Introduction Topic : 2nd 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 grades one through two.
· Accommodations must be made for special needs students and for students who have been in the program less than two years.
· 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 2, students will be able to:
2.1 Read for enjoyment using the second language. (1.2, 4.2)
2.2 Read linguistically and developmentally appropriate passages. (1.2)
2.3 Begin to read to find needed information. (1.2, 3.2)
2.4 Write using sentences or clusters of language. (1.3)
2.5 Write short texts on topics of personal interest, such as letters and illustrated stories. (1.3, 5.2)
2.6 Summarize personal information based on templates or models in the target language. (1.3)
2.7 Demonstrate comprehension of some extended written and oral discourse. (1.2).
2.8 Retell or paraphrase main elements of a story or passage. (1.2, 1.3)
2.9 Use the target language for a variety of spoken activities, such as skits, dialogues, plays, poems, for a variety of audiences. (1.3)
2.10 Share information of their choice with audiences outside the classroom. (1.3, 4.1)
2.11 Ask for information and make requests of teachers and other language speakers. (1.1)
2.12 Provide information and respond to requests from teachers and other language speakers. (1.1)
2.13 Communicate orally and in writing using sentences, as appropriate. (1.1)
2.14 Follow complex oral instructions and give simple commands. (1.1)
2.15 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)
2.16 Recognize the target language when spoken in a variety of dialects and respond with efforts to communicate. (1.2, 4.1)
2.17 Begin to identify geographic areas where the target language is spoken. (3.1)
2.18 Identify examples or influences of the target language and cultures in their own community. (4.1, 4.2)
2.19 Identify, compare and contrast diverse cultural practices and products, including language, emphasizing similarities as well as differences. (4.1, 4.2)
2.20 Identify selected works of art, music and literature of the target cultures. (3.1, 3.2)
2.21 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)
2.22 Use the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature, and fine arts. (3.1)
2.23 Use a limited number of words and phrases on a variety of topics. (1.1)
2.24 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)
2.25 Use the target language to obtain information to satisfy personal needs and interests. (5.2)
2.26 Attempt to create with the language at the sentence level. (1.1, 1.3)
2.27 Draw from a basic vocabulary that permits exchanges of a personal nature on simple topics. (1.1, 1.3)
2.28 Demonstrate understanding of natural classroom speech at a normal rate of speed, with nonverbal support. (1.1, 1.2)
2.29 Recognize linguistic patterns that occur in the foreign language and compare them with native language patterns. (4.1)
2.30 Use linguistic patterns in limited monitoring of speech and writing. (1.1, 1.3) NOTE: This does not imply analytical treatment of grammar, or a focus on grammatical drill.

FL.2.1
Read a story, fairy tale or fable with the class
FL.2.2
Read simplified instructions, recipes, advertisements, comics
FL.2.3
Read short descriptions and create a drawing
Read short texts and answer simple comprehension questions
FL.2.4
Write brief descriptions of picture or drawing
Write sentences about themselves for use in secret identity activities
Write daily routines
Write simple Gouin series
FL.2.5
Write an invitation to a party
FL.2.6
Create Venn diagram comparing two fictitious characters or famous people
FL.2.7
Listen to a short text and identify mistakes
Find mistakes in a text description correlating to a picture
FL.2.8
Use a storyboard to present main parts of story
FL.2.9
Create and present a dialogue for a mock family dinner
FL.2.10
Share information about their day with their classmates after school, at lunch, on the school bus, or at recess.
Share information with members of extended family, teachers or neighbors
FL.2.11
Ask permission to carry out activities in the classroom
Ask questions to describe a picture or drawing
FL.2.12
Describe favorite foods, pet, sport, or hobby
FL.2.13
Write cloze sentences to create a book.
Read final draft of individual book to class
FL.2.14
Follow simple directions to a specific location in the community
Create a series of TPR commands for classmates
FL.2.15
Participate in a dialogue or scene recreated from a tape or video
FL.2.16
Listen to songs from different regions from the target country or different target countries.
FL.2.17
Play map games with target countries
FL.2.18
Identify cultural traditions occurring in the community
Identify cultural products found in the community
FL.2.19
Create illustrated posters contrasting segments of daily life such as family ties, schedules and clothing.
FL.2.20
Reproduce a cultural work of art using the style of that artist.
Create a new work of art using the style of the target language artist
FL.2.21
Role play in different simple social situations
FL.2.22
Solve simple mathematical problems using a number line
Categorize healthy and unhealthy foods and place them on a food pyramid
FL.2.23
Write simple cloze passages in a daily journal
Discuss or describe picture of things or situations
FL.2.24
Teach a song from the target cultures to others
FL.2.25
Ask questions about pictures in order to match pictures to words
FL.2.26
Create short messages or notes for their classmates
FL.2.27
Create pamphlets with illustrations and short descriptions of favorite foods or clothes
FL.2.28
Follow instructions of teacher in class on a variety of activities
FL.2.29
Use geometric figures to identify simple nouns or verbs.
FL.2.30
Unscramble the words in a sentence and put them in the correct order.
 
 

LANGUAGE STRUCTURES USED BY STUDENT

I am _____ years old. I/he/she am/is... I/he/she have/has... I would like.../I want... Do you want...? I like/don't like to (verb). I/he/she (verb). I/he/she (verb) (objective). This/That/It/There is... This/That/It (verb). _____ is ___er. (comparative)

_____ is ___est. (superlative) _____ is in _____ . _____ is not _____ . *negation when applicable _____ is too _____ . for/in/from yes/no  I/me my/mine you the/a/an

PROGRESS INDICATORS
1. Students will recognize and produce extended family member names.
2. Students will use names, qualities, and descriptors to give information about family members and peers.
3. Students will use emotional descriptors and feelings to describe family, self and peers.
4. Students will employ common courtesy expressions used at mealtimes and social occasions.
5. Students will classify and describe fruit, vegetables, beverages and cultural foods in terms of color, shape and texture.
6. Students will compare and contrast a family dinner from the native culture and the target culture.
7. Students will classify objects that float, sink, repel or attract.
8. Students will respond to and use personal data: name, city, age, telephone number and birthday.
9. Students will classify furniture according to rooms of the house.
10. Students will use descriptive phrases to evaluate clothing from a fashion show.
11. Students will categorize, compare, and contrast clothing according to different seasons.
12. Students will observe social customs of ethnic and seasonal celebrations in America and in the target language country.
13. Students will state personal daily routines.
14. Students will relate favorite activities.
 
 

LANGUAGE STRUCTURES USED BY STUDENTS

I (verb). *negation when applicable May I...? I (verb) (adjective) . This/That/The _____ is on/under/above/below/over/beside/in front of/behind _____ . It is (preposition) the (object). What _____ is _____? (calendar) _____ is/was/will be _____ .

Where is _____? _____ is in _____ . How does one say _____ in _____? This/That/It is... yes/no I/me my/mine you the/a/an

PROGRESS INDICATORS
15. Students will recognize and use the days of the week, the months of the year and the seasons.
16. Students will describe the basic weather conditions.
17. Students will demonstrate understanding of telling time by using hours and half hours.
18. Students will demonstrate understanding of classroom rules and routines.
19. Students will identify and use vocabulary for relevant school personnel and places.
20. Students will apply vocabulary for relevant classroom supplies and furniture.
21. Students will name and organize letters and target language vocabulary in alphabetic order.

THEMATIC VOCABULARY USED IN TEACHING (ENGLISH)
 

THIS IS MY CLASSROOM pen marker yarn poster board computer desk map globe clock ruler construction paper handout/worksheet overhead projector floor  carpet bulletin board	cabinet bookshelf to fold to cut to paste to copy heart pencil sharpener school supplies folder chalk to erase to draw to give out to pick up
FACES AND PLACES teacher student principal secretary librarian custodian cook	cafeteria office library hallway classroom playground gym
SCHOOL DAYS ordinal #'s 1st-31st day week year cool warm stormy foggy Today is... Yesterday was... What time is it? It is ____ o'clock. It is ____thirty. in the morning	Tomorrow is... to talk May I...? May I sharpen my pencil? May I go to the bathroom? May I get some water? Please repeat what you said. I understand. I do not understand. I have a question. in the afternoon after school recess lunch time

LANGUAGE STRUCTURES USED BY STUDENTS

There is/are ____ in ____. I ____ in _____. Where...? My ____ is broken. My ____ hurts What...? I need ____. I need to ____.

I go to ____ by/in/on ____. (transportation) This/That/It is... yes/no I/me my/mine You the/a/an

PROGRESS INDICATORS
22. Students will describe different types of homes and their locations.
23. Students will identify and describe bodily injuries.
24. Students will determine the role of community helpers and the means of transportation that respond to various emergencies.
25. Students will compare and contrast common places in communities.

THEMATIC VOCABULARY USED IN TEACHING (ENGLISH)

WHERE DO I LIVE? house apartment trailer	in the country in the city
WHERE DO I GO IN TOWN? school bank supermarket church/synagogue/mosque restaurant park post office	store subway police station fire station hospital doctor's office dentist's office
WHERE DO I GO FOR HELP? siren back (body part) throat tongue forehead cheeks	lips chest ice My...is broken. Can you help me? Help!

LANGUAGE STRUCTURES USED BY STUDENTS

What . . ? ___ needs ___. They/There/Those are___. It (verb). (animal)lives in (habitiat). Where. . .? ___ is here/there. ___ is/are ___. ___ is made/created/painted by

in for from/of This/That/It is... yes/no I/me my/mine you the/a/an

PROGRESS INDICATORS
26. Students will identify main parts of plants and their needs.
27. Students will recognize the stages of a plant's development.
28. Students will classify animals according to their habitat.
29. Students will describe size, color, texture and movements of animals.
30. Students will locate selected countries of the target language on a map or globe.
31. Students will recognize flags and names of selected countries where the target language is spoken.
32. Students will recognize and use currency from target language countries.
33. Students will identify artists and recognize works of art from the target culture.
34. Students will observe important holidays and celebrations from the target language countries.

THEMATIC VOCABULARY USED IN TEACHING (ENGLISH)

JOURNEY INTO THE PLANT KINGDOM plant stem leaf root flower petal grow sunlight What does a plant need?	A plant needs.... rain oxygen soil seed bud It grows. It dies.
JOURNEY INTO THE ANIMAL KINGDOM mouse goat donkey penguin frog goldfish hamster nest  desert forest ocean to walk to run fast	slow to fly to swim  to crawl to slither to live fur skin hair scales feathers slimy enormous tiny
JOURNEY TO ANOTHER COUNTRY flag symbol (on flag) painting sculpture artist .... painted . . . ... is a ... speaking country. direction north inexpensive coin	south east  west to pay to exchange equals to cost price expensive bill