1
Year at a Glance​
............................................................................ ​
4
Semester at a Glance​
........................................................................​
5
Topic Overview ​
............................................................................ ​
6-11
How the Standards are Arranged​
............................ ................................. ​
12
Academic Vocabulary​
........................................................................​
13-19
Standard 1 (interpersonal communication)​
............................ ..........................​
20-24
Connections to Language and Literacy . . . . . . . . . . . . . . . . . . . . 20-22
Connections to Other Disciplines . . . . . . . . . . . . . . . . . . . . . . . . 22-23
Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23-24
Standard 2 (listening & reading)​
............................ ...................................​
25-32
Connections to Language and Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25-28
Connections to Other Disciplines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28-31
Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31-32
Standard 3 (writing & speaking)​
............................ ................................... ​
33-37
Connections to Language and Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33-35
Connections to Other Disciplines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35-36
Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36-37
2
Standard 4 (cultures)​
............................ .............................................​
38-40
Connections to Language and Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38-39
Connections to Other Disciplines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39-40
Instructional Resources​
............................ ........................................... ​
41-52
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41-45
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46-47
Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49-51
Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
3
A Year at a Glance
* Please consult WLOE topic overview chart for detailed outline
​
1st​
Quarter
1.
2.
3.
4.
Alphabet Basics
Greetings & Courtesy
Numbers through 1000
Calendar
2nd
​​Quarter
5. Geography & Weather
6. Personal description
7. Family and relationships
3rd
​​Quarter
8. Activities
9. School Day
10. Foods
4th
​​Quarter
11. Around town
12. Clothes
13. Final exam review
4
Semester at a Glance
* Please consult WLOE topic overview chart for detailed outline
Week 1 – Week 4.5
1.
2.
3.
4.
5.
Alphabet Basics
Greetings & Courtesy
Numbers through 1000
Calendar
Geography & Weather
​
Week 4.5 – Week 9 (end of 1st​
Quarter)
6. Personal description
7. Family and relationships
8. Activities
Week 9– Week 13.5
9. School Day
10. Foods
11. Places in the Community
Week 13.5 – Week 18 (end of 2nd
​​Quarter)
12. Places in the Community (continued)
13. Clothes
14. Final exam review
5
TOPIC
WLOE LEVEL 1 – TOPIC OVERVIEW
VOCABULARY
● Letters of target
language alphabet
ALPHABET
BASICS
GREETINGS
AND
COURTESY
NUMBERS
TIME
● Greetings
● Farewells
● Courtesy words (w/
introductions, requests)
● Common introductory
questions
● Terms of address (sir,
miss, Mrs.)
● Phone etiquette
(simple)
● 0 – 1000
● More, less, simple math
terms
● Even/odd number
terms
● Telling address
● Tell phone number
● REVIEW NUMBERS
● Units of time
● Words for telling time
(half past, quarter past, “til”)
GRAMMAR
CULTURE
SUGGESTED BEST PRACTICES
● Use of accent marks
● Proper
pronunciations
(with concentration on
special letters & symbols)
● Punctuation
● Formal vs. informal
address
● Question words
relevant to
introductions/greetin
g/polite conversation
● Differences
between English
letters and symbols
vs. target language
● Vowel song/chant
● Teacher tube “alphabet song”
● Spelling own name with target
language letters
● Personal space
● Physicality when
greeting
● Appropriate
gestures for
greetings/introducti
ons/ basic
conversation
● Typical ways to
answer the phone
in target language
● Use of decimal
point
vs. commas
● Use of international
phone codes / area
codes
● Modeling of culturally
acceptable behavior in
introductions/greetings
● Situational role playing formal
& informal when
greeting/simple conversation
● Role playing answering the
phone
● How time is viewed
as a concept in the
target language
(punctuality)
● Read an analog and digital
clock
● Read a schedule
o Transportation
o Movie
● Large number
structure (how units
are expressed)
● Telephone number
structure
● Telling time ?s
● At time ?s
● 24 hour clock
● Playing BINGO
● Counting orally by different #
patterns
● Math problems
● Role playing telephone
● Read prices
6
● Words for time of day
(​
noon, midnight, AM /PM)
●
How the day is
divided and labeled
o TV
o Sporting events
(what is afternoon?)
● Discuss use of 24 hr
clock for public
transportation
TOPIC
CALENDAR
WEATHER
&
GEOGRAPHY
GRAMMAR
● General calendar
reading
(date, day, week, weekend,
month, year, yesterday,
today, tomorrow)
● Days of the week
● Months of the year
● Names of significant
holidays
● Birthday
● How to express the
date
● How to read a
calendar
● How to ask/tell
o day of the
week
o month
o date
o birthday
o when a
holiday occurs
● Calendar
differences in
target language
● Difference in how
date is expressed
● Descriptions of
holidays
● Comparison of
holidays and how
they are observed
in the target
language
● Make a personal calendar
● Read calendars for various
information
● Famous person birthday Bingo
*
● Show a “saint’s day” calendar
(Spanish)
● Share video clips about
holidays
● Use months/days/holidays to
practice order (TPR)
● Seating chart by birthday (TPR)
●
●
●
●
●
● How to answer the
question “What is the
weather ______
(today, at the beach,
in Washington DC,etc)
● How to read a
thermometer and
state the temperature
with different scales
● How to state the
season
● How to state where a
target country is
● How to convert
from Fahrenheit to
Celsius scale.
● Discuss how
seasons vary based
on location of target
language countries
● The importance of
capital cities
● Patriotism /
national pride
● Map reading
● Reading /listening to weather
forecast or reports
● Weather journals in the
language
● Mnemonic devices to
remember
● Watch Teacher Tube “Rock the
countries” (Spanish)
● TPR locating countries on map,
arranging in puzzles
● Go Fish – country & capital
REVIEW - months
Names of the seasons
Weather terms
Temperature terms
General geography
terms
● Target language
countries
● Target language
capital/ major cities
● Adjectives of nationality
CULTURE
SUGGESTED BEST PRACTICES
VOC
7
TOPIC
PERSONAL
DESCRIPTIONS
FAMILY
● How to say where
someone is from.
● How to state
someone’s nationality
(correct use by
gender)
● Regional differences
within target
language countries
● Compare
differences
between target
language countries
VOC
GRAMMAR
CULTURE
● Subject pronouns
● Adjectives of physical
appearance
● Adjectives of
personality
● General people vocab
(boy, woman, friend…)
● Articles
● “TO BE“ verb for
personal description
● Concept: gender
● Concept:
singular/plural
● Concept : infinitives &
conjugation
● Article agreement
● Adjective agreement
● Adjective placement
● Making negative
statements
● Review adjective
agreement
● Review subject
pronouns
● How to use
possessive adjectives
(short form)
● The verb “TO HAVE”
● How to explain family
relationships
● How to read a family
tree
● How to state age
● Family vocabulary
o Traditional
o Non-traditional
o Multigeneration
al
o Pets
● Review personal
description adjectives
● Possessive adjectives
● Adjectives for age
(older, younger)
● Bingo – countries and capitals /
city & state
SUGGESTED BEST PRACTICES
● Cognates
● Word choice
differences by
target country
● Impact of certain
vocabulary when
describing people
● Stereotypes about
speakers of target
language
● Students describe self and
others
● “Guess who” game
● Using famous characters to ID
from descriptions
● Find the error to practice
grammar concepts
● Perfect boyfriend /girlfriend *
● Importance of
family in the target
language
● Importance of
dominant religious
beliefs in the target
culture
● Naming traditions
● Important family
celebrations
(birthdays,
baptisms, etc)
● Read/label/ explain a family
tree
● Act out a family tree
● Create own family tree with
descriptions
● Famous relatives to get
relationships
● “Who am I” riddles
8
● How to state how
many people are in
your family
● The verb
o TO LIKE
o TO DISLIKE
o TO ENJOY
o TO BE
INTERESTED
IN
o TO BOTHER
● Relevant pronouns to
using the target
language verbs
● Compare common
afterschool/leisure
time activities in
target culture to
personal interests in
own culture.
● Understand target
culture’s
perspective on
music, dance, free
time, sports,etc.
ACTIVITIES
● Free time activities (as
infinitives)
● Sport names
● Related vocabulary to
those actions
o To read…a
book, magazine,
etc
● Phrases that express
agreement,
disagreement,
neutrality
TOPIC
VOC
GRAMMAR
CULTURE
● School subjects
● Adjectives to describe
classes/teachers
● Classroom items
● Backpack materials
● Ordinal numbers
● Review
articles/gender/number
● Interrogatives
● Technology terms for
classroom use
● Review subject
pronouns
● Regular verb
conjugations
(Spanish: -AR)
● How to express
ordinal numbers
(describe class order
during your day)
● Use adjectives to
describe classes and
teachers
● Asking and answering
basic questions
● Question/Statement
construction
● Discuss the
differences in dress
for school
(uniforms???)
● Importance of
education in target
culture
● Compare school
schedule (during
day / year)
● Compare course
offerings
SCHOOL DAY
● Charades
● Peer interviews
● “Chain game” (repeating
others activities plus yours)
● Connections to real world
(sports, pop culture)
conversations
SUGGESTED BEST PRACTICES
●
●
●
●
●
●
Create ideal school schedule
Compare peer schedules
“Quien me puede mostrar…”
Pictionary
Bingo
Creative drill with endings
(dance, videos from Teacher
Tube)
9
TOPIC
FOODS
PLACES
AROUND
TOWN
VOC
GRAMMAR
CULTURE
● Names of meals
● Typical food and drink
for each meal of the
day
● Table vocabulary
● Vocabulary for ordering
in a restaurant or café,
including reading prices
● Review subject
pronouns
● Review numbers
● Regular verb
conjugations (Spanish
er/ir)
● Express their
needs/likes/dislikes
● Be able to order a
meal in a restaurant
● Prepositional phrases
● General places in the
community (library,
pool, store, hospital)
● Transportation
● Directional words
● Simple signs vocabulary
● Verb for “to go”
● Verb “to be” with
locations
● How to follow
directions
● How to talk about
future plans (Spanish:
ir+a+inf)
● Talk about places you
have to go
● Be able to read
road/directional
/informational signs
● Mealtimes
● Traditions in target
cultures concerning
eating habits
● Compare and
contrast foods in
target cultures
● Food staples
● Foods/drinks
unique to target
countries.
● Drinking age
● How transportation
is used in the target
countries.
● Common modes of
transportation
● Driving practices
● City designs
compared to US
cities.
SUGGESTED BEST PRACTICES
● Discuss authentic recipes
● Field trip to target language
restaurant
● Role playing with
teacher/peers dialogs in meal
situations
● Reading authentic menu
● Prepositions: ”move around
the room”
● Role playing map reading
● Tourist scenarios
10
CLOTHES
● Clothes
o Shoes
o Sizes
o descriptions
● Colors
● Accessories
● Body parts
● Verbs of preference
● 2 verbs constructions
(Ex: I want to buy)
● Review of
noun/adjective
agreement, gender,
plurals
● Review weather
terms
● Clothing/shoe sizes
● Shopping practices
in the target
country
● Simon says
● Analyze Skittles /M & Ms
packets (colors)
● Dialogs
● Coloring exercises
● Color ABC song
11
12
Academic Vocabulary
ALPHABET
BASICS
GREETINGS &
COURTESY
NUMBERS
A-Z
Vowels
nasal/special
pronunciations
rr, ll, ch, n
(4 letters unique to
Spanish)
Accent marks
Hello
Goodbye
Bye
Good morning
Good afternoon
Good evening
See you
later/tomorrow/soon/when
I see you/ soon [A+]
We’ll see you.
How are you?
And you?
How’s it going?
What’s up?
Nothing
Very well
Well/fine
So-so
Tired
Poorly
What’s your name?
My name is…
Please
Thank you
You’re welcome.
I would like to present you
to…
0-1000
minus
more
plus
equals
times
divided by
even
odd
decimal
comma
less
TIME
noon
midnight
am/pm
What time is it?
At what time is…?
It is…
at…
hour
minute
quarter
half past
“__’til”
CALENDAR
calendar
day
month
week
weekend
year
date
holiday
birthday
today
yesterday
tomorrow
writing the date
saint’s days
January
February
March
April
May
June
July
August
September
October
November
December
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
What’s the
date?
What day is it?
When is your
birthday?
13
Nice to meet you.
Excuse me/ pardon me
Sir/ma’am/miss/mrs.
Hello?
Who’s calling? Who is it?
May I speak with…
Thanks
May I leave a message?
WEATHER
GEOGRAPHY
PERSONAL DESCRIPTION
Subject pronouns
Weather forecast
It’s cold
It’s nice weather
It’s bad weather
It’s hot
It’s cool
It’s windy
It’s ___ degrees
It’s sunny
It’s icy
It’s slippery
It’s foggy
It’s cloudy
It’s clear
It’s raining
It’s snowing
It’s storming
north
south
east
west
ocean
sea
lake
bay
river
continent
country
border
nation
region
state
city
town
I
you (​
informal​
)
you (formal)
he,
she
we (​
males​
or mixed)
we (females)
you all (informal)
you all (formal)
they (males or mixed)
they (females)
people words –
general
man
guy
woman
Adjectives of physical
appearance
short
tall
big
fat
thick (big boned)
small
skinny
thin/slender
pretty
good
looking/(handsome)
cute
unpleasant
ugly
young
old
brunette,
Adjectives of
personality
smart
messy/untidy
dumb (avoid stupid)
neat/tidy
silly/foolish/goofy
lazy
hard-working
pessimistic
nice, likeable
optimistic
kind
weird
athletic
crazy
honest
busy
dishonest
14
It’s lightning
It’s thundering
What’s the weather?
What’s the
temperature? Seasons
Winter
Summer
Spring
Fall
mountain
valley
island
coast
beach
ADJECTIVES OF NATIONALITY
“american” – from US
- adjectives specific to
target language
countries
FAMILY
boyfriend
girlfriend
husband
wife
mother/mom/mo
mmy
father/dad/daddy
lady
gentleman
boy
girl
friend
neighbor
brother-in-law
sister-in-law
mother-in-law
father-in-law
godparents
godmother
godfather
red-haired
blond(e),
dark complexion
fair complexion
weak
strong
muscular
nice physique
ACTIVITIES
to dance
to sing
to run
to draw
to listen to music
to ski
to talk on the
selfish
friendly
mean
unfriendly
good
bad
difficult
hard
easy
important
daring
shy
serious
funny
fun
boring
interesting
generous
stingy
strict
SCHOOL DAY
SUBJECTS
* Customize for
your school
offerings
Math
Algebra
Geometry
CLASSROOM
[interactive] board
clock
bulletin board
desk
computer
screen
MATERIALS
calculator
three-ring binder
paper
book
chapter
page
15
parents
baby
son
daughter
children
only child
brother
sister
siblings
stepmother
stepfather
stepsister
stepbrother
adopted ​
daughter
adopted son
aunt
uncle
niece
nephew
cousin
grandfather
grandmother
grandparents
granddaughter
grandson
grandchildren
neighbors
guardians
halfgreat_
the diminutive
(“-ito”)
older
younger
to be in love
to get married
to be married
to be pregnant
to give birth
to get divorced
to be divorced
to get remarried
phone
to surf the internet
to go to school
to play
videogames
to read
to ride a bike
to skateboard
to swim
to spend time with
friends
to play sports
(basketball,
baseball, football,
soccer, golf,
tennis, volleyball)
to play a musical
instrument
to work
to do homework
to use the
computer
to watch tv
to go camping
to go shopping
to eat a snack
to study
I like (a lot, better,
a little)
I hate
I prefer
What do you like
(dislike) to do?
English/Language
Arts
Science
Biology,
Physics,
Chemistry,
Earth Science
SocialStudies/
History/Humanitie
s​
World History
U.S. History
World Languages
Spanish
French,
Chinese
German,
Italian,
Japanese
Russian
Fine Arts
Band
Chorus
Drama/Theater,
Orchestra
Art
Physical Education
Computers/Techn
ology
keyboard
mouse
printer
flash drive
phone
backpack
waste basket
chair
table
wall
door
window
poster
bookcase
file cabinet
light
shelves
flag
scissors
pencil sharpener
glue
tape
paper clip
stapler
marker
eraser (board)
dictionary
notebook
ruler
pen
pencil
eraser (rubber)
boring
difficult
amusing
fun
easy
favorite
interesting
practical
more…than
challenging
nice
mean
funny
Ordinal numbers
What?
When?
How?
Who?
Where?
How many/much?
Which?
16
Me too!
I agree.
I disagree.
OK.
FOOD
RESTAURAN
T
table
chair
reservation
waiter/waitr
ess
to ask
for/order
menu
main
dish/entrée
as a main
dish
dessert
for dessert
to
want/desire
I would like
Delicious
I will bring
you…
I need/lack…
Bring me…
plate
fork
spoon
knife
napkin
cup
glass
straw
(drinking)
sugar
pepper (the
spice)
salt
butter
tablecloth
MEALS &
MISC
Breakfast
Lunch
Dinner
Snack
Soup / stew
Salad
sandwich
MEAT
chicken
fish
steak
hamburger
hotdog
pork
ham
bacon
sausage
turkey
lobster
shrimp
DAIRY
yogurt
eggs
cheese
butter
milk
cream
sour cream
ice cream
FRUIT
apple
banana
grapes
orange
tangerine
grapefruit
pineapple
strawberry
pear
peach
nectarine
lime
lemon
watermelon
cherry
plum
coconut
VEGETABLES
onion
lettuce
tomato
carrot
peas
potatoes
green beans
corn
garlic
spinach
broccoli
cauliflower
pepper
cucumber
beans
BAKERY
bread
cake
cupcake
brownie
pie
cookie
BEVERAGES
drinks
bottled
water
mineral __
with gas
without gas
soda
juice
lemonade
milkshake/
smoothie
hot tea
iced tea
coffee
with ice
chilled
room temp.
SNACKS
snack
popcorn
crackers
french fries
potato chips
junk food
candy
sweets
17
Other/anoth
er
Now
Anything
more?
Bill/check
You’re
To bring
I will bring
welcome.
Dessert
Frozen
Can (ned)
Delicious
Nasty
Healthy
Unhealthy
mustard
mayonnaise
ketchup
sauce
GRAINS
bread
rice
cereal
pasta
spaghetti
How… (how
delicious,
how awful,
etc.)
Rich/tasty
To be hot
To be cold
To be tired
AROUND TOWN
city
town
outskirts
suburbs
downtown/ town
center
town square
street
corner store/ small
grocery/convenien
ce store
deli
department store
movie
theater/cinema
theater (live
CLOTHES
specific stores
bread store
butcher
shop/meat market
dairy
goods/creamery
pastry shop
ice cream parlor
body parts
head
face
ears
eyes
nose
mouth
teeth
clothing
shirt
sleeve – long/short
pants
tie
suit
sport coat/dress
jacket
colors
red
orange
yellow
green
blue
purple
pink
18
avenue
address
church
cathedral
bank
government
building
town hall
post office
fire station
police station
bus station
train station
airport
park
school
- primary
- secondary
- public
- private
hospital
museum
stadium
apartment building
library
supermarket
market (open air)
action)
pharmacy
gas station
restaurant
café
bar
nightclub / dance
club
mall
discount store
newsstand /kiosk
store that sells
- furniture
- sporting goods
- electronics
- pets
- clothing
- music ,
instruments
fishmongers/fish
market
barbershop
hair salon
shoe store
jewelry store
stationary store/
paper goods shop
hardware store
book store
neck
shoulders
back
chest
arms
elbows
wrists
hands
fingers
fingernails
stomach
waist
hips
rear end
legs
knees
ankles
feet
toes
dress
skirt
shorts
t-shirt
bathing suit
“hoodie”
jacket
shoes
sandals
high heels
socks
stockings
hat
cap
scarf
coat
gloves
belt
underwear
purse
jewelry
- watch
- bracelet
- necklace
- ring
- earrings
glasses
sunglasses
grey
black
white
light
dark
size
size (shoe)
to wear
to pay
to cost
to prefer
to want
to pay
to spend
to think
19
Essential Standard: #1 Use the language to engage in interpersonal communication (dialogue)
Clarifying Objectives:
NM.CLL.1.1 Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities,
and immediate surroundings.
NM.CLL.1.2 Use memorized responses to simple questions, statements, commands, or other stimuli.
NM.COD.1.1 Use memorized words and phrases to exchange information about the classroom and school environment.
NM.COD.1.2 Use memorized responses to simple academic questions, statements, commands, or other stimuli.
NM.CMT.1.1 Use memorized words and phrases to ask and answer simple questions on familiar topics.
NM.CMT.1.2 Use memorized words and phrases on familiar topics to interact with communities of learners of the same target language.
Unpacking: What does this standard mean that a student will know and be able to do?
Learning Target “I can…”
Criteria for Success “I will…”
CLL: Connections to Language and Literacy
● Use single words and simple, memorized phrases to
express needs, preferences, and feelings.
NL.CLL.1.1
● Use culturally appropriate greetings, farewells, apologies,
and expressions of courtesy.
●
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●
●
Answer yes or no questions
Answer informational questions
Answer either or questions
Say my name
Describe what I look like
Describe my personality
Make short statements
o about my needs
o about my preferences
o about my likes and dislikes
o relating to my feelings
Greet people in a polite way using single words and memorized
phrases
Introduce myself to someone
Express a positive reaction
Express a sympathetic reaction
Express a negative reaction
Express agreement
20
NL.CLL.1.2
● Follow my teacher’s example to express ideas verbally
and nonverbally and to ask simple questions
NL.CLL.1.3
●
● Use memorized words and phrases to exchange
information on familiar topics, such as likes, dislikes,
emotions, everyday activities, and immediate
surroundings.
●
●
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●
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●
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●
●
●
●
●
●
NM.CLL.1.1
● Use memorized responses to simple questions,
statements, commands, or other stimuli.
Express neutrality (such as so-so)
Engage in simple communication without using text/script
Repeat what my teacher says
Use appropriate gestures
Practice correct pronunciation by following my teacher’s example
Introduce myself
Ask someone his/her name
Introduce myself and someone else
Introduce someone other than myself
Ask and answer questions about what I am doing
Ask and answer questions about what someone else
o likes
o dislikes
o is doing
Say I am going to do something
Ask and answer questions about when I am going to do something
Ask and answer questions about where I am going
Ask and answer questions about the weather
Identify members of my family
Ask someone about his/her family with simple questions
Exchange simple descriptions of what people look like
Exchange simple descriptions about personality
● Understand and say numbers in simple situations
o numbers through 1000
o multiples with numbers 0-1 million
o playing a board game
o counting the number of people or objects in a classroom
● Exchange information that requires counting
● Ask how much something costs
● Tell how much something costs
● Ask and give
o time
o date
21
o birthday
o information such as phone number and address
● Respond to verbal and nonverbal commands from the teacher
● Understand and respond to gestures in the classroom
NM.CLL.1.2
COD: Connections to Other Disciplines
● Carry out simple exchanges of information using
memorized content vocabulary
NL.COD.1.1
● Use single words and simple memorized phrases to
express classroom needs, preferences, and feelings.
NL.COD.1.2
● Use memorized words and phrases to exchange
information about the classroom and school
environment.
● Say hello to
o A stranger
o To an adult
o To my teacher
o To someone my age or younger
● Introduce myself to someone
● Respond to a yes or no question
● Answer an either/or question
● Engage in simple dialogue about my school schedule
● Respond to a question about my preferences
● Express
o A positive reaction (such as “great”)
o A sympathetic reaction (such as “that’s too bad”)
o A negative reaction (such as “that’s horrible)
o Agreement with a reaction (such as OK)
o Neutrality (such as so-so)
● Ask question pertaining to the classroom
o Asking to go somewhere (such as locker, restroom, etc)
o Asking for permission (sharpen pencil, move, etc)
o Asking for supplies
●
Introduce myself and someone else using basic culturally
appropriate greetings.
● Respond appropriately to an introduction using gestures when
needed.
● Say my name and ask someone what his/her name is.
22
● Exchange information that requires counting, such as playing a
board game, saying the score of a game, or counting the number
of people or items.
● Ask and give the time, date, birth date, age, and phone number
● Tell someone the time and location of a school event (such as
sporting events, team practices, club meetings, dances)
● Ask and answer questions about what I like and dislike.
● Ask and answer questions about what I am doing.
● Ask and answer questions about where I am going.
● Say when I am going to do something.
● Ask and answer questions about the weather.
● Identify the members of my family.
● Ask someone about his/her family with a simple question.
● Exchange simple description of what people look like.
● Exchange simple descriptions about personality.
● Ask and understand how much something costs.
● Be able to explain relationships between people (such as ones in
the classroom, family, etc.)
NM.COD.1.1
● Use memorized responses to simple academic
questions, statements, commands, or other stimuli.
NM.COD.1.2
CMT: Communities
● Use single words and simple memorized phrases to carry
out simple interactions with people from the target
culture or with communities of learners of the same
target languages
NL.CMT.1.1
● Use simple communication strategies from the target
culture such as greetings and expressions of courtesy
●
●
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●
●
●
NL.CMT.1.2
● Use memorized words and phrase to ask and answer
simple questions on familiar topics
●
●
●
Use culturally appropriate salutations
Express a positive reaction
Express a negative reaction
Express a sympathetic reaction
Express agreement with a reaction
Express neutrality
Respond to someone else’s salutation
Use courtesy words correctly (such as please/thank you, nice to
meet you)
Use culturally appropriate non verbal expression when
communicating
Ask and answer questions about what I like and dislike
Ask and answer questions about what I am doing
Answer questions about where I am going
23
NM.CMT1.1
● Use memorized words or phrases on familiar topics to
interact with communities of learners of the same target
language
NM.CMT.1.2
●
●
●
●
●
●
Say when I am going to do something
Ask and answer questions about the weather
Say my name and ask someone what his/her name is
Identify the members of my family
Ask someone about his/her family with a simple question
Exchange simple descriptions
o of what people look like
o of personality
o of my surroundings
o of my belongings
o of other familiar items
24
Essential Standard: #2 Understand words and concepts presented in the language (listening and reading)
Clarifying Objectives:
NM.CLL.2.1 Understand the meaning of memorized phrases and questions about familiar topics and surroundings.
NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.
NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts,
graphs, etc.).
NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.
NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of speech) that are used in the target language.
NM.COD.2.1 Classify memorized words and phrases in the target language by key academic concepts.
NM.COD.2.2 Understand how the basic terms from other content areas may be different from the students’ language.
NM.COD.2.3 Interpret short, non-fiction passages from academic content areas using context clues (signs, charts, graphs, etc.)
NM.CMT.2.1 Understand the meaning of memorized words and phrases used in the community.
NM.CMT.2.2 Infer meaning from familiar texts by using visual cues, such as road signs, charts, graphs, etc., that reflect the target culture.
NM.CMT.2.3 Recall common expressions and phrases about familiar topics used in target language communities.
Unpacking: What does this standard mean that a student will know and be able to do?
Learning Target “I can…”
Criteria for Success “I will…”
Connections to Language and Literacy
● Understand what a cognate is.
NL.CLL.2.2 & NL.CLL.2.3
● Understand the meaning of memorized phrases and
questions about familiar topics and surroundings.
● Recognize spoken cognates
● Recognize written cognates
Listening:
● Understand spoken greetings
● Recognize the letters of the alphabet and the sounds they make
● Recognize letter combinations and the sounds they make
● Understand commonly used words or expressions such as
please/thank you
● Understand basic information
o days of the week
o months of the year
o dates
o time of day
o numbers
● Understand the names of objects in my immediate surroundings
including:
25
NM.CLL.2.1
● Understand the meaning of memorized words and
phrases in sentences.
o classroom
o restaurant
o house/home
● Understand the difference between a question and a statement
● Follow one-step instructions especially when someone using
gestures
● Understand familiar words, phrases, and simple sentences when
spoken
● Understand when asked
o how old I am
o what my name is
o where I live
● Understand when someone asks me
o what sports I play
o what hobbies I have
o what I like to do in my free time
Listening & Reading:
● Understand simple words and phrases about daily activities.
● Understand when someone describes his or her school schedule
● Understand when someone describes daily routines
● Understand some of the words and phrases and simple messages in
announcements in a familiar setting such as
o short audio announcement relating time and place of a
movie or sporting event
o short announcement of a change in my school or work
schedule
● Follow multi step directions especially when people use gestures or
repetition.
o classroom instructions with gestures and repetitions
o simple directions to the location (when people speak slowly
and clearly)
o recipes, drawing a picture, playing a game (step-by-step
instruction with opportunities to ask for repetition
26
NM.CLL.2.2
● Generalize short fiction and non-fiction passages about
familiar topics in the target language, using context clues
(signs, charts, graphs, etc.).
NM.CLL.2.3
● Infer conclusions from simple spoken and written
passages about familiar topics, using context clues and
cognates.
● Understand some of what people say in a conversation when they
are talking about familiar topics
Reading:
● Read simple information on familiar topics.
● Read about
o family
o foods
o simple written messages in the classroom or workplace
● Follow simple written directions.
● Understand short simple descriptions with pictures and graphs
● Understand written descriptions about people, places, or things
and things I have learned.
● Recognize words on a list on familiar topics.
● Identify tasks on a
o to-do list
o shopping list
o movies
o tv programs on a list
o lists related to academic subjects (planets, countries, or
musical instruments)
● Recognize familiar names, words, characters, and some phrases in
everyday situations.
● Identify words related to school, home, people, culture of the
language I am learning, and work.
● Understand the purpose of simple reading materials
● Locate places on city maps.
Reading:
● Distinguish a birthday card from a thank you card
● Recognize
o brochures
o greeting cards
o business cards
o advertisements
o menus
27
NM.CLL.2.4
● Understand language components (stems, prefixes,
tones, verb endings, parts of speech) that are used in the
target language.
NM.CLL.2.5
o schedules
Listening:
● Recognize
o advertisements
o menus
o schedules
Listening & Reading:
● Identify
o subject pronouns
o infinitive verbs
o regular present tense verb conjugations
o select irregular verb present tense conjugations
o nouns
o adjectives
o gender of an adjective or noun
o singular vs. plural adjectives
o singular vs. plural nouns
o adjective-noun agreement
o adjective-noun structure (placement)
o definite and indefinite articles
o prepositions
o adverbs
o proper sentence structure to make a statement in the
present tense
o proper sentence structure to ask a question in the present
tense
COD: Connections to Other Disciplines
● Understand how to respond to simple memorized
question in the target language that focuses on key
concepts in the classroom and different content areas.
Listening & Reading:
● Identify objects in the classroom
● Recognize question words such as
o Who?
o What?
o Where?
o When?
28
o
o
o
o
NL.COD.2.1
● Compare the vocabulary of the target and student’s
language in different content areas.
NL.COD.2.2
● Recognize words in groups from other disciplines.
NL.COD.2.3
● Classify memorized words and phrases in the target
language by key academic concepts.
NM.COD.2.1
● Understand how the basic terms from other content
areas may be different from the students’ language.
How?
Why?
How much?/How many?
Which?
Listening:
● Understand an appropriate response when asked about content in
the classroom.
Listening:
● Recognize basic grammar vocabulary in the target language such as
(noun, verb, etc)
● Recognize basic mathematical expressions such as add, subtract,
multiply.
● Heed simple warnings when given.
Reading:
● Recognize place names on a map
● Recognize some geographical features
● Recognize cardinal directions
● Identify holidays on the calendar
● Read a simple weather report
● Recognize entrance and exit signs.
● Recognize simple warnings (such as wet floor, danger, stop, etc)
Reading:
● Sort words from a selection into groups based on which disciplines
they relate to.
Listening & Reading:
● Recognize key geography terms such as
o Landforms
o Bodies of water
o Geographical features
● Recognize measurement and thermometer terms
● Identify currency forms
● Make English grammar connections
Listening and Reading:
● Identify words related to the culture of the language I am learning.
29
NM.COD.2.2
● Interpret short, non-fiction passages from academic
content areas using context clues (signs, charts, graphs,
etc.).
● Understand that some cultural vocabulary has no English
equivalent.
● Understand the use of words, idioms, and slang varies by context
and country.
● Understand that some vocabulary words have multiple meanings.
● Recognize that certain words have a different impact when used in
the target language.
● Understand the difference between a literal and a figurative
translation.
● Recognize idiomatic expressions.
Listening:
● Understand a weather broadcast.
● Understand an audio announcement relating to the time and place
of a movie or sporting event.
● Understand a short announcement relating to a change in my
school or work schedule
● Understand the main concept of a television commercial
Reading:
● Understand
o Advertisements
o Brochures
o Menus
o Schedules
o Greeting cards
o Business cards
● Distinguish a birthday card from a thank-you card.
● Locate places
o On school maps
o On city maps
o On country maps
● Understand schedules such as
o Movies
o TV
o Classes
30
o Transportation
o Daily routine (non reflexive verbs)
NM.COD.2.3
CMT: Communities
● Recognize single words and simple memorized phrases
from media used in the language community
NL.CMT.2.1
● Recall simple spoken expressions and memorized phrases
commonly used in target language communities
NL.CMT.2.2
● Understand the meaning of memorized words and
phrases used in the community.
NM.CMT.2.1
● Infer meaning from familiar texts by using visual cues,
such as road signs, charts, graphs, etc., that reflect the
target culture.
NM.CMT.2.2
Reading:
● Know what a newspaper/magazine ad with pictures and simple text
is about
● Identify which items on a webpage in the target culture are
advertisements
● Sort types of media by content or by genre (such as horror films)
Listening:
● Identify what products are being sold in television commercials
● Know about cultural differences within target language
communities for engaging in simple conversation (such as ways to
answer the phone, greet someone, say goodbye)
Listening & Reading:
● Recognize from context
o place names
o product names
o a menu
o greeting card
o warning/caution signs
● Identify
o family member/relationship on a family tree
o words or phrases of an action I see people do
o days/months on calendars
o weather reports
o objects in a classroom
o places around school
o holidays placed on a calendar
o common road signs
o places on a community map in the target language
o Enter and exit signs
31
● Recall common expressions and phrases about familiar
topics used in target language communities.
NM.CMT2.3
● Identify words related to
o school
o home
o people
o the culture of the language I am learning
o work
o free-time activities
● Understand classroom instruction when people use gestures or
repetition
● Follow simple directions to a location when people speak slowly
and clearly
● Follow step-by-step instructions when I am allowed to ask for
repetition in activities such as
o Following a recipe
o drawing a picture
o playing a game
o moving around the classroom
● Understand when someone asks me
o which sports I play
o which hobbies I have
o what I like to do in my free time
32
Essential Standard: #3 Use the language to present information to an audience (writing and speaking)
Clarifying Objectives​
Presentational Speaking
​
NL.CLL.3.1 Use single words and simple, memorized phrases to identify the names of people, places and things
NL.CLL.3.2 Use the language to recite memorized poetry and songs from the target culture
NL.CLL.3.3 Use appropriate pronunciation to present memorized phrases
NL.COD.3.1 Use single words and simple memorized phrases, such as those for weather, days of the week, months, seasons, numbers and daily
classroom activities, to present to an audience
NL.COD.3.2 Use single words and simple memorized phrases to name common objects and actions related to other disciplines
NL.COD.3.3 Use readily available technology tools and digital literacy skills to present in the target language
NL.CMT.3.1 Identify arts, sports, games and media from the target culture
NL.CMT.3.2 Understand roles in school or community traditions related to the target culture
Clarifying Objectives​
Writing
​
NM.CLL.3.1 Use memorized words and phrases in presentations on familiar topics, such as likes, dislikes, emotions, everyday activities, and
immediate surroundings.
NM.COD.3.1 Use memorized words and phrases about the weather, date, seasons, numbers, and daily classroom activities to give a spoken or
written presentation.
NM.COD.3.2 Use memorized words and phrases to describe common objects and actions related to other disciplines.
NM.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.
NM.CMT.3.1 Use memorized words and phrases to describe arts, sports, games, and media from the target culture.
NM.CMT.3.2 Use memorized words and phrases to participate in school or community events related to the target culture.
Unpacking: What does this standard mean that a student will know and be able to do?
Learning Target “I can…”
Criteria for Success “I will…”
Connections to Language and Literacy
● Use single words and simple, memorized phrases in
presentations to identify the names of people, places,
and things
NL.CLL.3.1
● Use the language to recite memorized poetry and songs
from the target culture
NL.CLL.3.2
Speaking:
● Name a cultural symbol or person
● Introduce myself
● Label items in a poster or picture
Speaking:
● Sing or recite
o short songs
o nursery rhymes
o poems
33
● Use appropriate pronunciation to present memorized
phrases
NL.CLL.3.3
● Use memorized words and phrases in presentations on
familiar topics such as likes, dislikes, emotions, everyday
activities, and immediate surroundings
Speaking:
● Repeat vocabulary by imitating the sounds I hear
● Use appropriate pronunciation for sounds as modeled by the
instructor with special attention paid to sounds that are unique to
the language.
o Spanish example: ​
ll, rr, ñ, qu, j,z, b/v, silent h vs. ch, hard g
soft g, hard c, soft c, accented syllables
o French example: ​
accented syllables, silent endings, vowel
sounds
o German example: ​
vowel sounds, β
Writing:
● Fill out an everyday form that may include the following
information
o my name
o my address
o my phone number
o my birth date
o my nationality
o my email address
● Fill out a simple schedule
● Write about
o my likes and dislikes
o sports
o free-time activities
▪ music
▪ tv shows
▪ movies
▪ books/magazines
▪ hobbies
▪ etc.
o foods and drinks
o classes, subjects, teachers etc.
o family and friends
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NL.CLL.3.1
● Write a to do list
● Write a shopping list
COD: Connections to Other Disciplines
● Use single words and simple memorized phrases such as
those for weather, days of the week, months, seasons,
numbers, and daily classroom activities to present to an
audience.
NL.COD.3.1
● Use single words and simple memorized phrases to name
common objects and actions related to other disciplines.
NL.COD.3.2
● Use readily available technology tools and digital literacy
skills to present in the target language.
NL.COD.3.3
● Use memorized words and phrases about the weather,
date, seasons, numbers, and daily classroom activities to
give a spoken or written presentation.
NM.COD.3.1
● Use memorized words and phrases to describe common
objects and actions related to other disciplines.
Speaking:
● Describe today’s weather.
● Give the date and explain the season.
● Tell time.
● Use an appropriate introduction to begin a presentation.
Writing:
● Label items in the classroom.
● Label items in a poster or picture.
Speaking/Writing:
● Use the names for other classes in the target language.
● I can use very basic math (such as that relating to money/shopping)
in the target language
Speaking/Writing:
● Use various technology tools to present about :
o Myself
o My family
o My classes
o My school schedule
o My likes/dislikes
o My favorite foods
o The weather
o Locations such as describing my surroundings
Writing:
● Identify my classes and when they occur.
● Tell the activities and times in my daily schedule.
● Explain common classroom activities for classes other than the
target language. (ex: I draw in art class, I run in PE, etc)
Writing:
● Describe which sports I like and don’t like.
35
NM.COD.3.2
● Use readily available technology tools and digital literacy
skills to present academic information in the target
language
NM.COD.3.3
● Explain specific items used in other classes. (ex: I use a calculator in
math class)
● Describe what I do in my classes throughout the day.
● Present simple vocabulary related to my personal interests such as
animals, extreme sports, pop culture, historical figures, fashion, etc.
Writing:
● Use various technology tools to present about:
o Target language countries
o Target language cities
o Cultural holidays/events
o Foods
o Cultural differences
CMT: Communities
● Identify arts, sports, games and media from the target
culture
NL.CMT.3.1
● Understand roles in school or community traditions
related to the target culture
NL.CMT.3.2
● Use memorized words and phrases to describe arts,
sports, games, and media from the target culture
Speaking & Writing:
● Name/Label items in a poster or picture
● Name/Label items in a room
● Recall the name of and recognize a cultural symbol or person
● State/List popular artists/athletes/actors from the target culture
● State/List popular sports in the target language
Writing & Speaking:
● Make comparisons between the target language’s culture and my
own related to
o Schools
o Community
o Cultural traditions
Writing:
● Express ideas and opinions about
o Sports
o Free-time activities
o Foods and drinks
o Movies and television
o Pop culture
o Cultural symbols or people
36
NM.CMT3.1
● Use memorized words and phrases to participate in
school or community events related to the target culture
NM.CMT3.2
o Music
Writing:
● Present information about
o Holidays and celebrations of the target culture
o Community events
o Cultural activities
● Write about food and drink of the target culture
37
Clarifying Objectives:
Essential Standard:​
#4 ​
​
Compare the students’ culture and the target culture
​
NL.CLL.4.1 Compare behaviors, such as gestures and greetings, in the target culture and the students’ culture
NL.CLL.4.2 Recognize cultural expressions of people in both the target culture and the students’ culture
NL.CLL.4.3 Recognize examples of cognates and loan words
NL.COD.4.1 Identify tangible products related to the home and the classroom in both the students’ and target cultures
NL.COD.4.2 Recognize examples of cognates and loan words from the target language in other disciplines
NL.CMT.4.1 Recognize simple language that communicates knowledge of the target language and cultures to others
NL.CMT.4.2 Use simple, appropriate gestures, body language, and cultural practices
NL.CMT.4.3 Recognize simple patterns of behavior or interaction from the target culture
NL.CMT.4.4 Identify products from the target cultures that are used globally
Unpacking: What does this standard mean that a student will know and be able to do?
Learning Target “I can…”
Criteria for Success “I will…”
Connections to Language and Literacy
● Compare behaviors, such as gestures and greetings, in
the target culture and the students’ culture
NL.CLL.4.1
● Recognize cultural expectations of people in both the
target culture and the students’ culture
NL.CLL.4.2
● Recognize a formal greeting vs. an informal greeting
● Recognize differences between gestures used in the target culture
and my own
● Compare behaviors in greetings between the target culture and my
own
● Be able to explain expectations of people from the target culture
(example: how do I show that I am full in the target culture)
● Understand how the target culture views
o Holidays
o Sports
o Politics
o Punctuality
o Personal space
o Physical greetings
o Personal hygiene
o Education
o Eating habits
38
● Recognize examples of cognates and loan words
NL.CLL.4.3
● Identify a cognate or loan word in written or aural selections
● Select cognates and loan words from aural and written passages
● Sort false cognates from cognates in oral, aural and written
selections
COD: Connections to Other Disciplines
● Identify tangible products related to the home and the
classroom in both my own and target cultures.
NL.COD.4.1
● Recognize examples of cognates and loan words from the
target language in other disciplines.
NL.COD.4.2
● List items I find in my home and classroom that are products from
the target culture.
● Identify products that are marketed to the target culture and my
own.
● List words commonly used in English that are from the target
language such as
o City names
o State names
o Animals
o House
o Subjects
o Sports
o Foods
CMT: Communities
● Recognize simple language that communicates
knowledge of the target language and cultures to others
NL.CMT.4.1
● Use simple, appropriate gestures, body language, and
cultural practices
NL.CMT.4.2
● Recognize simple patterns of behavior or interaction
from the target culture
NL.CMT.4.3
● Indicate words written in the target language when I see them in
my community
● Express myself through culturally appropriate gestures
● Model answering the phone
● Model greeting another person with culturally appropriate
practices
● Be aware of cultural differences with regards to the following
o Personal space
o Eating habits
o Time/timeliness
o Gestures
o Proper attire
39
● Identify products from the target cultures that are used
globally
NL.CMT.4.4
● Recognize which products come from target culture countries
● Recognize which countries produce/export products used in the
United States
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Instructional Resources Writing Resources Resource Use URL General Resources Quizlet Vocabulary learning thru various means including flashcards, test, and games. The teacher enters the words students need to learn. Shows the teacher class statistics. http://www.quizlet.com Quia Quia provides a wide variety of tools, including: ● Templates for creating 16 types of online activities, including flashcards, word search, battleship, challenge board, and cloze exercises. Quia activities are designed with different learning styles in mind to suit the needs of all your students. ● Complete online testing tools that allow you to create quizzes, grade them with computer assistance, and receive detailed reports on student performance. ● Access to over 3 million online activities and quizzes in 300 categories. All of the shared activities have been created by teachers from around the world. ● A schoolwide network that allows effortless collaboration with your fellow teachers. ● An easy, centralized classroom management system including a master student list, archive of http://www.quia.com/web Amy Robertson’s Quia homepage for Latin: http://www.quia.com/profiles/ma
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student results, and the tools to conduct schoolwide proficiency testing. ● A class Web page creator that includes a course calendar and an easy way to post your Quia activities for students and parents. ● Online surveys for gathering student and teacher feedback. Kahoot A practice/formative assessment tool with a competition aspect. This engages students in answering questions and provides the teacher with data on the class’s strengths and weaknesses. http://www.kahoot.it instagrok Research any topic with an interactive concept map, that https://www.instagrok.com/index.
you can customize and share html Spanish and French Resources Imendi Foreign language vocabulary flash card program http://imendi.com DuoLingo Gamified foreign language learning platform https://www.duolingo.com 200 Words A Day Visual flashcards and memory system to learn 200 words a day http://www.200words­a­day.com Play Learn Very basic literacy activities in Spanish and French http://literacycenter.net/play_lear
n/ Spanish Resources Realidades 1 Quizzes/Activities to practice verb conjugation http://www.phschool.com/webco
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Spanish Grammar Games Grammar Practice Games http://www.spanish.cl/Grammar/
Games.htm Study Spanish This site gives the students a condensed version of http://studyspanish.com various grammar concepts so that they can get some help at home. I recommend it to my students who need some extra help, and they can use it to clarify things they may not understand in class, or they can use it when they come to tutorial to work with me. Conjuguemos I use this resource to practice vocabulary and to practice https://conjuguemos.com grammar Business Spanish The site is called business spanish but it covers a large amount of conversational spanish and grammar including lessons on grammar and business focused vocabulary http://www.businessspanish.com Wikiversity ­ Spanish Brief lessons on basic vocabulary and related grammar points broken into ​
Spanish 1​
and ​
Spanish 2 https://en.wikiversity.org/wiki/Spa
nish_1 https://en.wikiversity.org/wiki/Spa
nish_2 5 Minute Spanish Concise video podcasts which explain introductory Spanish grammar points. https://itunes.apple.com/us/itune
s­u/5­minute­spanish­i/id487338
699 Free Spanish Learning Resources Digital spanish activities http://spanish­resources.com French Resources Francais Interactif The interactive companion site for a french textbook, includes pdf copies of the book, videos, grammar, vocabulary, etc http://www.laits.utexas.edu/fi/ho
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To learn French site with lessons, practice tests on a variety of topics http://www.tolearnfrench.com Contact site with audio dialogs on a variety of topics: at the doctor, interview, at the hotel. The dialog script is also available for the students to view. This site http://www.french.hku.hk A vos plumes This site is for writing practice with both grammatical and http://avosplumes.org communicative activities for all levels. Mme Henderson’s webpage Teacher­made web site full of resources for all levels of French. Very good for current things students like: French textos, other current events http://mmehenderson.typepad.co
m/my_weblog/les­textos­franais.
html La griffe info This site is all in French and has a short articles on a variety of themes. It is best for upper level classes http://www.griffe­info.com/infogra
phies/ lepointdufle.net This site is in french and related to the francophone world with other interactive lessons http://www.lepointdufle.net McDonalds The French website for McDonalds. It is great for all levels: beginners because of all the cognates, and more advanced learners as an authentic resource for food vocabulary https://www.mcdonalds.fr Mme. teacher presentations Games for the world language classroom: good for all levels: lists and descriptions of games for grammar, vocabulary practice http://ms.loganhocking.k12.oh.us
/~madame/teacher/presentations
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Casa de Joanna Site with resources on a variety of topics for French and Spanish classes. Resources are by theme, and there are many links for media: newspapers, radio, etc. http://www.casadejoanna.com/ca
sa/cs_fren.htm Last fm Variety of music tracks and video for French: current and oldies. Drawback: words to songs are not included. http://www.last.fm 45
Reading Resources Resource Use URL General Resources Quizlet Vocabulary learning thru various means including http://www.quizlet.com flashcards, test, and games. The teacher enters the words students need to learn. Shows the teacher class statistics. Kahoot A practice/formative assessment tool with a competition aspect. This engages students in answering questions and provides the teacher with data on the class’s strengths and weaknesses. http://www.kahoot.it Spanish Resources Newseum This website provides news articles from Spanish­speaking countries http://www.newseum.org Realidades 1 Reading Skills Activities/Worksheets http://www.phschool.com/webcodes10
/index.cfm?area=view&wcprefix=jck&
wcsuffix=0001 Ciudad Seva Author biographies and short stories written in Spanish http://www.ciudadseva.com Acceso Latino Current events articles and information on living as an immigrant in the United States http://accesolatino.org BBC Mundo BBC's Spanish news site http://www.bbc.com/mundo French Resources 46
Le Voix du Monde French news articles, audio recordings, some activities and exercises http://www.rfi.fr 47
Speaking Resources Resource Use URL Spanish Resources Sanborns Mexican department store website. I use this to prompt students to discuss what they want to buy/would buy/bought with currency converted. http://www.sanborns.com.mx/Paginas/
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Listening Resources Resource Use URL General Resources Zaption This program allows the teacher to add http://www.zaption.com questions to a video. So, I find a video (from any source) in the target language and input it into zaption so that I can add questions at appropriate intervals. Spanish and French Resources Languages Online Reading passages and questions in the target language http://www.languagesonline.org.uk/Hotp
otatoes/Index.htm BBC Languages Resources, videos and activities for teaching and learning languages http://www.bbc.co.uk/languages/ Forvo Pronunciation of words by native speakers from various countries http://www.forvo.com Lingro Enter a website address into lingro and make all http://lingro.com the words on that webpage active. When you click on a word in lingro it provides the definition and translation. It also allows the user to add the word to a list for reviewing later. Bzzzpeek Cultural onomatopoeia, recordings of children from several different countries making animal sounds http://www.bzzzpeek.com Spanish Resources 49
Realidades 1 Audio clips of the target language http://www.phschool.com/webcodes10/i
ndex.cfm?area=view&wcprefix=jck&wcs
uffix=0001 BBC Languages From BBC, a series of 10 minutes spanish videos and accompanying activities that take the viewer on a trip full of intrigue. http://www.bbc.co.uk/languages/spanish
/mividaloca/ Stories for Sleep Short stories in Spanish with audio versions http://cuentosparadormir.com Audiria Spanish podcasts and videos with text of the audio, exercises and activities related to the audio http://www.audiria.com/index.php Spanish Pod 101 Audio and video lessons on a variety of topics http://www.spanishpod101.com Finally Learn Spanish Audio dialogues and grammar lessons https://itunes.apple.com/podcast/spanis
h­a+­finally­learn­spanish/id209618884?
mt=2 Khan Academy (Spanish) Khan Academy’s Spanish Platform https://es.khanacademy.org Qlipo Spanish language songs with lyrics and translations. Teaches Spanish through lyrics to popular Spanish language music. http://www.qlipo.com French Resources Parole de Chat Videos of animals narrated in French https://www.youtube.com/channel/UCnr
hy622SNPt04Avj5idFIg Learn French with Daily Podcasts Free podcasts in French https://itunes.apple.com/podcast/learn­fr
ench­daily­podcasts/id191303933?mt=2 Annenberg Learner ­ Videos of french people speaking about specific http://www.learner.org/resources/series8
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French in Action topics 3.html# Easy French Poetry Podcasts of french poetry read aloud https://itunes.apple.com/podcast/easy­fr
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Culture Resources Resource Use URL Spanish Resources Spanish Cultural Notes This website gives a small taste of cultural http://www.studyspanish.com/comps/ aspects of many different regions and customs. Students do weekly culture portfolios. They must use reading strategies and do further research on the topic. This culture portfolio project is a great activity for students who finish early so they remain on task and for students who struggle with the spanish vocab and grammar part of the class. Zambombazo ­ An Explosion of Language and Culture This site contains authentic digital resources from http://zachary­jones.com/zambombazo
different Latin American countries such as TV / ads, music videos, and short films. These resources help the students analyze, compare and contrast cultural perspectives. Renefe Website for Spain’s train system http://www.renfe.com El Corte Ingles A popular Spanish department store http://www.elcorteingles.es Latin American Network Information Center Information and links to websites on a variety of http://lanic.utexas.edu topics related to Latin America such as economy, government, ecology, etc. Links are sorted by topic and latin american region. 52