MS Spanish Guide

SPANISH LEVEL 1B

UNIT 7 SHOPPING

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

6-8 weeks

Novice Mid

Auténtico o Realidades B

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● How do I ask for certain items in a store? ● How do I ask and tell what something costs? ● How do I discuss preference or make comparisons?

● Types of dress in Spanish-Speaking countries ● Places to shop in Spanish-Speaking countries

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● Talk about clothing and the quantity and cost of items in a store using the language functions and features: ○ clothing vocabulary (el vestido, el traje, las botas, los zapatos, la blusa, la camisa, la falda, la sudadera, etc.) ○ shopping vocabulary (el precio, ir de compras, pagar, comprar, costar, caro, la tienda, la zapatería, talla, el dinero etc.) ○ numbers 200-1000 ○ stem changing verbs (preferir, pensar, querer) ○ demonstrative adjectives (este, está, ese(a), aquel, etc.) ● Describe what someone is wearing using the language functions and features: ○ the verb “llevar” - to wear ○ clothing vocabulary ○ adjectives like colors, textures, sizes

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

SCAFFOLDING IN ACTION

Skill Building ● Introduce vocabulary using a variety of visuals and a graphic organizer.

● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters with word banks (eg. Hello. What is your bedroom like? Who does [chores] in your house?). ● 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. ● Recite vocabulary and practice spelling aloud (eg. student A tells student B how to spell a name or word). ● For writing 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). ● 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. ● 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 7.12.23