Scope and Sequence for Elementary Spanish Program Curriculum

Scope and Sequence for Auditory 1 (Mostly kindergarten and first grade)

Using Carol Gaab’s ¡Hola Niños! TPR Storytelling curriculum, students will learn the following vocabulary and structures through very simple stories, personalizing their own stories, workbook activities, and through songs, games, and other physical and hands-on practice:

• Greetings and goodbyes
• Talking about how one is feeling and doing right now
• Actions words
• Animals
• Parts of the body
• Numbers to 20
• Days of the week
• Describing actions of people and animals
• Describing conditions and emotions
• Days of the week
• Common foods
• Discussing family
• More action words
• Common words associated with school and classrooms
• Nationalities
• Transportation vocabulary
• Numbers 1-60
• Language to express likes and dislikes
• Seasons
• Weather vocabulary and structures
• Months of the year
• Clothing and getting dressed and undressed
• Expressing physical conditions (I’m hot, cold)
• Commons words associated with travel and packing
• Telling time

Scope and Sequence for Auditory II (Mostly second grade - First graders in their second year of Spanish)

Using Viva el Español System A students continue developing, reinforcing and refining their communicative competency, through our TPRS system used in the previous level; but using a more challenging curricula, students will gain an intuitive understanding of how they can use their language knowledge to express themselves. Students will learn the following vocabulary and structures through stories, personalizing their own stories, doing workbook activities, and through songs, games, and other physical and hands-on activities:

• Review of Auditory 1 (Greetings, classroom objects, colors, numbers up to 20, body parts, family members)
• Farm animals
• Describing current weather
• Identify the months of the year
• Identify common items of clothing
• Birthdays
• Parts of the school
• Identify people who work in the school / greeting people to work in the school
• Numbers up to 50
• Describe their mood
• Describe what they are doing/ someone is doing
• Identify people/objects important to traffic safety
• Modes of transportation
• Recreational places/Athletic activities
• Tell what someone else is going to do

Scope and Sequence for Reading and Writing 1 (Third through fifth grade)

Using Karen Rowan’s beginning chapter book, Las aventuras de Isabela, students learn 200 hundred words and structures in a story of 2,200 words in ten chapters. The verbs are presented and learned in the present tense in the first and third person singular, and the first and third person plural. Helping verbs and imperatives are also learned in context. Repetition of words and structures throughout the chapter book make reading each chapter more fluid and easy as the academic year progresses. Students make connections to grammar and cultural information after reading each chapter with ESP teacher curriculum and a chapter-by-chapter student workbook. The workbook includes comprehension and acquisition-based activities and helps students to develop writing skills over the year, also providing “challenge” activities for each chapter.

Additionally, the ESP Reading and Writing curriculum continues and deepens the ESP Auditory storytelling approach to include more involved and personalized mini-cuentos, games, and activities. Students also learn, and learn to identify, many cognates, making this short chapter book a comprehensible, culturally rich, and fun way to learn Spanish.

Presentation of vocabulary and structures in Isabela

• Describing oneself and ones appearance
• Describing a friend or relative
• Discussing professions and future professions
• Travel vocabulary, and work vocabulary and structures
• Exercise vocabulary and structures
• Discussing parts of the body
• Feelings and emotions
• Buying things in a market (number work to 50 continued from Auditory program)
• Outdoor and travel vocabulary and structures (riding horses, walking, laughing, crying, singing)
• Family words and structures
• Store vocabulary and structures (shoe store, markets, ice cream shop, bakery; wanting, buying, eating, et cetera)
• Food likes and dislikes
• Animal and pet preferences
• Making friends
• Simple comparisons of inequality
• Expressing opinions and desires

Scope and Sequence for Reading and Writing II (Third through fifth grade)

Using Magaly Rodriguez’s chapter book, Berto y sus buenas ideas, students learn 200 new words and structures in a story of 2,200 words in six chapters. The verbs are presented and learned in the present tense in the first, second and third person singular, and the first and third person plural. The near future, the present progressive, and the preterit tense are touched on in Berto using familiar verbs that students study early in the book. Repetition of words and structures throughout the chapter book make reading each chapter more fluid and easy as the academic year progresses. Students make connections to grammar and cultural information after reading each chapter with ESP teacher curriculum and a chapter-by-chapter student workbook. The workbook includes comprehension and acquisition-based activities and helps students to develop writing skills over the year, also providing “challenge” activities for each chapter.

Additionally, the ESP Reading and Writing II curriculum continues and deepens the ESP Auditory storytelling approach to include more involved and personalized mini-cuentos, games, and activities. Students also learn, and learn to identify, many cognates, making this short chapter book a comprehensible, culturally rich, and fun way to learn Spanish.

Presentation of vocabulary and structures in Berto

• Describing myself and others
• Classroom subjects and teachers
• Common actions and activities
• Likes and dislikes using gustar (sports and school-related vocabulary)
• Likes and dislikes using adjectives (boring, terrible, horrible, et cetera)
• Future obligations (tener que + verb)
• Comparisons of inequality
• Introducing numbers 100, 1000, and 1,000,000
• Discussing what we can do (poder + verb in the infinitive)
• Soccer vocabulary
• Transportation vocabulary
• Colors
• Discussing future desired profession
• Fun explanations to express opinions, likes, and dislikes
• Vocabulary to describe paintings
• Describing climate and weather
• Vocabulary and structures to talk about being hungry and sweet foods
• Buying food with euros
• Time and time-related words
• Boating and vocabulary and structures
• Clothing vocabulary
• Discussing what happened in the past (simple verbs in the preterit tense)

Scope and Sequence for Reading and Writing 3 (Third through fifth grade)

Using Karen Rowan’s, Isabela Captura un Congo, students learn 350 words and structures in a story of 3,500 words in ten chapters. The verbs are presented and learned in the present, past, and near future.. Repetition of words and structures throughout the chapter book make reading each chapter more fluid and easy as the academic year progresses. Being our most advanced level, in the third level, we deepen our TPRS approach but it is combined with some grammatical topics that they will see in middle school in a more traditional approach. In this way, the students will start recognizing formal grammatical structures in a more academic way, in order to understand the structures of the concepts that they already use to communicate. Students also learn, and learn to identify, many cognates, and lots of idioms, making this short chapter book a comprehensible, culturally rich and fun way to learn Spanish.

Presentation of vocabulary and structures in Isabela captura un congo

• Superlatives
• Possessive pronouns
• Adverbs of quantity
• Describing one, and others.
• Use of the structure WANT TO + VERB
• Indirect and Direct Object Pronouns
• Talking about animals and their habitat
• There is/There are
• Using connectors
• Reflexive verbs
• Feelings and emotions
• Giving commands
• Use of preterit to report past events
• Ordinal numbers
• Talking about life in the jungle
• Animal and pet preferences
• Demonstratives
• Adverbs of time
• To be (Ser - estar)
• Stem-change verbs
• Regular -AR -ER -IR verbs.