SCOPE AND SEQUENCE System B PERFORMANCE STANDARDS

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.
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V05TRB_SB_TEFM.F 3/1/04 7:36 PM Page 40

SCOPE AND SEQUENCE System B PERFORMANCE STANDARDS

CONTENT STANDARDS

WHAT THEY CAN DO

WHAT THEY NEED TO KNOW IN ORDER TO DO IT

Lesson 1 • Review/Recycle Performance Standards from Learning System A, Lessons 1–27

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 Lesson 2 • Review/Recycle Performance Standards from Learning System A, Lessons 1–27

T-40

60

Scope and Sequence

System B Scope and Sequence

traffic safety vocabulary

telephone

classroom objects

weather expressions

clothing items

transportation

fast/slow

places

body parts

days of the week

months

activities

numbers 0–50

colors

school rooms

shapes

school personnel

descriptive adjectives

V05TRB_SB_TEFM.F 3/1/04 7:36 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 • System A Assessment Book • System B Assessment Book

• System A Assessment Book • System B Assessment Book

Scope and Sequence

T-41

System B Scope and Sequence

61

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SCOPE AND SEQUENCE System B PERFORMANCE STANDARDS

CONTENT STANDARDS

WHAT THEY CAN DO

WHAT THEY NEED TO KNOW IN ORDER TO DO IT

Lesson 3

la casa

el jardín

• Identify the parts of a house

el techo

¿Qué tiene la casa?

• Tell about the parts of a house

la chimenea

La casa tiene _____.

• Ask about the parts of a house

la ventana

• State the number of certain house parts

la puerta

¿Cuántos (Cuántas) _____ hay en la casa?

• Ask the number of certain house parts

el patio

Hay _____.

Lesson 4

el cuarto

el ático

• Identify the rooms in a house

la sala

el comedor

la sala de estar

el dormitorio

el sótano

la cocina

T-42

62

el garaje

Scope and Sequence

System B Scope and Sequence

V05TRB_SB_TEFM.F 3/1/04 7:36 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 • Draw/label a picture of a house

el cuarto (B-L4)

la cocina

• Describe the house to a classmate

la sala

el edificio (B-L19)

• Answer questions about the house

la sala de estar

el apartamento

• System B Assessment Book

el sótano

la tienda

el ático

el rascacielos

el comedor

la entrada

el dormitorio

la salida

• Make a collage showing different rooms • Label each room in Spanish • Draw a picture of the rooms in their house.

el sofá (B-L6) la lámpara las cortinas la cama (etc.)

• Label each room in Spanish • Show/tell a friend about the house • System B Assessment Book

Scope and Sequence

T-43

System B Scope and Sequence

63

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SCOPE AND SEQUENCE System B PERFORMANCE STANDARDS

CONTENT STANDARDS

WHAT THEY CAN DO

WHAT THEY NEED TO KNOW IN ORDER TO DO IT

Lesson 5

cincuenta y uno

cincuenta y siete

• Recognize numbers 51–60

cincuenta y dos

cincuenta y ocho

• Count 51–60

cincuenta y tres

cincuenta y nueve

• Add numbers in Spanish

cincuenta y cuatro

sesenta

cincuenta y cinco

¿Cuánto es _____ más _____?

cincuenta y seis

Lesson 6

el sofá

el sillón

• Identify household items

la lámpara

el televisor

las cortinas

la alfombra

la cama

el guardarropas

el espejo

T-44

64

Scope and Sequence

System B Scope and Sequence

V05TRB_SB_TEFM.F 3/1/04 7:36 PM Page 45

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 numbers 51–60 • Recite numbers 51–60 • Count objects • Add similar objects and give total • Do mental math • System B Assessment Book

sesenta y uno (B-L9) sesenta y dos sesenta y tres sesenta y cuatro sesenta y cinco sesenta y seis sesenta y siete

• Point to selected household items in the pictures • Draw/color pictures of household items • System B Assessment Book

¿Cuánto es _____ menos _____? Es/Son _____. Suma (C-L6) resta multiplica por

sesenta y nueve

¿Cuánto es _____ (más, menos, por) _____?

la estufa (B-L7)

el tenedor (B-L12)

el horno

la cuchara

el microondas

el cuchillo

el lavaplatos

la servilleta

el refrigerador

la taza

el fregadero

el vaso

la lavadora

el plato

sesenta y ocho

• Cut/label magazine pictures of household items

setenta

la secadora

Scope and Sequence

T-45

System B Scope and Sequence

65

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System B Scope and Sequence

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V05TRB_SB_TEFM.F 3/1/04 7:36 PM Page 47

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 • Cut/label magazine pictures of household appliances • Point to selected household appliances in the pictures

la televisión (B-L8)

el disco compacto

el radio

el lector de discos compactos

el cartel

• Draw/color pictures of household appliances • System B Assessment Book

• Draw pictures of favorite home pastimes

Personal activities (C-L3)

• Write/tell what they are doing in the picture

School activities (H-U4)

• Role-play the picture • Describe actions in the role play • Respond to questions about pastime preferences • Ask others what they want to do • System B Assessment Book

Scope and Sequence

T-47

System B Scope and Sequence

67

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System B Scope and Sequence

V05TRB_SB_TEFM.F 3/1/04 7:36 PM Page 49

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 numbers 61–70 • Recite numbers 61–70 • Count objects • Subtract similar objects and give total • Do mental math • System B Assessment Book

setenta y uno (B-L15) setenta y dos setenta y tres setenta y cuatro setenta y cinco setenta y seis setenta y siete setenta y ocho

• Label pictures of sporting activities • Identify the activity by pointing to it in the picture

setenta y nueve ochenta suma (C-L6) resta multiplica por ¿Cuánto es _____ (más, menos, por) _____?

Physical activity (H-U6) (AD-U1)

• Draw a line between the activity and its probable season • System B Assessment Book

Scope and Sequence

T-49

System B Scope and Sequence

69

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SCOPE AND SEQUENCE System B PERFORMANCE STANDARDS

CONTENT STANDARDS

WHAT THEY CAN DO

WHAT THEY NEED TO KNOW IN ORDER TO DO IT

Lesson 11

la manzana

el durazno

• Identify fruits

la pera

el plátano

• Tell which fruit(s) they want to eat

las uvas

la piña

• Ask someone the fruit(s) they want to eat

las fresas

la sandía

las cerezas la naranja

¿Qué quieres comer? Quiero comer _____.

Lesson 12

la comida

la servilleta

• Name the basic meals

el desayuno

la taza

• Tell when they eat

el almuerzo

el vaso

• Ask others when they eat

la cena

el plato

• Identify table setting items

el tenedor

¿Cuándo comes _____? Como _____ por _____

el limón

la cuchara el cuchillo

T-50

70

Scope and Sequence

System B Scope and Sequence

V05TRB_SB_TEFM.F 3/1/04 7:36 PM Page 51

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 • Sort plastic fruits by variety • Count the number in each group

Food products (C-L20)

• Role-play fruit preferences using plastic fruit • Identify one of each plastic fruit • System B Assessment Book

• Role-play setting the table • Identify the utensils as the table is set

Food products (C-L20)

• Tell which meal the table is set for • Tell when the meal is generally eaten • System B Assessment Book

Scope and Sequence

T-51

System B Scope and Sequence

71

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SCOPE AND SEQUENCE System B PERFORMANCE STANDARDS

CONTENT STANDARDS

WHAT THEY CAN DO

WHAT THEY NEED TO KNOW IN ORDER TO DO IT

Lesson 13

la leche

la lechuga

• Identify everyday foods

el cereal

el tomate

• Comment on foods

el pan tostado

¡Qué rico!

• Ask someone’s preference about foods

el jugo (de _____)

¿Qué te gusta?

la sopa

Me gusta _____.

las galletas

Me gustan _____.

el queso

No me gusta _____.

el sándwich

No me gustan _____.

la carne la papa el pescado las zanahorias el pollo el arroz

¿Te gustan _____? Sí, me gustan. No, no me gustan.

Lesson 14

Numbers 51–70

Sports

• Review/Recycle Performance Standards from Learning System B, Lessons 1–13

Parts of a house

Seasons

Rooms in a house

Fruit

Household items

Meals

Appliances

Table settings

Home entertainment

Food

T-52

72

¿Te gusta _____? Sí, me gusta. No, no me gusta.

Scope and Sequence

System B Scope and Sequence

V05TRB_SB_TEFM.F 3/1/04 7:36 PM Page 53

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 • Make a food collage • Label the food items in the collage • Identify the food items by pointing • Use the collage to provide food likes/dislikes

¿Cuál es tu animal favorito? (C-L8)

¿Qué animales te gustan más?

¿Qué animal te gusta más? Me gusta más _____.

Me gustan más _____. Food products (C-L20)

• Role-play asking/answering about food preferences • System B Assessment Book

• System B Assessment Book

Scope and Sequence

T-53

System B Scope and Sequence

73

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SCOPE AND SEQUENCE System B PERFORMANCE STANDARDS

CONTENT STANDARDS

WHAT THEY CAN DO

WHAT THEY NEED TO KNOW IN ORDER TO DO IT

Lesson 15

setenta y uno

setenta y seis

• Recognize numbers 71–80

setenta y dos

setenta y siete

• Count 71–80

setenta y tres

setenta y ocho

setenta y cuatro

setenta y nueve

setenta y cinco

ochenta

Lesson 16

la clase de _____

la hora de recreo

• Identify school subject areas

las ciencias

la educación física

• Tell what they do in school

el arte

• Ask others what they do in school

las matemáticas

¿Qué haces en (la clase de) _____?

las computadoras la música los estudios sociales

T-54

74

Scope and Sequence

System B Scope and Sequence

Estudio. Pinto. Dibujo. Leo.

el inglés

Canto.

el español

Hago ejercicios.

V05TRB_SB_TEFM.F 3/1/04 7:36 PM Page 55

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 numbers 71–80 • Recite numbers 71–80 • Count objects • System B Assessment Book

ochenta y uno (B-L25) ochenta y dos ochenta y tres ochenta y cuatro ochenta y cinco

ochenta y seis ochenta y siete ochenta y ocho ochenta y nueve noventa

• Make a collage from pictures showing subject areas children study

Personal activities (C-L3)

Preferred activities (H-U6)

• Identify the areas by labeling

Scheduled activities (C-Ll4, H-U8)

School activities (H-U9)

• Tell which subjects are preferred/disliked • Role-play parent/child and discuss what is done at school

Future activities (H-U4)

• System B Assessment Book

Scope and Sequence

T-55

System B Scope and Sequence

75

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SCOPE AND SEQUENCE System B PERFORMANCE STANDARDS

CONTENT STANDARDS

WHAT THEY CAN DO

WHAT THEY NEED TO KNOW IN ORDER TO DO IT

Lesson 17

la jirafa

el tigre

• Identify zoo animals

la foca

el gorila

el guardián

la cebra

el elefante

el mono

el pez

¿Quién eres? (to an animal) Soy _____.

el león

Lesson 18

gordo/a

• Describe zoo animals

flaco/a

• Ask for a description

suave

• Agree/disagree with a description

duro/a sucio/a limpio/a

T-56

76

Scope and Sequence

System B Scope and Sequence

¿Cómo es _____? Es _____. No es _____. ¿Está _____? Sí, está _____. No, no está _____.

V05TRB_SB_TEFM.F 3/1/04 7:36 PM Page 57

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 • Bring stuffed animals to class

la mascota (C-L8)

la ballena

• Identify the stuffed animals

la tortuga

el pulpo

• Make the appropriate animal sounds

la culebra

el delfín

• Play ‘zoo’ charades

el loro

el caballito de mar

• Ask/tell the name of the zoo animal

el pez dorado

las algas marinas

• System B Assessment Book

el lagarto

la arena

el canario

el caracol

la jaula

la estrella de mar

el tiburón (C-L17)

el mar

• Bring stuffed animals to class

Pets (C-L8)

• Identify the stuffed animals

Sea Life (C-L17)

• Make the appropriate animal sounds

Description (C-L11)

• Play ‘zoo’ charades

Self description (C-L19)

• Ask/tell the name of the zoo animal • Comment on the appearance of the stuffed animal • System B Assessment Book

Scope and Sequence

T-57

System B Scope and Sequence

77

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SCOPE AND SEQUENCE System B PERFORMANCE STANDARDS

CONTENT STANDARDS

WHAT THEY CAN DO

WHAT THEY NEED TO KNOW IN ORDER TO DO IT

Lesson 19

el edificio

cerca de

• Compare/contrast city and country life

el apartamento

lejos de

• Identify buildings in a city

la tienda

delante de

• Give the location of something/someone

el rascacielos

detrás de

la entrada

¿En qué edificio vives? Vivo en _____. No vivo en _____.

• Tell where they live • Ask where someone lives

la salida en la ciudad en el campo

Lesson 20

ochenta y uno

ochenta y seis

• Recognize numbers 81–90

ochenta y dos

ochenta y siete

• Count 81–90

ochenta y tres

ochenta y ocho

ochenta y cuatro

ochenta y nueve

ochenta y cinco

noventa

T-58

78

Scope and Sequence

System B Scope and Sequence

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System B Scope and Sequence

79

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SCOPE AND SEQUENCE System B PERFORMANCE STANDARDS

CONTENT STANDARDS

WHAT THEY CAN DO

WHAT THEY NEED TO KNOW IN ORDER TO DO IT

Lesson 21

el restaurante

el hospital

• Identify public places in a city

el museo

el estadio

el supermercado

el centro comercial

la estación de trenes

el estacionamiento

Lesson 22 • Identify transportation locations

el aeropuerto

el centro

la parada de autobús

Lesson 23

el tambor

la pandereta

• Identify musical instruments

la guitarra

• Tell which one(s) they want to play

el piano

los instrumentos musicales

la trompeta el violín la flauta el clarinete

T-60

80

Scope and Sequence

System B Scope and Sequence

una canción Quiero cantar (una canción). Quiero tocar _____.

V05TRB_SB_TEFM.F 3/1/04 7:36 PM Page 61

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 • Draw a city map with public places listed in Spanish

la estación de trenes (B-L22)

la carnicería (C-L20)

• Role-play asking/telling about places they like to visit in the city

el aeropuerto

la panadería

la parada de autobús

la heladería

• Name public places where they live • System B Assessment Book

el estacionamiento

• Create a travel survey

la estación de bomberos (C-L16)

• Find out who has ever been to an airport or train station • Report the statistics to the class

el centro

la alarma de incendios

la librería Directions, meeting places (AD-U3, 9) la ambulancia Travel information (AD-U3, 4, 5, 6, 7)

• System B Assessment Book

• Make a collage of various musical instruments • Label the instruments • Imitate the sounds that the instruments make • Tell which instrument they want to play • System B Assessment Book

Scope and Sequence

T-61

System B Scope and Sequence

81

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SCOPE AND SEQUENCE System B PERFORMANCE STANDARDS

CONTENT STANDARDS

WHAT THEY CAN DO

WHAT THEY NEED TO KNOW IN ORDER TO DO IT

Lesson 24

el camarero

• Identify restaurant workers

la camarera

• Tell what they want from a menu

el cocinero

• Tell what they want to eat/drink from a menu

la cocinera

Lesson 25

noventa y uno

noventa y seis

• Recognize numbers 91–100

noventa y dos

noventa y siete

• Count 91–100

noventa y tres

noventa y ocho

noventa y cuatro

noventa y nueve

noventa y cinco

cien

Lesson 26

arriba

sobre

• Describe physical location

abajo

debajo de

• Ask where someone/something is located

dentro de

¿Dónde estás? Estoy _____.

T-62

82

Scope and Sequence

System B Scope and Sequence

el menú

fuera de

¿Qué desea comer? Deseo _____. ¿Qué desea beber? Deseo _____. No hay _____.

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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 • Create a menu in Spanish • Role-play ordering a meal from the menu • System B Assessment Book

Asking for the check (C-L21) Dining out (AD-U8)

• Point to numbers 91–100

doscientos (C-L7)

setecientos

• Recite numbers 91–100

trescientos

ochocientos

• Count objects

cuatrocientos

novecientos

• System B Assessment Book

quinientos

mil

• Play blind-man’s bluff

entre (C-L13)

• Guess location of someone/something based on clues provided by classmates

en medio de

• System B Assessment Book

seiscientos

junto a

Directions/ locations (AD-U3, 9, 10)

encima de

Scope and Sequence

T-63

System B Scope and Sequence

83

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SCOPE AND SEQUENCE System B PERFORMANCE STANDARDS

CONTENT STANDARDS

WHAT THEY CAN DO

WHAT THEY NEED TO KNOW IN ORDER TO DO IT

Lesson 27

Numbers 51–100

School subjects

• Review/Recycle Performance Standards from Learning System B, Lessons 1–26

Parts of a house

Zoo vocabulary

Rooms in a house

Adjectives

Household items

City buildings

Appliances

Prepositions of location

Home entertainment Sports Seasons Fruit Meals

T-64

84

Scope and Sequence

System B Scope and Sequence

Places in a city Places related to transportation Musical instruments

Table settings

Restaurant vocabulary

Food

Prepositions

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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 • System B Assessment Book

Scope and Sequence

T-65

System B Scope and Sequence

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