MS Spanish Guide

SPANISH LEVEL 1A

UNIT 2 SCHOOL

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

6-8 weeks

Novice Mid

Auténtico or Realidades A

INFORM

CULTURAL CONNECTION(S)

ESSENTIAL QUESTION(S)

● What is your typical school day?

● School differences (eg. lockers, schedules, buildings) ● School uniforms or teacher dress

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● Talk about your school day and describe school activities using the language functions and features: ● name things in order with ordinal numbers (primero, segundo, tercero, etc.) ● list school schedule (el almuerzo, la clase de…, arte, ciencias, educación física, etc.) ● prepositions to indicate location (eg. en, a, debajo de, al lado de, detrás) ● to indicate possession (eg. mi, de, tu) ● present tense -ar verbs (eg. hablar, enseñar, estudiar, necesitar) ● subject pronouns (yo, tú, el, ella, nosotros, ustedes) ● de fi nite articles (el, la, los, las) ● inde fi nite articles (un, una, unos, unas) ● expressions of quantity (eg. unos, unas, cuantos) and numbers to indicate things (la calculadora, la carpeta, el diccionario) you have or need for school https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf Skill Building ● 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 with word banks. ● 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). ● 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 ask questions about class schedules, locations of the classroom items). ● 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 SCAFFOLDING IN ACTION

*updated 7.12.23

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