contenthub.bvsd.orgcontenthub.bvsd.org/curriculum/1617 Course Catalog/Mid… · Web viewThe original Colorado Model Content Standards for world languages were designed to provide

Middle Level Spanish LA 1

Curriculum Essentials Document

Boulder Valley School DistrictDepartment of Curriculum and Instruction

April 2012

Overview of ChangesWorld Languages Standards

Principles of the Standards Review Process

3/31/2012 BVSD Curriculum Essentials 1

The Colorado Model Content Standards revision process was informed by these guiding principles:

Begin with the end in mind; define what prepared graduates need to be successful using 21st century skills in our global economy.

Align K-12 standards with early childhood expectations and higher education. Change is necessary. Standards will be deliberately designed for clarity, rigor, and coherence. There will be fewer, higher, and clearer standards. Standards will be actionable.

Notable Changes to the Colorado Model Content Standards in World LanguagesThe most evident change to the Colorado standards is replacing grade-band standards (K-4, 5-8, and 9-12) with Range Level Expectation - Novice-Highs. These are explained here in addition to other changes that are apparent upon comparison between the current world languages standards and the proposed changes.1. World languages versus foreign language. The current Colorado Model Content

Standards in foreign language have been revised and renamed World Languages. The World Languages Subcommittee explains that world languages is a term that connotes an international, focus encouraging students to become competitive citizens of the world.

2. Impact of standards articulation by grade range. The original Colorado Model Content Standards for world languages were designed to provide districts with benchmarks of learning for grades 4, 8, and 12. The standards revision subcommittee was charged with providing more of a specific learning trajectory of concepts and skills across range levels, from early school readiness to postsecondary preparedness. Articulating standards by range level from novice-low to intermediate-mid in each area affords greater specificity (clearer standards) in describing the learning path across levels (higher standards), while focusing on a few key ideas at each grade level (fewer standards).

3. Standards are written for mastery. The proposed revisions to standards define mastery of concepts and skills. Mastery means that a student has facility with a skill or concept in multiple contexts. This is not an indication that instruction on a grade level expectation begins and only occurs at that grade level. Maintenance of previously mastered concepts and skills and scaffolding for future learning are the domains of curriculum and instruction, not standards.

4. Intentional integration of technology use. The proposed revisions to standards encourage using appropriate technology to allow students access to concepts and skills in ways that mirror the 21st century workplace.

5. Intentional opportunities for integration. The subcommittees in world languages worked within content area and also within multi-content area grade level groups. The purpose was to create a viable document for P-12 to provide a long-range, sequential program. In addition, the subcommittees were focused on the consolidation of standards.


Below is a quick guide to other changes in the world languages standards:

Area Summary of ChangesPrevious Standards Revised Standards

Number of standards

Two standards with Standard 1 having four sub-standards

Four new standards

Names of standards

Standard 1: Students communicate in a foreign language while demonstrating literacy in all four essential skills: listening, speaking, reading, and writing.Substandard 1.1: LISTENINGStudents listen to and derive meaning from a variety of foreign language sources.Substandard 1.2: SPEAKINGStudents speak in the foreign language for a variety of purposes and for diverse audiences.Substandard 1.3: READINGStudents read and derive meaning from a variety of materials written in a foreign language.Substandard 1.4: WRITINGStudents write in a foreign language for a variety of purposes and for diverse audiences.Standard 2: Students acquire and use knowledge of cultures while developing foreign language skills.

Standard 1:Communication in Languages Other Than English

Standard 2:Knowledge and Understanding of Other Cultures

Standard 3:Connections with Other Disciplines and Information Acquisition

Standard 4:Comparisons to Develop Insight into the Nature of Language and Culture

Integration of 21st century

and postsecondary

workforce readiness

skills

Not deliberately addressed in original document

21st century skills and postsecondary workforce readiness skills have been embedded throughout the evidence outcomes of P-12 and in the prepared graduate expectations.

P-2 Standards articulated with K-4 benchmarks (Beginning)5-8 benchmarks (Intermediate)9-12 benchmarks (Advanced)(Because there are multiple entry and exit points in foreign language classes, a student in a beginning class would start with beginning benchmarks and not grade levels.)

This document uses the American Council on the Teaching of Foreign Languages proficiency guidelines, which define proficiency levels for different ranges. The ranges go from novice-low to intermediate-mid, which are needed by all to be successful in the 21st century global economy.

Number of grade level

expectations

Average of three benchmarks per benchmark skill span

Average of three expectations per expectation per range level


Use of the Target Language in the Classroom(American council of Teachers of Foreign Languages – ACTFL)

Research indicates that effective language instruction must provide significant levels of meaningful communication* and interactive feedback in the target language in order for students to develop language and cultural proficiency. The pivotal role of target-language interaction in language learning is emphasized in the K-16 Standards for Foreign Language Learning in the 21st Century. ACTFL therefore recommends that language educators and their students use the target language as exclusively as possible (90% plus) at all levels of instruction during instructional time and, when feasible, beyond the classroom. In classrooms that feature maximum target-language use, instructors use a variety of strategies to facilitate comprehension and support meaning making. For example, they:

1. provide comprehensible input that is directed toward communicative goals; 2. make meaning clear through body language, gestures, and visual support; 3. conduct comprehension checks to ensure understanding; 4. negotiate meaning with students and encourage negotiation among students; 5. elicit talk that increases in fluency, accuracy, and complexity over time; 6. encourage self-expression and spontaneous use of language; 7. teach students strategies for requesting clarification and assistance when faced with

comprehension difficulties; and 8. offer feedback to assist and improve students’ ability to interact orally in the target

language.

*Communication for a classical language refers to an emphasis on reading ability and for American Sign Language (ASL) to signed communicative ability.


Novice-Low/Intermediate-Mid Proficiency Range LevelsThe study of a second language is affected by complex factors and variables that influence both the amount of time it takes to learn the language and a student’s progress through the graduated levels of proficiency. The amount of time required to learn another language and culture is linked to the linguistic and cultural differences among the languages and cultures in question. The specific language and culture that learners study and their performance profile at entry will affect the amount of time required to achieve a particular level of proficiency.

Students who begin second language study early in elementary grades and continue an uninterrupted sequence of study will advance further than a student who begins in high school. Performance expectations at particular ranges may be attained over different periods of time, dependent upon such factors as age of the learner, the first and target languages, scheduling patterns of the language program, and the scope and sequence of the language program.

Proficiency is not acquired in all languages at the same pace. The Foreign Service Institute has classified various languages into four groups according to length of time that its takes highly motivated adult learners who are native speakers of English to develop proficiency. Romance languages such as Spanish, French, and Italian fall into Group I, and languages that are character-based or whose structures are quite different from English, such as Chinese, Japanese, Korean, and Arabic, fall into Group IV. Students learning these languages will require more time to meet the same reading and writing goals, and they will also face a greater challenge as they become culturally competent in the societies where these languages are spoken.

Secondary learners usually require more than one year to progress from the novice-low to novice-mid range and may spend a significant amount of time within two adjacent ranges of novice-high and intermediate-low. It is important to re-emphasize that a student’s level of language proficiency is dependent on both the length of instruction and the quality of instruction, that is, time spent in meaningful communication on topics that are relevant to a student’s cognitive and interest levels.

The study of classical languages continues to be a viable foreign language option for today’s student. Not only do the classics give access to the world of the Romans, Greeks, and other ancient civilizations, but they also promote an awareness of Western civilization’s rich and diverse heritage from the classical world, improve students’ ability to communicate in English, and facilitate the learning of other languages. Teachers of the classical languages will need to apply the standards differently. For example, Latin is taught primarily as a literary rather than a spoken language, so there will be more emphasis on standards relating to the development of the ability to read authentic texts and less emphasis on using the language for oral communication.

Children who come to school from non-English speaking backgrounds, known as heritage language learners, should also have educational opportunities to maintain and further develop their first language. These students come to school with varying literacy skills in their first language, and traditional foreign language classes may not meet their needs. Schools should consider the skills, knowledge, and culture of heritage speakers and give them adequate opportunities to academically develop their heritage language. This approach may include providing individual and/or group instructional opportunities that are both developmentally appropriate and rigorous.

The progression of world language learners through the Colorado World Languages Standards is based on an uninterrupted sequence of language and culture study. With varying entry and exit points, teachers will need to modify the content and related language activities in their specific program depending upon the student’s age and when he/she begins the study of a particular language. For example, the novice range applies to all students beginning to learn a second language, which may occur at any age. The novice range may encompass a four- to five-year sequence that begins in elementary or middle school, or a three-year high school program, depending upon the factors listed above. Likewise, the intermediate range occurs over a period of time and a variety of experiences. For example, for Colorado world language learners to reach the prepared graduate competency at the intermediate-mid range in a Group I Romance language, they mostly likely will need a minimum of a sixth- through twelfth-grade program of uninterrupted sequential language learning with sufficient amounts of meaningful interaction with the language and its cultures. Curriculum design and development should address these variables.


Colorado Academic StandardsWorld Languages

"Standards for world languages learning: Preparing for the 21st century”

“Knowing how, when, and why to say what to whom.”

In the 21st century society, the study of more than one language is not only absolutely essential to the core curriculum, but also imperative to the economic growth and continued prosperity of the United States. Language and communication are essential to the human experience. “Knowing how, when, and why to say what to whom” are the words that encompass all the linguistic and social knowledge required for effective human-to-human interaction. Students must be linguistically and culturally equipped to communicate successfully in our multilingual, multicultural world. It is vital for students to develop and maintain proficiency in English and in at least one other language. Students from non-English speaking backgrounds must also have opportunities to develop proficiency in their first language.

Supporting this vision are four assumptions about language and culture, learners of language and culture, and language and culture education:

Competence in more than one language and culture enables people to: Communicate with other people in other cultures in a variety of settings Look beyond their customary borders Develop insight into their own language and culture Act with greater awareness of self, of other cultures, and their own relationship to those cultures Gain direct access to additional bodies of knowledge Participate more fully in the global community and workforce

All students can be successful language and culture learners, and they: Must have access to language and culture study that is integrated into the entire school

experience Benefit from the development and maintenance of proficiency in more than one language Learn in a variety of ways and settings Acquire proficiency at varied rates

Language and culture education is part of the core curriculum, and it: Is tied to program models that incorporate effective strategies, assessment procedures, and

technologies Reflects evolving standards at the national, state, and local levels Develops and enhances basic communication skills and higher order thinking skills

All students will apply the language skills learned: Within the school setting At home, in the community, and abroad To interpret global events from multicultural perspectives To expand cross-cultural and intercultural understanding For increased career opportunities To become lifelong learners for personal enjoyment and enrichment

The Colorado Academic Standards for World Languages are based on these four assumptions. For these assumptions to be successful, the target language must be used most of the time. Acquisition of language occurs when students understand messages through listening, reading, and viewing. Students demonstrate acquisition through speaking and writing. The best environment for second language acquisition is one in which teachers use the target language instead of teaching about the target language. This environment sets the scene for students to better produce and use the language that will help them later to be prepared as multilingual global citizens.


Standards Organization and Construction

As the subcommittee began the revision process to improve the existing standards, it became evident that the way the standards information was organized, defined, and constructed needed to change from the existing documents. The new design is intended to provide more clarity and direction for teachers, and to show how 21st century skills and the elements of school readiness and postsecondary and workforce readiness indicators give depth and context to essential learning.

The “Continuum of State Standards Definitions” section that follows shows the hierarchical order of the standards components. The “Standards Template” section demonstrates how this continuum is put into practice.

The elements of the revised standards are:

Prepared Graduate Competencies: The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Standard: The topical organization of an academic content area.

High School Expectations: The articulation of the concepts and skills of a standard that indicates a student is making progress toward being a prepared graduate. What do students need to know in high school?

Grade Level Expectations: The articulation (at each grade level), concepts, and skills of a standard that indicate a student is making progress toward being ready for high school. What do students need to know from preschool through eighth grade?

Evidence Outcomes: The indication that a student is meeting an expectation at the mastery level. How do we know that a student can do it?

21st Century Skills and Readiness Competencies: Includes the following:

Inquiry Questions: Sample questions are intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.

Relevance and Application:Examples of how the grade level expectation is applied at home, on the job or in a real-world, relevant context.

Nature of the Discipline:The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.


Prepared Graduate CompetencyPrepared Graduate Competencies are the P-12 concepts and skills that all students leaving the Colorado education system must have to ensure success in a postsecondary and workforce setting.

Standards

Standards are the topical organization of an academic content area.

Grade Level Expectations

Expectations articulate, at each grade level, the knowledge and skills of a standard that indicates a student is making progress toward high school.

What do students need to know?

High School Expectations

Expectations articulate the knowledge and skills of a standard that indicates a student is making progress toward being a prepared graduate.

What do students need to know?

Evidence OutcomesEvidence outcomes are the indication that a student is meeting an expectation at the mastery level.

How do we know that a student can do it?

Evidence OutcomesEvidence outcomes are the indication that a student is meeting an expectation at the mastery level.

How do we know that a student can do it?

High SchoolP-8

21st Century and PWR SkillsInquiry Questions:

Sample questions intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.Relevance and Application:

Examples of how the grade level expectation is applied at home, on the job or in a real-world, relevant context.Nature of the Discipline:

The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.

21st Century and PWR SkillsInquiry Questions:

Sample questions intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.Relevance and Application:

Examples of how the grade level expectation is applied at home, on the job or in a real-world, relevant context.Nature of the Discipline:

The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.

Continuum of State Standards Definitions



STANDARDS TEMPLATE

Content Area: NAME OF CONTENT AREAStandard: The topical organization of an academic content area.Prepared Graduates:

The P-12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting

High School and Grade Level ExpectationsConcepts and skills students master:Grade Level Expectation: High Schools: The articulation of the concepts and skills of a standard that indicates a student is making progress toward being a prepared graduate.Grade Level Expectations: The articulation, at each grade level, the concepts and skills of a standard that indicates a student is making progress toward being ready for high school.What do students need to know?Evidence Outcomes 21st Century Skills and Readiness CompetenciesStudents can:Evidence outcomes are the indication that a student is meeting an expectation at the mastery level.How do we know that a student can do it?

Inquiry Questions:Sample questions intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.

Relevance and Application:Examples of how the grade level expectation is applied at home, on the job or in a real-world, relevant context.Nature of the Discipline:The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.

Prepared Graduate Competenciesin Reading, Writing, and Communicating for Spanish Language Arts

The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared graduates in world languages: Collaborate effectively as group members or leaders who listen actively and respectfully pose

thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective

Deliver organized and effective oral presentations for diverse audiences and varied purposes Use language appropriate for purpose and audience Demonstrate skill in inferential and evaluative listening Interpret how the structure of written Spanish contributes to the pronunciation and meaning of

complex vocabulary Demonstrate comprehension of a variety of informational, literary, and persuasive texts Evaluate how an author uses words to create mental imagery, suggest mood, and set tone Read a wide range of literature (Americana and world literature) to understand important

universal themes and the human experience Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more

difficult texts Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the

quality of ideas, or complete daily tasks Write with a clear focus, coherent organization, sufficient elaboration, and detail Effectively use content-specific language, style, tone, and text structure to compose or adapt

writing for different audiences and purposes Apply standard Spanish conventions to effectively communicate with written language Implement the writing process successfully to plan, revise, and edit written work Master the techniques of effective informational, literary, and persuasive writing Discriminate and justify a position using appropriate linguistic and cultural lines of rhetorical

argument and reasoning Articulate the position of self and others using experiential and material logic Gather information from a variety of sources; analyze and evaluate the quality and relevance of the

source; and use it to answer complex questions Use primary, secondary, and tertiary written sources to generate and answer research questions Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech,

writing, and illustration Demonstrate the use of a range of strategies, research techniques, and persistence when engaging

with difficult texts or examining complex problems or issues Exercise ethical conduct when writing, researching, and documenting source

Colorado Academic StandardsWorld Languages

Standards are the topical organization of an academic content area. The four standards of world languages are:

1. Communication in Languages Other Than English:The educated American of the 21st century needs to be conversant in at least one language in addition to his/her native language. Colorado’s continued leadership is going to rely heavily on its capacity to communicate across borders. Communication is the heart and soul of any culture, but learning another language builds a bridge that helps Americans relate to people of other nations and cultures. Students acquire the communication strategies that will aid them in participating in the global community.

In the 21st century students speak, read, view, and comprehend both spoken and written languages other than English to participate effectively in personal interactions with members of other cultures. Students interpret the concepts, ideas, and opinions expressed by members of these cultures through their media and literature. As students learn the languages and cultures that they may encounter in their personal lives and careers in the future, communication strategies that empower students include the ability to guess intelligently; to derive meaning from context; to understand, interpret, and produce gestures effectively; to ask for and provide clarification; to make and check hypotheses; to make inferences, predictions, and generalizations; to reflect on the nature of interaction; and to draw informed conclusions and maintain a healthy sense of humor, patience, and tenacity in the communication process. Language study helps students analyze important questions to extend learning beyond the classroom. Strong, confident communicative command in a language other than English gives students excellent skill and knowledge for success in the workforce of the 21st century.

Real-world communication occurs in a variety of ways. It may be interpersonal, in which culturally appropriate listening, reading, viewing, speaking, and writing occurs as a shared activity among language users. It may be interpretive, in which language users listen, view, and read using knowledge of cultural products, practices, and perspectives. It may be presentational, in which speaking and writing occur in culturally appropriate ways.

2. Knowledge and Understanding of Other Cultures:Today’s increasingly global society requires a better understanding of cultures. To communicate successfully in another language, students must not only develop facility with the language but they should also develop familiarity with the cultures that use the languages and an awareness of how language and culture interact in society. Only those who possess knowledge of both can then realize the unique and significant connections between the culture that is lived and the language that is spoken. Students apply this knowledge as they express and interpret events and ideas in a second language and reflect upon observations from other cultures. Through their analysis of various resources in the target language, students are able to obtain information on topics of personal and global interest. Second language study helps students formulate self-identity and develops their world view.

Culturally appropriate language use requires the understanding of the relationship between the products a culture produces, the practices that the culture manifests, and the perspectives that underlie these products and practices. Students must acquire the ability to interact appropriately with target culture members to communicate successfully. This category allows students to connect and compare languages and cultures. As students grow in their language development, they develop strategies for building relationships within the world community.

3. Connections with Other Disciplines and Information Acquisition:Learning is interdisciplinary. Students bring a wealth of experience and knowledge of the world around them to the language classroom. Connecting the foreign language curriculum to what students already know from other parts of their academic lives opens doors to information and experiences that can enrich their entire school and life experience. Examining authentic information

available via technology widens the lens of a world language learner to include international sources. The connections that flow from other areas to the foreign language classroom can add unique experiences and insights into the rest of the school’s curriculum. Students use their developing language skills to pursue topics of personal interest, unrelated to the limits of academic life, and as a result nurture and strengthen their lifelong learning skills and lifelong language-using skills. As students engage in experiences where skills in another language and cross-cultural knowledge are needed, their intercultural understanding is heightened.

4. Comparisons to Develop Insight into the Nature of Language and Culture:The study of a language other than English (a second language) fosters the development of a greater understanding of not only the language and culture being studied, but of an individual’s own language and culture. The resulting linguistic and intercultural explorations expand a learner’s view of the world. Students gain insights into the nature of language in society in culturally appropriate ways. The study fosters an awareness of alternative views of other cultures by comparing the student’s own culture with another culture, including the relationship between accepted practices, products, and perspectives.

Range Level Expectation - Novice-Highs at a Glance

Range Level Expectation - Novice-Highs: Intermediate-Mid1. Communication in Languages Other Than English

1. Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)

2. Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)

3. Present (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (presentational mode)

2. Knowledge and Understanding of Other Cultures

1. Analyze how the perspectives of people who speak the target language are reflected in their practices

2. Analyze how products reflect practices and perspectives of the cultures studied

3. Connections with Other Disciplines and Information Acquisition

1. Analyze information gathered from target language resources connected to other content areas

2. Evaluate information and viewpoints present in authentic resources

4. Comparisons to Develop Insight into the Nature of Language and Culture

1. Analyze the significance of the similarities and differences between the target language and the student’s own language

2. Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Range Level Expectation - Novice-Highs: Intermediate-Low1. Communication in Languages Other Than English

1. Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)

2. Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)

3. Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Range Level Expectation - Novice-Highs: Intermediate-Low (continued)



1. Draw conclusions using a personal understanding of the perspectives and practices of the cultures studied

2. Examine how the perspectives of people who speak the target language are reflected in their products


1. Assess the usefulness of information gathered from target language resources for application in other content areas

2. Examine information and viewpoints presented in authentic resources


1. Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the structures of their own language

2. Compare the similarities and differences between the target culture(s) and the student’s own culture

Range Level Expectation - Novice-Highs: Novice-High1. Communication in Languages Other Than English

1. Participate in exchanges (written or oral) on a variety of familiar topics using familiar vocabulary and learned grammatical structures (interpersonal mode)

2. Comprehend exchanges (written or oral) on a variety of familiar topics using both high-frequency vocabulary, new vocabulary, and learned grammatical structures (interpretive mode)

3. Present (written or oral) on a variety of familiar topics using both high-frequency vocabulary, new vocabulary, and learned grammatical structures (Presentational mode)


1. Examine common practices and perspectives within the cultures studied

2. Examine familiar products of the cultures studied


1. Examine information gathered from target language resources connected to other content areas

2. Relate information acquired from authentic resources to individual perspectives and experiences

Range Level Expectation - Novice-Highs: Novice-High (continued)4. Comparisons to 1. Describe similarities and differences between


Develop Insight into the Nature of Language and Culture

structural patterns of the target language through comparisons of the student’s own language and the language studied

2. Describe the nature of culture through comparisons of the target culture(s) and the student’s own culture and how the two cultures interact

Range Level Expectation - Novice-Highs: Novice-Mid1. Communication in Languages Other Than English

1. Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode)

2. Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode)

3. Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode)


1. Reproduce common practices of the cultures studied

2. Describe familiar products of the cultures studied


1. Summarize information gathered from target language resources connected to other content areas

2. Organize information acquired from authentic resources


1. Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student’s own language and the language studied

2. Investigate the nature of culture through comparisons of the target culture(s) and the student’s own culture and how the two cultures interact


Range Level Expectation - Novice-Highs: Novice-Low1. Communication in Languages Other Than English

1. Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode)

2. Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode)

3. Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode)


1. Identify common practices within the target cultures studied

2. Identify common products of the target cultures studied


1. Identify information that can be gathered from target language resources connected to other content areas

2. Locate and use basic information from target language resources.


1. Identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language and the language studied

2. Identify and recognize the nature of culture through comparisons of the target culture(s) and the student’s own culture

21st Century Skills and Readiness Competenciesin Reading, Writing, and Communicating

The reading, writing, and communicating subcommittee embedded 21st century skills, school readiness, and postsecondary and workforce readiness skills into the revised standards utilizing descriptions developed by Coloradans and vetted by educators, policymakers, and citizens.

Colorado's Description of 21st Century SkillsThe 21st century skills are the synthesis of the essential abilities students must apply in our rapidly changing world. Today’s students need a repertoire of knowledge and skills that are more diverse, complex, and integrated than any previous generation. Drama and theatre arts are inherently demonstrated in each of Colorado’s 21st century skills, as follows:

Critical Thinking and ReasoningCritical thinking and reasoning are vital to advance in the technologically sophisticated world we live in. In order for students to be successful and powerful readers, writers, and communicators, they must incorporate critical thinking and reasoning skills. Students need to be able to successfully argue a point, justify reasoning, evaluate for a purpose, infer to predict and draw conclusions, problem-solve, and understand and use logic to inform critical thinking.

Information Literacy The student who is information-literate accesses information efficiently and effectively by reading and understanding essential content of a range of informational texts and documents in all academic areas. This involves evaluating information critically and competently; accessing appropriate tools to synthesize information; recognizing relevant primary and secondary information; and distinguishing among fact, point of view, and opinion.

Collaboration Reading, writing, and communicating must encompass collaboration skills. Students should be able to collaborate with each other in multiple settings: peer groups, one-on-one, in front of an audience, in large and small group settings, and with people of other ethnicities. Students should be able to participate in a peer review, foster a safe environment for discourse, mediate opposing perspectives, contribute ideas, speak with a purpose, understand and apply knowledge of culture, and seek others’ ideas.

Self Direction Students who read, write, and communicate independently portray self-direction by using metacognition skills. These important skills are a learner’s automatic awareness of knowledge and ability to understand, control, and manipulate cognitive processes. These skills are important not only in school but throughout life, enabling the student to learn and set goals independently.

Invention Appling new ways to solve problems is an ideal in reading and writing instruction. Invention is one of the key components of creating an exemplary writing piece or synthesizing information from multiple sources. Invention takes students to a higher level of metacognition while exploring literature and writing about their experiences.

Colorado’s Description for School Readiness(Adopted by the State Board of Education, December 2008)School readiness describes both the preparedness of a child to engage in and benefit from learning experiences, and the ability of a school to meet the needs of all students enrolled in publicly funded preschools or kindergartens. School readiness is enhanced when schools, families, and community service providers work collaboratively to ensure that every child is ready for higher levels of learning in academic content.

Colorado’s Description of Postsecondary and Workforce Readiness(Adopted by the State Board of Education, June 2009)Postsecondary and workforce readiness describes the knowledge, skills, and behaviors essential for high school graduates to be prepared to enter college and the workforce and to compete in the global economy. The description assumes students have developed consistent intellectual growth throughout

their high school career as a result of academic work that is increasingly challenging, engaging, and coherent. Postsecondary education and workforce readiness assumes that students are ready and able to demonstrate the following without the need for remediation: Critical thinking and problem-solving; finding and using information/information technology; creativity and innovation; global and cultural awareness; civic responsibility; work ethic; personal responsibility; communication; and collaboration.

How These Skills and Competencies are Embedded in the Revised StandardsThree themes are used to describe these important skills and competencies and are interwoven throughout the standards: inquiry questions; relevance and application; and the nature of each discipline. These competencies should not be thought of stand-alone concepts, but should be integrated throughout the curriculum in all grade levels. Just as it is impossible to teach thinking skills to students without the content to think about, it is equally impossible for students to understand the content of a discipline without grappling with complex questions and the investigation of topics.

Inquiry Questions – Inquiry is a multifaceted process requiring students to think and pursue understanding. Inquiry demands that students (a) engage in an active observation and questioning process; (b) investigate to gather evidence; (c) formulate explanations based on evidence; (d) communicate and justify explanations, and; (e) reflect and refine ideas. Inquiry is more than hands-on activities; it requires students to cognitively wrestle with core concepts as they make sense of new ideas.

Relevance and Application – The hallmark of learning a discipline is the ability to apply the knowledge, skills, and concepts in real-world, relevant contexts. Components of this include solving problems, developing, adapting, and refining solutions for the betterment of society. The application of a discipline, including how technology assists or accelerates the work, enables students to more fully appreciate how the mastery of the grade level expectation matters after formal schooling is complete.

Nature of Discipline – The unique advantage of a discipline is the perspective it gives the mind to see the world and situations differently. The characteristics and viewpoint one keeps as a result of mastering the grade level expectation is the nature of the discipline retained in the mind’s eye

Middle Level Spanish Language Arts – Level IRange Level: Novice – High

Course Description Topics at a Glance

Literature & Literary Analysis

Spanish Reading, Writing, and Communicating focuses on the standards and benchmarks as outlined in the World Language Curriculum and the Boulder Valley Academic Content Standards for Language Arts. Instruction will build on previous Knowledge and demand increased skills application, academic sophistication and intellectual reasoning. Students will acquire language arts skills in a variety of instructional settings.

Current Events & Social Issues in the Spanish-speaking World

History in the Spanish-speaking World Different use of punctuation in Spanish & English Role of family in the Spanish-speaking world Arts in the Spanish-speaking world

Assessments

Students will be assessed on all four standards, including interpretative (reading, listening), interpersonal (oral and written) and presentational (formal speech/ writing) communication skills. Each assessment will address one or more standard(s).

Standards

1. Communication in languages other than English.2. Knowledge and understanding of other cultures.3. Connections with other disciplines and information acquisition.4. Comparisons to develop insight into the nature of language and culture.

Course BeliefsWe believe that our students must be prepared to face the challenges of an increasingly pluralistic society. Having more than one World Language will equip them to participate in our global community, meet future challenges in work, and open doors in our multicultural world.

Key Concepts & Structures Read a variety of genres of literary works Understand literary elements(plot, character,

setting, conflict, theme, point of view), devices and techniques (figurative language, symbolism, suspense, dialog, dialect, flashback, foreshadowing, mood)

Communicate to synthesize information, develop and defend positions, make cultural connections, compare and contrast and analyze purpose

Understand elements of literature Utilize appropriate reading strategies

(cognates, contextual clues, background knowledge, inferences, predictions, summarization, detecting fact and opinion, describing cause and effect)

Use grammatical structures correctly Use a variety of sentence structures Use a variety paragraph structures Use correct punctuation and spelling,

including accents Utilize the writing process (brain storming,

pre-writing activities, multiple drafts, peer conferencing, revising, editing)

Select and use vocabulary for specific purposes and audiences

Develop research skills (locating information, discerning important information, paraphrasing, note taking, citing sources, presenting information orally and in writing), organizing information from multiple sources including electronic sources

Instructional Strategies• Identifying similarities &

differences• Summarizing and note taking• Reinforcing effort and recognition• Homework and Guided Practice• Nonlinguistic Representations• Graphic Organizers• Cooperative Learning Groups• Providing Feedback• Generating and testing

hypotheses• Cues, questions, and advance

organizers• Formative & Summative

Assessments

1. Communication in LanguagesOther Than English

The educated American of the 21st century needs to be conversant in at least one language in addition to his/her native language. Colorado’s continued positional leadership is going to rely heavily on its capacity to communicate across borders. Communication is the heart and soul of any culture, but learning another language builds a bridge that helps Americans relate to people of other nations and cultures. Students acquire the communication strategies that will aid them in bridging communication gaps that result from differences of language and culture. In the 21st century students speak, read, and comprehend both spoken and written languages other than English to participate effectively in personal interactions with members of other cultures. Students interpret the concepts, ideas, and opinions expressed by members of these cultures through their media and literature. As students learn the languages and cultures that they may encounter in their personal lives and careers in the future, communication strategies that empower students include the ability to guess intelligently; to derive meaning from context; to understand, interpret, and produce gestures effectively; to ask for and provide clarification; to make and check hypotheses; to make inferences, predictions, and generalizations; to reflect on the nature of interaction; and to draw informed conclusions and maintain a healthy sense of humor, patience, and tenacity in the communication process. Strong, confident communicative command in a language other than English gives students excellent skill and knowledge for success in the workforce of the 21st century. Real-world communication occurs in a variety of ways. It may be interpersonal, in which culturally appropriate listening, reading, viewing, speaking, and writing occur as a shared activity among language users. It may be interpretive, in which language users listen, view, and read using knowledge of cultural products, practices, and perspectives. It may be presentational, in which speaking and writing occur in culturally appropriate ways. Prepared Graduate CompetenciesThe prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the 1. Communication in Languages Other Than English Standard are:

Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)

Understand and interpret written and spoken language on a variety of topics (interpretive mode)

Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics (presentational mode)

Content Area: World Languages – Novice-High

Standard: 1. Communication in Languages Other Than EnglishPrepared Graduates:

Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)

Range Level Expectation - Novice-HighConcepts and skills students master:

1. Participate in exchanges (written or oral) on a variety of familiar topics using familiar vocabulary and learned grammatical structures (interpersonal mode)

Evidence Outcomes 21st Century Skills and Postsecondary and Workforce Readiness

Students can:a. Adapt speech to a variety of contexts and tasks, demonstrating

command of formal English when indicated or appropriate.b. Engage effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

c. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

d. Recognize the difference between informal and formal language and make choices appropriate for group purposes

e. Review key ideas expressed and demonstrate understanding of multiple perspectives through reflections and paraphrasing.

Inquiry Questions:1. What do people need to know, understand, and be able to do

to conduct effective interpersonal communication with those who speak another language?

2. What is the importance of accuracy in effective communication?

3. How do people communicate more effectively with a native speaker who is not accustomed to a language learner?

Relevance and Application:1. Communicating via email and chat applications on websites

takes place in multiple languages.1. Exchanging information with people from different cultures

can provide new perspectives on local and international issues.

Nature of World Languages:1. Language learners understand that grammatical accuracy

contributes to meaning.2. Language learners take risks.3. Contributing ideas and listening respectfully lead to greater

buy-in and give society a larger understanding of views of group members. (Scientists collect seemingly unrelated facts and discoveries and put them together to formulate a hypothesis. Coaches develop game plans that require the players to actively listen and participate to be successful.)

Content Area: World Languages – Novice-HighStandard: 1. Communication in Languages Other Than EnglishPrepared Graduates:

Understand and interpret written and spoken language on a variety of topics (interpretive mode)Range Level Expectation - Novice-HighConcepts and skills students master:

2. Comprehend exchanges (written or oral) on a variety of familiar topics using both high-frequency vocabulary, new vocabulary, and learned grammatical structures (interpretive mode)


Students can:a. Identify main ideas from oral, visual, or written sources (DOK

1-2)b. Identify the meaning of unfamiliar words using decoding skills

(such as prefixes and suffixes, root words, knowledge or recognition of word or characters in character-based languages) (DOK 1-2)

c. Interpret meaning using oral, visual, and contextual clues (DOK 2-3)

Inquiry Questions:1. What do people need to know, understand, and be able to do to

correctly interpret what they hear and read in another language?

2. How does sentence structure aid in comprehension?3. Why is it important to follow instructions?

Relevance and Application:1. Written and spoken information on web pages and in videos is

available in multiple languages.2. Determining meaning in short stories and informational

documents from different cultures contributes to mutual understanding in international relations.


contributes to meaning.2. Language learners take risks.3. Skilled communicators demonstrate a balance between

listening and sharing.4. Skilled listeners recognize that others have important ideas.

Content Area: World Languages – Novice-HighStandard: 1. Communication in Languages Other Than EnglishPrepared Graduates:

Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics (presentational mode)Range Level Expectation - Novice-HighConcepts and skills students master:

3. Present (written or oral) on a variety of familiar topics using both high-frequency vocabulary, new vocabulary, and learned grammatical structures (presentational mode)


Students can:a. Write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details, and well-structured event sequences.

b. Employ a range of planning strategies to generate descriptive and sensory details (webbing, free writing, graphic organizers)

c. Use a range of poetic techniques (alliteration, onomatopoeia, rhyme scheme); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) to express personal or narrative voice in texts

d. Use literary elements of a text (well-developed characters, setting, dialogue, conflict) to present ideas in a text

e. Use word choice, sentence structure, and sentence length to create voice and tone in writing

f. Write arguments to support claims with clear reasons and relevant evidence.

g. Write informative/explanatory texts to examine a topic and convey ideas, concepts. And information through the selection, organization, and analysis of relevant content.

Inquiry Questions:1. What do people need to know, understand, and be able to do to

effectively present oral and written information in another language?

2. How do writers choose a topic?3. What are the essential elements of a story?

Relevance and Application:1. Record and play back oral narratives, and brainstorm ideas

using a tape recorder.2. Bilingual or multilingual workers in airports, hotels, and

hospitals can provide information to people who speak a variety of languages.


contributes to meaning.2. Language learners take risks.3. Writers use descriptive language to create mental pictures for

the reader.

2. Knowledge and Understanding ofOther Cultures

Today’s increasingly global society requires a better understanding of cultures. To communicate successfully in another language, students must not only develop facility with the language but they should also develop familiarity with the cultures that use the languages and an awareness of how language and culture interact in society. Only those who possess knowledge of both can then realize the unique and significant connections between the culture that is lived and the language that is spoken. Students apply this knowledge as they express and interpret events and ideas in a second language and reflect upon observations from other cultures.

Culturally appropriate language use requires the understanding of the relationship between the products a culture produces, the practices that the culture manifests, and the perspectives that underlie these products and practices. Students must acquire the ability to interact appropriately with target culture members to communicate successfully. This category allows students to connect and compare languages and cultures.

Prepared Graduate CompetenciesThe prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the 2. Knowledge and Understanding of Other Cultures Standard are:

Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied

Demonstrate an understanding of the relationship between the products and perspectives of the cultures studied

Content Area: World Languages – Novice-HighStandard: 2. Knowledge and Understanding of Other CulturesPrepared Graduates:

Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studiedRange Level Expectation - Novice-HighConcepts and skills students master:

1. Examine common practices and perspectives within the cultures studiedEvidence Outcomes 21st Century Skills and Postsecondary and Workforce ReadinessStudents can:a. Use appropriate, gestures, and social courtesies in a variety

of structured, everyday situations (DOK 1-2)b. Investigate common social practices in relevant

situations (DOK 1-2)c. Examine major traditions and celebrations and the practices

associated with them (DOK 1-2)

Inquiry Questions:1. How does an understanding of the relationship between the

practices and the perspectives of a given culture allow one to communicate with those who speak the language of that culture?

2. How do cultural values and attitudes impact daily practices?3. How does cultural understanding improve by engaging with

learners of other cultures?Relevance and Application:

1. Websites and video clips provide information on social interaction, traditions, and celebrations in other cultures.

2. Cultural understanding promotes a global outlook.3. Studying other cultures enhances and facilitates knowledge in

other subjects (e.g., social studies, literature, visual arts).Nature of World Languages:

1. Language learners realize that cultural similarities are just as important as the differences.

2. Language learners learn that culture is important to communication.

Content Area: World Languages – Novice-HighStandard: 2. Knowledge and Understanding of Other CulturesPrepared Graduates:

Demonstrate an understanding of the relationship between the products and perspectives of the cultures studiedRange Level Expectation - Novice-HighConcepts and skills students master:

2. Examine familiar products of the cultures studiedEvidence Outcomes 21st Century Skills and Postsecondary and Workforce ReadinessStudents can:a. Examine how the contributions of people from the target

culture have impacted such areas as advanced science, technology, and the arts (DOK 2-3)

a. Accurately identify own assumptions, as well as those of others

b. Make assumptions that are consistent with one anotherc. Identify the natural tendency in humans to use

stereotypes, prejudices, biases, and distortionsd. Identify stereotypes, prejudices, biases, and distortions in

self and thinking of otherse. Accurately state the assumptions underlying the inferences

they or others make, and then accurately assess those assumptions for justifiability

Inquiry Questions:1. How does an understanding of the relationship between the

products and the perspectives of a given culture allow people to communicate with those who speak the language of that culture?

2. How does advertising reflect the personality of a culture?3. What impact do products from one culture have on another

culture?Relevance and Application:

1. Artists and inventors around the world create products reflecting their culture.

2. The function of tangible and expressive products enhances understanding of other cultures.

3. Studying tangible and expressive products enhances and facilitates knowledge in other subjects (such as music, athletics, math, and history).

Nature of World Languages:1. Language learners experience cultural products.2. Language learners realize that the use of products varies among

cultures.3. Researchers know the quality of thinking impacts their lives and

the lives of others.4. Researchers know that assessing their assumptions is important as

they make daily decisions.


Learning is interdisciplinary. Students bring a wealth of experience and knowledge of the world around them to the language classroom. Connecting the foreign language curriculum to what students already know from other parts of their academic lives opens doors to information and experiences that can enrich their entire school and life experience. The connections that flow from other areas to the foreign language classroom can add unique experiences and insights into the rest of the school’s curriculum. Students use their developing language skills to pursue topics of personal interest, unrelated to the limits of academic life, and as a result nurture and strengthen their lifelong learning skills and lifelong language-using skills.


Prepared Graduate Competencies in the 3. Connections with Other Disciplines and Information Acquisition Standard are:

Reinforce and further knowledge of other disciplines through the foreign language Acquire information and recognize the distinctive viewpoints that are only available

through the foreign language and its cultures

Content Area: World Languages – Novice-HighStandard: 3. Connections with Other Disciplines and Information AcquisitionPrepared Graduates:

Reinforce and further their knowledge of other disciplines through the foreign languageRange Level Expectation - Novice-HighConcepts and skills students master:

1. Examine information gathered from target language resources connected to other content areasEvidence Outcomes 21st Century Skills and Postsecondary and Workforce ReadinessStudents can:a. Conduct short research projects to answer a question,

drawing on several sources and refocusing the inquiry when appropriate.

b. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

c. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Inquiry Questions:1. How does an understanding of another language and culture

increase people's ability to function in a variety of content areas in an interdisciplinary manner?

2. How does understanding a world language help in another content area?

3. How can someone relate world language knowledge to another content area?

Relevance and Application:1. Web-based newspapers and magazines describe artist and art

exhibitions throughout the world.2. Language learning contributes to expansion of vocabulary in a

person's own language and the target language.Nature of World Languages:

1. Language learners understand that cultural connections are important.

2. Connecting the target language curriculum with other parts of the students' academic lives open doors to information and experiences that enrich the students' entire school and life experience.

3. Researchers make sure research projects are organized in a cohesive manner.

4. Working as an individual, small group or large group requires intellectual autonomy, intellectual integrity, intellectual humility, and so forth.

Content Area: World Languages – Novice-HighStandard: 3. Connections with Other Disciplines and Information AcquisitionPrepared Graduates:

Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesRange Level Expectation - Novice-High: Novice-LowConcepts and skills students master:

2. Relate information acquired from authentic resources to individual perspectives and experiencesEvidence Outcomes 21st Century Skills and Postsecondary and Workforce

ReadinessStudents can:a. Extract and decipher meaning from authentic resources (DOK

1-2)b. Compare and contrast new information with previous

knowledge (DOK 1-3)

Inquiry Questions:1. How does an understanding of another language and culture

broaden people's ability to access information and to appreciate a variety of distinctive viewpoints?

2. What is the importance of comparing experiences with those of a native speaker?

3. What can people do to connect with a native speaker?Relevance and Application:

1. Movies and documentaries put in context the perspective of a target language.

2. Learning languages contributes to personal fulfillment.3. Knowing presentational skills and examples of oratory in a

target language improves communication.

Nature of World Languages:1. Language learners are able to extract increasingly detailed

information from authentic resources.


The study of a language other than English (a second language) fosters the development of a greater understanding of not only the language and culture being studied, but of an individual’s own language and culture. The resulting linguistic and intercultural explorations expand a learner’s view of the world. Students gain insights into the nature of language in society in culturally appropriate ways. The study fosters an awareness of alternative views of other cultures by comparing the student’s own culture with another culture, including the relationship between accepted practices, products and perspectives.


Prepared Graduate Competencies in the 4. Comparisons to Develop Insight into the Nature of Language and Culture Standard are:

Demonstrate understanding of the nature of language through comparisons of the language studied and their own

Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own

Content Area: World Languages – Novice-HighStandard: 4. Comparisons to Develop Insight into the Nature of Language and CulturePrepared Graduates:

Demonstrate understanding of the nature of language through comparisons of the language studied and their ownRange Level Expectation - Novice-HighConcepts and skills students master:

1. Describe the similarities and differences between structural patterns of the target language through comparisons of the student's own language and the language studied


Students can:a. Demonstrate command of the conventions of standard Spanish

capitalization, punctuation, and spelling when writing.b. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in expectations 1 and 2 above.)

c. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

d. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

e. Compare Spanish and English structures.

Inquiry Questions:1. How does knowledge of another language enhance people's

understanding of the nature of language in general?2. How does a student improve language accuracy by describing

grammatical accuracy?3. How does the study of another language develop an

individual's ability to categorize critical thinking skills?

Relevance and Application:1. Linguists use databases, dictionaries, and records of written

and spoken literature to analyze the structures of words and word parts in a variety of languages.

2. Applied linguists determine which languages are harder or easier to learn by studying the types of errors learners make when learning different languages.

Nature of World Languages:1. Language learners are developing an understanding of

language acquisition.2. Language learners gain an increased awareness of the target

language through increased opportunities to communicate in authentic situations.

Content Area: World Languages – Novice-HighStandard: 4. Comparisons to Develop Insight into the Nature of Language and CulturePrepared Graduates:

Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their ownRange Level Expectation - Novice-HighConcepts and skills students master:

2. Describe the nature of culture through comparisons of the target culture(s) and the student's own culture and how the two cultures interact


Students can:a. Determine strengths and weaknesses of their thinking and

thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision

b. Take control over their thinking to determine when thinking should be questioned and when it should be accepted. (intellectual autonomy)

Inquiry Questions:1. How does knowledge of another language enhance people's

understanding of culture and society in general?2. How can the description of diverse cultures cultivate an

understanding and appreciation of the multilingual world?3. How does language study demonstrate a student's

understanding and appreciation of his/her own culture?Relevance and Application:

1. Understanding different concepts of time and relationships in various cultures can help people working or traveling in other cultures to behave politely and helpfully.

2. People who create new artistic and tangible products can find ideas by studying comparable products in other cultures.

Nature of World Languages:1. Language learners develop an understanding of the cultures of

Spanish speaking peoples.2. Language learners role-play and demonstrate a variety of

cultural differences.

Secondary Spanish Language Arts Glossary of Terms

abridged A condensed version of a text that still maintains the overarching theme.

advance To put forward, propose.alliteration The repetition of initial consonant sounds in words.allusion A passing or casual reference; an incidental mention of something, either directly

or by implication. Ex: an allusion to Shakespeare’s Hamlet, “To act or not to act, that was Maria’s dilemma.”

analogy A similarity between like features of two things, on which a comparison may be based

Analyze To examine critically, so as to bring out the essential elements. To examine carefully and in detail so as to identify causes, key factors, possible results, etc.

antagonist A character in a story or poem who deceives, frustrates, or works again the main character, or protagonist, in some way. The antagonist need not be a person; it could be death, the devil, an illness, or any challenge that prevents the main character from attaining his or her goals.

antonym A word opposite in meaning to another word. See synonym.archetype A narrative design, character type, or image said to be identifiable in a wide variety

of works of literature.argument A disagreement or opposing point of view. In writing and/or speech argument is

one of the traditional modes of discourse which defines a course of reasoning aimed at demonstrating truth or falsehood.

assonance The repetition in words of identical or similar vowel sounds followed by different consonant sounds. See consonance.

audience The listeners at a speech or performance, or the intended readership for a piece of writing.See purpose.

bibliography Lists all the works and sources of information consulted while undertaking research for a paper or presentation. See works cited.

brainstorming Collecting ideas by thinking freely and openly about all the possibilities; used often with groups.

character A person who takes part in the action of a story, novel, or a play. Sometimes characters can also be animals or imaginary creatures.

characterization The representation of individuals in literary works. This may include direct methods like the attribution of qualities in description or commentary, and indirect methods inviting readers to infer qualities from characters’ actions, speech, or appearance. A flat character is one that remains undeveloped. A round character is one that is fully developed. A character who does not undergo change is referred to as static. A character that undergoes some transformation is called dynamic.

citation A citation is a brief citing or notation of a scholarly source. It gives credit to the author of the material utilized. A citation is imperative for readers to research the finding of one's information. It also protects the writer reusing the material from plagiarism and possible copyright infringement. See bibliography, works cited.

cite Quote (a passage, book, or author) as evidence for or justification of an argument or statement. (Not to be confused with website or sight.)

climax The most important or exciting point in something such as an event or a storyconsonance The repetition of a final consonant sound in words with different vowels.compare Refers to indicating similaritiesconflict In narration, the struggle between the opposing forces that moves the plot forward.

Conflict can be internal, occurring within a character, or external, between characters or between a character and an abstraction such as nature or fate.

contrast Refers to indicating differences.data Factual information (as measurements or statistics) used as a basis for reasoning,

discussion, or calculation.

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debate Noun: a discussion, as of a public question in an assembly, involving opposing viewpoints.Verb: to engage in argument or discussion, as in a formal assembly.

deductive reasoning

The form of logic in which, if the premises in an argument are all true, and the argument’s form is valid, the conclusion is inescapably true. See inductive reasoning.

denotation The literal or dictionary definition of a word. Denotation contrasts with connotation.dialect A regional variety of a particular language with phonological, grammatical, and

lexical patterns that distinguish it from other varieties.dialogue The conversation between characters in a drama or narrative. A dialogue occurs in

most works of literature. It moves the action along in a work and helps to characterize the personality of the speakers.

digression Material not strictly relevant to the main theme or plot of a piece of writing.elaboration Amplification: addition of extra material or illustration or clarifying detail to

enhance a point.enunciation Carefully pronounced and articulated speech for the purpose of communicating

effectively with an audience.epic simile An extended simile that makes elaborate and complex comparisons.essential question Questions that are not answerable with finality in a brief sentence… Their aim is to

stimulate thought, to provoke inquiry, and to spark more questions — including thoughtful student questions — not just pat answers. EQ’s lead smaller more disparate lessons and skills to a broader and deeper understanding and sense of relevancy.

evaluate To measure: evaluate or estimate the nature, quality, ability, extent, or significance of;

evidence Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others. It should be in a form and be derived from a source accepted as appropriate to a particular discipline.

explicit Stated clearly and in detail, leaving no room for confusion or doubt.exposition Writing that is intended to make clear or to explain something using one or more of

the following methods: identification, definition, classification, illustration, comparison, ad analysis.In a play or a novel, exposition provides the background information needed to properly understand the story, such as the problem in the beginning of the story and the situation in which the work is set.

fact versus opinion Statements of fact can be proven conclusively to be true or false. Statements of opinion cannot be proven to be true or false.

falling action The falling action in a work of literature is the sequence of events that follow the climax and end in the resolution

fiction Literature that offers insights, challenges assumptions, plays with language, or presents possibilities through the telling of imaginary stories. It may be entertaining, but is not limited to entertainment. It is distinguished from nonfiction, which is designed primarily to explain, argue or describe. Specifically, fiction is a type of literature, especially prose, such as novels and short stories, but also including plays and narrative poetry. Fiction may take many literary forms, including historical fiction, fables, fairy tales, folklore, legends, and picture books.

figurative language

Language that communicates ideas beyond the ordinary or literal meaning of the words.

figure of speech Specific literary devices used to create a special effect or feeling, often by making some type of comparison. See hyperbole, metaphor, simile, understatement.

flashback A narrative technique that allows a writer to present past events during current events, in order to provide background for the current narration. By giving material that occurred prior to the present event, the writer provides the reader with insight into a character’s motivation and or background to a conflict. Flashbacks are often conveyed through narration, dream sequences, and memories presented of earlier conversation.

foreshadowing In literature, the use of hints about things to come in later plot developments. It

can be obvious, or it may be more subtle, involving the use of symbols that are connected to later turns in the plot.

gestures A movement or position of the hand, arm, body, head, or face that is expressive of an idea, opinion, emotion, etc. made to express or help express thought or to emphasize speech.

generalization An idea or statement which emphasizes general characteristics rather than specific manifestations.

genre A category of literature or writing style.glossary A list of terms in a special subject, field, or area of usage, with accompanying

definitions. Such a list at the back of a book, explaining or defining difficult or unusual words and expressions used in the text.

grammar The study of the structure and features of language; rules and standards which are to be followed to produce acceptable writing and speaking.

graphic elements The part of the work that contains visual representations of information and ideas (charts, animations, video, etc) beyond simple written text.

graphic organizer An organizational tool used to illustrate students’ prior knowledge or current understanding about a topic or section of text. Two examples are: Semantic maps help students visually organize and graphically show the

relationship between one piece of information and another. It is often used for increasing vocabulary and improving reading comprehension. As a pre-reading activity, it can be used to activate prior knowledge and to introduce key vocabulary words.

Venn diagrams use two circles to represent sets of information, with the position and overlap of the circles indicating the relationships between the sets.

KWL Charts are used to gauge students’ background knowledge on a given topic. The chart includes three columns: KWL. The K column is where students list what they know; the W column is where students list what they want to know; and the L column is where students list what they learned at the end of a lesson or unit.

homonym A word having the same sound and spelling as another word, but a different origin and meaning, for instance, “The musician uses a bow to play his violin”; “The little girl has a bow in her hair.”

homophone A word with a different origin, meaning, but having the same pronunciation as another word, whether or not it is spelled alike, for instance, wood and would, or to, two, and too.

hyperbole An intentional exaggeration for emphasis or comic effect. An overstatement. Ex. “It took a million years to finish my homework.”

idiom A phrase or expression which means something other than what the words actually say. An idiom is usually understandable to a particular group of people: Ex. “Cat got your tongue?” or “Up the Boohai” (a New Zealand idiom meaning "all wrong.")

imagery Words and phrases that create vivid sensory experiences for the reader. Most images are visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch.

implicit Implied or understood though not directly expressed.index An alphabetical reference list: an alphabetical list of topics, people, or titles, giving

the location of where they are mentioned in a text.inductive reasoning

The form of logic which proceeds from the specific observation to the general statement. The conclusion of such an argument provides the best or most probable explanation of the premises, but is itself not necessarily true.

inference A conclusion reached on the basis of evidence and reasoning not immediately apparent.

inquiry A question; query, an investigation,. Also the seeking or request for truth, information, or knowledge.

internal monologue

An extended representation in monologue of a character’s thought and feeling.

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interpret Explain the meaning of (information, words, or actions).irony The contrast between expectation and reality. This incongruity has the effect of

surprising the reader or viewer. Types include dramatic, situational, and verbal. Techniques of irony include hyperbole, understatement, and sarcasm.

journal A daily record of thoughts, impressions, and autobiographical information, often a source of ideas for writing.

legend An unverified story handed down from earlier times, especially one popularly believed to be historical.

main idea In informational writing, the most important thought or overall position. The main idea or thesis of a piece, written in sentence form, is supported by details and explanation. See theme, thesis.

maxim A succinct statement that contains a principle or general truth about human nature and human conduct.

medium The material or form used by an artist, composer, or writer.memoir A history or record composed from personal observation and experience. Closely

related to, and often confused with, autobiography, a memoir usually differs chiefly in the degree of emphasis placed on external events; whereas writers of autobiography are concerned primarily with themselves as subject matter, writers of memoir are usually persons who have played roles in, or have been close observers of, historical events and whose main purpose is to describe or interpret the events.

metaphor A figure of speech that makes a comparison between two things that are basically different but have something in common. Unlike a simile, a metaphor does not contain the words like or as. For example, in the evening of life. See figurative language, figure of speech, simile.

mood The feeling or atmosphere that a writer creates for the reader. The use of connotation, details, dialogue, imagery, figurative language, foreshadowing, setting, and rhythm can help establish mood. See tone.

motif A recurring object, concept, or structure in a work of literature. A motif may also be two contrasting elements, such as good and evil, in a work.

myth A traditional story passed down through generations that explains why the world is the way it is. Myths are essentially religious, because they present supernatural events and beings and articulate the values and beliefs of a cultural group.

narrative A collection of events that tells a story, which may be true or not, placed in a particular order and recounted through either telling or writing.

narrator The person or voice telling the story. The narrator can be a character in the story, a play, or a work of nonfiction.

non-fiction Writing about real people, places, and events. Unlike fiction, nonfiction is largely concerned with factual information, although the writer shapes the information according to his or her purpose and viewpoint. Biography, autobiography, and news articles are examples of nonfiction. See fiction.

novel An extended piece of prose fiction.onomatopoeia The use of a word whose sound suggests its meaning, as in clang, buzz, crash.parody An imitation of the style of a particular writer, artist, or genre with deliberate

exaggeration for comic effect.paradox A statement that seems on its face to be self-contradictory or absurd, yet turns out

to have valid meaning and to reveal an element of truth.

paraphrase To state, in one’s own words, the main ideas and key references extrapolated from something one has read, viewed, or heard. See summarize.

parts of speech A category to which a word is assigned in accordance with its syntactic functions. Ex: noun, pronoun, adjective, determiner, verb, adverb, preposition, conjunction, and interjection.

personification A form of metaphor in which language relating to human action, motivation, and emotion is used to refer to non‐human agents or objects or abstract concepts. Ex: The weather is smiling on us today; love is blind. See metaphor, figure of speech, figurative language.

perspective The state of one’s ideas, the facts known to one, and the angle from which one

http://www.britannica.com/EBchecked/topic/44709/autobiography

http://www.britannica.com/EBchecked/topic/374349/memoir

http://www.britannica.com/EBchecked/topic/44709/autobiography

views a situation.persuasive writing Writing intended to convince the reader that a position is valid or that the reader

should take a specific action. Differs from exposition in that it does more than explain; it takes a stand and endeavors to persuade the reader to take the same position.

plot The action or sequence of events in a story. Plot is usually a series of related incidents that builds and grows as the story develops. There are five basic elements in a plot line: (a) exposition; (b) rising action; (c) climax; (d) falling action; and (e) resolution.

plagiarism Presenting another author's works, words, or ideas as one's own.planning strategies

Process of defining direction, and making decisions about how to organize ideas in writing or presentation based purpose and audience.

poetry Writing designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound and suggestive power as well as for its meaning. Language choices are also made to achieve meter, rhyme, natural cadences, and metaphorical experience/understanding.

point of view The vantage point from which a story is told. First person POV is a story told in the narrating character’s own voice. It uses “I” throughout, and the reader doesn’t know any more than the character does. Stories told in second person are told as if telling someone else what they are doing. Third person is the familiar he said/she said story, which can come from the limited, subjective multiple viewpoints, or omniscient points of view.

position A point of view adopted and held to.pronunciation The manner in which someone utters a word.prose Written or spoken language in its ordinary form, without metrical structure.protagonist A protagonist (also known as the “hero” or “heroine”) is the main character or lead

figure in a novel, play, story, or poem.pun A joke that comes from a play on words. It can make use of a word’s multiple

meanings or a word’s rhyme. Ex. "Time flies like an arrow. Fruit flies like a banana." (Groucho Marx)

purpose An author’s desired effect or result; intention. See audience.reference materials

Resources used to find out more information on a subject (dictionary, thesaurus, encyclopedia, journals, both print and on-line sources, etc.)

relevance Term used to describe how pertinent, current, connected, or applicable something is to a given matter.

repetition The action of repeating something that has already been said or written to produce a desired effect.

research An organized study or methodical investigation into a subject in order to discover facts, to establish or revise a theory, or to develop a plan of action based on the facts discovered.

resolution Also called denouement, the portion of a play or story where the problem is solved. The resolution comes after the climax and falling action and is intended to bring the story to a satisfactory end.

response An answer or reply, as in words or in some action.revise To alter something already written or printed, in order to make corrections,

improve, or update, primarily in terms of style, content, structure and ideas, as well as the details. See edit.

rhyme The repetition of sounds in two or more words or phrases, which appear close to each other in a poem. End rhyme occurs at the end of lines. An internal rhyme occurs within a line. Slant rhyme is approximate rhyme. A rhyme scheme is the pattern of end rhymes.

rhythm An ordered recurrent alternation of strong and weak elements in the flow of sound and silence in speech.

rising action The events of a dramatic or narrative plot preceding the climax.salient points Facts or information that seem most important or significant to the argumentsatire A literary art of diminishing a subject by making it ridiculous and evoking attitudes

of amusement, contempt, indignation or scorn. It differs from comedy in that comedy evokes laughter as an end in itself. Satire uses laughter as a weapon

against a subject existing outside the work itself, for example, social satire mocks existing social mores and conventions in order to draw attention to their limitations or hypocrisy.

sensory imagery The use of words to describe tastes, smells, textures, sounds and images in order to provide a sensory experience for the reader.

setting The time and place in which a narrative takes place; the physical and psychological background against which the action of a story takes place; the scenery and stage effects for a dramatic production. Environment: The surrounding things, conditions, and influences in the

narrative. Place: The physical location of the narrative. Time: The period or era in which the narrative takes place.

simile A comparison of two unlike things in which a word of comparison using the words ‘like’ or ‘as’. For example, ‘She stood in front of the altar, shaking like a freshly caught trout.’ (Maya Angelou) See metaphor.

stanza A recurring grouping of two or more verse lines in terms of length, metrical form, and, often, rhyme scheme.

story elements The intrigue or plot of a narrative or dramatic work.conflict: The basic tension, predicament, or challenge that propels a story's plotcomplications: Plot events that plunge the protagonist further into conflictrising action: The part of a plot in which the drama intensifies, rising toward the climaxclimax: The plot's most dramatic and revealing moment, usually the turning point of the storyfalling action: The part of the plot after the climax, when the drama subsides and the conflict is resolved

summarize To briefly describe a text – read, viewed, or heard – highlighting the main ideas and most salient features or details. See paraphrase.

symbol A word or object that stands for an object, event, or idea. The object, event or idea thus represented may be concrete or abstract, visible or invisible.

synonym A word that has a meaning identical with, or very similar to, another word.text Coherent set of symbols that transmit some kind of informative message.textual evidence Support from one or more resources to support an interpretation or analysis of a

literary work..theme A theme is the central idea or ideas explored by a literary work.thesis statement The basic argument advanced by a speaker or writer who then attempts to prove it

by presenting compelling evidence; the subject or major argument of a speech or composition. See theme, main idea.

tone An expression of a writer’s attitude toward a subject. Unlike mood, which is intended to shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can be serious, humorous, sarcastic, playful, ironic, bitter, or objective.

tragic flaw A defect in the protagonist that leads to his or her downfall.tragic hero The primary character in a narrative who makes an error of judgment or has a fatal

flaw that, combined with fate and external forces, brings on a tragedy.transitional words and phrases

Transitional words and phrases provide the glue that holds ideas together in writing. They provide coherence (making sense as a whole) by helping the reader to understand the relationship between ideas, and they act as signposts that help the reader follow the movement of the discussion. Transitional expressions, then, can be used between sentences, between paragraphs, or between entire sections of a work. The two kinds of transitions are those of logic and those of thought.

verse A line of writing arranged in a metrical pattern (i.e., a line of poetry). Also, a piece of poetry or a particular form of poetry such as free verse, blank verse, etc., or the art or work of a poet.

voice Indicates whether the subject is acting or being acted upon. Active voice indicates that the subject is acting—doing something. (Benjamin

Franklin discovered the secrets of electricity.) Passive voice indicates that the subject is being acted upon (The secrets of

electricity were discovered by Benjamin Franklin).

http://www.virtualsalt.com/transits.htm

Also, a writer’s unique use of language that allows a reader to perceive a human personality in his or her writing. The elements of style that determine a writer’s voice include sentence structure, diction, and tone. The term can also be applied to the narrator of a selection.

writing process The stages of writing that produce a final, well-crafted piece. They are pre-writing/planning, drafting, revising, editing, polishing, and publishing.

Conventions Scope & Sequence Exposure Mastery Independent Usage

Use CAPITALIZATION for… K 1 2 3 4 5 6 7 8 9 10 11 12

first word in a sentence

first and last name

titles used with names (Sr. Sra. Presidente, senador, Dr. etc.)

names of people

holidays

product names

geographic names

only first word

words used as names (Tio Juan)

speaker’s first word in dialogue

names of organizations

historical events

acronyms

Use PERIODS, QUESTION MARKS, AND EXCLAMATION MARKS to… K 1 2 3 4 5 6 7 8 9 10 11 12

recognize and name beginning and ending punctuation questions and exclamations

end sentences

show abbreviations and after a person’s initials (e.g.Dr.)

choose punctuation for effect

write and punctuate compound and complex sentences

format and punctuate dialogue

Use COMMAS to… K 1 2 3 4 5 6 7 8 9 10 11 12

separate single words in a series

separate a series of numbers

write closings in letters

punctuate addresses (e.g., between city and state)

punctuate dialogue

for effect

mark direct speech and quotations from a text

place after a coordinating conjunction in a compound sentence

separate an introductory element from the rest of the sentence

set off interruptions and interjections

set off the words yes and no (e.g., no, no voy a ir)

set off nonrestrictive/parenthetical elements

write and punctuate compound and complex sentences correctly

indicate a pause or break

format and punctuate dialogue correctly

Use ABBREVIATIONS for… K 1 2 3 4 5 6 7 8 9 10 11 12

titles of people’s names (Dr.,Srs., etc)

states

addresses

acronyms

Use QUOTATION MARKS to… K 1 2 3 4 5 6 7 8 9 10 11 12

Single quote to mark direct speech and quotations from a text

indicate titles of works

emphasize special words/ phrases in other languages

format and punctuate dialogue correctly

before and after person’s thoughts

Use UNDERLINING & ITALICS for… K 1 2 3 4 5 6 7 8 9 10 11 12

titles of works

special words

emphasis

words/phrases in other (italics) language

Use PARENTHESES to… K 1 2 3 4 5 6 7 8 9 10 11 12

set off nonrestrictive/parenthetical elements

Use HYPHENS to… K 1 2 3 4 5 6 7 8 9 10 11 12

choose punctuation for effect

divide a word

follow hyphenation conventions appropriate to the language (last names)

Use COLONS & SEMI COLONS for… K 1 2 3 4 5 6 7 8 9 10 11 12

separating items in a series (semi colons)

introduction of a list (colons)

write greetings in letters (colons)

formal introductions (colons)

a business letter (colons)

writing numbers in time (e.g., 4:30)

emphasis (colons)

punctuating compound and complex sentences

joining and setting off two independent clauses

(semicolon)

conjunctive adverbs (semicolon)

introducing a list or quotation

linking two or more closely related independent clauses (perhaps with a conjunctive adverb)

Use ELLIPSES & DASHES to… K 1 2 3 4 5 6 7 8 9 10 11 12

punctuate for effect

indicate an omission (ellipse)

indicate a pause or a break (ellipse)

Punctuate dialogue at beginning and end (long dash)

Tildes y diéreses

Acento prosodic y ortográfico en palabras agudas (canción, caminé) x x x EL EL EL * * *

Acento prosodic y ortográfico en palabras llanas o graves (lapis, árbol) x x x EL EL EL * * *

Acento prosodic y ortográfico en palabras esdrújulas y sobreesdrújulas (ultimo, cámara) x x x EL EL EL * * *

Vocales Fuertes y débiles: diptongos e hiatos (río, ríó x x x EL EL EL * * *

Diéresis: se usa para indicar que hay que pronunciar la u, que normalmente es muda, entre la g la e o la g y la I (bilingúe, pingúino

x x x EL EL EL * * *

Use PROPER FORMATTING for… K 1 2 3 4 5 6 7 8 9 10 11 12

paragraphs (e.g., indenting)

parts of a letter

poetry

formatting and punctuating dialogue

identify comma splices and fused sentences in writing and revise to eliminate them

using a style guide to follow the conventions of Real Academic Española

Middle Level Spanish Language Arts 1

Middle Level Spanish LA 1

F7C

Spanish Reading, Writing, and Communicating focuses on the standards and benchmarks as outlined in the World Language Curriculum and the Boulder Valley Academic Content Standards for Language Arts. Instruction will build on previous Knowledge and demand increased skills application, academic sophistication and intellectual reasoning. Students will acquire language arts skills in a variety of instructional settings.

2 Semesters

[Course Fees]

1

[Elective Required]

Active

World Language60e6b184-0944-4a61-a7e8-5034f4f0060a

11/13/2001

[Expiration Date]

[NCAA]

[Hear]

[Subject Area]

[NonAcademic]

0600 - Foreign Languages

World Languages

contenthub.bvsd.orgcontenthub.bvsd.org/curriculum/1617 Course Catalog/Mid… · Web viewThe original Colorado Model Content Standards for world languages were designed to provide

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