Spanish 1B Oregon State Second Language Standards ODE 2010

Proficiency Stage 3: Novice High Students at Proficiency Stage 3 can identify main ideas and simple

information on familiar topics. Students communicate using some original sentences and questions,

relying on memorized/rehearsed material, to obtain and provide information. They participate in very

simple conversations and get basic needs met in the target culture. Through language study, they will

make connections with other content areas, compare the language and culture studied with their own,

and participate in local and global communities.

Interpretive Mode: Listening

SL.PS3.IL.01 Demonstrate understanding of main ideas and some details from simple conversations,

narratives and presentations on familiar topics in everyday situations. Supporting Functions: Identify

main ideas and some significant details on familiar topic. Identify information embedded in familiar

contexts and connected to core academic content. Recognize expressions used in certain circumstances.

Interpretive Mode: Reading SL.PS3.IR.01 Identify main ideas and some details from short simple texts. Supporting Functions:

Identify main ideas and some significant details on familiar topics. Identify information embedded in

familiar contexts and connected to core academic content. Determine meanings by using contextual cues.

Interpersonal Mode: Speaking SL.PS3.IS.01 Use memorized and some original sentences and questions to perform simple

communicative tasks in everyday situations.

SL.PS3.IS.02 Participate in simple conversations on a limited range of topics.

SL.PS3.IS.03 Conduct simple rehearsed transactions necessary for survival in the target culture.

Supporting Functions: Give simple descriptions. Express simple opinions. Give basic directions and

commands. Use numbers in common situations, such as measurement, time and prices. Extend/accept

invitations and make plans. Make purchases and acquire basic services.

Presentational Mode: Writing SL.PS3.PW.01 Write some simple original sentences and questions relying on memorized/familiar

material. Supporting Functions: Present material in an organized manner. Write short messages,

postcards, simple descriptions and simple narrations. Provide information on applications and common

documents.

Presentational Mode: Speaking SL.PS3.PS.01 Present material in a clear and organized manner using simple sentences and some

strings of sentences. Supporting Functions: Present material in an organized manner. Leave short

phone messages, make public service announcements, etc. Recite poems and rhymes, perform songs, etc.

Use gestures or visuals to enhance communication. Maintain audience attention.

CONNECTING CULTURE TO Second Language Instruction:

Recognize and demonstrate appropriate verbal and nonverbal practices in common

situations occurring within a second language culture.

Immigration changes both the community of origin and the new community. (Topics that

assist in this understanding include current and past immigration patterns and the impact

of immigration on society and related issues.)

Spanish 1B Learning Targets School and Biographical Information

Students will provide and ask for basic biographical information for self and others: name, age, last

name, origin, birthday, occupation, pets. Example questions: ¿Cómo te llamas? ¿Cuántos años tienes?

¿Cuál es tu apellido? ¿Cuándo es tu cumpleaños? ¿Dónde vives? ¿De dónde eres? ¿Cuál es tu número

de teléfono? ¿qué te gusta hacer? ¿Tienes gatos/perros? ¿Cómo se llaman tus perros/gatos? Students use the proper from of “ser” to describe self and others, state the occupation of self and others.

Students will conjugate Ser for yo, tú, él, ella, usted, ustedes, ellos, ellas, nosotros and singular and plural subjects.

Soy, eres, es, son, somos.

Students will describe self and others using adjectives, demonstrating proper word order (adjectives follow

nouns) and gender and number agreement. Example: Soy alta, deportista y trabajadora. Mario y Pepe no son

perezosos, gordos o tristes.

Students will use tener to indicate possession, give ages, and describe hair and eyes of self and others. Tengo

quince años. Tengo una pluma. Tengo el pelo largo, lacio y rubio.

Students will conjugate tener for yo, tú, él, ella, usted, ustedes, ellos, ellas, nosotros and singular and plural

subjects. Tengo, tienes, tiene, tienen, tenemos.

Students will recognize and produce the following adjective vocabulary: gordo, delgado, flaco, pequeño, corto,

inteligente, feo, bonito, alto, generoso, práctico, reservado, aburrido, deportista, atlético, perezoso, alegre, cómico,

simpático, religioso, fuerte, extrovertido, hablador, romántico, viejo, lento, grande, largo, tonto, panzudo, bello,

guapo, bajo, tacaño, artístico, divertido, nervioso, idealista, trabajador, triste, serio, antipático, débil, interesante

,quieto, joven, rápido.

Students will describe the clothing worn by self and others using the verb “usar” or “llevar”, colors and clothing

vocabulary and indefinite articles. Proper word order and gender and number agreement for nouns and adjectives

will be demonstrated. Example: Uso (Mario usa) una camisa blanca, un sombrero rojo, pantalones negros y botas

rojas.

Students will recognize and produce clothing vocabulary: las sandalias, la chaqueta, el abrigo, el sombrero, la

bufanda, los guantes, la camiseta, los pantalones, los pantalones cortos, la falda, los calzones, los zapatos, las

botas, el suéter, la camisa, la playera, el vestido, la corbata, el cinturón, los calcetines, la sudadera, el chaleco, el

traje, el traje de baño, el gorro, la gorra, el sujetador, el cinturón.

Students will recognize and produce color vocabulary: rojo, amarillo, rosa, rosado, negro, café, moreno,

marrón, castaño, morado, verde, violeta, azul, blanco, anaranjado, gris, celeste.

Students will express “likes” and “dislikes” in reference to daily activities using “me/te/nos/le/les gusta +

verbs.” The following verbs will be emphasized: Sacar buenas/malas notas, ayudar, hacer la tarea, preparar la

tarea, dibujar, alquilar, escuchar, escribir, bailar, pescar, practicar, cocinar, descansar, visitar, estudiar, trabajar,

ir de compras, tocar (instrumentos), comer, patinar en hielo, leer, comer, montar, jugar, mirar, andar, hablar,

buscar, beber, esperar, pasar un rato con, entrar, llegar a tiempo, usar, llevar, dormir, enseñar, llevar, mirar la

televisión, bailar, contestar, pasar un rato con, nadar, necesitar, entrar, usar, jugar, correr, beber, leer, escribir,

cantar, dibujar, pegar a, pegar, vivir, aprender, practicar, comprender, manchar, acampar, cuidar a, fastidiar,

compartir, limpiar, lavar, ganar, recibir.

Students will use the personal “a” before nouns and pronouns that precede indirect objects used in gusta

expressions. A él le gusta comer.

Students will use the numbers 1-100 to ask for and give the prices of clothing, food and other ítems.

Structure: ¿Cuánto cuesta/n ____? ____cuesta/n # dólares y # centavos.

Students will talk about this class schedule using appropriate school vocabulary and ordinal numbers.

Classes: Las ciencias, los estudios sociales, las matemáticas, la computación, la literatura, la educación

física, el taller de madera/metal/cocina/agricultura, el inglés, el salud, los negocios, las clases, la clase

de…, las materias, avanzado, gobierno, liderazgo, economía, biología, geometría, química, física,

fotografía, algebra, el coro, la banda, clase de música.

Items: La computadora, el teclado, el ratón, la pantalla, la impresora, el libro, la tarea, el diccionario,

la calculadora, la pizarra, pizarrón, la silla, la mesa, el borrador, el lápiz, la pluma, el plumón, el reloj.

Adjectives: Difícil, fácil, aburrido, interesante, divertido, bueno, malo, preferido.

Ordinal Numbers: la primera hora, la segunda hora, la tercera hora, la cuarta hora, la quinta hora.

School Words: la escuela, la preparatoria, el bachillerato, el colegio, el almuerzo, el descanso, el

examen, la prueba, la tarea, director, subdirector, maestro, secretaria, bibliotecario, contador(a).

Students will describe their classes by stating preferences and making comparisons. ¿Cuál es tu

clase/maestro preferido? ¿Cuál es tu clase preferido? ¿Cuál es tu clase menos/mas

interesante/divertida/aburrida/difícil/fácil?

Students will use “necesitar + verb” and “tener que + verb” to talk about obligations in school and

at home. Tú necesitas comer mas fruta. Julia tiene que hacer la tarea.

Students will use regular “ar” verbs to talk about their daily activities and the activities of others. Yo hablo, tú

hablas, él/ella/usted habla, ellos/ellas/ustedes hablan, nosotros hablamos.

Students will use regular “er” and “ir” verbs to talk about their activities and the activities of others. Yo

como, tú comes, él/ella/usted come, ellos/ellas/ustedes comen, nosotros comemos. Yo vivo, tu vives, él vive, ellos

viven, nosotros vivimos.

Students will use question words and first and second person verbs in present time to ask and answer questions

about their daily activities. ¿Llegas a tiempo a la clase de ingles? Sí/no llego a tiempo.

Students will use question words to ask and answer questions about the daily activities of others and

themselves. Quién, dónde, por qué, cuándo, adónde, cuál, cuánto, qué.

Students will use adverbs to describe the frequency of daily activities. Mucho, poco, siempre, a veces, nunca,

todos los días, generalmente, con frecuencia.

Students will ask the time and tell time. ¿Qué hora es? Son las # y/menos #. Es la una. y media. y cuarto.

Example: Son las tres y media. Es la una menos veinte.

Students will use time to talk about schedules, activities and events. ¿Cuándo + verb + subject? Subject + verb

+ a las ….. Example: ¿Cuándo empieza la primera hora? Primera hora empieza a las nueve menos diez. ¿Cuándo

termina la tercera hora? Tercera hora termina a las once y catorce.

Students will describe activities in places in the school: la cafetería, la biblioteca, la oficina, el gimnasio, el

pasillo, la clase de _____, los casilleros, el baño, el taller, el estacionamiento, el campo atlético, la pista.

Students will use estar to describe the location of self and others in the school. Estoy, estás, está, están,

estamos. Example: ¿Dónde + está + subject? Subject + está en + location.

Students use “ir a + place” to talk about where they or others are going. Example: Yo voy la cafetería después

de clase.

Students will use “ir a + verb in the infinitive” to discuss future plans. Example: Voy a estudiar por la noche.

Students will conjugate ir a: Voy a, vas a, va a, van a, vamos a.

Students will use “por” and “de” to describe when an activity takes place. Subject + verb + a las (a la una)

…+ de + mañana, madrugada, día, tarde, noche. Subject + verb + por + mañana, madrugada, día, tarde, noche.

Example: María estudia por la noche. Mario prepara tarea a las ocho de la noche.

Students will express desires using querer + nouns/infinitive verbs. Example: No quiero

lecho. Mario quiere bailar con Maria.

Students will conjugatie querer. Yo quiero, tú quieres, él/ella/usted quiere, ellos/ellas/ustedes

quieren, nosotros queremos.

Students will use tener expressions to express hunger (tener hambre) and thirst (tener sed).

Mi madre tiene sed. Yo tengo hambre. Students will talk about snacks and lunches using the following food vocabulary: una galleta, la

leche, una merienda, el almuerzo, la cena, el agua, el jugo de ___, la manzana, la naranja, la fruta, el

desayuno, la hamburguesa, el bocadillo, la torta, el café, el té, el refresco, las papas fritas, el batido, la

mantequilla de cacahuate, el pan, el burrito, el atún, los huevos, el caldo, la sopa, el chocolate, el dulce,

los nueces.

Proficiency Exams

Picture Prompts: Students describe pictures of self and others using ser + adjectives, usar + clothing

and colors and tener to describe hair and eyes.

Tea Party: Students introduce self and greet others. Students ask and answer basic autobiographical

information to obtain information such as name, surname, age, birthday, origin, etc.

Con Mi Familia Quiero Estar: Students listen to and read lyrics to the song. Students provide

biographical information about self and family.

Clue Game: Students use vocabulary for places in the school and use estar to talk about location in a

modified version of the game, “Clue.” ¿Dónde está la araña? ¿Quién mata la araña? ¿Con qué mata la

araña?

Oral and Written Language Prompts: Students will speak for 1 minute 45 seconds in response to

each Power Point slide. Slides are designed to measure the ability to perform the following functions:

Describe class schedule, including start and stop times for each period.

Describe school and classroom.

Describe activities in the school and sequence events.

Express preferences and give opinions about classes and school.

Talk about destinations and locations in the school using “ir a” and “estar”.

“De Colores” and “La Bamba”: Students read lyrics and practice pronunciation of authentic

Spanish language music.

Formal Formative Assessments

School Vocabulary Test

Verb Test: Regular verb vocabulary. Conjugation of regular verbs and tener, estar, ir a, estar,

and ser.

Adjective Vocabulary Test

Clothing Vocabulary Test

Time Exam: ¿Qué hora es? ¿A qué hora.?

Note: Informal formative assessments are conducted daily through observation, activities and quizzes. Instruction is

modified as needed.

Learning Targets Unit II

Daily Activities, Emotions, Making Telephone Calls and Appointments

Students will demonstrate the ability to use “ser” or “estar” for the correct function. Estar is used to

express mostly temporary qualities, emotions, mood, health and location. Ser is used for origin, time and

in description. Estoy cansada, alegre y enferma. Estás en México. Soy de México. Eres inteligente. Son

las tres. Es jueves. Es el 3 de enero.

Students will express wishes using “me/te/nos/le/les + gustaría + infinitive verbs.” Me

gustaría viajar a México este verano, pero no tengo dinero.

Students will sequence events using antes (de); después (de), primero, segundo, tercero, cuarto, quinto,

luego, más tarde, entonces, finalmente. Trabajo después de la escuela. Primero estudio, luego escucho

música.

Students will use the present time verbs oír, hacer (ejercicios/tarea), conocer, venir, tener, and poder to

create strings of sentences that have personal meaning for the speaker.

Students describe where activities take place using the following vocabulary: el bosque, el parque, la

tienda, el centro comercial, el auditorio.

Students will use estar expressions to express mood, emotions and health. Estar + alegre,

emocionado, contento, tranquilo, preocupado, ocupado, deprimido, triste, cansado, enfermo, nervioso,

feliz, alegre, avergonzado, confundido, pasmado, enojado, asqueado, enamorado. Gender and number of

the adjectives will match the subject. Example: María está cansada. Pedro está cansado. María y Pedro

están cansados.

Students will tell where they came from using venir de + place. Yo vengo de la oficina.

Students will express which activities they “just” completed using acabar de + verbs in the infinitive. Example: Javier acaba de comer. Yo acabo de bailar con mi novio.

Students will create complex sentences by combining venir de, acabar de and emotions. Example:

Acabo de comer y estoy contento. Vengo del gimnacio y estoy cansado.

Students will make phone calls and answer the phone using memorized phrases and appropriate

courtesies.

Making a Phone Call: Hola, Buenos días, Buenas noches, Buenas tardes. Puedo hablar con __, Quiero

dejar un mensaje para __, Dile que me llame.

Answering the Phone: Álo. Hola. Diga. Bueno,Un momento, por favor. No está. Regresa más tarde. ¿Te

gustaría dejar una mensaje?

Students will make appointments using memorized phrases and courtesies, days of the week, months,

and time. Quiere una cita?¿Con quién quiere una cita? Necesita una cita con ___. Necesito cambiar tu

cita.¿En qué puedo servirle?¿Puede venir el _________? ¿Puede venir a las __? ¿A qué hora puedes

venir?Puedo venir a las __. Puedo venir el ___________ a las _____.

Students will confirm appointments: Su cita es el day. Es a las time. Es el # de month.

Students will use telephone vocabulary to talk about phone calls: el teléfono, el celular, marcar el

número, llamar por teléfono, dejar un mensaje, contestar el teléfono.

Students will make invitations and accept or refuse them using memorized phrases and courtesies,

days of the week, months, and time.

Making Invitations: Quieres acompañarme a __. Te invite a ___. ¿Te gustaría venir conmigo a __?

¿Puedes llegar a las__? Es el __ a las ___. ¡Qué lástima! Tal vez otro día. ¿Por qué no?

Accepting Invitations: ¡Claro que sí! Sí me gustaría ir contigo a _. Sí me encantaría. Por supuesto.

Refusing Invitations: Gracias, pero no puedo. ¿Estás loco? No puedo porque tengo que…

Proficiency Exams

Telephone Calls Memorized Dialogue: Students memorize teacher generated skits.

Telephone Call Simulations: Students make phone calls in response to situations cards.

Making Appointments Memorized Dialogs. Students memorize teacher generated skits.

Making Appointments Simulations. Students make appointments according to situation cards.

Example: “A” Your child is ill. You must make an appointment with the doctor. You work

from 9 to 4 on Mondays, Wednesdays and Fridays. “B” You are a receptionist at Dr. Sanchez’s

office. You have appointments open between 10 and 4 pm this week.

Telephone Skit: Students write and perform a skit in which “A” makes a call and extends an

invitation. “B” must use appropriate phone courtesies to answer the phone, refuse and then

accept an invitation. Both students must ask and answer questions to describe the date,

determine the time, date, and day of the event.

Formal Formative Assessments

Grammar and Vocabulary Test: Ser vs. Estar; me gusta and me gustaría, acabar de, antes de,

después de, venir de, estar expressions, phone vocabulary and memorized phrases.

Verb Vocabulary and Conjugation: Regular verb vocabulary and ser, estar, oír, hacer,

conocer, venir, tener, ir a, estar, querer.

Note: Informal formative assessments are conducted daily through observation, activities and

quizzes. Instruction is modified as needed.

Learning Targets Part III

Daily Activities, Sports, Schedules, “Tener Expressions”, Weather

Students will talk about activities or simple events using sentences and strings of sentences

with the following irregular present time verbs:

e-ie: cerrar, entender, perder, querer, empezar, merender, preferir, pensar, venir.

o-ue: jugar, poder, recordar, volver, devolver, dormir, contar, almorzar, encontrar, costar.

Others: saber, conocer, oír, hacer, ser, estar, ir a.

Students will discuss plans using pensar + infinitive. Example: Pienso estudiar por la noche.

Students will express preferences using preferir + infinitive. Example: Prefiero comer

mucho.

Students will create strings of sentences to talk about sports using the following vocabulary:

Sports: deportes, atletismo, baloncesto, el béisbol, el boliche, el fútbol, el fútbol americano, el

voleibol, el tenis, el golf, montar a caballo, andar en bicicleta, la lucha libre, la natación, club

de animadoras, patinar, pescar, bailar.

Equipment: el guante, el caballo, la bicicleta, el casco, el gorro/la gorra, el bate, el partido, los

patines, el uniforme.

Adjectives: peligroso, divertido, aburrido, emocionante, difícil, fácil.

Verbs: correr, brincar, hacer ejercicios, montar, luchar, ganar, perder.

Places: la cancha, el gimnasio, la piscina, sobre hielo, el aire libre, el rio, el campo atlético, la

pista, el campo, el estadio.

Students will compare sports and activities using the following structures: Noun + ser +

mas/menos + adjective + que + noun 2. Noun + ser + tan + adjective + como + noun 2. El

fútbol es menos divertido que el baloncesto. Boliche es tan aburrido como el golf. (Students will

apply gender and number agreement to nouns and adjectives.)

Students will read and provide information from sport schedules and other time tables using

time, days and months. ¿Cuándo empieza el partido de __? ¿Cuándo termina el partido de __?

¿Qué día es el partido de __? ¿Cuál es la fecha del partido de __?

Students will read and provide information regarding win/loss records from authentic target

language sources. ¿Quién gana el partido? ¿Quién pierde el partido? ¿Dónde está el partido?

Students will describe the state of being and emotions using “tener” expressions. Tener +

hambre, sed, frio, calor, miedo, sueño, prisa, razón, suerte, cuidado. Tengo cuidado en el carro.

Students will express desire with “tener ganas de + infinitive verbs”. Tengo ganas de comer

chocolate. I feel like eating chocolate.

Students will describe the daily and seasonal weather of their region. They will also interpret weather

reports from authentic sources. Hace frio. Hace calor. Hace fresco. Hace sol. Hace buen tiempo. Hace

mal tiempo. Hace viento. Está nublado. Está lloviendo. Llueve. Está nevando. Nieva. La temperatura

mínima está en ________ grados. La temperatura máxima está en ____ grados.

Proficiency Exams

Oral and Written Language Prompts for Sports: Students talk about sports in response to

PowerPoint prompts. The following functions are targeted:

Use of sports vocabulary in strings of sentences and descriptions.

Comparisons and preferences.

Reading schedules.

Talk about wins and losses.

Emotions

Interviews: Students respond to teacher generated interviews to demonstrate familiarity with

sports vocabulary and ability to create sentences with support.

Weather Reports: Students read authentic weather reports and use them to make comparisons.

Formal Formative Assessments

Irregular Verb Vocabulary and Conjugation Test: conocer, hacer, oír, ir a, ser, estar, saber

and e-ie and o-ue irregulars.

Sport Vocabulary Test

Unit Test: Making comparisons (mas/menos que, tan como), expressing preferences (querer,

preferir), making plans (pensar, ir a), tener ganas de, tener expressions, weather, sports

vocabulary.

Note: Informal formative assessments are conducted daily through observation, activities and

quizzes. Instruction is modified as needed.