Arlington Public Schools World Languages Office FLES Program 2nd Grade Scope and Sequence

*Text in purple throughout the document indicates that it is new for this grade level.

Theme 1: Personal and Public Identities: Socializing, Talking about Self and Recognizing Objects Around Me (Greetings and Expressions of Courtesy, Introductions, Calendar, Colors, Classroom objects, School subjects) Write a typical introduction between two people Ask basic personal information of others Introduce self Introduce others Telling age Tell how old you are Ask someone’s age Tell the date Tell when someone else’s birthdate is Write today’s date in a complete sentence Identify holidays using visuals Identify days of the week Recite, ask and tell the days of the week Match days of the week to special classes Recognize and count by 2’s and 5’s numbers from 0-100 Identify whether numbers are even or odd Use primary and secondary colors in written texts Talk about school Identify and name familiar classroom objects Identify and name subjects taught in school Describe what you do in particular classes Describe your favorite subjects taught in school

1 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

Theme 2: Contemporary Life: Talking about others and Daily Life (Calendar, Numbers, Shapes, Colors, Seasons, Weather, Clothing, Food, Activities) Talk about the calendar and weather Name the months in each season Talk about the weather of each month in two different ways Clothing Talk and write a list about what to wear for each season and weather Talk about what to wear for different activities Read a story about clothing and correctly answer 1-2 related questions Talk about others Ask others about their activities during and after school Ask what someone is going to do Ask others about their likes and dislikes Identify and recognize activities that you and others do Organize activities in order of when they occur Food Identify and name some typical foods and food-related items Write a daily schedule of foods that you eat with visual support Read food-related texts and correctly answer 1-2 related questions Utilize numbers Recognize numbers from 0-100 and match to the price of different food items Write in words numbers 0-100 by tens Add and subtract numbers from 0-100 Count backwards from 100 by tens Shapes and Colors Tell and write about the color of objects in a complete sentence Use primary and secondary colors to describe objects orally and in writing (pattern sentences) Theme 3: Families and Communities: Talking about your Community and Living things (Community Places, Animals, Family, Parts of the body, Home, Animal Habitats)

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Talk about parts of the body Identify parts of the body and their corresponding actions specific to animals Describe people and objects using at least 2 adjectives Describe family members in 2-3 sentences Identify members of the immediate family Identify other members such as cousins, uncles, aunts, grandparents Ask and answer simple questions using the verb tener Community Write about places in the community (el zoológico, la granja, la escuela) Talk and write about how you get to different places Animals Describe 3-5 wild and domestic animals using 2 attributes Read a short story about animals, supported by visual clues, and answer 2 related questions about the characters, setting or plot Habitats Identify and describe different types of living places, for humans and animals Match different animals to their habitats Describe 2 attributes of habitats of 2-3 animals Theme 4: Global Communities: Communities around the World (Places, Cities, Countries, Geography, Conservation, Traditions and Celebrations in Spanish Speaking Countries) Locate these countries and their capital cities on a map: Bolivia, Venezuela, España Recognize and tell the colors of these flags: Bolivia, Venezuela, España Learn the main ecosystems of the countries of Bolivia and Venezuela Learn the names of the two principal indigenous cultures that exist in Bolivia Identify some differences between public schools in Bolivia and Arlington Public Schools Name different musical instruments that students learn to play at schools in Bolivia, Venezuela and España Read and act out a story about one of the identified countries, for example: La Leyenda de la Papa Learn a poem from each of the target countries Learn how to say “hello, how are you” and “I am fine” in Quechua, and some colors and numbers in Quechua and Aymara Learn a folk dance from Venezuela: Alma Llamera

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Name the clothes worn by the Spanish flamenco dancers Name the traditional clothes worn by the Aymara women Learn about azulejos (tiles) from España and color and/or design your own Name and learn about the two principal foods that the Bolivian people grow Name five common tropical fruits and two typical dishes from Venezuela. Taste and learn about arepas Venezolanas or salteñas Bolivianas. Read about some important people from the target countries, for example: Simón Bolivar, Antonio José de Sucre, Make a skit about the celebration of the Fiestas del Carnaval from Venezuela and present it to the class Learn about places to visit in Venezuela and community buildings that surround a town plaza Learn about Lake Titicaca in Bolivia and name the mode of transportation that people use in the Uros Islands Describe three environmental habitats in Venezuela. Describe some animals that live in different Venezuelan habitats. Play some traditional games that children in Venezuelan schools play at recess.

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Yearly Progress Indicators for Second Grade Novice Low-Mid, based on ©ACTFL Progress Indicators for Language Learners To be developed throughout the school year

Interpersonal * I can say basic greetings, farewells and expressions of courtesy. Communication * I can greet and leave people in a polite way. * I can respond to yes/no questions. * I can answer an either/or question. * I can respond to who, what, when, where questions. Presentational * I can recite words and phrases that I have learned. Speaking * I can state the names of familiar people, places, and objects in pictures and posters using words or memorized phrases. * I can introduce myself to a group. * I can recite short memorized phrases, parts of poems, and rhymes. Presentational * I can write words that I use in class (may not be spelled accurately). Writing * I can write the names of familiar people, places, and objects in pictures and posters. * I can fill out a simple form with some basic personal information. * I can write about myself using learned phrases and memorized expressions. Interpretive * I can understand a few courtesy phrases. Listening * I can recognize and understand basic information in words and phrases that I have memorized. * I can recognize and understand words and phrases that I have learned for specific purposes. Interpretive * I can recognize and read the alphabet. Reading * I can alphabetize names or words. * I can connect some words and/or sentences to their meanings. * I can recognize cognates that connect with subjects I study.

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Theme 1: Personal and Public Identities: Socializing, Talking About Self and Recognizing Objects Around Me Subthemes: Greetings, Introductions and Expressions of Courtesy, Talking about Self, Numbers and Shapes, Classroom Objects, Calendar, Colors, Classroom objects, School subjects

Estimated Time 13.5 class hours Theme 1: Personal and Public Identities: Socializing, Talking about Self and Recognizing Objects Around Me (Greetings and Expressions of Courtesy, Introductions, Calendar, Colors, Classroom objects, School subjects) Write a typical introduction between two people Ask basic personal information of others Introduce self Introduce others Telling age Tell how old you are Ask someone’s age Tell the date Tell when someone else’s birthdate is Write today’s date in a complete sentence Identify holidays using visuals Identify days of the week Recite, ask and tell the days of the week Match days of the week to special classes Recognize and count by 2’s and 5’s numbers from 0-100 Identify whether numbers are even or odd Use primary and secondary colors in written texts Talk about school Identify and name familiar classroom objects Identify and name subjects taught in school Describe what you do in particular classes Describe your favorite subjects taught in school

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Unit Overview: In this unit students will expand basic language skills and vocabulary needed to socialize within the classroom setting. Students will ask personal information of their peers, including: “where do you live,” “what’s your family like?” and “what is your favorite class?” They will be able to describe what they do in their classes and also to describe what their favorite class is like.

The students continue to develop vocabulary to talk about the calendar, especially in connection with others’ birthdays. Also students will be able to expand on Calendar Math skills from Kindergarten and 1st grade and see the calendar’s use as a tool for organizing days and time. Students will be able to write the date in words.

Math connections with numbers from 0-100 can be made by teaching students to count by 2’s and 5’s, count backward by tens from 100, recognize even and odd numbers, determine past and future days of the week; and identify specific days and dates on a given calendar, which addresses Math SOLs 2.4 and 2.13.Another connection to math in this unit is in the practice of addition skills. Students will add one and two digit numbers with a sum smaller than 99, which address Math SOL 2.6.

The students will recognize, identify and describe objects in the classroom such as flag, desk, books, etc. They will also use primary and secondary colors to describe attributes of objects around the classroom. This unit allows for students to engage in conversations about favorite classes and when they meet while conducting a survey and graphing class results, which addresses Math SOLs 2.18-2.19.

Guiding Questions: 1. Can you tell me about you? Where do you live? What’s your family like? 2. When is your birthday? When is your classmate’s birthday? What day do you have art, music, etc.? 3. What is your favorite class? Why? What is it like? What do you do in your favorite class? What is your classmate’s favorite class? 4. Where can you find a primary color in our classroom? Where can you find a secondary color in our classroom? 5. Can you count from 0-100 by 2’s and 5’s? Can you tell me if this number is even or odd? Can you count backwards by tens from 100? 6. Can you add these numbers and tell me the sum?

Guiding Questions about Culture: 1. Can you tell me how people say “hello” in Venezuela? 2. Can you tell me how people say “good-bye in Bolivia? 3. Can you name some countries that we honored during Hispanic Heritage Month? 4. Can you tell me some similarities and differences between schools in Bolivia and the Arlington Public Schools? 5. Can you name some musical instruments that students learn to play in music classes in Bolivia, Venezuela and España? 6. Can you say “hello, how are you” and “I am fine” in Quechua? 7. Can you name some colors and numbers in Quechua and Aymara?

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Unit “Can Do” Statements: - I can use 5 primary colors and 5 secondary colors to describe objects around me. - I can recognize and name 5 new (from 1st grade) objects in the classroom. - I can say what favorite class is and ask my classmate what his/her favorite class is. - I can say 1-2 activities that I do in my favorite class. - I can count from 0-100 by 2’s and 5’s and I can say whether a number is odd or even. - I can introduce myself and describe who is in my family. - I can tell introduce others and tell what their favorite class is (from given information). - I can write 1-2 sentences, with the support of patterns and/or sentence starters. - I can read short stories as part of a group and answer questions about characters, setting and/or plot.

Unit “Can Do” Statements about Culture: - I can greet people as they do in Venezuela: ¿Qué hubo?, ¿Cómo estás? - Bien, chevere. . ¿Y tú? - También, gracias. - I can say good-bye to people as they do in Bolivia: Chaito, hasta pronto, adiós. - I can locate the countries of Bolivia, Venezuela and España on a map and name their capitals. - I can name some things that the Arlington Public Schools have that the schools in Bolivia and Venezuela do not have. - I can name two musical instruments from the target countries that students learn to play in their music classes. - I can say “hello, how are you” and “I am fine” in Quechua. - I can say two colors and two numbers in Quechua and Aymara.

Curricular Extensions: Science:  SOL 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations. Math:  SOL 2.4 The student will: a) count forward by twos, fives, and tens to 100, starting at various multiples of 2, 5, or 10; b) count backward by tens from 100; and c) recognize even and odd numbers.

 SOL 2.6 The student, given two whole numbers whose sum is 99 or less, will: a) estimate the sum; and b) find the sum, using various methods of calculation.

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 SOL 2.13 The student will a) determine past and future days of the week; and b) identify specific days and dates on a given calendar.

 SOL 2.18 The student will use data from experiments to predict outcomes when the experiment is repeated.

 SOL 2.19 The student will analyze data displayed in picture graphs, pictographs, and bar graphs.

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VOCABULARY* Theme 1: Personal and Public Identities: Socializing, Talking about Self and Recognizing Objects around Me Subthemes: Greetings, Introductions and Expressions of Courtesy, Talking about Self, Numbers and Shapes, Classroom Objects, Calendar, Colors, School subjects

*This vocabulary builds upon vocabulary and structures learned in Kindergarten and First Grade. Teachers should refer to those grade level lists to review and recycle.

Greetings/ Saying Goodbye ¿Qué tal? How’s everything? Hasta la próxima Until next time Hasta mañana See you tomorrow

Introductions ¿Cómo se llama el chico/la chica? What’s his/her name? Se llama… His/Her name is… Mucho gusto Nice to meet you ¿Quién es…? Who is the boy/girl? ¿Cuántos años tiene ___? How old is ___? Tiene…. años. He/She is___ years old.

Basic Questions and Answers/Expressions of Courtesy ¿Y tú? And you (informal)? ¿Dónde vives? Where do you live? Vivo en Arlington. I live in Arlington. ¿Dónde vive ___? Where does he/she live? Vive en Arlington. He/She lives in Arlington. Emocionado-a/Entusiasmado-a Excited Enojado-a Angry Nervioso-a Nervous Enfermo-a Sick ¿Cómo es tu familia? What’s your family like?

Calendar ¿Cuándo es tu cumpleaños? When is your birthday Mi cumpleaños es el… My birthday is the… ¿Cuándo es el cumpleaños de___? When is ___’s birthday?

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El cumpleaños de___ es el___. ___’s birthday is the ____. Hoy es Today is Ayer fue Yesterday was Mañana será Tomorrow will be ¿Cuál es la fecha de hoy? What’s today’s date? Hoy es el ___. Today is the ___. Esta semana This week

Special Classes ¿Cuál es tu clase favorita? What’s your favorite class? ¿Cuándo tienes tu clase favorita? When does your favorite class meet? Tengo arte el lunes. I have art on Monday. ¿Qué haces en tu clase favorita? What do you do in your favorite class? Escribir Write Leer Read Contar Count Cantar Sing Correr Run Pintar Paint Arte Art Mùsica Music Español Spanish Educación Física Physical Education

Basic Commands Presenten a su amigo/compañero Introduce your friend/classmate Lean Read Rotulen Label Den Give

Talking about yourself and describing others Alto Tall Bajo Short Mediano médium (size) Inteligente intelligent Simpático nice Amable polite 11 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

Divertido fun Chistoso funny Antipático rude

Numbers 10-100 Diez ten Veinte twenty Treinta thirty Cuarenta forty Cincuenta fifty Sesenta sixty Setenta seventy Ochenta eighty Noventa ninety Cien one hundred

Math-Basic Vocabulary for Computation Más More Menos Less Son Are (equals) ¿Cuánto es 5 más 2? What’s 5 plus 2? Par Even Impar Odd

Comparisons Más More Menos Fewer Igual Equal

Classroom Objects El pupitre desk (student) La mochila backpack El sacapuntas pencil sharpener El lápiz pencil El libro book El cuaderno notebook Las tijeras scissors

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Los lápices de color color pencils El borrador eraser El pegamento glue La bandera flag El escritorio desk (teacher) La silla chair La pizarra board

Culture vocabulary ¿Qué hubo? What’s up? Chévere very well También Me too / Also Chaito good bye Las zampoñas reed panpipes Las quenas reed flutes Los charangos small guitars with ten strings Los cuatros small guitars with four strings La tambora wood barrel, like a drum La gaita gaita Las castañuelas castañetes La guitarra guitar

Quechua: ¿Imaynalla kasanki? Hello, how are you? Wallixia I am fine

Spanish Quechua Aymara English rojo puka wila red verde q’omer ch’ojjina green azul anqas sajuma blue amarillo k’ello k’ellu yellow uno hoq ma one dos iskay payai two tres kinsa quimsa three cinco pisqa pesca cinco diez chunka tunca ten 13 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

Theme 2: Contemporary Life: Talking about others and daily Life Subthemes: Calendar, Numbers, Shapes, Colors, seasons, weather, clothing, food, activities Estimated Time 13.5 class hours Theme 2: Contemporary Life: Talking about others and Daily Life (Calendar, Numbers, Shapes, Colors, Seasons, Weather, Clothing, Food, Activities) Talk about the calendar and weather Name the months in each season Talk about the weather of each month in two different ways Clothing Talk and write a list about what to wear for each season and weather Talk about what to wear for different activities Read a story about clothing and correctly answer 1-2 related questions Talk about others Ask others about their activities during and after school Ask what someone is going to do Ask others about their likes and dislikes Identify and recognize activities that you and others do Organize activities in order of when they occur Food Identify and name some typical foods and food-related items Write, with visual support, a daily schedule of foods that you eat Read food-related texts and correctly answer 1-2 related questions Utilize numbers Recognize numbers from 0-100 and match to the price of different food items Write in words numbers 0-100 by tens Add and subtract numbers from 0-100 Count backwards from 100 by tens Shapes and Colors Tell and write about the color of objects in a complete sentence Use primary and secondary colors to describe objects orally and in writing (pattern sentences) 14 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

Unit Overview

In this unit students continue to develop language skills that enable them to understand, talk, read and write about their everyday life. They expand upon basic language skills and vocabulary needed to talk and write about what items of clothing to wear in each season. Further, they will learn and be able to identify and utilize with accuracy: 1. activities and preferences of others, 2. what they and others are going to do and 3. food and food-related items. Students will be able to read with visual support and write lists about activities and food.

This unit allows students to make connections to concepts learned in Science such as observing changes in weather and keeping record of those seasonal changes on a graph (Science SOLs 2.6 and 2.7). The students will also make connections between the weather and what they should wear in each season. As they study about the weather in other countries, students also learn about some typical outfits worn in the target countries.

The students will utilize numbers from 0-100, especially in terms of counting backwards by tens and subtracting. The students will continue to make connections to math curriculum such as solving simple word problems involving one step solutions (Math SOL 2.8).

The students will talk and write about shapes and sizes of objects in the classroom and will describe them using primary and secondary colors. Students can continue to expand the practice of grouping for accuracy in this regard.

Guiding Questions: 1. What color is this object? What shape is this object? What size is this object? 2. Can you correctly group these objects by color/shape/size? 3. Can you tell me what you wear in each season/weather? 4. Can you count backwards by tens numbers 0-100? 5. Can you say simple operation sentences to solve Math word problems involving subtraction? 6. Can you identify these food items for me? Can you write a list about foods you eat? Can you read a short text about food? 7. Can you identify and talk about activities that you and others do? Can you indicate that you are going to do these activities on a particular day of the week? 8. Can you indicate orally and in writing what your and others’ preferences are related to activities and food?

Guiding Questions about Culture: 1. Can you tell me the color of the flags of Bolivia, Venezuela and España? 2. Can you tell me the main ecosystems of Bolivia and Venezuela countries? 3. Can you name the clothes worn by boy and girl flamenco dancers? 4. Can you name the traditional dresses of the Quechua and Aymara women? 5. Can you design your own azulejos (tiles) using different shapes, sizes, and color?

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Unit “Can Do” Statements: -I can correctly group objects by color, shape and/or size and explain my rationale for grouping them. -I can describe what to wear in the 4 seasons using memorized phrases. -I can count backwards by tens numbers 0-100. -I can say simple operation sentences to solve Math word problems involving subtraction. -I can identify activities, food and food-related items. -I can read short texts about activities, food and food-related items. -I can write lists and/or pattern sentences about activities, food and food-related items. -I can indicate orally and in writing what my and others’ preferences are related to activities and food.

Unit “Can Do” Statements about Culture: - I can act-out the story of the La Leyenda de la Papa - I can name the typical flamenco clothingh that boys and girls dancers wear in España. - I can dress-up the flamenco dancers paper dolls. - I can name the traditional dresses of a Quechua and Aymara women wear in Bolivia. - I can dress-up the Aymara paper dolls. - I can identify the origin of azulejos (tiles) that were brought to España. - I can design my own azulejos (tiles) using primary and secondary colors and also using different shapes and sizes.

Curricular Extensions Math:  SOL 2.4 The student will: a) count forward by twos, fives, and tens to 100, starting at various multiples of 2, 5, or 10; b) count backward by tens from 100; and c) recognize even and odd numbers.  SOL 2.8 The student will create and solve one- and two-step addition and subtraction problems, using data from simple tables, picture graphs, and bar graphs.

Science:  SOL 2.6 The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include a) identification of common storms and other weather phenomena; b) the uses and importance of measuring, recording, and interpreting weather data; and 16 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

c) the uses and importance of tracking weather data over time.

 SOL 2.7 The student will investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings. Key concepts include a) effects of weather and seasonal changes on the growth and behavior of living things; and b) weathering and erosion of land surfaces.

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VOCABULARY* Theme 2: Contemporary Life: Talking about others and daily Life Subthemes: Calendar, Numbers, Shapes, Colors, Seasons, Weather, Clothing, Food, Activities

*This vocabulary builds upon vocabulary and structures learned in Kindergarten and First Grade. Teachers should refer to those grade level lists to review and recycle.

Calendar El lunes voy a… On Monday I will… El viernes va a… On Friday he/she will… ¿Qué vas a hacer el sábado? What are you going to do on Saturday?

Shapes Triángulo triangle Rectángulo rectangle Círculo circle Cuadrado square Estrella star Óvalo oval Diamante diamond

Seasons Las estaciones The seasons La primavera Spring El verano Summer El otoño Fall El invierno Winter

Weather/El Clima ¿Qué tiempo hace hoy? What’s the weather like today? Hace buen tiempo It´s nice Weather el tiempo/ el clima Hace mal tiempo The weather is bad Hace sol It´s sunny

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Hace viento It´s windy Hace calor It´s hot Hace frío It´s cold Está nublado It´s cloudy Está lloviendo It´s raining Está nevando It´s snowing

Clothing/La Ropa Yo me pongo… I put on… Llevo I wear La camisa shirt Los pantalones pants La falda skirt El vestido dress Los zapatos shoes Los calcetines socks El abrigo coat Los guantes gloves Las botas boots El gorro hat La gorra (baseball) cap Los pantalones cortos shorts Traje de baño bathing suit

Los Colores/Colors Rojo Red Anaranjado Orange Amarillo Yellow Verde Green Azul Blue Morado/Violeta Purple Negro black Café/marrón brown

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Rosado pink Gris grey

Interests and Leisure Activities Me gusta I like Me encanta I love No me gusta I don’t like Voy a …. I am going to… Vas a…. You are going to… No voy a….. I am not going to… No vas a…. You are not going to… Y And Jugar al fútbol To play soccer Jugar al fútbol americano To play football Jugar al baloncesto To play basketball Montar (en) bicicleta To ride a bike Bailar To dance Escuchar música To listen to music Ir al cine To go to the movies Comprar To buy/shop Nadar To swim Esquiar To ski Hacer ejercicios To exercise Correr To run Saltar (la cuerda) To jump (rope) Juegos de mesa Board games Leer To read Pintar To paint Primero First Segundo Second Tercero Third

Food Como I eat Bebo I drink Yo quiero comer… I want to eat Yo quiero beber… I want to drink 20 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade el agua the water la leche the milk el jugo the juice la limonada the lemonade el refresco the soda las papas fritas the french fries el sándwich the sandwich la hamburguesa the hamburger el perro caliente the hot dog la lechuga the lettuce el tomate the tomatoes la zanahoria the carrot el maíz the corn el jamón the ham el queso the cheese la banana the banana las fresas the strawberries las uvas the grapes la sandía the watermelon los frijoles the beans el flan the flan el desayuno breakfast el almuerzo lunch la cena dinner la comida food/meal

Culture Vocabulary El vestido flamenco flamenco dress El chalequín flamenco flamenco jacket El sombrero hat La pollera skirt La blusa blouse El bombín bowler hat El awayu or quepi a triangle piece of cloth to carry things or babies in the back 21 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

Los huaraches sandals El chullo hat with ear flaps La manta shawl Los azulejos tiles

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Theme 3: Families and Communities: Talking about Community and Living Things Subthemes: Community Places, Animals, Family, Parts of the body, Home, Animal habitats, modes of transportation Estimated Time: 13.5 class hours

Theme 3: Families and Communities: Talking about your Community and Living things (Community Places, Animals, Family, Parts of the body, Home, Animal Habitats, Modes of transportation) Talk about parts of the body Identify parts of the body and their corresponding actions specific to animals Describe people and objects using at least 2 adjectives Describe family members in 2-3 sentences Identify members of the immediate family Identify other members such as cousins, uncles, aunts, grandparents Write about places in the community and how you get there Describe 3-5 wild and domestic animals using 2 attributes Read a short story about animals, supported by visual clues, and answer 2 related questions about the characters, setting or plot Ask and answer simple questions using the verb tener Identify and describe different types of living places, for humans and animals Match different animals to their habitats Describe 2 attributes of habitats of 2-3 animals

Unit Overview:

In this unit, the students will describe orally and in writing places in the community such as the zoo, and the farm and how they get there. Students will learn various modes of transportation. The students will expand their ability to use adjectives such as color, size, shape to describe wild and domestic animals. Students will read a short story about animals and be able to answer related questions. Connections to Math content can be made by creating patterns using animals, which addresses Math SOL 2.20.

Students will describe in writing, using physical adjectives and adjectives of personality, their or an immediate family. The students will continue to talk about other family members such as cousins, uncles, aunts, and grandparents.

Students will learn typical homes for humans and habitats for animals. They will be able to match animals to their habitats and describe habitats of several animals in two different ways. After review of the human body and corresponding actions, students will identify features specific to 23 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade animals, such as tails and paws. The students will be able to make curricular connections to Science concepts, such as animals’ basic needs and movement, while learning about animal habitats, which addresses Science SOL 2.5.

Finally, the students will be able to ask and answer questions using tener in the context of the family and animals, and apply the use of tener to other contexts.

Guiding Questions: 1. Can you describe several wild and domestic animals in two different ways? 2. Can you identify places where humans live? Can you identify places where animals live? Can you describe them? Can you categorize and point out similarities and differences? 3. Can you describe in writing members of your family in two different ways? 4. Can you identify parts of the body specific to animals? 5. What are ways that animals move? 6. Can you read a short story about an animal and respond accurately to questions? 7. What are ways that you can get around? What modes of transportation are needed to go to certain places? 8. Do you have pets? Does your classmate have pets? 9. How many siblings do you have? How many siblings does your classmate have?

Guiding Questions for Culture: 1. Can you recite a poem from Bolivia, Venezuela or España? 2. Can you describe and name two or three places you can visit in Venezuela? 3. Can you describe and name some buildings that you can find in a Colonial Town Square (plaza)? 4. Can you identify on a map where Lake Titicaca and the Uros Islands are? 5. Can you describe the mode of transportation that people need for going to their houses in the Uros Islands? 4. Can you name three environmental habitats in Venezuela? 5. Can you name and describe some animals that live in Venezuelan habitats?

Unit “Can Do” Statements: -I can describe several wild and domestic animals in two different ways. -I can you identify places where humans and animals live and describe those places. -I can write descriptions of family members. -I can identify parts of the body specific to animals. -I can you read a short story about an animal and respond accurately to questions. -I can identify modes of transportation.

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-I can ask others if they have pets, siblings, grandparents, etc., using the verb “tener.”

Unit “Can Do” Statements for Culture: - I can recite the poems Mariposa by Oscar Alfaro from Bolivia and Primavera by Manuel Felipe Rugeles from Venezuela. - I can dance the Venezuelan folk dance: Alma Llanera. - I can name and describe two or three places to visit in Venezuela. - I can name the buildings that are usually located around a Colonial Town Square (plaza). - I can locate the Uros Islands and Lake Titicaca on a map. - I can describe the mode of transportation that people need for going to their houses in the Uros Islands. - I can name three principal environmental habitats in Venezuela. - I can describe and name some animals that live in different Venezuelan habitats.

Curricular Extensions: Science:

SOL 2.5 The student will investigate and understand that living things are part of a system. Key concepts include a) living organisms are interdependent with their living and nonliving surroundings; b) an animal’s habitat includes adequate food, water, shelter or cover, and space; c) habitats change over time due to many influences; and d) fossils provide information about living systems that were on Earth years ago.

Math SOL 2.20 The student will identify, create, and extend a wide variety of patterns.

25 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

VOCABULARY* Theme 3: Families and Communities: Talking about Community and Living Things Subthemes: Community Places, Animals, Family, Parts of the body, Home, Animal habitats, modes of transportation Estimated Time: 13.5 class hours

*This vocabulary builds upon vocabulary and structures learned in Kindergarten and First Grade. Teachers should refer to those grade level lists to review and recycle.

Body Parts/Partes del Cuerpo La cara The face La cabeza The head Las piernas The legs Los brazos The arms Los pies The feet Las manos The hands Las orejas The ears Los ojos The eyes Los dedos The fingers La lengua The tongue La nariz The nose La cola The tail Las patas The paws El hocico The snout El pico The beak

Farm/ Farm Animals La vaca cow El caballo horse El cerdo pig El pato duck El perro dog El gato cat La oveja sheep La cabra goat El burro donkey El conejo rabbit El granjero farmer La granja farm 26 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

Pets/Mascotas El gato the cat El pez the fish El perro the dog El pajarito the bird El conejo the rabbit

Zoo/ Zoo Animals La jirafa giraffe El elefante elephant El león lion La cebra zebra El tigre tiger El oso bear El mono monkey El zoológico the zoo El guardián zoo keeper

Family La mamá/madre mother El papa/padre father La hermana sister El hermano brother La abuela grandmother El abuelo grandfather El primo cousin (male) La prima cousin (female) El tío uncle La tía aunt

Home la casa the house el apartamento the apartment la sala the living room el cuarto the bedroom la cocina the kitchen

27 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade el baño the bathroom el jardín the garden/yard el patio the patio

Land and Sea Habitats la tierra the land el bosque the woods el bosque tropical the rain forest el desierto the desert el océano the ocean el río the river la cueva the cave el árbol the tree las plantas the plants

Transportation ¿Cómo vas a ? How to you get to ? Voy a ___ en/a ___ I go to ___ by ___. en tren on train en avión on plane en autobús on a bus en coche/carro in a car en barco on a boat en bicicleta on a bike a pie on foot

Culture Vocabulary La plaza Colonial Town Square La iglesia church El Palacio Nacional the government building El banco the bank La oficina de correo the post office La tienda principal the main store El bote the boat El cocodrilo crocodile El murciélago vampiro vampire bat La capybara capibara (largest rodent) La garza stork

28 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

Theme 4: Global Communities: Communities around the World Subthemes: Places, Cities, Countries, Geography, Ecosystems and Biomes, Traditions and Celebrations in Spanish Speaking Countries. Estimated Time: 13.5 class hours

Theme 4: Global Communities: Communities around the World (Places, Cities, Countries, Geography, Conservation, Traditions and Celebrations in Spanish Speaking Countries) Locate these countries and their capital cities on a map: Bolivia, Venezuela, España Recognize and tell the colors of these flags: Bolivia, Venezuela, España Learn the main ecosystems of the countries of Bolivia and Venezuela Learn the names of the two principal indigenous cultures that exist in Bolivia Identify some differences between public schools in Bolivia and Arlington Public Schools Name different musical instruments that students learn to play at schools in Bolivia, Venezuela and España Read and act out a story about one of the identified countries, for example: La Leyenda de la Papa Learn a poem from each of the target countries Learn how to say “hello, how are you” and “I am fine” in Quechua, and some colors and numbers in Quechua and Aymara Learn a folk dance from Venezuela: Alma Llamera Name the clothes worn by the Spanish flamenco dancers Name the traditional clothes worn by the Aymara women Learn about azulejos (tiles) from España and color and/or design your own Name and learn about the two principal foods that the Bolivian people grow Name five common tropical fruits and two typical dishes from Venezuela. Make arepas Venezolanas or salteñas Bolivianas. Read about some important people from the target countries, for example: Simón Bolivar, Antonio José de Sucre, Make a skit about the celebration of the Fiestas del Carnaval from Venezuela and present it to the class Learn about places to visit in Venezuela and community buildings that surround a town plaza Learn about Lake Titicaca in Bolivia and name the mode of transportation that people use in the Uros Islands Describe three environmental habitats in Venezuela. Describe some animals that live in different Venezuelan habitats. Play some traditional games that children in Venezuelan schools play at recess.

29 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

Unit Overview The goals of this unit are for students to appreciate cultures from different Spanish Speaking Countries and to recognize vocabulary relating to their traditions and celebrations. This unit seeks to integrate the regular 2nd Grade curriculum with the FLES content-based curriculum. At the 2nd Grade level, students will learn the musical instruments and flamenco clothing of Spain as well as some history of the Town Plazas and the beautiful art of tiles. Students will also learn history, costumes, places to visit, clothing, animals, food, and children’s games of two South American countries: Bolivia and Venezuela. They will be exposed to the indigenous languages Quechua and Aymara by learning how to say greetings, colors, and numbers. Students will learn basics relating to these countries’ geography, such as their location on a map. Through these lessons, students will discover these countries’ locations, climate, ecosystems, and seasons are different from other countries. This unit also connects to the Science SOL: K-6 where students learn about the basic needs and life processes of plants and animals. The students will be able to connect their learning to the subjects covered in this unit, such as the ecosystems and biomes of South American countries when they learn about names of various plants and animals. This unit will allow students to learn and present a folk dance from Venezuela, along with some poetry and the basic language skills for saying a short dialogue of customary greetings in Venezuela and saying good-bye in Bolivia.

Guiding Questions: 1. Can you tell me how people say “hello” in Venezuela? 2. Can you tell me how people say “good-bye” in Bolivia? 3. Can you name some countries that we honored during Hispanic Heritage Month? 4. Can you tell me some differences between schools in Bolivia and the Arlington Public Schools? 5. Can you name some musical instruments that students learn to play in music classes in Bolivia, Venezuela, and España? 6. Can you say “hello, how are you” and “I am fine” in Quechua? 7. Can you name some colors and numbers in Quechua and Aymara? 6. Can you tell me the colors of the flags of Bolivia, Venezuela, and España? 7. Can you tell me the main ecosystems of Bolivia and Venezuela? 8. Can you name the clothes worn by boy and girl flamenco dancers? 9. Can you name the traditional dresses of the Quechua and Aymara women? 10. Can you design your own azulejos (tiles) using different shapes, sizes, and colors? 11. Can you recite a poem from Bolivia, Venezuela, or España? 12. Can you name the two principal foods that the Bolivian people grow? 13. Can you name five tropical fruits that grow in Venezuela and two dishes that the Venezuelan people like to eat? 14. Can you describe the taste of arepas Venezolanas and/or salteñas Bolivianas? 15. Can you perform a skit about the Fiestas del Carnaval in Venezuela? 16. Can you name two important people from the target countries? 17. Can you describe and name two or three places that you can visit in Venezuela? 18. Can you describe and name some buildings that you can find in a Colonial Town Square (plaza)?

30 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

19. Can you identify on a map where Lake Titicaca and the Uros Islands are? 20. Can you describe the mode of transportation that people need to go to their houses in the Uros Islands? 21. Can you name three environmental habitats in Venezuela? 22. Can you name and describe some animals that live in the Venezuelan habitats?

Unit “Can Do” Statements for Culture: - I can greet people as they do in Venezuela: ¿Qué hubo, ¿Cómo estás? - Bien, chevere. ¿Y tú? - También, gracias. - I can say goodbye to people as they do in Bolivia: Chaito, hasta pronto, adiós. - I can locate the countries of Bolivia, Venezuela, and España on a map and name their capitals. - I can name some things that the Arlington Public Schools have that the schools in Bolivia and Venezuela do not have. - I can name two musical instruments from the target countries that students learn how to play in their music classes. - I can say “hello, how are you” and “I am fine” in Quechua. - I can say two colors and two numbers in Quechua and Aymara. - I can act-out the story of the La Leyenda de la Papa - I can name the typical flamenco clothing that boys and girls dancers wear in España. - I can dress-up the flamenco dancer paper dolls. - I can name the traditional dresses that Quechua and Aymara women wear in Bolivia. - I can dress-up the Aymara paper dolls. - I can identify the origin of azulejos (tiles) that were brought to España. - I can design my own azulejos (tiles) using primary and secondary colors, and also using different shapes and sizes. - I can recite poems from the target countries. - I can dance the Venezuelan folk dance: Alma Llanera - I can name the two principal foods that the Bolivian people grow. - I can name five important tropical fruits that grow in Venezuela and two dishes that Venezuelans like to eat. - I can describe arepas Venezolanas and/or salteñas Bolivianas. - I can make a skit and present it to the class about the Fiestas del Carnaval from Venezuela. - I can name two important people from the target countries. - I can name and describe two or three places to visit in Venezuela. - I can name the buildings that are usually located around a Colonial Town Square (plaza) - I can locate the Uros Islands and Lake Titicaca on a map - I can describe the mode of transportation that people need for going to their houses in the Uros Islands. - I can name three principal environmental habitats in Venezuela. - I can describe and name some animals that live in different Venezuelan habitats. - I can play two traditional games that Venezuelan children play at school recess.

31 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

VOCABULARY* Theme 4: Global Communities: Communities Around the World: Subthemes: Places, Cities, Countries, Geography, Ecosystems and Biomes, Traditions and Celebrations in Spanish Speaking Countries.

*This vocabulary builds upon vocabulary and structures learned in Kindergarten and First Grade. Teachers should refer to those grade level lists to review and recycle. ¿Qué hubo? What’s up? Chévere very well / cool También Me too / Also Chaito good bye Las zampoñas reed panpipes Las quenas reed flutes Los charangos small guitars with ten strings Los cuatros small guitars with four strings La tambora wood barrel, like a drum La gaita gaita Las castañuelas castanets La guitarra guitar

Quechua: ¿Imaynalla kasanki? Hello, how are you? Wallixia I am fine

Spanish Quechua Aymara English rojo puka wila red verde q’omer ch’ojjina green azul anqas sajuma blue amarillo k’ello k’ellu yellow uno hoq ma one dos iskay payai two tres kinsa quimsa three cinco pisqa pesca cinco diez chunka tunca ten

El vestido flamenco flamenco dress El chalequín flamenco flamenco jacket El sombrero hat La pollera skirt 32 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade

La blusa blouse El bombín bowler hat El awayu or quepi a triangle piece of cloth to carry things or babies in the back Los huaraches sandals El chullo hat with ear flaps La manta shawl La chaqueta jacket Los azulejos tiles La plaza Colonial Town Square La iglesia church El Palacio Nacional the government building El banco the bank La oficina de correo the post office La tienda principal the main store El bote the boat El cocodrilo crocodile El murciélago vampiro vampire bats La capybara largest rodent La garza stork Las papas potatoes La quínoa seed high in protein La piña pineapple La papaya (lechoza) papaya La sandía watermelon La lima lime El tomate tomato La fruta pasión passion fruit La naranja oranges La fresa strawberries Las salteñas Bolivian turnovers Las arepas Venezuelan corn cakes El pastel de coco coconut cake Las playas beaches El bosque tropical rain forest El lago lake El río river La Gran Sabana Great Savannah

33 Arlington Public Schools World Languages Office FLES Language Functions and Pacing Guide—Second Grade