SPANISH 2

CORRELATION Florida Department of Education Instructional Materials Correlation Course Standards/Benchmarks

SUBJECT: Spanish

SUBMISSION TITLE: ¡Así se dice! Spanish Level 2

GRADE LEVEL: 10 COURSE TITLE:  Spanish 2 COURSE CODE: 0708350

SPANISH 2

BID ID: 2887 PUBLISHER: McGraw-Hill Education PUBLISHER ID: 13102699502 ASD_Covers_FINAL_FrontCover.indd

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4/10/14 3:38 PM

Standard 1: Interpretive Listening: The student will be able to understand and interpret information, concepts, and ideas orally from culturally authentic sources on a variety of topics in the target language. BENCHMARK CODE

WL.K12.IL.1.1

WL.K12.IL.1.2

BENCHMARK

LESSONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN-DEPTH IN MAJOR TOOL

Use context cues to identify the main idea and essential details on familiar topics expressed in short conversations, presentations, and messages.

SE: p. R41, Act. B; p. 21, Act. C; p. 119, Act. D; p. 215, Act. C; p. 247, Act. C

Demonstrate understanding of the main idea and essential details of short conversations and oral presentations.

SE: p. R5, Act. A–B; p. R14, ¿Comprendes? activity; p. R24, Act. A–B; p. R32, ¿Comprendes? activity; p. R41, Act. A–B; p. R50, ¿Comprendes? activity; p. 16, Act. 8; p. 21, Act. A–C; p. 23, Act. A–D; p. 24, Reading Check; p. 25, ¿Comprendes? activity; p. 27, Act. 6; p. 55, Act. A–C; p. 57, Act. A–D; p. 59, ¿Comprendes? activity; p. 61, Act. 8; p. 87, Act. A–D; p. 88, Reading Checks; p. 89, Reading Check (top); p. 91, Act. A–E; p. 93, ¿Comprendes? activity; p. 95, Act. 8; p. 119, Act. A–D; p. 120, Reading Check; p. 121, Reading Checks; p. 123, Act. A–E; p. 153, Act. A–C; p. 157, Act. A–F; p. 159, ¿Comprendes? activity; p. 187, Act. A; p. 189, Act. A; p. 191, Act. A–B; p. 215, Act. A–B; p. 247, Act. A–C; p. 281, Act. A; p. 285, Act. A–E; p. 311, Act. A–C; p. 343, Act. A

TE: p. 15, Go Online! (Diálogo en vivo video); p. 281, Go Online! (Diálogo en vivo video); p. 287, Go Online! (Cultura en vivo video); p. 343, Go Online! (Diálogo en vivo video)

TE: p. R5, Teaching Options; p. R14, Core Instruction (Steps 2–3); p. R41, Teaching Options; p. R50, Differentiation; p. 17, Act. 10; p. 20, Core Instruction (Step 2); p. 22, Core Instruction (Step 3); p. 24, Core Instruction (Step 3); p. 56, Core Instruction (Step 4); p. 57, Differentiation; p. 86, Core Instruction (Step 4); p. 87, Expansión; p. 88, Core Instruction (Step 2), Teaching Options; p. 89, Differentiation (Bullets 1, 4); p. 119, Go Online! (Diálogo en vivo video); p. 120, Core Instruction (Step 2); p. 152, Core Instruction (Step 3); p. 153, Go Online! (Diálogo en vivo video); p. 154, Core Instruction (Step 3); p. 191, Go Online! (Diálogo en vivo video); p. 215, Go Online! (Diálogo en vivo video); p. 246, Core Instruction (Step 4) ASSESSMENT: Chapter 3: Listening Comprehension Test; Chapter 7: Listening Comprehension Test

¡Así se dice! Spanish 2 • Florida Correlation • page 1

WL.K12.IL.1.3

Demonstrate understanding of the main idea and essential details in messages and announcements on familiar topics.

SE: p. R23, Act. 1; p. 44, Act. 1; p. 74, Act. 1; p. 78, Act. 1; p. 178, Act. 1; p. 234, Act. 1; p. 238, Act. 1; p. 268, Act. 1; p. 302, Act. 1; p. 334, Act. 1; p. 354, Act.1 ASSESSMENT: Chapter 1: Listening Comprehension Test; Chapter 2: Listening Comprehension Test; Chapter 3: Listening Comprehension Test; Chapter 4: Listening Comprehension Test; Chapter 6: Listening Comprehension Test; Chapter 7: Listening Comprehension Test; Chapter 8: Listening Comprehension Test; Chapter 9: Listening Comprehension Test; Chapter 10: Listening Comprehension Test; Chapter 11: Listening Comprehension Test

WL.K12.IL.1.4

Identify key points and essential details on familiar topics presented in a variety of media.

SE: p. 6, Act. 1; p. 40, Act. 1; p. 108, Act. 1; p. 119, Act. C; p. 122, Reading Check; p. 132, Act. 1; p. 140, Act. 1; p. 144, Act. 1; p. 198, Act. 1; p. 206, Act. 1; p. 226, Act. 1; p. 282, Reading Checks; p. 283, Reading Check; p. 284, Reading Check; p. 294, Act. 1; p. 330, Act. 1 TE: p. 22, Core Instruction (Step 4); pp. 36–37, Cultural Snapshot; pp. 70–71, Cultural Snapshot; p. 89, Differentiation (Bullet 3); pp. 104–105, Cultural Snapshot; p. 120, Core Instruction (Step 3); pp. 136–137, Cultural Snapshot; pp. 170–171, Cultural Snapshot; pp. 202–203, Cultural Snapshot; pp. 230–231, Cultural Snapshot; pp. 264–265, Cultural Snapshot; pp. 298–299, Cultural Snapshot; pp. 326–327, Cultural Snapshot

WL.K12.IL.1.5

Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics.

SE: p. 22, Reading Checks; p. 56, Reading Checks; p. 59, ¿Comprendes? activity; p. 61, Act. 8; p. 154, Reading Check; p. 155, Reading Checks; p. 289, Act. 6; p. 347, Act. A; p. 349, Act. 10 TE: p. 248, Core Instruction (Step 2); p. 282, Core Instruction (Step 6); p. 286, Teaching Options; p. 344, Core Instruction (Step 2); p. 344, Differentiation (Bullets 1, 4) ASSESSMENT: Chapter 5: Listening Comprehension Test

WL.K12.IL.1.6

Demonstrate understanding of multiple-step directions and instructions in familiar settings.

SE: p. 52, Act. 12 Expanisón, Act. 13; p. 62, Act. 5; p. 275, Act. 4; p. 318, Act. 4 TE: p. 4, TPR; p. 43, TPR; p. 73, TPR; p. 77, TPR; p. 106, TPR; p. 107, TPR; p. 138, TPR; p. 139, TPR; p. 142, TPR; p. 143, TPR; p. 173, TPR; p. 176, TPR; p. 177, TPR; p. 205, TPR; p. 233, TPR; p. 236, TPR; p. 266, TPR; p. 267, TPR; p. 270, TPR; p. 284, Differentiation; p. 301,TPR; p. 314, Teaching Options; p. 328, TPR

WL.K12.IM.1.1

Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages.

SE: p. 21, Act. B; p. 22, Antes de leer, Durante la lectura, Después de leer; p. 55, Act. B; p. 87, Act. D; p. 119, Act. B; p. 153, Act. B–C; p. 215, Act. B; p. 247, Act. B; p. 281, Act. C; p. 343, Act. B TE: p. 249, Writing Development; p. 344, Differentiation (Bullet 2)

WL.K12.IM.1.2

Demonstrate understanding of the main idea and supporting details of presentations on familiar topics.

SE: p. 21; Act. B; p. 55; Act. B; p. 87, Act. D; p. 119; Act. B; p. 189, Act. A; p. 217, Act. D; p. 219, ¿Comprendes? activity TE: p. 188, Core Instruction (Step 5); p. 218, Teaching Options; p. 314, Teaching Options

WL.K12.IM.1.3

Recognize the main idea and supporting details on familiar topics of personal interest presented through messages and announcements.

SE: p. 24, Reading Check; p. 27, Act. 6; p. 322, Act. 1

WL.K12.IM.1.4

Identify essential information and supporting details on familiar topics presented through a variety of media.

SE: p. 188, Reading Check (top, middle); p. 216, Reading Checks; p. 217, Act. A; p. 221, Act. 8; p.248, Reading Check; p.249, Reading Check; p.250, Reading Check TE: p. 188, Core Instruction (Step 5); p. 244, Go Online! (Cultura en vivo video); p. 248, Teaching Options; p. 282, Core Instruction (Step 6), Teaching Options

WL.K12.IM.1.5

Demonstrate understanding of the purpose of a lecture or talk on a familiar topic.

SE: p. 93, ¿Comprendes? activity (#5); p. 123, Act. F; p. 125, ¿Comprendes? activity (#5); p. 253, Act. A (#1), Act. B; p. 285, Act. D; p. 347, Act. C; p. 377, Act. D

WL.K12.IM.1.6

Demonstrate understanding of complex directions and instructions, in familiar settings.

SE: p. 209, Act. 4; p. 210, Act. 8; p. 239, Act. 7; p. 277, Act. 10 TE: p. 270, TPR; p. 284, Differentiation; p. 301, TPR

¡Así se dice! Spanish 2 • Florida Correlation • page 2

Standard 2: Interpretive Reading: The student will be able to understand and interpret information, concepts, and ideas in writing from culturally authentic sources on a variety of topics in the target language. WL.K12.IL.2.1

Use context clues and background knowledge to demonstrate understanding of the main idea and essential details in texts that contain familiar themes.

SE: p. 10, Act. 3; p. 24, Reading Check; p. 25, ¿Comprendes? activity; p. 27, Act. 6; p. 41, Act. 5, 7; p. 56, Reading Strategy, Reading Checks (middle, bottom); p. 57, Act. A–D; p. 58, Antes de leer; p. 59, ¿Comprendes? activity; p. 61, Act. 8; p. 88, Antes de leer, Reading Check (top), Durante la lectura, Estrategia de lectura; p. 90, Reading Check; p. 91, Act. A–E; p. 92, Antes de leer; p. 93, ¿Comprendes? activity; p. 95, Act. 8; p. 120, Reading Check, Durante la lectura; p. 121, Reading Checks; p. 122, Reading Check; p. 123, Act. A–E; p. 124, Antes de leer; p. 154, Antes de leer; p. 156, Reading Checks; p. 157, Act. A–F; p. 159, ¿Comprendes? activity; p. 161, Act. 6; p. 188, Antes de leer, Durante la lectura, Después de leer; p. 189, Act. A; p. 191, Act. A; p. 215, Act. C; p. 217, Act. E; p. 248, Antes de leer; p. 251, Act. A, C; p. 282, Reading Check (bottom); p. 285, Act. D; p. 312, Reading Check; p. 344, Reading Checks, Durante la lectura; p. 345, Act. A, Reading Checks; p. 349, Act. 10; p. 377, Act. B, D; p. 379, Act. H–I; p. 386, Act. E; p. 389, Act. A; p. 391, Act. A TE: p. 91, Differentiation (Advanced Learners); p. 118, Differentiation; p. 188, Core Instruction (Step 5); p. 375, Tips for Success ASSESSMENT: Chapter 1: Test for Reading Comprehension; Chapter 2: Test for Reading Comprehension; Chapter 3: Test for Reading Comprehension; Chapter 5: Test for Reading Comprehension; Chapter 6: Test for Reading Comprehension; Chapter 7: Test for Reading Comprehension; Chapter 8: Test for Reading Comprehension; Chapter 9: Test for Reading Comprehension; Chapter 10: Test for Reading Comprehension; Chapter 11: Test for Reading Comprehension

WL.K12.IL.2.2

Interpret written literary text in which the writer tells or asks about familiar topics.

WL.K12.IL.2.3

Determine the meaning of a message and identify the author’s purpose through authentic written texts such as advertisements and public announcements.

SE: p. 362, Act. A–B; p. 363, Act. C–F; p. 367, Act. A–B; p. 377, Act. D; p. 379, Act. G–I; p. 380, Act. J–L; p. 381, Act. N–Q; p. 393, Act. A TE: p. 361, Differentiation; p. 373, Core Instruction (Step 1) SE: p. 178, Act. 4; p. 367, Act. C; p. 381, Act. Q; p. 389, Act. G; p. 393, Act. B–C TE: p. 168D, Música latina ASSESSMENT: Chapter 11: Test for Reading Comprehension

WL.K12.IL.2.4

Demonstrate understanding of vocabulary used in context when following written directions.

SE: p. 32, Act. 3; p. 91, Act. C; p. 277, Act. 9; p. 281, Act. B; p. 282, Durante la lectura; p. 312, Después de leer; p. 313, Act. A–C; p. 315, ¿Comprendes? activity; p. 331, Act. 5; p. 386, Act. A TE: p. 274, Learning from Realia ASSESSMENT: Chapter 9: Test for Reading Comprehension

WL.K12.IM.2.1

Identify the main idea and key details in texts that contain familiar and unfamiliar vocabulary used in context.

SE: p. 22, Antes de leer, Durante la lectura, Después de leer; p. 93, ¿Comprendes? activity (#5); p. 154, Reading Check; p. 155, Reading Checks; p. 189, Act. B–C; p. 217, Act. D; p. 249, Durante la lectura; p. 251, Act. B, D–E; p. 253, Act. A; p. 255, Act. 7; p. 282, Durante la lectura; p. 284, Despes de leer; p. 285, Act. C, E; p. 287, ¿Comprendes? activity; p. 312, Después de leer; p. 345, Act. C; p. 386, Act. A, C–E, G–H; p. 389, Act. A; p. 391, Act. B TE: p. 57, Differentiation; p. 89, Differentiation (Bullet 3); p. 120, Core Instruction (Step 3), Teaching Options; p. 190, Tips for Success; p. 216, Core Instruction (Step 3); p. 217, ¿Comprendes? Act. A; p. 248, Core Instruction (Step 5), Teaching Options; p. 249, Writing Development; p. 282, Core Instruction (Step 6), Teaching Options; p. 285, Differentiation; p. 344, Differentiation (Bullet 3) ASSESSMENT: Chapter 4: Test for Reading Comprehension; Chapter 8: Test for Reading Comprehension; Chapter 10: Test for Reading Comprehension

WL.K12.IM.2.2

Determine the main idea and essential details when reading narratives, literary selections, and other fictional writings on familiar topics.

SE: p. 123, Act. E; p. 125, ¿Comprendes? activity; p. 189, Act. D; p. 347, Act. B; p. 377, Act. A–C; p. 378, Act. F; p. 393, Act. A TE: p. 123, Tips for Success; p. 264, Cultural Snapshot (España); p. 357, Tips for Success; p. 358, Teaching Options; p. 359, Core Instruction (Step 2); p. 360, Differentiation; p. 364, Teaching Options; p. 368, Teaching Options; p. 371, Core Instruction; p. 372, Core Instruction (Step 2)

¡Así se dice! Spanish 2 • Florida Correlation • page 3

WL.K12.IM.2.3

Identify specific information in everyday authentic materials such as advertisements, brochures, menus, schedules, and timetables.

SE: p. R4, Act. 7; p. 75, Act. 4; p. 104, Photo caption (México); p. 111, Act. 6; p. 178, Act. 4; p. 191, Photo caption; p. 269, Act. 6; p. 367, Act. B; p. 389, Act. G TE: p. R4, Differentiation; p. 104, Cultural Snapshot (México); p. 116, Learning from Realia; p. 265, Cultural Snapshot (Ecuador); p. 272, Learning from Realia; p. 274, Learning from Realia; p. 307, Learning from Realia ASSESSMENT: Chapter 1: Test for Reading Comprehension

WL.K12.IM.2.4

Recognize many high frequency idiomatic expressions from a variety of authentic texts of many unknown words by using context clues.

SE: p. 367, Act. A; p. 381, Act. P ASSESSMENT: Chapter 11: Test for Reading Comprehension

Standard 3: Interpersonal Communication: The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language. WL.K12.IL.3.1

Initiate and engage in a conversation on familiar topics.

SE: p. R4, Act. 7; p. R9, Act. 12; p. R19, Act. 9; p. R23, Act. 5; p. R34, Act. 4; p. R40, Act. 6; p. 11, Act. 4, 6; p. 17, Act. 10; p. 28, Act. 2–3; p. 45, Act. 6; p. 61, Act. 11; p. 62, Act. 1, 3–4; p. 75, Act. 7; p. 96, Act. 1, 4; p. 128 Act. 3; p. 141, Act. 6; p. 147, Act. 5; p. 179, Act. 7; p. 185, Act. 14–15; p. 194, Act. 5 TE: p. R24, Differentiation; p. 20, Differentiation; p. 48, Teaching Options ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 3: Performance Assessment Task; Chapter 4: Test for Oral Proficiency; Chapter 6: Performance Assessment Task; Chapter 11: Performance Assessment Task

WL.K12.IL.3.2

Interact with others in everyday situations.

SE: p. R4, Act. 7; p. R6, Act. 3; p. R19, Act. 9; p. 11, Act. 6; p. 17, Act. 10; p. 28, Act. 2–3; p. 45, Act. 6; p. 75, Act. 7–8; p. 96, Act. 2; p. 111, Act. 6; p. 128 Act. 1; p. 179, Act. 5, 7; p. 209, Act. 4; p. 222, Act. 5; p. 274, Act. 1; p. 275, Act. 3, 5–6; p. 276, Act. 8, InfoGap; p. 277, Act. 10; p. 279, Act. 15; p. 291, Tarea; p. 307, Act. 6; p. 308, Act. 7–8; p. 309, Act. 11; p. 318, Act. 3; p. 343, Act. C; p. 350, Act. 5 TE: p. 5, Teaching Options; p. 275, Comunicación; p. 276, Act. 8; p. 335, Comunicación ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 3: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 6: Performance Assessment Task; Chapter 7: Test for Oral Proficiency; Chapter 8: Test for Oral Proficiency; Chapter 9: Speaking Test (Achievement), Test for Oral Proficiency, Performance Assessment Task; Chapter 11: Test for Oral Proficiency

WL.K12.IL.3.3

Express and react to feelings and emotions in real life situations.

SE: p. R53, Act. 6; p. 63, Tarea (Write [Bullet 1]); p. 163, Tarea (Prewrite); p. 318, Act. 5; p. 350, Act. 5

¡Así se dice! Spanish 2 • Florida Correlation • page 4

WL.K12.IL.3.4

Exchange information about familiar academic and social topics including participation in an interview.

SE: p. R6, Act. 3; p. R7, Act. 7; p. R8, Act. 8; p. R9, Act. 10, 12–13; p. R13, Act. 2; p. R16, Act. 1, 3; p. R18, Act. 6; p. R23, Act. 2; p. R26, Act. 1; p. R27, Act. 5; p. R31, Act. 3–4; p. R34, Act. 1; p. R35, Act. 6; p. R39, Act. 1; p. R43, Act. 1; p. R45, Act. 8; p. R52, Act. 1–2; p. R53, Act. 6; p. 6, Act. 2; p. 7, InfoGap; p. 10, Act. 1; p. 11, Act. 4; p. 24, Antes de leer; p. 32, Act. 4; p. 40, Act. 2; p. 41, InfoGap; p. 51, Act. 8, 11; p. 52, Foldables; p. 62, Act. 1, 3–4; p. 79, InfoGap; p. 82, Act. 5; p. 83, Act. 6; p. 101, Act. 7; p. 103, Aquí y Allí; p. 109, Act. 6; p. 110, Act. 1; p. 111, Act. 4; p. 117, Act. 13; p. 132, Act. 3; p. 135, Aquí y Allí; p. 144, Act. 2; p. 145, InfoGap; p. 146, Act. 1; p. 147, Act. 2, 5; p. 148, Act. 6; p. 150, Act. 10; p. 151, Act. 13; p. 166, Act. 2; p. 169, Aquí y Allí; p. 174, Act. 3; p. 178, Act. 2; p. 179, InfoGap; p. 180, Act. 1; p. 182, Act. 7; p. 183, Act. 9; p. 185, Act. 14; p. 190; Antes de leer; p. 201, Aquí y Allí; p. 209, Act. 2; p. 216, Antes de leer, Durante la lectura; p. 218, Antes de leer; p. 222, Act. 3; p. 239, InfoGap; p. 243, Act. 5, 8; p. 268, Act. 2; p. 272, Act. 3; p. 278, Act. 12; p. 286, Antes de leer; p. 294, Act. 2; p. 295, Act. 5; p. 297, Aquí y Allí; p. 303, Act. 4; p. 318, Act. 5; p. 330, Act. 2; p. 335, InfoGap; p. 337, Act. 4, 6; p. 341, Act. 13 TE: p. R9, Quick Start, Act. 12; p. R13, Act. 2; p. R30, Teaching Options; p. 7, InfoGap; p. 15, Quick Start; p. 40, Act. 2; p. 41, InfoGap; p. 49, Teaching Options; p. 67, Differentiation (Interpersonal learners); p. 79, Differentiation (Advanced Learners); p. 108, Teaching Options; p. 138, Quick Start; p. 151, Quick Start; p. 152, Quick Start; p. 172, Quick Start; p. 208, Quick Start; p. 210, Quick Start; p. 211, Quick Start; p. 280, Quick Start; p. 309, Quick Start; p. 342, Quick Start ASSESSMENT: Chapter 2: Performance Assessment Task; Chapter 4: Speaking Test (Achievement), Performance Assessment Task; Chapter 6: Speaking Test (Achievement)

WL.K12.IL.3.5

Initiate a conversation to meet basic needs in everyday situations both in and outside the classroom.

SE: p. R19, Act. 9; p. 11, Act. 6; p. 28, Act. 2–3; p. 45, Act. 6; p. 75, Act. 7; p. 128 Act. 1; p. 222, Act. 5 TE: p. 335, Comunicación ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 3: Test for Oral Proficiency; Chapter 4: Test for Oral Proficiency; Chapter 6: Performance Assessment Task; Chapter 7: Test for Oral Proficiency

WL.K12.IL.3.6

Recount and restate information received in a conversation in order to clarify meaning.

SE: p. 148, Act. 6 Expansión; p. 215, Act. B; p. 281, Act. C; p. 291, Tarea (Write [Bullet 4]); p. 343, Act. B TE: p. 57, Differentiation (Bullet 3); p. 89, Differentiation (Bullet 2); p. 215, Differentiation (Slower Paced Learners)

WL.K12.IL.3.7

Exchange general information about a few topics outside personal and academic fields of interest.

SE: p. 74, Act. 2; p. 78, Act. 2; p. 140, Act. 2; p. 238, Act. 3; p. 268, Conexiones; p. 269, Act. 6; p. 290, Act. 1; p. 346, Antes de leer; p. 350, Act. 2, 5 TE: p. 78, Act. 2; p. 268, Conexiones ASSESSMENT: Chapter 3: Performance Assessment Task; Chapter 7: Reading and Writing Test (Form B); Chapter 8: Speaking Test (Achievement)

WL.K12.IL.3.8

Initiate, engage, and exchange basic information to solve a problem.

SE: p. 75, Act. 8; p. 96, Act. 2; p. 222, Act. 5; p. 343, Act. C; p. 350, Act. 5 TE: p. 268, Conexiones ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 7: Test for Oral Proficiency; Chapter 11: Test for Oral Proficiency

WL.K12.IM.3.1

Express views and effectively engage in conversations on a variety of familiar topics.

SE: p. R35, Act. 7; p. R49, Act. 3; p. 58, Antes de leer; p. 389, Act. F; p. 391, Act. D; p. 393, Act. B TE: p. R31, Act. 3; p. 2, Present; p. 200D, Connection to Fine Art; p. 228D, Connection to Fine Art; p. 247, ¿Comprendes? Act. C; p. 329, Comunicación; p. 337, Differentiation ASSESSMENT: Chapter 3: Performance Assessment Task; Chapter 4: Speaking Test (Achievement); Chapter 11: Performance Assessment Task

¡Así se dice! Spanish 2 • Florida Correlation • page 5

WL.K12.IM.3.2

Ask and answer questions on familiar topics to clarify information and sustain a conversation.

SE: p. R9, Act. 12; p. 14, Act. 5; p. 28, Act. 2, 5; p. 111, Act. 6; p. 149, Act. 9; p. 209, Act. 4; p. 277, Act. 10; p. 291, Tarea (Write [Bullet 4]) TE: p. 62, Tips for Success; p. 96, Tips for Success; p. 162, Tips for Success; p. 194, Tips for Success; p. 222, Tips for Success; p. 237, Tips for Success; p. 256, Tips for Success; p. 270, Tips for Success; p. 290, Tips for Success; p. 300, Tips for Success; p. 318, Tips for Success; p. 324C, Chapter Project (#3); p. 333, Tips for Success; p. 350, Tips for Success ASSESSMENT: Chapter 3: Test for Oral Proficiency; Chapter 8: Test for Oral Proficiency

WL.K12.IM.3.3

Express personal views and opinions on a variety of topics.

SE: p. R7, Act. 7; p. R40, Act. 6; p. R49, Act. 3; p. 55, Act. D; p. 58, Antes de leer; p. 96, Act. 1; p. 128 Act. 3; p. 156, Después de leer; p. 189, Act. D; p. 194, Act. 1–2; p. 215, Act. C; p.250, Después de leer; p. 256, Act. 1–2, 4–5; p. 311, Act. D; p. 380, Act. M; p. 381, Act. Q; p. 386, Act. B TE: p. R31, Act. 3; p. R35, Act. 6; p. R49, Act. 3; p. 2, Present; p. 89, Teaching Options; p. 153, Differentiation (Advanced Learners); p. 157, Comunicación; p. 200D, Pensiones; p. 200D, Connection to Fine Art; p. 228D, Connection to Fine Art; p. 246, Comunicación; p. 247, Act. C ASSESSMENT: Chapter 2: Speaking Test (Achievement); Chapter 7: Performance Assessment Task; Chapter 8: Speaking Test (Achievement); Chapter 9: Performance Assessment Task; Chapter 10: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 11: Speaking Test (Achievement)

WL.K12.IM.3.4

Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led).

SE: p. R7, Act. 7; p. R23, Act. 5; p. R43, Act. 2; p. 96, Act. 1; p. 141, Act. 6; p. 145, Act. 5; p. 147, Act. 5; p. 175, Act. 8; p. 194, Act. 3; p. 239, Act. 7; p. 256, Act. 5; p. 290, Act. 1, 6; p. 303, Act. 7; p. 306, Act. 5; p. 335, Act. 4; p. 336, Act. 2; p. 341, Act. 15; p. 350, Act. 1; p. 386, Act. H–I; p. 389, Act. B TE: p. R49, Act. 3; p. 24, Differentiation; p. 48, Conexiones; p. 83, Differentiation (Multiple Intelligences); p. 90, Comparaciones; p. 102D, La sobremesa y la siesta; p. 206, Comunicación; p. 219, Comunicación; p. 234, Comunidades; p. 247, Go Online! (Diálogo en vivo video); p. 253, Conexiones; p. 262C, Chapter Project (Expansion); p. 268, Conexiones; p. 324C, Chapter Project (#3); p. 329, Comunicación; p. 337, Differentiation; p. 346, Conexiones ASSESSMENT: Chapter 11: Performance Assessment Task

WL.K12.IM.3.5

Initiate and maintain a conversation on a variety of familiar topics.

SE: p. 175, Act. 8; p. 180, Act. 3; p. 187, Act. C; p. 194, Act. 2–4; p.210, Act. 8; p. 222, Act. 2–3; p. 256, Act. 6; p. 279, Act. 16; p. 290, Act. 1, 6; p. 291, Tarea (Write); p. 303, Act. 7; p. 318, Act. 2; p. 331, Act. 8; p. 341, Act. 15; p. 343, Act. C; p. 350, Act. 1 TE: p. 324C, Chapter Project (#3) ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 6: Test for Oral Proficiency; Chapter 8: Test for Oral Proficiency; Chapter 9: Performance Assessment Task

WL.K12.IM.3.6

Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary.

SE: p. 63, Tarea (Prewrite [Bullet 3]); p. 75, Act. 7–8; p. 175, Act. 8; p. 194, Act. 2–3; p. 269, Act. 6; p. 291, Tarea (Prewrite); p. 319, Tarea (Write (Bullet 4]) TE: p. 28, Tips for Success; p. 62, Tips for Success; p. 162, Tips for Success; p. 175, Act. 8; p. 194, Tips for Success; p. 222, Tips for Success; p. 256, Tips for Success; p. 296C, Chapter Project (#4); p. 290, Tips for Success; p. 318, Tips for Success; p. 350, Tips for Success ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 4: Speaking Test (Achievement); Chapter 6: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 8: Test for Oral Proficiency; Chapter 11: Test for Oral Proficiency

WL.K12.IM.3.7

Follow grammatical rules for self-correction when speaking.

SE: p. 75, ¡Asi se dice!; p. 145, ¡Así se dice!; p. 179, Act. 7 TE: p. 62, Tips for Success; p. 75, Comunicación; p. 162, Tips for Success; p. 194, Tips for Success; p. 222, Tips for Success; p. 256, Tips for Success; p. 277, Act. 9–10; p. 290, Tips for Success; p. 318, Tips for Success; p. 350, Tips for Success

¡Así se dice! Spanish 2 • Florida Correlation • page 6

WL.K12.IM.3.8

Describe a problem or situation with details and state an opinion.

SE: p. 128 Act. 5; p. 129, Tarea; p. 187, Act. C; p. 194, Act. 3; p. 279, Act. 16 TE: p. 250, Differentiation (Heritage Speakers) ASSESSMENT: Chapter 7: Test for Oral Proficiency; Chapter 9: Test for Oral Proficiency; Chapter 11: Test for Oral Proficiency

Standard 4: Presentational Speaking: The student will be able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language. WL.K12.IL.4.1

Present information on familiar topics using a series of sentences with sufficient details.

SE: p. R7, Act. 7; p. R8, Act. 9 Expansión; p. R16, Act. 1 Expansión; p. R17, Act. 5; p. R23, Act. 2 Expansión; p. R43, Act. 5; p. R45, Act. 6; p. R49, Act. 1 Expansión, Act. 2 Expansión; p. R52, Act. 3–4; p. 6, Act. 2 Expansión; p. 13, Act. 1 Expansión; p. 28, Act. 5; p. 62, Act. 4; p. 81, Act. 1 Expansión; p. 82, Act. 5; p. 108, Act. 4; p. 113, Act. 7 Expansión; p. 128 Act. 2; p. 147, Act. 5; p. 151, Act. 14; p. 162, Act. 4; p. 174, Act. 3 Expansión; p. 183, Act. 10; p. 187, Act. B; p. 206, Act. 2 Expansión; p. 226, Act. 2; p. 256, Act. 3, 5; p. 290, Act. 6; p. 345, Act. B; p. 367, Act. C; p. 386, Act. C– D, F, H; p. 389, Act. A TE: p. R14, Differentiation; p. R19, Act. 7; p. 5, Differentiation (Bullet 1); p. 7, Act. 6; p. 11, Differentiation; p. 25, Conexiones; p. 68D, Quipus; p. 109, Differentiation; p. 153, Differentiation (Heritage Speakers); p. 219, Comunicación; p. 239, Act. 7; p. 310, Cultura; p. 365, Differentiation ASSESSMENT: Chapter 1: Speaking Test (Achievement), Performance Assessment Task; Chapter 2: Test for Oral Proficiency; Chapter 3: Speaking Test (Achievement); Chapter 4: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 5: Speaking Test (Achievement), Performance Assessment Task; Chapter 6: Test for Oral Proficiency; Chapter 8: Speaking Test (Achievement), Test for Oral Proficiency, Performance Assessment Task; Chapter 10: Speaking Test (Achievement), Test for Oral Proficiency, Performance Assessment Task; Chapter 11: Speaking Test (Achievement)

WL.K12.IL.4.2

Describe people, objects, and situations using a series of sequenced sentences.

SE: p. R4, Act. 6; p. R7, Act. 4–6; p. R26, Act. 4; p. R27, Act. 7; p. 1, Aquí y Allí; p. 28, Act. 1, 4; p. 41, Act. 6; p. 57, Act. B; p. 67, Act. 7; p. 91, Act. B; p. 96, Act. 3; p. 101, Act. 6; p. 157, Act. B; p. 167, Act. 3, 6; p. 207, Act. 5; p. 220, Act. 3; p. 235, Act. 6; p. 256, Act. 4; p. 290, Act. 2, 4; p. 303, Act. 6; p. 335, Act. 4; p. 377, Act. C; p. 391, Act. B TE: p. R2, Core Instruction (Step 3), Differentiation; p. R3, Act. 2; p. R4, Act. 6–7; p. R12, Teaching Options; p. R22, Teaching Options; p. R24, Comunicación; p. R26, Comunicación; p. R34, Tips for Success; p. R44, Teaching Options; p. R45, Act. 8; p. 24, Differentiation; p. 37 (Argentina, Chile); p. 79, Tips for Success; p. 114, Quick Start; p. 168D, Connection to Fine Art; p. 177, Tips for Success (Bullet 2); p. 207, Cultural Snapshot; p. 232, Comparaciones; p. 237, Tips for Success; p. 270, Tips for Success; p. 300, Tips for Success; p. 311, Comunidades; p. 333, Differentiation, Tips for Success (Bullet 2); p. 370, Core Instruction (Step 2) ASSESSMENT: Chapter 1: Speaking Test (Achievement), Performance Assessment Task; Chapter 2: Test for Oral Proficiency; Chapter 4: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 5: Speaking Test (Achievement), Test for Oral Proficiency, Performance Assessment Task; Chapter 6: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 7: Speaking Test (Achievement); Chapter 8: Performance Assessment Task; Chapter 9: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 10: Test for Oral Proficiency; Chapter 11: Test for Oral Proficiency

WL.K12.IL.4.3

Express needs, wants, and plans using a series of sentences that include essential details.

WL.K12.IL.4.4

Provide a logical sequence of instructions on how to make something or complete a task.

SE: p. R19, Act. 8; p. R34, Act. 3; p. 28, Act. 1; p. 222, Act. 6; p. 243, Act. 8; p. 290, Act. 3; p. 306, Act. 3; p. 338, Act. 9; p. 350, Act. 4 ASSESSMENT: Chapter 9: Speaking Test (Achievement) SE: p. 52, Act. 13; p. 62, Act. 5; p. 75, Act. 8; p. 309, Act. 13; p. 312, Después de leer; p. 386, Act. A TE: p. 296C, Chapter Project (#1); p. 303, Tips for Success ASSESSMENT: Chapter 3: Test for Oral Proficiency; Chapter 8: Test for Oral Proficiency; Chapter 9: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 10: Speaking Test (Achievement), Test for Oral Proficiency, Performance Assessment Task

¡Así se dice! Spanish 2 • Florida Correlation • page 7

WL.K12.IL.4.5

Present a short skit or play using well-structured sentences.

SE: p. 111, Act. 6; p. 128, Act. 1; p. 269, Act. 6 TE: p. R40, Act. 6; p. 11, Comunicación; p. 18, Differentiation (bodily-kinesthetic and interpersonal learners); p. 20, Differentiation; p. 34C, Chapter Project (Expansion); p. 45, Comunicación; p. 67, Differentiation (Bodily-kinesthetic learners); p. 139, Differentiation (Multiple Intelligences, top); p. 204, Comunicación; p. 214, Core Instruction (Step 3); p. 275, Comunicación; p. 280, Differentiation; p. 332, Differentiation (Multiple Intelligences) ASSESSMENT: Chapter 10: Performance Assessment Task

WL.K12.IL.4.6

Describe events in chronological order using connected sentences with relevant details.

SE: p. R23, Act. 2 Expansión; p. R49, Act. 2 Expansión; p. 14, Act. 5; p. 41, Act. 6; p. 51, Act. 11; p. 108, Act. 3 Expansión; p. 261, Act. 6 TE: p. 9, Differentiation ASSESSMENT: Chapter 1: Performance Assessment Task; Chapter 5: Performance Assessment Task; Chapter 7: Speaking Test (Achievement); Chapter 11: Test for Oral Proficiency

WL.K12.IM.4.1

Produce a simple, factual presentation supported by multimedia components and visual displays (e.g. graphics, sound) and using logically sequenced and connected sentences with relevant details.

SE: p. 11, Act. 7; p. 191, Act. B; p. 302, Act. 3 TE: p. 25, Conexiones; p. 91, Differentiation (Multiple Intelligences); p. 134D, Connection to Fine Art; p. 198, Conexiones; p. 200C, Chapter Project (Expansion) ASSESSMENT: Chapter 10: Performance Assessment Task

WL.K12.IM.4.2

Describe events, plans, and actions using logically sequenced and connected sentences with relevant details.

SE: p. R52, Act. 5; p. 18, Act. 13, Foldables; p. 128, Act. 4; p. 129, Tarea; p. 145, Act. 5; p. 162, Act. 1; p. 261, Act. 6; p. 389, Act. G TE: p. 39, Heritage Speakers; p. 139, Differentiation (Heritage Speakers); p. 156, Comunicación; p. 174, Comunicación; p. 189, Comunicación ASSESSMENT: Chapter 2: Test for Oral Proficiency; Chapter 4: Test for Oral Proficiency; Chapter 6: Test for Oral Proficiency; Chapter 10: Test for Oral Proficiency

WL.K12.IM.4.3

Retell a story or recount an experience with appropriate facts and relevant details.

SE: p. 21, Act. B; p. 44, Act. 2 Expansión; p. 55, Act. B; p. 75, Act. 5 Expansión; p. 87, Act. D; p. 96, Act. 3; p. 119, Act. B; p. 153, Act. B; p. 162, Act. 4; p. 209, Act. 1 Expansión; p. 215, Act. B; p. 222, Act. 1; p. 273, Act. 5 Expansión; p. 334, Act. 2 Expansión, Act. 3 Expansión TE: p. 86, Core Instruction (Step 4); p. 89, Differentiation (Bullets 2–3); p. 147, Differentiation (Advanced Learners); p. 151, Act. 12–13; p. 183, Act. 9; p. 241, Differentiation (Advanced Learners) ASSESSMENT: Chapter 5: Performance Assessment Task; Chapter 9: Test for Oral Proficiency; Chapter 11: Speaking Test (Achievement), Test for Oral Proficiency

WL.K12.IM.4.4

Provide supporting evidence using logically connected sentences that include relevant details.

SE: p. 57, Act. C–D; p. 215, Act. C; p. 380, Act. M; p. 381, Act. Q; p. 386, Act. I; p. 391, Act. A

WL.K12.IM.4.5

Retell or summarize a storyline using logically connected sentences with relevant details.

SE: p. R5, Act. B; p. R24, Act. B; p. 16, Act. 8 Expansión; p. 217, Act. D; p. 261, Act. 6 TE: p. 17, Act. 10; p. 344, Differentiation (Bullet 3); p. 358, Teaching Options; p. 360, Differentiation; p. 364, Teaching Options; p. 371, Core Instruction

WL.K12.IM.4.6

Describe, explain and react to personal experiences using logically connected paragraphs with relevant details.

SE: p. 62, Act. 2; p. 128 Act. 5; p. 129, Tarea; p. 222, Act. 1, 4; p. 318, Act. 3; p. 350, Act. 3 TE: p. 216, Comunicación; p. 253, Comunidades ASSESSMENT: Chapter 1: Speaking Test (Achievement); Chapter 2: Test for Oral Proficiency; Chapter 4: Test for Oral Proficiency; Chapter 5: Test for Oral Proficiency, Performance Assessment Task; Chapter 6: Test for Oral Proficiency; Chapter 8: Test for Oral Proficiency

¡Así se dice! Spanish 2 • Florida Correlation • page 8

Standard 5: Presentational Writing: The student will be able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language. WL.K12.IL.5.1

Write on familiar topics and experiences using main ideas and supporting details.

SE: p. 29, Tarea; p. 63, Tarea; p. 150, Act. 10; p. 151, Act. 13; p. 336, Act. 2; p. 350, Act.4; p. 386, Act. F TE: p. R48, Quick Start; p. 113, Differentiation; p. 114, Quick Start; p. 187, Writing Development ASSESSMENT: Chapter 1: Reading and Writing Test (Form B), Test for Writing Proficiency, Performance Assessment Task; Chapter 2: Test for Writing Proficiency, Performance Assessment Task; Chapter 3: Test for Writing Proficiency; Chapter 4: Test for Writing Proficiency, Performance Assessment Task; Chapter 5: Reading and Writing Test (Forms A, B); Chapter 6: Reading and Writing Test (Forms A, B); Chapter 7: Reading and Writing Test (Forms A, B); Chapter 8: Reading and Writing Test (Forms A, B), Test for Writing Proficiency; Chapter 9: Reading and Writing Test (Forms A, B), Test for Writing Proficiency; Chapter 11: Reading and Writing Test (Forms A, B)

WL.K12.IL.5.2

Describe a familiar event or situation using a variety of sentences and with supporting details.

SE: p. 18, Act. 13, Foldables; p. 63, Tarea; p. 149, Foldables; p. 223, Tarea TE: p. 41, Act. 5 (Expansion); p. 47, Differentiation (Bullet 2) ASSESSMENT: Chapter 1: Quiz 1 (Vocabulario 1), Test for Writing Proficiency, Performance Assessment Task; Chapter 2: Reading and Writing Test (Forms A, B), Test for Writing Proficiency, Performance Assessment Task; Chapter 3: Test for Writing Proficiency; Chapter 5: Test for Writing Proficiency; Chapter 7: Test for Writing Proficiency, Performance Assessment Task; Chapter 8: Test for Writing Proficiency; Chapter 9: Test for Writing Proficiency

WL.K12.IL.5.3

Express and support opinions on familiar topics using a series of sentences.

SE: p. 163, Tarea; p. 194, Act. 3; p. 290, Act. 3, 5; p. 194, Act. 3; p. 345, Act. B TE: p. 168D, Connection to Fine Art; p. 324C, Chapter Project (#2) ASSESSMENT: Chapter 7: Test for Writing Proficiency, Performance Assessment Task; Chapter 11: Reading and Writing Test (Form A), Performance Assessment Task

WL.K12.IL.5.4

Compare and contrast information, concepts, and ideas.

SE: p. R45, Act. 6; p. 167, Act. 6; p. 217, Act. C; p. 257, Tarea TE: p. 217, Writing Development ASSESSMENT: Chapter 5: Test for Writing Proficiency; Chapter 7: Reading and Writing Test (Forms A, B); Chapter 11: Performance Assessment Task

WL.K12.IL.5.5

Develop questions to obtain and clarify information.

SE: p. 29, Tarea (Prewrite); p. 97, Tarea (Prewrite); p. 257, Tarea (Writing Strategy) TE: p. 285, Tips for Success

WL.K12.IL.5.6

Conduct research and write a detailed plan (e.g.; a trip to a country where the target language is spoken).

SE: p. 45, Act. 5; p. 223, Tarea; p. 243, Act. 8; p. 257, Tarea (Evaluate); p. 319, Tarea (Prewrite) TE: p. 68C, Chapter Project; p. 102C, Chapter Project (#1); p. 200D, Pensiones; p. 253, Comunicación; p. 296C, Chapter Project (#1)

WL.K12.IL.5.7

WL.K12.IM.5.1

Develop a draft of a plan that addresses purpose, audience, logical sequence, and a time frame for completion.

SE: p. 29, Tarea (Prewrite); p. 129, Tarea (Prewrite); p. 319, Tarea (Prewrite)

Write narratives on familiar topics using logically connected sentences with supporting details.

SE: p. 97, Tarea; p. 163, Tarea; p. 195, Tarea; p. 261, Act. 6

TE: p. 200C, Chapter Project (Expansion); p. 262C, Chapter Project (#2); p. 296C, Chapter Project (#1); p. 324C, Chapter Project (#2)

ASSESSMENT: Chapter 1: Test for Writing Proficiency, Performance Assessment Task; Chapter 2: Reading and Writing Test (Forms A, B) Test for Writing Proficiency; Chapter 4: Test for Writing Proficiency; Chapter 5: Test for Writing Proficiency; Chapter 7: Test for Writing Proficiency; Chapter 10: Test for Writing Proficiency; Chapter 11: Test for Writing Proficiency

¡Así se dice! Spanish 2 • Florida Correlation • page 9

WL.K12.IM.5.2

Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic.

SE: p. 257, Tarea; p. 277, Act. 9; p. 302, Act. 3; p. 307, Foldables; p. 389, Act. C–D TE: p. 25, Conexiones; p. 34C, Chapter Project (#3); p. 68D, Connection to Fine Art; p. 102C, Chapter Project (#2); p. 134C, Chapter Project (#3); p. 198, Conexiones; p. 200C, Chapter Project (#2); p. 262C, Chapter Project (#2) ASSESSMENT: Chapter 6: Test for Writing Proficiency; Chapter 8: Reading and Writing Test (Forms A, B); Chapter 9: Reading and Writing Test (Forms A, B), Test for Writing Proficiency; Chapter 10: Reading and Writing Test (Form B), Test for Writing Proficiency; Chapter 11: Reading and Writing Test (Forms A, B)

WL.K12.IM.5.3

State an opinion and provide supporting evidence using connected sentences.

SE: p. 21, Act. C; p. 55, Act. D; p. 380, Act. M; p. 389, Act. C, E TE: p. 55, Writing Development; p. 324C, Chapter Project (#2) ASSESSMENT: Chapter 11: Performance Assessment Task

WL.K12.IM.5.4

Conduct research and write a report on a variety of topics using connected detailed paragraphs.

SE: p. 223, Tarea; p. 319, Tarea; p. 351, Tarea; p. 387, Un proyecto; p. 389, Act. C; p. 391, Act. C TE: p. 25, Conexiones; p. 34C, Chapter Project (#2); p. 68C, Chapter Project; p. 68D, Connection to Fine Art; p. 134D, Connection to Fine Art; p. 198, Conexiones; p. 228C, Chapter Project (#3); p. 251, Writing Development; p. 253, Comunicación

WL.K12.IM.5.5

Draft, edit, and summarize information, concepts, and ideas.

SE: p. 29, Tarea (Prewrite, Write [Bullet 3]); p. 63, Tarea (Write [Bullet 3]); p. 163, Tarea; p. 302, Act. 3; p. 386, Act. E; p. 389, Act. C TE: p. 21, Writing Development; p. 55, Writing Development; p. 168C, Chapter Project (#2); p. 215, Differentiation (Advanced Learners); p. 262C, Chapter Project (#3) ASSESSMENT: Chapter 11: Reading and Writing Test (Forms A, B)

WL.K12.IM.5.6

Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose.

SE: p. 29, Tarea (Write [Bullet 3]); p. 63, Tarea (Prewrite, [Bullet 3]; Write [Bullet 3]); p. 97, Tarea (Evaluate); p. 163, Tarea (Evaluate); p. 195, Tarea (Write [Bullets 3, 7]); p. 223, Tarea (Evaluate); p. 257, Tarea (Evaluate); p. 291, Tarea (Writing Strategy); p. 319, Tarea (Evaluate); p. 351, Tarea (Evaluate) TE: p. 34C, Chapter Project (#4); p. 68C, Chapter Project (#4); p. 102C, Chapter Project (#3); p. 134C, Chapter Project (#5); p. 168C, Chapter Project (#2); p. 200C, Chapter Project (#3); p. 228C, Chapter Project (#3); p. 262C, Chapter Project (#3); p. 296C, Chapter Project (#5); p. 324C, Chapter Project (#2)

WL.K12.IM.5.7

Write a narrative based on experiences that use descriptive language and details.

SE: p. R6, Act. 3; p. 63, Tarea; p. 97, Tarea; p. 163, Tarea; p. 195, Tarea; p. 223, Tarea TE: p. 68C, Chapter Project (Expansion) ASSESSMENT: Chapter 1: Test for Writing Proficiency; Chapter 2: Performance Assessment Task; Chapter 4: Test for Writing Proficiency, Performance Assessment Task; Chapter 5: Test for Writing Proficiency; Chapter 6: Test for Writing Proficiency; Chapter 7: Performance Assessment Task; Chapter 10: Test for Writing Proficiency; Chapter 11: Test for Writing Proficiency

Standard 6: Culture: The student will be able to use the target language to gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. WL.K12.IL.6.1

Recognize similarities and differences in practices and perspectives used across cultures (e.g., holidays, family life) to understand one’s own and others’ ways of thinking.

SE: p. 123, Act. D; p. 128 Act. 5; p. 140, Act. 2; p. 158, Antes de leer; p. 162, Act. 3 TE: p. 90, Comparaciones; p. 136, Present; p. 156, Comparaciones; p. 158, Comunidades; p. 159, Go Online! (Cultura en vivo video); p. 169, Spotlight on Culture; p. 170, Present; p. 229, Spotlight on Culture; p. 230, Present; p. 247, Comparaciones; p. 250, Differentiation (Heritage Speakers); p. 311, Go Online! (Diálogo en vivo video); p. 324D, ¿Caminar o conducir? ASSESSMENT: Chapter 5: Reading and Writing Test (Form B); Chapter 7: Reading and Writing Test (Forms A, B)

¡Así se dice! Spanish 2 • Florida Correlation • page 10

WL.K12.IL.6.2

Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.

SE: p. 17, Act. 10; p. 122, Reading Check; p. 127, Act. 8; p. 153, Act. C; p. 154, Reading Check; p. 155, Reading Checks; p. 156, Reading Check (top); p. 157, Act. D–E; p. 159, ¿Comprendes? activity; p. 161, Act. 6; p. 317, Act. 7; p. 322, Act. 4 TE: p. 68D, Quipus; p. 102C, Chapter Project (#1); p. 102D, La sobremesa y la siesta; p. 155, Differentiation; p. 170, Present; p. 296C, Chapter Project (#5); p. 315, Cultura ASSESSMENT: Chapter 4: Reading and Writing Test (Form B)

WL.K12.IL.6.3

Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.

SE: p. 359, Conexiones; p. 365, Introducción, Conexiones; p. 370, Introducción, Conexiones; p. 387, Un proyecto TE: p. 1D, Connection to Fine Art; p. 34D, Los gauchos; p. 68D, Connection to Fine Art; p. 102C, Chapter Project (#2); p. 113, Conexiones; p. 134D, Connection to Fine Art; p. 168D, Música latina; p. 296D, Connection to Fine Art; p. 359, Cultura

WL.K12.IL.6.4

Identify products of culture (e.g., food, shelter, clothing, transportation, toys, music, art, sports and recreation, language, customs, traditions).

SE: p. 119, Act. D; p. 121, Reading Checks; p. 123, Act. B; p. 128 Act. 2; p. 153, Act. C; p. 157, Act. B; p. 217, Act. B–C; p. 221, Act. 8; p. 289, Act. 6; p. 317, Act. 7; p. 322, Act. 4 TE: p. 68D, Quipus; p. 81, Conexiones; p. 102C, Chapter Project; p. 104, Cultural Snapshot (España); p. 168D, Música latina; p. 296D, Connection to Fine Art; p. 310, Quick Start ASSESSMENT: Chapter 3: Reading and Writing Test (Forms A, B); Chapter 5: Reading and Writing Test (Forms A, B), Speaking Test (Achievement), Test for Reading Comprehension; Chapter 6: Test for Writing Proficiency; Chapter 7: Reading and Writing Test (Forms A, B); Chapter 9: Reading and Writing Test (Form B)

WL.K12.IM.6.1

Distinguish patterns of behavior and social interaction in various settings in the target culture(s).

SE: p. 128 Act. 1; p. 155, Reading Check (top); p. 157, Act. C

WL.K12.IM.6.2

Use practices and characteristics of the target cultures for daily activities among peers and adults.

SE: p. 11, Act. 6; p. 17, Act. 10; p. 128 Act. 1

TE: p. 155, Differentiation; p. 247, Comparaciones

TE: p. 102C, Chapter Project (Expansion); p. 102D, La sobremesa y la siesta; p. 145, Differentiation; p. 228D, Cascarones; p. 296C, Chapter Project (#5); p. 324D, ¿Caminar o conducir? WL.K12.IM.6.3

WL.K12.IM.6.4

Research contributions made by individuals from the target culture through the arts such as visual arts, architecture, music, dance, literature, etc.

SE: p. 359, Conexiones; p. 365, Conexiones; p. 370, Conexiones; p. 387, Un proyecto

Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature).

SE: p. 19, Refrán; p. 53, Refrán; p. 85, Refrán; p. 117, Refrán; p. 120, Durante la lectura; p. 122, Después de leer; p. 151, Refrán; p. 158, Antes de leer; p. 162, Act. 3; p. 185, Refrán; p. 212, Refrán; p. 245, Refrán; p. 279, Refrán; p. 309, Refrán; p. 341, Refrán

TE: p. 1D, Connection to Fine Art; p. 68D, Connection to Fine Art; p. 168D, Música latina; p. 346, Conexiones; p. 359, Cultura

TE: p. 1D, Un lugar misterioso; p. 19, Refrán; p. 85, Refrán; p. 90, Comparaciones; p. 117, Refrán; p. 156, Comparaciones; p. 158, Comunidades; p. 159, Go Online! (Cultura en vivo video); p. 169, Spotlight on Culture; p. 185, Refrán; p. 212, Refrán; p. 215, Comparaciones; p. 228C, Chapter Project (Expansion); p. 247, Comparaciones; p. 262D, Las señales de tráfico; p. 279, Refrán; p. 309, Refrán; p. 312, Differentiation; p. 341, Refrán ASSESSMENT: Chapter 5: Reading and Writing Test (Form B)

¡Así se dice! Spanish 2 • Florida Correlation • page 11

Standard 7: Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language. Standard 8: Comparisons: The student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others. Standard 9: Communities: The student will be able to use the target language both within and beyond the school setting to investigate and improve his/her world beyond his/her immediate surroundings for personal growth and enrichment. Note: Connections, Comparisons and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards. WL.K12.IL.7.1

Access information in the target language to reinforce previously acquired content area knowledge.

SE: p. 93, ¿Comprendes? activity (#3); p. 234, Conexiones; p. 256, Act. 2; p. 268, Conexiones; p. 287, Video; p. 302, Conexiones; p. 330, Conexiones; p. 351, Tarea; p. 386, Act. A, D, F; p. 389, Act. A TE: p. 1C, Chapter Project (#2, Expansion); p. 13, Cultural Snapshot; p. 198, Conexiones; p. 217, Conexiones; p. 228C, Chapter Project (#1); p. 230, Cultural Snapshot (Venezuela); p. 244, Go Online! (Cultura en vivo video); p. 343, Conexiones

WL.K12.IL.7.2

WL.K12.IM.7.1

Access new information on historic and/or contemporary influences that underlie selected cultural practices from the target language and culture to obtain new knowledge in the content areas.

SE: p. 153, Act. C; p. 154, Reading Check; p. 155, Reading Check (bottom); p. 159, Video; p. 219, ¿Comprendes? activity; p. 315, Video

Use expanded vocabulary and structures in the target language to increase content area knowledge.

SE: p. 23, Act. A–C; p. 25, Comprendes? activity; p. 27, Act. 6; p. 48, Conexiones; p. 88, Reading Check (bottom); p. 89, Reading Check (top); p. 90, Reading Check; p. 91, Act. E; p. 136, Introducción al tema; p. 272, Conexiones; p. 315, ePals; p. 386, Act. E; p. 389, Act. B

TE: p. 113, Conexiones; p. 218, Differentiation; p. 376, Core Instruction

TE: p. 24, Differentiation; p. 91, Differentiation (Advanced Learners); p. 170, Cultural Snapshot (España); p. 198, Conexiones; p. 217, Conexiones; p. 228C, Chapter Project (#3); p. 250, Differentiation (Heritage Speakers); p. 296C, Chapter Project (#1); p. 315, Cultura WL.K12.IM.7.2

Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to reinforce and further knowledge of other disciplines through the target language.

TE: p. 16, Conexiones; p. 48, Conexiones; p. 155, Differentiation; p. 174, Comunicación; p. 200D, Pensiones; p. 217, Conexiones; p. 228C, Chapter Project (Expansion); p. 253, Conexiones; p. 262D, Las señales de tráfico; p. 296C, Chapter Project (#1); p. 343, Conexiones; p. 355, Conexiones

WL.K12.IL.8.1

Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture.

SE: p. 19, Pronunciación; p. 30, Comparaciones; p. 46, Conexiones; p. 53, Pronunciación; p. 158, Antes de leer; p. 162, Act. 3; p. 210, Conexiones; p. 240, Conexiones

ASSESSMENT: Chapter 3: Reading and Writing Test (Forms A, B)

TE: p. 19, Pronunciación; p. 30, Differentiation; p. 53, Pronunciación; p. 64, Differentiation; p. 154, Tips for Success; p. 156, Comparaciones; p. 158, Comunidades; p. 159, Go Online (Cultura en vivo video); p. 169, Spotlight on Culture; p. 209, Conexiones; p. 224, Differentiation; p. 311, Go Online! (Diálogo en vivo video); p. 324D, ¿Caminar o conducir? WL.K12.IL.8.2

Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different.

WL.K12.IL.8.3

Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature.

SE: p. 31, Juego; p. 65, Juego; p. 99 Juego; p. 131, Juego; p. 165, Juego; p. 197, Juego; p. 225, Juego; p. 259, Juego; p. 293, Juego; p. 321, Juego; p. 345, Después de leer; p. 353, Juego TE: p. 43, Go Online! (Diálogo en vivo video); p. 224, Differentiation SE: p. 28, Act. 5; p. 189, Act. D; p. 193, Act. 7; p. 255, Act. 7; p. 350, Act. 2; p. 386, Act. B, H; p. 389, Act. A; p. 391, Act. D TE: p. 34D, Connection to Fine Art; p. 22, Cultural Snapshot; p. 48, Conexiones; p. 217, Conexiones; p. 234, Comunidades; p. 248, Core Instruction (Step 3); p. 365, Differentiation

WL.K12.IM.8.1

Compare language structures and skills that transfer from one language to another.

SE: p. 30, Comparaciones; p. 46, Conexiones; p. 240, Conexiones; p. 340, Conexiones TE: p. 21, ¿Comprendes? Act. C; p. 55, Act. B–C; p. 209, Conexiones

¡Así se dice! Spanish 2 • Florida Correlation • page 12

WL.K12.IM.8.2

Compare and contrast structural patterns in the target language and own.

SE: p. 30, Comparaciones; p. 210, Conexiones; p. 340, Conexiones

WL.K12.IM.8.3

Compare and contrast the geography and history of countries of the target language and discuss their impact on own culture.

SE: p. SH49, eScape; p. 93, Cultura; p. 313, Comparaciones

Use the target language to participate in different activities for personal enjoyment and enrichment.

SE: p. 11, Act. 7; p. 315, ePals; p. 319, Tarea

TE: p. 64, Differentiation; p. 209, Conexiones

WL.K12.IL.9.1

TE: p. 250, Differentiation (Heritage Speakers)

TE: p. 16, Conexiones; p. 102C, Chapter Project (#4); p. 147, Differentiation (Multiple Intelligences); p. 168D, Música latina; p. 296C, Chapter Project (#5); p. 311, Comunidades; p. 315, Cultura Communicate with people locally and/or around the world, through e-mail, video, online communities and/or face-to face encounters.

SE: p. 45, Act. 5; p. 273, Act. 4; p. 315, ePals

Use expanded vocabulary and structures in the target language to access different media and community resources.

SE: p. 45, Act. 5; p. 215, Act. D; p. 315, ePals; p. 351, Tarea

Use a variety of media venues in the target language to access information about community events and organizations where the target language is spoken.

SE: p. SH57, eScape; p. 175, Act. 9; p. 346, Después de leer

LAFS.910.RH.1.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

SE: p. 386, Act. E; p. 393, Act. A

LAFS.910.SL.1.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SE: p. 386, Act. I; p. 389, Act. B, F; p. 391, Act. D; p. 393, Act. B

WL.K12.IL.9.2

WL.K12.IM.9.1

WL.K12.IM.9.2

TE: p. 102C, Chapter Project (Expansion); p. 168C, Chapter Project (Technology Expansion); p. 296C, Chapter Project (Technology Expansion)

TE: p. 11, Differentiation; p. 168D, Música latina; p. 200D, Pensiones; p. 228C, Chapter Project (#1); p. 262D, Las señales de tráfico; p. 311, Comunidades; p. 346, Conexiones

TE: p. 134C, Chapter Project (#3); p. 346, Conexiones

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. LAFS.910.SL.1.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SE: p. 386, Act. I; p. 393, Act. C

¡Así se dice! Spanish 2 • Florida Correlation • page 13

LAFS.910.SL.2.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SE: p. 386, Act. I; p. 387, Un proyecto; p. 389, Act. B; p. 391, Act. A

LAFS.910.WHST.1.1

Write arguments focused on discipline-specific content.

SE: p. 389, Act. C–E; p. 391, Act. C

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. LAFS.910.WHST.1.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

SE: p. 387, Un proyecto

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). ¡Así se dice! Spanish 2 • Florida Correlation • page 14

¡Así se dice! Spanish 2 • Florida Correlation • page 15

mheonline.com/FL ¡Así se dice! Spanish 2 • Florida Correlation

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