World Languages

 

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Spanish Archivo

Curriculum for Spanish - Level 2

 

© 2013 by Kevin Cessna

www.spanisharchivo.com

 

 

 

Standard:  Interpersonal Communication

Measurment Category 1.1:  Conversations

Year 2 – Novice-intermediate

While engaged in tasks involving interpersonal communication, the student engages in brief conversations to demonstrate level appropriate language in culturally authentic situations by being able to correctly:

·         ask questions and give answers

·         make requests

·         describe self, family, friends

·         describe people, places and things

·         exchange familiar information and opinions

·         express agreement and disagreement

·         give and respond to directions and commands

 

Standard:  Interpersonal Communication

Measurement Category 1.2:  Written or Oral Response

Year 2

While engaged in tasks involving interpersonal communication, the student demonstrates the ability to correctly write a level appropriate response based on a culturally authentic stimulus such as:

Stimulus

Response

·         interview

·         simple letter

·         novice-intermediate narrative

·         transforming into simple narrative form

·         interpreting main idea

·         extracting detail

·         giving an answer

 

Standard:  Interpretive Communication

Measurement Category 2.1:  Reading Comprehension

Year 2 – Novice/High – Intermediate/Mid

While engaged in tasks involving interpretive communication, the student demonstrates the ability to:

·         understand central messages (1)

·         extract details (2)

·         combine elements (3)

·         make an inference (5)

·         make a prediction (5)

·         make a judgment (6)

·         respond to the text (6)

from reading authentic literary or informational texts such as those found in Appendix A.

 

Standard:  Interpretive Communication

Measurement Category 2.2:  Listening Comprehension

Year 2  – Novice/High – Intermediate/Mid

While engaged in tasks involving interpretive communication, the student demonstrates the ability to

·         understand central messages (1)

·         extract details (2)

·         combine elements (3)

·         make an inference (5)

·         make a prediction (5)

·         make a judgment (6)

·         respond to the text (6)

from listening to authentic works such as those found in Appendix B.

 

Standard:  Presentational Communication

Measurement Category 3.1:  Sentence Development

Year 2

While engaged in tasks involving presentational communication, the student generates level appropriate sentences in both writing and speaking including:

·         nouns with irregular genders

·         descriptive, quantitative and demonstrative adjectives

·         verbs in the past, present and future tenses

·         adverbs

·         subject, object and relflexive pronouns

·         prepositional phrases

·         simple and compound sentences

·         syntactical differences

·         idiomatic expressions

·         transitions to express time or chronological order

·         transitions to give example

·         transitions to show order of importance

 

Standard:  Presentational Communication

Measurement Category 3.2:  Paragraph Development

Year 2

While engaged in tasks involving presentational communication, the student demonstrates level appropriate paragraph development

By generating:

Such as:

·         more complex descriptive paragraphs

·         simple narrative paragraphs

·         informal letters

·         personal narratives

·         statements to authorities

·         a mini-poem

 

Standard:  Culture

Measurement Category 4.1:  Cultural Products and Practices

Year 2

While engaged in tasks involving culture, the student demonstrates knowledge of cultural products and practices by being able to correctly:

·         describe (2) basic social practices (such as celebrations and holidays, fashion, sports)

·         describe (2) products, perspectives and symbols of Hispanic culture

·         describe (2) factors that influence culture (such as geography, weather, demographics, history)

·         examine (3) Hispanic influence in the U.S. (such as place names)

·         describe (2) contributions from others cultures (such as art, music, literature, famous people)

·         investigate (4) cultural practices (such as traditions, fashion, sports, dating)

·         describe (2) factors that influence culture (such as geography, weather, demographics, history)

 

Standard:  Comparisons

Measurement Categories 5.1:  Written and Spoken Language

Year 2

While engaged in tasks involving comparisons, the student demonstrates an understanding of the relationship between written and spoken language by being able to correctly:

·         pronounce vowels correctly without English interference

·         pronounce diphthongs correctly without English interference

·         pronounce consonants correctly without English interference

·         demonstrate accurate intonation

·         spell syllables containing the sounds /k/  /Q/  /s/  /g/  /h/  /gu/

·         use punctuation and diacritical markings accurately

·         use the dieresis and hyphen correctly

·         type diacritical markings and special characters on the computer

·         divide words into syllables and understand the importance of dividing words into syllables

·         apply the rules of correct stress

·         apply the rules of accentuation and use written accent marks accurately

·         use capital letters correctly

  

Standard:  Comparisons

Measurement Category 5.2:  Thematic Vocabulary

Level 2

 

While engaged in tasks involving comparisons, the student demonstrates the ability to correctly use level appropriate vocabulary as found in cultural contexts including:

Everything from Level 1 plus:

World

·         geographic terms (expanded)

·         major geographical names (Pacific Ocean, Amazon River)

·         the seven continents

·         names of major world countries and cities

·         nature and the environment (plant and animal kingdoms)

·         animals: insects, birds, amphibians, reptiles, fish, mammals

Leisure Time

·         days of the week in expressions

·         months of the year in expressions

·         weather (expanded)

·         telling time (expanded) and time divisions (expanded)

·         pastimes (expanded) and sports (expanded)

Family and Home

·         description (expanded)

·         temporary states (expanded)

·         physical characteristics (expanded)

·         personality traits (expanded)

·         description of things (expanded) and describing colors

·         nationalities of major and Spanish-speaking countries

·         extended family

·         parts of a home

·         basic furniture and household items in:

·         living room

·         kitchen

·         dining room

·         bedroom

·         bathroom

·         lawn and garden

·         garage

·         laundry room

·         simple daily chores

School and Education

·         educational words (expanded)

·         items found in the classroom (expanded)

·         names of basic school subjects

·         words associated with language (expanded)

·         basic words associated with mathematics and measurements

Travel and Transportation

·         buildings in a city (expanded) and methods of transportation

·         parts of a city

·         directions (expanded)

·         basic travel expressions: subway, train station and train, airport and airplane, car

·         the hotel

Meeting
personal needs

·         food expressions:  bread, vegetables, fruit, dairy, meat, fats

·         buying food and preparing food

·         basic restaurant terms

·         clothing (expanded)

·         shopping

·         visible parts of the body and the five senses

·         items for personal use

World of Work

·         professions (expanded)

·         telephone expressions

·         computer hardware and basic computer operating terms

 

Standard:  Comparisons

Measurement Category 5.4:  Translation

Year 2

While engaged in tasks involving comparisons, the student demonstrates the ability to translate level appropriate texts from one language into another, including:

·         simple and complex sentences

·         prepositional phrases

·         simple paragraphs

·         idiomatic expressions

 

Standard:  Comparisons

Measurement Category 5.5:  Grammar

Level 2

 

While engaged in tasks involving comparisons, the student demonstrates the ability to correctly use grammatical structures including:

Everything from Level 1 plus:

Nouns and articles

·         gender of nouns ending in -dad, -ción, -ma, -pa, -ista

·         gender of compound nouns

·         plural of nouns ending with –s in an unstressed syllable

·         plural of compound nouns

·         use of the definite article with languages and parts of the body

·         use of ningún, algún, and their forms

·         omission of the definite article with numerals of rulers

·         omission of the indefinite article before otro, cierto, and mil

·         omission of the indefinite article after ¡qué! in an exclamation

·         omission of the indefinite article before an unmodified predicate nominative

·         compound words

·         comparison of nouns (tanto, -a, -os, -as . . . como)

Adjectives

·         agreement of adjectives modifying more than one noun

·         position (demonstratives, interrogative, long-form possessive)

·         long-form possessive

·         demonstrative

·         adjectives of quantity

·         cardinal numbers above 100

·         ordinal numbers above 10th

·         use of the masculine singular adjective of nationality for languages

·         comparison of adjectives (including mejor, peor, mayor, menor)

·         the superlative form

·         the suffix -ísimo

Verbs

·         present tense

·         verbs with irregular yo forms

·         irregular verb: haber

·         preterit

·         formation of regular verbs

·         basic uses

·         stem-changing verbs (e-i)

·         stem-changing verbs (i-y)

·         spelling-changing verbs ending in -car, -gar, -zar

·         verbs with irregular stems in the preterit

·         irregular verbs: ser, ir, ver, dar

·         imperfect

·         formation of regular verbs

·         basic uses

·         irregular verbs: ir, ser, ver

·         preterit vs. imperfect – basic contrasts

·         future

·         formation of regular verbs

·         basic uses

·         past participle

·         formation of regular verbs

·         present perfect

·         present participle

·         formation of present participles of –ir stem-changing verbs

·         irregular present participles

·         present progressive (with ir, continuar and seguir)

·         past progressive

·         formation of commands

·         familiar - regular affirmative

·         familiar - irregular affirmative

·         familiar - regular negative

·         formal - regular affirmative and negative

·         formal – irregular

·         the “let’s” command

·         helping verbs:  pensar, desear, deber, aprender a, intentar,
tratar de, empezar a, comenzar a, hay que

·         reflexive verbs

·         comparison of verbs

Adverbs

·         adverbs of time associated with the preterite

·         adverbs of time associated with the imperfect

·         adverbs of time associated with the future

·         adverbs of quantity

·         adverbs of manner (apenas, etc…) and the suffix -mente

·         negative words

·         adverbs of degree

·         comparison of adverbs

Pronouns

·         indirect object

·         reflexive

·         prepositional

·         demonstrative

·         position of pronouns

Prepositions

·         prepositions showing relationship (contra, según, menos, en vez de)

·         prepositions of location (fuera de, al lado de, a través de)

·         prepositions of time (antes de, desde, después de, durante)

·         prepositions of movement (a lo largo de, hacia)

·         compound prepositions (antes de, cerca de, debajo de, etc…)

Conjunctions

·         pero vs. sino

·         correlative conjunctions (o…o, ni…ni, tanto…como)

·         subordinating conjunctions (cuando, mientras)

·         use of e instead of y

·         use of u instead of o

·         hace . . . que + preterite tense

 

 


Appendix A:  Authentic Materials as Sources for Reading Comprehension

 

The following list gives examples of sources where teachers can find authentic materials for reading comprehension texts.

 

Informational Texts

 

A sign posted in

a (bakery, restaurant)

A schedule

A personal note, letter, postcard

Instructions / directions  (games)

Menus

Recipes

Receipts ( a series of check stubs)

Tickets

Manuals  (driver’s, safety, instructional, product, games)

An online survey

A prescription

Labels (medical, food, nutritional, price, etc.)

A job application form (resumes, curriculum vitae)

Maps

A list of words or phrases

A poster (movie)

A narrative

A brochure

An excerpt from (excerpted from) or a passage from

an article

            on nutrition

            in a (hotel, cultural, entertainment) magazine

            from a (local, national, international) newspaper

            in a (health) digest

a letter to a friend

an essay

a (monthly, popular, science, airline) magazine

a (a short section in a) book or novel

a (international) newspaper

an editorial

An ad (advertisement) or notice

            in a neighborhood newspaper

            for a website (for television, a movie)

            in a newspaper (online or published)

            personal (that appeared in a Spanish publication in the US)

on a bulletin board

for travelers (such as an announcement on a plane)

the (food, movie, music) section of a newspaper

A website

A blog

 

Literary Texts

 

An excerpt from (excerpted from) or a passage from

a short story

a fable

a poem

song lyrics

a legend

a fable

a fairy tale

a novel

a play


Appendix B:  Authentic Materials as Sources for Listening Comprehension

 

The following list gives examples of sources where teachers can find authentic materials for audio clips for listening comprehension texts.

 

A conversation

in a (bakery, restaurant, airport, classroom, etc….)

between (two friends, a mother and her son, a teacher and a student, etc….)

A description of (a person, a thing, a place, an event)

A voice mail

An announcement

            (airport, train station, school, emergency)

A set of instructions / directions

A film, a television program or a video clip

A narrative

An excerpt or a passage from

a news bulletin

a radio broadcast

            (traffic, weather, sports, interview, commercials)

an audio clip on the Internet

an article

a letter

a magazine

a book

a novel

a play

a newspaper

an editorial

a short story

a poem

a legend

a fable

a fairy tale

a website

a podcast

a weather report

a popular song