This document summarizes the Chinese Curriculum Project, which developed conceptual curriculum documents for teaching Chinese in K-5 classrooms. The project was a collaboration between the National K-12 Foreign Language Resource Center and the Center for Applied Linguistics, and involved two school districts. Using a backward design framework, the project drafted proficiency-focused curriculum and materials for K-3 Chinese, provided teacher training, and collaborated with districts on implementation. Key aspects included defining learner profiles, establishing goals and essential questions, and designing thematic units with detailed performance assessments.

1. Sharing Curriculum Models: Chinese Curriculum Project K-1 Chengbin Yin, Ph.D. Chinese K-5 Curriculum Project Coordinator Center for Applied Linguistics Washington , D.C. Marcia Harmon Rosenbusch, Ph.D. Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa

17. Student Oral Proficiency Assessment (SOPA) Protocol

19. Thematic Planning Carol Ann Dahlberg • [email_address] Theme Enduring Understanding / Essential Question Standards Outcomes Final Assessment A Curriculum Development Framework for Language Learning

24. Kindergarten Themes

26. Understanding by Design in Kindergarten Thematic Units

27. Understanding by Design in Kindergarten Thematic Units

28. Understanding by Design Kindergarten Thematic Units

29. Understanding by Design in Kindergarten Thematic Units

31. 1 st Grade Themes

32. Understanding by Design in 1 st Grade Thematic Units

33. Understanding by Design in 1 st Grade Thematic Units

34. Understanding by Design in 1 st Grade Thematic Units

35. Understanding by Design in 1 st Grade Thematic Units

38. Sharing Curriculum Models: Chinese Curriculum Project K-1 Chengbin Yin, Ph.D. Chinese K-5 Curriculum Project Coordinator Center for Applied Linguistics Washington , D.C. Marcia Harmon Rosenbusch, Ph.D. Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa