Oregon Brief
for the
McDougal Littell
¡En español!
Spanish Program:
A Standards-Based Program
For more information, please contact:
Lance Hansen, OR Sales Representative
Phone: 888-508-3909
Al Gosney, Northwest Regional Manager
Phone: 800-323-5435 X4442
800-323-5435
www.mcdougallittell.com
OR 86
Second Languages (World Languages) Evaluative Criteria
1. Physical Description of Submission:
McDougal Littell, ¡En español!: A Standards-Based Program
Six hardbound student textbooks, five online student textbooks, six hardbound teacher editions, four teacher resource
packages, eighteen student workbooks, eighteen Unit Resource Books, three Back to School Packs, three Total Physical
Response Storytelling booklets, five student eEdition CD-ROMs, six teacher CD-ROMs, seven video programs four audio
programs, four online teacher lesson plans, three teacher overhead manipulative kits, three sets of posters, two Sing-along
Grammar & Vocabulary song booklets, two packages of transarencies, one Canciones del mundo Spanish music CD, one
Middle School Bridging Packet, three Spanish readers.
Second Languages (World Languages) Evaluative Criteria
2. Research
for McDougal Littell, ¡En español!
User Study Research
In the absence of independent, standardized national testing for beginning and intermediate Spanish students, McDougal
Littell conducted the following User Survey in preparation for the ©2004 revision of ¡En español!.
During the 2001-2002 school year, a User Survey was conducted among Spanish teachers using ¡En español! ©2000 in
their classrooms. A total of 185 teachers were involved in the study. Among the 47 items on the survey document, teachers
were asked to, “rate their overall satisfaction level with the ¡En español! Program.” Seventy-six percent of the teachers
responded that they were either “very satisfied” or “satisfied” with ¡En español!. Only sixteen percent responded that they
were either “unsatisfied” or “very unsatisfied.”
These levels of satisfaction are very positive in user survey research.
Follow up telephone interviews were conducted with those teachers who responded negatively in the above User Survey.
During the course of these interviews, the following reasons were identified by unsatisfied customers:
1.
2.
3.
4.
Pacing problems caused by too much material in each level of textbook
Need for more practice, especially in the Más práctica Workbook
Assessment: Quizzes and Tests
Errors in the PEs and ancillaries
It should be noted that each of the above areas has been addressed in the revision of ¡En español! ©2004. For example,
each section of the lesson now includes an “A, B, C, D” label to improve the flow of the material, and to show more clearly the
lesson organization. In addition, new Back to School Packs (ancillary) have been added to each level of the program in order
to make the transition from one textbook to the next more fluid and efficient.
In response to the need cited for more practice, a second workbook, Actividades para todos, has been added to the program,
with leveled practice sets for each corresponding grammar and vocabulary topic taught in the pupil edition. New vocabulary
and grammar quizzes have been added to the program, and errors in the first edition have now been corrected.
Second Languages (World Languages) Evaluative Criteria
Additional feedback has been gathered from interviews across the country. Teachers report that:
•
•
•
•
•
They like the continuity of the storyline and the use of the same characters in succeeding lessons/units.
The ancillary materials are strong, especially the video program
There is a good “fit” between the pupil editions and the ancillary components
The textbooks are colorful, with an abundance of high quality material
There is a variety of assessment options to measure students’ listening, speaking, reading, and writing skills
Second Languages (World Languages) Evaluative Criteria
3. Criteria Documentation:
1. Provides instructional strategies, and instructional support materials to ensure that students have the opportunity to acquire the skills
necessary to achieve the Oregon Content Standards for second Languages (World Languages) (Benchmark Stages 1-5 instruction).
The McDougal Littell ¡En español! Program provides instructional strategies, and instructional support materials to ensure that students have the
opportunity to acquire the skills necessary to achieve the Oregon Content Standards for second Languages (World Languages) (Benchmark Stages 15 instruction). Please see the attached correlations of ¡En español! to the Oregon Second Languages (World Languages) Content Standards.
2. Incorporates a variety of authentic realia (e.g. objects or activities used to relate classroom teaching to the real life) into instructional
strategies and assessment.
Authentic realia is incorporated into instructional strategies
at every level of the ¡En español! Program, as seen in
the following examples.
¡En español!
Level 1a/b
1a: p. 4 (identity
card)
1a: p. 80
(Quinceañera
card)
1a: p. 160
(school
schedule)
1b: p. 215
(advertisement)
1b: p. 240 (retail
food
advertisement)
¡En español!
Level 1
p. 4 (identity
card)
p. 72
(Quinceañera
card)
p. 190 ( concert
billboard)
p. 358
(advertisement)
p. 380 (retail
food
advertisement)
¡En español!
Level 2
p. 39 (postcard)
p. 89
(newspaper
headlines)
p. 158 (menu)
p. 261
(postcard)
p. 266 (Madrid
subway map)
¡En español!
Level 3
p. 45 (license
plate)
p. 67 (outdoor
recreation
advertisement)
p. 137 (Costa
Rica national
parks
advertisement)
p. 269
Paramedia
advertisement)
p. 281 (job
listings)
¡En español!
Level 4
p. 67
(Univisión
advertisement)
p. 78 (16th
Century map
of the
Americas)
p. 128
(newspaper
mastheads)
pp. 392-393
(Mafalda
cartoons)
Second Languages (World Languages) Evaluative Criteria
3. Provides open-ended activities that require language production and expression
•
•
•
Level 4
The En acción section of each Etapa
(lesson) includes numerous examples of
open-ended activities that require language
production and expression.
The En voces readings, and the En
colores culture readings are followed by
¿Qué piensas? open-ended questions.
End-of-lesson En uso activities include
open-ended activities.
•
•
•
Anticipando la lectura
Dramatizaciones
Cultura en vivo
¡En español!
Level 1a/b
1a: p. 38
1a: p. 63
1a: p. 129
¡En español!
Level 1
p. 35
p. 58
p. 114
¡En español!
Level 2
p. 111
p. 117
p. 118
¡En español!
Level 3
p. 187
p. 189
p. 191
1a: p. 73
p. 65
p. 121
p. 197
1a: p. 76
p. 68
p. 124
p. 200
¡En español!
Level 4
pp. 81, 128
pp. 88, 132
p. 90
Second Languages (World Languages) Evaluative Criteria
4. Focuses on real-life situations; integrates themes and functions in ways that mirror real-life situations.
¡En español!
Level 1a/b
Levels 1a/b, 1, 2, 3
• Etapa (lesson) opener pages focus on
the theme and function of the lesson.
• En contexto sections introduce
vocabulary in real-life contexts.
• En vivo sections dramatize new
vocabulary in real-life situations.
• Vocabulary, and grammar concepts are
practiced in real-life situations.
Level 4
• Gente del mundo highlights
contemporary personalities of a particular
country.
• Del pasado al presente focuses on the
history of a particular country.
• Ventana al mundo 21 discusses current
political and/or social issues of a particular
country.
• Luz, cámara, acción focuses on real-life
situations of a particular country through
the integrated video.
¡En español!
Level 1
¡En español!
Level 2
¡En español!
Level 3
1a: p. 26
p 26
p. 104
p. 180
1a: p. 28
p. 28
p. 106
p.182
1a: p. 31
p. 31
p. 108
p. 184
1a: p. 86
1a: p. 89
p. 77
p. 79
p. 111
p. 117
pp. 187, 191
¡En español!
Level 4
pp. 252-253
p. 254
p. 258
p. 259
Second Languages (World Languages) Evaluative Criteria
5. Provides age-appropriate student activities/tasks in terms of themes/functions, and conversations
¡En español!
Level 1a/b
Unit themes focus on topics that are teencentered:
• En acción student activities are ageappropriate in terms of themes/functions,
and conversations.
• Ongoing storyline characters seen in the
En contexto and En vivo sections serve
as age-appropriate models.
• Etapa (lesson) refranes and
trabalenguas appeal to teenagers’ sense
of humor.
Level 4
• Personalidades del mundo 21 paired
activities
• Anticipando la lectura paired activities
• Hablemos de la lectura group activities
• Dramatizaciones
¡En español!
Level 1
¡En español!
Level 2
¡En español!
Level 3
1a: p. 205
1a: p. 216
p. 180
p. 188
p. 155
p. 157
1a: p. 29
1a: p. 30
p. 29
p. 30
p. 150
p. 152
pp. 2, 6, 10
1a: p. 183
p. 159
p. 67
p. 121
¡En español!
Level 4
p. 209
p. 121
p. 128
p. 131
p. 132
Second Languages (World Languages) Evaluative Criteria
6. Provides instructional strategies and materials that address a wide range of learning styles and abilities.
•
•
•
•
•
•
•
•
•
•
•
“Why Learn Spanish?” and “How to
Study Spanish” provide practical
information for students of all abilities and
learning styles.
Frequent use of illustrations, and the
integrated video appeal to the visual
learner.
Apoyo para estudiar study hints
provide tips for better understanding of
grammar concepts for all learners.
Listening, speaking, reading, and
writing strategies emphasize various
approaches to developing each language
skill.
Graphic organizers help students to
make comparisons and contrasts.
The Actividades para todos Workbook
contains practice at three levels of
difficulty.
The integrated audio program appeals
to the auditory learner.
The Online Workbook, and
Classzone.com appeal to students who
are interested in technology.
The Take-Home Tutor CD-ROM allows
students to see video, and hear audio
clips in the home environment.
Intrigas y aventuras CD-ROM reinforces
learning in a game format.
Sing-Along Grammar and Vocabulary
Songs on CD reinforce learning
musically.
¡En español!
Level 1a/b
1a: p. xxvi
¡En español!
Level 1
p. xxx
¡En español!
Level 2
p. xxxii
¡En español!
Level 3
p. xxxii
1a: p. 142
p. 126
p. 152
p. 78
1a: p. 63
p. 40
p. 135
p. 65
1a: p. 276
p. 240
p. 108
p. 174
1a: p. 50
p. 46
p. 68
p. 92
¡En español!
Level 4
pp. 112, 114
p. 63
Second Languages (World Languages) Evaluative Criteria
7. Vocabulary is presented in context, is accessible, introduced, re-enforced and continuously reviewed throughout instructional
materials.
•
•
•
•
•
En contexto sections introduce new
vocabulary in context.
The En vivo section that follows,
reinforces the new vocabulary in the
context of a storyline (dialog).
Partes B and C of each lesson practice
new vocabulary through controlled,
transitional, and open-ended activities.
End-of-lesson En uso sections allow
students to check their vocabulary
learning.
All active lesson vocabulary is
summarized and reviewed in the En
resumen section.
Level 4
• Vocabulario en contexto sections
prepare students for new vocabulary in
the Lectura that follows.
• Palabras como clave sections focus on
key word derivations, in the context of the
Lectura reading.
¡En español!
Level 1a/b
1a: p. 114
¡En español!
Level 1
p. 102
¡En español!
Level 2
p. 150
¡En español!
Level 3
p. 78
1a: p. 116
p. 104
p. 152
1a: p. 120
p. 107
pp. 155, 156
pp. 188, 195
1a: p. 134
p.118
p. 168
p. 198
1a: p. 137
p. 121
p. 171
p. 201
¡En español!
Level 4
pp. 82, 101
pp. 88, 107
Second Languages (World Languages) Evaluative Criteria
8. Reinforces appropriate language arts skills as well as integrates skills and concepts from other content areas.
•
•
•
•
¡En español!
Level 1a/b
En tu propia voz writing sections
include a 5-step writing process that
reinforces language arts writing skills.
Grammar presentations make
comparisons between English and
Spanish grammar concepts.
Conexiones sections integrate skills and
concepts from other content areas such
as art, mathematics, social studies, music,
science, and health.
Conexiones projects integrate skills and
concepts from other disciplines.
Level 4
• Escribamos ahora writing sections
include a multi-step writing process.
• Manual de gramática reinforces English
grammar concepts
• Skills and concepts from other content
areas are integrated into each unit and
include the areas of art, literature,
geography, nutrition, performing arts,
music, and history.
¡En español!
Level 1
pp. 94-95
¡En español!
Level 2
pp. 172-173
¡En español!
Level 3
pp. 174-175
1a: p. 90
p. 80
p. 212
p. 63
1a: pp. 50, 96
pp. 46, 68
pp. 96, 146
pp. 172, 296
¡En español!
Level 4
1a: pp. 106-107
p.210
p. G2
pp. 83, 90, 113
Second Languages (World Languages) Evaluative Criteria
9. Assessments are aligned with instructional strategies and materials (e.g. listening instruction has similar structure and included with
listening assessment) in:
SPEAKING
Instructional strategies/materials for speaking
in the pupil edition:
¡En español!
Level 1a/b
1a: PE pp. 150,
152, 154
¡En español!
Level 1
PE, pp. 131, 133,
140
¡En español!
Level 2
PE, pp. 189, 193,
198
¡En español!
Level 3
PE, pp. 217, 221,
222
Speaking assessment in the Unit Resource
Books (URB):
URB 2,
pp. 138, 143
URB 2,
pp. 138, 143
URB 3, pp. 61,
66
URB 3, pp. 126,
131
Instructional strategies/materials for reading in
the pupil edition:
¡En español!
Level 1a/b
1a: PE, pp. 158159
¡En español!
Level 1
PE, pp. 138-139
¡En español!
Level 2
PE, pp. 194-195
¡En español!
Level 3
PE, pp. 204, 217
Reading assessment in the Unit Resource Books
(URB):
URB 2, pp. 135,
140
URB 2, pp. 135,
140
URB 3, pp. 58,
63
URB 3, pp. 123,
128
¡En español!
Level 4
READING
Level 4 Assessment Program
¡En español!
Level 4
PE, pp. 108, 113
pp. 40, 46
Second Languages (World Languages) Evaluative Criteria
LISTENING
Instructional strategies/materials for listening
in the pupil edition:
¡En español!
Level 1a/b
1a: PE, pp. 152,
155
¡En español!
Level 1
PE, pp. 133, 137
¡En español!
Level 2
PE, pp. 180, 182,
188
¡En español!
Level 3
PE, pp. 207, 215
Listening assessment in the Unit Resource
Books
URB 2, pp. 134,
139
URB 2, pp. 134,
139
URB 3, pp. 57,
62
URB 3, pp. 122,
127
Level 4 Assessment Program
¡En español!
Level 4
PE, pp. 92, 113114
pp. 37, 43
WRITING
Instructional strategies/materials for writing in
the pupil edition:
¡En español!
Level 1a/b
1a: PE, pp. 176,
178
¡En español!
Level 1
PE, pp. 154, 155,
166
¡En español!
Level 2
PE, pp. 231, 236
¡En español!
Level 3
PE, pp. 213, 216,
217
Writing assessment in the Unit Resource Books
(URB):
URB 2, pp. 215,
220
URB 2, pp. 215,
220
URB 3, pp. 209,
214
URB 3, pp. 126,
131
Level 4 Assessment Program
¡En español!
Level 4
PE, pp. 83-87,
102
pp. 36, 41
Second Languages (World Languages) Evaluative Criteria
10. Provides ongoing formative and summative assessments in a variety of formats in:
SPEAKING
¡En español!
Level 1a/b
The pupil editions include ongoing formative
speaking assessments
The teacher editions include ongoing formative
assessments
• En contexto comprehension questions
• En vivo comprehension questions
• Cooperative Learning activities
• En acción comprehension check
• Paired/group activities
• Storytelling activities
• Rubrics for speaking
• Assessment options (Level 4)
1a: p. 172
1a: p. 167
1a: p. 169
¡En español!
Level 1
p. 151
¡En español!
Level 2
p. 229
p. 147
p. 149
p. 154
p. 243
1a: p. 170
1a: p. 190
¡En español!
Level 3
p. 222
¡En español!
Level 4
(Note: The
speaking skill is
less critical at
this level of
instruction.)
p. 225
p. 227
pp. 206
p. 218
p. 166
p. 270
pp. 73b, 91b,
111b
The Unit Resource Books (URBs) include
summative speaking assessments
URB 3, pp. 126,
131
Second Languages (World Languages) Evaluative Criteria
READING
The pupil editions include ongoing formative
reading assessments:
¡En español!
Level 1a/b
1a: p. 155
1a: p. 185
The teacher editions include summative reading
assessments
• Extra Help
• Reading strategy
• Teaching Suggestions
1a: p. 184
The Unit Resource Books (URBs) include
summative reading assessments
URB 2, pp. 212,
217
Level 4: The Assessment Program includes
summative reading assessments.
¡En español!
Level 1
p. 157
pp. 161, 163
¡En español!
Level 2
pp. 238, 240
p. 241
p. 161
pp. 239, 241
¡En español!
Level 3
pp. 218-219
¡En español!
Level 4
pp. 78, 87
p. 218
URB 2, pp. 212,
217
URB 3, pp. 123,
128
pp. 40, 46
Second Languages (World Languages) Evaluative Criteria
LISTENING
¡En español!
Level 1a/b
The pupil editions include ongoing formative
listening assessments:
• Comprensión del diálogo
• Escuchar listening activities
The teacher editions include ongoing summative
listening assessments:
• En contexto comprehension questions
• En vivo comprehension questions
• En acción comprehension check
• Dictation
• TPR
• Assessment options (Level 4)
The Unit Resource Books (URBs) include
summative speaking assessments
Level 4: The Cuaderno de actividades includes
listening comprehension activities that may be
used as formal listening assessments.
¡En español!
Level 1
¡En español!
Level 2
¡En español!
Level 3
1a: pp. 170-171
p. 150
p. 155
p. 228
p. 231
p. 205
p. 211
1a: p. 167
1a: p. 169
1a: p. 170
p. 147
p. 225
p. 227
p. 205
p. 149
p. 150
¡En español!
Level 4
p. 208
p. 230
URB 3, pp. 122,
127
pp. 73b, 91b,
111b
pp. 73-77
Second Languages (World Languages) Evaluative Criteria
WRITING
¡En español!
Level 1a/b
The pupil editions include ongoing formative
writing assessments:
• Escribir
• En tu propria voz
The teacher editions include ongoing summative
writing assessments:
• Quick Start writing reviews
• Rubrics for Portfolio writing
• Rubrics for writing activities
• Dictation
¡En español!
Level 1
¡En español!
Level 2
¡En español!
Level 3
1a: pp. 176, 178,
181
pp. 154, 155,
159
p. 236
p. 246
p. 217
p. 248
1a: p. 166
1a: p. 172
pp. 166, 168
p. 224
pp. 226, 232
p. 212
¡En español!
Level 4
pp. 115, 116-117
p. 144
p. 146
pp. 166, 169
The Unit Resource Books (URBs) include
summative speaking assessments.
URB 3, pp. 126,
131
Level 4: The Assessment Program includes
summative writing assessments.
pp. 47-48
11. Program scope and sequence progresses and combines content in a logical and realistic manner within a category.
¡En español!
Level 1a/b
The Scope & Sequence chart, located in the
frontmatter of each teacher edition, shows how
the content in ¡En español! progresses in a
logical and realistic manner.
1a: TE pp. T12T23
1b: TE pp. T12T23
¡En español!
Level 1
¡En español!
Level 2
¡En español!
Level 3
¡En español!
Level 4
TE pp. T12-T23
TE pp. T12-T23
T12-T23
TE pp. T14-T25
Second Languages (World Languages) Evaluative Criteria
12. Provides instructional activities within lessons that progress logically and realistically from input through instruction to language
production as described by standards.
¡En español!
Level 1a/b
¡En español!
Level 1
¡En español!
Level 2
¡En español!
Level 3
Vocabulary is introduced in the En contexto
section, and reinforced in the En vivo dialog that
follows. A variety of controlled, situational, and
open-ended activities build to student production
in the En uso section.
Grammar concepts are introduced in the En
acción section followed by a variety of controlled,
situational, and open-ended activities build to
student production in the En uso section.
!a: pp. 166-190
pp. 146-166
pp. 224-243
pp. 226-227
1a: pp. 174-190
pp. 153-164
pp. 230-242
pp. 232-245
Additional vocabulary is introduced in the
Vocabulario boxes, to support ongoing practice
activities.
1a: p. 174
p. 154
p. 233
p. 236
Level 4
• The Gente del mundo section opens
each lesson with short readings about
high- profile personalities of a particular
country.
• Ventana al mundo 21 discusses current
political and/or social issues of a particular
country.
• Y ahora, ¡a leer! presents literary and
journalistic readings with pre- and posreading activities.
• Luz, cámara, acción allows students to
see and hear native speakers in real-life
situations.
• Escribamos ahora continues the writing
process development from earlier levels
of the program.
• Manual de gramática is a
comprehensive grammar review section
at the back of the pupil edition, and crossreferenced to textbook lessons.
¡En español!
Level 4
p. 22
p. 28
p. 29
p. 65
p. 70
Second Languages (World Languages) Evaluative Criteria
13. Language models are clear and appropriate to the listening, speaking, reading, writing and proficiency level of the students.
¡En español!
Level 1a/b
Levels 1a/b, 1, 2, 3
• Vocabulary is modeled within the context
of phrases and short sentences placed in
everyday settings in the En contexto
section.
• New words are in blue type.
• Appropriate photos and line illustrations
help clarify meaning.
• Accompanying Preguntas personales
encourage students to activate the
meaning of new words.
• Vocabulary is further modeled, and
grammar concepts are previewed, in the
En vivo dialog.
• New words are embedded within a reallife storyline.
• Grammar concepts are clearly
explained and modeled using photos
and sentences taken from the En vivo
dialog. Color coding further clarifies
meaning.
• Listening, speaking, reading, and
writing activities are clearly labeled
with regard to specific language skill
development. Models for activities are
labeld in red type.
• Language models are further supported
through the audio program, the video
dramatization, and transparencies
consisting of still photos taken from the
video.
Level 4
All lessons are entirely in Spanish. Language
models are clear and appropriate for students at
this level of study.
¡En español!
Level 1
¡En español!
Level 2
¡En español!
Level 3
1a: p. 140
p. 124
p. 224
p. 108
1a: p. 140
p. 124
p. 224
p. 108
1a: p. 142
p. 126
p. 226
p. 110
1a: p. 147
p. 130
p. 230
p. 116
1a: p. 148
p. 131
p. 230
p. 120
¡En español!
Level 4
Second Languages (World Languages) Evaluative Criteria
14. Provides a variety of high quality non-print media that is appealing.
¡En español!
Level 1a/b
•
•
•
•
The video program is integrated into the
pupil edition through video outtakes
The audio program is integrated into the
pupil edition. Audio icons signal activities
supported by the audio program.
The online workbook reinforces
vocabulary and grammar concepts in
each lesson. Online workbook icons
appear with regularity in the pupil editions.
The Take-Home Tutor CD-ROM
reinforces listening, speaking, reading,
and writing development. Take-Home
Tutor icons appear regularly in the pupil
editions.
¡En español!
Level 1
¡En español!
Level 2
¡En español!
Level 3
1a: pp. 167, 168
pp. 124, 126
pp. 226, 230
pp. 111, 115
1a: p. 166
p. 133
p. 226
p. 114
1a: p. 167
p. 125
p. 230
p. 111
1a: p. 167
p. 125
p. 129
¡En español!
Level 4
pp. 114, 155
Additional non-print media appeal to a variety of
student learning styles:
• eEdition CD-ROM
• eEdition Plus
• Visual Grammar Word Tiles
• Sing-along Grammar & Vocabulary
Songs CD
• Canciones del mundo hispano Song
CD
• Intrigas y aventuras CD-ROM
Level 4
Internet resources support the three types of
readings. Internet icons appear with regularity in
the pupil edition:
• Gente del mundo 21
• Ventana al mundo 21
• Lectura
p. 93
p. 99
p. 102
Second Languages (World Languages) Evaluative Criteria
15. Provides clear objectives, explanations, and examples that allow for independent student use.
•
•
•
•
•
•
Student objectives are described in
functional terms at the beginning of each
lesson.
Lesson objectives are repeated within
the lesson, at the top of the page, and in
the end-of-lesson En uso section where
students self-check what they have
learned.
Grammar concepts are explained
clearly, with color coding of key points,
examples, and supporting visuals.
Direction lines in Level 1a/b are in
English. Levels 1 and 2, direction lines to
all practice activities are in simple
Spanish, with English hints. In Levels 3
and 4, directions are in Spanish.
Models accompany practice activities
and are labeled in colored type.
Practice activities progress from
controlled, to transitional, to openended in difficulty.
•
Level 4: This criterion is met at levels 1a/b, 1, 2,
and 3 of the program. The Level 4 textbook is
entirely in Spanish.
¡En español!
Level 1a/b
1a: p. 164
¡En español!
Level 1
p. 122
¡En español!
Level 2
p. 222
¡En español!
Level 3
p. 106
1a: p. 188
p. 128
p. 229
p. 114
1a: p. 147
p. 130
p. 230
p. 136
1a: p. 148
p. 131
p. 233
p. 137
1a: p. 150
p. 129
p. 229
p. 140
¡En español!
Level 4
Second Languages (World Languages) Evaluative Criteria
16. Provides comprehensive meaningful materials for language practice outside the classroom.
¡En español!
Level 1a/b
The pupil editions include
• a list of comprehensive, meaningful
language practice resources following
each grammar presentation in the pupil
edition.
• references to the online workbook
• reading strategies and followup
comprehension and critical thinking
questions for each reading.
• self-check student exercises in the En uso
section of each lesson.
• Más comunicación paired activities at the
back of the pupil edition
Additional resources for practice outside the
classroom include
• Actividades para todos workbook with
leveled practice
• eEdition CD-ROM
• Take-Home Tutor CD-ROM
• Intrigas y aventuras CD-ROM
• Sing-along Grammar & Vocabulary Songs
CD
Level 4
• The integrated video corresponds to the
Luz, cámara, acción section of each unit.
• The Cuaderno de actividades
workbook includes both listening and
writing activities, and specifically supports
the Gente del mundo 21, and the Del
pasado al presente sections of the pupil
edition.
• The audio program further develops
listening comprehension skills, and is
coordinated with the Cuaderno de
actividades workbook.
• Internet resources support the three
types of readings in each lesson.
¡En español!
Level 1
p. 130
¡En español!
Level 2
p. 230
¡En español!
Level 3
p. 158
1a: p. 115
1a: p. 184
p. 130
p. 160
p. 130
p. 238
p. 158
p. 166
1a: p. 188
p. 164
p. 242
p. 170
1a: p. R1
p. R1
R1
p. R2
¡En español!
Level 4
p. 208
pp. 198, 200
pp. 121, 127
Second Languages (World Languages) Evaluative Criteria
17. Provides for integrated practice of listening, speaking, reading and writing.
¡En español!
Level 1a/b
Listening, speaking, reading, and writing akills are
integrated in each lesson.
• Activities are clearly labeled regarding the
skill(s) focus.
• Escuchar listening practice
• Hablar speaking practice
• Leer reading practice
• Escribir writing practice
Level 4
• Listening practice
• Speaking practice
• Reading practice
• Writing practice
¡En español!
Level 1
¡En español!
Level 2
¡En español!
Level 3
1a: p. 131
p. 114
p. 162
p. 156
1a: p. 144
1a: p. 145
1a: p. 156
1a: p. 146
p. 128
p. 129
p. 128
p. 131
p. 184
p. 185
p. 191
p. 190
p. 159
p. 161
p. 165
p. 164
¡En español!
Level 4
p. 120
p. 121
pp. 120, 126,128
p.153
Second Languages (World Languages) Evaluative Criteria
18. Promotes the diversity of distinct cultures and individuals that share the target language.
Each Spanish-speaking region is represented
through one or more culturally-situated units.
Students acquire an in-depth understanding of a
particular culture, and individuals who live within
that culture, through the unit setting as well as
through all the activities within that particular unit.
¡En español!
Level 1a/b
1a: p. 22
Estados Unidos
1a: p. 108
México
1a: p. 194
Puerto Rico
1b: p. 80
México
1b: p. 166
España
1b: p. 252
Ecuador
Level 4: Each lesson of ¡En español! Level 4
focuses on one of the 21 Spanish-speaking
countries, emphasizing the culture, history, and
geography of that country.
¡En español!
Level 1
p. 21
Estados Unidos
p. 96
México
p. 170
Puerto Rico
p. 244
México
p. 318
España
p. 392
Ecuador
¡En español!
Level 2
p. 26
Esdados Unidos
p. 100
México
p. p. 174
Puerto Rico
p. 248
España
p. 322
Costa Rica
p. 396
Ecuador
¡En español!
Level 3
p. 28
Estados Unidos
p. 102
México y
América Central
p. 176
El Caribe
p. 250
Argentina, Chile,
Paraguay y
Uruguay
p. 324
España y las
Américas
p. 398
Bolivia,
Colombia,
Ecuador, Perú,
Venezuela
¡En español!
Level 4
pp. xvi-xxiv
Second Languages (World Languages) Evaluative Criteria
19. Is formatted for efficient student and teacher use.
¡En español!
Level 1a/b
Levels 1a/b, 1, 2, 3
• Each level of ¡En español! is formatted
into units. Each unit is divided into three
Etapas (lessons).
• Each section within the lesson is clearly
labled, e.g., En contexto, En vivo, etc.
Parte A, B, C, D labeling further clarifies
the purpose of each lesson section.
• Levels 1 and 2: The last two units of each
pupil edition are covered again in the first
two units of the succeeding level for ease
of articulation.
• The Scope & Sequence in the teacher
editions include a recycling of learned
material column.
Level 4
• The pupil edition is formatted into units
and lessons. Each lesson focuses on a
particulary Spanish-speaking country.
• Each lesson includes listening, speaking,
reading, writing, and culture sections with
appropriate headings for each.
¡En español!
Level 1
¡En español!
Level 2
¡En español!
Level 3
1a: p. vi
p. vi
p. vi
p. vi
1a: p. 28
p. 28
p. 32
p. 34
Teacher Edition
p. T10
Teacher Edition
p. T10
Teacher Edition
p. T11
Teacher Edition
p. T12-T23
Teacher Edition
p. T12-T23
Teacher Edition
p. T12-T23
1a/b: Teacher
Edition
p.T12-T23
¡En español!
Level 4
pp. xvii-xxiv