correlated to the Virginia Spanish II Textbook Correlation Matrices
Person-to-Person Communication SII.1 The student will exchange simple spoken and written information in Spanish. TE: 50, 102, 103, 134, 160, 176, 244, 250, 377 1. Ask questions and provide responses based on self, others, and the immediate environment, such as exchanges concerning people and things, plans and events, feelings and emotions, and direction and location. TE: 24, 45, 91, 124, 146, 237, 266, 288, 294, 310 2. Give and follow basic instructions and directions in Spanish. TE: 29A, 103A, 177A, 189, 198, 215, 220, 233, 251A, 325A 1
Person-to-Person Communication SII.2 The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in Spanish using familiar and recombined phrases and sentences. TE: T39, 72, 103, 134, 211, 244, 294, 318, 415, 442 1. Participate in brief oral and written exchanges that reflect present as well as past and future time. TE: 19, 50, 61, 88, 124, 146, 237, 336, 346, 363 2. Use simple paraphrasing and non-verbal behaviors to convey and comprehend messages. TE: 45, 78, 89, 103A, 109, 146, 193, 251A, 310, 361 2
Listening and Reading for Understanding SIII.3 The student will understand basic spoken and written Spanish based on new topics in a familiar context that are presented through a variety of media. TE: T29, T34-T35, 120, 130, 204, 256, 300, 312, 386, 416 1. Understand main ideas and identify essential details when reading and listening in Spanish. TE: 34, 46-47, 56, 78, 90-91, 108, 182, 194, 268 Audio: Disc 1, Track 11 2. Understand culturally authentic announcements, messages, and advertisements that use some new as well as familiar information in Spanish. 3. Understand and follow simple instructions in consumer and informational materials in Spanish, such as those for following recipes or using computers. TE: 75, 91, 268-269, 335, 340, 362, 388-389, 436 Audio: Disc 3, Track 3; Disc 7, Track 4 TE: 103B, 149, 167, 177B, 208, 211, 233, 251A, 287 Audio: Disc 11, Track 4 3
Listening and Reading for Understanding SII.4 The student will use verbal and non-verbal cues to interpret spoken and written texts in Spanish. TE: 193, 226, 300 1. Differentiate among increasingly complex statements, questions, and exclamations. TE: 13, 45, 84, 88, 146, 188, 190, 210, 230, 232 2. Interpret gestures, body language, and intonation in order to clarify the message. TE: 78, 120, 183, 226, 227, 353, 405, 426, 427 4
Listening and Reading for Understanding SII.5 The student will present orally and in writing information in Spanish that combines learned as well as original language in simple sentences and paragraphs. TE: T39, T40-T41, 61, 88, 246-247, 320-321, 394-395, 466 1. Relate with some detail the main ideas from level-appropriate print or non-print materials in Spanish. TE: 93, 165, 217, 239, 291, 365, 387, 417, 438, 457 2. Present information in Spanish using structures that reflect present as well as past and future time. TE: 29A, 67, 72, 98-99, 124, 130, 172-173, 289, 325A, 392 3. Demonstrate attention to accuracy in intonation and pronunciation when speaking Spanish. TE: 103A, 120, 146, 177A, 193, 195, 288, 342, 443, 460 4 Demonstrate attention to accuracy in word order, punctuation, accents and other diacritical marks, and spelling when writing in Spanish. TE: 99, 173, 193, 215, 247, 321, 395, 468-469 5
Listening and Reading for Understanding SII.6 The student will present rehearsed and unrehearsed material in Spanish, including skits, poems, plays, short narratives, and/or songs. TE: T42, 98-99, 211, 246-247, 318, 399A 1. Use appropriate verbal and nonverbal techniques, such as voice inflection, gestures, and facial expression. TE: 55, 88, 103A, 120, 146, 177A, 193, 251A, 325A, 460 2. Communicate ideas in an organized manner using appropriate visual and/or technological support TE: 29A, 88, 96, 172-173, 193, 217, 236, 267, 289, 320-321 6
Listening and Reading for Understanding SII.7 The student will demonstrate an understanding of the perspectives, practices, and products of Spanish-speaking cultures and how they are interrelated. TE: T36-T37, 26-27, 100-101, 103, 174-175, 176-177, 248-249, 322-323, 325, 396-397 1. Participate in real or simulated cultural events, such as family activities and holiday celebrations. TE: 29A, 103A, 103B, 105, 126-127, 131, 134, 147, 177B, 251B 2. Identify and discuss patterns of behavior typically associated with Spanish-speaking cultures, such as observance of business practices and celebration of national holidays. 3. Examine the influence of the geography of Spanish-speaking countries on cultural elements, such as food, clothing, dwellings, transportation, language, and art. TE: 81, 103A, 127, 147, 231, 240, 399, 423, 427, 455 TE: xxxiv-xxxix, 93, 165, 195, 216, 325A, 343, 346, 363, 420 7
Listening and Reading for Understanding SII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another. 1. Give examples of the influence of the Spanish language and Spanish-speaking cultures in other subject areas, such as Spanish words used in the English language or contributions of important mathematicians and scientists from Spanishspeaking countries. 2. Relate information acquired in other subjects to topics discussed in the Spanish class, such as use of the metric system for measuring distance, volume, and weight or how modes of transportation reflect the economy and geography of Spanishspeaking countries. TE: 29, 72, 96, 103, 177, 250, 251, 325, 399, 420 TE: 27, 69, 124, 165, 239, 241, 249, 272, 290, 337 TE: 124, 146, 198, 238-239, 244, 251A, 294, 343, 346, 392 8
Listening and Reading for Understanding SII.9 The student will demonstrate an understanding of cultural similarities and differences between the Spanish-speaking world and the United States. TE: T36-T37, 29, 103, 177, 251, 324, 325, 399 1. Identify similarities and differences of traditions, such as holidays, foods, family, and celebrations. TE: 81, 103A, 127, 152, 166-167, 209, 231, 240-241, 340, 455 2. Identify similarities and differences of the geography of Spanish-speaking countries and the United States and their impact on aspects of culture, such as clothing, foods, transportation, dwellings, recreation, and the arts. TE: 81, 103A, 127, 152, 166-167, 209, 231, 240-241, 340, 455 9
Listening and Reading for Understanding SII.10 The student will develop a better understanding of the English language through the study of Spanish. TE: T32-T33, 324, R24-R29 1. Recognize critical sound distinctions and intonation in the Spanish and English languages in communicating meaning. TE: 67, 71, 89, 119, 136, 186, 189, 259, 265 2. Compare vocabulary usage and structural patterns of Spanish and English. TE: 7, 9, 10, 46, 84, 112, 159, 186, 190, 232 3. Use level-appropriate idiomatic expressions in Spanish. TE: 9, 88, 118, 230, 261, 311, 358, 363, 375, 383 10
Listening and Reading for Understanding SII.11 The student will develop and apply Spanish language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational purposes. 1 Illustrate how the Spanish language and Spanish-speaking cultures are evident in and through media, entertainment, and technology. 2. Illustrate how the Spanish language and Spanish-speaking cultures are evident in and through media, entertainment, and technology. TE: T39, 50, 102, 170, 177, 220, 251, 325, 398, 399 TE: 26-27, 29, 46-47, 53, 75, 88, 91, 161, 290-291, 463 TE: T64, 15, 29, 51, 89, 91, 147, 273, 393, 443 11
Additional Criteria Materials are presented in an organized, logical manner and are appropriate for the age, grade, and maturity of the students. Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. TE: Materials are presented in an organized, logical manner and are appropriate for age, grade, and maturity of the students. See the Table of Contents, as well as the Scope and Sequence in any Teacher s Edition, pp. T12-T23. 1. Materials are organized appropriately within and among units of study. TE: Each textbook level contains six units of instruction. Materials are organized appropriately within and among these units. See the Scope and Sequence, pp. T12-T23 of any Teacher s Edition. 2. Format design includes title, subheadings, and appropriate cross-referencing for each use. TE: Each lesson (Etapa) subsection is clearly labeled (pp. 32, 34, 36, etc.). The A, B, C, D labeling within each lesson provides an additional roadmap for students and teachers. Lesson objectives are listed at the beginning of lesson (page 30). Lesson objectives are repeated within the lesson, as well as at the end of the lesson (pp. 37, 38, 48). 3. Writing style and vocabulary are appropriate. TE: The writing style and vocabulary are appropriate for high school students. All directions to activities are presented in Spanish, with helpful hints in English (page 119). 12
Additional Criteria Materials are presented in an organized, logical manner and are appropriate for the age, grade, and maturity of the students. (continued) 4. Graphics and illustrations are appropriate. Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. TE: Graphics and illustrations are appropriate for this age level. All graphics and illustrations have been chosen to appeal to the high school level student. 5. Sufficient activities are provided to promote depth of understanding and development of skills. TE: New material is presented through meaningful, real-life applications. Each skill is introduced, practiced, and reviewed thoroughly within each Etapa. Part D provides activities for students to bring together all new concepts (page 119).Subsequent Etapas recycle these skills in speaking, listening, reading and writing activities. 13
Additional Criteria Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. Materials present content in an accurate, unbiased manner. TE: The En español! materials are presented in an accurate and unbiased manner. 1. Materials do not contain content errors (omissions of current content, out-of-date content, overgeneralizations, etc.). TE: Materials do not contain content errors. All content has been updated for the edition. Evidence includes the Almanaque cultural data provided at the beginning of each unit of instruction (pp. 27, 175, 249, etc.) 2. Materials do not contain production errors (misspelled word, word omissions, incorrect answers). TE: Materials do not contain production errors. Now in its second edition, the En español! program has gone through several reprint correction cycles. 14
Additional Criteria Materials present content in an accurate, unbiased manner. (continued) Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. 3. The materials use examples from a variety of countries where the language is the native language spoken. TE: All 21 Spanish-speaking countries are addressed over the 4-level En español! series. Each instructional unit is set in a particular geographic country/region in order to provide cultural and linguistic examples of each country where Spanish is spoken. 4. An appropriate ratio of activities and assessments is provided for listening, speaking, reading and writing skills. TE: Each practice activity is clearly labeled regarding skill focus, i.e., listening, speaking, reading and writing. At the end of each lesson (Etapa) students self-assess these skills in the En uso section (pp. 122-124). The Assessment Program, located in each Unit Resource Book includes a variety of formats for assessing the four skills, plus culture. 15
Additional Criteria Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. Materials promote student assessment as an integral part of the instruction process. TE: Assessment is an integral part of the instruction process as seen by the self assessment in the En uso section at the end of each lesson (Etapa), as well as by the variety of formats for student assessment found in each Unit Resource Book (ancillary). 1. Assessment suggestions and scoring criteria, rubrics or checklists for student performances on work including all four skills, listening, speaking, reading, writing, and culture are provided. TE: a) Rubrics for Portfolio Writing appear at the bottom of the page, where appropriate, in each Etapa. (pp. 44, 122) b) Rubrics for speaking and writing appear consistently on the side bar of each En resumen spread (the last spread of each Etapa). c) Extensive rubrics for writing appear on the side bar with each endof-unit En tu propia voz process writing spread (pp. 172-173). Assessment Program (see any Unit Resource Book [URB]) a) Etapa Exams (Forms A & B): Rubrics consistently accompany each writing and speaking section of the test. b) Examen para hispanohablantes: Rubrics consistently accompany each writing and speaking section of the test. c) Portfolio Assessment: Rubrics consistently accompany each of the two portfolio assessment projects. Assessment suggestions, student test-taking strategies, and scoring criteria are included in the Assessment Program located in each Unit Resource Book (teacher ancillary). 16
Additional Criteria Materials promote student assessment as an integral part of the instruction process. (continued) Evidence Please provide information that will assist the reviewers in identifying support for the following criterion indicators. 2. Assessment items reflect the rigor and the intent of the standards. Assessments are included that require students to use higher order thinking skills to apply, analyze, evaluate and make decisions or recommendations. TE: The Assessment Program located in each teacher Unit Resource Book includes higher order thinking skills. The Assessment Program includes a variety of assessment formats, and measures all four skills, plus culture. Each lesson test includes higher order thinking skills. Each Unit Comprehensive Test further emphasizes the use of higher order thinking skills. 3. Student assessments include evidence of the need for global perspectives and cultural awareness. TE: The Etapa Review projects provide opportunities for students to expand on the cultural theme, and gives teachers a scoring rubric. (page 295). Each Unit Resource Book includes opportunities for cultural awareness assessment, including lectura y cultura selections in both the Etapa Exams and Examen para hispanohablantes and the Cultura Multiple Choice Test Items. 17
VA 249 5/ CC2