What Claire says below is pure gold. It is needed right now. I find it most refreshing to see it made clear that a Scope and Sequence need not be what it was, and that it can evolve into something bigger:
The scope and sequence of a foreign or second language classroom should focus on the metacognitive and cognitive processes to acquire language, not just what words and structures are created. If you look at Common Core’s strands, you can see a movement in our country away from the content “what we’re teaching” towards the cognitive processes used for comprehension. The same is true for language learning. Self-monitoring comprehension, perceptual processing, engaging an interlocutor, elaborating from personal experiences, etc. need to be things on our Scope and Sequence, not individual words.
I think this is one area where English as a Second Language is actually ahead of foreign language. Our department doesn’t require us to delineate and follow a strict “Scope and Sequence” (of individual words or structures). My administrators know that the kid in my class who speaks Arabic is going to learn individual words and points of grammar in a different way than the kid who speaks Spanish or Chinese. This is why out of the 3 counties I have taught in, only one county purchased an “textbook” that was optional. In fact, the ESL coordinator discouraged us from using it because it was “outdated.”
Talk to your ESL coordinators and you might find a surprising ally in your fight against the antiquated and rigid Scope and Sequence as a list of grammar and vocabulary.