Spanish 1 curriculum 2013-2014


Combining textbooks and TCI is a fun and exciting challenge that most teachers need to fulfill, myself included.  Second Language Acquisition research suggests that acquisition does not progress linearly, each student acquires at their own pace, and students will not be at the same stage or level of acquisition in all areas at the same time. Creating a curriculum map that allows students to engage at their (i+1) is imperative for inspiring communicative competence. Textbooks offer lists of vocabulary topics and collections of grammar notes but do not very often reflect theory and practice of building implicit linguistic knowledge systems. The materials shown here are an attempt to do so in the context of combining a textbook curriculum with just a few resources that can be used to teach using CI-based methods such as TPRS, MovieTalks or the Narrative/Paraphrase Approach, and/or Embedded reading activities.

Click here to go through a very quick glance at a Spanish 1 curriculum. It gives a visual representation to the components of this particular curriculum.

Below is a copy of the scope and sequence document that we were asked to develop in our high school PLC. These documents do not fully justify or realize all that occurs in a classroom based on Teaching with Comprehensible Input and is not mean to be exhaustive but rather a “quick look.”  What it can do is offer a starting point for teachers developing a linear sequence for teaching and learning in an endeavor that is anything but linear.

The Prezi presentation and document attempt to reflect listening/viewing opportunities of native speakers via 2 video programs, 2 level-appropriate TPRS novels, and the use of a textbook curriculum throughout the entire year.  Additionally, attention is given to the 21st Century Skills map that justifies the use of such resources.

For the most thoughtful and innovative scope and sequence documents to date, keep your eyes open to the work of Diana Noonan and others at Denver Public Schools. Denver Public Schools for many years now has had the most innovative and successful World Language programs in the nation. If the documents are ever shared publicly they will be worth reading.

Click here to access a hybrid Scope and Sequence.

Spanish 1 Scope and Sequence


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  • Michael,
    You were an answer to prayer!
    I am a Middle School Spanish teacher (6th, 7th and 8th grade) in a large private school in Georgia. My classes are 100% based on CI and TPRS (“Cuentame mas” by Carol Gaab, Brandon quiere un perro, Senor Wooly songs, Pancho Camacho, motions, skits,,,etc). My children are engaged. They are acquiring tons of language. The administration is pleased and asked me to teach next year in High School (SPANISH 1)…. Yes….REALIDADES text book! My challenge is to combine the Realidades text book and CI/TPRS. I have to create a curriculum map and scope and sequence within a month. I have been praying for wisdom and guidance…I have never used the Realidades book.
    Your email came to me at the right time…THANK YOU so much for sharing!
    Minette Johnson

    Minette Johnson 4 years ago Reply

    • Wow Minnette…what a great story. I know many find Realidades to be just okay but I enjoyed using that textbook. The “videohistorias” can be used as MovieTalks and the “Gramactiva” videos can be helpful for differentiating instruction. I am sure there are TPRSers out there that have created high frequency lists based on that text too.

      You made my Friday with your message!

      Michael Coxon 4 years ago Reply

    • Minnette, my district uses Realidades as well, and there is a TPRS supplement to Realidades that I found really helpful. Some of the stories, you have to take the structures and tweak a bit (okay, a lot) so that they are more repetitive/interesting, but it is a good place to start. I no longer rely on it as much, having moved to novels and Anne Matava scripts, but in my novice classes I still like to use the Realidades TPR readings from the very beginning of the TPRS supplement. There are 10 short stories about a boy named Felipe who has a crush on a girl named Maria, and in every story he tries to communicate his feelings, and every time he gets too nervous. The language is incredibly simple, but my students get really into it. I hope you find that helpful! And good luck!

      Erin Bas 4 years ago Reply

  • This is so helpful! Muchas gracias. :) :)

    Leah LePage 4 years ago Reply

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