HS Spanish Guide

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