Spanish Archivo

Curriculum for Spanish - Level 3

© 2013 by Kevin Cessna

www.spanisharchivo.com

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

Measurement Category 1.2:  Written or Oral Response

Year 3

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:

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

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

Measurement Category 3.2:  Paragraph Development

Year 3

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

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 5.2:  Thematic Vocabulary

Level 3

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

Measurement Category 5.5:  Grammar

Level 3