GRADE THREE WORLD LANGUAGE
Third grade students at Half Day participate in Spanish language classes for 75 minutes per week. The curriculum addresses each of the World-Readiness Standards for Learning Languages — communication, cultures, connections, comparisons and community. The instructional goals for each thematic unit integrate language, culture and content in age-appropriate ways. The focus is on what students can do with the language and languages classes are taught almost entirely in Spanish.
Performance Goals – Novice Mid/Novice High
By the end of third grade, students will be able to communicate using phrases and sentences on topics they have studied in class. They will understand the Spanish that their teacher uses when working with phrases and sentences in familiar contexts and will be able to understand familiar language in authentic texts. They will communicate in sentences and will begin to extend a conversation by using memorized questions.
Unit 1: Let’s Go to Seville
Essential Question: What makes a city interesting?
Students will travel vicariously to Seville, Spain. There they will meet other travelers and will introduce themselves and greet others in Spanish. They will ask where someone is from and say where they are from, discussing what they do and don’t do in their free time in order to get to know each other better. They will comment on what there is to see and do in Seville. Finally, they will comment on the advantages of traveling to Seville and other places in different seasons.
Unit 2: Family and Pets
Essential Question: What is family?
Students begin by talking about families from around the world and where they live. They then explore their identities as family members and describe their adopted international family in Spanish. They will talk to others about their family, where they live, and if they have any siblings or pets. They will describe their families and comment on what they like to do with their families. They express likes and dislikes with regard to pets and talk about what they do to take care of their pets. Throughout the unit they consider statistics on family size and popularity of pets, comparing statistics from Spanish-speaking countries with those of the United States.
Essential Question: What makes a school?
Students will explore schools around the world. They will discuss images of classrooms around the world and consider what different schools are like by looking for similarities and differences from what they experience. They will consider who goes to school in different countries. They will ask questions about schools and infer what school life is like in other countries. They will be able to describe their daily school life in Spanish commenting on what they like and don’t like about their school schedule.