MS Spanish Guide

SPANISH LEVEL A

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? ● What is your classroom and school like?

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

LEARNING PROGRESSIONS FOR NOVICE MID PROFICIENCY LISTENING SPEAKING When students exhibit Novice Mid listening pro fi ciency in Spanish, they can understand … 1. Simple words and phrases about daily activities 2. Simple questions on familiar topics 3. Multi-step directions or instructions, especially when accompanied by gestures and repetition 4. What people say in a short conversation on familiar topics

When students exhibit Novice Mid speaking ability in Spanish, they can… 1. Greet someone in a culturally appropriate manner 2. Introduce self 3. Ask “how are you?” 4. Respond appropriately to the question “how are you?” 5. Answer simple questions to provide basic information 6. Ask simple, formulaic questions 7. Provide simple information on subject matter content When students exhibit Novice Mid writing ability in Spanish, they can … 1. Write basic personal information (name, address, phone number, birth date) 2. Brie fl y describe people or places mostly in list form 3. Respond to simple questions 4. Write simple information related to subject matter content WRITING

READING

When students exhibit Novice Mid reading ability in Spanish, they can understand … 1. Words on a list from very familiar topics 2. Very simple information on familiar topics 3. Short, simple descriptions, especially if there are pictures or other supportive visuals

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 * Updated 6.10.24 SCAFFOLDING IN ACTION