Rye Spanish Grade 4 Curriculum Map 2010

THE RYE CITY SCHOOL DISTRICT
Spanish Grade 4 Curriculum Units of Study
Written by: FLES Teachers,
Ms. Vanessa Franco, Ms. Lauren Gobbo, Ms. Reina McGoldrick & Ms. Alejandrina Ramos
Summer 2010
The Rye City School District
Elementary Unit of Study
Page 1
FLES – Spanish (These are units completed by fourth grade classes, but not necessarily in this order.)
Grade Level: Fourth Grade
Duration: 4th Year of instruction * Appendix 1 outlines the content that will be reinforced at the beginning of each class.
Essential Question: What will fourth grade students be able to understand and use at the end of the fourth year of FLES?
Standards Addressed: The N.Y. State LOTE Standards (Communication and Culture) are addressed during FLES instruction.
Understandings
Students will
understand that…
Outcome
Students will be able
to…
Skills
~Listening
~Speaking
~Spanish is not only a
means of
communication, but
also reflects a rich
culture.
~Understand and
respond to the spoken
language without
English translation
~Speak Spanish at
their individual pace
~Recognize limited
vocabulary and
structure spoken and
written in Spanish;
some will articulate
this vocabulary and
structure
~Express simple
thoughts in the target
language
Vocabulary
Vocabulary learned
during unit of
instruction
~Reading
(basic vocabulary and
structures that have
been introduced both
orally and visually)
~Writing
(Students will
copy/label basic
vocabulary and
structures that have
been introduced both
orally and visually)
~Communication/
Cross-cultural
Communication
~Social Skills
~Recognize and copy
the written word in the ~ Reinforce skills
from other fourth
target language
grade content areas
Role of the classroom teacher:

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Structures
Interdisciplinary
Communicative
structures learned
during unit of
instruction
Connections will be
made with other
content areas in the
fourth grade
curriculum.
Activities
Resources
Assessments
~Teacher observation
of student
performance/
~This column lists
Age appropriate books participation
suggested activities
in the target language
that will be selected at
~Periodic quizzes
(TL)
the discretion of the
Purchased materials
Instruction will
teacher.
~In the column
and manipulatives
reinforce skills learned
“Assessments,” the
Puppets
in other disciplines.
The activities will be:
(D) designation will
Felt and dry erase
Highly communicative
be given to indicate
boards
with comprehensible
where the
Music
input
differentiation in
(songs and chants)
Designed to address
assessment will take
Instruments
diverse learning styles
place. The (D) will
Folders
and needs
represent the highest
Pictures
Teacher directed
level of challenge and
Teacher made
Interactive
performance.
worksheets,
Student centered
manipulatives
~This column lists
and games
The activities will
suggested assessments
include:
that will be selected at
~This column lists
Teacher modeling
the discretion of the
suggested resources
The written word
that will be selected at teacher.
Student collaboration
the discretion of the
Peer to peer activities
teacher.
Small group activities
Total Physical
Response (TPR)
Singing and dancing
Charades
~All lessons will be
conducted in Spanish.
~Materials will
include:
The Rye City School District
Elementary Unit of Study
Page 2
Unit of Study: Unit 1: Personal Identification, Greetings, Question Words and Useful Phrases
Grade Level: Fourth Grade
Duration of Unit: September
Essential Questions: What are several different ways to greet others and say farewell in Spanish? How do I introduce myself and express how I am in Spanish? How can I communicate basic needs and requests using useful
phrases in Spanish? How can I use question words to acquire information from others?
Standards Addressed: N.Y. State LOTE Standard 1 -Students will be able to use a language other than English for communication. N.Y. State LOTE Standard 2 -Students will develop cross-cultural skills and understandings.
Understandings
Students will
understand that…
Outcome
Students will be able
to…
Skills
~Speaking
~Listening
~Spanish can be used
for greetings,
introductions, leave
takings and expressing
one’s state of being.
~There is a formal
way to ask
adults/strangers how
they are doing.
~There are different
gestures in different
cultures.
~There are TPR
commands and
classroom gestures.
~Exchange greetings
and express personal
information
~Reading
(basic greetings,
farewells, useful
phrases and requests,
and question words)
~Use the greeting and
leave taking songs as
cues for the beginning/
~Writing
end of Spanish class
(students will
copy/label basic
~Respond with
greetings, farewells,
appropriate physical
useful phrases and
movements
requests, and question
words)
~Recognize the
aural/written forms of
greetings and leave
takings
~Copy some of the
basic greetings and
~There are responses
to TPR commands and basic farewells
classroom gestures.
~Express some of
their basic needs and
make requests
Vocabulary
Review:
hola
español
señorita/señora/señor
adiós
buenos días
buenas tardes
buenas noches
por favor
gracias
de nada
hasta luego
hasta la vista
hasta pronto
hasta mañana
Common Classroom
Commands
(Recognition only)
levántense
siéntense
levanta la mano/
levante(n) la mano
Role of the classroom teacher:

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Structures
Review:
Mucho gusto
¿Cómo te llamas?
Me llamo ____
¿Cómo estás?
Bien
Mal
Así así/más o menos
Gracias
Muy
Muy bien
Muy mal
Feliz
Triste
¿Y tú?
¿Cuántos/as hay?
¿Cuántos/as ____
hay?
Hay ____
Toca/Toque/Toquen
¿Cuántos/as ____
tiene?
Tiene ____
¿Quién es?
Es ______
Interdisciplinary
Reinforce…
Music Content:
Variety of
songs/chants related
to unit
English Language
Arts Content:
Social
communication /
interactions
Selecting, organizing
and categorizing
information
Sequencing
Capitalization
Punctuation
Sentence Structure
Question words
Art Content:
Self-portraits
Drawing/ illustrations
Activities
~Introduce/review
greeting and leave
taking songs
~Role play/dialogs
~Teacher directed
questions and answers
~Act out classroom
gestures (TPR)
~Put sentence
strips/greetings for
different times of day
in order
Resources
~Songs
~Visuals/pictures/
photographs
~Sentence strips
~Flyswatters
~Memory cards
~ “Go Fish” cards
~ “Show me” cards
~ “Show me” game
~Age appropriate
books in the TL
~ “Go Fish” game
~Flyswatter activity
~Pictionary
~Bingo
Teacher observation
of…
~Puppets
~Categorize
vocabulary as either
greetings or leave
takings
~Memory game
Assessments
~ Pocket chart
~Teacher made
worksheets/quiz
~Ziploc bags
~Internet websites
~Bingo cards
~Student participation
during class activities
~Student
performance and
participation during
songs, role play,
games and minidialogs
~Students’ ability to
act out greetings and
gestures
~Students’ ability to
match written
vocabulary with
prompts
~Student
performance on unit
worksheets and/or
quiz
~Students matching
the vocabulary word
with pictures
The Rye City School District
Elementary Unit of Study
Page 3
Understandings
~There are useful
phrases to express
needs and make
requests in the target
language.
~Question words can
be used to acquire
information in a
variety of settings i.e.
in travel situations.
Outcome
~Copy the phrases and
questions used to
express basic needs
and requests
~Match the written
forms of some useful
phrases and requests
with their
corresponding pictures
Skills
Vocabulary
New:
Interrogativos
¿Dónde?
¿Cuánto?
¿Quién?
¿Qué?
¿Cuándo?
¿Por qué?
Structures
~Charades
¿Qué es/son?
Es/son ____
~Illustrate and label
question words, useful
phrases and requests
¿Cómo se
escribe/deletrea?
¿Qué tal?
~Match the written
forms of question
words with the
corresponding pictures
¿Cómo está?
¿Y usted?
¿Cómo se dice_____?
New:
Estoy _____
Frases/Preguntas
Útiles
Necesito _____
¿Puedo ir al baño?
¿Puedo ir a
beber/tomar agua?
¿Puedo ir a la
enfermera/oficina?
No entiendo.
Repite por favor.
No sé.

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Activities
¿Quiénes son?
Son ______
¿Quién es el/la
______?
~Recognize the
aural/written forms of
question words
Role of the classroom teacher:
Interdisciplinary
~Act out question
words, useful phrases
and requests (TPR)
~Question mini books
Resources
~Question word mini
books
~Password Perfectos
(miscositas.com)
~Jeopardy Template
Assessments
~Students labeling
pictures with words
written on sentence
strips or from a word
bank
~Student performance
on question word mini
books
~ Race to match the
photo that represents
the question word with
its written form (using
Password Perfectos)
~Students’ ability to
use question words,
useful phrases and
requests during class
activities
~Race to match photos
of places, people,
things, calendars/
clocks with the words:
where, who, what, and
when
~Students’ ability to
provide correct
question word when
given an oral prompt
~Race to match the
photo with the useful
phrase
~Play “Which one
does not belong” with
question words
~“Simon Says” game
~Question word
Jeopardy
(D)
Some students will be
able to use question
words, useful phrases
and requests
spontaneously
(D)
Some students will be
able to lead a “Simon
Says” game
(D)
Some students will be
able to direct the class
in activities
The Rye City School District
Elementary Unit of Study
Page 4
Understandings
Outcome
Skills
Vocabulary
Structures
Interdisciplinary
Activities
Resources
Assessments
(D)
Some students will be
able to initiate
questions to acquire
personal information
about others
(D)
Some students will be
able to direct the class
in activities
Role of the classroom teacher:

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
The Rye City School District
Elementary Unit of Study
Page 5
Unit of Study: Unit 2: Geography, World Communities and Explorers
Grade Level: Fourth Grade
Duration of Unit: October/November
Essential Questions: Can I find the continents and oceans on a map in Spanish? What are the cardinal directions in Spanish? Who are some renowned world explorers? What is the difference between Columbus Day and “Día
de la raza?” Who celebrates each holiday and why? What is the significance of Thanksgiving?
Standards Addressed: N.Y. State LOTE Standard 1 -Students will be able to use a language other than English for communication. N.Y. State LOTE Standard 2 -Students will develop cross-cultural skills and understandings.
Understandings
Students will
understand that…
Outcomes
Students will be able
to…
Skills
~Speaking
~Listening
~Geography is studied
throughout the world.
~The continents,
oceans, and explorers
can be expressed in
the target language.
~There are seven
continents and five
oceans found in the
world.
~Identify and locate
the continents on a
world map
~ Identify and locate
the oceans on a world
map
~Recognize the
cardinal directions on
maps and in activities
~Reading (some basic
vocabulary related to
map skills, geography,
explorers, and
Thanksgiving)
~Writing
(students will
label/copy some basic
vocabulary related to
map skills, geography,
explorers, and
Thanksgiving)
Vocabulary
Review:
Los Colores
Las Formas
Los Números
Los Tamaños
español
Cristóbal Colón
Italia
España
América
Niña
Pinta
Santa María
~Identify and locate
Los Continentes
~Spanish map reading the United States on a
Norteamérica/América
skills like English map world map
del Norte
~Map reading
reading skills involve
Sud(r)américa
~Identify and locate
using tools such as a
América del Sur
Mexico, Italy, Spain
compass rose and a
Europa
and the Caribbean on
key.
Asia
a world map
África
~Cardinal directions
Antártica
~Identify three key
can be expressed in
Australia/ Oceanía
explorers: Christopher
the target language.
Columbus, Amerigo
Los Océanos
Vespucci, and Hernán
Océano Pacífico
Cortés and their
Océano Atlántico
countries of origin
Role of the classroom teacher:
Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Structures
Review:
¿De qué color es?
¿Cuántos/as hay?
¿Cuántos/as ___ hay?
Hay ____
¿Qué es/son?
Es/Son ____
¿Quién es?
¿Quiénes son?
Es/Son ____
¿Cuál es el continente
más grande/pequeño?
¿En cuál continente
estamos?
Estamos en _____
¿Dónde está ____?
¿En qué país
viven/vivimos?
Gracias por ____
New:
¿Cómo se llaman
algunos exploradores?
Interdisciplinary
Reinforce…
Social Studies
Content:
Map skills
Geography
Flags
Geography of Latin
America and the
World
History and
culture of Latin
America and the world
Cross-cultural
perspectives
Activities
Resources
~Teacher directed
questions and answers
~Labeled and blank
maps of the world, the
continents, the oceans,
and the U.S., Mexico,
Italy, Spain, and the
Caribbean
~Map skills game:
A map of the world
will be projected on
the Smartboard.
Students will take
turns coming to the
front and being
blindfolded. Students
will try to drag the
word for each
geographical term to
its correct location.
The other students will
aid the volunteer in
Music Content:
placing the term in the
Variety of
songs/chants related to correct location by
calling out the
unit
corresponding cardinal
(Continents
directions in the target
song/Oceans song)
language.
Physical Education:
~Sing and dance to the
Variety of dances
Continents and
related to the unit
Oceans songs with
TPR gestures that
indicate each location
~Traditional globe
Assessments
Teacher observation
of…
~Student participation
during class activities
~Student performance
during unit songs and
dances
~Globe for tossing
~Smartboard
~Internet websites
~ Map puzzles
~ Map/geography
worksheets
~Large index
cards/Sentence strips
~Laminated cut outs
of the shapes of the
continents
~Student/teacher made
flags
~ Students’ ability to
identify and locate the
oceans on a world
map
~Students’ ability to
identify and label the
cardinal and
intermediary
directions using a
word bank
~Student performance
on worksheets/ quiz
The Rye City School District
Elementary Unit of Study
Page 6
Understandings
Outcomes
~There are meaningful ~Identify which places
these explorers
symbols that have
discovered
relevance for specific
countries.
~The Age of
Exploration or Age of
Discovery took place
between the early 15th
century and the 17th
centuries.
~The Age of
Exploration describes
the period when
Europeans began
exploring the world by
sea in search of
trading partners, new
goods, and new trade
routes.
Skills
Vocabulary
Océano Índico
Océano Antártico
Océano Ártico
¿De dónde es/son?
Es de/Son de ____
¿Qué descubrieron?
Rosa de los Vientos
los cuatro puntos
cardinales
norte
sur
este
oeste
la bandera
el mundo
el mapa
el mapa del mundo
el símbolo
el idioma/la lengua
oficial
~The Age of
Exploration led to the
discovery of the
Western Hemisphere.
el país
la isla
inglés
Los Estados Unidos
(EE.UU)
México
~The Age of
Exploration had
devastating effects on
the native peoples in
the Americas.
El día de Acción de
Gracias
pan
pavo
maíz
New:
The written form of
Christopher Columbus
vocabulary
Role of the classroom teacher:

Structures
Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Interdisciplinary
Activities
~Cardinal direction
activity: Student A is
designated as the
destination point.
Student B is
designated as the
explorer. Student C is
designated as the
director. Student C
gives student B the
necessary cardinal
directions in the TL in
order to physically
reach student A’s
location.
~Classroom is divided
into four hemispheres.
Name student A as the
explorer and student B
as the land discovered.
Remaining students
tell student A how to
get to student B using
cardinal directions.
~Globe toss activity:
Students pass/toss
around a soft globe
and state the name of
the continent or ocean
that their hands touch
when it lands
Resources
~Songs and dances
related to the unit
~Flyswatters
~Readings/videos
about the “Día de la
raza”
Assessments
~Students
identifying, locating
and labeling most of
the continents on a
world map using a
word bank
~Students matching a
portrait/photo of each
explorer with the
correct name
(D)
Some students will be
able identify the
country of origin of a
specific explorer
(D)
Some students will be
able to identify the
place an explorer
discovered
(D)
Some students will be
able to identify, locate
and label most of the
oceans on a world
map using a word
bank
(D)
Some students will be
able to identify Asia
as the largest
continent and
Australia as the
smallest
The Rye City School District
Elementary Unit of Study
Page 7
Understandings
Outcomes
~The indigenous
populations in Latin
America celebrate the
“Día de la raza”
instead of Columbus
Day.
~Some explorers’
names are said or
pronounced differently
in Spanish than they
are in English.
~Like the explorers,
the Pilgrims came to
the New World from
Europe.
~Pilgrims immigrated
to the New World in
search of religious
freedom
~Thanksgiving
commemorates the
relationship between
the Pilgrims and the
Native Americans.
Skills
Vocabulary
el/los explorador(es)
Hernán Cortés
Amerigo Vespucci
el barco
Día de la raza
los indios/indígenas
Inglaterra
peregrinos
El Caribe
Los Puntos
Intermedios
noreste
sureste
noroeste
suroeste
(Recognition only)
el ecuador
el hemisferio
(occidental/oriental,
norte/sur)
Role of the classroom teacher:

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Structures
Interdisciplinary
Activities
~Classifying Game:
Students must place
their card in the
correct category:
continents, oceans,
countries, cardinal
directions, or
intermediary
directions
~ Jeopardy game with
the following
categories: continents,
oceans, countries,
cardinal directions,
and intermediary
directions. Students
choose a category and
they must say a
vocabulary word that
falls under that
category in order for
their group to receive
points
~Students are in two
teams and they race to
place sentence strips
with geography terms
under a given
category. The student
that finishes first and
has the most correct
terms gets the points
for their team.
Resources
Assessments
(D)
Some students will be
able to match the
explorer to an image
of his correct route
(D)
Some students will be
able to direct the class
in activities
The Rye City School District
Elementary Unit of Study
Page 8
Understandings
Outcomes
Skills
Vocabulary
Structures
Interdisciplinary
Activities
~Flyswatter activity
with maps
~Readings/videos on
the cultural
significance of the
“Día de la raza” to
teach the indigenous
peoples’ perspectives
of the Age of
Exploration
~Fill in a Venn
diagram comparing
and contrasting
Columbus Day and the
“Día de la raza”
~Match the explorer to
an image of his
correct route
~Students read and
discuss a modified
level and age
appropriate primary
source (i.e. Columbus
diary excerpt)
Role of the classroom teacher:

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Structures
Review:
¿Qué número es?
¿Cuántos/as hay?
Hay ______
¿Qué es/son?
Es/Son____
Toca/Toque/Toquen
Adjective/noun
agreement and
placement
¿Qué color te gusta?
Me gusta
No me gusta
Me gusta mucho
¿Qué color es?
¿De qué color es
____?
¿Cuál es tu _____
favorito/a?
Mi ____ favorito es
____
Interdisciplinary
Reinforce…
Math Content:
Counting
Tallying
Addition
Subtraction
Graphing
Sequencing
Patterns
Ordinal numbers
Comparing and
contrasting
English Language
Arts Content:
Capitalization
Punctuation
Sentence Structure
Social Studies
Content:
Family life
Family traditions
History and culture of
Latin America and the
world
Activities
Resources
Assessments
~Teacher directed
questions and answers
~Number songs/chants
and dances
Teacher observation
of…
~Songs/chants
~Graphs
~Student participation
during class activities
~ “Show me” game
~Teacher made
worksheets/quiz
~Counting, tallying,
graphing and other age ~Age appropriate
books in the TL
appropriate
arithmetical activities
~Cubes with images
and games
or colors on each side
~Guess the number,
~Cubes with ordinal
family member, or
or cardinal numbers
room of
house/apartment game on each side
~Students roll 2 cubes:
one with the names of
rooms and one with
the numbers 1-6.
They have to draw the
number of rooms they
roll.
~Flyswatter activity
~Flyswatters
~Photographs of
Gaudí’s famous
apartment buildings in
Barcelona
~Students identifying,
stating, and
copying/labeling the
rooms and floors of a
house/ apartment
~Students stating
whether they like or
dislike certain rooms
in a specific color
~Students stating and
writing/copying the
color of a room
~Students identifying
the/their family
members in the target
language
~Famous paintings
with images of houses, ~Students labeling the
rooms and apartments members of the family
~Memory cards
The Rye City School District
Elementary Unit of Study
Page 10
Understandings
~Floors of a building
are labeled differently
in the U.S. than they
are in Spanish
speaking countries.
~Family members can
be expressed in the
target language.
~The word “family”
encompasses the
extended family in
Spanish speaking
countries.
~Families can be
described by size.
~Holidays are
celebrated all around
the world.
~There are Christmas
and Hanukah
traditions in Spanish
speaking countries.
Outcome
~Express likes and
dislikes in relation to
the house theme
~Name, read and copy
some of the family
members
~Match the written
word with the family
member
~State if they live in a
house or an apartment
~Recognize and
identify the rooms in a
house/ apartment
~Name, read, and
label/copy the names
of the rooms in a
house/apartment
~Match the written
word with the rooms
of a house/ apartment
~State the location of
a room in a
house/apartment (first
floor, second floor,
etc.)
Skills
Vocabulary
los tíos
la tía
el tío
los primos
el/los primo(s)
la/las prima(s)
Las mascotas
el perro
el gato
el pájaro
el pez
mi(s)
Feliz navidad
Feliz año nuevo
Felices fiestas
Feliz hanukah
New:
el apartamento
la casa
el edificio
el cuarto/la habitación
el dormitorio
la cocina
la sala
el comedor
el (cuarto de) baño/
los servicios
el sótano
el patio
el jardín
~State the location of
a family member in a
house/ apartment
Role of the classroom teacher:
Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Structures
¿Cuántas personas hay
en la/tu familia?
Hay ____ personas.
¿Quién es/quiénes
son?
Es ____
Son ____
¿Cómo es tu familia?
¿Tienes una familia
grande, mediana, o
pequeña?
Mi familia es ____
(muy)grande,
mediana,
(muy)pequeña
New:
¿Dónde vives?
¿Vives en un
apartamento o en una
casa?
Vivo en un
apartamento/ una casa.
¿Cómo es tu
apartamento/casa?
(tamaño, forma, y/o
color)
Mi casa es ____
Mi casa tiene ____
¿Quién está en el/la
____?
Interdisciplinary
Activities
Resources
Art Content:
Colors
Hispanic art/
architecture (Gaudí)
Family portraits
Crafts
Famous paintings
~ Age appropriate
books in the target
language
~ “Go fish” cards
~Students identify the
colors of rooms and
houses/apartments
~Ziploc bags
Music Content:
Variety of songs/
chants related to unit
~Bingo game
~Family songs
~Students identify and
say colors, shapes,
rooms, and floors they
see in art and/ or
photos of
houses/apartments
~Student A has
pictures of different
rooms. Student B
instructs student A to
select rooms to place
in a house/apartment
layout
~Student A reads a
teacher-constructed
description of a house
and Student B listens
and draws what
Student A describes.
Students then switch
roles.
~Matching games
~Memory
~ “Show me” cards
~Bingo cards
~Pictures of different
family members
~Pictures of different
sized families
Assessments
~Students identifying
the size of their
families
~Students organizing
photos of different
sized families in size
order
~Student performance
on unit worksheets
and/or quiz
(D)
Some students will be
able to describe their
houses/apartments by
floors, rooms, and/or
colors
(D)
Some students will be
able to describe their
families by size and
number
(D)
Some students will be
able to direct the class
in activities
The Rye City School District
Elementary Unit of Study
Page 11
Understandings
Outcome
Skills
Vocabulary
piso
planta baja
primer piso
segundo piso
tercer piso
Structures
¿Dónde está el/la
____?
Interdisciplinary
Activities
~ “Go Fish” game
~Dialogs
¿En cuál cuarto está
______?
¿Cuál es tu cuarto
favorito?
Mi cuarto favorito es
____
¿En cuál piso
está_____?
~Family portraits
~Pictionary
~Tally up/graph
number of family
members and pets
~Compare and
contrast family size
~Compare and
contrast house/
apartment size
~Students arrange
photos of different
sized families by size
order
~ Charades
~ “La Casa” Project:
Students illustrate
their house/apartment
or a dream
house/apartment and
label each room
(manila folder/
dioramas)
Role of the classroom teacher:

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Resources
Assessments
The Rye City School District
Elementary Unit of Study
Page 12
Unit of Study: Unit 4: New Numbers, Time and Mathematic Equations
Grade Level: Fourth Grade
Duration of Unit: January/February
Essential Questions: How can I tell the time in Spanish using new expressions? How do I add, subtract and multiply in Spanish? How do I compare numbers in Spanish?
Standards Addressed: N.Y. State LOTE Standard 1 -Students will be able to use a language other than English for communication. N.Y. State LOTE Standard 2 -Students will develop cross-cultural skills and understandings.
Understandings
Outcome
Students will
understand that…
Students will be able
to…
~The values and
concepts of the
numbers do not
change between
English and Spanish.
~Count and copy
from zero to thirty in
Spanish
Skills
~Speaking
~Listening
~There is a written
word in Spanish that
corresponds with the
numeral.
~Identify the numbers
from zero to thirty in
Spanish
~Recognize and
articulate the numbers
from zero to thirty in
order/out of order
~Reading
(numbers, number
expressions,
arithmetic operations
and time related
vocabulary)
~Writing
(students will copy
some numbers,
number expressions,
arithmetic operations
and time related
vocabulary)
Vocabulary
Review:
Matemáticas
Los Números (0-30)
cero
uno
dos
tres
cuatro
cinco
seis
siete
ocho
nueve
diez
once
doce
trece
catorce
quince
diez y seis/ dieciséis
diez y siete/ diecisiete
diez y ocho/ dieciocho
diez y nueve/
diecinueve
veinte
veintiuno
veintidós
veintitrés
veinticuatro
veinticinco
veintiséis
~Time can be
expressed in the target
~Recognize only the
language.
aural form of the
numbers from thirty
~Time is expressed
to one hundred
differently in the
target language than
~Identify the number
in English.
of items presented
~Basic addition,
~Complete number
subtraction and
multiplication can be patterns
computed in the target
~Carry out basic
language.
addition, subtraction
and multiplication in
the target language
Role of the classroom teacher:
Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Structures
Review:
¿Qué número es?
¿Cuántos/as hay?
Hay ______
¿Qué es/son?
Es/Son_____
Toca/Toque/Toquen
Más
Menos
Es
Son
Igual/Igual a
¿Qué hora es?
Es la una
Son las dos, tres, etc.
Es la ____ y media
Son las ___ y media
Es la ____ y cuarto
Son las ____ y cuarto
New:
Es la ____ menos cuarto
Son las ____ menos
cuarto
Interdisciplinary
Reinforce…
Math Content:
Counting
Skip counting
Tallying
Number patterns
Addition
Subtraction
Multiplication
Number comparisons
Inequalities
Telling time
Fractions
Graphing
Sequencing
English Language
Arts Content:
Sentence Structure
Music Content:
A variety of
songs/chants related
to the unit
Activities
~Teacher directed
questions and answers
~Number
songs/chants
Resources
~ Songs/chants
~Laminated sheets
with numerals
~Counters
~ “Show me” game
~Number cubes
~Count, tally, graph
and other age
appropriate
arithmetical activities
and games
~Complete number
patterns (written or
oral)
~Guess the number
game
~Timed skip-counting
competitions between
classes
~Math cubes
~Graphs
~Teacher made
worksheets/quiz
~Age appropriate
books in the TL
~Flyswatters
~Multiplication table
sheets
Teacher observation
of…
~Student participation
during class activities
~Student participation
during numbers
songs/chants/dances
~Students responding
orally and in writing
with the numbers zero
through 30
~Students matching
numerals to the
written word
~Students adding,
subtracting,
multiplying
~Students comparing
numerical values
~Ball to pass around
~Number cube games
Physical Education
Content:
Variety of dances
related to the unit
Assessments
~Judy clocks
~Flyswatter activity
~Classroom clock
~Bingo cards
~Students’ ability to
tell time by the hour,
half hour ( :30), and
quarter hour ( :15)
orally and in written
form
The Rye City School District
Elementary Unit of Study
Page 13
Understandings
~Arithmetic
operations and
symbols do not
change between
English and Spanish.
~Number
comparisons do not
change between
English and Spanish.
Outcome
~Identify the
aural/written form of
arithmetic symbols
correctly
~Match the written
form of arithmetic
symbols with the
corresponding words
~Express time to the
whole, half and
quarter hour
~Understand and use
common time
expressions
~Recognize the
aural/written forms of
different time
expressions
Skills
Vocabulary
veintisiete
veintiocho
veintinueve
treinta
New (recognition
only):
Treinta y uno, etc.
Cuarenta, cuarenta y
uno, etc.
Cincuenta, cincuenta
y uno, etc.
Sesenta, sesenta y
uno, etc.
Setenta, setenta y uno,
etc.
Ochenta, ochenta y
uno, etc.
Noventa, noventa y
uno, etc.
Cien
~Copy some common
time expressions
~Match the written
form of a given time
with the
corresponding
numerals
Structures
De la mañana
De la tarde
De la noche
Por
____ es más que ____
____ es menos que ____
Recognition only:
Sumar/Suma
Restar/Resta
Multiplicar/multiplicación
Signo
Interdisciplinary
Activities
~In partners, students
will ask each other
math questions/
equations
~Race to complete
multiplication tables
~Race to write the
answer to a teacherdirected math
problem on mini
whiteboards
Mediodía
Medianoche
~Race to write out the
time on mini
whiteboards
~Race to show the
time on a Judy clock
~Race in pairs to
write answers to math
equations or to write
out the time
~Teacher reads a
math word problem
and students race to
solve it first
Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Assessments
~Students graphing
and tallying
~Sentence strips
~Pictures of whole
pizza pies and pizza
pies divided in halves
and quarters
~Students skip
counting and
sequencing numbers
~Students’
performance on unit
worksheets and/or
quiz
~Memory cards
~ “Go Fish” cards
~Wheel of Fortune

~Time flashcards
~ Pocket charts
~Race to match the
time on the sentence
strip to the digital
time
Role of the classroom teacher:
Resources
~Mini whiteboards
~Student participation
in the “Show me”
game with mini
clocks
~Students matching a
clock with its
corresponding time
expression in written
form
~Students drawing in
the hands on a clock
to indicate a specific
time
~Students filling in
the blank in a written
time expression by
copying from the
board/word bank
~Student mini dialogs
about time
The Rye City School District
Elementary Unit of Study
Page 14
Understandings
Outcome
Skills
Vocabulary
Structures
Interdisciplinary
Activities
~Compare number
values using the
appropriate arithmetic
symbols in written
form (<, >, =)
~Match the time on
the clock with the
written word
~Express number
value comparisons
orally
~ “Around the world”
with counting,
addition, subtraction,
and multiplication
~Buzz game
~Memory game
~Charades
~Hot potato activity
~Act out times of day
using their arms
~Students sit in a
circle and form a
“human clock”
~One student reports
the objects/number of
objects the other
students are holding

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Assessments
~Student ability to
read and provide
information about
graphs orally
~Bingo games
~True or false
activities
Role of the classroom teacher:
Resources
(D)
Some students will be
able to count from
zero to one hundred
(D)
Some students will be
able to count by tens
from zero to one
hundred.
(D)
Some students will be
able to count by fives
from zero to one
hundred.
(D)
Some students will be
able to express time
using the expression
“a quarter to ____”
orally.
(D)
Some students will be
able to multiply
numbers whose
product is greater
than 30
(D)
Some students will be
able to use numbers
greater than 30 in
addition/subtraction
equations
The Rye City School District
Elementary Unit of Study
Page 15
Understandings
Outcome
Skills
Vocabulary
Structures
Interdisciplinary
Activities
Resources
Assessments
(D)
Some students will
be able to direct the
class in activities
Role of the classroom teacher:

Structures
Music Content:
~Tally/graph
Variety of
songs/chants related to
unit
~Students classify
~Arts and crafts
materials
~Student mini books
and/or posters about
science
~Students’ ability to
classify states of
matter
~Students’ ability to
label some of the
stages of the water
cycle
The Rye City School District
Elementary Unit of Study
Page 17
Understandings
Outcome
~Identify, read and
copy the stages of the
water cycle
~Match the written
word with the
corresponding stage of
the water cycle
~Identify the process
of transformation from
one stage of the water
cycle to another
~Label the stages of
the water cycle
Skills
Vocabulary
Estados de la Materia
un sólido
un líquido
un gas
Interdisciplinary
Activities
photographs
representing various
states of matter
~Charades
Ejemplos de Gases
el vapor de agua
el aire
la temperatura
Ciclo del Agua
evaporación
condensación
precipitación
nube
nieve
hielo
lluvia
Role of the classroom teacher:

Structures
Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
~Pictionary
Resources
Assessments
(D)
Some students will be
able to label all of the
stages of the water
cycle
(D)
Some students will be
able to describe
objects by size,
number and/or state of
matter
(D)
Some students will be
able to direct the class
in activities
The Rye City School District
Elementary Unit of Study
Page 18
Unit of Study: Unit 6: The Body and The Five Senses
Grade Level: Fourth Grade
Duration of Unit: April
Essential Questions: How do I say the parts of the body in Spanish? What parts of the body do I use for each of the five senses?
Standards Addressed: N.Y. State LOTE Standard 1 -Students will be able to use a language other than English for communication. N.Y. State LOTE Standard 2 -Students will develop cross cultural skills and understandings.
Understandings
Outcome
Students will
understand that…
Students will be able
to…
~The parts of the body
can be expressed in
the target language.
~Identify and express
the parts of the body
Skills
~Speaking
~Listening
~The five senses can
be expressed in the
target language.
~The five senses
provide us with
information about the
world around us.
~Each of the five
senses requires
specific body parts.
~Match the written
word to the body parts
~Copy/label some of
the parts of the body
using a word bank
~Match the body part
with its corresponding
sense orally and in
written form
~Identify some of the
five senses
~Recognize some
verbs associated with
the five senses
~Reading
(basic parts of the
body and the five
senses)
~Writing
(copying/labeling
basic parts of the body
and the five senses)
Vocabulary
Structures
Review:
Partes de la cabeza
el ojo/los ojos
la nariz
la boca
la cabeza
el pelo
el diente/los dientes
la oreja/las orejas
la lengua
la/las ceja(s)
el esqueleto
el brazo/los brazos
la pierna/las piernas
el pie/los pies
el estómago
la mano/las manos
Review:
Los Números
Los Tamaños
Los Colores
New:
el hombro/los
hombros
la rodilla/las rodillas
¿Tiene(s) ____?
Tengo ____
Tiene ____
Los cinco sentidos
el gusto
el tacto
el olfato
la vista
el oído/la audición
¿De qué color es?
Es____
¿Cómo es el/la ____?
Es (muy) grande/
(muy) pequeño/a
¿Cuántos/as ____
tiene?
¿Cuántos/as hay?
Hay _____
New:
¿Cuál(es) sentido(s)
usaste?
¿Cuántos sentido(s)
usaste?
Interdisciplinary
Reinforce…
Science Content:
Parts of the body
The five senses
Classifying
Math Content:
Counting
Activities
Resources
~Teacher directed
questions and answers
~Pictures and cutouts
of body parts
Teacher observation
of …
~TPR
~Visuals/pictures/
Photographs
~Student participation
during class activities
~Memory/ “Show
me”/Go fish cards
~Students placing
parts of the body on
skeleton as directed in
the target language
~Students list the
senses that a
picture/photograph
depicts
~Sentence strips
English Language
Arts:
Capitalization
Punctuation
Sentence Structure
Music Content:
Variety of songs/
chants related to the
unit
Physical Education:
Variety of dances
related to the unit
Art Content:
Drawing/ illustrations
~Students classify
pictures/photographs
by sense
~Pocket chart
~Ziploc bags
~ “Grab bag”
Students will use their
senses to
guess/describe a
hidden object
~Place several items
in front of the
student(s). Have the
student(s) cover their
eyes and remove one
of the objects. After
they uncover their
eyes have them decide
which item is missing

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
~Students pointing to
parts of the body with
their eyes closed
during TPR activities
~Flyswatters
~Teacher made
worksheets/quiz
~Monster/student
portraits
~Internet websites
~Plastic body parts
~“Hokie Pokie” song
~ “Head, shoulder.
knees and toes” song
Role of the classroom teacher:
Assessments
~Students
matching/labeling
some body parts to the
written word
~Student performance
on unit worksheets
and/or quiz
~Students describing
some parts of the
body by size and/or
color
The Rye City School District
Elementary Unit of Study
Page 19
Understandings
Outcome
Skills
Vocabulary
Structures
¿Qué ves?
Veo ______
¿Con qué ves?
Mis ____
¿Qué oyes?
Oigo ____
¿Con qué oyes?
Mis ____
¿Qué tocas?
Toco ____
¿Con qué tocas?
Mis ____
¿Qué saboreas?
Saboreo ____
¿Con qué saboreas?
Mi _____
¿Qué hueles?
Huelo _____
¿Con que hueles?
Mis _____
¿____huele(n) (muy)
bien o (muy) mal?
Interdisciplinary
Activities
~Students guess a
shape using only their
hands
~Blindfold
~Teacher/student
models a specific
rhythm with their
hands or feet and the
rest of the class has to
mimic that rhythm
~Objects of different
shapes
~Student/teacher
makes a sound with a
specific instrument/
object and the rest of
the class has to guess
which instrument/
object was used to
make the sound
i.e. use classroom
objects: folder vs.
book landing on a
desk
~Place face parts/body
parts on skeleton
pictures
~Students roll 2 cubes;
one with the names of
body parts and one
with the numbers 1-6.
They have to draw the
number of body parts
they roll.
~Dialogs
Role of the classroom teacher:

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Resources
~Opaque bag
~Fruits
Assessments
~Students placing,
drawing, labeling,
coloring body parts on
a skeleton during a
variety of activities
~Students matching
the body part with its
corresponding sense
orally and in written
form
~Students identifying
the five senses in a
variety of activities
orally and in written
form
(D)
Some students will be
able to recognize
some verbs associated
with the five senses
(D)
Some students will be
able to direct the class
in activities
The Rye City School District
Elementary Unit of Study
Page 20
Understandings
Outcome
Skills
Vocabulary
Structures
Interdisciplinary
Activities
~“Show me” game
~ “Simon Says” game
~Copy/label parts of
the body on a picture
using a word bank
~Copy/label the five
senses on a picture of
a body using a word
bank
~Flyswatter activity
~Memory game
~Charades
~ “Go Fish” game
~Illustrate
monster/student
portraits
~Race to hold up the
body part that
represents a specific
sense
~Sing and dance the
“Hokie Pokie” song
~Sing and dance
“Head, shoulders.
knees and toes” song
Role of the classroom teacher:

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Resources
Assessments
The Rye City School District
Elementary Unit of Study
Page 21
Unit of Study: Unit 7: A Trip to the Market
Grade Level: Fourth Grade
Duration of Unit: May
Essential Questions: How, where and why is cinco de mayo celebrated? Where do people go shopping in Spanish-speaking countries? What kinds of things can you get at the market? How can I use the Spanish I know to buy
things at the market?
Standards Addressed: N.Y. State LOTE Standard 1 -Students will be able to use a language other than English for communication. N.Y. State LOTE Standard 2 -Students will develop cross-cultural skills and understandings.
Understandings
Students will
understand that…
Outcome
Students will be able
to…
Skills
~Speaking
~Listening
~Identify some goods
~Money can be used
as a means to purchase that can be found in a
market in a Spanish
items.
speaking country
~There are different
currencies in different ~Classify goods into
categories: clothing,
countries.
food, or hand-made
~Money looks and has goods
different values in
~Copy/label some of
different countries.
the goods found in a
market in a Spanish
~Addition and
speaking country
subtraction are used
during monetary
~Express which goods
transactions.
they like, dislike, and
like a lot
~In Spanish speaking
countries it is more
common for people to ~Act out a basic and
shop at markets rather short market monetary
than malls/department transaction with
prompting
stores.
~Reading
(basic vocabulary
related to Cinco de
mayo, market and
money vocabulary)
~Writing
(copying/labeling
basic vocabulary
related to Cinco de
mayo, market and
money vocabulary)
Vocabulary
Structures
Review:
Los Colores
Las Formas
Los Números
Los Tamaños
La Ropa
Los Materiales
Escolares
Los Puntos Cardinales
Los Puntos
Intermedios
Review:
¿Qué es/son?
Es/Son ____.
el país
el mapa
¿Te gusta?
Me gusta
No me gusta
Me gusta mucho
La/Las Fruta(s)
la manzana
la naranja
la banana/el plátano
el mango
la piña
la pera
el melón
el coco
el limón
las uvas
la/las fresa(s)/la/las
frutilla(s)
la sandía
la ensalada de fruta
~Experience a cultural
~ Most markets in
event
Spanish speaking
countries are outdoors.
Role of the classroom teacher:
Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
¿De qué color es/son?
Es/Son ____.
¿Cuál forma es?
Es un/una ____.
¿Cuál fruta es?
¿Te gusta/n?
Me gusta/n
No me gusta/n
¿En cuál grupo va?
Interdisciplinary
Reinforce…
Health Content:
Nutrition
Food groups
Activities
Resources
~Teacher directed
questions and answers
~Visuals/pictures/
photographs
~ “What’s missing?”
Assessments
Teacher observation
of…
English Language
Arts Content:
Capitalization
Punctuation
Sentence structure
~Draw/copy/label
goods in a market
~Student participation
~Hand-made goods
from Spanish speaking during class activities
countries
~Students matching
the good with the
~Plastic food items
correct category
~Flyswatters
~Students expressing
their likes/dislikes
~Ziploc bags
~Create a class market
scene (poster)
~Teacher made
worksheets/quiz
Math Content:
Graphing
Tallying
Matching
Money
Making change
~Re-enact a class
market scene
~Opaque bag
Social Studies
Content:
Culture of Mexico
¿Es una fruta o una
verdura/un vegetal?
Science Content:
Classifying
¿Cuál es tu____
favorito/a?
Mi ____ favorito/a es
____.
Art Content:
Drawing/ illustrations
~Cross out the good
that does not belong in
the same group as the
others
~ Poster boards
~Place the goods in
the correct category:
clothing, food, or
hand-made goods
~Market stand
dioramas
~Student performance
on unit worksheets
and/or quiz
~Money
~Clothing items
~Shoe boxes
~School supplies
~Match the food item
with the correct
category
~Student performance
in a variety of mini
dialogs
~Cinco de mayo
bulletin
~Students creating a
shopping list using a
word bank
The Rye City School District
Elementary Unit of Study
Page 22
Understandings
~Many different types
of goods can be sold at
markets and can be
expressed in Spanish.
Outcome
~Provide a simple
explanation of the
significance of Cinco
de mayo
~Likes and dislikes
can be expressed in
the target language.
~Bargaining is an
acceptable practice in
a market.
~Cinco de mayo is a
Mexican holiday.
~Cinco de mayo is not
Mexico’s
independence day.
~Cinco de mayo
marks the anniversary
of the Battle of Puebla
(Mexico defeated
France).
~Cinco de mayo is a
date.
~The holiday is called
Cinco de mayo
because the battle at
Puebla took place on
the 5th of May.
Skills
Vocabulary
jugo/zumo de ______
Los Vegetales/
Las Verduras
la espinaca
el bróculi
el tomate
la lechuga
el maíz
el pan
el pavo
el chocolate
delicioso/a
(Recognition only)
Los alimentos/la
comida
Los granos
el cereal
el arroz
La leche/
productos lácteos
el queso
La carne
la hamburguesa
el pollo
Las grasas/dulces
las galletas
los caramelos
New:
el mercado
el supermercado
el dinero
el billete
la moneda
Role of the classroom teacher:

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Structures
¿Es delicioso/a?
Necesito _____
¿Dónde está ____?
New:
¿Cuánto cuesta(n)?
¿Es caro o es barato?
Es _____
Voy al mercado y
necesito____
Interdisciplinary
Music Content:
Variety of
songs/chants related
to the unit
Physical Education:
Variety of dances
related to the unit
Activities
~Match the good with
its corresponding
written word
~Students classify
money as bills or
coins
~Relay race- groups
race to shop for
specific items
~ “I am going to the
market and I need…”
game (Voy al mercado
y necesito…)
~Create a shopping
list using a word bank
~Make a shopping list
(partner activity where
one student calls out
foods on a shopping
list and the other
collects the items)
~Flyswatter activity
~ “Show me” game
~Pictionary
~Guess the food item
in the bag by reaching
in a bag with their
eyes closed
Resources
~Age appropriate
books in the TL
Assessments
(D)
Some students will be
able to identify and
name several goods
~World maps and
from several different
flags
categories orally and
in written form
~Traditional costume
(D)
~Songs (Mariachi CD) Some students will be
able to act out a basic
and short market
~Mexican sombreros
money transaction
with little to no
prompting
The Rye City School District
Elementary Unit of Study
Page 23
Understandings
Outcome
Skills
Vocabulary
centavo(s)
dólar(es)
peso(s)
euro(s)
(Recognition only)
la artesanía
Role of the classroom teacher:

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Structures
Interdisciplinary
Activities
~Cinco de mayo
activities (i.e. Legend
of the Mexican flag)
Resources
Assessments
The Rye City School District
Elementary Unit of Study
Page 24
Unit of Study: Unit 8: Review, Reinforcement, Practice and Assessment
Grade Level: Fourth Grade
Duration of Unit: June
Essential Question: What do I know and what can I do in Spanish? How can I use the Spanish I have learned?
Standards Addressed: N.Y. State LOTE Standard 1 -Students will be able to use a language other than English for communication. N.Y. State Standard 2 -Students will develop cross-cultural skills and understandings.
Understandings
Students will
understand that…
Outcome
Students will be able
to…
Skills
~Speaking
~Listening
~They can function in
a limited way in a
Spanish speaking
environment.
~There are cultural
differences.
~Function in a limited
way in a Spanish
speaking environment
~Communicate in the
target language
~There are basic
phonemic sounds,
rhythm, intonation,
and speech patterns
specific to different
languages.
~Reading
(basic vocabulary)
~Writing
(copying/labeling)
~Cross – cultural
communication
Vocabulary
Review vocabulary
from the following
units of study:
Review structures
related to:
Interdisciplinary
Reinforce…
English Language
Alphabet, Dates on the Arts Content:
Alphabet, Dates on the Calendar, Weather,
Spelling
Calendar, Weather,
Phonics
and Clothing
and Clothing
Social
communication/
Personal
Personal
interaction
Identification,
Identification,
Alphabet
Greetings, Question
Greetings, Question
Selecting, organizing,
Words, and Useful
Words, and Useful
and categorizing
Phrases
Phrases
information
Sequencing
Geography, World
Geography, World
Capitalization
Communities and
Communities and
Punctuation
Explorers
Explorers
Sentence structure
Question words
The Family and the
The Family and the
Parts of speech
House
House
(recognition of nouns
and adjectives)
New numbers, Time,
New numbers, Time,
and Mathematic
and Mathematic
Equations
Math Content:
Equations
Sequencing
Counting
Science: Matter and
Science: Matter and
Tallying
the Water Cycle
the Water Cycle
Addition
The Body and the Five Subtraction
The Body and the Five Senses
Graphing
Senses
Sequencing
Role of the classroom teacher:

Structures
Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Activities
Resources
Assessments
~Teacher directed
questions and answers
~Visuals/pictures/
photographs
Teacher observation
of…
~Songs
~Sentence strips
~Student participation
during class activities
~Dialogs
~Flyswatters
~Read age appropriate
books in the TL
~Ziploc bags
~Student performance
on unit worksheets
and/or quiz
~Songs
~Student directed
questions and answers
~Flyswatter activity
~ “Show me” game
~Age appropriate
books in the target
language
~Dry erase board and
markers
~Go fish
~Charades
~Pictionary
~Memory
~Teacher made
worksheets
~Individual oral
responses
The Rye City School District
Elementary Unit of Study
Page 25
Understandings
Outcome
Skills
Vocabulary
A Trip to the Market
Structures
A Trip to the Market
Review structures
that facilitate:
Identification and
description of
different nouns
Classification,
categorizing,
sequencing and
sorting
Quantification and
comparisons
Expression of
preferences
Discussion of likes
and dislikes
Review Basic
Introduction to:
Basic adjective
agreement and
placement
Basic singular vs.
plural agreement
Basic article/noun
gender agreement
Interdisciplinary
Patterns
Ordinal numbers
Comparing and
contrasting
Skip counting
Number patterns
Multiplication
Number Comparisons
Inequalities
Telling time
Fractions
Matching
Money
Making change
Shapes
Social Studies
Content:
Map skills
Geography
Flags
Geography of Latin
America and the
World
History and culture of
Latin America and the
world
Cross-cultural
perspectives
Family life
Family traditions
Culture of Mexico
Science Content:
Weather
Cycles
Matter
Role of the classroom teacher:

Structures
Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Interdisciplinary
Reinforce…
Science Content:
Weather
Math Content:
Sequencing
English Language
Arts Content:
Spelling
Phonics
Social
communication/
interactions
The Alphabet
Selecting, organizing
and categorizing
information
Sequencing
Capitalization
Punctuation
Sentence Structure
Music Content:
Variety of songs/
chants related to unit
Activities
Resources
Assessments
~Alphabet
Chart/Poster activities
~Alphabet chart/
poster
Teacher observation
of…
~Sing the alphabet
song
~Alphabet song
~Student performance
and participation
during songs, role
play, mini-dialogues,
and class activities
~Sing the vowel song
~Learning calendar/
poster activities
~Teacher directed
questions and answers
~Sing the days of the
week song
~Chant the days of the
week chant
~Sing and dance the
months of the year
song to the beat of ‘La
Macarena’
~Sing the “¿Qué
tiempo hace hoy?”
song
~Felt board activities
with cut outs
~Vowel song
~Learning calendar/
poster
~Days of the week
song/chant
~Season song/chant
~ “¿Qué tiempo hace
hoy?” song
~Felt/magnetic board
and felt/magnetic cut
outs of clothing and
weather etc.
~Clothing items for
weather related dress
up activity
~Pictures that
represent the months
of the year and the
seasons
~Student responses to
simple questions
about the days, dates,
months, seasons,
weather and clothing
~Students identifying
their birth months
orally and in written
form
~Students identifying
their birthdays orally
and in written form
~Students matching
the written word for
the season, weather
condition, and/or
clothing item with its
corresponding picture
/object
The Rye City School District
Elementary Unit of Study
Page 28
Understanding
Outcome
~ The days of the
week, months of the
year and four seasons
are not capitalized in
Spanish.
~Place the days of the
week and months of
the year in the correct
sequential order
~The days of the week
on the Spanish
calendar begin with
Monday not Sunday.
~Dates are expressed
differently in Spanish
than in English.
~Identify their birth
months orally and in
writing
~Copy the days of the
week onto a calendar
~Put the days of the
week and months in
order
~Weather conditions
can be expressed in
the target language.
~State their birthdays
~Clothing items can
be expressed in the
target language.
~Identify which
clothing items are
worn in specific
seasons and weather
conditions
~There is appropriate
clothing for different
weather conditions
and seasons.
~There are written
words that correspond
to clothing items.
~Match the written
word with the clothing
items
~Identify many
clothing items orally
Skills
Vocabulary
la fecha
el cumpleaños
Las Estaciones
el invierno
la primavera
el verano
el otoño
El tiempo en otoño
Hace fresco
Está nublado
Hace (mucho) viento
Hace (muy) buen
tiempo
¿En cuál estación
estamos?
Estamos en el/la ____
¿Qué tiempo hace?
Hace ____
¿Qué día es hoy?
Hoy es ____
¿Qué día fue ayer?
Ayer fue ____
¿Qué día es mañana?
Mañana es ___
El tiempo en invierno
Hace (mucho) frío
Hace (muy) mal
tiempo
Nieva/Está nevando
¿Qué llevas?
Llevo ____
El tiempo en
primavera y verano
Llueve/ Está lloviendo
Hace (mucho) sol
Hace (mucho) calor
¿Qué llevas en el/la
____?
Llevo _____
La ropa de otoño
la chaqueta
el suéter/jersey
los pantalones
¿En qué/ cuál mes es
tu cumpleaños?
Mi cumpleaños es en
_____
La ropa de invierno
el abrigo
el gorro
los guantes
Role of the classroom teacher:

Structures
Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
¿Qué lleva ____?
Lleva ____
Feliz cumpleaños
Interdisciplinary
Physical Education
Content:
Variety of Dances
related to the unit
Art Content:
Drawing/illustrations
Activities
~Mini dialogs
~TPR
~Students read and
answer questions in
pairs
Resources
~Pictures that
represent the weather
expressions and
clothing items
Assessments
~Students acting out
gestures for clothing
items/weather
conditions/seasons
when prompted (TPR)
~Dress for the weather
board
~Students singing,
chanting, stating, and
~Sentence strips
reading the alphabet,
~A selected student
days of the week ,
reads and asks review
questions to the class
months of the year,
seasons, and weather
conditions in the
~Weather related dress
up activities
target language
(Students place the
~Students placing
appropriate clothing
items on a cartoon
felt/magnetic cut outs
figure)
on the felt/magnetic
board while following
~Weather/clothing
instructions in the
matching activity
target language during
clothing and weather
activities
~Students describing
the weather/clothing
worn in each season
~Students taking turns
using the learning
calendar/poster to
report the day, date,
month, weather
condition, and/or
season
The Rye City School District
Elementary Unit of Study
Page 29
Understanding
Outcome
Skills
Vocabulary
las botas
la bufanda
La ropa de primavera
el impermeable
la gorra
la camiseta
la falda
el vestido
La ropa de verano
las gafas de sol
el traje de baño
el sombrero
las sandalias
las chanclas/ las
chancletas
los pantalones cortos
Role of the classroom teacher:

Be in the classroom during FLES instruction.
Participate in activities as appropriate.
Assist with hands on activities.
Provide teaching area.
Support FLES teacher’s role as the lead teacher during the FLES period.
Structures
¿Cuándo es tu
cumpleaños?
Mi cumpleaños es el
____ de ____
¿Cuál es la fecha de
hoy?
Hoy es el ____ de
____
¿Cuál es/será la fecha
de mañana?
Mañana es/será el
____ de ____
¿Cuál fue la fecha de
ayer?
Ayer fue el ____ de
____
Interdisciplinary
Activities
Resources
Assessments
~Students’ ability to
articulate the vowels
~Students identifying
words that begin with
a specific letter
(D)
Some students will
take turns using the
Learning calendar/
poster to report the
day, date, month,
weather condition,
and season
(D)
Some students will be
able to elicit responses
from other students in
relation to unit
vocabulary (weather,
birthdays, etc.)
(D)
Some students will be
able to initiate
questions to acquire
personal information
about others
(D)
Some students will
begin to use
appropriate adjective/
noun agreement and
placement orally
The Rye City School District
Elementary Unit of Study
Page 30
Understanding
Outcome
Skills
Vocabulary
Structures
Interdisciplinary
Activities
Resources
Assessments
(D)
Some students will be
able to respond to
questions in a
complete sentence
(D)
Some students will be
able to direct the class
in activities
(D)
Some students will be
able to spell their
names for a specified
vocabulary word
using the Spanish
alphabet
(D)
Some students will be
able to direct the class
in activities
Role of the classroom teacher:

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Rye Spanish Grade 4 Curriculum Map 2010

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