MASSAPEQUA PUBLIC SCHOOLS
FLES
3rd Grade Spanish
Summer 2016
Committee Members
William Anderson, Curriculum Associate
Tara Tassani, Consultant
Judith Hughes
Luisa Marino
Suzanne Scanio
Lisa Silveri
BOARD OF EDUCATION
Maryanne Fisher – President
Jane Ryan – Vice President
Gary Baldinger – Secretary
Timothy Taylor – Trustee
Joseph LaBella – Trustee
ADMINISTRATION
​Lucille F. Iconis, Superintendent
Alan C. Adcock, Deputy Superintendent
Thomas Fasano, Ed.D., Assistant to the Superintendent for Curriculum & Instruction
Diana Haanraadts, Asst. to the Superintendent for Instructional Support & General Administration
Michael Gargiulo, Asst. to the Superintendent for Human Resources & General Administration
Robert Schilling, Executive Director Assessment, Student Data and Technology Services
Jean Castelli, Executive Director of Special Education and Student Support Services
1 Table of Contents Course Description/Rationale
Key Words for Curriki
Common Core State Standards
Curriculum at a Glance
Scope and Sequence 3 3 4 5 6 ­ 9 2 Course Description/Rationale
The overall goal of this project is to create a carefully sequenced curriculum for the
Massapequa FLES program that introduces key concepts in the target language related to
the New York State Standards for World Languages Checkpoint A while simultaneously
reinforcing the core curriculum in grade 3. The integration of these concepts will be
through specific grade-level themes. Units will address New York State Common Core
Standards in reading, writing, listening and speaking (K-5). I​ t is designed to introduce each
student to basic vocabulary and phrases necessary for functional proficiency in the Spanish
language. Culture, which is woven throughout the curriculum, will provide opportunities
for children to connect with their own culture and compare their culture with others.
Grammar will not be ignored, but will be taught contextually rather than through direct
instruction.
Key Words for Curriki
FLES
Spanish
3rd grade
3 Common Core State Standards Common Core Standards in ​Speaking ​and ​Listening LS1: conversations and collaborations with diverse partners LS2: integration and evaluation of information LS3: evaluation of speaker’s point of view LS4: presentation of information LS5: strategic use of digital media LS6: speech adapted to a variety of contexts Common Core Standards in ​Reading R1: Reading to determine what the text says explicitly, citing textual evidence R2: Determine central ideas or themes, with supporting details R3: Analysis of how and why individuals, events, or ideas develop and interact R4: Interpretation of words and phrases; analysis of meaning or tone R5: Analysis of the structure of texts R6: Assessment of how point of view or purpose shapes the content and style of a text R7: Integration and evaluation of content presented in diverse formats and media R8: Evaluation of arguments in a text R9: Analysis of how two or more texts address similar themes or topics R10: Independent reading and comprehension of complex literary and informational texts Common Core Standards in ​Writing W1: Writing arguments to support claims W2: Writing informative/explanatory texts W3: Writing narratives to develop real or imagined experiences or events W4: Development, organization, and style are appropriate to task, purpose, and audience W5: Planning, revising, editing, rewriting, or trying a new approach W6: Using technology, including the Internet, to produce and publish writing W7: Conducting research projects W8: Gathering relevant information; integrating information while avoiding plagiarism W9: Drawing evidence from literacy or informational texts to support analysis, reflection, and research W10: Writing over time 4 Curriculum at a Glance 1 Unit Contexts Structures FLES Foundation names & personal ID, greetings, numbers, days of week, months of the year, commands/passwords, alphabet, shapes September ­ October 7 Continents landforms, geographical locations, directional words, counting, colors, holidays November ­ December United States community, school, lifecycle of butterfly Japan/China weather & seasons Kenya time, fractions, animals April rainforest May my passport and my world booklet June Introduction 2 Continents 3 North America 4 Asia 5 Africa 6 South America Brazil 7 All About Me Time Frame My Place In The World January­ February March 5 Scope and Sequence Massapequa School District FLES Program Language Objectives: Third Grade Objective 3 4 5 I. Expressive Vocabulary (content­obligatory) A. Colors: rojo, anaranjado, amarillo, verde, azul, morado/violeta, blanco, negro, café/marrón, gris, rosado, I,
M I,
M I,
M I,
M I I H. Expressions: ¿Cómo estás?, ¿Cómo se dice...?, muy bien, bien, así así, más o menos, mal, muy mal, cansado(a), fantástico(a), excelente, buenos días, buenas tardes, adiós, hasta... sí, no, tengo hambre, tengo sed, tengo frío, tengo calor, ay de mí, cumpleaños feliz, necesito...,puedo...(tomar al agua, ir al servicio), Soy (de)..., Estoy...,pobrecito(a), Que lástima, Vivo en...., gracias, por favor, de nada, lo siento, mucho, poco, grande, pequeño I. Numbers: 0­31 I I J. Landforms: las montañas, el desierto, el océano, el río, la selva, las llanuras, el bosque, la península, el golfo, el ecuador, el lago, el valle, la costa, el mar K. Geographical locations: el Océano Pacífico, Atlántico, índico, ártico, África, Antártida, América del Norte, América del Sur, Europa, Asia,Australia, el norte, el sur, el oeste, el este, el noreste, el noroeste, el sureste, el suroeste, el continente L. Time: Son las... (to the hour, half­hour, quarter­hour), Es la, Ayer fue, Hoy es, Mañana es, la fecha es...( day, month, year). I I I I: Introduced (new learning); R: Reviewed; M: Mastered B. Days of the week (días de la semana): lunes, martes, miércoles, jueves, viernes, sábado, domingo. C. Months (meses): enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, diciembre. D. Shapes (formas): el círculo, el rectángulo, el cuadrado, el triángulo, el trapezoide, el rombo E. Weather (el tiempo): hace frío, hace calor, hace fresco, hace sol, hace viento, llueve, nieva, está nublado F. Body parts (partes del cuerpo): la cabeza, los ojos, las orejas, la boca, la naríz, las manos, los pies, los hombros, el pelo, los brazos G. Adjetivo: alto(a), bajo(a), mayor, menor, rubio(a), moreno(a), castaño(a), pelirrojo(a), ¿Cómo eres?, impaciente, sociable, inteligente, artístico(a), los ojos…azules, verdes, marrones, grises 6 M. Family: la mamá, el papá, el(la) hermano(a), el(la) abuelo(a), el(la) tío(a), el(la) primo(a), la madre, el padre, el perro, el gato, el pez. N. School vocabulary: el lápiz, la hoja de papel, las tijeras, los marcadores, la silla, el escritorio/pupitre, los creyones, el pegamento, los lápices de color, el bolígrafo, la pluma, la puerta, la bandera, la ventana, la maestra, el televisor, el mapa, la computadora, la carpeta, la clase, la cafetería O. Alphabet (ch, ll, ñ, rr) I I,
M P. Foods: las frutas, los vegetales, las carnes, las proteínas, los productos de leche, el pan, los granos, el agua, las otras (platos principales) Q. Community: el mundo, el continente, la ciudad, el estado, el país, la casa, la escuela, el correo, el (super)mercado, la calle, el apartamento,el parque, el hospital, el restaurante, la oficina , el pueblo R. Professions: el/la bombero(a), el/la camarero(a), el/la doctor(a),el/la cartero(a), el/la policía, el/la dentista, el/la maestro(a) S. Clothing: la camisa, la camiseta, los pantalones, la chaqueta, el sombrero, los zapatos, los pantalones cortos, el suéter, los calcetines, los guantes, los mitones, las botas, el abrigo, la ropa interior T: Verbs: comer, oler, ver, oír, dormir, cocinar, bañarse, jugar fútbol, ver la televisión, mover, tocar, beber, I I ​U: Commands: sentarse, levantarse/ponerse de pie, tocar, sacar, volar, saltar, caminar, escuchar, levantar, leer, mirar I V. Rainforest: la selva tropical, los animales, el orangután, el oso hormiguero, el serpiente, el perezoso, la rana arbórea, los loros, la mariposa, W. The Lifecycle of Butterfly: el huevo, la oruga, el capullo, la mariposa I I,
M II. Grammar A. Punctuation I 1.
I I Students will recognize the different usage of question marks and exclamation points in Spanish and in English. . 2. Students will recognize the different quotation marks in Spanish. B. Capitalization 1.
Students will recognize the difference in capitalization rules of the days of the week and the months of the year in Spanish and in English. I 2.
Students will recognize that only the first word is capitalized in book titles. I C. Agreement 1.
Adjective with a person (fantástico(a)) I 2.
Gender of a person: amigo(a) , chico(a) I 7 3.
Gender of a noun and its adjective agreement I 4.
Singular/plural I D. Verb Usage 1.
Students will be able to correctly use the third­person singular and plural forms of SER in a complete sentence: *when describing objects, surroundings, and family members 2.
Students will correctly use the third person singular form of estar when stating the location of the continents, states, and various land regions or landforms 3.
Students will be able to correctly use the first second, and third­person singular form of estar when describing their state of being 4.
Students will be able to correctly use the first­person singular form of estar when describing their state of being. I 5.
Students will be able to use the first­person and second person singular form of the verb tener and vivir I 6.
Students will use the correct singular and plural form of gustar to express likes and dislikes I 7.
Students will use the correct third­person singular and plural forms of tener to describe possession. 8.
Students will correctly use “hay” (there is or there are) in a sentence… I 9.
Students will correctly use the expression: me duele(n) I,
M I I I I I E. Organizing and maintaining communication *Students will be able to correctly use “¿Cómo se dice__ en español?” Culture Objectives I.
The Arts 1. Students will be able to identify colors and shapes in representative arts and crafts from target cultures. Students will be able to sing along with authentic songs from the target cultures. *Students will be able to recognize latino music. 3. Students will be familiar with authentic poems, rhymes, and stories of the target cultures. 2.
4. Students will be familiar with authentic dances and gestures from the target cultures. II.
Daily Life Patterns 1. Students will be familiar with the target cultures calendar. 2.
Students will be able to identify how peers celebrate birthdays in target cultures. I 3.
Students will recognize selected national holidays of the target cultures. I 8 4.
Students will use greeting and leave­taking behaviors appropriate to the target cultures. I 5. ​Students will have the opportunity to taste selected foods the target cultures related to holidays and celebrations (World Language Night) 6. ​Students will be able to identify immediate family members in the target language. I I 7. ​Students will recognize the importance of the extended family in the target cultures. 8. ​Students will compare and contrast the climate of the target culture with our own, and recognize the effect climate has on daily life patterns. 9. ​Students will compare and contrast communities of the target cultures with their own. Objective I I I III. History and Geography 1. ​Students will practice the Maya system of numbers 1­20, and addition to ten. 2. ​Students will be able to distinguish Central America from North and South America. 3. ​Students will be able to locate the seven countries of Central America, not including Mexico. Key: I=Introduced (new learning); R=Reviewed; M=Mastered (by the end of the year) I,
M 9