STANDARD COURSE OF STUDY

However, one must not forget that language acquisition begins with listening. For this reason, listening comprehension will take precedence over speaking at the beginning stages.

Materials selected are age-appropriate and have a high interest level. They may include big books, class books, individual books, use of the Internet, CD-ROMs, folktales, legends, songs, rhymes, and games of the target culture(s).

The amount of time devoted to reading and writing will vary depending on the students’ level of language and on the amount of time available for the language class.

Most of the communication is in face-to-face interactions with teachers. However, in the upper elementary grades, students can begin to work in pairs or groups as long as they are working on concrete tasks. Some students in the upper elementary grades may resist pair work with a member of the opposite sex.

Through the elementary years, children learn best when they are involved in concrete situations accompanied by manipulatives and realia and when they have the opportunity to move.

Technology is integrated with the program and is focused on developing communicative skills and cultural awareness.

The goals and objectives which follow will have to be adapted for immersion programs. Because students use the language for longer and more frequent periods of time, they will develop higher levels of proficiency than their counterparts in a FLES program. In addition, the objectives of immersion also include those of the Standard Course of Study in all content areas at the appropriate grade level.

Grade 3

The Grade 3 program described in this document is sequential leading to the development of communicative proficiency in one language other than English. It can be a beginning program which lays the foundation for further language study in upcoming grades or a continuing program which strengthens and extends concepts and skills introduced during the previous year(s) of language study.

The stated objectives can be applied for both beginning and continuing programs. However, frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time.

The emphasis at this grade level is on:

• Oral language development with a focus on listening and speaking skills
• Pre-reading/writing activities through oral language.
• Awareness of other cultures
• Comparison of language and culture to the students’ own language and culture
• Connections to the third grade curriculum
• Awareness of the importance of learning another language and culture

Concrete activities involve students in oral language development within a social setting and include interaction with their teacher and their peers in a variety of groupings. Students communicate through basic words and short memorized phrases within a context and may begin to combine words and phrases to exchange information about everyday topics.

1.02 Use basic words and short memorized phrases during interactions orally and/or in writing. 

1.03 Ask and answer questions using learned material orally and/or in writing. 

1.04 Share likes and dislikes, feelings and emotions with each other orally and/or in writing. 

1.05 Engage in conversation with the teacher and other students to exchange information about everyday topics.

2.02 Demonstrate understanding of oral and written questions about familiar topics. 

2.03 Follow oral commands and written directions. 

2.04 Identify main idea(s) from simple oral and written selections. 

2.05 Make inferences from simple oral and written selections (e.g., conversations, dialogs, narratives, songs, rhymes, chants, and children’s stories) about familiar topics. 

2.06 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues.

3.02 Recite poetry and sing songs. 

3.03 Retell a simple story orally and/or in writing with visual cues and prompting. 

3.04 Give directions and commands orally and/or in writing. 

3.05 Write familiar words and phrases associated with visuals, props, or familiar contexts.

4.02 Recognize and use learned verbal greetings and idiomatic expressions of the target cultures.

4.03 Learn age-appropriate songs, rhymes, dances, and games of children in the target cultures.

4.04 Participate in activities and celebrations reflective of the customs and traditions of the target cultures.

4.05 Demonstrate understanding of children’s literature including stories, poetry, folktales, fables, and legends of the target cultures.

4.06 Demonstrate an awareness of the different target countries by locating them on a map or globe and identifying their major geographical features.

4.07 Identify people and products and their importance to the target cultures.

4.08 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

5.02 Develop an awareness of the structural patterns (e.g., gender agreement, adjective placement) in the target language and his/her own language(s). 

5.03 Recognize similarities and differences in the ways languages are written (e.g., alphabet/characters, punctuation, capitalization) in the target language and his/her own language(s). 

5.04 Develop an awareness of the use of idiomatic expressions in the target language. 

5.05 Identify connections among languages by recognizing cognates and loan words. 

5.06 Demonstrate an awareness that behaviors such as gestures and greetings may differ among cultures. 

5.07 Identify similarities and differences of tangible products (e.g., toys, sport equipment, food) of the target cultures and his/her own culture(s).  

5.08 Identify similarities and differences of intangible products (e.g., songs, rhymes, folktales) of the target cultures and his/her own culture(s).  

5.09 Recognize some viewpoints and attitudes of people in both the target cultures and his/her own culture relating to family, home, school, work, and play.

6.02 Share information with others about topics from other disciplines in the target language.  

6.03 Recognize and apply learning strategies and processes from other disciplines.  

6.04 Develop learning strategies in the target language which can be used in other disciplines.

7.02 Share knowledge of the target language and cultures with others.  

7.03 Interact with people of other cultures in the target language about familiar topics. 

7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 

7.05 View and listen to various forms of media that utilize the target language and reflect the target cultures.

Grade 4

The Grade 4 program described in this document is sequential leading to the development of communicative proficiency in one language other than English. It can be a beginning program which lays the foundation for further language study in upcoming grades or a continuing program which strengthens and extends concepts and skills introduced during the previous year(s) of language study.

The stated objectives can be applied for both beginning and continuing programs. However, frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time.

The emphasis at this grade level is on:

• Communication including the skills of listening, speaking, reading, and writing
• Awareness of other cultures
• Comparison of language and culture to the students’ own language and culture
• Connections to the fourth grade curriculum
• Awareness of the importance of learning another language and culture
  

Reading and writing are introduced; however, much time is spent on pre-reading/writing activities through oral language. Concrete activities involve students in oral language development within a social setting and include interaction with their teacher and their peers in a variety of groupings. Students communicate through basic words and short memorized phrases within a context and may begin to combine words and phrases to exchange information about everyday topics.

1.02 Use basic words and short memorized phrases during interactions orally and/or in writing. 

1.03 Ask and answer questions using learned material orally and/or in writing. 

1.04 Share likes and dislikes, feelings and emotions with each other orally and/or in writing. 

1.05 Engage in conversation with the teacher and other students to exchange information about everyday topics.

2.02 Demonstrate understanding of oral and written questions about familiar topics. 

2.03 Follow oral commands and written directions. 

2.04 Identify main idea(s) from simple oral and written selections. 

2.05 Make inferences from simple oral and written selections (e.g., conversations, dialogs, narratives, songs, rhymes, chants, and children literature) about familiar topics. 

2.06 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues.

3.02 Recite poetry and sing songs. 

3.03 Tell or retell a simple story orally and or/in writing with visual cues and prompting. 

3.04 Give directions and commands orally and/or in writing. 

3.05 Write familiar words and phrases associated with visuals, props, or familiar contexts.

4.02 Recognize and use learned verbal greetings and idiomatic expressions of the target cultures.

4.03 Learn age-appropriate songs, rhymes, dances, and games of children in the target cultures.

4.04 Participate in activities and celebrations reflective of the customs and traditions of the target cultures.

4.05 Demonstrate understanding of children’s literature including stories, poetry, folktales, fables, and legends of the target cultures.

4.06 Demonstrate an awareness of the different target countries by locating them on a map or globe and identifying their major geographical features.

4.07 Identify people and products and their importance to the target cultures.

4.08 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

5.02 Develop an awareness of the structural patterns (e.g., gender agreement, adjective placement) in the target language and his/her own language(s). 

5.03 Recognize similarities and differences in the ways languages are written (e.g., alphabet/characters, punctuation, capitalization) in the target language and his/her own language(s). 

5.04 Develop an awareness of the use of idiomatic expressions in the target language. 

5.05 Identify connections among languages by recognizing cognates and loan words. 

5.06 Demonstrate an awareness that behaviors such as gestures and greetings may differ among cultures. 

5.07 Identify similarities and differences of tangible products (e.g., toys, sport equipment, food) of the target cultures and his/her own culture(s).  

5.08 Identify similarities and differences of intangible products (e.g., songs, rhymes, folktales) of the target cultures and his/her own culture(s).  

5.09 Recognize some viewpoints and attitudes of people in both the target cultures and his/her own culture(s) relating to family, home, school, work, and play.

6.02 Share information with others about topics from other disciplines in the target language.  

6.03 Recognize and apply learning strategies and processes from other disciplines.  

6.04 Develop learning strategies in the target language which can be used in other disciplines.

7.02 Share knowledge of the target language and cultures with others.  

7.03 Interact with people of other cultures in the target language about familiar topics. 

7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 

7.05 View and listen to various forms of media that utilize the target language and reflect the target cultures.

Grade 5

The Grade 5 program described in this document is sequential leading to the development of communicative proficiency in one language other than English. It can be a beginning program which lays the foundation for further language study in upcoming grades or a continuing program which strengthens and extends concepts and skills introduced during the previous year(s) of language study.

The stated objectives can be applied for both beginning and continuing programs. However, frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time.

The emphasis at this grade level is on:

• Communication including the skills of listening, speaking, reading, and writing
• Awareness of other cultures
• Comparison of language and culture to the students’ own language and culture
• Connections to the fifth grade curriculum
• Awareness of the importance of learning another language and culture
  

Reading and writing are incorporated as extensions of oral language with a focus on pre-reading/writing activities through oral language. Concrete activities involve students in oral language development within a social setting and include interaction with their teacher and their peers in a variety of groupings. Students communicate through basic words and short memorized phrases within a context and may begin to combine words and phrases to exchange information about everyday topics.

1.02 Use basic words and short memorized phrases during interactions orally and in writing.

1.03 Ask and answer questions using learned material orally and in writing.

1.04 Share likes and dislikes, feelings and emotions with each other orally and in writing.

1.05 Engage in conversation with the teacher and other students to exchange information about everyday topics.

2.02 Demonstrate understanding of oral and written questions about familiar topics.

2.03 Follow oral directions and written commands.

2.04 Identify main idea(s) from simple oral and written selections.

2.05 Make inferences from simple oral and written selections (e.g., conversations, dialogs, narratives, songs, rhymes, chants, and children literature) about familiar topics.

2.06 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues.

3.02 Recite poetry and sing songs.

3.03 Tell and retell a simple story orally or in writing with visual cues and prompting.

3.04 Give directions, commands, and instructions orally and in writing.

3.05 Write familiar words and phrases associated with visuals, props, or familiar contexts.

4.02 Recognize and use learned verbal greetings and idiomatic expressions of the target cultures.

4.03 Learn age-appropriate songs, rhymes, dances, and games of children in the target cultures.

4.04 Participate in activities and celebrations reflective of the customs and traditions of the target cultures.

4.05 Demonstrate understanding of children’s literature including stories, poetry, folktales, fables, and legends of the target cultures.

4.06 Demonstrate an awareness of the different target countries by locating them on a map or globe and identifying their major geographical features.

4.07 Identify people and products and their importance to the target cultures.

4.08 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

5.02 Develop an awareness of the structural patterns (e.g., gender agreement, adjective placement) in the target language and his/her own language(s).

5.03 Recognize similarities and differences in the ways languages are written (e.g., alphabet/characters, punctuation, capitalization) in the target language and his/her own language(s).

5.04 Develop an awareness of the use of idiomatic expressions in the target language.

5.05 Identify connections among languages by recognizing cognates and loan words.

5.06 Demonstrate an awareness that behaviors such as gestures and greetings may differ among cultures.

5.07 Identify similarities and differences of tangible products (e.g., toys, sport equipment, food) of the target cultures and his/her own culture(s).

5.08 Identify similarities and differences of intangible products (e.g., songs, rhymes, folktales) of the target cultures and his/her own culture(s).

5.09 Recognize some viewpoints and attitudes of people in both the target cultures and his/her own culture relating to family, home, school, work, and play.

6.02 Share information with others about topics from other disciplines in the target language.

6.03 Recognize and apply learning strategies and processes from other disciplines.

6.04 Develop learning strategies in the target language which can be used in other disciplines.

7.02 Share knowledge of the target language and cultures with others.

7.03 Interact with people of other cultures in the target language about familiar topics.

7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures.

7.05 View and listen to various forms of media that utilize the target language and reflect the target cultures.