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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66
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System B Scope and Sequence
���������������� ������������ ������ ������������ ��������������� �����������
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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68
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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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� ��������������������������� � ������������������������������ � ���������������������������������� ������� � ������������������������������������� ����������� � ������������������������������� ��������������� � ������������������������������������� ����������������������������������� � ����������������������������������� ����� � �������� ���������������
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System B Scope and Sequence
79
V05TRB_SB_TEFM.F 3/1/04 7:36 PM Page 60
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 _____.
V05TRB_SB_TEFM.F 3/1/04 7:36 PM Page 63
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
V05TRB_SB_TEFM.F 3/1/04 7:36 PM Page 65
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
85