ELEMENTARY SPANISH CURRICULUM PROJECT

Standards and Benchmarks - Grade 2*

(Last Update: August 22, 2005)

1. Note: As this project is piloted and it becomes clear what can really be taught and accomplished in the time frame, these Standards and Benchmarks may change.

2. The Topics and specific objectives are:

• names
  • Me llamo, Se llama
• maps/countries
  • topography, capitals, flags of specific countries
  • nationalities?
• descriptions
  • bonito/feo, pequeño/chiquitito, grande, pequeño/grande, corto/largo, bajo/alto, estrecho/ancho, negro/blanco, herbívoro, carnívoro (pretty/ugly, small/big, short/long, short/tall, narrow/wide, black/white, plant eater/meat eater)
  • concepts: different, same, opposite
• numbers
  • 0-31
  • count by 10's, 2's, 5's
  • count objects in a group
  • add, subtract (1-18)
  • concepts: 1/2, 1/4
  • how many items they have: Tengo #
  • their age/their friend's age: Tengo/Tiene # años.
• time (clock)
  • Tell time: Es la... , Son las...
  • concepts: 1/2 past, 1/4 past, 1/4 to
• time (how we pass the time)
  • dormir, despertar, levantarse, comer, oler, leer, mirar, tocar, jugar, correr, saltar, caminar, nadar, volar, buscar, esconderse, tocar música, cantar, bailar, sacar fotos (sleep, wake up, arise, eat, smell, read, look, touch, play, run, jump, walk, swim, fly, look for, hide, play music, sing, dance, take photos)
  • what student likes to do/does: Me gusta..., Yo...
• family
  • papá, mamá, hermano/a, abuelita, abuelo, amigo (father, mother, brother, sister, grandmother, grandfather; friend)
  • identify relationships: Es mi
• foods
  • frutas, vegetales, carne, pescado, pollo, sopa, postre, agua, leche, queso, manzana, plátanos, uvas, sandía, durazno, cerezas, naranjas, fresas, peras, jalea, helado, pastel, cereal, huevos, pan, papas, jugo, café, chocolate (fruits, vegetables, meat, fish, chicken, soup, dessert, water, milk, cheese, apple, bananas, grapes, watermelon, peach, cherries, oranges, strawberries, pears, jelly, ice cream, cake, cereal, eggs, bread, potatoes, juice, coffee, chocolate)
  • concept: liquids/solids (Tomar/Comer)
  • concept: shared and unique foods
  • concept: foods I like ([No] me gusta/n...)
• dinosaurs
  • names/pronunciation in Spanish
  • basic information: Vive..., Come..., Es..., Tiene...
• plants
  • flowers, vegetables, fruits
  • terminology: parts of the plant
  • concept: life-sustaining (water, light, soil, oxygen, pollination)
  • concept: Vive(n)...
• weather/seasons
  • Hace calor, Hace frío, Hace sol, Llueve, Hay nieve, Hace viento, Hay nubes, Hace mal/buen tiempo
  • primavera, verano, otoño, invierno
  • activities for different weather/seasons: Puedo...
• traditions
  • New Year's, Christmas
  • comparison

3. Culture is built in where possible, with photos, stories, music, refeences to specific countries and traditions.

4. With respect to the national standards for world languages (Communication, Culture, Connections, Coomparisons, Communities):

Standard 1.1 Interpersonal Communication

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

• 1. Imitate words and phrases similar to that of the model.
• 2. Respond to yes/no and either/or practiced questions.
• 3. Name words from visual cues.
• 4. Respond with memorized words or phrases to highly practiced questions.

Standard 1.2 Interpretive Communication

Students understand and interpret written and spoken language on a variety of topics.

• 1. Understand limited, memorized words and phrases.
• 2. Comprehend limited conversational exchanges.

Standard 1.3 Presentational Communication

Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.

• 1. Present information.
• 2. Recite memorized sequences of words in a category.

Standard 2.1 Cultural Practices and Perspectives

Students demonstrate an understanding of the relationship between the perspectives and practices of the cultures studied.

• 1. Demonstrate limited familiarity with practices of the culture.

Standard 2.2 Cultural Products and Contributions

Students demonstrate an understanding of the relationship among the perspectives, products and contributions of the cultures studied.

• 1. Demonstrate limited familiarity with the people and products of the culture.

Standard 3.1 Connections to Other Disciplines

Students reinforce and further their knowledge of other disciplines through the foreign language.

• 1. Identify familiar target language vocabulary and concepts from other subject areas.

Standard 3.2 Use of Authentic Sources

Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.

• 1. Use authentic resources to gather information and gain perspectives of the target culture.

Standard 4.1 Linguistic Comparisons

Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

• 1. Recognize that there are similarities and differences between the native and target languages.

Standard 4.2 Cultural Comparisons

Students demonstrate understanding of the concepts of culture through comparisons of the target cultures and their own.

• 1. Demonstrate awareness of a variety of everyday components that are found in a culture.

Standard 5.1 Language Beyond the Classroom

Students use the language both within and beyond the school setting.

Activities - Share with families.

 

 

 

*(For this overview of Standards and Benchmarks, I have used as a guideline for organization the following source: http://www.bv229.k12.ks.us/forlang/Community/curric_old/Second.htm .)

©

Authors: Eileen M. Zeitz

Date: August 5, 2005