The Raynor Country Day
School Spanish and French Program is designed to introduce
foreign languages at an early age when students are most receptive
to new academic challenges. The curriculum uses the whole
language approach utilizing song, dance, and art projects
(both individual and group activities), the reading of bilingual
books, writing and math activities designed to help reinforce
vocabulary and expressions discussed in class.
Our library includes a selection of bilingual
books, books with English, French and Spanish translations,
audio tapes, and cultural videos of other Spanish and French
speaking countries. The curriculum will often integrate with
classroom themes.
Spanish
The Spanish curriculum for Pre-Kindergarten
will include:
Greetings
Numbers 1-10
Colors
Shapes
Days of the week
Months of the year
Seasons
Weather
Family members
Personal identification
Curriculum topics will include additional
vocabulary as the student progresses to the next level.
The Spanish curriculum for Kindergarten will
include:
Greetings
Numbers 1-20
Colors
Shapes/Sizes
Personal identification
Class vocabulary
Family members
Seasons
Days of the week
Months of the year
The Spanish curriculum for Grades One through
Three will include all of the above, also adding:
Greetings using phrases and sentences
Numbers 1 - 30+
Weather
Self portrait
Community
Animals
Alphabet
As the students progress through the development
of their verbal skills, they will gain awareness and appreciation
for the world around them.
The Spanish curriculum for Grades Four through
Six will include:
At this stage students start by understanding
and produce isolated words and learned phrases. Later, they
can understand and use everyday words, action words, commands,
simple phrases, sentences and questions.
Comprehension is generally better than language
production. Students develop aural/oral skills first; then
they begin to read and write what they can already understand
and say.
Cultural Goals are designed for
the students to gain knowledge and understanding of other
people's culture. Also, they will be exposed to behavior characteristics
of real life situations in the cultures in which the target
language is spoken.
GOALS
- Listening: Demonstrate understanding of
everyday words, follow affirmative and negative directions
and commands, demonstrate understanding of statements and
questions, demonstrate understanding of who, what, where,
when, how much/many questions, demonstrate understanding
of descriptive words in simple phrases, statements and questions.
- New York State Learning Standards for Languages
Other than English (LOTE)
Standard 1: Students will be able to use a
language other than English for communication.
Standard 2: Students will develop cross-cultural
skills and understandings.
The objectives for students are as follows:
Students can
Comprehend language consisting of simple vocabulary and structures
in face-to-face conversation with peers and familiar adults.
Comprehend messages and short conversations
when listening to peers and familiar adults.
Understand the main idea in presentations
(television, movies, etc).
Initiate and sustain short, simple conversations
with peers and familiar adults.
Select vocabulary appropriate to a range of topics, employ
simple sentences and express details by using appropriate
modifiers.
Exhibit spontaneity in their interactions
on familiar topics.
Read and comprehend written materials on familiar
topics .
Use cognates and contextual clues to derive
meaning from texts that contain unfamiliar words and structures.
Read simple materials independently.
Write short notes and reports.
Exhibit more comprehensive knowledge of cultural
traits and patterns.
Draw comparisons between societies.
Recognize that there are important linguistic
and cultural variations among groups that speak the same target
language.
Understand how words, body language, rituals
and social interactions influence communication.
French
The French is organized around five goals:
listening, speaking, reading, writing, and culture.
The objectives for grades 4, 5 and 6 are at
the beginning level.
At this stage students start by understanding
and produce isolated words and learned phrases. Later, they
can understand and use everyday words, action words, commands,
simple phrases, sentences and questions.
Comprehension is generally better than language
production. Students develop aural/oral skills first; then
they begin to read and write what they can already understand
and say.
Cultural Goals are designed for the students
to gain knowledge and understanding of other people's culture.
Also, they will be exposed to behavior characteristics of
real life situations in the cultures in which the target language
is spoken. |
