Spanish IB Curriculum Framework
Time Frame
First Semester
Second Semester
Student Performance
Expectations
Essential Questions
Why is it important to learn
grammar and vocabulary
to communicate in another
language?
Topics
Structures
Resources
Cultural Perspectives
All vocabulary relating to
the topics listed should
be presented in an
authentic cultural
context and not taught in
isolation.
All language structures
should be presented in
an appropriate context
and not taught in
isolation
The resources listed are
instructional tools to
support teaching and
learning. Textbooks
chapters are resources
and not part of pacing
guidelines.
Digital Resources:
Students should develop
an understanding of
Spanish-speaking
cultures through
contextualized activities
and not by studying
culture separately.
Viewpoints of Spanishspeaking cultures with
regards to time, school,
and community.
Greetings
School
Body parts
Personality and leisure
Location
Food and health
Places in the community
Invitations
Activities in school and
outside of school
Likes and dislikes
Subject pronouns
Estar
Ser – to describe people
AR and IR verbs
Textbook resources:
Connectors such as pues,
Realidadesentonces
Chapters 3-4
Plurals of nouns
How are people’s
En phrases
Other resources:
perspectives different from
Ir
one country to another?
Interrogatives
Jugar
Simple future
Family
Tener
Digital Resources:
Viewpoints of SpanishHow does where you live
Age
Possessive adjectives
speaking cultures with
impact your activities and
Activities
Introduction to diminutives Textbooks resources:
regards to meals, food,
what you eat?
Celebrations
Venir
Realidadesrestaurants, activities and
Restaurants
Ser vs. Estar
Chapters 5-6
health.
How is school different
House vocabulary
Introduction to superlatives
based on culture?
Colors
Tener expressions
Other resources
Adjectives
Comparisons
Locations
Superlatives
Chores
Stem-changing verbs
Present progressive
At the end of Spanish I-B, students should be able communication orally and in writing using all structures in an authentic context. Students should
be should meet or exceed division standards in writing and speaking as described in the divisions rubrics for speaking and writing. They should able
to function at or above Intermediate Low on the ACTFL Proficiency Guidelines for listening, speaking, reading and writing.