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SPANISH 2
CORRELATION
Florida Department of Education
Instructional Materials Correlation
Course Standards/Benchmarks
SUBJECT: Spanish
SUBMISSION TITLE: ¡Así se dice! Spanish Level 2
GRADE LEVEL: 10
COURSE TITLE: Spanish 2
COURSE CODE: 0708350
SPANISH 2
BID ID: 2887
PUBLISHER: McGraw-Hill Education
PUBLISHER ID: 13102699502
ASD_Covers_FINAL_FrontCover.indd
4
4/10/14 3:38 PM
Standard 1:
Interpretive Listening: The student will be able to understand and interpret information, concepts, and ideas orally from culturally
authentic sources on a variety of topics in the target language.
BENCHMARK CODE
WL.K12.IL.1.1
WL.K12.IL.1.2
BENCHMARK
LESSONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN-DEPTH IN MAJOR TOOL
Use context cues to identify the main idea and
essential details on familiar topics expressed in
short conversations, presentations, and messages.
SE: p. R41, Act. B; p. 21, Act. C; p. 119, Act. D; p. 215, Act. C; p. 247, Act. C
Demonstrate understanding of the main idea and
essential details of short conversations and oral
presentations.
SE: p. R5, Act. A–B; p. R14, ¿Comprendes? activity; p. R24, Act. A–B; p. R32,
¿Comprendes? activity; p. R41, Act. A–B; p. R50, ¿Comprendes? activity; p. 16,
Act. 8; p. 21, Act. A–C; p. 23, Act. A–D; p. 24, Reading Check; p. 25, ¿Comprendes?
activity; p. 27, Act. 6; p. 55, Act. A–C; p. 57, Act. A–D; p. 59, ¿Comprendes? activity;
p. 61, Act. 8; p. 87, Act. A–D; p. 88, Reading Checks; p. 89, Reading Check (top);
p. 91, Act. A–E; p. 93, ¿Comprendes? activity; p. 95, Act. 8; p. 119, Act. A–D; p. 120,
Reading Check; p. 121, Reading Checks; p. 123, Act. A–E; p. 153, Act. A–C; p. 157,
Act. A–F; p. 159, ¿Comprendes? activity; p. 187, Act. A; p. 189, Act. A; p. 191, Act. A–B;
p. 215, Act. A–B; p. 247, Act. A–C; p. 281, Act. A; p. 285, Act. A–E; p. 311, Act. A–C;
p. 343, Act. A
TE: p. 15, Go Online! (Diálogo en vivo video); p. 281, Go Online! (Diálogo en vivo
video); p. 287, Go Online! (Cultura en vivo video); p. 343, Go Online! (Diálogo en
vivo video)
TE: p. R5, Teaching Options; p. R14, Core Instruction (Steps 2–3); p. R41, Teaching
Options; p. R50, Differentiation; p. 17, Act. 10; p. 20, Core Instruction (Step 2); p. 22,
Core Instruction (Step 3); p. 24, Core Instruction (Step 3); p. 56, Core Instruction
(Step 4); p. 57, Differentiation; p. 86, Core Instruction (Step 4); p. 87, Expansión;
p. 88, Core Instruction (Step 2), Teaching Options; p. 89, Differentiation (Bullets 1,
4); p. 119, Go Online! (Diálogo en vivo video); p. 120, Core Instruction (Step 2); p. 152,
Core Instruction (Step 3); p. 153, Go Online! (Diálogo en vivo video); p. 154, Core
Instruction (Step 3); p. 191, Go Online! (Diálogo en vivo video); p. 215, Go Online!
(Diálogo en vivo video); p. 246, Core Instruction (Step 4)
ASSESSMENT: Chapter 3: Listening Comprehension Test; Chapter 7: Listening
Comprehension Test
¡Así se dice! Spanish 2 • Florida Correlation • page 1
WL.K12.IL.1.3
Demonstrate understanding of the main idea and
essential details in messages and announcements
on familiar topics.
SE: p. R23, Act. 1; p. 44, Act. 1; p. 74, Act. 1; p. 78, Act. 1; p. 178, Act. 1; p. 234, Act. 1;
p. 238, Act. 1; p. 268, Act. 1; p. 302, Act. 1; p. 334, Act. 1; p. 354, Act.1
ASSESSMENT: Chapter 1: Listening Comprehension Test; Chapter 2: Listening
Comprehension Test; Chapter 3: Listening Comprehension Test; Chapter 4:
Listening Comprehension Test; Chapter 6: Listening Comprehension Test;
Chapter 7: Listening Comprehension Test; Chapter 8: Listening Comprehension
Test; Chapter 9: Listening Comprehension Test; Chapter 10: Listening
Comprehension Test; Chapter 11: Listening Comprehension Test
WL.K12.IL.1.4
Identify key points and essential details on familiar
topics presented in a variety of media.
SE: p. 6, Act. 1; p. 40, Act. 1; p. 108, Act. 1; p. 119, Act. C; p. 122, Reading Check; p. 132,
Act. 1; p. 140, Act. 1; p. 144, Act. 1; p. 198, Act. 1; p. 206, Act. 1; p. 226, Act. 1; p. 282,
Reading Checks; p. 283, Reading Check; p. 284, Reading Check; p. 294, Act. 1;
p. 330, Act. 1
TE: p. 22, Core Instruction (Step 4); pp. 36–37, Cultural Snapshot; pp. 70–71,
Cultural Snapshot; p. 89, Differentiation (Bullet 3); pp. 104–105, Cultural
Snapshot; p. 120, Core Instruction (Step 3); pp. 136–137, Cultural Snapshot; pp.
170–171, Cultural Snapshot; pp. 202–203, Cultural Snapshot; pp. 230–231, Cultural
Snapshot; pp. 264–265, Cultural Snapshot; pp. 298–299, Cultural Snapshot;
pp. 326–327, Cultural Snapshot
WL.K12.IL.1.5
Demonstrate understanding of the main idea and
essential details from oral narration and stories on
familiar topics.
SE: p. 22, Reading Checks; p. 56, Reading Checks; p. 59, ¿Comprendes? activity;
p. 61, Act. 8; p. 154, Reading Check; p. 155, Reading Checks; p. 289, Act. 6; p. 347,
Act. A; p. 349, Act. 10
TE: p. 248, Core Instruction (Step 2); p. 282, Core Instruction (Step 6); p. 286,
Teaching Options; p. 344, Core Instruction (Step 2); p. 344, Differentiation
(Bullets 1, 4)
ASSESSMENT: Chapter 5: Listening Comprehension Test
WL.K12.IL.1.6
Demonstrate understanding of multiple-step
directions and instructions in familiar settings.
SE: p. 52, Act. 12 Expanisón, Act. 13; p. 62, Act. 5; p. 275, Act. 4; p. 318, Act. 4
TE: p. 4, TPR; p. 43, TPR; p. 73, TPR; p. 77, TPR; p. 106, TPR; p. 107, TPR; p. 138, TPR;
p. 139, TPR; p. 142, TPR; p. 143, TPR; p. 173, TPR; p. 176, TPR; p. 177, TPR; p. 205, TPR;
p. 233, TPR; p. 236, TPR; p. 266, TPR; p. 267, TPR; p. 270, TPR; p. 284, Differentiation;
p. 301,TPR; p. 314, Teaching Options; p. 328, TPR
WL.K12.IM.1.1
Identify the main idea and supporting details on
familiar topics expressed in a series of connected
sentences, conversations, presentations, and
messages.
SE: p. 21, Act. B; p. 22, Antes de leer, Durante la lectura, Después de leer; p. 55,
Act. B; p. 87, Act. D; p. 119, Act. B; p. 153, Act. B–C; p. 215, Act. B; p. 247, Act. B; p. 281,
Act. C; p. 343, Act. B
TE: p. 249, Writing Development; p. 344, Differentiation (Bullet 2)
WL.K12.IM.1.2
Demonstrate understanding of the main idea and
supporting details of presentations on familiar
topics.
SE: p. 21; Act. B; p. 55; Act. B; p. 87, Act. D; p. 119; Act. B; p. 189, Act. A; p. 217, Act. D;
p. 219, ¿Comprendes? activity
TE: p. 188, Core Instruction (Step 5); p. 218, Teaching Options; p. 314, Teaching
Options
WL.K12.IM.1.3
Recognize the main idea and supporting details
on familiar topics of personal interest presented
through messages and announcements.
SE: p. 24, Reading Check; p. 27, Act. 6; p. 322, Act. 1
WL.K12.IM.1.4
Identify essential information and supporting details
on familiar topics presented through a variety of
media.
SE: p. 188, Reading Check (top, middle); p. 216, Reading Checks; p. 217, Act. A; p. 221,
Act. 8; p.248, Reading Check; p.249, Reading Check; p.250, Reading Check
TE: p. 188, Core Instruction (Step 5); p. 244, Go Online! (Cultura en vivo video);
p. 248, Teaching Options; p. 282, Core Instruction (Step 6), Teaching Options
WL.K12.IM.1.5
Demonstrate understanding of the purpose of a
lecture or talk on a familiar topic.
SE: p. 93, ¿Comprendes? activity (#5); p. 123, Act. F; p. 125, ¿Comprendes? activity
(#5); p. 253, Act. A (#1), Act. B; p. 285, Act. D; p. 347, Act. C; p. 377, Act. D
WL.K12.IM.1.6
Demonstrate understanding of complex directions
and instructions, in familiar settings.
SE: p. 209, Act. 4; p. 210, Act. 8; p. 239, Act. 7; p. 277, Act. 10
TE: p. 270, TPR; p. 284, Differentiation; p. 301, TPR
¡Así se dice! Spanish 2 • Florida Correlation • page 2
Standard 2:
Interpretive Reading: The student will be able to understand and interpret information, concepts, and ideas in writing from culturally
authentic sources on a variety of topics in the target language.
WL.K12.IL.2.1
Use context clues and background knowledge
to demonstrate understanding of the main idea
and essential details in texts that contain familiar
themes.
SE: p. 10, Act. 3; p. 24, Reading Check; p. 25, ¿Comprendes? activity; p. 27, Act. 6;
p. 41, Act. 5, 7; p. 56, Reading Strategy, Reading Checks (middle, bottom); p. 57,
Act. A–D; p. 58, Antes de leer; p. 59, ¿Comprendes? activity; p. 61, Act. 8; p. 88,
Antes de leer, Reading Check (top), Durante la lectura, Estrategia de lectura;
p. 90, Reading Check; p. 91, Act. A–E; p. 92, Antes de leer; p. 93, ¿Comprendes?
activity; p. 95, Act. 8; p. 120, Reading Check, Durante la lectura; p. 121, Reading
Checks; p. 122, Reading Check; p. 123, Act. A–E; p. 124, Antes de leer; p. 154, Antes
de leer; p. 156, Reading Checks; p. 157, Act. A–F; p. 159, ¿Comprendes? activity;
p. 161, Act. 6; p. 188, Antes de leer, Durante la lectura, Después de leer; p. 189,
Act. A; p. 191, Act. A; p. 215, Act. C; p. 217, Act. E; p. 248, Antes de leer; p. 251, Act. A,
C; p. 282, Reading Check (bottom); p. 285, Act. D; p. 312, Reading Check; p. 344,
Reading Checks, Durante la lectura; p. 345, Act. A, Reading Checks; p. 349, Act. 10;
p. 377, Act. B, D; p. 379, Act. H–I; p. 386, Act. E; p. 389, Act. A; p. 391, Act. A
TE: p. 91, Differentiation (Advanced Learners); p. 118, Differentiation; p. 188, Core
Instruction (Step 5); p. 375, Tips for Success
ASSESSMENT: Chapter 1: Test for Reading Comprehension; Chapter 2: Test
for Reading Comprehension; Chapter 3: Test for Reading Comprehension;
Chapter 5: Test for Reading Comprehension; Chapter 6: Test for Reading
Comprehension; Chapter 7: Test for Reading Comprehension; Chapter 8: Test
for Reading Comprehension; Chapter 9: Test for Reading Comprehension;
Chapter 10: Test for Reading Comprehension; Chapter 11: Test for Reading
Comprehension
WL.K12.IL.2.2
Interpret written literary text in which the writer
tells or asks about familiar topics.
WL.K12.IL.2.3
Determine the meaning of a message and
identify the author’s purpose through authentic
written texts such as advertisements and public
announcements.
SE: p. 362, Act. A–B; p. 363, Act. C–F; p. 367, Act. A–B; p. 377, Act. D; p. 379, Act. G–I;
p. 380, Act. J–L; p. 381, Act. N–Q; p. 393, Act. A
TE: p. 361, Differentiation; p. 373, Core Instruction (Step 1)
SE: p. 178, Act. 4; p. 367, Act. C; p. 381, Act. Q; p. 389, Act. G; p. 393, Act. B–C
TE: p. 168D, Música latina
ASSESSMENT: Chapter 11: Test for Reading Comprehension
WL.K12.IL.2.4
Demonstrate understanding of vocabulary used in
context when following written directions.
SE: p. 32, Act. 3; p. 91, Act. C; p. 277, Act. 9; p. 281, Act. B; p. 282, Durante la lectura;
p. 312, Después de leer; p. 313, Act. A–C; p. 315, ¿Comprendes? activity; p. 331,
Act. 5; p. 386, Act. A
TE: p. 274, Learning from Realia
ASSESSMENT: Chapter 9: Test for Reading Comprehension
WL.K12.IM.2.1
Identify the main idea and key details in texts that
contain familiar and unfamiliar vocabulary used in
context.
SE: p. 22, Antes de leer, Durante la lectura, Después de leer; p. 93, ¿Comprendes?
activity (#5); p. 154, Reading Check; p. 155, Reading Checks; p. 189, Act. B–C;
p. 217, Act. D; p. 249, Durante la lectura; p. 251, Act. B, D–E; p. 253, Act. A; p. 255,
Act. 7; p. 282, Durante la lectura; p. 284, Despes de leer; p. 285, Act. C, E; p. 287,
¿Comprendes? activity; p. 312, Después de leer; p. 345, Act. C; p. 386, Act. A, C–E,
G–H; p. 389, Act. A; p. 391, Act. B
TE: p. 57, Differentiation; p. 89, Differentiation (Bullet 3); p. 120, Core Instruction
(Step 3), Teaching Options; p. 190, Tips for Success; p. 216, Core Instruction
(Step 3); p. 217, ¿Comprendes? Act. A; p. 248, Core Instruction (Step 5), Teaching
Options; p. 249, Writing Development; p. 282, Core Instruction (Step 6), Teaching
Options; p. 285, Differentiation; p. 344, Differentiation (Bullet 3)
ASSESSMENT: Chapter 4: Test for Reading Comprehension; Chapter 8: Test for
Reading Comprehension; Chapter 10: Test for Reading Comprehension
WL.K12.IM.2.2
Determine the main idea and essential details when
reading narratives, literary selections, and other
fictional writings on familiar topics.
SE: p. 123, Act. E; p. 125, ¿Comprendes? activity; p. 189, Act. D; p. 347, Act. B; p. 377,
Act. A–C; p. 378, Act. F; p. 393, Act. A
TE: p. 123, Tips for Success; p. 264, Cultural Snapshot (España); p. 357, Tips for
Success; p. 358, Teaching Options; p. 359, Core Instruction (Step 2); p. 360,
Differentiation; p. 364, Teaching Options; p. 368, Teaching Options; p. 371, Core
Instruction; p. 372, Core Instruction (Step 2)
¡Así se dice! Spanish 2 • Florida Correlation • page 3
WL.K12.IM.2.3
Identify specific information in everyday authentic
materials such as advertisements, brochures,
menus, schedules, and timetables.
SE: p. R4, Act. 7; p. 75, Act. 4; p. 104, Photo caption (México); p. 111, Act. 6; p. 178,
Act. 4; p. 191, Photo caption; p. 269, Act. 6; p. 367, Act. B; p. 389, Act. G
TE: p. R4, Differentiation; p. 104, Cultural Snapshot (México); p. 116, Learning from
Realia; p. 265, Cultural Snapshot (Ecuador); p. 272, Learning from Realia; p. 274,
Learning from Realia; p. 307, Learning from Realia
ASSESSMENT: Chapter 1: Test for Reading Comprehension
WL.K12.IM.2.4
Recognize many high frequency idiomatic
expressions from a variety of authentic texts of
many unknown words by using context clues.
SE: p. 367, Act. A; p. 381, Act. P
ASSESSMENT: Chapter 11: Test for Reading Comprehension
Standard 3:
Interpersonal Communication: The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language.
WL.K12.IL.3.1
Initiate and engage in a conversation on familiar
topics.
SE: p. R4, Act. 7; p. R9, Act. 12; p. R19, Act. 9; p. R23, Act. 5; p. R34, Act. 4; p. R40,
Act. 6; p. 11, Act. 4, 6; p. 17, Act. 10; p. 28, Act. 2–3; p. 45, Act. 6; p. 61, Act. 11; p. 62,
Act. 1, 3–4; p. 75, Act. 7; p. 96, Act. 1, 4; p. 128 Act. 3; p. 141, Act. 6; p. 147, Act. 5; p. 179,
Act. 7; p. 185, Act. 14–15; p. 194, Act. 5
TE: p. R24, Differentiation; p. 20, Differentiation; p. 48, Teaching Options
ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 3: Performance
Assessment Task; Chapter 4: Test for Oral Proficiency; Chapter 6: Performance
Assessment Task; Chapter 11: Performance Assessment Task
WL.K12.IL.3.2
Interact with others in everyday situations.
SE: p. R4, Act. 7; p. R6, Act. 3; p. R19, Act. 9; p. 11, Act. 6; p. 17, Act. 10; p. 28, Act. 2–3;
p. 45, Act. 6; p. 75, Act. 7–8; p. 96, Act. 2; p. 111, Act. 6; p. 128 Act. 1; p. 179, Act. 5, 7;
p. 209, Act. 4; p. 222, Act. 5; p. 274, Act. 1; p. 275, Act. 3, 5–6; p. 276, Act. 8, InfoGap;
p. 277, Act. 10; p. 279, Act. 15; p. 291, Tarea; p. 307, Act. 6; p. 308, Act. 7–8; p. 309,
Act. 11; p. 318, Act. 3; p. 343, Act. C; p. 350, Act. 5
TE: p. 5, Teaching Options; p. 275, Comunicación; p. 276, Act. 8; p. 335,
Comunicación
ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 3: Speaking Test
(Achievement), Test for Oral Proficiency; Chapter 6: Performance Assessment
Task; Chapter 7: Test for Oral Proficiency; Chapter 8: Test for Oral Proficiency;
Chapter 9: Speaking Test (Achievement), Test for Oral Proficiency, Performance
Assessment Task; Chapter 11: Test for Oral Proficiency
WL.K12.IL.3.3
Express and react to feelings and emotions in real
life situations.
SE: p. R53, Act. 6; p. 63, Tarea (Write [Bullet 1]); p. 163, Tarea (Prewrite); p. 318,
Act. 5; p. 350, Act. 5
¡Así se dice! Spanish 2 • Florida Correlation • page 4
WL.K12.IL.3.4
Exchange information about familiar academic and
social topics including participation in an interview.
SE: p. R6, Act. 3; p. R7, Act. 7; p. R8, Act. 8; p. R9, Act. 10, 12–13; p. R13, Act. 2; p. R16,
Act. 1, 3; p. R18, Act. 6; p. R23, Act. 2; p. R26, Act. 1; p. R27, Act. 5; p. R31, Act. 3–4;
p. R34, Act. 1; p. R35, Act. 6; p. R39, Act. 1; p. R43, Act. 1; p. R45, Act. 8; p. R52, Act. 1–2;
p. R53, Act. 6; p. 6, Act. 2; p. 7, InfoGap; p. 10, Act. 1; p. 11, Act. 4; p. 24, Antes de leer;
p. 32, Act. 4; p. 40, Act. 2; p. 41, InfoGap; p. 51, Act. 8, 11; p. 52, Foldables; p. 62, Act. 1,
3–4; p. 79, InfoGap; p. 82, Act. 5; p. 83, Act. 6; p. 101, Act. 7; p. 103, Aquí y Allí; p. 109,
Act. 6; p. 110, Act. 1; p. 111, Act. 4; p. 117, Act. 13; p. 132, Act. 3; p. 135, Aquí y Allí; p. 144,
Act. 2; p. 145, InfoGap; p. 146, Act. 1; p. 147, Act. 2, 5; p. 148, Act. 6; p. 150, Act. 10;
p. 151, Act. 13; p. 166, Act. 2; p. 169, Aquí y Allí; p. 174, Act. 3; p. 178, Act. 2; p. 179,
InfoGap; p. 180, Act. 1; p. 182, Act. 7; p. 183, Act. 9; p. 185, Act. 14; p. 190; Antes de
leer; p. 201, Aquí y Allí; p. 209, Act. 2; p. 216, Antes de leer, Durante la lectura; p. 218,
Antes de leer; p. 222, Act. 3; p. 239, InfoGap; p. 243, Act. 5, 8; p. 268, Act. 2; p. 272,
Act. 3; p. 278, Act. 12; p. 286, Antes de leer; p. 294, Act. 2; p. 295, Act. 5; p. 297, Aquí y
Allí; p. 303, Act. 4; p. 318, Act. 5; p. 330, Act. 2; p. 335, InfoGap; p. 337, Act. 4, 6; p. 341,
Act. 13
TE: p. R9, Quick Start, Act. 12; p. R13, Act. 2; p. R30, Teaching Options; p. 7,
InfoGap; p. 15, Quick Start; p. 40, Act. 2; p. 41, InfoGap; p. 49, Teaching Options;
p. 67, Differentiation (Interpersonal learners); p. 79, Differentiation (Advanced
Learners); p. 108, Teaching Options; p. 138, Quick Start; p. 151, Quick Start; p. 152,
Quick Start; p. 172, Quick Start; p. 208, Quick Start; p. 210, Quick Start; p. 211, Quick
Start; p. 280, Quick Start; p. 309, Quick Start; p. 342, Quick Start
ASSESSMENT: Chapter 2: Performance Assessment Task; Chapter 4: Speaking
Test (Achievement), Performance Assessment Task; Chapter 6: Speaking Test
(Achievement)
WL.K12.IL.3.5
Initiate a conversation to meet basic needs in
everyday situations both in and outside the
classroom.
SE: p. R19, Act. 9; p. 11, Act. 6; p. 28, Act. 2–3; p. 45, Act. 6; p. 75, Act. 7; p. 128 Act. 1;
p. 222, Act. 5
TE: p. 335, Comunicación
ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 3: Test for Oral
Proficiency; Chapter 4: Test for Oral Proficiency; Chapter 6: Performance
Assessment Task; Chapter 7: Test for Oral Proficiency
WL.K12.IL.3.6
Recount and restate information received in a
conversation in order to clarify meaning.
SE: p. 148, Act. 6 Expansión; p. 215, Act. B; p. 281, Act. C; p. 291, Tarea (Write [Bullet
4]); p. 343, Act. B
TE: p. 57, Differentiation (Bullet 3); p. 89, Differentiation (Bullet 2); p. 215,
Differentiation (Slower Paced Learners)
WL.K12.IL.3.7
Exchange general information about a few topics
outside personal and academic fields of interest.
SE: p. 74, Act. 2; p. 78, Act. 2; p. 140, Act. 2; p. 238, Act. 3; p. 268, Conexiones; p. 269,
Act. 6; p. 290, Act. 1; p. 346, Antes de leer; p. 350, Act. 2, 5
TE: p. 78, Act. 2; p. 268, Conexiones
ASSESSMENT: Chapter 3: Performance Assessment Task; Chapter 7: Reading
and Writing Test (Form B); Chapter 8: Speaking Test (Achievement)
WL.K12.IL.3.8
Initiate, engage, and exchange basic information to
solve a problem.
SE: p. 75, Act. 8; p. 96, Act. 2; p. 222, Act. 5; p. 343, Act. C; p. 350, Act. 5
TE: p. 268, Conexiones
ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 7: Test for Oral
Proficiency; Chapter 11: Test for Oral Proficiency
WL.K12.IM.3.1
Express views and effectively engage in
conversations on a variety of familiar topics.
SE: p. R35, Act. 7; p. R49, Act. 3; p. 58, Antes de leer; p. 389, Act. F; p. 391, Act. D;
p. 393, Act. B
TE: p. R31, Act. 3; p. 2, Present; p. 200D, Connection to Fine Art; p. 228D,
Connection to Fine Art; p. 247, ¿Comprendes? Act. C; p. 329, Comunicación; p. 337,
Differentiation
ASSESSMENT: Chapter 3: Performance Assessment Task; Chapter 4: Speaking
Test (Achievement); Chapter 11: Performance Assessment Task
¡Así se dice! Spanish 2 • Florida Correlation • page 5
WL.K12.IM.3.2
Ask and answer questions on familiar topics to
clarify information and sustain a conversation.
SE: p. R9, Act. 12; p. 14, Act. 5; p. 28, Act. 2, 5; p. 111, Act. 6; p. 149, Act. 9; p. 209, Act. 4;
p. 277, Act. 10; p. 291, Tarea (Write [Bullet 4])
TE: p. 62, Tips for Success; p. 96, Tips for Success; p. 162, Tips for Success; p. 194,
Tips for Success; p. 222, Tips for Success; p. 237, Tips for Success; p. 256, Tips for
Success; p. 270, Tips for Success; p. 290, Tips for Success; p. 300, Tips for Success;
p. 318, Tips for Success; p. 324C, Chapter Project (#3); p. 333, Tips for Success;
p. 350, Tips for Success
ASSESSMENT: Chapter 3: Test for Oral Proficiency; Chapter 8: Test for Oral
Proficiency
WL.K12.IM.3.3
Express personal views and opinions on a variety of
topics.
SE: p. R7, Act. 7; p. R40, Act. 6; p. R49, Act. 3; p. 55, Act. D; p. 58, Antes de leer; p. 96,
Act. 1; p. 128 Act. 3; p. 156, Después de leer; p. 189, Act. D; p. 194, Act. 1–2; p. 215,
Act. C; p.250, Después de leer; p. 256, Act. 1–2, 4–5; p. 311, Act. D; p. 380, Act. M;
p. 381, Act. Q; p. 386, Act. B
TE: p. R31, Act. 3; p. R35, Act. 6; p. R49, Act. 3; p. 2, Present; p. 89, Teaching Options;
p. 153, Differentiation (Advanced Learners); p. 157, Comunicación; p. 200D,
Pensiones; p. 200D, Connection to Fine Art; p. 228D, Connection to Fine Art;
p. 246, Comunicación; p. 247, Act. C
ASSESSMENT: Chapter 2: Speaking Test (Achievement); Chapter 7: Performance
Assessment Task; Chapter 8: Speaking Test (Achievement); Chapter 9:
Performance Assessment Task; Chapter 10: Speaking Test (Achievement), Test
for Oral Proficiency; Chapter 11: Speaking Test (Achievement)
WL.K12.IM.3.4
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, teacher led).
SE: p. R7, Act. 7; p. R23, Act. 5; p. R43, Act. 2; p. 96, Act. 1; p. 141, Act. 6; p. 145, Act. 5;
p. 147, Act. 5; p. 175, Act. 8; p. 194, Act. 3; p. 239, Act. 7; p. 256, Act. 5; p. 290, Act. 1, 6;
p. 303, Act. 7; p. 306, Act. 5; p. 335, Act. 4; p. 336, Act. 2; p. 341, Act. 15; p. 350, Act. 1;
p. 386, Act. H–I; p. 389, Act. B
TE: p. R49, Act. 3; p. 24, Differentiation; p. 48, Conexiones; p. 83, Differentiation
(Multiple Intelligences); p. 90, Comparaciones; p. 102D, La sobremesa y la siesta;
p. 206, Comunicación; p. 219, Comunicación; p. 234, Comunidades; p. 247,
Go Online! (Diálogo en vivo video); p. 253, Conexiones; p. 262C, Chapter
Project (Expansion); p. 268, Conexiones; p. 324C, Chapter Project (#3); p. 329,
Comunicación; p. 337, Differentiation; p. 346, Conexiones
ASSESSMENT: Chapter 11: Performance Assessment Task
WL.K12.IM.3.5
Initiate and maintain a conversation on a variety of
familiar topics.
SE: p. 175, Act. 8; p. 180, Act. 3; p. 187, Act. C; p. 194, Act. 2–4; p.210, Act. 8; p. 222,
Act. 2–3; p. 256, Act. 6; p. 279, Act. 16; p. 290, Act. 1, 6; p. 291, Tarea (Write); p. 303,
Act. 7; p. 318, Act. 2; p. 331, Act. 8; p. 341, Act. 15; p. 343, Act. C; p. 350, Act. 1
TE: p. 324C, Chapter Project (#3)
ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 6: Test for Oral
Proficiency; Chapter 8: Test for Oral Proficiency; Chapter 9: Performance
Assessment Task
WL.K12.IM.3.6
Use known words and phrases to effectively
communicate meaning (circumlocution) when faced
with unfamiliar vocabulary.
SE: p. 63, Tarea (Prewrite [Bullet 3]); p. 75, Act. 7–8; p. 175, Act. 8; p. 194, Act. 2–3;
p. 269, Act. 6; p. 291, Tarea (Prewrite); p. 319, Tarea (Write (Bullet 4])
TE: p. 28, Tips for Success; p. 62, Tips for Success; p. 162, Tips for Success; p. 175,
Act. 8; p. 194, Tips for Success; p. 222, Tips for Success; p. 256, Tips for Success;
p. 296C, Chapter Project (#4); p. 290, Tips for Success; p. 318, Tips for Success;
p. 350, Tips for Success
ASSESSMENT: Chapter 1: Test for Oral Proficiency; Chapter 4: Speaking
Test (Achievement); Chapter 6: Speaking Test (Achievement), Test for Oral
Proficiency; Chapter 8: Test for Oral Proficiency; Chapter 11: Test for Oral
Proficiency
WL.K12.IM.3.7
Follow grammatical rules for self-correction when
speaking.
SE: p. 75, ¡Asi se dice!; p. 145, ¡Así se dice!; p. 179, Act. 7
TE: p. 62, Tips for Success; p. 75, Comunicación; p. 162, Tips for Success; p. 194,
Tips for Success; p. 222, Tips for Success; p. 256, Tips for Success; p. 277, Act. 9–10;
p. 290, Tips for Success; p. 318, Tips for Success; p. 350, Tips for Success
¡Así se dice! Spanish 2 • Florida Correlation • page 6
WL.K12.IM.3.8
Describe a problem or situation with details and
state an opinion.
SE: p. 128 Act. 5; p. 129, Tarea; p. 187, Act. C; p. 194, Act. 3; p. 279, Act. 16
TE: p. 250, Differentiation (Heritage Speakers)
ASSESSMENT: Chapter 7: Test for Oral Proficiency; Chapter 9: Test for Oral
Proficiency; Chapter 11: Test for Oral Proficiency
Standard 4:
Presentational Speaking: The student will be able to present information, concepts, and ideas to an audience of listeners on a variety of
topics in a culturally appropriate context in the target language.
WL.K12.IL.4.1
Present information on familiar topics using a series
of sentences with sufficient details.
SE: p. R7, Act. 7; p. R8, Act. 9 Expansión; p. R16, Act. 1 Expansión; p. R17, Act. 5;
p. R23, Act. 2 Expansión; p. R43, Act. 5; p. R45, Act. 6; p. R49, Act. 1 Expansión,
Act. 2 Expansión; p. R52, Act. 3–4; p. 6, Act. 2 Expansión; p. 13, Act. 1 Expansión;
p. 28, Act. 5; p. 62, Act. 4; p. 81, Act. 1 Expansión; p. 82, Act. 5; p. 108, Act. 4; p. 113,
Act. 7 Expansión; p. 128 Act. 2; p. 147, Act. 5; p. 151, Act. 14; p. 162, Act. 4; p. 174,
Act. 3 Expansión; p. 183, Act. 10; p. 187, Act. B; p. 206, Act. 2 Expansión; p. 226,
Act. 2; p. 256, Act. 3, 5; p. 290, Act. 6; p. 345, Act. B; p. 367, Act. C; p. 386,
Act. C– D, F, H; p. 389, Act. A
TE: p. R14, Differentiation; p. R19, Act. 7; p. 5, Differentiation (Bullet 1); p. 7, Act. 6;
p. 11, Differentiation; p. 25, Conexiones; p. 68D, Quipus; p. 109, Differentiation;
p. 153, Differentiation (Heritage Speakers); p. 219, Comunicación; p. 239, Act. 7;
p. 310, Cultura; p. 365, Differentiation
ASSESSMENT: Chapter 1: Speaking Test (Achievement), Performance
Assessment Task; Chapter 2: Test for Oral Proficiency; Chapter 3: Speaking
Test (Achievement); Chapter 4: Speaking Test (Achievement), Test for
Oral Proficiency; Chapter 5: Speaking Test (Achievement), Performance
Assessment Task; Chapter 6: Test for Oral Proficiency; Chapter 8: Speaking
Test (Achievement), Test for Oral Proficiency, Performance Assessment Task;
Chapter 10: Speaking Test (Achievement), Test for Oral Proficiency, Performance
Assessment Task; Chapter 11: Speaking Test (Achievement)
WL.K12.IL.4.2
Describe people, objects, and situations using a
series of sequenced sentences.
SE: p. R4, Act. 6; p. R7, Act. 4–6; p. R26, Act. 4; p. R27, Act. 7; p. 1, Aquí y Allí; p. 28,
Act. 1, 4; p. 41, Act. 6; p. 57, Act. B; p. 67, Act. 7; p. 91, Act. B; p. 96, Act. 3; p. 101, Act. 6;
p. 157, Act. B; p. 167, Act. 3, 6; p. 207, Act. 5; p. 220, Act. 3; p. 235, Act. 6; p. 256, Act. 4;
p. 290, Act. 2, 4; p. 303, Act. 6; p. 335, Act. 4; p. 377, Act. C; p. 391, Act. B
TE: p. R2, Core Instruction (Step 3), Differentiation; p. R3, Act. 2; p. R4, Act. 6–7;
p. R12, Teaching Options; p. R22, Teaching Options; p. R24, Comunicación; p. R26,
Comunicación; p. R34, Tips for Success; p. R44, Teaching Options; p. R45, Act. 8;
p. 24, Differentiation; p. 37 (Argentina, Chile); p. 79, Tips for Success; p. 114, Quick
Start; p. 168D, Connection to Fine Art; p. 177, Tips for Success (Bullet 2); p. 207,
Cultural Snapshot; p. 232, Comparaciones; p. 237, Tips for Success; p. 270, Tips for
Success; p. 300, Tips for Success; p. 311, Comunidades; p. 333, Differentiation, Tips
for Success (Bullet 2); p. 370, Core Instruction (Step 2)
ASSESSMENT: Chapter 1: Speaking Test (Achievement), Performance
Assessment Task; Chapter 2: Test for Oral Proficiency; Chapter 4: Speaking
Test (Achievement), Test for Oral Proficiency; Chapter 5: Speaking Test
(Achievement), Test for Oral Proficiency, Performance Assessment Task;
Chapter 6: Speaking Test (Achievement), Test for Oral Proficiency; Chapter
7: Speaking Test (Achievement); Chapter 8: Performance Assessment Task;
Chapter 9: Speaking Test (Achievement), Test for Oral Proficiency; Chapter 10:
Test for Oral Proficiency; Chapter 11: Test for Oral Proficiency
WL.K12.IL.4.3
Express needs, wants, and plans using a series of
sentences that include essential details.
WL.K12.IL.4.4
Provide a logical sequence of instructions on how to
make something or complete a task.
SE: p. R19, Act. 8; p. R34, Act. 3; p. 28, Act. 1; p. 222, Act. 6; p. 243, Act. 8; p. 290, Act. 3;
p. 306, Act. 3; p. 338, Act. 9; p. 350, Act. 4
ASSESSMENT: Chapter 9: Speaking Test (Achievement)
SE: p. 52, Act. 13; p. 62, Act. 5; p. 75, Act. 8; p. 309, Act. 13; p. 312, Después de leer;
p. 386, Act. A
TE: p. 296C, Chapter Project (#1); p. 303, Tips for Success
ASSESSMENT: Chapter 3: Test for Oral Proficiency; Chapter 8: Test for Oral
Proficiency; Chapter 9: Speaking Test (Achievement), Test for Oral Proficiency;
Chapter 10: Speaking Test (Achievement), Test for Oral Proficiency, Performance
Assessment Task
¡Así se dice! Spanish 2 • Florida Correlation • page 7
WL.K12.IL.4.5
Present a short skit or play using well-structured
sentences.
SE: p. 111, Act. 6; p. 128, Act. 1; p. 269, Act. 6
TE: p. R40, Act. 6; p. 11, Comunicación; p. 18, Differentiation (bodily-kinesthetic
and interpersonal learners); p. 20, Differentiation; p. 34C, Chapter Project
(Expansion); p. 45, Comunicación; p. 67, Differentiation (Bodily-kinesthetic
learners); p. 139, Differentiation (Multiple Intelligences, top); p. 204,
Comunicación; p. 214, Core Instruction (Step 3); p. 275, Comunicación; p. 280,
Differentiation; p. 332, Differentiation (Multiple Intelligences)
ASSESSMENT: Chapter 10: Performance Assessment Task
WL.K12.IL.4.6
Describe events in chronological order using
connected sentences with relevant details.
SE: p. R23, Act. 2 Expansión; p. R49, Act. 2 Expansión; p. 14, Act. 5; p. 41, Act. 6; p. 51,
Act. 11; p. 108, Act. 3 Expansión; p. 261, Act. 6
TE: p. 9, Differentiation
ASSESSMENT: Chapter 1: Performance Assessment Task; Chapter 5:
Performance Assessment Task; Chapter 7: Speaking Test (Achievement);
Chapter 11: Test for Oral Proficiency
WL.K12.IM.4.1
Produce a simple, factual presentation supported
by multimedia components and visual displays (e.g.
graphics, sound) and using logically sequenced and
connected sentences with relevant details.
SE: p. 11, Act. 7; p. 191, Act. B; p. 302, Act. 3
TE: p. 25, Conexiones; p. 91, Differentiation (Multiple Intelligences); p. 134D,
Connection to Fine Art; p. 198, Conexiones; p. 200C, Chapter Project (Expansion)
ASSESSMENT: Chapter 10: Performance Assessment Task
WL.K12.IM.4.2
Describe events, plans, and actions using logically
sequenced and connected sentences with relevant
details.
SE: p. R52, Act. 5; p. 18, Act. 13, Foldables; p. 128, Act. 4; p. 129, Tarea; p. 145, Act. 5;
p. 162, Act. 1; p. 261, Act. 6; p. 389, Act. G
TE: p. 39, Heritage Speakers; p. 139, Differentiation (Heritage Speakers); p. 156,
Comunicación; p. 174, Comunicación; p. 189, Comunicación
ASSESSMENT: Chapter 2: Test for Oral Proficiency; Chapter 4: Test for Oral
Proficiency; Chapter 6: Test for Oral Proficiency; Chapter 10: Test for Oral
Proficiency
WL.K12.IM.4.3
Retell a story or recount an experience with
appropriate facts and relevant details.
SE: p. 21, Act. B; p. 44, Act. 2 Expansión; p. 55, Act. B; p. 75, Act. 5 Expansión; p. 87,
Act. D; p. 96, Act. 3; p. 119, Act. B; p. 153, Act. B; p. 162, Act. 4; p. 209, Act. 1
Expansión; p. 215, Act. B; p. 222, Act. 1; p. 273, Act. 5 Expansión; p. 334, Act. 2
Expansión, Act. 3 Expansión
TE: p. 86, Core Instruction (Step 4); p. 89, Differentiation (Bullets 2–3); p. 147,
Differentiation (Advanced Learners); p. 151, Act. 12–13; p. 183, Act. 9; p. 241,
Differentiation (Advanced Learners)
ASSESSMENT: Chapter 5: Performance Assessment Task; Chapter 9: Test
for Oral Proficiency; Chapter 11: Speaking Test (Achievement), Test for Oral
Proficiency
WL.K12.IM.4.4
Provide supporting evidence using logically
connected sentences that include relevant details.
SE: p. 57, Act. C–D; p. 215, Act. C; p. 380, Act. M; p. 381, Act. Q; p. 386, Act. I; p. 391,
Act. A
WL.K12.IM.4.5
Retell or summarize a storyline using logically
connected sentences with relevant details.
SE: p. R5, Act. B; p. R24, Act. B; p. 16, Act. 8 Expansión; p. 217, Act. D; p. 261, Act. 6
TE: p. 17, Act. 10; p. 344, Differentiation (Bullet 3); p. 358, Teaching Options; p. 360,
Differentiation; p. 364, Teaching Options; p. 371, Core Instruction
WL.K12.IM.4.6
Describe, explain and react to personal experiences
using logically connected paragraphs with relevant
details.
SE: p. 62, Act. 2; p. 128 Act. 5; p. 129, Tarea; p. 222, Act. 1, 4; p. 318, Act. 3; p. 350, Act. 3
TE: p. 216, Comunicación; p. 253, Comunidades
ASSESSMENT: Chapter 1: Speaking Test (Achievement); Chapter 2: Test for
Oral Proficiency; Chapter 4: Test for Oral Proficiency; Chapter 5: Test for Oral
Proficiency, Performance Assessment Task; Chapter 6: Test for Oral Proficiency;
Chapter 8: Test for Oral Proficiency
¡Así se dice! Spanish 2 • Florida Correlation • page 8
Standard 5:
Presentational Writing: The student will be able to present information, concepts, and ideas to an audience of readers on a variety of
topics in a culturally appropriate context in the target language.
WL.K12.IL.5.1
Write on familiar topics and experiences using main
ideas and supporting details.
SE: p. 29, Tarea; p. 63, Tarea; p. 150, Act. 10; p. 151, Act. 13; p. 336, Act. 2; p. 350, Act.4;
p. 386, Act. F
TE: p. R48, Quick Start; p. 113, Differentiation; p. 114, Quick Start; p. 187, Writing
Development
ASSESSMENT: Chapter 1: Reading and Writing Test (Form B), Test for Writing
Proficiency, Performance Assessment Task; Chapter 2: Test for Writing
Proficiency, Performance Assessment Task; Chapter 3: Test for Writing
Proficiency; Chapter 4: Test for Writing Proficiency, Performance Assessment
Task; Chapter 5: Reading and Writing Test (Forms A, B); Chapter 6: Reading and
Writing Test (Forms A, B); Chapter 7: Reading and Writing Test (Forms A, B);
Chapter 8: Reading and Writing Test (Forms A, B), Test for Writing Proficiency;
Chapter 9: Reading and Writing Test (Forms A, B), Test for Writing Proficiency;
Chapter 11: Reading and Writing Test (Forms A, B)
WL.K12.IL.5.2
Describe a familiar event or situation using a variety
of sentences and with supporting details.
SE: p. 18, Act. 13, Foldables; p. 63, Tarea; p. 149, Foldables; p. 223, Tarea
TE: p. 41, Act. 5 (Expansion); p. 47, Differentiation (Bullet 2)
ASSESSMENT: Chapter 1: Quiz 1 (Vocabulario 1), Test for Writing Proficiency,
Performance Assessment Task; Chapter 2: Reading and Writing Test (Forms
A, B), Test for Writing Proficiency, Performance Assessment Task; Chapter 3:
Test for Writing Proficiency; Chapter 5: Test for Writing Proficiency; Chapter 7:
Test for Writing Proficiency, Performance Assessment Task; Chapter 8: Test for
Writing Proficiency; Chapter 9: Test for Writing Proficiency
WL.K12.IL.5.3
Express and support opinions on familiar topics
using a series of sentences.
SE: p. 163, Tarea; p. 194, Act. 3; p. 290, Act. 3, 5; p. 194, Act. 3; p. 345, Act. B
TE: p. 168D, Connection to Fine Art; p. 324C, Chapter Project (#2)
ASSESSMENT: Chapter 7: Test for Writing Proficiency, Performance
Assessment Task; Chapter 11: Reading and Writing Test (Form A), Performance
Assessment Task
WL.K12.IL.5.4
Compare and contrast information, concepts, and
ideas.
SE: p. R45, Act. 6; p. 167, Act. 6; p. 217, Act. C; p. 257, Tarea
TE: p. 217, Writing Development
ASSESSMENT: Chapter 5: Test for Writing Proficiency; Chapter 7: Reading and
Writing Test (Forms A, B); Chapter 11: Performance Assessment Task
WL.K12.IL.5.5
Develop questions to obtain and clarify information.
SE: p. 29, Tarea (Prewrite); p. 97, Tarea (Prewrite); p. 257, Tarea (Writing Strategy)
TE: p. 285, Tips for Success
WL.K12.IL.5.6
Conduct research and write a detailed plan (e.g.;
a trip to a country where the target language is
spoken).
SE: p. 45, Act. 5; p. 223, Tarea; p. 243, Act. 8; p. 257, Tarea (Evaluate); p. 319, Tarea
(Prewrite)
TE: p. 68C, Chapter Project; p. 102C, Chapter Project (#1); p. 200D, Pensiones;
p. 253, Comunicación; p. 296C, Chapter Project (#1)
WL.K12.IL.5.7
WL.K12.IM.5.1
Develop a draft of a plan that addresses purpose,
audience, logical sequence, and a time frame for
completion.
SE: p. 29, Tarea (Prewrite); p. 129, Tarea (Prewrite); p. 319, Tarea (Prewrite)
Write narratives on familiar topics using logically
connected sentences with supporting details.
SE: p. 97, Tarea; p. 163, Tarea; p. 195, Tarea; p. 261, Act. 6
TE: p. 200C, Chapter Project (Expansion); p. 262C, Chapter Project (#2); p. 296C,
Chapter Project (#1); p. 324C, Chapter Project (#2)
ASSESSMENT: Chapter 1: Test for Writing Proficiency, Performance Assessment
Task; Chapter 2: Reading and Writing Test (Forms A, B) Test for Writing
Proficiency; Chapter 4: Test for Writing Proficiency; Chapter 5: Test for Writing
Proficiency; Chapter 7: Test for Writing Proficiency; Chapter 10: Test for Writing
Proficiency; Chapter 11: Test for Writing Proficiency
¡Así se dice! Spanish 2 • Florida Correlation • page 9
WL.K12.IM.5.2
Write informative texts through a variety of
media using connected sentences and providing
supporting facts about the topic.
SE: p. 257, Tarea; p. 277, Act. 9; p. 302, Act. 3; p. 307, Foldables; p. 389, Act. C–D
TE: p. 25, Conexiones; p. 34C, Chapter Project (#3); p. 68D, Connection to Fine Art;
p. 102C, Chapter Project (#2); p. 134C, Chapter Project (#3); p. 198, Conexiones;
p. 200C, Chapter Project (#2); p. 262C, Chapter Project (#2)
ASSESSMENT: Chapter 6: Test for Writing Proficiency; Chapter 8: Reading and
Writing Test (Forms A, B); Chapter 9: Reading and Writing Test (Forms A, B), Test
for Writing Proficiency; Chapter 10: Reading and Writing Test (Form B), Test for
Writing Proficiency; Chapter 11: Reading and Writing Test (Forms A, B)
WL.K12.IM.5.3
State an opinion and provide supporting evidence
using connected sentences.
SE: p. 21, Act. C; p. 55, Act. D; p. 380, Act. M; p. 389, Act. C, E
TE: p. 55, Writing Development; p. 324C, Chapter Project (#2)
ASSESSMENT: Chapter 11: Performance Assessment Task
WL.K12.IM.5.4
Conduct research and write a report on a variety of
topics using connected detailed paragraphs.
SE: p. 223, Tarea; p. 319, Tarea; p. 351, Tarea; p. 387, Un proyecto; p. 389, Act. C;
p. 391, Act. C
TE: p. 25, Conexiones; p. 34C, Chapter Project (#2); p. 68C, Chapter Project; p. 68D,
Connection to Fine Art; p. 134D, Connection to Fine Art; p. 198, Conexiones;
p. 228C, Chapter Project (#3); p. 251, Writing Development; p. 253, Comunicación
WL.K12.IM.5.5
Draft, edit, and summarize information, concepts,
and ideas.
SE: p. 29, Tarea (Prewrite, Write [Bullet 3]); p. 63, Tarea (Write [Bullet 3]); p. 163,
Tarea; p. 302, Act. 3; p. 386, Act. E; p. 389, Act. C
TE: p. 21, Writing Development; p. 55, Writing Development; p. 168C, Chapter
Project (#2); p. 215, Differentiation (Advanced Learners); p. 262C, Chapter Project
(#3)
ASSESSMENT: Chapter 11: Reading and Writing Test (Forms A, B)
WL.K12.IM.5.6
Produce writing that has been edited for
punctuation and correct use of grammar, in which
the development and organization are appropriate
to task and purpose.
SE: p. 29, Tarea (Write [Bullet 3]); p. 63, Tarea (Prewrite, [Bullet 3]; Write [Bullet 3]);
p. 97, Tarea (Evaluate); p. 163, Tarea (Evaluate); p. 195, Tarea (Write [Bullets 3, 7]);
p. 223, Tarea (Evaluate); p. 257, Tarea (Evaluate); p. 291, Tarea (Writing Strategy);
p. 319, Tarea (Evaluate); p. 351, Tarea (Evaluate)
TE: p. 34C, Chapter Project (#4); p. 68C, Chapter Project (#4); p. 102C, Chapter
Project (#3); p. 134C, Chapter Project (#5); p. 168C, Chapter Project (#2); p. 200C,
Chapter Project (#3); p. 228C, Chapter Project (#3); p. 262C, Chapter Project (#3);
p. 296C, Chapter Project (#5); p. 324C, Chapter Project (#2)
WL.K12.IM.5.7
Write a narrative based on experiences that use
descriptive language and details.
SE: p. R6, Act. 3; p. 63, Tarea; p. 97, Tarea; p. 163, Tarea; p. 195, Tarea; p. 223, Tarea
TE: p. 68C, Chapter Project (Expansion)
ASSESSMENT: Chapter 1: Test for Writing Proficiency; Chapter 2: Performance
Assessment Task; Chapter 4: Test for Writing Proficiency, Performance
Assessment Task; Chapter 5: Test for Writing Proficiency; Chapter 6: Test for
Writing Proficiency; Chapter 7: Performance Assessment Task; Chapter 10: Test
for Writing Proficiency; Chapter 11: Test for Writing Proficiency
Standard 6:
Culture: The student will be able to use the target language to gain knowledge and demonstrate understanding of the relationship
among practices, products, and perspectives of cultures other than his/her own.
WL.K12.IL.6.1
Recognize similarities and differences in practices
and perspectives used across cultures (e.g., holidays,
family life) to understand one’s own and others’
ways of thinking.
SE: p. 123, Act. D; p. 128 Act. 5; p. 140, Act. 2; p. 158, Antes de leer; p. 162, Act. 3
TE: p. 90, Comparaciones; p. 136, Present; p. 156, Comparaciones; p. 158,
Comunidades; p. 159, Go Online! (Cultura en vivo video); p. 169, Spotlight on
Culture; p. 170, Present; p. 229, Spotlight on Culture; p. 230, Present; p. 247,
Comparaciones; p. 250, Differentiation (Heritage Speakers); p. 311, Go Online!
(Diálogo en vivo video); p. 324D, ¿Caminar o conducir?
ASSESSMENT: Chapter 5: Reading and Writing Test (Form B); Chapter 7:
Reading and Writing Test (Forms A, B)
¡Así se dice! Spanish 2 • Florida Correlation • page 10
WL.K12.IL.6.2
Demonstrate awareness and appreciation of
cultural practices and expressions in daily activities.
SE: p. 17, Act. 10; p. 122, Reading Check; p. 127, Act. 8; p. 153, Act. C; p. 154, Reading
Check; p. 155, Reading Checks; p. 156, Reading Check (top); p. 157, Act. D–E; p. 159,
¿Comprendes? activity; p. 161, Act. 6; p. 317, Act. 7; p. 322, Act. 4
TE: p. 68D, Quipus; p. 102C, Chapter Project (#1); p. 102D, La sobremesa y la siesta;
p. 155, Differentiation; p. 170, Present; p. 296C, Chapter Project (#5); p. 315, Cultura
ASSESSMENT: Chapter 4: Reading and Writing Test (Form B)
WL.K12.IL.6.3
Examine significant historic and contemporary
influences from the cultures studied such as
explorers, artists, musicians, and athletes.
SE: p. 359, Conexiones; p. 365, Introducción, Conexiones; p. 370, Introducción,
Conexiones; p. 387, Un proyecto
TE: p. 1D, Connection to Fine Art; p. 34D, Los gauchos; p. 68D, Connection to Fine
Art; p. 102C, Chapter Project (#2); p. 113, Conexiones; p. 134D, Connection to Fine
Art; p. 168D, Música latina; p. 296D, Connection to Fine Art; p. 359, Cultura
WL.K12.IL.6.4
Identify products of culture (e.g., food, shelter,
clothing, transportation, toys, music, art, sports and
recreation, language, customs, traditions).
SE: p. 119, Act. D; p. 121, Reading Checks; p. 123, Act. B; p. 128 Act. 2; p. 153, Act. C;
p. 157, Act. B; p. 217, Act. B–C; p. 221, Act. 8; p. 289, Act. 6; p. 317, Act. 7; p. 322, Act. 4
TE: p. 68D, Quipus; p. 81, Conexiones; p. 102C, Chapter Project; p. 104, Cultural
Snapshot (España); p. 168D, Música latina; p. 296D, Connection to Fine Art; p. 310,
Quick Start
ASSESSMENT: Chapter 3: Reading and Writing Test (Forms A, B); Chapter 5:
Reading and Writing Test (Forms A, B), Speaking Test (Achievement), Test for
Reading Comprehension; Chapter 6: Test for Writing Proficiency; Chapter 7:
Reading and Writing Test (Forms A, B); Chapter 9: Reading and Writing Test
(Form B)
WL.K12.IM.6.1
Distinguish patterns of behavior and social
interaction in various settings in the target
culture(s).
SE: p. 128 Act. 1; p. 155, Reading Check (top); p. 157, Act. C
WL.K12.IM.6.2
Use practices and characteristics of the target
cultures for daily activities among peers and adults.
SE: p. 11, Act. 6; p. 17, Act. 10; p. 128 Act. 1
TE: p. 155, Differentiation; p. 247, Comparaciones
TE: p. 102C, Chapter Project (Expansion); p. 102D, La sobremesa y la siesta;
p. 145, Differentiation; p. 228D, Cascarones; p. 296C, Chapter Project (#5); p. 324D,
¿Caminar o conducir?
WL.K12.IM.6.3
WL.K12.IM.6.4
Research contributions made by individuals from
the target culture through the arts such as visual
arts, architecture, music, dance, literature, etc.
SE: p. 359, Conexiones; p. 365, Conexiones; p. 370, Conexiones; p. 387, Un proyecto
Identify similarities and differences in products
across cultures (e.g., food, shelter, clothing,
transportation, music, art, dance, sports and
recreation, language, customs, traditions, literature).
SE: p. 19, Refrán; p. 53, Refrán; p. 85, Refrán; p. 117, Refrán; p. 120, Durante la
lectura; p. 122, Después de leer; p. 151, Refrán; p. 158, Antes de leer; p. 162, Act. 3;
p. 185, Refrán; p. 212, Refrán; p. 245, Refrán; p. 279, Refrán; p. 309, Refrán; p. 341,
Refrán
TE: p. 1D, Connection to Fine Art; p. 68D, Connection to Fine Art; p. 168D, Música
latina; p. 346, Conexiones; p. 359, Cultura
TE: p. 1D, Un lugar misterioso; p. 19, Refrán; p. 85, Refrán; p. 90, Comparaciones;
p. 117, Refrán; p. 156, Comparaciones; p. 158, Comunidades; p. 159, Go Online!
(Cultura en vivo video); p. 169, Spotlight on Culture; p. 185, Refrán; p. 212,
Refrán; p. 215, Comparaciones; p. 228C, Chapter Project (Expansion); p. 247,
Comparaciones; p. 262D, Las señales de tráfico; p. 279, Refrán; p. 309, Refrán;
p. 312, Differentiation; p. 341, Refrán
ASSESSMENT: Chapter 5: Reading and Writing Test (Form B)
¡Así se dice! Spanish 2 • Florida Correlation • page 11
Standard 7:
Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target
language.
Standard 8:
Comparisons: The student will be able to develop insight into the nature of the target language and culture by comparing his/her own
language(s) and cultures to others.
Standard 9:
Communities: The student will be able to use the target language both within and beyond the school setting to investigate and improve
his/her world beyond his/her immediate surroundings for personal growth and enrichment.
Note: Connections, Comparisons and Communities are combined here under one standard. However, teachers may divide this standard into three
separate ones to align them with the national standards.
WL.K12.IL.7.1
Access information in the target language to
reinforce previously acquired content area
knowledge.
SE: p. 93, ¿Comprendes? activity (#3); p. 234, Conexiones; p. 256, Act. 2; p. 268,
Conexiones; p. 287, Video; p. 302, Conexiones; p. 330, Conexiones; p. 351, Tarea;
p. 386, Act. A, D, F; p. 389, Act. A
TE: p. 1C, Chapter Project (#2, Expansion); p. 13, Cultural Snapshot; p. 198,
Conexiones; p. 217, Conexiones; p. 228C, Chapter Project (#1); p. 230, Cultural
Snapshot (Venezuela); p. 244, Go Online! (Cultura en vivo video); p. 343,
Conexiones
WL.K12.IL.7.2
WL.K12.IM.7.1
Access new information on historic and/or
contemporary influences that underlie selected
cultural practices from the target language and
culture to obtain new knowledge in the content
areas.
SE: p. 153, Act. C; p. 154, Reading Check; p. 155, Reading Check (bottom); p. 159,
Video; p. 219, ¿Comprendes? activity; p. 315, Video
Use expanded vocabulary and structures in
the target language to increase content area
knowledge.
SE: p. 23, Act. A–C; p. 25, Comprendes? activity; p. 27, Act. 6; p. 48, Conexiones;
p. 88, Reading Check (bottom); p. 89, Reading Check (top); p. 90, Reading Check;
p. 91, Act. E; p. 136, Introducción al tema; p. 272, Conexiones; p. 315, ePals; p. 386,
Act. E; p. 389, Act. B
TE: p. 113, Conexiones; p. 218, Differentiation; p. 376, Core Instruction
TE: p. 24, Differentiation; p. 91, Differentiation (Advanced Learners); p. 170,
Cultural Snapshot (España); p. 198, Conexiones; p. 217, Conexiones; p. 228C,
Chapter Project (#3); p. 250, Differentiation (Heritage Speakers); p. 296C, Chapter
Project (#1); p. 315, Cultura
WL.K12.IM.7.2
Use previously acquired vocabulary to discuss
familiar topics in other subject areas such as
geography, history, music, art, science, math,
language, or literature to reinforce and further
knowledge of other disciplines through the target
language.
TE: p. 16, Conexiones; p. 48, Conexiones; p. 155, Differentiation; p. 174,
Comunicación; p. 200D, Pensiones; p. 217, Conexiones; p. 228C, Chapter Project
(Expansion); p. 253, Conexiones; p. 262D, Las señales de tráfico; p. 296C, Chapter
Project (#1); p. 343, Conexiones; p. 355, Conexiones
WL.K12.IL.8.1
Recognize language patterns and cultural
differences when comparing own language and
culture with the target language and culture.
SE: p. 19, Pronunciación; p. 30, Comparaciones; p. 46, Conexiones; p. 53,
Pronunciación; p. 158, Antes de leer; p. 162, Act. 3; p. 210, Conexiones; p. 240,
Conexiones
ASSESSMENT: Chapter 3: Reading and Writing Test (Forms A, B)
TE: p. 19, Pronunciación; p. 30, Differentiation; p. 53, Pronunciación; p. 64,
Differentiation; p. 154, Tips for Success; p. 156, Comparaciones; p. 158,
Comunidades; p. 159, Go Online (Cultura en vivo video); p. 169, Spotlight on
Culture; p. 209, Conexiones; p. 224, Differentiation; p. 311, Go Online! (Diálogo en
vivo video); p. 324D, ¿Caminar o conducir?
WL.K12.IL.8.2
Give examples of cognates, false cognates, idiomatic
expressions, and sentence structure to show
understanding of how languages are alike and
different.
WL.K12.IL.8.3
Discuss familiar topics in other subject areas, such
as geography, history, music, art, science, math,
language, or literature.
SE: p. 31, Juego; p. 65, Juego; p. 99 Juego; p. 131, Juego; p. 165, Juego; p. 197, Juego;
p. 225, Juego; p. 259, Juego; p. 293, Juego; p. 321, Juego; p. 345, Después de leer;
p. 353, Juego
TE: p. 43, Go Online! (Diálogo en vivo video); p. 224, Differentiation
SE: p. 28, Act. 5; p. 189, Act. D; p. 193, Act. 7; p. 255, Act. 7; p. 350, Act. 2; p. 386, Act. B,
H; p. 389, Act. A; p. 391, Act. D
TE: p. 34D, Connection to Fine Art; p. 22, Cultural Snapshot; p. 48, Conexiones;
p. 217, Conexiones; p. 234, Comunidades; p. 248, Core Instruction (Step 3); p. 365,
Differentiation
WL.K12.IM.8.1
Compare language structures and skills that
transfer from one language to another.
SE: p. 30, Comparaciones; p. 46, Conexiones; p. 240, Conexiones; p. 340,
Conexiones
TE: p. 21, ¿Comprendes? Act. C; p. 55, Act. B–C; p. 209, Conexiones
¡Así se dice! Spanish 2 • Florida Correlation • page 12
WL.K12.IM.8.2
Compare and contrast structural patterns in the
target language and own.
SE: p. 30, Comparaciones; p. 210, Conexiones; p. 340, Conexiones
WL.K12.IM.8.3
Compare and contrast the geography and history of
countries of the target language and discuss their
impact on own culture.
SE: p. SH49, eScape; p. 93, Cultura; p. 313, Comparaciones
Use the target language to participate in different
activities for personal enjoyment and enrichment.
SE: p. 11, Act. 7; p. 315, ePals; p. 319, Tarea
TE: p. 64, Differentiation; p. 209, Conexiones
WL.K12.IL.9.1
TE: p. 250, Differentiation (Heritage Speakers)
TE: p. 16, Conexiones; p. 102C, Chapter Project (#4); p. 147, Differentiation (Multiple
Intelligences); p. 168D, Música latina; p. 296C, Chapter Project (#5); p. 311,
Comunidades; p. 315, Cultura
Communicate with people locally and/or around the
world, through e-mail, video, online communities
and/or face-to face encounters.
SE: p. 45, Act. 5; p. 273, Act. 4; p. 315, ePals
Use expanded vocabulary and structures in the
target language to access different media and
community resources.
SE: p. 45, Act. 5; p. 215, Act. D; p. 315, ePals; p. 351, Tarea
Use a variety of media venues in the target language
to access information about community events and
organizations where the target language is spoken.
SE: p. SH57, eScape; p. 175, Act. 9; p. 346, Después de leer
LAFS.910.RH.1.2
Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of how key events or ideas develop over
the course of the text.
SE: p. 386, Act. E; p. 393, Act. A
LAFS.910.SL.1.1
Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades
9-10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and
persuasively.
SE: p. 386, Act. I; p. 389, Act. B, F; p. 391, Act. D; p. 393, Act. B
WL.K12.IL.9.2
WL.K12.IM.9.1
WL.K12.IM.9.2
TE: p. 102C, Chapter Project (Expansion); p. 168C, Chapter Project (Technology
Expansion); p. 296C, Chapter Project (Technology Expansion)
TE: p. 11, Differentiation; p. 168D, Música latina; p. 200D, Pensiones; p. 228C,
Chapter Project (#1); p. 262D, Las señales de tráfico; p. 311, Comunidades; p. 346,
Conexiones
TE: p. 134C, Chapter Project (#3); p. 346, Conexiones
a. Come to discussions prepared, having read and
researched material under study; explicitly draw on
that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate
a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial
discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation
of alternate views), clear goals and deadlines, and
individual roles as needed.
c. Propel conversations by posing and responding
to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement,
and, when warranted, qualify or justify their
own views and understanding and make new
connections in light of the evidence and reasoning
presented.
LAFS.910.SL.1.3
Evaluate a speaker’s point of view, reasoning,
and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted
evidence.
SE: p. 386, Act. I; p. 393, Act. C
¡Así se dice! Spanish 2 • Florida Correlation • page 13
LAFS.910.SL.2.4
Present information, findings, and supporting
evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the
organization, development, substance, and style are
appropriate to purpose, audience, and task.
SE: p. 386, Act. I; p. 387, Un proyecto; p. 389, Act. B; p. 391, Act. A
LAFS.910.WHST.1.1
Write arguments focused on discipline-specific
content.
SE: p. 389, Act. C–E; p. 391, Act. C
a. Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that establishes clear relationships
among the claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while pointing
out the strengths and limitations of both claim(s)
and counterclaims in a discipline-appropriate form
and in a manner that anticipates the audience’s
knowledge level and concerns.
c. Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons,
between reasons and evidence, and between
claim(s) and counterclaims.
d. Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
e. Provide a concluding statement or section that
follows from or supports the argument presented.
LAFS.910.WHST.1.2
Write informative/explanatory texts, including the
narration of historical events, scientific procedures/
experiments, or technical processes.
SE: p. 387, Un proyecto
a. Introduce a topic and organize ideas, concepts,
and information to make important connections and
distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant,
and sufficient facts, extended definitions, concrete
details, quotations, or other information and
examples appropriate to the audience’s knowledge
of the topic.
c. Use varied transitions and sentence structures to
link the major sections of the text, create cohesion,
and clarify the relationships among ideas and
concepts.
d. Use precise language and domain-specific
vocabulary to manage the complexity of the topic
and convey a style appropriate to the discipline and
context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented (e.g., articulating implications
or the significance of the topic).
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