MS Spanish Guide

SPANISH LEVEL 1

UNIT 2 MYSELF & OTHERS, THINGS

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE(S)

● Auténtico ● Realidades 1 - Unit 1 A&B

5-6 weeks/unit

Novice Mid

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● Who am I? How does what I do de fi ne who I am? ● How am I similar to and different from young people in the Spanish speaking world? ● How do language and music shape identity?

Paraguay/Texas ●

Expressions of cultural identity Bilingualism in Paraguay and in Texas

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LEARNING PROGRESSIONS FOR NOVICE MID PROFICIENCY LISTENING SPEAKING When students exhibit Novice Mid listening pro fi ciency in Spanish, they can understand: 1. Simple words and phrases about daily activities 2. Simple questions on familiar topics 3. Multi-step directions or instructions, especially when accompanied by gestures and repetition 4. What people say in a short conversation on familiar topics

When students exhibit Novice Mid speaking ability in Spanish, they can: 1. Greet someone in a culturally appropriate manner 2. Introduce self 3. Ask “how are you?” 4. Respond appropriately to the question “how are you?” 5. Answer simple questions to provide basic information 6. Ask simple, formulaic questions 7. Provide simple information on subject matter content When students exhibit Novice Mid writing ability in Spanish, they can: 1. Write basic personal information (name, address, phone number, birth date) 2. Brie fl y describe people or places mostly in list form 3. Respond to simple questions 4. Write simple information related to subject matter content WRITING

READING

When students exhibit Novice Mid reading ability in Spanish, they can understand: 1. Words on a list from very familiar topics 2. Very simple information on familiar topics 3. Short, simple descriptions, especially if there are pictures or other supportive visuals

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Tell and ask about likes and dislikes using the language functions and features: ● activities and expressions for saying what you like and don’t like to do ● interrogativas (quién, qué, cuándo, dónde, cómo) ● negative statements (eg. no me gusta) ● -ar verb “gustar” ● Describe yourself and others using the language functions and features: ● adjectives and vocabulary to ask about and describe someone’s personality ● de fi nite and inde fi nite articles to indicate a known item (el, la, los, las) or an item in a general way (un(a), unos(a)) ● correct word order (eg. ¿(preposition) + question word + conjugated verb + (subject) + (additional information)?) ● verb “ser” (soy, eres, es) for identity ● interrogatives ● verbs tener, hablar

https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf

SCAFFOLDING IN ACTION Skill Building

● Use a variety of visuals to de fi ne meaning of words and phrases (ie. pictures of people greeting one another, etc.). ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. *Updated 6.10.24