• FLES, Grades K-5
     
    Kindergarten

    Proficiency Target: Novice.

    In Kindergarten, students receive Spanish instruction 10 minutes every day. The belief that short periods of time in addition with the consistency of daily instruction will support learning. NCPS FLES units are based on our Social Studies concepts.  All lessons are delivered in the target language. Teachers support students in different ways but avoid the use of English. Students learn the Spanish language through direct instruction, songs, games, and activities. Students who meet expectations in Kindergarten can communicate only on very familiar topics using a variety of words and phrases that they have practiced and memorized. The language related topics covered in Kindergarten include colors, numbers, shapes, family members, weather, geography and more. Students can recognize some familiar words and phrases from these topics when they hear them spoken. Students can also introduce themselves, say hello and goodbye, express how they are feeling, and respond to simple practiced questions.

     

    Our language focus in Kindergarten includes:

    • How do people greet one another and introduce themselves in Spanish? (Introducing self and comparing self to others - (name, feelings, age, boy/girl, likes)
    • How can I share my feelings and ask others to share theirs?
    • How do I describe the weather in Spanish?
    • How do we count objects in Spanish?
    • How do we read a Spanish calendar? Concept of past/present - time - what day is/was it? What month is/was it?
    • Who are the members of a family? Describing/comparing my own and others’ families 
    • What animals can I recognize and name?
    • How do I read a map and globe? What is an example of a continent? 

    Grade 1

    Proficiency Target: Novice

    In first grade, students receive Spanish instruction 4 out of the 6 times a cycle for 18 minutes. Similar to Kindergarten, all of our units are aligned with the Social Studies unit concepts.  Students learn the Spanish language through direct instruction, games, and activities. All lessons are delivered in the target language. Teachers support students in different ways but avoid the use of English. Students are expected to respond in the target language, using memorized expressions they have learned in class. Students who meet expectations in first grade can communicate on familiar topics using a variety of words and phrases that they have practiced and memorized. The topics covered in first grade include introducing self in more detail, our town, our country, etc. Students can recognize some familiar words and phrases from these topics when they hear them spoken or see them written. Students can also introduce themselves, say hello and goodbye, express how they are feeling, and respond to simple questions.


    In addition to what our students have learned in Kindergarten, in first grade we also focus on:


    • What information can I learn from a calendar?
    • How can I share my feelings and ask others to share theirs?
    • How do I describe the weather in Spanish?
    • What behaviors are conducive to an effective and safe learning community? (kindness, focus, respect)
    • How do I ask for classroom objects or for help?
    • What are the different services that our town provides to its community? (i.e. grocery stores, schools, parks, etc.)
    • Where do different types of fruit come from? How can I express my personal preference for fruit?
    • What are some of the animals found around the world?
    • What are the different symbols and landmarks that are important to our country? (i.e. the US flag, the White House, the bald eagle).
    • Where is North America/South America and countries can be found in each of those continents? 
    • How do I read a map and globe? What is an example of a continent, country, state, city, and town?



    Grade 2

    Proficiency Target: Novice

    In second grade,  students receive Spanish instruction 4 out of the 6 times a cycle for 18 minutes.  Similar to First Grade, all of our units are aligned with the Social Studies unit concepts. All lessons are delivered in the target language. Teachers support students in different ways but avoid the use of English. Students learn the Spanish language through direct instruction, songs, games, and activities. Students who meet expectations in second grade can communicate on an expanding list of familiar topics using a variety of words and phrases that they have practiced and memorized. The topics covered in second grade include the calendar, weather, clothing, activities and sports, geography, introducing ourselves, and more. Students can recognize some familiar words and phrases from these topics when they hear them spoken or see them written. Students can also introduce themselves, say hello and goodbye, express how they are feeling, state their likes and dislikes, and respond to simple questions.

    In addition to what our students have learned in First grade, in second grade we also focus on:

    • How might sports and leisure activities be different/similar in and outside of CT?
    • What is the geography, wildlife and climate like in and outside of CT? 
    • How can I use language I know to describe pictures? (Make inferences about whether a given image depicts CT or not, based on the scenery, weather and wildlife.)
    • How do people travel and have fun?
    • How do I describe the weather in Spanish?
    • What is the weather like in my community during the different seasons? What clothes are worn in each season?


    Grade 3

    Proficiency Target: Novice

    In third grade,  students receive Spanish instruction 4 out of the 6 times a cycle for 18 minutes.  Similar to Second Grade, all of our units are aligned with the Social Studies unit concepts. All lessons are delivered in the target language. Teachers support students in different ways but avoid the use of English. Students learn the Spanish language through direct instruction, songs, games, and activities. Students who meet expectations in second grade can communicate on an expanding list of familiar topics using a variety of words and phrases that they have practiced and memorized. The topics studied in third grade include, geography of the United States and Asia, activities that are dictated by geography and climate, how to interact with each other respectfully, and more. Students can recognize some familiar words and phrases from these topics when they hear them spoken or see them written. Students can also introduce themselves, say hello and goodbye, express how they are feeling, state additional personal information, indicate their likes and dislikes, and respond to and ask simple questions.

     

    In addition to what our students have learned in Second grade, in Third grade we also focus on::

    • How do I read a map and globe? What is an example of a continent, country, state, city, and town?
    • Describe the regions of the United States and what types of lifestyles exist in each region.
    • How do I use language to interact respectfully with my peers and the adults around me?


    Grade 4

    Proficiency Target: Novice

    In fourth grade,  students receive Spanish instruction 4 out of the 6 times a cycle for 18 minutes.  Similar to Third Grade, all of our units are aligned with the Social Studies unit concepts. All lessons are delivered in the target language. Teachers support students in different ways but avoid the use of English. Students learn the Spanish language through direct instruction, songs, games, and activities. Students who meet expectations in fourth grade can communicate on an expanding list of familiar topics using a variety of words and phrases that they have practiced and memorized. The topics covered in fourth grade include the immigration, describing self and others, asking and answering questions, geography, and more. Students can recognize some familiar words and phrases from these topics when they hear them spoken or see them written. Students can also introduce themselves, say hello and goodbye, express how they are feeling, state additional personal information, indicate their likes and dislikes, write simple paragraphs, and respond to and ask simple questions.

     

    In addition to what our students have learned in Third grade, in Fourth grade we also focus on:

    • Why is Ellis Island important to our history? 
    • What language do we have to describe pictures of immigrants at Ellis Island and pictures of African landscape.
    • What language do I have to introduce myself, my age, my birthplace, my birth date, etc. 
    • How do I use background knowledge and my language to read about different immigrants and explorers.
    • What language to do I have to interview someone? (name, age, birth place, etc)
    • Can I use my geography skills and Spanish language to locate and describe African continent and countries.
    • What is Africa like? ( biomes, wildlife, climate) 

    Grade 5

    Proficiency Target: Novice

    In fifth grade, students receive Spanish instruction 4 out of the 6 times a cycle for 18 minutes.  Similar to Fourth Grade, all of our units are aligned with the Social Studies unit concepts. All lessons are delivered in the target language. Teachers support students in different ways but avoid the use of English. Students learn the Spanish language through direct instruction, songs, games, and activities. Students who meet expectations in fourth grade can communicate on an expanding list of familiar topics using a variety of words and phrases that they have practiced and memorized. The topics covered in fifth grade include the calendar, weather, large numbers, activities, geography, introducing myself and my preferences, as well as developing my writing skills. Students can recognize some familiar words and phrases from these topics when they hear them spoken or see them written. Students at the end of the year can initiate, maintain and bring simple conversations to a close as well as write simple sentences and short paragraphs on very familiar topics. Students also can recognize pieces of information of what is being said and understand simple readings on familiar topics.

     

    In addition to what our students have learned from  Kindergarten through Fourth grade, in Fifth grade we also focus on:

    • How can I use large numbers to support detailed descriptions (Timeline??)
    • How do I describe myself? How can I describe others?
    • Who are the different people important to American History?
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