Introduction Topic : 1st Grade FL

These objectives make the following assumptions:

· Student performances are supported by appropriate scaffolding and guidance on the part of the teacher.
· Students have been in the program at least from kindergarten through first grade.
· Accommodations must be made for special needs students and for students who have been in the program less than one year.
· Some objectives may appear later for Japanese students.

Note: Numbers in parentheses are references to the Standards for Foreign Language Learning: Preparing for the 21st Century.

By the end of Grade 1, students will be able to:
1.1 Begin to read for enjoyment using the second language. (1.2, 4.2)
1.2 Read linguistically and developmentally appropriate materials. (1.2)
1.3 Demonstrate an understanding of the written language. (1.2, 3.2)
1.4 Write to complete linguistically appropriate tasks. (1.3)
1.5 Give personal information based on templates or models in the target language. (1.3)
1.6 Begin to demonstrate comprehension of some extended written and oral discourse. (1.2)
1.7 Begin to retell or paraphrase main elements of a story or passage. (1.2, 1.3)
1.8 Use the target language for a variety of spoken activities, such as skits, dialogues, plays, poems, for a variety of audiences. (1.3)
1.9 Share information of their choice with audiences outside the classroom. (1.3, 4.1)
1.10 Ask for information and make requests of teachers and other language speakers. (1.1)
1.11 Provide information and respond to requests from teachers and other language speakers. (1.1)
1.12 Communicate orally using sentences, when appropriate. (1.1)
1.13 Follow complex oral instructions and give simple commands. (1.1)
1.14 Demonstrate an understanding of a variety of speech sources (teacher, peers, native speakers, other target language speakers, tapes, CD-ROMs, and videos). (1.2, 5.2)
1.15 Recognize the target language when spoken in a variety of dialects and respond with efforts to communicate. (1.2, 4.1)
1.16 Identify examples or influences of the target language and cultures in their own community. (4.1, 4.2)
1.17 Identify, compare, and contrast diverse cultural practices and products, including language, emphasizing similarities as well as differences. (4.1, 4.2)
1.18 Identify selected works of art, music and literature of the target cultures. (3.1, 3.2)
1.19 Use culturally appropriate language and behavior in both formal and informal target language situations (greeting, leave-taking, eating customs, travel, school, etc.). (1.1, 2.1)
1.20 Use the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature, and fine arts. (3.1)
1.21 Use a limited number of words and phrases on a variety of familiar topics. (1.1)
1.22 Participate actively in classroom experiences with music, sports, games, songs, dance, or musical instruments from the target cultures, and extend these experiences into their personal lives. (2.1, 5.2)
1.23 Use the target language to obtain information to satisfy personal needs and interests. (5.2)
1.24 Attempt to create with the language at the sentence level. (1.1, 1.3)
1.25 Draw from a basic vocabulary that permits exchanges of a personal nature and on simple topics. (1.1, 1.3)
1.26 Demonstrate understanding of natural classroom speech at a normal rate of speed, with nonverbal support. (1.1, 1.2)
1.27 Begin to recognize linguistic patterns that occur in the foreign language. (4.1)
 
 

FL.1.1
Match picture or item to word
Make and illustrate books
Help read a book to the class
FL.1.2
Sequence pictures and words
Match pictures with words
FL.1.3
Pick correct words that answer questions
Pick correct words that describe picture
Find item after reading word
Place labels on objects
Find incorrect labels
FL.1.4
Complete a simple cloze text
Use word bank to describe pictures
FL.1.5
Guided conversation
Patterned responses to questions
FL.1.6
Correctly respond to questions related to written/oral discourse
Predict what might come next
FL.1.7
Act out or retell story using pictures, hand motions or props
FL.1.8
Put on a short skit for the PTA
Memorize a short poem/line
FL.1.9
Share with their parents what they have learned
Use of the language during playtime, recess or outside time
FL.1.10
Ask questions of pen pals or key pals
Conversation with native speakers or other teachers
FL.1.11
Answer questions posed by native speakers or other language teachers
Respond to commands posed by native speakers or other language teachers
FL.1.12
Ask simple sentences (to use bathroom, etc.)
Play phone game using sentences
Respond to teacher questions in complete sentences
FL.1.13
Follow teacher's directions for classwork.
Play "Simon Says".
Give commands to one other.
FL.1.14
Use interactive computer software
Select correct picture as described on an audio tape
FL.1.15
Converse with other target language teachers
Listen to songs from the target countries
FL.1.16
Visit trip to marketplace where target language is spoken
Find foods from target country at marketplace
FL.1.17
Discuss daily routines of target language culture and compare to own
Discuss and practice cultural greetings, handshake, wave, bow, etc.
Try different foods from target culture
FL.1.18
Visit bookstores containing target language and culture literature
Visit museum with target language art
Native speakers visit classroom with cultural works
FL.1.19
Perform skits, games and imaginary trips in target language
FL.1.20
Play dice game by rolling dice and counting
Draw plants and label in target language
Role play of community helpers
FL.1.21
Play games using variety of vocabulary
FL.1.22
Sing and dance to target language music
Play target language instruments
Play culturally appropriate games and sports
FL.1.23
Play the "who are you" game, guessing the description of the student
Use target language to meet special needs (need to use bathroom)
Use a target language picture dictionary to find the names of 5 plants
FL.1.24
Create sentences from pictures, using word banks
FL.1.25
Discuss likes and dislikes
Use pictures to describe family
Describe teacher or other students
FL.1.26
Respond to TPR commands
Follow teacher's directions
FL.1.27
Use repetitive phrases in classroom
Oral cloze activities, skits, dialogues

LANGUAGE STRUCTURES USED BY STUDENTS

How are you? My name is _____ . _____'s name is _____ . There is/are... _____ has _____ .  _____ is _____ . ___ and ___ ___ or ___ for with

in/on I am...  I have... I like/don't like. This/That/It is... yes/no I/me my/mine you the/a/an

PROGRESS INDICATORS
1. Students will identify and name family members and describe their physical qualities.
2. Students will appropriately use certain expressions of emotion.
3. Students will inquire about someone's feelings.
4. Students will identify and name the rooms of the house.
5. Students will describe similarities and differences of homes.
6. Students will identify and name different pets.
7. Students will describe similarities and differences of various pets.
8. Students will identify and name types of clothing.
9. Students will describe different types of clothing.
10. Students will categorize clothing by color, size, weather, and gender.
11. Students will express likes and dislikes.
12. Students will describe weather conditions.
13. Students will categorize weather conditions by seasons.
14. Students will describe and distinguish the seasons.
15. Students will demonstrate comprehension by physically responding to commands.
16. Students will identify and name the parts of the body.
17. Students will describe physical characteristics of a person.
18. Students will identify and name the senses.
19. Students will distinguish the differences between the senses.

LANGUAGE STRUCTURES USED BY STUDENTS

How are you? What is your name? My name is _____ . What (day,month,season) is today? What time is it? The time is/It is... There is/are... (noun) is _____ . (noun) has _____ .  ___ and ___ ___ or ___

For With in/on I am...  I have... This/That/It is... yes/no I/me my/mine you the/a/an

PROGRESS INDICATORS
20. Students will use and respond to courtesy expressions in proper context.
21. Students will demonstrate comprehension by physically responding to commands.
22. Students will employ selected classroom commands.
23. Students will demonstrate comprehension by responding physically to directional terms.
24. Students will name and identify classroom objects.
25. Students will name and identify days of the week and months of the year.
26. Students will respond to selected questions related to the calendar.
27. Students will identify and name numbers 0 to 100.
28. Students will count by 10's from 0 to 100.
29. Students will add and subtract using single digits in theme-related activities.
30. Students will recognize and use ordinal numbers first through fifth to sequence objects in context.
31. Students will tell time to the hour.
32. Students will measure objects using non-standard units.
33. Students will recognize and name the letters of the alphabet.
34. Students will recognize, describe, and classify objects by shape, color, and size.

THEMATIC VOCABULARY USED IN TEACHING (ENGLISH)
*asterisks denote vocabulary new to first grade

COURTESY EXPRESSION How are you? Fine, thank you. Badly So-so Hello/Good day Hi Good evening Goodbye. Thank you You're welcome	Please See you tomorrow What is your name? My name is... Mr. Mrs. Miss Excuse me Sorry
CLASSROOM EXPRESSIONS Yes No I like... I don't like... Good/Very good. Good job/Good work! English Spanish	What is...? Bathroom Don't worry. It's worry. It's all right.
CLASSROOM COMMANDS Sit down Stand up Raise your hand Listen Repeat Come here Look Be quiet/Silence Color Glue	Close Open Pay attention Wait  Fold/bend Place Take Cut Write Read
DIRECTIONAL TERMS Productive *Left *Right *Inside *Outside *On *Under up	Receptive Down *In front of *Behind *Next to *Where is______? *It is________?
CLASSROOM OBJECTS Pencil Paper Crayons Glue Scissors *book *chalkboard	*Chalk *Flag *Table *Door *Window *Chair
DAY OF THE WEEK Monday Tuesday Wednesday Thursday	Friday Saturday Sunday
MONTHS OF THE YEAR January February March April May June	July August September October November December
CALENDAR *Calendar *day *month *What is the date? *What day is tomorrow? *Tomorrow will be _____.	*What day is today? *Today is _____? *What day was yesterday? *Yesterday was ______. Birthday How old are you?
NUMBERS 0-100 (*32-100) *Plus *Minus *Equals	*More *Less *How many? *Count
ORDINAL NUMBERS *First *Second *Third	*Fourth *Fifth

LANGUAGE STRUCTURES USED BY STUDENTS

What do you like (to eat)? What is...? There is/are... (noun) has _____ . ___ and ___ ___ or ___ for with by/in/on

I have... I like/don't like... This/That/It is... yes/no I/me you the/a/an Selected informal commands

PROGRESS INDICATORS
35. Students will experience traditions related to American and target culture holidays.
36. Students will recognize the names of target culture holidays.
37. Students will name community helpers and recognize their responsibilities.
38. Students will recognize and name modes of transportation.
39. Students will classify modes of transportation by land, air, or water travel.
40. Students will identify and name foods and beverages.
41. Students will classify foods and beverages.
42. Students will express likes and dislikes.

THEMATIC VOCABULARY USED IN TEACHING (ENGLISH)
*asterisks denote vocabulary new to first grade

HOLIDAYS *holidays New Year's Day St. Patrick's Day Mother's Day	Father's Day Valentine's Day Christmas
COMMUNITY HELPERS policeman fireman doctor nurse teacher mailman  dentist	*police car *fire truck *ambulance *mail truck *Who is he/she? *He/She is ______.
TRANSPORTATION car boat airplane bus  *train *bicycle *truck *motorcycle	*helicopter *air *land *water *What goes by land/air/water? *How do you go to ______. *by
FOODS fruits apple  orange grapes banana pear *strawberries *pineapple *lemon *watermelon vegetables milk water  juice coffee bread ice cream	Tomato Lettuce Potato Carrot Corn *onion *green beans *chicken *fish *meat *beverages/drinks *candy *cookie *cake *What do you like to eat? *I like ______.

LANGUAGE STRUCTURES USED BY STUDENTS

There is/are... (noun) has _____ . ___ and ___ ___ or ___ for with by/in/on

I have... This/That/It is... yes/no I/me you the/a/an

PROGRESS INDICATORS
43. Students will identify and name zoo and farm animals.
44. Students will recognize and describe similarities and differences of animals.
45. Students will match young animals with their parents.
46. Students will recognize the names, locations, and flags of selected target countries.
47. Students will recognize and discuss selected cultural traditions.
48. Students will recognize selected works of art from the target culture.
49. Students will sing selected songs and recite selected rhymes from the target culture.
50. Students will listen to selected short narrative fairy and folk tales from the target language.

THEMATIC VOCABULARY USED IN TEACHING (ENGLISH)
*asterisks denote vocabulary new to first grade

ANIMALS *animals *farm dog cat  rabbit fish  bird turtle snake pig cow rooster chicken sheep

horse duck *turkey *zoo elephant tiger lion bear giraffe monkey *gorilla *zebra *hippopotamus *What do ______ say?

TARGET COUNTRIES
Selected Samples:
(language specific)

WORKS OF ART
Selected Samples:
(language specific)

SONGS/RHYMES
Selected Samples:
(language specific)

FAIRY AND FOLK TALES
Selected Samples
(language specific)