To develop basic reading skills which include visual perception; sequential order, identification of alphabet letters and the sounds they represent; left to right progression; identification of rhyming words; acquisition of comprehension skills; and development of critical thinking skills. WRITING To develop basic writing skills that include following directions; preparing for standardized test formats; tracing and writing letters and numbers; left to right progression; writing own names; writing own words and sentences; illustrating sentences and stories; creating own books. BEGINNER LEVEL PERFORMANCE OUTCOME #1: Use basic language to function in school and community Proficiencies I: Give personal information and greetings Activities Use verb "to be" in present tense (am, is, are). Answer yes/no questions. Introduce pronouns (personal, possessive). Use "what, where, who, how old?" Hello/Good morning; Goodbye/Good night. Left to right progression. Top to bottom order. Writing own name. Numbers 1-10. Introduce letter names and sounds. Introduce colors and color words. Model self-introductions. Role-play. TPR strategies. Name tags. Numeral flash cards. Songs. Chants. Fingerplays. Games. Proficiencies II: Follow directions/commands Activities Respond to "stand up, sit down, raise your hand, go to, cut, write, copy, come here". Use location words (up, down, left, right, here, there). Use prepositions of place (in, on, to, from, behind, between, above, below). Demonstrative adjectives. Minimal pairs. TPR strategies. Games. Chants. Role-play. Collect or draw pictures to illustrate vocabulary. Songs. Dictations. Word cards. Proficiencies III: Ask for/give information and directions Activities Use "can/can't". Model objectives.
Proficiencies IV: Recognize appropriate clothing for Individual seasons Activities Discuss weather-related clothing. Use vocabulary to describe types of clothing. Indicate inappropriate dressing practices. Dress paper dolls. Cut out pictures and categorize according to seasons. Discuss types of clothing considered appropriate for various occasions. Bring in samples of clothing to display. Design articles of clothing for individual seasons. PERFORMANCE OUTCOME #4: Use basic vocabulary to discuss home and community Proficiencies I: Identify and describe family members and relationships Activities Use possessive nouns/pronouns. Use terms of affection. Use formal/informal language. Use "do/does" questions/answers. Use "have/has" questions/answers. Describe activities between family members. List titles of family members. Draw a family portrait. Discuss family relationships. Copy/write stories about family. Write friendly letters to family members. Create a family tree (multigenerational). Proficiencies II: Name and describe rooms, furnishings, and activities in the home Activities Use prepositions of place (next to, beside, under, behind). Use "larger than/smaller than". Use vocabulary to name furnishings. Name rooms in the house. Draw a floor plan. Describe furnishings in each room. Through cooperative learning, cut out pictures from magazines and design a room. Tell about activities performed in each room. Copy/write story about favorite room. Compare homes to types of
home in various parts of the world. Proficiencies III: Identify and describe community places, Activities, and occupations Activities Use contractions (where's, what's, they're). Use prepositions of place. Name community workers. Tell jobs of each worker. Read from/make maps. Name and describe places in the community. Name/write jobs. Draw pictures of workers. Match pictures of workers with work places. Write a shared story about the community. View a filmstrip/video about places in the community. Role-play jobs. Make a map of the school neighborhood. PERFORMANCE OUTCOME #5: Use basic language to describe daily activities Proficiencies I: Describe before and after school activities Activities Use simple past/past progressive tense. Use "what, where, when?" questions. Sentence writing/reading. Chart making. Engage in storytelling about student's activities before or after school. Chart activities before/after school. TPR comprehension game. Sequence before/after school activities. Illustrate activities. Proficiencies II: Describe school routines and calendar Activities Use contractions (it's, how's, what's). Use newspapers. Read and write vocabulary related to school/community. Discuss holidays. Review shapes. Make a graph. Make a calendar. Make a classroom map. Identify classroom furnishings. Use TPR strategies to direct commands. Role-play cafeteria activities. Illustrate appropriate behaviors in the auditorium and library. Name/label parts of the calendar. Make a monthly calendar.
Make a bulletin board of people at leisure activities; label. Conduct a show and tell presentation. Proficiencies III: Describe apparel and equipment used in leisure activities Activities Use "it's". Use plurals. Discuss cause and effect. Bring in objects or pictures of equipment. Have students identify and describe use of objects. Discuss health and safety concerns. PERFORMANCE OUTCOME #7: Use basic language to describe features in nature Proficiencies I: Identify the four seasons and weather patterns Activities Use "it's". Use "__ly" adverbs. Use "__y" adjectives. Develop graph-reading skills. Present pictures of seasons and model language. Collect pictures of landscapes and classify by seasons. Use a thermometer to chart temperature changes. Chart precipitation changes. Proficiencies II: Identify animals and their environment Activities Use "used to...". Differentiate between real and imaginary. Read stories about animals. Take a trip to a farm or a zoo. Discuss issues of animal care. Make a bulletin board of animals. Label a map to show native animal habitats. INTERMEDIATE LEVEL PERFORMANCE OUTCOME #1: Respond to personal information questions Proficiencies I: Describe and generalize about family Relationships Activities
Use "when" clauses. Use prepositions of time. Use interrogative form. Use "ago". Sequence information in paragraphs. Inferencing. Predicting. Peer interviews about family. Construct a family collage and write a descriptive paragraph. Analyze family relationships in comic strips. Infer family relationships from pictures. Proficiencies II: Relate past personal experiences Activities Use past tense forms. Use "could/couldn't". Compare/contrast. Creative writing. Sequencing. Use a time line. Write an autobiographical sketch. Write a composition about a family member. Play "20 Questions". Engage in free dialogues. PERFORMANCE OUTCOME #2: Describe and discuss allocation of personal time Proficiencies I: Establish priorities Activities Use adverbs of frequency and sequence. Use progressive tense. Use time expressions. Use "could/couldn't, can/can't, have to/had to". List and categorize daily activities. Chart activities by priority. Write a paragraph about your priorities and defend your ideas. Proficiencies II: Plan and implement a personal schedule Activities Use "going + infinitive". Use "could/couldn't". Use present and future tenses. Keep a daily log of activities for a week. Develop a personal schedule. Compare and contrast different schedules. PERFORMANCE OUTCOME #3: Determine roles and functions within the school community Proficiencies I: Compare and contrast the various roles and functions of school personnel Activities Use interrogative form. Use comparative and superlative adjectives. Use object pronouns. Role-play the jobs of school personnel. Formulate a questionnaire. Create dialogues. Discuss reasons for various
Use reflexive pronouns. Use object pronouns. Use present progressive. Use a telephone directory. Read from a take-out menu. Role-play through free dialogues: Telephone for emergencies. Order take-out food. Make appointments. Call for information. Use picture clues to develop dialogues Proficiencies II: Use appropriate expressions for a given situation Activities Use past progressive tense. Use clauses with "when," "if," "while," "since," and "because." Use adverbs and adverbial phrases. Determine cause and effect. Identify mood and emotion. Sequencing. Role-play the following situations: Giving and receiving congratulations. Giving and receiving expressions of sympathy. Offering and accepting apologies. Sportsmanship scenarios. Acceptable manner of communicating disagreement and demands. Keeps written and illustrated records of above situations and develop a group handbook. PERFORMANCE OUTCOME #2: Discuss matters contributing to school and community climate Proficiencies I: Articulate ways to improve school and community environment Activities Use clauses with "because," "so," "when," "while," and "if." Use language of persuasion. Make inferences. Identify cause and effect. Summarize. Brainstorm areas in need of improvement in school and community. Select issues in which students can bring about
practical requirements of applying for higher education (applications, interviews, and exams). PERFORMANCE OUTCOME #3: Discuss the individual's responsibilities to others Proficiencies I: Identify individual and social values Activities Use comparative language adjectives (superlatives). Make oral presentations. Summarize. Write letters. Discuss materials reflecting culture and cultural values (movies, stories, pictures). Develop a group listing of important values. Give an oral presentation on a living person who exemplifies one or more of the values on the list. Write a letter to one person who has been discussed in oral presentations. Proficiencies II: Compare individual and social values across cultures Activities Use comparative language. Use antonyms. Compare and contrast. Recite stories. Research various cultures. Research the culture of a foreign country and make a collage. Share personal stories of life in native cultures. Compare and contrast cultural variations. PERFORMANCE OUTCOME #4: Expand knowledge of community resources Proficiencies I: Obtain information on community resources Activities Outline. Use verb and object + infinitive. Use a telephone directory. Interview school personnel. Determine areas of need and interest among students. Invite school personnel to share information about available resources. Assign students to contact community organizations