HS Spanish Guide

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