GRADE 2 SPANISH ONE YEAR WORLD LANGUAGE DEPARTMENT RUTHERFORD PUBLIC SCHOOLS REVISED 2015 Approved: June 2015
RUTHERFORD SCHOOL DISTRICT Rutherford, New Jersey SPANISH - GRADE 2 2015 I. Statement of Purpose Within the scope of the third year Spanish program, the focus is to provide the students with a foundation in the interpersonal communicative skills of listening, speaking and writing. 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. 1. Speaking a. modeling utterances after the teacher, tape activities and singing b. describing pictures, cartoons, etc. c. answering simple questions 2. Listening a. listening to the teacher b. listening to tapes, videos and CD s c. hearing other students 3. Reading a. flash cards 4. Writing a. games and puzzles 5. Culture a. films b. pictures c. tapes and CD s d. readings e. holidays and events f. people C. 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 grades 1 and 2. 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. 3
1. Greetings, farewells, introductions Adiós. Buenos días Buenas tardes Buenas noches Hola b. Asking about names Cómo te llamas (tú)? Me llamo. c. Age Cuántos años tienes? Tengo años. Good-bye. Good morning Good afternoon Good evening, Good night Hello/Hi What is your name? My name is. How old are you? I have years. 2. Classroom people and objects 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 flag calendar desk globe pencil book (female) teacher (male) teacher map table paper chalkboard ruler clock chair chalk b. Asking about a person or object Quién es esto? Who is this? Qué es esto? What is this? 4
3. Expressions of feeling Bien Mal Así, así Well/ Fine Ill/ Bad So-so 4. Colors amarillo anaranjado azul blanco café gris morado negro rojo rosado verde yellow orange blue white brown gray purple black red pink green 5. Days of the week lunes martes miércoles jueves viernes sábado domingo Monday Tuesday Wednesday Thursday Friday Saturday Sunday 6. Parts of the body la boca la cabeza la cara los hombros la nariz las orejas los ojos el pelo las piernas los pies las rodillas mouth head face shoulders nose ears eyes hair legs feet knees 5
7. Seasons el invierno la primavera el verano el otoño winter spring summer fall 8. Family members la abuela el abuelo la familia la mamá el papá el hermano la hermana grandmother grandfather family mom, mommy dad, daddy brother sister 9. Weather expressions a. Asking and answering about the weather Qué tiempo hace? What s the weather like? Hace buen tiempo. It s good/nice weather. Hace mal tiempo. It s bad weather. Hace calor. It s hot. Hace frío. It s cold. Hace sol. It s sunny. 10. Numbers 1-20 uno dos tres cuatro cinco seis siete ocho nueve diez once doce trece catoce one two three four five six seven eight nine ten eleven twelve thirteen fourteen 6
quince dieciséis diecisiete dieciocho diecinueve veinte fifteen sixteen seventeen eighteen nineteen twenty 11. Months enero January julio July febrero February agosto August marzo March septiembre September abril April octubre October mayo May noviembre November junio June diciembre December 12. Miscellaneous el español No Sí Spanish (language) No Yes III. Methods of Assessment A. Student Assessment 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. 1. 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. 2. Achievement Assessment a. it requires students to demonstrate retention of previously learned content material, vocabulary and structure, for example. 3. 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. 7
4. Assessment Strategies a. formal assessment b. informal assessment c. one-on-one assessment d. group assessment e. portfolio assessment f. peer assessment g. self-assessment h. benchmark assessments B. 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. The students in this course are heterogeneously grouped according to grade level. V. Articulation/Scope and Sequence Time Frame A. This course is the third 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. VI. Resources A. Speakers 1. Speakers may be invited to address the classes on cultural topics. a. Upper grade students b. Parents B. 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. 8
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, ( 2005) Carson Dellosa 7. Español Para Ti, (2000) National Textbook Company, Contemporary Publishing Group VII. 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 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 9
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. 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. 10
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. 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. 11
V. Free Reading A strategy for encouraging students to read in the target language. IX. Suggested Activities Incorporating a variety of activities to accommodate the learning styles of all students is a necessary requirement. A. Linguistic activities B. Logical-mathematical C. Spatial D. Bodily-kinestic E. Musical F. Interpersonal G. Intrapersonal H. 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 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 3. Mathematics a. Sort objects in a variety of ways b. Recognize, develop patterns 12
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 XI. 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 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 13
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 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/ 14
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. 15
Curriculum Map Grade 2 Spanish Class September October November December January Grade 2 Spanish -Label on classroom objects -Basic intro -Yes/no -Numbers 1-20 -Simple map -Cultural info -Colors -Days of the week -Review -Intro numbers-written -Months -Review -Intro calendar words -Greetings/farewell -Review and/ or expand on colors, numbers, classroom objects, calendar words, greetings and farewells February March April May June -Review -Expressions of feelings -Family members -Review -Body parts -Age -Review -Seasons -Cinco de mayo -Party words and songs -History of Mexico and culture -Battle of Puebla -Review -Weather expressions