Introduction to the World Language Elementary School Pacing Guide at-a-Glance, K-5
Research-Based & Prince William County Public Schools Program Model
The Prince William County Public Schools (PWCS) elementary instructional program model is based on one of the three models most recognized in the profession: a content related, FLES model; the other two models are exploratory and immersion, partial, one way or dual immersion.
In this FLES program model, students learn some basic skills mostly in listening and speaking but also as they are able to, to read and write. These skills focus on: every day phrases, simple question and responses, vocabulary based on themes about themselves, their family, friends, home, neighborhood, and school, and, as is possible, integrating concepts related to math, science, social studies, art, and music of the grade-level standards.
In PWCS There are Two School Types
- A Specialty Elementary School: Tyler, Mullen, Signal Hill, Enterprise, Lake Ridge, and River Oaks
- A primary years International Baccalaureate school: Antietam, Rosa Parks, Ellis, and Buckland Mills
However, the Instructional delivery is the same model in all elementary schools with a world language program. In this model, the world language, French or Spanish, is taught within the specials (art, music, library, PE) time or as a separate class in a rotation of once every week to once every 12 days for about a 45-minute period each class time. This frequency averages about 25 hours of total instructional time in a calendar year.
Pacing Guide at-a-Glance for Elementary Kindergarten
By the end of each marking period, students can perform the following functions.
Marking Period 1
Unit 1: My Personal Identity
Functions/Objectives: I can...
Interpersonal Communication
- say hello and goodbye to my teacher and friends
- ask and answer "how are you?"
Presentational Speaking
- Count from 0 to 10
- Greet according to the time of day
- Say if I am happy or sad
- Answer "what's your name?"
Presentational Writing
- Label the parts of the face
Interpretive Listening
- Understand basic greetings and farewells
- Understand when someone ask for my name
Interpretive Reading
N/A Not developmentally appropriate
Marking Period 2
Unit 2: My Life at School
Functions/Objectives: I can...
Interpersonal Communication
- Say hello and goodbye to my teacher and friends
- Ask and answer "how are you?"
Presentational Speaking
- Say if it's hot or cold
Presentational Writing
- Copy a few basic schools supplies (pencil, crayons, paper)
Interpretive Listening
- Understand and follow basic commands
- Recognize colors, (red, blue, green, yellow)
Interpretive Reading
N/A Not developmentally appropriate
Marking Period 3
Unit 3: My Family and friends
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer "how are you?"
Presentational Speaking
- Identify my parents and myself
Presentational Writing
- Label the words for my parents and myself
Interpretive Listening
- Recognize family members, (mom, dad, me)
Interpretive Reading
N/A Not developmentally appropriate
Marking Period 4
Unit 4: My Community
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer "how are you?"
Presentational Speaking
- Identify community helpers with picture clues
Presentational Writing
- Label community helpers (police officer, teacher, doctor, nurse, fire fighter)
Interpretive Listening
- Recognize the farm animals
Interpretive Reading
- Match the community helper with the picture clue
Pacing Guide at-a-Glance for Elementary First Grade
By the end of each marking period, students can perform the following functions.
Marking Period 1
Unit 1: My Personal Identity
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer "what's your name?"
- Ask and answer "how are you?"
Presentational Speaking
- Say if I am tired or angry
- Count from 11 to 20
Presentational Writing
- Label the body (head, shoulders, knees, feet, arms, legs, hands)
Interpretive Listening
- Point to the part of the body I hear
Interpretive Reading
- Read and point to the corresponding body part (choral reading, word charts, matching pictures)
Marking Period 2
Unit 2: My Life At School
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer what the weather is like (windy, rainy, sunny, or snowy)
Presentational Speaking
- Say what day of the week it is
- Say if it is windy, rainy, sunny, or snowy
- Say the appropriate greeting for the time of day
Presentational Writing
- Copy familiar phrases related to weather (it is cold, it is hot)
- Label familiar clothing items (t-shirt, pants, shoes)
Interpretive Listening
- Understand follow basic commands (up, down, left, right, etc.)
- Recognize additional colors (white, back, brown, purple, orange, pink)
Interpretive Reading
- Label school supplies with a word bank
- Sort clothes depending on the temperature
Marking Period 3
Unit 3: My Family And Friends
Functions/Objectives: I can...
Interpersonal Communication
- Ask and respond, "who is...?" question (brother, sister, dog, cat, fish) with picture clues
Presentational Speaking
- Identify and name my siblings and pets using a picture
Presentational Writing
- Copy the family members that I am learning
Interpretive Listening
- Understand when people name the members of their family
Interpretive Reading
- Match family members using a word bank
Marking Period 4
Unit 4: My Community
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer "where is.....?"
Presentational Speaking
- Say the place in the community (school, police station, fire station, hospital)
Presentational Writing
- Label countries in North America
Interpretive Listening
- Find the place in the community on a map following basic commands (left/school, right/hospital)
Interpretive Reading
- Match the community helper with the place of work (firefighter/fire station)
- Match the stages of the life cycle using a word bank
Pacing Guide at-a-Glance for Elementary Second Grade
By the end of each marking period, students can perform the following functions.
Marking Period 1
Unit 1: My Personal Identity
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer "how are you?" in a variety of ways
Presentational Speaking
- Say how I feel (review & expand)
- Count from 21 to 31
- Say my age
Presentational Writing
- Label the body (toes, fingers, back, stomach, neck)
Interpretive Listening
- Point to the part of the body I hear
Interpretive Reading
- Read and point to the corresponding body part (choral reading, word charts, matching pictures)
Marking Period 2
Unit 2: My Life At School
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer "how are you?" in a variety of ways
Presentational Speaking
- Say how I feel (review & expand)
- Count from 21 to 31
- Say my age
Presentational Writing
- Label the body (toes, fingers, back, stomach, neck)
Interpretive Listening
- Point to the part of the body I hear
Interpretive Reading
- Label additional clothes with a word bank
- Sort additional clothes depending on the weather
Marking Period 3
Unit 3: My Family And Friends
Functions/Objectives: I can...
Interpersonal Communication
- Ask and respond, "who is...? question (grandparents, baby) with picture clues
Presentational Speaking
- Identify and name my grandparents and baby using a picture
Presentational Writing
- Write how many family members I have (I have one brother; I have two cats)
Interpretive Listening
- Understand when people name the members of their family
Interpretive Reading
- Match family members using a word bank
Marking Period 4
Unit 4: My Community
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer "do you like? using fruits and vegetables
Presentational Speaking
- Identify and name the amount and color of fruits and vegetables (there are/I see....)
Presentational Writing
- Label the two oceans that surround North America
- Label the parts of a plant
Interpretive Listening
- Identify fruits and vegetables
Interpretive Reading
- Match fruits and vegetables using a word bank
- Label the parts of a plant
Pacing Guide at-a-Glance for Elementary Third Grade
By the end of each marking period, students can perform the following functions.
Marking Period 1
Unit 1: My Personal Identity
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer "how are you?" in a variety of ways
- Ask and answer how I feel
Presentational Speaking
- Describe how others feel
- Count from 32 to 50
Presentational Writing
- Label the pictures with the appropriate hair and eye color
Interpretive Listening
- Color a picture of a family based on an oral description (the dad has brown hair, the baby has blue eyes)
Interpretive Reading
- Label the pictures with the appropriate hair and eye color
Marking Period 2
Unit 2: My Life At School
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer "when is your birthday?" (day/month)
- Ask and answer "what is the weather?"
Presentational Speaking
- Say the date
Presentational Writing
- Complete a class schedule using a word bank
Interpretive Listening
- Show the time I hear on a clock
- Select clothing depending on the weather/season described
Interpretive Reading
- Complete a class schedule using a word bank
Marking Period 3
Unit 3: My Family And Friends
Functions/Objectives: I can...
Interpersonal Communication
- Ask and respond, "who is....?" question (cousins, aunts, uncles, and stepparents) with picture clues
Presentational Speaking
- Identify and name my cousins, aunts, uncles, and stepparents using a picture
Presentational Writing
- Write how many family members I have (I have one aunt, I have two cousins)
Interpretive Listening
- Understand when people name the members of their family
Interpretive Reading
- Match family members using a word bank
Marking Period 4
Unit 4: My Community
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer "do you like?" (food)
Presentational Speaking
- Talk about my favorite animal (arctic and desert)
Presentational Writing
- Use a sentence frame to categorize animals according to their habitat (arctic and desert)
- Label the continents on a map
Interpretive Listening
- Identify the animal based on oral description
Interpretive Reading
- Sort food in different ways using a word bank
Pacing Guide at-a-Glance for Elementary Fourth Grade
By the end of each marking period, students can perform the following functions.
Marking Period 1
Unit 1: My Personal Identity
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer "where are you from?" or "where do you live"?
Presentational Speaking
- Describe how I feel (hungry, thirsty, tired, scared)
- Count from 51 to 100
- Describe my physical appearance
- Say United States in the target language
Presentational Writing
- Describe my physical appearance
Interpretive Listening
- Choose the correct picture according to the description I hear (feeling/physical)
Interpretive Reading
- Draw a picture based on the description I read about physical appearance or feelings
Marking Period 2
Unit 2: My Life At School
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer "when is your birthday?" (day/month)
- Ask and answer "what is the date?"
Presentational Speaking
- Describe the weather according to the season
- Describe what someone is wearing
Presentational Writing
- Complete a class schedule using time, subject, and location
Interpretive Listening
- Show the time I hear on a clock (to the half hour)
- Find the place in the school on a map following basic commands (left/library, right/gym)
Interpretive Reading
- Complete a class schedule using time, subject, and location
Marking Period 3
Unit 3: My Family And Friends
Functions/Objectives: I can...
Interpersonal Communication
- Ask and respond, "how many....do you have?" (family members)
Presentational Speaking
- Describe family members
Presentational Writing
- Describe family members
Interpretive Listening
- Understand descriptions of family members
Interpretive Reading
- Complete a family tree according to the passage
Marking Period 4
Unit 4: My Community
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer either/or questions about likes, dislikes, and preferences
Presentational Speaking
- Talk about my favorite animal (rainforest and forest)
Presentational Writing
- Create a menu for a target language restaurant
- Label the oceans
- Use a sentence frame to categorize animals according to their habitat (rainforest and forest)
Interpretive Listening
- Identify the animal based on oral description
Interpretive Reading
- Answer questions about an authentic target language menu
Pacing Guide at-a-Glance for Elementary Fifth Grade
By the end of each marking period, students can perform the following functions.
Marking Period 1
Unit 1: My Personal Identity
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer personal questions (review questions from previous years)
Presentational Speaking
- Describe how I feel (aches and pains)
- Say the number I see
Presentational Writing
- Describe others' physical appearance
Interpretive Listening
- Identify the number I hear
Interpretive Reading
- Sequence sentences in a story about aches and pains
Marking Period 2
Unit 2: My Life At School
Functions/Objectives: I can...
Interpersonal Communication
- Ask and answer what sports or leisure activities you like
Presentational Speaking
- Sing a traditional holiday song
Presentational Writing
- Describe my after school schedule
Interpretive Listening
- Show the time I hear on a clock (review and expand)
- Put the school worker in the school location I hear
Interpretive Reading
- Read authentic weather reports
Marking Period 3
Unit 3: My Family And Friends
Functions/Objectives: I can...
Interpersonal Communication
- Ask and respond, "what is your family like?"
Presentational Speaking
- Describe someone in the classroom
Presentational Writing
- Create a poster about my favorite person (famous, friend, family
- Write an acrostic poem
Interpretive Listening
- Identify who is being described in the classroom
Interpretive Reading
- Sequence sentences in a story about a family
Marking Period 4
Unit 4: My Community
Functions/Objectives: I can...
Interpersonal Communication
- Ask for and order of food
Presentational Speaking
- Act out a dialogue at a restaurant
Presentational Writing
- Write a dialogue at a restaurant
Interpretive Listening
- Understand food items in a conversation
Interpretive Reading
- Read authentic menus