Arlington Public Schools World Languages Office
FLES Program
rd
3 Grade Scope and Sequence
*Text in purple throughout the document indicates that it is new for this grade level.
Theme 1: Personal and Public Identities: Socializing, Talking about Self and Recognizing Objects Around Me (Greetings and Expressions of
Courtesy, Introductions, Calendar, Colors, Classroom objects, School subjects)
Write a typical introduction between two people from different Spanish-speaking countries
Ask basic personal information of others
Introduce another person, saying what their name is and describing two features about them (i.e. age, birthdate)
Telling age
Tell how old someone else is in a complete sentence, orally and in writing
Tell the date
Write when someone else’s birthdate is in a complete sentence
Write the date of two favorite holidays in a complete sentence
Days of the week
Say where you and others go on certain days of the week, using ir
Numbers
Count by 2’s and 5’s numbers from 0-100
Count numbers in even and odd patterns
Practice the multiplication tables of numbers 1-10, using por
Talk about school
Identify the location of familiar classroom objects using prepositions
Describe your favorite subjects taught in school and what you typically do there
Theme 2: Contemporary Life: Talking about others and Daily Life (Calendar, Numbers, Shapes, Colors, Seasons, Weather, Clothing, Food,
Activities)
Talk about the calendar and weather
Name the months in each season
In complete sentences, write and orally describe the weather of each month in two different ways
1 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Describe weather patterns and state the temperature in Fahrenheit and Celsius
Clothing
Say and write about what a person from a Spanish-speaking country wears for each season and weather
Talk about what to wear for different activities
Read a story about seasons and weather and correctly answer 1-2 related questions
Talk about others
Ask others about their favorite activities during and after school
Use comparisons to say what you and others like more or less
Ask what someone is going to do and then present this information orally
Ask others about their likes and dislikes and then present this information orally
Identify and recognize activities that you and others do
Organize activities in order of when they occur
Agree and disagree with others’ like and dislikes using también and tampoco
Talk about feelings, yours and others, using expressions with tener
Utilize numbers
Recognize numbers from 0-1000 and match to the price of different food and clothing items
Write in words numbers 0-1000 by hundreds
Write basic fact sentences, adding and subtracting numbers from 0-1000
Multiply numbers 0-10, stating problems and answers orally and in writing
Telling time
Count how many minutes are in an hour and how many hours are in a day, using hay
Tell time orally from both a digital and analog clock
Food
Identify and name some typical foods and food-related items especially from Colombia, Puerto Rico and República Dominicana
Write a daily schedule of foods that you eat at certain times of days
Shapes and Colors
Tell and write about the color of objects in a complete sentence
Use primary and secondary colors to describe objects orally and in writing (pattern sentences)
2 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Theme 3: Families and Communities: Talking about your Community and Living things (Community Places, Animals, Family, Parts of the body,
Home, Animal Habitats)
Talk about parts of the body
Identify parts of the body and their corresponding actions specific to animals
Read a story about body parts and correctly answer 2-4 related questions
Describe your or others’ family members in a written paragraph, with particular attention to the placement of adjectives
Community
Say where you and others are going to go in the community using ir + a
Talk and write about how you and others get to different places, practicing with the contraction al
Talk and write about at what time you and others will go to 5 different places in the community
Understand and give directions to places around town
Identify and talk about workers in a community, correctly answering ¿Quién/es es/son?
Talk about what workers in a community do, using verbs in the 3 rd person singular and plural
Animals
Describe 3-5 wild and domestic animals using 2 attributes
Read a short story about animals, supported by visual clues, and answer 3 related questions about the characters, setting or plot
Habitats
Identify and describe different types of living places, for humans and animals
Match different animals to their habitats
Describe 2 attributes of habitats of 2-3 animals
Theme 4: Global Communities: Communities around the World (Places, Cities, Countries, Geography, Conservation, Traditions and Celebrations
in Spanish Speaking Countries)
Locate these countries and their capital cities on a map: Uruguay, Puerto Rico, Colombia.
Recognize and tell the colors of these flags: Uruguay, Puerto Rico, Colombia.
Recognize and identify major landmarks, geographic features and historical places in Uruguay, Puerto Rico, Colombia.
Read and act out a story about one of the identified countries.
Learn a poem from each of the target countries.
Understand the connection between the USA and Puerto Rico.
Name two common fruits and two typical dishes from the identified countries.
3 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Identify Colombia’s most important product, coffee, why it grows well there and how/when it is consumed.
Read and relay information about some important people from the target countries.
Play some traditional games that children in the identified countries play.
4 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Yearly Progress Indicators for Third Grade
Novice Low-Mid, based on ©ACTFL Progress Indicators for Language Learners
To be developed throughout the school year
Interpersonal
Communication
Presentational
Speaking
Presentational
Writing
Interpretive
Listening
Interpretive
Reading
* I can say basic greetings, farewells and expressions of courtesy.
* I can greet and leave people in a polite way.
* I can respond to yes/no questions.
* I can answer an either/or question.
* I can respond to who, what, when, where questions.
* I can recite words and phrases that I have learned.
* I can state the names of familiar people, places, and objects in pictures and posters using words or
memorized phrases.
* I can introduce myself to a group.
* I can recite short memorized phrases, parts of poems, and rhymes.
* I can write words that I use in class (may not be spelled accurately).
* I can write the names of familiar people, places, and objects in pictures and posters.
* I can fill out a simple form with some basic personal information.
* I can write about myself using learned phrases and memorized expressions.
* I can understand a few courtesy phrases.
* I can recognize and understand basic information in words and phrases that I have memorized.
* I can recognize and understand words and phrases that I have learned for specific purposes.
* I can recognize and read the alphabet.
* I can alphabetize names or words.
* I can connect some words and/or sentences to their meanings.
* I can recognize cognates that connect with subjects I study.
5 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Theme 1: Personal and Public Identities: Socializing, Talking About Self and Recognizing Objects Around Me
Subthemes: Greetings, Introductions and Expressions of Courtesy, Talking about Self, Numbers and Shapes, Classroom Objects, Calendar, Colors,
Classroom objects, School subjects
Estimated Time 13.5 class hours
Theme 1: Personal and Public Identities: Socializing, Talking about Self and Recognizing Objects Around Me (Greetings and Expressions of
Courtesy, Introductions, Calendar, Colors, Classroom objects, School subjects)
Write a typical introduction between two people from different Spanish-speaking countries
Ask basic personal information of others
Introduce another person, saying what their name is and describing two features about them (i.e. age, birthdate)
Telling age
Tell how old someone else is in a complete sentence, orally and in writing
Tell the date
Write when someone else’s birthdate is in a complete sentence
Write the date of two favorite holidays in a complete sentence
Days of the week
Say where you and others go on certain days of the week, using ir
Numbers
Count by 2’s and 5’s numbers from 0-100
Count numbers in even and odd patterns
Practice the multiplication tables of numbers 1-10, using por
Talk about school
Identify the location of familiar classroom objects using prepositions
Describe your favorite subjects taught in school and what you typically do there
6 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Unit Overview:
In this unit students will develop further skills to be able to discuss what they do in the classroom setting. Students will use prepositions to describe
where objects are located in the classroom. Further, students will develop their social vocabulary to be able to talk and write more in depth about
going from one place to another and what activities happen in their favorite classes. Also, students will engage in interpersonal conversations
about these activities, collecting the data to analyze and write a sentence about, which addresses Math SOL 3.17. Students will ask personal
information of their peers, including: “What is your favorite class? What do you do in that class? Where do you go on Saturdays? Where is the
notebook?”
Students will be able to expand on using the calendar as a tool for organizing days and time, especially as relates to their own schedules during the
day and the week and to talk about their favorite holidays. Students will be able to write the date in complete sentences.
Math connections with numbers from 0-100 can be made by teaching students to count numbers in odd and even patterns, which address Math
SOL 3.19. Another connection to math in this unit is in the practice of multiplication skills. Students will multiply numbers 1-10, using
multiplication tables as an aid if necessary, which address Math SOL 3.6.
Guiding Questions:
1. Can you tell me about you? Where do you live? What’s your family like?
2. When is your birthday? When is your classmate’s birthday? What is the date of your favorite holiday?
3. What days of the week to do go to your favorite class? What is your classmate’s favorite class? What does s/he do in that class?
4. Where can you find a notebook, pencil, book in our classroom? Is it on top of the desk? Is it below the desk?
5. Where do you go on certain days of the week? Where do you go on Saturdays? What do you do? With whom do you go?
6. Can you count from 0-100, using odd and even patterns?
7. Can you multiply numbers 1-10?
Unit “Can Do” Statements:
- I can describe myself and my family, including personality and physical descriptions.
- I can describe the location objects in the classroom.
- I can describe what I do in my favorite class and ask my classmate what s/he does in his/her favorite class.
- I can count even and odd numbers from 0-100, using patterns.
- I can the dates of someone else’s birthday and two of my favorite holidays in complete sentences.
- I can say where I and others go on certain days of the week, using the verb ir.
7 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Curricular Extensions:
Math:
 SOL 3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts.
 SOL 3.17 The student will
a) collect and organize data, using observations, measurements, surveys, or experiments;
b) construct a line plot, a picture graph, or a bar graph to represent the data; and
c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.
 SOL 3.19 The student will recognize and describe a variety of patterns formed using numbers, tables, and pictures, and extend the patterns,
using the same or different forms.
Science:
 SOL. 3.1 The student will plan and conduct investigations in which
a) predictions and observations are made;
b) objects with similar characteristics are classified into at least two sets and two subsets;
c) questions are developed to formulate hypotheses;
g) data are gathered, charted, and graphed (line plot, picture graph, and bar graph);
j) inferences are made and conclusions are drawn; and
k) natural events are sequenced chronologically.
8 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
VOCABULARY*
Theme 1: Personal and Public Identities: Socializing, Talking about Self and Recognizing Objects around Me
Subthemes: Greetings, Introductions and Expressions of Courtesy, Talking about Self, Numbers and Shapes, Classroom Objects, Calendar, Colors, School subjects
*This vocabulary builds upon vocabulary and structures learned in previous grades. Teachers should refer to those grade level lists to review and recycle.
Greetings/ Saying Goodbye
¿Qué tal?
Hasta la próxima
Hasta mañana
How’s everything?
Until next time
See you tomorrow
Introductions
¿Cómo se llama el chico/la chica?
Se llama…
Mucho gusto
¿Quién es…?
¿Cuántos años tiene ___?
Tiene…. años.
What’s his/her name?
His/Her name is…
Nice to meet you
Who is the boy/girl?
How old is ___?
He/She is___ years old.
Basic Questions and Answers/Expressions of Courtesy
¿Y tú?
And you (informal)?
¿Dónde vives?
Where do you live?
Vivo en Arlington.
I live in Arlington.
¿Dónde vive ___?
Where does he/she live?
Vive en Arlington.
He/She lives in Arlington.
Emocionado-a/Entusiasmado-a
Excited
Enojado-a
Angry
Nervioso-a
Nervous
Enfermo-a
Sick
¿Cómo es tu familia?
What’s your family like?
Calendar
¿Cuándo es tu cumpleaños?
Mi cumpleaños es el…
¿Cuándo es el cumpleaños de___?
El cumpleaños de___ es el___.
When is your birthday
My birthday is the…
When is ___’s birthday?
___’s birthday is the ____.
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Esta semana
¿Cuándo es tu día festivo favorito?
_____ es el _____ de ______.
¿A dónde vas los ____?
Los ___, voy a ___.
¿A dónde va tu compañero los ___?
Mi compañero va a _____ los ____.
This week
When is your favorite holiday?
____ i son the _____ of _____.
Where do you go on ____?
On ____, I go to ____?
Where does your classmate go on ____?
My classmate goes to ____ on ____?
Special Classes
¿Cuál es tu clase favorita?
¿Cuándo tienes tu clase favorita?
Tengo arte el lunes.
¿Qué haces en tu clase favorita?
Escribir
Leer
Contar
Cantar
Correr
Pintar
What’s your favorite class?
When does your favorite class meet?
I have art on Monday.
What do you do in your favorite class?
Write
Read
Count
Sing
Run
Paint
Basic Commands
Presenten a su amigo/compañero
Lean
Rotulen
Den
Describan
Introduce your friend/classmate
Read
Label
Give
Describe
Math-Basic Vocabulary for Computation
Par
Impar
¿Cuánto es 3 por 4?
3 por 4 es doce.
Even
Odd
What’s 3 times 4?
3 times 4 is twelve.
Classroom Objects
La pluma
Los marcadores
Los crayones
pen
markers
crayons
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El pupitre
La mochila
El sacapuntas
El lápiz
El libro
El cuaderno
Las tijeras
Los lápices de color
El borrador
El pegamento
La bandera
El escritorio
La silla
La pizarra
desk (student)
backpack
pencil sharpener
pencil
book
notebook
scissors
color pencils
eraser
glue
flag
desk (teacher)
chair
board
11 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Theme 2: Contemporary Life: Talking about others and Daily Life
Subthemes: Calendar, Numbers, Shapes, Colors, seasons, weather, clothing, food, activities
Estimated Time 13.5 class hours
Theme 2: Contemporary Life: Talking about others and Daily Life (Calendar, Numbers, Shapes, Colors, Seasons, Weather, Clothing, Food, Activities)
Talk about the calendar and weather
Name the months in each season
In complete sentences, write and orally describe the weather of each month in two different ways
Describe weather patterns and state the temperature in Fahrenheit and Celsius
Clothing
Say and write about what a person from a Spanish-speaking country wears for each season and weather
Talk about what to wear for different activities
Read a story about seasons and weather and correctly answer 1-2 related questions
Talk about others
Ask others about their favorite activities during and after school
Use comparisons to say what you and others like more or less
Ask what someone is going to do and then present this information orally
Ask others about their likes and dislikes and then present this information orally
Identify and recognize activities that you and others do
Organize activities in order of when they occur
Agree and disagree with others’ like and dislikes using también and tampoco
Talk about feelings, yours and others, using expressions with tener
Utilize numbers
Recognize numbers from 0-1000 and match to the price of different food and clothing items
Write in words numbers 0-1000 by hundreds
Write basic fact sentences, adding and subtracting numbers from 0-1000
Multiply numbers 0-10, stating problems and answers orally and in writing
Telling time
Count how many minutes are in an hour and how many hours are in a day, using hay
Tell time orally from both a digital and analog clock
12 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Food
Identify and name some typical foods and food-related items especially from Colombia, Puerto Rico and República Dominicana
Write a daily schedule of foods that you eat at certain times of days
Shapes and Colors
Tell and write about the color of objects in a complete sentence
Use primary and secondary colors to describe objects orally and in writing (pattern sentences)
Unit Overview
In this unit students continue to develop language skills that enable them to understand, talk, read and write about their everyday life, while
demonstrating more awareness of various Spanish-speaking cultures. They expand upon basic language skills and vocabulary needed to talk and
write about what items of clothing to wear in each season. Further, they will converse interpersonally with peers and then present information
learned about activities and preferences and what they and others are going to do. Students will agree and disagree with their peers and make
comparisons between their opinions and those of their classmates. In addition, students will learn to express more feelings, using expressions with
tener and talk with classmates about their feelings. Finally, students will tell time in Spanish, being able to break down time into minutes and hours
from greater amounts, which ties to Science SOL 3.11.
This unit allows students to make connections to concepts learned in Science such as identifying patterns of natural events in the solar system,
including the relationship of the Earth’s movement with day and night and the four seasons and students will hone their skills of measuring
temperatures, from Science SOL 3.8.
The students will utilize numbers from 0-1,000, especially in terms of writing numbers by hundreds and multiplying numbers 0-10. The students
will continue to make connections to math curriculum such as writing basic fact sentences to solve problems (Math SOL 3.2).
Guiding Questions:
1. Can you describe the weather of each month in two different ways? Can you describe the temperature in Fahrenheit and Celsius?
2. Can you tell me what a person in a Spanish-speaking county wears in each season/weather?
3. Can you read a story about seasons and weather and correctly answer 1-2 questions?
4. Can you ask your classmates about their favorite activities? Can you compare what you like with what others like?
5. Can you talk about your and others’ feelings using tener? Can you agree and disagree using también and tampoco?
6. Can you write basic math fact sentences, adding and subtracting numbers from 0-1000?
7. Can you count how many minutes are in an hour and how many hours are in a day? Can you tell the time from both a digital and an analog
clock? Can you write a schedule about foods that you eat at certain times of day?
13 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Unit “Can Do” Statements:
1. I can describe the weather of each month in two different ways. I can describe the temperature in Fahrenheit and Celsius.
2. I can say what a person in a Spanish-speaking county wears in each season/weather.
3. I can you read a story about seasons and weather and correctly answer 1-2 questions.
4. I can ask my classmates about their favorite activities and compare what I like with what they like.
5. I can talk about my and others’ feelings using tener and can agree and disagree using también and tampoco.
6. I can write basic math fact sentences, adding and subtracting numbers from 0-1000.
7. I can you count how many minutes are in an hour and how many hours are in a day. I can tell the time from both a digital and an analog
clock. I can write a schedule about foods that you eat at certain times of day.
Curricular Extensions
Math:
 SOL 3.2 The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic
fact sentences. The student will use these relationships to solve problems.

SOL 3.11 The student will tell time to the nearest minute, using analog and digital clocks.
Science:
 SOL 3.8 The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include
a) patterns of natural events (day and night, seasonal changes, phases of the moon, and tides); and
b) animal and plant life cycles.
14 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
VOCABULARY*
Theme 2: Contemporary Life: Talking about others and daily life
Subthemes: Calendar, Numbers, Shapes, Colors, Seasons, Weather, Clothing, Food, Activities
*This vocabulary builds upon vocabulary and structures learned in previous grades. Teachers should refer to those grade level lists to review and recycle.
Calendar
El lunes voy a…
El viernes va a…
¿Qué vas a hacer el sábado?
¿Qué vas a hacer durante las vacaciones?
Voy a visitar a…
On Monday I will…
On Friday he/she will…
What are you going to do on Saturday?
What are you going to do during vacation?
I am going to visit…
Seasons
Las estaciones
La primavera
El verano
El otoño
El invierno
The seasons
Spring
Summer
Fall
Winter
Weather/El Clima
¿Cómo está la temperatura?
What is the temperatura?
La temperatura está a…grados Fahrenheit, grados Centígrados The temperatura is __ degrees Fahrenheit, degrees Celsius.
la tierra
The earth
el sol
The sun
la luna
The moon
el mapa
The map
el termómetro
The thermometer
caluroso
warm
fresco
cool
lluvioso
rainy
nublado
cloudy
soleado
sunny
el pronóstico
forecast
15 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
¿Cómo estará la temperatura?
Estará…
What will the temperature be?
It will be…
Clothing/La Ropa
Yo me pongo…
Llevo
La camisa
Los pantalones
La falda
El vestido
Los zapatos
Los calcetines
El abrigo
Los guantes
Las botas
El gorro
La gorra
Los pantalones cortos
Traje de baño
I put on…
I wear
shirt
pants
skirt
dress
shoes
socks
coat
gloves
boots
hat
(baseball) cap
shorts
bathing suit
Los Colores/Colors
Rojo
Anaranjado
Amarillo
Verde
Azul
Morado/Violeta
Negro
Café/marrón
Rosado
Gris
Red
Orange
Yellow
Green
Blue
Purple
black
brown
pink
grey
Interests and Leisure Activities
Dentro (de)
Inside (of)
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Fuera (de)
El patio
Me gusta
Me encanta
No me gusta
Voy a ….
Vas a….
No voy a…..
No vas a….
Y
Jugar al fútbol
Jugar al fútbol americano
Jugar al baloncesto
Montar (en) bicicleta
Bailar
Escuchar música
Ir al cine
Comprar
Leer
Pintar
Outside (of)
The patio/park
I like
I love
I don’t like
I am going to…
You are going to…
I am not going to…
You are not going to…
And
To play soccer
To play football
To play basketball
To ride a bike
To dance
To listen to music
To go to the movies
To buy/shop
To read
To paint
Food
Como
I eat
Bebo
I drink
Yo quiero comer…
I want to eat
Yo quiero beber…
I want to drink
el agua
the water
la leche
the milk
el jugo
the juice
la limonada
the lemonade
el refresco
the soda
las papas fritas
the french fries
el sándwich
the sandwich
la hamburguesa
the hamburger
el perro caliente
the hot dog
la lechuga
the lettuce
17 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
el tomate
la zanahoria
el maíz
el jamón
el queso
la banana
las fresas
las uvas
la sandía
los frijoles
el flan
el desayuno
el almuerzo
la cena
la comida
the tomatoes
the carrot
the corn
the ham
the cheese
the banana
the strawberries
the grapes
the watermelon
the beans
the flan
breakfast
lunch
dinner
food/meal
Telling Time
¿Qué hora es?
Es la/Son las…
Minutos
Horas
Cuarto
Media
What time is it?
It’s ___ o’clock.
Minutes
Hours
Quarter (of an hour)
Half (of an hour)
18 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Theme 3: Families and Communities: Talking about Community and Living Things
Subthemes: Community Places, Animals, Family, Parts of the body, Home, Animal habitats, modes of transportation
Estimated Time: 13.5 class hours
Theme 3: Families and Communities: Talking about your Community and Living things (Community Places, Animals, Family, Parts of the body,
Home, Animal Habitats)
Talk about parts of the body
Identify parts of the body and their corresponding actions specific to animals
Read a story about body parts and correctly answer 2-4 related questions
Describe your or others’ family members in a written paragraph, with particular attention to the placement of adjectives
Community
Say where you and others are going to go in the community using ir + a
Talk and write about how you and others get to different places, practicing with the contraction al
Talk and write about at what time you and others will go to 5 different places in the community
Understand and give directions to places around town
Identify and talk about workers in a community, correctly answering ¿Quién/es es/son?
Talk about what workers in a community do, using verbs in the 3 rd person singular and plural
Animals
Describe 3-5 wild and domestic animals using 2 attributes
Read a short story about animals, supported by visual clues, and answer 3 related questions about the characters, setting or plot
Habitats
Identify and describe different types of living places, for humans and animals
Match different animals to their habitats
Describe 2 attributes of habitats of 2-3 animals
Unit Overview:
In this unit, the students will enhance their ability to describe others through further exposure to adjectives and the correct placement of
adjectives, especially as it pertains to writing. Students will delve into the concept of community to a great extent as they learn about places in
town and how to understand and give directions around town. Within this concept will be the use of the simple future, as students talk about
where they are going to go. Students will continue to expand their use of telling time as they talk and write about the times that they go to
19 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
different places in the community. Further, students will talk about common professions and what people do in their positions, utilizing both
singular and plural 3rd person verbs.
Students will review typical homes for humans and habitats for animals. They will be able to match animals to their habitats and describe habitats
of several animals in two different ways. Students will read a story about body parts and review corresponding actions, as they relate to animals
and humans. The unit ties in with curricular connections to Science concepts, such as animal habitats, life cycles and adaptations, which address
Science SOL 3.8.
Guiding Questions:
1. Can you read a story about body parts and correctly answer 2-4 related questions?
2. Can you describe a family in a written paragraph? Can you correctly use adjectives in your description?
3. Can you say where you and others are going to go in the community?
4. Can you talk and write about how you and others get to different places in town?
5. Can you talk and write about at what time you and others will go to different places?
6. Can you understand directions around town when someone gives them to you? Can you give directions to others?
7. Can you identify and talk about workers in the community? Can you describe what they do in their jobs?
8. Can you describe animals and animal habitats?
Unit “Can Do” Statements:
1. I can read a story about body parts and correctly answer 2-4 related questions.
2. I can describe a family in a written paragraph. I can correctly use adjectives in my description.
3. I can say where I and others are going to go in the community.
4. I can talk and write about how I and others get to different places in town.
5. I can talk and write about at what time I and others will go to different places.
6. I can understand directions around town when someone gives them to me. I can give directions to others.
7. I can identify and talk about workers in the community. I can describe what they do in their jobs.
8. I can describe animals and animal habitats.
Curricular Extensions:
Science:
3.8
The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include
a) patterns of natural events such as day and night, seasonal changes, simple phases of the moon, and tides;
b) animal life cycles; and
c) plant life cycles.
20 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
3.4
a)
b)
The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs. Key concepts
include
methods of gathering and storing food, finding shelter, defending themselves, and rearing young; and
hibernation, migration, camouflage, mimicry, instinct, and learned behavior.
21 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
VOCABULARY*
Theme 3: Families and Communities: Talking about Community and Living Things
Subthemes: Community Places, Animals, Family, Parts of the body, Home, Animal habitats, modes of transportation
Estimated Time: 13.5 class hours
*This vocabulary builds upon vocabulary and structures learned in previous grades. Teachers should refer to those grade level lists to review and recycle.
Body Parts/Partes del Cuerpo
La cara
La cabeza
Las piernas
Los brazos
Los pies
Las manos
Las orejas
Los ojos
Los dedos
La lengua
La nariz
La cola
Las patas
El hocico
El pico
The face
The head
The legs
The arms
The feet
The hands
The ears
The eyes
The fingers
The tongue
The nose
The tail
The paws
The snout
The beak
Farm/ Farm Animals
La vaca
El caballo
El cerdo
El pato
El perro
El gato
La oveja
La cabra
El burro
El conejo
El granjero
cow
horse
pig
duck
dog
cat
sheep
goat
donkey
rabbit
farmer
22 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
La granja
farm
Pets/Mascotas
El gato
El pez
El perro
El pajarito
El conejo
the cat
the fish
the dog
the bird
the rabbit
Zoo/ Zoo Animals
La jirafa
El elefante
El león
La cebra
El tigre
El oso
El mono
El zoológico
El guardián
giraffe
elephant
lion
zebra
tiger
bear
monkey
the zoo
zoo keeper
Home
la casa
el apartamento
la sala
el cuarto
la cocina
el baño
el jardín
el patio
the house
the apartment
the living room
the bedroom
the kitchen
the bathroom
the garden/yard
the patio
Land and Sea Habitats
la tierra
el bosque
el bosque tropical
el desierto
el océano
el río
the land
the woods
the rain forest
the desert
the ocean
the river
23 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
la cueva
el árbol
las plantas
the cave
the tree
the plants
Transportation
¿Cómo vas a ?
Voy a ___ en/a ___
en tren
en avión
en autobús
en coche/carro
en barco
en bicicleta
a pie
How to you get to
I go to ___ by ___.
on train
on plane
on a bus
in a car
on a boat
on a bike
on foot
Town and Professions
El/La medico/a
El/La panadero/a
El/La policía
El/La vendedor/a
El/La trabajador/a
La comunidad
Trabajar
Vender
Crear
Ayudar
La calle
El mapa
La heladería
El hospital
El museo
El supermercado
Ve
Camina
A la derecha
A la izquierda
¿Cómo voy a ….?
Doctor
Baker
Police
Salesperson/Shop owner
Worker
Community
To work
To sell
To create
To help
Street
Map
Ice cream shop
Hospital
Museum
Supermarket
Go (as a command)
Walk (as a command)
To the right
To the left
How do I get to…?
?
24 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Culture Vocabulary
La plaza
La iglesia
El Palacio Nacional
El banco
La oficina de correo
La tienda principal
El bote
Colonial Town Square
church
the government building
the bank
the post office
the main store
the boat
25 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Theme 4: Global Communities: Communities Around the World:
Subthemes: Places, Cities, Countries, Geography, Ecosystems and Biomes, Traditions and Celebrations in Spanish Speaking Countries.
Estimated Time: 13.5 class hours
Theme 4: Global Communities: Communities around the World (Places, Cities, Countries, Geography, Conservation, Traditions and Celebrations
in Spanish Speaking Countries)
Locate these countries and their capital cities on a map: Uruguay, Puerto Rico, Colombia.
Recognize and tell the colors of these flags: Uruguay, Puerto Rico, Colombia.
Recognize and identify major landmarks, geographic features and historical places in Uruguay, Puerto Rico, Colombia.
Read and act out a story about one of the identified countries.
Learn a poem from each of the target countries.
Relay 2-3 facts about the connection between the USA and Puerto Rico.
Name two common fruits and two typical dishes from the identified countries.
Identify Colombia’s most important product, coffee, why it grows well there and how/when it is consumed.
Read and relay information about some important people from the target countries.
Play some traditional games that children in the identified countries play.
Unit Overview
The goals of this unit are for students to appreciate and to understand key components of the cultures from Uruguay, Puerto Rico and Colombia.
Students will be able to recognize geographic and historical features, in addition to prominent people, practices and products from the identified
countries. Students will engage with the culture by reading and acting out stories and poems from the targeted countries.
Guiding Questions:
1. Can you tell me the colors of the flags of Uruguay, Puerto Rico and Colombia?
2. Can you locate the identified countries on a map? Can you identify major landmarks?
3. Can you name the two principal fruits and foods from the identified countries?
4. Can you act out a story from one of the target countries?
5. Can you recite a poem from one of the identified countries?
6. Can you state 2-3 facts about the connection between the USA and Puerto Rico?
7. Can you name and cite two facts about two important people from the target countries?
8. Can you name Colombia’s most important product, why it grows well there and how/when it is consumed?
26 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
Unit “Can Do” Statements for Culture:
1. I can tell me the colors of the flags of Uruguay, Puerto Rico and Colombia.
2. I can locate the identified countries on a map. I can identify major landmarks.
3. I can name the two principal fruits and foods from the identified countries.
4. I can act out a story from one of the target countries.
5. I can recite a poem from one of the identified countries.
6. I can state 2-3 facts about the connection between the USA and Puerto Rico.
7. I can name and cite two facts about two important people from the target countries.
8. I can name Colombia’s most important product, why it grows well there and how/when it is consumed.
27 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade
VOCABULARY*
Theme 4: Global Communities: Communities Around the World:
Subthemes: Places, Cities, Countries, Geography, Ecosystems and Biomes, Traditions and Celebrations in Spanish Speaking Countries.
*This vocabulary builds upon vocabulary and structures learned in previous grades. Teachers should refer to those grade level lists to review and recycle.
El café
La bandera
La capital
Coffee
Flag
Capital city
28 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Third Grade