World Languages Curriculum Guide

Grades K-12

 Forward from the Superintendent

It is with pleasure that I present to you the Wachusett Regional School District World Languages Curriculum Guide. This document, a direct result of the Massachusetts Education Reform Act of 1993, is the product of years of work by many of the District staff.

Following the release of the Massachusetts World Languages Curriculum Framework in 1995, a World Languages Task Force began work on the Wachusett Regional School District World Languages Curriculum Framework, which was approved by the School Committee on January 26, 1998.

Concurrent with the development of the local framework, the World Languages Task Force began developing a Curriculum Guide to assist teachers in implementing the concepts promoted by the framework. This document is the result of their work.

The World Languages Curriculum Guide is based on the four strands identified in the national and Massachusetts standards: Communication, Connection, Participation, and Culture. Meaningful Communication is "the exchange of thoughts, messages, or information through speech, gestures, writing, behavior or a combination of these." Connection "is about looking outside the world language classroom and using the target language to connect with other disciplines." Participation includes experience with "more than one means of expressing the language...through making use of community resources." An understanding of Culture includes the "ability that grows out of an awareness of what culture is and how culture influences behavior" (Massachusetts World Languages Curriculum Framework, 1995).

Proficiency-based, the World Languages curriculum identifies four stages of language development and promotes language acquisition through the performance of language rather than knowledge about language; thus, it requires both comprehension and production, comprehension abilities tending to precede and exceed productive abilities. It also recognizes that "Language learning is not additively sequential but is recursive and paced differently at various stages of acquisition" (ASCD, 1994).

Wachusett Regional School District is grateful for the hours of effort contributed by many teachers and administrators in producing this document. It has been described best as a document that is teacher friendly, developed by teachers for teachers.

A curriculum is never finished but rather it is a living document, meant to be constantly revised and improved by those who use it. The distribution of this document initiates the review process as teachers use it and make improvements in their schools and classrooms. The World Languages Task Force will continue to meet to share and record those improvements for future editions. Teachers should send contributions to the World Languages Task Force member in their individual schools.

Again, the District thanks all of those who have contributed to this effort, which sets a standard for World Languages instruction in Wachusett Regional School District.

 Alfred D. Tutela Ph.D.

Superintendent of Schools

Curriculum Guide Topics

Greetings, Courtesy & Conversation Classroom Objects
Commands Phonetics
Numbers Days and Months
Holidays Family Members & Relations
Home, House, & Architecture Colors
Human Body, Sickness, & Health Feelings & Qualities
Food, Shopping & Cooking Sports & Leisure Activities
Apparel, Shopping & Fashion Weather & Climate
Schools & Education Communication
Occupations & Lifestyles Travel
Transportation Town & City
Accomodations Arts & Entertainment, Music & Concerts
Current Events, Government & Politics Fine Arts
Geography History
Literature  

*Note: The range of activities presented here for each of the themes should be considered as a guide; teachers are encouraged to adjust the curriculum to the individual needs of their students.

Mission Statement

The World Language Curriculum Framework of the Wachusett Regional School District supports communicative proficiency, based on the development of the four language skills of reading, writing, listening, and speaking as well as cultural awareness.

Goals

bulletThat students persue proficiency in another language so that they may achieve purposeful and meaningful communication.
bulletThat students develop an understanding of another culture that supports their positive interaction with diverse people.
bulletThat students understand the commonalities of language learning.
bulletThat students experience language learning that encourages spontaneity, risk-taking, and personal growth.
bulletThat students develop the language skills essential to understanding authentic materials such as newspapers, TV, magazines, etc.

Curriculum Preface

Grades K-12
Communicating Strand

Students will:
1. greet and respond to greetings.
2. introduce and respond to introductions.
3. ask and answer questions.
4. make and respond to requests.
5. express likes, dislikes, and feelings.
6. express needs.
7. express agreement and disagreement.
8. give and follow directions.
9. provide and obtain specific information.
10. gain new information and knowledge.
11. describe, compare, and contrast.
12. explain, interpret.
13. narrate.
14. solve problems.
15. read and discuss authentic literature.
 
Stages of Proficiency

Stage 1
Students use selected words, phrases, and expressions with no major repeated patterns of error.
Stage 2
Students use sentences, strings of sentences, and combinations of learned words, phrases, and expressions with a frequency of error proportionate to the complexity of the communicative task
 
Stage 3
Students use sentences and strings of sentences, fluid sentence-length and paragraph-length messages with a frequency of error proportionate to the complexity of the communicative task.
 
Stage 4
Students use sentences and strings of sentences, fluid sentence-length, paragraph-length, and essay-length messages with some patterns of errors which do not interfere with the meaning.
Connecting Strand

Students will:
connect with the content and skills learned in other disciplines such as Art, English Language Arts, Comprehensive Health, Mathematics, Science & Technology, and Social Studies.
Participating Strand

Students will:
1. participate in community activities.
2. identify and describe careers where knowing more than one language is useful.
Culture Strand

Students will:
1. identify cultural and linguistic characteristics.
2. compare and contrast cultural and linguistic characteristics, identifying similarities and differences.
3. react appropriately in social situations.
4. examine and analyze cultural contributions of diverse groups.

 

Go to Rubrics

Language Functions By Stage

Return to World Languages Curriculum Frameworks

Go to State Frameworks

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