World Languages Curriculum Guide

NEWARK PUBLIC SCHOOLS

K-8

WORLD LANGUAGES CURRICULUM GUIDE

REVISED 2013

Newark Public Schools

K-8 WORLD LANGUAGES

CAMI ANDERSON

State District Superintendent

2013 REVISION

Victoria Borja, Director

Office of World Languages

Academic Contributions:

Maria BazarraMichelle Hernandez

Maria ChangJaqueline Mole-Hisch

Leticia DominguezNelson Montoya

Liz HernandezPilar Verú

NEWARK PUBLIC SCHOOLS

ADVISORY BOARD MEMBERS

2013

Ms. Antoinette Baskerville-Richardson, Chairperson

Mr. Marques-Aquil Lewis, Vice Chairperson

Mr. Rashon K. Hasan

Mr. Alturrick Kenney

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Sabu Rashidi

NEWARK PUBLIC SCHOOLS

A D M I N I S T R A T I O N

2012-2013

State District Superintendent……………………………………………..Cami Anderson

Chief of Staff & General Counsel. ……………………………………….Charlotte Hitchcock

Assistant Superintendent…………………………………………………Mitch Center

Assistant Superintendent…………………………………………………Brad Haggerty

Assistant Superintendent…………………………………………………Tiffany Hardrick

Assistant Superintendent…………………………………………………Roger Leon

Assistant Superintendent…………………………………………………Aqua Stovall

Assistant Superintendent…………………………………………………Peter Turnamian

Special Assistant, Office of the Superintendent…………………………Keith Barton

Executive Director, Office of Special Education………………………..Dr. Lauren Katzman

Special Assistant, Office of Curriculum Services………………………Dr. Caleb Perkins

Chief Talent Officer…………………………………………………….Vanessa Rodriguez

Special Assistant, Office of the Superintendent………………………..Tritia Samaniego

School Business Administrator………………………………………….Valerie Wilson

TABLE OF CONTENTS

Title Page………………………………………………………………………..1

Board Members………………………………………………………………….2

Administration…………………………………………………………………..3

Table of Contents………………………………………………………………..4

Curriculum Units………………………………………………………………..X

New Jersey State Standards. …………………………………..………………..X

Appendix…………………………………………………………………………X

Belief Statement

Unlike other New Jersey Core Curriculum Content Standards areas, the world languages standard is benchmarked by proficiency levels, rather than grade levels. The levels are fully defined in the World Languages Performance Descriptors Table on the New Jersey Department of Education website.

This curriculum is designed to prepare students to function linguistically and culturally at the NOVICE-MID Learner Range. The NOVICE-MID Level student is able to communicate using memorized words and phrases to talk about familiar topics related to school, home, and the community.

The primary goal in this course is to achieve student understanding and use of languages by highlighting what students can do with language rather than what students know about the language. Therefore, it challenges students to use language in meaningful contexts every day, rather than focusing on the mastery of grammar and vocabulary.

The New Jersey Core Curriculum Content Standard for World Languages was revised in 2009 and incorporates the following changes:

• The communication and culture standards have been combined into one standard that continues to be organized by proficiency levels, but now also encompasses a broader spectrum of proficiency levels.
• World languages content is both linguistic and cultural, and includes personal and social topics and concepts as well as ideas from other content areas. Both linguistic and cultural content statements have been added for each strand to provide a context for the cumulative progress indicators (CPIs) at each proficiency level.
• Linguistic content varies and is dependent on the mode of language use. Proficiency does not occur at the same rate for all students in all skill areas.
• Cultural content recurs across the modes of communication because communication always occurs within a cultural context. The 21st century themes identified in the Partnership for 21st Century Skills Framework are incorporated in many of these content statements. Students spiral through this content with increasing depth and sophistication as they attain higher levels of language proficiency. Therefore the extent to which a theme is addressed at a given point in time depends on age- and developmental appropriateness as well as on proficiency level.
• Integration of technology within the CPIs necessitates its use as a tool in instruction and assessment.

World Language instruction in the elementary and middle schools strives to build communication skills in a new language and to promote understanding of the peoples, places, lifestyles and traditions of other cultures in a continuum that includes differentiated approaches to meet the diverse needs and interests of both students new to the language as well as heritage speakers.

The curriculum uses the Backwards Design Model as the organizing principle (Wiggins & McTighe, 1998). This model promulgates starting with the end result in mind and the use of essential questions to achieve the objectives. Our curriculum is designed with a focus on an essential question: How do I exchange information and connect with multilingual communities at home and around the world, in a variety of contexts and culturally appropriate ways?

The curriculum is divided into three units of study. The curricular units are clustered by grade levels: K-2, 3-5, and 6-8 (beginning with the students’ immediate world (Myself in My World) and gradually spiraling outward to the community (Myself in My Community), and the world at large (Myself in the World).

Units of Study and Related Themes

1. Grades K-2 – Myself In My World

My Classroom

My Family

Nature

Relationships

1. Grades 3-5 – Myself In My Community

My School

My House

My City

Routines

1. Grades 6-8 – Myself in the World

Educational Environment

Community Life

Nature

Target Language World

The K-8 World Languages Program uses a multi-section class period. The components of this model are: the warm-up, review, presentation of new material with follow-up activities, and a closing/assessment opportunity.

Warm-up – occurs in the first 2 to 5 minutes of class and serves as a transition for the student from the first-language to the target-language environment. It should include routine activities that encourage and facilitate student participation because they are predictable and familiar.

Review Activities – act as reminders of material recently learned as well as of vocabulary and structures learned previously. In the Activity Resource Guide appropriate review activities have been provided for the teacher. When planning a successful review activity teachers must remember to tie the review to the new learning in a meaningful way, and always incorporate and practice TPR commands learned up to that point.

Presentation of New Material - includes the presentation of the core vocabulary, language structures, and cultural connections for the topic being studied. Teachers then follow the presentation with 2 or 3 additional activities that allow the students to use the taget language and practice the new material that has just been presented.

Closing/Assessment Activities – offer an opportunity for a final review/summary of the lesson as well as an opportunity for feedback to the teacher of how well the students have understood and internalized the new material.

The curriculum guide is organized in three sections that correspond with the three units of study. Each section contains Scope and Sequence Charts and an Activity Resource Guide. Adaptations for Special Needs students and Culture Embedded Activities are also included for each grade cluster.

The Scope and Sequence charts provide a graphic representation of the respective units of study, related themes, and related topics or sub themes.

The Activity Resource Guide provides the teacher with a template for lesson planning and preparation. The suggested activities are aligned with the standards, yet they are flexible and subject to teacher modification and/or adaptation. The Activity Resource Guide does not attempt to cover every aspect of the lesson. However, a review activity and a presentation activity have been prepared for each week as an example and guide for teachers in their preparation of additional activities. Examples of appropriate assessment activities have also been prepared to give some idea of the variety of meaningful ways in which students’ mastery can be assessed. One last aspect to mention is the notation listing the TPR verbs/commands to be introduced and used in a particular lesson. The purpose of this notation is to give teachers the most useful and appropriate verbs to tie in with a particular activity, as well as keep teachers conscious of the need to introduce and recycle these commands in their target language use.

Adaptations for Special Needs students and Culture Embedded Activities were created to complement and supplement the K-8 World Languages Curriculum Guide. They provide teachers with specific teaching suggestions/activities/techniques to differentiate instruction for students with special needs, as well as plan meaningful cultural activities while implementing the world languages standards.

SCOPE AND SEQUENCE

K – 2

Thematic Web

September – January

GOAL/OBJECTIVE: To demonstrate comprehension of greetings and courtesy expressions in the target language.

THEME/

CONTENT

/ STATE / NATIONAL

STANDARDS

/

ACTIVITIES

EXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS INDICATORS / REFERENCES FOR CROSS-CONTENT CONNECTIONS/
TEACHER’S NOTES / LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
THEME:
Myself in…
My Classroom
CONTENT:

Greetings

Basic Commands
Language Structures:
Good Morning
Good Afternoon
Good Evening
Goodbye
Language in Use:
Greetings
TPR Command:
stand up
sit down / STATE
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.B.1
7.1.NM.B.2
NATIONAL
2.1
2.2
3.1
3.2
4.1
4.2
5.1 / First Marking Period
First Week
New Material: Introduce greetings and basic commands.
Play the song “Good Morning to You”.
Students role-play greetings using the vocabulary for different times of the day with appropriate gestures.
Distribute masks showing different states of being and ask the question, “How are you? “
Students respond to the question with the expression that corresponds to his/her mask.
Variation 1: Use the hand puppet to model the above question.
Assessment: Stand up and sit down commands introduced through TPR techniques should be used each time greetings and introductions are made. / Social Studies:
6.5 / tpr3stepshandout
Viva …Kit A Teacher’s Manual page 1.
Resource Book Masters 7,8,9
target language names
name cards
“Good Morning Song” by Jose Luis Orosco

GOAL/OBJECTIVE: To ask and respond to simple questions about names.

THEME/

CONTENT

/ STATE/NATIONAL

STANDARDS

/

ACTIVITIES

EXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS INDICATORS / REFERENCES FOR CROSS-CONTENT CONNECTIONS/
TEACHER’S NOTES / LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
THEME:
Myself in….
My Classroom
CONTENT:
Greetings
Language Structures:
What’s your name?
What’s his/her name?
My name is___.
His/her name is ___.
Language in Use:
Introductions
TPR Commands:
stand up
sit down / STATE
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.B.1
7.1.NM.B.2
NATIONAL
2.1
2.2
3.1
3.2
4.1
5.1 /

First Marking Period

Second Week
Review: Divide the class into two groups, play the song “Good Morning to You”. Each group takes turns to sing a part of the song back and forth – i.e. Group 1:Good morning, Group 2: Good morning, etc.
New Material: Introduce names in target language and have
students choose a target language name.
Model how to introduce himself or herself in the target language.Variation 1: use hand puppet to model the names.
Variation 2: model the question/answer pattern with three or four students,” What’s your name? My name is….
Assessment: Students will introduce themselves to a partner and introduce the partner to the rest of the class.
TPR: stand up and sit down commands are to be used as part of the activities, i.e. “Stand up. What’s your name?” / Social Studies:
6.5
Correlation to Common Core:
Anchor Standard 1 and 2, ELA Reading
Anchor Standard 1 ELA Speaking and Listening / Viva… Kit A
pages 1-8.
Target Language Names
Puppet

GOAL/OBJECTIVE: To demonstrate comprehension of vocabulary for classroom objects.

THEME/

CONTENT

/ STATE/NATIONAL

STANDARDS

/

ACTIVITIES

EXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS INDICATORS / REFERENCES FOR CROSS-CONTENT CONNECTIONS/
TEACHER’S NOTES / LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
THEME:
Myself in…
My Classroom
CONTENT:
Look Around
Language Structures:
What is this?
It is _____.
Is it _____?
Yes /No
Vocabulary:
K: chalkboard, table, chair, chalk, eraser
Gr. 1: wastebasket, book, globe, flag, desk.
Gr. 2: computer, map, clock, door, window
Language in Use:
Identifying
TPR Commands:
touch, show me / STATE
7.1.NM.A.1
7.1.NM.C.3
NATIONAL
1.1
2.1
3.2
4.2 /

First Marking Period

Third Week
Review: Review names by selecting children at random and eliciting whole group responses.
Example: T- Hello. What is your name?
S- My name is ______.
T- What is the girl’s name ______?
Class- Her name is ______.
S- What is the boy’s name?
S- His name is ______.
New Material: Introduce the classroom objects vocabulary by pointing to the item in the classroom or to the flash cards.
Students practice the classroom vocabulary by repeating the words and participating in TPR activities using touch and show me.
Assessment: Line up flash cards on a table or desk at the front of the room. Have students use TPR to demonstrate knowledge of new vocabulary.
Example: T- Stand up, please and show me the table.
S- (Touches or points to the table)
T- Thank you, sit down. / Correlation to Common Core:
Anchor Standard 1 and 2, ELA Reading
Anchor Standard 4 ELA Speaking and Listening /

vivaspanish

Viva …Kit A Teacher’s Manual, page 281.

Workbook, pages 7-13.

Resource Book, Masters 1-5

GOAL/OBJECTIVE: To demonstrate comprehension of vocabulary for classroom objects that are normally found in a book bag.

THEME/

CONTENT

/ STATE/NATIONAL

STANDARDS

/

ACTIVITIES

EXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS INDICATORS / REFERENCES FOR CROSS-CONTENT CONNECTIONS/
TEACHER’S NOTES / LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
THEME:
Myself in…
My Classroom
CONTENT:
My Book Bag
Language Structures:
What is in the book bag?
There is ____.
Vocabulary:
K: pencil, scissors, paper, crayons, glue,
book bag.
Gr. 1: folder, eraser, ruler, pen, book.
Gr. 2: notebook, workbook, calculator
Language in Use:
Identifying

TPR Commands:

find / STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.B.3
NATIONAL
1.1
2.
3.2
4.2 /

First Marking Period

Fourth Week
Review: The students point to any classroom object they remember in the target language and name it.
Students will practice the learned vocabulary and language structures in partners using a vocabulary sheet and taking turns asking and answering questions.
New Material: Teacher will use flash cards or a book bag with objects in it to present the new vocabulary. The teacher will instruct one student to take an item from the book bag.
Students will practice the vocabulary through repetition and will show vocabulary retention by responding to TPR commands (find, show me and touch) with the new vocabulary words.
Assessment: Teacher will show book bag items, the students will name them. When a student names the item correctly the teacher gives the student the item. Repeat this activity until the vocabulary is mastered. (The teacher periodically asks, What is this? to those who are holding the various items). Next, teacher will display all the items on a table; students will come up and select the correct item, and finally, the teacher will show the students an item and ask Is this a ____? They will respond with yes or no. / Correlation to Common Core:
Anchor Standard 1 and 2, ELA Reading / Viva …Kit A . Resource Book, Master 5.
See previous lesson

GOAL/OBJECTIVE: To identify classroom and book bag objects.

THEME/

CONTENT

/ STATE/NATIONAL

STANDARDS

/

ACTIVITIES

EXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS INDICATORS / REFERENCES FOR CROSS-CONTENT CONNECTIONS/
TEACHER’S NOTES / LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
THEME:
Myself in…
My Classroom
CONTENT:
Look Around
My Book Bag
Language Structures:
Where is _____?
It is ______.
Language in Use:
Asking for/giving information.
TPR Commands:
cut, glue, combine / STATE
7.1.NM.A.1
7.1.NM.B.1
7.1.NM.C.3
NATIONAL
1.1
2.1
3.2
4.2
5.1 /

First Marking Period

Fifth Week

Review: The teacher will model the previously learned language structures using the puppet and having the class choral and respond to the questions.
Laminated pictures of classroom objects, book bag objects or real objects will be placed around the classroom for students to identify.
Ex:Tape a picture of a pencil to the chalkboard and ask,
T - Where is the pencil?
S - It is on the chalkboard or simply,
the chalkboard.
New Material: Teacher will introduce orally each classroom object and the corresponding word label. Next, the teacher will put all the pictures and word labels around the room. Using TPR commands, the teacher will ask the students to match pictures to word labels.

Assessment: Students will demonstrate achievement by matching the pictures of classroom objects to their word labels in a cut and paste activity worksheet.

Note to teacher: use this word label activity for every new topic. / / See previous lesson
Hola! Resource Book Master 11.

GOAL/OBJECTIVE: To demonstrate comprehension of numbers.

THEME/

CONTENT

/ STATE/NATIONAL

STANDARDS

/

ACTIVITIES

EXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS INDICATORS / REFERENCES FOR CROSS-CONTENT CONNECTIONS/
TEACHER’S NOTES / LINKED RESOURCES
MULTIMEDIA
BIBLIOGRAPHY
WEB LINKS
THEME:
Myself in…
My Classroom
CONTENT:
Numbers
Language Structures:
What number is it?
It is ------.
Vocabulary:
K 0-5
Gr. 1 0-10 review
Gr. 2 0-25 review
Language in Use: Expressing knowledge
TPR Commands:
count / STATE
7.1.NM.A.1
7.1.NM.A.3
7.1.NM.B.1
7.1.NM.C.2
NATIONAL
1.1
1.3
2.1
2.2
4.1
5.1 /

First Marking Period

Sixth Week
Review: Use flashcards and real classroom objects to review greetings and classroom vocabulary. Create a question/ response chain drill to give every student the opportunity to ask and respond to the question, How are you? Review all classroom objects by calling on students to look for a specific item in a bag containing pictures of classroom objects. Repeat with class, “What is it?, It’s ____.
New Material: K: the teacher will model the pronunciation of the new vocabulary and introduce counting using the puppet to count 1-5. Count pencils and students by asking 5 volunteers to stand at the front of the class (indicate 0 with a fist). Write numbers on the board and count while pointing to the numbers. Use number cards to practice numbers out of order. Shuffle number cards, select one and ask: What number is it? Place the number cards around the room and use TPR commands to practice the numbers.
Gr. 1: Review counting 0-5 and introduce 6-10 using the same techniques as above. Reinforce number identification by playing Simon Says using the commands “show me”, “touch”, “count”.
Gr. 2: Review counting 0-10 and introduce 11-25. Use the Concentration Game to reinforce the association of numerals and number words.
Assessment: Students will count other classroom objects, on a worksheet label pictures of classroom objects with a number given by the teacher (ex.: “#3 on the chair”). For grade 2 play the Concentration Game matching numerals and number words. / Viva …Kit A Teacher’s Manual, pages 11-19, 265,
page 285 Ten Little Children Song.
Resource Book, Masters 73-75
Resource Bag containing classroom objects/pictures

GOAL/OBJECTIVE: To demonstrate comprehension of numbers.