SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.
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1 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Person-to-Person Communication SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. Make all correlations using the teacher text and any other materials included in the bundle. Identify no more than 10 SE: 74, 95, 129, 134, 167, 172, 211, , 309, Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print sources in Spanish. SE: 10, , 139, , , , 272, 351, , 403 1
2 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Person-to-Person Communication SIII.2 Make all correlations using the teacher text and any other materials included in the bundle. Identify no more than 10 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. 1. Participate in sustained exchanges that reflect past, present, and future time. 2. Exchange detailed information in Spanish via conversations, notes, letters, or on familiar topics. 3. Use paraphrasing, circumlocution, and non-verbal behaviors to convey and comprehend messages in level-appropriate Spanish. SE: 50-51, 96, 142, 188, 234, 280, 326, 372, 418, 464 SE: 93, 138, 185, 231, 277, , 368, 396, 401, 409 SE: 39, 44, 47, 110, 139, 143, 149, 189, , 327 2
3 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Listening and Reading for Understanding Make all correlations using the teacher text and any other materials included in the bundle. Identify no more than 10 SIII.3 The student will comprehend spoken and written Spanish based on new topics in familiar as well as unfamiliar contexts that are presented through a variety of media. 1. Identify main ideas and pertinent details when reading or listening to passages, such as live and recorded conversations, short lectures, reports, and literary selections in Spanish. 2. Understand culturally authentic materials that use new as well as familiar information in Spanish. 3. Understand and follow instructions presented in consumer and informational materials in Spanish, such as those needed to understand a train schedule or to use the Internet. SE: 54-57, , , , , , , , , SE: 36, 84-85, 92, , , 212, 258, 304, , SE:
4 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Oral and Written Presentation Make all correlations using the teacher text and any other materials included in the bundle. Identify no more than 10 SIII.4 The student will present orally and in writing information in Spanish that combines learned as well as original language in increasingly complex sentences and paragraphs. 1. Summarize and communicate main ideas and supporting details in Spanish orally and in writing from a variety of authentic language materials. 2. Use past, present, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. SE: 14-15, 74, 86-87, , 307, , 349, 410, 461 SE: 50, 74, 86-87, , , , , , 326, 372, 418, 464 4
5 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Oral and Written Presentation Make all correlations using the teacher text and any other materials included in the bundle. Identify no more than 10 SIII.5 The student will present student-created as well as culturally authentic stories, poems, and/or skits in Spanish. 1. Produce well-organized spoken and written Spanish presentations appropriate to the type of audience and the purpose of the presentation. SE: 14-15, 51-53, 97-99, , , , , , , , Use appropriate verbal and non-verbal presentational techniques including visual aids and/or technological support. SE: Chapter Project: 16-a, 62-a, 108-a, 154-a, 200-a, 246-a, 292-a, 338-a, 384-a, 430-a 5
6 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Cultural Perspectives, Practices, and Products Make all correlations using the teacher text and any other materials included in the bundle. Identify no more than 10 SIII.6 The student will discuss the interrelationship among the perspectives, practices, and products of Spanish-speaking cultures. 1. Examine how and why products such as natural and manufactured items, the arts, recreation and pastimes, language and symbols reflect practices and perspectives in Spanish-speaking cultures. 2. Discuss how the viewpoints of Spanish-speaking people are reflected in their practices and products, such as political systems, art and architecture, music, and literature. 3. Investigate the role of geography in the history and development of Spanish-speaking cultures. SE: 80, 120, , 219 SE: 226, , 262, , SE: , xviii-xxxi, 57 6
7 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Making Connections through Language Make all correlations using the teacher text. Identify only SIII.7 The student will reinforce and broaden his/her knowledge of connections between Spanish and other subject areas including language arts, science, history and social science, mathematics, physical education, health, and/or the arts. 1. Identify how the Spanish language and Spanish-speaking cultures are found in other subject areas through various topics, such as terminology specific to the content areas. 2. Relate topics studied in other subject areas to those studied in the Spanish class, such as issues related to the environment or the contributions of political, arts, or sports figures from Spanish-speaking countries to the world. SE: 71, 75, 179, 219, 277, 311, , 401, 455 SE: 45, 75, 216, 219, 350, 355, 358, 403, ,
8 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Cultural and Linguistic Comparisons Make all correlations using the teacher text. Identify only SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. 1. Use level-appropriate Spanish to discuss the influences of historical and contemporary events and issues on the relationships between Spanish-speaking countries and the United States. 2. Compare aspects of Spanish-speaking cultures studied, such as language, clothing, foods, dwellings, and recreation, with those of other cultures. SE: , , , 216, , 400, SE: 379, 349, , 91, 36-41,
9 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Cultural and Linguistic Comparisons Make all correlations using the teacher text and any other materials included in the bundle. Identify no more than 10 SIII.9 The student will strengthen his/her knowledge of the English language through the study and analysis of increasingly complex elements of the Spanish language. 1. Demonstrate understanding that language and meaning do not transfer directly from one language to another. 2. Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the Spanish language. SE: 168, 171, 214, 263, 319 SE: 45, 76, 132, 168, 214, 259, 319 9
10 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Communication across Communities Make all correlations using the teacher text and any other materials included in the bundle. Identify no more than 10 SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. 1. Expand Spanish language skills and cultural knowledge through the use of media, entertainment, and technology. SE: Chapter Project: 16-a, 62-a, 108-a, 154-a, 200-a, 246-a, 292-a, 338-a, 384-a, 430-a 2. Locate and use Spanish resources, such as individuals and organizations accessible through the community or the Internet, to broaden cultural understanding. SE: T49-51, 81, 230, 262, , ; 10
11 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Additional Criteria Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. 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. Prentice Hall s REALIDADES, Level 3 is organized into thematic units, relevant and appropriate to high school students. SE: 16-a, 62-a, 108-a, 154-a, 200-a, 246-a, 292-a, 338-a, 384- a, 430-a Examples of organization from Ch. 3 are given below: Chapter Overview 108a-b, Review A ver si recuerdas , Opener with objective , A primera vista 1(vocabulary presentation) , A primer vista 2 (vocabulary presentation) , Manos a la obra 1 (practice, activities, and grammar presentation) , Manos a la obra 2(practice, activities, and grammar presentation) Adelante! (reading, culture, oral/written presentation, mystery video feature) , Lectura , Repaso del capítulo (vocabulary and grammar summaries, diagnostice performance tasks) , Preparación para el examen
12 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Additional Criteria 2. Format design includes title, subheadings, and appropriate cross-referencing for each use. Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. Examples of organization from Ch. 3 are given below: Chapter Overview 108a-b, Review A ver si recuerdas , Opener with objective , A primera vista I(vocabulary presentation) , A primer vista 2(vocabulary presentation) Manos a la obra 1 (practice, activities, and grammar presentation) , Manos a la obra 2 (practice, activities, and grammar presentation) Adelante! (reading, culture, oral/written presentation, mystery video feature) , Lectura , Repaso del capítulo (vocabulary and grammar summaries, diagnostice performance tasks) , Preparación para el examen Writing style and vocabulary are appropriate. Examples of vocabulary presentation: SE: 26-27, 36-37, 72-73, 82-83, , , , , , , , , , , , , , Graphics and illustrations are appropriate. Representative examples: SE: 21, , 108, 110, 115, 139, 162, 166, , 234, , Sufficient activities are provided to promote depth of understanding and development of skills. Representative examples from chapter 9: SE: Escuchar 391, Escribir, 393, Más práctica 393, Leer 394, Leer/Escribir 394 Hablar 395, Escribir/Hablar 396, Leer/Escribir 397, Gramática Leer 398, Leer/ Hablar 401, Leer/Hablar/ Escribir 410, En voz alta
13 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Additional Criteria Materials present content in an accurate, unbiased manner. Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. 1. Materials do not contain content errors (omissions of current content, out-of-date content, overgeneralizations, etc.). Hall School consistently tries to ensure that all textbooks and/or instructional materials are free of factual errors. If despite our efforts, factual errors do occur, Prentice Hall School will cooperate with your School or District to correct such errors. For all errors that are brought to our attention by your School or District, we will provide errata sheets to the School or District. In addition, we routinely post corrections to all errors brought to our attention in any way, on our Internet Web Site, at We will endeavor to alert the school or District of any new postings with regard to the instructional materials you have purchased. Information that was accurate at the time of publication, that is subject to interpretation, or that Prentice Hall School shows is based on a recognized or authoritative source shall not be deemed a factual error for these purposes. 13
14 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Additional Criteria 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. Hall School consistently tries to ensure that all textbooks and/or instructional materials are free of factual errors. If despite our efforts, factual errors do occur, Prentice Hall School will cooperate with your School or District to correct such errors. For all errors that are brought to our attention by your School or District, we will provide errata sheets to the School or District. In addition, we routinely post corrections to all errors brought to our attention in any way, on our Internet Web Site, at We will endeavor to alert the school or District of any new postings with regard to the instructional materials you have purchased. Information that was accurate at the time of publication, that is subject to interpretation, or that Prentice Hall School shows is based on a recognized or authoritative source shall not be deemed a factual error for these purposes. SE: xviii-xxxi, 21, 48-49, 67, 94-95, 114, , 159, , 205, 251, , 297, , 343, 389, ,
15 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 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. A representative example from chapter 4: Resources: Answers on Transparencies 160, 166, 176, 179, 180, 181, 182, Resources: Audio Program CD cap. 4 Track 4, 7, 11-12, Assessment Prueba 4-1 Vocabulary recognition, Prueba 4-2 Vocabulary production, Prueba 4-3 El subjuntivo con verbos de emoción, Prueba 4-4 Los usos de por y para, Examen Vocabulario y gramática 1, Prueba 4-5 Vocabulary recognition, Prueba 4-6 Vocabulary production, Prueba 4-7 Mandatos con nosotros, Prueba 4-8 Pronombres posesivos, Examen: Vocabulario y gramática 2, Examen del capíátulo 4, Audio Program CD 12 Cap. 4 Track 5, Alternative Assessment: ExamView Test Bank CD-ROM, Resource Book: Cap. 4 Communicative Activity BLM 15
16 Text/Instructional Material Title: Prentice Hall Realidades, Level 3 Additional Criteria Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. 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. Representative examples: SE: 108a, 143, 145, 153, 154a, 189, 191, 199 Each end of chapter assessment includes a variety of tasks that require students to use higher order thinking skills to apply, analyze, evaluate and make decisions. The student is asked to: listen, speak, read, write and demonstrate an understanding of material presented in each chapter. In addition, Alternative Assessments are provided in the chapter review in the Enriching Your Teaching feature at the end of each chapter section. Examples of test preparation and alternative assessment are found on SE: 60-61, , , , , , , , , SE: Pensar: 61, 107, 153, 199, 245, 291, 347, 382, 429,
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