MS Spanish Guide

SPANISH LEVEL 1A

UNIT 1 MY FRIENDS AND MYSELF

PACING

PROFICIENCY LEVEL

RESOURCES

KEY LANGUAGE USE(S)

6-8 weeks

Novice Mid

Auténtico or Realidades A

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

Who are you and your friends?

Common interests for Spanish speakers

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Talk about activities using the language functions and features: ● in fi nitive verbs (leer, bailar, cantar, andar en bicicleta, etc.) ● the verb gustar to identify what you like and don’t like to do (me gusta, no me gusta. le gusta, no le gusta) ● question words (¿qué, ¿cuál?, ¿cómo?) to ask others what they like to do (te gusta, le gusta) ● Describe yourself and others using the language functions and features: ● adjectives and adjective agreement (masculine & feminine) to describe personality and traits (artistico(a), atrevido(a), deportista, estudioso(a), gracioso(a), inteligente, etc.) ● de fi nite (el, la, los, las) and inde fi nite (un, una, unos, unas) articles ● questions to ask people about yourself or others (cómo eres, cómo es, cómo se llama, eres…) ● the verb “ser” - to be (es, soy, no soy, etc.) https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Check for understanding in different ways (eg. TPR, whiteboards, hand signals or gestures). ● For listening activities provide Cloze activity sheets with word banks for students to reference. Provide the responses on the back or in a separate document for the student to receive immediate feedback. ● For written responses provide exemplars of possible student responses highlighting key language and structure (eg. if a student is writing sentences, include an example highlighting the differences in the English and Spanish alphabet and/or grammatical structures). ● 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 with word banks. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student in more student-teacher conversation aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students ask questions and/or give TPR commands for the class. ● Students ask questions about the topics covered in a lesson (ie. looking at a picture, the student can describe themselves and ask back and forth questions creating dialogues.) ● 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 SCAFFOLDING IN ACTION Skill Building

*updated 7.12.23