MS Spanish Guide

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)

●

● Spanish speaking countries ● Greetings and expressions of courtesy used in Spanish Speaking countries

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?

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. ● 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 7.12.23