For English Language Arts ¡¡AAssíí ssee ddiiccee!!

[Pages:17]Common Core State Standards for English Language Arts

?As? se dice!

Glencoe Spanish 1A ? 2012

Anchor Standards for Reading

STANDARDS

PAGE REFERENCES

Novice students: Key Ideas and Details

Comprehend main ideas in developmentally appropriate oral/visual narratives based on familiar themes and highly predictable contexts with appropriate support.

Interpret informational texts with strong visual support such as graphs and charts.

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Student Edition: p. 16, Act. 3; p. 42, Reading Checks; p. 43, Act. A?C; p. 45, Act. A?B; p. 76, Reading Checks; p. 77, Act. A?D; p. 79, ?Comprendes? activity; p. 111, Act. A?C; p. 112,

Reading Checks; p. 115, ?Comprendes? activity; p.

145, Act. A?D; p. 146, Reading Checks; p. 147,

Act. A-D; p. 149, ?Comprendes? activity; p. 179,

Act. A?C; p. 180, Reading Checks; p. 181, Act. A?

D; p. 183, ?Comprendes? activity; p. 213, Act. A?

D; p. 214, Reading Checks; p. 215, Act. C, E (#1?

3); p. 217, Act. A?B

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Teacher Wraparound Edition: p. 44, Core Instruction (Step 3); p. 78, Core Instruction (Step 3); p. 112, Core Instruction (Step 5); p. 146, Core Instruction (Step 5); p. 148, Core Instruction (Step 3); p. 214, Core Instruction (Step 4); p. 399, Core Instruction (Step 3); p. 404, Tips for Success

Student Edition: p. 36, Act. 9; p. 41, Act. C; p. 61, Act. 4 Expansi?n; p. 67, Act. 2 Expansi?n; p. 145, Act. D; p. 179, Act. B; p. 207, Act. 9 Expansi?n; p. 213, Act. B

Teacher Wraparound Edition: p. 38, Act. 16; p. 42, Differentiation (Advanced Learners); p. 77, Differentiation (All Learners); p. 110, Differentiation;

Common Core State Standards for

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English Language Arts

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3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

p. 147, Writing Development; p. 180, Writing Development; p. 182, Differentiation; p. 192C, Chapter Project (Expansion); p. 215, Differentiation (Advanced Learners) Student Edition: p. 405, Act. B (#4)

Teacher Wraparound Edition: p. 215, Act. B, D

Intermediate students: Key Ideas and Details

Understand the main themes and significant details on primarily familiar topics from authentic multimedia and print sources, both informational and narratives with clear storylines.

When presented with an inference based on an authentic text, identify if the inference is logical or illogical

by citing specific textual evidence to support conclusions drawn from the text.

1. Read closely to determine what the text says

Student Edition: p. 82, Act. 2; p. 135, Act. 6; p.

explicitly and to make logical inferences from it; cite 142, Act. 16

specific textual evidence when writing or speaking

to support conclusions drawn from the text.

Teacher Wraparound Edition: p. 82, Learning

from Realia; p. 135, Learning from Realia

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

eScape: , Explore more: Angel Falls, Venezuela (#1) Student Edition:

Teacher Wraparound Edition:

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

eScape: , Explore more: Let's visit Montevideo, Uruguay! (#1) Student Edition:

Teacher Wraparound Edition:

Advanced students: Key Ideas and Details

Determine the main ideas and significant details of discussions, lectures, and presentations on current or past events from the target culture or other content areas.

Interpret the principal elements of technical, informational, and narrative literary texts on topics of current

and historical importance to the target culture.

1. Read closely to determine what the text says

Student Edition:

explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking

to support conclusions drawn from the text.

Teacher Wraparound Edition:

2. Determine central ideas or themes of a text and Student Edition: analyze their development; summarize the key

supporting details and ideas.

Teacher Wraparound Edition:

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Student Edition:

Common Core State Standards for

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English Language Arts

?As? se dice! ? 2012

Teacher Wraparound Edition:

Novice students: Craft and Structure

Identify people and objects in their environment or from other school subjects based on oral and written description.

Recognize that cognates and previously learned structures enhance comprehension of spoken and written language.

Identify and appreciate differences in cultural perspectives within a defined range of topics (defined by the

curriculum).

? 4. Interpret words and phrases as they are used in Student Edition: p. 76, Reading Strategy; p. 77, a text, including determining technical, connotative, Act. C; p. 113, Act. B and figurative meanings, and analyze how specific

word choices shape meaning or tone.

Teacher Wraparound Edition: p. 145,

Conexiones

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Student Edition:

Teacher Wraparound Edition: Student Edition:

Teacher Wraparound Edition:

Intermediate students: Craft and Structure

Determine meaning by using vocabulary knowledge, background knowledge, and possibly some contextual clues.

Understand the relationship among languages based on their awareness of cognates, idioms, and parallel structures.

Identify and appreciate differences in cultural perspectives in a broader range of topics and begin to

appreciate such differences not only in topic areas presented in the curriculum; they do not judge non-

American cultural practices according to American conventions, but begin to appreciate the values and

perspectives of the target culture from within its own cultural system.

? 4. Interpret words and phrases as they are used in Student Edition: p. 39, Refr?n; p. 73, p. 76,

a text, including determining technical, connotative, Durante la lectura; Refr?n; p. 109, Refr?n; p. 143,

and figurative meanings, and analyze how specific Refr?n; p. 177, Refr?n; p. 211, Refr?n; p. 214,

word choices shape meaning or tone.

Antes de leer

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Teacher Wraparound Edition: p. 39, Refr?n; p. 73, Refr?n; p. 109, Refr?n; p. 143, Refr?n; p. 177, Refr?n Student Edition:

Teacher Wraparound Edition: Student Edition:

Advanced students: Craft and Structure

Teacher Wraparound Edition:

Common Core State Standards for

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English Language Arts

?As? se dice! ? 2012

Interpret the cultural nuances of meaning in authentic written and spoken technical, informational, and literary texts.

Analyze the relationship between word order and meaning and how this reflects the ways in which cultures organize information and view the world.

Identify and appreciate cultural differences in a broad range of topic areas well beyond what has formally

been presented to them in the curriculum, appreciating target culture perspectives and practices from

within the target culture's own system.

4. Interpret words and phrases as they are used in Student Edition: a text, including determining technical, connotative,

and figurative meanings, and analyze how specific

word choices shape meaning or tone.

Teacher Wraparound Edition:

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Student Edition:

Teacher Wraparound Edition: Student Edition:

Teacher Wraparound Edition:

Novice students: Integration of Knowledge and Ideas

Use content knowledge learned in other subject areas to comprehend spoken and written messages in

authentic texts, within familiar topics and highly predictable contexts, and with strong visual support.

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Student Edition: p. 146, Reading Strategy, Antes de leer, Durante la lectura

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Teacher Wraparound Edition: Student Edition:

Teacher Wraparound Edition: Student Edition:

Teacher Wraparound Edition:

Intermediate students: Integration of Knowledge and Ideas

Integrate and evaluate multiple sources of information including idiomatic phrases in order to collaborate

or problem solve.

7. Integrate and evaluate content presented in diverse media and formats, including visually and

Student Edition:

quantitatively, as well as in words.

Teacher Wraparound Edition:

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Student Edition: Teacher Wraparound Edition: Student Edition: Teacher Wraparound Edition:

Common Core State Standards for

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English Language Arts

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Advanced students: Integration of Knowledge and Ideas Analyze how cultural perspectives influence texts on similar themes or topics.

Analyze the origins of idioms as reflections of culture, citing examples from the technical, informational, and literary texts from the target culture and the student's own culture.

Identify the threads of the text's argument with supporting details.

7. Integrate and evaluate content presented in diverse media and formats, including visually and

Student Edition:

quantitatively, as well as in words.

Teacher Wraparound Edition:

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Student Edition: Teacher Wraparound Edition: Student Edition: Teacher Wraparound Edition:

Novice students: Range of Reading and Level of Text Complexity

Comprehend the principal message contained in various media such as illustrated texts, posters, or advertisements, in familiar contexts and with strong visual support.

10. Read and comprehend complex literary and informational texts independently and proficiently.

Student Edition: pp. 42?43, Amigos latinos en Estados Unidos, Act. A?C; pp. 44?45, Dos personajes importantes, Act. A?B; pp. 76?77, Una familia ecuatoriana, Act. A?D; pp. 78?79, Mascotas, ?Comprendes? activity; pp. 112?113, Escuelas aqu? y en Latinoam?rica, Act. A?C; pp. 114?115, ?Qui?nes trabajan?, ?Comprendes? activity; pp. 146?147, La comida en otras partes, Act. A?D; pp. 148?149, Una merienda ?D?nde?, ?Comprendes? activity; pp. 180?181, Los deportes de equipo, Act, A?D; pp. 182?183, Roberto Clemente, ?Comprendes? activity; pp. 214?215, El Periquillo Sarniento, Act. A?E; pp. 216?217, Lazarillo de Tormes, Act. A?B

Teacher Wraparound Edition: p. 42, Core Instruction (Step 5); p. 44, Core Instruction (Step 3); p. 78, Core Instruction (Step 3); p. 112, Core Instruction (Step 5); p. 146, Core Instruction (Step 5); p. 148, Core Instruction (Step 3); p. 214, Core Instruction (Step 4)

Intermediate students: Range of Reading and Level of Text Complexity

Interpret the message in increasingly complex texts by using background knowledge and strategies (e.g.,

redundancy, restatement, and paraphrase).

10. Read and comprehend complex literary and informational texts independently and proficiently.

Student Edition: pp. 399?401, El Cid, Act. A?E; pp. 403?405, Iztacc?huatl y Popocat?petl, Act. A?D

Teacher Wraparound Edition: p. 399, Core Instruction (Step 3); p. 404, Tips for Success

Common Core State Standards for

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English Language Arts

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eStudio? (SE): > username: estudiodemo; password: demo > ?As? se dice! Level 1 Pre-AP Workbook (click this title on right) > Cap?tulo 3 > Reading Comprehension; Cap?tulo 6 > Reading Comprehension

Advanced students: Range of Reading and Level of Text Complexity

Interpret the meaning of technical, informational, and literary texts by using background knowledge and contextual clues.

10. Read and comprehend complex literary and informational texts independently and proficiently.

Student Edition:

Teacher Wraparound Edition:

Anchor Standards for Writing

STANDARDS

PAGE REFERENCES

Novice students: Text Types and Purposes

Use simple sentences on very familiar topics to write: ? about products and/or practices of their own culture to peers in the target culture ? short notes, messages, and brief reports about themselves, people, and things in their environment ? illustrated stories about activites or events in their environment ? create charts identifying pros and cons of an argument

1. Write arguments to support claims in an analysis Student Edition: of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Teacher Wraparound Edition:

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Student Edition: p. 49, Tarea; p. 68, Act. 6; p. 83, Tarea, p. 109, Act. 16; p. 119, Tarea; p. 139, Act. 9; p. 153, Tarea; p. 199, Act. 7

Teacher Wraparound Edition: p. 18C, Chapter Project; p. 54C, Chapter Project; p. 72, Writing Development; p. 88C, Chapter Project; p. 124C, Chapter Project

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

eStudio? (SE): > username: estudiodemo; password: demo > ?As? se dice! Level 1 Pre-AP Workbook (click this title on right) > Cap?tulo 1 > Informal Writing; Cap?tulo 3 > Formal Writing

Student Edition: p. 157, Act. 7

Teacher Wraparound Edition: p. 158C, Chapter Project (#3); p. 192C, Chapter Project

Common Core State Standards for

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English Language Arts

?As? se dice! ? 2012

eStudio? (SE): > username: estudiodemo; password: demo > ?As? se dice! Level 1 Pre-AP Workbook (click this title on right) > Cap?tulo 6 > Informal Writing

Intermediate students: Text Types and Purposes

Use strings (a series) of sentences on familiar and some unfamiliar topics to write:

? about products and/or practices of their own culture to peers in the target culture

? stories or reports about personal experiences, or other school subjects to share with classmates

and/or members of the target cultures

? summaries of plots and characters from selected pieces of age-appropriate literature

? descriptive texts

? state an opinion

1. Write arguments to support claims in an analysis Student Edition: of substantive topics or texts, using valid reasoning

and relevant and sufficient evidence.

Teacher Wraparound Edition:

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Student Edition: p. 147, Writing Development; p. 187, Tarea; p. 221, Tarea

Teacher Wraparound Edition:

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Student Edition: Teacher Wraparound Edition:

Advanced students: Text Types and Purposes

Use paragraph length discourse with cohesive devices to narrate and describe across time frames to

write:

? analyses of expressive products of the culture from a variety of sources and genres

? original pieces and narratives

? detailed texts on a broad variety of concrete social and professional topics

1. Write arguments to support claims in an analysis Student Edition: of substantive topics or texts, using valid reasoning

and relevant and sufficient evidence.

Teacher Wraparound Edition:

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Student Edition: Teacher Wraparound Edition: Student Edition: Teacher Wraparound Edition:

Novice students: Production and Distribution of Writing

Are accurate with memorized language, but exhibit decreased accuracy when attempting to create with

the language. They make corrections and edit their work when they receive feedback when writing short

notes, messages, stories, or reports about people and things in their environment using a variety of

media, including print and digital tools.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Student Edition: p. 49, Tarea; p. 68, Act. 6; p. 83, Tarea, p. 109, Act. 16; p. 119, Tarea; p. 139, Act. 9; p. 153, Tarea; p. 157, Act. 7; p. 199, Act. 7

Common Core State Standards for

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English Language Arts

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5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Teacher Wraparound Edition: p. 18C, Chapter Project; p. 54C, Chapter Project; p. 72, Writing Development; p. 88C, Chapter Project; p. 124C, Chapter Project; p. 158C, Chapter Project; p. 192C, Chapter Project

Student Edition: p. 49, Tarea (Write, Bullet 6); p. 83, Tarea (Write, Bullet 5); p. 187, Tarea (Write, Bullet 6)

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Teacher Wraparound Edition: p. 18C, Chapter Project (#3); p. 88C, Chapter Project (#4); p. 158C, Chapter Project (#4); p. 192C, Chapter Project (#2)

Student Edition:

Teacher Wraparound Edition: p. 18C, Chapter Project (Expansion); p. 158C, Chapter Project (Technology Expansion); p. 192C, Chapter Project (Technology Expansion)

eScape: , ?Hacer surf en El Salvador? ?Claro que s?!, Explore more (#1)

Intermediate students: Production and Distribution of Writing

Write primarily in present time, but also (with preparation) in past and future time. They may show inaccuracies as well as some interference from the native language when attempting to write about less familiar material. They are increasingly aware of errors and are able to self-edit.

Use a variety of media, including print and digital tools when writing reports, articles, summaries, or

original stories on topics related to personal interest or study.

4. Produce clear and coherent writing in which the Student Edition: development, organization, and style are

appropriate to task, purpose, and audience.

Teacher Wraparound Edition:

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Student Edition: Teacher Wraparound Edition:

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Student Edition: Teacher Wraparound Edition:

Advanced students: Production and Distribution of Writing

Write in a variety of time frames on varied complex topics. They are generally accurate, but may show some inaccuracies when writing with multiple frames or other complex structures. Students are able to apply familiar structures to new situations and less familiar topics. They demonstrate conscious efforts at self-editing.

Use a variety of media, including print and digital tools.

Use information from a variety of sources in the target language including sources produced by writers in

Common Core State Standards for

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English Language Arts

?As? se dice! ? 2012

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