Quarterly Targets for Spanish Year 2 based on the Arizona World and Native Languages Standards 1st Quarter

Interpersonal Communication Mode Standard(s)

IC.NH.1 Communicate and exchange information about familiar topics using phrases and simple sentences.
IC.NM.2 Carry out short social interactions in everyday situations by asking and answering simple questions.
Essential Questions: Student Can-Do Performance Indicators:
What words describe myself, my friends my school? In a rehearsed conversation:
How do I exchange basic personal information with peers and • I can describe myself to others.
adults in conversations? • I can answer questions about my school and classes.
How do I express preferences and opinions about myself, my • I can answer questions about what I ate and the food I like.
everyday life? • I can talk about my daily routine and personal care.
How do I exchange information about vacations and travel? • I can say what I did this morning or yesterday.
How do I talk about past events? • I can confirm with my partner the time, place and reason for a meeting.
• I can talk about sporting events and my favorite athletes.
• I can ask and answer simple questions about places I visited.
• I can ask about simple activities others have participated in.

Interpretive Listening Mode Standards

IL.NH.1 Understand the main idea in messages, presentations, and overheard conversations on a variety of topics related to everyday life, personal interests,
and studies.
Essential Questions: Student Can-Do Performance Indicators:
How do I understand questions asked about me in • I can understand questions about myself and others.
conversations so that I can respond appropriately? • I can recognize questions about my school and classes or about others’ schools or classes.
How do I understand questions about my school and classes? • I can understand questions about what food I like and what I ate.
How do I understand preferences and opinions expressed by • I can understand when others talk about their daily routine and personal care.
others in conversations? • I can understand questions about locations of persons, places and things and reason for a
meeting.
• I can understand simple questions about sporting events and my favorite athletes.
• I can understand questions about where I or others have travelled.
• I can understand questions about simple activities others participated in.
Interpretive Reading Mode Standard(s)
IR.NH1 Understand familiar words, phrases, sentences, and sometimes the main idea within short and simple texts related to everyday life.
Essential Questions: Student Can-Do Performance Indicators:
What descriptions of others can I understand or interpret in I can identify familiar words that describe others in informational texts.
authentic discussions, informational, and fictional texts that I • I can identify characteristics of people and places in authentic informational or fictional
read? text messages or emails
What descriptions of others’ schools and classes can I • I can understand simple information about schools and classes of others in authentic text
understand or interpret in authentic discussions, • I can understand information about what food others like to eat or what foods they ate.
informational, and fictional texts that I read? • I can identify places others have visited.
• I can identify simple activities that others participated in.
What descriptions of others’ activities can I understand in
authentic discussions and informational texts that I read?

Presentational Speaking and Writing

PS.NH.1 Present basic information on familiar topics using learned phrases and simple sentences.
PW.NH.1 Write short messages and notes using phrases and simple sentences on topics related to everyday life.
Essential Questions: How do I present information that describes Student Can-Do Performance Indicators:
myself, my family and friends, and my home environment • I can say my name, age and where I live to introduce myself.
accurately to others? • I can say what school I go to and what classes I like.
How can I clearly and effectively portray myself and my school to • I can ask others what places they have travelled to or visited.
others in written form? • I can describe what I did last summer.
How can I present information that describes things I did, or • I can describe foods I like, or that I ate.
others did? • I can describe myself, family, and friends in simple structured writing activities.
How do I present information about things I like to do? • I can describe my school, classes and teachers in writing activities.
• I can describe what activities others did.
• I can ask others what their favorite sport or who their favorite athlete is.

Cultural Competencies Standards (these remain the same throughout the competency level of Novice, Intermediate, and Advanced)
CUL 1 Recognize basic practices, products, and perspectives of cultures where the target language is spoken
CUL 2 Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances; recognize products of culture
(e.g., food, shelter, clothing, transportation, toys).
CON 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COMP 1 Recognize and compare words, true and false cognates, sound patterns, and basic grammatical structures of the target language with his/her own
language (as applicable).
COMP 2 Identify and compare products and practices (e.g., celebrations, dances, oral stories, food) typical of the target culture with his/her own culture
(as applicable).
COM 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COM 2 Participate in simple activities and cultural events within the school setting (and beyond, as applicable).
Texts and Materials
Adopted Textbook(s): Supplemental Material(s):
Avancemos Level 2 & ClassZone Online Resources www.senorwooly.com
The Comprehensible Classroom by Martina Bex
Fluency Matters by Carol Gaab
Instructional & Assessment Guides: Additional Instructional Resources:
ADE World and Native Language Standards Technology Resources:
ACTFL Proficiency Guidelines: Spanish Spanish Verb Conjugation Trainer
ACTFL Can-Do statements "¿Hablas Español?"
Duolingo
 Quarterly Targets for Spanish Year 2 based on the Arizona World and Native Languages Standards 2nd Quarter
Interpersonal Communication
IC.IL.1 I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to
ask and answer a variety of questions.
IC.IL.1 Understand the main idea in short, simple messages, presentations, and overheard conversations on familiar topics.

Essential Questions: Student Can-Do Performance Indicators:

What words and phrases best describe my personal needs?
What phrases can I use to express opinions?
How do I express myself courteously?
How do I express things I really like or what is of interest or
important to me or others?
What words do I use to describe past activities or events?
How can I describe continuing events in the past?
How can I narrate past events and activities?
How can I describe the layout of a city?
• I can give and respond to simple questions about my personal needs.
• I can ask for locations of stores.
• I can ask directions to a place in a city.
• I can tell someone what I did.
• I can politely ask where something is located.
• I can ask and answer questions about how long something has been going on.
• I can write a short text or email asking for directions.
• I can retell a simple story from the past.

Interpretive Listening
IL.NH.1 Understand words, phrases, and simple sentences related to everyday life; sometimes understand the main topic of what is heard.
Essential Questions: Student Can-Do Performance Indicators:
What can I understand about another student’s personal needs? • I can accurately respond to polite requests.
How can I understand others when they express opinions? • I am able to understand questions others ask me about my interests.
How can I understand when someone is expressing a courteous • I can understand when others talk about what they did yesterday.
request? • I can follow simple directions on how to get from one place to another in a city.
How can I understand when someone narrates a past event? • I can understand a simple story told in the past and ask questions about the event.
How can I understand directions? • I can understand a short, simple legend.
Interpretive Reading
IR.IL.1 Understand the main idea of short and simple texts when the topic is familiar.

Essential Questions: Student Can-Do Performance Indicators:

What can I understand or interpret from authentic informational or
fictional texts that I read?
• I can identify key information and vocabulary when reading websites and short
informational texts
• I can understand texts with a friend to provide directions to get to my friend’s
house.
• I can follow the courteous requests sent by text or emails.
• I can understand and interpret signage in the target language when I am getting
around town.
• I can understand key words and simple descriptions in the target language about
past events.
Presentational Speaking and Writing
PS.NM.1 Present information about self and other familiar topics using a variety of words, phrases, and practiced expressions.
PW.NM.1 Write lists and practiced phrases on familiar topics.

PW.NM.1 Write short messages and notes using phrases and simple sentences on topics related to everyday life.
Essential Questions: Student Can-Do Performance Indicators:
How do I present information about past activities and events? I can describe my personal needs.
How do I describe and express opinions about what’s important to me? I can formulate simple sentences that include things that are important or are of
How can I express myself with courtesy? interest to me.
How can I describe the layout of a modern city? I can express myself courteously.
I can list things I did yesterday.
I can describe what I want to buy in a real or online marketplace.

Cultural Competencies Standards (these remain the same throughout the competency level of Novice, Intermediate, and Advanced)
CUL 1 Recognize basic practices, products, and perspectives of cultures where the target language is spoken
CUL 2 Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances; recognize products of culture
(e.g., food, shelter, clothing, transportation, toys).
CON 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COMP 1 Recognize and compare words, true and false cognates, sound patterns, and basic grammatical structures of the target language with his/her own
language (as applicable).
COMP 2 Identify and compare products and practices (e.g., celebrations, dances, oral stories, food) typical of the target culture with his/her own culture
(as applicable).
COM 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COM 2 Participate in simple activities and cultural events within the school setting (and beyond, as applicable).
Texts and Materials
Textbook(s): Supplemental Material(s):
Avancemos Level 2 & ClassZone Online Resources www.senorwooly.com
The Comprehensible Classroom by Martina Bex
Fluency Matters by Carol Gaab
Instructional & Assessment Guides: Additional Instructional Resources:
ADE World and Native Language Standards Technology Resources:
ACTFL Proficiency Guidelines: Spanish Spanish Verb Conjugation Trainer
ACTFL Can-Do statements "¿Hablas Español?"
Duolingo
 Quarterly Targets for Spanish Year 2 based on the Arizona World and Native Languages Standards 3rd Quarter
Interpersonal Communication Mode Standard(s)
IC.IM.1 Participate in conversations on familiar topics by using a series of sentences and a few connecting words.
IC.IM.1 Manage short social interactions in everyday situations by asking and answering a variety of questions.
IC.IM.1 Communicate about events and experiences of daily activities and personal life.

Essential Questions: Student Can-Do Performance Indicators:

How do I express my hopes and wishes? • I can tell someone how to make a simple recipe.
How do I communicate basic information about my past daily • I can ask and answer questions about future plans.
activities and routines and inquire about those for others? • I can extend an invitation to someone by text, email or phone call.
How do I communicate suggestions and future plans? • I can discuss my own hopes for summer vacation.
How can I extend invitations and respond to invitations of • I can about how a certain movie affects me.
others? • I can respectfully tell someone to do or not to do something.
How can I give instructions and make recommendations?
Interpretive Communication Mode Standard(s)
Interpretive Listening
IL.IL.1 Understand the main idea in short, simple messages, presentations, and overheard conversations on familiar topics.
Essential Questions: Student Can-Do Performance Indicators:
What can I understand or interpret when others express hopes • I can comprehend when someone is telling me what they want to do.
and wishes? • I can recognize the difference between a past and future events.
What can I understand about past events of everyday life in • I can understand an invitation by text, email or phone.
the context of the community in which I live? • I can understand simple advertisements of performances or events.
What can I understand when someone gives me directions on • I can follow a simple recipe.
how to do something? • I can comprehend the menu in the target language at a restaurant.

Interpretive Reading
IR.IM.1 Understand the main idea of texts related to everyday life, personal interests, and studies.

Essential Questions: Student Can-Do Performance Indicators:

What can I understand or interpret in authentic informational
or fictional texts that I read related to the daily activities and
routines of others such as chores, shopping, leisure activities
and food preparation?
What is the specific meaning of words, phrases, and passages
taken from simple examples in print?
• I can understand simple information in a text message from a friend inviting me to go
somewhere.
• I can understand restaurant websites to order a meal.
• I can identify key information from a website, brochure, or poster.
• I can locate places on city maps.
• I can check off words or phrases that express hope or wishes about future activities.
Presentational Communication Mode Standard(s)
Presentational Speaking and Writing
PS.NH.1 Present basic information on familiar topics using learned phrases and simple sentences.
PW.NH.1 Write short messages and notes using phrases and simple sentences on topics related to everyday life.
Essential Questions: Student Can-Do Performance Indicators:
How can I present information on specific activities? • I can tell a peer or colleague what I will do this weekend.
How can I present recommendations on specific activities? • I can list my future plans.
How do I make suggestions and future plans? • I can suggest what to do or eat in my town.
What vocabulary must I know to discuss my future hopes and wishes? • I can suggest what movies others can watch.
• I can give a few details about my favorite restaurant.
• I can describe a simple process such as how to make something or the steps
of a food preparation.

Cultural Competencies Standards (these remain the same throughout the competency level of Novice, Intermediate, and Advanced)
CUL 1 Recognize basic practices, products, and perspectives of cultures where the target language is spoken
CUL 2 Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances; recognize products of culture
(e.g., food, shelter, clothing, transportation, toys).
CON 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COMP 1 Recognize and compare words, true and false cognates, sound patterns, and basic grammatical structures of the target language with his/her own
language (as applicable).
COMP 2 Identify and compare products and practices (e.g., celebrations, dances, oral stories, food) typical of the target culture with his/her own culture
(as applicable).
COM 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COM 2 Participate in simple activities and cultural events within the school setting (and beyond, as applicable).
Texts and Materials
Textbook(s): Supplemental Material(s):
Avancemos Level 2 & ClassZone Online Resources www.senorwooly.com
The Comprehensible Classroom by Martina Bex
Fluency Matters by Carol Gaab
Instructional & Assessment Guides: Additional Instructional Resources:
ADE World and Native Language Standards Technology Resources:
ACTFL Proficiency Guidelines: Spanish Spanish Verb Conjugation Trainer
ACTFL Can-Do statements "¿Hablas Español?"
Duolingo
 Quarterly Targets for Spanish Year 2 based on the Arizona World and Native Languages Standards 4th Quarter
Interpersonal Communication Mode Standard(s)
IC.IM.1 Participate in conversations on familiar topics by using a series of sentences and a few connecting words.
IC.IM.1 Manage short social interactions in everyday situations by asking and answering a variety of questions.
IC.IM.1 Communicate about events and experiences of daily activities and personal life.
Essential Questions: Student Can-Do Performance Indicators:
How do I begin to use language to talk about school-related • I can describe school related issues such as bullying, technology and peer pressure.
issues? • I can state and respond to opinions and present logical and persuasive arguments.
How can I exchange information and ideas in interactions with • I can describe people and their relationship to each other.
others about extended family? • I can talk about my extended family members and my relationship to them.
How can I talk about my town? • I can talk about places in my town or city.
How can talk about possible future events and professions? • I can express what is true and not true.
How do I communicate to others about my environment • I can predict future events and people’s actions and inactions.
concerns? • I can talk about my future profession and professions of people I know.
• I can talk about how the environment affects my community.
Interpretive Communication Mode Standard(s)
Interpretive Listening
IL.IC.1 Understand the main idea in messages, presentations, and overheard conversations on a variety of topics related to everyday life, personal interests,
and studies.
Essential Questions: Student Can-Do Performance Indicators:
What can I understand or interpret from authentic recordings, • I can understand questions or statements about school related issues such as bullying,
announcements, or broadcasts that I hear in the world around technology, peer pressure and questions asking my opinions.
me? • I can understand when others describe people and their relationship to them.
What can I understand or interpret from everyday conversations • I can understand if people are talking about their homes or places in their town.
that I hear or participate in? • I can understand people when they speak of their professions.
What can I understand from interactions among others about • I can understand when others talk about the environment in our community.
routine topics relating to their community? • I can read signage around town that tells me where to recycle.
Interpretive Reading
IR.IM.1 Understand the main idea of texts related to everyday life, personal interests, and studies.
Essential Questions: Student Can-Do Performance Indicators:
What can I understand or interpret from authentic fictional or • I can identify locations and destinations on maps and travel brochures.
informational texts that I read? • I can understand basic information others have written describing their extended
families and their relationship to them.
• I can distinguish between simple opinions and persuasive arguments.
• I can understand the basic requirements for a career as described on a brochure
• I can interpret key information from community publications of different kinds and
environmental print (e.g. menus, schedules, brochures, and posters).
• I can identify the beginning, middle and end of a story
Presentational Communication Mode Standard(s)
Presentational Speaking and Writing
PS.IL.1 Present information on familiar topics by using a series of simple sentences.
PW.IL.1 Write and share short messages about familiar topics using a series of simple sentences.
Essential Questions: Student Can-Do Performance Indicators:
How can I present information to describe my • I can explain steps to combat bullying and peer pressure in my school.
immediate and extended family and my relationship • I can tell about my feelings and opinions on school issues.
to them? • I can describe my town and surrounding areas.
What am I able to explain about environmental issues • I can give directions to a nearby location in my city or to an online resource.
in my community? • I can present information about my relationship with my extended family members and
describe them.
• I can write an announcement or brochure about the issues with the environment surrounding
my community and the world.
• I can request resources like brochures or posted information or ask for information in writing
about professions I am interested in.
Cultural Competencies Standards (these remain the same throughout the competency level of Novice, Intermediate, and Advanced)
CUL 1 Recognize basic practices, products, and perspectives of cultures where the target language is spoken
CUL 2 Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances; recognize products of culture
(e.g., food, shelter, clothing, transportation, toys).
CON 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COMP 1 Recognize and compare words, true and false cognates, sound patterns, and basic grammatical structures of the target language with his/her own
language (as applicable).
COMP 2 Identify and compare products and practices (e.g., celebrations, dances, oral stories, food) typical of the target culture with his/her own culture
(as applicable).
COM 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COM 2 Participate in simple activities and cultural events within the school setting (and beyond, as applicable).
Texts and Materials
Textbook(s): Supplemental Material(s):
Avancemos Level 2 & ClassZone Online Resources www.senorwooly.com
The Comprehensible Classroom by Martina Bex
Fluency Matters by Carol Gaab
Instructional & Assessment Guides: Additional Instructional Resources:
ADE World and Native Language Standards Technology Resources:
ACTFL Proficiency Guidelines: Spanish Spanish Verb Conjugation Trainer
ACTFL Can-Do statements "¿Hablas Español?"
Duolingo