Spanish Archivo Curriculum for Spanish - Level 3 |
© 2013 by Kevin Cessna |
Standard: Interpersonal Communication |
Measurment Category 1.1:
Conversations |
Year 3
– Intermediate |
While engaged in tasks involving interpersonal
communication, the student engages in guided
conversations to demonstrate level appropriate language in culturally
authentic situations by being able to correctly: ·
ask more complex questions and give
more complex answers ·
make more complex requests ·
provide reasons for agreement and disagreement ·
recall information on a variety of topics ·
initiate,
sustain and close a general conversation ·
use limited circumlocution |
Standard: Interpersonal
Communication
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Measurement Category 1.2: Written or Oral Response |
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Year 3 |
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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:
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Standard:
Interpersonal Communication
|
Measurement Category 1.3: Paraphrasing |
Year 3 |
While engaged in tasks involving interpersonal communication,
the student demonstrates the ability to correctly: ·
paraphrase by stating content in one’s own words |
Standard: Interpretive Communication |
Measurement Category 2.1: Reading Comprehension |
Year 3
– Intermediate/Mid – Intermediate/High |
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
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Measurement Category 2.2: Listening Comprehension |
Year 3
– Intermediate/Mid – Intermediate/High |
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 3 |
While engaged in tasks involving presentational communication,
the student generates level appropriate
sentences in both writing and speaking including: ·
verbs in the
indicative, imperative and subjunctive moods ·
simple,
compound and complex sentences ·
correct word
order in subordinate clauses ·
simple or basic
transitions within sentences ·
idiomatic
expressions ·
transitions to
express comparison and contrast ·
transitions to
express addition, inclusion or exclustion ·
transitions to
express emphasis |
Standard:
Presentational Communication |
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Measurement Category 3.2: Paragraph Development |
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Year 3 |
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While engaged in tasks involving presentational
communication, the student demonstrates level appropriate paragraph
development
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Standard:
Culture |
Measurement Category 4.1: Cultural Products and Practices |
Year 3 |
While engaged in tasks involving culture, the
student demonstrates knowledge of cultural products and practices by being
able to correctly: ·
identify (1) elements that shape cultural identity in the
learner’s heritage and in the Hispanic culture (such as life events,
holidays, religion) ·
recognize (1) the interrelations among the practices,
products and perspectives of Hispanic cultures ·
explain (2) contributions from other cultures ·
describe (2) products, practices and perspectives in simple
terms ·
identify (1) indigenous, invading, and colonizing groups of
countries where Spanish is spoken ·
summarize (2) contributions of indigenous, invading, and
colonizing groups ·
examine (3) factors that influence culture (such as
history, politics, technology, art, music, literature) ·
investigate (4) cultural practices (such as traditions,
fashion, sports, dating, pop culture) |
Standard:
Comparisons |
Measurement Category 5.3: Contextual Vocabulary |
Year 3 |
While engaged in tasks involving comparisons, the
student demonstrates the ability to determine meaning
of level appropriate vocabulary as found in authentic texts, such as: ·
fiction (simple
short stories, excerpts from plays, poems) ·
non-fiction
(instructions, travel brochures, news stories, correspondence, reports) |
Standard:
Comparisons |
Measurement Category 5.4: Translation |
Year 3 |
While engaged in tasks involving comparisons, the
student demonstrates the ability to translate level
appropriate texts from one language into another, including: ·
complex
sentences ·
verbal phrases |
Standard:
Comparisons |
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Measurement Category 5.5: Grammar |
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Level 3 |
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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
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