Reporteros – Scope and Sequence and ACTFL Correlations

Scope

and Sequence and ACTFL Correlations

KLETT WORLD LANGUAGES

LANGUAGE SPECIALISTS

KLETT WORLD LANGUAGES is a publishing house specializing in print and digital instructional materials for learning and teaching world languages.

Our mission is to help students become global citizens by developing their intercultural and critical thinking skills through language learning. We aim to help students learn and use language in real-life situations by creating engaging and meaningful content that sparks their curiosity and motivates them to learn.

We strongly believe that teachers play a key role in language learning, and part of our mission is to support them and to provide ample opportunity for professional development.

THESE ARE OUR VALUES

Having them is not enough. We live by them.

1 COMMITMENT

Because everyone on the core KWL team has a background in education and works closely with educators and students, our commitment goes far beyond our daily work. We understand the needs of educators and students and we are passionate about looking for solutions and tools to help them succeed.

3

AFFORDABILITY

We are committed to providing high-quality print and digital content at affordable prices to all who want to learn a language. We guarantee lower prices for high-quality content and simple, easy-to-use technology.

5 COMMUNICATION

We view languages as tools for communication and action. To learn a language and build authentic communicative competency, students need a realistic context, a true need to communicate, a focus on meaning, and the right linguistic resources. That is what we provide in our educational materials.

2 INNOVATION

Our educational materials focus on the most current pedagogical methodology. They follow the ACTFL Guidelines for Proficiency, include Can-Do statements, and address the 5 Cs. Our digital resources provide original and authentic content via a simple and easy-to-use platform.

4 EDUCATOR SUPPORT

We see educators as our partners, and the core of our mission is to support them by providing professional development opportunities, highquality documents and activities, and instructor resources in an easily accessible format.

6 GLOBAL PERSPECTIVE

Our content is created to help students use language to communicate and interact with other communities and cultures both in the United States and abroad. Our books present a respectful, modern, and open-minded perspective of our world and its cultures that allows students to dismantle stereotypes and to cultivate an awareness of global concerns.

Scope and Sequence

Reporteros 1 ¡Empezamos!

• basic greetings and daily expressions

• useful expressions in the class

• countries

• dates: days of the week, months and numbers from 1 to 31

• seasons and weather

• classrom objects

• Spanish alphabet and sounds

1

Soy de los Estados Unidos

 How do we express our identities?

 What is the importance of origin and language in our identities?

MINIPROYECTO 1 Create a poster for a Latino/a personality.

MINIPROYECTO 2 Create a class album.

PROYECTO FINAL Interview personalities for a talk show.

2

Amigos y familiares

 What makes a family?

 What makes people who they are?

MINIPROYECTO 1 Create their profile for an online platform.

MINIPROYECTO 2 Introduce the important people in their life.

PROYECTO FINAL Participate in a special edition of the school magazine.

3

 How do homes reflect the culture of a country?

 How do homes in different countries distribute household chores?

MINIPROYECTO 1 Diseñar la casa perfecta para una familia.

MINIPROYECTO 2 Crear una campaña para compartir quehaceres.

PROYECTO FINAL Presentar un proyecto de telecomedia sobre una familia.

LECCIÓN 1

• subject pronouns

• the verbs ser, tener and llamarse

• definite articles

• question words

• gender and number of nouns

LECCIÓN 2

• regular -ar, -er and -ir verbs

• adjectives of nationality

• indefinite articles

• expressing cause

LECCIÓN 1

• numbers from 0 to 100

• basic personal information

• greetings

• occupations

• the letter H

LECCIÓN 2

• nationalities and origin

• languages

• places where we live

• vowels

• facts about the Spanish language

• geography of the Spanish-speaking world

• some traditions and celebrations in the Spanish-speaking world

LECCIÓN 1

• Mexican Americans

• famous Spanish-speaking people

• Día de Muertos

• Hispanic Heritage Month

LECCIÓN 2

• the diversity of the Spanishspeaking world

• differences between hispano/a and latino/a

LECCIÓN 1

• the verb gustar

• también / tampoco

• quantifiers: muy, mucho

• noun-adjective agreement

LECCIÓN 2

• possessive adjectives

• possession with de

LECCIÓN 1

• activities

• music

• animals and pets

• personality traits

• stressed syllables

LECCIÓN 2

• family relationships

• physical traits

• parts of the body

• accent marks

LECCIÓN 1

• sports, music and animals in Puerto Rico

• La Borinqueña, a Puerto Rican superheroine

• the Taino culture

LECCIÓN 2

• family names in Spanishspeaking countries

• some Puerto Rican artists

• Arturo Schomburg, a Puerto Rican historian and activist

LECCIÓN 1

• expressing existence with hay

• the verb estar to locate

• prepositions of place

LECCIÓN 2

• ser and estar

• tener que + infinitive

• adverbs of frequency

• irregular yo form in the present: poner and hacer

LECCIÓN 1

• parts of a house

• furniture

• decoration

• colors and materials

• the soft R

LECCIÓN 2

• describing a space

• household chores

• the strong R

LECCIÓN 1

• traditional Mexican homes

• Mexican style décor

• two Mexican architects

• Frida Kahlo’s Casa Azul

LECCIÓN 2

• Carmen Lomas Garza, a Chicano artist

• photography project: bedrooms around the world

Hogar, dulce hogar

4

6 Reporteros 1

Un colegio para todo el mundo

 How do Colombian schools differ from American schools?

 What places, people, activities, and rules define student life?

MINIPROYECTO 1 Crear un folleto informativo de su colegio ideal.

MINIPROYECTO 2 Crear un póster y un video para un/a candidato/a electoral.

PROYECTO FINAL Crear un video para presentar su colegio.

5

Una semana conmigo

 What is a typical daily routine for a Spanish teenager?

 How do young people enjoy their free time in Spain?

MINIPROYECTO 1 Crear un videoblog sobre su rutina diaria.

MINIPROYECTO 2 Crear un cómic sobre su tiempo libre.

PROYECTO FINAL Presentar un campamento de verano para jóvenes.

LECCIÓN 1

• telling time

• stem-changing verbs: empezar and poder

LECCIÓN 2

• the verb estar to describe feelings and moods

• comparatives

• superlatives

LECCIÓN 1

• areas of a school

• school subjects

• clothes

• the letter Ñ

LECCIÓN 2

• feelings and moods

• school elections and school life

• qualities and personality traits

• the sound of J, GE and GI

LECCIÓN 1

• the Colombian education system

• the writer Yolanda Reyes

• a Colombian education project promoted by Shakira

LECCIÓN 2

• schedules, holidays, and homework

• Colombian Teachers’ Day

• a Colombian positivity school campaign

LECCIÓN 1

• reflexive verbs

• stem-changing verbs: vestirse and jugar

• the verb ir

LECCIÓN 2

• the present progressive: estar + present participle

• direct object pronouns

• ir a + infinitive

LECCIÓN 1

• routine

• meals

• sports

• linking words

• the sound of S, CE, CI and Z

LECCIÓN 2

• leisure activities

• statistics

• electronic devices

• the sound of B and V

LECCIÓN 1

• schedules in Spain

• flamenco music

• sports in Spain and other Spanish-speaking countries

• FC Barcelona Sports Academy

LECCIÓN 2

• hobbies and eSports in Spain

• famous squares in Madrid

• a young adult fiction writer: Laura Gallego

Un país con gusto y estilo

 How does fashion shape the identity of Peru?

 What makes Peruvian gastronomy so special?

MINIPROYECTO 1 Representar una escena en un mercado de segunda mano.

MINIPROYECTO 2 Crear un proyecto de food truck de cocina peruana.

PROYECTO FINAL Crear una guía de supervivencia para turistas en el Perú.

LECCIÓN 1

• demonstrative adjectives and pronouns

• question words

• indirect object pronouns

• interact in a store

LECCIÓN 2

• adjectives of quantity + nouns

• past tense: the preterite

LECCIÓN 1

• clothes, accessories and styles

• stores

• numbers from 100 to 1000

• interact in a restaurant

• diphthongs

LECCIÓN 2

• food and eating habits

• dishes and cooking techniques

• vocabulary in a restaurant

• hiatus

LECCIÓN 1

• the city of Lima

• Peruvian textiles

• Peruvian fashion bloggers

• Meche Correa, a Peruvian designer

LECCIÓN 2

• Peruvian food and drinks

• Peruvian superfoods

• Peruvian cuisine as a fusion of cultures

Scope and Sequence

Reporteros 2

GRAMMAR AND COMMUNICATION VOCABULARY AND PRONUNCIATION

• the verbs hay, ser, tener, gustar, estar, and ir

• indefinite articles

• noun-adjective agreement

• the present tense: regular, reflexive, and stem-changing verbs

• possessive adjectives

• verbs with irregular yo forms

• ir a + infinitive

1

Vivir en la ciudad

 How do the cities we live in define us?

 What can we do to improve our communities?

MINIPROYECTO 1 Crear un video sobre un barrio para dar la bienvenida a nuevos vecinos.

MINIPROYECTO 2 Crear un cartel con las normas de la escuela.

PROYECTO FINAL Crear una guía digital informativa sobre un barrio.

2

De viaje por Argentina

 How does traveling enrich our perspective of the world?

 What are the benefits of travel experiences?

MINIPROYECTO 1 Celebrar un concurso de conocimientos sobre Argentina.

MINIPROYECTO 2 Crear un diario de viaje colaborativo.

PROYECTO FINAL Crear una ruta turística sostenible por Argentina.

3

Historias de ayer y de hoy

 How has daily life changed in the last century?

 How do experiences and memories define us?

MINIPROYECTO 1 Crear una presentación para comparar la infancia de dos generaciones.

MINIPROYECTO 2 Crear un video sobre un objeto con historia.

PROYECTO FINAL Participar en un concurso de relatos cortos.

LECCIÓN 1

• ser, hay, and estar

• irregular verbs: salir and venir

• pronouns after prepositions

• locating places

• making plans

LECCIÓN 2

• hay que + infinitive

• impersonal se

• direct object pronouns

• indirect object pronouns

• classroom objects

• occupations

• nationalities

• numbers

• clothes

• daily routines

• family relationships

• feelings and moods

• leisure activities

• people, places, and cultural practices and products of the Spanish-speaking world

LECCIÓN 1

• conocer and saber

• relative and absolute superlatives

• expressing preferences

LECCIÓN 2

• the preterite: regular, stem-changing, and some irregular verbs

• ordinal numbers

LECCIÓN 1

• the city

• describing and locating places

• means of transportation

• plans

• the sound of -CIÓN and -CCIÓN

LECCIÓN 2

• community life

• city rules

• recycling

• the letter R

LECCIÓN 1

• geography, experiences, and trips

• weather, seasons, and cardinal directions

• the sound of LL and Y

LECCIÓN 2

• tourist activities, means of transportation, and lodging

• adjectives to describe experiences

• stressed syllables

LECCIÓN 1

• neighborhoods in Madrid

• markets in Spain

• iconic sites in Madrid

• European Mobility Week

• leisure activities in Madrid

LECCIÓN 2

• local business in Spain

• the 24-hour time system

• recycling in Spain

• resident and volunteer associations

LECCIÓN 1

• the imperfect tense

• comparatives

• affirmative and negative words

LECCIÓN 2

• hace / desde / desde hace

• direct and indirect object pronouns combined

• irregular preterite verbs

• preterite vs. imperfect tense

• conversational reactions

LECCIÓN 1

• toys and games

• education

• means of communication

• cities

• time expressions

• spelling rules for J and GE, GI

LECCIÓN 2

• numbers from 1,000 to 100,000

• biographies

• time expressions

• accent mark rules

LECCIÓN 1

• tourist attractions in Argentina

• the Celsius scale

• the southern hemisphere

• asado and mate

• responsible tourism

LECCIÓN 2

• the cartoonist Liniers

• el Tren a las Nubes

• la Ruta Nacional 40

• the writer Aniko Villalba

• the Zapp family

LECCIÓN 1

• Chilean education

• landmarks in Santiago

• streetcars in Santiago

• the Mapuche

LECCIÓN 2

• a famous Chilean television series

• Condorito, a comic character

• the poet Gabriela Mistral

• the diaries of a girl who wrote about Pinochet’s coup d’état

¡Hola de nuevo!

Reporteros 2

4 5

¡Pura vida!

 How does a community’s lifestyle influence their members’ well-being?

 What factors contribute to our physical and emotional health?

MINIPROYECTO 1 Crear un cartel para promover el bienestar de los adolescentes.

MINIPROYECTO 2 Escenificar una entrevista a un/a deportista para un pódcast.

PROYECTO FINAL Crear una campaña sobre salud física y emocional y hábitos saludables.

Un futuro prometedor

 How will our lifestyle impact the world in the future?

 How can I prepare for my professional future?

MINIPROYECTO 1 Crear un póster para celebrar el Día de la Tierra.

MINIPROYECTO 2 Crear un mapa mental de nuestro proyecto de vida.

PROYECTO FINAL Escribir una edición especial de la revista escolar sobre el futuro.

6

El gusto de celebrar

 What makes Mexican gastronomy so special?

 How do celebrations reflect the culture of a society?

MINIPROYECTO 1 Participar en el casting de un programa de cocina de México.

MINIPROYECTO 2 Presentar una celebración de tu país especial para ti.

PROYECTO FINAL Preparar una exposición sobre celebraciones y tradiciones mexicanas.

GRAMMAR AND COMMUNICATION VOCABULARY AND PRONUNCIATION

LECCIÓN 1

• affirmative and negative informal commands

• informal commands with pronouns

LECCIÓN 2

• recommendations with ser + adjective and deber

• the verb doler

LECCIÓN 1

• feelings and moods

• relationships

• spelling rules for C, QU, and K

LECCIÓN 2

• health

• body parts

• useful phrases at the doctor’s office

• spelling rules for G, GU, and GÜ

LECCIÓN 1

• the pura vida attitude

• the origin of the name tico/a

• Costa Rica’s wellness campaigns

• what makes Costa Rica a happy place

LECCIÓN 2

• Costa Rican fruits

• accomplished Costa Rican athletes

• the dengue virus

• the para surfer Jimena Ruiz

LECCIÓN 1

• the future tense

• por and para

• si clauses in the present and future tenses

LECCIÓN 2

• reflexive verbs

• adverbs ending in -mente

• the conditional tense

• making hypothesis, giving advice, and expressing wishes

LECCIÓN 1

• changes

• technology, food, and society

• the environment

• the sounds of D and T

LECCIÓN 2

• occupations

• personality traits

• skills and job requirements

• time expressions

• the sounds of B / V, and P

LECCIÓN 1

• biodiversity in Ecuador

• Andean catzo

• the Ecuadorian regions of Galapagos and Amazonia

LECCIÓN 2

• a vocational camp in Ecuador

• summer activities in Ecuador

• Ecuadorian women pioneers in their jobs

LECCIÓN 1

• the impersonal se

• usted and ustedes commands

• giving instructions

LECCIÓN 2

• expressing habitual actions with ser + adjective and soler

• si clauses + commands

• preterite vs. imperfect tense

LECCIÓN 1

• food

• meals and eating habits

• tastes

• cooking

• linking sounds

LECCIÓN 2

• celebrations

• social habits

• clothing and styles

• time expressions

• capital and lowercase letters

LECCIÓN 1

• Diego Rivera

• Mexican Fiestas Patrias

• corn and chili peppers in Mexico

• the origin of chocolate

• Mesoamerican civilizations

LECCIÓN 2

• the Veracruz Carnival

• la Guelaguetza

• la Quinceañera

• los Voladores de Papantla

• el Cinco de Mayo

Scope and Sequence

Reporteros 3

¡Hola de nuevo!

• the present tense

• affirmative and negative commands

• the impersonal se

• habitual actions with es + adjective and soler

• the verbs hay, ser, and estar

• the preterite tense

• the imperfect tense

• health-related issues

• feelings and moods

• food and celebrations

• the city

• travel experiences

• biographies

• communication

• describing houses

• people, places, cultural practices, and products of the Spanish-speaking world

3 1

Mi generación

 What is important for teenagers today?

 What are the elements that build friendships?

MINIPROYECTO 1 Presentar un panel de inspiración (moodboard) sobre ti.

MINIPROYECTO 2 Grabar un pódcast sobre anécdotas.

PROYECTO FINAL Crear y representar una escena de una webserie

2

Viajes de ida y vuelta

 What do we learn from traveling?

 What is it like living in a multicultural country?

MINIPROYECTO 1 Escribir una publicación para un blog de viajes.

MINIPROYECTO 2 Entrevistar a una persona que vive fuera de su país.

PROYECTO FINAL Participar en un juego de mesa sobre viajes y experiencias con otras culturas.

Hiperconectados

 What is the value of the Internet for young people today?

 What are our responsibilities as digital citizens?

MINIPROYECTO 1 Hacer una clasificación de las cinco aplicaciones mejor valoradas por la clase.

MINIPROYECTO 2 Crear un test de ciudadanos digitales responsables.

PROYECTO FINAL Hacer un debate sobre el celular como herramienta educativa.

LECCIÓN 1

• the verbs interesar and preocupar

• describing with ser and parecer + adjective

LECCIÓN 2

• expressing reciprocity with reflexive verbs

• the preterite tense vs. the imperfect tense

• the past progressive: estaba + present participle

LECCIÓN 1

• personality, traits, music and book genres, and social issues

• expressing opinions, agreement, and disagreement

LECCIÓN 2

• migration

• life experiences

• time expressions

LECCIÓN 1

• young people in Mexico

• three young Mexican artists: Girl Ultra, Diego Boneta, and Ángela Aguilar

LECCIÓN 2

• the three amigos: Alejandro Iñárritu, Guillermo del Toro, and Alfonso Cuarón

LECCIÓN 1

• the present perfect tense

• expressing reason and purpose: por qué, porque, por and para

• si clauses: present indicative + commands

LECCIÓN 2

• the past perfect tense

• acabar de / volver a + infinitive

• pasar tiempo / llevar tiempo + present participle

LECCIÓN 1

• adventure activities

• travel items

• study exchanges and volunteering

LECCIÓN 2

• identity and belonging

• migration and the fusion of cultures

LECCIÓN 1

• the Panama Canal

• el Tren del canal de Panamá

LECCIÓN 2

• Charlie Collins, a Panamanian chef

• the Chinese community in Panama

LECCIÓN 1

• the present subjunctive: regular verbs and some irregular verbs

• para que + subjunctive

• expressing feelings: gustar / molestar que + subjunctive

LECCIÓN 2

• the present subjunctive: more irregular verbs

• making recommendations es importante que + subjunctive

• no es cierto / no creo que + subjunctive

LECCIÓN 1

• statistics

• technology and social media

• feelings

LECCIÓN 2

• technology

• communication and information

• useful phrases for writing an email

LECCIÓN 1

• Jordi Labanda, an Uruguayan illustrator

• the MUVA: a virtual art museum in Uruguay

LECCIÓN 2

• universal access to technology and the internet in the schools of Uruguay

4 5

Reporteros 3

Futuros talentos

 How can you prepare yourself for your future career?

 What kind of occupation would you fit best?

MINIPROYECTO 1 Crear tu videocurrículum.

MINIPROYECTO 2 Representar una entrevista de trabajo.

PROYECTO FINAL Organizar una feria de trabajo.

Un planeta sostenible

 How do we relate with nature?

 How do we take care of the environment?

MINIPROYECTO 1 Crear una campaña para conectar con la naturaleza.

MINIPROYECTO 2 Escribir una carta abierta para mejorar un problema medioambiental.

PROYECTO FINAL Presentar un proyecto de estilo de vida sostenible.

6

Ficciones

 What do we like in books and movies?

 What stories does art from Spanishspeaking countries tell?

MINIPROYECTO 1 Escribir la reseña visual de un libro, película o serie.

MINIPROYECTO 2 Escribir una historia a partir de una imagen.

PROYECTO FINAL Crear una antología de versiones de cuentos.

LECCIÓN 1

• expressing skills gustar: resultar and costar

• the future tense

• cuando + subjunctive, future tense

LECCIÓN 2

• expressing wishes: esperar / desear / querer que and ojalá que + subjunctive

• adjective clauses with subjunctive

LECCIÓN 1

• skills

• saber and poder

• study itineraries

• occupations

• personality traits

LECCIÓN 2

• job conditions

• job requirements

• useful phrases for a motivational letter and a job interview

LECCIÓN 1

• the symphony orchestra Simón Bolívar

• secondary education in Spanish-speaking countries

• El Sistema de Orquestas y Coros Juveniles

LECCIÓN 2

• International volunteer opportunities in Venezuela

• Paco Roca, a Spanish cartoonist

• Carolina Herrera, a Venezuelan fashion designer

LECCIÓN 1

• lo + adjective

• lo que + verb

• the conditional tense

LECCIÓN 2

• making requests: querer / pedir que + subjunctive

• expressing influence: lograr / hacer que + subjunctive

• past participles as adjectives

LECCIÓN 1

• well-being in community

• wildlife

• food and eating habits

• activities in nature

LECCIÓN 2

• environment and sustainability

• clothing industry

• requests

LECCIÓN 1

• Bolivia’s environmental diversity

• ancestral and sustainable food in Bolivia

LECCIÓN 2

• responsible tourism in Salar de Uyuni

• natural protected areas in Bolivia

• Bolivian textile tradition

LECCIÓN 1

• making recommendations: recomendar / sugerir que + subjunctive

• the imperfect subjunctive

• si clauses: imperfect subjunctive + conditional

LECCIÓN 2

• making hypothesis: quizá + indicative / subjunctive; puede ser que + subjunctive

• tonic possessive pronouns and adjectives

• combining past tense: preterite, imperfect, and past perfect

LECCIÓN 1

• fiction genres

• books, films, and series

• recommendations and opinions

LECCIÓN 2

• linking words for narrating a story

• describing characters

LECCIÓN 1

• Día Internacional del Libro and Sant Jordi

• contemporary Spanish writers and filmmakers

LECCIÓN 2

• Spaniards in Hollywood

• El Quijote

• Las Meninas

• the legend of Chechén and Chacá

Scope and Sequence

Reporteros 4

Maneras de vivir

 What impact does our lifestyle have on ourselves, our communities, and our environment?

PROYECTO FINAL

Crear un video promocional para animar a nuevos miembros a participar en una asociación local.

• past participles as adjectives

• the present tense

• the preterite tense vs. the imperfect tense

• expressing wishes and effects: querer / hacer + infinitive; querer que / hacer que + the present subjunctive

• concessive clauses: no importar + noun + que + the present subjunctive

• question words

• the future tense

• graphs and economy,

• lifestyles, fashion, and music

• emotions, identities, communities, and values

• greetings in informal conversations and emails

• useful expressions for making plans, showing interest in a topic, and requesting more information

• useful expressions for writing an opinion piece

• word formation

• linking words

Todas las lenguas

 How can languages serve as tools for inclusion and communication in diverse communities?

 What role can AI play in language learning and education?

PROYECTO FINAL

Presentar un programa de actividades diseñado para dar a conocer una lengua minoritaria y fomentar su reconocimiento y aprendizaje.

 How do scientific and technological innovations change environmental and health conditions?

PROYECTO FINAL

Crear un pódcast sobre innovaciones tecnológicas y científicas relacionadas con la salud y el medioambiente.

• expressing wishes and effects in the past: querían + infinitive / querían que + the imperfect subjunctive

• expressing opinions: parecer bien / mal (que) + infinitive / subjunctive

• uses of the present participle

• making hypothesis: es posible que + present subjunctive, quizá + indicative / subjunctive

• making suggestions

• impersonal constructions: es + adjective + infinitive / es + adjective + que + present subjunctive

• communication, languages, multilinguism, language learning, and body language

• feelings, emotions, and inclusivity

• artificial intelligence and education

• useful expressions for making arrangements for a meeting

• useful expressions for describing advantages and disadvantages, and giving examples

• useful expressions for comparing

• linking words

• the passive voice (ser + participle) and the passive se

• uses of the conditional

• the future perfect tense

• possessive pronouns

• conditional clauses: en el caso de que / a menos que + subjunctive

• the imperfect subjunctive: irregular verbs

• si clauses: imperfect subjunctive + conditional

• science and technology

• environmental challenges, sea habitats, and conservationism

• health and health services

• agricultural practices

• time expressions

• useful expressions for summarizing information

• useful expressions for requesting favors, expressing conditions, and agreeing

• useful expressions for comparing

• linking words

• alpaca fiber in Peru

• Annaïs Yucra and Marina Testino, two Peruvian fashion designers

• ImillaSkate, a group of young women skateboarders from Bolivia

• Los ríos profundos, a book by José María Arguedas, a Peruvian writer

• the National Natural Reserve of San Fernando in Peru

• Barranco, a neighborhood of Lima

• Machu Picchu, an Inca citadel in Peru

• cumbia in Peru and merengue in the Dominican Republic

• indigenous language families in Latin America

• guaraní, a native language spoken in Paraguay and other countries of the region

• quechua, a native language spoken in Bolivia and other countries of South America

• the official sign language in Paraguay

• Rozalén, a Spanish pop-folk musician, and Beatriz Romero, a Spanish sign language interpreter

• body language for communication in Spanishspeaking countries and in the United States

• Bayahibe coral reef, Dominican Republic

• the Dominican Health System

• dengue, an endemic desease

• Julia Álvarez, American writer of Dominican origins

• coffee in the Dominican Republic

• cocoa in Colombia

4 5 6

Reporteros 4

Hecho en Guatemala

 What role does cultural heritage play in the economic and social development of a country?

PROYECTO FINAL

Crear un folleto sobre un deporte antiguo para una jornada de intercambio.

• al + infinitive

• adjective clauses: el / cual, los / las cuales, quien(es)

• conditional clauses: siempre que / siempre y cuando + subjunctive

• time clauses: al / antes de / después de + infinitive, antes de que / después de que + imperfect subjunctive

• making hypothesis: a lo mejor / igual + indicative, puede que / es posible que + subjunctive

• the present perfect subjunctive: haber (present subjunctive) + past participle

Colombia es pasión

 How are different forms of beauty embraced and celebrated within their cultures?

PROYECTO FINAL

Montar una exposición con imágenes, relatos y poemas sobre Colombia.

• noun-adjective order

• commands

• expressing purpose: para + infinitive, para que + subjunctive

• estar + present participle

• estar + past participle

• time clauses: acabar de + infinitive, apenas / en el instante en que + conjugated verbs

• telling stories using past tense combinations

• describing events with ser

• statistics, population, socioeconomics challenges, and forest resources

• biographies, immigration, identity, and belonging

• traditional games and sports

• useful expressions for welcoming, thanking, and introducing someone giving instructions

• useful expressions for giving instructions

• useful expressions for oral presentations

• time expressions

• word formation: diminutives

• linking words

• art, architecture, literature, and cultural traditions

• describing people and places

• como / cómo

• stories, magical realism, and literary language

• useful expressions for describing events

• useful expressions for greeting, thanking, making proposals, and finising a formal emails

• useful expressions for oral presentations

Momentos estelares

 How does the Hispanic community influence the US?

PROYECTO FINAL

Escribir un número de una revista sobre personas de origen hispano influyentes en los Estados Unidos.

• the past perfect subjunctive

• the conditional perfect tense

• si clauses: past perfect subjunctive, conditional perfect

• combining past tenses: preterite, imperfect, and past perfect

• reported speech

• making recommendations: recomendar + noun, recomendar que + subjunctive

• time clauses

• economy and professional world

• towns and communities

• biographies

• sports

• historical events

• achievements

• useful expressions to talk about events and experiences in various time frames

• useful expressions to make a presentation in an organized way and with some detail about the topic presented

• demographic distribution in Guatemala

• xate, a native plant from Guatemala

• Luis von Ahn, a Guatemalan entrepreneur and computer scientist

• the origin of the name chapín / chapina

• las muñecas quitapenas, small, hand-made dolls from Guatemala

• Pok Ta Pok, the Mayan ball game

• the ancient Mayan civilization

• the ancient Inca civilization

• Stefania Tejada, a Colombian artist

• orchid, the national flower of Colombia

• La tierra del olvido, a song by Colombian song writer and singer Carlos Vives

• Barranquilla’s carnival

• el realismo mágico

• Cien años de soledad, a book by Colombian Nobel laureate Gabriel García Márquez

• colonial architecture in Cartagena de Indias and New Orleans

• colonial and Creole architecture in New Orleans

• the Hispanic community of New Braunfels, Texas

• five Hispanic people in the world of space science. Noelia González, Frank Rubio, Rosa Avalos-Warren, Katya Echazarreta, and Ellen Ochoa

• Los reyes del mambo tocan canciones de amor, a book by American writer Oscar Hijuelos

• Hispanic sportspeople in the US

• Latin music styles and salsa music in New York

• Tex-Mex and Guatemalan cuisine

To explore and download these correlations, please visit klettwl.com/state-specific-support

CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS

REPORTEROS 1

LEVEL: NOVICE LOW TO NOVICE HIGH

ACTFL World-Readiness Standards

GOAL AREA: COMMUNICATION

Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

UNIDAD 1: p. 25 (act. 1b), p. 27 (act. 2a-c), p. 28 (act. 3), p. 29 (act. 4, 5), p. 31 (act. 7, 8), p. 32 (act. 9d), p. 33 (act. 11), p. 35 (act. 13a-c), p. 49 (act. 1b), p. 51 (act. 3a-c), p. 53 (act. 7), p. 54 (act. 8a-c), p. 56 (act. 11), p. 68 (PROYECTO FINAL), p. 72 (act. 5, 6)

UNIDAD 2: p. 77 (act. 2a-c), p. 78 (act. 3a-c), p. 79 (act. 4a, 4c, 6a, 6b), p. 80 (act. 7a, 7c), p. 81 (act. 8, 10a, 10b), p. 82 (act. 11a, 11b, 12a, 12b), p. 83 (act. 14), p. 86 (act. 18, 19), p. 99 (act. 3c), p. 101 (act. 5, 6, 7), p. 104 (act. 10), p. 105 (act. 11, 12), p. 106 (act. 13, 14, 15), p. 118 (act. 5, 6), p. 119 (act. 1, 2)

UNIDAD 3: p. 121 (act. 1a, 1b), p. 123 (act. 2a, 2c), p. 124 (act. 3b), p. 125 (act. 4, 6a-c), p. 126 (act. 8), p. 127 (act. 9a, 9d), p. 132 (act. 17a, 17b), p. 143 (act. 1c), p. 144 (act. 2c), p. 145 (act. 3a, 3b, 3d), p. 146 (act. 4a), p. 147 (act. 4d, 5), p. 149 (act. 8a-d), p. 150 (act. 10a), p. 151 (act. 11a, 11d), p. 152 (act. 12, 13), p. 161 (MINIPROYECTO 2), p. 162 (PROYECTO FINAL), p. 166 (act. 5, 6)

UNIDAD 4: p. 171 (act. 2a), p. 173 (act. 3a, 4b, 4c, 5), p. 174 (act. 6b), p. 175 (act. 7s, 7b, 8), p. 178 (act. 12d), p. 180 (act. 15), p. 189 (MINIPROYECTO 1), p. 192 (act. 3), p. 193 (act. 5), p. 194 (act. 7b), p. 196 (act. 9a), p. 197 (act. 10a), p. 198 (act. 12a), p. 199 (act. 13a), p. 200 (act. 15a, 15b), p. 209 (MINIPROYECTO 1), p. 210 (PROYECTO FINAL)

UNIDAD 5: p. 217 (act. 1), p. 219 (act. 2a, 2b), p. 220 (act. 3a, 3b, 3d), p. 221 (act. 4a, 4b, 5, 6), p. 223 (act. 7a, 7c, 7d, 8), p. 224 (act. 9a, 10a, 10b), p. 225 (act. 11), p. 227 (act. 13), p. 228 (act. 16, 18), pp. 231-233 (act. 19-24), p. 237 (MINIPROYECTO 1), p. 239 (act. 1c), p. 241 (act. 2b, 3a, 3b), p. 243 (act. 5d), p. 245 (act. 10, 11a, 11b), p. 248 (act. 15, 16), p. 257 (MINIPROYECTO 2), p. 258 (PROYECTO FINAL), p. 261 (act. 5, 6), p. 263 (act. 1, 2)

UNIDAD 6: p. 267 (act. 2a, 2b), p. 269 (act. 3a, 3b, 5), p. 270 (act. 7a-c), p. 271 (act. 8a, 8b, 9), p. 272 (act. 11), p. 273 (act. 12a-c, 13), p. 274 (act. 14b), p. 275 (act. 14c, 15, 16a, 16b), p. 276 (act. 17), p. 285 (MINIPROYECTO 1), p. 287 (act. 1a, 2), p. 289 (act. 3, 4a, 4b), p. 291 (act. 6b, 7a, 7b), p. 292 (act. 9a, 9b), p. 293 (act. 11), p. 295 (act. 12a, 12d, 13), p. 296 (act. 16, 17), p. 305 (MINIPROYECTO 2), p. 306 (PROYECTO FINAL), p. 310 (act. 5, 6), p. 311

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

UNIDAD 1: p. 25 (act. 1a, 1b), p. 27 (act. 2a-c), p. 28 (act. 3), p. 29 (act. 5), p. 31 (act. 6a, 6c, 6d), p. 32 (act. 9a-c), p. 33 (act. 10), p. 35 (act. 12a, 12b), p. 36 (act. 14, 15), p. 47 (MINIPROYECTO 1), p. 49 (act. 1a), p. 50 (act. 2a-c), p. 51 (act. 4a, 4b), p. 52 (act. 5a), p. 53 (act. 6a, 6b), p. 54 (act. 8a-c), p. 55 (act. 9a, 9b), p. 56 (act. 10a-c, 11), p. 58 (act.13, 14, 15), p. 70 (act. 1), p. 71 (act. 2), p. 73 (act. 1, 2) UNIDAD 2: p. 75 (act. 1), p. 77 (act. 2a-c), p. 78 (act. 3b, 3c), p. 79 (act. 6a, 6b), p. 80 (act. 7b), p. 81 (act. 9a, 10a, 10b), p. 82 (act.12a, 12b), p. 83 (act. 13a, 13b), p. 84 (act. 15a, 15b, 16), p. 86 (act. 17), p. 97 (act. 1a, 1b), p. 98 (act. 2a, 2b), p. 99 (act. 3a, 3b), p. 100 (act. 4a, 4b), p. 101 (act. 7), p. 102 (act. 8a, 8b), p. 103 (act. 9a), p. 104 (act. 10), p. 105 (act. 11, 12), p. 114 (PROYECTO FINAL), p. 116 (act. 1), p. 117 (act. 2), p. 119 (act. 1, 2)

UNIDAD 3: p. 121 (act. 1a, 1b), p. 123 (act. 2b), p. 124 (act. 3a), p. 125 (act. 6a-c), p. 126 (act. 7), p. 127 (act. 9c), p. 129 (act. 11a, 11b), p. 130 (act. 13a), p. 131 (act. 14, 16), p. 134 (act. 18b), p. 141 (MINIPROYECTO 1), p. 143 (act. 1a, 1b), p. 144 (act. 2b), p. 147 (act. 4b, 4c, 6a), p. 148 (act. 7a-c), p. 149 (act. 9a), p. 151 (act. 11b, 11c), p. 152 (act. 13), p. 164 (act. 1, 2)

UNIDAD 4: p. 169 (act. 1a, ab), p. 171 (act. 2b), p. 172 (act. 3b), p. 173 (act. 4a), p. 174 (act. 6a, 6c), p. 176 (act. 10a, 10b), p. 177 (act. 11a, 11b), p. 178 (act. 12a-c), p. 180 (act. 13, 14), p. 183 (act. 16-18), p. 189 (MINIPROYECTO 1), p. 191 (act. 1a, 1b), p. 192 (act. 2), p. 193 (act. 4a, 4b), p. 194 (act. 6a, 6b, 7a), p. 195 (act. 8a), p. 196 (act. 9b), p. 197 (act. 10b, 11a, 11b), p. 199 (act. 12b, 13b), p. 200 (act. 14), p. 203 (act. 16-19), p. 209 (MINIPROYECTO 2), p. 210 (PROYECTO FINAL)

UNIDAD 5: p. 217 (act. 1), p. 219 (act. 2a, 2b), p. 220 (act. 3a, 3b), p. 221 (act. 4b, 5), p. 223 (act. 7a, 7c, 7d), p. 224 (act. 9a), p. 225 (act. 11), p. 227 (act. 12, 13, 15a, 15b), p. 228 (act. 17), p. 237 (MINIPROYECTO 1), p. 239 (act. 1a, 1b), p. 241 (act. 2a, 2b, 4a, 4b), p. 243 (act. 5a, 6, 7), p. 245 (act. 8a, 8b), p. 246 (act. 11a, 11b, 13), p. 248 (act. 14, 15), p. 258 (PROYECTO FINAL), p. 260 (act. 1), p. 261 (act. 2)

UNIDAD 6: p. 265 (act. 1a-c), p. 267 (act. 2b, 2c), p. 269 (act. 4a, 4b, 6a, 6b), p. 271 (act. 8a, 8b, 9), p. 272 (act. 10), p. 273 (act. 12a-c), p. 274 (act. 14a), p. 276 (act. 17, 20), pp. 278-281 (act. 21-25), p. 285 (MINIPROYECTO 1), p. 287 (act. 1b), p. 289 (act. 4a, 4b), p. 290 (act. 5a), p. 291 (act. 6a, 7a, 7b), p. 292 (act. 8a-c), p. 293 (act. 10a, 10b), p. 295 (act. 12a, 12d), p. 296 (act. 14, 15), p. 305 (MINIPROYECTO 2), p. 306 (PROYECTO FINAL), p. 308 (act. 1, 2)

Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

UNIDAD 1: p. 35 (act. 12c, 12d), p. 47 (MINIPROYECTO 1), p. 51 (act. 3d), p. 52 (act. 5b), p. 67 (MINIPROYECTO) p. 68 (PROYECTO FINAL), p. 71 (act. 3, 4), p. 73 (act. 1, 2)

UNIDAD 2: p. 79 (act. 5), p. 81 (act. 9b), p. 83 (act. 13c), p. 84 (act. 15d), pp. 88-91 (act. 20-26), p. 95 (MINIPROYECTO), p. 100 (act. 4d), p. 102 (act. 8c), p. 103 (act. 9b), p. 113 (MINIPROYECTO 2), p. 114 (PROYECTO FINAL), p. 118 (act. 3, 4)

UNIDAD 3: p. 123 (act. 2c), p. 127 (act. 9b), p. 129 (act. 11c), p. 130 (act. 13b), p. 131 (act. 15), p. 134 (act. 18a), pp. 135-137 (act. 19-23), p. 141 (MINIPROYECTO 1), p. 143 (act. 1c), p. 144 (act. 2a), p. 145 (act. 3c), p. 147 (act. 4d), p. 150 (act. 10b), p. 151 (act. 11e), pp. 152-160 (act. 13-21), p. 161 (MINIPROYECTO 2), p. 162 (PROYECTO FINAL), p. 165 (act. 3, 4), p. 167 (act. 1, 2)

UNIDAD 4: p. 172 (act. 3c), p. 173 (act. 4d), p. 175 (act. 7c, 9a, 9b), p. 189 MINIPROYECTO 1), p. 194 (act. 6c), p. 195 (act. 8b), p. 199 (act. 12c, 13c), p. 205 (act. 20, 21), p. 209 (MINIPROYECTO 2), p. 210 (PROYECTO FINAL)

UNIDAD 5: p. 221 (act. 6), p. 227 (act. 13, 14), p. 237 (MINIPROYECTO 1), p. 241 (act. 3b, 3c), p. 245 (act. 9), p. 246 (act. 11a, 11b, 13), p. 248 (act. 15), p. 257 (MINIPROYECTO 2), p. 258 (PROYECTO FINAL), p. 261 (act. 3, 4), p. 263 (act. 1, 2)

UNIDAD 6: p. 267 (act. 2c), p. 269 (act. 4a, 4b, 6a, 6b), p. 270 (act. 7a-c, 2), p. 271 (act. 9), pp. 275-276 (act. 15-20), p. 284 (act. 27), p. 285 (MINIPROYECTO 1), p. 287 (act. 1c, 2), p. 289 (act. 4a, 4b), p. 290 (act. 5b), p. 295 (act. 12d), p. 305 (MINIPROYECTO 2), p. 306 (PROYECTO FINAL), p. 309 (act. 3, 4), p. 311 (act. 5, 6)

CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS

GOAL AREA: CULTURES

Interact with cultural competence and understanding

Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

UNIDAD 1: p. 27 (act. 2a-c), p. 29 (act. 5), p. 36 (act. 15), p. 47 (MINIPROYECTO), p. 49 (act. 1a), p. 51 (act. 4a, 4b), p. 52 (act. 5b), p. 56 (act. 12), p. 73 (act. 1, 2)

UNIDAD 2: p. 77 (act. 2a-c), p. 79 (act. 6a, 6b), p. 81 (act. 10a, 10b), p. 82 (act. 12a, 12b), p. 84 (act. 15a, 15b), p. 97 (act. 1a, 1b), p. 99 (act. 3a, 3b), p. 101 (act. 7), p. 103 (act. 9a), p. 106 (act. 16), p. 119 (act. 1, 2)

UNIDAD 3: p. 123 (act. 2a), p. 125 (act. 5. 6a-c), p. 126 (act. 8), p. 130 (act. 13a), p. 131 (act. 14, 16), p. 141 (MINIPROYECTO 1), p. 145 (act. 3a, 3b), p. 147 (act. 6a), p. 149 (act. 9a), p. 150 (act. 10a, 10b), p. 151 (act. 11d, 11e), p. 162 (PROYECTO FINAL)

UNIDAD 4: p. 189 MINIPROYECTO 1), p. 191 (act. 1a, 1b), p. 197 (act. 11a, 11b), p. 209 (MINIPROYECTO 2), p. 210 (PROYECTO FINAL)

UNIDAD 5: p. 219 (act. 2a, 2b), p. 223 (act. 7a), p. 225 (act. 11), p. 227 (act. 13, 14, 15a, 15b), p. 228 (act. 16, 18), p. 237 (MINIPROYECTO 1), p. 239 (act. 1a, 1b), p. 241 (act. 2a), p. 258 (PROYECTO FINAL), p. 263 (act. 1, 2)

UNIDAD 6: p. 265 (act. 1a-c), p. 267 (act. 2c), p. 271 (act. 9), p. 273 (act. 13), p. 276 (act. 17), p. 285 (MINIPROYECTO 1), p. 287 (act. 1a), p. 290 (act. 5b), p. 292 (act. 9a, 9b), p. 295 (act. 12d), p. 296 (act. 16, 17), p. 305 (MINIPROYECTO 2), p. 306 (PROYECTO FINAL), p. 311.

Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

UNIDAD 1: p. 36 (act. 15), p. 47 (MINIPROYECTO), p. 49 (act. 1a), p. 51 (act. 4a, 4b), p. 52 (act. 5b), p. 56 (act. 12), p. 77 (act. 2a-c), p. 81 (act. 10a, 10b), p. 82 (act. 12a, 12b), p. 54 (act. 15a, 15b)

UNIDAD 2: p. 97 (act. 1a, 1b), p. 99 (act. 3a, 3b), p. 101 (act. 7), p. 103 (act. 9a), p. 106 (act. 16), p. 119 (act. 1, 2)

UNIDAD 3: p. 129 (act. 12a, 12b), p. 145 (act. 3a, 3b)

UNIDAD 4: p. 169 (act. 1a, 1b), p. 180 (act. 13, 14), p. 189 (MINIPROYECTO 1), p. 209 (MINIPROYECTO 2)

UNIDAD 5: p. 225 (act. 11), p. 227 (act. 14), p. 239 (act. 1a, 1b), p. 241 (act. 4a, 4b), p. 258 (PROYECTO FINAL), p. 263 (act. 1, 2)

UNIDAD 6: p. 269 (act. 6a, 6b), p. 273 (act. 13), p. 276 (act. 17), p. 285 (MINIPROYECTO 1), p. 287 (act. 1c), p. 295 (act. 12d), p. 296 (act. 16, 17), p. 305 (MINIPROYECTO 2), p. 306 (PROYECTO FINAL), p. 311.

GOAL AREA: CONNECTIONS

Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career related situations

Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

UNIDAD 1: pp. 38-43 (act. 16-23), p. 47 (MINIPROYECTO), p. 51 (act. 3d), p. 52 (act. 5b), p. 56 (act. 12), pp. 61-63 (act. 16-21)

UNIDAD 2: p. 79 (act. 4b, 6a, 6b), p. 84 (act. 15c), pp. 88-91 (act. 20-26), p. 95 (MINIPROYECTO 1), p. 100 (act. 4c), p. 106 (act. 16), pp. 109 (act. 17-20), p. 114 (PROYECTO FINAL)

UNIDAD 3: p. 129 (act. 12a, 12b), p. 144 (act. 2c)

UNIDAD 4: p. 169 (act. 1a, 1b), p. 174 (act. 6b), p. 175 (act. 7a, 7b), p. 188 (act. 22, 23), p. 189 (MINIPROYECTO 1), p. 208 (act. 22), p. 209 (MINIPROYECTO 2)

UNIDAD 5: p. 220 (act. 3c), p. 221 (act. 6), p. 223 (act. 7b), p. 224 (act. 9b, 9c), p. 227 (act. 14, 15a, 15b), p. 228 (act. 18), pp. 231-233 (act. 19, 24), p. 237 (MINIPROYECTO 1), p. 241 (act. 3c), p. 243 (act. 5c), pp. 251-253 (act. 17-23), p. 258 (PROYECTO FINAL)

UNIDAD 6: p. 265 (act. 1a-c), p. 273 (act. 13), p. 285 (MINIPROYECTO 1), p. 287 (act. 2), p. 295 (act. 12b, 12c), pp. 296-301 (act. 16-24), p. 305 (MINIPROYECTO 2), p. 306 (PROYECTO FINAL)

Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

UNIDAD 1: p. 47 (MINIPROYECTO), p. 56 (act. 12), p. 67 (MINIPROYECTO 2), p. 73 (act. 1, 2)

UNIDAD 2: p. 79 (act. 6a, 6b), p. 95 (MINIPROYECTO), p. 106 (act. 16), p. 114 (PROYECTO FINAL)

UNIDAD 3: p. 123 (act. 15), p. 151 (act. 11a-c), p. 162 (PROYECTO FINAL)

UNIDAD 4: p. 173 (act. 4d), p. 178 (act. 12a-c), p. 200 (act. 14), p. 210 (PROYECTO FINAL)

UNIDAD 5: p. 227 (act. 14, 15a,15b), p. 228 (act. 18), p. 237 (MINIPROYECTO 1), p. 239 (act. 1a, 1b), p. 241 (act. 3c), p. 258 (PROYECTO FINAL)

UNIDAD 6: p. 271 (act. 9), p. 273 (act. 13), p. 274 (act. 14b), p. 295 (act. 12d), p. 306 (PROYECTO FINAL)

GOAL AREA: COMPARISONS

Develop insight into the nature of language and culture in order to interact with cultural competence

Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

UNIDAD 1: p. 31 (act. 6b), p. 35-43 (act. 16-23), pp. 61-63 (act. 16-21)

UNIDAD 2: p. 79 (act. 4b), p. 84 (act. 15c), pp. 88-91 (act. 20-26), p. 109 (act. 17-20)

UNIDAD 3: p. 140 (act. 24), pp. 154-160 (act. 15-23)

UNIDAD 4: p. 178 (act. 12d), pp. 183-185 (act. 16-21), p. 203 (act. 16-19)

UNIDAD 5: p. 220 (act. 3c), p. 223 (act. 7b), p. 224 (act. 9b, 9c), pp. 231-233 (act. 19-24), p. 243 (act. 5a, 5b), p. 245 (act. 8c), p. 246 (act. 12), pp. 251-253 (act. 17-23), p. 258 (PROYECTO FINAL)

UNIDAD 6: p. 274 (act. 14a), pp. 278-284 (act. 21-27), p. 295 (act. 12b, 12c), pp. 299-301 (act. 18-24), p. 306 (PROYECTO FINAL), p. 311

CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS

Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

UNIDAD 1: p. 27 (act. 2a-c), p. 29 (act. 5), p. 36 (act. 15), p. 49 (act. 1a), p. 51 (act. 4a, 4b), p. 73 (act. 1, 2)

UNIDAD 2: p. 77 (act. 2a-c), p. 81 (act. 10a, 10b), p. 82 (act. 12a, 12b), p. 97 (act. 1a, 1b), p. 101 (act. 7), p. 103 (act. 9a), p. 119 (act. 1, 2)

UNIDAD 3: p. 123 (act. 2a), p. 125 (act. 5), p. 130 (act. 13a), p. 131 (act. 14), p. 145 (act. 3d), p. 147 (act. 6a, 6b), p. 149 (act. 9a. 9b), p. 150 (act. 10a, 10b), p. 167 (act. 1, 2)

UNIDAD 4: p. 171 (act. 2a), p. 172 (act. 3c), p. 173 (act. 4d), p. 176 (act. 10a, 10b), p. 177 (act. 11c), p. 178 (act. 12d), p. 191 (act. 1a,1b), p. 194 (act. 6c), p. 195 (act. 8a), p. 197 (act. 11a-c)

UNIDAD 5: p. 221 (act. 4a, 4b), p. 227 (act. 12, 14, 15a, 15b), p. 241 (act. 2a, 2b), p. 258 (PROYECTO FINAL), p. 263 (act. 1, 2)

UNIDAD 6: p. 267 (act. 2b), p. 269 (act. 6a, 6b), p. 276 (act. 19), p. 287 (act. 1a, 2), p. 290 (act. 5b), p. 292 (act. 9a, 9b), p. 293 (act. 10c), p. 306 (PROYECTO FINAL), p. 311

GOAL AREA: COMMUNITIES

Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world

School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

UNIDAD 1: p. 114 (PROYECTO FINAL)

UNIDAD 2: p. 163 (act. 10)

UNIDAD 4: p. 237 (MINIPROYECTO 1)

UNIDAD 5: p. 306 (PROYECTO FINAL)

Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

UNIDAD 1: p. 47 (MINIPROYECTO 1), p. 56 (act. 12), p. 73 (act. 1, 2), p. 79 (act. 6a, 6b), p. 114 (PROYECTO FINAL)

UNIDAD 3: p. 180 (act. 13, 14), p. 189 (MINIPROYECTO 1), p. 209 (MINIPROYECTO 2), p. 210 (PROYECTO FINAL)

UNIDAD 4: p. 228 (act. 16), p. 241 (act. 4a, 4b), p. 258 (PROYECTO FINAL), p. 263 (act. 1, 2)

UNIDAD 5: p. 276 (act. 18-20), p. 285 (MINIPROYECTO 1), p. 305 (MINIPROYECTO 2), p. 306 (PROYECTO FINAL), p. 309 (act. 3)

REPORTEROS 2

LEVEL: NOVICE HIGH TO INTERMEDIATE LOW

ACTFL World-Readiness Standards

GOAL AREA: COMMUNICATION

Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

UNIDAD 0: p. 1 (act. 1b), p. 2 (act. 2b, 3), p. 3 (act. 5), p. 4 (act. 7c, 7e), p. 5 (act. 8), p. 6 (act. 10b), p. 7 (act. 12), p. 10 (act. 16a, 16b, 16c)

UNIDAD 1: p. 12 (act. 18), p. 14 (act. 2a, 2c), p. 17 (act. 3a, 3d), p. 19 (act. 7), p. 20 (act. 8b), p. 23 (act. 13), p. 24 (act. 15), p. 36 (act. 2c), p. 38 (act. 5), p. 39 (act. 6c), p. 42 (act. 9c), p. 58 (act. 4, 5)

UNIDAD 2: p. 63 (act. 2b), p. 68 (act. 9c), p. 71 (act. 12a, 12d), p. 72 (act. 16), p. 85 (act. 2c), p. 87 (act. 7b), p. 90 (act. 11f), p. 92 (act. 12, 14a), p. 104 (act. 1), p. 106 (act. 4, 5)

UNIDAD 3: p. 114 (act. 5b, 5c, 6), p. 115 (act. 7c, 7d, 8), p. 120 (act. 16), p. 135 (act. 4a), p. 137 (act. 8), p. 139 (act. 9d), p. 140 (act. 13), pp. 152-153 (act. PROYECTO FINAL), p. 156 (act, 4, 5)

UNIDAD 4: p. 162 (act. 4), p. 163 (act. 5, 6d), p. 181 (act. 1c), p. 182 (act. 2c), p. 183 (act. 3b), p. 185 (act. 4f), p. 186 (act. 5a), p. 187 (act. 6c, 7b), p. 188 (act. 8d), p. 189 (act. 10), p.199 (act. MINIPROYECTO), p. 204 (act. 4, 5)

UNIDAD 5: p. 209 (act. 2a), p. 213 (act. 7c, 8c), p. 214 (act. 9a), p. 217 (act. 11b), p. 218 (act. 16), p. 229 (act. 1c), p. 231 (act. 2c, 3), p. 235 (act. 8a), p. 236 (act. 9c), p. 237 (act. 10a, 10d), p. 250 (act. 1), p. 252 (act.4, 5)

UNIDAD 6: p. 259 (act. 4d), p. 261 (act. 5a), p. 262 (act. 8a), p. 263 (act. 9), p. 265 (act. 12a), p. 266 (act. 15), p. 277 (act. 1c), p. 279 (act. 3c), p. 280 (act. 5c, 5d), p. 295 (act. MINIPROYECTO), pp. 296-297 (act. PROYECTO FINAL), p. 298 (act. 1), p. 300 (act. 4, 5)

CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

UNIDAD 0: p. 1 (act. 1a), p. 2 (act. 2a), p. 3 (act. 4), p. 4 (act. 7a, 7b), p.6 (act. 10a, 10c), p. 7 (act. 11a, 11b, 12), p. 8 (act. 13a, 13b), p. 9 (act. 14a, 14b, 15), p. 11 (act. 17a, 17b, 17c)

UNIDAD 1: p. 13 (act. 1a, 1b), p. 14 (act. 2b, Cultura), p. 17 (act. 3b, 3c, Cultura), p. 18 (act. 5a), p. 19 (act. 5b, 6), p. 20 (act. 8a, 9a, 9b), p. 21 (act. 11a), p. 22 (act. 11b), p. 23 (act. 12), p. 24 (act. 14), p. 35 (act. 1a, 1c, Cultura), p. 36 (act. 2b), p. 37 (act. 3a, Cultura), p. 38 (act. 4a), p. 39 (act. 6a, 6b, 7a, 7b), p. 41 (act. 8a, 8d), p. 42 (act. 9a, 9b, 9d, 9e), p. 43 (act. 10a), p. 44 (act. 11, 12), p. 56 (act. 1)

UNIDAD 2: p. 61 (act. 1a, 1b), p. 63 (act. 2a, 2c, Conexión), p. 65 (act. 3a, 4a, 4b), p. 67 (act. Cultura b, Conexión, 8a, 8b), p. 68 (act. 9a), p. 69 (act. Cultura, 10a), p. 70 (act. 11a, 11b, 11c), p. 71 (act. 12b), p. 72 (act. 13), p. 81 (act. MINIPROYECTO), p. 83 (act. 1a, 1b, 1c, Cultura), p. 85 (act. 2b, Cultura, 4a), p. 86 (act. 5a, 5b), p. 87 (act. 6a), p. 89 (act.8, Cultura, 10a), p. 90 (act. 11b), p. 92 (act. 13), p. 101 (act. MINIPROYECTO), p. 105 (act. 2, 3), p. 107 (act. 1)

UNIDAD 3: p. 108 (act. 2), p. 109 (act. 1a, 1b), p. 111 (act. 2a, 2b, Cultura), p. 113 (act. 3a, 3c, 4a), p. 115 (act. 7b), p. 116 (act. 9b), p. 117 (act. 10a), p. 119 (act. 12a, Cultura, 14a), p. 120 (act. 15), p. 131 (act. 1a, 1b, 1c, Cultura), p. 132 (act. Cultura), p. 132 (act. 2b), p. 133 (act. 2d, 2e), p. 135 (act. 4b, 4d, Conexión, 6a, 6b), p. 137 (act. 7b), p. 139 (act. 9b), p. 140 (act. 10, 11), pp. 152-153 (act. PROYECTO FINAL), p. 154 (act. 1)

UNIDAD 4: p. 159 (act. 1a, 1b), p. 161 (act. 2b, 2c, Cultura), p. 163 (act. 6a, 6b), p. 164 (act. 7a), p. 165 (act. 7b, 7d), p. 166 (act. 8a, 8b, 8c), p. 166 (act. 9a, 9b), p. 169 (act. 10b, 10c, 11a), p. 170 (act. 13), p. 181 (act. 1a, 1b, Cultura), p. 182 (act. 2b), p. 183 (act. 3a), p. 183 (act. Conexión), p. 184 (act. 4a), p. 185 (act. 4b, 4d), p. 186 (act. 5a), p. 187 (act. 7a, Cultura), p. 188 (act. 8a, 8b), p. 189 (act. 9a, 9b, 9c), p. 190 (act. 11, 12, 13), p. 202 (act. 1)

UNIDAD 5: p. 207 (act. 1a, 1b), p. 209 (act. 2b, Cultura), p. 210 (act. 3a), p. 211 (act. 5b), p. 212 (act. 7a), p. 213 (act. 7b, 8a, 8b), p. 214 (act. 9b, 9c), p. 215 (act. 10a, 10b, Cultura), p. 217 (act. 11a, Cultura, 12a), p. 218 (act. 13, 14, 15), p. 229 (act. 1b, Cultura), p. 231 (act. 2a), p. 233 (act. 4b, 4c), p. 234 (act. 6a), p. 235 (act. 7a, 8a), p. 236 (act. 9a, 9b, 9c), p. 237 (act. 10b), p. 238 (act. 11), p. 251 (act. 2, 3), p. 253 (act. 1, 2)

UNIDAD 6: p. 255 (act. 1a, 1b), p. 257 (act. 2b, Conexión), p. 258 (act. 3a), p. 259 (act. 4b, 4c, Cultura), p. 261 (act. 5b, 6a, Cultura, 7e), p. 262 (act. 8b), p. 263 (act. Cultura, 10), p. 265 (act. 12b, Cultura, 13), p. 266 (act. 14), p. 277 (act. 1b, Cultura), p. 278 (act. 2a, 2b), p. 279 (act. 3a, 3b), p. 280 (act. 5b), p. 281 (act. Cultura, 7), p. 282 (act. 8b, 8c), p. 283 (act. Cultura, 10a), p. 285 (act. 11a), p. 286 (act. 13, 14), p. 299 (act. 2, 3), p. 301 (act. 1, 2)

Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

UNIDAD 0: p. 3 (act. 6), p. 4 (act. 7d), p. 5 (act. 9)

UNIDAD 1: p. 17 (act. 4a, 4b), p. 20 (act. 8b, 8c, 10), p. 21 (act. 11a), p. 25 (act. ¡Eres reportero/a!), p. 33 (act. MINIPROYECTO), p. 36 (act. 2a), p. 37 (act. 3c), p. 39 (act. 6b, 6d, 7a, 7b), p. 41 (act. 8d), p. 42 (act. 9a, 9b), p. 43 (act. 10a, 10b), p. 44 (act. 13, 14), p. 45 (act. ¡Eres reportero/a!), p. 53 (act. MINIPROYECTO), p. 54 (act. PROYECTO FINAL), p. 57 (act. 2, 3), p. 59 (act. 1)

UNIDAD 2: p. 65 (act. 3b, 3d, 4c), p. 66 (act. 5), p. 67 (act. 6a), p. 68 (act. 9b), p. 69 (act. 10b, 10c), p. 70 (act. 11 c), p. 72 (act. 14, 15), p. 73 (act. ¡Eres reportero/a!), p. 81 (act. MINIPROYECTO), p. 83 (act. 1a, 1b), p. 85 (act. 2a, Cultura, 4b), p. 87 (act. 6b, 7a), p. 89 (act. 9), p. 90 (act. 11a, 11c, 11d, 11e), p. 92 (act. 13, 14b), p. 93 (act. ¡Eres reportero/a!), p. 101 (act. MINIPROYECTO)

UNIDAD 3: p. 111 (act. 2a, 2c), p. 114 (act. 5a), p. 115 (act. 7a), p. 116 (act. 9a, 9d, 9e), p. 117 (act. 10a, 11b), p. 119 (act. 12b, 13, Cultura, 14b), p. 120 (act. 17, 18), p. 129 (act. MINIPROYECTO), p. 131 (act. 1b), p.132 (act. 2a), p. 133 (act. 3), p. 135 (act. 5), p. 136 (act. 7a, 7d), p. 139 (act. 9a), p. 140 (act. 12), p. 141 (act. ¡Eres reportero/a!), p. 151 (act. MINIPROYECTO), pp. 152-153 (act. PROYECTO FINAL), p. 155 (act. 2, 3), p. 157 (act, 1, 2)

UNIDAD 4: p. 161 (act. 2a, 2d), p. 162 (act. 3a, 3b), p. 163 (act. 6c), p. 165 (act. 7f), p. 169 (act. 10a, 10d, 11b, 12), p. 170 (act. 14, 15), p. 171 (act. ¡Eres reportero/a!), p. 179 (act. MINIPROYECTO), p. 182 (act. 2a), p. 185 (act. 4c, 4e), p. 186 (act. 5c), p. 186 (act. 7a), p. 188 (act. 8d), p. 189 (act. 9a, 9b, 9c), p. 190 (act. 11, 12, 13, 14, ¡Eres reportero/a!), p. 199 (act. MINIPROYECTO), pp. 200-201 (act. PROYECTO FINAL), p. 203 (act. 2, 3), p. 205 (act. 1, 2)

UNIDAD 5: p. 209 (act. 2c), p. 210 (act. 4), p. 211 (act. 5a, 5d), p. 215 (act. 9e, 10c, 10 d), p. 217 (act. 11c, 11d, Cultura, 12b), p. 219 (act. ¡Eres reportero/a!), p. 227 (act. MINIPROYECTO), p. 229 (act. 1a), p. 231 (act. 2b), p. 233 (act. 4a, 4d, 4e, 5), p. 234 (act. 6b), p. 237 (act. 10d), p. 238 (act. 12, 13, 14), p. 239 (act. ¡Eres reportero/a!), p. 247 (act. MINIPROYECTO), pp. 248-249 (act. PROYECTO FINAL)

UNIDAD 6: p. 257 (act. 2a, 2c, 2d), p. 258 (act. 3b), p. 259 (act. 4a), p. 261 (act. 6b), p. 263 (act. 10e), p. 265 (act. 12c, 12e), p. 266 (act. 15, 16), p. 267 (act. ¡Eres reportero/a!), p. 275 (act. MINIPROYECTO), p. 277 (act. 1a), p. 279 (act. 3d, 4), p. 280 (act. 5a, 5e), p. 281 (act. 6a, 6b), p. 282 (act. 8a), p. 283 (act. 8d, 9,Cultura, 10b), p. 285 (act. 11a), p. 286 (act. 15), p. 287 (act. ¡Eres reportero/a!), p. 295 (act. MINIPROYECTO), pp. 296-297 (act. PROYECTO FINAL)

CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS

GOAL AREA: CULTURES

Interact with Cultural coMINIPROYECTOetence and understanding

Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

UNIDAD 0: p. 1 (act. 1a), p. 2 (act. 2a), p. 3 (act. 4), p. 4 (act. 7a), p. 8 (act. 13a, 13b)

UNIDAD 1: p. 13 (act. 1a, 1b), p. 17 (Cultura), p. 23 (act. 12), p. 35 (act. 1a, 1b, 1c), p. 37 (act. Cultura), p. 41 (act. 8a), p. 42 (act. 9a, 9b), p. 44 (act. 11, 12, 13)

UNIDAD 2: p. 67 (act. Cultura b), p. 68 (act. 9a), p. 70 (act. 11a, 11b), p. 71 (act. 12b), p. 92 (act. 13, 14a, 14b)

UNIDAD 3: p. 111 (act. 2a, 2b, 2c), p. 113 (act. 3a, 3c, 4b), p. 120 (act. 15, 16, 17, 18), p. 121 (act. ¡Eres reportero/a!), p. 131 (act. Cultura), p. 132 (act. Cultura), p. 154 (act. 1)

UNIDAD 4: p. 161 (act. 2c, Cultura), p. 163 (act. 6d), p. 169 (act. 11b, 12), p. 170 (act. 13), p. 181 (act. Cultura), p. 190 (act. 11, 12, 13, 14)

UNIDAD 5: p. 209 (act. 2a), p. 215 (act. 10a, 10b, 10c, 10d, Cultura), p. 218 (act. 14), p. 238 (act. 11, 14), p. 239 (act. ¡Eres reportero/a!)

UNIDAD 6: p. 257 (act. 2a, 2b), p. 258 (act. 3a), p. 259 (act. 4c, 4d), p. 266 (act. 14, 15), p. 267 (act. ¡Eres reportero/a!), p. 277 (act. 1a, 1b, 1c), p. 278 (act. 2a, 2b, 2c), p. 279 (act. 3a), p. 280 (act. 5b), p. 281 (act. Cultura, 7), p. 286 (act. 13), p. 287 (act. ¡Eres reportero/a!), p. 295 (act. MINIPROYECTO), pp. 296-297 (act. PROYECTO FINAL)

Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

UNIDAD 0: p. 2 (act. 2a), p. 4 (act. 7a)

UNIDAD 1: p. 13 (act. 1a, 1b), p. 21 (act. 11a), p. 25 (act. ¡Eres reportero/a!)

UNIDAD 2: p. 61 (act. 1a, 1b), p. 63 (act. Conexión), p. 69 (act. Cultura), p. 73 (act. ¡Eres reportero/a!), p. 83 (act. 1a, 1b, 1c), p. 85 (act. 2a, 2b, 2c, 2d, Cultura, 4a), p. 89 (act. Cultura, 10a, 10b)

UNIDAD 3: p. 109 (act. 1a, 1b), p. 111 (act. Cultura), p. 115 (act. 7c, 8), p. 117 (act. 10a), p. 132 (act. Cultura), p. 139 (act. 9a, 9b, 9c,9d), p. 140 (act. 10, 12)

UNIDAD 4: p. 159 (act. 1a, 1b), p. 165 (act. 7b, 7c, 7d, 7e, 7f), p. 166 (act. 8a), p. 169 (act. 11a, 11b), p. 183 (act. 3a, 3b)

UNIDAD 5: p. 207 (act. 1a, 1b), p. 212 (act. 7a), p. 213 (act. 7b, 7c, 8a, 8b, 8c), p. 255 (act. 1a, 1b)

UNIDAD 6: p. 259 (act. 4c, 4d), p. 261 (act. 5b, Cultura, 7e), p. 263 (act. Cultura, 10), p. 265 (act. 12b, 12c, 12d, Cultura, 13), p. 281 (act. 6a, 6b), p. 282 (act. 8b, 8c), p. 283 (act. 9), p. 283 (act. Cultura, 10a)

GOAL AREA: CONNECTIONS

Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career related situations

Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

UNIDAD 1: p. 14 (act. Cultura), p. 17 (Cultura), p. 20 (act. 8b)

UNIDAD 2: p. 63 (act. Conexión), p. 67 (act. Cultura b, Conexión, 8a, 8b), p. 72 (act. 14), p. 81 (act. MINIPROYECTO), p. 85 (act. Cultura, 4a, 4b), p. 87 (act. 7b)

UNIDAD 3: p. 111 (act. Cultura), p. 113 (act. 3a, 3c, 4b), p. 114 (act. 5a, 5b, 5c), p. 119 (act. Cultura, 14a, 14b), p. 120 (act. 16, 17), p. 121 (act. ¡Eres reportero/a!),p. 135 (act. 4b, 4c, 4d, 5, Conexión 6a, 6b), p. 151 (act. MINIPROYECTO)

UNIDAD 4: p. 170 (act. 13), p. 179 (act. MINIPROYECTO), p. 182 (act. 2c), p. 183 (act. Conexión)

UNIDAD 5: p. 218 (act. 15, 16), p. 219 (act. ¡Eres reportero/a!), p. 233 (act. 4a, 4d, 5), p. 235 (act. 7a, 7b, 8a, 8b), pp. 248-249 (act. PROYECTO FINAL)

UNIDAD 6: p. 257 (act. Conexión), p. 259 (act. Cultura), p. 261 (act. Cultura, 7e), p. 265 (act. Cultura, 13, 15), p. 267 (act. ¡Eres reportero/a!), p. 275 (act. MINIPROYECTO), p. 283 (act. Cultura, 10b)

Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

UNIDAD 0: p. 1 (act. 1a), p. 3 (act. 4)

UNIDAD 1: p. 13 (act. 1a, 1b), p. 14 (act. Cultura), p. 17 (Cultura), p. 35 (act. 1a), p. 37 (act. Cultura), p. 39 (act. 7a, 7b)

UNIDAD 2: p. 61 (act. 1a, 1b), p. 63 (act. Conexión), p. 67 (act. Cultura b, Conexión, 8a, 8b), p. 70 (act. 11a, 11b), p. 83 (act. 1a)

UNIDAD 3: p. 109 (act. 1a, 1b), p. 111 (act. Cultura)

UNIDAD 4: p. 159 (act. 1a, 1b)

UNIDAD 5: p. 207 (act. 1a, 1b), p. 229 (act. Cultura), p. 231 (act. 2a, 2b, 2c), p. 237 (act. 10a, 10b, 10c, 10d), p. 238 (act. 11)

UNIDAD 6: p. 255 (act. 1a, 1b)

CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS

GOAL AREA: COMPARISONS

Develop insight into the nature of language and culture in order to interact with Cultural competence

Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

UNIDAD 1: p. 17 (act. 3b, 3c), pp. 26-32 (act. 16-32), p. 36 (act. 2d), p. 41 (act. 8b, 8c, 8d), p. 42 (act. 9e), pp. 46-52 (act. 16-22)

UNIDAD 2: p. 65 (act. 3b, 3c), pp. 74-80 (act. 17-26), p. 85 (act. 2d), p. 87 (act. 5c), p. 90 (act. 11f), pp. 94-100 (act. 15-22)

UNIDAD 3: p. 113 (act. 3b), p. 116 (act. 9c), pp. 122-128 (act. 19-25), p. 133 (act. 2c), p. 135 (act. 4c), p. 137 (act. 7c, 7e), p. 139 (act. 9c), pp. 142-150 (act. 14-26)

UNIDAD 4: p. 165 (act. 7c, 7d, 7e, 7f), p. 167 (act. 8d, 8e), p. 170 (act. 15), pp. 172-178 (act. 16-25), p. 186 (act. 5b), p. 188 (act. 8c), pp. 192-195 (act. 15-21)

UNIDAD 5: p. 210 (act. 3b), p. 211 (act. 5c), p. 214 (act. 9d), pp. 220-226 (act. 17-26), p. 233 (act. 4e), p. 235 (act. 7b), pp. 240-246 (act. 15-23)

UNIDAD 6: p. 258 (act. 3c), p. 261 (act. 5c), p. 263 (act. 8c, 8d), p. 265 (act. 12d), pp. 268-274 (act. 17-26), p. 278 (act. 2c), pp. 288-294 (act. 16-22)

Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own

UNIDAD 0: p. 1 (act. 1b), p. 2 (act. 2a, 2b), p. 8 (act. 13a, 13b)

UNIDAD 1: p. 14 (act. Cultura), p. 17 (act. 4b, Cultura), p. 20 (act. 8c), p. 33 (act. MINIPROYECTO), p. 35 (act. 1b), p. 37 (act. 3a, 3b), p. 37 (act. Cultura), p. 38 (act. 4b), p. 39 (act. 6c), p. 41 (act. 8a), p. 45 (act. ¡Eres reportero/a!), p. 59 (act. 1)

UNIDAD 2: p. 63 (act. Conexión), p. 65 (act. 3d), p. 67 (act. Cultura b, Conexión, 8a, 8b), p. 68 (act. 9c), p. 69 (act. Cultura), p. 72 (act. 15), p. 83 (act. Cultura), p. 85 (act. 3a, Cultura, 4b), p. 87 (act. 7b), p. 89 (act. Cultura, 10a, 10b), p. 93 (act. ¡Eres reportero/a!), p. 107 (act. 1)

UNIDAD 3: p. 108 (act. 2), p. 111 (act. 2c, Cultura), p. 113 (act. 3c, 4a), p. 120 (act. 18), p. 129 (act. MINIPROYECTO), p. 131 (act. Cultura), p. 132 (act. Cultura),p. 140 (act. 13), p. 157 (act, 1, 2)

UNIDAD 4: p. 161 (act. Cultura), p. 163 (act. 6d), p. 181 (act. Cultura), p. 183 (act. Conexión), p. 187 (act. Cultura)

UNIDAD 5: p. 209 (act. 2c, Cultura), p. 215 (act. Cultura), p. 217 (act. Cultura, 12b), p. 218 (act. 13, 14), p. 229 (act. Cultura), p. 238 (act. 12, 13), p. 239 (act. ¡Eres reportero/a!)

UNIDAD 6: p. 257 (act. Conexión), p. 258 (act. 3a, 3b), p. 259 (act. Cultura), p. 261 (act. Cultura, 7e), p. 263 (act. Cultura, 10), p. 265 (act. 12c, 12e, Cultura, 13), p. 266 (act. 16), p. 277 (act. 1c, Cultura), p. 279 (act. 3c), p. 280 (act. 5e), p. 283 (act. 8d, Cultura, 10b), p. 286 (act. 13), p. 287 (act. ¡Eres reportero/a!)

GOAL AREA: COMMUNITIES

Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world

School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

UNIDAD 1: p. 25 (act. ¡Eres reportero/a!), p. 33 (act. MINIPROYECTO), p. 37 (act. 3c), p. 45 (act. ¡Eres reportero/a!), p. 53 (act. MINIPROYECTO), p. 54 (act. PROYECTO FINAL)

UNIDAD 2: p. 73 (act. ¡Eres reportero/a!), p. 81 (act. MINIPROYECTO), p. 93 (act. ¡Eres reportero/a!), pp. 94-100 (act. 15-22), p. 101 (act. MINIPROYECTO), p. 107 (act. 1)

UNIDAD 3: p. 108 (act. 2), p. 121 (act. ¡Eres reportero/a!), p. 129 (act. MINIPROYECTO), p. 141 (act. ¡Eres reportero/a!), p. 151 (act. MINIPROYECTO), pp. 152-153 (act. PROYECTO FINAL), p. 157 (act, 1, 2)

UNIDAD 4: p. 169 (act. 10a, 10b, 10c, 10d), p. 170 (act. 15), p. 179 (act. MINIPROYECTO), p. 190 (act. ¡Eres reportero/a!), p. 199 (act. MINIPROYECTO), pp.200-201 (act.PROYECTO FINAL)

UNIDAD 5: p. 219 (act. ¡Eres reportero/a!), p. 227 (act. MINIPROYECTO), p. 239 (act. ¡Eres reportero/a!), p. 247 (act. MINIPROYECTO), pp. 248-249 (act. PROYECTO FINAL), p. 253 (act. 1, 2)

UNIDAD 6: p. 275 (act. MINIPROYECTO), p. 287 (act. ¡Eres reportero/a!), p. 295 (act. MINIPROYECTO), pp. 296-297 (act. PROYECTO FINAL), p. 301 (act. 1, 2)

Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

UNIDAD 1: p. 53 (act. MINIPROYECTO), p. 54 (act. PROYECTO FINAL), p. 56 (act. 1), p. 57 (act. 2, 3), p. 58 (act. 4, 5), p. 59 (act. 1)

UNIDAD 2: p. 73 (act. ¡Eres reportero/a!), p. 81 (act. MINIPROYECTO), p. 93 (act. ¡Eres reportero/a!), pp. 94-100 (act. 15-22), p. 101 (act. MINIPROYECTO), pp. 102-103 (act. PROYECTO FINAL), p. 104 (act. 1), p. 105 (act. 2, 3), p. 106 (act. 4, 5), p. 107 (act. 1)

UNIDAD 3: p. 108 (act. 2), p. 121 (act. ¡Eres reportero/a!), p. 129 (act. MINIPROYECTO), p. 141 (act. ¡Eres reportero/a!), p. 151 (act. MINIPROYECTO), pp. 152-153 (act. PROYECTO FINAL), p. 154 (act. 1), p. 155 (act. 2, 3), p. 156 (act, 4, 5), p. 157 (act, 1, 2)

UNIDAD 4: p. 170 (act. 15), p. 179 (act. MINIPROYECTO), p. 190 (act. ¡Eres reportero/a!), p.199 (act. MINIPROYECTO), pp.200-201 (act.PROYECTO FINAL), p. 203 (act. 2, 3), p. 204 (act. 4, 5), p. 205 (act. 1, 2)

UNIDAD 5: p. 219 (act. ¡Eres reportero/a!), p. 227 (act. MINIPROYECTO), p. 236 (act. 9a, 9b, 9c), p. 237 (act. 10a, 10b, 10c, 10c), p. 238 (act. 11), p. 239 (act. ¡Eres reportero/a!), p. 247 (act. MINIPROYECTO), pp. 248-249 (act. PROYECTO FINAL), p. 250 (act. 1), p. 251 (act. 2, 3), p. 252 (act.4, 5), p. 253 (act. 1, 2)

UNIDAD 6: p. 275 (act. MINIPROYECTO), p. 287 (act. ¡Eres reportero/a!), p. 295 (act. MINIPROYECTO), pp. 296-297 (act. PROYECTO FINAL), p. 298 (act. 1), p. 299 (act. 2, 3), p. 300 (act. 4, 5), p. 301 (act. 1, 2)

CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS

REPORTEROS 3

LEVEL: INTERMEDIATE LOW TO INTERMEDIATE MID

ACTFL World-Readiness Standards

GOAL AREA: COMMUNICATION

Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

UNIDAD 1: p. 17 (act. 1a), p. 19 (act. 2a, 2c), p. 21 (act. 3d, 3e, 4a, 4b), p. 23 (act. 5e, 6), p. 24 (act. 7a), p. 25 (act. 8a, 9a, 9b), p. 26 (act. 10a, 10c), p. 27 (act. 11b, 11c, 11d), p. 28 (act. 12, 14, 15), p. 31 (act. 16, 17, 18), p. 33 (act. 19-22), p. 39 (act. 1a, 1b, 1d), p. 41 (act. 2a-f, 3), p. 42 (act. 4a, 4c), p. 43 (act. 6a, 6d, 7), p. 45 (act. 8c, 9), p. 47 (act. 10a, 10e), p. 48 (act. 12, 14), p. 50 (act. 16, 17), p. 52 (act. 18), p. 53 (act. 19, 20, 21), p. 57 (MINIPROYECTO 2), p. 58 (PROYECTO FINAL), p. 62 (act. 4, 5) UNIDAD 2: p. 65 (act. 1a), p. 67 (act. 2a, 2c), p. 68 (act. 3a), p. 69 (act. 4c, 5b), p. 71 (act. 6a-b, 6d, 7a, 8), p. 73 (act. 9c, 9d, 10), p. 75 (act. 11a, 11e, 12), p. 76 (act. 15), p. 79 (act. 16), p. 81 (act. 19, 20, 22), p. 85 (MINIPROYECTO 1), p. 87 (act. 1a, 1e), p. 88 (act. 2a), p. 89 (act. 2d), p. 90 (act. 4c), p. 91 (act. 4d, 5c, 6b), p. 92 (act. 7c, 7d), p. 93 (act. 8a, 8d, 9), p. 95 (act. 10a, 10c-d), p. 96 (act. 11, 14), p. 99 (act. 15-17), p. 101 (act. 19, 20, 22), p. 105 (MINIPROYECTO 2), p. 106 (PROYECTO FINAL), p. 110 (act. 4, 5), p. 113 (act. 1a)

UNIDAD 3: p. 115 (act. 2a, 2b, 2d), p. 117 (act. 3a, 3d, 4), p. 118 (act. 5a), p. 119 (act. 5d, 6a, 7), p. 121 (act. 8b, 8d, 9a, 9d), p. 123 (act. 10e), p. 124 (act. 12, 15), p. 129 (act. 16, 17, 18, 19), p. 133 (MINIPROYECTO 1), p. 135 (act. 1a), p. 137 (act. 2b,, 2d, 3b, 3c), p. 138 (act. 4b), p. 139 (act. 5a, 5b, 6), p. 141 (act. 7a, 7c-d, 8a-b), p. 142 (act. 9a), p. 143 (act. 10c), p. 144 (act. 13, 14), p. 148 (act. 15, 16, 17), p. 149 (act. 18, 19), p. 153 (MINIPROYECTO 2), p. 154 (PROYECTO FINAL), p. 158 (act. 4, 5)

UNIDAD 4: p. 161 (act. 1a), p. 163 (act. 2a, 2c), p. 164 (act. 3b, 4), p. 165 (act. 5f), p. 166 (act. 6a), p. 167 (act. 6f, 7a, 7b, 8), p. 169 (act. 9a, 9f), p. 170 (act. 11b, 12), p. 171 (act. 13a,13c, 14b, 14c), p. 172 (act. 17, 18), p. 174 (act. 19), p. 175 (act. 20a, 20b, 21), p. 177 (act. 22, 23, 24, 25), p. 183 (act. 1a, 1b, 1d), p. 185 (act. 2c, 3b), p. 187 (act. 4d, 4f, 5), p. 189 (act. 6b, 6e), p. 191 (act. 8a, 8f, 9b, 9c), p. 192 (act. 12, 13), p. 195 (act. 14, 15, 16, 17, 18), p. 197 (act. 19, 20, 21), p. 201 (MINIPROYECTO 2), p. 202 (PROYECTO FINAL), p. 206 (act. 4, 5)

UNIDAD 5: p. 209 (act. 1a), p. 211 (act. 2a-b), p. 212 (act. 3a-b), p. 213 (act. 4c), p. 215 (act. 5a, 5e, 5f), p. 216 (act. 7a, 7b), p. 217 (act. 8a, 8c, 8d), p. 219 (act. 9a, 9e), p. 220 (act. 13, 14), p. 223 (act. 15, 16), p. 225 (act. 17, 18, 19), p. 229 (MINIPROYECTO 1), p. 231 (act. 1a, 1b), p. 232 (act. 2a), p. 233 (act. 3a, 3d, 3e), p. 235 (act. 4a, 4e, 4f, 5), p. 236 (act. 6b, 6c), p. 237 (act. 7a, 7d, 8), p. 238 (act. 9a), p. 240 (act. 13), p. 243 (act. 1415, 16, 17), p. 245 (act. 18, 19, 20, 21), p. 249 (MINIPROYECTO 2), p. 250 (PROYECTO FINAL), p. 254 (act. 1, 2)

UNIDAD 6: p. 257 (act. 1a), p. 259 (act. 2a, 2c), p. 261 (act. 3a, 3e, 3f), p. 262 (act. 5a), p. 263 (act. 6a, 6b), p. 264 (act. 7a), p. 265 (act. 7e, 8c), p. 266 (act. 9a), p. 267 (act. 9c, 10c, 11b-c), p. 268 (act. 14, 15), p. 271 (act. 16), p. 272 (act. 17, 18), p. 273 (act. 19, 21), p. 277 (MINIPROYECTO 1), p. 279 (act. 1a, 1b, 1d), p. 281 (act. 2a, 2b, 2d, 3b), p. 283 (act. 4e, 5a), p. 285 (act. 6a, 6e), p. 287 (act. 8a, 8e-f), p. 288 (act. 12), p. 290 (act. 13, 14), p. 292 (act. 15, 16), p. 293 (act. 17, 18), p. 298 (PROYECTO FINAL), p. 302 (act. 4, 5)

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

UNIDAD 1: p. 17 (act. 1a, 1b), p. 19 (act. 2a, 2b, Cultura), p. 21 (act. 3a, 3b, 3c), p. 23 (act. 5b, 5c, 5d), p. 24 (act. 7a, 7b), p. 25 (act. 8a, 8b, 8c, 8d), p. 26 (act. 10a, 10b, 10c), p. 27 (act. 11a, 11b, 11c), p. 28 (act. 13, 14), p. 31 (act. 18), p. 39 (act. 1a, 1b, 1c, Cultura), p. 41 (act. 2a, 2b, 2f), p. 42 (act. 4a-c), p. 43 (act. 6a, 6b, 6c), p. 44 (act. 8a), p. 45 (act. 8b), p. 47 (act. 10b, 10c, 10d), p. 48 (act. 12, 13), p. 60 (act. 1)

UNIDAD 2: p. 65 (act. 1b), p. 67 (act. 2a, 2b, Cultura), p. 68 (act. 3a, 3b, Cultura), p. 69 (act. 4a, 4b), p. 71 (act. 6c, 6d, 7a), p. 73 (act. 9a, 9b), p. 75 (act. 11b, 11c, 11d), p. 76 (act. 13, 14), p. 87 (act. 1a, 1b, 1c, 1d, Cultura), p. 88 (act. 2a-c), p. 89 (act. 2d, 3a), p. 90 (act. 4a, 4b), p. 91 (act. 4d, 5a, Cultura), p. 92 (act. 7a, 7b), p. 93 (act. 8b, 8c), p. 95 (act. 10b, Cultura), p. 96 (act. 11, 12, 13), p. 101 (act. 21), p. 108 (act. 1)

UNIDAD 3: p. 113 (act. 1b), p. 115 (act. 2a-c, Cultura), p. 117 (act. 3b, Cultura), p. 118 (act. 5a, 5b, 5c), p. 119 (act. 6b), p. 121 (act. 8a-c, 9b, 9c), p. 123 (act. 10a-d), p. 124 (act. 13, 14), p. 135 (act. 1a, 1b, 1c), p. 137 (act. 2a, 2b, 3a, 3b, 3c), p. 138 (act. 4a, Cultura), p. 139 (act. 5a), p. 141 (act. 7b, 7c, 8a, Cultura), p. 142 (act. 9b-c), p. 143 (act. 10a, 10c), p. 144 (act. 11, 12), p. 156 (act. 1)

UNIDAD 4: p. 161 (act. 1a-b), p. 163 (act. 2a-b, Cultura), p. 164 (act. 3a), p. 165 (act. 5a, 5b, 5c, 5d, 5e), p. 166 (act. 6a), p. 167 (act. 6b, 6c, 6d, 6e), p. 169 (act. 9a, 9b, 9c, 9d, 9e), p. 170 (act. 11a-d), p. 171 (act. 13a, 13b), p. 172 (act. 15, 16, 17), p. 183 (act. 1a, 1b, 1c, Cultura), p. 184 (act. 2a), p. 185 (act. 2b, 2c, 3a), p. 186 (act. 4a-c), p. 187 (act. 4e), p. 189 (act. 6a-e), p. 191 (act. 8a-e, 9a, 9b, Cultura), p. 192 (act. 10, 11), pp. 204-205 (act. 1)

UNIDAD 5: p. 209 (act. 1a, 1b), p. 211 (act. 2a, 2b, 2c, Cultura), p. 212 (act. 3a, 3b, Cultura), p. 213 (act. 4a, 4b), p. 215 (act. 5a, 5b, 5c, 5d), p. 216 (act. 7a, 7b, Cultura), p. 217 (act. 8a, 8b), p. 219 (act. 9a, 9b, 9c, 9d), p. 220 (act. 11, 12, 13), p. 231 (act. 1a, 1b, 1c, Cultura), p. 232 (act. 2a, 2b), p. 233 (act. 3a-c), p. 235 (act. 4b-d), p. 236 (act. 6a, 6c), p. 237 (act. 7b, 7c, Cultura), p. 238 (act. 9a, 9b), p. 239 (act. 9c), p. 240 (act. 11, 12), p. 252 (act. 1), p. 253 (act. 1a-c)

UNIDAD 1: p. 257 (act. 1a, 1b), p. 259 (act. 2a-c, Cultura), p. 261 (act. 3a-d, 4a-c), p. 262 (act. 5a, 5b, Cultura), p. 263 (act. 5c, 5d), p. 264 (act. 7a), p. 265 (act. 7b-d, 8a, Cultura), p. 267 (act. 9b, 9c, 10a, 10b, 10c, 11a, 11c), p. 268 (act. 12, 13, 14), p. 279 (act. 1a-c, Cultura), p. 281 (act. 2c, 2d, 3a, Cultura), p. 282 (act. 4a), p. 283 (act. 4b-d, 5a), p. 285 (act. 6a-d, 7a), p. 287 (act. 8a, 8b, 8c, 8d, 8e, 8f, 8g, Cultura), p. 288 (act. 9-12), p. 300 (act. 1)

Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

UNIDAD 1: p. 23 (act. 5e), p. 24 (act. 7b), p. 25 (act. 8d), p. 27 (act. 11a), p. 29 (¡Eres reportero!), p. 37 (MINIPROYECTO 1), p. 42 (act. 5), p. 47 (act. 11), p. 49 (¡Eres reportero!), p. 57 (act. MINIPROYECTO 2), p. 58 (PROYECTO FINAL), p. 61 (act. 2, 3), p. 63 (act. 1)

UNIDAD 2: p. 69 (act. 3c, 5a), p. 77 (¡Eres reportero!), p. 79 (act. 18), p. 81 (act. 21), p. 85 (Mini- proyecto 1), p. 87 (act. 1e), p. 89 (act. 3b), p. 91 (act. 5b, 6a), p. 93 (act. 8d), p. 95 (act. 10c), p. 97 (¡Eres reportero!), p. 99 (act. 18), p. 105 (act. MINIPROYECTO 2), p. 106 (PROYECTO FINAL), p. 109 (act. 2, 3), p. 111 (act. 1)

UNIDAD 3: p. 117 (act. 3c), p. 123 (act. 11), p. 125 (¡Eres reportero!), p. 133 (MINIPROYECTO 1), p. 142 (act. 9d), p. 143 (act. 10 b), p. 145 (¡Eres reportero!), p. 153 (MINIPROYECTO 2), p. 154 (PROYECTO FINAL), p. 157 (act. 2, 3), p. 159 (act. 1)

UNIDAD 4: p. 169 (act. 10), p. 170 (act. 12), p. 171 (act. 14a), p. 173 (¡Eres reportero!), p. 181 ( MINIPROYECTO 1), p. 189 (act. 7), p. 193 (¡Eres reportero!), p. 201 (MINIPROYECTO 2), p. 202 (PROYECTO FINAL), p. 205 (act. 2, 3), p. 207 (act 1, 2)

UNIDAD 5: p. 213 (act. 4c), p. 215 (act. 6), p. 219 (act. 10a, 10b), p. 221 (¡Eres reportero!), p. 229 (MINIPROYECTO 1), p. 237 (act. 8), p. 239 (act. 10a), p. 241 (¡Eres reportero!), p. 249 (MINIPROYECTO 2), p. 250 (PROYECTO FINAL), p. 253 (act. 2, 3), p. 255 (act 1)

UNIDAD 6: p. 265 (act. 8b), p. 267 (act. 11b), p. 269 (¡Eres reportero!), p. 277 (MINIPROYECTO 1), p. 285 (act. 7 b), p. 289 (¡Eres reportero!), p. 297 (MINIPROYECTO 2), p. 298 (PROYECTO FINAL), p. 301 (act. 2, 3), p. 303 (act. 1, 2)

CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS

GOAL AREA: CULTURES

Interact with Cultural competence and understanding

Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

UNIDAD 1: p. 17 (act. 1a, 1b), p. 26 (act. 10b), p. 39 (Cultura)

UNIDAD 2: p. 68 (act. 3a), p. 73 (act. 9a), p. 75 (act. 11b, 11e), p. 88 (act. 2b-c), p. 90 (act. 4a, 4b), p. 91 (Cultura), p. 92 (act. 7c-d), p. 93 (act. 9), p. 95 (act. 10d), p. 96 (act. 11-14), p. 97 (¡Eres reportero!)

UNIDAD 3: p. 117 (act. 3b), p. 119 (act. 6a, 6b), p. 123 (act. 10a-d, 11), p. 135 (act. 1a), p. 137 (act. 2a, 2b), p. 138 (Cultura), p. 142 (act. 9b, 9c), p. 144 (act. 11, 12)

UNIDAD 4: p. 163 (Cultura), p. 172 (act. 17-18), p. 183 (Cultura), p. 186 (act. 4b), p. 207 (act. 1, 2)

UNIDAD 5: p. 211 (Cultura), p. 212 (act. 3b, Cultura), p. 213 (act. 4a), p. 215 (act. 5b, 5e), p. 216 (Cultura), p. 217 (act. 8b), p. 231 (Cultura), p. 235 (act. 4a, 4e, 4f), p. 237 (act. 7b), p. 240 (act. 11)

UNIDAD 6: p. 259 (act. 2a, Cultura), p. 287 (act. 8b), p. 288 (act. 9, 10, 11)

Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

UNIDAD 1: p. 17 (act. 1a, 1b), p. 19 (act. 2a, Cultura), p. 24 (act. 7a, 7b), p. 25 (act. 8d), p. 28 (act. 13, 14), p. 29 (¡Eres reportero!), p. 48 (act. 12, 13)

UNIDAD 2: p. 65 (act. 1a, 1b), p. 67 (act. 2a, Cultura), p. 68 (Cultura), p. 76 (act. 1-15), p. 87 (act. 1a, Cultura), p. 92 (act. 7a), p. 95 (act. 10b, 10c, Cultura), p. 96 (act. 12)

UNIDAD 3: p. 113 (act. 1a, 1b), p. 115 (act. 2a, 2b, Cultura), p. 117 (Cultura), p. 118 (act. 5a, 5b), p. 123 (act. 10a-d), p. 138 (act. 4a), p. 141 (Cultura), p. 144 (act. 11, 12)

UNIDAD 4: p. 161 (act. 1a, 1b), p. 163 (act. 2a, 2b, Cultura), p. 166 (act. 6a), p. 169 (act. 9a), p. 170 (act. 11a-d, 12), p. 172 (act. 15, 16), p. 173 (¡Eres reportero!), p. 183 (Cultura), p. 191 (act. 8a, Cultura), p. 192 (act. 10, 11, 12, 13), p. 193 (¡Eres reportero!), p. 207 (act. 1, 2)

UNIDAD 5: p. 209 (act. 1a-b), p. 212 (Cultura), p. 216 (Cultura), p. 219 (act. 10a), p. 220 (act. 11-13), p. 231 (act. 1a, Cultura), p. 233 (act. 3b), p. 235 (act. 4 b), p. 237 (act. 7b, 7c, Cultura), p. 240 (act. 12),p. 241 (¡Eres reportero!)

UNIDAD 6: p. 257 (act. 1a, 1b), p. 259 (Cultura), p. 262 (act. 5b, Cultura), p. 264 (act. 7a), p. 265 (Cultura), p. 266 (act. 9a), p. 267 (act. 11a), p. 268 (act. 14, 15), p. 279 (act. 1a, Cultura), p. 281 (act. 2c), p. 283 (Cultura), p. 287 (Cultura), p. 298 (PROYECTO FINAL)

GOAL AREA: CONNECTIONS

Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career related situations

Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

UNIDAD 1: p. 19 (Cultura), p. 29 (¡Eres reportero/a), p. 48 (act. 15), p. 57 (MINIPROYECTO 2)

UNIDAD 2: p. 76 (act. 13, 14, 15), p. 77 (¡Eres reportero!), p. 85 (MINIPROYECTO 1), p. 97 (¡Eres reportero/a!), p. 105 (MINIPROYECTO 2)

UNIDAD 3: p. 153 (MINIPROYECTO 2), p. 124 (act. 12, 13, 14, 15), p. 125 (¡Eres reportero/a!), p. 133 (MINIPROYECTO 1), p. 144 (act. 11, 12, 13, 14), p. 154 (PROYECTO FINAL), p. 159 (act. 1, 2)

UNIDAD 4: p. 172 (act. 15, 16), p. 181 (MINIPROYECTO 1), p. 192 (act. 10, 11, 12, 13), p. 201 (MINIPROYECTO 2), p. 202 (PROYECTO FINAL), p. 207 (act 1, 2)

UNIDAD 5: p. 220 (act. 11, 12), p. 229 (MINIPROYECTO 1), p. 232 (act. 2a, 2b), p. 233 (act. 3e), p. 240 (act. 11, 12), p. 241 (¡Eres reportero/a!), p. 250 (PROYECTO FINAL)

UNIDAD 1: p. 262 (Cultura), p. 264 (act. 7a), p. 265 (act. 8c, Cultura), p. 268 (act. 12, 13), p. 269 (¡Eres reportero/a!), p. 277 (MINIPROYECTO 1), p. 281 (act. Cultura), p. 283 (act. 5a), p. 285 (act. 7a, 7b), p. 288 (act. 9, 10, 11, p. 289 (¡Eres reportero/a!), p. 297 (MINIPROYECTO 2), p. 298 (PROYECTO FINAL)

Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

UNIDAD 1: p. 24 (act. 7a), p. 25 (act. 8b), p. 26 (act. 10b), p. 63 (act. 1, 2)

UNIDAD 2: p. 73 (act. 9a), p. 75 (act. 11b), p. 77 (¡Eres reportero/a!), p. 105 (MINIPROYECTO 2)

UNIDAD 3: p. 118 (act. 5a, 5b), p. 139 (act. 6), p. 145 (¡Eres reportero/a!), p. 159 (act. 1, 2)

UNIDAD 4: p. 161 (act. 1a, 1b), p. 170 (act. 12), p. 173 (¡Eres reportero/a!), p. 193 (¡Eres reportero/a!), p. 207 (act 1, 2)

UNIDAD 5: p. 209 (act.1a, 1b), p. 216 (Cultura), p. 221 (¡Eres reportero/a!), p. 241 (¡Eres reporterop. 250 (PROYECTO FINAL), p. 255 (act 1, 2)

UNIDAD 6: p. 257 (act. 1a, 1b), p. 267 (act. 11a), p. 269 (¡Eres reportero/a!), p. 277 (MINIPROYECTO 1), p. 289 (¡Eres reportero!), p. 303 (act. 1, 2)

GOAL AREA: COMPARISONS

Develop insight into the nature of language and culture in order to interact with Cultural competence

Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

UNIDAD 1: p. 42 (act. 4c)

UNIDAD 2: p. 71 (act. 6c), p. 87 (act. 1b), p. 91 (act. 4d), p. 108 (act. 1c)

UNIDAD 3: p. 123 (act. 10c)

UNIDAD 4: p. 165 (act. 5b), p. 185 (act. 2c)

UNIDAD 5: p. 213 (act. 4b), p. 253 (act. 1b)

UNIDAD 6: p. 287 (act. 8d, 8e, 8f)

CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS

Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

UNIDAD 1: p. 19 (Cultura), p. 25 (act. 8d), p. 39 (Cultura), p. 48 (act. 15), p. 63 (act. 1, 2)

UNIDAD 2: p. 67 (Cultura), p. 68 (Cultura), p. 93 (act. 8d), p. 111 (act. 1, 2)

UNIDAD 3: p. 115 (Cultura), p. 117 (Cultura), p. 144 (act. 14), p. 159 (act. 1, 2)

UNIDAD 4: p. 163 (Cultura), p. 183 (Cultura), p. 191 (Cultura), p. 207 (act. 1, 2)

UNIDAD 5: p. 211 (Cultura), p. 231 (Cultura), p. 236 (act. 6b), p. 237 (Cultura), p. 255 (act. 1, 2)

UNIDAD 6: p. 262 (Cultura), p. 279 (Cultura), p. 281 (act. 3b), p. 303 (act. 1, 2)

GOAL AREA: COMMUNITIES

Communicate and interact with Cultural competence in order to participate in multilingual communities at home and around the world

School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

UNIDAD 1: p. 29 (¡Eres reportero!), p. 37 (MINIPROYECTO ), p. 57 (MINIPROYECTO 2), p. 58 (PROYECTO FINAL)

UNIDAD 2: p. 85 (MINIPROYECTO 1), p. 105 (MINIPROYECTO 2)

UNIDAD 3: p. 133 (MINIPROYECTO 1), p. 153 (MINIPROYECTO 2)

UNIDAD 4: p. 201 (MINIPROYECTO 2)

UNIDAD 5: p. 229 (MINIPROYECTO 1), p. 249 (MINIPROYECTO 2), p. 250 (PROYECTO FINAL)

UNIDAD 1: p. 269 (act. eres reportero!), p. 277 (MINIPROYECTO 1), p. 289 (¡Eres reportero!), p. 298 (PROYECTO FINAL)

Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

UNIDAD 1: p. 57 (MINIPROYECTO 2), p. 58 (act. PROYECTO FINAL)

UNIDAD 3: p. 154 (PROYECTO FINAL)

UNIDAD 4: p. 202 (PROYECTO FINAL)

UNIDAD 5: p. 250 (PROYECTO FINAL)

UNIDAD 6: p. 277 (MINIPROYECTO 1), p. 297 (MINIPROYECTO 2), p. 298 (PROYECTO FINAL)

REPORTEROS 4

LEVEL: INTERMEDIATE MID TO INTERMEDIATE HIGH

ACTFL World-Readiness Standards

GOAL AREA: COMMUNICATION

Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

UNIDAD 1: p. 1 (act. 1a), p. 3 (act. 2a, 2b, 2d), p. 5 (act. 3b, 3c), p. 7 (act. 5b, 5d, 5e, 5f), p. 9 (act. 6c, 6d, 6e, 6f, 7), p. 11 (act. 8a, 8b, 8e, 8f), p. 13 (act. 9a, 10), p. 14 (act. 11a), p. 15 (act. 11c, 11f, 11g, 11h, 11i), p. 17 (act. 13), p. 19 (act. 14c, 14d, 14e, 15), p. 21 (act. 16a, 16e, 17), p. 22 (act. 18a)

UNIDAD 2: p. 33 (act. 1a), p. 35 (act. 2a, 2f, 3), p. 37 (act. 4e, 4f), p. 39 (act. 5a, 5c, 5d, 5e, 5f), p. 40 (act. 6a, 6e, 6f), p. 41 (act. 7a), p. 42 (act. 8b), p. 43 (act. 9a, 9c, 10), p. 45 (act. 11c, 11d, 11e), p. 47 (act. 13a, 13c, 13d, 13e), p. 49 (act. 14a, 14d, 15), p. 50 (act. 16a), p. 51 (act. 18)

UNIDAD 3: p. 61 (act. 1a), p. 63 (act. 2a, 2e, 2f, 2g), p. 64 (act. 3a), p. 65 (act. 3e, 3f), p. 67 (act. 5a, 5e), p. 68 (act. 6c), p. 69 (act. 8a, 8c, 8d), p. 70 (act. 9a, 9c), p. 71 (act. 9d, 9e, 10b), p. 73 (act. 12d, 12e), p. 75 (act. 14d, 14e), p. 77 (act. 15c, 16, 17), p. 79 (act. 18e, 18f, 18g), p. 80 (act. 19a), p. 81 (act. 21), p. 91 (act. 1a)

UNIDAD 4: p. 93 (act. 2b, 2e), p. 94 (act. 3a), p. 95 (act. 3d, 3e, 4a, 4b, 5), p. 96 (act. 6, 7a), p. 97 (act. 7d, 7e, 7f), p. 99 (act. 8a, 8c, 8d, 9), p. 101 (act. 10a, 10d, 10e, 10f, 10g, 10h), p. 103 (act. 11d, 11e, 12), p. 105 (act. 13a, 13d, 13e, 14), p. 107 (act. 16c, 16d, 17a, 17b), p. 109 (act. 19b), p. 111 (act. 22)

UNIDAD 5: p. 121 (act. 1a), p. 122 (act. 2a, 2c), p. 123 (act. 4), p. 125 (act. 5a, 5e, 5f), p. 126 (act. 6b, 6c), p. 127 (act. 7b, 7c, 8), p. 129 (act. 9a, 9b, 9c, 9i), p. 130 (act. 10a), p. 131 (act. 10d, 10e, 10f), p. 133 (act. 11c, 12a, 12b), p. 135 (act. 14c, 15), p. 137 (act. 17), p. 138 (act. 18a), p. 139 (act.20)

UNIDAD 6: p. 149 (act. 1a), p. 151 (act. 2a, 2c, 2f), p. 152 (act. 3a), p. 153 (act. 3d, 4), p. 155 (act. 5a, 5d, 6), p. 156 (act. 8), p. 157 (act. 9c, 9d, 9e, 10a, 10b), p. 159 (act. 12d, 13), p. 161 (act. 14c, 15), p. 163 (act. 16a, 16c, 16d, 16e, 16f), p. 165 (act. 17a, 17b, 18), p. 167 (act. 19a, 19e, 19f, 19g), p. 168 (act. 20a), p. 169 (act. 22a, 22b)

CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

UNIDAD 1: p. 1 (act. 1b), p. 3 (act. 2b, 2c), p. 5 (act. 3a, 3b, 3c), p. 7 (act. 5a, 5c), p. 8 (act. 6a, 6b), p. 11 (act. 8c, 8d), p. 13 (act. 9a, 9b, 9c), p. 14 (act. 11b), p. 15 (act. 11d, 11e), p. 16 (act. 12a, 12b), p. 17 (act. 12c, 12d), p. 19 (act. 14a, 14b), p. 21 (act. 16b, 16c, 16d), p. 22 (act. 18b, 19), p. 23 (act. 19b, 19c)

UNIDAD 2: p. 33 (act. 1b), p. 35 (act. 2b, 2c, 2d, 2e), p. 37 (act. 4a, 4b, 4c, 4d), p. 39 (act. 5b), p. 40 (act. 6b, 6c, 6d), p. 41 (act. 7b), p. 42 (act. 8a), p. 43 (act. 9b), p. 44 (act. 11a, 11b), p. 47 (act. 13b), p. 49 (act. 14b, 14c), p. 50 (act. 16b, 16c, 16d), p. 51 (act. 17a, 17b)

UNIDAD 3: p. 63 (act. 2b, 2c, 2d), p. 64 (act. 3b), p. 65 (act. 3c, 3d), p. 67 (act. 5b, 5c, 5d, 5e), p. 68 (act. 6a, 6b), p. 70 (act. 9b), p. 71 (act. 10a), p. 72 (act. 12a, 12b, 12c), p. 74 (act. 14a), p. 75 (act. 14b, 14c), p. 77 (act. 15a, 15b), p. 79 (act. 18a, 18b, 18c, 18d), p. 80 (act. 19b, 19c, 19d, 19e), p. 81 (act. 20a, 20b)

UNIDAD 4: p. 93 (act. 2a, 2c, 2d), p. 94 (act. 3b, 3c), p. 96 (act. 7b), p. 97 (act. 7c), p. 99 (act. 8b), p. 101 (act. 10b, 10c), p. 103 (act. 11a, 11b, 11c), p. 105 (act. 13b, 13c), p. 106 (act. 15), p. 107 (act. 16a, 16b), p. 108 (act. 18), p. 109 (act. 19a), p. 110 (act. 20a, 20b, 20c), p. 111 (act. 21)

UNIDAD 5: p. 122 (act. 2a, 2b), p. 123 (act. 3a, 3b, 3c), p. 125 (act. 5b, 5c, 5d), p. 126 (act. 6a), p. 127 (act. 7a), p. 129 (act. 9d, 9e, 9f, 9g, 9h), p. 131 (act. 10b, 10c), p. 132 (act. 11a, 11b), p. 134 (act. 13a, 13b, 13c), p. 135 (act. 14a, 14b), p. 136 (act. 16a), p. 137 (act. 16b, 16c), p. 138 (act. 18b, 18c, 18d), p. 139 (act. 19)

UNIDAD 6: p. 149 (act. 1b), p. 151 (act. 2b, 2d, 2e), p. 152 (act. 3b, 3c), p. 155 (act. 5b, 5c), p. 156 (act. 7a, 7b), p. 157 (act. 9a, 9b), p. 158 (act. 11a, 11b), p. 159 (act. 12a, 12b, 12c), p. 160 (act. 14a), p. 161 (act. 14b, 14c, 14d), p. 163 (act. 16b), p. 165 (act. 17c, 17d), p. 167 (act. 19b, 19c, 19d), p. 168 (act. 20b, 20c, 20d, 20e), p. 169 (act. 21)

Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

UNIDAD 1: p. 3 (act. 2d, 2e), p. 5 (act. 3d), p. 5 (act. 4), p. 7 (act. 5f, 5g), p. 9 (act. 7), p. 15 (act. 11i), p. 17 (act. 13), p. 19 (act. 15), p. 21 (act. 16 f, 17), p. 23 (act. 20), p. 30 (act. PROYECTO FINAL)

UNIDAD 2: p. 35 (act. 3), p. 37 (act. 4g), p. 47 (act. 13d), p. 49 (act. 15), p. 51 (act. 18), p. 58 (act. PROYECTO FINAL)

UNIDAD 3: p. 65 (act. 4), p. 68 (act. 7), p. 69 (act. 8d), p. 77 (act. 16), p. 79 (act. 18f), p. 81 (act. 21), p. 88 (act. PROYECTO FINAL)

UNIDAD 4: p. 93 (act. 2e), p. 99 (act. 9), p. 103 (act. 12), p. 105 (act. 14), p. 111 (act. 22), p. 118 (PROYECTO FINAL, act. 6)

UNIDAD 5: p. 122 (act. 2c), p. 123 (act. 4), p. 125 (act. 5h), p. 129 (act. 9i), p. 133 (act. 12b), p. 139 (act. 20), p. 146 (act. PROYECTO FINAL)

UNIDAD 6: p. 153 (act. 4), p. 155 (act. 6), p. 156 (act. 8), p. 163 (act. 16f), p. 165 (act. 18), p. 168 (act. 20a), p. 169 (act. 22), p. 176 (act. PROYECTO FINAL)

GOAL AREA: CULTURES

Interact with cultural competence and understanding

Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

UNIDAD 1: p. 5 (act. 3d), p. 7 (act. 5b), p. 9 (act. 6c, 6d), p. 11 (act. 8e), p. 22 (act. 19b)

UNIDAD 2: p. 35 (act. 2b, 2c, 2e), p. 37 (act. 4c, 4e), p. 39 (act. 5g), p. 51 (act. 18)

UNIDAD 3: p. 65 (act. 3d), p. 68 (act. 7, Cultura), p. 74 (act. 14a), p. 77 (act. 16)

UNIDAD 4: p. 93 (act. 2c, 2d), p. 95 (act. 3e), p. 99 (act. 8c), p. 101 (act. 10h), p. 106 (act. 15), p. 110 (act. 20b), p. 111 (act. 21)

UNIDAD 5: p. 123 (act. 3b), p. 132 (act. 11b), p. 138 (act. 18c)

UNIDAD 6: p. 151 (act. 2d, 2e), p. 153 (act. 4), p. 163 (act. 16d), p. 165 (act. 18)

Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

UNIDAD 1: p. 3 (act. 2d), p. 5 (act. 4), p. 7 (act. 5g), p. 11 (act. 8a, Cultura), p. 14 (act. 11b), p. 15 (act. 11d, 11f, 11i), p. 19 (act. 14e), p. 21 (act. 16c), p. 22 (act. 18a, 19)

UNIDAD 2: p. 33 (act. 1b), p. 41 (act. Cultura), p. 45 (act. 13a)

UNIDAD 3: p. 63 (act. 2c, 2g), p. 68 (act. 6a), p. 77 (act. 15a), p. 80 (act. 19b), p. 81 (act. 20b, 21)

UNIDAD 4: p. 95 (act. 5), p. 96 (act. 6), p. 97 (act. 7c, 7f), p. 105 (act. 13c)

UNIDAD 5: p. 122 (act. 2c), p. 126 (act. 6a), p. 127 (act. 7c), p. 130 (act. 10a), p. 133 (act. 12a), p. 134 (act. 13a)

UNIDAD 6: p. 152 (act. 3b), p. 156 (act. 7b), p. 158 (act. 11a), p. 163 (act. 16b, 16c)

GOAL AREA: CONNECTIONS

Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career related situations

Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

UNIDAD 1: p. 5 (act. 3d), p. 9 (act. 7), p. 15 (act. 11i)

UNIDAD 2: p. 40 (act. 6f), p. 41 (act. 7c), p. 49 (act. 14e)

UNIDAD 3: p. 65 (act. 3f), p. 68 (act. 6c), p. 74 (act. 14a), p. 77 (act. 15c), p. 79 (act. 18g)

UNIDAD 4: p. 97 (act. 7f), p. 107 (act. 16d), p. 118 (act. PROYECTO FINAL)

UNIDAD 5: p. 125 (act. 5g), p. 131 (act. 10d)

UNIDAD 6: p. 151 (act. 2f), p. 155 (act. 5d), p. 165 (act. 17e), p. 167 (act. 19g)

CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS

Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

UNIDAD 1: p. 1 (act. 1b), p. 3 (act. 2e)

UNIDAD 2: p. 33 (act. 1b), p. 35 (act. 3)

UNIDAD 3: p. 61 (act. 1b), p. 68 (act. 7), p. 88 (act. PROYECTO FINAL 1-7)

UNIDAD 4: p. 91 (act. 1b), p. 93 (act. 2e), p. 101 (act. 10h)

UNIDAD 5: p. 121 (act. 1b)

UNIDAD 6: p. 149 (act. 1b), p. 163 (act. 16f)

GOAL AREA: COMPARISONS

Develop insight into the nature of language and culture in order to interact with cultural competence

Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

UNIDAD 1: p. 7 (act. 5e)

UNIDAD 2: p. 37 (act. 4f, Cultura), p. 47 (act. 13c), p. 49 (act. 14d)

UNIDAD 4: p. 96 (act. 7a)

Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

UNIDAD 1: p. 2 (act. 2a), p. 7 (act. 5b, 5g), p. 11 (act. Cultura), p. 19 (act. 15), p. 21 (act. 16f), p. 22 (act. Cultura), p. 23 (act. 20)

UNIDAD 2: p. 34 (act. 2a, 3), p. 37 (act. 4g, Cultura), p. 39 (act. 5a, 5g), p. 51 (act. 18), p. 51 (act. 17a, 17b), p. 58 (act. PROYECTO FINAL 2, 4)

UNIDAD 3: p. 68 (act. 7), p. 77 (act. 17), p. 81 (act. 21)

UNIDAD 4: p. 93 (act. 2e), p. 111 (act. 22)

UNIDAD 5: p. 125 (act. 5h), p. 135 (act. 14d), p. 139 (act. 20)

UNIDAD 6: p. 152 (act. Cultura), p. 165 (act. 17f), p. 167 (act. Cultura), p. 169 (act. 22b)

GOAL AREA: COMMUNITIES

Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world

School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

UNIDAD 1: p. 13 (act.10), p. 17 (act. 13), p. 23 (act. 20), p. 30 (act. PROYECTO FINAL 1-6)

UNIDAD 2: p. 43 (act. 10), p. 45 (act. 12)

UNIDAD 3: p. 71 (act. 11), p. 73 (act. 13), p. 81 (act. 21)

UNIDAD 4: p. 99 (act. 9), p. 101 (act. 10h), p. 109 (act. 19b)

UNIDAD 5: p. 135 (act. 15), p. 137 (act. 17), p. 139 (act. 20)

UNIDAD 6: p. 159 (act. 13)

Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

UNIDAD 2: p. 35 (act. 3), p. 58 (act. PROYECTO FINAL 1-6)

UNIDAD 3: p. 65 (act. 4), p. 88 (act. PROYECTO FINAL 1-7)

UNIDAD 4: p. 105 (act. 14), p. 118 (act. PROYECTO FINAL 1-5)

UNIDAD 5: p. 146 (act. PROYECTO FINAL 1-6)

UNIDAD 5: p. 176 (act. PROYECTO FINAL 1-9)

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NOTES

Scope and Sequence and ACTFL Correlations