Correlation of Aventura! 3 to the. Oklahoma PASS for Foreign Language INTERMEDIATE LEVEL RANGE

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1 Correlation of Aventura! 3 to the Oklahoma PASS for Foreign Language INTERMEDIATE LEVEL RANGE Goal 1 : Communication Communicate in Languages Other Than English Standard 1.1: Interpretive Communication - Listening/Reading/Viewing Students will understand and interpret written and spoken language on a variety of topics. By the end of the Intermediate Level, students will be able to handle the following language tasks in a consistent, comfortable, and spontaneous manner. When listening, reading, and viewing, learners in the Intermediate Level Range will: 1. Understand spoken language that incorporates familiar vocabulary and structures including high frequency idioms. pp. 21, act. 29, 30; 29, act. 10; 37, act. 23; 44, Activities; 60, Activities; 77, act. 13; 159, act. 12; 161, Oportunidades!; 301, Oportunidades! 2. Understand more detailed information in written advertisements, schedules, and menus. pp. 13, act. 18; 39, act. 25; 67, act. 27; 343, act. 11; 431, act Comprehend the main idea and some supporting ideas of selected authentic materials including recordings, broadcasts, videos, and Internet resources. pp. 13, act. 18; 35, Oportunidades!; 93, A, B; 161, Oportunidades!; 171, Activities; 299, act. 17; 311, act Comprehend the main idea and some supporting ideas of selected authentic written materials such as short stories, narratives, advertisements, and brochures on topics of personal interest. pp. 17, act. 25; 43, A; 68, act. 29, 30; 73, act. 6; 126, act. 11; 143, A, B; 187, A, B; 205, act. 19, Oportunidades!; 235, A, B 5. Respond to a series of commands. pp. 82, act. 24, Activities; 84, Activities; 85, Activities; 86, act. 30, Activities; 198, Activities; 200, Activities Performance Guidelines: What characterizes Intermediate Level learners' performance in listening, viewing and reading? A. Understand longer, more complex conversations and narratives as well as recorded material in familiar contexts. pp.22, act. 31, 32; 35, Oportunidades!, Notes; 44, Activities; 60, Activities; 281, A, Activities B. Identify main ideas and some specific information on a limited number of predictable topics. pp. 17, act. 25; 53, act. 6; 265, act. 6, Activities; 301, act. 23, Activities 1

2 C. Use background knowledge to comprehend simple stories and personal correspondence. pp. 27, Activities, Notes; 53, Activities; 73, Notes; 140, Estrategia; 210, act. 27, box; 253, Notes; 281, B; 396, act. 32 D. Depend on the use of paraphrase and restatement in order to understand the message. pp. 52, Activities; 141, Activities; 146, Activities; 354, Estrategia E. Infer meaning of some unfamiliar words in order to understand the gist of an oral or written text. pp. 22, act. 31, 32; 68, Estrategia; 73, act. 6; 93, A, B; 161, Oportunidades!; 186, Estrategia; 265, act. 6, Activities Standard 1.2: Interpersonal Communication - Speaking/Writing Students will engage in conversations and/or written correspondence in which they provide and obtain information, express feelings and emotions, and exchange opinions. By the end of the Intermediate Level, students will be able to handle the following language tasks in a consistent, comfortable, and spontaneous manner. When speaking and writing in person-to-person communication, learners in the Intermediate Level Range will: 1. Sustain a conversation on selected topics about themselves and others, using details and descriptions. pp. 10, act. 14; 12, act. 16; 21, act. 30; 77, act. 13; 127, act. 12; 183, act. 25; 219, act Ask and answer a variety of questions, giving reasons for their answers. pp. 129, act. 15; 136, act. 25; 157, act. 10, 11; 183, act. 25; 219, act Express personal preferences and feelings with some explanation. pp. 12, act. 16; 37, act. 21, 22, 23; 210, act. 27; 219, act. 13; 235, B; 319, act. 16; 325, act Initiate a series of commands. pp. 75, act. 9; 86, act. 30, 31; 174, act. 11; 175, act. 12, 13; 199, act. 7, 8, 9; 200, act. 10; 201, act. 12, 13 Performance Guidelines: What characterizes Intermediate Level learners' performance in speaking and writing? A. Use strings of sentences when communicating on familiar topics. pp. 21, act. 30; 138, act. 30, box; 290, Activities; 319, act. 16; 331, C; 456, act. 22 B. Recombine learned vocabulary and structures to express their own thoughts within familiar contexts. pp. 29, act. 9; 43, B; 127, act. 12; 138, act. 30, box; 141, Activities; 331, A; 343, act. 11; 365, act. 24 2

3 C. Use some paraphrasing and can find another way to express an idea/term to avoid a breakdown in communication, and can ask for clarification. pp. 141, Activities; 146, Activities; 323, act. 24; 354, Estrategia D. May mispronounce words in new context or words being read for the first time. pp. 47, Activities; 73, Activities; 218, Activities; 431, Activities E. Continue to communicate with false starts and pause frequently to search for words when interacting with others. pp. 59, Activities; 120, Activities; 354, Estrategia F. Are understood by those accustomed to interacting with language learners. pp. 31, Activities; 79, act. 18; 94, Activities; 331, A, B, Activities G. Demonstrate control of present time and show evidence of some control of other time frames. pp. 107, act. 11; 117, act. 30; 189, B; 219, act. 13; 306, act. 30; 317, act. 12; 343, act. 11; 456, act. 22 Standard 1.3: Presentational Communication Speaking and Writing Students will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. By the end of the Intermediate Level, students will be able to handle the following language tasks in a consistent, comfortable, and spontaneous manner. When presenting information by speaking or writing learners in the Intermediate Level Range will: 1. Describe in written or spoken format a short presentation on familiar topics (e.g., school, community, or personal experiences). pp. 10, act. 12; 126, act. 10; 330; 331, A, B, C; 365, act Give directions to someone in order to complete a multi-step task. p. 86, act Recount an event incorporating some description and detail. pp. 79, act. 17; 107, act. 11; 109, act. 16; 117, act. 30; 126, act. 10; 144; Write one-page compositions and letters. pp. 22, box; 37, act. 23; 44; 94; 107, act. 11; 144; 185, Activities; 338, Activities 5. Present student-created and/or authentic short plays, stories, skits, poems and songs. pp. 12, act. 16; 21, act. 30; 29, act. 9; 77, act. 13; 79, act. 18; 121, Activities; 127, act. 12; 330, Activities; 392, Activities 3

4 Performance Guidelines: What characterizes the Intermediate Level learners' performance in spoken and written presentations? A. Express their own thoughts, describe and narrate, using sentences and strings of sentences in oral and written presentations about familiar topics. pp.21, act. 30; 144; 183, act. 25; 290, Activities; 319, act. 16; 331, C; 456, act. 22 B. Communicate oral and written information with sufficient accuracy that listeners and readers understand most of what is presented. pp. 10, act. 14; 12, act. 16; 45, A, B; 107, act. 11; 127, act. 12; 144; 189, B, C; 283, A, B, C; 290, Activities; 331, A, B, C C. Make occasional use of paraphrasing and can find another way to express an idea/term to avoid a breakdown in communication, and make efforts at self-correction. pp. 141, Activities; 290, Activities; 323, act. 24; 354, Estrategia D. Supplement their basic vocabulary for both oral and written presentations with expressions acquired from other sources such as dictionaries. pp. 27, Extra!; 45, A, B; 67, act. 28; 103, Oportunidades!; 129, Activities; 145, A, B; 189, B; 283, B, Activities; 331, A, B, C; 421, A, B, C E. Continue to pause to search for words and show some interference from the native language when attempting to present less familiar material. p. 354, Estrategia F. Use pronunciation and intonation patterns that can be understood by those accustomed to interacting with language learners. pp. 379, Activities; 431, Activities; 456, act. 22 G. Formulate oral and written presentations primarily in present time but also, with preparation, in past and future time. pp. 107, act. 11; 117, act. 30; 219, act. 13; 290, Activities; 316, act. 30; 317, act. 12; 343, act. 11 Goal 2: Cultures Gain Knowledge and Understanding of Other Cultures Standard 2.1: Practices of Culture Students will demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Progress Indicators: What are Intermediate Level learners able to do in the target 1. Interact with respect using culturally appropriate patterns of behavior in everyday informal and social situations. pp. 55, Activities; 79, act. 18; 325, act. 27 4

5 2. Explain in simple terms the reasons for different traditions and customs of the target culture. pp. 27, Cultura viva, act. 6, Activities; 43, B, Activities; 53, act. 6; 61, act. 17; 67, act Experience cultural and social activities common to a student of similar age in the target culture such as school life, sports, music and other entertainment. pp. 39, act. 25; 73, act. 6; 118, act. 31, 32, box; 177, act. 16; 181, act. 22; 409, act Identify and discuss perspectives typically associated with the target culture s business practices. pp. 31, Activities; 55, Oportunidades!, Activities; 73, act. 6; 366, act Discuss some commonly held generalizations about the target culture. pp. 67, act. 28; 210, act. 26, 27; 237, C Performance Guidelines: What characterizes the Intermediate Level learners performance in communicating about cultural practices in the target A. Begin to use culturally appropriate vocabulary, idiomatic expressions, and nonverbal behaviors outside the memorized context. pp. 55, Activities; 57, act. 11; 76, Activities; 159, act. 12; 259, act. 29; 269, act. 12; 325, act. 27 B. Express their own thoughts, describe and narrate, using sentences and strings of sentences in oral and written presentations about cultural practices. pp. 43, B, Activities; 61, act. 17, Activities; 161, act. 17; 237, A, C; 373, A C. Demonstrate some cultural knowledge in oral and written presentations. pp. 10, act. 14; 153, act. 6; 189, C; 269, act. 12; 325, act. 27; 331, A, B, C D. Recognize the reflections of practices, products, and perspectives of the target culture in oral and written texts. pp. 35, act. 20; 43, A; 86, act. 30; 113, act. 22 E. Use knowledge of their own culture and that of the target culture to communicate more accurately about cultural practices. pp. 10, act. 14; 35, Notes; 45, C; 53, act. 6, Activities; 73, act. 6, Notes; 118, act. 31, 32; 189, C; 210, act. 27, box F. Supplement their basic vocabulary about cultural practices from other sources such as dictionaries. pp. 27, Extra!; 45, A, B; 103, Oportunidades!; 145, A; 237, A, C; 331, A, B, C; 421, A, B, C G. Use the student's native language when the investigation of cultural perspectives extends beyond the Intermediate Level Range. 5

6 Standard 2.2: Products of Culture Students will demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Progress Indicators: What are Intermediate Level learners able to do in the target 1. Explain the significance of objects, images, and symbols, and products of the target culture. pp. 35, act. 20; 93, B; 45, C; 53, act. 6; 113, act. 22; 133, act. 22; 161, act. 17; 205, act. 19; 237, C; 373, A, C 2. Describe major contributions and historical figures from the target culture including contributions in science, mathematics, government, and fine arts. pp. 5, act. 6; 27, act. 6; 45, B; 95, C; 350, act. 22; 396, act. 31, box 3. Identify the influence of the target culture on the products of the U.S. pp. 53, act. 6; 61, act. 17, Activities; 83, act. 25; 145, C; 189, C, Activities, Notes; 366, act. 25, Explain the impact of the target country's geography on daily life in the target culture. pp. 61, Cultura viva, act. 17; 83, act. 25, Notes; 95, B; 145, A; 237, C 5. Identify the target culture s basic perspectives in its art, literature, music, dance. pp. 61, act. 17, Activities; 113, act. 22; 161, act. 17; 189, A, C; 237, A Performance Guidelines: What characterizes the Intermediate Level learners performance in communicating about cultural products in the target A. Express their own thoughts, describe and narrate, using sentences and strings of sentences in oral and written presentations about cultural products. pp. 95, A, C; 129, act. 16; 237, A, C; 269, act. 12; 373, C B. Recognize the reflections of practices, products, and perspectives of the target culture in oral and written texts. pp. 35, act. 20; 43, A; 86, act. 30; 113, act. 22; 161, act. 17; 331, A; 366, act. 25, 26 C. Demonstrate some cultural knowledge about cultural products in oral and written presentations. pp. 45, C; 113, act. 22, Notes; 237, A, C; 331, B, C; 373, A, C D. Use the student's native language when the investigation of cultural perspectives extends beyond the intermediate proficiency range. Goal 3: Connections Connect with Other Disciplines and Acquire Information Standard 3.1: Interdisciplinary Studies Students will reinforce and further their knowledge of other content areas through the foreign language. 6

7 1. Transfer and apply information and skills from other content areas (such as the arts, health, social studies, sciences, mathematics, English) to the target language classroom. pp. 5, act. 6, Extra!; 7, act. 8; 45, A; 77, act. 13; 86, act. 30; 94; 95, A, B, C; 118, box; 127, act. 12; 138, Activities; 145, A; 256, act. 23; 321, Oportunidades! 2. Apply the information gathered through target language resources in other content area classrooms (such as the arts, health, social studies, sciences, mathematics, English) in order to supplement learning. pp. 29, act. 9; 95, B; 103, Oportunidades!, Activities; 107, act. 11; 117, act. 29, 30 Performance Guidelines: What characterizes the performance of Intermediate Level Range learners? A. Use strings of sentences when communicating in oral or written contexts on familiar topics in selected content areas. pp. 77, act. 13; 79, act. 18; 127, act. 12; 138, box; 290, Activities; 319, act. 16; 331, A, C; 456, act. 22 B. Recombine learned vocabulary and structures to express their own thoughts within familiar contexts. pp. 77, act. 13; 79, act. 18; 144; 145, C; 183, act. 25; 219, act. 13; 227, act. 25, 26; 290, Activities; 316, act. 11; 319, act. 16; 325, act. 27; 331, C; 456, act. 22 C. Understand longer, more complex conversations and narratives as well as recorded material in familiar contexts about selected content areas. pp. 35, Oportunidades!, Activities; 83, act. 25; 143, A, B; 171, Activities D. Identify main ideas and some specific information on a limited number of predictable topics in selected content areas. pp. 17, act. 25; 53, act. 6; 265, act. 6, Activities; 301, act. 23, Activities Standard 3.2: Distinctive Viewpoints Students will acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. 1. Using authentic target language sources, (such as the Internet, books and magazines) acquire and apply information about the target culture. pp. 45, A, B, C, Activities; 67, act. 28; 95, A, B, C; 103, Oportunidades!, Activities; 138, Activities; 161, Oportunidades!; 321, Oportunidades! 2. Use authentic sources to explore the distinctive perspectives of the foreign culture. pp. 45, C; 95, A, C; 189, A; 205, Oportunidades!; 283, C; 321, Oportunidades! 7

8 Performance Guidelines: What characterizes the performance of Intermediate Level Range learners? A. Understand longer, more complex oral and written information in familiar contexts. pp. 45, C; 93, A, B; 161, act. 17, Oportunidades!; 281, A, B; 329, A, B B. Identify main ideas and some specific information on a limited number of topics found in the target culture. pp. 17, act. 25; 53, act. 6; 93, A, B; 265, act. 6, Activities; 283, C; 301, act. 23, Activities C. Determine meaning by using contextual clues. pp. 68, Estrategia; 169, Estrategia D. Are helped by the use of redundancy, paraphrase, and restatement in order to understand the message. pp. 141, Activities; 290, Activities; 354, Estrategia E. Use strings of sentences to describe distinctive viewpoints of the target culture. pp. 67, act. 28; 138, Activities; 187, B; 237, C; 319, act. 16 F. Use the student's native language only when the discussion of distinctive viewpoints extends beyond the Intermediate Level Range. Goal 4: Comparisons Develop Insight into the Nature of Language and Culture Standard 4.1: Language Comparisons Students demonstrate understanding of the nature of language through comparisons of the language studied with their own. 1. Explore the historical and cultural reasons for cognates and borrowed words. pp. 53, act. 6, Activities; 88, Activities; 165, Activities 2. Use knowledge of sound and writing systems (including stress, intonation, punctuation) to communicate on topics of personal interest. p. 63, Activities 3. Contrast identified structural patterns of the language studied (such as tense, gender, word order, agreement) to structural patterns in their own language. pp. 63, Activities; 73, Notes; 116, act. 27, Extra!; 219, act Use appropriate idiomatic expressions in limited settings. pp. 71, act. 2; 159, act. 12 8

9 Performance Guidelines: What characterizes the performance of Intermediate Level learners? A. Understand general concepts about language comparisons. pp. 73, act. 6, Notes; 165, Activities B. Express their own thoughts using sentences/strings of sentences when describing language structure comparisons. pp. 73, Notes; 209, act. 24, 25; 323, act. 24 C. Rely on paraphrase and restatement in order to understand or communicate about language structure comparisons between cultures. pp. 290, Activities; 323, act. 24; 354, box Standard 4.2: Culture Comparisons Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. 1. Give simple descriptions of the similarities and differences in verbal and nonverbal behavior between cultures. pp. 61, Notes; 73, Notes; 77, Activities; 118, act. 31, 32, box, Notes 2. Give basic descriptions of cross-cultural similarities and differences in the practices of the target culture. pp. 35, Notes; 61, Notes; 77, Activities; 181, act. 22; 189, C; 237, C; 283, C 3. Give basic descriptions of cross-cultural similarities and differences in the products of the target culture. pp. 22, Activities; 35, Notes; 95, C; 145, C; 210, act. 27, box; 211, box 4. Give simple descriptions of cross-cultural similarities and differences in the perspectives of the target culture. pp. 5, Notes; 45, C; 77, Activities; 181, act. 22; 237, C; 253, Notes; 283, C Performance Guidelines: What characterizes Intermediate Level learners' performance? A. Express their own thoughts using sentences/strings of sentences when describing cultural comparisons between the culture studied and their own. pp. 145, C; 189, C; 211, box; 237, C; 373, A B. Understand general concepts about cultural similarities and differences. pp. 5, Notes; 22, Activities; 35, Notes; 45, C; 73, Notes; 145, C; 165, Activities; 210, box; 237, A, C 9

10 C. Rely on paraphrase and restatement in order to understand or communicate about crosscultural comparisons. pp. 141, Activities; 290, Activities; 323, act. 24; 354, Estrategia Goal 5: Communities Participate in Multilingual Communities at Home and Around the World Standard 5.1: School and Community Students will use the language both within and beyond the school setting. 1. Investigate and/or participate in activities where the ability to communicate in a second language is beneficial, such as local business visitations, exchange programs, and sister-city projects. pp. 13, Activities; 31, Activities; 83, act. 25; 145, B, Activities; 188, Activities; 357, Activities 2. Communicate with others who speak or have a working knowledge of the language about a variety of topics, such as sports, hobbies, or current events. pp. 10, Activities; 55, Activities; 77, Activities; 96, Activities; 112, Activities 3. Establish contact with a native speaker through Internet, , personal travel. pp.10, Activities; 31, Activities; 49, Activities; 77, Activities; 96, Activities; 112, Activities; 188, Activities 4. Take part in language-related activities to benefit their school and/or community such as tutoring, interpreting, or public performance. pp. 13, Activities; 136, Activities; 188, Activities; 357, Activities Performance Guidelines: What characterizes Intermediate Level learners' performance? A. Express their own thoughts using sentences/strings of sentences on familiar topics. pp.138, Activities; 145, C; 290, Activities; 319, act. 16; 456, act. 22 B. Demonstrate control of present time and some control of other time frames. pp. 107, act. 11; 117, act. 30; 189, B; 219, act. 13; 306, act. 30; 317, act. 12; 343, act. 11; 456, act. 22 C. Describe and narrate in oral and written presentations on familiar topics. pp. 12, act. 16; 45, C; 109, act. 16; 127, act. 12 D. Understand main ideas and some specific information on a limited number of topics. pp. 17, act. 25; 43, A; 68, act. 29, 30; 73, act. 6; 126, act. 11; 143, A, B; 187, A, B; 205, act. 19; 235, A, B 10

11 Standard 5.2: Personal Enrichment Students will show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. 1. Exchange information with native speakers about topics of personal interest. pp. 10, Activities; 31, Activities; 77, Activities; 96, Activities; 112, Activities 2. Explore various target language resources to expand their knowledge of individual hobbies or interests. pp. 45, B; 103, Oportunidades!; 133, Activities 3. Research current issues of interest using various foreign language/culture sources. pp. 29, Activities, Notes; 96, Activities; 103, Oportunidades!; 133, Activities 4. Demonstrate extracurricular use of target language media as a source of entertainment. pp. 45, B; 77, Activities; 103, Oportunidades!; 112, Activities; 122, Activities; 133, Activities Performance Guidelines: What characterizes the performance of Intermediate Level learners? A. Are understood by those very accustomed to interacting with language learners. pp. 31, Activities; 77, Activities; 79, act. 18; 331, A, B, Activities B. Identify main ideas and some specific information on a limited number of topics found in the products of the target culture such as those presented on TV, radio, video, or live and computergenerated presentations, although comprehension may be uneven. pp. 17, act. 25; 53, act. 6; 61, act. 17; 113, act. 22; 161, act. 17; 189, A; 237, A; 301, act. 23 C. Rely on the use of paraphrase and restatement in order to enhance comprehensibility in both oral and written presentations. pp. 141, Activities; 290, Activities; 323, act. 24; 354, Estrategia D. Express their own thoughts, describe and narrate, using sentences and strings of sentences, in oral and written presentations on familiar topics. pp. 138, Activities; 145, C; 290, Activities; 319, act. 16; 456, act