NJSLS

7.1.NL.IPRET.1: Identify a few memorized and practiced words contained in oral,

viewed, and written chunks of language in culturally authentic materials when supported

by visual cues such as pictures and gestures and text support such as bolded words,

bulleted lists, and/or captions.

• 7.1.NL.IPRET.2: Respond with physical actions and/or gestures to simple oral

directions, commands, and requests.

• 7.1.NL.IPRET.3: Recognize a few common gestures associated with the target

culture(s).

• 7.1.NL.IPRET.4: Recognize a few memorized words related to weather and climate in

the target culture(s) and in students’ own cultures in highly contextualized oral texts.

Goals/ Students Will Be Able To

In this unit, students will be introduced to the various celebrations and rites of passage in the target cultures.  They will be exposed to a variety of perspectives and compare and contrast their own traditions to those of the target cultures.  At the end of the unit, student’s cultural perspectives will broaden; they will understand that celebrations and rites of passage vary from country to country.

Suggested Resources/Strategies

Vocabulary & Language Structure

Alphabet/phonetic sound-symbol relation

Tengo, no tengo, tienes

Greetings & farewells (hola, como estas, adios)

About me: Como te llamas, me llamo, Cómo estas: bien, asi asi, mal.

About my favorite things: rojo, verde, azul, amarillo, morado, rosado, anaranjado, blanco, negro.

About my family: mamá, papá, hermano/a, abuelo/a, bebe,

About my pets:, gato, perro, pájaro, pez, conejo (cognates: llama, hamster, iguana)

About my body: Tengo/Me duele cabeza,estómago, ojos, nariz, boca, oreja, manos, pies, brazos, piernas, dedos, cuerpo.

Cultural content

Spanish-Speaking countries and the Americas

Cultural norms and expectations (greetings)

LGBTQ+; DEI: The Family Book by Todd Parr, introduction to diverse families, guiding question: What makes a family a family?

Holocaust: introduction to the Aztec civilization, where they lived; how we see their language today (Nahuatl words used in Spanish)

Assessment

• Written Expression (journals, quizzes,  tests)

• Expressive Language (class  

discussions, class presentations

• Graphic Organizers (bar graphs, pie  charts, time lines, charts, graphs, maps)

 • Projects, Cooperative Groups

(experiments, dioramas, models, cut and  paste, terrariums, constructions of  

scientific instruments, posters, sorting  activities

• Teacher Observations (Data Tracking/ Recording with clipboard/device)

*Benchmark will be administered a minimum of two times per year

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

NJSLS

7.1.NL.IPERS.1: Respond to a few simple questions on very familiar topics using memorized words and phrases that have been repeatedly practiced.

• 7.1.NL.IPERS.2: With the help of gestures and/or visuals, share with others basic needs on very familiar topics using memorized words and phrases that have been repeatedly practiced.

• 7.1.NL.IPERS.3: Tell others a few basic preferences and/or feelings using memorized words and phrases, often supported by gestures or visuals.

• 7.1.NL.IPERS.4: React to a few procedural instructions, directions, and commands in classroom situations.

• 7.1.NL.IPERS.5: Enact a few culturally authentic gestures when greeting others and during leave takings.

• 7.1.NL.IPERS.6: Share with others the names of a few memorized and practiced words and phrases related to climate change in the target culture(s) and in students’ own Cultures.

7.1.NL.PRSNT.1: Present very familiar personal information using memorized words and phrases that have been repeatedly practiced, often using gestures and visuals to support communication.

• 7.1.NL.PRSNT.2: Express a few basic preferences and/or feelings using memorized words and phrases that are supported by gestures or visuals.

• 7.1.NL.PRSNT.3: Imitate a few culturally authentic gestures when greeting others and during leave takings.

• 7.1.NL.PRSNT.4: State the names of a few memorized and practiced words and phrases related to climate change in the target culture(s) and in students’ own cultures.

Goals/ Students Will Be Able To

Culture is the way different groups of people live, think, speak and do things.

I can get along better with more people when I understand their language and culture.

Suggested Resources/Strategies

Vocabulary & Language Structure

Alphabet/phonetic sound-symbol relation

Me gusta, no me gusta

Art : Color review, Shapes and Sizes Triangle, circle, square, rectangle, Small, large. Questions: Que es? De que color es?

Fruit : piña, mango, manzana, pera, uvas, plátano, fresas, naranjas

Animales: perro, gato, pájaro, pez, oso, pato, oveja, caballo, gallo (Rockalingua Song of animals).

Clothing and weather

Me pongo/no me pongo

Cultural content

Hispanic art/artist: Picasso

Tropical fruit i.e. papaya, pina, mango

Spanish-speaking countries in the Caribbean

Farm animal sounds and their differences

Assessment

• Written Expression (journals, quizzes,  tests)

• Expressive Language (class  

discussions, class presentations

• Graphic Organizers (bar graphs, pie  charts, time lines, charts, graphs, maps)

 • Projects, Cooperative Groups

(experiments, dioramas, models, cut and  paste, terrariums, constructions of  

scientific instruments, posters, sorting  activities

• Teacher Observations (Data Tracking/ Recording with clipboard/device)

*Benchmark will be administered a minimum of two times per year

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

 Interdisciplinary Connections/ Technology/ 21st Century Skills/ Career Readiness

Mathematics

1.OA.5

1.OA.2

1.NBT.3

1.MD.4

Social Studies

6.1 2 CivicsCP 1

21st Century

9.2.4.A.4; 9.3 By the end of 2nd grade students will know different types of jobs require different knowledge and skills.

Technology

9.4.2.CT.3 Use a variety of types of thinking to solve problems

Career Readiness

Practice CRP2

9.2.4.A.4 Explain why knowledge and skills acquired in elementary grades lay the foundation for future academic and career success.

Assessment Evidence

Formative Assessments

Benchmark Assessments

Exit ticket

Conferring

Informal observation of students

Whiteboards

Turn and talk

Q&A

Pre-assessment

Temperature checks

Performance Based Task

Fall and Spring IXL

NJSLA

*Benchmarks will be administered at a minimum of two times per year

Alternative Assessments

Summative Assessments

Dynamic Learning Map (DLM)

Performance Based Assessments

Student drawing or labeling of parts of a book and/or story elements.

Students will draw visualizations of poems they read or hear

Students will verbally describe idea/solution or target goal

Parts of a book assessment.

Completed Research Graphic Organizer.

Circulation records will indicate accurate self checkout operation.

Successful location and retrieval of Media Center materials.

Completed individualized computer program.

Artistic Output (Creating, Performing/Presenting/Producing in the Arts)

Traditional tests

Performance Tasks

Accommodations and Modifications for Various Student Populations

Special Education

504/ADA

Multilingual Learners

Gifted and Talented

Use an alternative instructional method to address individual learning style

Provide study guide for assessments

Provide additional time to complete assignments

Organize an activity to reinforce and review lesson content

Break instruction into smaller manageable units

Break task down and provide guidance through steps needed for task

Provide small group instruction

Provide written cues during lecture/discussion

Provide manipulative materials to reinforce concepts presented

Encourage student to highlight notes

Allow use of assistive technology

Allow use of word processor

Read test to student

Assist student with organization

Encourage participation and provide positive feedback

Prompt student to stay on task

Provide one-one instruction

Modify seating arrangement

Provide test with modifications

Provide written directions to reinforce oral directions

Clarify vocabulary or directions on a test

Provide a word bank for test

Allow use of mnemonic techniques during testing

Provide student with an alternate setting for test administration

Utilize an alternative assessment

Modify assignment; Modify length of assignment

Provide advance notice of upcoming test

Encourage student to utilize color cues

Check organization of notebook no

Provide a copy of class notes
Provide extra time for test

Check for understanding of directions and/or concepts

Provide study guide for assessments

Provide additional time to complete assignments

Organize an activity to reinforce and review lesson content

Break instruction into smaller manageable units

Break task down and provide guidance through steps needed for task

Provide small group instruction

Provide written cues during lecture/discussion

Provide verbal embellishments during lecture to enhance understanding

Provide manipulative materials to reinforce concepts presented

Encourage student to highlight notes

Allow use of assistive technology

Allow use of word processor

Check content of notes for accuracy

Read test to student

Assist student with organization

Provide student with an alternate setting for test administration

Utilize an alternative assessment

Modify assignment; Modify length of assignment

Provide advance notice of upcoming test

Encourage student to utilize color cues

Check organization of notebook

Provide a copy of class notes

Provide extra time for test

Check for understanding of directions and/or concepts

Connections to prior knowledge/background

Connecting content to multilingual learners’ background knowledge

Teacher will model how to complete a task or assignment

Use of think-alouds to show progress thought the steps of the task

Use of adapted texts

Highlighting key vocabulary, main ideas, important explanations

Differentiated or simplified notes with main ideas highlighted

Illustrated word/phrase wall

Word banks

Native language support via translation tools

Modify vocabulary instruction using cognates, prefixes, suffixes, root words, context clues with imbedded definitions, visuals, vocabulary charts

Essay templates/scaffolded format

Checklists /guided reading questions for tasks

Close reading with word banks

Illustrations/visuals

Graphic organizers/story map

Cooperative learning groups/strategies

Use of sentence frames

Bilingual students as peer helpers

Modified quizzes, tests, assignments

Acceleration or compacting of content

Flexible pacing

Use of advanced or complex concepts and examples

Connections to other content areas

Provide higher-level thinking questions, open- ended questions

Encourage inquiry, active exploration, discovery

Activity, reading, and assessment selection based on student interest

Group interaction and simulations

Guided self-management

Demonstration of knowledge and skills in a wide variety of forms

Students at Risk of School Failure

Directions and/or instructions given in limited numbers; given verbally and in simple written format

Assign a peer buddy

Simply tasks

Reduce length of assignments

Allow for different modes of assessment

Repeated check-ins during class sessions

Prioritize tasks in checklist, note completion

Provide hands-on tasks and/or manipulatives

Use of kinesthetic learning

Break assessments into smaller chunks/sessions

Preferential seating

Unit 1

Weeks

Unit 1

Week 1- Week 20

Unit 2

Week 21- Week 40