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Grade 4, 5, 6, 7, 8 Level I, II, III return to home page |
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Spanish as a Second Language — High School Level
I
As students progress through Spanish I in high school,
they will demonstrate beginning
level proficiencies at mid term and
developing
level proficiencies at the end of
the year as described by the benchmarks for these stages by completing
activities related to the following themes while using certain linguistic
concepts as listed below. They will demonstrate progress between the novice-midand
novice-high
ranges of the ACTFL proficiency guidelines. Below are the Themes,
Linguistic Concepts,
Context,
Text
Type,
and Accuracy
expectations of students for this grade level. (Scroll down or click on
the highlighted topic in the previous sentence for details.)
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| Topics of conversation in which instruction is presented, elaborated upon, or cultivated will include but are not limited to | ||
|
of new instruction |
on instruction from previous levels |
of instruction from previous levels |
| School
subjects time calendar everyday objects numbers to 1 million Activities
Health and Fitness
Travel and Vacation
People Around Us
Food
Culture
Shopping
Communities
|
None. | None. |
| Grammar structures and linguistic functions students will know by the end of this level include but are not limited to | ||
|
of new concepts |
on concepts from previous levels |
of concepts from previous levels |
| Definite and indefinite articles,
Adjectives, Comparisons, Possession, Present tense and preterite of regular and irregular verbs, Ser versus estar, Stem changing verbs, Contractions of de and a, Tú versus usted, Using hay, Infinitive constructions, Using gustar, Affirmative and negative expressions, Present progressive tense, Demonstrative adjectives, Direct & indirect object pronouns, Interrogatives, Ordinal numbers, Conocer versus saber. |
None. | None. |
| Students will be able to use Spanish when |
| Speaking face-to-face with someone,
Listening to someone or to audio or video texts, Viewing age-appropriate materials or reading brief written messages on familiar topics, and Writing notes, lists, postcards, simple poems, short letters, and brief guided compositions. |
| Text type: Students will use Spanish to |
| Use and understand learned expressions,
sentences and strings of sentences, questions, and polite commands,
Write simple paragraphs, and Read and understand important ideas and some details in authentic texts. |
| Precision in the students' ability to communicate in Spanish as related to grammar, pronunciation, and vocabulary will reflect |
| Increasing fluency and control of
vocabulary,
No significant pattern of error when performing beginning stage functions, Effective communication with some pattern of error when performing developing stage functions, Understanding of oral and written discourse with few errors in comprehension. |