Quarterly Targets for Spanish Year 3 based on the Arizona World and Native Languages Standards 1st Quarter

Interpersonal Communication Mode Standard(s)

IC.IM.3 Communicate about events and experiences of daily activities and personal life.
Essential Questions: Student Can-Do Performance Indicators:
How do I describe my daily life and the different activities that happen? In a rehearsed conversation:
What can I effectively explain and give information about to support the • I can talk about my daily routine.
things that I do now and will do later? • I can talk about my interests and hobbies.
What can I effectively describe when talking about my favorite things, • I can give reasons for my preferences.
interests, and hobbies? • I can give some information about activities I did.
• I can give some information about something I am going to do.
• I can talk about my favorite music, movies, and sports.
Interpretive Communication Mode Standard(s)
IL.IM.1 Understand the main idea in messages, presentations, and overheard conversations on a variety of topics related to everyday life, personal interests,
and studies.
Essential Questions: Student Can-Do Performance Indicators:
What descriptions of others can I understand when delivered in an oral • I can understand basic questions or statements during a video conference.
format? • I can understand a short YouTube clip.
What can I understand regarding meeting times and places when delivered • I can understand peers’ recorded descriptions about themselves or their avatars.
orally? • I can understand a voice message about the time and place of meeting.
What can I understand about a contextually situated video clip?
IR.IM.1 Understand the main idea of texts related to everyday life, personal interests, and studies.
Essential Questions: Student Can-Do Performance Indicators:
What can I understand regarding questions about personal information • I can understand the personal questions to complete a profile on a social media
delivered in an interview-style setting? site.
How can I effectively interpret basic travel information about places? • I can understand basic information on travel brochures
What can I understand from a personal letter written by a friend? • I can understand postcards from friends.
What can I understand about personal details about a celebrity or famous • I can understand the main idea of a biographical interview with a celebrity.
figure?
Presentational Communication Mode Standard(s)
PS.IL.1 Present information on familiar topics by using a series of simple sentences.
PS.IM.1 Make simple presentations on a wide variety of familiar topics using connected sentences.
Essential Questions: Student Can-Do Performance Indicators:
How can I present information to narrate about my life, my family, and my • I can describe the physical appearance of a friend or family member.
friends? • I can describe another person’s personality.
How can I present information to inform or describe my plans? • I can describe a school or workplace.
• I can describe what my plans are for the weekend.
• I can describe what my summer plans are and holiday or vacation plans.
• I can describe a childhood or past experience.
• I can briefly summarize or retell a story.
PW.NH.
PW.IL.1 Write and share short messages about familiar topics using a series of simple sentences.
Essential Questions: Student Can-Do Performance Indicators:
How can I present written information to narrate about my life, my family, • I can write about a school, workplace, famous place, or place I have visited.
and my friends? • I can write about a holiday, vacation, or a typical celebration.
How can I present written information to inform or describe my plans? • I can write about a famous athlete, celebrity, or historical figure.
• I can write about how to prepare something simple to eat.
• I can write about a simple routine, like getting lunch in the cafeteria
Cultural Competencies Standards (these remain the same throughout the competency level of Novice, Intermediate, and Advanced)
CUL 1 Recognize basic practices, products, and perspectives of cultures where the target language is spoken
CUL 2 Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances; recognize products of culture
(e.g., food, shelter, clothing, transportation, toys).
CON 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COMP 1 Recognize and compare words, true and false cognates, sound patterns, and basic grammatical structures of the target language with his/her own
COMP 2 language (as applicable).
Identify and compare products and practices (e.g., celebrations, dances, oral stories, food) typical of the target culture with his/her own culture
(as applicable).
COM 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COM 2 Participate in simple activities and cultural events within the school setting (and beyond, as applicable).
Adopted Texts and Materials
Textbook(s): Other Material(s):
Avancemos Level 3 & ClassZone Online Resources Fluency Matters by Carol Gaab

Instructional & Assessment Guides: Additional Instructional Resources:

ADE World and Native Language Standards Technology Resources:
ACTFL Proficiency Guidelines: Spanish SpanishDict.com
ACTFL Can-Do statements Duolingo
 Quarterly Targets for Spanish Year 3 based on the Arizona World and Native Languages Standards 2nd Quarter
Interpersonal Communication Mode Standard(s)
IC.IM.3 Communicate about events and experiences of daily activities and personal life.
IC.IH.3 Communicate about events and experiences with some detail in various time frames.
Essential Questions: Student Can-Do Performance Indicators:
How can I exchange information and ideas in conversations about the • I can be the first to start a conversation.
environment? • I can ask for information, details, and explanations during a conversation.
How can I present my opinion in a conversation? • I can give reasons for my preferences.
How can I predict situations in the future? • I can ask for and provide descriptions of places I know and places I would like to
How can I describe my interest for the future? visit.
How can I exchange information and ideas in conversations about basic • I can talk about my family history.
rules in society? • I can talk about jobs and career plans.
• I can explain basic rules, policies, or laws that affect us and answer questions
about them.
Interpretive Communication Mode Standard(s)
IL.IM.1 Understand the main idea in messages, presentations, and overheard conversations on a variety of topics related to everyday life, personal interests,
and studies.
Essential Questions: Student Can-Do Performance Indicators:
What can I understand or interpret in conversation during a job • I can understand basic questions or statements during a video conference.
interview? • I can understand a short YouTube clip.
What can I understand or interpret recording when opinion and future • I can understand peers’ recorded descriptions about themselves or their avatars.
events are discussed?
What can I understand or interpret from others talking about their
interests, emotions, and opinions?

IR.IM.1 Understand the main idea of texts related to everyday life, personal interests, and studies.
IR.IH.2 Sometimes follow stories and descriptions about events and experiences in various time frames.
Essential Questions: Student Can-Do Performance Indicators:
What can I understand or interpret in informational texts that I read • I can understand the questions asked on a career preference survey.
related to future family events, volunteering activities, or job openings in • I can understand information in birth and wedding announcements.
my community as seen online or in printed text? • I can understand the information in sales ads.
• I can understand postings in blogs on familiar topics.

Presentational Communication Mode Standard(s)

PS.IL.1 Present information on familiar topics by using a series of simple sentences.
PS.IM.1 Make simple presentations on a wide variety of familiar topics using connected sentences.
Essential Questions: Student Can-Do Performance Indicators:
How can I present information to narrate about my life and my plans for the • I can describe what I plan to do next in my life.
future?
How can I present information to give a preference or opinion about
someone else?
How can I present information to inform or describe current events,
research, and their impact to the world and the environment?
• I can express my thoughts about a current event I have learned about or
researched.
• I can make a presentation about my plans for the future.
• I can give a presentation about a famous person or historical figure and tell why
he/she is important.

PW.IL.1 Write and share short messages about familiar topics using a series of simple sentences.
PW.IM.1 Write and share material about a variety of familiar topics using connected sentences.
Essential Questions: Student Can-Do Performance Indicators:
How can I present written information to narrate about my future life • I can write about what I plan to do next in my life.
plans? • I can write notes for a speech.
How can I present information to give a preference, an opinion, desires, • I can write the rules of a game.
or emotions? • I can post a question for discussion or reflection.
How can I present information to inform or describe environmental • I can develop a simple questionnaire or survey.
concerns? • I can write about common events and daily routines.
• I can create a flyer for an upcoming event at my school or at work.
Cultural Competencies Standards (these remain the same throughout the competency level of Novice, Intermediate, and Advanced)
CUL 1 Recognize basic practices, products, and perspectives of cultures where the target language is spoken
CUL 2 Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances; recognize products of culture
(e.g., food, shelter, clothing, transportation, toys).
CON 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COMP 1 Recognize and compare words, true and false cognates, sound patterns, and basic grammatical structures of the target language with his/her own
COMP 2 language (as applicable).
Identify and compare products and practices (e.g., celebrations, dances, oral stories, food) typical of the target culture with his/her own culture
(as applicable).
COM 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COM 2 Participate in simple activities and cultural events within the school setting (and beyond, as applicable).
Adopted Texts and Materials
Textbook(s): Other Material(s):
Avancemos Level 3 & ClassZone Online Resources Fluency Matters by Carol Gaab

Instructional & Assessment Guides: Additional Instructional Resources:

ADE World and Native Language Standards Technology Resources:
ACTFL Proficiency Guidelines: Spanish SpanishDict.com
ACTFL Can-Do statements Duolingo
 Quarterly Targets for Spanish Year 3 based on the Arizona World and Native Languages Standards 3rd Quarter
Interpersonal Communication Mode Standard(s)
IC.IM.3 Communicate about events and experiences of daily activities and personal life.
IC.IH.3 Communicate about events and experiences with some detail in various time frames.
Essential Questions: Student Can-Do Performance Indicators:
How do I give information and also express doubt and uncertainty? • I can ask for help at school, work in the community.
How do I describe and inquire about news/events that are happening • I can ask and answer questions related to subjects such as
now and in the past? geography, history, art music, math, science, language, or
How do I inquire and describe the activities that are happening in my literature.
community and the world? • I can talk about artists, historical events, and exchange other
How do I inquire into others’ interests and hobbies? information that interesting to me.
• I can talk about historical events and current events.
Interpretive Communication Mode Standard(s)
Interpretive Listening (IL)
IL.IM.1 Understand the main idea in messages, presentations, and overheard conversations on a variety of topics related to everyday life, personal interests,
and studies.
Essential Questions: Student Can-Do Performance Indicators:
What can I understand or interpret in discussions about others’ simple • I can understand when, where, and who is playing from a radio ad.
recordings or informationals on current events or topics? • I can understand the main message of an environmental, social or global
What can I understand about events of everyday life in the context of PSA.
the community in which I live? • I can understand services offered in a TV ad.
What can I understand or interpret in recordings/videos about scientific • I can identify the type of film from a movie preview
and informational videos on environmental issues? • I can understand a short YouTube clip.
Interpretive Reading (IR)
IR.IM.1 Understand the main idea of texts related to everyday life, personal interests, and studies.
IR.IH.2 Sometimes follow stories and descriptions about events and experiences in various time frames.
Essential Questions: Student Can-Do Performance Indicators:
What can I understand or interpret in informational texts that I read • I can read a short summary of a historical figure’s accomplishments.
related to the daily activities of my community as seen in newspapers • I can understand the main idea and a few supporting facts about a scientific
and magazines? discovery from a summarized description.
What can I understand or interpret in informational texts that describe • I can understand an infographic/graph detailing the causes/effects of
environmental and scientific descriptions? environmental or social problems.
What is the specific meaning of words, phrases, and passages taken from • I can understand descriptions of an important figure’s life in a short bio.
simple examples environmental print?
Presentational Communication Mode Standard(s)
Presentational Speaking (PS)
PS.IL.1 Present information on familiar topics by using a series of simple sentences.
PS.IM.1 Make simple presentations on a wide variety of familiar topics using connected sentences.
Essential Questions: Student Can-Do Performance Indicators:
How can I present information to inform or describe scientific events, • I can give a short presentation on a current event.
experiences, and current events in my home and community? • I can present a topic from an academic subject, such as science, math, art, etc.
How do I describe social events or environmental events in the forms of • I can give a short presentation on a famous person, landmark, or cultural
a flyer, article, or presentation? event.
What vocabulary must I know to describe scientific events and events • I can make a presentation about a social event.
that shape my community and country?
Presentational Writing (PW)
PW.IL.1 Write and share short messages about familiar topics using a series of simple sentences.
PW.IM.1 Write and share material about a variety of familiar topics using connected sentences.
Essential Questions: Student Can-Do Performance Indicators:
How can I present information to inform or describe scientific events, • I can write a message to explain or clarify something.
experiences, and current events in my home and community? • I can write a short article on a current event.
How do I describe social events or environmental events in the forms of • I can write about an academic subject, such as science.
a flyer, article, or presentation? • I can create a flyer for an upcoming event at my school or at work.
What vocabulary must I know to describe scientific events and events
that shape my community and country?
Cultural Competencies Standards (these remain the same throughout the competency level of Novice, Intermediate, and Advanced)
CUL 1 Recognize basic practices, products, and perspectives of cultures where the target language is spoken
CUL 2 Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances; recognize products of culture
(e.g., food, shelter, clothing, transportation, toys).
CON 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COMP 1 Recognize and compare words, true and false cognates, sound patterns, and basic grammatical structures of the target language with his/her own
COMP 2 language (as applicable).
Identify and compare products and practices (e.g., celebrations, dances, oral stories, food) typical of the target culture with his/her own culture
(as applicable).
COM 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COM 2 Participate in simple activities and cultural events within the school setting (and beyond, as applicable).
Adopted Texts and Materials
Textbook(s): Other Material(s):
Avancemos Level 3 & ClassZone Online Resources www.senorwooly.com
The Comprehensible Classroom by Martina Bex
Fluency Matters by Carol Gaab
Instructional & Assessment Guides: Additional Instructional Resources:
ADE World and Native Language Standards Technology Resources:
ACTFL Proficiency Guidelines: Spanish Spanish Verb Conjugation Trainer
ACTFL Can-Do statements "¿Hablas Español?"
Duolingo
 Quarterly Targets for Spanish Year 3 based on the Arizona World and Native Languages Standards 4th Quarter
Interpersonal Communication Mode Standard(s)
IC.NM.1 Communicate on very familiar topics using a variety of words and phrases that have been practiced and learned.
IC.NH.1 Communicate and exchange information about familiar topics using phrases and simple sentences.
Essential Questions: Student Can-Do Performance Indicators:
How can I express planning for the future? • I can communicate about activities at school or outside of school that interest
How can I engage in a conversation about future careers? me.
How can I present myself effectively in a job interview? • I can engage in conversations about job-seeking and interviewing.
• I can answer questions about activities in the past that I have or have not done.
• I can make comparisons between various experiences that are shared or not
shared with friends and family.
• I can ask detailed questions about school content.

Interpretive Communication Mode Standard(s)

Interpretive Listening
IL.NH.1 Understand words, phrases, and simple sentences related to everyday life; sometimes understand the main topic of what is heard.
Essential Questions: Student Can-Do Performance Indicators:
What can I understand about activities done by other that are • I can understand scholastic vocabulary and conversation delivered in an
communicated to me? academic context.
What can I understand and interpret about the things that others want • I can understand specific academic subject vocabulary delivered in the context
me to do or help with? of a lecture.
What can I understand and interpret about school subjects • I can interpret spontaneous reactions and emotive responses to literary texts.
communicated to me in an educational context? • I can understand specific subject matter delivered by means of radio or
television.
Interpretive Reading
IR.NH.1 Understand familiar words, phrases, sentences, and sometimes the main idea within short and simple texts related to everyday life.
Essential Questions: Student Can-Do Performance Indicators:
What can I understand or interpret in academic texts about specific • I can understand commentaries on academic subjects in a written form.
subjects? • I can understand vocabulary in the context of plays or other literary texts.
What can I understand or interpret about short stories and plays? • I can interpret short fiction and specialized vocabulary in the context of literary
What can I understand or interpret in written discussions about works.
academic subject matter? • I can understand written conversations about unplanned occurrences.
• I can understand peer writing on shared experiences.
Presentational Communication Mode Standard(s)
Presentational Speaking and Writing
PS.NH.1 Present basic information on familiar topics using learned phrases and simple sentences.
PW.NH.1 Write short messages and notes using phrases and simple sentences on topics related to everyday life.
Essential Questions: Student Can-Do Performance Indicators:
How can I present information on unplanned occurrences? • I can relay information on unplanned occurrences that take place in my life.
How can I present information in the context of literary critique or
analysis?
How can I present information to inform or describe events that take
place in an academic context?
• I can interpret and respond to conversations that use familiar vocabulary by
inferring from context.
• I can provide spontaneous literary critique and analysis upon the review of a
given text.
• I can express a range of different views on academic subjects in the context of a
class.

Presentational Writing (PW). Level-Sublevel.# - AZ world and native language standard(s) written out here.
Essential Questions: Student Can-Do Performance Indicators:
How can I present information that I have learned in an academic • I can relay thoughts and ideas in short essays on a range of academic subjects
context? with which I am familiar.
How can I provide an opinion on a literary text in essay form? • I can provide literary analysis of fictional texts like plays and short stories.
How can I present information to inform or describe occurrences in a • I can write in an autobiographical style about myself and my experiences.
fictional context? • I can communicate with peers about unplanned occurrences in the distant and
recent past in a written form.
Cultural Competencies Standards (these remain the same throughout the competency level of Novice, Intermediate, and Advanced)
CUL 1 Recognize basic practices, products, and perspectives of cultures where the target language is spoken
CUL 2 Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances; recognize products of culture
(e.g., food, shelter, clothing, transportation, toys).
CON 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COMP 1 Recognize and compare words, true and false cognates, sound patterns, and basic grammatical structures of the target language with his/her own
COMP 2 language (as applicable).
Identify and compare products and practices (e.g., celebrations, dances, oral stories, food) typical of the target culture with his/her own culture
(as applicable).
COM 1 Communicate using key words and phrases in the target language within the school setting (and beyond, as applicable).
COM 2 Participate in simple activities and cultural events within the school setting (and beyond, as applicable).
Adopted Texts and Materials
Textbook(s): Supplemental Material(s):
Avancemos Level 3 & ClassZone Online Resources www.senorwooly.com
The Comprehensible Classroom by Martina Bex
Fluency Matters by Carol Gaab
Instructional & Assessment Guides: Additional Instructional Resources:
ADE World and Native Language Standards Technology Resources:
ACTFL Proficiency Guidelines: Spanish Spanish Verb Conjugation Trainer
ACTFL Can-Do statements "¿Hablas Español?"
Duolingo