APS
Level 1 Level 2 Level 3
COURSE DESCRIPTION: The Spanish Language Arts course is designed for students who possess literacy skills in Spanish. Areas of study are expression, comprehension, language and culture, cultures, language functions, connections, and personal applications.
References in parentheses following each performance standard refer to and are aligned with the New Mexico Modern, Classical, and Native Languages Content Standards (NM), the National Standards for Foreign Language Learning (NSFLL), and the Albuquerque Public Schools Language Arts Standards (LA).
Albuquerque Public Schools 02/03 SPANISH LANGUAGE ARTS I, II, III 2.
1.14

STRATEGIES:
The “Illustrations” column provides examples of the performance standards, strategies, and the best practices suggested by the Modern, Classical and Native Language teachers in the Albuquerque Public Schools.
ASSESSMENTS:
The “Illustrations” column also incorporates a variety of assessments and “check for” items suggested by Modern, Classical, and Native Language teachers in APS. Assessments include authentic and performance-based assessment, cooperative learning, teacher observations, role playing, checklists, rubrics, tests and exams, formal and informal writing, small group and full class discussions, oral and multimedia presentations, projects, demonstrations, and portfolios.
SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS:
• Cinco Comedias – National Textbook Company - # 1, 2
• Cuentos de Hoy – National Textbook Company – # 1, 2, 3
• Dime – National Textbook Company - # 1, 2, 3
• El Pequeno Larousse Ilustrado – Dictionario Encliclope
• El Pequeno Larousse Ilustrado – Lengua y Cultura
• Relatos Latino Americanos – National Textbook Company # 1-3
• Entendemos Mejor La Historia de Los Estados Unidos – Scott Foresman - # 1, 2, 3 • Sendas Literarias – Heinle & Heinle - # 1, 2, 3
• Larousse – Diccionario Usual - # 1, 2, 3
• Nosotros y Nuestro Mundo – Glencoe McGraw Hill - # 1, 2, 3
• Nuestro Mundo/Cuaderno de Actividades – McDougal Littell - # 1, 2, 3
• Spanish Middle/High School – Instructional Fair, Inc. - # 2, 3
• Tres Novelas Españolas – National Textbook Company - # 1, 2, 3
• Tres Novelas Latinoamericanas – National Textbook Company - # 1, 2, 3
• El Monte Ediciones – Universal Book Company - # 1, 2, 3
• Narraciones Extraordinarias – Panamerican Editorial Company - # 1, 2
• Mary Glasgow Spanish Materials – Scholastic Inc. - # 1, 2, 3
• Amigos Revistas – Roberto Mondragon - # 1, 2, 3
SUGGESTED TITLES/AUTHORS WEB SITES:
• El Abanico – Continental Book Company - # 1, 2, 3
• Abordo – Glencoe, McGraw Hill - # 1, 2, 3
• Ama tu Ritmo – Macmillan Publishing Company - # 1, 2, 3
• Antologia Communicativa - Impreso en Columbia - # 2, 3
• Cuentos Columbianos – Alfaguara - # 1, 2, 3
• Doce Cuentos Peregrinos – Editorial Sudamerica - # 1, 2, 3
• Y No Se Lo Tragó La Tierra – Arte Publico Press - # 1, 2, 3
• Un Verano Misterioso – National Textbook Company - # 1, 2, 3
• Ya Escribimos – National Textbook Company - # 2, 3
• El principito – Gente Nueva Editorial - # 1, 2, 3
Approved by MSCA:
SPANISH LANGUAGE ARTS I, II, III 2.
2.14 Albuquerque Public Schools 02/03

STRAND I: EXPRESSION
CONTENT STANDARD: By speaking, writing, and/or signing, etc., the student expresses himself in a culturally appropriate manner for many purposes.
BENCHMARKS: A. The student expresses thoughts on topics that are of concern and interest within the school and community.
B. The student participates in various forms of cultural expression (e.g., music, art, speech, writing, traditions, and other products of a culture.
GRADE
6-8
PERFORMANCE STANDARDS ILLUSTRATIONS
Level One:
1. Demonstrates proficiency with speaking strategies (LA-IV.1; NM-1A, 1B;
NSFLL-1.1).
2. Demonstrates proficiency with speaking and language conventions
(LA-IV.2; NM-1A, 1B; NSFLL-1.1).
3. Demonstrates proficiency with writing conventions (i.e. grammar, spelling, capitalization, punctuation) (LA-III.4; NM-1A, 1B; NSFLL-1.2).
4. Demonstrates proficiency in applying appropriate types of writing
(i.e. descriptive, narrative, expressive, expository, persuasive, and
analytical) for the intended purpose and audience (LA-III.5; NM-1A, 1B;
NSFLL-1.2).
5. Demonstrates proficiency in using the writing process to create a final
product by drafting, revising, editing, and proofreading own written work
and that of peers (LA-III.1; NM-1A, 1B; NSFLL-1.2).
Level Two:
1. Demonstrates increased proficiency with speaking strategies (LA-IV.1;
NM-1A, 1B; NSFLL-1.1).
2. Demonstrates increased proficiency with speaking and language
conventions (LA-IV.2; NM-1A, 1B; NSFLL-1.1).
3. Demonstrates increased proficiency with writing conventions (LA-III.4;
NM-1A, 1B; NSFLL-1.2).
4. Demonstrates increased proficiency applying appropriate types of
writing (LA-III.5; NM-1A, 1B; NSFLL-1.2).
5. Demonstrates increased proficiency using the writing process to create a
final product (LA-III.1; NM-1A, 1B; NSFLL-1.2).
Note: Illustrations include suggested activities for attaining each
performance standard. A check (  ) refers to a key feature to look for
while assessing student performance. Teachers may incorporate
technology as appropriate or available.
Level One:
1-5. The student writes a fable and presents it to the class incorporating a mask
and dramatic recitation.
 adherence to the writing process
 organization
 main idea
 creativity
 appropriate delivery
 consideration of audience
 completeness of project
Level Two:
1–5. The student works in a small group to develop a pamphlet, newsletter, or brochure, which informs the community about school-related issues. The student orally presents the finished product. (See above for checklist.)
 teamwork
 writing conventions
 elements of effective writing
SPANISH LANGUAGE ARTS I, II, III 2.
3.14 Albuquerque Public Schools 02/03

GRADE
6-8
PERFORMANCE STANDARDS
Level Three:
1. Demonstrates competence with speaking strategies (LA-IV.1; NM-1A, 1B;
NSFLL – 1.1).
2. Demonstrates competence with speaking and language conventions
(LA-IV.2; NM-1A, 1B; NSFLL-1.1).
3. Demonstrates competence in using writing conventions (LA-III.4; NM-1A,
1B, NSFLL-1.2).
4. Demonstrates competence in applying appropriate types of writing
(LA-III.5; NM-1A, 1B; NSFLL-1.2).
5. Demonstrates competence in using the writing process to create a final
product (LA-III.1; NM-1A, 1B; NSFLL-1.2).
ILLUSTRATIONS
Level Three:
1-5 The student completes an oral history project which includes an interview
and written product or presentation incorporating technological components (e.g., PowerPoint, video, portfolio). (See above for checklist.).
 use of technology
 interviewing skills
SPANISH LANGUAGE ARTS I, II, III 2.
4.14 Albuquerque Public Schools 02/03

STRAND II: COMPREHENSION
CONTENT STANDARD: By listening, observing, reading, and discussing, the student comprehends and interprets oral, written, and visual messages on a variety of topics.
BENCHMARKS: A. The student applies information on topics of concern and interest to him, his school and his community.
B. The student recognizes and interprets complex forms of cultural expression.
GRADE
6-8
PERFORMANCE STANDARDS ILLUSTRATIONS
Level One:
1 Listens responsively and respectfully to understand the speaker’s verbal and
nonverbal messages (LA-V.6; NM-2A; NSFLL-1.3).
2. Organizes information that is heard, viewed, or read (LA-V.1; NM-2A;
NSFLL-1.2).
3. Interacts in group discussions and/or activities (LA-V.5; NM-2B;
NSFLL-1.1).
4. Increases fluency, comprehension, and insight through meaningful and comprehensive reading instruction (LA-I.1; NM-2A; NSFLL-1.2).
5. Identifies the author’s purpose and perspective in a variety of texts
(e.g., literary devices, figurative language, theme) (LA-II.4; NM-2B;
NSFLL-1.2).
Level Two:
1. Identifies false and misleading information (LA-V.6; NM-2A; NSFLL-1.3).
2. Analyzes what impact literary elements have on the meaning (LA-V.6;
NM-2A; NSFLL-1.3).
3. Interprets information that is heard, viewed, or read (LA-V.1; NM-2A;
NSFLL-1.2).
4. Participates and collaborates in group activities (LA-V.9; NM-2B;
NSFLL-1.1).
5. Increases and self-monitors reading comprehension (LA-I.1; NM-2A;
NSFLL-1.2).
Level One:
1 - 5. In pairs, the student writes a dialog dealing with timely subjects
(e.g., sports, music, movies, politics) and records or video tapes the
delivery for the class.
 organization
 collaboration
 research
 appropriate and effective delivery
OR
Each student in the class listens to a short story in Spanish. A student volunteer begins the narrative summary and subsequent students add sentences until the story is totally related to the class’s satisfaction.
 collaboration and group interaction
 fluency
 sequencing
 organization
 accurate story line
Level Two:
1 – 6. Working in groups of twos or threes, the student reads randomly
selected writings and/or excerpts from Spanish authors/journalists,
discusses the author’s focus and intent, and, either orally or in written form,
substantiates his/her opinions with quotations from the text.
 critical-thinking skills
 analysis and critique of author’s work
 group interactions
OR
SPANISH LANGUAGE ARTS I, II, III 2.
5.14 Albuquerque Public Schools 02/03

GRADE
6-8
PERFORMANCE STANDARDS ILLUSTRATIONS
6. Identifies and analyzes recurring and universal themes, values, and conflicts
across literary works from a variety of cultures (LA-II.9; NM-2B;
NSFLL-1.2).
Level Three :
1. Determines the purpose of a variety of auditory/visual selections by
determining bias, intended messages, emotional manipulation, and
persuasive techniques (LA-V.4; NM-2A; NSFLL-1.3).
2. Interprets and synthesizes information that is heard, viewed, or read
(LA-V.1, NM-2A; NSFLL-1.2).
3. Leads in group discussions and/or activities (LA-V.5, NM-2B;
NSFLL-1.1).
4. Increases comprehension of informational text (LA-I.1; NM-2A;
NSFLL-1.2).
5. Identifies and explores the underlying assumptions of the author and
considers alternative points of view (LA-II.4; NM-2B; NSFLL-1.2).
1 – 6. The student, working in groups of three or four, reads assigned
passages, highlighting areas of difficulty in understanding (e.g., words,
sentences). The group then clarifies and interprets more definitively the
author’s meaning.
 teamwork
 interpretation
 increased comprehension
 analytical skills
Level Three:
1 – 5. The student selects articles from the Spanish newspapers and clips
headlines and/or sections that contain a bias or a hidden meaning
assembling his/her work in a collage form. The student articulates
his/her interpretation in the native language. [This activity can also be a
form to show how often headlines are misleading (e.g., story does not
apply to the headline)].
 interpretation of author’s intent
 fluency
 correct use of language
 organization
 effective communication
OR
After reading an article from a Spanish newspaper or magazine, the student writes a rebuttal to give another slant on the interpretation and presents it to the class.
 correct use of language for information or persuasion
 appropriate delivery
 consideration of audience
 creativity
 intended message
SPANISH LANGUAGE ARTS I, II, III 2.
6.14 Albuquerque Public Schools 02/03

STRAND III: LANGAUGE AND CULTURE
CONTENT STANDARD: The student understands the relationship between language and culture.
BENCHMARKS: A. The student’s expression of appropriate language and gestures reflect cultural understanding and meaning.
B. The student comprehends that language and culture are interrelated.
GRADE
6-8
PERFORMANCE STANDARDS ILLUSTRATIONS
Level One:
1. Develops an understanding of the relationship between the practices and
perspectives of the language and the culture studied and its global impact
(NM-3A, 3B; NSFLL-2.1, 2.2).
2. Recognizes appropriate language of the culture (NM-3B).
Level Two:
1. Demonstrates an understanding of the relationship between the practices and
perspectives of the language and the culture studied and its global impact
(NM-3A, 3B; NSFLL-2.1, 2.2).
2. Recognizes and applies appropriate language of the culture (NM-3B).
Level Three:
1. Self-assess the interaction between language and culture (NM-3A, 3B;
NSFLL-2.1, 2.2).
2. Compares and contrasts language patterns that relate to cultural
understanding (NM-3A, 3B).
Level One:
1, 2. The student selects a joke or humorous story and traces its cultural
understanding and meaning.
 idioms
 topics
 language and dialect
 word usage
Level Two:
1, 2. Using a graphic organizer, the student collects jokes or humorous stories
to reflect the language and culture studied. The student compiles and
illustrates a dictionary of dichos or idioms.
 idioms
 topics
 language and dialect
 word usage
 visual representation
Level Three:
1, 2. The student reads literature by different authors of the Spanish-speaking
world and writes a paper comparing and contrasting language and its
cultural implications.
 variety of genres
 linguistic elements
 writing conventions and delivery
 graphic organizer
SPANISH LANGUAGE ARTS I, II, III 2.
7.14 Albuquerque Public Schools 02/03

STRAND IV: CULTURES
CONTENT STANDARD: The student develops an understanding of other cultures, including such elements as: value systems, languages, traditions, and individual
perspectives.
BENCHMARKS: A. The student exhibits knowledge of the elements of a cultural system.
B. The student expands and reflects the knowledge of the cultural variations within a linguistic group.
GRADE
6-8
PERFORMANCE STANDARDS ILLUSTRATIONS
Level One:
1. Identifies elements of culture (NM-4A).
2. Explores the perceptions of culture portrayed in various forms of media/communication. (NM-4A.1; NSFLL-2).
3. Develops an understanding of the nature of language through
comparisons of various Spanish dialects and his own (NM-4B;
NSFLL-4.1).
4. Appreciates the knowledge of cultural variations within a
linguistic group. (NM-4B.1; NSFLL-4.2).
Level Two:
1. Identifies and describes elements of culture (NM-4A).
2. Investigates the perceptions of culture portrayed in various forms
of media/communication (NM-4A.1; NSFLL-2).
3. Demonstrates an understanding of the nature of language through
comparisons of various Spanish dialects and his own (NM-4B;
NSFLL-4.1).
4. Discusses the knowledge of cultural variations within a linguistic
group (NM-4B.1; NSFLL-4.2).
Level One:
1-4. The student finds and related a legend from the Spanish-speaking world
and shares through an oral presentation.
 individual perspective
 organization
 main idea
 appropriate delivery
 consideration of audience
 creativity
OR
1-4. The student participates in dances and games of the culture studied.
 team work
 appropriate delivery
 precision
 creativity
 cultural variations
Level Two:
1-4. Working in small groups or pairs, the student investigates and compares
celebrations between two countries or regions of the Spanish-speaking
world culminating in an oral presentation.
 team work
 comparisons
 effective delivery
 audience involvement
 research strategies
SPANISH LANGUAGE ARTS I, II, III 2.
8.14 Albuquerque Public Schools 02/03

GRADE
6-8
PERFORMANCE STANDARDS ILLUSTRATIONS
Level Three:
1. Identifies, describes, and incorporates elements of culture
(NM-4A).
2. Assesses the perceptions of culture portrayed in various forms of
media/communication (NM-4A.1; NSFLL-2).
3. Appreciates on the nature of language through comparisons of
various Spanish dialects and his own (NM-4B; NSFLL-4.1).
4. Expands and uses knowledge of cultural variations within a
linguistic group (NM-4B.1; NSFLL-4.2).
Level Three:
1-4. The student researches and reports on traditions and institutions of two
different cultures integrating social studies, mathematics, fine arts, and
sports resulting in a written or oral presentation incorporating technology.
 writing corrections and delivery
 audience reaction and evaluation
 research strategies
 use of technology
SPANISH LANGUAGE ARTS I, II, III 2.
9.14 Albuquerque Public Schools 02/03

STRAND V: LANGUAGE FUNCTIONS
CONTENT STANDARD: The student understands how languages work.
BENCHMARKS: A. The student identifies and uses the most common patterns of the language studied.
B. The student integrates the appropriate levels and styles of language in various contexts and settings.
C. The student interprets and applies critical elements of the language to communicate meaning.
GRADE
6-8
PERFORMANCE STANDARDS
Level One:
1. Comprehends critical elements in oral and written forms (i.e., idea,
organization, voice, word choice, sentence fluency, and conventions)
(LA-III.2, IV.2; NM-5C.1; NSFLL-1).
2. Develops proficiency with writing conventions (i.e. grammar, spelling,
capitalization, and punctuation) (LA-III.4; NSFLL-1).
3. Develops a variety of strategies (e.g. knowledge of word origins and
derivations, analogies, idioms, prefixes, suffixes) to define and extend
understanding of word meaning (LA-I.5).
4. Demonstrates the appropriate levels and styles of language in various
contexts (NM-5B.1; NSFLL-3).
Level Two:
1. Comprehends and uses critical elements in oral and written forms
(LA-III.2, IV.2; NM-5C.1; NSFLL-1).
2. Develops increased proficiency with writing conventions (LA-III.4;
NSFLL-1).
3. Applies strategies to define and extend understanding of word meaning
(LA-I.3).
4. Applies the appropriate levels and styles of language in various contexts
(NM-5B.1; NSFLL-3).
ILLUSTRATIONS
Level One:
1, 2, 4. The student writes a report on a Latin American country using
different methods of research. In small groups, the student shares his
report and then the group selects one to present to the whole class.
 writing conventions and delivery
 thesis statement
 consideration of audience in small groups and whole class
 the student completes a list of words with the prefix “mono”.
 understanding of prefix
 ability to recognize when seen in other words
 effect prefix has on the root
Level Two:
1, 2, 4. The student writes a paper comparing two Latin American countries
using a Venn diagram. The student then organizes the information for
presentation (e.g., PowerPoint, dramatization, slide show).
 writing conventions and delivery
 use of technology, if appropriate
3. Throughout the year, the student compiles a list of teacher-assigned words
as well as words the student encounters in his/her own reading and writing
and uses prefixes and suffixes to categorize the words.
 word organization
 word origin
 periodic teacher check for correct categorization and comprehension
SPANISH LANGUAGE ARTS I, II, III 2.
10.14 Albuquerque Public Schools 02/03

GRADE
6-8
PERFORMANCE STANDARDS
Level Three:
1. Exhibits competence of critical elements in oral and written forms
(LA-III.2; NM-5C.1; NSFLL-1).
2. Exhibits competence in using writing conventions (LA-III.4; NSFLL-1).
3. Evaluates strategies to define and extend understanding of word meaning
(LA-I.4).
4. Incorporates consistently the appropriate levels and styles of language in
various contexts (NM-5B.1; NSFLL-3).
ILLUSTRATIONS
Level Three:
1, 2, 4. Working in small groups, the student chooses a legend and rewrites it
as a play for presentation.
 character analysis
 writing conventions and delivery
 audience reaction and evaluation
3. While studying literature in the class, the student compiles a list of
unfamiliar words. The student creates a dictionary with the meaning and
etymology.
 correct use of etymology
SPANISH LANGUAGE ARTS I, II, III 2.
11.14 Albuquerque Public Schools 02/03

STRAND VI: CONNECTIONS
CONTENT STANDARD: The student uses the languages studied to reinforce and expand knowledge of other disciplines.
BENCHMARK: A. The student accesses and integrates information from the language to other content areas.
B. The student applies newly acquired experiences and knowledge from other content areas.
GRADE
6-8
PERFORMANCE STANDARDS ILLUSTRATIONS
Level One:
1. Recognizes connections between a variety of cultures, both worldwide and
within Pan-American society, as depicted through a variety of literature and
media NM-6A; NSFLL-3).
2. Identifies multiple sources of print and nonprint information (e.g. books,
newspapers, Internet, electronic databases, CD-ROMs) to develop
informational materials for a specific audience (NM-6A).
3. Recognizes experiences and new knowledge from other content areas to
Level One:
1-4. The student listens, takes notes, and summarizes orally a news report on
radio.
 note taking
 importance of the information
 connections to other content areas
what is being learned (NM-6B; NSFLL-3).
4. Identifies concepts, vocabulary and information from other content areas
to learning (NM-6B.2; NSFLL-3).
Level Two:
1. Examines and discusses connections between a variety of cultures, both worldwide and within Pan-American society, as depicted through a variety of literature and media (NM – 6A; NSFLL– 3).
2. Implements multiple sources of print and nonprint information (e.g. books,
Level Two:
1-4. The student listens to a story from Pan American society taped in
Spanish. The student uses a story map to outline the details of the
story and writes an alternative ending to the story.
 writing conventions and delivery
 creativity newspapers, Internet, electronic databases, CD-ROMs) to develop informational materials for a specific audience (NM-6A).
3. Compares experiences and new knowledge from other content areas to what
is being learned (NM-6B; NSFLL-3).
4. Applies concepts, vocabulary and information from other content areas to
learning (NM-6B.2; NSFLL-3).
Level Three:
1. Synthesizes connections between a variety of cultures, both worldwide and
Level Three:
1-4. The student chooses a native speaker to interview, familiarizes himself
within Pan-American society, as depicted through a variety of literature and
media NM-6A; NSFLL-3).
2.
Evaluates multiple sources of print and nonprint information (e.g., books, newspapers, Internet, electronic databases, CD-ROMs) to develop
with the speaker’s life and background, devises questions for the
interviewee, and completes a report based on the interview.
 use of technology as appropriate
 interviewing skills
3.
informational materials for a specific audience (NM-6A).
Incorporates and integrates experiences and new knowledge from other content areas to what is being learned (NM-6B; NSFLL-3).
4. Analyzes and interprets concepts, vocabulary and information from other
content areas to learning (NM-6B.2; NSFLL-3).
 writing conventions and delivery
 native speaker evaluation
SPANISH LANGUAGE ARTS I, II, III 2.
12.14 Albuquerque Public Schools 02/03

STRAND VII: PERSONAL APPLICATIONS
CONTENT STANDARD: The student uses the language studied for personal enjoyment, personal enrichment, and employability.
BENCHMARKS: A. The student integrates into his life languages and knowledge of cultures to become lifelong learners.
B. The student applies languages and knowledge of cultures to explore career opportunities globally.
GRADE
6-8
PERFORMANCE STANDARDS
Level One:
1. Practices the language within and beyond the school setting for continuous
learning, personal enjoyment, and enrichment (NM-7B; NSFLL-5).
2. Develops proficiency in choosing appropriate technology to present
information for the intended purpose and audience (LA-III.3; NM-7C).
3. Identifies appropriate research conventions and strategies to gather
information (LA-VI.2).
4. Utilizes multiple sources of information to investigate career opportunities
(LA-VI.6; NM-7C).
Level Two:
1. Incorporates and integrates the language within and beyond the school
setting for continuous learning, personal enjoyment, and enrichment
(NM-7B; NSFLL-5).
2.
Demonstrates increased proficiency in choosing appropriate technology to
present information for the intended purpose and audience (LA-III.3;
NM-7C).
3. Applies appropriate research conventions and strategies to gather
information (LA-VI.2).
4. Compares and contrasts multiple sources of information to investigate care
career opportunities (LA-VI.6; NM-7C).
Level Three:
1. Synthesizes the language within and beyond the school setting for
continuous learning, personal enjoyment, and enrichment
(NM-7B; NSFLL-5).
2. Integrates appropriate technology to present information for the intended
purpose and audience (LA-III.3; NM-7C).
ILLUSTRATIONS
Level One:
1-4. The student chooses an elder of the community, devises questions about
Albuquerque, interviews and reports back to the class the generational
changes the elder experienced in his/her life.
 interviewing skills
 writing conventions and delivery
Level Two:
1-4. The student listens to a variety of guest speakers pertaining to verbal
bilingual career opportunities. Working in a small group, the student
produces an informative brochure on the career.
 note taking
 technology as appropriate
 creativity
 writing conventions and delivery
 graphics
Level Three:
1-4. Using school resources, the student connects with a bilingual mentor
who supports the student in acquiring and utilizing bilingual global
career opportunities. The student creates a portfolio suitable for
presentation based on his/her experience.
 mentor evaluation
SPANISH LANGUAGE ARTS I, II, III 2.
13.14 Albuquerque Public Schools 02/03

GRADE
6-8
PERFORMANCE STANDARDS
3. Implements appropriate research conventions and strategies to gather
information (LA-VI.2).
4. Incorporates multiple sources of information to investigate
career opportunities (LA-VI.6; NM-7C).
ILLUSTRATIONS
 technology as appropriate
 writing conventions and delivery
 interpersonal skills
SPANISH LANGUAGE ARTS I, II, III 2.
14.14 Albuquerque Public Schools 02/03