WORLD LANGUAGES
SCOPE AND SEQUENCE SPANISH FOR NON SPEAKERS LEVEL I
SCHOOL YEAR 2014-2015
TEACHER: Mrs. Marlys Cuellar
BOOKS: SERIE REALIDADES LEVEL 1
Course description: With the growing Hispanic population in our state, this Spanish program
emphasizes 5 goals, the 5 “C”s, of foreign language education:
1. Communication: developing skills in listening, speaking, reading, and
writing
2. Culture: learning about and experiencing the Hispanic culture
3. Connection: acquiring new information and knowledge in other
subject areas
4. Comparisons: learning the nature of language and culture by
comparing the Spanish language and culture with one’s own
5. Communities: using the language to participate in community and
work-related activities
Resources: Textbook Realidades 1 and related ancillaries, Spanish Is
Fun workbook, Mayberry Kit , language lab, and teacher-made activities.
First Six Weeks:
Para Empezar:
A.. En la escuela. Social interactions, classroom directions,
numbers, time, and parts of the body
Vocabulary: greetings, introductions, leave-takings,
numbers, time, body parts
Grammar: use of Estar, Ser, and plural commands
Culture: appropriate behavior when greeting someone
B. En la clase.. Classroom interactions, Spanish alphabet,
the calendar
Vocabulary: classroom, date, asking for help
Grammar: nouns, singular definite articles, hay, cuantos; as?
Culture: The Aztecs and the Aztec calendar, The Maya
and glyphs; holidays
C. El tiempo. The weather, seasons
Vocabulary: weather and seasons
Grammar: Hacer
Culture: reversed seasons in the Northern and Southern
Hemispheres
El Tiempo en Chile: Web activity ( Computer Lab)
Tema 1: Mis amigos y yo
A. Que te gusta hacer? Activities that you like and don’t like
to do
Vocabulary: expressions for saying what you like and don’t
like to do
Grammar: infinitives, making negative statements
Culture: favorite activities of teens
Benchmark: Comprehensive 6 Weeks Exam, including oral, written,
reading & listening components.
TEKS:
(1) Communication. The student communicates in a language other than English
using the skills of listening, speaking, reading, and writing. The student is
expected to:
(A) engage in oral and written exchanges of learned material to socialize and to
provide and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and written language
such as simple stories, high-frequency commands, and brief instructions when
dealing with familiar topics; and
(C) present information using familiar words, phrases, and sentences to listeners
and readers.
(2) Cultures. The student gains knowledge and understanding of other cultures.
The student is expected to:
(A) demonstrate an understanding of the practices (what people do) and how they
are related to the perspectives (how people perceive things) of the cultures
studied; and
(B) demonstrate an understanding of the products (what people create) and how
they are related to the perspectives (how people perceive things) of the cultures
studied.
(3) Connections. The student uses the language to make connections with other
subject areas and to acquire information. The student is expected to:
(A) use resources (that may include technology) in the language and cultures
being studied to gain access to information; and
(B) use the language to obtain, reinforce, or expand knowledge of other subject
areas.
(4) Comparisons. The student develops insight into the nature of language and
culture by comparing the student's own language and culture to another. The
student is expected to:
(A) demonstrate an understanding of the nature of language through comparisons
of the student's own language and the language studied;
(B) demonstrate an understanding of the concept of culture through comparisons
of the student's own culture and the cultures studied;
(5) Communities. The student participates in communities at home and around
the world by using languages other than English. The student is expected to:
(A) use the language both within and beyond the school setting through activities
such as participating in cultural events and using technology to communicate; and
(B) show evidence of becoming a lifelong learner by using the language for
personal enrichment and career development.
Second Six Weeks:
Tema 1: Mis amigos y yo
B. Y tu,¿ Cómo eres? Personality traits
Vocabulary: describing personality
Grammar: adjectives; definite and indefinite articles;
word order
Culture: what makes a good friend
Tema 2: La escuela
A. Tu dia en la escuela. School subjects and schedules
Vocabulary: class subjects, activities, supplies;
ordinal numbers
Grammar: subject pronouns; present tense of –ar verbs
Culture: comparing schools
B. Tu sala de clases. Describing a classroom
Vocabulary: classroom items and furniture, parts of the
classroom; prepositions of location
Grammar: verb Estar; plurals of nouns and articles
Culture: opinions about school
Benchmark: Comprehensive 6 Weeks Exam, including oral, written,
reading and listening components.
st
TEKS: (Same as 1 Six Weeks)
Third Six Weeks:
Tema 3: La comida
A. ¿Desayuno o almuerzo? Foods & beverages for breakfast/lunch
Vocabulary: foods, beverages, adverbs of
frequency, expressions of surprise
Grammar: present tense –er & -ir verbs; me gusta(n),
me encanta (n)
Culture: meals in Spanish-speaking world
Para mantener la salud. Food & beverages for dinner.
Benchmark: Comprehensive 6 Weeks Exam including oral, written, reading & listening
components.
Semester Exam: Comprehensive Exam over material covered each six
weeks.
TEKS: (Same as 1st & 2nd Six Weeks)
Fourth Six Weeks:
Tema 4: Tiempo libre
A. ¿ Adónde vas? Leisure activities & locations in our
community
Vocabulary: expressions to tell where & with whom
you go for leisure activities; to talk about when things
are done Grammar: verb Ir; interrogative words
Culture: leisure activities in the Spanish-speaking world
B. ¿ Quieres ir conmigo? Activities outside of school;
invitations
Vocabulary: feelings, expressions for extending,
accepting and declining invitations; expressions to
tell when something happens
Grammar: Ir + a + infinitive; verb Jugar
Culture: opinions on after-school activities
Benchmark: Comprehensive 6 Weeks Exam including reading, writing, listening, & oral
components
TEKS:
(1) Communication. The student communicates in a language other than English using the skills
of listening, speaking, reading, and writing. The student is expected to:
(A) engage in oral and written exchanges of learned material to socialize and to provide and
obtain information;
(B) demonstrate understanding of simple, clearly spoken, and written language such as simple
stories, high-frequency commands, and brief instructions when dealing with familiar topics; and
(C) present information using familiar words, phrases, and sentences to listeners and readers.
(2) Cultures. The student gains knowledge and understanding of other cultures. The student is
expected to:
(A) demonstrate an understanding of the practices (what people do) and how they are related to
the perspectives (how people perceive things) of the cultures studied; and
(B) demonstrate an understanding of the products (what people create) and how they are
related to the perspectives (how people perceive things) of the cultures studied.
(3) Connections. The student uses the language to make connections with other subject areas
and to acquire information. The student is expected to:
(A) use resources (that may include technology) in the language and cultures being studied to
gain access to information; and
(B) use the language to obtain, reinforce, or expand knowledge of other subject areas.
(4) Comparisons. The student develops insight into the nature of language and culture by
comparing the student's own language and culture to another. The student is expected to:
(A) demonstrate an understanding of the nature of language through comparisons of the
student's own language and the language studied;
(B) demonstrate an understanding of the concept of culture through comparisons of the
student's own culture and the cultures studied; and
(5) Communities. The student participates in communities at home and around the world by
using languages other than English. The student is expected to:
(A) use the language both within and beyond the school setting through activities such as
participating in cultural events and using technology to communicate; and
(B) show evidence of becoming a lifelong learner by using the language for personal
enrichment and career development.
Fifth Six Weeks:
Tema 5: Mi familia
A. Una fiesta de cumpleanos. Family relationships &
celebrations
Vocabulary: family and parties
Grammar: verb Tener; possessive adjectives
Culture: the importance of family; the quinceanera
tradition
B. Vamos a un restaurante. Personal descriptions and eating out
Vocabulary: describing people & ordering a meal
Grammar: verb Venir; verbs Ser & Estar
Culture: family celebrations, dining in restaurants, family mealtimes
Benchmark: Comprehensive Exam including oral, written, reading & listening
components.
TEKS: (Same as 4th six weeks)
Sixth Six Weeks:
Tema 6: En casa
A. En mi dormitorio. A teen’s bedroom
Vocabulary: bedroom items, electronic equipment, colors,
adjectives to describe things
Grammar: comparisons & superlatives,
stem-changing verbs; Poder & Venir
Culture: typical teen’s bedroom
B. ¿ Cómo es tu casa? Houses and household chores
Vocabulary: rooms in a house & household chores
Grammar: affirmative tu commands, present
progressive tense
Culture: rooms in a house and chores
Benchmark: Comprehensive Exam including oral, written, reading & listening
components
Semester Exam: Comprehensive exam covering all materials studied each 6 weeks this semester.
TEKS: (Same as 4th and 5th six weeks)