¡Así se dice! Spanish 1 • Florida Correlation • page 1

SUBJECT: Spanish SUBMISSION TITLE: ¡Así se dice! Spanish Level 1

GRADE LEVEL: 9 BID ID: 2886

COURSE TITLE:  Spanish 1 PUBLISHER: McGraw-Hill Education

COURSE CODE: 0708340 PUBLISHER ID: 13102699502

Standard 1: Interpretive Listening: The student will be able to understand and interpret information, concepts, and ideas orally from culturally authentic sources on a variety of topics in the target language.

BENCHMARK CODE BENCHMARK LESSONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN-DEPTH IN MAJOR TOOL

WL.K12.NM.1.1 Demonstrate understanding of basic words, phrases, and questions about self and personal experiences, through gestures, drawings, pictures, and actions.

SE: p. 29, Act. 4; p. 101, Act. 2; p. 106, Act. 9; p. 108, Act. 14; p. 171, Act. 1; p. 173, Act. 6; p. 176, Act. 15; p. 198, Act. 1; p. 204, Act. 2; p. 205, Act. 3; p. 208, Act. 11; p. 237, Act. 5; p. 240, Act. 4; p. 245, Act. 15; p. 278, Act. 10; p. 338, Act. 1; p. 379, Act. 8

TE: p. 23, TPR; p. 35, Pre-AP; p. 59, TPR; p. 342, Differentiation

WL.K12.NM.1.2 Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities and needs presented in a clear, slow, and repeated speech.

SE: p. 98, Act. 1; p. 101, Act. 2; p. 102, Act. 3; p. 103, Act. 6; p. 130, Act. 1; p. 141, Act. 11; p. 164, Act. 1; p. 168, Act. 3; p. 202, Act. 1–2; p. 224, Act. 1; p. 272, Act. 1; p. 292, Act. 1; p. 345, Act. 9; p. 360, Act. 1; p. 372, Act. 1; p. 376, Act. 1

TE: p. 93, TPR; p. 99, Differentiation; p. 102, Act. 5; p. 163, TPR; p. 169, Act. 5; p.366, TPR

ASSESSMENT: Chapter 1: Listening Comprehension Test; Chapter 4: Listening Comprehension Test; Chapter 5: Listening Comprehension Test; Chapter 6: Listening Comprehension Test; Chapter 11: Listening Comprehension Test

WL.K12.NM.1.3 Demonstrate understanding of basic words and phrases in simple messages and announcements on familiar settings.

SE: p. 5, Act. 4; p. 11, Act. 2; p. 16, Act. 1; p. 25, Act. 8–9; p. 60, Act. 1; p. 61, Act. 4; p. 95, Act. 4; p. 206, Act. 7

TE: p. 15, Act. 1; p. 27, Differentiation (Slower Paced Learners); p. 37, Pre-AP; p. 61, Act. 4; p. 99, Act. 4; p. 163, Differentiation; p. 402, Differentiation (Slower Paced Learners); p. 406, Vocabulario

ASSESSMENT: Chapter 1: Listening Comprehension Test; Chapter 2: Listening Comprehension Test; Chapter 3: Listening Comprehension Test; Chapter 4: Listening Comprehension Test; Chapter 5: Listening Comprehension Test; Chapter 11: Listening Comprehension Test

CORRELATIONFlorida Department of EducationInstructional Materials CorrelationCourse Standards/Benchmarks

SPANISH 1SPANISH 1

ASD_Covers_FINAL_FrontCover.indd 1

4/10/14 3:37 PM

SPANISH 1

¡Así se dice! Spanish 1 • Florida Correlation • page 2

WL.K12.NM.1.4 Demonstrate understanding of simple information supported by visuals through a variety of media.

SE: p. 24, Act. 1, 3; p. 28, Act. 1–2; p. 86, Act. 1; p. 94, Act. 1; p. 122, Act. 1; p. 130, Act. 1; p. 156, Act. 1; p. 168, Act. 1; p. 190, Act. 1; p. 232, Act. 1; p. 260, Act. 1; p. 268, Act. 1; p. 304, Act. 1; p. 326, Act. 1; p. 334, Act. 1; p. 368, Act. 1 TE: pp. 20–21, Cultural Snapshot; p. 22, Core Instruction (Step 2); p. 27, Go Online! (Diálogo en vivo video); pp. 56–57, Cultural Snapshot; p. 58, Core Instruction (Step 2); p. 62, Core Instruction (Step 3); p. 64, Act. 2; pp. 90–91, Cultural Snapshot; p. 92, Core Instruction (Step 2); pp. 126–127, Cultural Snapshot; p. 128, Core Instruction (Step 2); p. 132, Core Instruction (Step 2); pp. 160–161, Cultural Snapshot; p. 162, Core Instruction (Step 3); p. 166, Core Instruction (Step 3); pp. 194–195, Cultural Snapshot; p. 196, Core Instruction (Step 2), Cultural Snapshot; p. 200, Core Instruction (Step 2); pp. 228–229, Cultural Snapshot; p. 230, Core Instruction (Steps 1–2); p. 234, Core Instruction (Steps 1–2); pp. 264–265, Cultural Snapshot; p. 266, Core Instruction (Step 2); pp. 296–297, Cultural Snapshot; p. 298, Core Instruction (Step 3); pp. 330–331, Cultural Snapshot; p. 332, Core Instruction (Step 2); p. 336, Core Instruction (Step 2); pp. 364–365, Cultural Snapshot; p. 366, Core Instruction (Step 3); p. 370, Core Instruction (Step 2); p. 387, Cultural Snapshot ASSESSMENT: Chapter 1, Listening Comprehension Test; Chapter 10, Listening Comprehension Test

WL.K12.NM.1.5 Demonstrate understanding of simple rhymes, songs, poems, and read aloud stories.

SE: p. 42, Reading Checks; p. 43, Act. A; p. 45, Act. A; p. 47, Act. 8; p. 76, Reading Checks; p. 77, Act. A–B, D; p. 79, ¿Comprendes? activity; p. 81, Act. 6; p. 112, Reading Checks; p. 113, Act. A–C; p. 115, ¿Comprendes? activity; p. 117, Act. 8; p. 146, Reading Checks; p. 147 Act. A–C; p. 149, ¿Comprendes? activity; p. 151, Act. 7–8; p. 180, Reading Checks, Durante la lectura; p. 181, Act. A–D; p. 183, ¿Comprendes? activity; p. 185, Act. 6; p. 214, Reading Check (bottom); p. 255, Act. 7 TE: p. 42, Core Instruction (Step 4); p. 44, Core Instruction (Step 3), Teaching Options; p. 76, Core Instruction (Step 4); p. 77, Differentiation (All Learners); p. 78, Core Instruction (Step 3); p. 112, Core Instruction (Step 5); p. 114, Core Instruction (Step 4); p. 146, Core Instruction (Step 5); p. 148, Core Instruction (Step 3); p. 180, Core Instruction (Steps 3–4); p. 215, Differentiation (Advanced Learners); p. 399, Core Instruction (Step 3); p. 403, Core Instruction (Step 3); p. 404, Tips for Success

WL.K12.NM.1.6 Follow short, simple directions. SE: p. 300, Act. 3; p. 309, Act. 7; p. 313, Act. 16; p. 380, Act. 12 Expansión TE: p. 23, TPR; p. 59, TPR; p. 97, TPR; p. 128, TPR; p. 163, TPR; p. 167, TPR; p. 197, TPR; p. 200, TPR; p. 231, TPR; p. 234, TPR; p. 237, TPR; p. 266, TPR; p. 271, TPR; p. 299, TPR; p. 303, TPR; p. 332, TPR; p. 371, TPR

WL.K12.NH.1.1 Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions.

SE: p. 111, Act. B; p. 141, Act. 11; p. 169, Act. 5, 7; p. 190, Act. 1; p. 232, Act. 3; p. 300, Act. 1 TE: p. 61, Act. 4; p. 63, TPR; p. 93, TPR; p. 97, Differentiation (bodily-kinesthetic learners), TPR

WL.K12.NH.1.2 Demonstrate understanding of short conversations in familiar contexts.

SE: p. 41, Act. A–C; p. 75, Act. A–D; p. 111, Act. A–C; p. 145, Act. A–D; p. 179, Act. A–C; p. 207, Act. 9; p. 213, Act. A–D; p. 249, Act. A–C; p. 281, Act. A–D; p. 315, Act. A–C; p. 344, Act. 8; p. 349, Act. A–C; p. 383, Act. A–C TE: p. 69, Go Online! (Diálogo en vivo video); p. 110, Differentiation; p. 144, Differentiation; p. 145, Pre-AP; p. 179, Teaching Options; p. 207, Act. 9; p. 212, Core Instruction (Step 2); p. 235, Go Online! (Vocabulario en vivo video); p. 271, Go Online! (Diálogo en vivo video); p. 343, Go Online! (Diálogo en vivo video); p. 345, Act. 10; p. 348, Core Instruction (Step 2) ASSESSMENT: Chapter 1: Listening Comprehension Test; Chapter 4: Listening Comprehension Test; Chapter 6: Listening Comprehension Test; Chapter 7: Listening Comprehension Test; Chapter 8: Listening Comprehension Test; Chapter 9: Listening Comprehension Test

¡Así se dice! Spanish 1 • Florida Correlation • page 3

WL.K12.NH.1.3 Demonstrate understanding of short, simple messages and announcements on familiar topics.

SE: p. 11, Act. 5; p. 134, Act. 2; p. 164, Act. 3; p. 190, Act. 1; p. 326, Act. 1; p. 372, Act. 1 TE: p. 65, Heritage Speakers; p. 112, Core Instruction (Step 5); p. 299, TPR ASSESSMENT: Chapter 5: Listening Comprehension Test; Chapter 6: Listening Comprehension Test; Chapter 7: Listening Comprehension Test; Chapter 8: Listening Comprehension Test; Chapter 9: Listening Comprehension Test; Chapter 10: Listening Comprehension Test

WL.K12.NH.1.4 Demonstrate understanding of key points on familiar topics presented through a variety of media.

SE: p. 181, Act. A–D; p. 183, ¿Comprendes? activity; p. 250, Reading Checks; p. 251, Act. A–C; p. 253, ¿Comprendes? activity; p. 282, Reading Checks; p. 283, Act. A–E; p. 285, ¿Comprendes? activity; p. 316, Reading Checks; p. 317, Act. A–E; p. 319, ¿Comprendes? activity; p. 350, Reading Checks; p. 351, Act. A–D; p. 352, Reading Check; p. 353, ¿Comprendes? activity; p. 384, Reading Checks; p. 385, Act. A–D; p. 387, ¿Comprendes? activity TE: p. 69, Go Online! (Diálogo en vivo video); p. 250, Core Instruction (Step 5); p. 316, Core Instruction (Step 3); p. 318, Core Instruction (Step 3); p. 350, Core Instruction (Step 3); p. 352, Core Instruction (Step 3); p. 384, Core Instruction (Step 4); p. 385, Differentiation ASSESSMENT: Chapter 5: Listening Comprehension Test

WL.K12.NH.1.5 Demonstrate understanding of simple stories or narratives.

SE: p. 215, Act. A–F; p. 217, Act. A–B; p. 219, Act. 6–7; p. 250, Reading Checks; p. 251, Act. A–C; p. 253, ¿Comprendes? activity; p. 282, Reading Checks; p. 283, Act. A–E; p. 285, ¿Comprendes? activity; p. 287, Act. 5; p. 316, Reading Checks; p. 317, Act. A–E; p. 319, ¿Comprendes? activity; p. 321, Act. 7; p. 350, Reading Checks; p. 351, Act. A–D; p. 352, Reading Check; p. 353, ¿Comprendes? activity; p. 355, Act. 6–7; p. 384, Reading Checks; p. 385, Act. A–D; p. 387, ¿Comprendes? activity; p. 389, Act. 8 TE: p. 16, Teaching Options; p. 214, Core Instruction (Steps 4–5); p. 250, Core Instruction (Step 5); p. 316, Core Instruction (Step 3), Differentiation; p. 318, Core Instruction (Step 3); p. 350, Core Instruction (Steps 3–4); p. 352, Core Instruction (Step 3); p. 384, Core Instruction (Step 4)

WL.K12.NH.1.6 Follow directions or instructions to complete a task when expressed in short conversations.

SE: p. 376, Conexiones; p. 380, Act. 12 Expansión, Act. 13; p. 390, Act. 5

Standard 2: Interpretive Reading: The student will be able to understand and interpret information, concepts, and ideas in writing from culturally authentic sources on a variety of topics in the target language.

WL.K12.NM.2.1 Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals.

SE: p. 24, Act. 2–3; p. 25, Act. 7; p. 28, Act. 2; p. 39, Refrán; p. 42, Antes de leer; p. 45, Act. A; p. 46, Act. 1; p. 53, Act. 8; p. 65, Act. 4; p. 73, Refrán; p. 75, Act. A–D; p. 87, Act. 4; p. 94, Act. 3; p. 95, Act. 5; p. 109, Refrán; p. 111, Act. A–C; p. 130, Act. 3; p. 138, Comunidades; p. 143, Refrán; p. 145, Act. A–D; p. 150, Act. 3; p. 169, Act. 6; p. 177, Refrán; p. 179, Act. A–C; p. 211, Refrán; p. 213, Act. A–D; p. 218, Act. 1; p. 247, Refrán; p. 279, Refrán; p. 313, Refrán; p. 347, Refrán; p. 381, Refrán TE: p. 17, Differentiation (Slower Paced Learners); p. 26, Core Instruction (Step 3); p. 39, Refrán; p. 45, Differentiation (bodily-kinesthetic learners); p. 51, Differentiation; p. 73, Refrán; p. 85, Differentiation; p. 96, Core Instruction (Step 2); p. 109, Refrán; p. 121, Differentiation; p. 143, Refrán; p. 155, Differentiation; p. 177, Refrán; p. 189, Differentiation; p. 259, Differentiation; p. 279, Refrán; p. 291, Differentiation; p. 325, Differentiation; p. 347, Refrán; p. 359, Differentiation; p. 393, Differentiation

WL.K12.NM.2.2 Demonstrate understanding of short, simple literary stories.

SE: p. 214, Antes de leer, Reading Check (bottom); p. 215, A–F; p. 217, Act. A–B; p. 219, Act. 6–7; p. 401, Act. A–E; p. 405, Act. A–E; p. 409, Act. A–F; p. 420, Act. A–B TE: p. 214, Core Instruction (Steps 4–5); p. 215, Differentiation (Advanced Learners, Slower Paced Learners); p. 399, Core Instruction (Step 3); p. 403, Core Instruction (Step 3); p. 404, Tips for Success; p. 407, Differentiation; p. 408, Section 2 (C—D), Section 3 (A)

WL.K12.NM.2.3 Demonstrate understanding of simple written announcements with prompting and support.

SE: p. 114, Photo caption; p. 242, Photo caption (bottom); p. 296, España photo caption; p. 346, Act. 13 ASSESSMENT: Chapter 5: Test for Reading Comprehension; Chapter 7: Test for Reading Comprehension, Performance Assessment Task

¡Así se dice! Spanish 1 • Florida Correlation • page 4

WL.K12.NM.2.4 Recognize words and phrases when used in context on familiar topics.

SE: p. 15, Act. 5–6; p. 16, Act. 1–3; p. 36, Act. 10, 12; p. 43, Act. B–C; p. 46, Act. 3; p. 53, Act. 4–5; p. 60, Act. 3; p. 64, Act. 1; p. 65, Act. 4; p. 67, Act. 3–4; p. 71, Act. 9; p. 72, Act. 12, 15; p. 76, Durante la lectura; p. 77, Act. C; p. 95, Act. 4; p. 98, Act. 2–3; p. 99, Act. 4; p. 111, Act. A; p. 112, Reading Check (middle), Durante la lectura; p. 116, Act. 2; p. 117, Act. 4; p. 123, Act. 7; p. 130, Act. 2; p. 131, Act. 4; p. 134, Act. 2; p. 135, Act. 5; p. 142, Act. 16; p. 149, ¿Comprendes? activity (#2, #4, #7); p. 150, Act. 1; p. 168, Act. 2–3; p. 169, Act. 5; p. 171, Act. 1, 4; p. 173, Act. 6–7; p. 176, Act. 14; p. 183, ¿Comprendes? activity (#4); p. 184, Act. 2; p. 198, Act. 2; p. 199, Act. 8; p. 202, Act. 2–3; p. 205, Act. 4; p. 208, Act. 10; p. 214, Reading Check (top); p. 218, Act. 2–3; p. 219, Act. 4; p. 232, Act. 3; p. 245, Act. 16; p. 253, Comprendes? activity (#1–2); p. 269, Act. 5; p. 272, Act. 2; p. 276, Act. 4 Expansión; p. 286, Act. 2; p. 287, Act. 5; p. 292, Act. 4; p. 301, Act. 5; p. 305, Act. 4–6; p. 310, Act. 10; p. 320, Act. 1; p. 334, Act. 3; p. 338, Act. 2–3; p. 339, Act. 5; p. 354, Act. 1; p. 360, Act. 2; p. 361, Act. 6, 8; p. 368, Act. 2; p. 369, Act. 4–5, 7; p. 372, Act. 3; p. 379, Act. 9; p. 380, Act. 12; p. 388, Act. 1–2; p. 394, Act. 3; p. 398, Práctica; p. 402, Práctica; p. 409, Act. D; p. 416, Act. B–C; p. 419, Act. D; p. 422, Act. A TE: p. 18C, Chapter Project (#3); p. 67, Act. 3; p. 108, Act. 14–15; p. 143, Learning from Realia; p. 144, About the Spanish Language; p. 146, Core Instruction (Steps 2–3); p. 246, Act. 18; p. 252, Differentiation (Advanced Learners); p. 338, Act. 3; p. 407, Core Instruction (Section 1 [C]); p. 408, Section 2 (A–B), Section 4 (C ) ASSESSMENT: Chapter 1: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B), Test for Reading Comprehension; Chapter 2: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Quiz 3 (El verbo tener), Quiz 4 (Los adjetivos posesivos), Reading and Writing Test (Forms A, B), Test for Reading Comprehension; Chapter 3: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Quiz 3 (Presente de los verbos en -ar), Quiz 4 (Los verbos ir, dar, estar), Quiz 5 (Las contracciones al y del), Reading and Writing Test (Forms A, B), Test for Reading Comprehension; Chapter 4: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B); Chapter 5: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B); Chapter 6: Quiz 2 (Vocabulario 2), Quiz 3 (Ser y estar), Quiz 4 (Los pronombres me, te, nos, le, les), Reading and Writing Test (Forms A, B); Chapter 7: Quiz 1 (Vocabulario 1); Quiz 2 (Vocabulario 2); Reading and Writing Test (Forms A, B); Chapter 8: Quiz 1 (Vocabulario 1), Reading and Writing Test (Forms A, B), Test for Reading Comprehension, Performance Assessment Task; Chapter 9: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Quiz 4 (Presente de saber y conocer), Quiz 5 (Comparativo y superlativo), Quiz 6 (Demostrativos), Reading and Writing Test (Forms A, B); Chapter 10: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B); Chapter 11: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B)

WL.K12.NH.2.1 Determine main idea from simple texts that contain familiar vocabulary used in context.

SE: p. 36, Act. 9; p. 43, Act. D; p. 113, Act. C; p. 214, Antes de leer; p. 414, Act. A–F; p. 416, Act. A; p. 418, Act. A; p. 419, Act. C, F TE: p. 42, Core Instruction (Step 5), Differentiation (Advanced Learners); p. 146, Core Instruction (Steps 2–3); p. 398, Teaching Options; p. 399, Core Instruction (Step 4); p. 402, Teaching Options; p. 403, Core Instruction (Step 4); p. 407, Core Instruction (Step 5) ASSESSMENT: Chapter 3: Test for Reading Comprehension; Chapter 4: Test for Reading Comprehension; Chapter 5: Test for Reading Comprehension; Chapter 6: Test for Reading Comprehension; Chapter 7: Test for Reading Comprehension, Performance Assessment Task; Chapter 8: Test for Reading Comprehension, Performance Assessment Task; Chapter 9: Test for Reading Comprehension; Chapter 10: Test for Reading Comprehension; Chapter 11: Test for Reading Comprehension

WL.K12.NH.2.2 Identify the elements of story such as setting, theme, and characters.

SE: p. 216, Durante la lectura; p. 399, Durante la lectura TE: p. 397, Tips for Success

WL.K12.NH.2.3 Demonstrate understanding of signs and notices in public places.

SE: p. 114, Photo caption (bottom right); p. 260, Act. 1; p. 296, España photo caption ASSESSMENT: Chapter 10: Test for Reading Comprehension

WL.K12.NH.2.4 Identify key detailed information needed to fill out forms.

SE: p. 36, Act. 9; p. 53, Act. 7; p. 113, Act. A; p. 137, Act. 4; p. 335, Act. 6

¡Así se dice! Spanish 1 • Florida Correlation • page 5

Standard 3: Interpersonal Communication: The student will be able to engage in conversations and exchange information, concepts, and ideas oral-ly and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language.

WL.K12.NM.3.1 Introduce self and others using basic, culturally-appropriate greetings.

SE: p. 2, Act. 1; p. 48, Act. 3; p. 322, Act. 4; p. 356, Act. 3; p. 357, Tarea (Write, Bullet 1); p. 377, Act. 4 TE: p. 333, Teaching Options ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 5: Performance Assessment Task

WL.K12.NM.3.2 Participate in basic conversations using words, phrases, and memorized expressions.

SE: p. 2, Act. 2; p. 4, Act. 2; p. 5, Act. 5; p. 7, Act. 2; p. 9, Act. 5; p. 10, Act. 1; p. 13, Act. 2; p. 48, Act. 2–3; p. 68, Act. 5; p. 71, Act. 10; p. 118, Act. 1–2; p. 135, Act. 6; p. 141, Act. 10–11; p. 152, Act. 1–2; p. 174, Act. 11; p. 186, Act. 2; p. 199, Act. 9–10; p. 210, Act. 18; p. 220, Act. 1; p. 233, Act. 5; p. 246, Act. 19; p. 276, Act. 6; p. 288, Act. 1–2; p. 301, Act. 8; p. 312, InfoGap; p. 322, Act. 1–3; p. 339, Act. 4; p. 345, Act. 10; p. 356, Act. 2–3; p. 373, Act. 6; p. 377, Act. 7; p. 379, Act. 11; p. 380, Foldables; p. 390, Act. 3 TE: p. 61, Act. 5; p. 99, Comunicación (Act. 5); p. 144, Differentiation; p. 145, Pre-AP; p. 157, Differentiation (Interpersonal learners); p. 160, Present; p. 294C, Chapter Project (Expansion); p. 199, Act. 9; p. 248, Differentiation; p. 348, Differentiation; p. 352, Differentiation ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 2: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency; Chapter 5: Test for Oral Proficiency; Chapter 6: Test for Oral Proficiency; Chapter 9: Speaking Test (Achievement) Test for Oral Proficiency; Chapter 10: Test for Oral Proficiency

WL.K12.NM.3.3 Ask simple questions and provide simple responses related to personal preferences.

SE: p. 176, Act. 13, 15; p. 186, Act. 3–4; p. 210, Act. 18; p. 260, Act. 2; p. 338, Act. 1; p. 390, Act. 4 TE: p. 192D, Connection to Fine Art ASSESSMENT: Chapter 5: Reading and Writing Test (Forms A, B), Speaking Test (Achievement); Chapter 7: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 8: Speaking Test (Achievement), Performance Assessment Task; Chapter 9: Test for Oral Proficiency

WL.K12.NM.3.4 Exchange essential information about self, family, and familiar topics.

SE: p. 13, Act. 3; p. 15, Act. 7; p. 24, Act. 3; p. 25, Act. 7–8; p. 28, Act. 2, InfoGap; p. 29, Act. 5; p. 37, Act. 13; p. 41, Act. C; p. 61, Act. 5, InfoGap; p. 65, Act. 7; p. 68, Act. 6; p. 72, Act. 13; p. 82, Act. 1, 4; p. 95, Act. 6; p. 106, InfoGap; p. 134, InfoGap; p. 139, Act. 9; p. 145, Act. D; p. 152, Act. 1; p. 164, Comunidades; p. 165, Act. 7; p. 174, Foldables; p. 176, Act. 13, 15; p. 191, Act. 5; p. 199, Act. 9; p. 204, Act. 2; p. 205, Act. 3; p. 207, InfoGap; p. 208, Act. 11; p. 209, Act. 13; p. 224, Act. 4; p. 245, Act. 15; p. 254, Act. 3; p. 300, Act. 2; p. 304, Foldables; p. 305, Act. 7; p. 309, Act. 6; p. 311, Act. 12; p. 312, Act. 14; p. 335, InfoGap; p. 342, Act. 6; p. 369, InfoGap; p. 390, Act. 1 TE: p. 22, Core Instruction (Step 2); p. 26, Core Instruction (Step 3); p. 58, Core Instruction (Step 2); p. 61, InfoGap; p. 88C, Chapter Project (Expansion); p. 95, Comparaciones; p. 107, InfoGap; p. 134, InfoGap; p. 158C, Chapter Project (#1); p. 179, Teaching Options; p. 207, InfoGap; p. 335, InfoGap; p. 369, InfoGap; p. 376, Conexiones ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency; Chapter 5: Test for Oral Proficiency

WL.K12.NM.3.5 Understand and use in context common concepts (such as numbers, days of the week, etc.) in simple situations.

SE: p. 8, Act. 3; p. 9, Act. 5; p. 14, Act. 3; p. 15, Act. 7, InfoGap; p. 52, Act. 3; p. 53, Act. 4–5; p. 68, Act. 6; p. 224, Act. 4; p. 254, Act. 2; p. 256, Act. 1; p. 307, Act. 2, 4–5; p. 322, Act. 1, 3; p. 360, Act. 4 TE: p. 12, Teaching Options; p. 15, InfoGap; p. 105, Differentiation; p. 110, Quick Start; p. 262C, Chapter Project (#2); p. 306, Quick Start, Teaching Options ASSESSMENT: Chapter 2: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency, Performance Assessment Task; Chapter 7: Speaking Test (Achievement); Chapter 9: Test for Oral Proficiency

¡Así se dice! Spanish 1 • Florida Correlation • page 6

WL.K12.NM.3.6 Use appropriate gestures, body language, and intonation to clarify a message.

SE: p. 82, Act. 1; p. 186, Act. 5; p. 322, Act. 1; p. 322, Act. 5; p. 345, Act. 10 TE: p. 5, Tips for Success; p. 23, Differentiation; p. 41, Differentiation (bodily-kinesthetic learners); p. 74, Differentiation; p. 96, Core Instruction (Step 3); p. 101, Go Online! (Diálogo en vivo video); p. 103, Act. 6; p. 163, ¡Así se dice!; p. 207, Act. 8; p. 212, Core Instruction (Step 3); p. 226C, Chapter Project (#3); p. 248, Core Instruction (Step 3); p. 280, Core Instruction (Step 3), Differentiation; p. 314, Core Instruction (Step 3); p. 333, Differentiation (bodily-kinesthetic learners); p. 348, Core Instruction (Step 4); p. 367, Heritage Speakers; p. 382, Core Instruction (Step 3); p. 408, Section 3 (B)

WL.K12.NM.3.7 Understand and respond appropriately to simple directions.

SE: p. 249, Act. B; p. 300, Act. 3; p. 360, Act. 3; p. 380, Act. 12 Expansión; p. 390, Act. 5 TE: p. 23, TPR; p. 97, TPR; p. 128, TPR; p. 163, TPR; p. 167, TPR; p. 197, TPR; p. 200, TPR; p. 234, TPR; p. 237, TPR; p. 266, TPR; p. 271, TPR; p. 299, TPR; p. 303, TPR; p. 332, TPR; p. 371, TPR

WL.K12.NM.3.8 Differentiate among oral statements, questions, and exclamations in order to determine meaning.

SE: p. 52, Act. 1; p. 75, Act. D; p. 108, Act. 12; p. 111, Act. C; p. 138, Act. 5; p. 292, Act. 1

WL.K12.NH.3.1 Engage in short social interactions using phrases and simple sentences.

SE: p. 7, Act. 2; p. 48, Act. 3; p. 82, Act. 2; p. 99, Act. 5; p. 109, Act. 16; p. 135, Act. 6; p. 152, Act. 2; p. 256, Act. 3; p. 307, Act. 5; p. 322, Act. 1, 3; p. 339, Act. 6; p. 345, Act. 10; p. 356, Act. 2–3; p. 373, Act. 6 TE: p. 5, Differentiation; p. 202, Teaching Options; p. 248, Differentiation; p. 307, Differentiation; p. 333, Differentiation (bodily-kinesthetic learners), Teaching Options; p. 348, Differentiation ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency; Chapter 4: Test for Oral Proficiency; Chapter 6: Test for Oral Proficiency, Performance Assessment Task; Chapter 7: Test for Oral Proficiency; Chapter 8: Test for Oral Proficiency; Chapter 9: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 10: Test for Oral Proficiency

WL.K12.NH.3.2 Exchange information about familiar tasks, topics and activities, including personal information.

SE: p. 99, Act. 5; p. 117, Act. 4; p. 118, Act. 1–3; p. 141, Act. 10, 13; p. 142, Act. 14–16; p. 150, Act. 2; p. 152, Act. 2–3; p. 164, Act. 3; p. 168, Act. 3; p. 171, Act. 1, 4; p. 173, Act. 6–7; p. 236, Comunidades; p. 240, Act. 4; p. 241, Act. 7, InfoGap; p. 243, Act. 11, 13; p. 256, Act. 5; p. 260, Act. 2; p. 273, InfoGap; p. 275, Act. 2–3; p. 276, Act. 6; p. 284, Antes de leer; p. 288, Act. 1–2; p. 295, Aquí y Allí; p. 304, Act. 2; p. 309, Act. 6, 9; p. 339, Act. 4; p. 341, Act. 2; p. 379, Act. 11; p. 380, Foldables; p. 390, Act. 1, 3; p. 414, Act. A–B, D–G; p. 416, Act. A; p. 418, Act, A–B; p. 419, Act. C; p. 422, Act. B TE: p. 92, Quick Start; p. 168, Why It Works!; p. 240, Act. 4; p. 241, InfoGap; p. 244, Quick Start; p. 261, Differentiation (Interpersonal learners); p. 308, Differentiation; p. 362D, Connection to Fine Art

WL.K12.NH.3.3 Exchange information using simple language about personal preferences, needs, and feelings.

SE: p. 7, Act. 2; p. 11, Act. 5; p. 118, Act. 1, 4; p. 131, Act. 5; p. 137, Act. 3; p. 141, Act. 13; p. 165, Act. 4; p. 171, Act. 4; p. 176, Act. 16, InfoGap; p. 186, Act. 1–2; p. 210, Act. 18; p. 256, Act. 2, 4; p. 273, Act. 5, 8; p. 288, Act. 3; p. 300, Act. 4; p. 322, Act. 2; p. 338, Act. 1; p. 360, Act. 4; p. 373, Act. 6; p. 386, Antes de leer; p. 390, Act. 4 TE: p. 126, Present; p. 148, Core Instruction (Step 1); p. 176, InfoGap; p. 181, Cultura; p. 228, Present; p. 280, Quick Start; p. 330, Present ASSESSMENT: Chapter 6: Performance Assessment Task; Chapter 11: Performance Assessment Task

¡Así se dice! Spanish 1 • Florida Correlation • page 7

WL.K12.NH.3.4 Ask and answer a variety of questions about personal information.

SE: p. 29, Act. 4; p. 36, Act. 10, 12; p. 37, Act. 14; p. 43, Comunidades; p. 47, Act. 7; p. 48, Act. 1, 3; p. 53, Act. 4, 7; p. 61, Act. 4; p. 65, Act. 7; p. 67, Act. 3; p. 68, Act. 5–6; p. 71, Act. 9–10; p. 72, Act. 12; p. 82, Act. 1; p. 101, Act. 2; p. 102, Act. 5, Expansión; p. 106, Act. 9; p. 108, Act. 14; p. 114, Antes de leer; p. 119, Tarea (Prewrite); p. 122, Act. 3; p. 131, Conexiones; p. 137, Act. 3; p. 138, Act. 6, Comunidades; p. 139, Act. 7; p. 142, Act. 14; p. 148, Antes de leer; p. 156, Act. 2; p. 157, Act. 6; p. 159, Aquí y Allí; p. 190, Act. 2; p. 198, Act. 1; p. 208, Act. 11; p. 209, Act. 13; p. 224, Act. 4; p. 227, Aquí y Allí; p. 237, Act. 5; p. 243, Act. 13; p. 246, Act. 17; p. 269, Act. 4; p. 288, Act. 1; p. 293, Act. 7; p. 311, Act. 12; p. 312, Act. 14; p. 342, Act. 5; p. 376, Act. 3; p. 377, Act. 4; p. 379, Act. 8; p. 388, Act. 3 TE: p. 24, Heritage Speakers; p. 26, Tips for Success (Bullet 2); p. 37, Pre-AP; p. 38, Comunidades; p. 40, Quick Start; p. 58, Differentiation; p. 59, Step 4; p. 67, Act. 3; p. 74, Quick Start; p. 99, Differentiation; p. 102, Act. 5; p. 105, Quick Start, Differentiation; p. 110, Quick Start; p. 130, Act. 3; p. 136, Quick Start; p. 157, Differentiation (Interpersonal learners); p. 194, Present; p. 202, Teaching Options; p. 258, Differentiation; p. 274, Quick Start; p. 277, Core Instruction (Step 3); p. 278, Core Instruction; p. 311, Core Instruction (Step 3); p. 342, Differentiation; p. 343, Quick Start; p. 368, Act. 2; p. 377, Teaching Options; p. 395, Differentiation (Interpersonal learners) ASSESSMENT: Chapter 1: Quiz 5 (El verbo ser), Speaking Test (Achievement), Test for Oral Proficiency; Chapter 2: Quiz 3 (El verbo tener), Speaking Test (Achievement); Chapter 3: Quiz 4 (Los verbos ir, dar, estar), Reading and Writing Test (Forms A, B), Speaking Test (Achievement), Test for Oral Proficiency; Chapter 4: Quiz 3 (Presente de los verbos en -er, -ir), Reading and Writing Test (Form B), Speaking Test (Achievement); Chapter 5: Quiz 3 (Los verbos de cambio radical e —> ie), Reading and Writing Test (Forms A, B); Chapter 6: Reading and Writing Test (Forms A, B); Chapter 7: Reading and Writing Test (Forms A, B); Chapter 8: Quiz 3 (Pretérito de los verbos en -er, -ir), Test for Oral Proficiency, Performance Assessment Task; Chapter 9: Quiz 4 (Presente de saber y conocer); Chapter 10: Quiz 3 (Presente de hacer, poner, traer, salir), Reading and Writing Test (Forms A, B); Chapter 11: Quiz 3, (Verbos reflexivos), Reading and Writing Test (Forms A, B), Speaking Test (Achievement)

WL.K12.NH.3.5 Exchange information about meeting someone including where to go, how to get there, and what to do and why.

SE: p. 118, Act. 5; p. 152, Act. 2; p. 356, Act. 5

WL.K12.NH.3.6 Use basic language skills supported by body language and gestures to express agreement and disagreement.

SE: p. 118, Act. 2; p. 165, Act. 4; p. 322, Act. 2; p. 383, Act. D

WL.K12.NH.3.7 Ask for and give simple directions to go somewhere or to complete a task.

SE: p. 339, Act. 6; p. 380, Act. 13; p. 390, Act. 5 TE: p. 380, Differentiation ASSESSMENT: Chapter 10: Test for Oral Proficiency; Chapter 11: Quiz 5 (Mandatos con favor de), Reading and Writing Test (Forms A, B), Test for Writing Proficiency

WL.K12.NH.3.8 Describe a problem or a situation with sufficient details in order to be understood.

SE: p. 179, Act. C; p. 220, Act. 4; p. 256, Act. 6; p. 288, Act. 4 ASSESSMENT: Chapter 6: Test for Oral Proficiency, Performance Assessment Task

¡Así se dice! Spanish 1 • Florida Correlation • page 8

Standard 4: Presentational Speaking: The student will be able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language.

WL.K12.NM.4.1 Provide basic information about self and immediate surroundings using words and phrases and memorized expressions.

SE: p. 7, Act. 3; p. 9, Act. 6; p. 11, Act. 2–4; p. 13, Act. 1; p. 15, Act. 4; p. 29, Act. 5; p. 37, Act. 13; p. 61, Act. 6–7; p. 64, Act. 2; p. 65, Act. 4 Expansión, Act. 5; p. 66, Act. 1; p. 69, Act. 8; p. 87, Act. 6; p. 94, Act. 3 Expansión; p. 118, Act. 4; p. 123, Act. 4; p. 199, Act. 7; p. 202, Act. 2 Expansión; p. 208, Act. 11; p. 209, Act. 13; p. 239, Act. 2 Expansión, Act. 3 Expansión; p. 356, Act. 4 TE: p. 65, Heritage Speakers; p. 201, Differentiation; p. 336, Differentiation; p. 366, Quick Start ASSESSMENT: Chapter 1: Speaking Test (Achievement); Chapter 2: Speaking Test (Achievement); Chapter 3: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 4: Speaking Test (Achievement); Chapter 5: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 6: Speaking Test (Achievement); Chapter 7: Speaking Test (Achievement); Chapter 8: Reading and Writing Test (Form B); Chapter 10: Speaking Test (Achievement), Performance Assessment Task

WL.K12.NM.4.2 Present personal information about self and others. SE: p. 24, Act. 4; p. 25, Act. 5, 7; p. 34, Act. 7; p. 36, Act. 11 Expansión; p. 37, Act. 13; p. 45, Act. B; p. 48, Act. 4; p. 61, Act. 7; p. 65, Act. 7; p. 67, Act. 2 Expansión; p. 82, Act. 3; p. 95, Act. 7; p. 122, Act. 2; p. 152, Act. 4–5; p. 205, Act. 5; p. 220, Act. 3; p. 310, Act. 11; p. 390, Act. 2 TE: p. 24, Heritage Speakers; p. 28, Act. 2; p. 36, Act. 9; p. 38, Comunidades; p. 43, Comunidades (Bullet 1); p. 61, Act. 5; p. 72, Act. 13; p. 142, Comunicación (Interpersonal, Presentational); p. 194, Cultural Snapshot (Estados Unidos); p. 199, Act. 7; p. 299, Differentiation ASSESSMENT: Chapter 1: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 2: Speaking Test (Achievement); Chapter 3: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 4: Test for Oral Proficiency; Chapter 7: Test for Oral Proficiency; Chapter 11: Speaking Test (Achievement)

WL.K12.NM.4.3 Express likes and dislikes. SE: p. 176, Act. 13, 15–17, InfoGap; p. 177, Act. 18; p. 186, Act. 4; p. 210, Act. 18; p. 256, Act. 2; p. 261, Act. 6; p. 273, Act. 5, 8; p. 288, Act. 3; p. 300, Act. 4; p. 352, Antes de leer; p. 360, Act. 4 TE: p. 54D, Connection to Fine Art; p. 164, Heritage Speakers; p. 175, Differentiation; p. 176, Comunicación, InfoGap; p. 248, Quick Start; p. 264, Cultural Snapshot (Argentina) ASSESSMENT: Chapter 5: Speaking Test (Achievement); Chapter 7: Test for Oral Proficiency; Chapter 10: Speaking Test (Achievement)

WL.K12.NM.4.4 Provide an account of daily activities. SE: p. 99, Act. 5; p. 233, Act. 5; p. 275, Act. 2; p. 301, Act. 5 Expansión; p. 369, Act. 6; p. 372, Act. 2 Expansión TE: p. 88C, Chapter Project (#3); p. 142, Comunicación (Interpersonal, Presentational); p. 367, Heritage Speakers ASSESSMENT: Chapter 3: Speaking Test (Achievement), Test for Oral Proficiency, Performance Assessment Task; Chapter 7: Test for Oral Proficiency; Chapter 9: Performance Assessment Task; Chapter 11: Test for Oral Proficiency

¡Así se dice! Spanish 1 • Florida Correlation • page 9

WL.K12.NM.4.5 Role-play skits, songs, or poetry in the target language that deal with familiar topics.

SE: p. 35, Act. 8; p. 203, Act. 6; p. 220, Act. 4; p. 301, Act. 8; p. 345, Act. 10 TE: p. 3, Differentiation; p. 5, Tips for Success; p. 6, Differentiation; p. 35, Act. 8; p. 40, Core Instruction (Step 3); p. 41, Differentiation (bodily-kinesthetic learners); p. 66, Differentiation; p. 67, Differentiation; p. 74, Core Instruction (Step 5); p. 97, Differentiation (verbal-linguistic learners); p. 101, Go Online! (Diálogo en vivo video); p. 124C, Chapter Project (Expansion); p. 133, Differentiation (bodily-kinesthetic learners); p. 144, Differentiation; p. 152, Act. 2–3; p. 157, Differentiation (Bodily-kinesthetic learners); p. 174, Comunicación (Interpersonal, Presentational); p. 178, Differentiation; p. 226C, Chapter Project (#4); p. 233, Act. 5; p. 261, Differentiation (Bodily-kinesthetic learners); p. 276, Act. 4, Comunicación; p. 280, Core Instruction (Step 3), Differentiation; p. 288, Act. 4; p. 339, Act. 6; p. 344, Differentiation; p. 346, Differentiation (bodily-kinesthetic, interpersonal learners); p. 348, Core Instruction (Step 4), Differentiation; p. 362C, Chapter Project (Expansion); p. 373, Comunicación; p. 376, Act. 2; p. 382, Core Instruction (Step 3), Differentiation; p. 408, Section 3 (B)

WL.K12.NM.4.6 Present simple information about a familiar topic using visuals.

SE: p. 24, Act. 4; p. 34, Act. 7; p. 48, Act. 1, 4; p. 52, Act. 3; p. 65, Act. 4 Expansión; p. 66, Act. 1; p. 82, Act. 2; p. 174, Act. 12; p. 177, Act. 18; p. 225, Act. 7; p. 233, Act. 6; p. 236, Act. 1; p. 237, Act. 6; p. 261, Act. 7; p. 301, Act. 8; p. 327, Act. 5; p. 346, Act. 13; p. 395, Act. 7 TE: p. 26, Tips for Success (Bullet 2); p. 53, Heritage Speakers; p. 69, Conexiones; p. 158C, Chapter Project (#5); p. 167, Differentiation (Advanced Learners); p. 174, Act. 12; p. 212, Differentiation (bodily-kinesthetic learners); p. 232, Differentiation (Advanced Learners); p. 283, Differentiation; p. 307, Differentiation; p. 333, Differentiation (verbal-linguistic learners); p. 352, Differentiation; p. 365, Cultural Snapshot (Argentina, Chile); p. 395, Differentiation (Bodily-kinesthetic learners) ASSESSMENT: Chapter 10: Performance Assessment Task

WL.K12.NH.4.1 Provide basic information on familiar topics using phrases and simple sentences.

SE: p. 48, Act. 2–3; p. 61, Act. 4 Expansión; p. 108, Act. 15; p. 135, Act. 4 Expansión; p. 164, Act. 3 Expansión; p. 169, Act. 5; p. 171, Act. 3; p. 186, Act. 5; p. 207, Act. 9 Expansión; p. 232, Act. 2 Expansión; p. 236, Act. 3 Expansión; p. 243, Act. 11 Expansión; p. 256, Act. 1; p. 268, Act. 2 Expansión; p. 275, Act. 1 Expansión; p. 322, Act. 4; p. 334, Act. 2 Expansión; p. 341, Act. 1 Expansión; p. 344, Act. 8 Expansión; p. 356, Act. 5; p. 414, Act. C TE: p. 29, Act. 4–5; p. 38, Act. 16; p. 103, Differentiation; p. 105, Quick Start; p. 110, Differentiation; p. 138, Comunidades; p. 164, Differentiation; p. 206, Differentiation (intrapersonal learners); p. 328D, Connection to Fine Art; p. 335, Act. 6; p. 339, Differentiation; p. 398, Vocabulario ASSESSMENT: Chapter 4: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 5: Test for Oral Proficiency; Chapter 6: Speaking Test (Achievement); Chapter 8: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 10: Speaking Test (Achievement), Performance Assessment Task

WL.K12.NH.4.2 Describe aspects of daily life using complete sentences.

SE: p. 261, Act. 7; p. 288, Act. 4; p. 317, Act. C; p. 322, Act. 5; p. 329, Aquí y Allí; p. 369, Act. 6; p. 390, Act. 2 TE: p. 124D, Connection to Fine Art; p. 142, Comunicación (Interpersonal, Presentational); p. 147, Heritage Speakers; p. 226D, Connection to Fine Art; p. 299, Differentiation ASSESSMENT: Chapter 3: Speaking Test (Achievement); Chapter 4, Speaking Test (Achievement); Chapter 9: Speaking Test (Achievement), Performance Assessment Task

WL.K12.NH.4.3 Describe familiar experiences or events using both general and specific language.

SE: p. 186, Act. 3, 5; p. 322, Act. 5; p. 339, Act. 4; p. 342, Act. 5; p. 356, Act. 1 TE: p. 138, Comunidades; p. 158C, Chapter Project (#5); p. 158D, Connection to Fine Art; p. 226D, Connection to Fine Art ASSESSMENT: Chapter 5: Test for Oral Proficiency; Chapter 6: Speaking Test (Achievement); Chapter 8: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 9: Speaking Test (Achievement), Performance Assessment Task; Chapter 10: Speaking Test (Achievement), Performance Assessment Task; Chapter 11: Test for Oral Proficiency

¡Así se dice! Spanish 1 • Florida Correlation • page 10

WL.K12.NH.4.4 Present personal information about one’s self and others.

SE: p. 220, Act. 2; p. 243, Act. 13; p. 273, Act. 7; p. 293, Act. 6; p. 310, Act. 11; p. 327, Act. 7 ASSESSMENT: Chapter 9: Speaking Test (Achievement)

WL.K12.NH.4.5 Retell the main idea of a simple, culturally authentic story in the target language with prompting and support.

SE: p. 41, Act. C; p. 215, Act. F; p. 350, Antes de leer; p. 401, Act. D; p. 414, Act. A, F TE: p. 77, ¿Comprendes? Act. D, Differentiation (All Learners, Bullet 2); p. 182, Differentiation; p. 214, Core Instruction (Step 5); p. 215, Differentiation (Advanced Learners); p. 398, Teaching Options; p. 399, Core Instruction (Step 4); p. 402, Teaching Options; p. 403, Core Instruction (Step 4); p. 407, Core Instruction (Step 5)

WL.K12.NH.4.6 Use verbal and non verbal communication when making announcements or introductions.

SE: p. 186, Act. 5; p. 322, Act. 4–5

Standard 5: Presentational Writing: The student will be able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language.

WL.K12.NM.5.1 Provide basic information in writing using familiar topics, often using previously learned expressions and phrases.

SE: p. 24, Act. 3; p. 28, Act. 2; p. 29, Act. 4; p. 31, Act. 2; p. 33, Act. 4; p. 36, Act. 10, 12; p. 38, Act. 17; p. 61, Act. 4; p. 65, Act. 4; p. 66, Act. 1; p. 67, Act. 3; p. 69, Act. 8; p. 71, Act. 9; p. 72, Act. 12; p. 81, Act. 3; p. 94, Act. 3; p. 95, Act. 5; p. 101, Act. 2; p. 119, Tarea; p. 123, Act. 4; p. 130, Act. 3; p. 135, Act. 4; p. 137, Act. 3; p. 150, Act. 2; p. 164, Act. 3; p. 168, Act. 3; p. 169, Act. 7; p. 171, Act. 1, 4; p. 173, Act. 6–7; p. 190, Act. 2; p. 199, Act. 7; p. 202, Act. 2; p. 204, Act. 2; p. 205, Act. 3; p. 206, Act. 7; p. 207, Act. 9; p. 236, Act. 1, 3; p. 237, Act. 5; p. 245, Act. 15; p. 254, Act. 3; p. 293, Act. 7; p. 300, Act. 2, 4; p. 309, Act. 6; p. 311, Act. 12; p. 312, Act. 14; p. 334, Act. 2; p. 338, Act. 1; p. 379, Act. 8; p. 395, Act. 7 TE: p. 15, Differentiation (Naturalist learners); p. 40, Quick Start; p. 54C, Chapter Project (#3), Chapter Project (Expansion); p. 72, Writing Development; p. 136, Quick Start; p. 169, Act. 5; p. 343, Quick Start; p. 383, Writing Development ASSESSMENT: Chapter 1: Test for Writing Proficiency; Chapter 2: Quiz 3 (El verbo tener), Test for Writing Proficiency; Chapter 3: Reading and Writing Test (Forms A, B), Test for Writing Proficiency; Chapter 4: Quiz 4 (Expresiones con el infinitivo), Reading and Writing Test (Forms A, B), Test for Writing Proficiency, Performance Assessment Task; Chapter 5: Quiz 5 (Los verbos interesar, aburrir, gustar), Reading and Writing Test (Forms A, B); Chapter 6: Reading and Writing Test (Forms A, B); Chapter 7: Reading and Writing Test (Forms A, B); Chapter 8: Quiz 3 (Pretérito de los verbos en -er, -ir), Reading and Writing Test (Forms A, B), Test for Writing Proficiency; Chapter 9: Quiz 2 (Vocabulario 2); Chapter 11: Test for Writing Proficiency

WL.K12.NM.5.2 Fill out a simple form with basic information. SE: p. 52, Act. 2; p. 137, Act. 4; p. 165, Act. 6; p. 335, Act. 6 TE: p. 88C, Chapter Project (#1), Chapter Project (#2) ASSESSMENT: Chapter 1: Performance Assessment Task

WL.K12.NM.5.3 Write simple sentences about self and/or others. SE: p. 34, Act. 7; p. 36, Act. 9; p. 69, Act. 8; p. 106, Act. 9; p. 108, Act. 14; p. 122, Act. 2–3; p. 131, Act. 5; p. 176, Act. 13, 15; p. 205, Act. 5; p. 208, Foldables; p. 209, Act. 15; p. 210, Act. 16; p. 241, Act. 9; p. 269, Act. 4; p. 272, Act. 3; p. 273, Act. 5; p. 275, Act. 1; p. 391, Tarea TE: p. 18C, Chapter Project (#2); p. 26, Quick Start; p. 36, Differentiation (Act. 10); p. 70, Quick Start; p. 74, Quick Start; p. 110, Quick Start; p. 198, Act. 3, 5; p. 383, Writing Development ASSESSMENT: Chapter 1: Quiz 1, (Vocabulario 1), Test for Writing Proficiency; Chapter 2: Test for Writing Proficiency, Performance Assessment Task; Chapter 3: Quiz 4 (Los verbos ir, dar, estar), Test for Writing Proficiency; Chapter 4: Quiz 3 (Presente de los verbos en -er, -ir), Test for Writing Proficiency; Chapter 5: Reading and Writing Test (Forms A, B); Chapter 6: Test for Writing Proficiency; Chapter 9: Test for Writing Proficiency

¡Así se dice! Spanish 1 • Florida Correlation • page 11

WL.K12.NM.5.4 Write simple sentences that help in day-to-day life communication.

SE: p. 139, Act. 9; p. 203, Act. 6; p. 339, Act. 7; p. 357, Tarea; p. 373, Act. 5; p. 389, Act. 7 TE: p. 124C, Chapter Project (#5); p. 192C, Chapter Project (#1); p. 262C, Chapter Project (#3); p. 294C, Chapter Project (#2) ASSESSMENT: Chapter 1: Test for Writing Proficiency; Chapter 9: Test for Writing Proficiency; Chapter 11: Quiz 5 (Mandatos con favor de), Test for Writing Proficiency, Performance Assessment Task

WL.K12.NM.5.5 Write about previously acquired knowledge and experiences.

SE: p. 77, Act. D; p. 153, Tarea; p. 157, Act. 7; p. 169, Act. 5; p. 187, Tarea; p. 240, Act. 4; p. 243, Act. 11 TE: p. 42, Differentiation (Advanced Learners); p. 77, ¿Comprendes? Act. D; p. 179, Writing Development; p. 180, Writing Development ASSESSMENT: Chapter 1: Reading and Writing Test (Forms A, B); Chapter 4: Test for Writing Proficiency; Chapter 5: Test for Writing Proficiency; Chapter 6: Reading and Writing Test (Forms A, B), Test for Writing Proficiency; Chapter 10: Reading and Writing Test (Forms A, B)

WL.K12.NM.5.6 Pre-write by drawing pictures to support ideas related to a task.

SE: p. 72, Foldables; p. 83, Tarea (Prewrite); p. 187, Tarea (Prewrite); p. 289, Tarea (Prewrite) TE: p. 18C, Chapter Project (#4); p. 38, Comunidades; p. 54C, Chapter Project (#1); p. 83, Differentiation; p. 88C, Chapter Project (#5); p. 124C, Chapter Project (#4); p. 294C, Chapter Project (#2)

WL.K12.NM.5.7 Draw pictures in sequence to demonstrate a story plot.

SE: p. 203, Act. 6; p. 283, Act. E; p. 346, Foldables; p. 405, Act. E TE: p. 41, Differentiation (Visual-spatial learners); p. 192C, Chapter Project (#3)

WL.K12.NH.5.1 Write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences.

SE: p. 43, Act. C; p. 49, Tarea; p. 75, Act. C; p. 83, Tarea; p. 119, Tarea (Prewrite); p. 145, Act. C; p. 187, Tarea; p. 221, Tarea; p. 237, Act. 6; p. 251, Act. B; p. 261, Act. 7; p. 289, Tarea; p. 339, Act. 7; p. 373, Act. 5 TE: p. 18D, Los tejidos, Connection to Fine Art (Technology Expansion); p. 41, Writing Development; p. 43, Differentiation; p. 92, Quick Start; p. 147, Writing Development; p. 206, Quick Start; p. 226C, Chapter Project (Expansion); p. 362C, Chapter Project (#3) ASSESSMENT: Chapter 8: Quiz 2 (Vocabulario 2); Chapter 10: Test for Writing Proficiency, Performance Assessment Task

WL.K12.NH.5.2 Write simple statements to describe aspects of daily life.

SE: p. 106, Act. 9; p. 108, Act. 14–15; p. 109, Act. 17; p. 137, Act. 3; p. 141, Act. 10; p. 157, Act. 4; p. 275, Act. 2; p. 380, Foldables; p. 391, Tarea TE: p. 88C, Chapter Project (#3); p. 95, Comparaciones; p. 139, Writing Development; p. 244, Quick Start; p. 369, Act. 5; p. 375, Differentiation (logical-mathematical learners) ASSESSMENT: Chapter 3: Test for Writing Proficiency; Chapter 4: Test for Writing Proficiency; Chapter 6: Test for Writing Proficiency; Chapter 7: Test for Writing Proficiency; Chapter 10: Quiz 1 (Vocabulario 1); Chapter 11: Test for Writing Proficiency

WL.K12.NH.5.3 Write a description of a familiar experience or event. SE: p. 157, Act. 7; p. 187, Tarea; p. 257, Tarea; p. 289, Tarea; p. 317, Act. C; p. 323, Tarea TE: p. 158C, Chapter Project (#3); p. 246, Writing Development; p. 337, Differentiation; p. 349, Writing Development; p. 383, Writing Development ASSESSMENT: Chapter 6: Test for Writing Proficiency; Chapter 7: Test for Writing Proficiency; Chapter 8: Test for Writing Proficiency; Chapter 10: Test for Writing Proficiency

WL.K12.NH.5.4 Write short personal notes using a variety of media. SE: p. 53, Act. 7 Expansión; p. 68, Act. 6; p. 139, Act. 9; p. 250, Durante la lectura TE: p. 262C, Chapter Project (#3)

WL.K12.NH.5.5 Request information in writing to obtain something needed.

SE: p. 104, Act. 9; p. 142, Act. 17; p. 301, Act. 7

WL.K12.NH.5.6 Prepare a draft of an itinerary for a personal experience or event (such as for a trip to a country where the target language is spoken).

SE: p. 257, Tarea (Write, Bullet 2); p. 273, Act. 9; p. 379, Act. 11

¡Así se dice! Spanish 1 • Florida Correlation • page 12

WL.K12.NH.5.7 Pre-write by generating ideas from multiple sources based upon teacher- directed topics.

SE: p. 49, Tarea (Prewrite); p. 83, Tarea (Prewrite); p. 153, Tarea (Prewrite); p. 187, Tarea (Prewrite); p. 221, Tarea (Prewrite); p. 257, Tarea (Prewrite); p. 323, Tarea (Prewrite); p. 357, Tarea (Prewrite) TE: p. 43, Differentiation; p. 54C, Chapter Project (#2); p. 226C, Chapter Project (#3); p. 362C, Chapter Project (#2)

Standard 6: Culture: The student will be able to use the target language to gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own.

WL.K12.NM.6.1 Recognize basic practices and perspectives of cultures where the target language is spoken (such as greetings, holiday celebrations, etc.)

SE: p. 2, Act. 1; p. 3, Act. 6–7; p. 4, Act. 1, 3; p. 12, Cultura; p. 53, Act. 6; p. 78, Cultura; p. 79, ¿Comprendes? activity; p. 104, Photo caption; p. 113, Cultura; p. 115, ¿Comprendes? activity; p. 143, Cultura; p. 146, Reading Check (bottom); p. 147, Act. B–C; p. 148, Photo caption; p. 151, Act. 7–8; p. 153, Tarea; p. 179, Photo caption, Video; p. 180, Reading Check (top); p. 185, Act. 6; p. 222, Photo caption; p. 227, Aquí y Allí; p. 263, Aquí y Allí; p. 316, Reading Check (top); p. 317, Act. D; p. 321, Act. 7; p. 323, Tarea; p. 350, Reading Check (top); p. 389, Act. 8 TE: p. 11, Cultura; p. 18D, Connection to Fine Art (Technology Expansion); p. 54D, Recipe; p. 78, Core Instruction (Step 3), Cultura; p. 88D, Recipe; p. 95, Cultural Snapshot; p. 113, Cultura; p. 124D, Habla en verso, Connection to Fine Art; p. 125, Cultural Snapshot; p. 158D, Dominó; p. 180, Core Instruction (Step 1); p. 181, Cultura; p. 192D, Campaña de salud; p. 222, Cultural Snapshot; p. 226D, Carnaval; p. 262C, Chapter Project (Expansion); p. 262D, Maracas; p. 269, Cultural Snapshot; p. 276, Cultural Snapshot; p. 294D, Yarn Paintings; p. 362D, Los gauchos; p. 363, Cultural Snapshot ASSESSMENT: Chapter 3: Reading and Writing Test (Form A); Chapter 5: Reading and Writing Test (Form B); Chapter 9: Reading and Writing Test (Forms A, B)

WL.K12.NM.6.2 Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s).

SE: p. 147, Act. B–C; p. 151, Act. 8; p. 179, Photo caption; p. 323, Tarea TE: p. 27, Go Online! (Diálogo en vivo video); p. 59, About the Spanish Language (Bullet 3); p. 113, Cultura; p. 122, Cultural Snapshot; p. 145, Pre-AP; p. 181, Cultura; p. 192D, Campaña de salud; p. 222, Cultural Snapshot; p. 226D, Carnaval; p. 262C, Chapter Project (Expansion); p. 294D, Yarn Paintings

WL.K12.NM.6.3 Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances.

SE: p. 11, Conexiones; p. 269, Cultura; p. 273, Act. 9 TE: p. 124D, Habla en verso; p. 226D, Carnaval; p. 262C, Chapter Project (Expansion); p. 267, Differentiation (auditory-musical); p. 283, Differentiation; p. 294D, Yarn Paintings; p. 362D, Los gauchos

WL.K12.NM.6.4 Recognize products of culture (e.g., food, shelter, clothing, transportation, toys).

SE: p. 11, Conexiones; p. 56, Introducción al tema; p. 57, Panamá photo caption; p. 70, Comunidades; p. 134, Photo caption; p. 137, Cultura; p. 141, Comparaciones; p. 143, Cultura; p. 151, Act. 8; p. 206, Photo caption (bottom); p. 217, Photo caption; p. 251, Act. B; p. 282, Reading Check (bottom); p. 285, ¿Comprendes? activity (#2, #4); p. 317, Video; p. 407, Introducción TE: p. 3, Cultural Snapshot; p. 18D, Connection to Fine Art; p. 23, Cultural Snapshot; p. 54D, Recipe, Connection to Fine Art; p. 56, Present; p. 70, Comunidades; p. 88D, Recipe; p. 95, Cultural Snapshot; p. 97, About the Spanish Language; p. 106, Go Online! (Cultura en vivo video); p. 113, Cultura; p. 124C, Chapter Project (#2); p. 124D, Habla en verso; pp. 126–127, Cultural Snapshot; p. 141, Cultural Snapshot; p. 147, Cultural Snapshot; p. 165, Act. 5; p. 192C, Chapter Project (Expansion); p. 192D, Recipe; p. 262D, Maracas; p. 285, Cultural Snapshot; p. 294D, Yarn Paintings; p. 317, Go Online! (Cultura en vivo video); p. 322, Cultural Snapshot

WL.K12.NH.6.1 Use information acquired through the study of the practices and perspectives of the target culture(s) to identify some of their characteristics and compare them to own culture.

SE: p. 113, Act. C; p. 137, Cultura; p. 165, Act. 7; p. 180, Durante la lectura; p. 181, Act. D; p. 256, Act. 3; p. 323, Tarea TE: p. 35, Go Online! (Cultura en vivo video); p. 54D, Connection to Fine Art; p. 88D, Connection to Fine Art; p. 180, Core Instruction (Step 1); p. 181, Cultura; p. 192D, Campaña de salud; p. 217, Conexiones; p. 262C, Chapter Project (Expansion); p. 285, Go Online! (Cultura en vivo video); p. 296, Present; p. 315, Go Online! (Diálogo en vivo video); p. 350, Cultural Snapshot; p. 364, Present ASSESSMENT: Chapter 3: Reading and Writing Test (Form B); Chapter 4: Reading and Writing Test (Form A)

¡Así se dice! Spanish 1 • Florida Correlation • page 13

WL.K12.NH.6.2 Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied.

SE: p. 143, Cultura; p. 147, Video; p. 318, Reading Check TE: p. 231, Go Online! (Cultura en vivo video); p. 328D, Un lugar misterioso

WL.K12.NH.6.3 Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.)

SE: p. 138, Comunidades; p. 145, Conexiones; p. 283, Act. C–D TE: p. 160, Present; p. 226D, Carnaval; p. 265, Cultural Snapshot (México); p. 283, Differentiation; p. 328D, Connection to Fine Art

WL.K12.NH.6.4 Identify cultural artifacts, symbols, and images of the target culture(s).

SE: p. 153, Photo caption; p. 317, Video; p. 403, Photo caption TE: p. 124D, Habla en verso; p. 214, Conexiones; p. 262D, Maracas; p. 317, Go Online! (Cultura en vivo video); p. 328D, Un lugar misterioso

Standard 7: Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language. Standard 8: Comparisons: The student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others. Standard 9: Communities: The student will be able to use the target language both within and beyond the school setting to investigate and improve his/her world beyond his/her immediate surroundings for personal growth and enrichment.

Note: Connections, Comparisons and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards.

WL.K12.NM.7.1 Identify key words and phrases in the target language that are based on previous knowledge acquired in subject area classes.

SE: p. 131, Act. 4; p. 134, Act. 1; p. 165, Act. 7; p. 252, Antes de leer; p. 422, Act. A TE: p. 44, Tips for Success; p. 69, Conexiones; p. 79, Conexiones; p. 145, Conexiones; p. 192D, Campaña de salud; p. 328C, Chapter Project (Expansion); p. 334, Cultural Snapshot

WL.K12.NM.7.2 Identify (within a familiar context and supported by visuals), basic information common to the world language classroom and other disciplines.

SE: p. 44, Antes de leer; p. 81, Act. 6; p. 131, Act. 4; p. 134, Act. 1; p. 145, Conexiones; p. 252, Antes de leer; p. 285, Conexiones; p. 307, Act. 4; p. 350, Reading Check (bottom); p. 351, Act. A–D; p. 352, Reading Check; p. 355, Act. 6–7 TE: p. 44, Core Instruction (Step 1); p. 45, Conexiones (Bullet 2); p. 54D, Connection to Fine Art; p. 76, Core Instruction (Step 2); p. 78, Conexiones; p. 79, Conexiones; p. 104, Conexiones; p. 112, Core Instruction (Step 4); p. 115, Cultural Snapshot; p. 179, Go Online! (Cultura en vivo video); p. 192D, Campaña de salud; p. 203, Conexiones; p. 207, Conexiones; p. 216, Cultural Snapshot; p. 249, Conexiones; p. 262D, Maracas; p. 265, Cultural Snapshot (Argentina, Chile); p. 272, Comunidades; p. 283, Differentiation; p. 310, Conexiones; p. 328C, Chapter Project (#2); p. 341, Cultural Snapshot; p. 344, Conexiones; p. 350, Core Instruction (Step 4); p. 353, Conexiones; p. 376, Conexiones; p. 398, Vocabulario

WL.K12.NM.8.1 Demonstrate basic knowledge acquired in the target language in order to compare words that are similar to those in his/her own language.

SE: p. 2, Act. 3; p. 3, Act. 4; p. 17, Juego; p. 51, Juego; p. 85, Juego; p. 112, Antes de leer; p. 121, Juego; p. 155, Juego; p. 189, Juego; p. 223, Juego; p. 259, Juego; p. 273, Act. 6; p. 291, Juego; p. 325, Juego; p. 359, Juego; p. 393, Juego TE: p. 35, Comparaciones; p. 45, Conexiones (Bullet 1); p. 109, Refrán; p. 112, Comparaciones; p. 124C, Chapter Project (#2); p. 143, Refrán; p. 177, Refrán

WL.K12.NM.8.2 Recognize true and false cognates in the target language and compare them to own language.

SE: p. 17, Juego; p. 27, ¡Ojo!; p. 51, Juego; p. 58, ¡Ojo!; p. 85, Juego; p. 112, Durante la lectura; p. 121, Juego; p. 155, Juego; p. 189, Juego; p. 197, ¿Lo sabes?; p. 223, Juego; p. 259, Juego; p. 269, Act. 4; p. 291, Juego; p. 325, Juego; p. 359, Juego; p. 393, Juego; p. 402, Reading Tip TE: p. 29, Conexiones; p. 112, Core Instruction (Step 3); p. 197, About the Spanish Language; p. 201, About the Spanish Language (Bullet 2); p. 371, Go Online! (Diálogo en vivo video); p. 384, About the Spanish Language

WL.K12.NM.8.3 Identify celebrations typical of the target culture and one’s own.

SE: p. 249, eScape; p. 275, Comparaciones; p. 285, eScape, Video TE: p. 226D, Carnaval

WL.K12.NM.9.1 Use key words and phrases in the target language to participate in different activities in the school and community settings.

SE: p. 273, Act. 9; p. 317, ePals; p. 319, Cultura TE: p. 138, Comunidades; p. 192C, Chapter Project (Technology Expansion); p. 226D, Carnaval, Connection to Fine Art; p. 272, Comunidades

¡Así se dice! Spanish 1 • Florida Correlation • page 14

WL.K12.NM.9.2 Participate in simple presentations, activities, and cultural events in local, global, and/or online communities.

SE: p. 43, ePals; p. 119, Tarea (Write); p. 272, Comunidades; p. 273, eScape TE: p. 18C, Chapter Project (Expansion); p. 88D, Connection to Fine Art (Expansion); p. 262C, Chapter Project (Expansion); p. 272, Comunidades; p. 362D, Los gauchos

WL.K12.NH.7.1 Use vocabulary acquired in the target language to access new knowledge from other disciplines.

SE: p. 47, Act. 8; p. 79, Conexiones; p. 102, Conexiones; p. 145, Conexiones; p. 168, Conexiones; p. 414, Act. A–B, D–G TE: p. 154, Cultural Snapshot; p. 158C, Chapter Project (#2); p. 192D, Campaña de salud; p. 204, Tips for Success; p. 272, Comunidades; p. 283, Differentiation

WL.K12.NH.7.2 Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge.

SE: p. 131, Conexiones; p. 147, Act. C; p. 165. Act. 7; p. 351, Act. D TE: p. 11, Cultura; p. 44, Core Instruction (Step 1); p. 76, Core Instruction (Step 2); p. 78, Conexiones; p. 104, Conexiones; p. 328C, Chapter Project (#2); p. 362C, Chapter Project (#3)

WL.K12.NH.8.1 Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture.

SE: p. 50, Comparaciones; p. 95, Comparaciones; p. 100, Comparaciones; p. 108, ¡Ojo!; p. 120, Comparaciones; p. 209, Los pronombres me, te, nos (#2); p. 222, Comparaciones; p. 306, Comparaciones; p. 358, Comparaciones TE: p. 35, Comparaciones; p. 50, Differentiation; p. 84, Differentiation; p. 95, Comparaciones; p. 124D, Connection to Fine Art; p. 222, Differentiation; p. 290, Differentiation; p. 303, Tips for Success; p. 358, Differentiation; p. 392, Differentiation

WL.K12.NH.8.2 Compare basic sound patterns and grammatical structures between the target language and own language.

SE: p. 39, Pronunciación; p. 50, Comparaciones; p. 73, Pronunciación; p. 95, Comparaciones; p. 100, Comparaciones; p. 109, Pronunciación; p. 120, Comparaciones; p. 143, Pronunciación; p. 177, Pronunciación; p. 211, Pronunciación; p. 222, Comparaciones; p. 247, Pronunciación; p. 279, Pronunciación; p. 313, Pronunciación; p. 347, Pronunciación; p. 358, Comparaciones; p. 374, Conexiones; p. 381, Pronunciación TE: p. 27, TPR; p. 39, Pronunciación; p. 50, Differentiation; p. 73, Pronunciación; p. 84, Differentiation; p. 95, Comparaciones; p. 109, Pronunciación; p. 120, Differentiation; p. 143, Pronunciación; p. 166, Core Instruction (Step 1); p. 177, Pronunciación; p. 211, Pronunciación; p. 222, Differentiation; p. 247, Pronunciación; p. 270, Differentiation; p. 279, Pronunciación; p. 290, Differentiation; p. 313, Pronunciación; p. 347, Pronunciación; p. 358, Differentiation; p. 381, Pronunciación; p. 392, Differentiation

WL.K12.NH.8.3 Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food, celebrations, etc.)

SE: p. 20, Introducción al tema; p. 56, Introducción al tema; p. 70, Comunidades; p. 125, Aquí y Allí; p. 143, Cultura; p. 147, Act. C–D; p. 152, Act. 3; p. 153, Tarea; p. 181, Act. D; p. 316, Durante la lectura TE: p. 20, Present; p. 39, Refrán; p. 71, Heritage Speakers; p. 73, Refrán; p. 106, Go Online! (Cultura en vivo video); p. 145, Conexiones; p. 262C, Chapter Project (Expansion); p. 294D, Connection to Fine Art

WL.K12.NH.9.1 Use key target language vocabulary to communicate with others within and beyond the school setting.

SE: p. 5, Act. 5; p. 25, Act. 5; p. 29, Act. 5; p. 37, Act. 13; p. 48, Act. 1–4; p. 61, Act. 7; p. 65, Act. 7; p. 82, Act. 1–4; p. 109, Act. 16; p. 118, Act. 1–2; p. 119, Tarea; p. 135, Act. 6; p. 139, Act. 9; p. 152, Act. 1–3; p. 165, Act. 7; p. 186, Act. 1–4; p. 220, Act. 1–2, 4; p. 233, Act. 5; p. 236, Comunidades; p. 256, Act. 2–3; p. 273, Act. 8; p. 288, Act. 1–4; p. 322, Act. 1–3; p. 345, Act. 10; p. 356, Act. 2–3; p. 390, Act. 1, 3–4 TE: p. 43, Comunidades (Bullet 2); p. 70, Comunidades; p. 138, Comunidades; p. 164, Heritage Speakers; p. 192C, Chapter Project (Technology Expansion); p. 236, Comunidades; p. 262C, Chapter Project (Expansion); p. 272, Comunidades; p. 362D, Los gauchos

WL.K12.NH.9.2 Use communication tools to establish a connection with a peer from a country where the target language is spoken.

SE: p. 109, Act. 16; p. 119, Tarea; p. 236, Comunidades; p. 257, ePals TE: p. 236, Comunidades

¡Así se dice! Spanish 1 • Florida Correlation • page 15

LAFS.910.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

SE: p. 414, Act. A, D–F; p. 418, Act. A; p. 419, Act. F; p. 420, Act. B; p. 422, Act. A

LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SE: p. 414, Act. A–B, D–E; p. 416, Act. A; p. 418, Act. A–B; p. 419, Act. C; p. 422, Act. B; p. 423, Act. A

LAFS.910.SL.1.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SE: p. 419, Act. C; p. 422, Act. B–C; p. 423, Act. A

LAFS.910.SL.2.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SE: p. 414, Act. D; p. 416, Act. C; p. 419, Act. F; p. 422, Act. C

¡Así se dice! Spanish 1 • Florida Correlation

LAFS.910.WHST.1.1 Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.

SE: p. 416, Act. C; p. 419, Act. E, G; p. 422, Act. C

LAFS.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SE: p. 414, Act. C; p. 419, Act. D; p. 422, Act. C

mheonline.com/FLLD.1005129