Rutherford Public Schools

COURSE TITLE

Spanish I

LENGTH

Full Year

DEPARTMENT

World Language

SCHOOL

Rutherford High School

Primary Content

World Language

Initial BOE Approval Date (Born on):   8/23/2021

Embedded Content

Career Readiness, Life Literacies and Key Skills

Initial BOE Approval Date (Born on):  8/23/2021

Spanish I

I.        Introduction/Overview/Philosophy

The Spanish 1 course has been designed to reflect the philosophy and goals found in both the national standards, Standards for Foreign Language Learning in the 21st Century (ACTFL, 2012) and the New Jersey Student Learning Standards for World Languages (2020). The main objective of the Spanish program is to enable the student to attain a measurable degree of communicative competency and proficiency in each of the four language skills: listening, speaking, reading, and writing.  Through an essentially inductive approach, students will gain an understanding of how the language is structured and how they can use this knowledge to express their own needs and talk about the world around them. Grammar and vocabulary are logically sequenced and grouped to make their acquisition as natural as possible. The teaching of Hispanic culture is an integral part of the program, in which authentic and contemporary topics are presented. In order to ensure a high interest level, a wide range of exercises, activities, and resources are used.

II.        Objectives

Course Outline:

.   Objectives

• ask who someone is
• state where someone is from
• describe a person or thing
• identify people or things
• count from 0 to 30
• describe people and things
• talk about more than one person or thing
• discuss classes in school
• express opinions about classes
• tell time
• tell at what time an event takes place
• count from 31 to 90
• identify and describe school supplies
• describe articles of clothing
• state colors and sizes
• count from 100 to 1,000
• talk formally and informally
• talk about going to school
• talk about classes and school events
• greet people and ask how they feel
• count from 1,000 to 2,000,000
• find a table at a café
• order in a café
• identify food
• pay the bill in a café
• identify food
• shop for food
• describe breakfast, lunch, and dinner
• talk about your family
• describe your home
• talk about birthdays
• tell what you have to do
• discuss what you are going to do
• talk about what belongs to you and others
• talk about team sports and other physical activities
• tell what one wants to do or prefers to do
• discuss what one is able to do
• express what interests, bores, or pleases you
• describe symptoms of a minor illness
• have a prescription filled at a pharmacy
• tell someone where you are from
• describe origin and location
• describe characteristics or conditions
• discuss what happens to you or to someone else
• describe summer and winter weather
• talk about summer and winter sports such as swimming, tennis, and skiing
• relate actions and events that took place in the past
• refer to persons and things already mentioned
• talk about going to cultural events and purchasing a ticket
• discuss movies, plays, and museums
• express cultural preferences
• relate actions or events that took place in the past
• tell for whom something is done
• check in for a flight
• talk about services on board the plane
• talk about the plane crew
• get through the airport after deplaning
• tell what you and others are presently doing
• tell what you and others know
• describe personal grooming habits
• talk about your daily routine
• describe a backpacking trip
• tell about things you do for yourself
• discuss what others do for themselves

Structure and Grammatical Topics

• Singular forms of definite and indefinite articles--el, la, un, una 
• Singular forms of adjectives
• singular forms of ser
• Plural forms of nouns, articles, and adjectives
• Plural forms of ser 
• Telling time
• Singular forms of -ar verbs
• Tú versus Usted
• Plural forms of -ar verbs
• Ir, dar, and estar
• The contractions al and del
• -er and-ir verbs in the present
• The verb tener
• Tener que; Ir a 
• Possessive adjectives
• Radical changing verbs e - ie
• Radical changing verbs o - ue 
• Interesar, aburrir, and gustar
• Ser and estar
• Me, te, nos 
• -ar verbs in the preterite
• Direct object pronouns-lo, la, los, las
• Ir and ser in the preterite
• -er and -ir verbs in the preterite
• Indirect object pronouns, le les 
• Hacer, poner, traer, salir in the present
• The present progressive
• Saber and conocer in the present
• Reflexive verbs
• Radical changing reflexive verbs
• Hacer, querer, and venir in the preterite
• Decir in the present
• Stem-changing verbs in the present
• Stem-changing verbs in the preterite

Culture

• El Quijote, the novel
• Miguel de Cervantes Saavedra
• Map of Spain (LaMancha) – Windmill in LaMancha
• Alicia Bustelo, a student from Venezuela
• Plaza Simón Bolívar, Caracas
• Two Latin American heroes: Simón Bolívar and San Martín
• Geographical terms in Spanish
• Alejandro Chávez and Guadalupe Garza, two Mexican-Americans
• Raúl Ugarte and Marta Dávila, two Cuban-Americans
• San Antonio, a bilingual city
• The Alamo, San Antonio, Texas
• Coyoacán, a suburb of Mexico City
• The Frida Kahlo Museum
• Julio Torres, a student from Madrid
• Discussing difference between school in the U.S. and in Spanish-        speaking countries
• El Retiro, Madrid
• Indigenous clothing in Central and South America
• A famous clothing designer: Oscar de la Rer
• Computer vocabulary Spanish
• Paula and Armando, two students from Peru
• Saquisil, Ecuador
• Miraflores, a suburb of Lima, Peru
• A famous Chilean poet: Gabriela Mistral
• Punta Arenas, Chile
• Biology terms in Spanish
• Vista de México
• Differences between eating habits in the U.S. and in the Spanish-speaking world
• Eating times in the Spanish-speaking world compared to the U.S.
• Paseo de la Castellana, Madrid
• Buenos Aires, Argentina and Casa Rosada, Argentina
• Open-air markets and supermarkets in Spain and Latin America
• Math terms in Spanish
• The importance of family
• Godparents
• An invitation to a baptism
• La quinceañera
• Las Meninas by Diego Veláquez
• Great artists from Spain and Latin America
• El Real Madrid versus el Atlético de Madrid
• The World Cup of soccer
• The importance of soccer and baseball in the Spanish-speaking world
• The sport of Jai alai
• Archeological sites in Honduras, Mexico, and Puerto Rico
• Vistas de Puerto Rico
• Patricia goes to the doctor with a minor illness
• Differences between pharmacies in the U.S. and pharmacies in Spanish- speaking countries
• A famous Cuban-American doctor: Antonio Gassett
• Information about nutrition in Spanish
• World-class beaches and resorts in the Spanish-speaking  world
• Opposite seasons in the northern and southern hemispheres
• Snowboarding in Chile
• Weather and climate in the Spanish-speaking world
• Verónica talks about teen dating customs in the Spanish- speaking world compared to dating customs in the U.S.
• El Teatro Nacional, San José, Costa Rica
• LaZarzuela
• Palicio de Bellas Artes
• Music of the Spanish-speaking world
• The Ballet Folklórico de México
• The importance of air travel in Latin America
• The Andes Mountain
• The amazon River
• Comparing the flight time from New York to Madrid versus the flight time from Caracas to Buenos Aires
• The Nazca lines of Peru
• Everyday finances in the Spanish-speaking world
• Vista de España
• Iván Orama describes a backpacking trip in Northern Spain
• Picos de Europa, Spain
• El Parque Nacional de Covadonga, Spain
• San Sebastián
• El Camino de Santiago in northern Spain
• The Cathedral in Santiago de compostela
• Ecology in the Spanish-speaking world
• José Luis and Maripaz take the AVE train to Seville
• Taking the train from Cuzco to Machu Picchu
• The 24-hour clock and the metric system
• Typical cuisine from Mexico
• Typical cuisine from Spain
• Typical foods from the Caribbean
• Regional vocabulary in the Spanish-speaking world
• Vistas del Ecuador
• Independence Monument, Mexico City
• Colonial Plaza, Santo Domingo
• Calle Ohco in Miami, Florida
• Tenerife, Canary Islands
• Plaza de Armas in Trujillo Peru
• Quito, Ecuador
• Galapagos Islands

Student Outcomes:

This course will address the three modes of communication: Interpretive, interpersonal and presentational. Through these modes students will be able to:

• Demonstrate understanding in spoken and written communication within appropriate cultural contexts.
• Engage in direct oral/and or written communication with others.
• Present orally and/or in writing information, concepts, and ideas to an audience of listeners or readers with no immediate interaction.

Students will also develop:

• Knowledge of vocabulary
• Sociolinguistic knowledge
• Understanding of cultural appropriateness
• Grasp communication strategies
• Develop a cultural awareness

New Jersey Student Learning Standards

Career Readiness, Life Literacies, and Key Skills Practices

CRLLKSP 1   Act as a responsible and contributing community members and employee.

Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRLLKSP 2   Attend to financial well-being.

Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

CRLLKSP 3   Consider the environmental, social and economic impacts of decisions.

Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

CRLLKSP 4   Demonstrate creativity and innovation.

Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRLLKSP 5   Utilize critical thinking to make sense of problems and persevere in solving them.

Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRLLKSP 6   Model integrity, ethical leadership and effective management.

Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

CRLLKSP 7   Plan education and career paths aligned to personal goals.

Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRLLKSP 8   Use technology to enhance productivity, increase collaboration and communicate effectively.

Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRLLKSP 9   Work productively in teams while using cultural/global competence.

Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

CAREER READINESS, LIFE LITERACIES, AND KEY SKILLS

9.2 Career Awareness, Exploration, Preparation, and Training

9.2.12.CAP.2: Develop college and career readiness skills by participating in opportunities such as structured learning experiences, apprenticeships, and dual enrollment programs.

9.4 Life Literacies and Key Skills

9.4.12.CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas

9.4.12.CI.3: Investigate new challenges and opportunities for personal growth, advancement, and transition

9.4.12.DC.7: Evaluate the influence of digital communities on the nature, content and responsibilities of careers, and other aspects of society

9.4.12.TL.3: Analyze the effectiveness of the process and quality of collaborative environments.

9.4.12.TL.4: Collaborate in online learning communities or social networks or virtual worlds to analyze and propose a resolution to a real-world problem

New Jersey Student Learning Standards for World Languages (2020)

Interpretive Mode of Communication

Students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this kind of one-way reading or listening include cultural interpretations of printed texts, videos, online texts, movies, radio and television broadcasts, and speeches.

7.1.NH.IPRET.1: Identify familiar words and phrases in culturally authentic materials related to targeted themes.

7.1.NH.IPRET.2: Understand the main idea and occasionally infer the meaning of some highly contextualized, unfamiliar spoken or written words, phrases, and short sentences in culturally authentic materials related to targeted themes.

7.1.NH.IPRET.3: Respond and act on a series of oral and written instructions, directions, and commands.

7.1.NH.IPRET.4: Recognize some common gestures and cultural practices associated with target culture(s).

7.1.NH.IPRET.5: Identify some unique linguistic elements in the target culture.

7.1.NH.IPRET.6: Interpret some common cultural practices associated with the target culture(s). 7.1.NH.IPRET.7: Comprehend some familiar questions and statements from short conversations and brief written messages from informational and fictional texts that are spoken, viewed and written.

7.1.NH.IPRET.8: Demonstrate comprehension of brief oral and written messages using contextualized culturally authentic materials on global issues, including climate change.

Interpersonal Mode of Communication

Students engage in direct oral and/or written communication with others. Examples of this “two-way” communication include conversing face-to-face, participating in online discussions or videoconferences, instant messaging and text messaging, and exchanging personal letters or e-mail messages

7.1.NH.IPERS.1: Exchange basic information by recombining memorized words, phrases, and sentences on topics related to self and targeted themes to express original ideas and information.

7.1.NH.IPERS.2: Ask and respond to questions on practiced topics and on information from other subjects.

7.1.NH.IPERS.3: Make requests and express preferences in classroom settings and in various social situations.

7.1.NH.IPERS.4: Give and follow a series of oral and written directions, commands, and requests for participating in classroom and cultural activities.

7.1.NH.IPERS.5: Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.

7.1.NH.IPERS.6: Using information from brief oral and written messages on global issues, exchange information with classmates and others about global issues, including climate change.

Presentational Mode of Communication

Students present, orally and/or in writing, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this one-to-many mode of communication include a presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and writing an article for a newspaper.

7.1.NH.PRSNT.1: Recombine basic information at the phrase and sentence level related to everyday topics and themes.

7.1.NH.PRSNT.2: Create and present brief messages using familiar vocabulary orally or in writing.

7.1.NH.PRSNT.3: Describe orally and in writing people and things from the home and school environment.

7.1.NH.PRSNT.4: Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.

7.1.NH.PRSNT.5: When speaking and writing, use simple sentences and try to connect them with a few transition words.

7.1.NH.PRSNT.6: Tell or write a few details about the impact of climate change in the target language regions of the world and compare those impacts with climate change in the student's community and/or different regions in the United States.

New Jersey Student Learning Standards for Social Studies (2020)

6.3.12.HistorySE.1: Analyze the impact of current governmental practices and laws affecting national security and/or First Amendment rights and privacy (e.g., immigration, refugees, seizure of personal property, juvenile detention, listening devices, deportation, religion in schools).

6.3.12.HistoryCA.12: Analyze a current foreign policy issue by considering current and historical perspectives, examining strategies, and presenting possible actions.

III.         Proficiency Levels

The following guidelines describe what individuals can do with language when speaking, writing, listening, and reading in real-life situations in spontaneous and non-rehearsed contexts (ACTFL, 2012). The guidelines identify five major levels of proficiency: Novice, Intermediate, Advanced, Superior, and Distinguished.

• Novice Low: Students communicate using words and phrases that are memorized and practiced when talking about very familiar topics related to self, family, friends, school and home.

• Novice Mid: Students communicate using memorized words and some phrases to talk about familiar topics related to school, home, and the community.

• Novice High: Students communicate using words, lists, and simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.

• Intermediate Low: Students communicate using simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.

• Intermediate Mid: Students communicate using strings of sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.

• Intermediate High: Students communicate using connected sentences and paragraphs to handle complicated situations on a wide-range of topics.

• Advanced Low: Students communicate using paragraph-level discourse to handle complicated situations on a wide-range of topics.

IV.        Methods of Assessment

Student Assessment

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:

• Performance Assessment- is defined as how well a learner uses language acquired in a classroom setting
• Proficiency Assessment- is defined as the spontaneous use of language in real-world situations that might occur when: interacting with native speakers of the language, or immersed in a target language environment.
• Achievement Assessment- It requires students to demonstrate retention of previously learned content material, vocabulary and structure, for example.
• Pro-achievement Assessment- It is a combination of both proficiency and achievement testing. It asks students to demonstrate what they know in a meaningful context.
• One-on-one assessment
• Group assessment
• Portfolio assessment
• Peer assessment
• Self-assessment
• Project-Based Assessments
• Benchmark Assessments
• Listening Comprehension
• Test and Quizzes
• Oral presentations
• Research projects

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.

V.        Grouping

The students in this course are heterogeneously grouped according to grade level.

VI.        Articulation/Scope & Sequence/Time Frame

This is a first level of Spanish at the high school.  It is a full-year course.  

VII.        Resources

Texts/Supplemental Reading/References

• Spanish 1: ¡Asi se Dice! Conrad Schmitt, Glencoe McGraw-Hill. New York (2016)
• Speakers may be invited to address the classes on cultural topics.
• American Council on the Teaching of Foreign Languages, (2012) Standards for Foreign Language Learning; Preparing for the 21st Century.  Yonkers, NY:  ACTFL
• Newsela
• IXL
• Various text and supplemental reading
• Web-based review programs and games such as Kahoot, Quizlet, Google Voice, the studystack.com, conjuguemos.com, the studyspanish.com 
• New Jersey State Department of Education, (2020) World Language Curriculum Framework, Trenton, NJ.
• Rutherford High School online data-base and internet resources
• Maps, DVD’s, and other authentic resources
• Various magazines and current event focused websites such as:  McGraw Hill eScape, El Diario, CNN en espanol

VIII.        Suggested Activities

• Modeling utterances after the teacher, audio activities and singing
• Interpretation and description of pictures, cartoons, etc.
• Asking and answering questions  
• Directed dialogues
• Reading aloud
• Retelling stories
• General conversation

• Listening to the teacher and peers
• Listening and/or viewing authentic audio such as television, songs, radio, etc.
• Web-based activities
• Reading poems and stories
• Current events

• Vocabulary flash cards

• Online textbook exercises
• Games and puzzles
• Sentence and paragraph completions and construction
• Guided compositions
• Dictations

• Watch cultural films
• Geography lessons and map activities
• Field trips determined by the teacher
• Technology based projects
• Integrating career studies into world language topics being studied.

IX.         Methodologies

The following practices establish a strong link between communication and culture, which is applied when making connections and comparisons and in using language to function as part of local and global communities.

• Communicate- Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.

• Cultures-  Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

• Connections-  Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own. Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

• Comparisons- Develop insight into the nature of language and culture in order to interact with cultural competence.

• Communities- Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

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.

• Inductive Approach-  A strategy that enables classroom instruction to be conducted in the target language, an inductive approach to grammar teaches concrete vocabulary through pictures and objects, while abstract vocabulary is taught by association of ideas.
• Natural Approach-  A strategy that promotes communicative proficiency by providing real-world, authentic experiences and language experiences within meaningful contexts.
• Password/Language Ladders-  A strategy in which students learn to speak sentences or phrases (“passwords”) that are associated with desired activities.
• 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.
• 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.
• 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.
• TPR Story Telling-  Based on the Natural approach, TPR Storytelling combines the effectiveness of TPR with the power of story-telling.  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.
• Interviews-  A strategy for gathering information and reporting.
• Cloze-  Open-ended strategy in which a selected word or phrase is eliminated from a written or oral sentence or paragraph.
• Continuums-  A strategy used to indicate the relationship among words or phrases.
• Interactive Language Tasks-  A strategy in which at least two students work together to accomplish a meaningful target language activity.
• Cultural Presentations-  A strategy for creating an exhibit that is focused on aspects of the target culture.
• The Learning Cycle-  A sequence of lessons designed to have students engage in exploratory investigations, construct language and compare culture concepts to their own lives.
• Read and Retell-  An all-purpose strategy that involves students retelling a passage in the target language as they remember it.
• 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.
• 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.
• Brainstorming-  A strategy for eliciting ideas from a group and communicating them in the target language in oral or written form.
• Problem Solving-  A learning strategy in which students apply knowledge to solve problems.
• Reflective Thinking-  A strategy in which students reflect on what was learned after a lesson is finished, either orally or in written form.
• 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.
• Free Writing-   A strategy for encouraging students to express ideas by writing in the target language.
• Free Reading-  A strategy for encouraging students to read in the target language.

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.  

Some suggestions for content-based topics that may be used:

• Art

• Draw with various media
• Observe art work

• Language Arts

• Follow a one-step oral direction
• Compare and contrast language
• Recall presented materials
• Listen for a variety of purposes                                                        
• Activate prior knowledge
• Listen to various forms of music
• Describe objects/pictures

• Communicate in complete sentences
• Obtain information by asking questions
• Participate in various forms of oral communication
• Interact verbally in informal situations
• Make introductions
• Read and respond to different types of literature
• State purpose for listening to a story
• Expand vocabulary
• Recall sequence of events
• Identify/restate details                      

• Mathematics        

• Reason, connect mathematical understandings
• Observe/compare by measurable attributes
• Count objects
• Represent quantities
• Model number composition

• Music

• Sing songs in a limited range
• Perform a repertoire of songs

• Reading

• Identify the main character (s)
• Describe the main character (s)
• Identify the plot
• Identify the outcome of the story

• Science

• Observe weather conditions
• Explore the effects of weather

• Social Studies

• Recognize similarities between self and others
• Describe personal feelings
• Demonstrate the relationship of feelings to actions
• Demonstrate an understanding of the concept of rule                          
• Demonstrate courteous behavior when interacting
• Apply appropriate personal decision-making skills
• Recognize the importance of each individual to the group
• Evaluate the consequences of decisions
• Define the Earth as being made up of land and water
• Be introduced to other people and places
• Recognize human needs
• Define family in various ways
• State how people are more alike than different

XI.         Differentiating Instruction for Students with Special Needs: Students with Disabilities, Students at Risk, Students with 504s, 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.

Differentiating in this course includes but is not limited to:

Differentiation for Support (ELL, Special Education, Students at Risk, Students with 504s)

• Pinpoint essential vocabulary
• Small group instruction
• Notebook check
• Internet review games
• Written responses
• Interactive conversations
• Jigsaw Activities
• Graphic organizer
• Mini lessons
• Modified assessments
• Re-teaching and review
• Allotted time for activities and responses
• Partner and group activities
• Multimedia approach
• TPRS

• Elevated vocabulary
• Map/geographical activities
• Sentence completion exercises
• Skits
• Dialogues
• Multiple levels of questions
• Independent Research
• Student driven projects
• Sentence creation exercises
• TPRS

XII.        Professional Development

The teacher will continue to improve expertise through participation in a variety of professional development opportunities.

XIII.        Curriculum Map/Pacing Guide