ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Spanish
GRADE LEVEL: IV
CREATION DATE: June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and analyzing and debating. Understanding and interpreting written and spoken language on a variety
of topics through a variety of sources. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Assessment
Use new vocabulary to describe
personality traits, emotions, city
and suburban settings, art, culture,
and historical settings, community
health and medical programs, jobrelated situations, justice and
courtroom scenes. Communication
will begin with the present, past,
and future tenses and will expand to
the perfect tenses. Clarification of
object pronouns and reflexive
pronouns as well as time
expressions using hace and seguir
constructions is essential.
Expansion of subjunctive usage
with cuando, mientras, adverbial
clauses, doubt and emotion.
Formation of past subjunctive
through review of preterite tense,
and como si and if/then sentences.
Produce and perform brief guided
conversations related to student’s moods,
personality traits, emotions, city and
country living, potential jobs
Narrate in the past tense using the
preterite and imperfect tenses with
“cuando yo era nino”
Use the subjunctive to make suggestions,
recommendations, express wants, and
impersonal expressions
Prepare and respond to basic directions,
instructions, commands, and requests in
the classroom
Propose and answer topic related
questions
Compose a letter requesting a job
Conduct an interview for the position
from a letter
Incorporate useful idioms into each lesson
Discuss the aspects of a healthy
community
Discuss Mexican and Spanish artists via
student presentations
Read newspaper articles to discuss and
debate current events
Prepare group projects on Pre-Colombian
civilizations
Write essays on specific topics
Create special occasion greeting cards to
Spanish IV
Page 1
Aligned Materials/
Resources/Technology
Text:
Paso a Paso III(Prentice Hall,
2000) and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline
Masters for Hands-On
Learning
Video Series
Student Practice Workbook
Writing, Audio, and Video
Activities
Communicative Activity
Blackline Masters
TPR Storytelling
Assessment Program
Test Generator
Internet
Verbsheets
Realia
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
Instructional Strategies
Oral presentations from memory
and spontaneous conversations
Role playing
Partner practice activities
Writing with peer/teacher
correction then revision
TPR activities
Personalization
Visual and Verbal cues (situation
cards)
Modeling
Realia
Verb sheets
Audio tapes activities
Videotapes activities
Computer software
Overhead transparencies
activities
Songs, skits, games and puzzles
Cloze activities
Speaking and writing activities (
e.g. workbook exercises, taking
notes, listing, categorizing,
labeling, summarizing,
comparing, contrasting)
Cooperative learning groups
Activating prior knowledge
Interviewing
Reading (magazines, books,
-1-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and analyzing and debating. Understanding and interpreting written and spoken language on a variety
of topics through a variety of sources. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
reinforce subjunctive
Produce analytical paper based on
literature
Work in groups to write a legend and
create vocabulary, multiple choice
questions and visuals
Demonstrate comprehension of short face
to face and audio conversations on
familiar topics
Assess main idea of simple oral/written
narratives and texts on familiar topics
Distinguish words and phrases heard or
seen in songs and movies
Utilize appropriate responses to oral
and/or written requests, directions and
other information
Demonstrate comprehension and use for
contextualized understanding of isolated
words or phrases in authentic but
unfamiliar printed material or
announcements from target culture
Repeat unfamiliar words that recombine
familiar sound patterns and letter
combinations
Use knowledge of linguistic system
(grammar, word patterns) to derive
meaning from unfamiliar material
Use cognates to facilitate comprehension
Read aloud familiar stories, passages,
dialogues etc. with appropriate intonation
Spanish IV
Page 2
Instructional Strategies
literature)
Reading aloud-teacher
Reading aloud-student
Brainstorming
Internet activities
-2-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and analyzing and debating. Understanding and interpreting written and spoken language on a variety
of topics through a variety of sources. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
and comprehensible pronunciation
Recite proverbs, nursery rhymes, short
poems, and songs
Reproduce in written form most language
that is used orally
Use oral or written language to give
messages, write reports, etc.
Use target language pronunciation and
spelling for specific vocabulary imbedded
in native language presentations (e.g..
names of places, things that appear in
more complex presentations made in
English )
Interpret and use gestures germane to the
language
Evaluate communicative skills using
discrete point quizzes and proachievement chapter tests
Recite dialogues
Create role-plays
Produce projects
Assess listening skills through TPR
Assess aural comprehension via dictations
Spanish IV
Page 3
-3-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and analyzing and debating. Understanding and interpreting written and spoken
language on a variety of topics through a variety of sources. Presenting information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Adaptations/Inclusion Techniques
Enrichment Strategies
Explain set up of text for use with
dictionary, verbs, and indexing
Review prior knowledge and skills
Compare English constructions to Spanish
where possible
Emphasize cognates as a learning strategy
Model pronunciation followed by student
repetition
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and
assessment
Limit or modify activities, assignments
and assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Provide tutoring and peer mentoring
Explain unfamiliar concepts in
terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Employ memory techniques
Give advanced notice regarding future
assignments through homework hotline
Note taking by classmate for reproduction
World Language Departmental
Initiatives
Spanish IV
Immersion trips to Costa Rica
Reciprocal exchange program
to Spain
District World Language
Contest and Fete (award
program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor
Society
Fun Day
Level III Opportunities
Immersion trips to Costa Rica
Reciprocal exchange program
to Spain
Field trips
Music
Challenge for placement
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
Guest speakers/visiting artists
Student designed activities
Page 4
Remediation Strategies
Multicultural/Interdisciplinary
Connection
World Languages: French,
German, Latin, and Spanish.
Compare and contrast languages
within the discipline.
Mathematics: monetary exchange,
measurement systems, and Mayan
and Aztec calendars
Geography: maps, demographics,
and climate, and hemispheres
Language Arts: etymology,
linguistics, literature, writing,
public speaking, grammar and
syntax, theater and cinema
Social Studies: culture, civics,
history, humanities, economics,
ethnicity, government, and
archeology
Music: folk songs and dances,
popular music, native instruments
Art: art history, folk art, crafts,
student art projects,
Science: famous scientists,
ecology, biology, anatomy, and
natural sciences
Consumer Science: body
language, gestures, and
relationships
Physical Education: recreational
activities, health and fitness
-4-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and analyzing and debating. Understanding and interpreting written and spoken
language on a variety of topics through a variety of sources. Presenting information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Adaptations/Inclusion Techniques
Improve reading comprehension through
practice with scanning
Assist in writing activities through guided
structuring
Engage in ongoing dialogs with parents
and caseworkers
Spanish IV
Enrichment Strategies
Out of class enhancement
activities ( e.g. movies related
to or in target language,
language luncheon groups)
Page 5
Remediation Strategies
Multicultural/Interdisciplinary
Connection
Technology Education: student
projects and research utilizing all
phases of technology
-5-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Understanding the link between culture and its effect on language.
Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive
viewpoints that are only available through the world language and its culture. COMPARISONS: Recognizing the similarities as well as the
differences between cultures. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their
own. Learning that each Spanish speaking country has its separate traditions and heritage. COMMUNITIES: Using the language both within
and beyond the school setting. Using language for leisure and personal enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Assessment
Vocabulary to describe emotional
states, personality traits, city and
suburban settings, art, cultural
events, historical information,
community health concerns, job
related situations, movie and
television shows in the Spanish
speaking world, law and court
issues. Begin communicating in
present, past, and future, and
expand to perfect tenses. Clarify
object pronouns and reflexive
pronouns as they apply to each
tense and verb construction.
Express time periods using hace
and seguir constructions.
Continue with subjunctive to
express doubt, emotions,
impersonal expressions along
with “cuando”, “mientras, and
other adverbial clauses. Past
subjunctive through review of
preterite tense for formation and
its use with “if/then” sentences,
and “as if”.
CONNECTIONS
Create simple math problems involving currency
conversions and weights and measures
Make, label and read maps using appropriate
geographical terms in the target language
Recognize famous historical events, people, landmarks,
places, and products from the target culture
Examine the Pre-Colombian period through projects and
readings
Connect the target language to the culture to understand
how words are used
Apply as appropriate language arts skills to the target
language-punctuation, dictionary skills, reading and
writing skills
Demonstrate awareness of artistic and musical
contributions, and practices present in the target culturefamous works of art, special musical instruments,
famous artists or composers, well known songs
Use computer, multimedia, traditional texts and printed
material to find information on familiar themes to
integrate in other target language activities (tv listings,
movie pages, want ads)
Analyze form, presentation, and layout of target culture
products to examine culturally imbedded features
COMPARISONS
Recognize borrowed words from the target language
through spelling or common usage
Point out Anglicisms present in the target language
Compare grammatical structures, pronunciation and
writing systems between native and target languages
Identify different types of social interaction
Stress importance of same word meaning different
things in each country
Understand the importance of cognates, both real and
false
Page 6
Spanish IV
Aligned Materials/
Resources/Technology
Text:
Paso a Paso III (Prentice Hall,
2000) and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline
Masters for Hands-On Learning
Video Series
Student Practice Workbook
Writing, Audio, and Video
Activities
Communicative Activity
Blackline Masters
TPR Storytelling
Assessment Program
Test Generator
Internet
Scholastic Magazine: El Sol
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
-6-
Instructional Strategies
Oral presentations from
memory and spontaneous
situations
Simulated activities
through role playing
Partner practice for
speaking
Writing with peer/teacher
correction then revision
Writing essays to express
opinions and defend point
of view
TPR activities
Personalization
Visual and Verbal cues
(situation cards)
Modeling and recording
students speaking
Realia
Verb sheets
Audio tapes activities
Videotapes activities
Computer software
Overhead transparencies
activities
Songs, skits, games and
puzzles
Cloze activities
Speaking and writing
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Understanding the link between culture and its effect on language.
Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive
viewpoints that are only available through the world language and its culture. COMPARISONS: Recognizing the similarities as well as the
differences between cultures. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their
own. Learning that each Spanish speaking country has its separate traditions and heritage. COMMUNITIES: Using the language both within
and beyond the school setting. Using language for leisure and personal enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Spanish IV
Assessment
Understand and use appropriate nonverbal
communication of the target language
Use the target language in a manner appropriate to the
etiquette of the native speaker
Compare and contrast basic conditions in the various
target cultures( e.g. weather, seasons, food customs)
Speculate and defend perceptions on why certain
products are important in the target culture
Compare target culture products such as t.v. and foods
with those in native culture
Compare target culture situations with our culture
(government, law, movies, crime)
Compare celebrations and holidays common to the
cultures of the target language and the native culture
(U.S.)
COMMUNITY
Incorporate the target language into the daily life of the
students through common foods, television, people in
sports and entertainment
Find connections with the target culture through the use
of technology, media and authentic sources
Participate in structured curricular programs designed to
extend learning beyond the classroom (e.g. Visiting
artists, field trips, community resource speakers)
Discover and utilize rich resources within the RTM
community
Explore and interface with Hispanic communities in
close proximity to RTM (e.g. Wilmington,
Philadelphia, West Chester, Kennett Square, Lancaster,
New York City)
Emphasize importance of communicating in other
languages in the workplace
Listen to music, sing songs, and/or play instruments
from target culture
Share native songs cross culturally with exchange
Page 7
Aligned Materials/
Resources/Technology
Instructional Strategies
activities ( e.g. workbook
exercises, taking notes,
listing, categorizing,
labeling, summarizing,
comparing, contrasting)
Cooperative learning
groups
Activating prior knowledge
Interviewing
Reading (authentic
newspaper, magazines,
ect…)
Reading aloud-teacher
Reading aloud-student
Reading more advanced
literature
Analyzing literary works
-7-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Understanding the link between culture and its effect on language.
Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive
viewpoints that are only available through the world language and its culture. COMPARISONS: Recognizing the similarities as well as the
differences between cultures. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their
own. Learning that each Spanish speaking country has its separate traditions and heritage. COMMUNITIES: Using the language both within
and beyond the school setting. Using language for leisure and personal enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
students
Participate in games and sports from target culture
Read age-appropriate and linguistically appropriate
films from target culture
Appreciate target culture elements that are related to
travel experiences
Demonstrate survival skills in an immersion experience
Spanish IV
Page 8
-8-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Understanding the link between culture and its effect on
language. Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and
recognizing the distinctive viewpoints that are only available through the world language and its culture. COMPARISONS:
Recognizing the similarities as well as the differences between cultures. Demonstrating an understanding of the concept of culture
through comparisons of cultures studied and their own. Learning that each Spanish speaking country has its separate traditions and
heritage. COMMUNITIES: Using the language both within and beyond the school setting. Using language for leisure and personal
enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Adaptations/Inclusion Techniques
Examine set up of text to help with verbs,
dictionary skills, and indexing
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessment
Limit or modify activities, assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future
assignments including homework hotline
Note taking by classmates for reproduction
Engage in ongoing communication with case
workers and parents
Spanish IV
Enrichment Strategies
World Language Departmental
Initiatives
Immersion trips to Costa Rica
Reciprocal Exchange program
to Spain
District World Language
Contest and Fete (award
program)
Phyllis Kavanaugh
Scholarship
National Contests
World Language Honor
Society
Fun Day
Community concert series
Level IV Opportunities
Field trips
Immersion trip to Costa Rica
Reciprocal exchange program
to Spain
Challenge for placement
Enhancement activities (e.g.
provide extra reading
material, extra listening and
speaking opportunities)
Guest speakers/ Visiting
artists
Page 9
Remediation
Strategies
Multicultural/Interdisciplinary
Connection
World Languages: French, German,
Latin, and Spanish. Compare and
contrast languages within the discipline.
Mathematics: monetary exchange,
measurement systems, and Aztec and
Mayan calendars
Geography: maps, demographics, and
climate
Language Arts: etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater and cinema
Social Studies: culture, civics, history,
humanities, economics, ethnicity,
government, law
Music: folk songs and dances, popular
music, native instruments
Art: art history, folk art, crafts, student
art projects, and architecture
Science: famous scientists, ecology,
biology, anatomy, and natural sciences
Consumer Science: interpersonal
relationships,
Physical Education: recreational
activities, health and fitness
Technology Education: student projects
and research utilizing all phases of
technology
-9-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards: 2.1, 2.2
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Use new vocabulary to discuss
personality traits, emotions, gestures,
city and suburban life, Pre-Colombian
art and archeology, historical data,
health programs, jobs and
interviewing, justice systems, and
courtroom settings. Communicate in
the present, past, and future tense and
expand to the perfect tenses. Clarify
object pronouns and reflexive
pronouns with each new tense.
Express time constructions using hace
que and sequir constructions. Expand
subjunctive with verbs of doubt,
emotion, implied commands along
with “cuando”, “mientras”, adverbial
clauses. Demonstrate formation of
past subjunctive through review of
preterite tense. Use past subjunctive
for “como si” clauses and “if/then”
situations.
Create conversations related to
students’ moods, health, job
interests, movie and television
preferences, violence in
societies, and historical scenes.
Create brief conversations
related to public place functions
in simulation- (e.g. in the
hospital, in the airport or hotel,
in a restaurant, ect...)
Narrate in the past tense using
the preterite and imperfect
tenses starting with “cuando yo
era nino”
Use the subjunctive to make
suggestions, recommendations,
express wants, and impersonal
expressions along with doubt,
negation, and “if/then”
situations
Prepare and respond to basic
directions, instructions,
commands, and requests in the
classroom
Write a letter responding to a
job opening
Interview for a particular
position
Discuss aspects of a healthy
Spanish IV
Approx. Time Allotment:
Page 10
Text:
Paso a Paso III (Prentice Hall,
2000) and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters
for Hands-On Learning
Video Series
Student Practice Workbook
Writing, Audio, and Video
Activities
Communicative Activity Blackline
Masters
TPR Storytelling
Assessment Program
Test Generator
Newspapers from Spain or Latin
America
Internet
Verb sheets
Hardware:
CD player
Cassette tape recorder
Instructional Strategies
Oral presentations from memory
and spontaneous conversations
Simulated activities through role
playing
Partner practice
Memorization
Drilling
Writing with peer/teacher
correction then revision
TPR activities
Personalization
Visual and Verbal cues (situation
cards)
Modeling
Realia
Verb sheets
Audio tapes activities
Videotapes activities
Computer software
Overhead transparencies activities
Songs, skits, games and puzzles
Cloze activities
Speaking and writing activities (
e.g. workbook exercises, taking
notes, listing, categorizing,
labeling, summarizing, comparing,
contrasting)
Cooperative learning groups
Activating prior knowledge
- 10 -
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards: 2.1, 2.2
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
community
Understand the meaning and
use of idiomatic expressions
Demonstrate comprehension of
short face to face and audio
conversations on familiar topics
Assess main idea of simple
oral/written narratives and texts
on familiar topics
Distinguish words and phrases
heard or seen in songs and
movies
Utilize appropriate responses to
oral and/or written requests,
directions and other information
Demonstrate comprehension
and use for contextualized
understanding of isolated words
or phrases in authentic but
unfamiliar printed material or
announcements from target
culture
Repeat unfamiliar words that
recombine familiar sound
patterns and letter combinations
Use knowledge of linguistic
system (grammar, word
patterns) to derive meaning
from unfamiliar material
Use cognates to facilitate
Spanish IV
Approx. Time Allotment:
Page 11
VCR
Computer
DVD
Overhead projector
Instructional Strategies
Interviewing
Reading (authentic newspaper,
magazines, ect…)
Reading aloud-teacher
Reading aloud-student
Brainstorming
Internet activities
- 11 -
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards: 2.1, 2.2
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
comprehension
Read aloud familiar stories,
passages, dialogues etc. with
appropriate intonation and
comprehensible pronunciation
Recite proverbs, nursery
rhymes, short poems, and songs
Discuss Mexican and Spanish
artists and recognize their
works and style
Read newspaper articles from
Spanish newspapers and discuss
current events
Use target language
pronunciation and spelling for
specific vocabulary imbedded
in native language presentations
(e.g.. names of places, things
that appear in more complex
presentations made in English )
Interpret and use gestures
germane to the language
Produce group projects on PreColombian art
Evaluate communicative skills
using discrete point quizzes and
pro-achievement chapter tests
Recite dialogues from memory
or spontaneous conversations
Create role-plays
Write essays to express
Spanish IV
Page 12
- 12 -
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards: 2.1, 2.2
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
opinions
Work toward developing
analytical papers based on
literature
Write a legend complete with
new vocabulary, multiple
choice questions, and visual
Create special occasion greeting
cards to reinforce subjunctive
Spanish IV
Page 13
- 13 -
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
Approx. Time Allotment:
PA Standards: 2.1, 2.2
Adaptations/Inclusion Techniques
Explain set up of text
Review prior knowledge and skills
Emphasize cognates as a learning
strategy
Model pronunciation and have students
repeat
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and
assessment
Limit or modify activities, assignments
and assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Provide tutoring and peer mentoring
Explain unfamiliar concepts in
terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Employ memory techniques
Give advanced notice regarding future
assignments via homework hotline
Note taking by classmate for
reproduction
Engage in ongoing communication with
case workers.
Spanish IV
Enrichment Strategies
World Language Departmental
Initiatives
Immersion trips to Costa Rica
Reciprocal exchange program to
Spain
District World Language Contest
and Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Level IV Opportunities
Immersion trips to Costa Rica
Reciprocal exchange program to
Spain
Field trips
Music
Challenge for placement
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
Guest speakers/visiting artists
Student designed activities
Out of class enhancement
activities ( e.g. movies related to
or in target language, language
luncheon groups)
Page 14
Remediation Strategies
Multicultural/Interdisciplinary
Connection
World Languages: French, German,
Latin, and Spanish. Compare and
contrast languages within the
discipline.
Mathematics: monetary exchange,
measurement systems, Mayan and
Aztec calendars
Geography: maps, demographics,
climate, hemispheres
Language Arts: etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater and
cinema
Social Studies: culture, civics, history,
humanities, economics, ethnicity,
government
Music: folk songs and dances, popular
music, native instruments
Art: art history, folk art, crafts, student
art projects, architecture
Science: famous scientists, ecology,
biology, anatomy, natural sciences
Consumer Science: personal
relationships,
Physical Education: recreational
activities, health and fitness
Technology Education: student
projects and research utilizing all
phases of technology
- 14 -
June, 2004
Spanish IV
Page 15
- 15 -
June, 2004