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Elementary School Programs and Pacing Guides

PWCS Elementary School World Language Programs

PWCS currently has two types of elementary school specialty programs where students start the early study of French or Spanish with a similar curriculum and instruction divisionwide.

The two types of schools are:

World Language Specialty Program Schools

Schools Offering Spanish Instruction

  • Enterprise Elementary School
  • River Oaks Elementary School
  • Tyler Elementary School

Schools Offering French Instruction

  • Lake Ridge Elementary School
  • Signal Hill Elementary School

International Baccalaureate Primary Years Programme Schools

Schools Offering Spanish Instruction

  • Antietam Elementary School
  • Buckland Mills Elementary School
  • Ellis Elementary School
  • Mullen Elementary School
  • Rosa Parks Elementary School

PWCS also offers a Dual Language immersion Program at four elementary schools.

Which students participate?

Each language program serves all students attending their schools. There is an opportunity for students who do not reside within the boundaries of these schools to transfer into these specialty program schools in kindergarten and/or first grade as capacity allows. For more information on the process for applying to one of these programs, visit the Elementary Specialty Programs webpage.

Curriculum and Instructional Model

  • All elementary schools follow a similar instructional model, pacing guides, and curriculum, with some minor variations depending on the frequency of instruction weekly.
  • The main goal is to develop some basic communication skills and cultural knowledge of the "target" or language of study, with some integration and reinforcement of core content objectives as time allows.
  • Students learn basic skills mostly in listening and speaking, but also, as they are able to, reading and writing. Topics include: everyday phrases, simple questions and responses, vocabulary based on themes about themselves, their family, friends, home, neighborhood, and school.

World Language Elementary School Pacing Guides

Kindergarten

Marking Period 1

Unit 1: My Personal Identity

I can…

  • Communicate using basic expressions in the target language.
    • Greet and say goodbye appropriately in the target language.
    • Use greetings based on the time of day.
    • Understand and respond to basic greetings and farewells.
    • Ask and answer questions about well-being. For example:
      • “How are you?”
      • “Are you okay?”
      • “How are you feeling today?”
    • Express how I feel. (e.g., sad, happy, tired)
  • Introduce myself in the target language
  • Understand when someone asks for my name.
  • Ask and answer, “What’s your name?”
Develop foundational language skills.
  • Identify the letters of the alphabet (Vowels).
  • Recognize the letters in my name.
Use numbers to expand my vocabulary.
  • Count from 0 to 10.
  • Tell my age.
Understand basic calendar concepts.
  • Understand that there are 7 days in a week
  • Understand that there are 12 months in a year
Use vocabulary in context to talk about myself.
  • Identify parts of my face.
  • Label and color the parts of my face.
Foster cultural awareness.
  • Gain a deeper understanding of the meaning and history of cultural celebrations (such as Hispanic Heritage Month).

Marking Period 2

Unit 2: My Life at School

I can…

Use simple expressions to communicate effectively in the target language.
  • Greet and say goodbye appropriately.
  • Use greetings that match the time of day (e.g., “Good morning,” “Good evening”).
  • Understand common greetings and farewells.
  • Ask and answer basic questions about well-being, such as:
    • “How are you?”
    • “Are you okay?”
    • “How are you feeling today?”
  • Express how I feel using basic vocabulary (e.g., sad, happy, tired). (Includes reviewing previously learned expressions and introducing new vocabulary.)
Use vocabulary and expressions in school-related contexts.
  • Name the days of the week.
  • Understand and follow basic classroom commands.
  • Identify common school supplies.
  • Name different parts of the school in the target language.
Use basic vocabulary to talk about various topics. I can:
  • Recognize and use colors appropriately.
  • Identify and describe the weather and seasons.
Develop cultural awareness.
  • Name holidays celebrated at school.
  • Share what I do during Winter Break with my friends.

Marking Period 3

Unit 3: My Family

I can…

Use simple expressions to communicate effectively in the target language.
  • Practice using both formal and informal ways to say hello and goodbye.
  • Use greetings that match the time of day (e.g., “Good morning,” “Good evening”).
  • Understand common greetings and farewells.
  • Ask and answer basic questions about well-being, such as:
    • “How are you?”
    • “Are you okay?”
    • “How are you feeling today?”
  • Express how I feel using basic vocabulary (e.g., sad, happy, tired). (Includes reviewing previously learned expressions and introducing new vocabulary.)
Talk about my family in the target language.
  • Identify family members using the correct vocabulary.
  • List the members of my household.
  • Recall and use vocabulary related to family members.
  • Label the members of my family in writing or on a diagram.
  • Trace and practice writing words related to family members.

Marking Period 4

Unit 4: My community

I can…

Use simple expressions to communicate effectively in the target language.
  • Greet and say goodbye appropriately.
  • Use greetings that match the time of day (e.g., “Good morning,” “Good evening”).
  • Understand common greetings and farewells.
  • Ask and answer basic questions about well-being, such as:
    • “How are you?”
    • “Are you okay?”
    • “How are you feeling today?”
  • Express how I feel using basic vocabulary (e.g., sad, happy, tired). (Includes reviewing previously learned expressions and introducing new vocabulary.)
Identify community helpers in the target language.
  • Recognize and name community helpers (e.g., police officers, teachers, doctors, nurses, firefighters)
  • Label community helpers using appropriate vocabulary.
  • Match community helpers with their corresponding images.
Use basic vocabulary to identify animals and fruits.
  • Recognize common farm animals.
  • Identify and name different fruits.

First Grade

By the end of each marking period, students can perform the following functions.

Marking Period 1

Unit 1: My Personal Identity

I can…

Communicate using basic expressions in the target language.
  • Greet and say goodbye appropriately in the target language.
    • Use greetings based on the time of day.
    • Understand and respond to basic greetings and farewells.
    • Ask and answer questions about well-being. For example:
      • “How are you?”
      • “Are you okay?”
      • “How are you feeling today?”
    • Express how I feel. (e.g., sad, happy, tired)
Develop foundational skills in the target language.
  • Identify the letters of the alphabet (Vowels and consonants).
  • Spell my name and basic words.
Use number sense to expand my vocabulary in the target language.
  • Count from 0 to 20.
  • Compare numbers between 0 and 20.
  • Apply math concepts using numbers from 0 to 20 (e.g., quantities).
Use vocabulary in context to talk about myself.
  • Review and identify parts of the face.
  • Label parts of the body (e.g., head, shoulders, knees, feet, arms, and legs).
  • Point to the body part I hear.
  • Read and recognize the corresponding body part.
Foster cultural awareness.
  • Gain a deeper understanding of the meaning and history of cultural celebrations (such as Hispanic Heritage Month).

Marking Period 2

Unit 2: My Life At School

I can…

Use simple expressions to communicate effectively in the target language.
  • Greet and say goodbye appropriately.
  • Use greetings that match the time of day (e.g., “Good morning,” “Good evening”).
  • Understand common greetings and farewells. (Review previous expressions, introduce new expressions and vocabulary)
  • Ask and answer basic questions about well-being, such as:
    • “How are you?”
    • “Are you okay?”
    • “How are you feeling today?”
  • Express how I feel using basic vocabulary (e.g., sad, happy, tired). (Includes reviewing previously learned expressions and introducing new vocabulary.)
Use vocabulary and expressions in school-related contexts.
  • Name the days of the week.
  • Understand and follow basic classroom commands.
  • Identify common school supplies.
  • Name different parts of the school in the target language.
Use basic vocabulary to talk about various topics.
  • Recognize and use colors appropriately.
  • Identify and describe the weather and seasons.
Develop cultural awareness.
  • Name holidays celebrated at school.
  • Share what I do during Winter Break with my friends.

Marking Period 3

Unit 3: My Family

I can…

Use simple expressions to communicate effectively in the target language.
  • Greet and say goodbye appropriately.
  • Use greetings that match the time of day (e.g., “Good morning,” “Good evening”).
  • Understand common greetings and farewells.
  • Ask and answer basic questions about well-being, such as:
    • “How are you?”
    • “Are you okay?”
    • “How are you feeling today?”
  • Express how I feel using basic vocabulary (e.g., sad, happy, tired). (Includes reviewing previously learned expressions and introducing new vocabulary.)
Talk about my family in the target language.
  • Recall and use vocabulary related to family members.
  • Identify additional family members beyond the immediate family.
  • Recognize and name different types of pets.
  • Ask and answer questions such as “Who is...?” when referring to siblings, pets, or other family members.
  • Copy and practice writing vocabulary words related to family members.
  • Understand and appreciate that families can look different and are not all the same.

Marking Period 4

Unit 4: My Community

I can…

Distinguish community helpers in the target language.
  • Recall and expand vocabulary related to community helpers (e.g., police officers, teachers, doctors, nurses, firefighters)
  • Identify where community helpers work.
  • Understand and name places in the community where helpers can be found (e.g., school, police station, fire station, hospital)
  • Ask and answer questions such as “Where is...?”
  • Locate community places on a map by following basic directional commands (e.g., left to the school, right to the hospital)
Use basic vocabulary to identify animals and fruits.
  • Review and name common farm animals.
  • Identify wild animals.
  • Recognize and name various fruits and vegetables.
Understand what a life cycle is.
  • Recognize and label the stages of a life cycle using a word bank.

Second Grade

By the end of each marking period, students can perform the following functions.

Marking Period 1

Unit 1: My Personal Identity

I can…

Use basic expressions to communicate in the target language.
  • Ask and answer questions about well-being, such as:
  • How are you?
  • Are you okay?
  • How are you feeling today?
  • Express how I feel using vocabulary like sad, happy, tired, sick, upset, etc.
Develop foundational skills in the target language.
  • Recall the names and sounds of letters in the alphabet to spell and write words.
Use number sense to expand my vocabulary.
  • Count from 0 to 40 (forwards and backwards).
  • Add and subtract quantities within the range of 0–40.
Use vocabulary in context to talk about myself.
  • Review and identify parts of the face and body in the target language.
  • Learn additional body parts such as toes, fingers, back, stomach, neck, etc.
  • Illustrate and label these body parts.
  • Point to body parts when I hear them named.
  • Read and spell the names of body parts using activities like choral reading, word charts, and picture matching.
Foster cultural awareness.
  • Gain a deeper understanding of the meaning and history of cultural celebrations (such as Hispanic Heritage Month).

Marking Period 2

Unit 2: My Life At School

I can…

Use vocabulary and expressions related to school settings.
  • Ask and answer questions like “Do you have...?” when talking about school supplies in the target language.
  • Discuss where to go in different situations. For example:
    • “I need a book” → Go to the library.
    • “I feel sick” → Go to the nurse.
Use basic vocabulary and expressions to communicate effectively.
  • Review and use the days of the week and months of the year.
  • Say what month it is (review and expand vocabulary).
  • Understand and follow commands using prepositions (e.g., up, down, left, right, above, under).
  • Review and expand my knowledge of colors.
Talk about the seasons and related vocabulary.
  • Review the four seasons.
  • Compare the seasons based on clothing, weather, activities, and animals.
  • Describe the weather in the target language.
  • Identify and label clothing appropriate for different weather conditions.
Develop cultural awareness.
  • List holidays celebrated at school.
  • Explain to my friends what I do during Winter Break.

Marking Period 3

Unit 3: My Family And Friends

I can…

Analyze my own family structure and compare it to others using the target language.
  • Recall and use vocabulary related to family members.
  • Ask and answer “Who is...?” questions using picture clues (e.g., siblings, pets, extended family members).
  • Identify additional family members beyond the immediate family.
  • List the number of people in my household.
  • Identify and name different types of pets.
  • Read and write vocabulary words related to family members and pets.
  • Recognize family members and pets using a word bank.
  • Understand that not all families are the same.
  • Demonstrate cultural competence by learning about, respecting, and accepting different family structures and cultures.

Marking Period 4

Unit 4: My Community

I can…

Explain what makes up my community.
  • Review and identify places in the community where helpers can be found.
  • Describe my community by naming the places located there.
  • Create a map of my community, including surrounding places such as stores, churches, restaurants, and more.
Use vocabulary and expressions related to geography in the target language.
  • Locate countries in North America.
  • Identify the two oceans that border North America.
  • Explain that different countries produce different goods, such as fruits and vegetables.
  • Ask and answer questions like “Where are you and your family from?”

Third Grade

By the end of each marking period, students can perform the following functions.

Marking Period 1

Unit 1: My Personal Identity

I can…

Use common expressions to communicate effectively in the target language.
  • Recall basic expressions in the target language.
  • Explain how I feel and describe how others feel.
  • Interpret how people feel based on their body language.
Use number sense to build vocabulary in the target language.
  • Count from 0 to 60, both forward and backward.
  • Add and subtract numbers within the range of 0 to 60.
  • Count by 5s and 10s up to 60.
Describe people using contextual vocabulary.
  • Compare people based on physical appearance (e.g., “The dad has brown hair, but the baby has blue eyes”).
  • Label images with the correct hair and eye colors.
  • Describe people based on their height.
  • Infer who someone is based on their physical description.
  • Elaborate on physical descriptions to provide more detail.
  • Foster cultural awareness.
  • Gain a deeper understanding of the meaning and history of cultural celebrations (such as Hispanic Heritage Month).

Marking Period 2

Unit 2: My Life At School

I can…

Use vocabulary and expressions related to time in both school and real-world contexts.
  • Recognize the parts of a clock in the target language.
  • Tell time to the hour and half hour using the target language.
  • Understand that some places change their clocks for daylight saving time.
Use the target language to talk about school and related subjects.
  • Discuss what a class schedule is and describe what it looks like.
  • Name different classes in a schedule (e.g., Math, Science, Language Arts, Social Studies).
  • Indicate where things are located using basic directions and prepositional phrases.
  • Use the school map to find where each class happens, like the library, front office, and gym.
  • Identify the time each class occurs in my schedule.
  • Complete a class schedule using a word bank that includes time, location, and subject.
  • Express which class I like the most and which one I like the least.
Develop cultural awareness.
  • List holidays celebrated at school.
  • Explain to my friends what I do during Winter Break.

Marking Period 3

Unit 3: My Family And Friends

I can…

Analyze my family structure and compare it with other families in the target language.
  • Identify and describe the members of my immediate and extended family.
  • Ask and answer questions such as, “How many members are in your family?”
  • Name the individuals in my household and extended family.
  • Create and interpret a family tree.
  • Understand and explain relationships between family members (e.g., my father’s brother is my uncle)
  • Compare my family tree with those of other students.
  • Discuss my family’s cultural background and traditions.

Marking Period 4

Unit 4: My Community

I can…

Use vocabulary in the target language to understand what makes up the world.
  • Review the components of a community, including places, public service workers, pets, and goods.
  • Explain why certain animals are not considered pets in my community (e.g., wild animals)
  • Talk about my favorite wild animals from different habitats such as the Arctic, desert, rainforest, ocean, and forest.
  • Categorize animals based on their natural habitats.
  • Label the continents and oceans on a world map.
  • Locate animals and their habitats on a world map.

Fourth Grade

By the end of each marking period, students can perform the following functions.

Marking Period 1

Unit 1: My Personal Identity

I can…

Use basic expressions to communicate in the target language.
  • Recall basic expressions in the target language.
  • Express how I feel and describe how others feel (expand emotional vocabulary).
  • Interpret how people feel based on their body language (expand descriptive vocabulary).
Use number sense to expand my vocabulary in the target language.
  • Count from 0 to 100, both forward and backward.
  • Add and subtract quantities within the range of 0–100.
  • Count by 5s and 10s up to 100.
Use vocabulary in context to talk about myself and others.
  • Review and use vocabulary to describe physical appearances.
  • Identify and name personality traits in others.
  • Describe my own personality traits.
  • Recognize that people have different physical and personality traits.
  • Compare physical and personality traits among individuals.
  • Describe my own physical appearance and personality.
  • Create a visual representation based on a description I read or hear about physical appearance or emotions.
  • Illustrate a physical description based on what I read or hear.
Foster cultural awareness.
  • Gain a deeper understanding of the meaning and history of cultural celebrations (such as Hispanic Heritage Month).

Marking Period 2

Unit 2: My Life At School

I can…

Use vocabulary and expressions related to time in both school and global contexts.
  • Tell time to the hour, half hour, and by the minute using the target language.
  • Compare time in different parts of the world (e.g., Argentina vs. Spain, Paris vs. the United States).
Use the target language to talk about school and navigate the school environment.
  • Locate places in the school using a map (reviewing relevant vocabulary).
  • Review and use basic directions and prepositional phrases.
  • Learn and apply new directions and prepositional phrases as needed.
  • Follow directions to reach different places in the school.
  • Explain to a friend how to get from one place to another using directions and prepositions (e.g., “Turn right,” “in front of,” “next to”).
Develop cultural awareness.
  • Talk about different holidays celebrated at school and around the world.
  • Compare and share with my friends what I do during Winter Break.

Marking Period 3

Unit 3: My Family And Friends

I can…

Describe my relatives and friends in the target language.
  • Identify and use a variety of adjectives to describe people (e.g., colors, emotions, shapes, and forms)
  • Classify family members, friends, and pets based on descriptive characteristics.
  • Describe family members using appropriate adjectives in the target language.
  • Describe my friends by highlighting their physical features and personality traits.
  • Compare and contrast family members and friends.
  • Recall and use vocabulary related to clothing.
  • Explain why my family and friends wear different types of clothing (considering weather, geography, culture, etc.)
  • Create a poster that describes a friend, including their physical and personality traits, as well as their clothing choices.

Marking Period 4

Unit 4: My Community

I can…

Use vocabulary about food to understand personal preferences and cultural differences.
  • Review and use vocabulary related to food.
  • Sort foods into categories using a word bank (e.g., fruits, vegetables, proteins, desserts)
  • Ask and answer either/or questions to express likes, dislikes, and preferences.
  • Explain why I like or dislike certain foods.
  • Compare different types of foods based on taste, ingredients, or cultural origin.
  • Explore and compare restaurant menus.
  • Look at menus from different types of restaurants, like those from Spain, Central America, South America, and the Caribbean, and discover the kinds of foods they serve.
  • Create a restaurant menu in the target language. (Include traditional and culturally important foods, like dishes you might find at a food truck or a local restaurant.

Fifth Grade

By the end of each marking period, students can perform the following functions.

Marking Period 1

Unit 1: My Personal Identity

I can…

Use basic expressions to communicate in the target language.
  • Recall basic expressions in the target language.
  • Ask and answer personal questions (e.g., hobbies, sports, food, favorite class, etc.)
Use number sense to expand my vocabulary in the target language.
  • Count by hundredths, thousandths, and millions.
  • Add, subtract, and multiply numbers up to 100.
  • Say the number I see.
  • Identify the number I hear.
Use vocabulary in context to talk about myself and others.
  • Recall vocabulary related to parts of the body.
  • Describe how I feel (e.g., aches and pains)
  • Create a story about how I feel and why. Example: Imagine you are at the doctor’s office. Include demographic information such as your name, age, and address, and explain why you are there.
Foster cultural awareness.
  • Gain a deeper understanding of the meaning and history of cultural celebrations (such as Hispanic Heritage Month).

Marking Period 2

Unit 2: My Life At School

I can…

Use vocabulary and expressions related to time in both school and global contexts.
  • Review how to tell time to the hour and half hour in the target language.
  • Compare time in different parts of the world (e.g., Argentina vs. Spain, Paris vs. the United States).
Use the target language to talk about school and navigate the school environment.
  • Locate places in the school using a map (reviewing relevant vocabulary).
  • Review and use basic directions and prepositional phrases.
  • Learn and apply new directions and prepositional phrases as needed.
  • Follow directions to reach different places in the school.
  • Explain to a friend how to get from one place to another using directions and prepositions (e.g., “Turn right,” “in front of,” “next to”).
Develop cultural awareness.
  • Talk about different holidays celebrated at school and around the world.
  • Compare and share with my friends what I do during Winter Break.

Marking Period 3

Unit 3: My Family And Friends

I can…

Apply vocabulary and expressions to talk about my family and friends in the target language.
  • Recall and use descriptive words to talk about family and friends.
  • Describe my family members, including both physical appearance and personality traits.
  • Describe someone in the classroom using appropriate vocabulary.
  • Identify classmates based on verbal or written descriptions.
  • Write an acrostic poem about a family member or friend.
  • Create a poster about my favorite person (whether a family member, friend, or celebrity), highlighting their traits and interests.

Marking Period 4

Unit 4: My Community

I can…

Use vocabulary and expressions about food to understand personal preferences and cultural differences.
  • Research different types of restaurants in my community.
  • Read and interpret authentic menus in the target language.
  • Ask for and order food appropriately in a restaurant setting.
  • Understand food-related vocabulary and expressions in conversations.
  • Write a dialogue that takes place in a restaurant.
  • Perform or act out a restaurant dialogue using appropriate expressions and cultural norms.