SERIE AMIGOS A CORRELATION WITH THE FLORIDA FOREIGN LANGUAGE STANDARDS

Similar documents
Monticello Community School District K 12th Grade. Spanish Standards and Benchmarks

Ohio s New Learning Standards: K-12 World Languages

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.

Spanish IV Textbook Correlation Matrices Level IV Standards of Learning Publisher: Pearson Prentice Hall

West Windsor-Plainsboro Regional School District Spanish 2

Name of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1

Spanish III Class Description

Strands & Standards Reference Guide for World Languages

One Stop Shop For Educators

Pronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves...

Language Acquisition Chart

Making Sales Calls. Watertown High School, Watertown, Massachusetts. 1 hour, 4 5 days per week

Florida Reading Endorsement Alignment Matrix Competency 1

Abbey Academies Trust. Every Child Matters

Creating Travel Advice

TEKS Correlations Proclamation 2017

National Standards for Foreign Language Education

TEKS Comments Louisiana GLE

Preschool - Pre-Kindergarten (Page 1 of 1)

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

5. UPPER INTERMEDIATE

Arlington Public Schools STARTALK Curriculum Framework for Arabic

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda

THE HEAD START CHILD OUTCOMES FRAMEWORK

Poll. How do you feel when someone says assessment? How do your students feel?

English Language Arts Missouri Learning Standards Grade-Level Expectations

World Languages Unpacked Content for Classical Language Programs What is the purpose of this document?

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy

Student Name: OSIS#: DOB: / / School: Grade:

EMC Publishing s C est à toi! Level 3, 2 nd edition Correlated to the Oregon World Language Content Standards

IMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK

Pearson Longman Keystone Book D 2013

English as a Second Language Unpacked Content

Cheeky Monkey COURSES FOR CHILDREN. Kathryn Harper and Claire Medwell

SPRING GROVE AREA SCHOOL DISTRICT

Interpretive (seeing) Interpersonal (speaking and short phrases)

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.

Language Center. Course Catalog

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses

The Use of Drama and Dramatic Activities in English Language Teaching

Present tense I need Yo necesito. Present tense It s. Hace. Lueve.

About this unit. Lesson one

Primary Years Programme. Arts scope and sequence

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.

MISSISSIPPI OCCUPATIONAL DIPLOMA EMPLOYMENT ENGLISH I: NINTH, TENTH, ELEVENTH AND TWELFTH GRADES

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

The Common European Framework of Reference for Languages p. 58 to p. 82

International School of Kigali, Rwanda

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN

Greeley-Evans School District 6 French 1, French 1A Curriculum Guide

Geographical Location School, Schedules, Classmates, Activities,

Middle School Curriculum Guide

GOLD Objectives for Development & Learning: Birth Through Third Grade

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE

Pearson Longman Keystone Book F 2013

West Windsor-Plainsboro Regional School District French Grade 7

California Department of Education English Language Development Standards for Grade 8

Pontificia Universidad Católica del Ecuador Facultad de Comunicación, Lingüística y Literatura Escuela de Lenguas Sección de Inglés

Philosophy of Literacy Education. Becoming literate is a complex step by step process that begins at birth. The National

Learning Microsoft Office Excel

IB Diploma Program Language Policy San Jose High School

CEFR Overall Illustrative English Proficiency Scales

ITALIAN I GRADES THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618

Large Kindergarten Centers Icons

RUSSIAN LANGUAGE, INTERMEDIATE LEVEL

First Grade Curriculum Highlights: In alignment with the Common Core Standards

Paraprofessional Evaluation: School Year:

Seventh Grade Course Catalog

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None

Teachers Guide Chair Study

Mcgraw Hill 2nd Grade Math

Introduction to the Common European Framework (CEF)

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

21st Century Community Learning Center

Kent Island High School Spring 2016 Señora Bunker. Room: (Planning 11:30-12:45)

Implementing the English Language Arts Common Core State Standards

Degree Qualification Profiles Intellectual Skills

Guided Reading with A SPECIAL DAY written and illustrated by Anne Sibley O Brien

and secondary sources, attending to such features as the date and origin of the information.

Study Center in Buenos Aires, Argentina

Public Speaking Rubric

Tap vs. Bottled Water

Literature and the Language Arts Experiencing Literature

What does Quality Look Like?

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Characteristics of the Text Genre Informational Text Text Structure

AP Spanish Language and Culture Summer Work Sra. Wild Village Christian School

Tour. English Discoveries Online

Holt Spanish 1 Answer Key Grammar Tutor

Scholastic Leveled Bookroom

My Identity, Your Identity: Historical Landmarks/Famous Places

ADVANCED PLACEMENT SPANISH

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs

Speaking Tasks For Nys Spanish Proficiency

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Orange Coast College Spanish 180 T, Th Syllabus. Instructor: Jeff Brown

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS

Transcription:

SERIE AMIGOS A CORRELATION WITH THE FLORIDA FOREIGN LANGUAGE STANDARDS 1

INTRODUCTION This document has been designed to assist districts as they develop their philosophies and their implementation of foreign language programs in the elementary school. This correlation follows The Florida Foreign Language Curriculum Frameworks, which were developed to assist students to be able to function in more than one language. In order to meet the challenges of the 21st century, the citizens of Florida must learn to live and work in a multilingual, multicultural society. Therefore, it is imperative that the school systems educate citizens to be proficient in languages other than English and assure a level of language proficiency that will positively impact Florida s multilingual, multicultural, social, and economic environment. provides the opportunities that will allow students to acquire proficiency in a second language as well as enhance the heritage language of those students whose first language is Spanish. FOREIGN LANGUAGES AND STATE REQUIREMENTS The Florida Curriculum Framework for Foreign Languages outlines sequential learner expectations. This framework defines proficiency activities through performance tasks that ideally would begin at Pre-K and continue through the 12th grade. Initial study of the target language, regardless of grade placement, would begin at a primary level. When using this framework, program planners should keep in mind that these concepts are not to be viewed as rigidly sequential, but rather as developmentally continuous and progressive. In order for students to reach a confident level of second language proficiency, they will most likely need to follow a sequentially articulated program that extends over the K-5 continuum. A student s level of language proficiency depends on the quality and length of exposure to language experiences. In proficiency focuses on meaningful and functional interaction in the context of the target language and culture. Teaching for proficiency requires a direction that includes sociolinguistics, metalinguistics, and communicative strategies. It restricts formal and extensive grammar explanations to only those that are appropriately embedded within the context of a lesson, because the purpose of instruction is not to teach the language but to allow the student to acquire the language, much the same as one acquires as a child his or her heritage language. 2

THE CURRICULUM FRAMEWORK STRUCTURE The standards presented in The Florida Foreign Language Curriculum Frameworks have a specific hierarchic structure. There are several levels of information, each more specific than the next. Strand = label (word or short phrase) for a category of knowledge, such as culture, reading, algebraic thinking, nature of matter Standard = general statement of expected learner achievement. A strand is the most general type of information. A strand is a label for a category of knowledge under which standards are subsumed. For example, there are five strands in foreign languages: Strand A: Communication Strand B: Culture Strand C: Connections Strand D: Comparisons Strand E: Experiences Each of these strands contains at least one standard. A standard is a description of general expectations regarding knowledge and skill development within a strand. For example, within foreign language Standards = identification of the specific Goal 3 standards that are incorporated into the sample performance descriptions. Level: Grade levels in which the benchmarks can be accomplished. Benchmark = learner expectations (what a student should know and be able to do) at the end of the developmental levels of grades PreK-2, 3-5. The strands, standards, and benchmarks make up the Florida Foreign Language Curriculum Frameworks, which are part of the Sunshine State Standards. These have been adopted by the State Board of Education as a rule, 6A-1.09401, FAC. 3

Summary of Strands and Standards for Foreign Languages A. Communication 1. The student engages in conversation, expresses feelings and emotions, and exchanges opinions. 2. The student understands and interprets spoken and written language on a variety of topics. 3. The student presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics. B. Culture 1. The student understands the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices. C. Connections 1. The student reinforces and furthers knowledge of other disciplines through foreign language. 2. The student acquires information and perspectives that are available only through the foreign language and within the target culture. D. Comparisons 1. The student recognizes that languages have different patterns of communication and applies this knowledge to his or her own culture. 2. The student recognizes that cultures have different patterns of interaction and applies this knowledge to his or her own culture. E. Experiences 1. The student uses the language within and beyond the school setting. 4

CORRELATION OF WITH FLORIDA FOREIGN LANGUAGES Grade K STRAND STANDARD BENCHMARK A. Communication 1. The student engages in conversation, expresses feelings and emotions, and exchanges opinions. FL.A.1.1.1 The demonstrates likes and dislikes when asked simple questions (e.g., about toys or other objects). Teacher s Guide Chapters 1-12: Section: Éxploración General, In all chapters, and Leer para aprender 1, 2, 3, 4 Ficha (Worksheet): 1 FL.A.1.1.2 The greets others and responds to simple greetings in the target language. Teacher s Guide Chapters 1, 2, 3: Section: Exploración General FL.A.1.1.3 The Uses appropriate gestures and expressions (i.e., body language). Throughout Level 5

CORRELATION OF WITH FOREIGN LANGUAGES Grade K STRAND STANDARD BENCHMARK A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.1.1 The follows simple instructions provided by the teacher to carry out a classroom task. FL.A.2.1.2 The restates simple information from materials presented orally and visually. Throughout Level Teacher s Guide Chapters 1-12: Section: Exploración General, All chapters Español K Chapters 1-12: Section: Lectura de imagen and Pensamiento lógico, All chapters Lectura K All chapters from 1-12 Libros Mágicos All chapters 6 Música K CD Lecturas narradas K CD

CORRELATION OF WITH FOREIGN LANGUAGES Grade K STRAND STANDARD BENCHMARK FL.A.2.1.3 The understands oral messages that are based on familiar themes and vocabulary (e.g., topics such as everyday school and home activities). Teacher s Guide Chapters 1, 2, 3: Sections: Exploración General and Aplicación General, In each chapter Español K Chapters 1, 2, 3: Section: Jugamos y creamos Lectura K Chapters 1, 2, 3 FL.A.2.1.4 The listens to information provided in the target language and responds through drawings. Teacher s Guide Chapters 1-12: Section: Exploración General, All chapters Español K Chapters 1-12: Sections: Entiendo la lectura, Letter C and Jugamos y creamos, Letter B, In each chapter 7

CORRELATION OF WITH FOREIGN LANGUAGES Grade K STRAND STANDARD BENCHMARK A. Communication 3. The student presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics. FL.A.3.1.1 The provides simple information in spoken form (e.g., objects present in his or her everyday environment, or common school and home activities). Throughout Level 8

CORRELATION OF WITH FOREIGN LANGUAGES Grade K STRAND STANDARD BENCHMARK B. Culture 1.The student understands the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices. FL.B.1.1.1 The participates in ageappropriate cultural activities (e.g., games, songs, and birthday celebrations). Teacher s Guide Chapters 1, 2, 3, 8: Section: Exploración General Español K Chapters 1, 2, 3, 8: Section: Lectura de imagen, poems Lectura K Chapters 1, 2, 3, 8: poems Carteles de Lectura Chapters 1, 2, 3, 8: rhymes FL.B.1.1.2 The recognizes patterns of social behavior or social interaction in various settings (e.g., school, family). 9 Música K CD Teacher s Guide Chapters 1, 2, 3, 8: Section: Exploración General Español K Chapters 1, 2, 3, 8: Section: Lectura de imagen, poems

Lectura K Chapters 1, 2, 3, 8: poems Carteles de Lectura Chapters 1, 2, 3, 8: rhymes Música K CD 10

CORRELATION OF WITH FOREIGN LANGUAGES Grade K STRAND STANDARD BENCHMARK B. Culture 1.The student understands the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices. FL.B.1.1.3 The recognizes various familiar objects of the target culture (e.g., toys, dresses, and typical foods). Teacher s Guide Chapter 8: pages 74, 75 Español K Chapter 8: Section: Entiendo la lectura, pages 28, 29 Ficha (Worksheet) 26 11

CORRELATION OF WITH FOREIGN LANGUAGES Grade K STRAND STANDARD BENCHMARK C. Connections 1. The student reinforces and furthers knowledge of other disciplines through foreign language. FL.C.1.1.1 The uses simple vocabulary to identify familiar objects and concepts from other disciplines. Teacher s Guide Sections: Exploración General and Columnas al margen: Ciencias y/o Matemáticas Chapters 6, 7, 9, 10, 12 Lectura K Chapters 6, 7, 9, 10, 12 Español K Sections: Entiendo la lectura and Pensamiento lógico in chapters 6, 7, 9, 10, 12 Taller de Lectura chapter 6 Música K CD 12

STRAND STANDARD BENCHMARK FL.C.1.1.2 The participates in an activity in the targetlanguage class that is based on a concept taught in a content class (e.g., shapes). Español K Volume 1 Chapter 1: page 9 Chapter 2: page 27 Chapter 3: page 45 Chapter 4: page 65 Chapter 5: page 83 Chapter 6: page 101 Volume 2 Chapter 7: page 9 Chapter 8: page 27 Chapter 9: page 45 Chapter 10: page 65 Chapter 11: page 83 Chapter 12: page 101 13

CORRELATION OF WITH FOREIGN LANGUAGES Grade K STRAND STANDARD BENCHMARK C. Connections 2. The student acquires information and perspectives that are available only through the foreign language and within the target culture. FL.C.2.1.1 The uses the target language to gain access to information that is only available through the target language or within the target culture (listens to a story told in the target language). Teacher s Guide Section: Exploración General, Conceptualización and Aplicación, All chapters CD: All chapters Música K CD Libros Mágicos Big Books Lectura K All chapters 14

CORRELATION OF WITH FOREIGN LANGUAGES Grade K STRAND STANDARD BENCHMARK D. Comparisons 1. The student recognizes that languages have different patterns of communication and applies this knowledge to his or her own culture. FL.D.1.1.1 The knows examples of word borrowed from one language to another. FL.D.1.1.2 The uses simple vocabulary and short phrases in the target language. Throughout Level 15

CORRELATION OF WITH FOREIGN LANGUAGES Grade K STRAND STANDARD BENCHMARK D. Comparisons 2. The student recognizes that cultures have different patterns of interaction and applies this knowledge to his or her own culture. FL.D.2.1.1 The knows the similarities and differences between the patterns of behavior of the target culture related to celebrations and holidays. FL.D.2.1.2 The Recognizes that there are similarities and differences between objects from the target culture and objects from the local culture. Teacher s Guide Section: Exploración General Chapters 1, 2, 3, 4, 8, 11 Lectura K Pages 8-20, 21-34, 35-48, 50-62, 105-118, 147-160 Español K Chapters 1, 2, 3, 4, 8, 11 Sections: Entiendo la lectura and Jugamos y creamos (In each chapter) Teacher s Guide Columna al margen (margin column): Atención a la diversidad (All chapters) Español K Volume 1: Chapters 1, 2, 3, 4 Pages 9-65 Volume 2: Chapters 8, 11 Pages 27-43 and 83-99 16 Lectura K

Chapters 1, 2, 3, 4, 8 and 11 Música K CD: Chapters 1, 2, 3, 4, 8 and 11 Lecturas narradas K (CD) Chapters 1, 2, 3, 4, 8 and 11 17

CORRELATION OF WITH FOREIGN LANGUAGES Grade K STRAND STANDARD BENCHMARK E. Experiences 1. The student uses the language within and beyond the school setting. FL.E.1.2.1 The knows that many people in the United States use languages other than English on a daily basis. Teacher s Guide Chapters 1 through 12 Columnas al margen: Atención a la diversidad, Educación Cívica y Ética and Estrategia : All chapters Libros Mágicos All chapters Carteles de Lectura All chapters FL.E.1.2.2 The demonstrates awareness that there are people who are able to master the target language. Música K CD Throughout Level 18

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 STRAND STANDARD BENCHMARK A. Communication 1. The student engages in conversation, expresses feelings and emotions, and exchanges opinions. FL.A.1.1.1 The expresses likes and dislikes when asked simple questions (e.g., about toys or other objects). Teacher s Guide Chapter 2: page 4 Chapter 6: page 83 Chapter 7: page 95 Chapter 9: page 107 Chapter 15: page 161 Chapter 16: pages 167, 170 Chapter 19: pages 194 Español 1 Volume 1 Chapter 2: page 58B Chapter 6: page 142C Chapter 7: page 171D Chapter 9: page 202C Volume 2 Chapter 15: page 127 Chapter 16: pages 140C, 147 Chapter 19: page 202C 19

FL.A.1.1.2 The greets others and exchanges essential personal information. Teacher s Guide Chapters 1 through 20 Section: Exploración, In all chapters Español 1 Volume 1 and 2 Section: Lectura de Imagen, In all chapters Música 1 CD Carteles de Lectura 1 Libros Mágicos 1 20

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 STRAND STANDARD BENCHMARK A. Communication 1. The student engages in conversation, expresses feelings and emotions, and exchanges opinions. FL.A.1.1.3 The uses appropriate gestures and expressions (i.e., body language) to complete or enhance verbal messages. Throughout Level 21

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 STRAND STANDARD BENCHMARK A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.1.1 The follows and gives simple instructions (e.g., instructions to participate in games). Teacher s Guide Chapter Enlace: page 35 (1) Chapter 1: page 43 (1) Chapter 2: page 51 (1) Chapter 4: page 64, 68 (Educación Cívica y Ética) Chapter 10: page 121 (1) Chapter 12: page 134 (Educación Ambiental) 22

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.1.2 The restates simple information from materials presented orally, visually, and graphically in class. The student restates simple information supported by visuals that relate to familiar topics. (Ex: foods, sports, etc.) Teacher s Guide Chapter 3: page 56 (Atención a la diversidad), 57 (Estrategia), page 61 (Assessment) Chapter 15: page 163 (1) Chapter 17: page 179 (1) Ficha (Worksheet) 61 Español 1 Volume 2 Chapter 15: pages 127, 129D Chapter 17: pages 170, 171 Música 1 CD 23

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.1.3 The understands oral messages that are based on familiar themes and vocabulary (e.g., everyday school and home activities). The student identifies words and phrases, which are based on familiar themes used on everyday classroom activities. Ex: greetings, actions at school, following classroom directions). Throughout Level 24

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.1.4 The listens and follows a story in the target language and responds through role-playing, drawing, or singing. The student shows comprehension of reading selection by responding through drawings. Teacher s Guide Chapter Enlace: page 31 Chapter 1: pages 39, 42 Chapter 2: pages 46, 49 Chapter 3: pages 56, 60 Chapter 4: pages 64, 65 Chapter 5: pages 72, 73 Chapter 6: pages 83, 84 Chapter 7: pages 91, 94 Chapter 8: page 100 Chapter 9: pages 107, 111 Chapter 10: page 117 Chapter 11: page 125 Chapter 12: pages 134, 137 Chapter 13: page 141 Chapter 14: pages 151, 154 Chapter 17: pages 174, 177 Chapter 19: page 192 Chapter 20: page 200 Español 1 Volume 1 Chapter Enlace: pages 17A, 19 25

26 Chapter 1: pages 39, 45 Chapter 2: pages 59, 65 Chapter 3: pages 81, 87 Chapter 4: pages 101, 107B Chapter 5: pages 121, 127 Chapter 6: pages 143, 149 Chapter 7: pages 163E, 169 Chapter 8: page 183 Chapter 9: pages 203, 209B Volume 2 Chapter 10: page 19 Chapter 11: page 39 Chapter 12: pages 59, 67E Chapter 13: page 78 Chapter 14: pages 101, 107A Chapter 17: pages 161, 167 Chapter 19: page 203E Chapter 20: page 223F

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 A. Communication 3. The student presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics. FL.A.3.1.1 The provides simple information in spoken form (e.g., descriptions of objects present in school and home activities). The student describes objects and Ficha (Worksheet)s from a flash card, using simple vocabulary from his/her everyday school environment. (Ex: the crayon is red.) Tarjetero (Flash cards) All chapters Illustration (Opening Image) All chapters 27

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 B. Culture 1. The student understands the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices. FL.B.1.1.1 The participates in ageappropriate cultural activities (e.g., games, rhymes, and songs). The student sings and acts out songs from the target culture. Teacher s Guide Chapter Enlace through 20: Section: Exploración, In each chapter Chapter Enlace: page 35 (1) Chapter 1: page 43 (1) Chapter 2: page 51 (1) Chapter 4: page 64, 68 (Educación Cívica y Ética) Chapter 10: page 121 (1) Chapter 12: page 134 (Educación Ambiental) Español 1 Volumes 1 and 2 Chapters Enlace through 20: Rhymes and Section: Repasamos y jugamos, In all chapters Lectura 1 Chapter 1: pages 18-21 Chapter 3: pages 37-39 Chapter 4: pages 44-49 28

Carteles de Lectura 1 Música 1 CD Lecturas narradas 1 CD 29

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 B. Culture 1.The student understands the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices. FL.B.1.1.2 The recognizes patterns of social behavior or social interaction in various settings (e.g., school, family). The student interacts with others while singing, dancing, or acting out selected children s songs from the target culture. Música 1 CD 30

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 B. Culture 1.The student understands the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices. FL.B.1.1.3 The recognizes various familiar objects and norms of the target culture (e.g., toys, dresses, and typical foods). The student identifies common foods typical of the target language and responds to questions related to them. Teacher s Guide Chapter 2: page 4 Chapter 6: page 83 Chapter 7: page 95 Chapter 9: page 107 Chapter 15: page 161 Chapter 16: pages 167, 170 Chapter 19: pages 194 Español 1 Volume 1 Chapter 2: page 58B Chapter 6: page 142C Chapter 7: page 171D Chapter 9: page 202C Volume 2 Chapter 15: page 127 Chapter 16: pages 140C, 147 Chapter 19: page 202C 31

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 C. Connections 1. The student reinforces and furthers knowledge of other disciplines through foreign language. FL.C.1.1.1 The uses simple vocabulary and phrases to identify familiar objects from other disciplines. The student utilizes in simple sentences vocabulary from other content areas, such as shapes, numbers (1-20), days of the week. Teacher s Guide Chapter 5: page 124 Español 1 Volume 1 Chapter 5: page 122B (shapes) 32

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 STRAND STANDARD BENCHMARK C. Connections 1. The student reinforces and furthers knowledge of other disciplines through foreign language. FL.C.1.1.2 The participates in an activity in the targetlanguage class that is based on a concept taught in a content class. Teacher s Guide Chapters 1 through 20 Columnas al margen (margin columns): Conexión Curricular on Matemáticas o Ciencias Taller de Lectura: Leer para aprender #1 pages 52-53, #2 pages 78-79, #3 pages 112-113, #4 pages 146-147 Español 1 Volume 1 Chapter 2: Leer para aprender, pages 68, 69 Chapter 3: pages 89E Chapter 5: Leer para aprender, pages 130, 131 Chapter 9: Leer para aprender, pages 212, 213 Volume 2 Chapter 13: Leer para aprender, pages 88, 89 33

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 C. Connection 2. The student acquires information and perspectives that are available only through the foreign language and within the target culture. FL.C.2.1.1 The uses the target language to gain access to information that is only available through the target language or within the target culture (listens to a story told in the target language). The student participates in activities that relate to cultural traditions from the target culture through songs, games, dances, show and tell. (Ex: celebrating a birthday party following the customs of the target culture.) Teacher s Guide Chapter 5: pages 78, 79 Chapter 9: pages 112, 113 Chapter 13: pages 146, 147 Chapter 15: pages 160-163 Chapter 17: pages 180, 181 Chapter 20: pages 206-207 Español 1 Volume 1 Chapter 5: pages 130, 131 Chapter 9: pages 212, 213 Volume 2 Chapter 13: pages 88, 89 Chapter 15: pages 121, 123, 127, 129 Chapter 17: pages 170, 171 Chapter 20: pages 232, 233 34

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 D. Comparisons 1. The student recognizes that languages have different patterns of communication and applies this knowledge to his or her own culture. FL.D.1.1.1 The knows examples of words borrowed from one language to another. The student recognizes simple vocabulary and short phrases borrowed from one language to another. Ex; garage, kiosk, etc. Teacher s Guide Chapter 14: pages 151, 152 Ficha (Worksheets) 58, 59 Español 1 Volume 2 Chapter 14: pages 102, 103, 106B Cuaderno 1 Chapter 14: pages 88, 89, 93 Tarjetero All chapters Lectura 1 Chapter 14: pages 158, 159 35

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 D. Comparisons 1. The student recognizes that languages have different patterns of communication and applies this knowledge to his or her own culture. FL.D.1.1.2 The uses simple vocabulary and short phrases in the target language. The student uses phrases in the target language that relate to daily expressions. (Ex: How are you? Fine, thank you, etc.) Throughout Level 36

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 D. Comparisons 2. The student recognizes that cultures have different patterns of interaction and applies this knowledge to his or her own culture. FL.D.2.1.1 The knows the similarities and differences between the patterns of behavior of the target culture related to recreation, celebrations and holidays. F.L.D.2.1.2 The recognizes that there are similarities and differences between objects from the target culture and objects from the local culture. The student recognizes similarities and differences in topics related to clothing, foods, and holidays between the target culture and his/her own culture. The student recognizes similarities and differences between objects from the target culture and his/her own culture. Ex: clothing, foods, etc. Throughout Level Throughout Level 37

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 E. Experiences 1. The student uses the language within and beyond the school setting. FL.E.1.2.1 The knows that many people in the United States use languages other than English on a daily basis. The student identifies places where people speak languages other than English in and outside of the United States. Throughout Level 38

CORRELATION OF WITH FOREIGN LANGUAGES Grade 1 E. Experiences 1. The student uses the language within and beyond the school setting. FL.E.1.2.2 The demonstrates an awareness of the importance of being able to master the target language. The student identifies the reasons why it is important to speak more than one language. (Ex: to communicate with students from other countries). Throughout Level 39

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 A. Communication 1. The student engages in conversation, expresses feelings and emotions, and exchanges opinions. FL.A.1.1.1 The expresses likes and dislikes when asked simple questions (e.g., about toys or other objects). The student ask and responds to simple questions with complete sentences in target language expressing likes and dislikes (e.g. Do you like to play baseball? No, I don t like or I like Español 2 Student Book Chapter 1: pages 31, 33E Chapter 3: pages 61, 66A1, 77 Chapter 4: pages 83, 105 Chapter 10: page 247 Chapter 12: page 297 Teacher s Guide Chapter 1: pages 32, 33 Chapter 3: pages 43, 44 Chapter 4: pages 51, 55 Chapter 10: page 95 Chapter 12: page 106 40

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.1.1 The follows and gives simple instructions (e.g., instructions to participate in games or instructions provided by the teacher for classroom tasks). The student responds to simple directions/ commands/ statements/questions within the limits of the structures and vocabulary presented by the teacher for a classroom task. Español 2 Student Book Chapter 1: page 9 Chapter 2: pages 37, 59 Chapter 3: pages 61, 79E Chapter 4: page 83 Chapter 5: pages 109, 133E Chapter 6: page 135 Chapter 7: pages 161, 183E Chapter 8: pages 185, 205E Chapter 9: pages 207, 225E Chapter 10:pages 229, 249E Chapter 11: pages 251, 257B, 269E Chapter 12: page 271 Chapter 13: pages 303, 319E Chapter 14: pages 321, 343E Teacher s Guide Chapter 1: page 29 Chapter 2: pages 37, 41 Chapter 3: pages 43, 47 Chapter 4: page 51 41

42 Chapter 5: pages 57, 61 Chapter 6: page 63 Chapter 7: pages 71, 75 Chapter 8: pages 77, 81 Chapter 9: pages 83, 87 Chapter 10: pages 91, 95 Chapter 11: pages 97, 101 Chapter 12: page 103 Chapter 13: pages 111, 115 Chapter 14: pages 117, 121

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.1.3 The understands oral messages that are based on familiar themes and vocabulary (e.g., short conversations between familiar persons on familiar topics such as everyday school and home activities). The student understands oral messages on familiar topics such as conversation between or among people. Throughout Level 43

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.1.4 The listens and reads in the target language and responds through roleplaying, drawing, or singing. The student roleplays his/her interpretation of the given materials. Español 2 Student Book Chapter 1: page 9 Chapter 2: pages 37, 58A Chapter 3: pages 61, 78A Chapter 4: pages 83, 106A Chapter 5: page 109 Chapter 6: page 135 Chapter 7: page 161 Chapter 8: page 185 Chapter 9: pages 207, 208-211 Chapter 10: pages 229, 230-235 Chapter 11: pages 251, 252-255 Chapter 12: pages 271, 272-285, 298A Chapter 13: pages 303, 304-305 Chapter 14: page 321 Teacher s Guide 44

Chapter 1: page 29 Chapter 2: pages 37, 41 Chapter 3: pages 43, 47 Chapter 4: pages 51, 55 Chapter 5: page 57 Chapter 6: page 63 Chapter 7: page 71 Chapter 8: page 77 Chapter 9: pages 83, 84 Chapter 10: pages 91, 92 Chapter 11: pages 97, 98 Chapter 12: pages 103, 104, 107 Chapter 13: pages 111, 112 Chapter 14: page 117 Música 2 CD Lecturas Narradas CD 45

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 A. Communication 3. The student presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics. FL.A.3.1.1 The provides simple information in spoken form (e.g., descriptions of family members, friends, objects present in his or her everyday environment, or common school and home activities). The student describes to the class an object brought from home (e.g., show and tell). Español 2 Student Book Chapter 2: page 57 Chapter 5: page 131 Chapter 6: page 155 Chapter 7: page 181 Chapter 9: page 223 Teacher s Guide Chapter 2: page 41 Chapter 5: page 61 Chapter 6: page 67 Chapter 7: page 75 Chapter 9: page 87 46

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 B. Culture 1.The student understands the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices. FL.B.1.1.1 The participates in ageappropriate cultural activities (e.g., games, songs, birthday celebrations, storytelling, dramatizations, and role playing). The student participates in games typical of the target culture through different classroom activities. Español 2 Student Book Chapter 1: page 9 Chapter 2: pages 37, 58A Chapter 3: pages 61, 78A Chapter 4: pages 83, 106A Chapter 5: page 109 Chapter 6: page 135 Chapter 7: page 161 Chapter 8: page 185 Chapter 9: pages 207, 208-211 Chapter 10: pages 229, 230-235 Chapter 11: pages 251, 252-255 Chapter 12: pages 271, 272-285, 298A Chapter 13: pages 303, 304-305 Chapter 14: page 321 47

Teacher s Guide Chapter 1: page 29 Chapter 2: pages 37, 41 Chapter 3: pages 43, 47 Chapter 4: pages 51, 55 Chapter 5: page 57 Chapter 6: page 63 Chapter 7: page 71 Chapter 8: page 77 Chapter 9: pages 83, 84 Chapter 10: pages 91, 92 Chapter 11: pages 97, 98 Chapter 12: pages 103, 104, 107 Chapter 13: pages 111, 112 Chapter 14: page 117 Música 2 CD Lecturas Narradas CD 48

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 B. Culture 1. The student understands the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices. FL.B.1.1.2 The recognizes patterns of social behavior or social interaction in various settings (e.g., school, family, or immediate community). The student role-plays meeting or introducing others in various settings (e.g., meeting with friends, teachers, etc. to go shopping in a typical community store or in a fantasy learning activity). Teacher s Guide Chapter 1: pages 32, 33 Chapter 2: page 41 Chapter 3: page 47 Chapter 4: page 51 Chapter 5: pages 60, 61 Chapter 6: page 66 Chapter 7: pages 74, 75 Chapter 9: pages 86, 87 Chapter 10: page 95 Chapter 11: pages 100, 101 Chapter 13: page 115 49

50 Español 2 Student Book Chapter 1: pages 31 (1-4), 33 (1, 2) Chapter 2: pages 59 (d) Chapter 3: pages 77, 79E Chapter 4: pages 105A Chapter 5: pages 131 (1, 2), 132E Chapter 6: page 155 Chapter 7: pages 181 (1,2), 183E Chapter 9: pages 223 (1, 2, 3), 225E Chapter 10: page 249D Chapter 11: pages 267, 269E Chapter 13: page 319F

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 B. Culture 1.The student understands the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices. FL.B.1.1.3 The recognizes various familiar objects and norms of the target culture (e.g., toys, dresses, typical foods). The student identifies typical clothing of the target culture and responds to questions related to this topic. 51

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 C. Connections 1. The student reinforces and furthers knowledge of other disciplines through foreign language. FL.C.1.1.1 The uses simple vocabulary and phrases to identify familiar objects and concepts from other disciplines. The student identifies in the target language concepts studied in other disciplines (e.g., animals, social interaction, numbers 1 to 100, and parts of the body, time using half hours. Español 2 Student Book Chapter 2: pages 57, 59 (parts of the body) Teacher s Guide Chapter 2: page 41 52

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 C. Connections 1. The student reinforces and furthers knowledge of other disciplines through foreign language. FL.C.1.1.2 The participates in an activity in the targetlanguage class that is based on a concept taught in a content class (e.g., shapes or relationships). The student participates in games where animal families are identified and described. Español 2 Student Book Chapter 3: pages 80, 81 Chapter 6: pages 158, 159 Chapter 12: pages 300, 301 Teacher s Guide Chapters 1 to 14: Secciones al margen (margin sections): Conexión con Ciencias and Matemáticas Chapter 3: pages 48, 49 Chapter 6: pages 68, 69 Chapter 12: pages 108, 109 53

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 C. Connection 2. The student acquires information and perspectives that are available only through the foreign language and within the target culture. FL.C.2.1.1 The uses the target language to gain access to information that is only available through the target language or within the target culture (listens to a story told in the target language). The student listens to folktales in the target language, then roleplays within the limits of the structures and the vocabulary studied. Student Book Throughout Level Lecturas Narradas 2 CD 54

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 D. Comparisons 1. The student recognizes that languages have different patterns of communication and applies this knowledge to his or her own culture. FL.D.1.1.1 The knows examples of word borrowing from one language to another. The student identifies words from his/her native language whose names are derived from another language. (Ex: sandwich, karate, yoga, etc.). 55

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 D. Comparisons. The student recognizes that languages have different patterns of communication and applies this knowledge to his or her own culture FL.D.1.1.2 The uses simple vocabulary and short phrases in the target language. The student uses learned vocabulary to express in the target language different sounds and compares them with the home language. Español 2 Student Book Chapters 1-14: Sections: Letras y Sonidos, Vocabulario and Repasamos y Jugamos, In all chapters Cuaderno 2 Workbook Chapters 1-14: Sections: Letras y sonidos and Vocabulario, In all chapters Teacher s Guide Chapters 1-14: Sections: Conceptos and Letras y sonidos, In all chapters 56

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 D. Comparisons 2. The student recognizes that cultures have different patterns of interaction and applies this knowledge to his or her own culture. FL.D.2.1.1 The knows the similarities and differences between the patterns of behavior of the target culture related to recreation, celebration, holidays, customs, and the patterns of behavior of the local culture. The student names some similarities and differences between the target culture and that of the student s in areas related to family members, clothing, foods, and music. Español 2 Student Book Chapter 1: page 9 Chapter 2: pages 37, 58A Chapter 3: pages 61, 78A Chapter 4: pages 83, 106A Chapter 5: page 109 Chapter 6: page 135 Chapter 7: page 161 Chapter 8: page 185 Chapter 9: pages 207, 208-211 Chapter 10: pages 229, 230-235 Chapter 11: pages 251, 252-255 Chapter 12: pages 271, 272-285, 298A Chapter 13: pages 303, 304-305 Chapter 14: page 321 57

Teacher s Guide Chapter 1: page 29 Chapter 2: pages 37, 41 Chapter 3: pages 43, 47 Chapter 4: pages 51, 55 Chapter 5: page 57 Chapter 6: page 63 Chapter 7: page 71 Chapter 8: page 77 Chapter 9: pages 83, 84 Chapter 10: pages 91, 92 Chapter 11: pages 97, 98 Chapter 12: pages 103, 104, 107 Chapter 13: pages 111, 112 Chapter 14: page 117 Música 2 CD Lecturas Narradas CD 58

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 D. Comparisons 2. The student recognizes that cultures have different patterns of interaction and applies this knowledge to his or her own culture. FL.D.2.1.2 The recognizes that there are similarities and differences between objects from the target culture and objects from the local culture (e.g., inside dwellings). The student compares, contrasts, counts, and for example, discusses objects found in different rooms of the target culture home and those found in his/her own home. Español 2 Student Book Chapter 1: pages 31, 33 Chapter 2: pages 57, 59 Chapter 3: pages 77, 79 Chapter 5: pages 131, 133E Chapter 6: pages 155, 157E Chapter 7: pages 181A, 183E Chapter 8: page 203 Chapter 10: page 249 Chapter 11: pages 256, 257, 267 Chapter 14: page 341 Teacher s Guide Chapter 1: pages 29, 33 Chapter 2: page 41 Chapter 3: page 47 Chapter 5: pages 60, 61 Chapter 6: pages 66, 67 Chapter 7: pages 74, 75 Chapter 8: page 81 59

60 Chapter 10: page 95 Chapter 11: pages 97, 101 Chapter 14: page 121

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 E. Experiences 1. The student uses the language within and beyond the school setting. FL.E.1.2.1 The knows that many people in the United States use languages other than English on a daily basis. The student lists some of the languages spoken by different people in the class and/or school. Throughout Level 61

CORRELATION OF WITH FOREIGN LANGUAGES Grade 2 E. Experiences 1. The student uses the language within and beyond the school setting. FL.E.1.2.2 The demonstrates an awareness of employment possibilities (and other applications) for those who are able to master the target language. The student finds out about jobs that require bilingual skills. Throughout Level 62

CORRELATION OF WITH FOREIGN LANGUAGES Grade 3 A. Communication 1. The student engages in conversation, expresses feelings and emotions, and exchanges opinions. FL.A.1.2.1 The expresses likes or dislikes regarding various objects, categories, people, and events present in the everyday environment. The student expresses likes or dislikes when shown objects or Ficha (Worksheet)s by using simple sentences. Lenguaje 3 Español 3 Student Book Chapter 1: page 29 (3) Chapter 8: page 207 Chapter 9: page 227C 63

CORRELATION OF WITH FOREIGN LANGUAGES Grade 3 FL.A.1.2.2 The exchanges information necessary to plan events or activities (e.g., picnics, birthday parties, science projects, and crafts). The student plans, in cooperative group, a recreational activity. Lenguaje 3 Español 3 Student Book Chart 1: pages 31D (crafts) Chart 2: pages 37F (picnic), 49E (craft) Chart 4: page 109F (craft) Chapter 6: page 155E (craft) Chapter 8: page 209E (project) Chapter 10: page 263F (craft) Chapter 11: page 285E (science project) Chapter 12: page 315E (project) Chapter 14: page 379E (craft) 64

Grade 3 A. Communication 1. The student engages in conversation, expresses feelings and emotions, and exchanges opinions. FL.A.1.2.3 The recognizes and appropriately uses oral syntax (grouping of words into sentences and phrases) and inflection in spoken target language. The student communicates using learned vocabulary in the target language. Lenguaje 3 Throughout Level 65

Grade 3 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.2.1 The gives and understands written and verbal instructions, using known, verbal patterns in the target language. The student follows and gives directions using know written and verbal expressions in the target language within the limits of structures and vocabulary learned in class. Lenguaje 3 Español 3 Student Book Chapters 1-14: Sections: Gramática and Escritura Creativa, In all chapters Cuaderno 3 Workbook Chapters 1-14: Sections: Gramática and Ortografía, In all chapters 66

Grade 3 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.2.2 The answers or formulates questions about a variety of experiences produced in the target language (e.g., video, television, songs). The student asks and responds to questions that was produced in the target language and depicts different aspects of the target culture. Lenguaje 3 Throughout Level 67

Grade 3 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics FL.A.2.2.3 The organizes information about a variety of topics of academic and cultural interest (e.g., by making lists, or organizing concepts). 68 The student completes graphic organizers on a variety of topics. Lenguaje 3 Español 3 Student Book Chapter 1: page 23C Chapter 2: pages 38B, 50, 51 Chapter 3: pages 72B, 74A, 76B, 77D, 83 (4), 84 (A, B) Chapter 4: page 106A Chapter 5: pages 123D, 127E, 134A Chapter 6: pages 147E, 148B, 153 (1) Chapter 7: pages 177C, 179, 184B Chapter 9: pages 227D, 235D, 239 (D, E) Chapter 10: pages 250B, 261 (1) Chapter 12: pages 302B, 303D Chapter 13: pages 337B, 339D, 348B Chapter 14: pages 368B, 369E, 375D

Grade 3 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics FL.A.2.2.4 The listens and reads in the target language for leisure and personal enrichment (e.g., listens to, reads, or views ageappropriate stories, plays, poems, films, or visual works of art). The student listens to and reads along a simplified version of a story in the target language. Lenguaje 3 Español 3 Student Book Chapters 1, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14: stories Chapters 2, 3, 11: poems Chapter 6: pages 156-157 (visual work) Chapter 10: page 237 (play) 69

Grade 3 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.2.5 The comprehends and responds to oral messages (e.g., personal anecdotes or narratives) based on familiar themes and vocabulary covered in class. The student, after listening a presentation based on familiar themes, responds by relating the topic to his/her own personal experiences. Lenguaje 3 Español 3 Student Book Chapters 1 through 14: Chapter opener (all chapters) 70

Grade 3 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.2.6 The compares and contrasts age-appropriate targetlanguage records, films, and TV programs. The student, after watching a TV commercial or a video addressed to different cultural groups, compares it with other videos. Lenguaje 3 71

Grade 3 A. Communication 2. The student understands and interprets spoken and written language on a variety of topics. FL.A.2.2.7 The recognizes the multiple ways in which an idea may be expressed in the target language and uses them appropriately. The student, after listening to different expressions in the target language, selects the ones he/she can use based on a given situation. (formal and informal). Lenguaje 3 Throughout Level 72

Grade 3 A. Communication 3. The student presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics. FL.A.3.2.1 The describes important people (e.g., family members and friends) and objects present in his or her everyday environment and in school. The student describe people they know using Ficha (Worksheet)s and short sentences and presents it to the class in the target language. Lenguaje 3 Español 3 Student Book Chapter 1: page 29 Chapter 2: page 37F Chapter 3: page 73D Chapter 4: pages 97C, 107 Chapter 6: page 153 Chapter 7: page 173C Chapter 8: pages 196B, 207 Chapter 10: page 250B Chapter 13: page 347 Chapter 14: page 377 73

Grade 3 FL.A.3.2.2 The provides information in spoken or written form on a variety of topics of popular and cultural interest (provides, e.g., descriptions, expressions of opinion, appreciation, and analysis). The student provides opinions on a variety of topics. Lenguaje 3 Español 3 Student Book Chapter opener (all chapters) 74

Grade 3 FL.A.3.2.3 The gives responses in spoken or written form (e.g., answering simple questions, formulating questions, and making simple statements) to ageappropriate stories, poems or other literature, songs, films, or visual works. The student asks and responds orally and in writing to questions related to a story read in class. Lenguaje 3 Español 3 Student Book Chapters 1, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14: stories Chapters 2, 3, 11: poems Chapter 6: pages 156-157 (visual work) Chapter 10: page 237 (play) 75

Grade 3 B. Culture 1. The student understands the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices. FL.B.1.2.1 The recognizes various activities and celebrations in which children participate in the target culture (e.g., games, songs, birthday celebrations, storytelling, dramatizations, and role playing). The student listens to various songs, stories, or plays from the target culture and dramatizes actions in class. Lenguaje 3 Español 3 Student Book Chapters 1, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14: stories Chapters 2, 3, 11: poems Chapter 6: pages 156-157 (visual work) Chapter 10: page 237 (play) 76

Grade 3 B. Culture 1.The student understands the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices. FL.B.1.2.2 The identifies patterns of behavior and the values, beliefs, or viewpoints typical of children in the target culture. The student identifies similarities and differences between activities carried out by families in the target culture and those from the home culture. Lenguaje 3 Español 3 Student Book Chapter 1: pages 29, 31D Chapter 2: page 47 Chapter 3: page 83 Chapter 4: page 107 Chapter 6: page 153 Chapter 8: pages 207, 209E Chapter 12: page 303G, 315E 77

Grade 3 FL.B.1.2.3 The experiences and reacts to expressive and day-to-day aspects of the target culture enjoyed or produced by groups or individuals who belong to the target culture (e.g., children s songs, simple selections from authentic children s literature, artwork, typical foods, etc. The student, after watching a film or video on celebrations from the target culture, states how this experience relates to the home culture. Lenguaje 3 Español 3 Student Book Chapters 1, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14: stories Chapters 2, 3, 11: poems Chapter 6: pages 156-157 (visual work) Chapter 10: page 237 (play) 78

Grade 3 C. Connections 1. The student reinforces and furthers knowledge of other disciplines through foreign language. FL.C.1.2.1 The participates in activities in the language class designed to integrate content-area concepts (e.g., mathematical calculations or cause-andeffect relationships) into target-language instruction (e.g., about countries or cultures). The student applies concepts learned in other disciplines (e.g. weather and math calculations) through activities conducted in the target language. Lenguaje 3 Español 3 Student Book Chapter 2: Leer para aprender, pages 50, 51 Chapter 3: Leer para aprender, pages 156, 157 Chapter 8: Leer para aprender, pages 210-211 Chapter 10: Leer para aprender, pages 264-265 Chapter 12: Leer para aprender, pages 316-317 79

Grade 3 FL.C.1.2.2 The uses target-language vocabulary or concepts to reinforce knowledge of a related topic studied in another class (e.g., geographical place names, parts of the body, or basic mathematical operations). The student uses vocabulary in the target language related to concepts learned in other disciplines. Lenguaje 3 Español 3 Student Book Chapter 8: pages 196-197, 203D, 206, 207, 209E Chapter 9: page 239F Chapter 10: pages 264, 265 Chapter 11: pages 283, 285E Chapter 12: pages 316, 317 80

Grade 3 C. Connections 2. The student acquires information and perspectives that are available only through the foreign language and within the target culture. FL.C.2.2.1 The uses information from a story being studied in the target language and connects elements from the story to similar life situations. The student compares and contrasts information from a story to similar life situations. Lenguaje 3 Throughout Level 81

Grade 3 FL.C.2.2.2 The accesses information from a skit or play in the target language that is only available in the target culture. The student engages in reading and listening activities of a short story in the target language and responds to questions related to the story. Lenguaje 3 Español 3 Student Book Chapter 3: page 85F Chapter 13: pages 347, 349F Chapter 14: pages 377 82

Grade 3 FL.C.2.2.3 The expresses knowledge of real objects and media intended for same-age native speakers in the target language and identifies the major elements of the source material (e.g., what it is, why peers use it, etc The student identifies experiences presented the target culture and shows how different objects are used in the home culture. Lenguaje 3 Throughout Level 83

Grade 3 FL.C.2.2.4 The restates and shares information acquired from written texts in the context of a group discussion. The student seeks information on different sources (including the Internet) on products typical of other countries and shares information with peers. Lenguaje 3 Throughout Level 84

Grade 3 D. Comparisons 1. The student recognizes that languages have different patterns of communication and applies this knowledge to his or her own culture. FL.D.1.2.1 The identifies examples and understands the significance of true and false cognates (i.e., words derived from a common original form). The student identifies words from the target language that are true cognates in the home language (have same meaning). Lenguaje 3 Español 3 Student Book Chapter 10: pages 254-255 85

Grade 3 FL.D.1.2.2 The recognizes the similarities and differences between his or her native and the target language in terms of the pronunciation, alphabet, and forms of written expression. The student recognizes the similarities and differences between the home and the target language (pronunciation word order, etc). Lenguaje 3 Español 3 Student Book Chapters 1 through 14: Sections: Letras y sonidos, Vocabulario, Gramática and Ortografía, In all chapters Cuaderno 3 Workbook Chapters 1 through 14: Sections: Letras y sonidos, Vocabulario, Gramática and Ortografía, In all chapters 86

2024 © educationdocbox.com Privacy Policy | Terms of Service | Feedback