MS Spanish Guide
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Instructional Guide 2024-2025
Middle School Spanish
What’s New and Updated in World Language
What’s New This section contains a listing of pages in the map that are new this year. Description
ACT Connections
What’s Updated This section contains a listing of pages in the page that have received substantial content updates for this year. Description
Unit Overviews with Unpacked Standards - learning progressions for each level of language pro fi ciency
World Language (WL) Resources - ACTFL Language Pro fi ciency Guidelines
Updated 6.11.24
Canyons School District
Instructional Supports Department
WORLD LANGUAGE INSTRUCTIONAL GUIDES Teacher Collaboration
CSD World Language Curriculum maps were collaboratively developed and re fi ned by World Language teacher committees using feedback from classroom teachers and the Instructional Supports Department. It is with much appreciation that we recognize the many educators that collaborated in the effort to provide these maps for the teachers and students of CSD.
. Danke. Gracias. Merci. Thank you. 谢谢 .
ありがとう .
Updated 6.11.24
Canyons School District
Instructional Supports Department
WORLD LANGUAGE OVERVIEW Canyons School District World Language Instructional Guides
Canyons School District’s World Language Instructional Guides are based on the Utah World Language Core Standards for Pro fi ciency and the Pro fi ciency Guidelines as de fi ned in the 2012 American Council on the Teaching of Foreign Languages (ACTFL) (https://www.act fl .org). The standards provide a clear description of what can be done with language at various levels (novice, intermediate, advanced) in all language domains (speaking, writing, listening, and reading) and are integrated in the areas of communication and culture. SCOPE & SEQUENCE The World Language Instructional Guides are divided into units. These are the main units to be covered during one school year and can be supplemented with district approved materials. Brighton High School follows a separate academic calendar so the scope and sequence is divided in 3 trimesters. Here is an example for a 6-unit instructional guide scope and sequence. This can be found in the year at a glance for each unit.
Sample Scope & Sequence
AHS, CCHS, JHS, HHS
BHS
Trimester 3
Semester 1
Semester 2
Trimester 1
Trimester 2
Units 1-3
Units 4-6
Units 1-3 (a)
Units 1-3 (a) or 4-6 (b)
Unit 4-6(B)
WORLD LANGUAGE CLASSES AND PROFICIENCY LEVELS Generally, the world language classes offered in CSD are aligned with the level of language pro fi ciency a student acquires over time.
Grade Level
Language & Level
Pro fi ciency Level
Chinese AP, French 4/AP, German 4/AP, Spanish 4/AP
Intermediate Mid
ASL 3, Chinese 4, French 3, German 3, Spanish 3
Intermediate Low
ASL 2, Chinese 3, French 2, German 2, Spanish 2
Novice High
High School
ASL 1, Chinese 2, French 1, German 1, Spanish 1, Japanese 2
Novice Mid
Chinese 1, Japanese 1
Novice Low
French 1A & 1B, French 1 & 2, Spanish 1A & 1B, Spanish 1 & 2
Novice Mid
Middle School
Chinese 1A & 1B
Novice Low
Pro fi ciency Level Descriptors for each Mode of Communication Interpersonal Interpretive Presentational
Updated 6.11.24
Canyons School District
Instructional Supports Department
ASSESSMENTS Students are formally assessed each year through the AAPPL and AP Exams
AAPPL TESTING
ADVANCED PLACEMENT (AP)
DATE
Every year in April
Every year in May
SAMPLE
Level 2 & 3 Chinese, French, German, Japanese & Spanish, NO ASL testing
AP World Language and Culture for Chinese, German, French & Spanish
Form A - Novice to Intermediate, Interpretive Listening & Speaking & Presentational Writing Online at each school site https://www.languagetesting.com/aappl-g uide
FORMAT
Online and/or paper-pencil at each school site https://apcentral.collegeboard.org/
Updated 6.11.24
Instructional Guide 2024-2025
Spanish 1 Middle School
YEAR AT A GLANCE Spanish Level 1
GRADE 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Suggested Pacing
2 weeks
3-4 weeks
3-4 weeks
3-4 weeks
3-4 weeks
1-2 weeks
Getting Around Town & Celebrations
My School Day & Pastimes
Food, Family, & Home
Myself & Others, Things
Review/ Testing
Preliminary Unit
Unit
● classroom procedures, commands ● navigating Canvas ● using online
● family
● school ● time ● articles ● quantity words ● subject
● favorite
● leisure
● myself/others ● things ● my school day ● pastimes ● food, family, home ● getting around town, celebrations
members
activities ● interrogatives ● regular -ar, -er
activities ● social spaces ● music & instruments ● emotions & reactions ● preterite & future tense
● food ● descriptors ● frequency & obligations ● present tense ● irregular verbs ● preferences
Essential Vocabulary & Structure
language resources
pronouns ● present tense -ar verbs
● typing
Pre: Beg of Aug
Final: End of May
Mid: End of Dec - Beg of Jan
Testing Window
WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL
PRESENTATIONAL
● Listening NM-IL 1-3
● Reading
● Listening, Speaking
● Speaking
● Writing
NM-IR 1-2
Reading, Writing NM-IC 1-7
NM-PS 1-5
NM-PW 1-4
I can copy some familiar words or phrases using the correct stroke order.
I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.
I can recognize a few characters. I can identify a few memorized words and phrases.
I can present information about myself and some other very familiar topics using single words or memorized phrases.
I can recognize a few memorized words and phrases when I hear them spoken.
INTERCULTURAL
Cultural Products & Practices N.CPP I can identify some products and practices of cultures
Cultural Perspectives N.CP
Cultural Interactions N.CIA
I can identify some basic cultural beliefs and values.
I can function at a survival level in an authentic cultural context.
SPANISH LEVEL 1
UNIT 1 INTRODUCTION
PACING
PROFICIENCY LEVEL RESOURCE(S)
KEY LANGUAGE USE(S)
● Auténtico ● Realidades 1 PE
5-6 weeks/unit
Novice-Mid
INFORM
ESSENTIAL QUESTION(S)
CULTURAL CONNECTION(S)
● Why study Spanish? ● What strategies and/or resources will help me to communicate in linguistically culturally appropriate ways? ● How do Spanish speakers greet each other, behave courteously, and request essential information?
● Spanish speaking countries ● Greetings and expressions of courtesy used in Spanish Speaking countries
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 ● Navigate Canvas and access online language resources using: ● Spanish terms and accents ● Follow classroom commands and procedures. ● Greet others with expressions using: ● common greetings (eg. hola, buenos dias, buenas tardes, buenas noches) ● questions words (quien, que, cuando, donde, como) ● Use calendar vocabulary (día, noche, tarde) and numbers in short phrases ● Tell about the weather using: ● weather terms (eg. estar + nublado; hacer + sol) & seasons (eg. es el invierno)
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
● Use Total Physical Response to review new vocabulary ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Listen to videos of friends meeting for the fi rst time. ● Engage the student in more student-teacher conversation in Spanish aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Interview or survey other students or bilingual individuals outside of class about a chosen topic in Spanish, then present their fi ndings to the class. ● Provide more complex text in Spanish for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Have students record themselves speaking the language and re fl ect on their progress. ● Students can practice translating from English to Spanish in speech or writing.
Extension
*Updated 6.10.24
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
●
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
● Use Total Physical Response to review new vocabulary. ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Listen to videos of friends meeting for the fi rst time. ● Engage the student in more student-teacher conversation in Spanish aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Interview or survey other students or bilingual individuals outside of class about a chosen topic in Spanish, then present their fi ndings to the class. ● Provide more complex text in Spanish for students to read. ● Students can build and categorize word lists (eg. synonyms, antonyms) ● Have students record themselves speaking the language and re fl ect on their progress. ● Students can practice translating from English to Spanish in speech or writing.
Extension
*Updated 6.10.24
SPANISH LEVEL 1
UNIT 3 MY SCHOOL DAY & PASTIMES
PACING
PROFICIENCY LEVEL RESOURCE(S)
KEY LANGUAGE USE(S)
● Autentico ● Realidades 1 Tema 2A/B
5-6 weeks
Novice Mid
INFORM
ESSENTIAL QUESTION(S)
CULTURAL CONNECTION(S)
● What places, people and activities de fi ne student life? ● How is student life at my school similar to and/or different from student life at a school in Costa Rica? ● How do schools re fl ect the values of their communities?
● Costa Rica/California ● Typical school days in Costa Rica and the U.S. ● Cultural values re fl ected in schools
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 ● Discuss school day using the language functions and features: ● words and phrases to describe supplies, subjects, places, activities and people ● time expressions to indicate time of day (a la … de la mañana, etc.) ● prepositions of location (a, entre, hacia, etc.) to tell where you go
● de fi nite articles to indicate gender of nouns (el, la, los, las) ● hay + inde fi nite articles or numbers to indicate quantity ● subject pronouns (yo, tu, el, ella, nosotros, ustedes) ● present tense of the verb “to go” (ir + a + in fi nitive, -ar verbs) ● Talk about when things are done using: ● leisure activities ● expressions for extending, accepting, and declining invitations
● expressions to tell when something happens ● present tense verbs (ir + a + in fi nitive, -ar verbs)
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.). *Updated 6.10.24
● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary. ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student in more student-teacher conversation in Spanish aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Interview or survey other students or bilingual individuals outside of class about a chosen topic in Spanish, then present their fi ndings to the class. ● Provide more complex text in Spanish for students to read. ● Students can build and categorize word lists (eg. synonyms, antonyms). ● Have students record themselves speaking the language and re fl ect on their progress. ● Students can practice translating from English to Spanish in speech or writing.
Extension
*Updated 6.10.24
SPANISH LEVEL 1
UNIT 4 FOOD, FAMILY & HOME
PACING
PROFICIENCY LEVEL RESOURCE(S)
KEY LANGUAGE USE(S)
5-6 weeks/unit
Novice Mid
Entreculturas Unit 3 & 4 Realidades 1 Tema 3A/5B/6A
INFORM
ESSENTIAL QUESTION(S)
CULTURAL CONNECTION(S)
● Who makes up my family? ● What places and activities bring us together as a family? ● How is my family similar to and different from some families in the Spanish - speaking world? ● What are some iconic foods from the Spanish-speaking world? ● How do food products and food practices shape our cultural identity? ● How can exploring new foods lead me to intercultural experiences?
España/Colorado ●
Home and the spaces we share with family
●
Family life in Spain and the US
● Family ties that cross generational and geographical borders México/Carolina del Norte ● Food traditions and preferences as expressions of cultural identity ● Exploration of foods as a step to experiencing another culture
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 ● Discuss places and activities associated with family and mealtimes using the language functions and features: ● terms and expressions related to meals, food preferences ● nouns like household items ● adjectives to describe food (estar+rico, delicioso, picante, caliente, frio, etc.) ● adverbs of frequency (a menudo, de vez en cuando, etc.) ● present tense of –er and –ir verbs ● the verbs gustar and encantar (me, te, le - me gusta(n), me encanta(n), etc. ● expressions with tener (sed, hambre, ganas de, etc.) ● Discuss family member and family obligations using the language functions and features: ● possessive adjectives ● expressions for obligations (tener que/deber + in fi nitive; the verb venir, the verbs ser and estar)
*Updated 6.10.24
● ● ● ● ●
adjectives to describe things comparisons and superlatives af fi rmative tú commands the present progressive tense stem(ie)-changing verbs (poder and dormir)
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 with captions to de fi ne meaning of words and phrases. ● Use Total Physical Response to review new vocabulary.
● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student(s) in opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Have students record themselves speaking the language and re fl ect on their progress. ● Students can practice translating from English to Spanish in speech or writing. ● Provide more complex text in Spanish for students to read.
Extension
LEARNING PROGRESSIONS FOR NOVICE MID PROFICIENCY LISTENING SPEAKING When students exhibit Novice Mid listening pro fi ciency in Spanish, they can understand: 5. Simple words and phrases about daily activities 6. Simple questions on familiar topics 7. Multi-step directions or instructions, especially when accompanied by gestures and repetition 8. What people say in a short conversation on familiar topics
When students exhibit Novice Mid speaking ability in Spanish, they can: 8. Greet someone in a culturally appropriate manner 9. Introduce self 10.Ask “how are you?” 11.Respond appropriately to the question “how are you?” 12.Answer simple questions to provide basic information 13.Ask simple, formulaic questions 14.Provide simple information on subject matter content When students exhibit Novice Mid writing ability in Spanish, they can: 5. Write basic personal information (name, address, phone number, birth date) 6. Brie fl y describe people or places mostly in list form 7. Respond to simple questions 8. Write simple information related to subject matter content WRITING
READING
When students exhibit Novice Mid reading ability in Spanish, they can understand: 4. Words on a list from very familiar topics 5. Very simple information on familiar topics 6. Short, simple descriptions, especially if there are pictures or other supportive visuals
END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Discuss places and activities associated with family and mealtimes using the language functions and features: ● terms and expressions related to meals, food preferences ● nouns like household items ● adjectives to describe food (estar+rico, delicioso, picante, caliente, frio, etc.) ● adverbs of frequency (a menudo, de vez en cuando, etc.) ● present tense of –er and –ir verbs ● the verbs gustar and encantar (me, te, le - me gusta(n), me encanta(n), etc. ● expressions with tener (sed, hambre, ganas de, etc.) ● Discuss family member and family obligations using the language functions and features: ● possessive adjectives ● expressions for obligations (tener que/deber + in fi nitive; the verb venir, the verbs ser and estar) ● adjectives to describe things ● comparisons and superlatives ● stem(ie)-changing verbs (poder and dormir) ● af fi rmative tú commands ● the present progressive tense
https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf
*Updated 6.10.24
SCAFFOLDING IN ACTION Skill Building
● Use a variety of visuals with captions to de fi ne meaning of words and phrases. ● Use Total Physical Response to review new vocabulary.
● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student(s) in opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Have students record themselves speaking the language and re fl ect on their progress. ● Students can practice translating from English to Spanish in speech or writing. ● Provide more complex text in Spanish for students to read.
Extension
*Updated 6.10.24
UNIT 5 GETTING AROUND TOWN & CELEBRATIONS
SPANISH LEVEL 1
PACING
PROFICIENCY LEVEL
RESOURCE(S)
KEY LANGUAGE USE(S)
● Entreculturas Unit 5 & 6 ● Realidades 1 Temas 4A 5A 7A/B
5-6 weeks
Novice Mid
INFORM
ESSENTIAL QUESTION(S)
CULTURAL CONNECTION(S)
República Dominicana/Nueva York ● Mutual influences between the U.S. and the Dominican Republic in sports and music ● Intergenerational participation in leisure activities Colombia/Florida ● Geographical features and iconic landmarks of other countries ● Comparing weather and climate of my region with that of Spanish-speaking regions ● Cultural products and practices that derive from the climate of a region 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
● What leisure activities help to de fi ne my community and me? ● How do popular celebrations re fl ect history and culture? ● How do leisure activities create bridges between cultures?
● How do the culture, climate and the people around us affect how we live, work and play? ● What makes a place unique? ● How do my surroundings shape my identity?
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
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 ● Discuss and/or describe leisure activities, musical genres and instruments, emotions and reactions using the language functions & features: ● future tense with ir+a+in fi nitive ● af fi rmative and negative expressions ● preterite (yo form) to talk about weekend activities ● Apply communication skills needed in social spaces in the community using language functions and features: ● common questions (How much does it cost?¿cuánto cuesta?) ● shopping vocabulary (clothing; numbers 200-1000, places, gifts, accessories, buyin/selling) ● stem-changing verbs: pensar –to think-, querer –want-, and preferir –prefer- ● demonstrative adjectives. ● preterite of –ar, -car and –gar verbs ● direct object pronouns lo, la, los, las –the- *Updated 6.10.24
● Discuss activities using the language functions and features: ● vocabulary associated with the weather/climate (weather terms, clothing, activities - eg. tener calor, frío, ganas de ● transportation and geographical location ● expressions for accepting and declining invitations (Me gustaría…) ● expressions with estar, hacer, and tener ● present progressive ● combining verbs (querer + inf., tener que + inf., etc.)
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 with captions to de fi ne meaning of words and phrases. ● Use Total Physical Response to review new vocabulary. ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking.
Model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts.
● Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Interview or survey other students or bilingual individuals outside of class about a chosen topic in Spanish, then present their fi ndings to the class. ● Provide more complex text in Spanish for students to read. ● Have students record themselves speaking the language and re fl ect on their progress. ● Students can practice translating from English to Spanish in speech or writing.
Extension
*Updated 6.10.24
SPANISH LEVEL 1
UNIT 6 REVIEW UNITS 1-5
PACING
PROFICIENCY LEVEL
RESOURCE(S)
KEY LANGUAGE USE(S)
● Entre Culturas ● Realidades 1
2-3 weeks
Novice Mid
INFORM
ESSENTIAL QUESTION(S)
CULTURAL CONNECTION(S)
Review some of the main themes throughout the course. For example: ● How do languages allow people to communicate? ● How can learning a foreign language enrich life? ● How can your current communication skills help you learn a new language? ● How will I go about having a conversation with a native Spanish speaker? ● What can I do to sound more like a native Spanish speaker? ● How can I improve my Spanish skills in listening, speaking and writing? 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
● What is a culture? How are language and culture related? ● How does understanding of culture help me learn that culture's language? ● How do culture and language affect one another? ● Why is it valuable to understand other cultures? ● What values are central to the culture of Spanish speaking countries? ● What is different about Spanish culture compared to my own?
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 ● myself/others ● things ● my school day ● pastimes ● food, family, home
● getting around town, celebrations SCAFFOLDING IN ACTION
● Use a variety of visuals with captions to de fi ne meaning of words and phrases. ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between *Updated 6.10.24
Skill Building
objects & vocabulary. ● Use Total Physical Response to review new vocabulary.
● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student in more student-teacher conversation in Spanish aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Interview or survey other students or bilingual individuals outside of class about a chosen topic in Spanish, then present their fi ndings to the class. ● Provide more complex text in Spanish for students to read. ● Students can build and categorize word lists (eg. synonyms, antonyms). ● Have students record themselves speaking the language and re fl ect on their progress. ● Students can practice translating from English to Spanish in speech or writing.
Extension
*Updated 6.10.24
Instructional Guide 2024-2025
Spanish 2 Middle School
YEAR AT A GLANCE Spanish Level 2
GRADE 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Suggested Pacing
2 weeks
3-4 weeks
3-4 weeks
3-4 weeks
3-4 weeks
3-4 weeks
Review of Spanish 1-2
Unit
Who am I?
Daily Routine Communities Growing up
Review
● childhood ● literature ● biographies ● imperfect ● hacer
● classroom ● leisure activities ● calendar ● descriptions ● comparisons ● ser/estar
● hygiene ● grooming ● exercise ● re fl exive verbs ● adjectives ● deber, tener, necesitar
● identity ● routines ● around town ● childhood
● around town ● asking & giving directions ● transportation ● present progressive ● preterite
deep review of vocabulary & present & past verb tenses
Essential Vocabulary & Structure
Pre: Beg of Aug
Final: End of May
Mid: End of Dec - Beg of Jan
Testing Window
WORLD LANGUAGE STANDARD(S) - NOVICE HIGH (NH) INTERPRETIVE INTERPERSONAL
PRESENTATIONAL
● Listening NH-IL 1-3
● Reading
● Listening, Speaking, Reading, Writing NH-IC 1-3
● Speaking NH-PS 1-5
● Writing
NH-IR 1-2
NH-PW 1-4
I can write short messages and notes on familiar topics related to everyday life.
I can recognize a few characters. I can sometimes understand the main idea of what I have read.
I can present basic information on familiar topics using language I have practiced using phrases and simple sentences.
I can recognize pieces of information and sometimes understand the main topic of what is being said.
I can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. I can usually handle short social interactions by asking and answering simple questions.
INTERCULTURAL
Cultural Products & Practices N.CPP I can identify some products and practices of cultures
Cultural Perspectives N.CP
Cultural Interactions N.CIA
I can identify some basic cultural beliefs and values.
I can function at a survival level in an authentic cultural context.
SPANISH LEVEL 2
UNIT 1 REVIEW SPANISH 1
PACING
PROFICIENCY LEVEL
RESOURCE(S) ● Entre Culturas ● Realidades
KEY LANGUAGE USE(S)
2 weeks
Novice High
INFORM EXPLAIN NARRATE
ESSENTIAL QUESTION(S)
CULTURAL CONNECTION(S)
● What strategies and/or resources will help me to communicate in linguistically culturally appropriate ways? ● How do Spanish speakers greet each other, behave courteously, and request essential information? ● How can students discuss everyday activities and events that happened in the past? ●
Review cultural practices of different Spanish-speaking countries.
LEARNING PROGRESSIONS BY NOVICE HIGH PROFICIENCY LISTENING SPEAKING When students exhibit Novice High reading ability in Spanish, they can understand: 1. Short, simple conversations about daily life, routines, and familiar topics 2. Short, simple descriptions of people
When students exhibit Novice High speaking ability in Spanish, they can: 1. Ask and give basic information about people, places, daily routines, and events 2. Ask questions to gain new information 3. Exchange information on activities, locations, and meeting arrangements 4. Describe events and explain how to do something 5. Give simple directions and share learned information When students exhibit Novice High writing ability in Spanish, they can: 1. Provide basic information about important people, places, daily routines, and events 2. Describe oneself and recount experiences from school or the community 3. Compose questions to gather information WRITING
3. Short, simple messages, and announcements 4. Information related to subject area content 5. Directions and instructions limited to one or two steps 6. Simple stories following a logical order, supported by props, visuals, and gestures When students exhibit Novice High reading ability in Spanish, they can understand: 1. Basic information on familiar topics 2. Information for completing basic forms 3. Short directions and instructions with visual support 4. Extract ideas and information from texts READING
END OF UNIT COMPETENCIES WITH LANGUAGE EXPECTATIONS Describe people, things and everyday activities using the language functions and features: ● present and past tense of ser and tener ○ imperfect (regular and irregular) for descriptions in the past ● expressions with tener ● adjective agreement and placement ( ser)
https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf
SCAFFOLDING IN ACTION
● 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. ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters.
Skill Building
*Updated 6.10.24
● Use gestures and oral repetition of key phrases and words in multiple contexts.
● Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Interview or survey other students about a chosen topic in Spanish, then present your fi ndings to the class. ● Provide more complex text in Spanish for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Have students record themselves speaking the language and re fl ect on their progress. ● Students can practice translating from English to Spanish in speech or writing.
Extension
*Updated 6.10.24
SPANISH LEVEL 2
UNIT 2 DE VUELTA A CLASES
PACING
PROFICIENCY LEVEL
RESOURCE(S)
KEY LANGUAGE USE(S)
● Entre Culturas 2 Unit 1 ● Realidades 2 PE, T.1
4-6 weeks
Novice High
INFORM EXPLAIN NARRATE
ESSENTIAL QUESTION(S)
CULTURAL CONNECTION(S)
● What helps students engage in their school community? ● What factors support student learning and success? ● How do schools in different cultural contexts meet the needs of their students? ●
Ecuador
● Role of teachers and students in schools across cultures ● Needs of students in different school settings ● School schedules and course offerings across cultures
LEARNING PROGRESSIONS BY NOVICE HIGH PROFICIENCY LISTENING SPEAKING When students exhibit Novice High reading ability in Spanish, they can understand: 1. Short, simple conversations about daily life, routines, and familiar topics 2. Short, simple descriptions of people
When students exhibit Novice High speaking ability in Spanish, they can: 1. Ask and give basic information about people, places, daily routines, and events 2. Ask questions to gain new information 3. Exchange information on activities, locations, and meeting arrangements 4. Describe events and explain how to do something 5. Give simple directions and share learned information When students exhibit Novice High writing ability in Spanish, they can: 1. Provide basic information about important people, places, daily routines, and events 2. Describe oneself and recount experiences from school or the community 3. Compose questions to gather information WRITING
3. Short, simple messages, and announcements 4. Information related to subject area content 5. Directions and instructions limited to one or two steps 6. Simple stories following a logical order, supported by props, visuals, and gestures When students exhibit Novice High reading ability in Spanish, they can understand: 1. Basic information on familiar topics 2. Information for completing basic forms 3. Short directions and instructions with visual support 4. Extract ideas and information from texts READING
END OF UNIT COMPETENCIES WITH LANGUAGE EXPECTATIONS ● Describe and compare schools, class schedules, teachers, extracurricular activities using the language functions and features: ● las partes de la escuela ● simple notes asking or answering about personal information, class schedule, extracurricular activities, teacher and school buildings. ● include simple questions about class schedule, teachers and extracurricular activities. ● give opinions about extracurricular activities schools should offer ● present tense: regular and irregular verbs ● comparisons with más/ menos … que, tan … como … ● Write about and discuss my class schedule using the language functions and features: ● las profesiones en la escuela ● las actividades extracurriculares ● las reglas en la escuela ● el ambiente de la escuela ● present tense: regular and irregular verbs ● hay que, tener que, se prohíbe, debe +in fi nitive ● Write about and discuss preferences in classes, classroom activities including technology and how it meets the needs of students and creates learning opportunities using the language functions and features: ● las actividades del aula ● las asignaturas ● las evaluaciones y las tareas ● Describe, in written and spoken form, the attributes of an ideal teacher using the language functions and features: ● ser/estar + adjectives *Updated 6.10.24
●
descriptive words and phrases
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 with captions to de fi ne meaning of words and phrases. ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Interview or survey other students about a chosen topic in Spanish, then present your fi ndings to the class. ● Students look at a picture of a school in a Spanish-speaking country and ask students to write as many sentences in Spanish as they can compare it to their own school. ● Provide more complex text in Spanish for students to read.
Extension
*Updated 6.10.24
SPANISH LEVEL 2
UNIT 3 LA RUTINA DIARIA
PACING
PROFICIENCY LEVEL
RESOURCE(S)
KEY LANGUAGE USE(S)
● Entre Culturas 2 Unit 2 ● Realidades 2, Tema 2A
4-6 weeks
Novice High
INFORM EXPLAIN NARRATE
CULTURAL CONNECTION(S)
ESSENTIAL QUESTION(S)
●
What do families and households look like?
● Mexico ● Appropriate greetings and conversation at family and social events ● Roles of family members in the home ● Role of men and women in Spanish-speaking countries
● What is the culture of your family like and how has it changed from past generations? ● What do you want in a home or family unit in the future?
LEARNING PROGRESSIONS BY NOVICE HIGH PROFICIENCY LISTENING SPEAKING When students exhibit Novice High reading ability in Spanish, they can understand: 1. Short, simple conversations about daily life, routines, and familiar topics 2. Short, simple descriptions of people
When students exhibit Novice High speaking ability in Spanish, they can: 1. Ask and give basic information about people, places, daily routines, and events 2. Ask questions to gain new information 3. Exchange information on activities, locations, and meeting arrangements 4. Describe events and explain how to do something 5. Give simple directions and share learned information When students exhibit Novice High writing ability in Spanish, they can: 1. Provide basic information about important people, places, daily routines, and events 2. Describe oneself and recount experiences from school or the community 3. Compose questions to gather information WRITING
3. Short, simple messages, and announcements 4. Information related to subject area content 5. Directions and instructions limited to one or two steps 6. Simple stories following a logical order, supported by props, visuals, and gestures When students exhibit Novice High reading ability in Spanish, they can understand: 1. Basic information on familiar topics 2. Information for completing basic forms 3. Short directions and instructions with visual support 4. Extract ideas and information from texts READING
END OF UNIT COMPETENCIES WITH LANGUAGE EXPECTATIONS ● Talk about getting ready and the things you need using the language functions and features: ● las características físicas ● vocabulary associated with hygiene (el cepillo, el cinturon, el desodorante… ) ● Talk about daily routines, special events ● re fl exive verbs ( eg. me acuesto ) ● possessive adjectives ( mío, tuyo, suyo, nuestro, vuestro, suyo etc .)
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 introduce and help students identify key vocabulary. You can use magazine pictures and the name of a celebrity to practice descriptive adjectives ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence *Updated 6.10.24
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