GR2 - World Languages - 10-13 PDF

STANDARD FOR WORLD
LANGUAGES

CATALINA FOOTHILLS SCHOOL DISTRICT
ACADEMIC CONTENT STANDARD
Elementary 2 (E2)

Approved by the CFSD Governing Board

May 11, 2010
Standard for World Languages

Elementary Year-at-a-Glance for Instruction and Thematic Units
Second Grade
The following annual plan is an overview of the thematic units and topics for the second grade Spanish program. As students continue their study of
language, the number of topics and associated use of vocabulary expands. The elementary level recycles various topics to provide students with
longer periods of practice with topical/thematic vocabulary and structures that are foundational to subsequent levels. The CFSD World Languages
curriculum focuses on language taught in a communicative context and discourages language taught in isolation.
Trimester 1
All Around Me
Welcome to My Community
Trimester 2
Who is in My Community?
Trimester 3
My Community as a Habitat
Topics:
Building Community; rules; procedures
Weather/Climate
Seasons
Clothing
Topics:
Family Members (Nuclear +
grandparents, aunt/uncle, cousins))
Community People
Community Places
Time
Topics:
Arizona Desert
o Animals
o Plants
Safe Desert living
Culture: Colombia
Products
o Traditional/modern clothing
Practices
o Greetings: Shake hands & use
appropriate time of day, e.g.,
buenos das, buenas tardes; with
family/friends, a hug is standard
Culture: Colombia
Products
o molas
Practices
o Family life
o Daily life: Routines
o Holiday traditions: Flower Festival
of Medelln (August); parades,
folk songs
Culture: Colombia
Products
o Coffee, bananas
Practices :
o Holiday traditions Feria del
Orinoco (July/August)
celebrates the 3rd largest river
system in world with food, dance,
music, arts & crafts
Essential Structures:
Adjectives
Formulaic questions
Interrogatives: who, what, where, when
Punctuation (statement, question,
exclamation)
Singular/plural formation: un/uno/unos;
una/unas; /el/los; la /las
Verbal structures
Numbers (0-50)
Adjectives
Formulaic questions
exclamation)
Singular/plural formation
Verbal structures
Numbers (0-50)
Adjectives
Formulaic questions
exclamation)
Singular/plural formation
Verbal structures
Numbers (0-50)
CFSD; WL Grade 2 (E2); 6/10-6/12
Trimester 1-A Concept Map Theme: Welcome to My Community
I can be
polite:
lo siento
I can meet,
greet, and
exchange basic
information
Culture Focus:
I can follow one-step

directions

Colombia
2nd Grade
Trimester 1-A:
I can ask for help

and clarification
I know and practice the

rules and conversation
task expectations
Building
Community/
Rules &
Procedures
I follow class
procedures
I follow pairing
and small group
procedures
CFSD; WL Grade 2 (E2; Concept Map, 6/12

See CORE 21 for complete CFSD World Languages Curriculum
I can recall and use

vocabulary and
routines (e.g.,
calendar, number
practice)

I can ask
permission to:
get a drink
go to the
bathroom
go to the
nurses office

Trimester 1-B Concept Map Theme: Welcome to My Community (Unit: All Around Me)

2nd Grade
Trimester 1-B:
All Around
Me

Culture
Focus:

Colombia
I can name
and
describe
I can ask and answer
questions about

Seasons:
invierno
otoo
primavera
verano
Products:

traditional/modern
clothing
Practices:
use greetings: shake
hands and use
appropriate time of day
(e.g., buenos das); with
family/friends, a hug is
standard greeting
Perspectives: See T.U.
Weather:

est
lloviendo

est nublado
hace calor
hace fresco
hace fro
hace sol
hace viento

CFSD; WL Grade 2 (E2); Concept Map, 6/13

Clothes:
camisa
camiseta
chaqueta
falda
maleta
pantalones
shorts
vestido
zapatos
bufanda*
calcetines*
gorro*
suter*
traje de bao*
*extensions
Trimester 2 Concept Map Theme: Welcome to My Community (Unit: Who is in My Community?)
Products:
city map: molas
Practices:
compare daily life: routines
compare family life: routines
compare holiday traditions:
Flower Festival of Medellnparades, folk songs (August)
nd
2 Grade
Trimester 2:
Time:
To the hour
Culture
focus:
Who is in My
Community?
Colombia
Numbers:
0-50, in and
out of order
Family:
pap
mam
hermano/a
abuelo/a
to/a
primo/a

I can name and

describe
I can ask and
answer questions
about:
Community
People:
bibliotecario*
bombero
cajero/a
dentista
maestro/a
mdico
polica
*extensions
Describe It:
ojos oscuros
ojos claros
alto, amable
bajo, cmico
inteligente
moreno, negro
rubio, serio

Community Places:
biblioteca
comisara
escuela
estacin de
bomberos
hospital
oficina del
dentista/mdico
supermercado

Trimester 3 Concept Map Theme: Welcome to My Community (Unit: My Community as a Habitat)
2nd Grade
Trimester 3:
Culture
Focus:
My Community
as a Habitat
Arizona Desert
Plants:
cacto
flor de saguaro
mesquite
palo verde
saguaro

Colombia
I can name and

describe
I can ask and answer
questions
Arizona Desert Animals:

alacrn
correcaminos
coyote
jabal
liebre
matraca grande
puma
tarntula
tortuga
vbora de cascabel


Products:
coffee, bananas
Practices:
compare holiday traditions:
Feria del Orinoco
(July/August) celebrates
the 3rd largest river system
in world with food, dance,
music, arts and crafts
compare conservation and
sustainability practices

Describe It:
bonito
desierto
grande
hace (muchsimo)
calor
interesante
peligroso
pequeo
seco

Safe Desert Living:

agua
gorra
protector solar
sombrero

COMMUNICATION: PERSON-TO-PERSON COMMUNICATION

(INTERPERSONAL MODE)
Students interact with others orally and in writing to provide and obtain information in the target language, utilizing cultural references where
appropriate. This mode of communication is characterized by active negotiation of meaning. Examples of this two-way communication include
conversing face-to-face, participating in online discussions or videoconferences, instant messaging, and exchanging personal letters or email
messages.
Overarching Big Ideas/Enduring Understandings: Communication
Language is a multi-faceted, multi-layered system of communication.
Language is at the heart of all human interaction.
Speaking, listening, reading, and writing skills are developed by using the interpersonal, interpretative, and presentational modes of
communication.
Language learning involves taking risks and learning from ones mistakes.
Essential Questions: Person-to-Person Communication (Interpersonal)
Why is it important to communicate in another language?
What do people need to know, understand, and be able to do to conduct effective interpersonal communication with those who speak
another language?
How do people communicate more effectively with a native speaker who is not accustomed to a language learner?
Nature of World Languages: Person-to-Person Communication (Interpersonal)
Language learners take risks.
Language learners understand that grammatical accuracy contributes to meaning.
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CFSD; WL Grade 2 (E2); 6/10-6/12
Approved by Governing Board 5/11/10
The ACTFL proficiency guidelines represent a hierarchy of global characterizations of integrated performance in speaking, listening, reading, and writing. Each description is a representative sample
of a particular range of ability/performance (communication functions, range of vocabulary, degree of accuracy, and flexibility that learners of a language are able to control) and each level
subsumes all previous levels, moving from simple to complex in an "all-before-and-more" fashion.

STANDARD FOR WORLD LANGUAGES: ELEMENTARY (E2)
Person-to-Person Communication (Interpersonal)
PROFICIENCY TARGET: Novice Mid
TEXT TYPE: Uses memorized words, phrases, lists, and an occasional simple sentence to provide basic information
Level 4.0 In addition to Level 3.0, in-depth inferences and applications are demonstrated.
See Interpersonal Speaking rubric continuum
Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 While engaged in tasks involving person-to-person communication, the student will be able to:
exchange personal information about self and family (required: personality and physical attributes; clothing; family)
ask and answer formulaic questions on familiar topics in highly predictable contexts (for example: What is the weather today? What is your favorite Arizona
animal? What do you wear in winter? What day/month/season is it?; required: numbers; calendar; weather; time; clothing; family; community places and
people; desert living; desert plants and animals)
The student exhibits level-appropriate language proficiency as defined by ACTFL.
Level 2.5
Exhibits the simpler details and processes and partial knowledge of the level-appropriate language tasks and functions as defined by ACTFL.
Level 2.0 At this level of performance the student:

perform basic processes:
o describe self and family using memorized words and phrases (for example: gender; age; eye/hair color; height)
o respond to basic yes/no and either/or questions on familiar topics (for example: weather; clothing; animals) with single words
recognize or recall specific terminology such as:
o family (familia): aunt; uncle; cousins
o personality and physical attributes: eye/hair color; height; kind; smart; funny/serious; friendly
o clothing (ropa): pants; shorts; t-shirt; shirt; skirt; dress; shoes; jacket; suitcase (la maleta)
o time (la hora): to the hour
o calendar (calendario): days; months; seasons
o community people (comunidad; gente): policeman; fireman; doctor; dentist; teacher (maestro/a); cashier
o places (lugar/es): grocery store; fire station; hospital; police station; school; library; dentist/doctor office
o desert plants (desierto; planta): desert; cactus; tree (palo verde; mesquite); saguaro; saguaro blossom
o animals (animal/es): coyote; scorpion (alacrn); javelina (jabal); mountain lion; tarantula; road runner; jackrabbit; rattlesnake; tortoise; cactus wren
(matraca grande)
o safe desert living: hat (sombrero/gorra); sunscreen; water
o weather (tiempo/clima): It is raining/snowing/ (very) hot/pleasant (cool)/cold/sunny/windy
o adjectives: eye/hair color; tall/short; kind/nice; funny/serious; intelligent; pretty; big/small; interesting; dangerous; dry
o nmeros
recognizes or recalls essential structures such as:
o punctuation: question/statement
o intonation: question/statement
o interrogatives: who; what; where; when
o singular/plural formation: el/los; la/las; un/uno/unos; una/unas
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CFSD; WL Grade 2 (E2); 6/10-6/12
o
o
Level 1.5
Level 1.0
verb structures: I wear (llevar/usar); there is, there are (for example: Is there a ruler in your backpack? Hay una regla en tu mochila?); I am (for
example: cold/hot/ Tengo fro/calor; Soy amable; it/he/she is (for example: He is a fireman El es bombero.); Who works in ________ (for
example: Quin trabaja en una estacin de bomberos?)
number system: 0-50
Partial knowledge of the simpler details and processes but omissions regarding the level-appropriate language tasks and functions as defined by ACTFL.
With help, a partial understanding of some of the simpler details and processes and some of the level-appropriate language tasks and functions as
defined by ACTFL.
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CFSD; WL Grade 2 (E2); 6/10-6/12
Explanations and Examples
Integration of 21st Century Skills
All strategies and implementation procedures must be predetermined in the planning process, taught,
modeled, and practiced many times in order to be effective. Students need to internalize the
procedures and process before they can begin to acquire the content, i.e., vocabulary. Be consistent
and use similar procedures to implement these strategies. Have a plan for how to pair/group students
when there is an uneven number, which may occur because the class always has an odd number of
students or there are absences due to illness/other reason. Teachers also need to factor in time for
recycling vocabulary from earlier trimesters and/or years.
SKILL: Cultural Competence

Trait: Language Proficiency and Interactions of Cultural
Diversity understands the value of learning to speak
and comprehend Spanish and works toward this
proficiency
*Note: Teachers need to use the target language, i.e., Spanish, most (90%) of the time even if an
example given is in English. English may be used to clarify directions or during culture study.
The following tools/structures are useful in facilitating strategy implementation:
Large space, free of tables/desks, where students are able to move freely, form circles, create
lines, perform a variety of kinesthetic tasks, and work in large/small groupings
Four Corners with designated labels, such as, seasons, numbers, colors, pets, or sports
Clipboards or other portable desks for occasional use; Second Graders will also use
tables/desks.
Laminated work mats laminate 9 x 12 construction paper on which students will perform a
variety of tasks, e.g., form numbers with manipulatives when teacher calls out number in Spanish
or classify objects according to a characteristic given in Spanish, such as, animal de Arizona o
no?
Conversation Task Rules (different from Class Rules and Expectations) these rules are
designed to maximize every students opportunity to speak Spanish, e.g., speak only Spanish
during a task, focus on the task, take turns
Use odd amounts of time, e.g., catorce segundos, and give only enough time needed to
accomplish the task
Display a visual behavior meter and give clear incentives/consequences for following/not
following the procedures
Display a chart and rubric of the 21st Century skill(s) and trait(s) being currently emphasized, e.g.,
Self-direction; focus spend the last minute of class having students reflect and self-assess
where they think their behavior was on a given day, e.g., Level 3 (or 4) because I focused on the
task, accomplished it by correctly recalling and pronouncing the clothes words - I feel great about
my day in Spanish class!
SKILL: Leadership
Trait: Personal Responsibility consistently restrains
impulsivity, seeks clarity, listens attentively and actively
participates
Trait: Communication responds appropriately to
feedback and uses it for improvement of language
skills
SKILL: Teamwork
Trait: Role Understanding & Participation can
assume any role and perform the duties of that role
Trait: Responding to Others actively and attentively
listens to others and accepts positive feedback
Trait: Perseverance extends abilities with teacher
guidance and overcomes obstacles for plan/task
completion
SKILL: Self-Direction
Trait: Focus - masters vocabulary through effective and
sustained effort; maintains focus and perseveres
during learning process with only an occasional need
for redirection, working toward being able to
independently maintain focus
Trait: Self-monitoring monitors own learning progress
and occasionally self-corrects
SKILL: Teamwork
Trait: Responding to Others - actively listens and
accepts positive feedback
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CFSD; WL Grade 2 (E2); 6/10-6/12
Novice language learners, who function at the word level, must hear/say a new vocabulary word as
many as 50-70 times before mastery, retention, and the ability to apply/transfer are achieved.
Students must be given ample opportunity to practice new vocabulary. Vocabulary must be recycled
frequently.
Suggested strategies (Please check the previous grade level for full explanation of strategies, which
are used at multiple grade/proficiency levels. Only newly introduced strategies will be fully explained).
Students who have been in the Elementary Spanish Program since Kindergarten will have developed
a familiarity with these strategies; however, it is recommended that teachers continue to model and
practice strategy procedures with students, especially in the BOY:
Scaffolding
Modeling by teacher
Modeling by a pair of students who have acquired the new word
Nonverbal gestures/visual cues/TPR
Pictures and other visual representations of the word or concept
Realia
Cambia
Inside/Outside Circles
Natural Approach (modified)
Associations
Cloze
Corners
Clusters
Two Lines
Mix, Freeze, Pair, Share (Mezcla, Congela, Par, Comparte)
Checklists
Conversation In A Can: This strategy can be used as a quick interpersonal speaking warm-up
task at the beginning of each class period. This strategy is ideal for recycling vocabulary and can
be customized to whatever topic/vocabulary the teacher would like to emphasize. Place a can or
other container at each table/desks group. Place conversation starters, such as tell your partner
what day it is and ask him/her what tomorrow will be or pictures with a task. Direct students to
work with a partner a procedure for getting into partners quickly and efficiently needs to be
predetermined/practiced beforehand. For example, the teacher may put weather/season picture
cards in the can. Each partner draws out a card and performs the task, e.g., name the season and
weather and name articles of clothing appropriate to wear in that weather. Another example:
Arizona animal cards/task: identify and name the animal, its color, and number of legs, e.g., Es un
correcaminos. Es gris y caf. Tiene dos piernas. Provide sentence frames if needed.
Games: Games with a clear instructional purpose can be effective tools in the language
classroom. They are high-interest activities that motivate students to master topical vocabulary in
order to play the game successfully. However, the downside to games is that not all students are
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CFSD; WL Grade 2 (E2); 6/10-6/12
able to participate all the time. Games should be used sparingly they make a great
incentive/reward for continued and sustained positive classroom and learning behavior. One
strategy to involve all students is to periodically have a Game Day with several games running at
the same time. Students rotate through each game center, or as many centers as time permits.
This requires a great deal of preparation but is generally worth it as a motivational tool and avoids
the downside of games previously mentioned.
Suggested Games:
Bingo: The language objective is to identify the vocabulary word called out by the teacher or partner
by placing a token on the correct picture or number. When the game is played in partners, it is
considered an Interpersonal task.
Nachos: The language objective is to identify numbers and say the number word when called upon to
do so. Create student game boards using a table format with 6 rows and 5 columns. The word
NACHOS will be spelled out at the top row, horizontally. Laminate the game board and provide dry
erase markers so that the boards may be used many times by different classes. Have the students
write in numbers in the 5 spaces below each letter of the word NACHOS. They may use a number
more than once but not more than 4 or 5 times. Encourage them to use as many numbers between 0
and 50 as they can. Provide tokens (cubes, beans, poker chips, colored/ laminated dots) for them to
place over called-out numbers. The teacher needs to create a way to keep track of the numbers s/he
has already called out and to use in NACHOS verification. Writing the numbers down on a slate is a
simple, effective method. NACHOS is achieved when the word NACHOS is spelled out by having at
least one token in each of the horizontal columns. Students with a NACHOS will say Nachos! The
teacher or partner will ask student(s) to remove tokens and say numbers to confirm a NACHOS. This
gives students an opportunity to say number words as well as having identified them accurately. When
played in partners, this game is an Interpersonal task.
Jeopardy: The language objective of the game is to identify and say the correct vocabulary word that
is represented by a given picture. This is one way to play Jeopardy: create a set of number cards in
multiples of 5 or 10. Select a topic and categories related to the topic, such as Arizona (topic);
Animals, Plants, Weather (categories). Make/write colored category placards. Choose a Jeopardy
area such as a chalkboard and adhere the category placards at the top of this designated area, in a
horizontal manner. Adhere vocabulary picture/flash cards below each category column, allowing
space in between. Place a number card over each picture card. For example, below the category
Animals, under a 5 points card, adhere a picture of a roadrunner. Repeat this process for each
category, so that there are 4 or 5 picture cards for each category. Students will be divided into 4 teams
(use color designations, e.g., Equipo Rojo). A member from each team approaches the Jeopardy
game area, teacher draws a color chip from a can which selects the team who determines the
category, e.g., teacher draws a blue color chip so Equipo Azul chooses the category by saying,
animales por cinco. The teacher asks if all contestants are ready and then raises the number card.
Whoever slaps the picture card first with a matamosca, is allowed to state the vocabulary word
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CFSD; WL Grade 2 (E2); 6/10-6/12
represented by the picture card, e.g., el correcaminos. Teachers need to develop rules/procedures
they are comfortable with for ties (flyswatters slap at same time) and what to do if student is not
correct (give another student in group an opportunity to say correct response). Assign a scorekeeper
or, if preferred, do not keep score. This game goes fast. Students at desks (not participating because
they are not up yet) can be saying the word to themselves or pointing to it on a vocabulary sheet.
While not strictly an Interpersonal task, it involves interactive participation.
Casino: The language objective is to hear/say the vocabulary words many times. The object of the
game is to roll a matching pair. Use clip art pictures and larger 6-sided blocks to create a fun
vocabulary game. For example, if the topic is Clothes, find and copy two identical sets of clip art
clothes pictures, e.g., a picture of a scarf (la bufanda), and adhere to one of the six sides of two
blocks. Repeat process until all six sides of both blocks have a clothes item displayed. Students play
in teams of two with 3 other teams of two, for a total of 8 students. Students will use memorized
phrases, Es un par/no es un par to play the game (or par/no par). Whether or not there is a match, the
team that rolls the dice will also say the vocabulary word. For example, if the team rolls a sweater
and a dress, it is not a match. They say together, or they may take turns with each roll, suter/vestido
no es un par or no par. If the team does roll a match, they need to state the match, e.g.,
vestido/vestido, and say Es un par (or par). Teachers will determine how they wish to keep score, if at
all.
Chispas: Sparkle in Spanish play at desks, tables, or in a small group structure such as Corners.
Teacher calls out a topical vocabulary word such as bombero. The designated first person says the
first alphabet (Spanish) letter of the word, in this case b. Students continue to spell the word until the
task has been completed. The person who is next after task completion yells out Chispa! at which
point a new word is selected and the game continues. This is a quick, two minute activity to prime the
engine, i.e., warm up student brains (or refocus/redirect off task students), and recycle the Spanish
alphabet. While not strictly an Interpersonal task, it involves interaction while using the language.
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CFSD; WL Grade 2 (E2); 6/10-6/12
COMMUNICATION: LISTENING AND READING FOR UNDERSTANDING (INTERPRETIVE MODE)

Students listen, view, and read using knowledge of cultural products, practices, and perspectives to comprehend and interpret a variety of topics in
the target language. This mode of communication does not allow for the active negotiation of meaning with the writer or speaker. Examples of this
one-way communication include cultural interpretations of print and digital texts, videos, movies, speeches, and radio and television broadcasts.
Overarching Big Ideas/Enduring Understandings: Communication:
communication.
Essential Questions: Listening and Reading for Understanding (Interpretive)
What do people need to know, understand, and be able to do to correctly interpret what they hear and read in another language?
How does sentence structure aid in comprehension?
Nature of World Languages: Listening and Reading for Understanding (Interpretive)
Language learners take risks.
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CFSD; WL Grade 2 (E2); 6/10-6/12

Listening and Reading for Understanding (Interpretive)
PROFICIENCY TARGET: Novice High (Listening) / Novice Mid (Reading)
See Interpretive Listening/Reading rubric continuum
Level 3.0 While engaged in tasks involving listening/reading for understanding, the student will be able to:
interpret meaning from descriptions of familiar topics (for example: community places and people; seasons; weather; clothing) when supported by visuals
(required: clothing; weather; family; community places and people; desert plants and animals; safe desert living; numbers)
interpret words and phrases from simple questions and statements in predictable contexts (for example: story reading/telling with context clues; required:
clothing; weather; family; community places and people; desert plants and animals; safe desert living)
follow simple one-step directions, commands, and requests within the scope of a classroom (required: Take out your _____[recycle classroom objects];
Raise your right/left hand; Stand up on the count of ____ [name a number]; Sit down when I say ____ [cue word or signal])
Level 2.5 Exhibits the simpler details and processes and partial knowledge of the level-appropriate language tasks and functions as defined by ACTFL.
Level 2.0 Level 2.0 At this level of performance the student:
o match a descriptive word or phrase to the correct picture of a person, place, or object when supported by visuals or gestures provided to the whole
class
o differentiate among statements, questions, and exclamations with verbal and non-verbal cues
o follows one-step directions or commands supported by visual cues
o animals (animal/es): coyote; scorpion (alacrn); javelina (jabal); mountain lion; tarantula; road runner; jackrabbit; rattlesnake; tortoise; cactus wren
(matraca grande)
o nmeros
o cognates (for example: tarntula)
recognize or recall essential structures such as:
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CFSD; WL Grade 2 (E2); 6/10-6/12
o
o
o
o
o
o
o
Level 1.5
Level 1.0
punctuation: question/statement
punctuation: question/statement
intonation: question/statement
interrogatives: who; what; where; when
singular/plural formation: el/los; la/las; un/uno/unos; una/unas
number system: 0-50
defined by ACTFL.
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CFSD; WL Grade 2 (E2); 6/10-6/12

Novice language learners need to hear/see a vocabulary word many times before comprehension is
achieved. Most Second Graders are functioning at the transitional reader level in their native
language, i.e., English. They have a large core of sight words, full control of many reading strategies,
and can summarize, synthesize, and interpret. They are beginning to have inference skills and are
able to monitor their own reading success.
The Novice Mid language student is able to identify a larger number of highly contextualized words
and phrases, including cognates and borrowed words. Reading material must be supported by
visuals, rarely exceeds one phrase at a time, and requires rereading.
Suggested reading/listening strategies for the transitional reader:
Access prior knowledge about the reading/listening topic
Use picture clues/analysis to decode meaning: photos; illustrations; drawings/paintings; Smart
Board/ computer images
Make predictions
Do sequencing activities
Explore letter/sound recognition
Use syllabification to help students with pronunciation and vocabulary retention
Increase topical vocabulary
Re-read selection
Ask questions
Use rhymes
Use more complex patterns
Find reading/listening selections that feature high-frequency words and topical vocabulary
Display a book being read on the document camera and provide student copies (Xeroxed copies if
class sets not available)
Suggested language acquisition reading/listening strategies:
Teacher briefly summarizes story in target language, using simple language, picture clues, sound
effects, and nonverbal gestures/TPR before s/he actually reads it: This story is about how to live
safely in a desert. (show a picture of Tucson and gesture to the outside while fanning
yourself/wiping your brow to indicate extreme heat).
Give students a simple question or idea, in the target language, to think about as they listen to the
story, e.g., Te gusta vivir en un desierto? Me gusta vivir en un desierto como Arizona.
As the teacher reads the story, engage students by asking them to give a predetermined signal,
e.g., hand clap, when they hear a specific detail in the target language, such as the main
characters name, a color word, a specific plant or animal, or something particular to the story.

SKILL: Critical & Creative Thinking
Trait: Comparing - identifying similarities/differences in
the characteristics of something, e.g., weather in
Arizona with the weather in New York
Trait: Classifying - for example, clothes worn in hot
weather or clothes worn in cold weather
Trait: Inductive Reasoning - making reasonable
predictions and valid interpretations based on
information derived from the reading/listening selection
or topic, such as, inducing that the main character is a
girl because the listener is cuing in on specific
words/word endings.
Trait: Deductive Reasoning choosing generalizations
that demonstrate an understanding of the topic, e.g.,
plants in Arizona (topic) have espinas porque hace
calor en el desierto y las espinas conservan la agua
SKILL: Teamwork
Trait: Role Understanding and Participation
recognizing which role has been assigned and
following through on ones part; not letting ones
partner/group down
Trait: Responding to Others indicating through
gestures or words that one has comprehended or not
Trait: Focus - students need only occasional redirection
from the teacher; students are working toward being
able to independently maintain perseverant behavior
and a sustained attention level.
SKILL: Leadership
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CFSD; WL Grade 2 (E2); 6/10-6/12
Ask students to Haz una prediccin and ask questions during the reading selection.
Identify cognates/borrowed words with a visual signal, like thumbs up if it student hears a
cognate/borrowed word
Identify familiar vocabulary with a nonverbal gesture such as a hand clap or thumbs up
Build A Story: have students put pictures of the story in order (sequencing) as the teacher narrates
it in target language.
Computer Lab/COWs: access Tumble Books; Book Flix
Document camera/SmartBoard: present stories using technology
Use videos/video clips
TPRS (Total Physical Response Storytelling)
Use a nonsense phrase, such as, Coyotes Son Rojos, to alert students to important information.
Change the phrase often (once a week) to build in student accountability for maintaining focus and
attention.
Do kinesthetic activities while practicing skills/vocabulary, e.g., students stand on one leg while
recycling the days of the week. This improves listening, comprehension, and retention in many
students.
Bingo games: Numbers, Colors, Shapes, Community people/places, Animals (use sparingly/as an
incentive/reward for positive learning and classroom behavior)

participates
SKILL: Communication
Trait: Electronic Environments is familiar with
features of digital tools and can use them capably
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CFSD; WL Grade 2 (E2); 6/10-6/12
ORAL AND WRITTEN PRESENTATION (PRESENTATIONAL MODE)

Students create and present information in oral and written form in the target language, tailoring it to an intended audience. Messages are intended
to facilitate interpretation where there is no direct opportunity for active negotiation of meaning. Examples of this one-to-many mode of
communication include a presentation to a group, posting an online video or webpage, creating and posting a podcast, writing a report, or writing an
article for a newspaper.
Overarching Big Ideas/Enduring Understandings: Communication
communication.
Essential Questions: Oral and Written Presentation
How do visual cues enhance a presentation?
What are the essential elements of a story?
Nature of World Languages: Oral and Written Presentation
Language learners practice and present.
Language learners tell stories.
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CFSD; WL Grade 2 (E2); 6/10-6/12

Oral and Written Presentation (Presentational)
See Presentational rubric continuum
Level 3.0 While engaged in tasks involving oral and written communication, the student will be able to:
present simple written and oral descriptions on familiar topics (for example: self; friends; clothing; desert animals; names and ages of each family member)
using sentence frames, graphic organizers, and role-plays/authentic scenarios (required: family; clothing; time; community places and people; desert plants
and animals; safe desert living)
produce and presents lists of familiar words and phrases about familiar topics in authentic contexts (required: family; personality and physical attributes;
clothing; community places and people; desert plants and animals; safe desert living)
o identify simple information (for example: I am a tall girl. I have green eyes. I am smart. In my family, I have a dad, mom, and 2 sisters.) about self,
family, and friends (for example: classmates; community people such as a fireman, librarian, or dentist) using memorized words or phrases
o label familiar items in the context of thematic units (for example: members of a family; desert plants and animals; articles of clothing)
o animals (animal/es): coyote; scorpion (alacrn); javelina (jabal); mountain lion; tarantula; road runner; jackrabbit; rattlesnake; tortoise; cactus
wren (matraca grande)
o nmeros
o cognates (for example: tarntula)
o punctuation: question/statement
o intonation: question/statement
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CFSD; WL Grade 2 (E2); 6/10-6/12
o
o
o
o
Level 1.5
Level 1.0
interrogatives: who; what; where; when

singular/plural formation: el/los; la/las; un/uno/unos; una/unas
number system: 0-50
defined by ACTFL.
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CFSD; WL Grade 2 (E2); 6/10-6/12
Oral presentation should not be overly emphasized in a program that focuses primarily on
Interpersonal Communication (speaking). Having each learner give a presentation, one at a time, is
a very large investment of time with a relatively small instructional return. Oral presentation conducted
in whole/small group/partner settings, however, works well.
SKILL: Leadership
participates
Trait: Self-Instruction Applies strategies and problemsolves with teacher guidance
Trait: Self-Monitoring keeps track of learning
progress with only occasional teacher guidance
Trait: Effective Use of Resources selects and uses
appropriate resources with only minimal teacher
guidance
Trait: Self-evaluation and Reflection uses feedback to
modify work and reflects upon strengths and areas
targeted for improvement
Suggested Strategies:
Two Lines: Students use this structure to present topical information to each other, e.g., Hay muchos
animals en el desierto: el coyote, la tortuga, el liebre, el puma, la tarantula, y el correcaminos.
Orally present topical information to another Spanish class using Two Lines, Four Corners, Cambia, or
other partner/small group structure
Poetry: recite poetry as a whole group or several small groups at a school-wide function such as 5
Grade Promotion Ceremony
th
Role-plays: Role-playing encourages creativity and thinking skills; however, role-plays should not be
scripted out in detail. The teacher should give students a general scenario with communicative tasks
within the abilities of a Novice Mid speaker. Role-play cards with sentence frames and/or graphic
organizers/lists, which can be accomplished as a writing activity, should be used. Give students
several minutes to study role-play card, practice, and perform at least twice with students switching
roles.
o For example, have students imagine they are going on a trip and will be doing a lot of fun
activities, such as hiking, swimming, snow skiing, and zip lining. They need to pack a suitcase
with enough clothes choices to meet this objective. Student A is the friend who is helping Student
B pack. Student A, using a role-play card with a sentence frame, asks Qu ropa necesitas?
Student B, using a role-play card with sentence frames or graphically- organized information
responds Necesito una chaqueta, los pantalones, las botas, un gorro, una bufanda, un traje de
bao, los shorts, y dos camisetas.
SKILL: Teamwork
Trait: Responding to Others listens actively to others
ideas with respect; accepts positive feedback
Novice learners, in general, speak and write at the same proficiency level, i.e., if they can orally
articulate it, they will be able to write it. Students at this proficiency level, Novice Mid, can label and
write lists.
Writing lists: students should ideally have an authentic rationale, even if it is a simulated real world
scenario, for creating these lists. For example, the teacher asks students to imagine their family has
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CFSD; WL Grade 2 (E2); 6/10-6/12
an opportunity to visit a family in Colombia. This family has a child the same age as you so they would
like you to write a list of all the clothes you are bringing. They do not want your clothes to get mixed up
with their childs clothes.
Checklists: A checklist is a list of vocabulary words associated with a specific topic. Checklists can be
made with pictures alone, pictures and words, or words alone. For example, the students have a
checklist for the topic, People in Our Community. Students work in partners. The task is for each
partner to make a check mark next to the picture of a community worker they have met, such as a
fireman or policeman. Then, they compare lists by one partner calling out the word, e.g., dentista, and
the other partner confirming that s/he either has the word or not, e.g., dentista, s (or no)
Art Projects: Create topical booklets, such as a book of Arizona plants and animals, clothes,
community people/places, or safe desert living. This can be accomplished using construction/recycled
paper, old magazines and catalogs, newspapers, clip art, and many other readily available resources.
Graphs/Glyphs: Create and present topical information using a variety of graphs, such as favorite
Arizona animal.
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CFSD; WL Grade 2 (E2); 6/10-6/12
CULTURAL COMPETENCE
Students use language and behaviors that demonstrate an understanding, informed sensitivity, and appreciation of other cultures. They examine
and compare practices (behaviors), products (tangibles: food, buildings, art; intangibles: laws, system of education), and perspectives (attitudes,
values, ideas) to gain insight into their own and another language and culture. The resulting linguistic and intercultural explorations expand the
students worldview and foster appropriate interactions (know what to do when and what to say while doing it) as they actively engage with/in
diverse cultures in different contexts.
Overarching Big Ideas/Enduring Understandings: Cultural Competence
Comparing ones own language and other languages and cultures enables individuals to gain new insight about self and the world.
Language and culture are inseparable; they influence and reflect each other.
A peoples perspectives, practices, and products are windows to their culture.
Language and culture evolve. They are bound by people, time, and place.
By learning another language individuals can better understand how both the native and other languages work.
Comparing world languages and cultures promotes individuals ability to process information.
Essential Questions: Cultural Competence
Why is it important to understand the values and beliefs of another culture?
How are cultural values present in cultural products?
What impact do products from one culture have on another culture?
How does knowledge of another language enhance peoples understanding of culture and society in general?
Nature of World Languages: Cultural Competence
Language learners understand that products, practices, and perspectives are inextricably linked to the culture they represent.
Language learners learn that culture is important to communication.
Language learners develop their critical thinking abilities as they become aware of the similarities and differences between their first and
second languages.
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CFSD; WL Grade 2 (E2); 6/10-6/12

Cultural Competence
Level 3.0 While engaged in tasks involving cultural competence, the student will be able to:
compare tangible and intangible products of own and target culture (for example, flag, anthem) (required: Colombia molas Colombian weavings; coffee;
bananas; traditional/modern clothing)
compare practices of own and target culture (required: Colombia family life, daily life for example: common practices and interactions of community people
in community places; holiday traditions, for example, the Flower Festival of Medelln and Feria del Orinoco)
o list tangible and intangible products of own and target culture
o list practices of own and target culture
o identifies patterns of behavior, gestures, or expressions of target culture used
o with family or friends
o product
o practice
o tradition
o holiday/celebration
o gesture
o contextualized vocabulary related to themes and topics (for example: family structure, clothes)
o Universals of Culture
o number system: 0-50
o alphabet
o days of the week
o months of the year
Level 1.5
Level 1.0
defined by ACTFL.
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CFSD; WL Grade 2 (E2); 6/10-6/12

Cultural activities in this age group have been designed to generate fun, enthusiasm, and interest in
Spanish-speaking countries. The goal is to continue to build the foundation for a lifelong appreciation
of the larger global community in which students will be functioning one day.
Students in this developmental age group are ready for basic practical geography and culture tasks.
Teachers may point out where Colombia, the cultural focus of Second Grade, is on a globe and map.
It may be helpful to explain the reasons geographical information is displayed differently: maps show
where the country is located in relationship to other countries while a globe more accurately shows
where Colombia is on the planet Earth.
Catch the World! Use a soft globe; point out Colombia and where it is in relationship to Arizona. Point
out major landforms such as the ocean and mountain ranges and ask students if they know on which
continent Colombia is located. Toss the globe to a student and ask them to locate Colombia on the
soft globe. If correct, student tosses globe to another student and asks them to locate Colombia, using
a memorized phrase such as, Dnde est Colombia? This should be done quickly so all students are
engaged and able to participate. It is a good beginning-of-class warm up. After students have
studied Colombia sufficiently enough to have acquired some facts, the teacher may pose further
questions about the culture or geography of Colombia, using the soft globe toss as simply a means of
choosing a student to answer the question.
Create a mola, a traditional Colombian weaving: this can be done as a drawing, a paper collage, or
with yarn on paper squares. Consider using the tapir as a motif Colombia is home to the worlds
largest tapir reserve where they are protected by law.

Trait: Electronic Environments students are familiar
with the presentation of information via various
technology media and behave appropriately
Trait: Awareness of Cultural Diversity students are
aware that Spain is a different culture than the United
States, but that we have much in common as well
Trait: Valuing Cultural Diversity students accept the
similarities between his/her culture and Colombia
Trait: Historical Knowledge and Perspectives of
Cultural Diversity understands, at a basic level, the
influence that culture has on history
Trait: Language Proficiency and Interaction of Cultural
Diversity students understand the value of learning
Spanish and are willing to work toward proficiency
Trait: Focus students need only occasional
redirection during the learning process
Trait: Effective Use of Resources selects and uses
resources appropriately with minimal teacher guidance
Read an age-appropriate childrens book about the life of Gabriel Garca Mrquez, one of Colombias
most famous writers. (Gabito by Monica Brown, illustrated by Ral Coln, 2007, is an excellent
childrens book on this topic).
Compare clothes, both traditional and modern styles, of Colombia and the United States.
Compare daily/family life in Colombia and the United States.
Listen to the Colombian anthem.
Color the flag of Colombia and research what the colors signify.
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CFSD; WL Grade 2 (E2); 6/10-6/12
Use a simple Venn Diagram to compare Colombia and U.S. flags.

Use a simple Venn Diagram to compare Independence Days in Colombia and the United States.
Holiday traditions of the Flower Festival of Medelln and the Feria del Orinoco; compare to similar
holidays or traditions in Arizona, such as the annual harvesting of saguaro fruit and/or the Colorado
River Hot Air Balloon Crossing Festival
Video of Colombia: Show a portion of the video; stop and pose a question or ask students to tell a
neighbor what they think of a particular element. Be sure to predetermine and teach the procedure for
talking to a neighbor.
Share realia from Colombia.
www.kidinfo.com/geography/the_world.html
A single website that offers access to many other kid-friendly sites which feature fun facts and
information about countries around the world
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CFSD; WL Grade 2 (E2); 6/10-6/12
MAKING CONNECTIONS THROUGH LANGUAGE

Students use authentic sources and contexts to make connections about language and its cultures with concepts studied in other subject areas.
Connecting the world languages curriculum to what students know from other parts of their academic lives opens doors to information and
experiences that can enrich their entire school and life experience. Students strengthen language proficiency and cultural knowledge in the target
language by accessing a wide range of current media, technology, and authentic resources.
Overarching Big Ideas/Enduring Understandings: Making Connections Through Language
Language learning provides opportunities to uncover big ideas about languages, cultures, and other disciplines.
The study of world languages helps students enhance learning and provides access to other content areas, strategies, and resources.
Strategies used to acquire a language are transferable to other areas of learning throughout life.
Learning another world language enables one to access information available only in that language.
Essential Questions: Making Connections Through Language
How can a student rely on previous understandings and experiences to evaluate and interpret new information?
What is the value of an authentic source?
How does the knowledge of cognates help make inferences in other content areas?
How can someone relate world language knowledge to another content area?
Nature of World Languages: Making Connections Through Language
Using a target language to acquire information empowers students with knowledge in other content areas.
Connecting the target language with other parts of students academic lives opens doors to information and experiences that enrich school
and life.
Studying another language increases understanding of language commonalities and differences.
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CFSD; WL Grade 2 (E2); 6/10-6/12

Making Connections Through Language
Level 3.0 While engaged in tasks involving connections through language, the student will be able to:
perform level-appropriate social studies tasks in context (for example: labeling country name on a map) using information acquired from the target culture
(required: locating Colombia on a map and globe; identifying colors and their symbolic meaning in Colombias flag; labeling habitats and their location in
Colombia)
perform level-appropriate mathematics/science tasks in context (required: counting forward to 50 sequentially and non-sequentially; solving one and two-digit
addition with no regrouping; subtraction math facts 0-9; classifying animals; graphing weather) using information acquired from the target culture (for
example: graphing weather in Colombia over a specified period of time)
identify connections between English and the target language (for example: borrowed words, cognates)
o identify map and globe
o describe differences/similarities of a map and globe
o recognize when and why a map and/or globe would be used
o identify and describe the steps of a math task (for example: how to add one-digit numbers)
o identify cognates, word elements (for example: prefixes, suffixes, word roots) and/or borrowed words (for example: chocolate)
recognizes or recalls specific vocabulary/terminology such as:
o data, graph: bar graphs; pictographs
o behavior over time graphs (BOTG)
o map, globe
o count, addition, plus, equals, subtraction, minus
o sequence/order
o weather terms
o time (hour, minute)
o alphabet
Level 1.5
Level 1.0
defined by ACTFL.
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CFSD; WL Grade 2 (E2); 6/10-6/12

The CFSD Elementary Spanish Program is a content-enriched FLES (Foreign Language in Elementary
School) model. The goal is not to teach regular education content, but rather, use it as a vehicle for
communicating in the target language, i.e., Spanish, in an authentic, real-world manner.
Prepare materials in advance
Technology: use a variety of interactive digital tools, such as document cameras, laptops (COWs),
and Smart Boards to present information/content to students
Laminated mats are useful during classifying activities. They give the student a specific place in which
to sort and classify objects according to attributes
Classifying containers may also be utilized for the above purpose. Containers such as milk cartons
(cut in half), coffee cans, and pie tins are an economical way to provide sorting bins and teach the
children to value recycling to help Mother Earth.
Classifying: ask students to classify objects/information into categories, such as Arizona animal or not;
single or double-digit numbers; shapes with varying number of sides; clothes for hot or cold weather
Interactive computer games that involve math facts or addition concepts students must say numbers
in Spanish after solving problem, e.g., the fact is 9 - 2 = 7; students solves and states, Nueve menos
dos son (es) siete.
Use document camera to display a daily problem; students solve at table/desks and check document
camera to verify response teacher explains problem/process/solution in Spanish
Calendar: provide students with small calendars, which can be obtained online and copied, that they
can use during calendar time, a quick, daily procedure that helps students master and retain calendar
vocabulary. The students can circle the day/date (number) and draw a symbol representing the
weather, e.g., a sun for hot and sunny. Students can cross each school day off which will help them
develop a sense of how long a week/month/season is and differentiate week days from
weekends/holiday breaks. It is, in essence, a very simple BOTG.
Calendar: Have students perform the activity described above in partners using memorized phrases
such as What day/month/season is it? What is the weather like today? Partners can record the
information together after having the conversation.
BOTG: track and record the weather in Bogot over a period of time; compare to the weather in
Arizona
Counting: students will not internalize and retain numbers unless they know them in and out of order
and use them in a meaningful context.

Trait: Electronic Environments is familiar with
digital tools
Trait: Responsible Behavior can use digital tools
and online resources responsibly
SKILL: Critical & Creative Thinking
Trait: Comparing selects items that address the
basic objective of the comparison evaluates the
similarities/differences
Trait: Classifying correctly sorts items into
categories
Trait: Error Analysis identifies critical errors in the
process under study
Trait: Effective Use of Resources selects and
uses appropriate resources with minimal teacher
guidance
Trait: Self-instruction applies strategies and
problem-solves with occasional teacher assistance
o Skip count by twos, fives, and tens
o Count backward
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CFSD; WL Grade 2 (E2); 6/10-6/12
o Math games such as Cul es mi nmero secreto?

o Pose/solve simple story problems, such as, Tengo 14 galletas. Como 8 galletas. Cuntas galletas
tengo ahora? Use visual clues/representations/manipulatives to facilitate understanding.
o Use slates to have students rapidly recall and write answers to math addition/subtraction facts, 0-9
can be teacher-directed or a partner task.
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CFSD; WL Grade 2 (E2); 6/10-6/12
COMMUNICATION ACROSS COMMUNITIES

Students participate in multilingual communities at home and around the world. They use their developing language skills and cross-cultural
knowledge to pursue topics of personal interest and communicate with speakers of the target language. As a result, students improve their own
communication skills, heighten intercultural understanding, and strengthen their lifelong learning skills.
Overarching Big Ideas/Enduring Understandings: Communication Across Communities
The study of a World Language expands individuals opportunities.
The study of world languages enables individuals to participate in multiple communities and enriches their experiences.
Language is a tool to connect with the world.
Essential Questions: Communication Across Communities
How has learning a new language enriched your life?
Where can you use the target language other than the classroom?
How is my community similar to or different from the community of the target language?
Nature of World Languages: Communication Across Communities
Learning another language opens doors to a greater variety of career options, increased lifelong opportunities, and enhanced leisure
activities.
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CFSD; WL Grade 2 (E2); 6/10-6/12

Communication Across Communities
Level 4.0 In addition to Level 3.0, in-depth inferences and are demonstrated.
Level 3.0 While engaged in tasks involving communities, the student will be able to:
communicate with Spanish-speaking peers (for example: school and classroom community; sister school program etc.; required: writes a short note/postcard
to a sister school in the community to exchange
basic personal information, for example: Hello! My name is ___. I am ____ years old. I
like animals. My favorite animal is the _____. Goodbye!)
attend, participate in, or view target language culture events and shares with others (for example: rhymes; chant; celebration; games) (required: plays a
popular Colombian game Alto with class; sings/chants traditional Colombian chants/rhymes, such as Sana Que Sana)
o identify target culture activities through a variety of media (for example: YouTube, books, videos)
o identify activities of the target culture in the community (for example: holidays, celebrations, important events, songs, games, dances)
o lists common places where the target language is evident (for example: street names, restaurants, realia)
recognizes or recalls specific vocabulary/terminology such as:
o restaurant
o street
o event
o product
o practice
o realia
o culture
o contextualized vocabulary related to themes and topics
o alphabet
Level 1.5
Level 1.0
defined by ACTFL.
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CFSD; WL Grade 2 (E2); 6/10-6/12

This developmental age group will most likely be interacting within the school community, with the
possibility of connecting to a sister school in the Tucson area. A sister school in the CFSD system is
the most probable option.
In the BOY, connect with an younger group of students, such Kindergartners or First Graders, and
play Alto, a traditional Colombian game
Partner with an older class, such as Fourth Graders, to perform a song, dance, or rhyme, such as
Sana Que Sana
Perform a song/dance/chant/rhyme for another class or student body at a special occasion such as
th
5 Grade Promotion
Create a colorful Soy Yo! postcard expressing basic personal information such as name, age, and
favorites. Exchange with another, or several, class at your school. This will promote a positive
community school spirit, too.
Organize and implement a school-wide post office where short notes about familiar topics can be
exchanged/delivered to another class
Organized and implement a virtual post office where short email notes about familiar topics can be
exchanged with other classes on campus

Diversity participates in opportunities to communicate
and interact with other Spanish-speakers
Diversity understands the value of being multilingual
and works toward this proficiency
SKILL: Leadership
Trait: Personal Responsibility restrains impulsivity,
takes ownership of assigned task/role, listens
attentively and actively participates, and seeks clarity
when needed.
Trait: Goal Setting is able to recognize the set goal
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CFSD; WL Grade 2 (E2); 6/10-6/12

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STANDARD FOR WORLD

Approved by the CFSD Governing Board

Standard for World Languages

CFSD; WL Grade 2 (E2); 6/10-6/12

Trimester 1-A Concept Map Theme: Welcome to My Community

I can follow one-step

I can ask for help

I know and practice the

CFSD; WL Grade 2 (E2; Concept Map, 6/12

I can recall and use

CFSD; WL Grade 2 (E2); Concept Map, 6/13

Trimester 2 Concept Map Theme: Welcome to My Community (Unit: Who is in My Community?)

I can name and

CFSD; WL Grade 2 (E2); Concept Map, 6/13

Trimester 3 Concept Map Theme: Welcome to My Community (Unit: My Community as a Habitat)

I can name and

Arizona Desert Animals:

Safe Desert Living:

COMMUNICATION: PERSON-TO-PERSON COMMUNICATION

Language is a multi-faceted, multi-layered system of communication.

Language is at the heart of all human interaction.

Essential Questions: Person-to-Person Communication (Interpersonal)

Why is it important to communicate in another language?

Nature of World Languages: Person-to-Person Communication (Interpersonal)

Language learners take risks.

Language learners understand that grammatical accuracy contributes to meaning.

CATALINA FOOTHILLS SCHOOL DISTRICT

Level 2.0 At this level of performance the student:

Explanations and Examples

Integration of 21st Century Skills

SKILL: Cultural Competence

COMMUNICATION: LISTENING AND READING FOR UNDERSTANDING (INTERPRETIVE MODE)

Language is at the heart of all human interaction.

Language is a multi-faceted, multi-layered system of communication.

Essential Questions: Listening and Reading for Understanding (Interpretive)

How does sentence structure aid in comprehension?

Nature of World Languages: Listening and Reading for Understanding (Interpretive)

Language learners take risks.

CATALINA FOOTHILLS SCHOOL DISTRICT

Explanations and Examples

Integration of 21st Century Skills

Trait: Personal Responsibility consistently restrains

ORAL AND WRITTEN PRESENTATION (PRESENTATIONAL MODE)

Language is at the heart of all human interaction.

Language is a multi-faceted, multi-layered system of communication.

Essential Questions: Oral and Written Presentation

How do visual cues enhance a presentation?

What are the essential elements of a story?

Nature of World Languages: Oral and Written Presentation

Language learners practice and present.

Language learners tell stories.

CATALINA FOOTHILLS SCHOOL DISTRICT

interrogatives: who; what; where; when

Explanations and Examples

Integration of 21st Century Skills

A peoples perspectives, practices, and products are windows to their culture.

Why is it important to understand the values and beliefs of another culture?

How are cultural values present in cultural products?

What impact do products from one culture have on another culture?

Language learners learn that culture is important to communication.

CATALINA FOOTHILLS SCHOOL DISTRICT

Explanations and Examples