Introduction to the World Language Elementary School Pacing Guide at-a-Glance, K-5

Research-Based & Prince William County Schools Program Model

The Prince William County 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

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 twelve 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 State 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