Introduction Topic : 3rd 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 three.
· Accommodations must be made for special needs students and for students who have been in the program less than three 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 3, students will be able to:
3.1 Read for enjoyment using the second language. (1.2, 4.2)
3.2 Read linguistically and developmentally appropriate passages including, but not limited to articles, stories, and other texts. (1.2)
3.3 Read to find needed information. (1.2, 3.2)
3.4 Write using sentences or clusters of language. (1.3)
3.5 Write short texts on topics of personal interest, such as letters and illustrated stories. (1.3, 5.2)
3.6 Summarize personal information or research that they have done, based on templates or models in the target language. (1.3)
3.7 Demonstrate comprehension of extended written and oral discourse. (1.2)
3.8 Begin to self-edit for a variety of purposes. (1.3)
3.9 Retell or paraphrase main elements of a story or passage. (1.2, 1.3)
3.10 Use the target language for a variety of extended spoken activities, such as skits, dialogues, plays, poems, research reports for a variety of audiences. (1.3)
3.11 Share information of their choice with audiences outside the classroom. (1.3, 4.1)
3.12 Ask for information and make requests of teachers and other language speakers. (1.1)
3.13 Provide information and respond to requests from teachers and other language speakers. (1.1)
3.14 Communicate orally and in writing using sentences, as appropriate, with some use of extended discourse. (1.1)
3.15 Follow and begin to give complex instructions. (1.1)
3.16 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)
3.17 Recognize the target language when spoken in a variety of dialects and respond with efforts to communicate. (1.2, 4.1)
3.18 Identify geographic areas where the target language is spoken. (3.1)
3.19 Identify examples or influences of the target language and cultures in their own community. (4.1, 4.2)
3.20 Identify, compare, and contrast diverse cultural practices and products, including language, emphasizing similarities as well as differences. (4.1, 4.2)
3.21 Identify selected works of art, music, and literature of the target cultures. (3.1, 3.2)
3.22 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)
3.23 Use the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature and fine arts. (3.1)
3.24 Maintain simple conversations in the present tense on a variety of familiar topics. (1.1)
3.25 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)
3.26 Use information obtained through the target language and cultures to satisfy personal needs and interests. (5.2)
3.27 Begin to identify work-related applications of language proficiency. (5.1)
3.28. Attempt to create with language at the sentence level. (1.1, 1.3)
3.29 Draw from a basic vocabulary that permits exchanges of a personal nature and on simple academic topics. (1.1, 1.3)
3.30 Demonstrate understanding of natural classroom speech at a normal rate of speed, with limited artificial nonverbal support. (1.1, 1.2)
3.31 Recognize linguistic patterns that occur in the foreign language and compare them with native language patterns. (4.1)
3.32 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.3.1
Read books produced by other groups of students, or share them with younger grades
FL.3.2
Read and discuss target culture cartoons or brief articles from children's magazines working in groups and then share them with whole class
FL.3.3
Read school schedules and report cards from target countries in pairs to determine type of school subjects, grading system and number of contact hours typical for peers abroad. Compare information gained with other students.
FL.3.4
Create big books by writing brief summaries of familiar stories, fairy tales, or topics of personal interest and illustrating them
FL.3.5
Share information about pet care as a whole class, as teacher records student contributions. Write and illustrate personalized pet care manuals for a pet of choice.
FL.3.6
Compare information gained from analyzing school schedules and report cards, and write brief summaries of findings.
FL.3.7
Listen to a story or fairy tale on tape and answer comprehension questions
FL.3.8
Write and revise a rough draft of a composition according to a teacher's checklist
FL.3.9
Outline a story and retell it to a group
FL.3.10
Create dialogues for specific scenes from a fairy tale or story and act them out in front of the whole class, another grade or the entire school
FL.3.11
Create display boards with information on school subjects, schedules and grading in target country schools and exhibit them in the media center.
FL.3.12
Play a game using humorous commands directed towards other students and teacher.
FL.3.13
Follow a series of directions given by the teacher or a fellow student and arrive at a final destination. (Oversized floor maps of a community may be used for this activity.)
FL.3.14
Present orally the main ideas found in a story or short text and create sentence strips to convey important elements.
FL.3.15
Construct an object of cultural significance by following teacher's directions. Instruct students in younger grades to complete similar project.
FL.3.16
View a video segment and fill out a rubric regarding specified information about the characters.
FL.3.17
Hold a basic conversation with an exchange student from a target country.
FL.3.18
Color in countries where the target language is spoken on a map of the world.
FL.3.19
Identify in the yellow pages target language businesses and restaurants.
FL.3.20
Inspect a target culture catalog or brochure and compare to a similar item from the native culture.
FL.3.21
Listen to and identify a current popular song from a target language culture.
FL.3.22
Act out a restaurant scene which incorporates correct table manners.
FL.3.23
Estimate how much a trip to a target language country would cost and convert from dollars to target language currency.
FL.3.24
Draw a conversation card from a box and improvise a short conversation in pairs.
FL.3.25
Present a lip sync to a current popular target culture song.
FL.3.26
Examine travel brochures and select a place to vacation.
FL.3.27
Invite guests who use the target language to "Career Day."
FL.3.28
Write 3-5 sentences about a familiar picture.
FL.3.29
Dictate multiplication problems to one another.
FL.3.30
Identify the object or action that the teacher has described/performed.
FL.3.31
Use column choices to formulate original sentences.
FL.3.32
Peer edit a brief composition.

LANGUAGE STRUCTURES USED BY STUDENTS

It is _____ or/and _____ . It is _____ not _____ . I am (verb). He/She is (verb). We/They are (verb). I like to/don't like to (verb) (objective). (subject) always/sometimes/never(verb). Who is _____? Who does _____? Who (verb)? I (verb) and/or (verb). My _____ is _____ . My _____ is _____ not _____ . I have _____ (and _____). He/She has _____ (and _____). We/They have _____ (and _____). My _____ likes to (verb). My _____ needs _____ .

He/She needs _____ . I like to (verb expressing sport or activity) . In (activity) I use/exercise my ____  I am ___. I am going to do _____ . I am good at/strong in (activity/ subject). The/A/An (subject) (verb) (object). What do you like? very  I want _____ . This/That/It is... yes/no I/me my/mine you/your the/a/an

PROGRESS INDICATORS
1. The students will describe, compare, and contrast the responsibilities of different family members at home.
2. Students will identify and summarize various components of pet care.
3. Students will provide autobiographical information in oral and written form.
4. Students will report on activities outside of school.
5. Students will determine which body parts are exercised in certain games and/or sports activities.

6. Students will identify selected foods in the native and target cultures and categorize them according to mealtimes.
7. Students will describe and discuss a balanced meal using the food pyramid.
8. Students will contrast positive and negative character traits in real and fictional characters.
9. Students will use knowledge of character traits to discuss fairytales.
10. Students will compare and contrast fairytales from the U.S. and the target culture.

LANGUAGE STRUCTURES USED BY STUDENTS

What time is it? It is (time). I like to (verb) (noun). I am going to (verb). I am good at/strong in (subject). The/A/An (noun) (verb) (noun). We/They have(subject) at (time). _____ is in _____ . It is/They are for (verb). I like/don't like (subject). What do you like? After school I(verb). I have (subject). I have to _____ .

He/She has to _____ . We/They have to _____ . I want/need _____ . He/She needs _____ . What is...? Where is...? ___ and/or ___ ___ not ___ This/That/It is... I/me my/mine you/your the/a/an

PROGRESS INDICATORS
11. Students will arrange in chronological order a series of experiences.
12. Students will tell time to the hour, half hour, quarter hour and in digital format.
13. Students will classify selected daily activities according to time of day (morning, afternoon, evening, night).
14. Students will count, idenitify and manipulate numerals 0-100 and count by hundreds to one thousand.
15. Students will identify and describe uses for classroom objects.
16. Students will estimate and measure length of selected objects using the metric system.
17. Students will identify their school subjects and compare a sample schedule with one from the target culture.
18. Students will list the months of the year in correct order and organize them by seasons.
19. Students will identify holidays of American and the target and native culture and attribute them to the respective months of the year, including annual school events.
20. Students will recognize rules at school.

THEMATIC VOCABULARY USED IN TEACHING (ENGLISH)

SO MANY SCHOOL SUBJECTS mathematics science spelling handwriting social studies language arts music physical education foreign language schedule	subject quarter hour quarter to the hour quarter after the hour report card grade intercom conduct/behavior participation
USING SCHOOL SUPPLIES to paint to fold to tear to sharpen to erase to place to remove to turn off to turn on to read  to measure	to estimate to staple to collect to underline to cross off to fill in to circle centimeter meter thousand
THE YEAR AS A WHEEL festival annual selected United States holidays word	selected target culture holidays letter alphabet order

LANGUAGE STRUCTURES USED BY STUDENTS

The (noun) is (directional term indicating location). The (community worker) works at/in (location). He/She (verb) (the) (objective). I should/should not (verb). One should/should not (verb)S. We/They have _____ (also). We/They don't have _____ . I have to _____ . He/She has to _____ .  I want/need _____ . He/She wants/needs _____ . How much is _____? This/That/It costs _____ .

I want to (verb). May I (verb), please? What is _____? Where is _____? There is/are _____ . The/A/An _____ is _____ . Who is _____? ___ and/or ___ ___ not ___ This/That/It is... I/me my/mine you/your the/a/an

PROGRESS INDICATORS
21. Students will identify and locate neighborhood places on a map.
22. Students willl identify examples of types of workers in the community and describe what they do.
23. Students will compare and contrast types of businesses in the U.S. and in the target country.
24. Students will identify, describe, and manipulate the currency of a target country.

THEMATIC VOCABULARY USED IN TEACHING (ENGLISH)

EXPLORING MY NEIGHBORHOOD community  map west south  north east beside behind in front of to locate to deliver to cut/butcher to cut hair to sell to bake barber shop butcher shop bakery	flower shop drug store butcher baker florist barber/hairdresser store waiter/waitress salesclerk to serve to protect to care for
RULES ARE NECESSARY rules to have to  may to forbid to allow to fight	to talk  to raise hand to follow a rule to behave to respect

LANGUAGE STRUCTURES USED BY STUDENTS

This/That/It is (a/an) _____ . It has _____ . There is/are _____ . It is _____ because _____ . It needs _____ . What is _____? Where is _____? I want/need _____ .

He/She wants/needs _____ . ___ and/or ___ ___ not ___ I/me my/mine you/your the/a/an

PROGRESS INDICATORS
25. Students will identify celestial bodies and their locations.
26. Students will compare and contrast planets according to their basic characteristics.
27. Students will compare homes in the United States with those in the target countries.
28. Students will interpret information about climate and determine how it affects the homes people live in.
29. Students will name and locate the continents and oceans on a globe and map.
30. Students will identify and describe flags and symbols of selected target countries.
31. Students will recognize and locate on a map selected countries where the target language is spoken.

THEMATIC VOCABULARY USED IN TEACHING (ENGLISH)

HOMES ARE DIFFERENT roof basement story/floor wall high-rise building to construct fence crowded	chimney/fireplace climate balcony wet dry
EXPLORING THE WIDE WORLD continent ocean	near/close to far
JOURNEY INTO SPACE moon sky planet star sun Mercury Venus Earth Mars Jupiter Saturn Uranus	Neptune Pluto close to far from volcano ring orbit solar system space rocket astronaut