2005-2006
TABLE OF CONTENTS
PART I
.
.... 3
NATIONAL STANDARDS FOR FOREIGN
LANGUAGE LEARNING
..... 4
PARENT/GUARDIAN MEMORANDUM OF
UNDERSTANDING ...
... 6
STUDENTS SYLLABUS
....... 8
TEACHERS SYLLABUS (YEAR-AT-A-GLANCE)
..
..... 10
TEACHER FEEDBACK
FORMS............................................................................ 12
INSTRUCTIONAL SEQUENCE,
OBJECTIVES AND ALIGNMENT..................... 17
QUARTER 1
SEQUENCE..
................... 18
QUARTER 1
OBJECTIVES................................................................................... 19
QUARTER 1 VOCABULARY................................................................................ 20
QUARTER 2
SEQUENCE................................................................. .................... 22
QUARTER 2
OBJECTIVES.................................................................................. 23
QUARTER 2
VOCABULARY................................................................................ 24
QUARTER 3
SEQUENCE..................................................................................... 25
QUARTER 3 OBJECTIVES................................................................................... 26
QUARTER 3
VOCABULARY................................................................................ 27
QUARTER 4
SEQUENCE..................................................................................... 28
QUARTER 4
OBJECTIVES.................................................................................. 29
QUARTER 4
VOCABULARY................................................................................ 30
LEVEL II VERB
LIST............................................................................................. 31
LEVEL II CULTURE
FACTS.................................................................................. 32
PART II
.............. 33
ORAL PROFICIENCY ASSESSMENT
.................. 34
ORAL PROFICIENCY RUBRICS
..
............. 36
WRITING PROFICIENCY ASSESSMENT...
.............. 39
WRITING PROFICIENCY RUBRICS
.................... 43
SEMESTER ASSESSMENTS
OUTLINES........................................................... 46
FOREIGN LANGUAGE LEARNING
CHARLES COUNTY PUBLIC SCHOOLS
SPANISH II
NATIONAL STANDARDS AND CHARLES COUNTY INDICATORS
FOR FOREIGN LANGUAGE LEARNING
|
NATIONAL
STANDARD |
INDICATORS |
|
COMMUNICATION
1.1 Students engage in
conversation, provide and obtain information, express feelings and emotions,
and exchange opinions. |
§
Understand classroom
directions in the target language. §
Comprehend explanations
of content in the target language. §
Understand daily
routine situations. §
Comprehend
conversations on familiar topics. §
Engage in a wide range
of speaking interactions to develop fluency and comprehension. §
Express basic needs in
simple survival and travel situations. §
State preferences and
opinions about familiar topics. §
Respond to information
questions by adopting learned material. §
Sustain a simple,
face-to-face conversation on familiar topics. §
Generate own plans for
using the language orally. §
Comprehend the simplest
authentic text. §
Understand messages,
greetings, and short notes. §
Recognize learned
materials. §
Apply acquired
knowledge and skills effectively in new learning situations. §
Copy accurately words,
phrases, and short sentences. §
Complete personal data
on forms. §
Compose lists of
topical vocabulary. §
Write complete
sentences in the present tense. §
Generate own writings,
using the target language. §
Evaluate own progress
in using the target language in written formats. |
|
COMMUNICATION
1.2 Students understand and
interpret written and spoken language on a variety of topics. |
|
|
COMMUNICATION
1.3 Students present
information, concepts, and ideas to an audience of listeners or readers on a
variety of topics. |
|
|
CULTURES 2.1 Students demonstrate an
understanding of the relationship between the practices and perspectives of
the cultures studied. |
·
Compare and contrast
holidays of target countries with the United States. ·
Recognize appropriate
gestures of target countries. ·
Identify important
historical events. ·
Recognize famous people
of target countries. |
|
CULTURES 2.2 Students demonstrate an
understanding of the relationship between the products and perspectives of
the cultures studied. |
|
|
CONNECTIONS
3.1 Students reinforce and
further their knowledge of other disciplines through the foreign language. |
·
Engage in written
activities through the use of writing-across-the-curriculum strategies. ·
Use available technology
as a means of secondary support to the classroom. ·
Participate in field
trips relating to interdisciplinary subject matter (Holocaust museum,
embassies, art museums, colleges, etc.) |
|
CONNECTIONS
3.2 Students acquire information
and recognize the distinctive viewpoints that are only available through the
foreign language and its cultures. |
|
|
COMPARISONS
4.1 Students demonstrate
understanding of the nature of language through comparisons of the language
studied and their own. |
·
Explain vocabulary acquisition. ·
Increase use of more
complex grammatical concepts, i.e. verb conjugations. ·
Identify synonyms and
antonyms. ·
Self evaluate
acquisition of new vocabulary in the target language. ·
Compare and contrast
holidays of target languages with the United States. |
|
COMPARISONS
4.2 Students demonstrate
understanding of the concept of culture through comparisons of the cultures
studied and their own. |
|
|
COMMUNITIES
5.1 Students use the language
both within and beyond the school setting. |
·
Recognize that language
is a form of social behavior. ·
Recognize that language
is constantly changing. ·
Utilize acquired skills
outside the classroom setting. ·
Generate own plans for
using the target language. ·
Understand and utilize
the target language in formal and informal situations effectively and
appropriately. ·
Participate in field
trips relating to interdisciplinary subject matter. ·
Engage in a wide range
of interactions to develop fluency and comprehension. ·
Apply acquired
knowledge and skills effectively in new learning situations. |
|
COMMUNITIES
5.2 Students show evidence of
becoming life-long learners by using the language for personal enjoyment and
enrichment. |
PARENT/GUARDIAN
MEMORANDUM
of UNDERSTANDING
CHARLES COUNTY PUBLIC SCHOOLS
2005-2006
FOREIGN LANGUAGE PROGRAM
PARENT/GUARDIAN
MEMORANDUM of UNDERSTANDING
for
STUDENT SYLLABUS
SPANISH
I
have received and read my childs Foreign Language syllabus. I understand that the topics listed will be
the basis for instruction and learning for the 2005-2006 school year. These topics will be on the semester
assessments. Each semester assessment
will count as 5% of my childs Foreign Language average for that semester. The syllabus also will be the basis for oral
and writing proficiency assessments administered in 2005-2006. Each semester, my child will take a
proficiency assessment. Each proficiency assessment will count as 10% of
his/her Foreign Language average for that semester.
(Please sign and return the following
form to the Foreign Language teacher by September 9, 2005).
I understand the 2005-2006 course expectations and
assessment requirements for
Spanish_____
Class Period ______ Teachers
Name _________________________
(level)
________________________________________ ____________________________
(signature of parent) (date)
________________________________________ ____________________________
(signature of student) (date)
STUDENTS SYLLABUS
CHARLES COUNTY PUBLIC SCHOOLS
Spanish II Syllabus
This syllabus lists the topics for this
school year. The syllabus will be the
basis for semester assessments. The
grade on the semester assessments will count as 5% of the student's Foreign
Language average for that semester. At
the end of each semester, the student also will take a proficiency assessment
based on the syllabus' content from that semester. Each proficiency assessment will count as 10% of the student's
Foreign Language average for that semester.
CONTENT
LANGUAGE STRUCTURES
Level
1 Review
§
numbers, time, month, days
§
school, subjects,
teachers
§
weather, seasons
§
description of oneself,
home, family
§
sports and hobbies
§
places and
transportation
§
clothing
§
food
§
Level 1 verbs
Level 2 Topics:
§
numbers 101-1,000,000
§
cooking and meals
§
daily routine
§
personal care
§
pastimes, hobbies, sports, recreation
§
shopping, stores, money
§
clothing
§
school
§
animals and toys
§
celebrations
§
family, home, chores
Level
1 Review
§
Pronouns and adjectives
§
Present tense regular
and irregular verbs
§
ser and estar
comparisons
§
gustar
§
interrogatives
§
contractions
§
personal a
§
hay
§
hacer and tener
expressions
§
definite and indefinite
articles
Level 2 Topics:
§
demonstrative pronouns and adjectives
§
possessive pronouns and adjectives
§
present tense -go verbs
§
present tense saber, conocer, reflexive verbs,
stem-changing verbs
§
saber and conocer comparisons
§
preterit regular verbs
§
preterit irregular verbs (ir, ser, estar, hacer, dar,
ver, decir, tener, venir, saber, -ir stem-changing verbs, -car, -gar, -zar
verbs)
§
commands, familiar tϊ affirmative
§
comparatives and superlatives
§
prepositions + infinitive
§
direct and indirect object pronouns
§
imperfect tense regular and irregular
§
preterit and imperfect uses/comparisons
TEACHERS
SYLLABUS
SPANISH II YEAR-AT-A-GLANCE
|
Spanish II
- Quarter 1 (Pasodoble, Chapter 1) |
||
|
Content |
Language
Structures |
Culture |
|
El repaso del primer aρo: Refer to Paso a Paso Level 1
Chapters ( ). ·
la escuela (2/Primer
Paso) ·
los nϊmeros/la hora
(PP) ·
el calendario/los
dνas/los meses (PP) ·
las estaciones (3) ·
el tiempo (7) ·
la descripciσn fνsica y
la personalidad (1/5) ·
la familia (5) ·
la casa (8) ·
los deportes (3) ·
la ropa (6) ·
la comida (4) ·
los lugares ·
Level 1 Verb List El segundo aρo: ·
los nϊmeros
(101-1,000,000) ·
la vida escolar |
El repaso del primer aρo: ·
el presente de verbos
regulares e irregulares ·
los usos de ser y estar ·
los interrogativos ·
los artνculos ·
las contracciones ·
la "a"
personal ·
hay ·
los modismos con hacer
(weather) ·
tener frνo/calor/sed/
hambre/sueρo/miedo/ razσn El segundo aρo: ·
el verbo salir ·
los verbos -go (traer,
salir, hacer, caer, decir, oνr, venir, tener, poner) ·
los comparativos
(intro) ·
los complementos
directos |
El repaso del primer aρo: ·
los paνses
hispanohablantes ·
la cocina El segundo aρo: ·
las nacionalidades ·
el aρo escolar
(comparaciσn) ·
el 16 de septiembre
(Independencia) ·
el 12 de octubre (dνa
de la raza) ·
la herencia africana ·
el primero y segundo de noviembre (el dνa de los
muertos) ·
la escuela en EEUU vs.
Mιxico ·
las actividades
extracurriculares en EEUU vs Guatemala |
|
Spanish II
- Quarter 2 (Chapters 2 and 3) |
||
|
Content |
Language
Structures |
Culture |
|
·
la rutina diaria ·
el arreglo personal ·
los pasatiempos ·
los viajes (Level 1,
Chapter 14) ·
la ropa (Level 1,
Chapter 7) |
·
los verbos reflexivos ·
los verbos con cambios
(e-ie, o-ue, e-i) ·
antes de../despuιs
de... ·
el pretιrito regular ·
los pronombres/los
adjetivos demonstrativos ·
los comparativos y los
superlativos ·
los complementos
indirectos |
·
los parques/Chapultapec
y Retiro ·
el 12 de diciembre
(Nuestra Seρora de Guadalupe) ·
los 16-24 de diciembre
(las Posadas) ·
los 24-25 de diciembre
(la Navidad) ·
el 6 de enero (los
Reyes Magos) ·
ir de compras/tallas ·
dinero |
|
Spanish II
- Quarter 3 (Chapters 4 and 5) |
||
|
Content |
Language
Structures |
Culture |
|
·
los pasatiempos (cont) ·
los deportes ·
los animales ·
los juguetes |
·
el pretιrito irregular
(ser, hacer, poder, tener, decir, venir, saber, poner, traer, estar, dar,
ver, ir, estar) ·
saber vs conocer ·
el imperfecto de los
verbos* ·
el imperfecto de ser,
ir y ver* ·
mandatos afirmativos
con tϊ, regular e irregular (Level 1, Chapter 12) may need outside
resources. Mastery required. *For introduction only, not
mastery. |
·
los mayas ·
los aztecas ·
los incas ·
las Pascuas ·
el Carnival ·
Diego Rivera ·
Frida Kahlo ·
Josι Martν |
|
Spanish II
- Quarter 4 (Chapters 6 and 7) |
||
|
Content |
Language
Structures |
Culture |
|
·
la familia ·
la casa/los quehaceres
(Level 1, Chapter 8) ·
las celebraciones ·
los acesorios |
·
los usos del pretιrito
y del imperfecto* ·
el pretιrito de dar y
ver ·
el pretιrito de verbos
con cambios ·
los adjetivos
posesivos/ los pronombres posesivos ·
los usos de ser vs
estar (repaso) *For introduction only, not
mastery. |
·
las civilizaciones
antiguas (cont) ·
las fiestas (repaso) ·
la casa y la familia
hispαnica |
TEACHER FEEDBACK FORMS
CHARLES COUNTY PUBLIC
SCHOOLS
SPANISH II CURRICULUM
GUIDE
Teacher Feedback Form
At the end
of each quarter, please complete this feedback form and send via PONY to
Charlotte Weirich, Foreign Language Office, Central Office. Your feedback will help improve the
Curriculum Guide. Thank you!
Spanish
Level ____ Quarter _____
|
Vocabulary |
|
Grammar |
|
Verbs |
|
Sequence/Alignment with Text, Paso
a Paso |
|
Culture |
|
Organization/Format |
|
Typographical Errors |
CHARLES COUNTY PUBLIC
SCHOOLS
SPANISH II CURRICULUM
GUIDE
Teacher Feedback Form
At the end
of each quarter, please complete this feedback form and send via PONY to
Charlotte Weirich, Foreign Language Office, Central Office. Your feedback will help improve the
Curriculum Guide. Thank you!
Spanish
Level ____ Quarter _____
|
Vocabulary |
|
Grammar |
|
Verbs |
|
Sequence/Alignment with Text, Paso
a Paso |
|
Culture |
|
Organization/Format |
|
Typographical Errors |
CHARLES COUNTY PUBLIC
SCHOOLS
SPANISH II CURRICULUM
GUIDE
Teacher Feedback Form
At the end
of each quarter, please complete this feedback form and send via PONY to
Charlotte Weirich, Foreign Language Office, Central Office. Your feedback will help improve the
Curriculum Guide. Thank you!
Spanish
Level ____ Quarter _____
|
Vocabulary |
|
Grammar |
|
Verbs |
|
Sequence/Alignment with Text, Paso
a Paso |
|
Culture |
|
Organization/Format |
|
Typographical Errors |
CHARLES COUNTY PUBLIC
SCHOOLS
SPANISH II CURRICULUM
GUIDE
Teacher Feedback Form
At the end
of each quarter, please complete this feedback form and send via PONY to
Charlotte Weirich, Foreign Language Office, Central Office. Your feedback will help improve the Curriculum
Guide. Thank you!
Spanish
Level ____ Quarter _____
|
Vocabulary |
|
Grammar |
|
Verbs |
|
Sequence/Alignment with Text, Paso
a Paso |
|
Culture |
|
Organization/Format |
|
Typographical Errors |
SEQUENCE OF
INSTRUCTION,
OBJECTIVES, AND ALIGNMENT
(PASO A PASO)
Spanish II - Quarter 1
- Sequence
|
Spanish II - Quarter 1
(Pasodoble, Chapter 1) |
||
|
Content |
Language
Structures |
Culture |
|
El repaso del primer aρo: Refer to
Paso a Paso Level 1 Chapters ( ). ·
la
escuela (2/Primer Paso)
El segundo aρo:
|
El repaso del primer aρo:
El segundo aρo:
|
El repaso del primer aρo:
El segundo aρo:
|
Spanish II - Quarter 1
- Paso a Paso Objectives
|
Paso
a Paso 2 - Pasodoble |
|
|
Review
of Level 1 |
|
|
Vocabulary |
Grammar |
|
|
|
|
At the end of this chapter students
will be able to: ό talk about some of the thematic
concepts from Level 1. ό use selected grammatical
structures from Level 1. ό use selected vocabulary form Level
1 |
|
|
Paso
a Paso 2 - Chapter 1 |
|
|
ΏCσmo
es tu escuela? (School) |
|
|
Vocabulary |
Grammar |
|
|
|
|
At the end of this chapter students will be able to: ό talk about their classes and
homework. ό describe their school and school
day. ό compare the subjects they like the
most and least. ό talk about similarities and
differences between their schooling and that of a student in Mexico City. |
|
Spanish II - Quarter 1
- Vocabulary List
Pasodoble - Review of
Spanish 1
|
La Escuela el almuerzo el arte las cienceias la clase la educaciσn fνsica el espaρol/el inglιs las matemαticas la mϊsica la tarea fαcil/difνcil la calculadora el cuaderno el diccionario la grabadora el horario el lαpiz/el bolνgrafo la mochila la reglas el libro el mapa el pupitre/la silla la pizarra el maestro el profesor la bandera el escritorio/la mesa la tiza el periσdico/la revista la historia la biblioteca la carta Los nϊmeros 0-199 El Calendario los dνas/los meses/las
estaciones El Tiempo Hace buen/mal tiempo. Hace calor/fresco/
frνo/sol/viento Llueve. /la lluvia Nieva./la nieve el sol el viento Estα nublado/claro. Tener Phrases tener frνo tener calor tener sed tener hambre tener miedo tener sueρo tener razσn tener aρos tener que ... tener ganas de... |
La Descripciσn alto/bajo antipαtico/simpαtico bonito/guapo/feo grande/pequeρo inteligente delgado/gordo corto/largo joven/viejo mayor/menor el pelo (canoso/
castaρo/negro/rubio/ pelirrojo) los ojos (azules/grises/
marrones/negros/verdes) amable artνstico atrevido callado deportista desordenado/ordenado generoso/tacaρo gracioso/serio impaciente/paciente perezoso/trabajador prudente sociable cansado enfermo ocupado triste/alegre preocupado Los Colores La Familia los abuelos los hermanos los hijos los padres los primos los tνos el esposo los sobrinos los nietos los parientes el hijo ϊnico los gemelos el hombre/la mujer el muchacho/el niρo el gato/el perro/el
pαjaro/el pez el caballo |
Los Deportes nadar patinar practicar deportes el bαsquetbol el bιisbol el fϊtbol el fϊtbol americano el tenis el vσleibol ir de pesca montar en bicicleta montar a caballo bucear esquiar Los Pasatiempos dibujar escuchar mϊsica hablar por telιfono ir al cine leer tocar la guitarra ver la tele ir de compras jugar videojuegos tocar un instrumento estar con amigos La Ropa la blusa los calcetines la camisa la camiseta la chaqueta la falda los jeans los pantalones (cortos) las pantimedias el suιter los tenis el vestido los zapatos la ganga barato/caro nuevo/viejo el almacιn la tienda la zapaterνa El Transporte el aviσn el barco el coche la moto el tren el autobϊs el metro el taxi |
La Comida el desayuno/el almuerzo/ la
cena el plato el chile con carne el helado la mantequilla el yogur el burrito/el taco/la
enchilada el arroz el bistec el cereal la ensalada las frutas la manzana la naranja el plαtano la uva la hamburguesa el huevo el jamσn el pan (tostado) las papas (fritas/al horno) el pescado el pollo el queso los sandwiches la sopa las verduras la cebolla los guisantes las judνas verdes la lechuga el tomate la zanahoria el agua el cafι el jugo la leche la limonada el refresco el tι las salchichas la cerveza el vino la servilleta el tenedor el cuchillo la cuchara |
La Casa el apartamento el baρo el cιsped la cocina el comedor el cuarto el dormitorio el garaje el lavadero el (primer) piso la sala el sσtano la cama el cartel el coche la cσmoda el patio el jardνn la oficina el escritorio el espejo la estufa el guardarropa la lαmpara los muebles la puerta el refrigerador la silla/el sillσn el sofα la ventana cσmodo/incσmodo limpio/sucio antiguo/moderno Los Lugares la calle el campo el pueblo la ciudad el centro commercial el gimnasio el parque la piscina la playa la fiesta el aeropuerto el zoolσgico el
hospital la
iglesia el
teatro la
tienda el
mercado el
estadio el
restaurante el
banco el
correo la
farmacia el
hotel |
Spanish II - Quarter 1
- Vocabulary List (continued)
Chapter 1 - La Escuela Spanish 1 Verb Review
|
La Escuela el alemαn el αlgebra (f) la biologνa el francιs la geografνa la geometrνa la historia el idioma la literatura la materia la quνmica el consejero el director el auditorio el bufet de ensaladas la cafeterνa el escenario el laboratorio la oficina el armario el asiento la bandera el bolso la computadora la diapositiva la grapadora el mapa la pared el proyector el reloj el sacapuntas el sujetapapeles el edificio entregar el capνtulo la composiciσn el ejercicio el examen el informe la lecciσn la pαgina el problema la prueba conocer contestar escribir explicar hacer fila hacer una pregunta preguntar repasar sacar una buena/mala nota la pregunta/la respuesta se permite/se prohibe escolar firmar prestar |
1.
abrir 2.
apagar 3.
aprender 4.
arreglar 5.
ayudar 6.
bailar 7.
beber 8.
buscar 9.
caminar 10. cantar 11. celebrar 12. cerrar 13. cocinar 14. comenzar 15. comer 16. comprar 17. comprender 18. conocer 19. contestar 20. correr 21. cortar 22. costar 23. dar 24. deber 25. decir 26. descansar 27. desear 28. dibujar 29. dormir 30. empezar 31. encantar 32. encender 33. enseρar 34. entrar 35. escribir 36. escuchar 37. esperar 38. esquiar 39. estar 40. estudiar 41. explorar 42. faltar 43. ganar 44. gustar 45. hablar 46. hacer 47. invitar 48. ir 49. jugar 50. lavar |
51. leer 52. levantar 53. limpiar 54. llamar(se) 55. llegar 56. llevar 57. llover 58. mirar 59. nadar 60. pagar 61. pasear 62. patinar 63. pedir 64. pensar 65. preferir 66. poder 67. poner 68. practicar 69. preguntar 70. preparar 71. probar 72. quedar 73. querer 74. quitar 75. recibir 76. regresar 77. repasar 78. repetir 79. saber 80. sacar 81. salir 82. sentir 83. ser 84. servir 85. subir 86. tener 87. tener calor/frνo/sueρo/ miedo/razσn 88. tener hambre/sed/aρos 89. tener que... 90. terminar 91. tocar 92. tomar el sol 93. trabajar 94. traer 95. vender 96. venir 97. ver 98. viajar 99. visitar 100. vivir |
Spanish II - Quarter 2
- Sequence
|
Spanish II - Quarter 2
(Chapters 2 and 3) |
||
|
Content |
Language
Structures |
Culture |
|
|
|
Spanish 2 - Quarter 2 - Paso a Paso
Objectives
|
Paso
a Paso 2 - Chapter 2 |
|
|
ΏQuι
haces todos los dνas? (Daily Routine) |
|
|
Vocabulary |
Grammar |
|
|
|
|
At the end of this chapter students will be able
to: ό describe their day before and
after school. ό talk about which extracurricular
activities they prefer. ό compare your extracurricular
activities with those of another student. ό compare students' extracurricular
activities in Guatemala and the U.S. |
|
|
Paso
a Paso 2 - Chapter 3 |
|
|
ΏQuι
ropa estα de moda? (Clothing) |
|
|
Vocabulary |
Grammar |
|
|
|
|
At the end of this chapter students will be able
to: ό describe clothing in detail. ό indicate clothing preferences and
make comparisons. ό say how they paid for purchases. ό talk about the currency in Spain
and various Latin American countries. |
|
Spanish II - Quarter 2
- Vocabulary List
Chapter 2 - La Rutina Diaria Chapter 3 - La Ropa
|
La Rutina Diaria acostarse baρarse la cara cepillarse (los dientes/el
pelo) desayunar el despertador despertarse ducharse lavarse (la cara/el pelo) levantarse peinarse secarse (el pelo) soler + inf. vestirse antes de + inf./despuιs de
+ inf. la actividad
extracurricular el anuario las artes marciales el club el consejo estudiantil cuidar a los niρos el equipo ganar literario el miembro participar (en) el periσdico (de la
escuela) repartir la revista (literaria) ser miembro de trabajar como voluntario el tutor/la tutora la banda la canciσn cantar el coro la orquesta el instrumento musical el clarinete/el contrabajo/la flauta/ el piano/el saxofσn/el tambor/ la trompeta/el violνn depender |
El Viaje tomar el sol hacer la maleta la playa las montaρas el museo la ciudad/el campo sacar fotos el aviσn/el tren/el
metro/el autobϊs regresar los boletos los recuerdos el coche el camino el ocιano el mercado Los Quehaceres pasar la aspiradora cortar el cιsped lavar los platos limpiar secar barrer ayudar cocinar hacer la cama poner la mesa quitar la mesa recoger |
La Ropa el bolso el botνn la cartera el chaleco el chandal el chaquetσn el cinturσn la corbata la gorra el mocasνn el paρuelo el suιter de cuello alto el traje los zapatos de tacσn alto el bolsillo el botσn la cremallera la manga el cajero el catαlogo el cheque el dinero la liquidaciσn la tarjeta de crιdito el vendedor encontrar escoger apretado flojo elegante la tela el algodσn la lana la lona el nilσn el plαstico sintιtico a cuadros a rayas floreado liso claro/oscuro el nϊmero (de zapatos) la talla el tamaρo grande/mediano/pequeρo colgar guardar sencillo la moda estar de moda probarse usar |
Spanish II - Quarter 3 - Sequence
|
Spanish II - Quarter 3
(Chapters 4 and 5) |
||
|
Content |
Language
Structures |
Culture |
|
*For
introduction only, not mastery. |
|
Spanish 2 - Quarter 3
- Paso a Paso Objectives
|
Paso
a Paso 2 - Chapter 4 |
|
|
ΏCσmo
te diviertes? (Leisure Activities) |
|
|
Vocabulary |
Grammar |
|
|
|
|
At the end of this chapter students will be able
to: ό talk about past and present
activities. ό extend, accept, or reject an invitation. ό discuss and evaluate a
leisure-time activities. ό talk about the paintings of two
Mexican artists, Diego Rivera and Frida Kahlo and what their work tells us
about them and their culture. |
|
|
Paso
a Paso 2 - Chapter 5 |
|
|
ΏQuι
te gustaba hacer de pequeρo? (Childhood) |
|
|
Vocabulary |
Grammar |
|
|
|
|
At the end of this chapter students will be able
to: ό tell what they were like as a
child. ό tell what they used to like to do. ό talk about what they learned to
do. ό understand how experiences in Josι
Martν's early life affected his later life. |
|
Spanish II - Quarter 3
- Vocabulary List
Chapter 4 - Los Pasatiempos Chapter 5 - La Niρez
|
Los Deportes el bate el guante (de bιisbol) la pelota (de bιisbol/de
tenis) la raqueta los bolos el golf el hockey el palo (de golf/de hockey) el disco de hockey meter un gol correr levantar pesas las pesas montar en bicicleta la bicicleta el casco el balσn el patνn patinar sobre hielo el esquν el partido la liga el jugador el campeσn el campeonato el entrenador empatar ganar el ganador perder el perdedor navegar nadar la nataciσn el equipo estricto hacer ejercicio los ejercicios el salvavidas el esquiador el nadador el esquν acuαtico el atleta el club deportivo |
Los Pasatiempos la diversiσn el desastre el horror el ajedrez las damas el desfile la exposiciσn (de arte) hacer un crucigrama hacer un picnic hacer un rompecabezas la mϊsica clαsica/rock la obra de teatro la fiesta de disfraces el casete el disco compacto el video musical aburrirse aburrido divertirse divertido pasarlo bien/mal soportar la siesta |
La Niρez el animal el pαjaro el pez (los peces) la tortuga de pequeρo el niρo el vecino obediente/desobediente bien educado maleducado consentido tνmido travieso el juguete la muρeca el muρeco el robot el animal de peluche el dinosaurio el camiσn el tren (de juguete) el bloque la pistola (de agua) caminar montar en triciclo saltar (a la cuerda) la cuerda recordar coleccionar la colecciσn la verdad mentir obedecer/desobedecer portarse bien/mal molestar pelearse (con) llorar la guarderνa infantil el kindergarten la escuela primaria el patio de recreo el cajσn de arena el carrusel el columpio el sube y baja el tobogαn |
Spanish II - Quarter 4
- Sequence
|
Spanish II - Quarter 4
(Chapters 6 and 7) |
||
|
Content |
Language
Structures |
Culture |
|
*For
introduction only, not mastery. |
|
Spanish 2 - Quarter 4
- Paso a Paso Objectives
|
Paso
a Paso 2 - Chapter 6 |
|
|
‘Celebremos! (Special Occasions) |
|
|
Vocabulary |
Grammar |
|
|
|
|
At the end of this chapter students will be able
to: ό name and describe members of an
extended family. ό describe special family occasions,
holidays and other celebrations ό greet people in several different
ways. ό discuss how one culture can
influence another. |
|
|
Paso
a Paso 2 - Chapter 7 |
|
|
ΏEs
un lujo o una necesidad? (Luxuries and Necessities) |
|
|
Vocabulary |
Grammar |
|
|
|
|
At the end of this chapter students will be able
to: ό name and describe personal
possessions. ό tell to whom something belongs. ό state and defend opinions
regarding necessities and luxuries. ό discuss aspects of early American
civilizations. |
|
Spanish II - Quarter 4
- Vocabulary List
Chapter 6 - Las Celebraciones Chapter 7 - Lujo/Necesidad
|
Las Celebraciones invitar la invitaciσn la reuniσn la celebraciσn celebrar felicitar ‘felicidades! la boda casarse (con) el aniversario (de boda) la fiesta de sorpresa la fiesta de cumpleaρos el cumpleaρos cumplir aρos el pastel la vela encender apagar regalar charlar bailar el baile la graduaciσn graduarse La Familia familiar el bisabuelo el cuρado el esposo el nieto el pariente el sobrino estar casado con estar divorciado de estar separado de estar soltero nacer estar muerto |
Las Fiestas el dνa de fiesta el Aρo Nuevo el Dνa de los Enamorados el Dνa de la Madre la flor el Dνa del Padre el Dνa de la Independencia los fuegos artificiales el Dνa de la Raza el Dνa de (Acciσn de)
Gracias el pavo la Nochebuena La Navidad Las Posadas el fin de aρo la fiesta de fin de aρo abrazarse besarse darse la mano despedirse encontrarse hablarse saludar escribirse verse especial desde (que + verb) de nuevo a los _____ aρos Ώa quι edad ...? |
la posesiσn la necesidad el lujo el oro la plata el anillo el arete la cadena el collar la pulsera el reloj (pulsera) los anteojos los lentes de contacto la llave el llavero la moneda el peine el secador de pelo la identificaciσn el carnet de identidad el detector de humo la emergencia el incendio el extinguidor de incendios la linterna/la pila en caso de el aparato la electricidad elιctrico el bombillo apagar encender funcionar el horno el lavaplatos la lavadora la secadora el microondas el tostador el ventilador el aire acondicionado la calefacciσn central el calentador el fregadero el estante la mesa de noche el radio el televisor el control remoto el tocacintas la energνa ahorrar conservar reparar mostrar suficiente de vez en cuando |
CHARLES COUNTY PUBLIC
SCHOOLS
Spanish II Verb List
Spanish II students
are expected to master Level I Verb List also.
|
1. aburrirse 2. acostarse 3. ahorrar 4. baρarse 5. barrer 6. besarse 7. caer 8. casar(se) 9. cepillarse 10. charlar 11. colgar 12. coleccionar 13. compartir 14. conservar 15. cuidar (a los niρos) 16. cumplir 17. darse la mano 18. desayunar 19. desobedecer 20. despedirse 21. despertarse 22. divertirse 23. ducharse 24. empatar 25. encontrar 26. encontrarse 27. escoger 28. escribirse 29. estar de moda 30. felicitar 31. funcionar 32. graduarse abrazarse 33. guardar 34. hablarse 35. hacer ejercicio 36. hacer la cama 37. hacer la maleta 38. hacer un crucigrama 39. hacer un picnic 40. hacer un rompecabezas 41. ir de compras 42. lavarse |
43. levanarse 44. levantar pesas 45. llorar 46. mentir 47. meter un gol 48. molestar 49. montar en bici 50. montar en triciclo 51. morir 52. mostrar 53. navegar 54. obedecer 55. oνr 56. participar 57. pasar la aspiradora 58. pasarlo bien 59. patinar sobre hielo 60. peinarse 61. pelearse 62. perder 63. poder 64. poner la mesa 65. portarse bien/mal 66. probarse 67. quitar la mesa 68. recoger 69. recordar 70. regalar 71. reparar 72. repartir 73. sacar fotos 74. saltar/brincar 75. saludar 76. secar 77. secarse 78. sentir 79. soler + infinitive 80. soportar 81. usar 82. venir 83. verse 84. vestirse |
SPANISH II
CULTURE FACTS
Geography/Nationalities:
1. Puerto
Rico is a US Commonwealth.
2. A
South American rainforest is the Amazon located mostly in Brazil.
3. We
are all Americans (North, Central and South).
4. Know
the Spanish speaking countries.
School Life:
5. Latin
American students take 10 to 12 subjects per year.
6. Most
schools do not have competitive sports teams.
7. Students
dont attend every class daily.
Latin American Home Life:
8. Homes
have courtyards or inner gardens.
9. Adobe
is made of blocks of baked mud, painted white.
Holidays:
10. Know
the basics of the Posadas as part of the Navidad celebration.
11. Know
that Sept. 16 is Independence Day in Mexico.
Chapultapec and Retiro Parks:
12. Chapultapec
Park is located in Mexico City.
13. Retiro
Park is located in Madrid, Spain.
14. Chapultapec
is an Aztec name.
Monetary Systems:
15. In
Spain, euros are the basic monetary unit.
16. In
Mexico, pesos are the basic monetary unit.
Indigenous Cultures:
17. Cortιs
conquered the Aztec civilization of Mexico.
18. Pizarro
conquered the Inca civilization of Peru.
19. The
Mayas still live in the Yucatan region of Mexico and Central America.
Foods:
20. A
Staple crop of ancient Latin America was corn.
21. Gazpacho
is a cold, tomato soup.
22. Paella
is an important dish in Spain made of rice and seafood.
23. The
most popular egg dish in Spain is the tortilla espaρola.
Pan American Highway:
24. The
highway runs from the US to Chile.
25. The
highway is interrupted in Panama.
PART II
ORAL
PROFICIENCY ASSESSMENT
CHARLES
COUNTY PUBLIC SCHOOLS
SPANISH
II
Oral
Proficiency Assessment Semester 1
Teachers
Administration of the Oral Proficiency Assessment
Teachers are
required to administer this oral proficiency assessment during the first
semester. The test administration date
is flexible as long as it occurs during the end of the first semester. A grade for this assessment must be evident
in the teachers grade book or his/her computer printout and valued as 10% of the Semester 1 Foreign Language
average. Refer to the IGPRO
instructions. Teachers should use the scoring sheet provided for each student
tested to ensure objectivity. Taping
student responses is recommended.
Student answer sheets and scoring sheets must be sent to the Foreign Language
Specialist at the Central Office by the end of the semester.
The
scoring rubric is provided. Teachers
are encouraged to expose students to the proficiency questions before
administering the assessment. The
student must receive a copy of the rubric during practice sessions and during
the assessment. If the student gives an
appropriate answer in the target language, he/she is demonstrating
comprehension and an ability to respond.
Students should be prepared to respond orally to ten of the questions;
however, the teacher will have each student respond orally to five questions on
the actual assessment.
1.
ΏQuι llevas cuando hace frνo? 11. ΏCσmo es tu amigo(a) favorito(a)?
2.
ΏQuι tiempo hace aquν en el verano? 12. ΏQuι hiciste el fin de semana pasado?
3.
ΏQuι hay en la clase? 13. ΏCuαl estaciσn es tu favorita? ΏPor quι?
4.
ΏAdσnde vas de compras? 14. ΏQuι comiste para el desayuno ayer?
5.
ΏCσmo es tu familia? 15. ΏA quι hora comes el almuerzo?
6.
ΏQuι prefieres beber? 16. ΏQuι comida sabes preparar bien?
7.
ΏCσmo ayudas en casa? 17. ΏPara quι clase hiciste mucha tarea
anoche?
8.
ΏCσmo gana dinero tu madre/padre? 18. ΏQuι compraste como regalo de
cumpleaρos?
9.
ΏQuι vas a hacer maρana? 19. ΏCuαl es tu pasatiempo favorito?
10. ΏQuι haces por la
maρana? 20. Generalmente Ώa quι hora te acuestas?
ORAL PROFICIENCY RUBRICS
CHARLES COUNTY PUBLIC SCHOOLS
Foreign Language Oral Proficiency
Scoring Sheet Description
|
|
2 |
1 |
0 |
|
Rich and Varied Vocabulary |
Response
includes a large quantity of vocabulary appropriate to the level of
study. Response may include less
commonly used vocabulary. Response
may include risk taking and/or circumlocution of unknown vocabulary. |
Student
uses minimal variety of vocabulary.
Response may include some repetition of words and/or phrases. Response may lack a large quantity of
words. |
Student
does not respond, response is not in target language, or response is not
comprehensible even to a sympathetic listener. |
|
Rich and Varied
Structure |
Student
response demonstrates control of basic language structures AND a variety of
language structures (variety of subject/verb combinations and variety of
tenses if relevant) appropriate to level of study. Most of the time structures are used correctly. |
Student
response demonstrates emerging control of basic language structures and
minimal variety of structures appropriate to level of study. |
Student
does not respond, response is not in target language, or response does not
demonstrate any control of basic language structures appropriate to level of
study. |
|
Pronunciation |
Student
response is readily understood by a sympathetic listener . Response demonstrates understanding of the
target languages rules of pronunciation. |
Student
response is usually understood by a sympathetic listener. Speech is still strongly influenced by
students native language. |
Student
does not respond, response is not in target language, or students ability to
pronounce the target language severely affects the ability to communicate the
message to a sympathetic listener. |
|
Fluency |
Student
does not hesitate to respond and answer is not repetitive nor choppy. Speech continues with few pauses or
stumbling. |
Student
response includes some hesitation, but student manages to continue thoughts
with few or no incomplete thoughts. |
Student
does not respond, response is not in the target language, or response contains
so many incomplete thoughts that the message is not comprehensible to the
sympathetic listener. |
|
Comprehensibility and Task Completion |
Student
responds with a logical and sensible answer.
Student demonstrates comprehension of the question. Student completely answers the
question. Response requires no
interpretation on the part of the listener. |
Student
responds with an appropriate answer.
Student demonstrates comprehension of the question. Response may require some interpretation
on the part of the listener. |
Student
does not respond, response is not in the target language, or student does not
demonstrate comprehension of the question. |
CHARLES COUNTY PUBLIC SCHOOLS
Foreign Language - Oral Proficiency
Scoring Sheet
Student
Name _______________ School
______________ Language
____________ Level _____ Teacher
_________________ Date
____________
|
Question
# |
Rich and
Varied Vocabulary |
Rich and
Varied Structure |
Pronunciation |
Fluency |
Comprehensibility
and Task Completion |
Points |
|
|
2 1
0 |
2 1 0 |
2 1
0 |
2 1
0 |
2 1
0 |
|
|
|
2 1
0 |
2 1
0 |
2 1
0 |
2 1
0 |
2 1
0 |
|
|
|
2 1
0 |
2 1
0 |
2 1
0 |
2 1
0 |
2 1
0 |
|
|
|
2 1
0 |
2 1
0 |
2 1
0 |
2 1
0 |
2 1
0 |
|
|
|
2 1
0 |
2 1
0 |
2 1
0 |
2 1
0 |
2 1
0 |
|
|
TOTAL
POINTS/SCORE |
|
|||||
|
Convert
the Raw Score to a Percentage Score |
||
|
50 points
= 100% |
23-24 =
65% |
9-10 =
30% |
|
45-49 =
95% |
21-22 =
60% |
7-8 = 25% |
|
40-44 =
90% |
19-20 =
55% |
5-6 = 20% |
|
35-39 =
85% |
17-18 =
50% |
3-4 = 15% |
|
30-34 =
80% |
15-16 =
45% |
2 = 10% |
|
26-29 =
75% |
13-14 =
40% |
1 = 5% |
|
25 = 70% |
11-12 =
35% |
0 = 0% |
WRITING PROFICIENCY ASSESSMENT
CHARLES COUNTY PUBLIC SCHOOLS
SPANISH II
Writing Proficiency Assessment Semester 2
Teachers Administration of the Writing Proficiency
Assessment
Teachers are
required to administer this writing proficiency assessment during the second
semester. The test administration date
is flexible as long as it occurs during the fourth quarter. A grade for this assessment must be evident
in the teachers grade book or his/her computer printout and valued as 10%
of the Semester 2 Foreign Language average. Refer to the IG PRO instructions. Teachers should use the scoring sheet
provided for each student tested to ensure objectivity. Student answer sheets and scoring sheets
must be sent to the Foreign Language Specialist at the Central Office by the
end of the semester.
The scoring rubric is provided. Teachers are encouraged to expose students to the proficiency
topics before administering the assessment.
The student must receive a copy of the rubric during practice sessions
and during the assessment. If the
student gives an appropriate answer in the target language, he/she is
demonstrating comprehension and an ability to respond. Students should be prepared to write about
all 5 topics; however, the teacher will have each student write an Extended
Constructed Response (ECR) on only one topic on the actual
assessment. Students should attempt to
respond to all prompts given for the topic.
Topic #1 LAST
WEEKEND Topic
#4 DAILY ROUTINE
A. Tell what you did
last weekend. A. Tell what time you get up in the morning.
B. Tell who you saw
or visited. B. Tell what you do to get ready for school.
C. Tell a chore you
did. C. Tell how you go to school.
D. Tell where you
went. D. Describe what you do before going to bed
each night.
E. Tell something
you ate. E. Tell what time you typically go to bed.
Topic #2 FOOD Topic
#5 LEISURE
A. Describe a meal
you ate. A. Tell what you like to do after school each
day.
B. Tell when you ate
the meal. B. Tell something different you do on the
weekend.
C. State with whom
you ate the meal. C. Tell what you do during the summer.
D. Tell the location
of the meal. D. Tell something you do not do.
E. State your
favorite dessert. E. Tell what you do with your family.
Topic #3 TRAVEL
A. Describe where
you went on a trip.
B. Tell how you
traveled.
C. Tell with whom
you traveled.
D. Tell what you
saw.
E. Tell what you
bought.
CHARLES COUNTY PUBLIC SCHOOLS
SPANISH II
Writing Proficiency Assessment Semester 2
Directions: This assessment tests your ability to
respond in Spanish using the vocabulary and concepts that you have learned so
far this year. Write an Extended
Constructed Response (ECR) in Spanish for one of the following topics. Your response must be complete sentences
written without any assistance, either orally or in writing. Respond to all of the items (A-E) listed
under the topic. Attempt to include
additional relevant information in your response. The scoring rubric is
provided. This writing proficiency
assessment will count as 10% of the Semester 2 Foreign Language average.
Topic #1 LAST
WEEKEND Topic
#4 DAILY ROUTINE
A. Tell what you did
last weekend. A. Tell what time you get up in the morning.
B. Tell who you saw
or visited. B. Tell what you do to get ready for school.
C. Tell a chore you
did. C. Tell how you go to school.
D. Tell where you
went. D. Describe what you do before going to bed
each night.
E. Tell something
you ate. E. Tell what time you typically go to bed.
Topic #2 FOOD Topic
#5 LEISURE
A. Describe a meal
you ate. A. Tell what you like to do after school each
day.
B. Tell when you ate
the meal. B. Tell something different you do on the
weekend.
C. State with whom
you ate the meal. C. Tell what you do during the summer.
D. Tell the location
of the meal. D. Tell something you do not do.
E. State your
favorite dessert. E. Tell what you do with your family.
Topic #3 TRAVEL
A. Describe where
you went on a trip.
B. Tell how you
traveled.
C. Tell with whom
you traveled.
D. Tell what you
saw.
E. Tell what you
bought.
CHARLES COUNTY PUBLIC SCHOOLS
SPANISH II
Writing Proficiency Assessment
Semester 2
Student Name _________________________ Date _____________________
School _______________________________
Teacher __________________
Topic # _____ Title ____________________
Score ____________
WRITING PROFICIENCY RUBRICS
CHARLES COUNTY PUBLIC SCHOOLS
Foreign Language Writing Proficiency
Scoring Sheet
Name _____________ School _______________
Language _____________ Level
_____ Teacher _______________ Date ____________
|
|
3 |
2 |
1 |
0 |
Points |
|
Task Completion |
Superior completion of the task.
Ability to use a variety of learned expressions to provide
detail. Ideas are usually well developed
and well organized. Includes more
than an adequate number of sentences/words appropriate to the level of study. |
Full completion of the task.
Ideas are adequately developed and may show organization. Contains an
adequate number of sentences/words appropriate to the level of study. |
Partial completion of the task.
Response is mostly relevant but lacks appropriate details. Ideas are underdeveloped. A required portion of the task may be
missing. |
Student does not respond or response is unrelated to the topic or
response is not in the target language or response is not comprehensible to
the reader. |
|
|
Comprehensibility |
Response is readily comprehensible, requiring no interpretation on the
part of the reader. Student
effectively communicates message. |
Response is mostly comprehensible, requiring minimal interpretation on
the part of the reader. Minor errors
do not interfere seriously with communication of the message. |
Response is somewhat comprehensible requiring interpretation on the
part of the sympathetic reader. |
Student does not respond or response is impossible to understand, even
by a sympathetic reader. Errors of
vocabulary, grammar and/or spelling may be impossible to decipher. |
|
|
Vocabulary |
Accurate use of a rich and varied vocabulary. Response includes a
large quantity of vocabulary.
Attempts may be made to include less commonly used vocabulary and/or
risk-taking may be evident. |
Adequate and mostly accurate use of a varied vocabulary. |
Minimal use of vocabulary. Some repetition of words. Some vocabulary used may be inappropriate
to the content, however no English is utilized. Vocabulary is limited; response may lack quantity of
descriptive words. |
Student does not respond or response includes inadequate and/or
inaccurate use of vocabulary resulting in a response that is not
comprehensible to the reader or response is not in the target language. |
|
|
Level of Discourse |
Student uses a variety of sentence structure. Sentences contain a
variety of verbs and a variety of subjects.
Sentences are complete and cohesive devices (appropriate to the level
of study) are evident (i.e. adverbs and conjunctions). Demonstrates an
ability to create with the language. |
Emerging variety of complete sentences consisting of come
recombinations of learned material. Sentences use a variety of verbs and
possibly subjects. There are some
cohesive devices (appropriate to the level of study). |
Sentences are basically memorized utterances. There is little variety of verbs and of
subject pronouns. No or almost no cohesive devices. |
Student does not respond or response is not in the target language or
response consists of groups of words that do not convey a complete idea. |
|
|
Structure/ Grammar (Refer to Syllabus at each level
for basic language structures.) |
Strong control of basic language structures. Usually uses appropriate verb tense(s) for the topic. Few or no errors in spelling, use of
diacritical marks, punctuation and/or capitalization. No patterns of errors evident. |
Emerging control of basic language structures. Frequently utilizes appropriate verb
tense(s) for the topic. Mostly
accurate spelling, use of diacritical marks, punctuation and/or
capitalization. |
Emerging use of basic language structures. Somewhat inaccurate spelling, use of diacritical marks,
punctuation and/or capitalization.
Errors in basic language structures do not seriously inhibit
communication of the message to the reader. |
Student does not respond or response is not in the target language or
there is no evidence of the correct use of basic language structures. |
|
|
Total Score/Percentage |
___/___% |
||||
HARLES COUNTY PUBLIC SCHOOLS
Foreign Language Writing Proficiency
Point/Percentage Conversion
|
Convert the Raw Score to a Percentage Score |
|
|
Points |
Percentage |
|
15 |
100% |
|
14 |
96% |
|
13 |
92% |
|
12 |
85% |
|
11 |
80% |
|
10 |
76% |
|
9 |
74% |
|
8 |
72% |
|
7 |
70% |
|
6 |
65% |
|
5 |
60% |
|
4 |
50% |
|
3 |
40% |
|
2 |
30% |
|
1 |
20% |
|
0 |
0 |
SEMESTER ASSESSMENTS
OUTLINES
CHARLES COUNTY PUBLIC
SCHOOLS
Spanish 2
Semester 1
Assessment Review
[Students
have four pictures. A recording has ten
statements. Students
choose
which picture best corresponds to each statement-10 items]
[Select
the word that does not logically fit in the group-10 items]
[Select
the present tense of ser or estar that correctly completes the
statement-5
items]
[Select
the word or expression that correctly completes the statement or
answers
the question-10 items]
o tener phrases
o reflexives, daily routine
o personal "a"
o weather
o -go verbs, present tense
o verbs that follow prepositional phrases
o present tense agreement
o adjective agreement
[Select
the response that most accurately reflects the culture of the Spanish-speaking world-10 items]
o Geography
o Mexican and Spanish dishes
o Holidays, Mexican Independence through Christmas
o Religion
[One
reading-5 items]
CHARLES COUNTY PUBLIC
SCHOOLS
Spanish 2
Semester 2
Assessment Review
[Select
the word that does not logically fit in the group-10 items]
GRAMMAR
[Select
the preterite verb form that correctly completes the sentence-15 items]
Ψ
regulars
Ψ
-car/-gar/-zar
Ψ
ir, ver, hacer, dar. tener
Ψ
-ir stem changers
[Select
the object pronoun that correctly completes the sentence based on the cues in parentheses-5 items]
[Select
the affirmative familiar (tϊ) command
that correctly completes the sentence-5
items]
o regular and irregular (short forms)
§
saber vs conocer
[Select
the present tense of saber or conocer that correctly completes the sentence-5 items]
[Select
the response that most accurately reflects the culture of the Spanish-speaking world-5 items]
o Ancient Civilizations (Aztec, Inca, Maya where and
who conquered)
o Review holidays Christmas through Cinco de Mayo
o African heritage in the Caribbean
o Review Culture List in Curriculum Guide
[One
reading-10 items]