BOGOTA PUBLIC SCHOOLS
Bogota, New Jersey
World Languages
Grade K-4
Letizia Pantoliano, Ed.D.
Superintendent of Schools
Anna Vargas
Director of Curriculum
Adopted
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World Language Standards
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.
A. Interpretive Mode
Linguistic: The Novice-Mid language learner communicates at the
WORD level and can independently identify and recognize memorized words and phrases that
bring meaning to text.
B. Interpersonal Mode
Linguistic: The Novice-Mid language learner understands and
communicates at the WORD level and can use memorized words and phrases independently to:
Respond to learned questions
Ask memorized questions
State needs and preferences
Describe people, places and thing
C. Presentational Mode
Linguistic: The Novice-Mid language learner understands and
communicates at the WORD level and can use memorized words and phrases independently to:
Make lists
State need and preferences
Describe people, places and things
Adopted
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World Languages:
COURSE OUTLINE:
The following curriculum areas and instructional activities should be utilized during the course
of study:
7.1 World Languages
A. Interpretive Mode
Students Will:
1. Recognize familiar spoken or written
words and phrases contained in
culturally authentic materials using
electronic information sources related
to targeted themes.
Suggested Activities
* Use Spanish websites for activities to
reinforce topics being taught
* Use IPad apps to play games reinforce topics
being taught.
Demonstrate comprehension of simple,
oral and written directions, commands,
and requests through appropriate
physical response.
* Ask students to write their name, take out
materials needed for class in target language.
3.
Recognize a few common gestures and
cultural practices associated with the
target culture(s).
* Students draw, label, and present pictures in
the target language.
4.
Identify familiar people, places, and
objects based on simple oral and/or
written descriptions.
5.
Demonstrate comprehension of brief
oral and written messages using ageand level-appropriate, culturally
authentic materials on familiar topics.
2.
* Play “Simon Says.”
21st Century Life and Career Skills
9.1.4.B.1; 9.1.4.D.3
7.1 World Languages
B. Interpersonal Mode
Students Will:
1. Use digital tools to exchange basic
information at the word and
memorized-phrase level related to self
and targeted themes.
Adopted
Suggested Activities
* While playing various games and completing
activities, students are given instructions in
target language.
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2. Give and follow simple oral and
written directions, commands, and
requests when participating in ageappropriate classroom and cultural
activities.
3. Imitate appropriate gestures and
intonation of the target
culture(s)/language during greetings,
leave-takings, and daily interactions.
*Student is the “game host” and the class, the
participants, provides all answers in target
language.
* Students greet me with good morning or good
afternoon when I enter the classroom, good-bye
friend as I leave the room, and say thank you
when materials are given out in the target
language.
* Students ask to use the bathroom or drink
4. Ask and respond to simple questions, water in the target language.
make requests, and express preferences
using memorized words and phrases.
* Students ask one another for their name. age,
birthday, favorite color, food, etc. in target
6. Exchange information using words,
language.
phrases, and short sentences practiced
in class on familiar topics or on topics
studied in other content areas.
st
21 Century Life and Career Skills
9.1.4.A.3; 9.1.4.B.1; 9.1.4.D.3
7.1 World Languages
C. Presentational Mode
Students Will:
Suggested Activities
1. Use basic information at the word and*er
memorized-phrase level to create a
* Skype or FaceTime with a person or
multimedia-rich presentation on
classroom in another country.
targeted themes to be shared virtually
with a target language audience.
*Sing a good morning/good after song before
2. Imitate, recite, and/or dramatize simple every class.
poetry, rhymes, songs, and skits.
3. Copy/write words, phrases, or simple
* Sing “Como te llamas (what is your name)”
guided texts on familiar topics.
song. Students will answer in a complete
4. Present information from age- and
sentence their name. Use song on
level-appropriate, culturally authentic
www.youtube.com como te llamas song by
materials orally or in writing.
Enrique Calixtro.
5. Name and label tangible cultural
products and imitate cultural practices
* Create flash cards of various vocabulary
from the target culture(s).
words being used.
21st Century Life and Career Skills
9. 1.4.A.1; 9.1.4.A.5; 9.1.4.D.3
* Use materials from workbooks Teach Them
Spanish! grades PreK – 4th.
Adopted
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Pacing Guide
The following is a brief outline of course content to be covered. Each unit will include textbook
reading, PowerPoint Notes, lab activities, related video, teacher demonstration, and other
appropriate activities.
Subject: Spanish
Month
Trimester 1
Trimester 2
Trimester 3
Adopted
Grade: K – 4
(Include concepts, units, theme, etc.)
Greetings
Introductions
Numbers
Colors
K – 1: Shapes
Classroom Objects
Family
Food
2-4
Classroom objects
Family
Parts of the face
The community
K–2
Community Workers
Parts of the body
Clothing
Animals
3 – 4:
Clothing
Masculine & feminine words.
Articles
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INSTRUCTIONAL STRATEGIES
Strategies to Accommodate Gifted and Talented Students
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Pair Gifted & Talented students with other students to spark dialogue and diverse viewpoints
Request Gifted & Talented students to model and verbalize processes used to perform
creative problem-solving.
Invoke multiple intelligences and Bloom’s Revised Taxonomy in higher-ordered thinking
skills in all areas of curriculum.
Vary instructional groupings.
Invoke real life problems that students can identify with.
Explore curriculum objectives in greater depth.
Provide ample examples.
Invoke technological resources.
Invoke multi-media resources.
Strategies to Accommodate English Language Learners
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Provide additional instructions.
Extend time for assignment completion.
Shorten assignments
Provide repeated reviews and drills using varied teaching strategies.
Read directions, text to students as needed.
Note taking assistance
Reading strategies (peer, guided, small group)
Provide outlines
Increase verbal response time/opportunity to respond orally.
Encourage student to verbalize steps needed to complete task to check understanding.
Have the students do hands-on activities.
Vary instructional grouping (individual, pair and small groups)
Pair ELL students with bilingual speakers.
Model and verbalize processes used to solve problems.
Use visual diagrams such as pictures, guess and check and/or tables.
Role-play and act out.
Be aware of differences in algorithms (Mathematics).
Suggested activities to differentiate instruction:
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Incorporate flashcards, note outlines, review guides
Use different tactile materials for activities
Use picture/power point presentations to engage learners
Model appropriate behavior
Demonstrate what is expected
Adopted
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Break problems into smaller parts and outline possible solutions
Tell the students what is expected before the task is given
Make sure the student is focused on the task at hand
Give multiple completion options for assignments.
Give students a choice of projects
Use partners and small groups
MATERIALS/ENVIRONMENT
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Use assignments, notebooks and prompts.
Help student keep a journal for reflections, review, questions
Underline key words/phrases in directions, charts, etc.
Use hands-on materials for concrete development.
ASSESSMENTS
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Modified tests
Modified test/alternative assessments Ex. True/False, fill in the blanks, matching, short essay.
Allow modifications of time, scheduling or administration of testing.
Read directions, test to students as needed.
Grade on effort, participation and improvement.
Adopted
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PROGRAM MODIFICATIONS & ADAPATIONS
Modifications/Adaptations for General Education & Special Education Classes
This list represents possible accommodation and modifications for students with special needs. Please refer to
individual IEPs for student specific accommodations and modifications.
Environment:
□ Preferential Seating
□ Clear Work Area
□ Other (specify)
Material/Books/Equipment:
□ Alternate Text
□ Consumable Workbooks
□ Tape Recorder
□ Supplementary Visuals
□ Spell Check
□ Access to computer
□ Other: (specify) ________________________________
□ Modified Worksheets
□ Calculator
□ Large Print Text
□ Manipulatives
□ Assistive Device: (specify) _________________
Instructional Strategies:
□ Check Work in Progress □ Immediate Feedback
□ Review Sessions
□ Have Student Restate Info
□ Modified Content
□ Provide Lecture Notes/Outline
□ Provide Models
□ Computer Assisted Instruction
□Highlight Key Words
□ Oral Reminders
□ Pictures/Charts
□ Visual Reminders
□ Use Mnemonics
□ Personalized Examples
□ Support Auditory Presentations with Visuals
□ Pre-teach Content
□ Extra Drill/Practice
□ Review Directions
□ Use Manipulatives
□ Assign Study Partner
□ Monitor Assignments
□ Repeat Instructions
□ Multi-Sensory Approach
□ Display Key Vocab
□ Visual Reinforcement
□ Mimed Clues/Gestures □ Concrete Examples
□ Number Line
□ Use Vocab Word Bank
□ Other: (specify) ______________________
Organization:
□ Provide Study Outlines
□ Desktop List of Tasks
□ Post Assignments
□ Give One Paper at a Time
□ Pocket Folder for Work
□ Assignment Pad
□ Worksheet Format
□ Extra Space for Work
□ Assistive Device:_______________________________
Tests/Quizzes/Time:
□ Prior Notice of Test
□ Preview Test Procedures
□ Oral Testing
□ Shortened Tasks
□ Reduced Reading
□ Alternative Tests
□ Extra Time-Written Work □ Extra Time-Tests
□ Modified Tests
□ Test Read
□ Rephrase Test Questions/Directions
□ Test Study Guides
□ Simplify Test Wording
□ Limited Multiple Choice □ Hands-on Projects
□ Objective Tests
□ Extra Credit Options
□ Extra Time-Projects
□ Extra Response Time
□ Pace Long Term Projects □ On Computer
□ Other:__________________________________
Grading:
□ No Spelling Penalty
□ Course Credit
□Pass/Fail
□ Grade Effort + Work
□ Grade Improvement
□ Base Grade on Ability
□ Modify Grades
□ Other: (specify)___________________________
□ No Handwriting Penalty
□ Base Grade on IEP
□ Audit Course
□ List Sequential Steps
□ Post Routines
□ Folders to Hold Work
□ Pencil Box for Tools
□ Daily Assignment List
□ Daily Homework List
□ Assign Partner
□ Other: (specify) __________________________
Behavior Management/Support:
□ Daily Feedback to Student □ Chart Progress
□ Behavior Contract
□ Positive Reinforcement
□ Collect Baseline Data □ Parent/Guardian Sign Homework □ Set/Post Class Rules □ Parent sign Behavior Chart
□ Cue Expected Behavior □ Structure Transitions
□ Break Between Tasks □ Proximity/Touch Control
□ Contingency Plan
□ Time Out from Positive Reinforcement
□ Other: (specify) ___________________________________
Adopted
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World Languages
PROFICIENCY LEVELS
This curriculum is appropriate for all students in Grades K-4.
METHODS OF ASSESSMENT
Student progress and achievements are assessed through a variety of formal methods of
assessment that include, but are not limited to, the following:
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Formal
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Informal
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Teacher-created worksheets/tests/quizzes
Worksheets from publishers
Assessment checklists
Work samples
District Created Assessment
Small group and class discussions
Class participation
Cooperative group work
Projects
Teacher observation
Reading, writing, listening and speaking activities/tasks
Journal
Labs
Teacher/Curriculum Assessment
This is a living document. Teachers are encouraged to make suggestions for
improving and changing the curriculum to the Director of Curriculum on an ongoing
basis.
Adopted
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RESOURCES
A. Guest Speakers
Teachers are encouraged to contact community groups, parents and organizations to
obtain speakers to enhance the curriculum with the approval of the administration.
B. Technology
Students shall use computers for independent review, research, and enrichment.
Teachers shall also use appropriate technology to enhance their lessons. The
following are some suggested websites.
www.discoveryeducation.com
Spanish websites:
www.pbskids.org/noah
www.quia.com/shared/spanish
www.teacher.scholastic.com/activities/adventure
www.123teachme.com
IPAD Apps:
mind snacks
babblemania Spanish
Gus on the go
BidBox numbers game
C. Supplies and Materials
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Technology- computer, internet, digital projector
Video equipment
Trade books for classroom library/instruction
Notebooks
Craft supplies-Markers, colored pencils, crayons, variety of paper, scissors
Journals
D. Textbooks
E. Supplemental Material
* Teach them Spanish workbooks grades PreK – 4th
* Viva el español workbook
* The complete book of Spanish grades PreK – 1 and 1-3
Adopted
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METHODOLOGIES
A wide variety of methodologies will be used. The following are suggestions, not limitations, as
to how the curriculum may be implemented and facilitated:
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Print rich environment
Whole class instruction
Small group instruction
Guided reading in the content area
Cooperative learning groups
Individual assignments
Technology-aided instruction
Laboratory investigations
ENRICHMENT ACTIVITIES
Students will be provided with many enrichment learning activities through the year. The
following are suggestions, not limitations:
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Projects
Guest Speakers
Field Trips
Film Viewing and Reflection
PROFESSIONAL DEVELOPMENT
Teachers shall continue to improve their expertise by participating in a variety of professional
development opportunities made available by the Board of Education and other organizations.
INTERDISCIPLINARY INSTRUCTION
The above curriculum has numerous possibilities for interdisciplinary connections. These
content areas can be connected with Visual and Performing Arts, comprehensive Health and
Physical Education, Mathematics, Social Studies and Technology and Career Education.
Adopted
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Spanish Grade k – 4 Benchmark
Kindergarten: 1. Colors, numbers, shapes
2. Family, numbers, parts of the body, animals
Grade 1:
1. Colors, numbers, classroom objects
2. Family, parts of the body, food
Grade 3:
1. Colors, food, days of the week
2. Family, parts of the body, clothing
Grade 2:
1. Colors, numbers, classroom objects
2. Family, parts of the body, the community
Grade 4:
1. Colors, numbers, days of the week
2. Parts of the body, masculine/feminine words
Adopted
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