Spanish | Elementary K-4
Kindergarten
Scope and Sequence
This course allows students to apply their acquisition of vocabulary and language expression. It continues to expose students to cultural awareness and appreciation.
Timeframe: August-May (1 hours x 36 weeks)
- Unit 1 | To Begin (Para Empezar) | 7 Weeks
- Unit 2 | All About Me (Todo Sobre Mi) | 9 Weeks
- Unit 3 | My Feelings (Mis Emociones) | 9 Weeks
- Unit 4 | Spring (Primavera) | 9 Weeks
Unit 1 | To Begin (Para Empezar) | 7 Weeks
Instructional Topics
- Simple Greetings
- Colors
- Numbers 1-5
- Discuss why we are learning Spanish (who speaks it, why it is important)
Essential Questions
- Can I say hello and goodbye in Spanish?
- Can I say my favorite color in Spanish?
- Can I count from 1-5 in Spanish?
Culturally Relevant Connections/Real World Learning
Hispanic Heritage Month | Sept. 15 - Oct. 15
- Color the flag of Mexico and describe its colors
- Class conversations and/or read alouds about the Spanish language
Summative Assessment
- Informal oral assessments
- In-Class Activities
- Games for vocabulary evaluation
Unit 2 | All About Me (Todo Sobre Mi) | 9 Weeks
Instructional Topics
- Introductory Questions: What is your name? My name is…
- Continue with Greetings: Buenas Tardes
- Numbers 5-10
- Continue with colors
- Alphabet -introduce song
(Culture) Día de los Muertos: Introduce the concept with a kid friendly video, use coloring sheets
Essential Questions
- Can I say "My name is” in Spanish?
- Can I count from 5-10 in Spanish?
- Can I recognize, through listening, at least 3 colors in Spanish?
Culturally Relevant Connections/Real World Learning
- Día de Muertos
Summative Assessment
- Informal oral assessments
- In-Class Projects/Activities
- Games for vocabulary evaluation
Unit 3 | My Feelings (Mis Emociones) | 9 Weeks
Instructional Topics
- Introduce ¿Cómo estás?
- Muy bien, gracias
- Mal
- Así Así
- Continue with Greetings: Buenas Noches
- Continue with colors
- Introduce oso (polar) and use colors to describe
- Introduce 11-20 (in counting sequence, not in isolation)
- Continue singing Alphabet
(Culture) Black History Month: Exposure to Afro Latinos with a Read Aloud
Essential Questions
- Can I say how I'm feeling?
- Can I recognize, through listening, at least 5 colors in Spanish?
- Can I count from 11-20 in Spanish?
Culturally Relevant Connections/Real World Learning
Black History Month
-
Students can connect to their own families/friends/community members, or people they see in the media.
Summative Assessment
- Informal oral assessments
- In-Class Projects/Activities
- Games for vocabulary evaluation
Unit 4 | Spring (Primavera) | 9 Weeks
Instructional Topics
- Continue with Greetings
- Continue with colors and numbers 1-20
- Introduce "conejo” for color and number description
- Use Spring words (bees, birds etc.) to center your description
- Introduce Days of the week
- Continue with Alphabet
Culture: Teach Hispanic Folk Dance (from a country of the teacher's discretion)
Essential Questions
- Can I introduce myself in Spanish and say how I'm feeling?
- Can I count from 1-20 in Spanish?
- Can I describe “el conejo” by color and number?
- Can I say my favorite day of the week in Spanish?
Culturally Relevant Connections/Real World Learning
- Hispanic Folk Dance
- Teach the moves and connect to the culture of the country where they perform it (celebration where it is performed, why etc.)
Summative Assessment
- Informal oral assessments
- In-Class Projects
- Games for vocabulary evaluation
Grade 1
Scope and Sequence
This course allows students to apply their acquisition of vocabulary and language expression. It continues to expose students to cultural awareness and appreciation.
Timeframe: August-May (1 hours x 36 weeks)
- Unit 1 | Repaso (Review) | 7 Weeks
- Unit 2 | All About Me (Todo Sobre Mi) | 9 Weeks
- Unit 3 | Clothes and Animals (Ropa y Animales) | 9 Weeks
- Unit 4 | School and Food (Escuela y Comida) | 9 Weeks
Unit 1 | Repaso (Review) | 7 Weeks
Instructional Topics
- Greetings
- Numbers 1-20
- Description (Colors)
- Days of the Week
- Alphabet
- HHM (Hispanic Heritage Month)
- Videos/Class Conversation
- Color by Number Flags
Essential Questions
- Can I say hello and goodbye in Spanish?
- Can I count to 20 in Spanish?
- Can I identify colors of the rainbow in Spanish?
Culturally Relevant Connections/Real World Learning
Hispanic Heritage Month | Sept. 15 - Oct. 15
- Exposure to Spanish-speaking countries (names and flags)
- Flags/Maps Posted in the Classroom
Summative Assessment
- Informal oral assessments
- In-Class Activities
- Games for vocabulary evaluation
Unit 2 | All About Me (Todo Sobre Mi) | 9 Weeks
Instructional Topics
Teacher will integrate these topics continuously throughout the Quarter:
- Continue with Greetings
- Get to Know You Conversation (Basic Interrogatives)
- ¿Cómo te llamas? ¿Cómo estás?
- Me llamo, Muy bien gracias
- Continue reinforcing Colors & Numbers
- Use the word "perro”, change the color, number and size
- Introduce Size: Grande, pequeño
- (Culture) Día de los Muertos
- Introduce the concept with a kid friendly video, use coloring sheets
Essential Questions
- Can I greet someone in Spanish and ask how they are feeling?
- Can I say "My name is” in Spanish and ask someone else's name?
- Can I describe things by their number, color, and size?
Culturally Relevant Connections/Real World Learning
- Día de Muertos
Summative Assessment
- Informal oral assessments
- In-Class Projects/Activities
- Games for vocabulary evaluation
Unit 3 | Clothes and Animals (Ropa y Animales) | 9 Weeks
Instructional Topics
4 weeks: Teach New Clothing Vocabulary
- Teach new clothing vocabulary
- abrigo, pantalones, botas
- Reinforce colors, numbers, and size with describing clothing
- Tie in Weather
- Hace frío, invierno, está nevando
4 weeks: New Animal Vocabulary
- Perro, gato, pájaro
1 week: Reinforcement & Culture
- Culture: Black History Month
- Exposure to Afro Latinos with a Read Aloud
Essential Questions
- Can I describe what I'm wearing?
- Can I talk about the weather in winter?
- Can I identify colors and numbers by listening in Spanish?
- Can I describe animals using color, number, and size?
Culturally Relevant Connections/Real World Learning
Black History Month
-
Students can connect to their own families/friends/community members, or people they see in the media.
Summative Assessment
- Informal oral assessments
- In-Class Projects/Activities
- Games for vocabulary evaluation
Unit 4 | School and Food (Escuela y Comida) | 9 Weeks
Instructional Topics
4 weeks: Teach School Vocabulary
- escuela, maestro/a
- lápiz, crayón, libro
Reinforce color, number, size when describing school supplies
4 weeks: Teach Food Vocabulary
- Pizza, helado, banana
- agua, leche
Reinforce color, number, size when describing food and drinks.
1 week: Reinforcement or Culture
- Culture: Teach a folk dance (from a country of the teacher's discretion)
Essential Questions
- Can I describe the basic supplies I use at school by color, number, and size?
- Can I describe basic foods and drinks by color, number, and size?
Culturally Relevant Connections/Real World Learning
- Hispanic Folk Dance
- Teach the moves and connect to the culture of the country where they perform it (celebration where it is performed, why etc.)
Summative Assessment
- Informal oral assessments
- In-Class Projects
- Games for vocabulary evaluation
Grade 2
Scope and Sequence
This course allows students to apply their acquisition of vocabulary and language expression. It continues to expose students to cultural awareness and appreciation.
Timeframe: August-May (1 hours x 36 weeks)
- Unit 1 | Repaso (Review) | 7 Weeks
- Unit 2 | All About Me (Todo Sobre Mi) | 9 Weeks
- Unit 3 | My World (Mi Mundo) | 9 Weeks
- Unit 4 | Food and Drink (Comida y Bebida) | 9 Weeks
Unit 1 | Repaso (Review) | 7 Weeks
Instructional Topics
- Greetings (Buenos Días, Buenas Tardes, Buenas Noches, Hola, Adiós)
- Get to Know You Conversation (Basic Interrogatives)
- ¿Cómo te llamas? ¿Cómo estás? ¿De dónde eres?
- Me llamo, Muy bien gracias, Soy de
- Numbers 1-30
- Description (Colors)
- Alphabet
- Months/Days
- Flags of Spanish speaking countries
- Integrate a variety of 1st-grade vocabulary throughout the review unit, including: Yo/Tú
Essential Questions
- Can I introduce myself and ask basic introductory questions?
- Can I count to 30 in Spanish?
- Can I answer the question ¿Qué día es hoy?
- Can I recognize at least 3 flags from Spanish-speaking countries?
Culturally Relevant Connections/Real World Learning
Hispanic Heritage Month | Sept. 15 - Oct. 15
- Exposure to the culture of Spanish-speaking countries
- Exposure to flags of Spanish-speaking countries
- Flags/Maps Posted in the Classroom
Summative Assessment
- Informal oral assessments
- In-Class Activities
- Games for vocabulary evaluation
Unit 2 | All About Me (Todo Sobre Mi) | 9 Weeks
Instructional Topics
3 weeks: Birthday & Age
- Months of the Year (¿Cuándo es tu cumpleaños? Mi cumpleaños es en (mes).)
- Numbers (¿Cuántos años tienes? Tengo _____ años)
1 week: Día de los Muertos
3 weeks: Seasons/Clothing (Invierno)
- Ex: Yo tengo una chaqueta
2 weeks: Celebrations
- Teach about one Hispanic celebration and talk about similarities and differences with our celebrations
Essential Questions
- Can I say how old I am in Spanish and ask others?
- Can I say what my birthday month is in Spanish and ask others?
- Can I explain the meaning of the celebration of Día de los Muertos?
- Can I describe what clothes I have in the winter?
- Can I compare a Hispanic celebration to my celebrations?
Culturally Relevant Connections/Real World Learning
- Día de Muertos
- Teach about one other Hispanic celebration (teacher discretion) and compare it with their own celebrations
Summative Assessment
- Informal oral assessments
- In-Class Projects/Activities
- Games for vocabulary evaluation
Unit 3 | My World (Mi Mundo) | 9 Weeks
Instructional Topics
4 weeks: School Supplies & Classroom Instructions
- Teach school supply vocabulary and integrate classroom instructions that can be used on a daily basis
4 weeks: Places: School, Home, Park
- Teach escuela, casa, parque with the verb "Jugar”
- Juego en la escuela, juego en la casa, juego en el parque
1 week: Black History Month
- Famous Afro/Black-Latinos
Essential Questions
- Can I name 3 school supplies I use?
- Can I follow class instructions in Spanish?
- Can I identify home, school, and park in Spanish?
- Can I talk about famous Hispanic and/or Black Hispanic people?
Culturally Relevant Connections/Real World Learning
Black History Month
-
Students can connect to their own families/friends/community members, or people they see in the media.
Summative Assessment
- Informal oral assessments
- In-Class Projects/Activities
- Games for vocabulary evaluation
Unit 4 | Food and Drink (Comida y Bebida) | 9 Weeks
Instructional Topics
3 weeks: American Food
-
Teach Yo como, yo bebo
-
Basic foods
3 weeks: Comparing American Food and Mexican Food
- Comparison Activities/Videos
- Option to do a Mexican restaurant simulation
- Cinco de Mayo (video and coloring)
3 weeks: Reinforcement of Vocabulary
- Teacher can use this time to review vocabulary from the year with games/activities
Essential Questions
- Can I talk about what I eat and drink at home?
- Can I talk about common foods and drinks in Mexican homes?
- Can I compare the foods I eat to foods eaten in Mexico?
Culturally Relevant Connections/Real World Learning
- Cinco de Mayo
- Students learn about Mexican culture through a brief introduction to the holiday.
- Discuss strategies for continuing learning/practice over the summer and provide parents with online resources.
Summative Assessment
- Informal oral assessments
- In-Class Projects
- Games for vocabulary evaluation
Grade 3
Scope and Sequence
This course allows students to apply their acquisition of vocabulary and language expression. It continues to expose students to cultural awareness and appreciation.
Timeframe: August-May (1 hours x 36 weeks)
- Unit 1 | Repaso (Review) | 7 Weeks
- Unit 2 | In My School (En mi escuela) | 9 Weeks
- Unit 3 | My World (Mi Mundo) | 9 Weeks
- Unit 4 | Food and Drink (Comida y Bebida) | 9 Weeks
Unit 1 | Repaso (Review) | 7 Weeks
Instructional Topics
- Greetings/Get to Know You Conversation
- Use Basic Interrogatives: Who? What? When? Where? How many? (in the context of Get to Know You)
- Numbers 1-100
- Description (Colors)
- Months/Days/Weather
- Spanish speaking countries
- Integrate a variety of second-grade vocabulary throughout the review unit, including:
- Yo (describing myself), school supplies, foods
Essential Questions
- Can I introduce myself and ask basic introductory questions?
- Can I count to 100 in Spanish?
- Can I give the date in Spanish and discuss today’s weather?
- Can I provide examples of Spanish-speaking countries?
- Can I explain how my life is similar or different from people living in Spanish-speaking countries?
- Can I explain how language brings people together?
Culturally Relevant Connections/Real World Learning
Hispanic Heritage Month | Sept. 15 - Oct. 15
- Exposure to the culture of Spanish-speaking countries
- Exposure to the Geographic location of Spanish-speaking countries/Flags
- Flags/Maps Posted in the Classroom
Summative Assessment
- Informal oral assessments
- Vocabulary Quizzes (Quarter 1 Quiz)
- In-Class Activities
- Games for vocabulary evaluation
Unit 2 | In My School (En mi escuela) | 9 Weeks
Instructional Topics
- 3 weeks: School Objects (Rooms, school supplies)
- 3 weeks: School People (describing friends and teachers using physical and personality characteristics)
- 3 weeks -Celebrations
- Dia de Muertos
- Mi celebración favorita (give them the name of the celebration in Spanish, but the rest can be done in English)
Essential Questions
- Can I name Objects and Rooms in my school?
- Can I follow classroom instructions in Spanish?
- Can I describe my friends and teachers in Spanish?
- Can I describe what happens on Día de Muertos?
- Can I compare my favorite celebration with others’ celebrations?
Culturally Relevant Connections/Real World Learning
- Día de Muertos
- Students share about their cultural celebrations and learn one another.
Summative Assessment
- Informal oral assessments
- Vocabulary Quizzes (Quarter 2 Quiz)
- In-Class Projects/Activities
- Games for vocabulary evaluation
Unit 3 | My World (Mi Mundo) | 9 Weeks
Instructional Topics
3 weeks- Family
- Mi (My)
- Tengo
- Cultural differences with Hispanic families
4 weeks-House and Transport
- Rooms of the House
- Transport (Car, Bus, Train, Plane, Bicycle)
- El/la/los/las - Introduction
2 weeks
- Black History Month
- Famous Afro/Black-Latinos
Essential Questions
- Can I introduce my family?
- Can I name the rooms of my house?
- Can I talk about how I get places? (By car, bus, etc.)
- Can I talk about famous Hispanic and/or Black Hispanic people?
Culturally Relevant Connections/Real World Learning
Black History Month
-
Students can connect to their own families/friends/community members, or people they see in the media.
Summative Assessment
- Informal oral assessments
- Vocabulary Quizzes (Quarter 3 Quiz)
- In-Class Projects/Activities
- Games for vocabulary evaluation
Unit 4 | Food and Drink (Comida y Bebida) | 9 Weeks
Instructional Topics
3 weeks: Comida de la casa
-
Verbs: come, bebe
-
El/las/los/las (if time permits)
-
Gusta/Gustan
4 weeks: Comparing Food from My House with Mexican Homes
- option to do basic Mexican recipes for the home (guacamole, tacos, etc.)
Cultural: Cinco de Mayo
- Basic history of the holiday, discuss Mexican culture
2 weeks: Nature (if time permits)
Essential Questions
- Can I talk about what I eat and drink at home?
- Can I talk about common foods and drinks in Mexican homes?
- Can I compare the foods I eat to foods eaten in Mexico?
- Can I say what foods I like? (Gustan)
- Can I talk about the plants and animals I see outside? (if time permits)
Culturally Relevant Connections/Real World Learning
- Cinco de Mayo
- Students learn about Mexican culture and history.
- Discuss strategies for continuing learning/practice over the summer and provide parents with online resources.
Summative Assessment
- Informal oral assessments
- 3rd Grade Exit Exam
- In-Class Projects
- Games for vocabulary evaluation
Grade 4
Scope and Sequence
This course allows students to apply their acquisition of vocabulary and language expression. It continues to expose students to cultural awareness and appreciation.
Timeframe: August-May (1 hours x 36 weeks)
- Unit 1 | Repaso (Review) | 7 Weeks
- Unit 2 | All About Me (Todo Sobre Mi) | 9 Weeks
- Unit 3 | My Family (Mi Familia) | 9 Weeks
- Unit 4 | My Community (Mi Comunidad) | 9 Weeks
Unit 1 | Repaso (Review) | 7 Weeks
Instructional Topics
- Greetings (Advanced)/Get to Know You Conversation
- Use Basic Interrogatives: Who? What? When? Where? How many?
- Numbers 1-100
- Description (Colors)
- Months/Days/Weather
- Spanish speaking countries
- Integrate a variety of third-grade vocabulary throughout the review unit, including:
- Description (physical/personality), school supplies/rooms, house, family, and basic foods
Essential Questions
- Can I introduce myself and ask basic introductory questions?
- Can I count to 100 in Spanish?
- Can I give the date in Spanish and discuss today’s weather?
- Can I provide examples of Spanish-speaking countries?
- Can I explain how my life is similar or different from people living in Spanish-speaking countries?
- Can I explain how language connects people?
Culturally Relevant Connections/Real World Learning
Hispanic Heritage Month | Sept. 15 - Oct. 15
- Research Spanish-speaking countries
- Introduce famous Hispanics
- Flags/Maps Posted in Classroom
Summative Assessment
- Informal oral assessments
- Vocabulary Quizzes (Quarter 1 Quiz)
- In-Class Projects
- Games for vocabulary evaluation
Unit 2 | All About Me (Todo Sobre Mi) | 9 Weeks
Instructional Topics
- 3 weeks - Sports and Activities (Grammar: Gustar + verb)
- 3 weeks - Clothing (Grammar: Yo + llevar)
- 3 weeks - Celebrations
- Dia de Muertos
- Mi celebración favorita (Ex: Yo celebro Jánuca)
Essential Questions
- Can I talk about what I like to do?
- Can I say what I am wearing/like to wear?
- Can I answer questions about myself?
- Can I describe Día de Muertos traditions and their significance?
- Can I describe a celebration that is important to me and/or my family?
Culturally Relevant Connections/Real World Learning
- Día de Muertos
- Students share about their cultural celebrations and learn from others. Compare their celebrations to celebrations in the 21 Spanish-speaking countries.
Summative Assessment
- Informal oral assessments
- Vocabulary Quizzes (Quarter 2 Quiz)
- In-Class Projects
- Games for vocabulary evaluation
Unit 3 | My Family (Mi Familia) | 9 Weeks
Instructional Topics
3 weeks- Family
- Mi/tu
- Tengo/Tiene
- Cultural differences with Hispanic families
4 weeks-House
- Rooms of the House
- Household Objects
- El/la/los/las
2 weeks
- Black History Month
- Famous Afro/Black-Latinos
Essential Questions
- Can I introduce my family?
- Can I name the rooms of my house?
- Can I talk about what I have at my house?
- Can I talk about famous Hispanic and/or Black Hispanic people?
Culturally Relevant Connections/Real World Learning
Black History Month
-
Students can connect to their own families/friends/community members, or people they see in the media.
Summative Assessment
- Informal oral assessments
- Vocabulary Quizzes (Quarter 3 Quiz)
- In-Class Projects
- Games for vocabulary evaluation
Unit 4 | My Community (Mi Comunidad) | 9 Weeks
Instructional Topics
3 weeks: Places
-
Estar and Ir
4 weeks: Restaurant
- Verbs: come, bebe
- El/las/los/las
- Gustan
Cultural: Cinco de Mayo
- Basic history of the holiday, discuss Mexican culture
- *option to connect to the Restaurant unit by having students create a menu for a Mexican restaurant)
2 weeks: Animals (if time permits)
Essential Questions
- Can I say where I am located? (Estar)
- Can I say where I go? (Ir)
- Can I name places in my community?
- Can I say what I eat and drink in a restaurant? (Comer/beber)
- Can I say what foods I like? (Gustan)
- Can I describe my favorite animal?
Culturally Relevant Connections/Real World Learning
- Cinco de Mayo
- Students learn about Mexican culture and history.
- Discuss strategies for continuing learning/practice over the summer and provide parents with online resources.
Summative Assessment
- Informal oral assessments
- 4th Grade Exit Exam
- In-Class Projects
- Games for vocabulary evaluation
