BruceGuadalupeSpanish

Program
ScopeandSequence

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


ScopeandSequenceOverview
OverviewoftheentireSpanishprogramaswellaswhereontheproficiencyscale(basedoffoftheWisconsinStateStandards)studentswouldbe.Please
add/modifyasneeded.*Note:Oneclassmayhavealllevelspresent,differentiateactivitiesbasedonneedsofstudents.

ScopeandSequenceOverview

2nd 3rd 4th 5th 6th 7th 8th

lE Level1Beginning Level1Beginning: Level1Beginning: Level1Beginning: Level2Developing: Level3Transitioning: Level4Refining;

V :Receptive- Receptive-Imitative Receptive-Imitative Receptive-Imitative Imitative-Reflective Reflective-Interactive Interactive-Initiative
E Imitative
L Level2Developing: Level2Developing:
S
Imitative-Reflective Imitative-Reflective

Topics

2nd 3rd 4th 5th 6th 7th 8th

ABCs-soundsand Shapesandcolors Age(tener) Family(extended Currentevents Currentevents

Alphabet recognition family)

Alignmenttoday Seasons Animals Quiensoyyo? geography/history Dailyroutines

Songs schoolteachers (Spain)

Time-useof Months Classroom Music Sports-verbs Careeropportunities

Intro-dates,time,age frequencywords expressions (benefitsofbilingualism
associatedwithtime andcontinualstudyof
spanish)

Frequencywords Numbers Cognatewords Holidays Foodandtraditions Benefitsofknowing

NurseryRhymes (Spain) anotherlanguage

Cultures-introduction Food Holidays Schoolsubjects-tener, Vacation geography/history(Latin

numbers ofother necesitar America)
cultures/regions

Introtocolorsand Family(introto Music Traditionalparties/

greetings/expressions shapes immediatefamily celebrationsinLatin
members) America

Dates,time,age Classroom Time

Introtodaysofthe
week

Daysoftheweek Clothes Directionalwords

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


Introductionofself (izquierda,derecha,
arriba)

Expressemotions House Community/

Expressemotions Neighborhood
(transportation,
buildings,workers)

Likesanddislikes BodyParts
Likesanddislikes (expressing)
(expressing)

Alphabet-continual
development(vowels
vsconsonants)

Simplestories/
poems

CultureComponents

2nd 3rd 4th 5th 6th 7th 8th

Otherculturesand Roscadereyes LosReyesMagos Dayofthedead Geographyandhistory Geographyandhistory

Greetingcustoms(kiss regions-Spain (Spain-location,capital, (latinamerica,location,
onthecheek) landmarks,etc.) capitals,flags,
landmarks,etc.)

Dialects ElDiadelosNios ElDiadelosNios Carnival food/music idioms

Traditional/authentic
games

Diadelosmuertos MoneyAroundLatin CincodeMayo Theconceptofthe Theconceptofthelast

Traditional/authentic America siesta name
songs

Diademadres IntrotoSpanish Horalatina IndependenceDay Immigration

speakingcountries
(location)

Legendofthe DailyRoutine
Chupacabra(different
versionsinLatin
America)

LegendofLaLlorona-
shortstoriesof
monterroso

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


QuinceaneraTradition

HispanicHeritageMonth-focusononefamousHispanicaweek

GrammarConcepts

2nd 3rd 4th 5th 6th 7th 8th

Adjectives Definiteandindefinite Subjectpronouns Presenttenseverb Irregularverbsand

Alphabet(recognition articles conjugation conjugation
andmemorization)

IntroductiontoTener Singulars/plurals Possessiveadjectives Subject/verb Stemchangingverbs ReflexiveVerbs

Commonphrases (mi,tu,su,nuestro) agreement

Ll,Ch,Rr, Identifynounsand Genderandnumber Ortografa:accent Irregularverbs Idioms

Descriptions-color, adjectivesina agreement(adjective
size,adjectives sentence andnounagreement) marks,monosyllables
(elvs.l,tuvs.t,etc.)

Alphabet-vowelsvs Masculineand Adjectives Tener(introductionto TenerandTener Personala

Syllables consonants,blend Femininenouns uses,conjugation, expressions
soundstomakewords, expressions)
recitealphabet

Commonphrases Pronunciation Presenttenseverbs ser/estar Contractionsofal/el Presentprogressive

Silenth tenseandpresent
participles

Descriptions-color, Necessaryaccents Presenttenseverb Querer/Gustar Coordinating Servsestar

Prefixesandsuffixes size,adjectives (mam,pap,,etc.)++ conjugation- conjunctions(y/o)
introduction

Prefixesandsuffixes Verbs(introductionto Sentencestructure Framingquestions- Direct/indirectobject Singular/Pluralformsof

Likesanddislikes infinitive-definition) interrogatives pronouns pronoun&possessive
adjectives

Syllables Punctuationmarks Usinghay Usinghay Wordorderof

declarativeand
interrogativesentences

Likesanddislikes Sequencewords- Ser+adjective Infinitiveafter Writingskills

primero,despues, conjugatedverb (persuasive,brochure,
luego emails,etc.)

Cognates Genderandnoun Moresequenceverbs Interrogative Spelling(ortografa)

agreement expressions

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


Sentencestructure Affirmativeand Prepositions

negativequestions (location/general)

Presenttenseverbs TuvsUsted Spelling(ortografa)

Hacerusedwith Writingskills
weatherexpressions (persuasive,brochure,
emails,etc.)

Writingskills
(persuasive,brochure,
emails,etc.)

Adjectives

Spelling(ortografa)

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


BruceGuadalupeCommunitySchool
ScopeandSequenceDetailed
Detailedversionsofthescopeandsequenceoverview.Eachgradelevelisbrokendownintotopics,possibleassessments/activities,andwhatstandardsare
met.Useasaguideline,addormodifyasneeded.

SecondGrade

ProficiencyLevels:Beginning(Level1)

Interpretive:ListeningandReading Presentational:SpeakingandWriting

Alphabet:Studentswillrecognize(orallyandwritten)thelettersofthe Alphabet:Studentswillrecognize(written)andrelay(orally)thelettersof
alphabet,payingcloseattentiontothedifferencesbetweentheEnglish thealphabet,payingcloseattentiontothedifferencesbetweentheEnglish
alphabetandtheSpanishalphabet.[B.B.1,B.B.3] alphabetandtheSpanishalphabet.[B.A.5]
Identifythelettersinwrittentext Recallthelettersofthealphabet
Identifythelettersbeingsaid Writethelettersofthealphabet
Identifytheletterbythesound Singsongsdedicatedtoeachletterofthealphabet
Identifytheletterthewordstartswith
Listentosongsdedicatedtoeachletterofthealphabet Dates,Time:Studentswillsay/writethedaysoftheweek,monthsofthe
yearandtimesoftheday[B.A.5]
Dates,Time:Studentswillread/listenfordaysoftheweek,monthsofthe
yearandtimeofday.[B.B.1,B.B.3] Introductionofself:Studentswillaskandanswerquestionsabout
Identifythedayoftheweek,monthoftheyear,timeoftheday themselves.[B.A.1,B.A.2,B.A.3]
Listenandidentifythedayoftheweek,monthoftheyear,timeof Canbedoneorallyorwritten:pairandshare
theday Tellapeeryourname
Askapeerhis/hername
Introductionofself:Studentswillread/listenandinterpretselected Tellapeeryouage
authentictextswithcontextualizedvocabularyaboutothersintroducing Askapeerhis/herage
themselves. Tellapeerwhatyoulikeanddislike
Listenandidentifydetailsabouttheperson:name,age,likesand Askapeerwhattheylikeanddislike
dislikes,feelings[B.B.1,B.B.2] Tellapeerfeelings
Readandidentifydetailsabouttheperson:name,age,likesand Askapeerfeelings
dislikes,feelings[B.B.3,B.B.4]

Culture GrammarConcepts

Alphabet **NOTE:Thesegrammarconceptscanbeusedinthetopicslistedinthe
CompareandcontrasttheEnglishalphabettotheSpanishalphabet Interpretive/Presentationaldomainsordoneinanisolatedmanner.
GreetingCustoms[B.D.1]
Kissingonthecheek Alphabet
Handshakes Letterrecognition
Greetings:hola,buenosdias,quetal,etc. Lettermemorization
Traditional/Authenticgames[B.D.2] Lettersounds
Chapas:Thecapsaredecoratedandusedontracksthataredrawn
ontheground.Childrenthenflicktheircapsasfaraspossibleand Uniqueletters:ch,ll,rr
race.Theythentaketurnsbasedonwhosecapwentthefarthest. Syllables

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


LaPirinola:Inthisgame,youneedapirinola,whichisasixsided Silenth
die-liketopwithinstructionsprintedorpaintedoneachface.The CommonPhrases
childrenhaveacollectionofnuts,coins,candies,orothertrinket Greetings
thattheymusteitheraddtoorgiveawaybasedonwhattheyget
whentheyspinthepirinola.Thesidessaythingslikepon1,(take1), Farewells
pon2(taketwo),toma1(take1)andtomatodo(takeitall!)whoever Howareyou?+responses
hasthemostbootyattheendofthegameisdeclaredthewinnerof PrefixesandSuffixes
lapirinola. Letterrecognition
Goodforreviewofnumbersandsimplemath
Descriptions
AlaruedadeSanMiguel: Danzaencrculo-Thechildrenforma
circleholdinghandsandonechildgoesinthemiddle.Whenthat Color,size,shape,adjectives
childcallsanotherkidbyname(puttingitinthesongonthelast
line),thatchildwhowascalledturnswiththeirbacktowardsthe
innercircle.Theykeepgoingarounduntilallthechildrenhavetheir
backsturned.Then,thesongisdoneoveragainuntilallthechildren
arefacingtheinnercircleagain.
Traditional/Authenticsongs[B.D.2]
Alaroronio:Cancindecuna(LullabyBaby)
DeColores:cancininfantil
Otrascanciones:nurseryrhymes

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


BruceGuadalupeCommunitySchool
ScopeandSequenceDetailed
Detailedversionsofthescopeandsequenceoverview.Eachgradelevelisbrokendownintotopics,possibleassessments/activities,andwhatstandardsare
met.Useasaguideline,addormodifyasneeded.

ThirdGrade

ProficiencyLevels:Beginning(Level1)

Interpretive:ListeningandReading Presentational:SpeakingandWriting

Alphabet:Studentswillrecognize(orallyandwritten)thelettersofthe Alphabet:Studentswillrecognize(written)andrelay(orally)thelettersof
alphabet,payingcloseattentiontothedifferencesbetweentheEnglish thealphabet,payingcloseattentiontothedifferencesbetweentheEnglish
alphabetandtheSpanishalphabet.[B.B.1,B.B.3] alphabetandtheSpanishalphabet.[B.A.5]
Identifythelettersinwrittentext Recallthelettersofthealphabet
Identifythelettersbeingsaid Writethelettersofthealphabet
Identifytheletterbythesound Singsongsdedicatedtoeachletterofthealphabet
Identifytheletterthewordstartswith
Listentosongsdedicatedtoeachletterofthealphabet Dates,Time:Studentswillsay/writethedaysoftheweek,monthsofthe
yearandtimesoftheday[B.A.5]
Dates,Time:Studentswillread/listenfordaysoftheweek,monthsofthe
yearandtimeofday.[B.B.1,B.B.3] Introductionofself:Studentswillaskandanswerquestionsabout
Identifythedayoftheweek,monthoftheyear,timeoftheday themselves.[B.A.1,B.A.2,B.A.3]
Listenandidentifythedayoftheweek,monthoftheyear,timeof Canbedoneorallyorwritten:
theday Tellapeeryourname
Askapeerhis/hername
Introductionofself:Studentswillread/listenandinterpretselected Tellapeeryouage
authentictextswithcontextualizedvocabularyaboutothersintroducing Askapeerhis/herage
themselves. Tellapeerwhatyoulikeanddislike
Listenandidentifydetailsabouttheperson:name,age,likesand Askapeerwhattheylikeanddislike
dislikes,feelings[B.B.1,B.B.2] Tellapeerfeelings
Readandidentifydetailsabouttheperson:name,age,likesand Askapeerfeelings
dislikes,feelings[B.B.3,B.B.4]
ShapesandColors:Studentswilldescribe(writtenororally)objectsusing
ShapesandColors:Studentswillreadorlistentoadescriptionandbeable colors.[B.A.5]
toidentifywhatcolorstheobjectsbeingdescribedare.[B.B.1,B.B.2]

Culture GrammarConcepts

IntroductiontootherSpanishspeakingCultures **NOTE:Thesegrammarconceptscanbeusedinthetopicslistedinthe
RegionsthatspeakSpanish Interpretive/Presentationaldomainsordoneinanisolatedmanner.
Dialects
Alphabet

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


DiadelosMuertos(DayoftheDead) Letterrecognition
Introduction:whatisit?Whyisitcelebrated? Lettermemorization/recite
CalacasandOfrendas Ch,ll,rr
Designyourowncalacaorofrenda Syllables
Commonvocabulary:calaca/calavera,ofrenda,pandemuertos
Blendsoundstomakewords
DiadelasMadres(MothersDay) VowelsvsConsonants
Introduction:Whenisit?Whyisitsoimportant? CommonPhrases
CompareandcontrastMothersdaytoUS Greetings
CompareandcontrastMothersdayinvariousspanishspeaking Farewells
countries
Howareyou?+responses
LaNavidad(Christmas)
Likesanddislikes
Introduction
Songs:Cascabel IntroductiontoTener
Traditions-aroundSpanishspeakingcountries Usesandexpressions
Compareandcontrastwithothercountries(includingthe PrefixesandSuffixes
US) Wordbuilding

Adjectives
Describingusingcommonadjectives
Cognates
Whatisacognate?
Whatareexamples?

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos

BruceGuadalupeCommunitySchool
ScopeandSequenceDetailed
Detailedversionsofthescopeandsequenceoverview.Eachgradelevelisbrokendownintotopics,possibleassessments/activities,andwhatstandardsare
met.Useasaguideline,addormodifyasneeded.Linksareincludedtoresources.
FourthGrade
ProficiencyLevels:Beginning(Level1)-Developing(Level2)
Interpretive:ListeningandReading
AlphabetandNumbers:Studentswillrecognize(orallyandwritten)the
lettersofthealphabet,payingcloseattentiontothedifferencesbetweenthe
EnglishalphabetandtheSpanishalphabet.[B.B.1,B.B.3/D.B.1,D.B.3]
Identifytheletters/numbersinwrittentext
Identifytheletters/numbersbeingsaid
Identifytheletters/numbersbythesound
Identifytheletters/numbersthewordstartswith
Listentosongsdedicatedtoeachletterofthealphabet
Dates,TimeSeasons:Studentswillread/listenfordaysoftheweek,
monthsoftheyear,seasonsandtimeofday.[B.B.1,B.B.3/D.B.1,D.B.3]
Identifythedayoftheweek,monthoftheyear,timeoftheday
Listenandidentifythedayoftheweek,monthoftheyear,timeof
theday
ShapesandColors:Studentswillreadorlistentoadescriptionandbeable
toidentifywhatcolorstheobjectsbeingdescribedare.[B.B.1,B.B.2/D.B.1,
D.B.2]
Food:Studentswillread/listenandinterpretselectedauthentictextswith
contextualizedvocabularydealingwithfood.[B.B.1,B.B.3/D.B.1,D.B.3]
Identifykeyfoodvocabulary
FamilyandHouse:Studentswillread/listenandinterpretselected
authentictextswithcontextualizedvocabularydealingwithfamilies,house
andclothes.[B.B.1,B.B.3/D.B.1,D.B.3]
Identifykeyvocabulary
Classroom:Studentswillread/listenandinterpretselectedauthentictexts
withcontextualizedvocabularydealingschoolandclassroom.[B.B.1,B.B.3/
D.B.1,D.B.3]
Identifykeyvocabulary
BodyParts:Studentswillread/listenandinterpretselectedauthentictexts
withcontextualizedvocabularydealingwithbodyparts.[B.B.1,B.B.3/
Presentational:SpeakingandWriting
AlphabetandNumbers:Studentswillrecognize(written)andrelay(orally)
thelettersofthealphabet,payingcloseattentiontothedifferencesbetween
theEnglishalphabetandtheSpanishalphabet.[B.A.5/D.A.5]
Recalltheletters/numbersofthealphabet
Writetheletters/numbersofthealphabet
Singsongsdedicatedtoeachletterofthealphabet
Dates,Time,Seasons:Studentswillsay/writethedaysoftheweek,months
oftheyear,seasonsandtimesoftheday[B.A.5/D.A.5]
ShapesandColors:Studentswilldescribe(writtenororally)objectsusing
colors.[B.A.5,D.A.5]
Food:Studentswilldiscusstraditionalfamilydishesfromtheircountriesof
origins.Studentswilldiscusstheirpreferencesfortheirfavoritefoods.[B.A.1,
B.A.2,B.A.3/D.A.1,D.A.2,D.A.3]
Askandanswerquestionsaboutfoodpreferences
Interviewapeerabouttheirfoodpreferencesandfavoritefoods
FamilyandHouse:Studentswillaskandanswerquestionstofindout
personalinformationaboutfamily,houseandclothing.[B.A.1,B.A.2,B.A.3/
D.A.1,D.A.2,D.A.3]
Askandanswerquestionsaboutfamilyandfamilymembers
Askandanswerquestionsaboutthehouse(locationsinthehouse,
chores,etc.)
Askandanswerquestionsaboutclothing
Compareandcontrastselftoapeer
Classroom:Studentswillaskandanswerquestionseverydayschool
routinesandclassroomnecessities.[B.A.1,B.A.2,B.A.3/D.A.1,D.A.2,D.A.3]
Askandanswerquestionsabouttheschoolday/routine
Askandanswerquestionsaboutclassnecessities
BodyParts:Studentswillaskandanswerquestionsaboutpartsofthebody
[B.A.1,B.A.2,B.A.3/D.A.1,D.A.2,D.A.3]
BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


D.B.1,D.B.3]
Identifykeyvocabulary SimpleStories/Rhymes:Studentswillwriteandpresentsimple
stories/rhymes[B.C.5/D.C.5]
SimpleStories/Rhymes:Studentswillread/listenandinterpretselected Writeasimplestory/rhyme
authentictextswithcontextualizedvocabularyinsimplestoriesand Presentasimplestory/rhyme[B.C.1/D.C.1]
authenticrhymes/poems[B.B.5/D.B.5]
Readasimplestory/rhyme
Listentoasimplestory/rhyme

Culture GrammarConcepts

LosReyesMagos(ThreeKingsDay)[B.D.2,B.D.3/D.D.2,D.D.3] **NOTE:Thesegrammarconceptscanbeusedinthetopicslistedinthe
Introduction:Whatisit?Whoarethe3kings?Whenisit?Whereisit Interpretive/Presentationaldomainsordoneinanisolatedmanner.
celebrated?Whyisitcelebrated?Howisitcelebrated?
CompareandContrastwithcelebrationsintheUS Alphabet
LaRoscadeReyes Blendsoundstomakewords
Makeashoe(papershoe)tousetocelebrate VowelsvsConsonants
DefiniteandIndefiniteArticles
ELDiadelNio(ChildrensDay)[B.D.2,B.D.3/D.D.2,D.D.3]
Agreement
Toolkit:http://www.texasdia.org/toolkit.html
Introduction:Whatisit?Whenisit?Whereisitcelebrated?Whyisit Genderandnumberagreement
celebrated?Howisitcelebrated? Singulars/Plurals
Childrensdayartsandcrafts FeminineandMasculinenouns
Singasong Pronunciation

Keypronunciationofwords
Accents
Necessaryandmostcommonaccents(papavspap)
Verbs
Presenttenseverbs
Introductiontothewordinfinitive
Punctuationmarks
SequenceWords
Primero,despues,luego,etc.
Sentencestructure

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos

BruceGuadalupeCommunitySchool
ScopeandSequenceDetailed
Detailedversionsofthescopeandsequenceoverview.Eachgradelevelisbrokendownintotopics,possibleassessments/activities,andwhatstandardsare
met.Useasaguideline,addormodifyasneeded.Linksareincludedtoresources.
ProficiencyLevels:Beginning(Level1)-Developing(Level2)
Interpretive:ListeningandReading
Animals:Studentswillread/listenandinterpretselectedauthentictexts
withcontextualizedvocabularydealingwithanimals(descriptions,habitats,
bodyparts,etc.)[B.B.1,B.B.3/D.B.1,D.B.3]
Listen/readthedescriptiontoidentifytheanimalbeingdescribed
Identifythecrazyanimalbasedonthedescriptionbeinggiven
Community/Neighborhood:Studentswillread/listenandinterpret
selectedauthentictextswithcontextualizedvocabularydealingwitha
communityorneighborhood.[B.B.1,B.B.3/D.B.1,D.B.3]
listen/readasetofdirectionstogetfromoneplaceinthe
neighborhoodtothenext
Identifywhatpeopledoinaspecificlocationintheneighborhood
SimpleStories/Rhymes:Studentswillread/listenandinterpretselected
authentictextswithcontextualizedvocabularyinsimplestoriesand
authenticrhymes/poems[B.B.5/D.B.5]
Readasimplestory/rhyme
Listentoasimplestory/rhyme
Culture
LosReyesMagos(ThreeKingsDay)[B.D.2,B.D.3/D.D.2,D.D.3]
Introduction:Whatisit?Whoarethe3kings?Whenisit?Whereisit
celebrated?Whyisitcelebrated?Howisitcelebrated?
CompareandContrastwithcelebrationsintheUS
LaRoscadeReyes
Makeashoe(papershoe)tousetocelebrate
FifthGrade
Presentational:SpeakingandWriting
Animals:Studentswillaskandanswerquestionsaboutanimals.[B.A.1,B.A.2,
B.A.3/D.A.1,D.A.2,D.A.3]
Writeorpresentadescriptionofananimalforapeertoidentify
Writeadescriptionofacrazyanimal
Identifythecrazyanimalbasedonthedescriptionbeinggiven
Presentaboutananimaloracrazyanimal[B.C.1/D.C.1]
Community/Neighborhood:Studentswillaskandanswerquestionsabout
thecommunity/neighborhood[B.A.1,B.A.2,B.A.3/D.A.1,D.A.2,D.A.3]
Participateinaconversationwithapeeraboutwhatyoudointhe
city
Askandanswerquestionsabouttheneighborhood/communityyou
livein
Writeanddeliverasetofdirectionsabouthowtogetfromone
locationinaneighborhoodtoanotherlocation[B.C.3/D.C.3]
Createyourownneighborhoodandpresent
Presentyourcreatedneighborhood
SimpleStories/Rhymes:Studentswillwriteandpresentsimple
stories/rhymes
Writeasimplestory/rhyme
Presentasimplestory/rhyme[B.C.1/D.C.1]
GrammarConcepts
**NOTE:Thesegrammarconceptscanbeusedinthetopicslistedinthe
Interpretive/Presentationaldomainsordoneinanisolatedmanner.
SubjectPronouns
singulars/plurals
Feminineandmasculine
BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


ELDiadelNio(ChildrensDay)[B.D.2,B.D.3/D.D.2,D.D.3] Tener(age)
Toolkit:http://www.texasdia.org/toolkit.html Directionalwords
Introduction:Whatisit?Whenisit?Whereisitcelebrated?Whyisit Izquierda,derecha,arriba,abajo,cercade,etc.
celebrated?Howisitcelebrated? PossessiveAdjectives
Childrensdayartsandcrafts
Singasong Mi,tu,su,nuestro
Agreement
MoneyaroundLatinAmerica[B.D.1/D.D.1] Nounandadjectiveagreement
IntroducedifferentcurrencyinLatinAmerica Genderandnumberagreement
CurrencyTypes Adjectives
CompareandContrastwithUSmoney/value
Verbs

SpanishSpeakingCountries[B.D.2,B.D.3/D.D.2,D.D.3] Presenttenseverbs
IntroductiontodifferentcountriesthatspeakSpanish Conjugation
Locateonamap Defineconjugation
Holidayscelebrated Introductiontoconjugationprocess
Uniquefactsabouteachcountry(flags) Sentencestructure
Musictypicalofthecountry

Cognates
Whatisacognate?
Whataresomeexamples?
Compilealistofcognatestheclasscomesup
ListofCognates(pdf)

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos

BruceGuadalupeMiddleSchool
ScopeandSequenceDetailed
Detailedversionsofthescopeandsequenceoverview.Eachgradelevelisbrokendownintotopics,possibleassessments/activities,andwhatstandardsare
met.Useasaguideline,addormodifyasneeded.Linksareincludedtoresources.
ProficiencyLevels:Developing(Level2)-Transitioning(Level3)
Interpretive:ListeningandReading
FamilyandSelf:Studentswillread/listenandinterpretselectedauthentic
textswithcontextualizedvocabularydealingwithnationalities,Spanish
speakingcountries,andpersonaldescriptions.[D.B.1/T.B.1,D.B.2/T.B.2]
Identifygrammarconceptsinauthenticsong
Createafamilytreebasedoffofawrittenorspokendescription
HispanicHeritageMonth:Studentswillread/listenaboutaboutfamous
Hispanics(bothinthepastandthepresent)[D.B.3/T.B.3,D.B.4/T.B.4]
Read/listenaboutafamousHispanic(videos,booksarticles,
biographies)
Music:Studentswilllistenandinterpretsongswithspecificgrammarconcepts.
[D.B.1/T.B.1,D.B.2/T.B.2,D.B.5/T.B.5]
Identifygrammarconceptsinauthenticsong
MiNinaBonita-Gender/SubjectPronouns
MeVoy-PresentTenseVerbs
School:Studentswillread/listentoselectedauthentictextsaboutschool
topics.
Useaclassscheduletohelpoutanewpeerinclassfindtheirclasses
[D.C.3/T.C.3]
Culture
DiadelosMuertos(DayoftheDead)[D.D.3./T.D.3]
Who?What?When?Where?Why?-Think,Write,Pair,Share
Significance
HalloweenvsDiadelosMuertos(compareandcontrast)
Vocabulary:Calacas,Ofrendas,Calaveras,Cempazuchitl,Calaverasde
Azucar,PandeMuertos,LaCatrina
SixthGrade
Presentational:SpeakingandWriting
FamilyandSelf:Studentswillaskandanswerquestionstofindoutpersonal
information,usingthecorrectgrammarstructuresforquestioning
(interrogatives).[D.C.1,D.C.2,D.C.5/T.C.1,T.C.2.T.C.5]
Interviewpeerandcompare/contrastselftopeer(selfandfamily)
[D.A.1/T.A.1]
ParticipateinaConversationCircle(differentdialects/regions,
geography,family)
Studentswillgiveanoralorwrittenpresentationaboutthemselves
and/orothers.
QuienSoyYo?:individualstudentpresentationsandwritingsonwho
theyare(background,likes/dislikes,family,goals,etc.)
Extendedfamilyvocabulary(i.e.nuera,bisnietos,cuada...etc.)
HispanicHeritageMonth:Studentswillpresent(writtenororal)onafamous
Hispanic.[D.C.1/T.C.1]
Apprisewhichfamouspersonyourelatemosttoandwhy
School:Studentswillaskandanswerquestionstofindoutopinionsonclasses,
whatclassesaretaken,andwhatmaterialsareneeded.[D.C.1,D.C.2,D.C.5/
T.C.1,T.C.2.T.C.5]
Useoftenerandnecesitar
Tellanewpeerhowtogettohis/herclasses(writtenororal)
[D.C.3/T.C.3]
GrammarConcepts
**NOTE:Thesegrammarconceptscanbeusedinthetopicslistedinthe
Interpretive/Presentationaldomainsordoneinanisolatedmanner.
Ortografa
accentmarks,monosyllables(elvs.l,tuvs.t,etc.)
BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


OfrendaProject Writingskills
Art-calacaartanddesign:Studentswillcreateanddesigna persuasive,brochure,emails,etc
calacainmemoryofsomeone(familyorfamousperson) Adjectives
BookofLife-ElLibrodelaVida
Descriptiveadjectives
CarnivalinSpain[D.D.3./D.D.4,T.D.3/T.D.4] Adjectiveandnounagreement(genderandnumber)
Who?What?When?Where?Why?-Think,Write,Pair,Share PresentTenseVerb
Significance -AR,-ER,IR,
Compareandcontrast
Conjugations

CincodeMayo Subject/VerbAgreement
Who?What?When?Why?Where? Tener/Querer/Gustar
Compareandcontrastcelebrations(MexicovsUS) Introduction-usesandexpressions
WhatisthedifferencebetweenIndependenceDay(September16)and ServsEstar
CincodeMayo?
Differenceandwhentousewhichone
HoraLatina Ser+adjective
Whatisitandwhy? Interrogatives
CompareandcontrastUScustomstohoralatina Framingquestions
Affirmativeandnegativequestions
HispanicHeritageMonth
FocusononefamousHispanicaweek Hay
Howandwhentouse
SequenceWords
TvsUsted
Hacer+weatherexpressions

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos

BruceGuadalupeMiddleSchool
ScopeandSequenceDetailed
Detailedversionsofthescopeandsequenceoverview.Eachgradelevelisbrokendownintotopics,possibleassessments/activities,andwhatstandardsare
met.Useasaguideline,addormodifyasneeded.Linksareincludedtoresources.
ProficiencyLevels:Transitioning(Level3)-Refining(Level4)
Interpretive:ListeningandReading
Sports/Hobbies:Studentswillinterpretselectedauthentictextswith
contextualizedvocabularydealingwithlikes,dislikes,sports,hobbies,and
vacationspots[T.B.3/R.B.3]
Compareandcontrastvacationdestinationcritiquesandreact
(agree/disagree,defendanswer)[T.D.2/R.D.2]
Spain:Geography,culturalinfluence,food,art,dance,architecture,music,
contemporarypopularartistsandliterature,andholidays,etc.
CategorizefamouspeoplefromSpainandtheCaribbeanby
dialects/geographicallocations[T.B.4/R.B.4]
HistoryofSpain[T.D4/R.D.4]
Location,capital,landmarksofSpain
Music:Studentswilllistenandinterpretsongswithspecificgrammar
concepts.[T.B.1/R.B.1,T.B.2/R.B.2,T.B.5/R.B.5]
Identifygrammarconceptsinauthenticsong
HispanicHeritageMonth:Studentswillread/listenaboutaboutfamous
Hispanics(bothinthepastandthepresent)[T.B.3/R.B.3,T.B.4/R.B.4]
Read/listenaboutafamousHispanic(videos,booksarticles,
biographies)
Culture
CurrentEvents
WeeklyordailycurrenteventsinSpanishSpeakingCountries
HispanicHeritageMonth
FocusononefamousHispanicaweek[T.D4/R.D.4]
SeventhGrade
Presentational:SpeakingandWriting
Sports/Hobbies:Studentswilldiscussinsmallgroups,wholeclass,orin
pairspersonallikesanddislikesregardingsports,hobbies,dailyactivities,and
placestovisit.Studentswillbeabletodiscusstheseactivitiesusingvarious
verbtenses(presenttense,future)[T.A.1/R.A.1,T.A.3/R.A.3,
Vacation:Studentswillcreateabrochure,poster,flyer,etc.abouttheideal
placeforavacationandwilltrytoconvincetheaudiencethatthiswillbetheir
bestchoiceever.Studentswilltalkabouttheprice,touristattractions,
activities,food,shops,etc.(currency/exchangerate)[T.C.5/R.C.5]
Constructavacationcritique
Deviseavacationbrochure(itinerary)foranidealvacationdestination
(Miviajea.)
CreateacommercialadvertisinganideaLvacationspot
Spain:Geography,culturalinfluence,food,art,dance,architecture,music,
contemporarypopularartistsandliterature,andholidays,etc..[T.C.1,T.C.2,
T.C.5/R.C.1,R.C.2.R.C.5]
ParticipateinaConversationCircle(differentdialects/regions,
geography,family)
Culturalactivities-compareandcontrasttoUS[T.D.2/R.D.2]
HispanicHeritageMonth:Studentswillpresent(writtenororal)onafamous
Hispanic.[T.C.1/R.C.1]
Apprisewhichfamouspersonyourelatemosttoandwhy
GrammarConcepts
**NOTE:Thesegrammarconceptscanbeusedinthetopicslistedinthe
Interpretive/Presentationaldomainsordoneinanisolatedmanner.
Ortografa
accentmarks,monosyllables(elvs.l,tuvs.t,etc.)
BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


TheconceptoftheSiesta Writingskills
Whodoesit?Why? persuasive,brochure,emails,etc
CompareandcontrastwithUS.[T.D.2/R.D.2] StemChangingVerbs
IndependenceDay Introduction
MexicosIndependenceDay Conjugations
IrregularVerbs
SpainsIndependenceDay -AR,-ER,-IR
CompareandcontrasttoeachotherandUS[T.D.2/R.D.2] Conjugations
LegendofElChupacabra Tener
Readdifferentversions Usesandexpressions
Contractions
CompareandcontrastdifferentversionsoftheLegendofthe
Alandel
Chupacabra
CoordinatingConjunctions
HispanicvsLatino
Y/o
Whatsthedifference? Direct/Indirectobjectpronouns
YoSoyLatino-minicomic Howandwhentouse
FiestasTipicasEspanolas(TypicalSpanishParties) Usinghay
Whatkindsoffestivals/partiesarecelebratedinSpain Infinitiveafterconjugatedverb
Interrogativeexpressions
Food/music Prepositions
PlanatypicalSpanishparty.[T.C.4/R.C.4] Local/general

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos

BruceGuadalupeMiddleSchool
ScopeandSequenceDetailed
Detailedversionsofthescopeandsequenceoverview.Eachgradelevelisbrokendownintotopics,possibleassessments/activities,andwhatstandardsare
met.Useasaguideline,addormodifyasneeded.Linksareincludedtoresources.
ProficiencyLevels:Refining(Level3)
Interpretive:ListeningandReading
LatinAmerica:geography,culturalinfluence,literature,art,architecture,
food,dance,music,festivals,andholidays,etc.
TraditionalParties/CelebrationsinLatinAmerica:Studentswillinterpret
selectedauthentictextswithcontextualizedvocabularydealingwithfood
andplanningparties.
Sequencepreparationplansforanauthenticcelebration
(Reading/Listening)[R.B.3]
LegendofLaLlorona
Literature:LaLlorona,shortstoriesofMonterroso.
[R.B.3/R.B.4/R.B.5]
Music:Studentswilllistenandinterpretsongswithspecificgrammar
concepts.[R.B.1,R.B.2,R.B.5]
Identifygrammarconceptsinauthenticsong
HispanicHeritageMonth:Studentswillread/listenaboutaboutfamous
Hispanics(bothinthepastandthepresent)[R.B.3,R.B.4]
Read/listenaboutafamousHispanic(videos,booksarticles,
biographies)
TraditionofLaQuinceaera
WhatisaQuinceaera?
HowdoquinceaerasdifferaroundLatinAmerica[R.B.2/R.B.3]
Symbolismbehinddifferentcomponentsofthisriteofpassage
(crown,shoes,ring,dance(s),dress,religiousceremony,etc.)
Culture
CurrentEvents
WeeklyordailycurrenteventsinSpanishSpeakingCountries
HispanicHeritageMonth
EighthGrade
Presentational:SpeakingandWriting
LatinAmerica:geography,culturalinfluence,literature,art,architecture,
food,dance,music,festivals,andholidays,etc.
Interviewanativespeakeraboutauthenticdishes,theiringredients,
andtheirorigin[R.A.2/R.A.5]
TraditionalParties/CelebrationsinLatinAmerica:Studentswilldiscuss
traditionalfamilydishesfromtheircountriesoforigins.Studentswilldiscuss
theirpreferencesfortheirfavoritefoods.
Studentswillpresentauthenticrecipes.(oral/written)[R.C.1/R.C.2]
Studentswilltalkaboutrecipeorigin,theingredients,andthesteps
topreparethisdish.[R.A.2/R.C.4]
Createanddeliverinstructionsforarecipeforanauthentic
celebration[R.C.4]
Sequencepreparationplansforanauthenticcelebration[R.C.4]
Reflectandcompare/contrastavarietyofcelebrations[R.B.5]
LegendofLaLlorona
AnalyzeandreflectonLaLlorona[R.B.5]
HispanicHeritageMonth:Studentswillpresent(writtenororal)onafamous
Hispanic.
Apprisewhichfamouspersonyourelatemosttoandwhy[R.C.1]
TraditionofLaQuinceaera
RespondtoQuinceaerainvitationwithmealpreferenceanddetails
[R.C.5]
EmailafamilymemberinvitingthemtotheQuinceaera[R.C.5]
Planyourownquinceaera[R.A.4]
CreateanauthenticinvitationtoaQuinceaera[R.C.5]
GrammarConcepts
**NOTE:Thesegrammarconceptscanbeusedinthetopicslistedinthe
Interpretive/Presentationaldomainsordoneisolated.
BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


FocusononefamousHispanicaweek[R.D.4] Ortografa
accentmarks,monosyllables(elvs.l,tuvs.t,etc.)
LatinAmerica:geography,culturalinfluence,literature,art,architecture, Writingskills
food,dance,music,festivals,andholidays,etc. persuasive,brochure,emails,etc
IrregularVerbs
Idioms -AR,-ER,-IR
StudyaroundLatinAmerica conjugations
CompareandcontrastwithEnglishIdioms[R.D.2] ReflexiveVerbs
Createyourownidiom/illustrateanidiom Idioms
Personala
TheConceptoftheLastName[R.D.2] PresentProgressive
WhydoSpanishspeakingcountriesusetwolastnames? Tenseandparticiples
HIstoryandculturalnorms,compareandcontrastwithUS ServsEstar
[R.D.2/R.D.4] Reviewandpractice
Singular/Pluralformsofpronouns
LegendofLaLlorona Reviewandpractice
Literature:LaLlorona,shortstoriesofMonterroso.[R.D.3] Possessiveadjectives
AnalyzeandreflectonLaLlorona Reviewandpractice
Watchadocumentaryonthelegend Wordorderofdeclarativeandinterrogativesentences
Sentencestructure
Immigration[R.D.2/R.D.4]
Causeandeffect
Whydopeopleimmigrate?
Whatarethedangers?
CultureAssimilation

TraditionofLaQuinceaera[R.D.1/R.D.2]
WhatisaQuinceaera?
HowdoquinceaerasdifferaroundLatinAmerica
Symbolismbehinddifferentcomponentsofthisriteofpassage
(crown,shoes,ring,dance(s),dress,religiousceremony,etc.)
Planyourownquinceaera

BenefitsofBilingualismandContinuationofSpanishStudy
Careeropportunities
WhykeepstudyingSpanish?
Benefits

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


ProficiencyLevelsandStandards
BelowaretheWisconsinStateStandardsforthefivedomainsbeingfocused:listening,reading,writing,speakingandculture.Thedetailedscopeand
sequencemapshavethestandardsabbreviatedwiththedetailedstandardlistedbelow.
ProficiencyLevelsandStandards

Interpersonal:Conversation

ContentRationale:Studentsmustknowhowtousethelanguageeffectivelyinordertoexchangeideasandinformationwithotherpeopleinaculturally
appropriatemanner.Thisstandardfocusesonthegoaloflearningtoengageinconversation.

Beginning:Level1 Developing:Level2 Transitioning:Level3 Refining:Level4

Receptive-Imitative Imitative-Reflective Reflective-Interactive Interactive-Initiative

A.1.Conversations:Students A.1.Conversations:Students A.1.Conversations:Students A.1.Conversations:Students

willcarryononashort
conversationaboutpersonal
interests,includingwhatthey
havedone,aredoingandare
planningtodo.
A.2.Questions:Studentswill
askandanswerquestions,
includingbiographical
information
A.3.Opinions:Studentswill
statepersonalpreferences
andfeelings.
A.4.Problem-solving:
Studentswillexpress
personalneeds.
A.5.Comprehensions:
Studentswillaskfor
repetitionandrepeatto
ensureunderstanding
willsustainaconversation
includingdescriptionson
selectedtopicsabout
themselvesandtheirstateor
country.
A.2.Questions:Studentswill
askandansweravarietyof
questions,givingreasonsfor
theiranswers.
A.3.Opinions:Studentswill
statepersonalpreferencesand
feelingswithsomeexplanation
A.4.Problem-solving:Students
willgivepossiblesolutionstoa
problemrelatedtoapersonal
need.
A.5.Comprehensions:
Studentswillaskfor
simplificationandclarification
willdiscussanddefendan willdiscussordebateawide
optiononselectedtopicsfrom varietyoftopicsfromthelocal
thelocaltotheinternational totheinternationallevel,
level.. hypothesizing,convincing,
A.2.Questions:Studentswill persuadingandnegotiatingto
askandansweravarietyof reachaconclusion
questionsthatrequire A.2.Questions:Studentswill
follow-upquestionsand askandansweravarietyof
responsesformore questionsthatrequire
information elaborationandsubstantiation
A.3.Opinions:Studentswill ofopinions.
defendpersonalpreferences, A.3.Opinions:Studentswill
feelings,andopinionswith defendpersonalpreferences,
morecompleteexplanation. feelings,andopinionswith
A.4.Problem-solving: substantivearguments
Studentswillsuggestoptions A.4.Problem-solving:
forsolvingproblemsrelated Studentswilldiscussoptions
topersonalneedsofothers. andnegotiatetosolvea
A.5.Comprehensions: problem
Studentswillaskfor A.5.Comprehensions:
clarificationandsuggest Studentswillaskfor
alternativewordstoensure clarificationandbeableto
understanding paraphrasetoensure
understanding

Theseareindicatorstoidentifywherestudentsareontheproficiencyscale.
http://dpi.wi.gov/world-language

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


ProficiencyLevelsandStandards

Interpretive;ListeningandReading

ContentRationale:Studentsmustdevelopstronglisteningandreadingskillstointerprettheconcepts,ideasandopinionsexpressedbymembersofother
vulturesthroughtheirmediaandtheirliteratures.Thisstandardfocusesonincreasingthelevelofunderstandingasstudentslistento,read,orview
materialsinanewlanguage.

Beginning:Level1 Developing:Level2 Transitioning:Level3 Refining:Level4

Receptive-Imitative Imitative-Reflective Reflective-Interactive Interactive-Initiative

B.1.Listening:Studentswill B.1..Listening:Studentswill B.1.Listening:Studentswill B.1.Listening:Studentswill

understandspokenlanguage
onfamiliartopicsthathas
strongvisualsupport..
B.2.Listening:Studentswill
comprehendsimpledaily
conversationsonfamiliar
topicsandselected,
age-appropriateauthentic
recordings,broadcasts,and
videos.
B.3.Reading:Studentswill
understandwrittenmaterials
onfamiliartopicsthathave
strongvisualsupport.
B.4.Reading:Studentswill
comprehendthemainidea
ofselected,shortauthentic
writtenmaterials.
B.5.Strategies:Studentswill
usepreviousclassroom
experiencewiththe
languagetounderstandits
spokenandwrittenforms.
understandspokenlanguage
thatincorporatesfamiliar
vocabularyandstructures
B.2.Listening:Studentswill
comprehendthemainidea
andsomesupportingideasof
selectedauthenticmaterials
includingrecordings,
broadcasts,andvideos.
B.3.Reading:Studentswill
understandselectedwritten
materialsontopicsofpersonal
interest.
B.4.Reading:Studentswill
comprehendthemainidea
andsomesupportingideasof
selectedauthenticwritten
materials.
B.5.Strategies:Inaddition,
studentswillbegintoderive
meaningthroughuseof
prediction,prefixes,suffixes,
rootwords,wordssimilarto
English,contextualclues,and
wordorder
understandspokenlanguage understandspokenlanguage
thatincorporatesmore inawidevarietyoftopics.
advancedvocabularyand B.2.Listening:Studentswill
structures. comprehendthemainidea
B.2.Listening:Studentswill andsupportingideasoforal
comprehendthemainideas presentationandauthentic
andsupportingideasoforal spokenmaterials.
presentationsandselected B.3.Reading:Studentswill
authenticmaterialsincluding understandwrittenmaterials
videos,andradioand onawidevarietyoftopics
televisionbroadcasts. andinavarietyofformats.
B.3.Reading:Studentswill B.4.Reading:Studentswill
understandmorecomplex comprehendthemainidea
writtenmaterialsonavariety andsupportingideas,and
oftopicsandformats. makeinferencesinawide
B.4.Reading:Studentswill varietyofauthenticwritten
comprehendthemainidea materials.
andkeysupportingideasand B.5.Strategies:Inaddition,
begintomakeinferencesin studentswillanalyzethe
selectedauthenticwritten authorsuseoflanguageto
materials. understandawrittentest.
B.5.Strategies:Inaddition,
studentswillusethe
dictionarytolookupwords
thatcannotbedisciplinedvia
previouslylearnedstrategies.

Theseareindicatorstoidentifywherestudentsareontheproficiencyscale.

http://dpi.wi.gov/world-language

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos


ProficiencyLevelsandStandards

Presentational:SpeakingandWriting

ContentRationale:Studentsmustdevelopstrongspeakingandwritingskillstocommunicatetheirthoughts,concepts,andopinions,effectivelyto
membersofothercultures.Thisstandardfocusesonpresentinginformationinawaythatisappropriatefortheaudience.

Beginning:Level1 Developing:Level2 Transitioning:Level3 Refining:Level4

Receptive-Imitative Imitative-Reflective Reflective-Interactive Interactive-Initiative

C.1.:OralPresentations: C.1.:OralPresentations: C.1.:OralPresentations: C.1.:OralPresentations:

Studentswilldramatize
student-centeredand/or
authentisongs,shortpoems,
skits,ordialogues.
C.2.Speeches:Studentswill
writeandpresentashort
narrativeaboutthemselves.
C.3.Directions:Studentswill
givesimplecommandsand
makerequestsofanother
personorgroup.
C.4.RecountingEvents:
Studentwilltellasimple
story.
C.5.FormsofWriting:
Studentswillwritepersonal
journalsand/orbrief
messagestofriends
(postcard,letter,ore-mail)
Studentswillpresent
student-centeredand/or
authenticshortplays,stories,
skits,poemsandsongs.
C.2.Speeches:Studentswill
writeanddeliverashort
presentationabouttheir
schoolorcommunity.
C.3.Directions:Studentswill
givesimpledirectionsto
someoneinordertocomplete
amulti-steptask.
C.4.RecountingEvents:
Studentwilltellastory
incorporatingsome
descriptionanddetail.
C.5.FormsofWriting:
Studentswillwriteshort
compositionsandletters.
Studentswilldramatize
student-createdwordsand
excerptsofauthentic
literature.
C.2.Speeches:Studentswill writeandpresentaspeech
writeanddeliverashort
speechonatopicof
personalinterest
C.3.Directions:Studentswill
giveaseriesofdirectionsto
someone,coachingthe
personinordertocomplete
thetask.
C.4.RecountingEvents:
Studentswillrecountastory
withsubstantivedescription
anddetail.
C.5.FormsofWriting:
Studentswillwriteformal
compositionsandlettersfor
avarietyofpurposes
Studentswillpresent
student-createdworksand
authenticliterature
C.2.Speeches:Studentswill
onatopicthathasbeen
researched
C.3.Directions:Studentswill
giveaseriesofdetailed
instructionstosomeonewith
suggestionsinhowbestto
completethetask
C.4.RecountingEvents:
Studentswillgiveaseriesof
detailedinstructionsto
someonewithsuggestions
inhowbesttocompletethe
task
C.5.FormsofWriting:
Studentswillwriteformal
compositions,research
papersandlettersfora
varietyofpurposes

Theseareindicatorstoidentifywherestudentsareontheproficiencyscale.

http://dpi.wi.gov/world-language

BruceGuadalupeSpanishProgramScopeandSequence
AnaArcos

ContentRationale:Studentsmustdevelopstrongspeakingandwritingskillstocommunicatetheirthoughts,concepts,andopinions,effectivelyto
membersofothercultures.Thisstandardfocusesonpresentinginformationinawaythatisappropriatefortheaudience.
Beginning:Level1
Receptive-Imitative
D.1.PatternsofInteraction:
Studentswillobserveand
imitateappropriatepatterns
ofbehavior(suchas
greetingsorgestures)used
withfriendsandfamilyinthe
culturesstudied.
D.2.CulturalActivities:
Studentswillparticipatein
andlearnabout
age-appropriatecultural
activities(suchasgames,
songsandholiday
celebrations)
D.3.BeliefsandAttitudes:
Studentswillidentifysome
commonbeliefsand
attitudeswithinthecultures
studiedsuchassocial
etiquetteortheroleofthe
family
D.4.HistoricalInfluences:
Studentswillidentifyreasons
fordifferentpatternsof
interaction
ProficiencyLevelsandStandards
Developing:Level2
Imitative-Reflective
D.1.PatternsofInteraction:
Studentswillinteractwith
respectusingculturally
appropriatepatternsof
behaviorineverydayinformal
andsocialsituations
D.2.CulturalActivities:
Studentswillexperience
culturalandsocialactivities
commontostudentsofsimilar
ageinthetargetcultures
(suchasholidaycelebrations,
school,lifeandpastimes.
D.3.BeliefsandAttitudes:
Studentswillidentifysome
commonbeliefsandattitudes
withintheculturesstudied
andcomparethemtotheir
ownbeliefsandattitudes.
D.4.HistoricalInfluences:
Studentswillbegintobeable
toexplainhistoricaland
philosophicalreasonsfor
differentpatternsof
interaction
Theseareindicatorstoidentifywherestudentsareontheproficiencyscale.
http://dpi.wi.gov/world-language
Culture
Transitioning:Level3
Reflective-Interactive
D.1.PatternsofInteraction: D.1.PatternsofInteraction:
Studentswillinteractwith
respectaccordingtothe
socialandcultural
requirementsofmostsocial
andsomeformalcontexts.
D.2.CulturalActivities:
Studentswillcompareand
contrastactivitiesfromother
culturestotheirownin
relationtohome,school,
communityandnation.
D.3.BeliefsandAttitudes:
Studentswilldiscussand
comparebeliefsand
attitudeswithinthecultures
studiedandtheirownin
relationtohome,school,
communityandnation
D.4.HistoricalInfluences:
Studentswillexhibitbroader
anddeeperknowledgeof
historicalandphilosophical
backgroundsthatexplain
patternsofinteraction
BruceGuadalupeSpanishProgramScopeandSequence
Refining:Level4
Interactive-Initiative
Studentswillinteractina
varietyofculturalcontexts
(formal/informal,
social/word)withsensitivity
andrespect
D.2.CulturalActivities:
Studentswillexaminethe
roleandimportanceof
varioussocialactivities
withintheculturesstudied
(suchasreligious
celebrations,historical
events,ritesofpassage)
D.3.BeliefsandAttitudes:
Studentswillexplainhow
beliefs,perspectivesand
attitudesaffectthetarget
countriespositiononglobal
issues.
D.4.HistoricalInfluences:
Studentscandiscuss
historicalandphilosophical
backgroundsthathave
influencedacultures
patternsofinteraction
AnaArcos