Scope and Sequence for Levels 1-4

I taught level 1 for 22 years!  This year I am teaching only 2-4 for only the second time in my career!  I miss those little level 1 guys and gals! It is so much fun to give them their first taste of language study… but on the flip side, it is also so much fun to see them use their language to talk about topics like water shortage, medical issues, immigration, and ocean plastics.

Leaving the textbook behind in favor of a proficiency based curriculum was scary but it has been a process that has taught me so much.  Over the last 10 years, I have developed a scope and sequence that brings me high enrollment in levels 2, 3, and 4 and much more proficient students.  Not only that but it has brought me a lot more life-long learners and students excited to use their language outside the classroom.

Last week, I shared my scope and sequence documents and links to the materials I use in a series of posts.  I wanted to create one post that would collect them for easier reference!

Scope and Sequence Wildcat Spanish 1

Scope and Sequence Wildcat Spanish 2

Scope and Sequence Wildcat Spanish 3

Scope and Sequence Wildcat Spanish 4

What we are doing will not be a perfect fit for everyone and it may take time to bring all the pieces together… but if you’re looking for some ideas, maybe this is a place to start!

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Vector Chapter 9

I’m using the reader Vector with my Spanish 3 class and we just read about Dengue Fever.  I am a huge science nerd so the whole mosquito/vector part is the big reveal for me!  I wanted to take a day to learn a little about the tropical mosquitos that cause illnesses like malaria (Anopheles) and yellow fever, dengue, chikungunya, zika (Aedes aegypti).  We talked about Culex pipiens that causes West Nile Virus, and about Aedes albopictus the Asian tiger mosquito.

As an authentic, interpretive reading, I broke the class up into groups of 5 and gave each group a stack of  Infographics for this Mosquito Activity that I printed from the Internet. On Thursday, we have “Prime Time” at school… classes start an hour later so that we can have our weekly faculty meeting.  This cuts out our homeroom and shortens each class by 6 minutes.  M-W and F I have 48 minute classes but this day, I had 42.

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I gave about a 5 minute little presentation on the mosquitos.  I showed these pictures:img_9184.jpg

We described the mosquitos together, I told them some diseases they caused, and we discussed the symptoms of those diseases.  I told them they are tropical mosquitos and then we talked about the mosquitos that we see closer to home.

The next 15 minutes, they had time to read the infographics as a team.  There were so many cognates and so much familiar vocabulary (after our study of Medicina o cura in March) that they had no trouble reading them.

The last 20 minutes, the groups had to give me the infographic sheets and create their own from the information that they read.  They did GREAT work!

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Mar de plástico day 2: mar-moria

B77CB3DE-1F36-4A2C-BFBF-CAD0D4A879E3Today we learned how plastics, micro plastics, and micro fibers affect sea life using the Mar-Moria game in my plastic ocean unit.  This game is available as an a’la carte  if you don’t have time for a unit but want to get students thinking about conservation of the seas!

First, students read about different sea creatures and the most common problems they face, then they played the memory game in teams!

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There is a strict no English rule so they can help teammates make a match but they have to use TL all the time or lose a turn! It was so much fun! Watch them here! With 15 minutes to read and 30 to play, we got to do two rounds! They really acquired a lot of the key cognates and even acquired many of the sea creature names very quickly!

When i made this game, I was hoping it would be really engaging while helping them get tons of input and now that we have played, I can say for sure that it did!

Scope and sequence: Wildcat Spanish 4

This is the most fluid of all my classes.  In Spanish 4, I try out all my new units.  For example, this year I wrote Plastic Ocean and Viviendas del mundo and I piloted them with this group!  I also bring in current events and topics related to their lives here at school.

This particular group has only had me for two years so with them, I had NOT done some of the Spanish 3 units I normally do so they overlapped with my Spanish 3 class on several occasions.  The units in this scope and sequence are flexible.  I ask students to “choose” things they’d like to study.  If they all hate the idea of music/poetry, I will just drop that one in favor of another but for the most part it gives the illusion of having choice when I really know our path all along!

Spanish 4 scope and sequence

Scope and Sequence: Wildcat Spanish 3

By level 3, I love digging into LONG units.  Things we can study and consider and really form opinions about.  I write some of my own units and I use a lot of meatier readers to accompany them.  Although there aren’t as many “units” in my level 3 class, these fill the school year.

I am not tied to any particular order for most of these units!  I do like to do Biodiversity first since the weather is nice and they can get out in the woods but otherwise, I often let them “pick” what we study next.  Really we will study it all anyway but it is fun to give them the choice of what’s next.

Spanish 3 scope and sequence

Scope and Sequence: Wildcat Spanish 1

We left the book behind in favor of units that provide tons of input and opportunities to show what they KNOW not what we want them to practice until they know. The Somos curriculum by Martina Bex has been a life saver as I’ve transitioned to a new position and my colleague has taken the leap into CI for the first time!  This is the scope and sequence we created for our ones at SCHS!

Spanish 1 scope and sequence

Mar de plástico: en acción

I had one more reader based unit to finish before I could wrap up the year with my Mar de plástico unit! I have been so excited to start!

Today we did the unit hook: how biodegradable is it? I brought a bag of “trash” and we sorted it out via 4 corners.

They used Spanish to categorize and argue why they felt an item belonged. In a particular category!

After we finished categorizing and I helped lead them to the correct answers, they created a graphic representation of their data.

When they finished, we hung their graphs in the hallway! It is fun to see other students (even those who don’t take Spanish) looking at them!

93E99BD1-B2D9-4F91-944A-2C7FB6DA6567I also printed and prepped the Mar-mory game for tomorrow!

We will share as we go through the unit! Hope it helps as you do as well!

Abridged unit (2 week)

Mini unit (1 week)

Reading 3 Ways: Differentiation by Level

As you look around your room, you KNOW that students are all over the place in terms of language ability.  From day 2 of level 1, you can see the fast processors begin to emerge and by year four, the gap between can be VAST.  As I changed to a CI classroom, my enrollment grew and grew… and with it the challenges of multi-level Spanish 4 students.  It is a challenge I am determined to overcome.  Although it does mean a lot more work and understanding on my part, it also means that more students are going to have great experiences with language!  Think what that will mean for them in the future.

In Spanish 2 we are studying the comprehension based reader, Robo en la noche by Kristy Placido available at Fluency Matters.  Because at level 2 they are still flirting with the Novice High/Intermediate Low boundary, I know that they need my help as they read.  Cognates are not always cognates to them.  Past tense verbs with irregularities trip them up… basically, they need a guide as they learn to read independently.  That’s me.  In this class, we read sections of the chapter in table teams and sections as a large group.  When it is a really easy section, they read alone and summarize for me.  It is so helpful in building their confidence.  I follow up the read every day not with basic comprehension questions (low level on Bloom’s) but rather with activities that challenge them to think!  For example, mapping the events or a table talk:

These post reading activities (which I use at all levels are available here).

In level 3, we are reading the same novel but are reading “reading club” style.  For more on my reading club groups, check out this free download.

They have self-selected their need for help/independence and I have grouped them with others who had similar answers.  We have our reading time daily and they follow up by doing the post-reading activities as a table.  I love hearing their discussion about the key points in the story and I LOVE that they are digging back into the text again!  Plus I am teaching my own story Vector (available from Fluency Matters) for the first time! It has been so much fun because (and I know you’re not supposed to have favorite children) this reader and its TG materials were my favorites to create!

It is fun to watch the groups interact as they read and it lets those faster processors feel like they have some independence.  Like I recognize that they don’t need me! It also lets me have fun with the kids who really DO need me.

In level 4, they are well trained. They have read MANY comprehension based readers both in FVR and in class. They get to do their last book study in interest groups.  I prepare a “book tasting” sheet with the blurbs from the backs of the choices I’m giving them (there are so many good novels that I have a lot that I can’t fit in) and the anticipated difficulty level.  They rate them 1-4.  I try to group them with their 1st or 2nd choice.  This year’s groups are reading Piratas del Caribe y el Triángulo de Bermudas, Santana, and Guerra Sucia.

Guerra Sucia is definitely the most complex story and it drew 4 very serious young ladies.  They have worked VERY independently of each other, only grouping to clarify or share an idea or a question.  They are taking away tons of cultural information.  In week one, every group did this “novel study sheet” every day to keep track of new characters and places as they were introduced.

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But this week they are doing the same follow-up activities as the 2s and 3s.

The Santana group are really loving the biography.  It is a fairly easy read for them and it is very easy for them to identify characteristics of Carlos and his life.  They work together to come up with the ideas and language to express themselves.

The Piratas group is hilarious.  They actually disturb the other groups often with their laughter.  The story is very easy but they have the two who still linger in the novice high/intermediate low zone and I have LOVED watching them guide these readers in how they say things.  They’ve taken the initiative to keep the group working together and to leave no one behind.  Although the text is easy, this is not reflected in their answers to the follow-ups.  They are challenging themselves to use good language and great detail just like the other groups!

There are TONS of great reading ideas on CIPeek.com if you’re looking to incorporate more readers but as you think about the end of the year, maybe a differentiated book study is just what you need!

Finish the year strong!

I don’t know about you, but I am down to 5 weeks of class remaining.  It is easy to wish the year away and then get to these last five weeks and think about how much there is left to do!!!

Wherever you are in your curriculum, I encourage you to incorporate a “passion based” unit in the next 5 weeks.  Take a break from the stress of  “covering” or the worry of planning and creating and just add in something new, engaging, and cultural!

Suggestion 1: Try a reader.  Whether you read as a class, use my free reading club pack, or read FVR style, a reader is an engaging way to get a lot of input in at the end of the year!

Suggestion 2: Try a song of the week.  Not sure where to get started?  Some of my favorites are here: Suena el dembow, Me niego, Sofía, Paraíso, La bicicleta

Suggestion 3: Try a cultural unit!  For late level 1/2 – Educarse para superarse, for level 2/3 Comer para vivir, for 3/4 Medicina o cura, for 3/4/AP Mar de plástico or El agua es vida, for some time outdoors Biodiversidad y conservación!

Suggestion 4: Try a movie talk! For anyone: Animales Redondos  For level 1 El regalo or La abuela que baila, for level 2 El cacto y el banco or Runaway, for level 3/4/AP Atrévete or Parecidos

Suggestion 5: Try a quick cultural read!

Ecuadorian Food, Guayaquil, Galápagos, Panama Canal

Free: National Geographic Explorer Story and Map TalkAceites Esenciales

Suggestion 5: Try wrapping up a unit differently! Discussion Thursday, Yellow Brick Road Retell

No matter what you try, have a great time.  Make memories that your students will take with them for a lifetime!

Blog Posts on new things I’ve been trying the last few years:

Map Talk

FREE UNIT: Material World – a unit on world homes

Butterfly Life Cycle

Snapchat and Frida Kahlo (the reader but could be adapted to her art only)

Novel Study Different Readers