Spanish Intro I Co

COURSE OUTCOMES
SPANISH INTRODUCTORY I
NON-NATIVE
(ELEMENTARY)
(July 2015)
Elementary Spanish Introductory I course is designed for elementary and upper elementary
students (seven through thirteen-years-old) with almost no background or one year (Pre-
Introductory Course) of academic background in the Spanish language. However, twelve &
thirteen-year-old students are also eligible to take Secondary Spanish Course if they are ready
to earn Secondary credits which could impact their grades. The course is centered on the
practical application of communication skills, with an emphasis on the language material
used in everyday situations. Grammar is taught primarily through speech patterns. A variety
of activities, including songs, role-play, and educational games will be employed to develop
their listening and speaking skills. They will participate in group reading and writing and
become acquainted with some cultural features.
This course supports and is aligned to the success orientations, competencies, and knowledge
noted in the QSI Program Outcomes.
Elementary Spanish Introductory I consists of ten essential units. Each Unit is divided into
Essential Outcomes and Introduced/Practiced Outcomes. The Essential Outcomes must be
assessed for mastery. The Introduced/ Practiced Outcomes are intended to expose the student
to skills that will be mastered in a future essential unit, engage the student in ongoing and
necessary skills, and to practice the outcomes previously taught.
The normal pace for this course leads to mastery of the ten essential units if the course is
taught five days a week, during a time appropriate for a non-native Spanish language learner.
Those students who are enrolled in this course two times a week must master five essential
units and those who meet three times a week must master seven essential units. Depending
on the individual school programs, Spanish Introductory I could be allotted two to five
periods a week with a period being a minimum 45 minutes.
An outline of ten essential units follows. These units are primarily designed to be taught in
order.
Essential Units: (must be assessed for mastery)
E01 – Welcome to School!
E02 – Colors, Shapes, Numbers, Days of the Week
E03 – Parts of the Body
E04 – On the Farm
E05 – All about Me

1
QSI SPANISH INTRODUCTORY I EL CO
Copyright © 1988-2015
E06 – Counting & Family
E07 – Weather/Months/Birthdays
E08 – How Are You Today?
E09 – Summertime Places.
E10 – People At School
Suggested Materials:
Heritage Speaker Activity Book, System A ¡Viva el español! McGraw Hill 2005;
¡Viva el español!¡Hola! John de Mado, Linda West Tibensky McGraw Hill 2005;
Los Trotamundos 1, Fernando Marín, Edelsa, Grupo Didascalia, S.A.;
Colega1, M.L. Hortelano, E. González y M.J. Lorente, Edelsa,Grupo Didascalia, S.A.;
“Singing Spanish” Helen Macgregor and Stephen Chadwick A&C Black;
Spanish Foundations Board books,
“Mi Mundo en Palabras” Centro Virtual de Cervantes
“¡Esta es mi A!” Elena G. Hortelano, Edelsa Grupo Didascalia, S.A.;
¨¿Tobogán o balancín?¨ Elena G. Hortelano, Edelsa Grupo Didascalia, S.A.;
¨Quiero ser una gallina?¨ Elena G. Hortelano, Edelsa Grupo Didascalia, S.A.;
“El baile de disfraces” Elena G. Hortelano, Edelsa Grupo Didascalia, S.A.;
“El bicho de la fruta” Elena G. Hortelano, Edelsa Grupo Didascalia, S.A.;
“¿Quién tiene el trofeo?” Elena G. Hortelano, Edelsa Grupo Didascalia, S.A.;
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;
Any appropriate Teacher-Created or Teacher-Selected Materials.
2
QSI SPANISH INTRODUCTORY I EL CO
NON-NATIVE
(ELEMENTARY)
ESSENTIAL UNIT 1 (E01)
(Welcome to School!)
(July 2015)
Unit Statement: The student will use greetings, farewells, common phrases and
introductions in classroom conversations, recognize and list numbers 0-10, and will recognize
classroom expressions and directions.
Essential Outcomes: (must be assessed for mastery)

1. The Student Will greet others and respond to greetings.
2. TSW say good-bye to someone.
3. TSW introduce himself/herself and respond to an introduction.
4. TSW ask and answer questions about one’s name.
5. TSW count from 0 through 10.
6. TSW identify commands related to the classroom procedures.
7. TSW ask and answer questions about how he/she and classmates are feeling.
8. TSW ask and answer questions about where people are from.
9. TSW recognize Spanish letters and sounds.
Introduced/Practice Outcomes: (See Course Outcomes)

1. The Student Will recognize selected words in print (greetings, politeness words).
2. TSW ask ¿Cómo se dice en español/inglés? When a Spanish word is unknown.
3. TSW identify classroom objects and people.
4. TSW use some forms of the verb ser(to be).
5. TSW answer simple questions about classroom objects (¿Es un ____?).
6. TSW draw and describe a classroom setting.
7. TSW use numbers 0-10 to take an inventory of classroom supplies.
8. TSW practice commands through the game Amanda manda.
9. TSW read and spell Spanish letters.

3
QSI SPANISH INTRODUCTORY I EL E01
Suggested Materials. Please see Course Outcomes:
¨Quiero ser una gallina¨ Elena G. Hortelano, Edelsa Grupo Didascalia, S.A.;
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;
Any appropriate Teacher-Created or Teacher-Selected Materials
Suggested Assessment Tools and Strategies:
1. Listen to the selected texts. Recognize core vocabulary in meaningful context.

2. Comprehension and oral skills can be assessed by plying games related to the
essential outcomes.
3. Learn selected poems.
4. Role-play.
5. Introduction of the unit vocabulary at the beginning of the unit.
6. Organization of group discussions.
7. Grammar and Vocabulary quizzes and tests, any appropriate teacher-generated testing
materials related to the essential unit.
8. Various educational language websites (isl.collective)
9. Video materials.
10. Games.
11. Rubrics (please, see next page).
RUBRIC FOUND ON FOLLOWING PAGE………………………..
4
(ELEMENTARY)
Evaluation Rubric
Essential Unit 1 (E01)
(Welcome to school)
(July 2015)
Name: _________________ Date: _______________ Grade: ___________
● To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSWs).
● To receive an ‘A’, the student must show ‘A’ level mastery in 1 out of 3 available ‘A’
level TSWs and ‘B’ level mastery on all of the remaining TSWs.
T SUMMARY ‘A’ LEVEL ‘B’ LEVEL ‘P’ -
S Comments
W
1 The Student Will greet I use greetings I use greetings
others and respond to independently. I initiateindependently in the
greetings conversations and classroom setting. I
respond appropriately to participate in conversations
questions and and respond appropriately
comments. to questions and
comments.
2 TSW say good-bye to I apply farewells I say good-bye in Spanish
someone. independently according to my teacher and
to the situation. classmates.
3 TSW introduce I initiate the I introduce myself and
himself/herself and respond conversation introducing respond to an introduction.
to an introduction. myself.
4 TSW ask and answer I ask and answer question
questions about one’s name. about one’s name.
5 TSW count from 0 through I count from 0 through 10.
10.
6 TSW identify commands I respond to the commands
related to the classroom related to the classroom
procedures. procedures.
7 TSW ask and answer I ask and answer questions
questions about how he/she about how I and my
and classmates are feeling. classmates feel.
8 TSW ask and answer I ask the question about

questions about where where people are from and
people are from. say where I am from.
TSW recognize Spanish I read and write correctly

9 letters and sounds. Spanish letters.
5
NON-NATIVE
(ELEMENTARY)
(Colors, Shapes, Numbers, Days of the Week)

(July 2015)
Unit Statement: The student will identify basic shapes, colors, numbers 11-20, and will talk
about days of the week.
1. The Student Will name basic colors.
2. TSW identify classroom objects.
3. TSW ask and answer the question ¿Qué es? (What is it?).
4. TSW ask and answer the question ¿De qué color es?(What color is it?).
5. TSW identify shapes describing classroom objects.
6. TSW count from 11 through 20.
7. TSW identify days of the week.
1. The Student Will use numbers 0-20 to add sums up to 20.
2. TSW solve math problems in Spanish making addition, subtraction etc.
3. TSW play games practicing basic addition and colors.
4. TSW write and read selected words in Spanish (colors, school objects).
5. TSW draw and describe his/her classroom.
6. TSW identify shapes, colors, numbers, and feeling by playing games.
7. TSW practice days and respond to the question ¿Qué dia es hoy?
8. TSW draw a picture to show how he/she feels on his/her favorite day and least
favorite day.
6
QSI SPANISH INTRODUCORY I EL E02
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;
Introduce unit vocabulary at the beginning of the unit

Use “Language Ladder” strategy to develop students speaking skills (please see attached
document refer to the Internet.)
Peppa Pig cartoons on different topics (please refer to Youtube)
Develop “Word Wall” based on student vocabulary acquisition (please refer to the Internet)
The student will respond to daily oral classroom instruction/commands
Comprehension and language skills can be assessed by playing games related to the
essential outcomes.
Various educational language websites (islcollective.com)

essential outcomes.
4. Role-play.
9. Video materials.
10. Games.
RUBRIC FOUND ON FOLLOWING PAGE…………………………
7
(ELEMENTARY)
Evaluation Rubric
(Colors, Shapes, Numbers, Days of the Week)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
T SUMMARY ‘A’ LEVEL ‘B’ LEVEL ‘P’ - Comments
S
W
1 The Student Will name I name basic colors.
basic colors.
2 TSW identify classroom I create sentences I identify classroom

objects. about classroom objects.
objects using colors.
3 TSW ask and answer the I ask and answer the

question ¿Qué es? question ¿Qué es?

question ¿De qué color question ¿De qué color
es? es?
5 TSW identify shapes. I compose sentences I identify shapes.

about classroom
objects using shapes.
6 TSW count from 11 I count from 11 through

through 20. 20.
7 TSW identify days of the I list days of the week.

week.
8
SPANISH NTRODUCTORY I
NON-NATIVE
(ELEMENTARY)
(Parts of the body)

(July 2015)
Unit Statement: The student will describe himself/herself and others.
1. The Student Will name parts of the face.
2. TSW name parts of the body.
3. TSW identify action words related to the parts of the body.
4. TSW categorize singular and plural body parts.
5. TSW identify hair and eye color of self and classmates.
6. TSW read and summarize selected descriptions.
7. TSW identify gender and number in the articles el, la, los, las.
1. The Student Will differentiate between silly and normal descriptions of people using
body parts.
2. TSW listen and respond to questions regarding parts of the body (¿Qué es? ¿Qué
son?)
3. TSW recite simple poems and sing songs related to the topic.
4. TSW recall simple phrase and match them to the appropriate picture.
5. TSW use some forms of the verb tener to make descriptions.
6. TSW illustrate, label, tell, and then describe a scary monster.
9
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;
Any appropriate Teacher-Created or Teacher-Selected Materials.

2. Comprehension and oral skills can be assessed by plying games related to the essential
outcomes.
4. Role-play.
9. Video materials.
10. Games.
RUBRIC FOUND ON FOLLOWING PAGE……………………………
10
(ELEMENTARY)
Evaluation Rubric
(Parts of the body)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
S
W
1 The Students Will name I list parts of the face.
parts of the face.
2 TSW name parts of the I list parts of the body.

body.
3 . I match action words with

TSW identify action parts of the body.
words related to the parts
of the body.
4 TSW categorize singular I categorize singular and

and plural body parts. plural body parts
5 TSW identify hair and I create sentences I identify hair and eye
eye color of self and describing myself color of myself and my
classmates. and my classmates. classmates.
6 TSW read and I compare and I read and summarize

summarize selected contrast the selected descriptions.
descriptions. descriptions.
7 TSW identify gender and I match nouns with

number in the articles el, articles according to
la, los, las. gender and number.
11
NON-NATIVE
(ELEMENTARY)
(On the farm)

(July 2015)
Unit Statement: The student will talk about and describe farm animals; discuss pets; and tell
what he/she has, and what other people have.
1. The Student Will identify farm animals.
2. TSW categorize farm animals and pets.
3. TSW identify adjectives related to the topic.
4. TSW differentiate sizes and characteristics of animals.
5. TSW identify personal pronouns to differentiate people in class.
6. TSW ask and answer the question ¿Tienes …?(Do you have?).
7. TSW describe what pets he/she and other people have (tienes, tengo, tiene).
1. The Student Will tell colors of animals (¿De qué colores son…?).
2. TSW discriminate between normal and funny colors for animals. Hay…(There is/are …)
3. TSW use selected forms of the verb tener to say what pets they and other people have.
4. TSW examine pictures and deduce who has which animals (él, ella tiene).
5. TSW draw and count animals on a farm.
6. TSW color and describe characteristics of animals to classmates.
7. TSW recite simple poems and sing songs about animals.
12
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

2. Comprehension and oral skills can be assessed by plying games related to the essential
outcomes.
4. Role-play.
9. Video materials.
10. Games.
RUBRIC FOUND ON FOLLOWING PAGE……………………………
13
(ELEMENTARY)
Evaluation Rubric
(On the farm)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
● To receive an ‘A’, the student must show ‘A’ level mastery in 1 out of 3 available ‘A’ level TSWs
and ‘B’ level mastery on all of the remaining TSWs.
S
W
1 The Student Will identify I list farm animals.
farm animals.
2 TSW categorize farm I categorize farm animals

animals and pets. and pets.
3 TSW identify adjectives I create sentences I identify adjectives related

related to the topic. describing farm to the topic.
animals and pets.
4 TSW differentiate sizes I compare and contrast I differentiate sizes and
and characteristics of different animals. characteristics of animals
animals.
5 TSW identify personal I match personal pronouns

pronouns to differentiate with people.
people in class.

question ¿Tienes …? question ¿Tienes …?
7 TSW describe what pets I compose a short I say what pets my

they and other people description about what classmates and I have.
have (tengo, tienes, tiene) pets my classmates
and I have.
14
NON-NATIVE
(ELEMENTARY)
(All About Me)

(July 2015)
Unit Statement: The student will talk about his/her physical state, age, and talk about how
people feel in different situations.
1. The Student Will tell their age and ask the question about age of other people
¿Cuántos años tienes?
2. TSW identify physical and emotional states using the expressions with estar and
tener.
3. TSW say how he/she and others feel in a variety of circumstances.
4. TSW match nouns with adjectives according to the gender and number.
5. TSW identify selected action words.
6. TSW give descriptions of different people using forms of the verb ser(to be).
7. TSW ask and tell what they and other people like to do. (Me gusta …, No me
gusta…/¿Te gusta…?).
8. TSW describe himself/herself.
1. The Students Will recall numbers to say their age.
2. TSW continue to measure time in days, weeks, and weekends.
3. TSW role-play a telephone conversation to see how their friends are feeling.
4. TSW interview others about likes and dislikes.
5. TSW report the results of the conversation.
6. TSW illustrate friends with different expressions according to a given situation.
7. TSW describe how people are feeling based on pictures.
15
Suggested materials:
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

essential outcomes.
4. Role-play.
9. Video materials.
10. Games.
RUBRIC FOUND ON FOLLOWING PAGE………………………………….
16
(Elementary)
Evaluation Rubric
(All about Me)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

S
W
1 The Student Will tell I tell how old I am and ask
his/her age and ask the other people how old they
question about age of other are.
people ¿Cuántos años
tienes?
2 TSW identify physical and I identify physical and

emotional states using the emotional states.
expressions with estar and
tener.
3 TSW say how he/she and I create sentences I say how other people and I
others feel in a variety of describing my feelings and feel in different
circumstances. feeling of other people in circumstances.
different circumstances.
4 TSW match nouns with I match nouns with adjectives
adjectives according to the according to the gender and
gender and number. number.
5 TSW identify selected I identify selected action

action words. words.
6 TSW give descriptions of I give descriptions of

different people using forms different people using forms
of the verb ser(to be). of the verb ser(to be).
7 TSW ask and tell what I compose a short

he/she and other people like description comparing my I ask and tell what people and
to do. (Me gusta…, No me friend’s and mine likes and I like to do.
gusta…/¿Te gusta…?) dislikes.
8 TSW himself/herself. I compose a short text I talk about myself.

summarizing information
about myself and present it
to the class.
17
NON-NATIVE
(ELEMENTARY)
(Counting & Family)

(July 2015)
Unit Statement: The student will identify numbers 21-31; use numbers to say the date;
discuss the ages of others; and identify and describe his/her family members.
1. The Student Will sequence numbers 0-31.
2. TSW identify members of his/her immediate family.
3. TSW ask/tell about family members using the question ¿Quién es?/¿Quiénes son?
4. TSW tell about his/her family.
5. TSW identify demonstrative adjectives (este, esta, ese, esa, aquel, aquella).
6. TSW read and summarize a short text about family.
1. The Student Will assess how many school items or animals there are according to
given data.
2. TSW report information listed on a calendar.
3. TSW create a family tree.
4. TSW describe number and characteristics of family members.
5. TSW differentiate between ¿Qué?,¿Quién? and ¿Quiénes?
6. TSW sing songs and recite short poems about families.
18
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

essential outcomes.
4. Role-play.
9. Video materials.
10. Games.
RUBRIC FOUND ON FOLLOWING PAGE…………………………………
19
(ELEMENTARY)
Evaluation Rubric
(Counting & Family)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
S
W
1 The Student Will sequence I identify numbers
numbers 0-31. from 1 through 31
2 TSW identify members of I list family

his/her immediate family. members.
3 TSW ask/tell about family

members using the question I ask/tell about
¿Quién es?/¿Quiénes son? family members
using the question
¿Quién
es?/¿Quiénes son?
4 I compose a short text I tell about my

TSW tell about his/her describing my family family.
family. and present it to the
class.
5 TSW identify demonstrative I create sentences I list demonstrative

adjectives. using the adjectives.
demonstrative
adjectives.
6 TSW read and summarize a I express my opinion I read and summarize

short text about family. about the text. a short text about
family.
20
NON-NATIVE
(ELEMENTARY)
(Weather/Months/Birthdays)
(July 2015)
Unit Statement: The student will use the months of the year to talk about the date and
discuss the activities he/she likes and doesn’t like to do during different months. The student
will say who does certain activities.
1. The Student Will define the months in Spanish.
2. TSW identify vocabulary for seasons.
3. TSW identify types of weather.
4. TSW categorize weather by months.
5. The Student Will respond to the question about the date ¿Cuál es la fecha de (hoy)?
by using the formula Hoy+el+_#_+de+_mes.
6. TSW identify selected possessive adjectives mi, tu, su (my, your, his/her) in
questions and answers about birthday.
7. TSW describe outdoor activities of different seasons.
1. The Student Will ask and respond to the question ¿Cuándo es tu

cumpleaños?(When is your birthday?)
2. TSW count time in days/weeks and months.
3. TSW give weather report for various locations.
4. TSW recite simple poems and sing songs about months, birthdays and weather.
5. TSW make their calendar of events/birthdays.
6. TSW make a birthday card.
21
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

essential outcomes.
4. Role-play.
9. Video materials.
10. Games.
RUBRIC FOUND ON FOLLOWING PAGE…………………………..
22
(ELEMENTARY)
Evaluation Rubric
(Weather/Months/Birthdays)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________
S
W
1 The Student Will define the I list months in Spanish.
months in Spanish.
2 TSW identify vocabulary I list seasons in Spanish

for seasons
3 TSW identify types of I identify words for

weather. weather
4 TSW categorize weather by I compose a description I match months with

months. of weather in a Spanish weather.
speaking country.
5 I tell the date.

TSW respond to the
question ¿Cuál es la fecha
de (hoy)? by using the
formula
Hoy+el+_#_+de+_mes_.
6 TSW identify selected I say when my birthday is

possessive adjectives in and ask my classmates
questions and answers about their birthdays.
about birthday.
7 TSW describe outdoor I compose a description I match outdoor activities

activities of different about what I like to do with seasons.
seasons in different seasons.
23
NON-NATIVE
(ELEMENTARY)
(How Are You Today?)

(July 2015)
Unit Statement: The student will talk about his/her weekends, mention things he/she can do,
and describe different places.
1. The Student Will identify selected action words jugar, pasear, mirar, nadar,
correr, descansar etc. (play, walk, watch, swim, run, rest etc.)
2. TSW identify yo(I) form of selected action words.
3. TSW identify selected vocabulary of places parque, plazoleta, parque zoológico,

polideportivo, piscina, estadio etc.(park, playground, zoo, gym, pool, stadion
etc.)
4. TSW tell what he/she does/doesn’t do on weekend.
5. TSW memorize numbers from 41 through 50.
6. TSW identify selected adjectives to describe places bonito, grande, pequeño,

limpio, tranquilo etc. (beautiful, big, small, clean, quiet etc.).
7. TSW ask and tell what is there in a place using Hay(There is, there are).
8. TSW describe a place where he/she spends the weekend.
1. The Student Will number items using 0-50.
2. TSW describe how they and others feel on weekends using expressions with the verb
estar(to be).
3. TSW interview a classmate about things he/she likes to do on weekend.
4. TSW write an invitation to a friend to spend the weekend together.
5. TSW role-play buying snack in a park
6. TSW play indoor/outdoor games.
7. TSW sing songs and recite simple poems about week and weekend.
24
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

essential outcomes.
4. Role-play.
9. Video materials.
10. Games.
RUBRIC FOUND ON FOLLOWING PAGE……………………………………
25
(ELEMENTARY)
Evaluation Rubric
(How are you Today?)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

S
W
1 The Student Will identify I list action words of the
selected action words. topic.
2 TSW identify yo form of I create sentences I say yo form of selected

selected action words. about my weekend action words.
using correctly yo
form of various
action words.
3 TSW identify selected I list words for places.

vocabulary of places
4 TSW tell what he/she can I tell what I do/don’t do

do on weekend on weekend.
5 TSW memorize numbers I create sentences I recite numbers from 41

from 41 through 50 using correctly through 50.
numbers from 41
through 50.
6 TSW identify selected I memorize words that

adjectives to describe describe places.
places.
7 TSW tell what is there in I ask and tell what is there

a place using Hay(There in a place.
is, there are).
8 TSW describe a place I compose my own I describe the place where

where he/she spends the description and I spend my weekend
weekend present it to the class
26
NON-NATIVE
(ELEMENTARY)
(Summertime Places)
(July 2015)
Unit Statement: The student will talk about places he/she will go during the summer; talk
about what he/she will do in a city or a village.
1. The Student Will identify landscapes (montaña, río, lago, oceano, bosque, mar,
campo etc.)
2. TSW identify geographical names of selected Spanish speaking countries.
3. TSW say on which days he/she goes to different places.
4. TSW identify summer activities.
5. TSW ask and tell summer preferences for activities and places.
6. TSW ask and tell what he/she and others will/will not do in a park.
7. TSW ask and tell when and where he/she goes to different places.
1. The Student Will express his/her likes/dislikes about different landscapes
2. TSW identify pictures of recreational places.
3. TSW draw and label pictures of recreational places.
4. TSW role-lay going to recreational places by telling destination.
5. TSW mime various activities and guess what they are.
6. TSW write a post card from recreation place.
7. TSW match activities with places.
8. TSW sing songs and recite poems related to the topic.
27
¨¿Tobogán o balancín¨ Elena G. Hortelano, Edelsa Grupo Didascalia, S.A.;
¨Quiero ser una gallina?¨ Elena G. Hortelano, Edelsa Grupo Didascalia, S.A.;
Dictionaries;
Picture Cards;
Learning Games;
Cartoons;

essential outcomes.
4. Role-play.
7. Grammar and Vocabulary quizzes and tests, any appropriate teacher-generated
testing materials related to the essential unit.
9. Video materials.
10. Games.
RUBRIC FOUND ON FOLLOWING PAGE…………………………..
28
(ELEMENTARY)
Evaluation Rubric
(Summertime Places)
(July 2015)
Name: __________________ Date: _______________ Grade: ___________

● To receive an ‘A’, the student must show ‘A’ level mastery in 1 out of 2 available ‘A’ level
TSWs and ‘B’ level mastery on all of the remaining TSWs.
S
W
1 TSW identify landscapes. I list landscapes
2 TSW identify names of

some Spanish speaking I recite names of Spanish
countries. speaking countries.
3 TSW say on which days I create my own plan

they go to different for visiting different I say on which days I will go
places. places and present it to to different places.
the class.
TSW identify summer I list summer activities.
activities.
4
TSW ask and tell I compare and contrast I ask what others prefer to
summer preferences for mine and someone do and say what I prefer to
activities and places. else’s preferences for do.
activities and places.
5
6 TSW ask and tell what I ask what others will/will
they and others will/will not do and tell what I
not do in a park. will/will not do in a park.
7 TSW ask and tell when I ask when and where people
and where they go to will go to different places.
places.
29

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COURSE OUTCOMES

Essential Units: (must be assessed for mastery)

E01 – Welcome to School!

E02 – Colors, Shapes, Numbers, Days of the Week

E03 – Parts of the Body

E04 – On the Farm

E05 – All about Me

E08 – How Are You Today?

E09 – Summertime Places.

E10 – People At School

Essential Outcomes: (must be assessed for mastery)

2. TSW say good-bye to someone.

3. TSW introduce himself/herself and respond to an introduction.

4. TSW ask and answer questions about one’s name.

5. TSW count from 0 through 10.

6. TSW identify commands related to the classroom procedures.

9. TSW recognize Spanish letters and sounds.

Introduced/Practice Outcomes: (See Course Outcomes)

2. TSW ask ¿Cómo se dice en español/inglés? When a Spanish word is unknown.

3. TSW identify classroom objects and people.

4. TSW use some forms of the verb ser(to be).

5. TSW answer simple questions about classroom objects (¿Es un ____?).

6. TSW draw and describe a classroom setting.

7. TSW use numbers 0-10 to take an inventory of classroom supplies.

8. TSW practice commands through the game Amanda manda.

9. TSW read and spell Spanish letters.

Suggested Assessment Tools and Strategies:

1. Listen to the selected texts. Recognize core vocabulary in meaningful context.

RUBRIC FOUND ON FOLLOWING PAGE………………………..

Name: _________________ Date: _______________ Grade: ___________

8 TSW ask and answer I ask the question about

TSW recognize Spanish I read and write correctly

ESSENTIAL UNIT 2 (E02)

(Colors, Shapes, Numbers, Days of the Week)

Essential Outcomes: (must be assessed for mastery)

1. The Student Will name basic colors.

2. TSW identify classroom objects.

5. TSW identify shapes describing classroom objects.

6. TSW count from 11 through 20.

7. TSW identify days of the week.

Introduced/Practice Outcomes: (See Course Outcomes)

1. The Student Will use numbers 0-20 to add sums up to 20.

2. TSW solve math problems in Spanish making addition, subtraction etc.

3. TSW play games practicing basic addition and colors.

5. TSW draw and describe his/her classroom.

6. TSW identify shapes, colors, numbers, and feeling by playing games.

Suggested Assessment Tools and Strategies:

Introduce unit vocabulary at the beginning of the unit

Suggested Assessment Tools and Strategies:

1. Listen to the selected texts. Recognize core vocabulary in meaningful context.

RUBRIC FOUND ON FOLLOWING PAGE…………………………

Name: __________________ Date: _______________ Grade: ___________

2 TSW identify classroom I create sentences I identify classroom

3 TSW ask and answer the I ask and answer the

4 TSW ask and answer the I ask and answer the

5 TSW identify shapes. I compose sentences I identify shapes.

6 TSW count from 11 I count from 11 through

7 TSW identify days of the I list days of the week.

ESSENTIAL UNIT 3 (E03)

(Parts of the body)

Unit Statement: The student will describe himself/herself and others.

Essential Outcomes: (must be assessed for mastery)

1. The Student Will name parts of the face.

Name: _________ Date: _ Grade: _____

Name: __________ Date: _ Grade: _____

Name: __________ Date: _ Grade: _____

Name: __________ Date: _ Grade: _____

Name: __________ Date: _ Grade: _____