friendly? (distance between speaker and listener, expressions, tone of voice, body language)
How are greetings the same or different in the U.S. and the target country?
What do you already know about the target country?
Scaffolding Questions:
Can you greet someone from the target country to make him or her feel most comfortable?
Can you introduce yourself to others and ask who they are?*
Can you ask and respond to “How are you?”*
Can you present short skits and dialogues?* / Formative
Before:
Greet the teacher before and after class.
During:
Complete a familiar dialogue verbally and in writing.
Summative
After:
Participate in a set dialogue as a character in which you meet a new friend or talk about how you’re doing. / Greetings/ salutations
introductions of self/others
World Languages Pacing Guide