Elementary Spanish Curriculum Map - Kindergarten

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Elementary Spanish Curriculum Map - Kindergarten
Truscott Elementary Spanish Curriculum Map
1st Grade
Functions
Context/Vocabulary
Structure/Grammar
Culture
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meet/greet
introduce/leave
express likes &
dislikes
describe family
members
identify basic
geography of
Spanish-speaking
countries
use colors to
describe objects
identify basic
school materials
use a calendar and
give date
identify basic
parts of the human
body
read and listen to
authentic
materials, songs
and fairy tales
identify oceans
and sea life
identify weather
and seasons
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basic greetings
and leave-takings
titles
some alphabet
sounds
numbers 1-10
simple foods and
beverages
colors
family
geography of
Latin America &
Spain
school materials
days of the week
parts of the body
Medio Pollito &
La Cenicienta
Mexico
Incas, Aztecs,
Mayas
oceans & sea life
weather and
seasons
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recognize letter
sounds
use correct
pronunciation
use appropriate
verbs when
meeting/greeting
familiarity with
subject pronouns
descriptive
adjectives
recognize 10
common action
verbs
ask/give name
spelling
formation of dates
give age
singular/plural
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compare
greetings,
introductions and
leave-takings
compare family
compare foods
and meal schedule
compare
differences in
calendar
identify
geography, i.e.
flags, maps,
symbols of
Spanish-speaking
countries
compare school
systems
compare fairy
tales(U.S. &
Hispanic
literature)
compare oceans
and sea life
Sept. 16-Día de
Independencia de
Mexico
Cinco de Mayo
revised 8/2011
Grade 1 Spanish Timeline – Year Long Plan 2011
Unit 1- Saludos! (August/September)
Functions
Context/Vocabulary
 greeting/leaving  greetings
 introducing
 leave-takings
 numbers
 nombre y
apellido
 titles
 numbers 1-10
 alphabet sounds
Unit 2 – El cuerpo humano (October)
Functions
Context/Vocabulary
 identify basic
 body vocabulary
body parts
 los 5 sentidos
 recognize 5
 Cabeza,
senses
hombres,
piernas y pies
 Simon dice…
Unit 3 – Mi familia (November)
Functions
Context/Vocabulary
 introduce family  family
vocabulary
 identify family
 numbers
 numbers
 dates
 4 adjectives:
alto – bajo
joven-viejo
Structure/Grammar
 ask/give name
 spelling
Culture
 recognize
Spanish names
 compare
greetings
 identify
Spanishspeaking
countries on
map & flags
 Sept 16-Día de
independencia
de Mexico
Structure/Grammar
 tocar, oir,
probar, ver, oler
 aqui esta mi…
Culture
 compare
cultures-niños
del mundo
 compare foods
and diets (bread
vs. tortilla)
Structure/Grammar
 masculine vs.
feminine
 formation of
dates/age
 cerca a, lejos de
Culture
 Nov 2-Día de los
muertos
 compare family
life
 compare
birthdays, fiestas
 compare
important dates
Unit 4- Me gusta/No me gusta (December)
Functions
Context/Vocabulary
 express likes &
 activities
dislikes
 colors
 agree/disagree
 foods &
beverages
 sí, no, así así
 action verbs
Unit 5 – Ocean & Sea Life (January)
Functions
Context/Vocabulary
 identify sea
 ocean
animals and
vocabulary
movements
 colors
 recognize
 oceans vs. lakes
different oceans
Unit 6 – Feelings (February)
Functions
Context/Vocabulary
Structure/Grammar
 subject pronouns
 6 action verbs:
correr, saltar,
bailar, leer,
jugar, cantar
 spelling
 descriptive
adjectives
Culture
 compare
activities
 Spanishspeaking
music/dance
 Navidad
Structure/Grammar Culture
 writing project
 different oceans
Adivina mi
and sea life
animal marino…
 verbs nadar,
comer, vivir, ser
to describe
ocean life
Structure/Grammar
Culture
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express feelings
express desires
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feelings: happy,
sad, etc.
Quiero…
La Cenicienta:
Cinderella
authentic fairy
tales
Unit 7 - El Tiempo (March)
Functions
Context/Vocabulary
 use expressions  weather &
to describe
seasons
weather
vocabulary
 recognize
 Medio Pollito
seasons
Unit 8 – Mexico (April)
Functions
Context/Vocabulary
 identify Mexico  Mexico
and capital city
vocabulary
 recognize
 Incas, Aztecs,
ancient
Mayas
civilizations:
Incas, Mayas
and Aztecs
Unit 9– La escuela (May)
Functions
Context/Vocabulary
 identify school
 school items
items
 subjects
 read class
 days
routine
 modes of
 ask what
transportation to
something is
school
 give ways to get
to school

verbs querer &
estar
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
authentic
literature
el día de amor
(San Valentín)
Structure/Grammar
 use hacer &
estar with
weather
expressions
Culture
 compare
climates
 compare seasons
 Cesar Chavez
Structure/Grammar
 asking for
directions…
dónde está?
Culture
 compare
Mexico’s
geography
 the peso
 Mexican food
 ancient vs.
modern
civilization
Structure/Grammar
 the verb tener
 singular and
plural
Culture
 compare school
systems
 identify calendar
differences
 compare ways
of getting to
school and
schedules
 Cinco de Mayo

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