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.
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
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
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
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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 • 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
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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 • 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.
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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 • 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 _____.
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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 • 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 _____.
una canción Quiero cantar (una canción). Quiero tocar _____.
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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 • 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
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 ...
el padrastro la madrastra el hermanastro la hermanastra mi tu alto bajo. ¿Quién es? Es _____. Lesson 10. • Identify family members. • Describe family members ...
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 ...
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.
