Milltown School District
Milltown, NJ 08850
BASED ON NJCCCS 2012
World Language
Curriculum
First through Eighth Grade
Adoption Date: September 21, 2015
Milltown School District
Milltown, NJ 08850
WORLD LANGUAGE CURRICULUM
Board of Education
Bill Petscavage, President
Philip S. Paladino, Vice President
Dawn Milburn, Chairperson for Curriculum and Instruction
William Gardner
Trina Mehr
JoAnne Demetrio
Jim Lloyd
Carl Schneider
Phil Zambrana
Dr. Stephanie Brown, Chief School Administrator
Norma Tursi, Business Administrator/Board Secretary
World Language Curriculum Committee
Dr. Stephanie Brown, Curriculum Director
Lauren Cox, Chairperson
Table of Contents
Foreword .................................................................................... I
Grade 1 ...................................................................................... 1
Grade 2 ...................................................................................... 4
Grade 3 ...................................................................................... 7
Grade 4 .................................................................................... 10
Grade 5 .................................................................................... 12
Grade 6 .................................................................................... 16
Grade 7 .................................................................................... 20
Grade 8 .................................................................................... 24
Appendix A: Standard Mastery Matrix ........................................ 28
Appendix B: Instructional Materials & Resources ........................ 31
Appendix C: Cross Content Integration ...................................... 36
Appendix D: Spanish-English Cognates ...................................... 39
Appendix E: Modifications ......................................................... 47
Appendix F: Interdisciplinary & 21st Century Skills……………….……..62
Foreword
Humankind is developing in an increasingly technological environment. With the greatest of
rapidity, we can retrieve enormous amounts of data. Communication is becoming more
accelerated as the Earth continues to shrink. People, out of necessity, are compelled to interact
more as one than as different societies.
Education today requires a cadre of highly skilled teachers to bring forward to the minds of the
children entrusted to their care the very best that there is to offer. The role of the classroom
teacher can only be successful with the support of a Board of Education committed to excellence
and parents and guardians who are knowledgeable and supportive of the individual needs of
their own children. Teaching is best accomplished when the home, school, and community
respond in this positive way.
A well-developed curriculum is one of the most fundamental ingredients for every child’s
educational success. It is the curriculum that melds into one the most current educational
trends, the philosophy of education of the school district, and the desires of each and every
parent and guardian to have his or her child reach the optimum of success. Education is global
and addresses current as well as past events, offering students opportunities to make real world
connections across every curricular area. In preparing our students for the 21st century, we must
provide classroom instruction that prepares them with the skills necessary to access and connect
information in a rapidly changing world.
There will be a continuing need to reach across the subject areas if we are to develop the child
into a wholly educated individual. The skills of reading must be taught and reinforced in every
subject, as must those of writing and mathematics. For the present time, and for the reasonably
foreseeable future, these three fundamental areas will continue to be the core of the strength of
the American society. Collectively they open the doors to all learning. In order for one to
understand the laws of the nation, to make a contribution to society, and to value one’s self and
the rest of humankind, it is essential that this cross-curricular approach be embraced with
enthusiasm.
This curriculum guide seeks to foster these ideals, so that the children of Milltown will be as well
prepared as those from any other educational system. This guide emphasizes decision-making
and citizenship skills and the need to conceptualize, rather than to learn by rote.
The educators of this district and the community are encouraged to utilize this guide as a vehicle
to help assure that in Milltown we have indeed fulfilled our obligation to create a better world. A
world in which there is more understanding for what is the common good of its entire people. A
world in which our children will be better communicators and fully able to interact more as one,
than as different societies.
-I-
Affirmative Action Statement
It is the policy of the Board of Education to provide equal employment and educational
opportunities, regardless of race, color, creed, religion, sex, ancestry, national origin, place of
residence, social or economic condition, or non-applicable handicap.
Affirmative Action Officer:
Norma Tursi, Business Administrator
Milltown Board of Education
21 West Church Street
Milltown, New Jersey 08850
(732) 214-2365
Adaptation for Special Education Statement
Although this curriculum guide has been developed for general education delivery, the
knowledge, skills, attitudes, and behaviors identified are appropriate for the special education
pupils in Milltown. Modifications necessary to accommodate the educational needs of an
individual pupil’s disability will be described in the Individualized Educational Program (IEP).
They are on file at:
Office of Student Support Services
c/o Joyce Kilmer School
21 West Church Street
Milltown, NJ 08850
(732) 214-2365
- II -
Philosophy of Education
(Board Policy File # 6010)
The Milltown Board of Education accepts the responsibility for coordinating the available
resources for home, school, and community in a mutual effort to guide every pupil’s growth
towards becoming a self-respecting individual who can effectively function politically,
economically, and socially in a democratic society.
The Board believes New Jersey State goals should be applicable for every pupil in the Milltown
School District to the limit to which the Board possesses jurisdiction, financial and staff resources.
A.
All children should start school ready to learn.
1.
Quality preschool opportunities shall be provided for all specially eligible children,
through collaboration between public schools and community agencies.
2.
Within financial and staff resources parent education programs shall be designed
and implemented by the District to assist parents in providing readiness
experiences for their preschool children.
B.
The high school graduation rate shall be at least 90 percent (the receiving high school
district shall be encouraged to embrace and implement these goals).
1.
The District shall provide least restrictive, alternative programs for pupils who
cannot succeed in the regular high school environment, including those students
with disabilities.
2.
The District shall provide dropout prevention programs for pupils at risk.
C.
Pupils shall leave grades four, eight and eleven having demonstrated competency in
challenging subject matter including Language Arts/ literacy, mathematics, science, and
social studies (civics, history and geography), health, physical education, visual and
performing arts and world languages.
1.
The District shall implement state-approved curriculum content standards and
appropriate assessments to enable pupils to succeed and to evaluate their
performance.
2.
The District shall provide staff development opportunities to ensure that teachers
are adequately equipped to teach challenging and up-to-date subject matter and
to implement effective teaching techniques.
D.
Pupils shall learn to use their minds well, so that they may be prepared for responsible
citizenship, further learning, and productive employment in our modern economy.
1.
The District shall provide students with experiences in higher-level thinking,
information processing, the responsibilities of citizenship, and employability skills.
2.
All pupils shall demonstrate competency in the skills identified in the crosscontent workplace readiness standards.
3.
All pupils shall demonstrate respect for racial, cultural, ethnic and religious
diversity.
E.
All pupils shall increase their achievement levels in science and mathematics to
contribute to our country’s ability to compete academically with other countries of the
world.
1.
The District shall revise its curriculum offerings in science and mathematics
according to state standards as they are developed.
- III -
2.
The District shall provide staff training in the teaching of mathematics and
science at grades K-8 to increase teachers’ understanding of and ability to teach
these subjects.
F.
Every adult shall be literate and possess the knowledge and skills necessary to compete
in a global economy and exercise the rights and responsibilities of citizenship.
1.
Adult education programs shall be increased in conjunction with other local
districts, community colleges and other educational agencies, to provide greater
opportunities for adults to continue learning for work skills, leisure pursuits,
intellectual and cultural growth and to assist their children in learning.
2.
Business and industry shall be encouraged to collaborate with educational
agencies to design and increase access to educational programs for adults, such
as flex time, distance learning and interactive technology.
G.
District schools shall be free of drugs and violence and offer a safe, disciplined
environment conducive to learning.
1.
The District shall develop partnerships with parents to establish the
responsibilities of each to create and maintain safe and healthy educational
environments for all pupils.
2.
The District shall provide programs and staffing to deal with pupils at risk.
3.
The school and community shall expand their cooperative efforts to create drug
and violence-free environments.
4.
All students shall develop a positive view of self and learn to use effective
interpersonal skills.
The Board shall develop, in consultation with the chief school administrator and teaching staff
members, a written educational plan for the District. This plan shall be reviewed and adopted
annually and shall include:
A.
Written educational goals;
B.
An assessment of pupil needs;
C.
Specific annual objectives based on identified needs and action plans to
implement them;
D.
Standards for assessing and evaluating the achievement of objectives;
E.
The establishment of reasonable pupil minimum proficiency levels in the areas
addressed in the core curriculum content standards;
F.
An educational program consistent with these goals, objectives, standards and
needs;
G.
An evaluation of pupil progress.
Adopted:
Revised:
Revised:
September 23, 1997
March 29, 1999
May 27, 2008
- IV 1
WORLD LANGUAGE
FIRST GRADE
NOVICE-MID YEAR 1
How do I communicate in Spanish?
BIG IDEA
PERSONAL IDENTITY IS DEVELOPED THROUGH EXPERIENCES THAT OCCUR WITHIN ONE’S FAMILY,
ONE’S COMMUNITY, AND THE CULTURE AT LARGE.
(TOPICS INCLUDE: SELF, FRIENDS, FAMILY, PETS, PHYSICAL/PERSONALITY DESCRIPTIONS, SCHOOL,
LIKES/DISLIKES, AND PASTIMES.)
UNIT 1
MASTERY INSTRUCTION
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1 [M] Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes
 Identify and name colors, numbers and shapes in Spanish.
 Sing Los Colores song
 Read aloud Spanish stories to model familiar words and phrases.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
 Spanish greetings and farewells: hola, buenos días, buenas noches, hasta luego,
hasta mañana, and adiós.
 Buenos Días Song
 Adíos Amigos song
 Paper Cempasuchil: Spanish Paper Flowers
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
 Alphabet letters
 Family members
 Master numbers and counting of at least 1-10 in Spanish
 Spanish words for shapes: cuadrado, triángulo, círculo, rectángulo
 Parts of the body
 Science cognates
UNIT 2
SUPPLEMENTAL INSTRUCTION
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
 Familiar people, places, and objects
2
WORLD LANGUAGE



¿Qué es? (What is it?)
Es un(una)… (It is a/an…)
Yo prefiero… (I prefer [blue])
Core Lessons
1. Counting to Ten
2. Alphabet, part 1
3. Alphabet, part 2
4. Greetings and Farewells
5. Shapes
6. Ask and Answer Questions using Shapes
7. Using Definite Articles: “el” and “la” (the)
8. Using Indefinite Articles: “un” and “una” (a, an)
9. Parts of the Body, part 1
10. Parts of the Body, part 2
11. Cognates, part 1
12. Cognates, part 2
UNIT 3
MODELED INSTRUCTION
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
 Spanish greetings and farewells: hola, buenos días, buenas noches, hasta luego,
hasta mañana, and adiós.
 Buenos Días Song
 Adíos Amigos song
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
 Alphabet letters
 Family members
 Master numbers and counting of at least 1-10 in Spanish
 Spanish words for shapes: cuadrado, triángulo, círculo, rectángulo
 Parts of the body
 Science cognates
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
 Familiar people, places, and objects
 ¿Qué es? (What is it?)
 Es un(una)… (It is a/an…)
 Yo prefiero… (I prefer [blue])
Core Lessons
NORTHERN ARIZONA UNIVERSITY DVD SERIES
Unit 1:
¿Donde vives? (Where you live)
 Pretest, p. 111
 Songs, p. 11-12
 Poems, p. 14
 Lesson 1, Place to Live. p. 55
 Lesson 2, Nuclear Family Members, p. 59
3
WORLD LANGUAGE
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

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
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
3, Rooms of the House, p. 69
4, Additional Family Members, p. 73
5, Review Family Members, p. 77
6, Review Rooms of the House, p. 83
7, Where are you?, p. 89
8, My House and My Family, p. 93
9, unit review, p. 99
10, unit assessment, p. 105
4
WORLD LANGUAGE
SECOND GRADE
NOVICE-MID YEAR 2
How do I communicate in Spanish?
BIG IDEA
OBSERVING AND PARTICIPATING IN CULTURALLY AUTHENTIC ACTIVITIES CONTRIBUTE TO
FAMILIARIZATION WITH CULTURAL PRODUCTS AND PRACTICES.
(TOPICS INCLUDE: AUTHENTIC CELEBRATIONS, SONGS, AND DANCES.)
UNIT 1
MASTERY INSTRUCTION
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.2 [M]
Demonstrate comprehension of simple, oral and written directions, commands, and
requests through appropriate physical response.
 Lift and lower picture flashcard on verbal cue: levanta, lift, bajen, lower
 Raise your hand: Levanta la mano.
 Write your name: Escribe tu nombre.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
 Spanish greetings and farewells: hola, buenos días, buenas noches, hasta luego,
hasta mañana, and adiós.
 Buenos Días Song
 Adíos Amigos song
 La Cucharacha song
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
 Alphabet letters
 Family members
 Master numbers and counting of at least 1-50 in Spanish
 Spanish words for shapes: cuadrado, triángulo, círculo, rectángulo
 Parts of the body
 Science cognates
7.1.NM.B.4[M]
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
 Read mentor text: Es Cuestión de Tiempo (It’s a Question of Time)
 What season is it? It is fall. (¿Cuál estación es?, Es el otoño.)
 What is your name: ¿Cómo te llamas?, My name is…: Me llamo…
 What day is today?: Qué día es hoy?; Today is Monday: Hoy es lunes.
 ¿Qué es? (What is it?)
 Es un(una)… (It is a/an…)
 Yo prefiero… (I prefer [blue])
5
WORLD LANGUAGE
UNIT 2
SUPPLEMENTAL INSTRUCTION
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
Core Lessons
1. Hi, my name is
2. What is your name?
3. Greetings and How are you?
4. Skit on Greetings, Introductions and Leave-taking
5. Counting to 50
6. Counting to 100
7. Pesos and the Euro
8. Counting Money
9. Time to the Hour
10. Time to the Half-Hour
11. Science Cognates
12. Culture: La Plaza
13. Spanish Birthday Celebration: Papel Picado
UNIT 3
MODELED INSTRUCTION
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
Core Lessons
NORTHERN ARIZONA UNIVERSITY DVD SERIES
Unit 3:
El Calendario (The Calendar)
 Pretest, p. 269 and 271
 Songs and Vocabulary, p. 11, 13, 218
 Songs and Vocabulary, p. 12-14 and 218
 Lesson 1, Today’s Date, p. 219
 Lesson 2, Putting Things in Order, p. 221
 Lesson 3, When is your Birthday?, p. 229
 Lesson 4, The Months and Seasons, p. 233
6
WORLD LANGUAGE
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




Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
5, The Seasons, p. 241
6, What’s the Weather?, p. 245
7, What season are we in?, p. 249
8, Seasonal Holidays in Spanish-speaking countries, p. 255
9, unit review, p. 257
10, unit assessment, p. 263
7
WORLD LANGUAGE
THIRD GRADE
NOVICE-MID YEAR 3
How do I communicate in Spanish?
BIG IDEA
OBSERVING AND PARTICIPATING IN CULTURALLY AUTHENTIC ACTIVITIES CONTRIBUTE TO
FAMILIARIZATION WITH CULTURAL PRODUCTS AND PRACTICES.
(TOPICS INCLUDE: AUTHENTIC CELEBRATIONS, SONGS, AND DANCES.)
UNIT 1
MASTERY INSTRUCTION
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.4[M] Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
 Classroom objects, teacher, student
 Food
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
 Spanish greetings and farewells: hola, buenos días, buenas noches, hasta luego,
hasta mañana, and adiós.
 Buenos Días Song
 Adíos Amigos song
7.1.NM.B.1[M] Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
 Numbers to 100
 Vocabulary focused on feelings
 Vocabulary focused on food
 Vocabulary focused on the classroom
7.1.NM.B.2[M] Give and follow simple oral and written directions, commands, and requests when
participating in age-appropriate classroom and cultural activities.
 Read mentor text for asking and answering questions: Los Pantalones de
Pantaleón
 I have a question: Tengo una pregunta.
 Do you have a question?: ¿Tiene usted una pregunta?
 How do you say?: ¿Cómo se dice?
 What is it?: ¿Qué es?
 Related to classroom such as: Raise your hand: Levanta la mano.
 Related to food dialogue such as: ¿Qué quiere comer?, What do you want to
eat?
 Recognize and use expressions of courtesy: por favor, gracias, de nada
 Can I go to the bathroom, please?: ¿Puedo ir al baño, por favor?
 Ojo de Diós: holiday decoration
7.1.NM.B.3[M] Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
 Spanish greetings and farewells: hola, buenos días, buenas noches, hasta luego,
hasta mañana, and adiós.
7.1.NM.C.2[M] Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
 Sing “Buenos Días Song”
8
WORLD LANGUAGE


Restaurant dialogue skit
La Bamba song
UNIT 2
SUPPLEMENTAL INSTRUCTION
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
Core Lessons
1. Greetings and Spanish Names
2. Greetings
3. Colors
4. Numbers, part 1
5. Numbers, part 2
6. Classroom objects, part 1
7. Classroom objects, part 2
8. Food, part 1
9. Food, part 2
10. Feelings, part 1
11. Feelings, part 2
12. Nouns
13. Plural Nouns
UNIT 3
MODELED INSTRUCTION
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
Core Lessons
NORTHERN ARIZONA UNIVERSITY DVD SERIES
Unit 4:
¿Tienes hambre? (Are you hungry?)
 Pretest, p. 331-337
 Songs and Vocabulary, p. 11 and 290
 Poems and Vocabulary, p. 14 and 290
 Lesson 1, Are you hungry?, p. 289
 Lesson 2, What color is it?, p. 291
 Lesson 3, A Recipe for Guacamole, p. 295
 Lesson 4, Things that We Eat, p. 299
 Lesson 5, Why do we eat?, p. 305
 Lesson 6, What are you going to eat?, p. 309
9
WORLD LANGUAGE
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Lesson
Lesson
Lesson
Lesson
7, At Meal Time, p. 311
8, In the Market, p. 315
9, unit review, p. 319
10, unit assessment, 325
10
Grade 4 World Language
SCHOOL DAYS
How can you understand when someone describes some things found in a school such
as classroom items and furniture, and their location?
How can you understand short readings (back-to-school advertisements, school supply
lists, school map) dealing with description of things found in a school such as
as classroom items, furniture, and school supplies?
Units 2a-b
BIG IDEA
PERSONAL IDENTITY IS DEVELOPED THROUGH EXPERIENCES THAT OCCUR WITHIN ONE’S FAMILY,
ONE’S COMMUNITY, AND THE CULTURE AT LARGE. (TOPICS THAT ASSIST IN THE DEVELOPMENT OF
THIS UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT LIMITED TO: SELF, FRIENDS, FAMILY, PETS,
PHYSICAL/PERSONALITY DESCRIPTIONS, SCHOOL, LIKES/DISLIKES, AND PASTIMES.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.2[M] Demonstrate comprehension of simple, oral and written directions, commands, and
requests through appropriate physical response.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.B.5[M] Exchange information using words, phrases, and short sentences practiced in class on
familiar topics or on topics studied in other content areas.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.3[M] Describe in writing people and things from the home and school environment.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
Focus Area
Grammar
 ar
 estar
Vocabulary
 Classroom items and furniture;
 parts of the classroom,
 prepositions of location
Project
 Mascaras: cultural mask
Core Lessons
5, 6, 7, 8, 9, 10
11
Grade 4 World Language
FOOD
How can you answer simple questions about food preferences?
How can you answer simple questions about foods that are typical in your
culture and the target culture?
Units 3a-b
BIG IDEA
HEALTHY EATING HABITS AND FITNESS PRACTICES MAY VARY ACROSS CULTURES. (TOPICS THAT
ASSIST IN THE DEVELOPMENT OF THIS UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT LIMITED
TO: FOODS, SHOPPING, EATING AT HOME OR IN RESTAURANTS, AND WELLNESS PRACTICES.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.2
Demonstrate comprehension of simple, oral and written directions, commands, and
requests through appropriate physical response.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture.
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
7.1.NM.B.2
Give and follow simple oral and written directions, commands, and requests when
participating in age-appropriate classroom and cultural activities.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
7.1.NM.C.5[M] Name and label tangible cultural products and imitate cultural practices from the target
culture(s).
Focus Area
Grammar
 er, ir, gusta
 ser
Vocabulary
 food; beverages;
 adverbs of frequency;
 expressions to show surprise
 expressions to discuss health;
 expressions to preferences, agreement, disagreement, and quantity;
 adjectives to describe food
Core Lessons
6, 7, 8, 9, 10
12
Grade 5 World Language
FAMILY & PARTIES
How can you recognize which activities take place at cultural celebrations?
Unit 5a
BIG IDEAS
OBSERVING AND PARTICIPATING IN CULTURALLY AUTHENTIC ACTIVITIES CONTRIBUTE TO
FAMILIARIZATION WITH CULTURAL PRODUCTS AND PRACTICES. (TOPICS AND ACTIVITIES THAT
ASSIST IN THE DEVELOPMENT OF THIS UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT
LIMITED TO: AUTHENTIC CELEBRATIONS, SONGS, AND DANCES.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.B.5
Exchange information using words, phrases, and short sentences practiced in class on
familiar topics or on topics studied in other content areas.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.2
Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3
Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.5
Name and label tangible cultural products and imitate cultural practices from the target
culture(s).
Focus Area
Grammar
 tener
Vocabulary
 family and parties
Projects
 Abanico Espanol: Spanish fan
Core Lessons
5, 6, 7
13
Grade 5 World Language
HOME
How can you understand basic information when someone talks about their home?
How can you compare a home in your community with ones in the target culture and identify
commonalities and differences?
Unit 6a
BIG IDEAS
MANY PRODUCTS AND PRACTICES RELATED TO HOME AND COMMUNITY ARE SHARED ACROSS
CULTURES; OTHERS ARE CULTURE-SPECIFIC. (TOPICS THAT ASSIST IN THE DEVELOPMENT OF
THIS UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT LIMITED TO: HOME LIFE, PLACES IN THE
COMMUNITY, ACTIVITIES WITHIN THE COMMUNITY, AND TRAVEL.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.3[M] Recognize a few common gestures and cultural practices associated with the target
culture.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.4[M] Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
Focus Area
Grammar
 poder
 dormir
Vocabulary
 Bedroom items
 Electronic equipment
 Colors
 Comparisons
Core Lessons
5, 6, 9, 10, 11
Act 13-17
14
Grade 5 World Language
SHOPPING
How can you compare the significance of gifts in Mexican festivals and in holidays in
the United States?
Unit 7b
BIG IDEAS
WHAT IS PERCEIVED AS “BASIC NEEDS” VARIES AMONG AND WITHIN CULTURES. (TOPICS THAT
ASSIST IN THE DEVELOPMENT OF THIS UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT
LIMITED TO: SAFETY, FOOD, SHELTER, AND PURCHASE AND SALE OF GOODS SUCH AS TOYS,
GAMES, TRAVEL, AND LUXURY ITEMS.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.C.1[M] Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.5
Name and label tangible cultural products and imitate cultural practices from the target
culture(s).
Focus Area
Grammar
 -ar
 -car
 -gar
 Lo, la, los, las
Vocabulary
 Places to shop;
 Gifts;
 Accessories;
 Buying and selling
Core Lessons
5, 6, 7, 8, 9
15
Grade 5 World Language
VACATIONS
What are different modes of transportation when you go on vacation?
Unit 8a
BIG IDEAS
MAPS, GRAPHS, AND OTHER GRAPHIC ORGANIZERS FACILITATE UNDERSTANDING OF
INFORMATION ON A WIDE RANGE OF TOPICS RELATED TO THE WORLD AND GLOBAL ISSUES.
THEY MAKE COMPLEX CONCEPTS MORE ACCESSIBLE TO SECOND-LANGUAGE LEARNERS WHO
HAVE LIMITED PROFICIENCY IN THE LANGUAGE. (CONTENT AREAS THAT ASSIST IN THE
DEVELOPMENT OF THIS UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT LIMITED TO:
HISTORY, ECONOMICS, SCIENCE, AND GEOGRAPHY.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5[M] Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.5
Name and label tangible cultural products and imitate cultural practices from the target
culture(s).
Focus Area
Grammar
 -er
 -ir
 Personal a
Vocabulary
 Vacation places;
 Activities;
 Modes of transportation
Core Lessons
6, 7, 8, 9
16
Grade 6 World Language
RECYCLING
What are the symbols of recycling in target culture?
Unit 2
BIG IDEA
PERSONAL IDENTITY IS DEVELOPED THROUGH EXPERIENCES THAT OCCUR WITHIN ONE’S FAMILY,
ONE’S COMMUNITY, AND THE CULTURE AT LARGE. (TOPICS THAT ASSIST IN THE DEVELOPMENT OF
THIS UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT LIMITED TO: SELF, FRIENDS, FAMILY, PETS,
PHYSICAL/PERSONALITY DESCRIPTIONS, SCHOOL, LIKES/DISLIKES, AND PASTIMES.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.B.5
Exchange information using words, phrases, and short sentences practiced in class on
familiar topics or on topics studied in other content areas.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
Focus Area
Verbs
 ar
 estar
Core Lessons
Comunica
Palabra por palabra
Gramatica
17
Grade 6 World Language
DAILY LIFE
What are your morning routines?
What types of activities are you involved in?
Unit 4
BIG IDEA
PERSONAL IDENTITY IS DEVELOPED THROUGH EXPERIENCES THAT OCCUR WITHIN ONE’S FAMILY,
ONE’S COMMUNITY, AND THE CULTURE AT LARGE. (TOPICS THAT ASSIST IN THE DEVELOPMENT OF
THIS UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT LIMITED TO: SELF, FRIENDS, FAMILY, PETS,
PHYSICAL/PERSONALITY DESCRIPTIONS, SCHOOL, LIKES/DISLIKES, AND PASTIMES.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.B.1[M] Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.B.5
Exchange information using words, phrases, and short sentences practiced in class on
familiar topics or on topics studied in other content areas.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
Focus Area
Verbs
 stem changing e>ie, o>ue, and e>i
 hacer and salir
Core Lessons
Comunica
Palabra por palabra
Gramatica
18
Grade 6 World Language
DIRECTIONS/LOCATIONS
What are different types of transportation?
Unit 6
BIG IDEA
MAPS, GRAPHS, AND OTHER GRAPHIC ORGANIZERS FACILITATE UNDERSTANDING OF INFORMATION
ON A WIDE RANGE OF TOPICS RELATED TO THE WORLD AND GLOBAL ISSUES. THEY MAKE COMPLEX
CONCEPTS MORE ACCESSIBLE TO SECOND-LANGUAGE LEARNERS WHO HAVE LIMITED PROFICIENCY
IN THE LANGUAGE. (CONTENT AREAS THAT ASSIST IN THE DEVELOPMENT OF THIS UNDERSTANDING
SHOULD INCLUDE, BUT ARE NOT LIMITED TO: HISTORY, ECONOMICS, SCIENCE, AND GEOGRAPHY.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.2[M] Give and follow simple oral and written directions, commands, and requests when
participating in age-appropriate classroom and cultural activities.
7.1.NM.B.4[M] Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.B.5
Exchange information using words, phrases, and short sentences practiced in class on
familiar topics or on topics studied in other content areas.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
Focus Area
Verbs
 irregular verbs ir, seguir, jugar, and conocer
 hay and estar
Core Lessons
Comunica
Gramatica
19
Grade 7 World Language
EVERYDAY ACTIVITIES
Where do teenagers go during their free time in Florida?
How have Latino performers and athletes affected popular culture in the United States?
Unit 1-1
BIG IDEA
PERSONAL IDENTITY IS DEVELOPED THROUGH EXPERIENCES THAT OCCUR WITHIN ONE’S FAMILY,
ONE’S COMMUNITY, AND THE CULTURE AT LARGE. (TOPICS THAT ASSIST IN THE DEVELOPMENT OF
THIS UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT LIMITED TO: SELF, FRIENDS, FAMILY, PETS,
PHYSICAL/PERSONALITY DESCRIPTIONS, SCHOOL, LIKES/DISLIKES, AND PASTIMES.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.2[M] Demonstrate comprehension of simple, oral and written directions, commands, and
requests through appropriate physical response.
7.1.NM.A.4[M] Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
Focus Area
Grammar
 ser
 gustar
Vocabulary
 After-school activities
 Snack foods and beverages
Recycle
 Weather expressions
Core Lessons
4, 5, 6
20
Grade 7 World Language
STUDENTS
How does the way students dress reflect a culture?
What are some cultural elements in Mexico and the Dominican Republic?
Unit 2-1
BIG IDEA
LEARNING ABOUT AGE- AND DEVELOPMENTALLY APPROPRIATE CONTENT THAT IS OF HIGH INTEREST
TO STUDENTS AND HAS A DIRECT CONNECTION TO THE CULTURAL CONTEXTS OF THE TARGET
LANGUAGE CULTIVATES AN AWARENESS OF THE SHARED HUMAN EXPERIENCE. (CONTENT THAT
ASSISTS IN THE DEVELOPMENT OF THIS UNDERSTANDING SHOULD INCLUDE, BUT IS NOT LIMITED
TO: ALL CONTENT AREAS AND POPULAR CULTURE.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.2
Demonstrate comprehension of simple, oral and written directions, commands, and
requests through appropriate physical response.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.2[M] Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
7.1.NM.C.5[M] Name and label tangible cultural producs and imitate cultural practices from the target
culture.
Focus Area
Grammar
 tener
 -ar
Vocabulary
 Daily schedules;
 Telling time;
 Numbers from 11-100
Recycle
 After school activities
 Days of the week
Core Lessons
3, 4, 5
21
Grade 7 World Language
SCHOOL
How is Mexico’s school year different or similar to your school year?
How would you talk about your favorite class?
Unit 2-2
BIG IDEA
PERSONAL IDENTITY IS DEVELOPED THROUGH EXPERIENCES THAT OCCUR WITHIN ONE’S FAMILY,
ONE’S COMMUNITY, AND THE CULTURE AT LARGE. (TOPICS THAT ASSIST IN THE DEVELOPMENT OF
THIS UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT LIMITED TO: SELF, FRIENDS, FAMILY, PETS,
PHYSICAL/PERSONALITY DESCRIPTIONS, SCHOOL, LIKES/DISLIKES, AND PASTIMES.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.2
Demonstrate comprehension of simple, oral and written directions, commands, and
requests through appropriate physical response.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.3[M] Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
Focus Area
Grammar
 estar
 -ir
Vocabulary
 Classroom objects;
 Feelings;
 Places in school
Recycle
 Class subjects
 Telling time
Novel
 House on Mango Street
Core Lessons
3, 4, 5, 6
22
Grade 7 World Language
EATING WITH FAMILY
What do you like to eat or drink during hot weather?
What are some of the food items that people from Puerto Rico buy on a regular basis?
Unit 3-1
BIG IDEA
PERSONAL IDENTITY IS DEVELOPED THROUGH EXPERIENCES THAT OCCUR WITHIN ONE’S FAMILY,
ONE’S COMMUNITY, AND THE CULTURE AT LARGE. (TOPICS THAT ASSIST IN THE DEVELOPMENT OF
THIS UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT LIMITED TO: SELF, FRIENDS, FAMILY, PETS,
PHYSICAL/PERSONALITY DESCRIPTIONS, SCHOOL, LIKES/DISLIKES, AND PASTIMES.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.2
Demonstrate comprehension of simple, oral and written directions, commands, and
requests through appropriate physical response.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
Focus Area
Grammar
 Gustar
 -er
 -ir
Vocabulary
 Food and beverages;
 Interrogative words
Recycle
 Snack foods
 Telling time
Core Lessons
3, 4, 5, 6
23
Grade 8 World Language
HOUSEHOLD
Do you live in an apartment building or a house?
How do landscapes reflect the way of life in a community?
Unit 5-1
BIG IDEA
PERSONAL IDENTITY IS DEVELOPED THROUGH EXPERIENCES THAT OCCUR WITHIN ONE’S FAMILY,
ONE’S COMMUNITY, AND THE CULTURE AT LARGE. (TOPICS THAT ASSIST IN THE DEVELOPMENT OF
THIS UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT LIMITED TO: SELF, FRIENDS, FAMILY, PETS,
PHYSICAL/PERSONALITY DESCRIPTIONS, SCHOOL, LIKES/DISLIKES, AND PASTIMES.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1[M] Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.3[M] Recognize a few common gestures and cultural practices associated with the target
culture.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
Focus Area
Grammar
 ser
 estar
Vocabulary
 Describing a house
 Household items
 Furniture
Recycle
 Location words
 Colors
 Clothing
Core Lessons
3, 4, 6
24
Grade 8 World Language
SPORTS
Do you play or watch sports with your friends?
What are some of the activities that you can enjoy at the Palacio de los Deportes?
Unit 6-1
BIG IDEA
LEARNING ABOUT AGE- AND DEVELOPMENTALLY APPROPRIATE CONTENT THAT IS OF HIGH INTEREST
TO STUDENTS AND HAS A DIRECT CONNECTION TO THE CULTURAL CONTEXTS OF THE TARGET
LANGUAGE CULTIVATES AN AWARENESS OF THE SHARED HUMAN EXPERIENCE. (CONTENT THAT
ASSISTS IN THE DEVELOPMENT OF THIS UNDERSTANDING SHOULD INCLUDE, BUT IS NOT LIMITED
TO: ALL CONTENT AREAS AND POPULAR CULTURE.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5[M] Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.C.1[M] Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.4[M] Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
Focus Area
Grammar
 jugar
 Saber
 conocer
 personal a
Vocabulary
 Sports
 Sports equipment
Recycle
 Numbers from 200 to 1,000,000
 Comparatives
Core Lessons
3, 4, 5, 6
25
Grade 8 World Language
TECHNOLOGY
What happens with a virus infects your computer?
How do slang words develop?
Unit 7-1
BIG IDEA
MANY PRODUCTS AND PRACTICES RELATED TO HOME AND COMMUNITY ARE SHARED ACROSS
CULTURES; OTHERS ARE CULTURE-SPECIFIC. (TOPICS THAT ASSIST IN THE DEVELOPMENT OF THIS
UNDERSTANDING SHOULD INCLUDE, BUT ARE NOT LIMITED TO: HOME LIFE, PLACES IN THE
COMMUNITY, ACTIVITIES WITHIN THE COMMUNITY, AND TRAVEL.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
Focus Area
Grammar
 Preterite of regular –er and -ir
Vocabulary
 Sending e-mails
 Talking about when events occur
Recycle
 Affirmative tu commands
 Telling time
 Food and beverages
Core Lessons
3, 5, 6
26
Grade 8 World Language
AMUSEMENT PARKS
Have you visited an amusement park?
What do you imagine when you think of a museum?
Unit 7-2
BIG IDEA
MAPS, GRAPHS, AND OTHER GRAPHIC ORGANIZERS FACILITATE UNDERSTANDING OF INFORMATION
ON A WIDE RANGE OF TOPICS RELATED TO THE WORLD AND GLOBAL ISSUES. THEY MAKE COMPLEX
CONCEPTS MORE ACCESSIBLE TO SECOND-LANGUAGE LEARNERS WHO HAVE LIMITED PROFICIENCY
IN THE LANGUAGE. (CONTENT AREAS THAT ASSIST IN THE DEVELOPMENT OF THIS UNDERSTANDING
SHOULD INCLUDE, BUT ARE NOT LIMITED TO: HISTORY, ECONOMICS, SCIENCE, AND GEOGRAPHY.)
ENDURING UNDERSTANDINGS
7.1
Language
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase level
related to self and targeted themes.
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimediarich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally
or in writing.
Focus Area
Grammar
 Preterite of ir, ser, and hacer
 Pronouns
Vocabulary
 Making a phone call
 Places of interest
Recycle
 Noun-adjective agreement
 Places around town
Core Lessons
3, 4, 5, 6
27
Appendix A
Standard Mastery Matrix
28
Standards Cross Reference Matrix
Milltown School District has developed the Standards Cross Reference Matrix tables as a tool
to ensure adherence to the New Jersey Core Curriculum Content Standards in each area of our
curriculum. These tables reflect the standards applicable to the curriculum content in this
guide and show progressive mastery according to the state’s guidelines for each grade level.
TABLE KEY:
M
X
P
I
G
R
C
No indicator exists at the grade level
Grade level instruction for mastery
Indicator is addressed at the shared grade level, or in a specialized
curriculum course
Previously mastered at lower grade level
Introduced at grade level, developmental understanding
Previously introduced, guided learning toward future mastery
Reinforced exploration through higher level critical thinking skills
Comprehensive state indicator, instruction based on teacher-assessed need
29
NJCCCS
7.1
7.1
7.1
7.1
7.1
7.1
7.1
7.1
7.1
7.1
7.1
7.1
7.1
7.1
7.1
A1
A2
A3
A4
A5
B1
B2
B3
B4
B5
C1
C2
C3
C4
C5
STANDARD CROSS REFERENCE MATRIX
WORLD LANGUAGE
NOVICE-MID
1
2
3
4
5
6
7
8
M
X
I
X
X
I
X
X
I
X
X
X
X
X
X
G
M
X
M
X
R
P
P
R
P
G
M
M
G
M
M
P
M
R
M
R
P
R
R
P
M
P
P
M
P
P
I
G
X
X
G
X
I
M
X
X
X
X
X
X
X
X
G
M
X
M
M
M
X
X
X
M
X
X
X
R
M
G
R
I
R
R
P
R
M
I
X
M
I
M
30
R
P
M
R
M
R
P
P
R
R
M
R
R
M
R
I
X
X
I
X
M
M
M
M
M
I
X
X
I
X
Appendix B
Instructional Materials
and Resources
31
TEXTBOOKS
Grade 4: Realidades 1A, Pearson, 2014
Grade 5: Realidades 1B, Pearson, 2014
Grade 6: Mundo Real, Cambridge University Press, 2016
Grade 7: Avancemos 1A, Holt-McDougal, 2013
Grade 8: Avancemos 1A, Holt-McDougal, 2013
SUPPLEMENTAL MATERIALS
Programs:
Grade 1-2: Elementary Spanish, Northern Arizona University, 2005
Grade K-3: ¡Viva el español!, Wright Group/McGraw-Hill, 2005
Trade Books:
Grade 7: House on Mango Street, Sandra Cisneros
Other:
Sing, Dance, Laugh and Eat Tacos 3, Barbara MacArthur (audio CD)
Coleccionelos todos! Junior Jukebox series, PC Treasures, Inc (audio CDs)
METHODS OF ASSESSMENT
Formal and informal assessment of the following:
 Proficiency Assessment: Determine to what extent students can transfer their language
acquisition to both receive and give information in a communication exchange.
 Achievement Assessment: Expect students to demonstrate knowledge of vocabulary and
language patterns, as well as various aspects of the Spanish culture.
32
Numbers
0 cero
1 uno
2 dos
3 tres
4 cuatro
5 cinco
6 seis
7 siete
8 ocho
9 nueve
10 diez
11 once
12 doce
13 trece
14 catorce
Alphabet
The Spanish alphabet with each letter written in
Spanish as it sounds in Spanish:
a-a
h - ache
n - ene
t - te
b - be i - i
ñ - eñe
u-u
c - ce j - jota
o-o
v - uve
d - de k - ca
p - pe
w - uve doble
e-e
l - ele
q - cu
x - equis
f - efe ll - elle
r - erre
y - i griega
g - ge m - eme
s - ese
z - ceta
15 quince
80 ochenta
16 dieciséis 90 noventa
17 diecisiete
100 cien
18 dieciocho
101 ciento uno
19 diecinueve
102 ciento dos, etc...
20 veinte
200 doscientos
21 veintiuno
300 trescientos
22 veintidos, etc... 400 cuatrocientos
30 treinta
500 quinientos
31 treinta y uno
600 seiscientos
32 treinta y dos
700 setecientos
40 cuarenta
800 ochocientos
50 cincuenta
900 novecientos
60 sesenta
1000 mil
70 setenta
5000 cinco mil
Months of the Year
enero - January
agosto - August
febrero - February
septiembre - September
marzo - March octubre - October
abril - April
noviembre - November
mayo - May
diciembre - December
junio - June
julio – July
Years
The years when spoken are treated just as you would
read the number:
* 1800 = mil ochocientos
* 1956 = mil novecientos cincuenta y seis
* 2003 = dos mil tres
Days of the Week
lunes - Monday
martes - Tuesday
miércoles - Wednesday
jueves - Thursday
viernes - Friday
sábado - Saturday
domingo - Sunday
Date
The complete date can be said like this:
Saturday, July 9th 1999 = el sábado día 9 de julio de
mil novecientos noventa y nueve
Basic Colors
blanco - white
negro - black
rojo - red
azul - blue
marrón - brown gris - gray
amarillo - yellow verde - green
(de color) naranja - orange
(de color) rosa - pink
Countries
los Estados Unidos - The United
States
americano - American
Canadá - Canada
canadiense - Canadian
Japón - Japan
China - China
Question Words (interrogatives)
¿Qué? - What?
¿Cómo? - How?
¿Cuándo? - When?
¿A qué hora? - What time?
¿Cuántos? / ¿Cuántas? - How many?
¿Cuánto? / ¿Cuánta? - How much?
¿Dónde? - Where?
¿Por qué? - Why?
¿Qué clase de...? - What kind of...?
¿Quién? - Who?
Brasil - Brazil
Egipto - Egypt
Grecia - Greece
griego – Greek
Italia - Italy
italiano - Italian
Alemania - Germany
33
alemán - German
Inglaterra - England
Irlanda - Ireland
Escocia - Scotland
Suecia - Sweden
Noruega - Norway
Francia - France
Profession Profesión
accountant contable
actor actor
actress actriz
administrator administrador
agent agente
aide ayudante
ambassador embajador(a)
architect arquitecto/a
archaeologist arqueólogo/a
artist artista
athlete atleta
attorney abogado/a
baker panadero/a
barber peluquero/a
bartender camarero/a
beautician esteticista
biologist biólogo/a
businessman/woman hombre/mujer
de negocios
butcher carnicero/a
captain capitán
carpenter carpintero/a
chief executive officer director/a
general
clown payaso
pharmacist (chemist)
farmacéutico/a
chemist (scientist) químico/a
clerk (office worker) oficinista
clerk (retail worker) dependiente
coach entrenador/a
computer programmer
programador/a
Technology Terms
(el) Internet - the Internet
@ (arroba) - @ (at)
.com (punto com) - .com (dot com)
abrir (verb) - open
apagar - shut down
archivo - file
ayuda - help
borrar (verb) - delete
buscar (verb) - search / find
ciberespacio - cyberspace
conectado / desconectado - on-line
/ off-line
contraseña - password
copiar (ve) rb) - copy
cortar y pegar - cut and paste
cook cocinero/a
dancer bailarín/a
dentist dentista
detective detective
doctor (medical) médico/a
driver conductor/a
editor redactor/a
electrician electricista
engineer ingeniero/a
farmer agricultor/a
firefighter bombero/a
fisherman pescador/a
flight attendant asistente de vuelo
florist florista
gardener jardinero/a
geologist geólogo/a
guard guardia
housewife ama de casa
interpreter intérprete
investigator investigator/a
jeweler joyero/a
journalist periodista
lawyer abogado/a
librarian bibliotecario/a
locksmith cerrajero/a
mail carrier cartero/a
mayor alcalde
mechanic mecánico/a
midwife comadrona
minister (politics) ministro/a
minister (church) pastor/a
model modelo
musician músico/a
nurse enfermero/a
painter pintor/a
photographer fotógrafo/a
pilot piloto
poet poeta
policeman/woman policía
politician político/a
president presidente/a
professor profesor/a
psychiatrist psiquiatra
psychoanalyst psicoanalista
psychologist psicólogo/a
receptionist recepcionista
sailor marinero
salesman/woman vendedor/a
scientist científico/a
secretary secretario/a
servant/maid criado/a
singer cantante
social worker asistente social
soldier soldado
student estudiante
surgeon cirujano/a
taxi driver taxista
teacher maestro/a | profesor/a
therapist terapeuta
translator traductor/a
veterinarian veterinario/a
waiter camarero
waitress camarera
welder soldador/a
writer escritor/a
descargar (verb) - download
dirección de Internet - web address
dirección electrónica - email
address
(un) enlace - a link
enviar a (verb) - send to
escritorio - desktop
(un) favorito - a bookmark
guardar un archivo - save a file
hacer clic en - click on
hipervínculo - hyperlink
(un) icono - icon
imprimir (verb) - print
inicio - home
mensaje de texto - text message
(un) menú - a menu
navegador - browser
navegar por Internet - surf the Web
(el) ordenador - computer (Spain)
página de inicio - homepage
página web - web page
pantalla - screen
(el) ratón - mouse
(la)Red - the Net
salvapantallas - screen saver
(un) servidor - server
sitio web - website
teclado - keyboard
34
Appendix C
Cross Content Integration
35
CROSS-CURRICULAR INTEGRATION with World Language: Standard 7
Grades K-5
K
1
2
3
4
5
6
Lang. Arts
Standard 3
Math
Standard 4
Social Studies
Standard 6
Science
Standard 5
Practice the alphabet in
Spanish
Counting Spanish numbers
Explore the geography,
culture and history of
Spanish speaking countries
Display and read cognate
posters
Counting Spanish numbers
Explore the geography,
culture and history of
Spanish speaking countries
Display and read cognate
posters
Counting numbers, adding
Explore the geography,
culture and history of
Spanish speaking countries
Display and read cognate
posters
Counting numbers, adding
and subtracting
Explore the geography,
culture and history of
Spanish speaking countries
Display and read cognate
posters
Counting numbers, using
numbers to multiply, saying
how much costs
Explore the geography,
culture and history of
Spanish speaking countries
Display and read cognate
posters
Counting, saying how much
clothing costs
Explore the geography,
culture and history of
Spanish speaking countries
Display and read cognate
posters
Counting, saying how much
food costs
Use maps to interpret
features of the earth’s
surface such as rain forest,
mountains, rivers-make
maps of South America
Display and read cognate
posters
Using multiplication and
division to calculate
exchange rate
Create posters about lives of
famous people, learn about
Neuva España
Display and read cognate
posters
Counting, using
multiplication and division to
calculate exchange rate
Learn about the SpanishAmerican War
Display and read cognate
posters
Read Big Books: ¿Eres tú me
Mamá?, Es Cuestión De
Tiempo
Read trade books, big and
little books in Spanish such
as; El Desayuno de Lili
Read trade books, Big and
Little books; Los Pantelones
de Panteleón, Voy a la
Tienda de Marisol
Read and discuss Don
Quijote de la Mancha
Read and discuss Platero y
Yo
Read and Discuss El
Sombrero de Tres Picos
Read and discuss
7
House on Mango Street
8
Read and discuss Spanish
Fotonovelas in textbook
36
CROSS-CURRICULAR INTEGRATION with World Language: Standard 7
Supplemental Content Areas
Music and Art
Standard 1
Technology
Standard 8
Physical Education
Standard 2
Grades K-3
Use drawing, coloring, markers
to create craft projects such as
toy instruments and flags
Listen and sing-a-long to songs
for holiday celebrations
Dance Spanish dances
Grades K-3
Use computers to play CD’s
and
Spanish games
Grades K-3
Spanish Dances
Play games such as; Head
Shoulders, Knees and Toes in
Spanish
Grades 4-8
Use drawing, painting , coloring
to create posters, maps,
flamenco dancers, fans, and
name tags
Songs, music
Dance Spanish dances
Grades 4-8
Spanish games on websites
Use technology to research
historical and famous figures,
use Microsoft word to write
reports, word art, Spanish online dictionary
Grades 4-8
Play games such as; Simon
Says, Follow the Leader
37
Career Education
Standard 9
Grades 1-8
Practice Spanish vocabulary
for various professions
Explore various Spanish
career options through
discussions of Spanish
people and their
contributions
Appendix D
Spanish-English Cognates
38
Using Cognates to Develop Comprehension in English
By: Colorín Colorado (2007)
Cognates are words in two languages that share a similar meaning, spelling, and
pronunciation. While English may share very few cognates with a language like Chinese,
30-40% of all words in English have a related word in Spanish. For Spanish-speaking
ELLs, cognates are an obvious bridge to the English language.
Not surprisingly, researchers who study first and second language acquisition have
found that students benefit from cognate awareness. Cognate awareness is the ability
to use cognates in a primary language as a tool for understanding a second language.
Children can be taught to use cognates as early as preschool. As students move up the
grade levels, they can be introduced to more sophisticated cognates, and to cognates
that have multiple meanings in both languages, although some of those meanings may
not overlap. One example of a cognate with multiple meanings is asistir, which means
to assist (same meaning) but also to attend (different meaning).
Reference: http://www.colorincolorado.org/educators/background/cognates
39
First Grade Science Cognate List
compare
comparar
observe
observar
classify
clasificar
infer
inferir
communicate
comunicar
fruit
investigate
predict
desert
Arctic
fruta
investigar
predecir
desierto
Ártico
reptile
amphibian
insect
model
herbivore
carnivore
reptil
anfibio
insecto
modelo
herbívoro
carnívoro
ocean
continent
communicate
volcano
magma
lava
glacier
deposition
erosion
atmosphere
temperature
precipitation
evaporation
condensation
tornado
hurricane
climate
sphere
Second Grade Science
predict
minerals
oxygen
observe
communicate
pollen
investigate
classify
compare
amphibian
insect
pupa
infer
adaptation
camouflage
clasificar
comparar
anfibio
insecto
pupa
inferir
adaptación
camuflaje
habitat
order
fossil
habitat
orden
fósil
model
desert
conclusion
Artic
ocean
modelo
desierto
conclusión
Ártico
océano
Third Grade Science Cognate List
océano
experiment
continente
observe
communicar
use numbers
volcán
infer
magma
interpret data
lava
mineral
glaciar
igneous rock
deposición
sediment
erosion
sedimentary rock
atmósfera
metamorphic rock
temperatura
humus
precipitación
fossil
evaporación
solar energy
condensación
orbit
tornado
phase
huracán
crater
clima
solar system
esfera
planet
telescope
constellation
40
Cognate List
predecir
minerales
oxígeno
observar
comunicar
polen
investigar
experimentar
observar
usar números
inferir
interpretar datos
mineral
roca ígnea
sedimento
roca sedimentaria
metamórfica
humus
fósil
energía solar
órbita
fase
crater
sistema solar
planeta
telescopio
constelación
41
42
43
44
45
Appendix E
Modifications
ESL
Special Education
Gifted and Talented
At-Risk
46
47
48
ESL CURRICULUM MODIFICATIONS
Instruction
Tip: ESL students need modified instruction to learn both English and
content.
Modifying instruction is critical to ESL students’ success. However, modifying instruction
doesn’t mean creating a second lesson plan or curriculum; it just means changing some of the
ways you do things. Most of your native English-speaking students can benefit from
modifications as well.
Technique: Use various teaching styles and tricks of the trade.
• Teach to varied learning styles
• Encourage students to participate in class
• Have high expectations of your students
• Give students more wait time: at least 15-20 seconds
• Assign students a bilingual or English-speaking study buddy
• Use cooperative learning and put students in groups with English-speaking students
• Use lots of visuals, like graphic organizers and pictures
• Use physical activity: model, role-play, act out
• Repeat and rephrase often
• Emphasize the 5-8 most important vocabulary words of a lesson
• Focus on the 2-3 key concepts of a lesson
• Give students an outline of the lesson that highlights the key concepts
• Let ESL students copy your or someone else’s notes
• Write in print unless specifically teaching the manuscript alphabet
• Give simple instructions
• Use concrete language and questions
• Simplify complex questions
• Use children’s literature/lower grade level materials to teach content
• Incorporate the 4 skills of language acquisition: reading/writing/listening/speaking
• Check understanding using “show me” techniques
Class/Homework
Tip: ESL students experience greater success when class-work and
homework is modified to fit their capabilities.
Modifying class-work or homework tasks to fit ESL students’ capabilities doesn’t mean
expecting less from them. It means giving them realistic tasks to complete that increase
their chances for success.
Technique: Allow for flexibility in the tasks you assign.
• Reduce assignments
• Simplify complex tasks
• Give ESL students extra time to do work or complete projects
• Adapt the task to the students’ skill levels
• Ignore spelling or grammar errors except for when explicitly taught
• Allow students to take breaks when working: their brains tire quickly!
49
Assessment Modifications
Tip: Assess ESL students according to what they can do rather than what
they cannot do.
Standardized tests or even teacher-created tests can’t always measure ESL students’
progress accurately or authentically. Instead, measure ESL students by what they can do
at any point in time, keeping in mind what they could not do earlier. Have they shown
progress? Have they sincerely made an effort to learn? Have they demonstrated their
learning?
Technique: Modify the tests you give.
• Test key concepts or main ideas
• Avoid test questions asking for discrete information
• Make a simplified language version of the test
• Simplify instructions
• Provide word banks
• Give students extra time to complete tests
• Give students objective tests: matching, multiple choice, etc.
• Make all or part of the exam oral.
Technique: Use alternate assessment strategies for ESL students.
1. Non-Verbal
• physical demonstration (point, gesture, act out, thumbs up/down, nod yes/no)
• pictorial products (manipulate or create drawings, diagrams, dioramas, models, graphs, charts;
label pictures; keep a picture journal
• KWL Charts using pictures or native language
2. Oral
•
•
•
•
•
•
•
•
and Written Strategies
interviews, oral reports, role plays using visuals cues, gestures or physical activity
describing, explaining, summarizing, retelling, paraphrasing
thinking and learning logs
reading response logs
writing assignments
dialogue journals
audio or video recordings of students
portfolios
Source: Harleys-ESL-Modifications
50
GIFTED AND TALENTED CURRICULUM MODIFICATIONS
Berger, S.
ERIC Digest
#E510
This article by Sandra L. Berger discusses how gifted students "need an appropriately differentiated
curriculum designed to address their individual characteristics, needs, abilities, and interests. It is difficult
to generalize about students who are gifted because their characteristics and needs are so personal and
unique. However, as a group they comprehend complex ideas quickly, learn more rapidly and in greater
depth than their age peers, and may exhibit interests that differ from those of their peers. They need
time for in-depth exploration, they manipulate ideas and draw generalizations about seemingly
unconnected concepts, and they ask provocative questions."
Developing An Effective Curriculum
An effective curriculum for students who are gifted is essentially a basic curriculum that has been
modified to meet their needs. The unique characteristics of the students must serve as the basis for
decisions on how the curriculum should be modified (Feldhusen, Hansen, & Kennedy, 1989; Maker 1982;
TAG, 1989; VanTassel-Baska et al., 1988). It results from appropriate modification of content, process,
environment, and product (Maker, 1982).
Modifying Content
Content consists of ideas, concepts, descriptive information, and facts. Content, as well as learning
experiences, can be modified through acceleration, compacting, variety, reorganization, flexible pacing,
and the use of more advanced or complex concepts, abstractions, and materials. When possible, students
should be encouraged to move through content areas at their own pace. If they master a particular unit,
they need to be provided with more advanced learning activities, not more of the same activity. Their
learning characteristics are best served by thematic, broad-based, and integrative content, rather than
just single-subject areas. An entire content area arranged and structured around a conceptual framework
can be mastered in much less time than is traditionally allotted (VanTassel-Baska, 1989). In addition,
such concept-based instruction expands opportunities to generalize and to integrate and apply ideas.
(See Bruner, 1966, MAN: A COURSE OF STUDY MACOS for an example of a thematic, integrated
curriculum.)
Middle and secondary schools are generally organized to meet student needs within content areas.
Providing an interdisciplinary approach is another way of modifying curriculum . Jacobs and Borland
(1986) found that gifted students benefit greatly from curriculum experiences that cross or go beyond
traditional content areas, particularly when they are encouraged to acquire an integrated understanding
of knowledge and the structure of the disciplines.
Modifying Process
To modify process, activities must be restructured to be more intellectually demanding. For example,
students need to be challenged by questions that require a higher level of response or by open-ended
questions that stimulate inquiry, active exploration, and discovery. Although instructional strategies
depend on the age of the students and the nature of the disciplines involved, the goal is always to
encourage students to think about subjects in more abstract and complex ways. Activity selection should
be based on student interests, and activities should be used in ways that encourage self-directed
learning. Bloom's TAXONOMY OF EDUCATIONAL OBJECTIVES (1956) offers the most common approach
to process modification. His classification system moves from more basic levels of thought, such as
memory or recall, to more complex levels of analysis, synthesis, and evaluation. Parnes (1966), Taba
(1962), and others have provided additional models for structuring thinking skills. Every teacher should
know a variety of ways to stimulate and encourage higher level thinking skills. Group interaction and
51
simulations, flexible pacing, and guided self-management are a few of the methods for managing class
activities that support process modification.
Modifying Environment
Gifted students learn best in a receptive, nonjudgmental, student-centered environment that encourages
inquiry and independence, includes a wide variety of materials, provides some physical movement, is
generally complex, and connects the school experience with the greater world. Although all students
might appreciate such an environment, for students who are gifted it is essential that the teacher
establish a climate that encourages them to question, exercise independence, and use their creativity in
order to be all that they can be.
Modifying Product Expectation and Student Response
Teachers can encourage students to demonstrate what they have learned in a wide variety of forms that
reflect both knowledge and the ability to manipulate ideas. For example, instead of giving a written or
oral book report, students might prefer to design a game around the theme and characters of a book.
Products can be consistent with each student's preferred learning style. They should address real
problems, concerns, and audiences; synthesize rather than summarize information; and include a selfevaluation process.
Assessing Curriculum Effectiveness
In their synthesis of curriculum effectiveness studies and effective practice, VanTassel-Baska et al. (1988)
suggested that differentiated curriculum would respond to diverse characteristics of gifted learners in the
following three ways:
•
By accelerating the mastery of basic skills through testing-out procedures and reorganization of
the curriculum according to higher level skills and concepts.
•
By engaging students in active problem-finding and problem-solving activities and research.
•
By providing students opportunities for making connections within and across systems of
knowledge by focusing on issues, themes, and ideas.
Curriculum development is a dynamic, ongoing process. Special attention needs to be paid to articulation,
scope, and sequence to avoid gaps and repetition through grade levels; ensure that the understandings
and skills we expect children to develop fit together; and assure that children are provided with the
knowledge and skills that will prepare them for the future. Periodic evaluations of curriculum
effectiveness allow corrections to be made when needed, and they are essential if curriculum is to meet
the long-term needs of gifted students for increasingly complex and challenging opportunities.
Conclusion
The curriculum committee of the Leadership Training Institute (Passow, 1982) developed seven guiding
principles for curriculum differentiation that reflect the considerations described in this Digest.
•
The content of curricula for gifted students should focus on and be organized to include more
elaborate, complex, and in-depth study of major ideas, problems, and themes that integrate
knowledge within and across systems of thought.
•
Curricula for gifted students should allow for the development and application of productive
thinking skills to enable students to reconceptualize existing knowledge and/or generate new
knowledge.
•
Curricula for gifted students should enable them to explore constantly changing knowledge and
information and develop the attitude that knowledge is worth pursuing in an open world.
•
Curricula for gifted students should encourage exposure to, selection, and use of appropriate and
specialized resources.
•
Curricula for gifted students should promote self-initiated and self-directed learning and growth.
52
•
Curricula for gifted students should provide for the development of self-understanding and the
understanding of one's relationship to persons, societal institutions, nature, and culture.
•
Evaluations of curricula for gifted students should be conducted in accordance with the previously
stated principles, stressing higher level thinking skills, creativity, and excellence in performance
and products.
•
Developing curriculum that is sufficiently rigorous, challenging, and coherent for students who
are gifted is a challenging task. The result, however, is well worth the effort. Appropriately
differentiated curriculum produces well-educated, knowledgeable students who have had to work
very hard, have mastered a substantial body of knowledge, and can think clearly and critically
about that knowledge. Achieving such results for one or for a classroom full of students who are
gifted will produce high levels of satisfaction, not only for the students who are beneficiaries, but
also for every teacher who is willing to undertake the task.
Credits
This publication was developed by Sandra L. Berger with funding from the Office of Educational Research and
Improvement, U.S. Department of Education, under contract no. RI88062007. The opinions expressed in this
report do not necessarily reflect the positions or policies of OERI or the Department of Education.
The Council for Exceptional Children, ERIC Clearinghouse on Handicapped and Gifted Children, Reston, Va.
This digest was created by ERIC, The Educational Resources Information Center. For More Information About
ERIC, Contact Access ERIC 1-800-LET-ERIC.
References
Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I:
Cognitive domain. New York: Longmans, Green.
Bruner, J.S. (1966). Toward a theory of instruction. New York: Norton.
Feldhusen, J., Hansen, J., & Kennedy, D. (1989). Curriculum development for GCT teachers. GCT, 12(6), 1219.
Jacobs, H., & Borland, J. (1986). The interdisciplinary concept model: Theory and practice. Gifted Child
Quarterly, 30(4), 159-163.
Maker, C.J. (1982). Curriculum development for the gifted. Rockville, MD: Aspen.
Parnes, S.J. (1966). Programming creative behavior. Buffalo, NY: The State University of New York at Buffalo.
Passow, A.H. (1982). Differentiated curricula for the gifted/talented. In Curricula for the gifted: Selected
proceedings for the First National Conference on Curricula for the Gifted/Talented (pp. 4-20). Ventura, CA:
National/State Leadership Training Institute on the Gifted and Talented.
Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace & World.
The Association of the Gifted (TAG). (1989). Standards for programs involving the gifted and
talented. Reston, VA: The Council for Exceptional Children.
VanTassel-Baska, J., Feldhusen, J., Seeley, K., Wheatley, G., Silverman, L., & Foster, W.
(1988). Comprehensive curriculum for gifted learners.Needham Heights, MA: Allyn & Bacon.
VanTassel-Baska, J. (1989). Appropriate curriculum for the gifted. In J. Feldhusen, J. VanTassel-Baska, & K.
Seeley (Eds.), Excellence in educating the gifted (pp. 175-191). Denver: Love.
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Permission Statement
This digest was created by ERIC, The Educational Resources Information Center. For more information
about ERIC, contact ERIC 1-800-LET-ERIC. ERIC digests are in the public domain and may be freely
reproduced and disseminated. This publication was prepared with funding from the Office of Educational
Research and Improvement, U.S. Department of Education, under contract no. RI88062007. The opinions
expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of
Education. Digest #E510
This article is provided as a service of the Davidson Institute for Talent Development, a 501(c)3 nonprofit
dedicated to supporting profoundly gifted young people 18 and under. To learn more about the Davidson
Institute’s programs, please visit www.DavidsonGifted.org.
Comments
Contributed by: DITD Team Member on 3/29/2005
This is a very good article for teachers and parents. It lists all of the positives of differentiating curriculum
in schools. It is short and to the point.
54
SPECIAL EDUCATION CURRICULUM MODIFICATIONS
The New Jersey Council on Developmental Disabilities has compiled the “Tools for Teachers” to provide
basic information and guidance in demonstrated best practice strategies for including students with
disabilities in general education settings. Developed by the Council’s Subcommittee on Education the
follow excerpt from Park 2 Curriculum Modifications and Adaptations provides guidance in meeting the
needs of special education students in the general curriculum.
The New Jersey Council on Developmental Disabilities’ Education Task Force has complied “Tools for
Teachers” to provide basic information and guidance in demonstrated best practice strategies for
including students with disabilities in general education settings.
CURRICULUM MODIFICATIONS & ADAPTATIONS
There is no recipe for adapting general education curriculum to meet each student’s needs. Each
teacher, each student, each classroom is unique and adaptations are specific to each situation.
Keep in mind that curriculum does not always need to be modified. By providing multi-level instruction
you will find that adapting a lesson may not always be necessary. Differentiating instruction and
providing multiple ways assess allows more flexibility for students to meet the standards and
requirements of the class. At other times, the curriculum can be made more accessible through
accommodations. In addition, supports for one student may not necessarily be the same in all situations,
e.g., a student who needs full time support from a paraprofessional for math may only need natural
supports from peers for English, and no support for art. And, supports should not be determined by the
disability label; instead supports should be used when the instructional or social activity warrants the
need for assistance. (Fisher and Frey, 2001).
The forms and examples on the following pages provide information about curriculum and types
of adaptations that could be considered in developing the appropriate strategy for a particular student.
A Curricular Adaptation and Decision-making Process
This decision-making flowchart can be used to conceptualize the process of selecting and implementing
curricular adaptations. It should be used as a tool for a team in determining an individual student’s
needs.
Identify the student’s individual educational goals and objectives to be emphasized during general
education activities
Articulate the expectations for the student’s performance in general education activities
Determine what to teach
As a team, determine the content of the general education activity, theme or unit study
Determine how to teach
As a team, determine if, without modification, the student can actively participate and achieve the same
essential outcomes as non-disabled classmates. If the student cannot achieve the same outcomes...
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Select of design appropriate adaptations
Select
instructional
arrangement
Select
lesson
format
Employ
studentspecific
teaching
strategies
Select
curricular
goals
specific to
the lesson
Engineer the
physical and
social
classroom
environment
Design
modified
materials
Select natural
supports and
supervision
arrangements
If the above adaptation strategies are not effective, design an alternative activity
Evaluate effectiveness of adaptations
A Curricular Adaptation and Decision-making Model
Examine the Structure of the Instruction
1. Can the student actively participate in the lesson without modification? Will the
same essential outcome he achieved?
2. Can the student’s participation he increased by changing the instructional
arrangement?
From traditional arrangements to:
• Cooperative groups
• Small groups
• Peer partners
• Peer or cross-age tutors
3. Can the student’s participation be increased by changing the lesson format?
• Interdisciplinary/thematic units
• Activity-based lessons, games, simulations, role-plays
• Group investigation or discovery learning
• Experiential lessons
• Community-referenced lessons
4. Can the Student’s participation and understanding be increased by changing the
delivery of instruction or teaching style?
Examine the Demands and Evaluation Criteria of the Task
5. Will
•
•
•
•
•
•
the student need adapted curricular goals?
Adjust performance standards
Adjust pacing
Same content but less complex
Similar content with functional/direct applications
Adjust the evaluation criteria or system (grading)
Adjust management techniques
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Examine the Learning Environment
6. Can the changes he made in the classroom environment or lesson location that
will facilitate participation?
• Environmental/physical arrangements
• Social rules
• Lesson location
Examine the Materials for Learning
7. Will
•
•
•
•
•
different materials be needed to ensure participation?
Same content but variation in size, number, format
Additional or different materials/devices
Materials that allow a different mode of input
Materials that allow a different mode of output
Materials that reduce the level of abstraction of information
Examine the Support Structure
8. Will
•
•
•
•
•
personal assistance be needed to ensure participation?
From peers or the general education instructor?
From the support facilitator’?
From therapists’?
From paraprofessionals?
From others?
Arrange Alternative Activities that Foster Participation and Interaction
9. Will a different activity need to be designed and offered for the student and a
small group of peers?
• In the classroom
• ln other general education environments
• In community-based environments
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Curriculum Adaptations
It is important to correlate adaptations with the IEP. In other words, we are not adapting for
adaptations sake but, to meet the student’s needs as identified on an IEP.
a. Curriculum as is. This is the type we forget most frequently. We need to
constantly be looking at the general education curriculum and asking if the students
on IEPs may gain benefit from participating in the curriculum as is. We need to keep
in mind that incidental learning does occur. Curriculum as is supports outcomes as
identified in standard curriculum.
_____________________________________________________________________
b. Different objective within the same activity and curriculum. The student
with an
IEP works with all the other students in the classroom participating in the activity
when possible but, with a different learning objective from the other students. This is
where the principle of partial participation fits. Examples include.
•
•
A student with a short attention span staying on task for 5 minutes.
Using a switch to activate a communication device to share during a class
discussion.
• Expressing one’s thoughts by drawing in a journal instead of writing.
• Holding a book during reading time.
• Understanding the effect World War II has on the present rather than
knowing the
• names and dates of key battles.
_____________________________________________________________________
c. Material or environmental adaptations. The material or environmental
changes are utilized so that participation in the general education curriculum by the
student with the IEP may occur. Examples include:
• 5 spelling words from the weekly list instead of the standard 20.
• Completing a cooking assignment by following picture directions rather than
written
• directions
• Changing the grouping of the class from large group to small groups
(possible with the
• additional support staff).
• Changing the instructional delivery from lecture to the cooperative learning
format
• Using a computer to write an assignment instead of paper and pencil.
• Reading a test to a student.
• Highlighting the important concepts in a textbook.
• Having the student listen to a taped textbook.
• Using enlarged print
• Using an assistive technology device
• Using visual cues such as picture and/or word schedules for those who have
difficulty staying on task.
• Using a note taking guide listing the key concepts during a lecture.
_____________________________________________________________________
d. Providing Physical assistance. Assistance from another person may be needed
for a student to participate in a classroom activity. If possible, it is better to use
natural supports (peers) as these will be the people always present in the student’
life. If the use of peers is not possible, then the support teacher, the
paraprofessional, the classroom teacher, the classroom aide, or a parent volunteer
58
Move in
this
direction
only when
necessary
may provide the assistance. Most peers and staff will need training in the correct
way of providing physical assistance. In addition, we need to keep in mind the
principle of partial participations.
Examples include:
• Starting a computer for a student with an IEP to use.
• Guiding a hand during handwriting.
• Assisting in activating a switch.
• Completing most of the steps of an activity and having a student with an IEP
do the remainder
• Pushing a student in a wheelchair to the next activity.
_____________________________________________________________________
e. Alternative/substitute curriculum. This is sometimes referred to as functional
curriculum as it usually involves the acquisition of “life skills.” The decision to use
alternative/substitute curriculum is a major change and needs to be reflected on the
IEP. This decision should be carefully made after weighing all of the pros and cons of
using an alternative curriculum. The alternative curriculum may or may not take
place in the general education classroom.
Examples include:
• Community-based instruction (which all students may benefit from!)
• Learning job skills in the school cafeteria.
• Learning how to use a communication device.
• Doing laundry for the athletic department
• Learning cooking/grooming skills at the home.
Overlap does occur among the five types of curriculum adaptations
59
Nine Types of Adaptations
Input
Adapt the way instruction is
delivered to the learner.
Output
Adapt how the learner can
respond to instruction
For example:
For example:
Time
Adapt the time allotted and
allowed for learning, task
completion or testing.
Use different visual aids; plan
more concrete examples;
provide hands-on activities;
place students in cooperative
groups
Allow a verbal vs. written
response; use a communication
book for students; allow
students to show knowledge
with hands-on materials.
For example:
Difficulty
Adapt the skill level, problem
type, or the rules on how the
learner may approach the work.
Level of Support
Increase the amount of personal
assistance with specific learner.
Size
Adapt the number of items that
the learner is expected to learn
or compete.
For example:
Assign peer buddies, teaching
assistants, peer tutors or crossage tutors
For example:
Degree of Participation
Adapt the extent to which a
learner is actively involved in
the task.
Alternate Goals
Adapt the goals or outcome
expectations while using the
same materials.
Substitute Curriculum
Provide the different instruction
and materials to meet a
learner’s individual goals.
In geography, have a student
hold the globe, while others
point out the locations.
In social studies, expect one
student to be able to locate just
the states while others learn to
locate capitals as well.
Individualize a timeline for
completing a task; pace learning
differently (increase or
decrease) for some learners.
Allow a calculator for math
problems; simplify task
directions;
change rules to accommodate
learner needs.
For example:
For example:
For example:
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Individualize a timeline for
completing a task; pace
learning differently (increase or
decrease) for some learners
Reduce the number of social
studies terms a learner must
learn at any one time.
For example:
Appendix F
Interdisciplinary
and
st
21 Century Skills
61
INTERGRATING 21ST CENTURY THEMES & SKILLS
As today’s students enter into an increasingly global economy, it is important that they have a diverse
range of skills to succeed. The Partnership for 21st Century Skills, a national organization that advocates
for 21st century readiness for every student, has developed a Framework for 21st Century Learning. This
document fuses the traditional 3Rs of Reading, wRiting and aRithmetic.
Teachers will easily be able to integrate 21st Century skills into daily instruction through the following
framework:

Build thematic instruction based up real-world tasks and authentic sources

Instruction is learner-centered; students take responsibility for the learning and creation of new
content.

Technology is integrated with instruction and assessment to support and enhance learning

Instruction and assessment and differentiated to meet the needs of individual learners.

Assessment is focused on what students can do; students know what they will be asked to do
and how they will be assessed.

Instruction and assessment focuses on the comparisons between the products, practices, and
perspectives of the target skills and concepts.

Students explore opportunities to use content related skills outside of the classroom.
62