Introduction Topic : Kindergarten 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 the beginning of the year.
• Accommodations must be made for special needs students and for students who have been in the program less than the full 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 Kindergarten, students will be able to:

K.1 Listen to stories for enjoyment. (1.2, 4.2)
K.2 Begin to read linguistically and developmentally appropriate materials. (1.2)
K.3 Begin to demonstrate an understanding of the written language. (1.2, 3.2)
K.4 Give personal information based on templates or models in the target language. (1.3)
K.5 Begin to demonstrate comprehension of some extended oral discourse. (1.2)
K.6 Demonstrate an understanding of main elements of a story or passage. (1.2, 1.3)
K.7 Use the target language for a variety of spoken activities. (1.3)
K.8 Share information of their own choice with audiences outside the classroom. (1.3, 4.1)
K.9 Begin to ask for information and make requests of teachers and other language speakers. (1.1)
K.10 Provide information and respond to requests from teachers and other language speakers. (1.1)
K.11 Begin to communicate orally using sentences. (1.1)
K.12 Follow complex oral instructions and give simple commands. (1.1)
K.13 Demonstrate an understanding of a variety of speech sources (teacher, peers, native speakers, other target language
speakers, tapes, CD-ROM's, and videos). (1.2, 5.2)
K.14 Identify examples or influences of the target language and cultures in their own community. (4.1, 4.2)
K.15 Identify, compare and contrast diverse cultural practices and products, including language, emphasizing similarities
as well as differences. (4.1, 4.2)
K.16 Begin to identify selected works of art, music and literature of the target cultures. (3.1, 3.2)
K.17 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)
K.18 Use the target language in appropriate content-related areas including, but not limited to, mathematics,
social studies, science, literature and fine arts. (3.1)
K.19 Use a limited number of words and high frequency utterances and phrases on a variety of familiar topics. (1.1, 1.3)
K.20 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)
K.21 Begin to use the target language to obtain information to satisfy personal needs and interests. (5.2)
K.22 Use words and high frequency utterances to attempt communication. (1.1, 1.3)
K.23 Draw from a basic vocabulary that permits exchanges of a personal nature and on simple topics. (1.1, 1.3)
K.24 Demonstrate understanding of natural classroom speech at a normal rate of speed, with nonverbal support. (1.1, 1.2)
 
 

FL.K.1
Sequence pictures
TPR with pictures
FL.K.2
Sequence words
TPR with word labels
Match beginning letters to words
FL.K.3
Match words to pictures from stories.
FL.K.4
Answer questions posed by the teacher or other students
Complete sentences with personalized information,
Match expressions to statements of well-being.
FL.K.5
Respond to simple questions
TPR
Act out stories they have heard
Follow instructions and commands
Answer "either/or" questions
Sequence pictures to a verbal description
FL.K.6
Act out selected passages
Respond to questions
Predict what happens next
Create personalized versions of story or passage
FL.K.7
Chanting/Repeating
Songs
Various games
Guided conversations
Make requests in the target language
FL.K.8
Share songs, skits and other learned materials with family, friends, other teachers, etc.
Respond to questions from others with information of their own choice
FL.K.9
Ask for permission
Make requests
FL.K.10
Answer questions
Follow directions
TPR
FL.K.11
Whole sentence responses to questions
FL.K.12
TPR
Student led TPR
Student led "Simon Says"
Student pretends to be teacher
FL.K.13
Respond to questions
TPR
Retell stories
Follow directions
Act out stories
FL.K.14
Identify cognates
Identify typical foods that they have had
FL.K.15
Identify target culture holidays
Identify target culture foods
FL.K.16
Finger-paint an "impressionist flower"
Recognize songs from the target culture
FL.K.17
Students shake hands when greeting each other in the target language
FL.K.18
TPR with floor maps
Solve math problems
Name animals, shapes, colors
Count
Simple descriptions of common objects
FL.K.19
Identify objects
Greet others
Ask for permission
Describe common objects or people
FL.K.20
Share songs, dances and other experiences with family members, friends and other students
Participate in classroom dances
FL.K.21
Ask questions of others
Request permission
Express needs
Express feelings
FL.K.22
Participate in games
Ask for permission
Greet others
Make requests
FL.K.23
Respond to questions on a variety of topics (family, pets, likes, dislikes, etc.)
Student choose activities for the class
FL.K.24
Follow commands
TPR
Respond to requests
 
 

LANGUAGE STRUCTURES USED BY STUDENTS

I am _____ . (i.e. hungry, thirsty) I have...  I like/don't like...  It is _____ . (weather) This/That is...

yes/no I/me my/mine you the/a/an

PROGRESS INDICATORS
1. Students will appropriately use certain expressions of emotion in context.
2. Students will answer selected questions related to weather and seasons.
3. Students will recognize and identify a selected number of household pets.
4. Students will produce basic information about selected family members
5. Students will name and sort selected items of clothing according to weather and seasonal changes.
6. Students will identify and name selected parts of the body.
7. Students will recognize and respond to selected vocabulary and information related to the five senses.
8. Students will recognize selected fruits, vegetables beverages, and cultural foods.
9. Students will name and identify rooms of the house.

THEMATIC VOCABULARY USED IN TEACHING SECOND LANGUAGE

EXPRESSIONS OF EMOTION Productive Happy Sad Angry frightened tired so-so I am...	Receptive You are . . . Are you . . ? Is he . . ? Is she . . ?
WEATHER AND SEASONS Productive It is sunny. It is windy.  It is raining. It is cloudy.  It is hot. It is cold.	Receptive How is the weather today? the seasons winter autumn spring summer It is snowing.
PETS Productive  Dog Cat Bird Rabbit  Fish	Receptive Turtle Animal, pet Do you have a pet? It's name is . . . My . . . is the color . . .
FAMILY Productive Mom Dad Sister Brother Baby Boy girl	Receptive Grandmother Grandfather Do you have a brother? Do you have a sister? What is you. . . 's name? How many. . . do you have? Family
CLOTHING Productive shirt  pants skirt dress shoes hose/socks/stockings hat	Receptive clothing scarf sweater coat boots long/short pants What are you wearing?
BODY PARTS Productive head  hands feet arms legs stomach mouth nose eyes ears hair	Receptive teeth shoulders knees back toes fingers elbow body face neck Touch your . . . What color is the . . .? Where is the . . .? What is . . .? My . . . is . . .
SENSES Productive I hear.  I touch. I smell. I see. I taste.	Receptive Touch. Look. Smell. Listen. Taste.
FOODS Productive Apple Banana Orange Grapes Pineapple Pear Tomato Potato Lettuce Corn Carrot Milk Coffee Water Juice I am thirsty. I am hungry. I like. . . I don't like. . .	Receptive Fruits peach cherry grapefruit lemon vegetables onion cucumber peas Do you like . . .? Don't you like . . .
HOUSE Productive  House Living room Kitchen Bathroom bedroom	Receptive Where is the. . .? Dining room

LANGUAGE STRUCTURES USED BY STUDENTS
 

I am________. (age) I/You have... I like/don't like... This/That/It is...

Yes/no I/me You The/a/an

PROGRESS INDICATORS
10. Students will respond to selected inquiries, questions and courtesy expressions in proper context.
11. Students will use selected classroom expressions.
12. Students will respond to selected classroom management commands.
13. Students will recognize and use selected vocabulary for classroom objects.
14. Students will recognize and count the numbers 0 to 31.
15. Students will solve simple mathematical problems dealing with addition using numbers 0-10.
16. Students will respond to selected questions related to the calendar.
17. Students will identify and name selected colors.
18. Students will identify and name selected shapes.
19. Students will recognize and classify objects by size.

THEMATIC VOCABULARY USED IN TEACHING (ENGLISH)
 

COURTESY EXPRESSION Productive How are you? Fine, thank you. Thank you. Please. What is your name? My name Is... Where is. . .? Good morning. Hello. Goodbye. See you tomorrow. Mr. Mrs. Miss	Receptive You are welcome. Excuse me. Pardon me. Good afternoon. Good evening. See you later!
CLASSROOM EXPRESSIONS Productive Yes No I like... I don't like... Good/Very good. Good job/Good work! English Spanish	Receptive What is...? Bathroom Don't worry. It's worry. It's all right.
CLASSROOM COMMANDS Productive Sit down! Stand up Up Down Close... Open...	Receptive Raise your hands Come here Look at me Look toward the front Listen Close your mouths Do not talk now Let's begin Pay attention Wait Turn around Touch Look Jump Push Run Swim Fly Kick Bend over Stretch Shake Sleep/Wake up Put in/Take out
CLASSROOM OBJECTS Productive Pencil Paper Crayon Glue scissors	Receptive Flag Book Chalkboard Chair Table
NUMBERS Productive Zero One Two Three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty twenty-one,. . . thirty thirty-one,. . . Count. . .	Receptive Numbers 32-100 Number How many...
ADDITION Productive 0-10	Receptive Plus + Equals =
CALENDAR Productive Calendar Birthday Monday Tuesday Wednesday Thursday Friday Saturday Sunday numbers 0-31	Receptive What day is today? What day was yesterday? What day will tomorrow be? months of the year January February March April May June July August September October November December How old are you?
COLORS Productive Red Blue Yellow Green Purple Brown Black White Orange	Receptive Pink Gray What color is this? colors
SHAPES Productive Circle Square Rectangle Triangle	Receptive Which shape is this? Oval Figure/shape
SIZE Productive Large Small Medium Long Short	Receptive Larger Smaller Longer Shorter Which is the...? Which size is the...?

LANGUAGE STRUCTURES USED BY STUDENTS
 

by/in/on (Transportation) I have... This/That/It is... yes/no

I/me my/mine you the/a/an

PROGRESS INDICATORS
20. Students will identify and name and respond to selected vocabulary and information about community helpers.
21. Students will recognize and respond to information about transportation.

THEMATIC VOCABULARY USED IN TEACHING (ENGLISH)
 

COMMUNITY HELPERS Productive police  fireman doctor nurse teacher mailman dentist farmer	Receptive Who is...?
TRANSPORTATION Productive Car Boat Plane Bus	Receptive Bicycle Truck Train Helicopter How do you get to school? I come by...

LANGUAGE STRUCTURES USED BY STUDENTS
 

I have... I like/don't like... This/That/It is... Yes/no

I/me My/mine You The/a/an

PROGRESS INDICATORS
22. Students will recognize and categorize a selected number of zoo and farm animals.
23. Students will recognize and respond to questions about where the target language is spoken and recognize the names of those selected countries.
24. Students will observe selected works of art and recognize them as creations from the target culture.
25. Students will listen to selected short narratives, fairy and folk tales, traditional rhymes, and songs from the target culture.
26. Students will recognize selected cultural traditions and holidays of America and the target countries.
27. Students will recognize and use basic vocabulary related to selected holidays.

THEMATIC VOCABULARY USED IN TEACHING (ENGLISH)

DOMESTIC ANIMALS Productive Hen Cow Sheep Horse Pig	Receptive Turkey Rooster Chick Duck Farm
WILD ANIMALS Productive Elephant Tiger Lion Bear Giraffe Zebra Monkey	Receptive Zoo Zoo animals Snake Crocodile Hippopotamus Chimpanzee Gorilla What is the name of the animal with...? Is the animal big or little? What sound does the animal make?

COUNTRIES OF TARGET LANGUAGE
Selected Samples

WORKS OF ART
Selected samples

FAIRY AND FOLK TALES
Selected samples

SONGS
Selected samples

CULTURAL TRADITIONS
Selected samples

TARGET COUNTRY AND AMERICAN HOLIDAYS
Selected samples

HOLIDAY VOCABULARY
Selected samples