This integrated performance assessment will help you gauge the proficiency level of your students in the areas of interpretive reading, interpretive listening, interpersonal speaking, presentational writing, and presentational speaking. The assessment tasks that students will be asked to perform align with the following performance indicators: -I can recognize some common weather expressions -I can name the main cities on a map -I can list the main cities of a specific country -I can give weather information -I can recognize when I hear a date -I can understand the days of the week The interpretive reading and listening tasks utilize authentic resources that were carefully selected and aligned to the above performance indicators. links to scoring rubrics are provided. This Product Includes: -Guide for Educators -Links to Resources and Rubrics -Interpretive Reading task -Interpretive Listening task -Interpersonal Speaking task (Form A and Form B) -Presentational Writing task -Presentational Speaking task -Student Self-Assessment task -Teacher Feedback Form -Answer Keys for Interpretive Reading and Listening tasks

This midterm exam is meant for second year proficiency based classrooms. It also easily adapted as an end of year exam for a level 1 course. The exam aligns directly with the ACTFL progress indicators for Novice-Mid to Novice-High language learners. All modes of communication (listening, reading, speaking, writing) are addressed by the exam. You may choose to assess all modes of communication or use only particular sections of the exam depending on the turnaround time you have with grading them. You will find both a regular and modified version included for students in need of modifications due to an IEP or other plan. Also included are links to listening samples, rubrics, forms, and other information that will be helpful in administering the exam. Please see the preview for specific themes covered in this exam as well as a list of ACTFL progress indicators addressed in the exam. This product includes the following: -Guide for Educators -Student Study Guide -List of ACTFL progress indicators addressed -Links to listening samples, rubrics, etc -Listening Section (20 MC questions) -Reading Section (5 passages, 20 MC questions) -Writing Section (2 prompts) -Speaking Section (responding to 15 essential questions) -Answer Key for all Objective sections

This set of 10 puzzles will help your students practice the spelling of color, number, family, feeling, sports, places, school supply, months, season, and adjective vocabulary in Spanish. While typical word search puzzles only target vocabulary recognition, your students will practice actually producing Spanish words as they play against a partner or group to earn the most points by correctly spelling Spanish words. Each puzzle targets the most frequently used words from a variety of vocabulary themes (see detailed list below). This game is self-differentiating, so even if your students haven't learned every word, they will still be able to play and pick up a couple new words along the way! Click on "PREVIEW" to see an example of how the game is played! Included in This Product: -Guide for Educators -Student Example -Master Vocabulary List -10 Puzzles Vocabulary Themes Targeted by Puzzle: -Numbers 0-10 -Numbers 10-100 -Colors -Family -Places Around Town -School Supplies -Months & Seasons -Adjectives to Describe People -Sports & Recreation -Feelings & Emotions

These activities go along with the song "Me Interesas" by Noel Torres which is readily available on YouTube and iTunes. In this lesson, students are introduced to Noel Torres, a rising star in the world of Mexican norteño music. They will learn some basic characteristics of that style of music as they discuss the impact that where you live has on the type of music that you listen to. Students will then listen to the song "Me Interesas" and fill in blanks to complete the missing lyrics. Afterwards, students will find lines of the song and match them with their English equivalents. Finally, students will use their knowledge of the present tense and common vocabulary to manipulate the lines of the song to mean something slightly different. These activities merge culture, grammar, and vocabulary concepts and are most suitable for second semester Spanish 1 or Spanish 2 students. These activities would also work for a quick review of the present tense beyond this level. Included in this download: -Discussion Questions -Noel Torres Biography / Characteristics of Norteña Music -Clozeline Activity -Lyric Identification Activity -Lyric Manipulation Activity -Answer Keys

This integrated performance assessment will help you gauge the proficiency level of your students in the areas of interpretive reading, interpretive listening, interpersonal speaking, presentational writing, and presentational speaking. The assessment tasks that students will be asked to perform align directly to the following performance indicators: -I can identify family member words on a family tree -I can list my family members, their ages, their relationships to me, and what they like to do -I can say what someone looks like -I can say what someone is like -say or write something about the members of my family The interpretive reading and listening tasks utilize authentic resources that were carefully selected and aligned to the above performance indicators. links to scoring rubrics are provided. This Product Includes: -Guide for Educators -Links to Resources and Rubrics -2 Interpretive Reading tasks -2 Interpretive Listening tasks -Interpersonal Speaking task -Presentational Writing task -Presentational Speaking task -Student Self-Assessment task -Teacher Feedback Form -Answer Keys for Interpretive Reading & Listening tasks

This unit is designed to walk students through the use of comparisons in Spanish in some of the most commonly used ways. This resource includes a variety of activities to help students master comparisons or equality and inequality when applied to real-life situations and common uses of comparisons. Students will practice comparing age, physical appearance/personality, food, and classes. There is also a good amount of culture embedded in the unit both through activities focused on typical foods of Spain / Latin America as well as within the other contexts. This unit is designed to be used with Novice-Mid to Intermediate-Low level students. Many of the activities are self-differentiated to allow for use with a wide variety of students. This Download Includes the Following Resources -Age Comparison speaking activity -Comparison Reading Activity -Age Comparison Writing Activity -Food Comparison Activity -Authentic Shopping Ad Comparison Activity -Authentic Supermarket Ad -Comparing People Activity -Food Comparison Activity 2 -Taste Test Activity -Culture Comparison Activity - A Week of Groceries Around the World -Cultural Comparison Activity - School Lunches Around the World -Food Comparison Speaking Activity -Authentic Foods/Beverages Power Point Presentation -Authentic Foods Guided Note Sheet for Students -Assessment (listening, reading, culture, writing) -Writing Idea Bank for Students -Vocabulary List with Helpful Vocabulary for comparing foods -Answer Keys for all Objective Activities

These activities are meant to help students learn vocabulary related to food items in Spanish. These activities go along with the song "Una en un Millón" by Jesse y Joy. This song is readily available on YouTube and iTunes and a link to the song is referenced. These activities may be completed without the music video, so please make sure that the video is appropriate for your students before playing it. Students will begin by reading a brief biography, in Spanish, of the artist. Students will then listen to the song "Una en un Millón" and attempt to fill in some common Spanish food vocabulary words that are missing from the lyrics of the song. Next students will be asked to find several lines of the song based on their English meanings. They will then manipulate those lyrics to include additional food vocabulary while working off the structure of the identified lyrics. Finally, there is a writing / interpersonal speaking activity in which students comment, in Spanish, about how they like various foods (with mustard, without tomato, etc) and exchange information with a classmate. Included in this download: -Artist Biography -Link to the song/video on YouTube -Cloze Activity (Listening) -Lyric Identification Activity (Reading) -Lyric Manipulation Activity (Writing) -Food Vocabulary Writing / Speaking Activity -Answer Keys for all objective activities

This foldable can be used to help students practice common items found in the home, rooms of the home, or household chores. The foldable features a house with six rooms, each of which can be opened. This foldable works well as part of an interactive notebook or as a stand alone practice activity. This product includes: -Instructions on assembling the foldable -Teaching Ideas -House foldable (front & back)

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme of Likes, Dislikes, and Preferences. There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme of Free Time Activities and Leisure Time. There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme Spanish-speaking Countries & Capitals. There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme of Making Plans. There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

This interactive, clickable Power Point presentation is perfect for introducing beginning students to the Spanish language. The presentation is based on 10 interactive, multiple choice questions that reveal some basic facts about the Spanish language in both the United States and the world. Filled with facts, statistics, charts, and graphs, students will gain a greater understanding of how learning the Spanish language can have an impact on their lives and ability to communicate with those around them. The goal of this presentation is to help students understand the benefits that learning Spanish will have in their lives and careers so that they have a strong sense of purpose as they begin their studies. This 48 slide interactive, clickable presentation can also be used to recruit students to your language study program as well as educate parents on the usefulness of the language at your Open House.

These printable word wheel focuses on Spanish vocabulary relating to action verbs, animals, parts of the body, parts of the face, numbers 0-15, clothing, colors, food, house, and household chores, sports, and weather. (see thumbnails for specific vocabulary covered) I have found these to be a versatile tool in the classroom for individual, partner, and large group practice of selected vocabulary. Word wheels can be used to enhance reading, listening, writing, and even speaking skills. A Guide for Educators with activity ideas is included as well as all printable components of the word wheel. All you will need is paper fasteners (brads).

These activities go along with the song "Decidiste Dejarme" by Camila which is readily available on YouTube and iTunes. Students are asked to listen to the song several times and fill in the lyrics that have been removed. Then, students are given an overview of the formation of the yo and tú forms in the Preterite Tense as well as it's common usage. Students then are asked to recognize verbs within the song lyrics that are conjugated in this tense. Students then use their new understanding of the Preterite Tense to manipulate several verses of the song and change it's viewpoint. Included in this download: -Camila Artist Bio -Link/QR Code for the Official Music Video -Clozeline Activity -Preterite Tense Tutorial -Preterite Tense Recognition Activity -Lyric Manipulation Activity -Answer Keys for all Objective Activities

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme of Daily Routine (Rutina Diaria). There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme of La Casa (The House). There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme of Family (La Familia). There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

These speaking prompts are designed to move students from asking/answering basic questions in Spanish to responding to increasingly complicated prompts around the theme of Providing Basic Personal Information There are 4 categories of prompts that ask students to move between different levels of communication including the presentation of facts, opinions, feelings, and towards complete openness in social situations. Category A – Yes or No Questions, Either/Or Questions Category B – Additional Information Questions Category C – Expressing Opinions and Feelings Category D – Situational Speaking Prompts & Extended Response You may approach these prompts by moving students through them from Categories A-D in a sequential manner, or you may use them as an opportunity for easy differentiation between the various proficiency levels of Novice to Intermediate learners that may be present in your classroom. Although these prompts have been designed as speaking prompts, they can also be used as writing prompts for individual practice, homework, or assessment. Ideas for Usage: -Pair students for one on one practice. -Form small groups and have students interview a student. -Invite a guest speaker or native speaking student to your classroom and have students select questions to ask them during a Q&A session -Have students write additional prompts or variations of existing prompts on the blank cards provided -Pull 1 prompt from each category for a challenging oral proficiency assessment -Have students develop role plays based on the situational prompts This Product Includes -Guide for Educators -15 Category A Prompts -15 Category B Prompts -9 Category C Prompts -6 Category D Prompts -Blank Cards to allow for creation of additional questions if desired

These activities are meant to help students learn to replace subjects with subject pronouns as well as use the verb SER. These activities go along with the song "Somos Dos" by Bomba Estéreo. This song is readily available on YouTube and iTunes and a link to the song is referenced. These activities may be completed without the music video, so please make sure that the video is appropriate for your students before playing it. Students will begin by reading a brief biography, in Spanish, of the artist. Students will then listen to the song "Somos Dos" and attempt to fill in some common Spanish vocabulary words that are missing from the lyrics of the song. Students will read a tutorial which highlights the present tense forms of the verb SER as well as the use of subject pronouns. Students will look at several still shots from the video and be asked to decide which subject pronouns they would use to talk about the individuals and groups of people shown. This will help to clarify the role of gender in choosing third person subject pronouns. Next students will be asked to find several lines of the song based on their English meanings. They will then manipulate those lyrics so that they include forms of the verb ser and the subject pronouns that are highlighted in the lesson. Finally, there is an application activity which asks them to think more deeply about the subject pronouns by choosing equivalents (i.e. nosotros is the same as the pronouns tú y yo together, Felipe y Juan is the same as Ellos, etc). Included in this download: -Artist Biography -Link to the song/video on YouTube -Cloze Activity (Listening) -Subject Pronouns & SER Tutorial (Structure) -Subject Pronoun Application Activity -Lyric Identification Activity (Reading) -Lyric Manipulation Activity (Writing) -Subject Pronouns Application Activity 2 -Answer Keys for all objective activities