Montague Township School District
Spanish Curriculum Guide
Grade 4
2025-2026
Clancey Lane
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Description
This K-4 world language curriculum focuses on developing proficiency in Spanish across three modes of communication: interpersonal, interpretive, and presentational. Students progress from memorized words and practiced phrases at the novice low level toward using simple sentences and lists at the novice high level. The curriculum integrates cultural awareness and understanding of Spanish-speaking countries throughout the year, with instruction organized around thematic units covering greetings, classroom vocabulary, family, clothing, colors, and weather. All units emphasize connections to students' own language and culture while building competency in the target language.
Big Ideas
- Language, communication, and culture are interconnected and central to human experience.
- Proficiency in world language develops through exposure and practice across listening, speaking, reading, and writing.
- Understanding cultural perspectives and practices deepens language learning and promotes global citizenship.
- Memorized vocabulary and practiced phrases form the foundation for novice-level communication in familiar contexts.
Essential Questions
- How does learning a world language enhance understanding of one's own language and culture?
- How do communication practices vary across different cultures and contexts?
- What role does vocabulary acquisition play in developing proficiency in a new language?
- How can students apply target language skills to real-world situations and interactions?
Interpersonal Mode
Interpretive Mode
Presentational Mode
Communication Modes
Students develop writing skills by creating written dialogues, paragraphs describing classroom objects, family trees, and drawings with descriptive text. Students engage in reading comprehension activities through interpreting stories and answering questions based on written passages about families, classroom items, and holidays. Students practice speaking and listening through performing dialogues with partners and presenting information to the class.
Students learn about cultural practices and traditions of Spanish-speaking countries through studying greetings, family structures, holiday celebrations, and climate differences across regions. Students explore how geography and climate impact clothing choices and seasonal celebrations in different parts of the world.
Students create visual representations including family tree projects, posters showing seasons and weather, and drawings based on descriptions. Students engage with authentic songs and dances as reflections of target culture. Students participate in skits and dramatizations to practice language in cultural contexts.
Students work with numbers, counting, and calendar concepts in Spanish including identifying numbers, dates, and birthdates. Students use shapes and colors in geometric and visual contexts. Students develop measurement and comparison skills through activities involving sizes and quantities.
Students learn about weather, seasons, and climate patterns in different regions of the world. Students explore how animals from different countries sound differently and how animals are used by native peoples. Students develop understanding of environmental factors through studying climate change vocabulary in target cultures.
Assessment across the curriculum uses formative, summative, and alternative methods aligned with the three modes of communication. Students complete interpretive tasks such as identifying memorized words in oral and written materials, interpersonal exchanges using practiced phrases and gestures, and presentational activities including written dialogues, family tree projects, and poster presentations. Transfer tasks require students to apply learned vocabulary and phrases in new contexts, such as creating dialogues, describing classroom objects or family members, and presenting information about seasons or cultural celebrations. Performance expectations correspond to NJ Student Learning Standards at the novice low and novice mid levels.
| Unit | Formative | Summative | Benchmark | Alternative |
|---|---|---|---|---|
| 01Greetings and Farewells and Ask and State Feelings | ✓ | ✓ | — | ✓ |
| 02School Supplies & Classroom Objects | ✓ | ✓ | — | ✓ |
| 03Family and Pets | ✓ | ✓ | — | ✓ |
| 04Clothing and Body Parts | ✓ | ✓ | ✓ | ✓ |
| 05Colors, Shapes, Sizes | ✓ | ✓ | — | ✓ |
| 06Weather, Seasons and Numbers Calendar, Dates, Birthdates | ✓ | ✓ | — | ✓ |
| 07Spanish-Speaking Countries | ✓ | — | ✓ | ✓ |
| Coverage | 7/7 | 6/7 | 2/2 | 7/7 |
| Unit | IEP | 504 | MLL | At-Risk | Gifted |
|---|---|---|---|---|---|
| 01Greetings and Farewells and Ask and State Feelings | ✓ | ✓ | ✓ | ✓ | ✓ |
| 02School Supplies & Classroom Objects | ✓ | ✓ | ✓ | ✓ | ✓ |
| 03Family and Pets | ✓ | ✓ | ✓ | ✓ | ✓ |
| 04Clothing and Body Parts | ✓ | ✓ | ✓ | ✓ | ✓ |
| 05Colors, Shapes, Sizes | ✓ | ✓ | ✓ | ✓ | ✓ |
| 06Weather, Seasons and Numbers Calendar, Dates, Birthdates | ✓ | ✓ | ✓ | ✓ | ✓ |
| 07Spanish-Speaking Countries | ✓ | ✓ | ✓ | ✓ | ✓ |
| Coverage | 7/7 | 7/7 | 7/7 | 7/7 | 7/7 |