Montague Township School District
Spanish Curriculum Guide
Kindergarten
2025-2026
Clancey Lane
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Description
This K-4 Spanish curriculum develops proficiency in the three modes of communication (interpersonal, interpretive, and presentational) through memorized words, phrases, and simple sentences. Students progress from novice low to novice high levels by the end of grade 8. The program integrates cultural understanding of Spanish-speaking countries with language study, emphasizing tolerance and the contributions of all people through the "One Human Family" theme. Topics include greetings, classroom objects, family, clothing, colors, weather, seasons, numbers, and calendar skills.
Big Ideas
- Language, communication, and culture are central to human experience and integral to education.
- Proficiency in world languages enhances academic achievement, college readiness, and global citizenship.
- Understanding other languages and cultures develops insight into both diversity and commonalities across the world's people.
Essential Questions
- How do students communicate in Spanish across different situations and with different audiences?
- What cultural practices and perspectives distinguish Spanish-speaking countries from one another and from our own?
- How does studying another language deepen understanding of one's own language and culture?
Interpersonal Mode
Interpretive Mode
Presentational Mode
Students develop language conventions, reading comprehension, and writing skills through world language instruction. Students compose dialogues, write descriptions of classroom objects and family members, and create written responses to comprehension questions about Spanish texts.
Students practice counting, number identification, shape recognition, and size comparisons in Spanish. Students learn to identify numbers, describe shapes and colors, and perform counting activities in the target language.
Students explore cultural differences, family structures, and communities around the world. Students learn about Spanish-speaking countries, cultural traditions, seasonal and climate differences across regions, and develop understanding of diverse family structures and practices.
Students observe and describe weather patterns, seasons, and climate conditions in Spanish-speaking countries. Students learn about environmental characteristics and how climate affects daily life in different regions.
Assessment occurs through formative, summative, alternative, and benchmark methods across all units. Formative assessments include dialogues, skits, physical responses to commands, and classroom interactions using the three modes of communication. Summative assessments include transfer tasks such as creating and performing dialogues, writing paragraphs with visual support, creating projects (family trees, calendars, posters), and reading comprehension activities with comprehension questions. All assessments are supported by visuals, gestures, and realia appropriate for novice-level learners.
| 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 |