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A Correlation of

Calle de la Lectura Grade 6 ©2011

To the

WIDA Spanish Language Arts Standards

December 2005

Middle/Junior High School

A Correlation of Calle de la Lectura © 2011, Grade 6 to the

WIDA Spanish Language Arts Standards December 2005, Middle/Junior High School

2 SE = Student Edition TE = Teacher’s Edition

DE = Diferenciar la escritura, DL= Diferenciar la lectoescritura

Introduction

This document demonstrates how Scott Foresman Calle de la Lectura, ©2011 meets the objectives of the WIDA Spanish Language Arts Standards December 2005, Middle/Junior High School. Correlation page references are to the Teacher’s Edition and are cited by unit and volume. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Scott Foresman Calle de la Lectura is a comprehensive reading program for Kindergarten through Grade Six that is built on solid research and prioritizes instruction for the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Student Material Libro del estudiante (Student Edition) Features high-quality, authentic literature organized around units that develop grade-level science and history/social science concepts. Four reading selections per week at grades 2.2-6 emphasize comprehension, vocabulary, and writing skills and offer opportunities for cross-textual reading in content areas. Envision It! and Words! provide additional practice with target skills and strategies in a visual format. Teacher’s Materials Mi biblioteca para la enseñanza (My Teaching Library Package) The cohesive design of this teacher resource library helps teachers deliver instruction in five critical areas: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Lessons support modeling, guided practice, and a teacher’s own teaching routine. The 13-volume set is stored in a convenient case that includes, the First Stop on Reading Street Teacher’s Edition, which explains the Calle de la Lectura research base, outlines the program’s scope and sequence, presents instruction routines for many skill strands, and provides helpful classroom management routines. A time-management aid and a built–in professional development feature are designed for teachers of all experience levels. All Teacher’s Resources are on DVD-ROM and online.





Table of Contents

1. READING AND LITERATURE: .............................................................................. 4 2. WRITING:......................................................................................................... 11 3. ORAL LANGUAGE: ............................................................................................. 17 4. LANGUAGE USE AND STRUCTURE: .................................................................... 20






December 2005, Middle/Junior High School

Calle de la Lectura ©2011, Grade 6

1. READING AND LITERATURE: Read and respond to literature and other writings representative of Spanish-speaking societies. Rationale: Reading is essential. It is the process by which people gain information and ideas from books, newspapers, manuals, letters, contracts, advertisements, and numerous other materials. Using strategies for constructing meaning before, during and after reading will help students connect what they read now with what they have learned in the past. Students who read well and widely build a strong foundation for learning in all areas of life. A. Apply reading strategies to improve understanding of Spanish printed text MIDDLE/JUNIOR HIGH SCHOOL 1.A.3b Apply knowledge of word origins and derivations, including cognates, to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical).

SE/TE: 6.2.1: 206c, 231i, 6.2.2: 300c, 323i 6.4.1: 24c, 49i 6.5.1: 218c, 239i 6.6.2: 422c, 449i

1.A.3c Analyze the meaning of words and phrases in their context, including their cultural context.

SE/TE: 6.1.1: 69a, 84e, 84–85, 90–91, 91a, 94c, 107a, 107h 6.2.2: 270e, 270–271, 278–279, 279a, 282c, 282–283, 283a, 295a, 295h 6.4.2: 114e, 121a, 122–123, 123a, 126c, 131a, 141a, 141h 6.3.2: 452e, 452–453, 460–461, 461a, 462c, 477a, 479a, 479h 6.5.1: 186e, 200e, 200–201, 201a, 213a, 213h, 218e, 218–219, 224–225225a, 228c, 239a, 239h 6.6.1: 390e, 390–391, 397a, 398–399, 399a, 402c, 417a, 417h

1.A.3d Preview reading materials, make predictions and relate reading to information from other sources.

SE/TE: 6.1.1: 31a, 39a, 63a, 71a, 93a, 6.1.2: 121a, 127a, 151a, 159a 6.2.2: 281a, 285a, 309a 6.3.1: 345a, 349a, 371a, 6.3.2: 433a, 439a, 461a, 471a 6.4.1: 39a, 43a, 69a, 95a, 6.4.2: 125a, 131a 6.5.1: 199a, 205a, 227a, 251a, 255a 6.6.1: 341a, 345a, 401a, 407a








1.A.3e Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect.

6.1.1: 332c, 41a, 63a, 77a, 6.2.1: 199a, 6.2.2: 321a 6.3.2: 433a 6.4.2: 125a, 157a 6.5.1: 227a, 6.5.2: 305a 6.6.2: 431a

1.A.3f Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings).

SE/TE: 6.2.1: 177c, 178–179, 192–193, 6.2.2: 307a 6.3.2: 467a 6.4.1: 39a, 6.4.2: 143c, 144–145, 148–165a, 156–157, 157a, 158c, 167a 6.5.2: 304–305, 307a, 308–309, 309a, 312–313, 313a, 319a 6.6.2: 445a

1.A.3g Read grade appropriate material with fluency and accuracy.

SE/TE: 6.1.2: 140–141, 142–143, 161b, 168–169 6.2.1: 204–205, 206–207, 225b, 230–231 6.3.2: 450–451, 452–453, 473b, 476–477 6.4.1: 84–85, 86–87, 103b, 108–109 6.5.2: 292–293, 294–295, 315b, 320–321 6.6.2: 420–421, 422–423, 441b, 448–449

1.A.3h Use information to form, explain and support questions and predictions.

SE/TE: 6.1.1: 31a, 39a, 63a, 71a, 93a, 6.1.2: 121a, 127a, 151a, 159a 6.2.2: 281a, 285a, 309a 6.3.1: 345a, 349a, 371a, 6.3.2: 433a, 439a, 461a, 471a 6.4.1: 39a, 43a, 69a, 95a, 6.4.2: 125a, 131a 6.5.1: 199a, 205a, 227a, 251a, 255a 6.6.1: 341a, 345a, 401a, 407a








B. Recognize, analyze, and evaluate literary elements and techniques used to convey meaning MIDDLE/JUNIOR HIGH SCHOOL 1.B.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres.

SE/TE: 6.1.2: 170–171, 173a 6.2.1: 236d, 241a, 243a, 265i, 6.2.2: 281a 6.3.1: 394d, 419i 6.4.2: 114d, 123a, 141i 6.5.2: 294d, 321i 6.6.2: 479a

1.B.3b Describe how the development of theme, character, plot and setting contribute to the overall impact of a piece of literature.

SE/TE: 6.1.1: 21c, 22−23, 24d, 28−29, 29a, 32c, 33a, 35a, 37a, 38−39, 39a, 41a, 49h, 51c, 52−53, 54d, 58−59, 59a, 60−61, 64−65, 65a, 72−73, 73a, 79h, 79l−79m, 94−95, 95a, 6.1.2: 153a, 159a 6.3.1: 334d, 344−345, 345a, 348−349, 349a, 375a, 407a, 6.3.2: 457a, 459a, 469a 6.4.2: 114d, 124−125, 125a, 129a 6.5.1: 183c, 184−185, 186d, 190−191, 193a, 195a, 196−197, 197a, 200c, 202−203, 203a, 207a, 210a, 213h, 213l−213m, 244d, 254−255, 255a 261a, 263h, 263l−263m

1.B.3c Identify characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, science fiction) from Spanish-speaking countries and communities.

SE/TE: These lessons provide teachers opportunities to introduce this standard. 6.5.1: 236−237

1.B.3d Distinguish between literal and non-literal meaning.

SE/TE: 6.3.1: 364d, 369a, 389i, 6.3.2: 483a 6.4.1: 24d, 29a, 49i








C. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities MIDDLE/JUNIOR HIGH SCHOOL 1.C.3a Interpret and analyze entire narrative text using story elements, point of view and theme.

SE/TE: 6.1.1: 21c, 22−23, 24d, 28−29, 29a, 32c, 33a, 35a, 37a, 38−39, 39a, 41a, 49h, 51c, 52−53, 54d, 58−59, 59a, 60−61, 65a, 72−73, 73a, 79h, 79l−79m, 94−95, 95a, 6.1.2: 153a, 159a 6.3.1: 334d, 344−345, 345a, 348−349, 349a, 375a, 407a, 6.3.2: 457a, 459a, 469a 6.4.2: 114d, 124−125, 125a, 129a 6.5.1: 183c, 184−185, 186d, 190−191, 193a, 195a, 196−197, 197a, 200c, 202−203, 203a, 207a, 210a, 213h, 213l−213m, 244d, 254−255, 255a, 261a, 263h, 263l−263m

1.C.3b Compare, contrast and evaluate ideas and information from various sources and genres.

SE/TE: 6.1.1: 332c, 41a, 63a, 77a, 6.2.1: 199a, 6.2.2: 321a 6.3.2: 433a 6.4.2: 125a, 157a 6.5.1: 227a, 6.5.2: 305a 6.6.2: 431a

1.C.3c Summarize content of reading material, make generalizations and relate them to other materials.

SE/TE: 6.1.1: 61a, 71a, 81c, 82−83, 92−93, 93a, 94c, 96−97, 97a, 99a, 101a 6.2.2: 297c, 298−299, 308−309, 309a, 310c, 314−315, 315a 6.5.1: 183c, 184−185, 192−193, 193a, 198−199, 199a, 200c, 204−205 6.6.1: 351a, 368−369








1.C.3d Describe the ways that an author uses language structure, word choice and style to convey the author’s viewpoint.

SE/TE: 6.3.1: 373a

1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires).

SE/TE: 6.1.1: 84d, 107i 6.3.2: 452d, 459a, 479i 6.4.1: 54d, 63a, 81i, 86d, 100−101, 109i, 6.4.2: 146d, 159a, 175i 6.5.1: 218d, 223a, 239i, 6.5.2: 322−323 6.6.1: 390d, 403a, 417i

1.C.3f Respond to literary material from personal, cultural, to creative and critical points of view.

SE/TE: 6.1.1: 41a, 73a, 101a, 6.1.2: 129a, 161a 6.2.1: 195a, 225a, 257a, 6.2.2: 287a, 317a 6.3.1: 351a, 381a, 411a, 6.3.2: 441a, 473a 6.4.1: 41a, 71a, 103a, 6.4.2: 133a, 167a, 175f 6.5.1: 207a, 233a, 257a, 6.5.2: 281a, 315a 6.6.1 347a, 377a, 409a, 6.6.2: 441a, 465a

1.C.3g Compare and contrast common literary themes across various cultures, societies and eras.

SE/TE: 6.1.1: 32c, 41a, 77a 6.2.1: 199a, 6.2.2: 321a 6.3.2: 433a 6.4.2: 125a, 157a 6.5.1: 227a, 6.5.2: 305a 6.6.2: 431a

1.C.3h Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations.

SE/TE: 6.1.1: 21c, 22–23, 24d, 33a, 38–39 6.3.1: 334d, 344–345, 345a, 348–349, 349a 6.4.2: 124–125, 125a, 129a 6.5.1: 183c, 184–185, 186d, 190–191, 191a








1.C.3i Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from Spanish-speaking countries, the United States, and cultures worldwide, to understand plots, make predictions, and relate reading to prior knowledge and experience.

SE/TE: These are some of the many examples. 6.1.1: 26–39a, 44–47a, 56–71a, 76–77a, 86–99a, 104–105a, 6.1.2: 114–127a, 132–135a, 144–159a, 164–167a 6.3.1: 336–349a, 354–357a, 366–379a, 384–379a, 396–409a, 414–417a, 6.3.2: 426–439a, 444–445a, 454–471a, 476–477a 6.6.1: 334–345a, 350–351a, 360–375a, 380–383a, 392–407a, 6.6.2: 424–439a, 444–447a, 456–463a, 468–463a

D. Read in Spanish for a variety of purposes MIDDLE/JUNIOR HIGH SCHOOL 1.D.3a Select a variety of materials in Spanish to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and experience.

SE/TE: 6.1.1: DL24–DL25, 6.1.2: DL24–DL25 6.2.1: DL24–DL25, 6.2.2: DL24–DL25 6.3.1: DL24–DL25, 6.3.2: DL24–DL25 6.4.1: DL22–DL23, 6.4.2: DL22–DL23 6.5.1: DL22–DL23, 6.5.2: DL22–DL23 6.6.1: DL22–DL23, 6.6.2: DL22–DL23

1.D.3b Seek, organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs) on a topic of interest.

SE/TE: 6.1.1: 31b, 63b, 93b, 6.1.2: 212b, 151b 6.2.1: 189b, 213b, 245b, 6.2.2: 281b, 309b 6.3.1: 345b, 371b, 403b, 6.3.2: 433b, 461b 6.4.1: 35b, 63b, 95b, 6.4.2: 125b, 157b 6.5.1: 199b, 227b, 251b, 6.5.2: 275b, 305b 6.6.1: 341b, 367b, 401b, 6.6.2: 431b, 459b








1.D.3c Perform expressive oral readings of prose, poetry, and drama using correct intonation and pronunciation.

SE/TE: 6.1.1: 22–23, 24–25, 41b, 48–49, 82–83, 84–85, 101b, 106–107 6.2.2: 268–269, 270–271, 287b, 294–295, 298–299, 300–301, 317b, 322–323 6.3.1: 362–363, 364–365, 381b, 388–389, 6.3.2: 422–423, 424–425, 441b, 446–447 6.4.2: 112–113, 114–115, 133b, 140–141 6.5.1: 184–185, 186–187, 207b, 212–213, 242–243, 244–245, 257b, 262–263 6.6.1: 330–331, 332–333, 347b, 352–353, 388–389, 390–391, 409b, 416–417

1.D.3d Interpret tables that display textual information and data in visual formats.

SE/TE: 6.2.1: 233c, 234–235, 263d, 265h, DL10–DL11, 6.2.2: 297c, 298–299, 300d, 317a, 323h, DL10–DL11 6.4.2: 146d 6.5.1: 257c, 6.5.2: 268d, 305a 6.6.1: 355c, 356–357, 380c, 380–381, 382–383, 385h, 385l–385m, DL10–DL11, 6.6.2: 422d

1.D.3e Read grade-appropriate material with fluency, accuracy and understanding.

SE/TE: 6.1.2: 140–141, 142–143, 161b, 168–169 6.2.1: 204–205, 206–207, 225b, 230–231 6.3.2: 450–451, 452–453, 473b, 476–477 6.4.1: 84–85, 86–87, 103b, 108–109 6.5.2: 292–293, 294–295, 315b, 320–321 6.6.2: 420–421, 422–423, 441b, 448–449








2. WRITING: Write to communicate effectively in Spanish. Rationale: The ability to write clearly is essential to any person’s effective communications. Students with high-level writing skills can produce documents that show planning and organization and effectively convey the intended message and meaning. Clear writing is critical to employment and production in today’s world. Individuals must be capable of writing for a variety of audiences in differing styles, including standard rhetoric themes, business letters and reports, financial proposals and technical and professional communications. Students should be able to use word processors and computers to enhance their writing proficiency and improve their career opportunities. A. Produce written text in Spanish to communicate with different audiences for a variety of purposes MIDDLE/JUNIOR HIGH SCHOOL 2.A.3a Write creative fiction that includes major and minor characters, a coherent plot, effective imagery, descriptive language, and concrete data.

SE/TE: 6.2.1: 205e–205f, 213d–213e, 226–227, 227a–227c, 231d–231e, 231p–231q, 6.2.2: 269e–269f, 281d–281e, 288–289, 289a–289c, 295d–295e, 295p–295q 6.4.2: DE11–DE20 6.5.1: 243e–243f, 251d–251e, 258–259, 259a–259c, 263d–263e, 263p–263q

2.A.3b Write narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events, and reveals a theme.

SE/TE: 6.1.1: 23e–23f, 31d–31e, 42–43, 43a–43c, 49d–49e, 49p–49q, 6.1.2: DE11–DE20 6.3.2: 451e–451f, 461d–461e, 474–475, 475a–475c, 479d–479e, 479p–479q

2.A.3c Write a persuasive piece (such as a letter to a specific person or a script promoting a particular product) that includes a clear position, a discernable tone, and a coherent argument with reliable evidence.

SE/TE: 6.5.2: DE11–DE20

2.A.3d Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience.

SE/TE: 6.1.1: 23e–23f, 31d–31e, 42–43, 43a–43c, 49d–49e, 49p–49q, 6.1.2: DE11–DE20 6.2.2: 299e–299f, 309d–309e, 318–319, 319a–319c, 323d–323e, 323p–323q, DE11–DE20 6.3.2: 451e–451f, 461d–461e, 474–475, 475a–475c, 479d–479e, 479p–479q 6.5.2: DE11–DE20








2.A.3e Using available technology, produce compositions and multimedia works for specified audiences.

SE/TE: 6.1.1: 41d, 73d, 101d, 6.1.2: 129d, 161d 6.2.1: 195d, 225d, 257d, 6.2.2: 287d, 317d 6.3.1: 351d, 381d, 411d, 6.3.2: 441d, 473d 6.4.1: 41d, 71d, 103d, 6.4.2: 133d, 167d 6.5.1: 207d, 233d, 257d, 6.5.2: 281d, 315d 6.6.1: 347d, 377d, 409d, 6.6.2: 441d, 465d

2.A.3f Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources.

SE/TE: These are some of the many examples. 6.1.1: 23b, 31b, 41d, 49b, 53b, 63b, 71d, 79b, 83b, 93b, 101d, 107b, 6.1.2: 111b, 129d, 137b, 141b, 161d, 169b 6.3.1: 333b, 345b, 351d, 359b, 363b, 371b, 381d, 389b, 393b, 403b, 411d, 419b, 6.3.2: 423b, 433b, 441d, 447b, 451b, 461b, 473d

2.A.3g Write to reflect customs and culture of Spanish speaking countries and communities.

SE/TE: These lessons provide teachers opportunities to introduce this standard. 6.3.2: 423d–423e, 433d–433e, 442–443, 443a–443c, 447d–447e, 447p–447q








B. Plan, compose, edit, and present clear and effective writing in Spanish MIDDLE/JUNIOR HIGH SCHOOL 2.B.3a Write compositions that contain complete sentences, following Spanish word order, and paragraphs using Spanish conventions, including the correct use of verb tenses.

SE/TE: 6.2.1: 179e−179f, 189d−189e, 196−197, 197a−197c, 201d−201e, 201p−201q, 6.2.2: 299e−299f, 309d−309e, 319b−319c, 323d−323e, 323p−323q 6.3.1: 333e−333f, 345d−345e, 352−353, 353a−353c, 359d−359e, 359p−359q, 363e−363f, 371d−371e, 382−383, 383a−383c, 389d−389e, 389p−389q 6.4.1: 85e−85f, 95d−95e, 104−105, 105a−105c, 109d−109e, 109p−109q 6.4.2: 145e−145f, 157d−157e, 168−169, 169a−169c, 175d−175e, 175p−175q 6.5.1: 185e−185f, 199d−199e, 208−209, 209a−209c, 213d−213e, 213p−231q, 217e–217f, 227d−227e, 234−235, 235a−235c, 239d−239e, 239p−239q, 6.5.2: 267e−267f, 275d−275e, 282−283, 283a−283c, 289d−289e, 289p−289q, 293e−293f, 305d−305e, 316−317, 317a−317c, 321d−321e, 321p−321q, DE11−DE20 6.6.2: 421e−421f, 431d−431e, 442−443, 443a−443c, 449d−449e, 449p−449q

2.B.3b Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.

SE/TE: 6.1.1: 31d−31e, 6.1.2: 121d−121e, 131a−131, 151d−151e, DE16, DE18 6.2.1: 227a−227c, 6.2.2: 309d−309e 6.3.1: 345d−345e, 371d−371e, 6.3.2: DE16, DE18 6.4.2: 125d−125e, 135a−135c, 157d−157e, DE16, DE18 6.5.2: 305d−305e, DE18 6.6.1: 341d−341e, 6.6.2: 443a−443c








2.B.3c Establish central idea, organization, elaboration and unity in relation to purpose and audience.

SE/TE: 6.1.1: 31d−31e, 6.1.2: 121d−121e, 131a−131, 151d−151e, DE16, DE18 6.2.1: 227a−227c, 6.2.2: 309d−309e 6.3.1: 345d−345e, 371d−371e, 6.3.2: DE16, DE18 6.4.2: 125d−125e, 135a−135c, 157d−157e, DE16, DE18 6.5.2: 305d−305e, DE18 6.6.1: 341d−341e, 6.6.2: 443a−443c

2.B.3d Expand ideas by using modifiers and subordination.

SE/TE: These lessons provide opportunities for teacher to introduce this standard. 6.1.1: 49d−49e, 79d−79e, 107d−107e, 6.1.2: 137d−137e, 169d−169e 6.2.1: 201d−201e, 231d−231e, 265d−265e, DE6, 6.2.2: 295d−295e, 323d−323e, DE17−DE18 6.3.1: 359d−359e, 389d−359e, 419d−419e, DE6−DE7, 6.3.2: 447d−447e, 479d−479e, DE17−DE18 6.4.1: 49d−49e, 81d−81e, 109d−109e, DE8, 6.4.2: 141d−141e, 175d−175e, DE17−DE18 6.5.1: 213d−213e, 239d−239e, 263d−263e, DE5, 6.5.2: 289d−289e, 321d−321e, DE17−DE18 6.6.1: 353d−353e, 385d−385e, 417d−417e, DE7, 6.6.2: 449d−449e, 475d−475e, DE18








2.B.3e Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication.

SE/TE: 6.1.1: 49d−49e, 79d−79e, 107d−107e, 6.1.2: 137d−137e, 169d−169e 6.2.1: 201d−201e, 231d−231e, 265d−265e, DE6, 6.2.2: 295d−295e, 323d−323e, DE17−DE18 6.3.1: 359d−359e, 389d−359e, 419d−419e, DE6−DE7, 6.3.2: 447d−447e, 479d−479e, DE17−DE18 6.4.1: 49d−49e, 81d−81e, 109d−109e, DE8, 6.4.2: 141d−141e, 175d−175e, DE17−DE18 6.5.1: 213d−213e, 239d−239e, 263d−263e, DE5, 6.5.2: 289d−289e, 321d−321e, DE17−DE18 6.6.1: 353d−353e, 385d−385e, 417d−417e, DE7, 6.6.2: 449d−449e, 475d−475e, DE18

2.B.3f At grade-appropriate level, write to reflect customs and culture of Spanish-speaking countries and communities, including personal experiences and references.

SE/TE: These lessons provide teachers opportunities to introduce this standard. 6.1.1: 23e–23f, 31d–31e, 42–43, 43a–43c, 49d–49e, 49p–49q, 6.1.2: DE11–DE20 6.3.2: 451e–451f, 461d–461e, 474–475, 475a–475c, 479d–479e, 479p–479q








2.B.3g Develop a composition through a series of drafts, using a revision strategy based on self-assessment and reflection, including awareness of personal style, strengths and weaknesses as a writer, and feedback from peers and teachers.

SE/TE: 6.1.1: 43a−43b, 49d−49e, 75a−75b, 79d−79e, 103a−103b, 107d−107e, DE6, 6.1.2: 131a−131b, 137d−137e, 163a−163v, 169d−169e, DE15−DE16 6.2.1: 197a−197b, 201d−201e, 227a−227b, 231d−231e, 259a−259b, 265d−265e, DE5−DE6, 6.2.2: 295d−295e, 319a−319b, 323d−323e, DE15−DE18 6.3.1: 359d−359e, 383a−383b, 389d−359e, 413a−413b, 419d−419e, DE5−DE7, 6.3.2: 443a−443b, 447d−447e, 475a−475b, 479d−479e, DE15−DE18 6.4.1: 43a−43b, 49d−49e, 81d−81e, 105a−105b, 109d−109e, DE8, 6.4.2: 135a−135b, 141d−141e, 169a−169b, 175d−175e, DE15−DE18 6.5.1: 213d−213e, 235a−235b, 239d−239e, 259a−259b, 263d−263e, DE4−DE5, 6.5.2: 283a−283b, 289d−289e, 317a−317b, 321d−321e, DE15−DE18 6.6.1: 349a−349b, 353d−353e, 379a−379b, 385d−385e, 411a−411b, 417d−417e, DE6−DE7, 6.6.2: 443a−443b, 449d−449e, 467a−467b, 475d−475e, DE15−18

2.B.3h Identify, evaluate and cite primary sources.

SE/TE: These lessons provide teachers opportunities to introduce this standard. 6.1.1: 49b, 79b, 107b, 6.1.2: 137b, 169b 6.2.1: 201b, 231b, 265b, 6.2.2: 259b, 323b 6.3.1: 359b, 389b, 419b, 6.3.2: 447b, 479b 6.4.1: 49b, 81b, 109b, 6.4.2: 141b, 175b 6.5.1: 213b, 239b, 263b, 6.5.2: 289b, 321b 6.6.1: 353b, 385b, 417b, 6.6.2: 449b, 475b








3. ORAL LANGUAGE: Listen and speak effectively in Spanish in a variety of situations. Rationale: Of all the language arts, listening and speaking are those most often used on a daily basis at home, school and work or in the community. Skill in speaking is universally recognized as a primary indicator of a person’s knowledge, skill and credibility. In person, by phone or through video, good listening and speaking skills are essential to sending, receiving and understanding messages. To understand messages spoken by others, students must be able to listen carefully, using specific techniques to clarify what they have heard. For speaking properly and making messages understood, grammar, sentence structure, tone, expression and emphasis must be part of students’ repertoires. A. Listen effectively in formal and informal situations MIDDLE/JUNIOR HIGH SCHOOL 3.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.

SE/TE: 6.1.1: 48−49a, 78−79a, 106−107a, 6.1.2: 136−137a, 168−169a 6.2.1: 200−201a, 230−230a, 264−265a, 6.2.2: 294−295a, 322−323a 6.3.1: 358−359a, 388−389a, 418−419a, 6.3.2: 446a−447a, 478−479a 6.4.1: 48−49a, 80−81a, 108−109a, 6.4.2: 140−141a, 174−175a 6.5.1: 212−213a, 238−239a, 262−263a, 6.5.2: 288−289a, 320−321a 6.6.1: 352−353a, 384−385a, 416−417a, 6.6.2: 448−449a, 474−475a

3.A.3b Compare a speaker’s verbal and nonverbal messages.

SE/TE: These lessons provide teachers opportunities to introduce this standard. 6.1.1: 48−49a, 78−79a, 106−107a, 6.1.2: 136−137a, 168−169a 6.2.1: 200−201a, 230−230a, 264−265a, 6.2.2: 294−295a, 322−323a 6.3.1: 358−359a, 388−389a, 418−419a, 6.3.2: 446a−447a, 478−479a 6.4.1: 48−49a, 80−81a, 108−109a, 6.4.2: 140−141a, 174−175a 6.5.1: 212−213a, 238−239a, 262−263a, 6.5.2: 288−289a, 320−321a 6.6.1: 352−353a, 384−385a, 416−417a, 6.6.2: 448−449a, 474−475a

3.A.3c Restate and carry out multi-step oral instructions.

SE/TE: 6.3.1: 418−419a








B. Orally communicate information, opinions, and ideas using language appropriate to the situation, purpose, and audience MIDDLE/JUNIOR HIGH SCHOOL 3.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.

SE/TE: 6.1.1: 48−49a, 78−79a, 106−107a, 6.1.2: 136−137a, 168−169a 6.2.1: 200−201a, 230−230a, 264−265a, 6.2.2: 294−295a, 322−323a 6.3.1: 358−359a, 388−389a, 418−419a, 6.3.2: 446a−447a, 478−479a 6.4.1: 48−49a, 80−81a, 108−109a, 6.4.2: 140−141a, 174−175a 6.5.1: 212−213a, 238−239a, 262−263a, 6.5.2: 288−289a, 320−321a 6.6.1: 352−353a, 384−385a, 416−417a, 6.6.2: 448−449a, 474−475a

3.B.3b Use verbal and nonverbal communication strategies to maintain communications and to negotiate and resolve conflict.

SE/TE: These lessons provide teachers opportunities to introduce this standard. 6.1.2: 136−137a 6.2.1: 264−265a

3.B.3c Compare and contrast use of words and syntax as dialectical differences.









3.B.3d Use speaking skills to participate and lead groups to design and produce reports and multi-media compositions that represent group projects.

SE/TE: 6.1.1: 101c 6.2.1: 201a 6.3.1: 388−389, 389a, 6.3.2: 473c 6.4.1: 48−49, 49a, 71c 6.5.1: 238−239, 239a 6.6.1: 384−385, 385a

3.B.3e Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research.

SE/TE: These are some of the many examples. 6.1.1: 23b, 31b, 41d, 49b, 49n, 53b, 63b, 71d, 79b, 79n, 83b, 93b, 101d, 107b, 107n, 6.1.2: 111b, 129d, 137b, 137n, 141b, 161d, 169b, 169n 6.3.1: 333b, 345b, 351d, 359b, 359n, 363b, 371b, 381d, 389b, 389n, 393b, 403b, 411d, 419b, 419n, 6.3.2: 423b, 433b, 441d, 447b, 447n, 451b, 461b, 473d, 479b, 497n

3.B.3f Differentiate between formal and informal contexts and employ an appropriate style of speaking in Spanish, adjusting language, gestures, rate, and volume according to audience and purpose.









3.B.3g Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.

SE/TE: These are some of the many examples. 6.1.1: 23b, 31b, 41d, 49b, 49n, 53b, 63b, 71d, 79b, 79n, 83b, 93b, 101d, 107b, 107n, 6.1.2: 111b, 129d, 137b, 137n, 141b, 161d, 169b, 169n 6.3.1: 333b, 345b, 351d, 359b, 359n, 363b, 371b, 381d, 389b, 389n, 393b, 403b, 411d, 419b, 419n, 6.3.2: 423b, 433b, 441d, 447b, 447n, 451b, 461b, 473d, 479b, 497n

4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. Rationale: The essential basis of Spanish language arts is language. Language exists in many variations, and the ability to use it well is frequently a source of power, respect, and financial success. However, if students are unaware of how language works, they may be unable to use it effectively. A. Use correct grammar, spelling, punctuation, and capitalization MIDDLE/JUNIOR HIGH SCHOOL 4.A.3a Use correct tenses to indicate the relative order of events.

SE/TE: 6.2.2: 299d, 309c, 317e, 318−319, 323c, 323o, 323p 6.3.1: 339d, 363d, 371c, 381e, 382−383, 389c, 389o, 389p, 403c, 411e, 412−413, 419c, 419o, 419p

4.A.3b Employ correctly the conventions of capitalization and punctuation rules.

SE/TE: 6.1.1: 41e, 42−43, 49o, 83d, 101e, 6.1.2: 129e, 130−131, 137o, 137p 6.6.1: 389d, 401c, 409e, 410−411, 417c, 417o, 417p, 6.6.2: 453d, 466−467, 475c, 475o

4.A.3c Spell and use diacritical marks correctly and use effective strategies for spelling and accentuating unfamiliar words.

SE/TE: These are some of the many examples. 6.1.1: 23c, 31c, 41e, 49c, 49o, 53c, 63c, 79c, 79o, 83c, 93c, 107c, 107o, 6.1.2: 111c, 121c, 137c, 137o, 141c, 151c, 169c, 169o 6.2.1: 179c, 189c, 201c, 205c, 213c, 231c, 231o, 201o 6.3.1: 333c, 345c, 359c, 359o








4.A.3d Employ principles of agreement related to number, gender, and case.

SE/TE: 6.2.2: 269d, 281c, 287e, 288−289, 295c, 295o 6.5.2: 267d, 275c, 281e, 282−283, 289

4.A.3e At a grade-appropriate level, recognize common errors, made by native speakers, in the use of the Spanish language and know how and when to correct them.

SE/TE: These are some of the many examples. 6.1.1: 41e, 42−43, 49o, 83d, 101e, 6.1.2: 129e, 130−131, 137o, 137p 6.5.1: 243d, 251c, 257e, 258−259, 263c, 263o, 6.5.2: 267d, 275c, 281e, 282−283, 289 6.6.1: 389d, 401c, 409e, 410−411, 417c, 417o, 417p, 6.6.2: 453d, 466−467, 475c, 475o

4.A.3f Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication.

SE/TE: 6.5.1: 218d, 223a, 239i

4.A.3g Consult dictionaries, thesauruses, handbooks, and other grammar texts when choosing words, phrases, and expressions for use in oral and written presentations.

SE/TE: 6.1.1: 73c 6.2.2: 287c, 317c 6.3.2: 473c








B. Recognize and use appropriate language form and style to communicate with different audiences, for different purposes, and in different settings MIDDLE/JUNIOR HIGH SCHOOL 4.B.3a Select and use appropriate language to communicate personal feelings and ideas to different audiences for different purposes and in different settings.

SE/TE: 6.1.1: 23e–23f, 31d–31e, 42–43, 43a–43c, 49d–49e, 49p–49q, 6.1.2: DE11–DE20 6.3.2: 451e–451f, 461d–461e, 474–475, 475a–475c, 479d–479e, 479p–479q

4.B.3b Understand the form and function of words, phrases, and clauses in complex sentences and use them effectively.

SE/TE: 6.2.1: 179e−179f, 189d−189e, 196−197, 197a−197c, 201d−201e, 201p−201q, 6.2.2: 299e−299f, 309d−309e, 319b−319c, 323d−323e, 323p−323q 6.3.1: 333e−333f, 345d−345e, 352−353, 353a−353c, 359d−359e, 359p−359q, 363e−363f, 371d−371e, 382−383, 383a−383c, 389d−389e, 389p−389q 6.4.1: 85e−85f, 95d−95e, 104−105, 105a−105c, 109d−109e, 109p−109q 6.4.2: 145e−145f, 157d−157e, 168−169, 169a−169c, 175d−175e, 175p−175q 6.5.1: 185e−185f, 199d−199e, 208−209, 209a−209c, 213d−213e, 213p−231q, 217−217f, 227d−227e, 234−235, 235a−235c, 239d−239e, 239p−239q, 6.5.2: 267e−267f, 275d−275e, 282−283, 283a−283c, 289d−289e, 289p−289q, 293e−293f, 305d−305e, 316−317, 317a−317c, 321d−321e, 321p−321q, DE11−DE20 6.6.2: 421e−421f, 431d−431e, 442−443, 443a−443c, 449d−449e, 449p−449q, DE11, DE20

4.B.3c Demonstrate understanding of the choice of words, expressions, and style considering the purpose and context of a communication.

SE/TE: 6.1.2: DE18 6.2.2: DE18 6.3.2: 475a, DE18 6.4.1: 105a, 105b, 6.4.2: DE18 6.5.1: 227d, 6.5.2: DE16, DE18 6.6.1: 401d, 6.6.2: 475d, DE18








4.B.3d Compare and contrast language and oral traditions (e.g. family stories that reflect customs, regions, and cultures).

SE/TE: These lessons provide teachers opportunities to introduce this standard. 6.3.2: 423e−423f, 433d−433e, 442−443, 443a−443c, 447d−447e

4.B.3e Describe and give examples of variations in Spanish that appear in different social, cultural, regional, and professional environments.

SE/TE: Listening and speaking activities provide teachers opportunities to introduce this standard. 6.1.1: 48−49a, 78−79a, 106−107a, 6.1.2: 136−137a, 168−169a 6.2.1: 200−201a, 230−230a, 264−265a, 6.2.2: 294−295a, 322−323a 6.3.1: 358−359a, 388−389a, 418−419a, 6.3.2: 446a−447a, 478−479a 6.4.1: 48−49a, 80−81a, 108−109a, 6.4.2: 140−141a, 174−175a 6.5.1: 212−213a, 238−239a, 262−263a, 6.5.2: 288−289a, 320−321a 6.6.1: 352−353a, 384−385a, 416−417a, 6.6.2: 448−449a, 474−475a

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