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!

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!

37 thoughts on “Scope and Sequence for Levels 1-4

  1. Thank you so much for sharing. It is great to see how teachers put their curriculum together. I was just thinking of what I needed to do next year. After several years of storytelling I was ready to move on to include units that included more culture and geography. These are a great addition to what we are doing. I noticed that you have many units. Do you get through all of these in one year?

    • Yes! These are our units at each level. Story units usually last a week, reader units last 3 or more depending on the level! Cultural units are anywhere from a week to a month!

      • Any chance you could provide an example calendar week by week of what you do/have done? Particularly 1 & 2!

      • In level one we basically follow the Somos plans! Sometimes we cut things or add our own little twists but we do the basic curriculum for that level! In level 2 most units are a full week and we just follow the plans day by day! Readers we do 3 days of read/follow up activity, one day of discussion or related activity from TG, and one day of the show we are watching!

  2. Thank you SO MUCH for sharing these!!

    Would you please share your framework for how you work in FVR and also freewrites if you do them separate from what ocurs in these units? Also- I would really like to know what kind of paper organization you have your students maintain for your classes if at all. Binders, composition books, ongoing dictionaries…?

    • Hi! We do FVR about 5-10 minutes twice per week unless we are reading a class reader. We do story retells either orally or in writing at the end of every unit and sometimes as an exit ticket, we have them write a parallel story. I dropped binder grades years ago but I am very fortunate to be 1:1 now so they always have their documents in their eBackpack.

    • I have also done writing portfolios at different times in my career. They are fun to look at when they are seniors. 🙂 I’m not using them with my current groups but have always liked having the folders (but hated having to organize them).

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  4. Thank you so much for this!! I am jumping into CI next year and am really trying to figure out what might work for us at the middle school level. Do you have any idea as to if you think a 7th grade beginning course would go through as much material in one year? Right now in our textbook-driven curriculum we only do half of ‘Spanish 1’ compared to the high school, but I have no idea what kind of timeline will work as we do the switch. I suppose time will tell, but just curious if you have any thoughts on that. Thanks!

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  7. Gracias, Gracias, y muchisimas gracias! I have been using the SOMOS curriculum and Martina is phenomenal. However, I needed help with Spanish 3 and just this week, I learned that this year I will be adding Spanish 4! Your Scope and Sequence for each level is invaluable.
    I have one question related to Spanish 4 Units 2, 3, 9, 13, and 14: are these units that you are preparing and will be available on your TeacherspayTeachers store, and if so, when?

    Again, thank you for sharing your work so generously! I am constantly humbled and thankful for my fellow teachers and their willingness to share what they know, what they do, and where they are headed on their teaching/learning journey.

    • Those are units that I hope to get ready this year!! Sometimes time gets the better of me and I end up getting less done than I want to! My hope is to polish all 4 and post this school year! Two on my blog and 2 on TPT! If I had a clone more would get done!!!

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  10. Hi Carrie!
    Thank you for sharing your work with us! I can’t seem to wrap my head around how you do so much in a year. How often do you meet with your students, and for how long is the period? Is it a semester or year long class?

    • The vast majority of my units are only 1 week long! In a 9 week grading period I usually have 3 weeks for a reader and then 4-6 smaller units! My units vary a lot from year to year because as new ideas occur to me, i rotate them in and out with older pieces of my curriculum! There are always new readers coming out that i love so those always stay in rotation too!

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  13. Thank you for this scope and sequence! I teach levels 2-5 and am new to CI. My question is how do you teach the subjunctive, conditional, perfects, etc in context? Do you have any suggestions as they need to produce these on the AP exam (level 5 is AP). Any advice is appreciated! Thank you so much!

    • I teach them as structures! I have a movie talk I try to ask them what they “would” do in certain situations. I provide them lots of subjunctive power phrases like “mis padres quieren que vaya…” We don’t do AP but our scores on AAPPL have been outstanding. Those tests are no longer grammar based, it is about being able to express themselves well! And if they have a great control of present/past/future with some of those “super-structures” sprinkled in, they are right where they should be! In IL our college seniors have to score Advanced Low on OPI to be certified by public universities. If you look at ACTFLs descriptors, Advanced Lows are comfortable and confident with present/past/future. It really helped me stop stressing so much about the TONS of grammar I had done when I taught from the text! Now I am much more focused on creativity and expression!

      • Thank you! I think I need to have a mindset shift of not needing to teach all the advanced structures that I barely even use even at the top level. It’s almost as though my expectations for output have been to high. Thank you again for your resources and ideas! Everyone has been so helpful in jumping in to CI! I’m next door in Indiana:)

  14. Hello! I will be teaching MS & HS French 1-5 at an all male school this fall, after teaching elementary Spanish for several years. (yikes!) Your units look fabulous! I would like to use your units and translate them into French for my classes, substituting songs etc. Which of your units do you feel would work best for students of French?
    Merci d’avance !

    • I have Mer de plastique in French already and am working on bringing Water is Life and Orangutan in my Bedroom too! I honestly think the SDGs are a universal issue. The hope is that every nation in the world will get onboard with sustainable development! Most of my units are designed to address those Sustainable Development Goals!! Homes of the World is great for every language (and is free!), I am a big fan of travel and think the “Travel With Me” unit would be good for any language! I really can’t pick. LOL I enjoy using all of them with my classes!!! Email me and lets talk about how we can get more of them in French!

      • Thank you for your response! I will contact you and/or find you at iFLT19 😀

  15. Thank you for sharing your scope and sequence. This is the most thorough that I’ve ever seen! I’m curious if you were usually able to get through everything with your 1’s . It seems like a ton of material to cover!

    • Thank you! We do get through that BUT we do not do every page of Somos. We do each unit in 5 days! Even when they are designed to take a little longer! For example, the first day’s stuff (including the vocab dictionary) isn’t the right fit for us so we skip that day in most cases. We begin with the story telling, usually do readings and follow up games, and then on Friday do some kind of little assessment.

  16. Thank you so much for sharing your scope and sequence. I appreciate all of your hard work and your willingness to collaborate!😊👍

  17. Hi Carrie! Thanks again for sharing this! What do you do for semester final exams, assuming you have to give those😉??

  18. I had NO IDEA how to do Spanish 3! I started with the Biodiversity and it was too much. I didn’t realize you had this whole thing in your scope and sequence. I will be purchasing and downloading EVERYTHING. This is exactly what I was looking for! I’m also going to learn a lot about these topics with the students. Now I’m actually feeling excited. Like I have an organized plan to show parents tonight at BTSN. 🙂

      • I bought one of your bundles, does it include (almost) everything on your syllabus? I want to follow your syllabus very closely, it’s the best level 3 curriculum I’ve ever seen. I did the authentic listening out of order with my students, but now that I figured it out, I think we’re going to do great. Very level 3 topics too! I can’t express how appreciative I am to you. s6500rs1@yahoo.com

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