Spanish for Spanish Speakers 3-4 for Spanish Speakers 3-4 is a course designed for heritage and native speakers of ... Spanish for Spanish Speakers 5-6 ... Cognates/False Cognates

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  • Washoe County School District Department of Curriculum & Instruction

    Spanish for Spanish Speakers 3-4

    Course #4653-4654

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    Table of Contents Topic Page Introduction to the curriculum 3 First semester Themes... 4 Interpersonal communication 5 Presentational speaking 6 Presentational writing 7 Interpretive listening.. 8 Interpretive reading 9 Second semester Themes 10 Interpersonal communication... 11 Presentational speaking 12 Presentational writing 13 Interpretive listening.. 14 Interpretive reading 15 Rubric interpersonal speaking.. 16 Rubric presentational speaking.... 17 Rubric presentational writing. 18

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    SPANISH FOR SPANISH SPEAKERS 3-4 Washoe County School District

    Department of Curriculum & Instruction

    Spanish for Spanish Speakers 3-4 is a course designed for heritage and native speakers of Spanish. The course could also be applicable for students that have completed the Two Way Immersion (TWI) program in elementary school and looking for a more advanced level of Spanish in middle and/or high school. The course was designed using the Nevada Academic Content Standards for World Language (NACSWL) and by utilizing the Can-Do Statements endorsed by the American Council on the Teaching of Foreign Languages (ACTFL), the National Association of District Supervisors of Foreign Languages (NADSFL), and the National Council of State Supervisors for Languages (NCSSFL). The course focuses on the following modes of communication: interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading, and is divided into two of the six themes that were created by College Board for the Advanced Placement (AP) program: las familias y las comunidades and la vida contempornea. The Spanish for Spanish Speakers courses are designed to assist students in reaching a targeted language proficiency level by the end of academic year. The following proficiency levels were developed by ACTFL: Spanish for Spanish Speakers 3-4: Intermediate Low/Mid Spanish for Spanish Speakers 5-6 (Honors): Intermediate Mid/High The following curriculum guide was created by a team of World Language teachers from the Washoe County School District. The first version of this document was created in February 2016. The committee included the following WCSD World Language teachers: Paula Arzoian Martha Barbosa Diana Bartoo Melissa Bullard Kim Gerlach Sylvia Malizia Janna Moyer Isis Rodarte Brandon Scutt Ryan Smith

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    SPANISH FOR SPANISH SPEAKERS 3 Theme: Las familias y las comunidades

    On-going tasks:

    Spelling, accent marks

    Cognates/False Cognates

    Synonyms/Antonyms

    Word structure (prefixes, suffixes)

    Vocabulary building (family words)

    Register (t/Ud.)

    Dictation

    Punctuation and capitalization

    Cultural Comparisons using the 3 Ps (cultural products, practices, and perspectives)

    Geography physical and political Resources for instruction:

    SharePoint: SP_SP_3-4 folder

    The Big Red Book of Spanish Vocabulary (McGraw Hill)

    El Espaol Para Nosotros (Glencoe-McGraw Hill)

    Manual de Gramtica y Ortografa para Hispanos (Pearson)

    Spanish Accents 5 Rules of Spanish Accentuation - good for all levels (Teachers Discovery)

    Tema: Las familias y las comunidades Contextos recomendados:

    A) Las tradiciones y los valores

    B) Las comunidades educativas

    C) La estructura de la familia

    D) La ciudadana global

    E) La geografa humana

    F) Las redes sociales

    Preguntas esenciales:

    A) Cmo se define la familia en distintas sociedades? B Cmo contribuyen los individuos al bienestar de las comunidades? C) Cules son las diferencias en los papeles que asumen las comunidades y las familias en las diferentes sociedades del mundo?

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    INTERPERSONAL COMMUNICATION INTERMEDIATE LOW I can participate in conversations on a number of familiar topics using simple sentences. I can handle short social interactions in everyday situations by asking and answering simple questions. I can have a simple conversation on a number of everyday topics.

    I can talk with someone about family or household tasks. I can talk with someone about hobbies and interests. I can talk with someone about school or work.

    Suggestions for instruction:

    Interview another classmate to obtain information (include presentational writing final task - Create a mini-poster about the person you interviewed, collect them as a class)

    Conversation starters with partner about hobbies, school work, friends etc.

    Situation activity about household tasks, work, friendships using TALK rubric Resources for instruction:

    SharePoint: SP_SP_3-4 folder

    Tejidos (Wayside Publishing)

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    PRESENTATIONAL SPEAKING INTERMEDIATE LOW I can present information on most familiar topics using a series of simple sentences. I can talk about people, activities, events, and experiences.

    I can describe the physical appearance of a friend or family member. I can describe another persons personality. I can describe a school or workplace. I can describe a famous place. I can describe a place I have visited or want to visit. I can present my ideas about something I have learned.

    I can express my needs and wants. I can describe what I need for school or work. I can talk about what I want or need to do each day.

    Suggestions for instruction:

    Post-interview presentation about students daily routine, personal information, etc.

    Compare something from a Spanish-speaking country with something from the U.S. (holidays, famous places, traditions, people, food). (Incorporate the 3 Ps: products, practices, perspectives.)

    Attention to appropriate register (t/Ud) Resources for instruction:

    SharePoint: SP_SP_3-4 folder

    Tejidos (Wayside Publishing)

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    PRESENTATIONAL WRITING INTERMEDIATE LOW I can write briefly about most familiar topics and present information using a series of simple sentences. I can write about people, activities, events, and experiences.

    I can describe the physical appearance and personality of a friend or family member. I can write about a school, workplace, famous place, or place I have visited. I can write about a holiday, vacation, or a typical celebration. I can write about something I have learned. I can write about what I plan to do next in my life.

    I can prepare materials for a presentation. (Also appears in SSS 4) I can write out a draft of a presentation that I plan to present orally. I can write an outline of a project or presentation. I can write notes for a speech.

    I can write questions to obtain information. I can post a question for discussion or reflection. I can develop a simple questionnaire or survey.

    Suggestions for instruction:

    Use the AP theme Families and Communities as content for writing tasks

    Use the 3 Ps (products, practices, perspectives) to create written cultural comparisons

    Attention to appropriate register (t/Ud) Resources for instruction:

    SharePoint: SP_SP_3-4 folder

    Tejidos (Wayside Publishing)

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    INTERPRETIVE LISTENING INTERMEDIATE LOW I can understand the main idea in short, simple messages and presentations on familiar topics. I can understand the main idea of simple conversations that I overhear. I can understand questions and simple statements on everyday topics when I am part of the conversation.

    I can understand questions about my work or class schedule. I can understand questions about my likes and dislikes. I can understand simple compliments about what I am wearing or what I am doing.

    Suggestions for instruction:

    Use the AP theme Families and Communities as content for audio tasks Resources for instructions:

    SharePoint: SP_SP_3-4 folder

    Tejidos (Wayside Publishing) Authentic audio sources:

    I-Culture (EMC Publishing)

    https://www.laits.utexas.edu/spe/beg02.html

    Audiria

    Radio Ambulante

    Duolingo

    Notes in Spanish

    BBC Mundo

    YouTube

    http://www.spanishlistening.org/

    http://www.newsinslowspanish.com/weekly-news-in-slow-spanish/359/2016/jan2816/transcript

    http://zachary-jones.com/zambombazo/?s=doblado+doblado

    Lots of activities including Doblado Doblado (movie trailers) and Espacio Publicitario (commercials)

    https://www.laits.utexas.edu/spe/beg02.htmlhttp://www.spanishlistening.org/http://www.newsinslowspanish.com/weekly-news-in-slow-spanish/359/2016/jan2816/transcripthttp://www.newsinslowspanish.com/weekly-news-in-slow-spanish/359/2016/jan2816/transcripthttp://zachary-jones.com/zambombazo/?s=doblado+doblado

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    INTERPRETIVE READING INTERMEDIATE LOW I can understand the main idea of short and simple texts when the topic is familiar. I can understand messages in which the writer tells or asks me about topics of personal interest.

    I can understand what an e-pal writes about interests and daily routines. I can understand a simple posting on a friends social media page. I can understand a text from a friend about our plans. I can understand if a friend accepts or rejects an invitation.

    Suggestions for instruction:

    Read with partner, one reads fragment and other summarizes. Switch

    Non-fiction reading sources: El sol (Scholastic Magazine)

    http://www.veintemundos.com/en/ BBC Mundo

    CNN en espaol

    http://www.onlinespanish.org/spanish-