TEKS Correlations Proclamation 2017

Transcription

1 and Skills (TEKS): Material Correlations to the Texas Essential Knowledge and Skills (TEKS): Material Subject Course Publisher Program Title Program ISBN TEKS Coverage (%) Chapter 114. Texas Essential Knowledge and Skills for Languages Other Than English (One Credit), Adopted Santillana USA Descubre el español con Santillana A % (a) General requirements. (1) Level I can be offered in elementary, middle, or high school. At the high school level, students shall be awarded one credit for successful completion of this course. There is no prerequisite for this course. (2) Students of logographic languages such as Chinese and Japanese and non-romance and non-germanic languages such as Arabic and Russian will require more time to achieve proficiency, especially in reading and writing. Initially, the skill focus should be placed on speaking and listening without ignoring reading and writing in the target language's writing system. As the students become more proficient, a balanced emphasis of all four skills becomes more attainable. (3) Districts may offer a level of a language in a variety of scheduling arrangements that may extend or reduce the traditional schedule when careful consideration is given to the instructional time available on a campus and the language ability, access to programs, and motivation of students. (b) Introduction. (1) The study of world languages is an essential part of education. In the 21st century language classroom, students gain an understanding of two basic aspects of human existence: the nature of communication and the complexity of culture. Students become aware of multiple perspectives and means of expression, which lead to an appreciation of difference and diversity. Further benefits of foreign language study include stronger cognitive development, increased creativity, and divergent thinking. Students who effectively communicate in more than one language, with an appropriate understanding of cultural context, are globally literate and possess the attributes of successful participants in the world community. (2) Communication is the overarching goal of world language instruction. Students should be provided ample opportunities to engage in s, to present information to an audience, and to interpret culturally authentic materials in the language of study. The American Council on the Teaching of Foreign Languages (ACTFL) identifies three modes of communication: interpersonal, interpretive, and presentational. (A) In the interpersonal mode of communication, students engage in direct oral or written communication with others. Examples of this "two-way" communication include but are not limited to conversing face to face, participating in digital discussions and messaging, and exchanging personal letters. (B) In the interpretive mode of communication, students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this type of "one-way" reading or listening include but are not limited to comprehension of digital texts as well as print, audio, and audiovisual materials. (C) In the presentational mode of communication, students present orally or in writing information, concepts, and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this "one-to-many" mode of communication include but are not limited to presenting to a group; creating and posting digital content; or writing reports, compositions, or articles for a magazine or newspaper. (3) The use of age-level appropriate and culturally authentic resources is imperative to support the teaching of the essential knowledge and skills for languages other than English (LOTE). The use of culturally authentic resources in world language study enables students to make connections with other content areas, to compare the language and culture studied with their own, and to participate in local and global communities. (4) Students recognize the importance of acquiring accuracy of expression by knowing the components of language, including grammar, syntax, register, appropriate discourse level, and text type. (5) Students in Level I are expected to reach a proficiency level of Novice Mid to Novice High, as defined in the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners. (A) Students at the Novice Mid proficiency level express meaning in highly predictable contexts through the use of memorized and recalled words and phrases. They are best able to understand aural cognates, borrowed words, and high-frequency, highly contextualized words and phrases with repetition. Novice Mid students may be difficult to understand by the most sympathetic listeners and readers accustomed to dealing with language learners. Novice Mid students are inconsistently successful when performing Novice-level tasks. (B) Students at the Novice High proficiency level express meaning in simple, predictable contexts through the use of learned and recombined phrases and short sentences. They are best able to understand sentence-length information within highly contextualized situations and sources. Novice High students may generally be understood by sympathetic listeners and readers accustomed to dealing with language learners. Novice High students are consistently successful when performing Novice-level tasks. Novice High students show evidence of Intermediate Low proficiency but lack consistency. (C) By the end of Level I, students of logographic languages should perform on a Novice Mid proficiency level for reading and writing. In listening and speaking, students of logographic languages should perform on a Novice Mid to Novice High proficiency level. (D) Students who have fully or partially acquired the skills required at each proficiency level through home or other immersion experiences are known as heritage speakers. Heritage speakers may be allowed to accelerate based on their ability to demonstrate a proficiency in the Texas essential knowledge and skills for LOTE across all modes of communication at the prescribed proficiency level. (6) Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (c) Knowledge and Skills. (A) ask and respond to questions about everyday life in spoken and written (i) ask questions about everyday life in spoken p. 64 SE p. 64 Reading TE p. 64 Role-Pay p. 69 SE p. 69 Aplica TE p. 69 Informal Assessment/Role-Play 1 of 15

2 and Skills (TEKS): Material (A) ask and respond to questions about everyday life in spoken and written (ii) ask questions about everyday life in written p. 149 SE p. 150 Reading TE p. 150 Warm-up and Echo Read p. 151 SE p. 151 B TE p. 151 B, Role-Play (A) ask and respond to questions about everyday life in spoken and written (iii) respond to questions about everyday life in spoken p. 165 SE p. 165 Ahora tú TE p. 165 Language in Context paragraph #1 p. 166 SE p. 166 Reading TE p. 166 Warm-Up and Echo Read SE p. 165 Qué quieres comer? p. 165 TE p. 165 Language in Context/Role-Play and Close/Role-Play p. 167 SE p. 167 B TE p. 167 B (A) ask and respond to questions about everyday life in spoken and written (iv) respond to questions about everyday life in written p. 68 SE p. 68 B TE p. 68 Challenge p. 73 SE p. 73 B TE: p. 73 Cooperative Task 2 of 15

3 and Skills (TEKS): Material (B) express and exchange personal opinions or preferences in spoken and written (i) express personal opinions or preferences in spoken p. 47 SE p. 47 Ahora tú TE p. 47 Language in Context p. 49 SE p. 49 B TE p. 49 B (B) express and exchange personal opinions or preferences in spoken and written (ii) express personal opinions or preferences in written p. 158 SE p. 158 Reading TE p. 158 Challenge p. 165 p. 159 p. 165 SE p. 165 Ahora tú TE p. 165 Language in Context SE p. 159 B TE p. 159 Practice and Apply, B through Role-Play SE p. 165 Ahora tú TE p. 165 Close (B) express and exchange personal opinions or preferences in spoken and written (iii) exchange personal opinions or preferences in spoken p. 165 SE p. 165 Ahora tú TE p. 165 Language in Context p. 192 p. 171 p. 193 SE p. 192 Reading TE p. 192 Warm-up and Echo Read SE p. 171 Aplica, items 3-4 TE p. 171 Informal Assessment SE p. 193 B TE p. 193 B, Role-Play 3 of 15

4 and Skills (TEKS): Material (B) express and exchange personal opinions or preferences in spoken and written (iv) exchange personal opinions or preferences in written p. 158 SE p. 158 Reading TE p. 158 Challenge p. 159 SE p. 159 B TE p. 159 B through Role-Play (C) ask and tell others what they need to, should, or must do in spoken and written (i) ask others what they need to, should, or must do in spoken pp SE pp Qué mueves? TE p. 149 Language in Context p. 177 SE p. 177 Activities C-D TE p. 177 Close, Total Physical Response (C) ask and tell others what they need to, should, or must do in spoken and written (ii) ask others what they need to, should, or must do in written pp SE pp Qué mueves? TE p. 149 Language in Context p. 177 SE p. 177 Activities C-D TE p. 177 Close, Total Physical Response 4 of 15

5 and Skills (TEKS): Material (C) ask and tell others what they need to, should, or must do in spoken and written (iii) tell others what they need to, should, or must do in spoken pp SE p. 166 Reading TE pp Warm-up, Echo Read through Accessing Critical- Thinking p. 167 SE p. 167 B TE p. 167 B and Close (C) ask and tell others what they need to, should, or must do in spoken and written (iv) tell others what they need to, should, or must do in written p. 264 SE p. 264 Activities A-B TE p. 264 Activities A-B through Challenge p. 269 SE p. 269 A TE p. 269 Practice and Apply, Total Physical Response (D) articulate requests, offer alternatives, or develop simple plans in spoken and written (i) articulate requests, offer alternatives, or develop simple plans in spoken p. 81 SE p. 81 Ahora tú TE p. 81 Role-Play at top right-hand column p. 85 SE p. 85 B TE p. 85 B Role-Play through Audio CD paragraph 5 of 15

6 and Skills (TEKS): Material (D) articulate requests, offer alternatives, or develop simple plans in spoken and written (ii) articulate requests, offer alternatives, or develop simple plans in written p. 264 SE p. 264 B TE p. 264 Accessing Critical-Thinking p. 271 SE p. 271 C TE p. 271 C Role-Play (E) participate in spoken using culturally appropriate expressions, register, and gestures (i) participate in spoken using culturally appropriate expressions pp SE pp Dialogue Cómo te llamas tú? TE pp Activate Prior Knowledge p. 17 SE p. 17 B TE p. 17 B (E) participate in spoken using culturally appropriate expressions, register, and gestures (ii) participate in spoken using culturally appropriate register p. 18 SE p. 18 Activities A-B TE p. 18 Activities A-B p. 19 SE p. 19 Aplica TE p. 19 Informal Assessment 6 of 15

7 and Skills (TEKS): Material (E) participate in spoken using culturally appropriate expressions, register, and gestures (iii) participate in spoken using culturally appropriate gestures pp SE pp Dialogues TE pp Language in Context p. 15 SE p. 15 Activities A-B TE p. 15 Activities A-B (F) participate in written using culturally appropriate expressions, register, and style (i) participate in written using culturally appropriate expressions p. 18 SE p. 18 Activities A-B TE p. 18 Activities A-B through Accessing Critical-Thinking Skills p. 25 SE p. 25 B TE p. 25 B (F) participate in written using culturally appropriate expressions, register, and style (ii) participate in written using culturally appropriate register p. 18 SE p. 18 B TE p. 18: Accessing Critical Thinking Skills and Challenge p. 93 SE p. 93 B TE p. 93 Activities B-C, Play Audio CD for C (F) participate in written using culturally appropriate expressions, register, and style (iii) participate in written using culturally appropriate style p. 280 SE p. 280 Activities A-B TE p. 280 Activities A-B through Challenge 7 of 15

8 and Skills (TEKS): Material p. 281 SE p. 281 Aplica TE p. 281 Informal Assessment (A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts (i) demonstrate an understanding of culturally authentic print materials in everyday contexts Antología K Antología K Edición Anotada pp Mi primera antología K pp reading El conejo Mi primera antología K Edición Anotada pp Antología K Antología K Edición Anotada p. 27 Mi primera antología K p. 27 Comprendo lo que leí Mi primera antología K Edición Anotada p. 27 Comprendo lo que leí (A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts (ii) demonstrate an understanding of culturally authentic digital materials in everyday contexts pp SE ebook pp Dialogues TE pp Explore Comparisons through Multiple Intelligences and Review and Apply-Repasa DO p. 273 Descubre Online Unit 8 3 TE p. 273 Descubre Online (A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts (iii) demonstrate an understanding of culturally authentic audio materials in everyday contexts pp SE ebook pp Click on music icon for audio and lyrics TE pp Build Background, Language in Context p. 21 SE ebook p. 21 Song TE p. 21 Close 8 of 15

9 and Skills (TEKS): Material (A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts (iv) demonstrate an understanding of culturally authentic audiovisual materials in everyday contexts pp SE ebook pp All activities TE pp All activities DV pp Descubre en video Unit 5, Week 3 accessible from SE ebook p. 170 TE p. 171 Review and Apply Descubre en video (i) identify key words from fiction texts p. 22 SE p. 22 Highlighted key vocabulary in reading TE p. 22 Warm-Up through Multiple Access Strategies p. 23 SE p. 23 Activities A-B TE p. 23 Activities A-B (ii) identify key words from nonfiction texts p. 166 SE p. 166 Reading TE p. 166 Echo Read through Multiple Access Strategies p. 167 SE p. 167 Activities A-B TE p. 167 Activities A-B (iii) identify key words from audio materials pp SE ebook pp Click on music icon for song and lyrics TE pp Language in Context pp SE ebook pp Click on music icon for song and lyrics TE p. 259 Close 9 of 15

10 and Skills (TEKS): Material (iv) identify key words from audiovisual materials DV p. 136 Descubre en video Unit 4 3, link on SE ebook p. 136 (play 5:00-5:30) TE p. 136 bullet #1 Descubre en video DO p. 136 Descubre Online Unit 4 3 TE p. 136 Descubre Online (v) identify key details from fiction texts pp SE p. 48 Reading TE pp Warm-up through Meeting Individual Needs and A pp SE p. 50 Qué recuerdas? A and B TE pp Qué recuerdas? through Meeting Individual Needs (vi) identify key details from nonfiction texts p. 132 SE p. 132 Reading TE p. 132 Warm-up and Echo Read through Multiple Access Strategies p. 133 SE p. 133 Activities A-B TE p. 133 Activities A-B (vii) identify key details from audio materials pp SE ebook pp Click on music icon for song and lyrics TE pp Language in Context 10 of 15

11 and Skills (TEKS): Material pp SE ebook pp Click on music icon for song and lyrics TE p. 259 Close (viii) identify key details from audiovisual materials DV p. 136 Descubre en video Unit 4 3, link on SE ebook p. 136 (play 5:00-5:30) TE p. 136 Descubre en video activity DO p. 136 Descubre Online Unit 4 3 TE p. 136 bullet #1 Descubre Online activity (C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials (i) infer meaning of unfamiliar words or phrases in highly contextualized texts p. 122 SE p. 122 Title and song TE p. 122 Activate Prior Knowledge through Language in Context p. 225 SE p. 225 Song lyrics TE p. 225 Second bulleted activity in left-hand column (C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials (ii) infer meaning of unfamiliar words or phrases in highly contextualized audio materials pp SE ebook p. 190 Click on music icon for song and lyrics TE p. 191 Language in Context p. 191 SE ebook p. 191 Play audio of dialogue TE p. 191 Language in Context paragraph #4 11 of 15

12 and Skills (TEKS): Material (C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials (iii) infer meaning of unfamiliar words or phrases in highly contextualized audiovisual materials pp SE ebook pp Dialogues TE p. 47 Language in Context p. 47 SE ebook p. 47 Ahora tú TE p. 47 Close Total Physical Response (D) identify cultural practices from authentic print, digital, audio, and audiovisual materials (i) identify cultural practices from authentic print materials pp SE p. 14 Reading TE pp Accessing Critical Thinking Skill p. 15 SE p. 15 Activities A-B TE p. 15 Activities A-B, Close (D) identify cultural practices from authentic print, digital, audio, and audiovisual materials (ii) identify cultural practices from authentic digital materials p. 18 SE ebook p. 18 A TE p. 18 A DO p. 19 Descubre Online Unit 1 1 TE p. 19 Descubre Online (D) identify cultural practices from authentic print, digital, audio, and audiovisual materials (iii) identify cultural practices from authentic audio materials p. 81 SE ebook p. 81 click on music icon for song and lyrics TE p. 81 Language in Context p. 85 SE ebook p. 85 Play audio for activity B TE p. 85 B Audio CD icon 12 of 15

13 and Skills (TEKS): Material (D) identify cultural practices from authentic print, digital, audio, and audiovisual materials (iv) identify cultural practices from authentic audiovisual materials p. 18 SE ebook p. 18 A TE p. 18 A DV pp Descubre en video Unit 1 Week 1 Link on SE ebook p. 18 TE p. 19 Descubre en video mixture (A) state and support an opinion or preference orally and in writing (i) state an opinion or preference orally p. 52 SE p. 52 A TE p. 52 A p. 53 SE p. 53 Aplica TE p. 53 Informal Assessment mixture (A) state and support an opinion or preference orally and in writing (ii) state an opinion or preference in writing p. 158 SE p. 158 Reading TE p. 158 Challenge p. 159 SE p. 159 B TE p. 159 B through Role-Play mixture (A) state and support an opinion or preference orally and in writing (iii) support an opinion or preference orally p. 90 SE p. 90 Reading TE p. 90 Accessing Critical-Thinking Skills p. 261 SE p. 261 B TE p. 261 Challenge and B 13 of 15

14 and Skills (TEKS): Material mixture (A) state and support an opinion or preference orally and in writing (iv) support an opinion or preference in writing p. 158 SE p. 158 Reading TE p. 158 Challenge p. 159 SE p. 159 B TE p. 159 B through Role-Play mixture (B) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences (i) describe people orally using a mixture of words, phrases, and simple sentences pp SE p. 22 Reading TE pp Warm-up, Read Aloud and teacher s family tree model from B p. 150 p. 23 p. 151 SE p. 150 Reading TE p. 150 Warm-up and Echo Read SE p. 23 B TE p. 23 B First bullet at top of right-hand column SE p. 151 B TE p. 151 B and Challenge mixture (B) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences (ii) describe people in writing using a mixture of words, phrases, and simple sentences p. 150 SE p. 150 Reading TE p. 150 Warm-up and Echo Read p. 151 SE p. 151 B TE p. 151 B and Challenge mixture (B) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences (iii) describe objects orally using a mixture of words, phrases, and simple sentences p. 68 SE p. 68 Activities A-B TE p. 68 Activities A-B p. 252 p. 69 p. 253 SE p. 252 Reading TE p. 252 Warm-up through Multiple Access Strategies SE p. 69 Aplica TE p. 69 Informal Assessment SE p. 253 B TE p. 253 B and Close 14 of 15

15 and Skills (TEKS): Material mixture (B) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences (iv) describe objects in writing using a mixture of words, phrases, and simple sentences p. 244 SE p. 244 Activities A-B TE p. 244 Activities A-B p. 279 SE p. 279 B TE p. 279 B and Challenge mixture (B) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences (v) describe simple situations orally using a mixture of words, phrases, and simple sentences p. 42 SE p. 42 on page TE p. 42 Explore Communities through Multiple Access Strategies p. 84 SE p. 84 Check Comprehension Activities A-B TE p. 84 Activities A-B mixture (B) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences (vi) describe simple situations in writing using a mixture of words, phrases, and simple sentences p. 42 SE p. 42 on page TE p. 42 Explore Communities through Challenge p. 253 SE p. 253 B TE p. 253 Challenge and B 15 of 15