Curriculum+Sandbox

Target proficiencies:
Level 1--Novice Mid Level 2--Novice High (indicators may come from multiple proficiency levels) Level 3--Intermediate Mid (indicators may come from multiple proficiency levels)

everything on one page!

everything on one page!



template for student "I can" stamps

partially completed template for Level 1 Unit 4 =Level 1=

Unit Guides for teachers with "I can" statements can be found on the corresponding Level/Unit pages.

Level 1 Unit 4
=Level 2= L2 Unit 1-- Who are we?

L2 Unit 2--Change title and focus to "How do we live?"

L2 Unit 3--drop emphasis on legends/folktales to focus on anecdotes "See, what had happened was..."--> "Tell me what happened..."

L2 Unit 4--"How can we connect and make a difference in the world?"

Need to go back and put in indicators(NM.CP1, etc.) for units 1 & 2


 * Comments:**

=Level 3=










 * Comments:**

L3 Unit 1-- "Who's who of the TL world"

L3 Unit 2-- "Where to?"

L3 Unit 3-- "What to do?"

L3 Unit 4-- "How much is enough?"

ideas for learning activities for novice learners

- This document is only pertains to Sullivan.

=__**Assessments & EOC's**__=

Final exams/EOC's at all levels should have assessments consistent with unit assessment formats. This means that final exams will have three equally-weighted components (100 points each):

 * **interpretive** to measure listening and reading comprehension, as well as recognition of key structures, ability to edit or correct, and ability to manipulate vocabulary.
 * **interpersonal** to measure the ability to have a conversation including asking and answering questions, describing or explaining, clarifying, and circumlocution.
 * **presentational** to measure speaking and/or writing production at the student's highest potential level. Normally, this is a written assessment because of time constraints at the end of a grading term. Unlike the interpersonal, which is an unrehearsed task, the presentational allows for student preparation and strategic use of support resources. The rubric for this component contains a criteria for accuracy, so students are permitted to review their work, check spelling, edit, etc, but noticeable use of translators should be penalized.

For all levels, the intepretive should be based on comprehension of __authentic materials.__ Here are some possible sources of relevant texts or prompts, organized by unit.

Unit 1--My School [|horario-colegio de las Américas] [|horario escolar] does not use military time, but could be useful for practice [|zachary jones collection of schedules]

Unit 2--Family, Friends, & Free Time [|Spanish Royal family] video could be good if subtitles can be removed; there is also a family tree graphic below. [|wikipedia entry- Somos Familia (ARG)] most TV programs have a wikipedia page that introduces the characters and explains the basic plotline. A short excerpt from one of these could be used.

Unit 3--Making Plans [|talleres de verano 2013] flyer for community activities--I googled "events for young people" in Spanish and searched images to find this

[|camp program] this has a lot of information (and probably wouldn't photocopy well) but an excerpt could be selected where students have to identify activities, when and where they take place, and possibly match them to someone who would enjoy that activity, which would require some inference skills. I googled "folleto de eventos para jóvenes" to find this.

Unit 4-- Exploring Communities [|Guia de Sevilla] [|Guia turística de Cuenca, Ecuador] [|mapa turístico de Cancún]

general site with links to many authentic resources--includes a French section [|Casa de Joanna]