LESSONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN-DEPTH IN MAJOR TOOL

SPANISH 1 CORRELATION Florida Department of Education Instructional Materials Correlation Course Standards/Benchmarks SUBJECT: Spanish SUBMISSION TITLE: Así se dice! Spanish Level 1 GRADE LEVEL: 9 COURSE TITLE: Spanish 1 COURSE CODE: 0708340 SPANISH 1 BID ID: 2886 PUBLISHER: McGraw-Hill Education PUBLISHER ID: 13102699502 ASD_Covers_FINAL_FrontCover.indd 1 4/10/14 3:37 PM Standard 1: Interpretive Listening: The student will be able to understand and interpret information, concepts, and ideas orally from culturally authentic sources on a variety of topics in the target language. BENCHMARK CODE BENCHMARK WL.K12.NM.1.1 Demonstrate understanding of basic words, phrases, and questions about self and personal experiences, through gestures, drawings, pictures, and actions. WL.K12.NM.1.2 Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities and needs presented in a clear, slow, and repeated speech. LESSONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN-DEPTH IN MAJOR TOOL SE: p. 29, Act. 4; p. 101, Act. 2; p. 106, Act. 9; p. 108, Act. 14; p. 171, Act. 1; p. 173, Act. 6; p. 176, Act. 15; p. 198, Act. 1; p. 204, Act. 2; p. 205, Act. 3; p. 208, Act. 11; p. 237, Act. 5; p. 240, Act. 4; p. 245, Act. 15; p. 278, Act. 10; p. 338, Act. 1; p. 379, Act. 8 TE: p. 23, TPR; p. 35, Pre-AP; p. 59, TPR; p. 342, Differentiation SE: p. 98, Act. 1; p. 101, Act. 2; p. 102, Act. 3; p. 103, Act. 6; p. 130, Act. 1; p. 141, Act. 11; p. 164, Act. 1; p. 168, Act. 3; p. 202, Act. 1 2; p. 224, Act. 1; p. 272, Act. 1; p. 292, Act. 1; p. 345, Act. 9; p. 360, Act. 1; p. 372, Act. 1; p. 376, Act. 1 TE: p. 93, TPR; p. 99, Differentiation; p. 102, Act. 5; p. 163, TPR; p. 169, Act. 5; p.366, TPR ASSESSMENT: Chapter 1: Listening Comprehension Test; Chapter 4: Listening Comprehension Test; Chapter 5: Listening Comprehension Test; Chapter 6: Listening Comprehension Test; Chapter 11: Listening Comprehension Test WL.K12.NM.1.3 Demonstrate understanding of basic words and phrases in simple messages and announcements on familiar settings. SE: p. 5, Act. 4; p. 11, Act. 2; p. 16, Act. 1; p. 25, Act. 8 9; p. 60, Act. 1; p. 61, Act. 4; p. 95, Act. 4; p. 206, Act. 7 TE: p. 15, Act. 1; p. 27, Differentiation (Slower Paced Learners); p. 37, Pre-AP; p. 61, Act. 4; p. 99, Act. 4; p. 163, Differentiation; p. 402, Differentiation (Slower Paced Learners); p. 406, Vocabulario ASSESSMENT: Chapter 1: Listening Comprehension Test; Chapter 2: Listening Comprehension Test; Chapter 3: Listening Comprehension Test; Chapter 4: Listening Comprehension Test; Chapter 5: Listening Comprehension Test; Chapter 11: Listening Comprehension Test Así se dice! Spanish 1 Florida Correlation page 1

WL.K12.NM.1.4 WL.K12.NM.1.5 Demonstrate understanding of simple information supported by visuals through a variety of media. Demonstrate understanding of simple rhymes, songs, poems, and read aloud stories. SE: p. 24, Act. 1, 3; p. 28, Act. 1 2; p. 86, Act. 1; p. 94, Act. 1; p. 122, Act. 1; p. 130, Act. 1; p. 156, Act. 1; p. 168, Act. 1; p. 190, Act. 1; p. 232, Act. 1; p. 260, Act. 1; p. 268, Act. 1; p. 304, Act. 1; p. 326, Act. 1; p. 334, Act. 1; p. 368, Act. 1 TE: pp. 20 21, Cultural Snapshot; p. 22, Core Instruction (Step 2); p. 27, Go Online! (Diálogo en vivo video); pp. 56 57, Cultural Snapshot; p. 58, Core Instruction (Step 2); p. 62, Core Instruction (Step 3); p. 64, Act. 2; pp. 90 91, Cultural Snapshot; p. 92, Core Instruction (Step 2); pp. 126 127, Cultural Snapshot; p. 128, Core Instruction (Step 2); p. 132, Core Instruction (Step 2); pp. 160 161, Cultural Snapshot; p. 162, Core Instruction (Step 3); p. 166, Core Instruction (Step 3); pp. 194 195, Cultural Snapshot; p. 196, Core Instruction (Step 2), Cultural Snapshot; p. 200, Core Instruction (Step 2); pp. 228 229, Cultural Snapshot; p. 230, Core Instruction (Steps 1 2); p. 234, Core Instruction (Steps 1 2); pp. 264 265, Cultural Snapshot; p. 266, Core Instruction (Step 2); pp. 296 297, Cultural Snapshot; p. 298, Core Instruction (Step 3); pp. 330 331, Cultural Snapshot; p. 332, Core Instruction (Step 2); p. 336, Core Instruction (Step 2); pp. 364 365, Cultural Snapshot; p. 366, Core Instruction (Step 3); p. 370, Core Instruction (Step 2); p. 387, Cultural Snapshot ASSESSMENT: Chapter 1, Listening Comprehension Test; Chapter 10, Listening Comprehension Test SE: p. 42, Reading Checks; p. 43, Act. A; p. 45, Act. A; p. 47, Act. 8; p. 76, Reading Checks; p. 77, Act. A B, D; p. 79, Comprendes? activity; p. 81, Act. 6; p. 112, Reading Checks; p. 113, Act. A C; p. 115, Comprendes? activity; p. 117, Act. 8; p. 146, Reading Checks; p. 147 Act. A C; p. 149, Comprendes? activity; p. 151, Act. 7 8; p. 180, Reading Checks, Durante la lectura; p. 181, Act. A D; p. 183, Comprendes? activity; p. 185, Act. 6; p. 214, Reading Check (bottom); p. 255, Act. 7 TE: p. 42, Core Instruction (Step 4); p. 44, Core Instruction (Step 3), Teaching Options; p. 76, Core Instruction (Step 4); p. 77, Differentiation (All Learners); p. 78, Core Instruction (Step 3); p. 112, Core Instruction (Step 5); p. 114, Core Instruction (Step 4); p. 146, Core Instruction (Step 5); p. 148, Core Instruction (Step 3); p. 180, Core Instruction (Steps 3 4); p. 215, Differentiation (Advanced Learners); p. 399, Core Instruction (Step 3); p. 403, Core Instruction (Step 3); p. 404, Tips for Success WL.K12.NM.1.6 Follow short, simple directions. SE: p. 300, Act. 3; p. 309, Act. 7; p. 313, Act. 16; p. 380, Act. 12 Expansión WL.K12.NH.1.1 WL.K12.NH.1.2 Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions. Demonstrate understanding of short conversations in familiar contexts. TE: p. 23, TPR; p. 59, TPR; p. 97, TPR; p. 128, TPR; p. 163, TPR; p. 167, TPR; p. 197, TPR; p. 200, TPR; p. 231, TPR; p. 234, TPR; p. 237, TPR; p. 266, TPR; p. 271, TPR; p. 299, TPR; p. 303, TPR; p. 332, TPR; p. 371, TPR SE: p. 111, Act. B; p. 141, Act. 11; p. 169, Act. 5, 7; p. 190, Act. 1; p. 232, Act. 3; p. 300, Act. 1 TE: p. 61, Act. 4; p. 63, TPR; p. 93, TPR; p. 97, Differentiation (bodily-kinesthetic learners), TPR SE: p. 41, Act. A C; p. 75, Act. A D; p. 111, Act. A C; p. 145, Act. A D; p. 179, Act. A C; p. 207, Act. 9; p. 213, Act. A D; p. 249, Act. A C; p. 281, Act. A D; p. 315, Act. A C; p. 344, Act. 8; p. 349, Act. A C; p. 383, Act. A C TE: p. 69, Go Online! (Diálogo en vivo video); p. 110, Differentiation; p. 144, Differentiation; p. 145, Pre-AP; p. 179, Teaching Options; p. 207, Act. 9; p. 212, Core Instruction (Step 2); p. 235, Go Online! (Vocabulario en vivo video); p. 271, Go Online! (Diálogo en vivo video); p. 343, Go Online! (Diálogo en vivo video); p. 345, Act. 10; p. 348, Core Instruction (Step 2) ASSESSMENT: Chapter 1: Listening Comprehension Test; Chapter 4: Listening Comprehension Test; Chapter 6: Listening Comprehension Test; Chapter 7: Listening Comprehension Test; Chapter 8: Listening Comprehension Test; Chapter 9: Listening Comprehension Test Así se dice! Spanish 1 Florida Correlation page 2

WL.K12.NH.1.3 WL.K12.NH.1.4 WL.K12.NH.1.5 Demonstrate understanding of short, simple messages and announcements on familiar topics. Demonstrate understanding of key points on familiar topics presented through a variety of media. Demonstrate understanding of simple stories or narratives. SE: p. 11, Act. 5; p. 134, Act. 2; p. 164, Act. 3; p. 190, Act. 1; p. 326, Act. 1; p. 372, Act. 1 TE: p. 65, Heritage Speakers; p. 112, Core Instruction (Step 5); p. 299, TPR ASSESSMENT: Chapter 5: Listening Comprehension Test; Chapter 6: Listening Comprehension Test; Chapter 7: Listening Comprehension Test; Chapter 8: Listening Comprehension Test; Chapter 9: Listening Comprehension Test; Chapter 10: Listening Comprehension Test SE: p. 181, Act. A D; p. 183, Comprendes? activity; p. 250, Reading Checks; p. 251, Act. A C; p. 253, Comprendes? activity; p. 282, Reading Checks; p. 283, Act. A E; p. 285, Comprendes? activity; p. 316, Reading Checks; p. 317, Act. A E; p. 319, Comprendes? activity; p. 350, Reading Checks; p. 351, Act. A D; p. 352, Reading Check; p. 353, Comprendes? activity; p. 384, Reading Checks; p. 385, Act. A D; p. 387, Comprendes? activity TE: p. 69, Go Online! (Diálogo en vivo video); p. 250, Core Instruction (Step 5); p. 316, Core Instruction (Step 3); p. 318, Core Instruction (Step 3); p. 350, Core Instruction (Step 3); p. 352, Core Instruction (Step 3); p. 384, Core Instruction (Step 4); p. 385, Differentiation ASSESSMENT: Chapter 5: Listening Comprehension Test SE: p. 215, Act. A F; p. 217, Act. A B; p. 219, Act. 6 7; p. 250, Reading Checks; p. 251, Act. A C; p. 253, Comprendes? activity; p. 282, Reading Checks; p. 283, Act. A E; p. 285, Comprendes? activity; p. 287, Act. 5; p. 316, Reading Checks; p. 317, Act. A E; p. 319, Comprendes? activity; p. 321, Act. 7; p. 350, Reading Checks; p. 351, Act. A D; p. 352, Reading Check; p. 353, Comprendes? activity; p. 355, Act. 6 7; p. 384, Reading Checks; p. 385, Act. A D; p. 387, Comprendes? activity; p. 389, Act. 8 WL.K12.NH.1.6 Follow directions or instructions to complete a task when expressed in short conversations. TE: p. 16, Teaching Options; p. 214, Core Instruction (Steps 4 5); p. 250, Core Instruction (Step 5); p. 316, Core Instruction (Step 3), Differentiation; p. 318, Core Instruction (Step 3); p. 350, Core Instruction (Steps 3 4); p. 352, Core Instruction (Step 3); p. 384, Core Instruction (Step 4) SE: p. 376, Conexiones; p. 380, Act. 12 Expansión, Act. 13; p. 390, Act. 5 Standard 2: Interpretive Reading: The student will be able to understand and interpret information, concepts, and ideas in writing from culturally authentic sources on a variety of topics in the target language. WL.K12.NM.2.1 Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. SE: p. 24, Act. 2 3; p. 25, Act. 7; p. 28, Act. 2; p. 39, Refrán; p. 42, Antes de leer; p. 45, Act. A; p. 46, Act. 1; p. 53, Act. 8; p. 65, Act. 4; p. 73, Refrán; p. 75, Act. A D; p. 87, Act. 4; p. 94, Act. 3; p. 95, Act. 5; p. 109, Refrán; p. 111, Act. A C; p. 130, Act. 3; p. 138, Comunidades; p. 143, Refrán; p. 145, Act. A D; p. 150, Act. 3; p. 169, Act. 6; p. 177, Refrán; p. 179, Act. A C; p. 211, Refrán; p. 213, Act. A D; p. 218, Act. 1; p. 247, Refrán; p. 279, Refrán; p. 313, Refrán; p. 347, Refrán; p. 381, Refrán WL.K12.NM.2.2 WL.K12.NM.2.3 Demonstrate understanding of short, simple literary stories. Demonstrate understanding of simple written announcements with prompting and support. TE: p. 17, Differentiation (Slower Paced Learners); p. 26, Core Instruction (Step 3); p. 39, Refrán; p. 45, Differentiation (bodily-kinesthetic learners); p. 51, Differentiation; p. 73, Refrán; p. 85, Differentiation; p. 96, Core Instruction (Step 2); p. 109, Refrán; p. 121, Differentiation; p. 143, Refrán; p. 155, Differentiation; p. 177, Refrán; p. 189, Differentiation; p. 259, Differentiation; p. 279, Refrán; p. 291, Differentiation; p. 325, Differentiation; p. 347, Refrán; p. 359, Differentiation; p. 393, Differentiation SE: p. 214, Antes de leer, Reading Check (bottom); p. 215, A F; p. 217, Act. A B; p. 219, Act. 6 7; p. 401, Act. A E; p. 405, Act. A E; p. 409, Act. A F; p. 420, Act. A B TE: p. 214, Core Instruction (Steps 4 5); p. 215, Differentiation (Advanced Learners, Slower Paced Learners); p. 399, Core Instruction (Step 3); p. 403, Core Instruction (Step 3); p. 404, Tips for Success; p. 407, Differentiation; p. 408, Section 2 (C D), Section 3 (A) SE: p. 114, Photo caption; p. 242, Photo caption (bottom); p. 296, España photo caption; p. 346, Act. 13 ASSESSMENT: Chapter 5: Test for Reading Comprehension; Chapter 7: Test for Reading Comprehension, Performance Assessment Task Así se dice! Spanish 1 Florida Correlation page 3

WL.K12.NM.2.4 WL.K12.NH.2.1 WL.K12.NH.2.2 WL.K12.NH.2.3 WL.K12.NH.2.4 Recognize words and phrases when used in context on familiar topics. Determine main idea from simple texts that contain familiar vocabulary used in context. Identify the elements of story such as setting, theme, and characters. Demonstrate understanding of signs and notices in public places. Identify key detailed information needed to fill out forms. SE: p. 15, Act. 5 6; p. 16, Act. 1 3; p. 36, Act. 10, 12; p. 43, Act. B C; p. 46, Act. 3; p. 53, Act. 4 5; p. 60, Act. 3; p. 64, Act. 1; p. 65, Act. 4; p. 67, Act. 3 4; p. 71, Act. 9; p. 72, Act. 12, 15; p. 76, Durante la lectura; p. 77, Act. C; p. 95, Act. 4; p. 98, Act. 2 3; p. 99, Act. 4; p. 111, Act. A; p. 112, Reading Check (middle), Durante la lectura; p. 116, Act. 2; p. 117, Act. 4; p. 123, Act. 7; p. 130, Act. 2; p. 131, Act. 4; p. 134, Act. 2; p. 135, Act. 5; p. 142, Act. 16; p. 149, Comprendes? activity (#2, #4, #7); p. 150, Act. 1; p. 168, Act. 2 3; p. 169, Act. 5; p. 171, Act. 1, 4; p. 173, Act. 6 7; p. 176, Act. 14; p. 183, Comprendes? activity (#4); p. 184, Act. 2; p. 198, Act. 2; p. 199, Act. 8; p. 202, Act. 2 3; p. 205, Act. 4; p. 208, Act. 10; p. 214, Reading Check (top); p. 218, Act. 2 3; p. 219, Act. 4; p. 232, Act. 3; p. 245, Act. 16; p. 253, Comprendes? activity (#1 2); p. 269, Act. 5; p. 272, Act. 2; p. 276, Act. 4 Expansión; p. 286, Act. 2; p. 287, Act. 5; p. 292, Act. 4; p. 301, Act. 5; p. 305, Act. 4 6; p. 310, Act. 10; p. 320, Act. 1; p. 334, Act. 3; p. 338, Act. 2 3; p. 339, Act. 5; p. 354, Act. 1; p. 360, Act. 2; p. 361, Act. 6, 8; p. 368, Act. 2; p. 369, Act. 4 5, 7; p. 372, Act. 3; p. 379, Act. 9; p. 380, Act. 12; p. 388, Act. 1 2; p. 394, Act. 3; p. 398, Práctica; p. 402, Práctica; p. 409, Act. D; p. 416, Act. B C; p. 419, Act. D; p. 422, Act. A TE: p. 18C, Chapter Project (#3); p. 67, Act. 3; p. 108, Act. 14 15; p. 143, Learning from Realia; p. 144, About the Spanish Language; p. 146, Core Instruction (Steps 2 3); p. 246, Act. 18; p. 252, Differentiation (Advanced Learners); p. 338, Act. 3; p. 407, Core Instruction (Section 1 [C]); p. 408, Section 2 (A B), Section 4 (C ) ASSESSMENT: Chapter 1: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B), Test for Reading Comprehension; Chapter 2: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Quiz 3 (El verbo tener), Quiz 4 (Los adjetivos posesivos), Reading and Writing Test (Forms A, B), Test for Reading Comprehension; Chapter 3: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Quiz 3 (Presente de los verbos en -ar), Quiz 4 (Los verbos ir, dar, estar), Quiz 5 (Las contracciones al y del), Reading and Writing Test (Forms A, B), Test for Reading Comprehension; Chapter 4: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B); Chapter 5: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B); Chapter 6: Quiz 2 (Vocabulario 2), Quiz 3 (Ser y estar), Quiz 4 (Los pronombres me, te, nos, le, les), Reading and Writing Test (Forms A, B); Chapter 7: Quiz 1 (Vocabulario 1); Quiz 2 (Vocabulario 2); Reading and Writing Test (Forms A, B); Chapter 8: Quiz 1 (Vocabulario 1), Reading and Writing Test (Forms A, B), Test for Reading Comprehension, Performance Assessment Task; Chapter 9: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Quiz 4 (Presente de saber y conocer), Quiz 5 (Comparativo y superlativo), Quiz 6 (Demostrativos), Reading and Writing Test (Forms A, B); Chapter 10: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B); Chapter 11: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B) SE: p. 36, Act. 9; p. 43, Act. D; p. 113, Act. C; p. 214, Antes de leer; p. 414, Act. A F; p. 416, Act. A; p. 418, Act. A; p. 419, Act. C, F TE: p. 42, Core Instruction (Step 5), Differentiation (Advanced Learners); p. 146, Core Instruction (Steps 2 3); p. 398, Teaching Options; p. 399, Core Instruction (Step 4); p. 402, Teaching Options; p. 403, Core Instruction (Step 4); p. 407, Core Instruction (Step 5) ASSESSMENT: Chapter 3: Test for Reading Comprehension; Chapter 4: Test for Reading Comprehension; Chapter 5: Test for Reading Comprehension; Chapter 6: Test for Reading Comprehension; Chapter 7: Test for Reading Comprehension, Performance Assessment Task; Chapter 8: Test for Reading Comprehension, Performance Assessment Task; Chapter 9: Test for Reading Comprehension; Chapter 10: Test for Reading Comprehension; Chapter 11: Test for Reading Comprehension SE: p. 216, Durante la lectura; p. 399, Durante la lectura TE: p. 397, Tips for Success SE: p. 114, Photo caption (bottom right); p. 260, Act. 1; p. 296, España photo caption ASSESSMENT: Chapter 10: Test for Reading Comprehension SE: p. 36, Act. 9; p. 53, Act. 7; p. 113, Act. A; p. 137, Act. 4; p. 335, Act. 6 Así se dice! Spanish 1 Florida Correlation page 4

Standard 3: Interpersonal Communication: The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language. WL.K12.NM.3.1 Introduce self and others using basic, culturallyappropriate greetings. SE: p. 2, Act. 1; p. 48, Act. 3; p. 322, Act. 4; p. 356, Act. 3; p. 357, Tarea (Write, Bullet 1); p. 377, Act. 4 TE: p. 333, Teaching Options WL.K12.NM.3.2 WL.K12.NM.3.3 WL.K12.NM.3.4 WL.K12.NM.3.5 Participate in basic conversations using words, phrases, and memorized expressions. Ask simple questions and provide simple responses related to personal preferences. Exchange essential information about self, family, and familiar topics. Understand and use in context common concepts (such as numbers, days of the week, etc.) in simple situations. ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 5: Performance Assessment Task SE: p. 2, Act. 2; p. 4, Act. 2; p. 5, Act. 5; p. 7, Act. 2; p. 9, Act. 5; p. 10, Act. 1; p. 13, Act. 2; p. 48, Act. 2 3; p. 68, Act. 5; p. 71, Act. 10; p. 118, Act. 1 2; p. 135, Act. 6; p. 141, Act. 10 11; p. 152, Act. 1 2; p. 174, Act. 11; p. 186, Act. 2; p. 199, Act. 9 10; p. 210, Act. 18; p. 220, Act. 1; p. 233, Act. 5; p. 246, Act. 19; p. 276, Act. 6; p. 288, Act. 1 2; p. 301, Act. 8; p. 312, InfoGap; p. 322, Act. 1 3; p. 339, Act. 4; p. 345, Act. 10; p. 356, Act. 2 3; p. 373, Act. 6; p. 377, Act. 7; p. 379, Act. 11; p. 380, Foldables; p. 390, Act. 3 TE: p. 61, Act. 5; p. 99, Comunicación (Act. 5); p. 144, Differentiation; p. 145, Pre-AP; p. 157, Differentiation (Interpersonal learners); p. 160, Present; p. 294C, Chapter Project (Expansion); p. 199, Act. 9; p. 248, Differentiation; p. 348, Differentiation; p. 352, Differentiation ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 2: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency; Chapter 5: Test for Oral Proficiency; Chapter 6: Test for Oral Proficiency; Chapter 9: Speaking Test (Achievement) Test for Oral Proficiency; Chapter 10: Test for Oral Proficiency SE: p. 176, Act. 13, 15; p. 186, Act. 3 4; p. 210, Act. 18; p. 260, Act. 2; p. 338, Act. 1; p. 390, Act. 4 TE: p. 192D, Connection to Fine Art ASSESSMENT: Chapter 5: Reading and Writing Test (Forms A, B), Speaking Test (Achievement); Chapter 7: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 8: Speaking Test (Achievement), Performance Assessment Task; Chapter 9: Test for Oral Proficiency SE: p. 13, Act. 3; p. 15, Act. 7; p. 24, Act. 3; p. 25, Act. 7 8; p. 28, Act. 2, InfoGap; p. 29, Act. 5; p. 37, Act. 13; p. 41, Act. C; p. 61, Act. 5, InfoGap; p. 65, Act. 7; p. 68, Act. 6; p. 72, Act. 13; p. 82, Act. 1, 4; p. 95, Act. 6; p. 106, InfoGap; p. 134, InfoGap; p. 139, Act. 9; p. 145, Act. D; p. 152, Act. 1; p. 164, Comunidades; p. 165, Act. 7; p. 174, Foldables; p. 176, Act. 13, 15; p. 191, Act. 5; p. 199, Act. 9; p. 204, Act. 2; p. 205, Act. 3; p. 207, InfoGap; p. 208, Act. 11; p. 209, Act. 13; p. 224, Act. 4; p. 245, Act. 15; p. 254, Act. 3; p. 300, Act. 2; p. 304, Foldables; p. 305, Act. 7; p. 309, Act. 6; p. 311, Act. 12; p. 312, Act. 14; p. 335, InfoGap; p. 342, Act. 6; p. 369, InfoGap; p. 390, Act. 1 TE: p. 22, Core Instruction (Step 2); p. 26, Core Instruction (Step 3); p. 58, Core Instruction (Step 2); p. 61, InfoGap; p. 88C, Chapter Project (Expansion); p. 95, Comparaciones; p. 107, InfoGap; p. 134, InfoGap; p. 158C, Chapter Project (#1); p. 179, Teaching Options; p. 207, InfoGap; p. 335, InfoGap; p. 369, InfoGap; p. 376, Conexiones ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency; Chapter 5: Test for Oral Proficiency SE: p. 8, Act. 3; p. 9, Act. 5; p. 14, Act. 3; p. 15, Act. 7, InfoGap; p. 52, Act. 3; p. 53, Act. 4 5; p. 68, Act. 6; p. 224, Act. 4; p. 254, Act. 2; p. 256, Act. 1; p. 307, Act. 2, 4 5; p. 322, Act. 1, 3; p. 360, Act. 4 TE: p. 12, Teaching Options; p. 15, InfoGap; p. 105, Differentiation; p. 110, Quick Start; p. 262C, Chapter Project (#2); p. 306, Quick Start, Teaching Options ASSESSMENT: Chapter 2: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency, Performance Assessment Task; Chapter 7: Speaking Test (Achievement); Chapter 9: Test for Oral Proficiency Así se dice! Spanish 1 Florida Correlation page 5

WL.K12.NM.3.6 WL.K12.NM.3.7 WL.K12.NM.3.8 Use appropriate gestures, body language, and intonation to clarify a message. Understand and respond appropriately to simple directions. Differentiate among oral statements, questions, and exclamations in order to determine meaning. SE: p. 82, Act. 1; p. 186, Act. 5; p. 322, Act. 1; p. 322, Act. 5; p. 345, Act. 10 TE: p. 5, Tips for Success; p. 23, Differentiation; p. 41, Differentiation (bodilykinesthetic learners); p. 74, Differentiation; p. 96, Core Instruction (Step 3); p. 101, Go Online! (Diálogo en vivo video); p. 103, Act. 6; p. 163, Así se dice!; p. 207, Act. 8; p. 212, Core Instruction (Step 3); p. 226C, Chapter Project (#3); p. 248, Core Instruction (Step 3); p. 280, Core Instruction (Step 3), Differentiation; p. 314, Core Instruction (Step 3); p. 333, Differentiation (bodily-kinesthetic learners); p. 348, Core Instruction (Step 4); p. 367, Heritage Speakers; p. 382, Core Instruction (Step 3); p. 408, Section 3 (B) SE: p. 249, Act. B; p. 300, Act. 3; p. 360, Act. 3; p. 380, Act. 12 Expansión; p. 390, Act. 5 TE: p. 23, TPR; p. 97, TPR; p. 128, TPR; p. 163, TPR; p. 167, TPR; p. 197, TPR; p. 200, TPR; p. 234, TPR; p. 237, TPR; p. 266, TPR; p. 271, TPR; p. 299, TPR; p. 303, TPR; p. 332, TPR; p. 371, TPR SE: p. 52, Act. 1; p. 75, Act. D; p. 108, Act. 12; p. 111, Act. C; p. 138, Act. 5; p. 292, Act. 1 WL.K12.NH.3.1 WL.K12.NH.3.2 WL.K12.NH.3.3 Engage in short social interactions using phrases and simple sentences. Exchange information about familiar tasks, topics and activities, including personal information. Exchange information using simple language about personal preferences, needs, and feelings. SE: p. 7, Act. 2; p. 48, Act. 3; p. 82, Act. 2; p. 99, Act. 5; p. 109, Act. 16; p. 135, Act. 6; p. 152, Act. 2; p. 256, Act. 3; p. 307, Act. 5; p. 322, Act. 1, 3; p. 339, Act. 6; p. 345, Act. 10; p. 356, Act. 2 3; p. 373, Act. 6 TE: p. 5, Differentiation; p. 202, Teaching Options; p. 248, Differentiation; p. 307, Differentiation; p. 333, Differentiation (bodily-kinesthetic learners), Teaching Options; p. 348, Differentiation ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency; Chapter 4: Test for Oral Proficiency; Chapter 6: Test for Oral Proficiency, Performance Assessment Task; Chapter 7: Test for Oral Proficiency; Chapter 8: Test for Oral Proficiency; Chapter 9: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 10: Test for Oral Proficiency SE: p. 99, Act. 5; p. 117, Act. 4; p. 118, Act. 1 3; p. 141, Act. 10, 13; p. 142, Act. 14 16; p. 150, Act. 2; p. 152, Act. 2 3; p. 164, Act. 3; p. 168, Act. 3; p. 171, Act. 1, 4; p. 173, Act. 6 7; p. 236, Comunidades; p. 240, Act. 4; p. 241, Act. 7, InfoGap; p. 243, Act. 11, 13; p. 256, Act. 5; p. 260, Act. 2; p. 273, InfoGap; p. 275, Act. 2 3; p. 276, Act. 6; p. 284, Antes de leer; p. 288, Act. 1 2; p. 295, Aquí y Allí; p. 304, Act. 2; p. 309, Act. 6, 9; p. 339, Act. 4; p. 341, Act. 2; p. 379, Act. 11; p. 380, Foldables; p. 390, Act. 1, 3; p. 414, Act. A B, D G; p. 416, Act. A; p. 418, Act, A B; p. 419, Act. C; p. 422, Act. B TE: p. 92, Quick Start; p. 168, Why It Works!; p. 240, Act. 4; p. 241, InfoGap; p. 244, Quick Start; p. 261, Differentiation (Interpersonal learners); p. 308, Differentiation; p. 362D, Connection to Fine Art SE: p. 7, Act. 2; p. 11, Act. 5; p. 118, Act. 1, 4; p. 131, Act. 5; p. 137, Act. 3; p. 141, Act. 13; p. 165, Act. 4; p. 171, Act. 4; p. 176, Act. 16, InfoGap; p. 186, Act. 1 2; p. 210, Act. 18; p. 256, Act. 2, 4; p. 273, Act. 5, 8; p. 288, Act. 3; p. 300, Act. 4; p. 322, Act. 2; p. 338, Act. 1; p. 360, Act. 4; p. 373, Act. 6; p. 386, Antes de leer; p. 390, Act. 4 TE: p. 126, Present; p. 148, Core Instruction (Step 1); p. 176, InfoGap; p. 181, Cultura; p. 228, Present; p. 280, Quick Start; p. 330, Present ASSESSMENT: Chapter 6: Performance Assessment Task; Chapter 11: Performance Assessment Task Así se dice! Spanish 1 Florida Correlation page 6

WL.K12.NH.3.4 WL.K12.NH.3.5 WL.K12.NH.3.6 WL.K12.NH.3.7 WL.K12.NH.3.8 Ask and answer a variety of questions about personal information. Exchange information about meeting someone including where to go, how to get there, and what to do and why. Use basic language skills supported by body language and gestures to express agreement and disagreement. Ask for and give simple directions to go somewhere or to complete a task. Describe a problem or a situation with sufficient details in order to be understood. SE: p. 29, Act. 4; p. 36, Act. 10, 12; p. 37, Act. 14; p. 43, Comunidades; p. 47, Act. 7; p. 48, Act. 1, 3; p. 53, Act. 4, 7; p. 61, Act. 4; p. 65, Act. 7; p. 67, Act. 3; p. 68, Act. 5 6; p. 71, Act. 9 10; p. 72, Act. 12; p. 82, Act. 1; p. 101, Act. 2; p. 102, Act. 5, Expansión; p. 106, Act. 9; p. 108, Act. 14; p. 114, Antes de leer; p. 119, Tarea (Prewrite); p. 122, Act. 3; p. 131, Conexiones; p. 137, Act. 3; p. 138, Act. 6, Comunidades; p. 139, Act. 7; p. 142, Act. 14; p. 148, Antes de leer; p. 156, Act. 2; p. 157, Act. 6; p. 159, Aquí y Allí; p. 190, Act. 2; p. 198, Act. 1; p. 208, Act. 11; p. 209, Act. 13; p. 224, Act. 4; p. 227, Aquí y Allí; p. 237, Act. 5; p. 243, Act. 13; p. 246, Act. 17; p. 269, Act. 4; p. 288, Act. 1; p. 293, Act. 7; p. 311, Act. 12; p. 312, Act. 14; p. 342, Act. 5; p. 376, Act. 3; p. 377, Act. 4; p. 379, Act. 8; p. 388, Act. 3 TE: p. 24, Heritage Speakers; p. 26, Tips for Success (Bullet 2); p. 37, Pre-AP; p. 38, Comunidades; p. 40, Quick Start; p. 58, Differentiation; p. 59, Step 4; p. 67, Act. 3; p. 74, Quick Start; p. 99, Differentiation; p. 102, Act. 5; p. 105, Quick Start, Differentiation; p. 110, Quick Start; p. 130, Act. 3; p. 136, Quick Start; p. 157, Differentiation (Interpersonal learners); p. 194, Present; p. 202, Teaching Options; p. 258, Differentiation; p. 274, Quick Start; p. 277, Core Instruction (Step 3); p. 278, Core Instruction; p. 311, Core Instruction (Step 3); p. 342, Differentiation; p. 343, Quick Start; p. 368, Act. 2; p. 377, Teaching Options; p. 395, Differentiation (Interpersonal learners) ASSESSMENT: Chapter 1: Quiz 5 (El verbo ser), Speaking Test (Achievement), Test for Oral Proficiency; Chapter 2: Quiz 3 (El verbo tener), Speaking Test (Achievement); Chapter 3: Quiz 4 (Los verbos ir, dar, estar), Reading and Writing Test (Forms A, B), Speaking Test (Achievement), Test for Oral Proficiency; Chapter 4: Quiz 3 (Presente de los verbos en -er, -ir), Reading and Writing Test (Form B), Speaking Test (Achievement); Chapter 5: Quiz 3 (Los verbos de cambio radical e > ie), Reading and Writing Test (Forms A, B); Chapter 6: Reading and Writing Test (Forms A, B); Chapter 7: Reading and Writing Test (Forms A, B); Chapter 8: Quiz 3 (Pretérito de los verbos en -er, -ir), Test for Oral Proficiency, Performance Assessment Task; Chapter 9: Quiz 4 (Presente de saber y conocer); Chapter 10: Quiz 3 (Presente de hacer, poner, traer, salir), Reading and Writing Test (Forms A, B); Chapter 11: Quiz 3, (Verbos reflexivos), Reading and Writing Test (Forms A, B), Speaking Test (Achievement) SE: p. 118, Act. 5; p. 152, Act. 2; p. 356, Act. 5 SE: p. 118, Act. 2; p. 165, Act. 4; p. 322, Act. 2; p. 383, Act. D SE: p. 339, Act. 6; p. 380, Act. 13; p. 390, Act. 5 TE: p. 380, Differentiation ASSESSMENT: Chapter 10: Test for Oral Proficiency; Chapter 11: Quiz 5 (Mandatos con favor de), Reading and Writing Test (Forms A, B), Test for Writing Proficiency SE: p. 179, Act. C; p. 220, Act. 4; p. 256, Act. 6; p. 288, Act. 4 ASSESSMENT: Chapter 6: Test for Oral Proficiency, Performance Assessment Task Así se dice! Spanish 1 Florida Correlation page 7

Standard 4: Presentational Speaking: The student will be able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language. WL.K12.NM.4.1 Provide basic information about self and immediate surroundings using words and phrases and memorized expressions. SE: p. 7, Act. 3; p. 9, Act. 6; p. 11, Act. 2 4; p. 13, Act. 1; p. 15, Act. 4; p. 29, Act. 5; p. 37, Act. 13; p. 61, Act. 6 7; p. 64, Act. 2; p. 65, Act. 4 Expansión, Act. 5; p. 66, Act. 1; p. 69, Act. 8; p. 87, Act. 6; p. 94, Act. 3 Expansión; p. 118, Act. 4; p. 123, Act. 4; p. 199, Act. 7; p. 202, Act. 2 Expansión; p. 208, Act. 11; p. 209, Act. 13; p. 239, Act. 2 Expansión, Act. 3 Expansión; p. 356, Act. 4 TE: p. 65, Heritage Speakers; p. 201, Differentiation; p. 336, Differentiation; p. 366, Quick Start ASSESSMENT: Chapter 1: Speaking Test (Achievement); Chapter 2: Speaking Test (Achievement); Chapter 3: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 4: Speaking Test (Achievement); Chapter 5: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 6: Speaking Test (Achievement); Chapter 7: Speaking Test (Achievement); Chapter 8: Reading and Writing Test (Form B); Chapter 10: Speaking Test (Achievement), Performance Assessment Task WL.K12.NM.4.2 Present personal information about self and others. SE: p. 24, Act. 4; p. 25, Act. 5, 7; p. 34, Act. 7; p. 36, Act. 11 Expansión; p. 37, Act. 13; p. 45, Act. B; p. 48, Act. 4; p. 61, Act. 7; p. 65, Act. 7; p. 67, Act. 2 Expansión; p. 82, Act. 3; p. 95, Act. 7; p. 122, Act. 2; p. 152, Act. 4 5; p. 205, Act. 5; p. 220, Act. 3; p. 310, Act. 11; p. 390, Act. 2 TE: p. 24, Heritage Speakers; p. 28, Act. 2; p. 36, Act. 9; p. 38, Comunidades; p. 43, Comunidades (Bullet 1); p. 61, Act. 5; p. 72, Act. 13; p. 142, Comunicación (Interpersonal, Presentational); p. 194, Cultural Snapshot (Estados Unidos); p. 199, Act. 7; p. 299, Differentiation ASSESSMENT: Chapter 1: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 2: Speaking Test (Achievement); Chapter 3: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 4: Test for Oral Proficiency; Chapter 7: Test for Oral Proficiency; Chapter 11: Speaking Test (Achievement) WL.K12.NM.4.3 Express likes and dislikes. SE: p. 176, Act. 13, 15 17, InfoGap; p. 177, Act. 18; p. 186, Act. 4; p. 210, Act. 18; p. 256, Act. 2; p. 261, Act. 6; p. 273, Act. 5, 8; p. 288, Act. 3; p. 300, Act. 4; p. 352, Antes de leer; p. 360, Act. 4 TE: p. 54D, Connection to Fine Art; p. 164, Heritage Speakers; p. 175, Differentiation; p. 176, Comunicación, InfoGap; p. 248, Quick Start; p. 264, Cultural Snapshot (Argentina) ASSESSMENT: Chapter 5: Speaking Test (Achievement); Chapter 7: Test for Oral Proficiency; Chapter 10: Speaking Test (Achievement) WL.K12.NM.4.4 Provide an account of daily activities. SE: p. 99, Act. 5; p. 233, Act. 5; p. 275, Act. 2; p. 301, Act. 5 Expansión; p. 369, Act. 6; p. 372, Act. 2 Expansión TE: p. 88C, Chapter Project (#3); p. 142, Comunicación (Interpersonal, Presentational); p. 367, Heritage Speakers ASSESSMENT: Chapter 3: Speaking Test (Achievement), Test for Oral Proficiency, Performance Assessment Task; Chapter 7: Test for Oral Proficiency; Chapter 9: Performance Assessment Task; Chapter 11: Test for Oral Proficiency Así se dice! Spanish 1 Florida Correlation page 8

WL.K12.NM.4.5 WL.K12.NM.4.6 WL.K12.NH.4.1 WL.K12.NH.4.2 WL.K12.NH.4.3 Role-play skits, songs, or poetry in the target language that deal with familiar topics. Present simple information about a familiar topic using visuals. Provide basic information on familiar topics using phrases and simple sentences. Describe aspects of daily life using complete sentences. Describe familiar experiences or events using both general and specific language. SE: p. 35, Act. 8; p. 203, Act. 6; p. 220, Act. 4; p. 301, Act. 8; p. 345, Act. 10 TE: p. 3, Differentiation; p. 5, Tips for Success; p. 6, Differentiation; p. 35, Act. 8; p. 40, Core Instruction (Step 3); p. 41, Differentiation (bodily-kinesthetic learners); p. 66, Differentiation; p. 67, Differentiation; p. 74, Core Instruction (Step 5); p. 97, Differentiation (verbal-linguistic learners); p. 101, Go Online! (Diálogo en vivo video); p. 124C, Chapter Project (Expansion); p. 133, Differentiation (bodily-kinesthetic learners); p. 144, Differentiation; p. 152, Act. 2 3; p. 157, Differentiation (Bodily-kinesthetic learners); p. 174, Comunicación (Interpersonal, Presentational); p. 178, Differentiation; p. 226C, Chapter Project (#4); p. 233, Act. 5; p. 261, Differentiation (Bodily-kinesthetic learners); p. 276, Act. 4, Comunicación; p. 280, Core Instruction (Step 3), Differentiation; p. 288, Act. 4; p. 339, Act. 6; p. 344, Differentiation; p. 346, Differentiation (bodily-kinesthetic, interpersonal learners); p. 348, Core Instruction (Step 4), Differentiation; p. 362C, Chapter Project (Expansion); p. 373, Comunicación; p. 376, Act. 2; p. 382, Core Instruction (Step 3), Differentiation; p. 408, Section 3 (B) SE: p. 24, Act. 4; p. 34, Act. 7; p. 48, Act. 1, 4; p. 52, Act. 3; p. 65, Act. 4 Expansión; p. 66, Act. 1; p. 82, Act. 2; p. 174, Act. 12; p. 177, Act. 18; p. 225, Act. 7; p. 233, Act. 6; p. 236, Act. 1; p. 237, Act. 6; p. 261, Act. 7; p. 301, Act. 8; p. 327, Act. 5; p. 346, Act. 13; p. 395, Act. 7 TE: p. 26, Tips for Success (Bullet 2); p. 53, Heritage Speakers; p. 69, Conexiones; p. 158C, Chapter Project (#5); p. 167, Differentiation (Advanced Learners); p. 174, Act. 12; p. 212, Differentiation (bodily-kinesthetic learners); p. 232, Differentiation (Advanced Learners); p. 283, Differentiation; p. 307, Differentiation; p. 333, Differentiation (verbal-linguistic learners); p. 352, Differentiation; p. 365, Cultural Snapshot (Argentina, Chile); p. 395, Differentiation (Bodily-kinesthetic learners) ASSESSMENT: Chapter 10: Performance Assessment Task SE: p. 48, Act. 2 3; p. 61, Act. 4 Expansión; p. 108, Act. 15; p. 135, Act. 4 Expansión; p. 164, Act. 3 Expansión; p. 169, Act. 5; p. 171, Act. 3; p. 186, Act. 5; p. 207, Act. 9 Expansión; p. 232, Act. 2 Expansión; p. 236, Act. 3 Expansión; p. 243, Act. 11 Expansión; p. 256, Act. 1; p. 268, Act. 2 Expansión; p. 275, Act. 1 Expansión; p. 322, Act. 4; p. 334, Act. 2 Expansión; p. 341, Act. 1 Expansión; p. 344, Act. 8 Expansión; p. 356, Act. 5; p. 414, Act. C TE: p. 29, Act. 4 5; p. 38, Act. 16; p. 103, Differentiation; p. 105, Quick Start; p. 110, Differentiation; p. 138, Comunidades; p. 164, Differentiation; p. 206, Differentiation (intrapersonal learners); p. 328D, Connection to Fine Art; p. 335, Act. 6; p. 339, Differentiation; p. 398, Vocabulario ASSESSMENT: Chapter 4: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 5: Test for Oral Proficiency; Chapter 6: Speaking Test (Achievement); Chapter 8: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 10: Speaking Test (Achievement), Performance Assessment Task SE: p. 261, Act. 7; p. 288, Act. 4; p. 317, Act. C; p. 322, Act. 5; p. 329, Aquí y Allí; p. 369, Act. 6; p. 390, Act. 2 TE: p. 124D, Connection to Fine Art; p. 142, Comunicación (Interpersonal, Presentational); p. 147, Heritage Speakers; p. 226D, Connection to Fine Art; p. 299, Differentiation ASSESSMENT: Chapter 3: Speaking Test (Achievement); Chapter 4, Speaking Test (Achievement); Chapter 9: Speaking Test (Achievement), Performance Assessment Task SE: p. 186, Act. 3, 5; p. 322, Act. 5; p. 339, Act. 4; p. 342, Act. 5; p. 356, Act. 1 TE: p. 138, Comunidades; p. 158C, Chapter Project (#5); p. 158D, Connection to Fine Art; p. 226D, Connection to Fine Art ASSESSMENT: Chapter 5: Test for Oral Proficiency; Chapter 6: Speaking Test (Achievement); Chapter 8: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 9: Speaking Test (Achievement), Performance Assessment Task; Chapter 10: Speaking Test (Achievement), Performance Assessment Task; Chapter 11: Test for Oral Proficiency Así se dice! Spanish 1 Florida Correlation page 9

WL.K12.NH.4.4 WL.K12.NH.4.5 WL.K12.NH.4.6 Present personal information about one s self and others. Retell the main idea of a simple, culturally authentic story in the target language with prompting and support. Use verbal and non verbal communication when making announcements or introductions. SE: p. 220, Act. 2; p. 243, Act. 13; p. 273, Act. 7; p. 293, Act. 6; p. 310, Act. 11; p. 327, Act. 7 ASSESSMENT: Chapter 9: Speaking Test (Achievement) SE: p. 41, Act. C; p. 215, Act. F; p. 350, Antes de leer; p. 401, Act. D; p. 414, Act. A, F TE: p. 77, Comprendes? Act. D, Differentiation (All Learners, Bullet 2); p. 182, Differentiation; p. 214, Core Instruction (Step 5); p. 215, Differentiation (Advanced Learners); p. 398, Teaching Options; p. 399, Core Instruction (Step 4); p. 402, Teaching Options; p. 403, Core Instruction (Step 4); p. 407, Core Instruction (Step 5) SE: p. 186, Act. 5; p. 322, Act. 4 5 Standard 5: Presentational Writing: The student will be able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language. WL.K12.NM.5.1 Provide basic information in writing using familiar topics, often using previously learned expressions and phrases. SE: p. 24, Act. 3; p. 28, Act. 2; p. 29, Act. 4; p. 31, Act. 2; p. 33, Act. 4; p. 36, Act. 10, 12; p. 38, Act. 17; p. 61, Act. 4; p. 65, Act. 4; p. 66, Act. 1; p. 67, Act. 3; p. 69, Act. 8; p. 71, Act. 9; p. 72, Act. 12; p. 81, Act. 3; p. 94, Act. 3; p. 95, Act. 5; p. 101, Act. 2; p. 119, Tarea; p. 123, Act. 4; p. 130, Act. 3; p. 135, Act. 4; p. 137, Act. 3; p. 150, Act. 2; p. 164, Act. 3; p. 168, Act. 3; p. 169, Act. 7; p. 171, Act. 1, 4; p. 173, Act. 6 7; p. 190, Act. 2; p. 199, Act. 7; p. 202, Act. 2; p. 204, Act. 2; p. 205, Act. 3; p. 206, Act. 7; p. 207, Act. 9; p. 236, Act. 1, 3; p. 237, Act. 5; p. 245, Act. 15; p. 254, Act. 3; p. 293, Act. 7; p. 300, Act. 2, 4; p. 309, Act. 6; p. 311, Act. 12; p. 312, Act. 14; p. 334, Act. 2; p. 338, Act. 1; p. 379, Act. 8; p. 395, Act. 7 TE: p. 15, Differentiation (Naturalist learners); p. 40, Quick Start; p. 54C, Chapter Project (#3), Chapter Project (Expansion); p. 72, Writing Development; p. 136, Quick Start; p. 169, Act. 5; p. 343, Quick Start; p. 383, Writing Development ASSESSMENT: Chapter 1: Test for Writing Proficiency; Chapter 2: Quiz 3 (El verbo tener), Test for Writing Proficiency; Chapter 3: Reading and Writing Test (Forms A, B), Test for Writing Proficiency; Chapter 4: Quiz 4 (Expresiones con el infinitivo), Reading and Writing Test (Forms A, B), Test for Writing Proficiency, Performance Assessment Task; Chapter 5: Quiz 5 (Los verbos interesar, aburrir, gustar), Reading and Writing Test (Forms A, B); Chapter 6: Reading and Writing Test (Forms A, B); Chapter 7: Reading and Writing Test (Forms A, B); Chapter 8: Quiz 3 (Pretérito de los verbos en -er, -ir), Reading and Writing Test (Forms A, B), Test for Writing Proficiency; Chapter 9: Quiz 2 (Vocabulario 2); Chapter 11: Test for Writing Proficiency WL.K12.NM.5.2 Fill out a simple form with basic information. SE: p. 52, Act. 2; p. 137, Act. 4; p. 165, Act. 6; p. 335, Act. 6 TE: p. 88C, Chapter Project (#1), Chapter Project (#2) ASSESSMENT: Chapter 1: Performance Assessment Task WL.K12.NM.5.3 Write simple sentences about self and/or others. SE: p. 34, Act. 7; p. 36, Act. 9; p. 69, Act. 8; p. 106, Act. 9; p. 108, Act. 14; p. 122, Act. 2 3; p. 131, Act. 5; p. 176, Act. 13, 15; p. 205, Act. 5; p. 208, Foldables; p. 209, Act. 15; p. 210, Act. 16; p. 241, Act. 9; p. 269, Act. 4; p. 272, Act. 3; p. 273, Act. 5; p. 275, Act. 1; p. 391, Tarea TE: p. 18C, Chapter Project (#2); p. 26, Quick Start; p. 36, Differentiation (Act. 10); p. 70, Quick Start; p. 74, Quick Start; p. 110, Quick Start; p. 198, Act. 3, 5; p. 383, Writing Development ASSESSMENT: Chapter 1: Quiz 1, (Vocabulario 1), Test for Writing Proficiency; Chapter 2: Test for Writing Proficiency, Performance Assessment Task; Chapter 3: Quiz 4 (Los verbos ir, dar, estar), Test for Writing Proficiency; Chapter 4: Quiz 3 (Presente de los verbos en -er, -ir), Test for Writing Proficiency; Chapter 5: Reading and Writing Test (Forms A, B); Chapter 6: Test for Writing Proficiency; Chapter 9: Test for Writing Proficiency Así se dice! Spanish 1 Florida Correlation page 10

WL.K12.NM.5.4 WL.K12.NM.5.5 WL.K12.NM.5.6 WL.K12.NM.5.7 WL.K12.NH.5.1 WL.K12.NH.5.2 Write simple sentences that help in day-to-day life communication. Write about previously acquired knowledge and experiences. Pre-write by drawing pictures to support ideas related to a task. Draw pictures in sequence to demonstrate a story plot. Write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences. Write simple statements to describe aspects of daily life. SE: p. 139, Act. 9; p. 203, Act. 6; p. 339, Act. 7; p. 357, Tarea; p. 373, Act. 5; p. 389, Act. 7 TE: p. 124C, Chapter Project (#5); p. 192C, Chapter Project (#1); p. 262C, Chapter Project (#3); p. 294C, Chapter Project (#2) ASSESSMENT: Chapter 1: Test for Writing Proficiency; Chapter 9: Test for Writing Proficiency; Chapter 11: Quiz 5 (Mandatos con favor de), Test for Writing Proficiency, Performance Assessment Task SE: p. 77, Act. D; p. 153, Tarea; p. 157, Act. 7; p. 169, Act. 5; p. 187, Tarea; p. 240, Act. 4; p. 243, Act. 11 TE: p. 42, Differentiation (Advanced Learners); p. 77, Comprendes? Act. D; p. 179, Writing Development; p. 180, Writing Development ASSESSMENT: Chapter 1: Reading and Writing Test (Forms A, B); Chapter 4: Test for Writing Proficiency; Chapter 5: Test for Writing Proficiency; Chapter 6: Reading and Writing Test (Forms A, B), Test for Writing Proficiency; Chapter 10: Reading and Writing Test (Forms A, B) SE: p. 72, Foldables; p. 83, Tarea (Prewrite); p. 187, Tarea (Prewrite); p. 289, Tarea (Prewrite) TE: p. 18C, Chapter Project (#4); p. 38, Comunidades; p. 54C, Chapter Project (#1); p. 83, Differentiation; p. 88C, Chapter Project (#5); p. 124C, Chapter Project (#4); p. 294C, Chapter Project (#2) SE: p. 203, Act. 6; p. 283, Act. E; p. 346, Foldables; p. 405, Act. E TE: p. 41, Differentiation (Visual-spatial learners); p. 192C, Chapter Project (#3) SE: p. 43, Act. C; p. 49, Tarea; p. 75, Act. C; p. 83, Tarea; p. 119, Tarea (Prewrite); p. 145, Act. C; p. 187, Tarea; p. 221, Tarea; p. 237, Act. 6; p. 251, Act. B; p. 261, Act. 7; p. 289, Tarea; p. 339, Act. 7; p. 373, Act. 5 TE: p. 18D, Los tejidos, Connection to Fine Art (Technology Expansion); p. 41, Writing Development; p. 43, Differentiation; p. 92, Quick Start; p. 147, Writing Development; p. 206, Quick Start; p. 226C, Chapter Project (Expansion); p. 362C, Chapter Project (#3) ASSESSMENT: Chapter 8: Quiz 2 (Vocabulario 2); Chapter 10: Test for Writing Proficiency, Performance Assessment Task SE: p. 106, Act. 9; p. 108, Act. 14 15; p. 109, Act. 17; p. 137, Act. 3; p. 141, Act. 10; p. 157, Act. 4; p. 275, Act. 2; p. 380, Foldables; p. 391, Tarea TE: p. 88C, Chapter Project (#3); p. 95, Comparaciones; p. 139, Writing Development; p. 244, Quick Start; p. 369, Act. 5; p. 375, Differentiation (logicalmathematical learners) ASSESSMENT: Chapter 3: Test for Writing Proficiency; Chapter 4: Test for Writing Proficiency; Chapter 6: Test for Writing Proficiency; Chapter 7: Test for Writing Proficiency; Chapter 10: Quiz 1 (Vocabulario 1); Chapter 11: Test for Writing Proficiency WL.K12.NH.5.3 Write a description of a familiar experience or event. SE: p. 157, Act. 7; p. 187, Tarea; p. 257, Tarea; p. 289, Tarea; p. 317, Act. C; p. 323, Tarea TE: p. 158C, Chapter Project (#3); p. 246, Writing Development; p. 337, Differentiation; p. 349, Writing Development; p. 383, Writing Development ASSESSMENT: Chapter 6: Test for Writing Proficiency; Chapter 7: Test for Writing Proficiency; Chapter 8: Test for Writing Proficiency; Chapter 10: Test for Writing Proficiency WL.K12.NH.5.4 Write short personal notes using a variety of media. SE: p. 53, Act. 7 Expansión; p. 68, Act. 6; p. 139, Act. 9; p. 250, Durante la lectura WL.K12.NH.5.5 WL.K12.NH.5.6 Request information in writing to obtain something needed. Prepare a draft of an itinerary for a personal experience or event (such as for a trip to a country where the target language is spoken). TE: p. 262C, Chapter Project (#3) SE: p. 104, Act. 9; p. 142, Act. 17; p. 301, Act. 7 SE: p. 257, Tarea (Write, Bullet 2); p. 273, Act. 9; p. 379, Act. 11 Así se dice! Spanish 1 Florida Correlation page 11

WL.K12.NH.5.7 Pre-write by generating ideas from multiple sources based upon teacher- directed topics. SE: p. 49, Tarea (Prewrite); p. 83, Tarea (Prewrite); p. 153, Tarea (Prewrite); p. 187, Tarea (Prewrite); p. 221, Tarea (Prewrite); p. 257, Tarea (Prewrite); p. 323, Tarea (Prewrite); p. 357, Tarea (Prewrite) TE: p. 43, Differentiation; p. 54C, Chapter Project (#2); p. 226C, Chapter Project (#3); p. 362C, Chapter Project (#2) Standard 6: Culture: The student will be able to use the target language to gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. WL.K12.NM.6.1 Recognize basic practices and perspectives of cultures where the target language is spoken (such as greetings, holiday celebrations, etc.) SE: p. 2, Act. 1; p. 3, Act. 6 7; p. 4, Act. 1, 3; p. 12, Cultura; p. 53, Act. 6; p. 78, Cultura; p. 79, Comprendes? activity; p. 104, Photo caption; p. 113, Cultura; p. 115, Comprendes? activity; p. 143, Cultura; p. 146, Reading Check (bottom); p. 147, Act. B C; p. 148, Photo caption; p. 151, Act. 7 8; p. 153, Tarea; p. 179, Photo caption, Video; p. 180, Reading Check (top); p. 185, Act. 6; p. 222, Photo caption; p. 227, Aquí y Allí; p. 263, Aquí y Allí; p. 316, Reading Check (top); p. 317, Act. D; p. 321, Act. 7; p. 323, Tarea; p. 350, Reading Check (top); p. 389, Act. 8 TE: p. 11, Cultura; p. 18D, Connection to Fine Art (Technology Expansion); p. 54D, Recipe; p. 78, Core Instruction (Step 3), Cultura; p. 88D, Recipe; p. 95, Cultural Snapshot; p. 113, Cultura; p. 124D, Habla en verso, Connection to Fine Art; p. 125, Cultural Snapshot; p. 158D, Dominó; p. 180, Core Instruction (Step 1); p. 181, Cultura; p. 192D, Campaña de salud; p. 222, Cultural Snapshot; p. 226D, Carnaval; p. 262C, Chapter Project (Expansion); p. 262D, Maracas; p. 269, Cultural Snapshot; p. 276, Cultural Snapshot; p. 294D, Yarn Paintings; p. 362D, Los gauchos; p. 363, Cultural Snapshot WL.K12.NM.6.2 WL.K12.NM.6.3 WL.K12.NM.6.4 WL.K12.NH.6.1 Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s). Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances. Recognize products of culture (e.g., food, shelter, clothing, transportation, toys). Use information acquired through the study of the practices and perspectives of the target culture(s) to identify some of their characteristics and compare them to own culture. ASSESSMENT: Chapter 3: Reading and Writing Test (Form A); Chapter 5: Reading and Writing Test (Form B); Chapter 9: Reading and Writing Test (Forms A, B) SE: p. 147, Act. B C; p. 151, Act. 8; p. 179, Photo caption; p. 323, Tarea TE: p. 27, Go Online! (Diálogo en vivo video); p. 59, About the Spanish Language (Bullet 3); p. 113, Cultura; p. 122, Cultural Snapshot; p. 145, Pre-AP; p. 181, Cultura; p. 192D, Campaña de salud; p. 222, Cultural Snapshot; p. 226D, Carnaval; p. 262C, Chapter Project (Expansion); p. 294D, Yarn Paintings SE: p. 11, Conexiones; p. 269, Cultura; p. 273, Act. 9 TE: p. 124D, Habla en verso; p. 226D, Carnaval; p. 262C, Chapter Project (Expansion); p. 267, Differentiation (auditory-musical); p. 283, Differentiation; p. 294D, Yarn Paintings; p. 362D, Los gauchos SE: p. 11, Conexiones; p. 56, Introducción al tema; p. 57, Panamá photo caption; p. 70, Comunidades; p. 134, Photo caption; p. 137, Cultura; p. 141, Comparaciones; p. 143, Cultura; p. 151, Act. 8; p. 206, Photo caption (bottom); p. 217, Photo caption; p. 251, Act. B; p. 282, Reading Check (bottom); p. 285, Comprendes? activity (#2, #4); p. 317, Video; p. 407, Introducción TE: p. 3, Cultural Snapshot; p. 18D, Connection to Fine Art; p. 23, Cultural Snapshot; p. 54D, Recipe, Connection to Fine Art; p. 56, Present; p. 70, Comunidades; p. 88D, Recipe; p. 95, Cultural Snapshot; p. 97, About the Spanish Language; p. 106, Go Online! (Cultura en vivo video); p. 113, Cultura; p. 124C, Chapter Project (#2); p. 124D, Habla en verso; pp. 126 127, Cultural Snapshot; p. 141, Cultural Snapshot; p. 147, Cultural Snapshot; p. 165, Act. 5; p. 192C, Chapter Project (Expansion); p. 192D, Recipe; p. 262D, Maracas; p. 285, Cultural Snapshot; p. 294D, Yarn Paintings; p. 317, Go Online! (Cultura en vivo video); p. 322, Cultural Snapshot SE: p. 113, Act. C; p. 137, Cultura; p. 165, Act. 7; p. 180, Durante la lectura; p. 181, Act. D; p. 256, Act. 3; p. 323, Tarea TE: p. 35, Go Online! (Cultura en vivo video); p. 54D, Connection to Fine Art; p. 88D, Connection to Fine Art; p. 180, Core Instruction (Step 1); p. 181, Cultura; p. 192D, Campaña de salud; p. 217, Conexiones; p. 262C, Chapter Project (Expansion); p. 285, Go Online! (Cultura en vivo video); p. 296, Present; p. 315, Go Online! (Diálogo en vivo video); p. 350, Cultural Snapshot; p. 364, Present ASSESSMENT: Chapter 3: Reading and Writing Test (Form B); Chapter 4: Reading and Writing Test (Form A) Así se dice! Spanish 1 Florida Correlation page 12