GRADE LEVEL: COURSE TITLE:  COURSE CODE: SUBMISSION TITLE: BID ID: PUBLISHER: PUBLISHER ID:

6–8 M/J Spanish, Beginning 0708000 ¡Así se dice! Spanish Level 1A 2884 McGraw-Hill Education 13102699502

Standard 1: Interpretive Listening: The student will be able to understand and interpret information, concep BENCHMARK CODE

BENCHMARK

WL.K12.NM.1.1

Demonstrate understanding of basic words, phrases, and questions about self and personal experiences, through gestures, drawings, pictures, and actions.

WL.K12.NM.1.2

Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities and needs presented in a clear, slow, and repeated speech.

WL.K12.NM.1.3

Demonstrate understanding of basic words and phrases in simple messages and announcements on familiar settings.

WL.K12.NM.1.4

Demonstrate understanding of simple information supported by visuals through a variety of media.

WL.K12.NM.1.5

Demonstrate understanding of simple rhymes, songs, poems, and read aloud stories.

WL.K12.NM.1.6

Follow short, simple directions.

WL.K12.NH.1.1

Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions.

WL.K12.NH.1.2

Demonstrate understanding of short conversations in familiar contexts.

Standard 2: Interpretive Reading: The student will be able to understand and interpret information, concept

WL.K12.NM.2.1

Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals.

WL.K12.NM.2.2

Demonstrate understanding of short, simple literary stories.

WL.K12.NM.2.3

Demonstrate understanding of simple written announcements with prompting and support.

WL.K12.NM.2.4

Recognize words and phrases when used in context on familiar topics.

WL.K12.NH.2.1

Determine main idea from simple texts that contain familiar vocabulary used in context.

WL.K12.NH.2.2

Identify the elements of story such as setting, theme and characters.

Standard 3: Interpersonal Communication: The student will be able to engage in conversations and exchan appropriate context in the target language.

WL.K12.NM.3.1

Introduce self and others using basic, culturally-appropriate greetings.

WL.K12.NM.3.2

Participate in basic conversations using words, phrases, and memorized expressions.

WL.K12.NM.3.3

Ask simple questions and provide simple responses related to personal preferences.

WL.K12.NM.3.4

Exchange essential information about self, family, and familiar topics.

WL.K12.NM.3.5

Understand and use in context common concepts (such as numbers, days of the week, etc.) in simple situations.

WL.K12.NM.3.6

Use appropriate gestures, body language, and intonation to clarify a message.

WL.K12.NM.3.7

Understand and respond appropriately to simple directions.

WL.K12.NM.3.8

Differentiate among oral statements, questions, and exclamations in order to determine meaning.

WL.K12.NH.3.1

Engage in short social interactions using phrases and simple sentences.

WL.K12.NH.3.2

Exchange information about familiar tasks, topics and activities, including personal information.

WL.K12.NH.3.3

Exchange information using simple language about personal preferences, needs, and feelings.

WL.K12.NH.3.4

Ask and answer a variety of questions about personal information.

Standard 4: Presentational Speaking: The student will be able to present information, concepts, and ideas t

WL.K12.NM.4.1

Provide basic information about self and immediate surroundings using words and phrases and memorized expressions.

WL.K12.NM.4.2

Present personal information about self and others.

WL.K12.NM.4.3

Express likes and dislikes.

WL.K12.NM.4.4

Provide an account of daily activities.

WL.K12.NM.4.5

Role-play skits, songs, or poetry in the target language that deal with familiar topics.

WL.K12.NM.4.6

Present simple information about a familiar topic using visuals.

WL.K12.NH.4.1

Provide basic information on familiar topics using phrases and simple sentences.

WL.K12.NH.4.2

Describe aspects of daily life using complete sentences.

Standard 5: Presentational Writing: The student will be able to present information, concepts, and ideas to

WL.K12.NM.5.1

Provide basic information in writing using familiar topics, often using previously learned expressions and phrases.

WL.K12.NM.5.2

Fill out a simple form with basic information.

WL.K12.NM.5.3

Write simple sentences about self and/or others.

WL.K12.NM.5.4

Write simple sentences that help in day-to-day life communication.

WL.K12.NM.5.5

Write about previously acquired knowledge and experiences.

WL.K12.NM.5.6

Pre-write by drawing pictures to support ideas related to a task.

WL.K12.NM.5.7

Draw pictures in sequence to demonstrate a story plot.

WL.K12.NH.5.1

Write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences.

WL.K12.NH.5.2

Write simple statements to describe aspects of daily life.

Standard 6: Culture: The student will be able to use the target language to gain knowledge and demonstrate

WL.K12.NM.6.1

Recognize basic practices and perspectives of cultures where the target language is spoken (such as greetings, holiday celebrations, etc.)

WL.K12.NM.6.2

Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s).

WL.K12.NM.6.3

Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances.

WL.K12.NM.6.4

Recognize products of culture (e.g., food, shelter, clothing, transportation, toys).

WL.K12.NH.6.1

Use information acquired through the study of the practices and perspectives of the target culture(s) to identify some of their characteristics and compare them to own culture.

WL.K12.NH.6.2

Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied.

Standard 7: Connections: The student will be able to acquire, reinforce, and further his/her knowledge of ot Standard 8: Comparisons: The student will be able to develop insight into the nature of the target language Standard 9: Communities: The student will be able to use the target language both within and beyond the s Note: Connections, Comparisons and Communities are combined here under one standard. Ho

WL.K12.NM.7.1

Identify key words and phrases in the target language that are based on previous knowledge acquired in subject area classes.

WL.K12.NM.7.2

Identify (within a familiar context and supported by visuals), basic information common to the world language classroom and other disciplines.

WL.K12.NM.8.1

Demonstrate basic knowledge acquired in the target language in order to compare words that are similar to those in his/her own language.

WL.K12.NM.8.2

Recognize true and false cognates in the target language and compare them to own language.

WL.K12.NM.8.3

Identify celebrations typical of the target culture and one’s own.

WL.K12.NM.9.1

Use key words and phrases in the target language to participate in different activities in the school and community settings.

WL.K12.NM.9.2

Participate in simple presentations, activities, and cultural events in local, global, and/or online communities.

WL.K12.NH.7.1

Use vocabulary acquired in the target language to access new knowledge from other disciplines.

WL.K12.NH.8.1

Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture.

WL.K12.NH.8.2

Compare basic sound patterns and grammatical structures between the target language and own language.

WL.K12.NH.8.3

Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food, celebrations, etc.)

WL.K12.NH.9.1

Use key target language vocabulary to communicate with others within and beyond the school setting.

pts, culturally authentic sources on a variety of topics in the target language.

LESSONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN-DEPTH IN MAJOR TOOL (Include page numbers of lesson, a link to lesson, or other identifier for easy lookup by reviewers.) SE: p. 29, Act. 4; p. 101, Act. 2; p. 106, Act. 9; p. 108, Act. 14; p. 171, Act. 1; p. 173, Act. 6; p. 176, Act. 15; p. 198, Act. 1; p. 204, Act. 2; p. 205, Act. 3; p. 208, Act. 11 TE: p. 23, TPR; p. 35, Pre-AP; p. 59, TPR SE: p. 98, Act. 1; p. 101, Act. 2; p. 102, Act. 3; p. 103, Act. 6; p. 130, Act. 1; p. 141, Act. 11; p. 164, Act. 1; p. 168, Act. 3; p. 202, Act. 1–2; p. 224, Act. 1 TE: p. 93, TPR; p. 99, Differentiation; p. 102, Act. 5; p. 163, TPR; p. 169, Act. 5 ASSESSMENT: Chapter 1: Listening Comprehension Test; Chapter 4: Listening Comprehension Test; Chapter 5: Listening Comprehension Test; Chapter 6: Listening Comprehension Test SE: p. 5, Act. 4; p. 11, Act. 2; p. 16, Act. 1; p. 25, Act. 8–9; p. 60, Act. 1; p. 61, Act. 4; p. 95, Act. 4; p. 206, Act. 7 TE: p. 15, Act. 1; p. 27, Differentiation (Slower Paced Learners); p. 37, Pre-AP; p. 61, Act. 4; p. 99, Act. 4; p. 163, Differentiation; p. 402, Differentiation (Slower Paced Learners) ASSESSMENT: Chapter 1: Listening Comprehension Test; Chapter 2: Listening Comprehension Test; Chapter 3: Listening Comprehension Test; Chapter 4: Listening Comprehension Test; Chapter 5: Listening Comprehension Test SE: p. 24, Act. 1, 3; p. 28, Act. 1–2; p. 86, Act. 1; p. 94, Act. 1; p. 122, Act. 1; p. 130, Act. 1; p. 156, Act. 1; p. 168, Act. 1; p. 190, Act. 1 TE: pp. 20–21, Cultural Snapshot; p. 22, Core Instruction (Step 2); p. 27, Go Online! (Diálogo en vivo video); pp. 56–57, Cultural Snapshot; p. 58, Core Instruction (Step 2); p. 62, Core Instruction (Step 3); p. 64, Act. 2; pp. 90–91, Cultural Snapshot; p. 92, Core Instruction (Step 2); pp. 126–127, Cultural Snapshot; p. 128, Core Instruction (Step 2); p. 132, Core Instruction (Step 2); pp. 160–161, Cultural Snapshot; p. 162, Core Instruction (Step 3); p. 166, Core Instruction (Step 3); pp. 194–195, Cultural Snapshot; p. 196, Core Instruction (Step 2), Cultural Snapshot; p. 200, Core Instruction (Step 2) ASSESSMENT: Chapter 1, Listening Comprehension Test

SE: p. 42, Reading Checks; p. 43, Act. A; p. 45, Act. A; p. 47, Act. 8; p. 76, Reading Checks; p. 77, Act. A–B, D; p. 79, ¿Comprendes? activity; p. 81, Act. 6; p. 112, Reading Checks; p. 113, Act. A–C; p. 115, ¿Comprendes? activity; p. 117, Act. 8; p. 146, Reading Checks; p. 147 Act. A–C; p. 149, ¿Comprendes? activity; p. 151, Act. 7–8; p. 180, Reading Checks, Durante la lectura; p. 181, Act. A–D; p. 183, ¿Comprendes? activity; p. 185, Act. 6; p. 214, Reading Check (bottom); p. 215, Act. A–F; p. 217, Act. A–B; p. 219, Act. 6–7 TE: p. 42, Core Instruction (Step 4); p. 44, Core Instruction (Step 3), Teaching Options; p. 76, Core Instruction (Step 4); p. 77, Differentiation (All Learners); p. 78, Core Instruction (Step 3); p. 112, Core Instruction (Step 5); p. 114, Core Instruction (Step 4); p. 146, Core Instruction (Step 5); p. 148, Core Instruction (Step 3); p. 180, Core Instruction (Steps 3–4); p. 215, Differentiation (Advanced Learners); p. 399, Core Instruction (Step 3); p. 403, Core Instruction (Step 3); p. 404, Tips for Success

SE: p. 65, ePals TE: p. 23, TPR; p. 59, TPR; p. 97, TPR; p. 128, TPR; p. 163, TPR; p. 167, TPR; p. 197, TPR; p. 200, TPR SE: p. 111, Act. B; p. 141, Act. 11; p. 169, Act. 5, 7; p. 190, Act. 1 TE: p. 61, Act. 4; p. 63, TPR; p. 93, TPR; p. 97, Differentiation (bodily-kinesthetic learners), TPR SE: p. 41, Act. A–C; p. 75, Act. A–D; p. 111, Act. A–C; p. 145, Act. A–D; p. 179, Act. A–C; p. 207, Act. 9; p. 213, Act. A–D TE: p. 69, Go Online! (Diálogo en vivo video); p. 110, Differentiation; p. 144, Differentiation; p. 145, Pre-AP; p. 179, Teaching Options; p. 207, Act. 9; p. 212, Core Instruction (Step 2) ASSESSMENT: Chapter 1: Listening Comprehension Test; Chapter 4: Listening Comprehension Test; Chapter 6: Listening Comprehension Test

ts, and ideas in writing from culturally authentic sources on a variety of topics in the target language.

SE: p. 24, Act. 2–3; p. 25, Act. 7; p. 28, Act. 2; p. 39, Refrán; p. 42, Antes de leer; p. 45, Act. A; p. 46, Act. 1; p. 53, Act. 8; p. 65, Act. 4; p. 73, Refrán; p. 75, Act. A–D; p. 87, Act. 4; p. 94, Act. 3; p. 95, Act. 5; p. 109, Refrán; p. 111, Act. A–C; p. 130, Act. 3; p. 138, Comunidades; p. 143, Refrán; p. 145, Act. A–D; p. 150, Act. 3; p. 169, Act. 6; p. 177, Refrán; p. 179, Act. A–C; p. 211, Refrán; p. 213, Act. A–D; p. 218, Act. 1 TE: p. 17, Differentiation (Slower Paced Learners); p. 26, Core Instruction (Step 3); p. 39, Refrán; p. 45, Differentiation (bodily-kinesthetic learners); p. 51, Differentiation; p. 73, Refrán; p. 85, Differentiation; p. 96, Core Instruction (Step 2); p. 109, Refrán; p. 121, Differentiation; p. 143, Refrán; p. 155, Differentiation; p. 177, Refrán; p. 189, Differentiation

SE: p. 214, Antes de leer, Reading Check (bottom); p. 215, A–F; p. 217, Act. A–B; p. 219, Act. 6–7; p. 401, Act. A–E; p. 405, Act. A–E; p. 416, Act. A–B TE: p. 214, Core Instruction (Steps 4–5); p. 215, Differentiation (Advanced Learners, Slower Paced Learners); p. 399, Core Instruction (Step 3); p. 403, Core Instruction (Step 3); p. 404, Tips for Success SE: p. 114, Photo caption ASSESSMENT: Chapter 5: Test for Reading Comprehension

SE: p. 15, Act. 5–6; p. 16, Act. 1–3; p. 36, Act. 10, 12; p. 43, Act. B–C; p. 46, Act. 3; p. 53, Act. 4–5; p. 60, Act. 3; p. 64, Act. 1; p. 65, Act. 4; p. 67, Act. 3–4; p. 71, Act. 9; p. 72, Act. 12, 15; p. 76, Durante la lectura; p. 77, Act. C; p. 95, Act. 4; p. 98, Act. 2–3; p. 99, Act. 4; p. 111, Act. A; p. 112, Reading Check (middle), Durante la lectura; p. 116, Act. 2; p. 117, Act. 4; p. 123, Act. 7; p. 130, Act. 2; p. 131, Act. 4; p. 134, Act. 2; p. 135, Act. 5; p. 142, Act. 16; p. 149, ¿Comprendes? activity (#2, #4, #7); p. 150, Act. 1; p. 168, Act. 2–3; p. 169, Act. 5; p. 171, Act. 1, 4; p. 173, Act. 6–7; p. 176, Act. 14; p. 183, ¿Comprendes? activity (#4); p. 184, Act. 2; p. 198, Act. 2; p. 199, Act. 8; p. 202, Act. 2–3; p. 205, Act. 4; p. 208, Act. 10; p. 214, Reading Check (top); p. 218, Act. 2–3; p. 219, Act. 4; p. 398, Práctica; p. 402, Práctica; p. 412, Act. B–C; p. 415, Act. D TE: p. 18C, Chapter Project (#3); p. 67, Act. 3; p. 108, Act. 14–15; p. 143, Learning from Realia; p. 144, About the Spanish Language; p. 146, Core Instruction (Steps 2–3) ASSESSMENT: Chapter 1: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B), Test for Reading Comprehension; Chapter 2: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Quiz 3 (El verbo tener), Quiz 4 (Los adjetivos posesivos), Reading and Writing Test (Forms A, B), Test for Reading Comprehension; Chapter 3: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Quiz 3 (Presente de los verbos en -ar), Quiz 4 (Los verbos ir, dar, estar), Quiz 5 (Las contracciones al y del), Reading and Writing Test (Forms A, B), Test for Reading Comprehension; Chapter 4: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B); Chapter 5: Quiz 1 (Vocabulario 1), Quiz 2 (Vocabulario 2), Reading and Writing Test (Forms A, B); Chapter 6: Quiz 2 (Vocabulario 2), Quiz 3 (Ser y estar), Quiz 4 (Los pronombres me, te, nos, le, les), Reading and Writing Test (Forms A, B)

SE: p. 36, Act. 9; p. 43, Act. D; p. 113, Act. C; p. 214, Antes de leer; p. 410, Act. A–F; p. 412, Act. A; p. 414, Act. A; p. 415, Act. C, F TE: p. 42, Core Instruction (Step 5), Differentiation (Advanced Learners); p. 146, Core Instruction (Steps 2–3); p. 398, Teaching Options; p. 399, Core Instruction (Step 4); p. 402, Teaching Options; p. 403, Core Instruction (Step 4) ASSESSMENT: Chapter 3: Test for Reading Comprehension; Chapter 4: Test for Reading Comprehension; Chapter 5: Test for Reading Comprehension; Chapter 6: Test for Reading Comprehension SE: p. 216, Durante la lectura; p. 399, Durante la lectura TE: p. 397, Tips for Success nge information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally

SE: p. 2, Act. 1; p. 48, Act. 3 ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 5: Performance Assessment Task SE: p. 2, Act. 2; p. 4, Act. 2; p. 5, Act. 5; p. 7, Act. 2; p. 9, Act. 5; p. 10, Act. 1; p. 13, Act. 2; p. 48, Act. 2–3; p. 68, Act. 5; p. 71, Act. 10; p. 118, Act. 1–2; p. 135, Act. 6; p. 141, Act. 10–11; p. 152, Act. 1–2; p. 174, Act. 11; p. 186, Act. 2; p. 199, Act. 9–10; p. 210, Act. 18; p. 220, Act. 1 TE: p. 61, Act. 5; p. 99, Comunicación (Act. 5); p. 144, Differentiation; p. 145, Pre-AP; p. 157, Differentiation (Interpersonal learners); p. 160, Present; p. 199, Act. 9 ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 2: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency; Chapter 5: Test for Oral Proficiency; Chapter 6: Test for Oral Proficiency

SE: p. 176, Act. 13, 15; p. 186, Act. 3–4; p. 210, Act. 18 TE: p. 192D, Connection to Fine Art ASSESSMENT: Chapter 5: Reading and Writing Test (Forms A, B), Speaking Test (Achievement) SE: p. 13, Act. 3; p. 15, Act. 7; p. 24, Act. 3; p. 25, Act. 7–8; p. 28, Act. 2, InfoGap; p. 29, Act. 5; p. 37, Act. 13; p. 41, Act. C; p. 61, Act. 5, InfoGap; p. 65, Act. 7; p. 68, Act. 6; p. 72, Act. 13; p. 82, Act. 1, 4; p. 95, Act. 6; p. 106, InfoGap; p. 134, InfoGap; p. 139, Act. 9; p. 145, Act. D; p. 152, Act. 1; p. 164, Comunidades; p. 165, Act. 7; p. 174, Foldables; p. 176, Act. 13, 15; p. 191, Act. 5; p. 199, Act. 9; p. 204, Act. 2; p. 205, Act. 3; p. 207, InfoGap; p. 208, Act. 11; p. 209, Act. 13; p. 224, Act. 4 TE: p. 22, Core Instruction (Step 2); p. 26, Core Instruction (Step 3); p. 58, Core Instruction (Step 2); p. 61, InfoGap; p. 88C, Chapter Project (Expansion); p. 95, Comparaciones; p. 107, InfoGap; p. 134, InfoGap; p. 158C, Chapter Project (#1); p. 179, Teaching Options; p. 207, InfoGap ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency; Chapter 5: Test for Oral Proficiency

SE: p. 8, Act. 3; p. 9, Act. 5; p. 14, Act. 3; p. 15, Act. 7, InfoGap; p. 52, Act. 3; p. 53, Act. 4–5; p. 68, Act. 6; p. 224, Act. 4 TE: p. 12, Teaching Options; p. 15, InfoGap; p. 105, Differentiation; p. 110, Quick Start ASSESSMENT: Chapter 2: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency, Performance Assessment Task SE: p. 82, Act. 1; p. 186, Act. 5 TE: p. 5, Tips for Success; p. 23, Differentiation; p. 41, Differentiation (bodily-kinesthetic learners); p. 74, Differentiation; p. 96, Core Instruction (Step 3); p. 101, Go Online! (Diálogo en vivo video); p. 103, Act. 6; p. 163, ¡Así se dice!; p. 207, Act. 8; p. 212, Core Instruction (Step 3) SE: p. 65, ePals TE: p. 23, TPR; p. 97, TPR; p. 128, TPR; p. 163, TPR; p. 167, TPR; p. 197, TPR; p. 200, TPR SE: p. 52, Act. 1; p. 75, Act. D; p. 108, Act. 12; p. 111, Act. C; p. 138, Act. 5

SE: p. 7, Act. 2; p. 48, Act. 3; p. 82, Act. 2; p. 99, Act. 5; p. 109, Act. 16; p. 135, Act. 6; p. 152, Act. 2 TE: p. 5, Differentiation; p. 202, Teaching Options ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency; Chapter 4: Test for Oral Proficiency; Chapter 6: Test for Oral Proficiency, Performance Assessment Task SE: p. 99, Act. 5; p. 117, Act. 4; p. 118, Act. 1–3; p. 141, Act. 10, 13; p. 142, Act. 14–16; p. 150, Act. 2; p. 152, Act. 2–3; p. 164, Act. 3; p. 168, Act. 3; p. 171, Act. 1, 4; p. 173, Act. 6–7; p. 410, Act. A–B, D–G; p. 412, Act. A; p. 414, Act, A–B; p. 415, Act. C TE: p. 92, Quick Start; p. 168, Why It Works!

SE: p. 7, Act. 2; p. 11, Act. 5; p. 118, Act. 1, 4; p. 131, Act. 5; p. 137, Act. 3; p. 141, Act. 13; p. 165, Act. 4; p. 171, Act. 4; p. 176, Act. 16, InfoGap; p. 186, Act. 1–2; p. 210, Act. 18 TE: p. 126, Present; p. 148, Core Instruction (Step 1); p. 176, InfoGap; p. 181, Cultura ASSESSMENT: Chapter 6: Performance Assessment Task SE: p. 29, Act. 4; p. 36, Act. 10, 12; p. 37, Act. 14; p. 43, Comunidades; p. 47, Act. 7; p. 48, Act. 1, 3; p. 53, Act. 4, 7; p. 61, Act. 4; p. 65, Act. 7; p. 67, Act. 3; p. 68, Act. 5–6; p. 71, Act. 9–10; p. 72, Act. 12; p. 82, Act. 1; p. 101, Act. 2; p. 102, Act. 5, Act. 5 Expansión; p. 106, Act. 9; p. 108, Act. 14; p. 114, Antes de leer; p. 119, Tarea (Prewrite); p. 122, Act. 3; p. 131, Conexiones; p. 137, Act. 3; p. 138, Act. 6, Comunidades; p. 139, Act. 7; p. 142, Act. 14; p. 148, Antes de leer; p. 156, Act. 2; p. 157, Act. 6; p. 159, Aquí y Allí; p. 190, Act. 2; p. 198, Act. 1; p. 208, Act. 11; p. 209, Act. 13; p. 224, Act. 4 TE: p. 24, Heritage Speakers; p. 26, Tips for Success (Bullet 2); p. 37, Pre-AP; p. 38, Comunidades; p. 40, Quick Start; p. 58, Differentiation; p. 59, Step 4; p. 67, Act. 3; p. 74, Quick Start; p. 99, Differentiation; p. 102, Act. 5; p. 105, Quick Start, Differentiation; p. 110, Quick Start; p. 130, Act. 3; p. 136, Quick Start; p. 157, Differentiation (Interpersonal learners); p. 194, Present; p. 202, Teaching Options ASSESSMENT: Chapter 1: Quiz 5 (El verbo ser), Speaking Test (Achievement), Test for Oral Proficiency; Chapter 2: Quiz 3 (El verbo tener), Speaking Test (Achievement); Chapter 3: Quiz 4 (Los verbos ir, dar, estar), Reading and Writing Test (Forms A, B), Speaking Test (Achievement), Test for Oral Proficiency; Chapter 4: Quiz 3 (Presente de los verbos en -er, -ir), Reading and Writing Test (Form B), Speaking Test (Achievement); Chapter 5: Quiz 3 (Los verbos de cambio radical e → ie), Reading and Writing Test (Forms A, B); Chapter 6: Reading and Writing Test (Forms A, B)

to an audience of listeners on a variety of topics in a culturally appropriate context in the target language.

SE: p. 7, Act. 3; p. 9, Act. 6; p. 11, Act. 2–4; p. 13, Act. 1; p. 15, Act. 4; p. 29, Act. 5; p. 37, Act. 13; p. 61, Act. 6–7; p. 64, Act. 2; p. 65, Act. 4 Expansión, Act. 5; p. 66, Act. 1; p. 69, Act. 8; p. 87, Act. 6; p. 94, Act. 3 Expansión; p. 118, Act. 4; p. 123, Act. 4; p. 199, Act. 7; p. 202, Act. 2 Expansión; p. 208, Act. 11; p. 209, Act. 13 TE: p. 65, Heritage Speakers; p. 201, Differentiation ASSESSMENT: Chapter 1: Speaking Test (Achievement); Chapter 2: Speaking Test (Achievement); Chapter 3: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 4: Speaking Test (Achievement); Chapter 5: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 6: Speaking Test (Achievement) SE: p. 24, Act. 4; p. 25, Act. 5, 7; p. 34, Act. 7; p. 36, Act. 11 Expansión; p. 37, Act. 13; p. 45, Act. B; p. 48, Act. 4; p. 61, Act. 7; p. 65, Act. 7; p. 67, Act. 2 Expansión; p. 82, Act. 3; p. 95, Act. 7; p. 122, Act. 2; p. 152, Act. 4–5; p. 205, Act. 5; p. 220, Act. 3 TE: p. 24, Heritage Speakers; p. 28, Act. 2; p. 36, Act. 9; p. 38, Comunidades; p. 43, Comunidades (Bullet 1); p. 61, Act. 5; p. 72, Act. 13; p. 142, Comunicación (Interpersonal, Presentational); p. 194, Cultural Snapshot (Estados Unidos); p. 199, Act. 7 ASSESSMENT: Chapter 1: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 2: Speaking Test (Achievement); Chapter 3: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 4: Test for Oral Proficiency

SE: p. 176, Act. 13, 15–17, InfoGap; p. 177, Act. 18; p. 186, Act. 4; p. 210, Act. 18 TE: p. 54D, Connection to Fine Art; p. 164, Heritage Speakers; p. 175, Differentiation; p. 176, Comunicación, InfoGap ASSESSMENT: Chapter 5: Speaking Test (Achievement) SE: p. 99, Act. 5; p. 108, Act. 15; p. 118, Act. 4–5 TE: p. 88C, Chapter Project (#3); p. 142, Comunicación (Interpersonal, Presentational) ASSESSMENT: Chapter 3: Speaking Test (Achievement), Test for Oral Proficiency, Performance Assessment Task SE: p. 35, Act. 8; p. 203, Act. 6; p. 220, Act. 4 TE: p. 3, Differentiation; p. 5, Tips for Success; p. 6, Differentiation; p. 35, Act. 8; p. 40, Core Instruction (Step 3); p. 41, Differentiation (bodilykinesthetic learners); p. 66, Differentiation; p. 67, Differentiation; p. 74, Core Instruction (Step 5); p. 97, Differentiation (verbal-linguistic learners); p. 101, Go Online! (Diálogo en vivo video); p. 124C, Chapter Project (Expansion); p. 133, Differentiation (bodily-kinesthetic learners); p. 144, Differentiation; p. 152, Act. 2–3; p. 157, Differentiation (Bodily-kinesthetic learners); p. 174, Comunicación (Interpersonal, Presentational); p. 178, Differentiation SE: p. 24, Act. 4; p. 34, Act. 7; p. 48, Act. 1, 4; p. 52, Act. 3; p. 65, Act. 4 Expansión; p. 66, Act. 1; p. 82, Act. 2; p. 174, Act. 12; p. 177, Act. 18; p. 225, Act. 7 TE: p. 26, Tips for Success (Bullet 2); p. 53, Heritage Speakers; p. 69, Conexiones; p. 158C, Chapter Project (#5); p. 158D, Connection to Fine Art; p. 167, Differentiation (Advanced Learners); p. 174, Act. 12; p. 212, Differentiation (bodily-kinesthetic learners)

SE: p. 48, Act. 2–3; p. 61, Act. 4 Expansión; p. 108, Act. 15; p. 135, Act. 4 Expansión; p. 164, Act. 3 Expansión; p. 169, Act. 5; p. 171, Act. 3; p. 186, Act. 5; p. 207, Act. 9 Expansión; p. 410, Act. C TE: p. 29, Act. 4–5; p. 38, Act. 16; p. 103, Differentiation; p. 105, Quick Start; p. 110, Differentiation; p. 138, Comunidades; p. 164, Differentiation; p. 206, Differentiation (intrapersonal learners); p. 398, Vocabulario ASSESSMENT: Chapter 4: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 5: Test for Oral Proficiency; Chapter 6: Speaking Test (Achievement) SE: p. 99, Act. 5, p. 108, Act. 15; p. 118, Act. 4–5 TE: p. 124D, Connection to Fine Art; p. 142, Comunicación (Interpersonal, Presentational); p. 147, Heritage Speakers ASSESSMENT: Chapter 3: Speaking Test (Achievement); Chapter 4, Speaking Test (Achievement)

an audience of readers on a variety of topics in a culturally appropriate context in the target language.

SE: p. 24, Act. 3; p. 28, Act. 2; p. 29, Act. 4; p. 31, Act. 2; p. 33, Act. 4; p. 36, Act. 10, 12; p. 38, Act. 17; p. 61, Act. 4; p. 65, Act. 4; p. 66, Act. 1; p. 67, Act. 3; p. 69, Act. 8; p. 71, Act. 9; p. 72, Act. 12; p. 81, Act. 3; p. 94, Act. 3; p. 95, Act. 5; p. 101, Act. 2; p. 119, Tarea; p. 123, Act. 4; p. 130, Act. 3; p. 135, Act. 4; p. 137, Act. 3; p. 150, Act. 2; p. 164, Act. 3; p. 168, Act. 3; p. 169, Act. 7; p. 171, Act. 1, 4; p. 173, Act. 6–7; p. 190, Act. 2; p. 199, Act. 7; p. 202, Act. 2; p. 204, Act. 2; p. 205, Act. 3; p. 206, Act. 7; p. 207, Act. 9 TE: p. 15, Differentiation (Naturalist learners); p. 40, Quick Start; p. 54C, Chapter Project (#3, Expansion); p. 72, Writing Development; p. 136, Quick Start; p. 169, Act. 5 ASSESSMENT: Chapter 1: Test for Writing Proficiency; Chapter 2: Quiz 3 (El verbo tener), Test for Writing Proficiency; Chapter 3: Reading and Writing Test (Forms A, B), Test for Writing Proficiency; Chapter 4: Quiz 4 (Expresiones con el infinitivo), Reading and Writing Test (Forms A, B), Test for Writing Proficiency, Performance Assessment Task; Chapter 5: Quiz 5 (Los verbos interesar, aburrir, gustar), Reading and Writing Test (Forms A, B); Chapter 6: Reading and Writing Test (Forms A, B)

SE: p. 52, Act. 2; p. 137, Act. 4; p. 165, Act. 6 TE: p. 88C, Chapter Project (#1–#2) ASSESSMENT: Chapter 1: Performance Assessment Task SE: p. 34, Act. 7; p. 36, Act. 9; p. 69, Act. 8; p. 106, Act. 9; p. 108, Act. 14; p. 122, Act. 2–3; p. 131, Act. 5; p. 176, Act. 13, 15; p. 205, Act. 5; p. 208, Foldables; p. 209, Act. 15; p. 210, Act. 16 TE: p. 18C, Chapter Project (#2); p. 26, Quick Start; p. 36, Differentiation (Act. 10); p. 70, Quick Start; p. 74, Quick Start; p. 110, Quick Start; p. 198, Act. 3, 5 ASSESSMENT: Chapter 1: Quiz 1, (Vocabulario 1), Test for Writing Proficiency; Chapter 2: Test for Writing Proficiency, Performance Assessment Task; Chapter 3: Quiz 4 (Los verbos ir, dar, estar), Test for Writing Proficiency; Chapter 4: Quiz 3 (Presente de los verbos en -er, -ir), Test for Writing Proficiency; Chapter 5: Reading and Writing Test (Forms A, B); Chapter 6: Test for Writing Proficiency SE: p. 139, Act. 9; p. 203, Act. 6 TE: p. 124C, Chapter Project (#5); p. 192C, Chapter Project (#1) ASSESSMENT: Chapter 1: Test for Writing Proficiency SE: p. 77, Act. D; p. 153, Tarea; p. 157, Act. 7; p. 169, Act. 5; p. 187, Tarea TE: p. 42, Differentiation (Advanced Learners); p. 77, ¿Comprendes? Act. D; p. 179, Writing Development; p. 180, Writing Development ASSESSMENT: Chapter 1: Reading and Writing Test (Forms A, B); Chapter 4: Test for Writing Proficiency; Chapter 5: Test for Writing Proficiency; Chapter 6: Reading and Writing Test (Forms A, B), Test for Writing Proficiency SE: p. 72, Foldables; p. 83, Tarea (Prewrite); p. 187, Tarea (Prewrite) TE: p. 18C, Chapter Project (#4); p. 38, Comunidades; p. 54C, Chapter Project (#1); p. 83, Differentiation; p. 88C, Chapter Project (#5); p. 124C, Chapter Project (#4)

SE: p. 203, Act. 6; p. 405, Act. E TE: p. 41, Differentiation (Visual-spatial learners); p. 192C, Chapter Project (#3) SE: p. 43, Act. C; p. 49, Tarea; p. 75, Act. C; p. 83, Tarea; p. 119, Tarea (Prewrite); p. 145, Act. C; p. 187, Tarea; p. 221, Tarea TE: p. 18D, Los tejidos, Connection to Fine Art (Technology Expansion); p. 41, Writing Development; p. 43, Differentiation; p. 92, Quick Start; p. 147, Writing Development; p. 206, Quick Start ASSESSMENT: Chapter 8: Quiz 2 (Vocabulario 2); Chapter 10: Test for Writing Proficiency, Performance Assessment Task SE: p. 106, Act. 9; p. 108, Act. 14–15; p. 109, Act. 17; p. 137, Act. 3; p. 141, Act. 10; p. 157, Act. 4 TE: p. 88C, Chapter Project (#3); p. 95, Comparaciones; p. 139, Writing Development ASSESSMENT: Chapter 3: Test for Writing Proficiency; Chapter 4: Test for Writing Proficiency; Chapter 6: Test for Writing Proficiency

e understanding of the relationship among practices, products, and perspectives of cultures other than his/her own.

SE: p. 2, Act. 1; p. 3, Act. 6–7; p. 4, Act. 1, 3; p. 12, Cultura; p. 53, Act. 6; p. 78, Cultura; p. 79, ¿Comprendes? activity; p. 104, Photo caption; p. 113, Cultura; p. 115, ¿Comprendes? activity; p. 143, Cultura; p. 146, Reading Check (bottom); p. 147, Act. B–C; p. 148, Photo caption; p. 151, Act. 7–8; p. 153, Tarea; p. 179, Photo caption, Video; p. 180, Reading Check (top); p. 185, Act. 6; p. 222, Photo caption TE: p. 11, Cultura; p. 18D, Connection to Fine Art (Technology Expansion); p. 54D, Recipe; p. 78, Core Instruction (Step 3), Cultura; p. 88D, Recipe; p. 95, Cultural Snapshot; p. 113, Cultura; p. 124D, Habla en verso, Connection to Fine Art; p. 125, Cultural Snapshot; p. 158D, Dominó; p. 180, Core Instruction (Step 1); p. 181, Cultura; p. 192D, Campaña de salud; p. 222, Cultural Snapshot ASSESSMENT: Chapter 3: Reading and Writing Test (Form A); Chapter 5: Reading and Writing Test (Form B)

SE: p. 2, Greeting people; p. 147, Act. B–C; p. 151, Act. 8; p. 179, Photo caption TE: p. 27, Go Online! (Diálogo en vivo video); p. 59, About the Spanish Language (Bullet 3); p. 113, Cultura; p. 122, Cultural Snapshot; p. 145, PreAP; p. 181, Cultura; p. 192D, Campaña de salud; p. 222, Cultural Snapshot SE: p. SH45, eScape; p. 11, Conexiones TE: p. 124D, Habla en verso SE: p. 11, Conexiones; p. 56, Introducción al tema; p. 57, Panamá photo caption; p. 70, Comunidades; p. 134, Photo caption; p. 137, Cultura; p. 141, Comparaciones; p. 143, Cultura; p. 151, Act. 8; p. 206, Photo caption (bottom); p. 217, Photo caption; p. 403, Photo caption TE: p. 3, Cultural Snapshot; p. 18D, Connection to Fine Art; p. 23, Cultural Snapshot; p. 54D, Recipe, Connection to Fine Art; p. 56, Present; p. 70, Comunidades; p. 88D, Recipe; p. 95, Cultural Snapshot; p. 97, About the Spanish Language; p. 106, Go Online! (Cultura en vivo video); p. 113, Cultura; p. 124C, Chapter Project (#2); p. 124D, Habla en verso; pp. 126–127, Cultural Snapshot; p. 141, Cultural Snapshot; p. 147, Cultural Snapshot; p. 165, Act. 5; p. 192C, Chapter Project (Expansion); p. 192D, Recipe

SE: p. 113, Act. C; p. 137, Cultura; p. 165, Act. 7; p. 180, Durante la lectura; p. 181, Act. D TE: p. 35, Go Online! (Cultura en vivo video); p. 54D, Connection to Fine Art; p. 88D, Connection to Fine Art; p. 180, Core Instruction (Step 1); p. 181, Cultura; p. 192D, Campaña de salud; p. 217, Conexiones ASSESSMENT: Chapter 3: Reading and Writing Test (Form B); Chapter 4: Reading and Writing Test (Form A) SE: p. 143, Cultura; p. 147, Video

ther disciplines through the target language. e and culture by comparing his/her own language(s) and cultures to others. school setting to investigate and improve his/her world beyond his/her immediate surroundings for personal growth and enrichment. owever, teachers may divide this standard into three separate ones to align them with the national standards.

SE: p. 131, Act. 4; p. 134, Act. 1; p. 165, Act. 7 TE: p. 44, Tips for Success; p. 69, Conexiones; p. 79, Conexiones; p. 145, Conexiones; p. 192D, Campaña de salud SE: p. 44, Antes de leer; p. 81, Act. 6; p. 131, Act. 4; p. 134, Act. 1; p. 145, Conexiones TE: p. 44, Core Instruction (Step 1); p. 45, Conexiones (Bullet 2); p. 54D, Connection to Fine Art; p. 76, Core Instruction (Step 2); p. 78, Conexiones; p. 79, Conexiones; p. 104, Conexiones; p. 112, Core Instruction (Step 4); p. 115, Cultural Snapshot; p. 179, Go Online! (Cultura en vivo video); p. 192D, Campaña de salud; p. 203, Conexiones; p. 207, Conexiones; p. 216, Cultural Snapshot; p. 398, Vocabulario SE: p. 2, Act. 3; p. 3, Act. 4; p. 17, Juego; p. 51, Juego; p. 85, Juego; p. 112, Antes de leer; p. 121, Juego; p. 155, Juego; p. 189, Juego; p. 223, Juego TE: p. 35, Comparaciones; p. 45, Conexiones (Bullet 1); p. 109, Refrán; p. 112, Comparaciones; p. 124C, Chapter Project (#2); p. 143, Refrán; p. 177, Refrán SE: p. 17, Juego; p. 27, ¡Ojo!; p. 51, Juego; p. 58, ¡Ojo!; p. 85, Juego; p. 112, Durante la lectura; p. 121, Juego; p. 155, Juego; p. 189, Juego; p. 197, ¿Lo sabes?; p. 223, Juego; p. 402, Reading Tip TE: p. 29, Conexiones; p. 112, Core Instruction (Step 3); p. 197, About the Spanish Language; p. 201, About the Spanish Language (Bullet 2) SE: p. SH47, eScape; p. 11, Conexiones

SE: p. SH63, eScape; 67, ePals TE: p. 138, Comunidades; p. 192C, Chapter Project (Technology Expansion) SE: p. 43, ePals; p. 119, Tarea (Write) TE: p. 18C, Chapter Project (Expansion); p. 88D, Connection to Fine Art (Expansion)

SE: p. 47, Act. 8; p. 79, Conexiones; p. 102, Conexiones; p. 145, Conexiones; p. 168, Conexiones; p. 410, Act. A–B, D–G TE: p. 154, Cultural Snapshot; p. 158C, Chapter Project (#2); p. 192D, Campaña de salud; p. 204, Tips for Success SE: p. 50, Comparaciones; p. 95, Comparaciones; p. 100, Comparaciones; p. 108, ¡Ojo!; p. 120, Comparaciones; p. 209, Los pronombres me, te, nos (#2); p. 222, Comparaciones TE: p. 35, Comparaciones; p. 50, Differentiation; p. 84, Differentiation; p. 95, Comparaciones; p. 124D, Connection to Fine Art; p. 222, Differentiation SE: p. 39, Pronunciación; p. 50, Comparaciones; p. 73, Pronunciación; p. 95, Comparaciones; p. 100, Comparaciones; p. 109, Pronunciación; p. 120, Comparaciones; p. 143, Pronunciación; p. 177, Pronunciación; p. 211, Pronunciación; p. 222, Comparaciones TE: p. 27, TPR; p. 39, Pronunciación; p. 50, Differentiation; p. 73, Pronunciación; p. 84, Differentiation; p. 95, Comparaciones; p. 109, Pronunciación; p. 120, Differentiation; p. 143, Pronunciación; p. 166, Core Instruction (Step 1); p. 177, Pronunciación; p. 211, Pronunciación; p. 222, Differentiation SE: p. 20, Introducción al tema; p. 56, Introducción al tema; p. 70, Comunidades; p. 125, Aquí y Allí; p. 143, Cultura; p. 147, Act. C–D; p. 152, Act. 3; p. 153, Tarea; p. 181, Act. D TE: p. 20, Present; p. 39, Refrán; p. 71, Heritage Speakers; p. 73, Refrán; p. 106, Go Online! (Cultura en vivo video); p. 145, Conexiones SE: p. 5, Act. 5; p. 25, Act. 5; p. 29, Act. 5; p. 37, Act. 13; p. 48, Act. 1–4; p. 61, Act. 7; p. 65, Act. 7; p. 82, Act. 1–4; p. 109, Act. 16; p. 118, Act. 1–2; p. 119, Tarea; p. 135, Act. 6; p. 139, Act. 9; p. 152, Act. 1–3; p. 165, Act. 7; p. 186, Act. 1–4; p. 220, Act. 1–2, 4 TE: p. 43, Comunidades (Bullet 2); p. 70, Comunidades; p. 138, Comunidades; p. 164, Heritage Speakers; p. 192C, Chapter Project (Technology Expansion)