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Each student participating in a foreign language program will have demonstrated basic proficiency by effectively communicating in the language.
Spanish 5 Program
Description
The objective of this program is for students to achieve a high level of ability in all four skills (listening, speaking, reading and writing) using a wide variety of materials to reach this goal. This course is comparable to a third-year university course.
Time Allocation
Ninety minutes per day for one smear
Texts/References
Triangulo, Wayside Publishing, 2000
AP Spanish Language, Research and Education Association, 2001
Lectures Aranzadas, AMSCO, 2002
Themes/Topics
Home Health Environment
Travel Pastimes Sports
School Careers
Advanced grammar, literature, composition, and speaking will be incorporated into the above themes.
Assessments
Reading, Writing, Speaking Assessments
Listening Comprehension Assessments
Vocabulary Assessments
Grammar Assessments
Sample AP Practice Exams
Grades and Performance Levels
Grades are based upon participation, completion of assignments, and quality of work. Each student also receives a rating that shows the student's performance level on the standard. The rating is based upon assessments of the student's attainment of course expectations.
Spanish 5 Expectations
Listening
A. Followed a conversation between educated, native Spanish-speakers that may include idiomatic and colloquial expressions
B. Obtained information from oral reports or other types of narratives
C. Understood standard Spanish on radio or television programs, such as soap operas, interviews and news reports
D. Identified cues that affect meaning in communication, both verbal cues (inflections, point of view) and non-verbal cues (facial expressions, body language)
E. Recognized the purpose and motivation of speakers
Speaking
A. Expressed facts, ideas and feelings in a manner that is intelligible to a native Spanish-speaker
B. Used acquired vocabulary to summarize a story
C. Narrated, described and explained in the past, present, and future tenses, using appropriate grammatical structures such as indicative and subjunctive, preterit and imperfect
D. Formulated oral questions that clarified meaning and participated in class discussions that include higher level thinking, such as analysis, synthesis and evaluation
E. Used the language for a variety of functions, such as complaining, advising, apologizing and asking for or giving directions
F. Spoke with an accent that does not interfere with comprehension
Reading
A. Had an overall comprehension of expository and narrative selections
B. Had an overall comprehension of magazine and newspaper articles on a variety of topics
C. Drew conclusions and made generalizations
D. Defended a given opinion by citing references
E. Determined the main idea (stated or implied), the cause and effect (stated or implied), and probable outcomes in reading selections
F. Answered questions about literal or inferred meaning
G. Distinguished between fact and opinion, and identified an unstated opinion in a written selection
H. Specified ideas about characters, actions and places
I. Paraphrased and summarized ideas or concepts from a text
J. Interpreted idiomatic expressions, old popular sayings, proverbs and colloquial language
K. Integrated contextual clues and structural analysis to gain meanings of unknown words
Writing
A. Wrote for a variety of audiences and purposes
B. Wrote in a variety of modes, including narrative (personal experience); expository (essay, paper, biographical incidents); persuasive (editorial); and imaginative (story, poem)
C. Responded directly and efficiently to a prompt in a timed writing
D. Began to develop a personal writing style that reflects an awareness of voice; coherent, precise word choice; appropriate literary devices; and effective introductions and conclusions
E. Used appropriate transitional devices, varied sentence lengths, and patterns of essay writing
F. Recognized and selected appropriate language with regard to connotation and denotation