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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9 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?

    1. 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!

  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…?

    1. 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.

    2. 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).

  3. 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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