MS Spanish Guide

SPANISH LEVEL 1A

INTRODUCTION PARA EMPEZAR

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

4-6 weeks

Novice Mid

Auténtico or Realidades A

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● Why study Spanish? ● How do you greet others and introduce yourself? ● How do you discuss time, weather, seasons? ● What strategies and/or resources will help me to communicate in linguistically and culturally appropriate ways? ● How do Spanish speakers greet each other, demonstrate courtesy, and request information?

● Spanish-Spanish speaking countries ● Differences in alphabet, calendar, weather in Spanish-speaking countries

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● Greet and introduce yourself to others using the language functions and features: ● greet people at different times of the day (buenos días, buenas tardes, buenas noches, etc.) ● listen to greetings and announcements

● expressions of courtesy (hola, ¿cómo está(s)?, mucho gusto, por favor, lo siento gracias, perdón, etc.) ● exchange names using culturally appropriate greetings (eg. usted vs. tú) and body language. ● Discuss time, weather, seasons using the language functions and features: ● weather vocabulary and expressions (hace frio, hace calor, etc.) ● time expressions ● numbers (metric vs. imperial) ● Talk about things in the classroom using the language functions and features: ● ask questions about new words and phrases ● school vocabulary (el escritorio, la silla, el lápiz, el cuaderno, etc.) with masculine and feminine noun ending (a and o endings) ● Spanish alphabet (Ñ, LL, RR, R - beginning of word) to spell words

● Talk about things related to calendar using the language functions and features: ● calendar terms (starting week on Monday, no capitalization of days/months)

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

SCAFFOLDING IN ACTION

● Use a variety of visuals with Spanish terms to de fi ne meaning of words and phrases (eg. pictures of people greeting one another). ● Use a graphic organizer to differentiate the Spanish alphabet and phonemes from English (eg. ll, ñ, ch, ga, gue, gui, go, gu, que, qui, gender associated with nouns, etc). ● Use Total Physical Response to review vocabulary and classroom objects. (eg. put the sun on the chair.) ● Group students to allow opportunity for them to practice Spanish. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters with word banks. ● 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 dialog. ● 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.

Skill Building

Extension

*updated 7.12.23