el padrastro la madrastra el hermanastro la hermanastra mi tu alto bajo. ¿Quién es? Es _____. Lesson 10. • Identify family members. • Describe family members ...
¿Cómo se llama la niña? ¿Cómo te llamas? Me llamo _____. Se llama _____. el niño la niña
V05TRB_SA_TEFM.F 1 3/2/04 12:26 PM Page 41
PERFORMANCE CRITERIA
CONTENT EXPANSION
HOW TO RECOGNIZE THE LEARNING WHEN YOU SEE IT
HOW CONTENT STANDARDS ARE EXPANDED IN SUBSEQUENT LESSONS/LEVELS
Students are able to…
Letter = System L = Lesson U = Unit • Role-play introductions • System A Assessment Book
¡Hasta mañana! (A-L2) ¡Hasta luego! (A-L3) ¡Hasta la próxima! (A-L4) ¿Qué tal? (A-20) Mucho gusto. (C-23) Igualmente. El gusto es mío. la dirección
la avenida Quiero presentarte a mi amigo/a ____. Quiero presentarle a mi amigo/a ____. ¿Cuál es tu dirección? Mi dirección es ___. ¿Cuál es tu número de teléfono? Mi número de teléfono es _____.
Scope and Sequence
T-41
System A Scope and Sequence
31
V05TRB_SA_TEFM.F 1 3/2/04 12:26 PM Page 42
SCOPE AND SEQUENCE System A PERFORMANCE STANDARDS
CONTENT STANDARDS
WHAT THEY CAN DO
WHAT THEY NEED TO KNOW IN ORDER TO DO IT
Lesson 2
la maestra
tres
• Identify familiar classroom objects
el maestro
cuatro
• Identify school personnel
el títere
cinco
• Recognize numbers 0–10
el calendario
seis
• Count 0–10
el escritorio
siete
el pizarrón
ocho
la tiza
nueve
el marcador
diez
la mesa
¿Es _____? Sí, es _____.
el pupitre el lápiz el número cero uno dos
T-42
32
Scope and Sequence
System A Scope and Sequence
No, no es _____. el la ¡Hasta mañana!
V05TRB_SA_TEFM.F 1 3/2/04 12:26 PM Page 43
PERFORMANCE CRITERIA
CONTENT EXPANSION
HOW TO RECOGNIZE THE LEARNING WHEN YOU SEE IT
HOW CONTENT STANDARDS ARE EXPANDED IN SUBSEQUENT LESSONS/LEVELS
Students are able to…
Letter = System L = Lesson U = Unit • Point to classroom objects
el libro (A-L3)
• Draw teacher
la bandera
• Point to numbers 0–10
el papel
• Recite numbers 0–10
el reloj
• System A Assessment Book
el globo el mapa la silla
Marca el número _____. (A-21) ¿Cuántos (Cuántas) _____ hay en la casa? (B-L3) Hay _____. once (A-L5) doce
la regla el creyón la computadora ¿Cuántos años tienes? (A-L8) Tengo _____ años. ¿Cuántos años tiene? Tiene _____ años. ¿Qué fecha es hoy? (A-L9) Hoy es el _____. Números (A-L5, 9, 15, 18)
trece catorce quince dieciséis diecisiete dieciocho diecinueve veinte Classroom objects (H-U1) School personnel (QT-U12)
Scope and Sequence
T-43
System A Scope and Sequence
33
V05TRB_SA_TEFM.F 1 3/2/04 12:26 PM Page 44
SCOPE AND SEQUENCE System A PERFORMANCE STANDARDS
CONTENT STANDARDS
WHAT THEY CAN DO
WHAT THEY NEED TO KNOW IN ORDER TO DO IT
Lesson 3
el libro
el creyón
• Identify familiar classroom objects
la bandera
la computadora
• Ask how others feel
el papel
• Say how they feel
el reloj
¿Cómo estás? Estoy (muy) bien. Estoy (muy) mal. Estoy así, así. Estoy más o menos.
HOW CONTENT STANDARDS ARE EXPANDED IN SUBSEQUENT LESSONS/LEVELS
Students are able to…
Letter = System L = Lesson U = Unit • Draw a picture/map of the school • Label the parts of the school picture
School locations (H-U4)
• Ask about locations in the school • Take a tour of the school and identify the areas • Label the areas of the school • Role-play asking permission to go somewhere in the school • Point to numbers 31–40 • Recite numbers 31–40 • System A Assessment Book
cincuenta y uno (B-L5) cincuenta y dos cincuenta y tres cincuenta y cuatro cincuenta y cinco
• Draw pictures of people who work in their school
cincuenta y seis cincuenta y siete cincuenta y ocho cincuenta y nueve sesenta
Workers (C-L16, 18, 20, 22)
• Visit/greet people who work in the school • Discuss the pictures with them • System A Assessment Book
Scope and Sequence
T-63
System A Scope and Sequence
53
V05TRB_SA_TEFM.F 1 3/2/04 12:26 PM Page 64
SCOPE AND SEQUENCE System A PERFORMANCE STANDARDS
CONTENT STANDARDS
WHAT THEY CAN DO
WHAT THEY NEED TO KNOW IN ORDER TO DO IT
Lesson 20
Estoy contento.
Estoy enojado.
• Describe their mood
Estoy contenta.
Estoy enojada.
• Ask others how they are
Estoy triste.
¿Qué tal?
Lesson 21
el teléfono
• Describe what they are doing
el teléfono celular
Hablo por teléfono.
• Ask what someone is doing
¿Qué haces?
Marca el número __ _.
• Dial a phone number as instructed
Lesson 22
la calle
sigue
• Identify people/objects important to traffic safety
la luz
espera
el semáforo
Miro a la derecha.
el policía
Miro a la izquierda.
la policía
Cruzo la calle.
• Understand traffic safety commands • Give traffic safety commands • Tell what they do before they cross the street
¿Adónde vas? Voy a la (al) _____. Voy a la (al) _____ en _____.
• Say how they are getting there
el parque
a pie
• Ask someone where they are going
el cine
Lesson 25
el fútbol
practicar
• Talk about athletic/recreational activities
el fútbol americano
saltar la cuerda
el baloncesto
nadar
el tenis
¿Qué vas a hacer? Voy a jugar al _____. Voy a _____.
• Tell which one(s) they are going to do • Ask others what they are going to do
el béisbol ir de picnic jugar
T-66
56
Scope and Sequence
System A Scope and Sequence
V05TRB_SA_TEFM.F 1 3/2/04 12:26 PM Page 67
PERFORMANCE CRITERIA
CONTENT EXPANSION
HOW TO RECOGNIZE THE LEARNING WHEN YOU SEE IT
HOW CONTENT STANDARDS ARE EXPANDED IN SUBSEQUENT LESSONS/LEVELS
Students are able to…
Letter = System L = Lesson U = Unit • Recognize pictures of various modes of transportation
Voy a la (al) _____ en _____. (A-L24)
• Draw/label pictures of various modes of transportation
Transportation (AD-U3, 4, 5, 6)
• System A Assessment Book • Identify pictures of recreational places
Destination (H-U3)
• Draw/label pictures of recreational places
Beach (AD-U12)
• Role-play going there by telling their destination • Tell which of these recreational places they like to go to • Tell which places are local • System A Assessment Book • Identify pictures of various athletic/recreational activities
Leisure activities (AD-U1)
• Mime various activities and guess what they are
Scheduled activities (QT-U11, A-1, 4, 5)
• Role-play a conversation about what someone wants to do after school • System A Assessment Book
Scope and Sequence
T-67
System A Scope and Sequence
57
V05TRB_SA_TEFM.F 1 3/2/04 12:26 PM Page 68
SCOPE AND SEQUENCE System A PERFORMANCE STANDARDS
CONTENT STANDARDS
WHAT THEY CAN DO
WHAT THEY NEED TO KNOW IN ORDER TO DO IT
Lesson 26
dormir
hacer un viaje
• Talk about athletic/recreational activities
andar en bicicleta
¿Qué va a hacer? Va a _____.
• Ask someone what someone else is going to do
leer
• Tell what someone is going to do
Lesson 27 • Review/Recycle Performance Standards from Learning System A, Lessons 1–26
traffic safety vocabulary
weather expressions
classroom objects
transportation
clothing items
places
fast/slow
days of the week
body parts
activities
months
colors
numbers 0–50
shapes
school rooms
descriptive adjectives
school personnel telephone
T-68
58
Scope and Sequence
System A Scope and Sequence
V05TRB_SA_TEFM.F 1 3/2/04 12:26 PM Page 69
PERFORMANCE CRITERIA
CONTENT EXPANSION
HOW TO RECOGNIZE THE LEARNING WHEN YOU SEE IT
HOW CONTENT STANDARDS ARE EXPANDED IN SUBSEQUENT LESSONS/LEVELS
Students are able to…
Letter = System L = Lesson U = Unit • Identify pictures of various athletic/recreational activities
Leisure Activities (AD-U1)
• Mime various activities and guess what they are
Scheduled activities of others (H-U8)
• Role-play a conversation with someone about what a third person wants to do after school • System A Assessment Book • System A Assessment Book
System B. Assessment Book. Food products. (C-L20). • Role-play setting the table. • Identify the utensils as the table is set. • Tell which meal the table is set for.
Me duele la cabeza. Le duelen los ... Role-play a doctor's visit. Ask/tell what hurts. • Add by hundreds and give sums .... Direct someone to do something. • Tell ...
Osos bebé. Genre: Realistic. Informational Text. Lexile: 540L ..... Essential Question: How are kids around the world different? Literary Elements: Point of View.
for breakfast, lunch, and dinner. • Inquire about/state the activities people do. • Discuss daily ... Make a list of favorite activities, sports, ... Use a town map and ask/tell how ... Identify countries of North America, ... Name someone's national
el fútbol el fútbol americano el tenis el volibol el equipo la jugadora el jugador ..... el estadio el mercado al aire libre el metro el supermercado el zoológico.
Me llamo _____. Se llama _____. el niño ..... Ask/tell the name of a number. • Ask/tell the shape of an .... Describe something/someone. • Tell how old they are.
América del Sur. ¿Hablan español en. Puerto Rico? América del Norte. Canadá. Estados .... la puerta de embarque ... Describe an evening in the hotel room ...
... complete pages from the. ¡Hola! Assessment Book .... Ask/tell what day it is (will be). • Tell what happens on certain days of the week. • Ask/tell where they are ...
O: En mi patio llueve. Lexile: 70. B: Mi naranjo .... Rhymes: “El patio de mi casa”. Respond to the Read ..... Helping Out at Home. Strategy: Reread. Skill: Plot: ...
Week 3: Simple and Compound Sentences;. Accents on Capitalized Words ..... Week 3: Past Tense of Regular Verbs; Use of. Parenthesis and Dashes to Mark ...
Role-play a fashion designer using a felt board/cut-out book. • Describe their model. • Role-play a fashion ..... their jobs. • List what they know how to do. • Combine everyone's information and make a bulletin board displaying the findings. • Draw
WHAT THEY NEED TO KNOW. IN ORDER TO DO IT. Numbers 51–100. Parts of a house. Rooms in a house. Household items. Appliances. Home entertainment. Sports. Seasons. Fruit. Meals. Table settings. Food. School subjects ..... Play a 'true/false' game focusi
Lesson 3. • Identify the parts of a house. • Tell about the parts of a house. • Ask about the parts of a house. • State the number of certain house parts. • Ask the number of certain house parts el cuarto la sala la sala de estar el sótano el ático e
el león el tigre el gorila la cebra el mono la mascota (C-L8) la tortuga la culebra el loro el pez dorado ...... el baloncesto el tenis el béisbol ir de picnic jugar.
Ask what something is. • Identify shapes. • Ask someone to identify an animal. • Identify animals. • Ask the color/size of something. • Describe something in color ...
Seasons. Fruit. Meals. Table settings. Food. School subjects. Zoo vocabulary. Adjectives. City buildings .... Draw a picture of a country scene. • Label the items in ...
Author's Craft: Voice. Week 3. Words with b, v ... Week 3: The Subjetc; Capitalization in Proper. Names and ..... Plan: Use a Variety of Sources. Draft: Sequence.
la escuela. 2a Tu día en la escuela. VoCabulary: classroom items and furniture; parts of the classroom; prepositions of location. Grammar: subject pronouns; the ...
el rascacielos la entrada la salida. • Draw/label a picture of a house. • Describe the house to a classmate. • Answer questions about the house. • System B.
Bar Graphs. Differentiated Genre. Passages available. Interactive Read ..... Week 2: Direct and Indirect Object. Pronouns; State Abbreviations. Product: Create a ...
monstruo del lago Bear”. Genre: Tall Tale. Lexile: 670L. Main Selections. Genre: Drama. A: El juego de Anita. Lexile: NP. O: La golondrina aprende una lección.
