HS Spanish Guide

SPANISH LEVEL 2

UNIT 1 REVIEW SPANISH 1

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE

2 weeks

Novice High

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

INFORM EXPLAIN NARRATE

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE MID PROFICIENCY LISTENING SPEAKING When students exhibit Novice High reading ability in Spanish, they can understand: 1. Short, simple conversations about daily life, routines, and familiar topics 2. Short, simple descriptions of people

When students exhibit Novice High speaking ability in Spanish, they can: 1. Ask and give basic information about people, places, daily routines, and events 2. Ask questions to gain new information 3. Exchange information on activities, locations, and meeting arrangements 4. Describe events and explain how to do something 5. Give simple directions and share learned information When students exhibit Novice High writing ability in Spanish, they can: 1. Provide basic information about important people, places, daily routines, and events 2. Describe oneself and recount experiences from school or the community 3. Compose questions to gather information WRITING

3. Short, simple messages, and announcements 4. Information related to subject area content 5. Directions and instructions limited to one or two steps 6. Simple stories following a logical order, supported by props, visuals, and gestures

READING

When students exhibit Novice High reading ability in Spanish, they can understand: 1. Basic information on familiar topics 2. Information for completing basic forms 3. Short directions and instructions with visual support 4. Extract ideas and information from texts

END OF UNIT COMPETENCIES WITH LANGUAGE EXPECTATIONS Students will demonstrate their ability to communicate about themselves, school, family, daily life, food, and leisure activities by participating in conversations, interpreting simple texts, and presenting information using language learned in Spanish 1. Students: - Introduce themselves and interact using appropriate greetings and classroom expressions. - Exchange information about personal interests, likes/dislikes, school, family, routines, food, and leisure activities. - Ask and answer questions using a variety of question words. - Describe people, places, and activities using familiar vocabulary and present-tense structures. Students use language functions and features: - Vocabulary related to greetings, personal information, school, family, food, celebrations, and leisure activities (e.g., horario, familia, comida, pasatiempo, celebración) - Present tense of regular and high-frequency irregular verbs (e.g., ser, estar, tener, ir, hacer, hablar, comer, vivir) - Expressions of preference (e.g., gustar, encantar, tener que, deber) - Future with ir + a + in fi nitive (e.g., voy a estudiar, vamos a salir)

Possible Evidence of Learning: - Creating an "About Me" presentation or digital pro fi le. - Comparing school, family, or leisure activities with a classmate. - Writing or presenting a short personal narrative using familiar language.

- Question words and common classroom expressions (e.g., quién, qué, cuándo, dónde, ¿Cómo se dice...?, ¿Puedo...?) - Connected sentences with supporting details (e.g., porque, también, pero, primero, después)

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

*Updated 6.26.26