12 / 16
10
identify rooms in a house.
●
●
●
●
●
distinguish between true and false
statements about a story.
●
●
●
●
●
identify and count school supplies.
●
●
●
●
●
identify the days of the week in Spanish.
●
●
●
●
●
explain activities conducted on different
days of the week.
●
●
●
●
●
describe and compare animals by size and
by color.
●
●
●
●
●
describe facial features.
●
●
●
●
●
use sequence words to tell the order of
events.
●
●
●
●
●
describe how people use different means of
transportation.
●
●
●
●
●
identify and name some occupations.
●
●
●
●
●
express what profession they would like to
have in the future.
●
●
●
●
●
explain activities conducted on different
days of the week.
●
●
●
●
●
identify where people are in a house.
●
●
●
●
discuss what they are learning in school.
●
●
●
●
recognize and describe some animals from
Ecuador.
●
●
●
●
explain how they groom themselves and get
dressed.
●
●
●
●
describe how they take care of their body.
●
●
●
●
learn time words such as ayer (yesterday),
hoy (today), and mañana (tomorrow).
●
●
●
●
name some electronic devices.
●
●
●
●
describe how these electronic devices are
used.
●
●
●
●
explain how families celebrate coming-of-
age ceremonies.
●
●
●
●
learn to describe where they live.
●
●
●
locate and describe neighborhoods and
homes.
●
●
●
learn about hobbies and say whether they
enjoy them or not.
●
●
●
recognize and use antonyms.
●
●
●
Vocabulary and Comprehension, Communication, and Cultures
Students will:
A
B
C
D
E
F
learn and practice greetings and goodbyes.
●
●
●
●
●
●
identify themselves and others.
●
●
●
●
●
●
recognize the sequence of events in a story.
●
●
●
●
●
●
learn and name articles of clothing and
colors.
●
●
●
●
●
●
say what colors they like and what clothing
items they like.
●
●
●
●
●
●
recognize the main idea and details in a
story.
●
●
●
●
●
●
identify and say what schoolyard games
children play.
●
●
●
●
●
●
learn to say what they do during recess.
●
●
●
●
●
●
recognize the sequence of events in a story.
●
●
●
●
●
●
learn the Spanish words for pets and the
sounds pets make.
●
●
●
●
●
●
identify and describe pets’ body parts.
●
●
●
●
●
●
compare and contrast dogs and cats and
their body parts.
●
●
●
●
●
●
name and count parts of the face and body.
●
●
●
●
●
●
say what they like to see and hear.
●
●
●
●
●
●
identify the author’s purpose in a reading.
●
●
●
●
●
●
identify and describe various means of
transportation.
●
●
●
●
●
●
say how people travel.
●
●
●
●
●
●
identify the author’s point of view in a
reading.
●
●
●
●
●
●
explain how the Panama Canal works.
●
●
●
●
●
●
make predictions and retell events.
●
●
●
●
●
●
identify cause and effect in a reading.
●
●
●
●
●
●
say how old they will be and use courtesy
phrases at a birthday party.
●
●
●
●
●
●
talk about birthday party supplies.
●
●
●
●
●
●
make inferences in a reading.
●
●
●
●
●
●
introduce themselves to others.
●
●
●
●
●
name types of homes in Spanish.
●
●
●
●
●
Scope and Sequence K-5
Unit 1 at each student book begins as a unit zero
(assuming students enter the program with zero
knowledge of Spanish) and the remaining units are
sequential, spiraling within the grade level. Each level
of the program moves at a faster pace, allowing for the
recycling and expansion of acquired vocabulary and
skills. Also, the cultural perspective of the material
changes from level to level, so students who are in a
second or third year of FLES will be able to recycle and
master previously-learned vocabulary, while still being
exposed to new vocabulary and cultural perspectives.