Curriculum Reference Guide
Spanish I
OVERVIEW
Students are required to master the Virginia Standards of Learning for each course in which they
are enrolled. This guide is designed to give students and parents an overview of the course
requirements as well as the materials needed for each class.
A list of the objectives associated with the course and the timeline in which these objectives will
be taught have been compiled in this document. Additionally, students should insert the teacher’s
tutoring schedule in the space provided.
Students are encouraged to keep the Curriculum Reference Guide for each course and to refer to
the information throughout the year. It is our hope that this document will be a valuable
reference that will assist parents and students in having a successful school year.
Course Description
Level I Spanish focuses on the development of students’ communicative competence in Spanish
and their understanding of the culture(s) of Spanish-speaking countries. Communicative
competence is divided into three strands: speaking and writing as an interactive process in which
students learn to communicate with another Spanish speaker; reading and listening as a receptive
process in which comprehension of Spanish texts is developed; and speaking and writing in a
presentational context in a basic level. In order to develop the three areas of communicative
competence, students are encouraged to use the Spanish language as much as possible. Through
the language learning process, students develop an understanding of how their own language is
structured and how their own culture has unique aspects. In this course, students will complete
at least one written and oral presentation each nine weeks.
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COURSE EXPECTATIONS
After completion of this course students will be able to engage in original and spontaneous
communications and initiate, sustain and close exchanges in French. Students will be able to
apply familiar vocabulary and structure to new situations and contexts presented through a
variety of media. Students will demonstrate an increasing understanding of the cultural
similarities and differences between the francophone world and the United States as well as
develop a better understanding of the English language through the study of French.
Grading Rationale:
According to Suffolk School Board Policy grades will be calculated according to the following
categories and weights:
Category
Minimum Number
Homework
7
Daily Grades
8
Quizzes/Short Term Projects
5
Tests/Major Projects
3
Materials:
Textbook
paper
5-10 dividers
Workbook
Percent of 9-week grade
10%
20%
30%
40%
1” 3-ring binder
wide/college rule loose-leaf
4” x 6” index cards
pens & pencils
Additional Materials




After-school tutoring is available – check with your teacher for the time and day.
Teacher’s Name
Tutoring Schedule
Day
Time Frame
2
Grading Scale:
Point Value
Letter
Grade
Score Range
Progress Statements
General
Honors and
Pre-IB
+ (0.5)
Outstanding progress,
superior work
Advanced
Placement and
Dual
Enrollment
+(1.0)
A.
100-93
4.0
4.5
5
A-
92-90
3.7
4.2
4.7
B+
89-87
3.3
3.8
4.3
B.
86-83
3.0
3.5
4
B-
82-80
2.7
3.2
3.7
C+
79-77
2.3
2.8
3.3
Good, better than
average progress
C.
76-73
2.0
2.5
3
C-
72-70
1.7
2.2
2.7
D+
69-67
1.3
1.8
2.3
D.
66-63
1.0
1.5
2
D-
62-60
0.3
0.8
1.3
F.
below 60
0.0
0.0
0.0
I.
Average progress
Poor, but passing
Unsatisfactory
Incomplete – work
must be made up
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SPANISH I
PACING GUIDE*
Topic
Standard(s) SI:
Time Frame
First Nine Weeks
Pre-Test (Evaluation of Prior Knowledge)
Unidad 1: Spanish in the United States
(culture infused throughout the unit)
Introduction (greetings, numbers, birthdays,
days and useful phrases)
Express origins (conjugate verb ‘ser’, subject
pronouns, preposition ‘de’, countries of origins)
Likes / Dislikes (singular and plural ‘gustar’,
personal a)
Articles / Adjectives (family, others, and
clothing)
Expressing possession (conjugate ‘tener’ and
preposition ‘de’, possessive adjectives)
1.7,
1.8,1.9,1.10,1.12
1.1, 1.2, 1.3, 1.4,
1.5, 1.12
1.1, 1.5, 1.11
Conjugate ‘estar’ to say where people and
things are located; Ir + a + infinitive verb form
(“going to”)
Discussing plans / sequencing (first, then,
finally)
Present tense of –ER / -IR verbs; irregular yo
form of ‘conocer’ and ‘hacer”, verb ‘oir’
Mid-Term Exam (Unidad 1-2.1.2)
Student growth examination
September – week 3 and 4
October – weeks 1 and 2
1.1, 1.5, 1.11
October – weeks 3 and 4
1.1, 1.5, 1.6, 1.11
1.7,
1.8,1.9,1.10,1.12
1.1, 1.3, 1.5, 1.11
November – week 1 and 2
November
November-January
November – weeks 3
1.1, 1.3, 1.5, 1.11
November – week 4
December – week 1
1.1, 1.2, 1.3, 1.4, 1.5
1.11
1.1, 1.2, 1.3, 1.4,
1.5, 1.11
December – week 2
1.2, 1.3, 1.4, 1.5,
1.11
1.1, 1.3, 1.5, 1.6,
1.11
January - week 1
1.1, 1.2, 1.3, 1.4,
1.5, 1.7, 1.8,
1.10, 1.11
Third Nine Weeks
Unidad 2.3-Unidad 3: Puerto Rico (culture
infused throughout the unit)
Conjugate ‘estar’ to express feelings and noun/
adjective agreement
Conjugate ‘acabar’ and ‘venir’ (talk about what
just happened and where you are coming from)
Expressing pastimes (extending invitations,
talking on phone, talking about sports)
Present tense stem changing verbs i.e. ‘jugar’
and e to ie stem changing verbs
Conjugate ‘saber’ and comparative phrases
September – weeks 1and 2
1.1,1.5, 1.11
Nine weeks exam covering Unidad
1.1, 1.2, 1.3, 1.4,
1.1.2
1.5, 1.12
Student growth examination
Second Nine Weeks
Finish U1.3-Unidad 2: Mexico City (culture
infused throughout the unit)
Present tense –AR verbs and frequency adverb
placement
Conjugate verb ‘ir’;
Using the expressions ‘hay que’ and ‘tener
que’;
Preposition a and contraction al
Telling time
September-November
December- week 3
January – week 2
January – week 4
February-March
1.7,1.8,1.9,1.10,1.12
1.1, 1.2, 1.3, 1.4,
1.5, 1.11
1.1, 1.2, 1.3, 1.4,
1.5, 1.11
1.1, 1.2, 1.3, 1.4,
1.5, 1.11
1.1, 1.2, 1.3, 1.4,
1.5, 1.11
1.1, 1.2, 1.3, 1.4,
1.5, 1.11
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February – week 1
February – week 2
February – week 3
February – week 4
March – week 1
March – week 2
Describe weather / clothing and ‘tener’
expressions
Expressing preferences / knowledge
Direct Object pronouns, pronoun placement,
and Present Progressive (review of ‘estar’)
Nine weeks exam covering U2.3U3.1.2
Student growth examination
1.1, 1.2, 1.3, 1.4,
1.5, 1.11
1.1, 1.2, 1.3, 1.4,
1.5, 1.11
1.1, 1.2, 1.3, 1.4,
1.5, 1.6, 1.11
F1
2,3,4,5,6,7,8,9,10
March – week 3
March – week 4
March – week 5
March-April
Fourth Nine Weeks
Unidad 3.3-Unidad 4: Oaxaca (culture
infused throughout the unit)
Conjugate the verb ‘decir’
Regular affirmative tú commands / direct object
pronoun review
More stem-changing verbs (i.e. ‘o’ to ‘ue’ and
‘e’ to ‘I’ verbs)
Vocabulary (transportation, identifying places)
Review of Final Exam
Final Exam covering U1-U3.3
Student growth examination
1.7,
1.8,1.9,1.10,1.12
1.1, 1.2, 1.3, 1.4,
1.5, 1.11
1.1, 1.2, 1.3, 1.4,
1.5, 1.11
1.1, 1.2, 1.3, 1.4,
1.5, 1.11
1.1, 1.2, 1.3, 1.4,
1.5, 1.11
1.1, 1.2, 1.3, 1.4,
1.5, 1.7, 1.8, 1.10,
1.11
1.1, 1.2, 1.3, 1.4,
1.5, 1.7, 1.8,
1.10, 1.11
April-June
April – week 2
April – week 4
May – week
March – week 4
June – weeks 1
June – week 2
*Note: The pacing is designed to cover material in Unidad 1 through Unidad 3.3. To facilitate the
learning, some of the topics may not be taught in the exact order and several of the topics in
Unidad 4 will not be covered in the 1st year.
The Spanish I Curriculum is to include, per teacher-designed lessons, an emphasis on:
 Writing/Composition
 Reading Comprehension
 Productive Language Skills
 Listening Comprehension
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SPANISH I
Standards of Learning
Person-to-Person Communication
SI.1 The student will exchange simple spoken and written information in Spanish.
1.
2.
3.
Use basic greetings, farewells, and expressions of courtesy both orally and in writing.
Express likes and dislikes, requests, descriptions, and directions.
Ask questions and provide responses based on self and familiar material, such as family members,
personal belongings, school and leisure activities, time, and weather.
SI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in Spanish using
familiar phrases and sentences.
1.
2.
3.
Initiate, participate in, and close a brief oral or written exchange in Spanish with emphasis on the
present time.
Use formal and informal forms of address in familiar situations in Spanish.
Use gestures and simple paraphrasing to convey and comprehend messages.
Listening and Reading for Understanding
SI.3
The student will understand simple spoken and written Spanish based on familiar topics that are
presented through a variety of media.
1. Identify the main ideas and some details when reading and listening in Spanish.
2. Comprehend simple, culturally authentic announcements, messages, and advertisements that use
familiar vocabulary and grammatical structures in Spanish.
3. Understand simple instructions in Spanish, such as classroom procedures or basic computer
terminology.
SI.4
The student will use verbal and non-verbal cues to understand simple spoken and written messages in
Spanish.
1. Differentiate among statements, questions, and exclamations.
2. Use basic gestures, body language, and intonation to clarify the message.
Oral and Written Presentation
SI.5
The student will present orally and in writing information in Spanish that contains a variety of familiar
vocabulary, phrases, and structural patterns.
1. Present in Spanish information gathered from informal conversations, class presentations,
interviews, readings, and/or a variety of media sources.
2. Describe in Spanish basic familiar information, such as self, family members and others, events,
interests, school, recreational activities, and personal belongings with emphasis on control of the
present tense.
3. Demonstrate increasing attention to accuracy in intonation and pronunciation in Spanish especially
when presenting prepared material orally.
4. Demonstrate increasing attention to accuracy in word order, punctuation, accents and other
diacritical marks, and spelling when writing in Spanish.
SI.6
The student will present rehearsed material in Spanish, including brief narratives, monologues, dialogues,
poetry, and/or songs.
1. Use appropriate verbal and nonverbal techniques, such as voice inflection, gestures, and facial
expression.
2. Communicate ideas in an organized manner using appropriate visual and/or technological support.
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Cultural Perspectives, Practices, and Products
SI.7
The student will develop an awareness of perspectives, practices, and products of Spanish-speaking
cultures.
1. Identify some viewpoints of Spanish-speaking cultures, such as those relating to time, education,
transportation, and the role of family members.
2. Identify some customs and traditions of Spanish-speaking cultures, such as greetings, celebrations,
holiday practices, and forms of address that demonstrate politeness.
3. Identify some historical and contemporary individuals associated with important events from
Spanish-speaking cultures.
4. Identify some products of Spanish-speaking cultures, such as natural and manufactured items,
creative and fine arts, recreation and pastimes, dwellings, language, and symbols.
SI.8
The student will recognize that perspectives, practices, and products of Spanish-speaking cultures are
interrelated.
1. Recognize that Spanish-speaking cultures are shaped by viewpoints, customs/traditions, and
products of speakers of Spanish, such as the concept of the extended family, a daughter’s fifteenth
birthday celebration, and typical foods.
2. Identify major cities and geographical features and why they are significant in Spanish-speaking
cultures.
Making Connections through Language
SI.9
The student will recognize how information acquired in the study of Spanish and information acquired in
other subjects reinforce one another.
1. Identify examples of vocabulary, phrases, proverbs, and symbols from the Spanish language that are
used in other subjects.
2. Relate content from other subject areas to topics discussed in the Spanish class, such as current
events from Spanish-speaking countries or the influence of Spanish-speaking explorers and settlers
on various regions of the United States.
Cultural and Linguistic Comparisons
SI.10
The student will demonstrate an understanding of the significance of culture through comparisons
between Spanish-speaking cultures and the cultures of the United States.
1. Compare patterns of behavior and interaction in the United States with those of Spanish-speaking
societies.
2. Demonstrate an awareness that social practices and personal interactions differ among cultures.
3. Demonstrate an awareness of unique elements of the student’s own culture.
SI.11
The student will compare basic elements of the Spanish language to the English language.
1. Recognize differences in sound systems, writing systems, cognates, gender, and level-appropriate
idioms.
2. Recognize basic sound distinctions and intonation patterns and their effect on communicating
meaning.
Communication across Communities
SI.12
The student will identify situations in which Spanish language skills and cultural knowledge may be
applied beyond the classroom setting for recreational, educational, and occupational purposes.
1. Identify examples of the Spanish language and the cultures of Spanish-speaking countries that are
evident in and through media, entertainment, and technology.
2. Identify resources, such as individuals and organizations accessible through the community or the
Internet, that provide basic cultural information about the Spanish-speaking world.
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