correlated to the Virginia Spanish IV Textbook Correlation Matrices Level IV Standards of Learning

Transcription

1 correlated to the Virginia Spanish IV Textbook Correlation Matrices

2 SIV.1 The student will exchange a wide variety of information orally and in writing in Spanish on various topics related to contemporary and historical events and issues. 1. Express and support opinions in Spanish, and elicit those of others. 2. Exchange with others personal reactions in Spanish to spoken and written information related to the Spanish-speaking cultures. TE: 15-17, 31, 60, 88, , 131, 165, 182, 352 TE: 18, 65, 100, 102, 115, 127, 143, 159, 219, 369 TE: 1, 3, 5, 9, 23-25, 81, 100, 157, 346, Exchange information in Spanish from outside sources, such as newspapers, magazines, broadcasts, or the Internet. TE: 3, 41, 53, 65, 68, 206, 262, 301, 368, 420 1

3 SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. TE: 39b, 54, , 142, , , , , , , , Use a full range of level-appropriate vocabulary, structures, and past, present, and future time frames. TE: 48, 110, 123, 157, 171, 193, 228, 301, 336, 407 Also, see "Manual de Gramatica" C4-C15, C19, C47; G11-G16, G21-G26, G34-G52, G64-G76, G96-G Exchange ideas clearly in Spanish based on level-appropriate material. TE: 7, 13, 26, 31, 54, 83, 113, 126, 142, 157, Use paraphrasing, circumlocution, and other creative means to express and comprehend ideas in Spanish. TE: 6-7, 70-71, , , , , , , ,

4 SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources that have been prepared for various purposes. TE: 31-35, 45-46, 83-87, , , 149, , , , Audio: Cuaderno de actividades ( A Eschuchar!) 1-6, 27-30, 49-53, 73-77, , , , , , , CD 1, 2, 3, 4, 5, 6, 7, 8, 9 1. Identify various elements in spoken and written texts in Spanish such as plot, theme, setting, and characters. TE: 15, 87, 131, 176, 192, 227, 300, 335, 352, 406 Audio: Cuaderno de actividades (A Eschuchar!) 1-6, 27-30, , , , , CD 1, 2, 3, 6, 7, 8 2. Understand some subtleties of meaning, such as intent, humor, and tone in a variety of level-appropriate works in Spanish that are culturally authentic, such as radio and television segments or literary passages. 3. Understand and follow instructions presented in spoken and written consumer and informational materials in Spanish, such as those for completing a customs declaration or creating a Web page. TE: 65, 173, 188, 259, 277, 296, 308, , 387, 421 Audio: Cuaderno de actividades ( A Eschuchar!) 1-6, 27-30, , CD 1, 2, 9 TE: 56, 196, 250, 264, 304, 318, 356, 370, 410, 424 3

5 SIV.4 The student will relate information in Spanish that combines learned as well as original language in oral and written presentations of extended length and complexity. 1. Deliver presentations in Spanish containing well-developed ideas on a variety of topics with minimal errors in spelling, punctuation, and pronunciation in familiar vocabulary and language structures. TE: T38, T40, 70-71, , 137, , , , , , , TE: 54, 132, 149, 193, 247, 282, 301, 353, 391, Use style, language, and tone appropriate to the audience and the purpose of the presentation. TE: 88, 107, 177, 228, 247, 282, 301, 336, 391, 407 4

6 SIV.5 The student will present or perform in Spanish both student-created and culturally authentic essays, poetry, plays, and/or stories. TE: 36, 88-89, 149, 177, 228, 282, 336, 353, 391, Produce well-organized presentations in Spanish using appropriate visual aids and/or technological support. TE: 54, 91, 132, 187, 193, 228, 247, 282, 301, Use appropriate verbal and non-verbal presentational techniques. TE: 54, 88, 91, 107, 132, 149, 177, 187, 193, 228 5

7 SIV.6 The student will discuss in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures 1. Discuss in Spanish how topics such as educational systems and business practices illustrate the viewpoints, patterns of behavior, and products of Spanish-speaking cultures. TE: 30, 76-79, 81-83, , , , 165, 248, 274, 396 TE: 98-99, , 236, , 284, 337, Engage in real-life or simulated situations that demonstrate an understanding of culturally appropriate practices. TE: 36, 88, 132, 159, 193, 228, 247, 301, 391, 407 6

8 SIV.7 The student will demonstrate an understanding of the connections between content studied in Spanish class and in other subject areas. 1. Discuss how the Spanish language and Spanish-speaking cultures are found in other subject areas through various topics, such as legal and political systems and world literature. 2. Use level-appropriate Spanish to relate topics discussed in other subject areas to those discussed in Spanish class, such as authors and artists from Spanish-speaking countries or political and historical events that involve Spanish-speaking countries. TE: 12-14, 60-61, 137, , , , , , , TE: 82-87, , 149, 177, , 213, , 299, , , TE: 40-41, , , , , , , , , , 7

9 SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community. 1. Understand and discuss in Spanish the role of culture in the development of relationships between the United States and Spanish-speaking countries. TE: , , , 220, , , , , , TE: 22, 28, 37-38, 60-63, , 152, 177, , , Discuss how the United States is viewed by members of Spanish-speaking cultures and why. TE: 60, 63, 152, 166, 167, 177, Recognize the existence of local, regional, and national differences in the cultures of both Spanish-speaking countries and the United States. TE: 24, 27, 42, 45, 47, 49, 60-63, 69, ,

10 SIV.9 The student will expand his/her understanding of the English language through the study and analysis of increasingly complex elements of the Spanish language. 1. Recognize the existence of local, regional, and national differences in sound systems, pronunciation, vocabulary, and usage in both Spanish-speaking countries and the United States. TE: 36, 70-71, , 132, 152, , 189, 303, 355, 409 TE: 5, 24, 37, 55, 108, 135, 330, Compare Spanish and English linguistic elements, such as time, tense, and mood, and understand how each language uses different grammatical structures to express time and tense relationships, such as hacer + present tense, pretérito vs imperfecto. TE: 112, 120, G34, G40, G46, G51, G58, G96, G106, G124 9

11 SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes. TE: 94, 98, 99, 108, 118, 119, 128, 137, 282, Discuss in Spanish information obtained in and through media, entertainment, and technology. TE: 18, 68, 108, , 137, 158, 181, , 366, Locate and use Spanish resources, such as individuals and organizations accessible through the community or the Internet, to enhance cultural understanding. TE: 2-3, 22-23, 58-59, 74-75, 92-93, , , , ,

12 Additional Criteria Materials are presented in an organized, logical manner and are appropriate for the age, grade, and maturity of the students. 1. Materials are organized appropriately within and among units of study. Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. The materials are organized in each unit as Culture/Communication (p.3, ), Reading (p ), Vocabulary (p.54-55), Writing (p.56-57), Speaking (p.54), Listening sections (p.18). These sections encourage age appropriate growth in critical thinking, inferencing skills,cultural awareness, speaking, reading and listening. The two-page photo essay at the opening of each unit sets the stage for the main topics. The Gente del Mundo 21 section profiles four noteworthy personalities in politics, arts, sports, or entertainment in the country featured. The Del pasado al presente readings provide a brief historical and cultural overview of the country studied. A ver si comprediste activity checks students' understanding of the facts.ventanas al Mundo 21 highlights important individuals, traditions, places or events. Y hora ia leer!contains the principal readings. The postreading Comprendiste la lectura? checks students' basic comprehension. The Palabras como clave which occur in Lesson 1 & 2 of each unit focus on a key word. Dramatizaciones encourage students to develop fluency in language and use creativity. Cultura en vivo sections at the end of each unit help students to explore facets of culture. In Vocabulario personal in Lesson 2 of each unit students prepare their own lists of active vocabulary. In Escribamos ahora students develop organizational and writing skills. The Mundo 21 Video and Luz, camara, accion sections enable students to listen to native speakers in real-life situations. Finally the Pasaporte cultural sections at the end of Lesson 3 review each units cultural content through games. 11

13 Additional Criteria Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. 2. Format design includes title, subheadings, and appropriate cross-referencing for each use. The Manual de Grammatica appears at the begining of the text with sections cross-referenced to textbook lessons (p.92). 3. Writing style and vocabulary are appropriate. In the Vocabulario personal section featured in Lesson 2 of each unit, students prepare their own personalized active vocabulary list based on words learned in the readings.the Ecribamos ahora occuring in each Lessons 2 & 3 of each unit provides an inovative process-oriented approach to devedloping student's writing skills and organizational skills. The two sequential sections take students trhough pre-writing activities including brainstorming, clustering, outlining, drafts, rewrites, and peer reviews with the end result being a welldeveloped composition on a thmatically related topic. 4. Graphics and illustrations are appropriate The captivating two-page photo essay (20-21) at the beginning of each unit sets the stage for the main topics to be presented. The Cultura en vivo at the end of Lesson 1 of each unit offers students the opporutnity to decipher calendars, Spanish masterpeices or short stories. The graphics employed by the Del pasado al presente (24-26) readings provide a vivid cultural overview of the country studied. The graphics imbedded in the Lectura add to the understanding of the 5. Sufficient activities are provided to promote depth of understanding and development of skills. Lecturas (31-34) The Ahora a practicar! exercises following each grammar point reinforce vocabulary and cultural content in the lesson readings.the post-reading Comprendiste la lectura? checks students' basic comprehension.a ver si comprediste activity checks students' understanding of the facts.the Palabras como clave which occur in Lesson 1 & 2 of each unit focus on a key word. Cultura en vivo sections at the end of each unit help students to explore facets of culture. In Vocabulario personal in Lesson 2 of each unit students prepare their own lists of active vocabulary. In Escribamos ahora students develop organizational and writing skills. 12

14 Additional Criteria Materials present content in an accurate, unbiased manner. 1. Materials do not contain content errors (omissions of current content, out-of-date content, overgeneralizations, etc.). 2. Materials do not contain production errors (misspelled word, word omissions, incorrect answers). 3. The materials use examples from a variety of countries where the language is the native language spoken. Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. The two-page photo essay at the opening of each unit sets the stage for the main topics. The Gente del Mundo 21 section profiles four noteworthy personalities in politics, arts, sports, or entertainment in the country featured. The Del pasado al presente readings provide a brief historical and cultural overview of the country studied. All materials are up-to-date, accurate and unbiased. Materials do not contain content errors. All content has been updated for the edition. Materials do not contain production errors.now in its second edition, the En español! program has gone through several reprint correction\cycles. All 21 Spanish-speaking countries are addressed over the 4-level En español! series. Each instructional unit is set in a particular geographic country/region in order to provide cultural and linguistic examples of each country where Spanish is spoken. 13

15 Additional Criteria 4. An appropriate ratio of activities and assessments is provided for listening, speaking, reading and writing skills. Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. Each practice activity is clearly labeled regarding skill focus, i.e., listening, speaking, reading and writing. At the end of each lesson (Etapa) students assess these skills in such sections as Comprendiste la lectura?, Gente, Estructura, Lectura, and A ver si comprendiste! Also more assessments are located in Prueba, Examen, and Examenes para hispanohablantes. The Assessment Program, located in each Unit Resource Book includes a variety of formats for assessing the four skills, plus culture. 14

16 Additional Criteria Materials promote student assessment as an integral part of the instruction process. 1. Assessment suggestions and scoring criteria, rubrics or checklists for student performances on work including all four skills, listening, speaking, reading, writing, and culture are provided. 2. Assessment items reflect the rigor and the intent of the standards. Assessments are included that require students to use higher order thinking skills to apply, analyze, evaluate and make decisions or recommendations. 3. Student assessments include evidence of the need for global perspectives and cultural awareness. Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. The printed Assessment Program (T7) consists of 25 lesson quizzes (Pruebas communicativas) for each lesson in the text, 8 unit tests (Examenes), a midterm, a final exam, an answer key, the script for the Assessment program Audio CD and additional information on evaluating student's performance. The quizzes and tests used true-false, open-ended, listening and reading comprehension, cultural awareness, writing strategies, grammar sections, multiple choice and contextualized activities. a) Rubrics for writing appear on the page, where appropriate, in each Etapa such as Escribamos ahora (p.56-57) b) Rubrics for speaking and writing appear consistently on the side bar of each lesson such as Comprendiste la lectura? (p.131) Assessment suggestions, student test-taking strategies, and scoring criteria are included in the Assessment Program located in each Unit Resource Book (teacher ancillary) The Assessment Program located in each teacher Unit Resource Book includes higher order thinking skills. The Assessment Program includes a variety of assessment formats, and measures all four skills, plus culture. Each lesson test includes higher order thinking skills. Each Unit Comprehensive Test further emphasizes the use of higher order thinking skills. The quizzes A ver si sabes and A ver si comprendiste! in each lesson checks that students' recall of important cultural and historical facts studied in Del pasado al presente, Lectura, and the Ventana al Mundo 21 sections. Each Unit Resource Book also includes opportunities for cultural awareness assessment, including lectura y cultura selections in both the Etapa Exams and Examen para hispanohablantes and the Cultura Multiple Choice Test Items. 15

17 VA 251 5/ CC2