HS Spanish Guide

Instructional Guide 2026 - 2027

High School Spanish

What’s New and Updated in Secondary DLI/World Language

What’s New This section contains a listing of pages in the map that are new this year. Description

AI Guidelines for the DLI/WL Classroom

Secondary Spanish DLI Jump Page

What’s Updated This section contains a listing of pages in the page that have received substantial content updates for this year. Description Unit Overviews with Unpacked Standards - linked resources, learning progressions for each level of language pro fi ciency related to unit theme

Year-at-a-Glance - removed standards and linked to unit overviews

Best Practices for the DLI/WL Classroom

DLI/WL Overview & Assessment

Updated 6.11.24

CSD Instructional Playbook

The Instructional Playbook can be used to enhance instruction by accessing comprehensive, research-based approaches aligned with Canyons School District’s Multi-Tiered System of Supports (MTSS) Framework. This resource supports high quality teaching, safe and supportive learning environments, data-driven decision making, and tiered interventions. It includes evidence-based strategies, instructional planning tools, behavioral supports, and guides for professional growth—all aimed at boosting student achievement and classroom effectiveness. The playbook promotes intentional planning, collaboration, and consistent implementation of best practices across classrooms and grade levels.

Click on the picture below to access the document and explore the full range of tools and strategies available.

Canyons School District

Instructional Supports Department

WORLD LANGUAGE INSTRUCTIONAL GUIDE SECONDARY OVERVIEW Canyons School District's World Language Instructional Guides are aligned to the Utah World Language Core Standards for Pro fi ciency and the 2024 ACTFL Pro fi ciency Guidelines. Together, these frameworks describe what students should know and be able to do with language as they develop pro fi ciency and intercultural competence. The instructional guides are designed to support pro fi ciency-based planning and instruction. Additional guidance on World Language Best Practices, Core Instructional Strategies and AI Recommendations is included to support effective instructional planning, meaningful language learning, and responsible use of AI as a professional tool. HOW TO USE THE INSTRUCTIONAL GUIDES 1. Start with the Year-at-a-Glance - Use the Year-at-a-Glance to review the recommended sequence, pacing, and topics for the course. Adjust as needed to meet student needs, your school calendar, and available instructional resources. 2. Navigate to the Unit Guide - Each unit guide provides instructional support aligned to the unit's learning goals. 3. Review the Key Language Use and End-of-Unit Competency - These sections identify the primary language purpose (e.g., inform, explain, persuade) and describe what students should know and be able to do by the end of the unit. 4. Use the Learning Progressions - Learning progressions describe what students can typically do at the targeted pro fi ciency level in listening, speaking, reading, and writing. Use them to plan instruction and monitor language development. 5. Increase Access - Use Scaffolding in Action to support students who need additional language access and Extension activities to challenge students who are ready to deepen and expand their language use. Planning Tip: Start with the End-of-Unit Competency , use the Learning Progressions to determine where students are, and select scaffolds or extensions to help every learner move forward. Collaborate with your PLC to make instructional decisions that are developmentally appropriate, culturally relevant, and responsive to student needs.

SAMPLE SCOPE & SEQUENCE

SECONDARY SCHOOLS

BRIGHTON HIGH SCHOOL

Semester 1

Semester 2

Trimester 1

Trimester 2

Trimester 3

Units 1-3

Units 4-6

Units 1-3 (a)

Units 1-3 (a) or 4-6 (b)

Unit 4-6 (B)

WORLD LANGUAGE CLASSES AND PROFICIENCY LEVELS Generally, the world language classes offered in CSD are aligned with the level of language pro fi ciency a student acquires over time. Updated 6.25.26

Canyons School District

Instructional Supports Department

GRADE LEVEL

LANGUAGE & LEVEL

PROFICIENCY LEVEL

Chinese AP, French 4/AP, German 4/AP, Spanish 4/AP

Intermediate Mid

ASL 3, Chinese 4, French 3, German 3, Spanish 3

Intermediate Low

ASL 2, Chinese 3, French 2, German 2, Spanish 2

Novice High

High School

ASL 1, Chinese 2, French 1, German 1, Spanish 1, Japanese 2

Novice Mid

Chinese 1, Japanese 1

Novice Low

Middle School

French 1A & 1B, French 1 & 2, Spanish 1A & 1B, Spanish 1 & 2

Novice Mid

Pro fi ciency Level Descriptors for each Mode of Communication Interpersonal Interpretive Presentational

ASSESSMENTS Students are formally assessed each year through the STAMP and AP Exams.

STAMP

ADVANCED PLACEMENT (AP)

Every year in April

January–May

DATE

DURATION Approximately 2 class periods

Approximately 2 hours, 15 minutes

AP Chinese AP French AP German, Spanish

- Level 2 and 3 ASL - Level 2 or 3 Chinese, French, German, Japanese, Spanish - Online at each school site [link] - Listening, Reading, Writing, Speaking - Measures language pro fi ciency using ACTFL levels Administered during the spring testing window.

LANGUAGE LEVEL

- Online at each school site [link] - Project-based assessment and exam components - Measures college-level language pro fi ciency and communication skills January: Students receive project prompt February–March: Research and project development April 30: Submit Personalized Project Reference (PPR) May: Present project and complete exam components using Bluebook

FORMAT

TIMELINE

Updated 6.25.26

High School Assessment Calendar 2026-27 It is expected that state assessments are taken on student Chromebooks. As of May 27, 2026

Aug 17

Start of School Year

WIDA Screener Testing of new ML Students on Chromebooks

Aug 17 – Ongoing

NWEA MAP Test** – Math: All Grade 9 and 10 Students. Note: A student has 28 calendar days to start and finish MAP. If you test over 28 days the test has to be cancelled and retested. This must be avoided! NWEA MAP Test** – Reading: All Grade 9 and 10 Students. Note: A student has 28 calendar days to start and finish MAP. If you test over 28 days the test has to be cancelled and retested. This must be avoided!

Aug 18 – Sept 24

AUGUST

Aug 18 – Sept 24

SEPTEMBER OCTOBER NOVEMBER

Oct 20 – Dec 4

STAMP testing for DUAL Immersion (DLI) classes ONLY.

NWEA MAP Test – Math: All Grade 9 and 10 Students Finish before end of 2nd quarter . N ote: A student has 28 calendar days to start and finish MAP. If you test over 28 days the test has to be cancelled and retested. This must be avoided! NWEA MAP Test – Reading: All Grade 9 and 10 Students Finish before end of 2nd quarter.

Dec 2 – Jan 14

DECEMBER

Dec 2 – Jan 14

Jan 5 – Mar 5

WIDA ACCESS Testing – All ML Students Grades 9-12.

JANUARY FEBRUARY

Mar 1 – 12

Seal of Biliteracy – Select Grade 11 and 12 Students. Finish make-ups by March 16th. Dynamic Learning Maps – DLM (for select students with an IEP) ACT Testing – Grade 11 Students on Chromebooks. ACT Accommodated Testing for Grade 11 Students.

Mar 8 – May 21 Wed, Mar 10th Mar 10, 11, 12 Mar 16, 17, 18 Mar 29 - May 5 Mar 29 - May 5

MARCH

Make-up ACT Testing – Grade 11 Students.

NWEA MAP Test – Math: All Grade 9 and 10 Students.

NWEA MAP Test – Reading: All Grade 9 and 10 Students. N ote: A student has 28 calendar days to start and finish MAP. If you test over 28 days the test has to be cancelled and retested. This must be avoided! New RISE End-of-Year Summative Assessment in ELA, Math and Science – Courses: ELA 9, ELA 10, ***Secondary Math I, Secondary Math II, Biology, Chemistry, Physics, Earth and Space Science

MAR 29 - MAY 21

Spring Recess

Apr 5 – 9

World Language Testing (Not DLI); Level 2 & 3 WL, 1 section only per teacher.

Apr 12 – May 7

APRIL

Apr 14 to End-of-Year Canyons Senior Exit Survey

May 27

End of School Year!

MAY

** MAP TESTING @ Brighton High aims to balance district requirements, school tri logistics, and student needs. The Brighton testing windows are: Fall: Aug 18–Sep 24, Winter: Nov 18–Jan 29, and Spring: Mar 30–May 7. The goal is to administer two MAP tests (beginning and end-of-course) to measure student growth. ***NOTE: Secondary Math I and II RISE Tests are aligned to the current (2016) Utah Core Math Standards for the 2026-27 school year

Canyons School District ​​

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Instructional Supports Department

WORLD LANGUAGE INSTRUCTIONAL GUIDE The following instructional practices should be evident across daily lessons to support proficiency-based language learning and meaningful communication. Best Practices for World Language Practice Teacher Moves Student Moves

- ​ Know and understand end of year target proficiency level - ​ Understand strategies that support achievement of proficiency targets. - ​ Produce language at the appropriate level. - ​ Use English to ask for clarification when necessary. - ​ Use a variety of task-oriented activities that require sole use of the target language.

Explain proficiency level expectations and use them to plan language activities and lessons.

Proficiency Level

- ​ Use the target language (TL) building over time by the end of: - ​ level 1: 50-70% - ​ level 2: 70% - ​ level 3, 4, 5: 90-100% - ​ English (L1) is used to briefly explain and clarify as needed. - ​ Provide frequent opportunities for students to communicate in the target language at the appropriate proficiency level. - ​ Themes and activities represent real world situations (ie. student life & culture. - ​ Culture is integrated throughout each lesson/text reflecting its 3 dimensions: products, practices and perspectives. - ​ Content aligned to district scope and sequence and the Utah World Language Core Standards. - ​ Grammar is taught in the context of a communicative lesson, and regular feedback given to correct errors. - ​ Base formative/assessments on proficiency targets and CSD Instructional guides. - ​ Frequently measure all 3 modes of communication (interpretive, interpersonal and presentational) in multiple ways. - ​ Intentionally plan formal/informal OTR’s to check for understanding. - ​ Utilize and provide rubrics to track student performance and for student self-assessments. - ​ Use appropriate previously reviewed leveled & authentic texts to plan activities & lessons - ​ Teachers use authentic texts (ie. video, text, article etc.) appropriate for the language levels in order to scaffold and clarify meaning.

Language Use

- ​ Make connections from relevant topics and themes that represent the real world context - ​ Use language to communicate in real world situations. - ​ Use grammar to communicate meaning in authentic contexts. - ​ Acquire awareness of the target language culture and understand differences between their own culture by comparing and analyzing its 3 dimensions: products, practices, and perspectives. - ​ Understand that evaluations are based on reaching the proficiency targets for their level. - ​ Understand that checks for understanding and formative assessments guide learning. - ​ Use a rubric before the project/assessment and then after to evaluate their own learning. - ​ Know and understand end-of-year target proficiency level. - ​ Use culture-rich text to demonstrate their understanding. - ​ Use background knowledge and strategies to understand authentic materials and resources.

Content

Assessment & Grading

Authentic Resources

Updated 6.25.26

Canyons School District ​​

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Instructional Supports Department

Core Instructional Strategies for DLI & World Language

Practice

Teacher Moves

Student Moves

- ​ Post, explain and reference learning intentions and success criteria throughout the lesson. - ​ Use backward design to plan instruction. - ​ Plan opportunities for interpretive, interpersonal, and presentational communication. - ​ Build background knowledge. - ​ Utilize actions, visuals, realia and examples appropriate for the student’s level to produce language. - ​ Introduce new vocabulary through explicit vocabulary routine. - ​ Use the modeling cycle providing examples of expectations and language production. - ​ Frequently check for understanding through student opportunities to respond (OTR), choral response, hand signals, tpr. - ​ Communicate expectations for routines (ie. partner share, SCD, think-pair-share, paraphrase to a partner, choral response) - ​ Implement the 3 modes of communication to engage students. - ​ Provide support & immediate feedback using correct language and concrete examples. - ​ Provide scaffolds, concept wall, word wall, graphics organizers.

- ​ Understand and can explain the learning objective and success criteria for the lesson.

Learning Intentions & Success Criteria

- ​ Interpret meaning by using actions, visuals, realia and context. - ​ Connect new language to prior knowledge.

Comprehensible Input

- ​ Practice new language with teacher guidance. - ​ Gradually apply new language independently.

Explicit Instruction/ I do-We do-You do

- ​ Demonstrate understanding through verbal and nonverbal responses. - ​ Ask questions and seek clarification. - ​ Take risks while using the target language. - ​ Use sentence frames to produce language. - ​ Speak, read, write and listen in the partner language.

Check for Understanding

Engagement

- ​ Reference word walls, graphic organizers, concept walls. - ​ Use scaffolding and strategies for reproduction, comprehension and application to learn new materials.

Language References/ Supports

Updated 6.25.26

AI GUIDELINES IN DLI & WORLD LANGUAGE CLASSROOMS AI can be a powerful tool when used to amplify—rather than replace—effective language instruction. The key is thoughtful integration that supports target language use in all modes of communication - speaking, listening, reading and writing. Support Instruction with AI Use chatbots selectively for structured conversation practice outside of the language classroom aligned to proficiency targets — NOT as a replacement for peer-to-peer interaction . High-quality student-to-student talk is essential for language development. Chatbots can be used intentionally to provide additional practice without taking the place of authentic peer to peer communication. Generate instructional materials such as visual aids, content for slides, content/language objectives, and rubrics.

What to Watch For Over-reliance on AI in place of collaborative activities and authentic peer interaction. Mismatched proficiency — always provide a target level when prompting AI tool

Writing shortcuts —students should avoid using AI or translation tools to generate full sentences or assignments without engaging in the learning process. This can prevent authentic language development. Instead, use tools as scaffolds—for example, to look up specific words, compare phrasing, self-assess using an AI generated rubric or chatbot, or to check sentence structure AFTER writing a draft. Accuracy AI provides a great starting point; however, it is essential to carefully review and curate the material for accuracy and contextualization as AI does not always capture the complexity of a task.

Aligning AI with Best Practices Best Practice

AI Application

Generate role-play prompts and interactive dialogues to structure speaking opportunities adapted to student levels of proficiency.

Oral Language Development

Content & Language Integration Support Oral & Written Proficiency

Create visuals, content for slides, and handouts in the target language.

Use AI to develop rubrics, generate reading passages, and provide feedback on speaking and writing.

Sample AI Prompts

Assessment Prep "Create a script for 3rd grade intermediate-low Spanish immersion students to practice at home that asks 5 open-ended questions about daily routines. The chatbot should provide scaffolded feedback and guide the student toward expanded responses. Align with ACTFL proficiency targets and AAPPL or STAMP interpersonal speaking format. " "Generate a chatbot dialogue for a 7th grade intermediate-mid French student preparing for the STAMP assessment. The chatbot should simulate a real-life conversation about environmental issues, encouraging responses with supporting details. Align with ACTFL proficiency targets interpersonal speaking format." One-Pagers & Slides "Create a visually engaging one-pager summarizing the past tense in Mandarin for 4th or 5th grade novice-high dual immersion students. Include clear instructions, visuals with captions that reflect what is being communicated in the text, and a simple practice activity. Align with USBE DLI learning progressions, ACTFL proficiency targets and STAMP interpersonal speaking format." "Generate content for a 5-slide presentation on cultural traditions in German-speaking countries for high school intermediate-low World Language students. Use ACTFL guidelines for grade and proficiency level appropriate language and content." Rubrics for Writing & Speaking Tasks "Create a rubric for a 6th grade novice-mid Spanish writing task where World Language students describe their family using simple sentences. The rubric should assess accuracy, vocabulary, sentence variety, and comprehensibility and should be aligned with ACTFL proficiency targets and STAMP interpersonal speaking format." "Generate an AP-aligned writing rubric for an advanced-low French learner responding to a persuasive prompt about the usage of technology in education. The rubric should include ACTFL-based criteria for fluency, accuracy, and elaboration and should be aligned with ACTFL proficiency targets for presentational writing format." Reading Comprehension Activities "You are a supportive ASL coach. Students will watch an ASL story in the linked video or uploaded document. After watching, they will type what they understand in writing. Guide them to include details like: who is signing, what happened, when and where it happened, why it happened or how the signer felt, etc. When they respond, provide encouraging feedback and ask follow-up questions to deepen their understanding. For example, you can prompt them to clarify something, describe a sign or facial expression they saw, or connect the story to their own experiences. Keep responses positive and student-friendly." Scaffolding "Adapt this article on climate change into three proficiency levels (intermediate-low, intermediate-mid, and advanced-low) for a Chinese DLI class. Each version should align with ACTFL and UTAH DLI learning progressions or CSD Instructional Priorities and include appropriate scaffolds."

Steps for Generating an AI Prompt Using AI effectively in a Dual Immersion (DLI) or World Language classroom requires crafting prompts that align with ACTFL proficiency levels and USBE DLI learning progressions while ensuring AI enhances, rather than replaces, best language learning practices.

1.​ Define Your Learning Objective -​ Identify what skill or content you want students to practice (e.g., speaking, writing, reading). -​ Determine the ACTFL proficiency level (Novice, Intermediate, Advanced) to ensure appropriate complexity. -​ Align with Utah DLI learning progressions to maintain fidelity (DLI Teachers). Example: "I want students to practice conversational speaking at an Intermediate-Low level using the past tense." 2.​ Choose the AI Task Type -​ Chatbot conversation for speaking practice -​ One-pager or slide deck for content explanations -​ Rubric for assessment -​ Reading passage with comprehension questions -​ Feedback generator for writing or speaking Example: "I need a chatbot that simulates a conversation about daily routines in the target language."

3.​ Structure the AI Prompt Clearly -​ State specific resources related to the content you teach

Example: "Generate [resource type] for [language] learners at [ACTFL proficiency level]. The task should focus on [specific skill or content]. Align with [USBE/ACTFL standards] and provide [scaffolds, feedback, differentiation, etc.]."

4.​ Customize for Classroom Needs -​ Specify the format (e.g., 5 open-ended questions, a 3-slide summary, a rubric with 4 criteria ). -​ Add engagement elements (e.g., role-play, real-world scenarios, culturally relevant topics). -​ Include differentiation strategies (e.g., beginner-friendly prompts vs. AP-style elaboration). Example Prompt for Speaking Practice:​ "Create a chatbot script for an Intermediate-Low Spanish learner. The chatbot should ask 5 open-ended questions about daily routines, encourage expanded responses, and provide immediate feedback. Align with ACTFL proficiency targets and structure responses in an AAPPL-style format." 5.​ Review & Adjust AI Output -​ Check for accuracy —Does the AI-generated resource align with DLI core strategies or CSD Instructional Priorities ? -​ Modify as needed —Does it encourage immersion and authentic interaction ? -​ Test it out —Does it match your students’ proficiency levels and learning goals? Example Review Questions:​ ✔️ Does the chatbot only use the target language ?​ ✔️ Are the questions developmentally appropriate for the proficiency level?​ ✔️ Does the output support structured language growth rather than just translation?

Instructional Guide 2026 - 2027

High School Spanish 1

YEAR AT A GLANCE Spanish Level 1

GRADE 9-12

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Suggested Pacing

2-3 weeks

4-6 weeks

4-6 weeks

4-6 weeks

4-6 weeks

4-6 weeks

2-3 weeks

Preliminary Unit

Myself & Others

Review/ Testing

Unit

School

Family

Food

Celebrations

greetings & introductions classroom commands and procedures question words calendar vocabulary weather & seasons Spanish accents and online

identity & personal information favorite activities & interests question words & useful expressions ser , tener , hablar ustar

school supplies & subjects places and people at school schedules & time articles & quantity words subject pronouns present tense -ar verbs

family members & relationships

- leisure

- review

- food, meals & beverages - food preferences & purchases - describing foods - estar + adjectives - expressions with tener - stem-changi ng verbs ( e ie ) - gustar & encantar

activities - community spaces - music & instruments - emotions & reactions - future with ir + a + in fi nitive - af fi rmative & negative expression - preterite ( yo form)

vocabulary and structures from Units 1–6 preterite, and future expressions - present,

home & activities

descriptions & adjective agreement frequency expressions - ir , estar , -er/-ir verbs irregular verbs ( dar, hacer, salir, ver ) tener que / deber + in fi nitive

Essential Vocabulary & Structure

language resources

Note: Unit sequence, topics, and pacing are recommendations and may vary based on student needs, school calendars, and the instructional resources used at your school.

Updated 6.29.26

SPANISH LEVEL 1

UNIT 1 INTRODUCTION

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE

2-3 weeks/unit

Novice-Mid

● Entre Culturas 1 ● Realidades 1 Para Empezar ● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

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 write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

READING

When students exhibit Novice Mid reading ability in Spanish, they can read: 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 ● 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) 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 *Updated 6.23.26

Extension

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.

*Updated 6.23.26

SPANISH LEVEL 1

UNIT 2 MYSELF & OTHER S

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE

4-6 weeks/unit

Novice Mid

● Entreculturas Unit 1 ● Realidades 1 - Unit 1 A&B ● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

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 3. Multi-step directions or instructions, especially when accompanied by gestures and repetition 4. What people say in a short conversation

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 using question words (quién, qué, cuándo, dónde, cómo) 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 using sentence frames 4. Write simple information related to themselves and others WRITING

READING

When students exhibit Novice Mid reading ability in Spanish, they can understand: 1. Words on a list related to myself, others & things 2. Very simple information 3. Short, simple descriptions, especially if there are pictures or other supportive visuals

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS Students will demonstrate their ability to communicate basic information about themselves and others by interviewing a classmate and presenting information gathered from the interview. Students: - Ask and answer questions about personal information, interests, activities, and preferences. - Express likes and dislikes. - Describe themselves and others. - Introduce a classmate using information gathered during an interview. Students use the language functions and features: - Activities and expressions for saying what they like and don't like to do - Interrogativas (quién, qué, cuándo, dónde, cómo) - Negative statements (no me gusta) - Verb gustar - Adjectives and vocabulary to describe personality - De fi nite and inde fi nite articles (el, la, los, las, un, una, unos, unas) - Correct question formation and word order - Verb ser (soy, eres, es) - Verbs tener (tengo) and hablar (hablo) - Simple sentences and memorized language chunks to communicate ideas Students create a personal pro fi le that includes: - Name and age - Language(s) they speak - Personality traits - Physical or personal characteristics - Activities/pastimes they like and dislike

Possible Evidence of Learning: - Personal pro fi le or infographic - Recorded partner interview

- Live conversation with teacher or partner - Oral presentation introducing a classmate

*Updated 6.23.26

SCAFFOLDING IN ACTION Skill Building

● Use a variety of visuals to de fi ne meaning of words and phrases (e.g. pictures of people greeting one another). ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to introduce and 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. ● 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 (eg. synonyms, antonyms) ● 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 6.23.26

SPANISH LEVEL 1

UNIT 3 MY SCHOOL DAY

PACING 4-6 weeks

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE

Novice Mid

● Auténtico Unit 2 ● Realidades 1 Tema 2A/B ● HS DLI/WL PL Canvas Course ● USBE Standards ● World Language Readiness

INFORM

WIDA Website

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 school 2. Simple questions 3. Multi-step directions or instructions, especially when accompanied by gestures and repetition 4. What people say in a short conversation about school.

When students exhibit Novice Mid speaking ability in Spanish, they can: 1. Answer simple questions to provide basic information about their school day 2. Ask simple, formulaic questions using 3. Provide simple information on subject matter content

READING

WRITING

When students exhibit Novice Mid reading ability in Spanish, they can read: 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

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 (quién, qué, cuándo, dónde, cómo) 4. Write simple information related to school

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS Students demonstrate their ability to discuss their school day through a personal schedule, partner conversation, and brief presentation. Students: - Describe their school schedule and daily activities. - Tell where they go during the school day. - Ask and answer questions about classes, supplies, activities, schedules, and when activities occur. - Participate in a partner conversation by asking at least 5 questions, recording responses, and using complete sentences. - Present information about a classmate's school day. Possible Evidence of Learning: - School schedule, slides or infographic - Recorded partner conversation - Live conversation with teacher or partner - Written summary of a classmate's school day - Oral presentation

Students use the language functions and features: - Words and phrases to describe school supplies, subjects, places, activities, and people - Time expressions to indicate time of day - Prepositions of location - De fi nite articles - Hay + inde fi nite articles or numbers - Subject pronouns - Present tense of ir and estar

Students create a visual schedule, infographic, digital slide, or poster that includes: - Classes and subjects - Times of day

- School locations - School supplies - Activities during the school day 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.). *Updated 6.23.26

● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between school objects & vocabulary. ● Use Total Physical Response to introduce and 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. ● 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 (eg. synonyms, antonyms). ● 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 6.23.26

SPANISH LEVEL 1

UNIT 4 FAMILY

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE

4-6 weeks/unit

Novice Mid

● Entre Culturas Unidad 3 ● Realidades 1 Tema 3A/5B/6A ● HS DLI/WL PL Canvas Course ● USBE Standards ● World Language Readiness

INFORM

WIDA Website

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 family and friends 2. Simple questions about family and friends 3. Multi-step directions or instructions, especially when accompanied by gestures and repetition 4. What people say in a short conversation on food

When students exhibit Novice Mid speaking ability in Spanish, they can: 1. Answer simple questions to provide basic information 2. Ask simple, formulaic questions 3. Provide simple information to describe family members and friends

READING

WRITING

When students exhibit Novice Mid reading ability in Spanish, they can read: 1. Words on a list 2. Very simple information about family and friends 3. Short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid writing ability in Spanish, they can: 1. Brie fl y describe family and friends mostly in list form 2. Respond to simple questions 3. Write simple information related to family and friends

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS Students demonstrate their ability to communicate about home life, family, and friends by creating and presenting a collection of images and descriptions that share information about their home, family members, activities, and traditions. Students:

Possible Evidence of Learning: - Digital slide presentation

- Exchange information about home life, family, and friends. - Describe family members, activities, and gathering places. - Explain where family members live in relation to one another. - Discuss routines and activities using expressions of frequency. - Present information about their home, family, and friends. - Explore traditions, languages, people, and geography of Spain and Colorado. Students create a collection of images, digital slides, poster, infographic, video, or presentation that includes: - Family members and relationships - Descriptions of family members and friends - Family activities and routines - Gathering places - Information about home life - Cultural connections to Spain or Colorado

- Video presentation - Poster or infographic - Family and friends photo collage

Students use the language functions and features: - Family members, descriptions, and activities - Gathering places - Where families live in relation to each other

- Expressions for frequency - Present tense of ir and estar - Present tense –er and –ir verbs - Irregular verbs dar, hacer, salir, and ver - Adjective agreement - Expressions for obligations (tener que/deber + in fi nitive)

SCAFFOLDING IN ACTION Skill Building

● Use a variety of visuals with captions to de fi ne meaning of words and phrases related to family and friends. ● Use Total Physical Response to introduce and 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.

*Updated 6.23.26

● Engage the student(s) in opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● 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. ● Provide more complex text in Spanish for students to read.

Extension

*Updated 6.23.26

SPANISH LEVEL 1

UNIT 5 FOOD

PACING 4-6 weeks

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE

Novice Mid

● Entreculturas Unit 5 & 6 ● Realidades 1, Temas 4A 5A ● HS DLI/WL PL Canvas Course ● USBE Standards ● World Language Readiness

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE MID PROFICIENCY LISTENING SPEAKING When students exhibit Novice Mid listening pro fi ciency in Spanish language, 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 read: 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 Students demonstrate their ability to communicate about food preferences, meal choices, and cultural food traditions by creating and presenting a menu inspired by a Spanish-speaking country. Students:

Possible Evidence of Learning: - Menu design and presentation - Restaurant role-play - Cultural food infographic - Digital slide or video presentation

- Discuss food preferences, opinions, and eating habits. - Request and purchase foods and beverages in a simulated dining or shopping situation. - Describe foods using appropriate vocabulary and adjectives. - Express likes, dislikes, wants, and preferences. - Interpret menus, advertisements, photographs, videos, and blogs related to food and meals. - Explain how food traditions re fl ect culture and identity. Students create a menu, presentation, display, infographic, video, or digital product that includes: - Foods and beverages commonly associated with a Spanish-speaking country. - Descriptions of menu items using appropriate adjectives. - Prices and food purchase information.

Students use the language functions and features: - Food, beverage, meal, and purchasing vocabulary - Expressions for likes, dislikes, wants, and preferences (gustar, encantar) - Expressions with tener (hambre, sed, ganas de) - Adjectives to describe foods (rico, delicioso, picante, caliente, frío, etc.) - Estar + adjectives to describe food - Stem-changing verbs (e ie) - Prices and food purchasing expressions

- Personal preferences and recommendations. - Information about cultural food traditions. - Visuals that support communication and cultural understanding.

*Updated 6.23.26

SCAFFOLDING IN ACTION Skill Building

● Use a variety of visuals with captions to de fi ne meaning of words and phrases. ● Use Total Physical Response to review new vocabulary. ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking.

Model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts.

● 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. ● 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 6.23.26

SPANISH LEVEL 1

UNIT 6 CELEBRATIONS

PACING 4-6 weeks

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE

Novice Mid

● Entreculturas Unit 5 & 6 ● Realidades 1 Temas 7A/B ● HS DLI/WL PL Canvas Course ● USBE Standards ● World Language Readiness

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE MID PROFICIENCY LISTENING SPEAKING When students exhibit Novice Mid listening pro fi ciency in Spanish language, 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 read: 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 Students demonstrate their ability to communicate about leisure activities, social plans, and cultural celebrations by exploring Carnaval in the Dominican Republic or another Spanish-speaking country and creating a presentation about personal interests and community activities. Students: - Express preferences for leisure activities and interests. - Make and respond to simple social plans. - Describe emotions and reactions to activities, events, and celebrations. - Interpret print and audiovisual materials related to Carnaval in the Dominican Republic. - Explore connections between the Dominican Republic and the United States through music, sports, and cultural traditions. - Share information about activities in their community and free time. Possible Evidence of Learning: - Community activities infographic - Social planning role-play - Poster or multimedia project Students use the language functions and features: - Vocabulary related to leisure activities, community spaces, music, and emotions - Musical genres and instruments - Expressions of preference, agreement, and reaction - Future expressions with ir + a + in fi nitive - Af fi rmative and negative expressions - Preterit tense (yo form) to describe past weekend activities

Students create a presentation, display, infographic, video, digital product, or conversation that includes: - Preferred leisure activities and interests. - A simple social plan or invitation.

*Updated 6.23.26

- Descriptions of community gathering places or social spaces. - Information about Carnaval in the Dominican Republic. - Examples of Dominican music, instruments, sports, or cultural traditions. - Personal reactions and re fl ections supported by visuals. SCAFFOLDING IN ACTION Skill Building

● Use a variety of visuals with captions to de fi ne meaning of words and phrases. ● Use Total Physical Response to review new vocabulary. ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking.

Model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts.

● 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. ● 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 6.23.26

SPANISH LEVEL 1

UNIT 7 REVIEW UNITS 1-6

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE

● Entre Culturas ● Realidades ● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

2-3 weeks

Novice Mid

INFORM

WIDA Website

BY THE END OF SPANISH 1 LISTENING

SPEAKING

Students 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

Students 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 Students 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

Students 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

*Updated 6.23.26