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Maritza Allison Reyes - Bilingual teacher /Dual Credit Instructor
Classroom: C007



• Please visit this page often as I will try to keep you informed of the activities in the different classes I teach and also you of events and other information.
• The Links at left will help you navigate through the various pages in my website and the other links are important school and district pages.
• Homework postings are of particular importance and can be found for the different courses in their respective sub sites.
• Spanish : In this class students will leaarn how to formulate basic conversational skills based on increased vocabulary  and newly learned translations.
• Syllabus: Spanish bilingual I / II / III / IV




Spanish for Heritage Speakers Syllabus

  • General Course Information
  • Course Title: Spanish for Heritage Speakers, Level 1/2/
  • Course Title: Galeria de Arte y Vida, Level 3/4
  • Credit:
  • Department: Foreign Languages
  • Grade Levels: 9, 10, 11, and 12
  • Prerequisites: Must be Spanish native and/or heritage Spanish speaker; see Course Description
  • Fees and Materials: None
  • Graduation Information: Applies toward world languages graduation credits requirement and world language college entrance requirement
  • Adopted Textbooks:
  •             El Espanol para nosotros    Nivel Uno                 
  • El Español Para Nosotros Nivel  Dos (Red). Glencoe McGrawHill.
  • Tesoro literario
  • Galeria de Arte y Vida
  • Additional Teaching Resources:
  • Gramática básica. Guerra Publishing.
  • La puntuación en el español. Guerra Publishing.
  • Los sinónimos. Guerra Publishing.
  • Los antónimos. Guerra Publishing.
  • El acento escrito. Guerra Publishing.
  • Step Up to Writing. Maureen E. Auman, 800-547-6747 or fax 888-819-7767
  • Course Description
  • “Definition of Heritage Language Learner: For most people, a native speaker is one who can function in all settings in which other native speakers normally function. Moreover, to be considered fully native, a speaker must be indistinguishable for other native speakers (Valdés, 1998, page 153). Heritage speakers may be classified as individuals who speak their first language, which is not English, in the home, or are foreign-born (Campbell and Peyton, 1998). Heritage language learners may also be defined as individuals who have learned a language other than English somewhere other than in school (Scalera, 1997).” (Teaching Heritage Language Learners: Voices from the Classroom, “Where We’ve Been; What We’ve Learned,” Jamie B. Draper and June H. Hicks, pages 19–20.
  • This year long world languages course is designed to develop and challenge students’ ability in speaking, reading, writing, listening, and culture development in Spanish. This course offers Spanish-speaking students an opportunity to study Spanish formally in an academic setting in the same way native English-speaking students study English language arts. The course allows students to reactivate the Spanish they have learned previously and develop it further, to learn more about their language and cultural heritage, to acquire Spanish literacy skills, to develop or augment Spanish academic language skills, to enhance career opportunities, or to fulfill a world language college admission requirement. Students develop strategic Spanish academic vocabulary, learning to critically analyze a text, write poetry, and acquire new information in different academic content areas.
  • Standards and Objectives
  • World Language Content Standards
  • Standard 1: Students communicate in a foreign language while demonstrating a high quality of language use in all four essential skills: listening, speaking, reading, and writing.
  • Standard 2: Students acquire and use knowledge of other cultures while developing foreign language skills.
  • Reading/Writing Standards
  • Standard 1: Reading Comprehension
  • Read and derive meaning from a variety of materials written in Spanish
  • Summarize and synthesize facts and concepts within and across texts at literal and inferential levels
  • Apply literal and inferential comprehension strategies to a variety of genres and texts
  • Evaluate accuracy and relevance of information according to the purpose for reading
  • Independently use strategies to follow complex, multistep directions
  • Self-evaluation
  • Pursue a widening community of readers independently
  • Persevere through complex reading tasks using a full range of self-monitoring strategies
  • Standard 2: Oral and Written Communication
  • Oral development
  • Speak in Spanish for a variety of purposes and for diverse audiences
  • Communicate and talk about topics of current, public, and personal interest and perform complicated tasks such as describing, narrating, and hypothesizing with increasing accuracy
  • Deliver oral presentations that include explanations and definitions according to the audience’s knowledge of the topic, interest in the topic, and expected abilityto use information
  • Writing process
  • Record key information from listening, reading, or discussion in coherent notes
  • Use structured overviews to plan writing (i.e., graphic organizers)
  • Rethink content, organization, and style and redraft for readability and readers’ needs
  • Review precision of word choice
  • Use descriptive language to create memorable images
  • Use a checklist to guide proofreading
  • Use technology to publish written work
  • Using specialized vocabulary and more advanced grammatical structures
  • Genre focus
  • Expository
  • Analyze and draw conclusions
  • Incorporate information from foreign language resource materials
  • Select and express ideas and opinions on topics from various content areas
  • Write business letters and/or advertisements
  • Use writing skills to analyze, persuade, and synthesize
  • Hypothesize with increasing accuracy
  • Write creative poetry and short stories
  • Write for personal use and enjoyment
  • Narrative
  • Narrate a sequence of events
  • Evaluate the significance of an incident
  • Develop unique characters using narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast to other people)
  • Literary response
  • Respond to ambiguities, nuances, and complexities in written work
  • Interpret passages of a novel in terms of significance to novel as a whole
  • Standard 3: Oral and Written Conventionality
  • Use regional, dialectical, idiomatic, and colloquial language appropriately
  • Understand various forms of formal usage, including cultural and regional/dialectical variances
  • Articulate how bias of dialect or accent can impact personal and professional opportunities
  • Use conventional writing accurately as applied to different genres
  • Standard 4: Higher-Level Thinking Skills
  • Recognize an author’s or speaker’s point of view and purpose
  • Separate fact from opinion
  • Use reading and writing to define a problem, evaluate options, and propose a solution
  • Predict and draw conclusions
  • Evaluate written, oral, and visual presentations as a reader, listener, and speaker
  • Derive meaning through context, intonation, and situations from listening sources including conversations, lectures, authentic videos, films, and recordings
  • Obtain and process information by selecting, categorizing, and analyzing from these sources
  • Identify the main idea from simple instructions or conversations.
  • Obtain meaning from simple conversations at a normal rate of speech
  • Identify the main idea and/or specific information from a listening situation, live or recorded, such as stories, dialogues, films, songs, poems, plays, and conversations
  • Standard 5: Students understand how languages work
  • Standard 6: Literature to Understand Human Experience
  • Relate personal response to the text with the author’s intended response
  • Understand historical and cultural influences on literary works
  • Read historical documents, texts, literature, and poetry and describe how these reveal cultural contexts and practices