South Burlington School District K-12 World Languages Curriculum
Local Guidelines
for Standards-Based Curriculum
Implementation

Adopted by the Board of School Directors February 9, 2000
E:\Steve\Professional\Curriculum\WorldLang\Teacher List.doc
WORLD LANGUAGES COMMITTEE


Mary Tetreault
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District Mission Statement

The mission of the South Burlington School District, a community committed to excellence in
education, is to ensure that each student possesses the knowledge, skills, and character to create a
successful and responsible life. We will do this by building safe, caring, and challenging learning
environments, fostering family and community partnerships, utilizing global resources, and
inspiring life-long learning.

Table of Contents
Page

K-12 Philosophy ..........................................................................................................1
K-12 World Language Standards.................................................................................3
Learning Opportunities ................................................................................................9

Elementary


Assessment.................................................................................................................67
Appendix..................................................................................................................105
South Burlington School District K-12 WORLD LANGUAGES PHILOSOPHY
We believe:

1. that experience with and in a second language is intellectually beneficial to all American students.

2. that the study of a second language enables students to acquire an understanding of the nature of
language and human communications.

3. that the student’s command of English vocabulary and structure will be enriched by the study of a
second language, especially one related to English.

4. that by learning to express themselves in another language, even if only in a rudimentary fashion,
students become more appreciative and more tolerant of the communication efforts of those for whom
English is a second language.

5. that the study of a second language and its corresponding cultures makes American students more
aware of the ideas, activates, and attitudes of the non-English speaking world.


process. CULTUREGain Knowledge and Understanding of Greco-Roman Culture
2.1 Students should be able to demonstrate an understanding of the perspectives of Roman culture as
revealed in the practices of the Greeks or Romans.
2.2 Students should be able to demonstrate an understanding of the perspectives of Roman culture as
revealed in the products of the Romans. CONNECTIONSConnect with Other Disciplines and Expand Knowledge
3.1 Students should be able to reinforce and further their knowledge of other disciplines through their
study of Latin.
3.2 Students should be able to expand their knowledge through the reading of Latin and the study of
ancient culture.

COMPARISONSDevelop Insight into Own Language and Culture
4.1 Students should be able to recognize and use elements of the Latin language to increase knowledge of
their own language.
4.2 Students should be able to compare and contrast their own culture with that of the ancient Roman
world.

(in addition to textbooks) that are
appropriate for the learning goals.

Time
4. Instruction that uses time effectively and flexibly to achieve learning goals.

Safe and Healthy Environment
5. A physically and emotionally safe, educationally supportive environment in which to learn.
B. INSTRUCTION

Acquiring Knowledge and Skills
1. Learning experiences that engage students in active learning, build on prior knowledge and
experiences, and develop conceptual and procedural understanding, along with student
independence.

Variety of Instructor Roles
2. Teachers who use a variety of teaching roles (e.g., direct instruction, facilitating, modeling,
coaching, reflecting, and guiding observing), and adapt these as appropriate for different purposes
of instruction and student needs.

Multiple Student Roles
3. Opportunities to learn through a variety of roles (e.g., planner, questioner, artist, scientist,
historian), alone and with others.

Application and Reflection
4. Projects and assignments that require students to integrate and apply their learning in meaningful
contexts, and to reflect on what they have learned.


D. CONNECTIONS

Interdisciplinary Connections
1. Learning experiences that illustrate strong connections within and across the fields of knowledge.

Relevance
2. Learning experiences that have personal, community, and/or global relevance.

Family and Community Collaboration
3. An educational climate that is collaborative, in which school staff, families, health and human
services personnel, and community members work together to support all learners.
WORLD LANGUAGES LEARNING EXPECTATIONS

GRADES K-2 K-2 languages meet for 20 to 30 minutes per week. The focus is on oral language and
Cultures of the French or Spanish-speaking peoples. Choral and individual drills develop proper
pronunciation and ease with the sounds of the language. Lessons and activities stress vocabulary and
listening comprehension.

By the end of kindergarten all students should be able to:
1. use common classroom expressions.
2. identify limited classroom objects.
3. recognize and name the primary colors.
4. understand basic commands in the target language.

10.
identify farm animals and pets.
WORLD LANGUAGES LEARNING EXPECTATIONS

GRADES 3-5

Grades 3-5 meet for forty-sixty minutes per week. The emphasis is on spoken language and the
introduction of written work with vocabulary and listening continuing to be key elements. Reading
the language is introduced in fourth grade as well as the study of elementary grammar concepts. The
materials used in instruction are mostly teacher-created along with stories, songs, poetry, and audio-
visual materials.

By the end of third grade students should be able to:
1. use common classroom expressions.
2. expand their vocabulary to express likes and dislikes, feelings and favorite sports and
activities.
3. count to 100 and do simple arithmetic.
4. understand and demonstrate useful classroom phrases, request permission for various needs.
5. identify and describe self (parts of the body).
6. ask and tell time (whole hour only).
7. identify zoo animals.
8. follow simple oral and written instructions .
9. distinguish between the writing system of the target language and their native language.
10. identify parts of the world where target language is spoken.

By the end of fourth grade all students should be able to:
1. use common classroom expressions.


FRENCH 6

French 6 at the middle school is a two-semester course, which meets twenty minutes daily. This
course emphasizes seven language skills: Speaking, listening, reading, writing, culture, grammar,
and vocabulary acquisition. The primary focus is on students’ learning to understand and to speak
with native speakers of French and to read and write using basic constructions. Materials used
include the core text, teacher-generated materials, videos, audiocassettes, and computer programs.
Research on the Internet and communication with our partner school in Perigueux, France via e-mail
are additional resources.

By the end of this course all students should be able to:
1. use common classroom expressions in French.
2. greet and say farewell.
3. introduce self and others, to ask one’s name.
4. ask basic questions.
5. inquire and give information about a person’s well being.
6. use levels of formality appropriately.
7. state and inquire where a person lives.
8. state and inquire how old a person is.
9. describe a classroom and courses.
10. name, locate and ask about objects in a classroom.
11. use and understand simple classroom requests and commands, say that someone is early
or late.
12. pronounce the French alphabet correctly.
13. spell a word using the French alphabet.
14. identify words from dictation using the French alphabet.
15. count from 0 to 60.
16. spell the numbers from 0 to 60.
17. perform simple arithmetic.

44. discuss simple geographical, economical, and political data of a French-speaking country.

WORLD LANGUAGES LEARNING EXPECTATIONS

FRENCH 7

French 7 at the middle school is a two-semester course, which meets forty-two minutes every other
day. It emphasizes seven language skills: Speaking, listening, reading, writing, culture, grammar,
and vocabulary acquisition. The primary focus is on students’ learning to understand and to speak
with native speakers of French, and to read and write using basic constructions. Materials used
include the core text, teacher-generated materials, videos, audiocassettes, and computer programs.
Research on the Internet and communication with our partner school in Périgueux, France via e-mail
are additional resources.

By the end of this course all students should be able to:
1. use common classroom expressions in French.
2. say where a person is going using place names.
3. express what is going to happen using the immediate future tense.
4. state nationality of self and others.
5. give a detailed description of appearance, occupation, likes and dislikes.
6. describe favorite activities of a person using adverbs.
7. describe family members, their appearance, personality, likes and dislikes.
8. discuss ownership and possession.
9. plan a trip.
10. make travel arrangements.
11. specify travel preferences.
12. purchase a plane/train/bus ticket.

French.
5. make and inquire about plans for the weekend and vacation; sports, hobbies, travel,
culture.
6. name foods items and categories.
7. use quantities and convert American standards units to the Metric system.
8. inquire about, request and purchase food at the appropriate store or market.
9. bargain with a vendor using French monetary system.
10. plan a meal, choose recipes and ingredients.
11. discuss varying eating habits and customs including table setting.
12. discuss and inquire about food preferences.
13. make a reservation at a restaurant.
14. order food; make requests including clarification of ingredients and necessary utensils.
15. complain or praise.
16. request, discuss and pay the bill.
17. describe an item of clothing.
18. be able to convert to European size.
19. describe what a person is wearing.
20. discuss fashion.
21. shop for clothes discussing size and style with a salesperson.
22. describe physical characteristics and well being.
23. make an appointment at a doctor’s office and talk about health issues with a health
professional.
24. identify rooms and furniture in a house and say where they are located.
WORLD LANGUAGES LEARNING EXPECTATIONS

SPANISH 6



Spanish 7 is a continuation of Spanish 6. It continues to introduce the student to the language and
culture of the Spanish-speaking world. It meets for 40 minutes every other day. A high level of
student participation is achieved through the use of materials and activities designed to enable the
student to use the language correctly for communication and basic skills of listening,
comprehension, reading and writing are also stressed. Special emphasis is placed on studies of the
Hispanic culture in the United States.

By the end of this course, all students should be able to:
1. use common classroom expressions in Spanish.
2. describe people and things; identify family members.
3. shop for clothing and ask how much it costs.
4. distinguish colors and express preferences.
5. ask about and describe weather.
6. express what you and others are doing.
7. request information by asking questions.
8. say no, explain why not, and contradict.
9. ask and tell where someone is going and how they are going (car, bus, plane, etc.).
10. ask for and give an address.
11. ask and tell where something is or where people are.
12. give and understand directions.
13. conduct a simple phone conversation.
14. identify ownership.
15. describe how people are feeling.