NORTH CAROLINA CURRICULUM COMPETENCIES SUBMISSION TITLE: Paso a paso 2, 2000 PUBLISHER: Prentice Hall Competency Goal 1 Interpersonal Communication: The learner will engage in conversation and exchange information and opinions orally and in writing. 1.01 Communicate present and past information by recombining basic vocabulary and structures orally and in writing. 1.02 Exchange information by asking and answering original questions orally and in writing. 1.03 Shares likes and dislikes, feeling and emotions giving supporting information orally and in writing. The nature of the program encourages review, re-entry, recycling, and the recursive nature of language through the Pasodoble section of the text pp. 2-24. Text pp. 7, 8, 9, 10-11, 23, 101, 163; applicable to all vocabulary and supported by ancillaries. This specification is a unique feature of the PASO A PASO program, applicable to the themes of school (pp. 27-57), daily routine (pp. 59-89), clothing (pp. 91-123), leisure-time activities (pp. 125-157), childhood (pp. 159-189), special occasions (pp. 191-221), luxuries and necessities (pp. 223-255), shopping (pp. 257-291), accidents and illnesses, (pp. 293-325), movies and television (pp. 327-359), the future (pp. 361-391), travel (393-423), meals (425-455), outdoors activities (pp. 457-487). Support for developing these themes is provided by transparencies, Pasos vivos CD-ROM, WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, La Catrina video. Text pp. 7, 8, 9, 10-11, 23, 101, 163; applicable to all vocabulary and supported by ancillaries. Recycled throughout the program. 1
1.04 Engage in oral or written conversation (face-to-face, e-mails, letters) about everyday topics using strings of simple sentences. 1.05 Use culturally appropriate vocabulary, idiomatic expressions or gestures in oral and written conversation. This specification is a unique feature of the PASO A PASO program, applicable to the themes of school (pp. 27-57), daily routine (pp. 59-89), clothing (pp. 91-123), leisure-time activities (pp. 125-157), childhood (pp. 159-189), special occasions (pp. 191-221), luxuries and necessities (pp. 223-255), shopping (pp. 257-291), accidents and illnesses, (pp. 293-325), movies and television (pp. 327-359), the future (pp. 361-391), travel (393-423), meals (425-455), outdoors activities (pp. 457-487). Support for developing these themes is provided by transparencies, Pasos vivos CD-ROM, WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, La Catrina video. Due to the nature of the program, this feature is supported by all ancillary material, including the video and audio programs, CD-ROM, WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, La Catrina video. This specification provided by the "Todo Junto" and " Lo sabes bien?" features of each chapter (pp. 50-51, 56, 82-3, 88, 116-117, 122, 150-1, 156, 182-3, 188, 214-15, 220, 248-9, 254, 284-5, 290, 318-19, 324, 352-3, 358, 384-5, 390, 416-17, 422, 448-9, 454, 480-1, 486. This specification is modeled through the video program, La Catrina video program, supported by WAVA and Communicative Activities Blackline Masters. Competency Goal 2 Interpretive Communication: The learner will understand and interpret written and spoken language on a variety of topics. Unless otherwise noted, text specifications are for Student's Edition 2
2.01 Demonstrate understanding of some oral and written idiomatic expressions, phrases, sentences, and passages. 2.02 Demonstrate understanding of increasingly complex oral and written questions relating to familiar topics. This program is rich in activities that aim at guided discovery and modeling appropriate linguistic and metalinguistic behavior. One may address this specification as applicable to the themes of school (pp. 27-57), daily routine (pp. 59-89), clothing (pp. 91-123), leisure-time activities (pp. 125-157), childhood (pp. 159-189), special occasions (pp. 191-221), luxuries and necessities (pp. 223-255), shopping (pp. 257-291), accidents and illnesses, (pp. 293-325), movies and television (pp. 327-359), the future (pp. 361-391), travel (393-423), meals (425-455), outdoors activities (pp. 457-487). Support for developing these themes is provided by transparencies, Pasos vivos CD- ROM, WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, La Catrina video. As part of language modeling provided in this program, this specification is addressed through the video and audio programs, directed pair conversation, WAVA (writing and video activities), Communicative Activities Blackline Masters, and La Catrina video. This objective is also addressed through The "Present," "Practice," and "Apply" sections of the themes of school (pp. 27-57), daily routine (pp. 59-89), clothing (pp. 91-123), leisure-time activities (pp. 125-157), childhood (pp. 159-189), special occasions (pp. 191-221), luxuries and necessities (pp. 223-255), shopping (pp. 257-291), accidents and illnesses, (pp. 293-325), movies and television (pp. 327-359), the future (pp. 361-391), travel (393-423), meals (425-455), outdoors activities (pp. 457-487). Support for developing these themes is provided by transparencies, Pasos vivos CD-ROM, WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, La Catrina video. 2.03 Understand and follow oral and written directions, commands, and requests from a variety of sources including selected authentic materials. Applicable to ch. 10 (pp. 327-359) and ancillaries. Unless otherwise noted, text specifications are for Student's Edition 3
2.04 Identify main idea(s) and some details from simple oral and written passages about familiar topics. 2.05 Make inferences and draw conclusions from simple oral and/or written passages (e.g., conversations, dialogs, narratives, advertisements, songs, rhymes, chants, and literature) about familiar topics. 2.06 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues. La Catrina video, video program, and chapter 10 (pp. 327-359); also applicable to text pp. 52-3, 84-5, 118-19, 152-3, 184-5, 216-17, 250-51, 286-87, 320-21, 354-5, 386-7, 418-19, 450-51, 482-3). Applicable to chapter 10 (pp. 327-359), and support materials, including 320-21, 354-5, 386-7, 418-19, 450-51, 482-3). Also applicable to pp. XVI, 2, 95, 124-5, 126, 135, 139, 144, 154, 206-7, 209, 215, 219, 224, 337, 376. Applicable to PASO A PASO video program, La Catrina video, and support provided by WAVA. Competency Goal 3 Presentational Communication: The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 3.01 Give oral and written presentations about people, places, things, and events using simple sentences and paragraphs. 3.02 Dramatize (or present) songs, short plays and skits, or poetry on familiar topics. Applicable to the themes of school (pp. 27-57), leisure activities (pp. 125-157), shopping (pp. 257-291), and travel (pp. 393-423). Support material include transparencies, Pasos vivos CD-ROM, WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, audio and video programs, La Catrina video. 320-21, 354-5, 386-7, 418-19, 450-51, 482-3). Also applicable to pp. 95, 135, 337, and to pp. 191-221 (parties and celebrations) and all ancillary material. 3.03 Tell or retell a story orally or in writing. The feature of "Apply," "Multiple Intelligences," "Students Needing Extra Help," address this specification; a unique feature of "más práctica y tarea" and the "examen cumulativo" asks students to apply/assess what they know. Unless otherwise noted, text specifications are for Student's Edition 4
3.04 Recombine known language to produce personalized statements. As part of language modeling provided in this program, this specification is addressed through the video and audio programs, directed pair conversation, WAVA (writing and video activities), Communicative Activities Blackline Masters, and La Catrina video. 3.05 Give detailed instructions orally and in writing. The text is addressed through The "Present," "Practice," and "Apply" sections of the themes of school (pp. 27-57), daily routine (pp. 59-89), clothing (pp. 91-123), leisure-time activities (pp. 125-157), childhood (pp. 159-189), special occasions (pp. 191-221), luxuries and necessities (pp. 223-255), shopping (pp. 257-291), accidents and illnesses, (pp. 293-325), movies and television (pp. 327-359), the future (pp. 361-391), travel (393-423), meals (425-455), outdoors activities (pp. 457-487). Support for developing these themes is provided by transparencies, Pasos vivos CD-ROM, WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, La Catrina video. 3.06 Compose paragraphs related to personal experience. This specification is applicable to the themes of school (pp. 27-57), daily routine (pp. 59-89), clothing (pp. 91-123), leisure-time activities (pp. 125-157), childhood (pp. 159-189), special occasions (pp. 191-221), luxuries and necessities (pp. 223-255), shopping (pp. 257-291), accidents and illnesses, (pp. 293-325), movies and television (pp. 327-359), the future (pp. 361-391), travel (393-423), meals (425-455), outdoors activities (pp. 457-487). Support for developing these themes is provided by transparencies, Pasos vivos CD-ROM, WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, La Catrina video. A feature of the Vamos a escribir! component of the Todo Junto section of each chapter. 3.07 Summarize orally and in writing main idea(s) from selected material. 320-21, 354-5, 386-7, 418-19, 450-51, 482-3). Competency Goal 4 Cultures: The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives, of cultures other than his/her own. Unless otherwise noted, text specifications are for Student's Edition 5
4.01 Recognize and use appropriate cultural practices and expressions in daily activities. 4.02 Identify and explain patterns of behavior or interaction among the target cultures. 4.03 Participate in activities and experience customs and traditions of the target cultures. 4.04 Identify and explain characteristics of the target cultures through the study of historical and contemporary literature and the arts. 4.05 Identify major geographical features, cities, and regions of the target countries where the language is spoken and show their relationship to the culture. 4.06 Identify important people, events, and achievements of the target countries and show their contribution to their own and other cultures. 4.07 Investigate aspects of contemporary life in the target cultures through print and non-print media, cultural artifacts, and/or interaction with people from those cultures. Applicable to pp. 27-57, 59-89, 125-157, 159-189, 327-359, 393-423, 425-457, 457-487. The driving philosophy behind this program is to identify this course specification; found in the JUNTOS video program and the CONEXIONES component. Topics addressed are travel (pp. 42-50), trips (pp. 60-87), news (pp. 90-107), technology (pp. 108-135), remembering one's roots (pp. 156-183), Buenos Aires city life (184-203), life on a ranch (pp. 204-221), fashion (pp. 232-251), getting in shape (pp. 252-279), community service (pp. 282-299), and the advantages of being bilingual (pp. 300-327). Applicable to pp. 95, 135, 337, and to pp. 191-221 (parties and celebrations) and all ancillary material. 320-21, 354-5, 386-7, 418-19, 450-51, 482-3). Interspersed throughout program as evidenced on pp. XII-XV, 39, 55, 93, 124-7, 144, 190-1, 204, 206-7, 318, 327-359. text pp. 5, 16, 27, 28, 61, 84-5, 90-91, 107, 124-5, 139, 142-3, 144, 146, 150, 154, 155, 161, 172-3, 178-179, 192, 193, 219, 223, 252, 264, 270, 284, 288, 295, 335, 340, 342, 343, 352, 355, 361, 385, 394-5, 401, 440, 459, 470. applicable to ch. 10 (pp. 327-359) and ancillaries, including the CD-ROM and video program; other ancillaries include WAVA, La Catrina video program, and the Vamos a leer! section of each chapter (text pp. 52-3, 84-5, 118-19, 152-3, 184-5, 216-17, 250-51, 286-87, 320-21, 354-5, 386-7, 418-19, 450-51, 482-3). Competency Goal 5 Comparisons: The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Unless otherwise noted, text specifications are for Student's Edition 6
5.01 Demonstrate and awareness of regional and national sound pattern differences (e.g., pronunciation, intonation, word stress) within the target language and his/her own language. 5.02 Compare and constats structural patterns in the target language and his/her own language. 5.03 Develop an awareness of the similarities and differences of familiar genres of written texts (e.g., simple poems, letter writing) in the target language and his/her own. 5.04 Recognize words, phrases, idioms that do not translate directly from one language to another and their impact on communication. This specification is applicable to the themes of school (pp. 27-57), daily routine (pp. 59-89), clothing (pp. 91-123), leisure-time activities (pp. 125-157), childhood (pp. 159-189), special occasions (pp. 191-221), luxuries and necessities (pp. 223-255), shopping (pp. 257-291), accidents and illnesses, (pp. 293-325), movies and television (pp. 327-359), the future (pp. 361-391), travel (393-423), meals (425-455), outdoors activities (pp. 457-487). Support for developing these themes is provided by transparencies, Pasos vivos CD-ROM, modeling provided by WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, and audio program. This specification is applicable to the grammar found in the themes of school (pp. 27-57), daily routine (pp. 59-89), clothing (pp. 91-123), leisure-time activities (pp. 125-157), childhood (pp. 159-189), special occasions (pp. 191-221), luxuries and necessities (pp. 223-255), shopping (pp. 257-291), accidents and illnesses, (pp. 293-325), movies and television (pp. 327-359), the future (pp. 361-391), travel (393-423), meals (425-455), outdoors activities (pp. 457-487). Support for developing these themes is provided by transparencies, Pasos vivos CD-ROM, modeling provided by WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters. As applicable also to text pp. 14-15, 27-57, 59-89, 125-157, 159-189, 191-221, 293-325, 361-391, 393-423, 425-455, 457-487). Group discussion as applicable to WAVA, La Catrina video program, and the Vamos a leer! section of each chapter (text pp. 52-3, 84-5, 118-19, 152-3, 184-5, 216-17, 250-51, 286-87, 320-21, 354-5, 386-7, 418-19, 450-51, 482-3). Group discussion as applicable to WAVA, La Catrina video program, and the Vamos a leer! section of each chapter (text pp. 52-3, 84-5, 118-19, 152-3, 184-5, 216-17, 250-51, 286-87, 320-21, 354-5, 386-7, 418-19, 450-51, 482-3). Video program, La Catrina video program, audio program, WAVA, Practice Workbook; this specification is an expectation of the Textbook program ( Vamos a escribir! pp. 54-5, 86-7, 120-1, 154-5, 186-7, 218-19, 252-3, 288-9, 322-3, 356-7, 388-9, 420-21, 452-3, 484-5), Communicative Activities Blackline Masters. Unless otherwise noted, text specifications are for Student's Edition 7
5.05 recognize the dynamic nature of language. This objective is thoroughly supported throughout the program through the solid pedagogical foundation in the sequence of Preview, Present, Practice, Apply, Assess. All ancillaries support this objective and aimed at language development. 5.06 Continue to develop an appreciation for cultural differences by comparing patterns of behavior or interaction in various cultural settings. 5.07 Demonstrate an awareness of his/her own culture based on comparisons of sample daily activities in the target cultures and his/her own culture. 5.08 Demonstrate an understanding of the reasons why certain products originate and are important to the target cultures and to their own. Video program and La Catrina video program, WAVA, audio program, Pasos vivos CD-ROM; applicable also to pp. 327-359 (movies & TV). applicable to ch. 5, pp. 159-189 (childhood), and ch. 6, pp. 191-221 (special occasions). Applicable to pp. 159-189, 191-221 and WAVA, La Catrina video program, and the Vamos a leer! section of each chapter (text pp. 52-3, 84-5, 118-19, 152-3, 184-5, 216-17, 250-51, 286-87, 320-21, 354-5, 386-7, 418-19, 450-51, 482-3). Applicable to the themes of school (pp. 27-57), leisure activities (pp. 125-157), shopping (pp. 257-291), and travel (pp. 393-423). Support material include transparencies, Pasos vivos CD-ROM, WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, audio and video programs, La Catrina video. 5.09 Investigate the viewpoints behind cultural traditions and celebrations that exist in the target cultures and other cultures. This specification is a unique feature of the PASO A PASO program, applicable to the themes of school (pp. 27-57), daily routine (pp. 59-89), clothing (pp. 91-123), leisure-time activities (pp. 125-157), childhood (pp. 159-189), special occasions (pp. 191-221), luxuries and necessities (pp. 223-255), shopping (pp. 257-291), accidents and illnesses, (pp. 293-325), movies and television (pp. 327-359), the future (pp. 361-391), travel (393-423), meals (425-455), outdoors activities (pp. 457-487). Support for developing these themes is provided by transparencies, Pasos vivos CD-ROM, WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, La Catrina video. Unless otherwise noted, text specifications are for Student's Edition 8
5.10 Explore the viewpoints and attitudes of people in both his/her own culture and the target cultures (relating to everyday life). This specification is a unique feature of the PASO A PASO program, applicable to the themes of school (pp. 27-57), daily routine (pp. 59-89), clothing (pp. 91-123), leisure-time activities (pp. 125-157), childhood (pp. 159-189), special occasions (pp. 191-221), luxuries and necessities (pp. 223-255), shopping (pp. 257-291), accidents and illnesses, (pp. 293-325), movies and television (pp. 327-359), the future (pp. 361-391), travel (393-423), meals (425-455), outdoors activities (pp. 457-487). Support for developing these themes is provided by transparencies, Pasos vivos CD-ROM, WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, La Catrina video. 5.11 Demonstrate an understanding of the mutual impact of the target cultures and his/her own culture. Applicable to the Piensa en la cultura! and Perspectiva cultural sections of the text (pp. 28, 29, 40-1, 61-2, 72-3, 106-7, 126-7, 142-3, 160-1, 172-3, 192-3, 206-7, 224-5, 238-9, 258-9, 274-5, 288, 294-5, 308-9, 328-9, 342-3, 362-3, 376-7, 394-5, 408-9, 426-7, 440-41, 458-9, 472-3.) See also TE p. T11 ["PASO A PASO...highlights the cultural framework that determines what people say or do.") Competency Goal 6 Connections: The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. 6.01 Identify and process information and skills common to the foreign language class and other disciplines. Applicable to TE pp. XII-XV, 42, 90, 142, 195, 211, 215, 294, 337, 411, 424, 447, 465, and to pp. 293-325 (accidents and illnesses). 320-21, 354-5, 386-7, 418-19, 450-51, 482-3). Unless otherwise noted, text specifications are for Student's Edition 9
6.02 Communicate information in the foreign language class for use in other disciplines. 6.03 Transfer information acquired in the foreign language class for use in other disciplines. Applicable to TE pp. XII-XV, 42, 90, 142, 195, 211, 215, 294, 337, 411, 424, 447, 465, and to pp. 293-325 (accidents and illnesses). 320-21, 354-5, 386-7, 418-19, 450-51, 482-3). This is one of the underpinnings of the program, which are thoroughly developed and spiraled throughout the program. Text pp. include TE pp. 3, 4, 7, 12, 13, 14, 15, 16, 18, 20, 22, 23, 25, 26, 28-31, 39, 40, 42-4, 46, 49, 51-6, 58, 61, 69, 74, 77-80, 82-4, 86, 90-93, 101-2, 104-8, 111-15, 117, 118, 120, 122-3, 126-9, 133, 137, 140-41, 147-54, 156-8, 173, 177, 181, 183, 186, 192-3, 196, 202, 206-8, 214, 215, 216-220, 223, 226, 228, 232, 234, 237-40, 247-51, 252-4, 262, 264, 268, 270, 272, 275, 276, 280, 283-6, 292-6, 298, 300-302, 308, 310, 313, 314-15, 318, 319, 32-22, 324, 327-9, 337, 338, 341, 342, 344, 345, 347, 353, 358, 359, 362, 366, 372, 376, 378, 382-6, 388-90, 391B, 392-6, 398, 400, 401, 402, 404, 407, 408, 409, 410, 412-13, 414, 415, 416, 417, 418, 422, 423, 423B, 424, 425, 426-8, 430, 432, 434, 435, 436, 438, 439, 441, 442, 445, 447, 448, 449, 450, 451, 452-3, 454, 456-9, 462-8, 470-72, 474, 476-7, 479, 480-6. Unless otherwise noted, text specifications are for Student's Edition 10
6.04 Recognize and apply learning strategies and processes from other disciplines. This is one of the underpinnings of the program, which are thoroughly developed and spiraled throughout the program. Text pp. include TE pp. 3, 4, 7, 12, 13, 14, 15, 16, 18, 20, 22, 23, 25, 26, 28-31, 39, 40, 42-4, 46, 49, 51-6, 58, 61, 69, 74, 77-80, 82-4, 86, 90-93, 101-2, 104-8, 111-15, 117, 118, 120, 122-3, 126-9, 133, 137, 140-41, 147-54, 156-8, 173, 177, 181, 183, 186, 192-3, 196, 202, 206-8, 214, 215, 216-220, 223, 226, 228, 232, 234, 237-40, 247-51, 252-4, 262, 264, 268, 270, 272, 275, 276, 280, 283-6, 292-6, 298, 300-302, 308, 310, 313, 314-15, 318, 319, 32-22, 324, 327-9, 337, 338, 341, 342, 344, 345, 347, 353, 358, 359, 362, 366, 372, 376, 378, 382-6, 388-90, 391B, 392-6, 398, 400, 401, 402, 404, 407, 408, 409, 410, 412-13, 414, 415, 416, 417, 418, 422, 423, 423B, 424, 425, 426-8, 430, 432, 434, 435, 436, 438, 439, 441, 442, 445, 447, 448, 449, 450, 451, 452-3, 454, 456-9, 462-8, 470-72, 474, 476-7, 479, 480-6. 6.05 Develop learning strategies in the target language which can be used in other disciplines. Applicable to TE pp. XII-XV, 42, 90, 142, 195, 211, 215, 294, 337, 411, 424, 447, 465, and to pp. 293-325 (accidents and illnesses). 320-21, 354-5, 386-7, 418-19, 450-51, 482-3). Competency Goal 7 Communities: The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional enrichment. 7.01 Perform for a school or community celebration or competition. Video program, La Catrina video program, audio program, WAVA, Practice Workbook; this specification is an expectation of the textbook program ( Vamos a escribir! pp. 54-5, 86-7, 120-1, 154-5, 186-7, 218-19, 252-3, 288-9, 322-3, 356-7, 388-9, 420-21, 452-3, 484-5), Communicative Activities Blackline Masters. Unless otherwise noted, text specifications are for Student's Edition 11
7.02 Interact with people of other cultures in the target language about everyday topics. 7.03 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 7.04 Explore and explain the use of other languages and the importance of other cultures in the workplace. 7.05 View, listen to, and read various forms of media that utilize the target language and reflect the target cultures. Thoroughly enabled throughout the program by guided discovery and enabling understanding of the people who speak Spanish; applicable to the themes of school (pp. 27-57), daily routine (pp. 59-89), clothing (pp. 91-123), leisure-time activities (pp. 125-157), childhood (pp. 159-189), special occasions (pp. 191-221), luxuries and necessities (pp. 223-255), shopping (pp. 257-291), accidents and illnesses, (pp. 293-325), movies and television (pp. 327-359), the future (pp. 361-391), travel (393-423), meals (425-455), outdoors activities (pp. 457-487). Support for developing these themes is provided by transparencies, Pasos vivos CD-ROM, WAVA (writing and video activities), Practice Workbook, Communicative Activities Blackline Masters, La Catrina video. Enabled through the entire program and linked to www.pasoapaso.com. This is a feature that belies the program, with an emphasis on language development and an acknowledgment of Spanish-speaking students in the language-learning classroom. The cultural and linguistic emphasis developed throughout the program attests to this perspective. applicable to pp. 327-359, 361-391, 393-423, 457-487 and all corresponding ancillary material. Applicable to leisure-time activities (pp. 125-157), special occasions (pp. 191-221), shopping (pp. 257-291), and the outdoors (pp. 457-487). Unless otherwise noted, text specifications are for Student's Edition 12