Acceso is a complete, interactive curriculum for intermediate-level learners of Spanish. The materials on the site are provided freely to the public and are intended as a replacement for commercial textbooks, which are generally ill-suited to the learning outcomes now considered crucial to successful language study. These materials are supplemented by an online workbook built on the MySpanishLab platform of Pearson Education, Inc., as well as detailed lesson plans, rubrics for the evaluation of student work, and reliable instruments for measuring student progress and learning outcomes. Winner of 2012 Computer Assisted Language Consortium (CALICO) Focus Award

Reviews
CALICO Journal 29.2 (Jan 2012): 398-405.
Hispania 95.2 (June 2012): 365-366

Spanish translation of CK-12 Conceptos de Ciencias de la Vida - Grados 6-8 - en Español. This segment describes the destruction of habits. The following concepts are evident: participles used as adjectives, present perfect, impersonal se, use of mente to create adverbs. Vocabulary used includes scientific cognates and ecology.

Students will practice planning a trip to a German city. They will need to follow a budget when planning their activities.

This Integrated Performance Assessment (IPA) is designed to assess students at an intermediate proficiency level. It includes tasks to assess students in the three modes of communication: interpretive, interpersonal, and presentational. The authentic resources included in this IPA address the themes of travel and geography.Suggested rubrics can be found in ACTFL Implementing Integrated Performance Assessment (2013) by Bonnie Adair-Hauck, Eileen W. Glisan, Francis J. Troyan.  Adapted from Howard County Public SchoolsImage source: "Luggage" by stux on Pixabay.com

This is a unit to teach about narration in Spanish. OBJETIVOS DE APRENDIZAJE:  1. Puedo explicar lo que es una narración. 2. Puedo reconocer las partes principales de una narración y sus componentes básicos. 3. Puedo imaginar usos de una narración más allá del salón de clase. 4l Puedo escribir una narración efectiva con expresiones útiles.

¡Listos! is a series of units for Heritage Spanish learners in grades 6-12. Three lessons aligned to the K12 Texas Essential Knowledge and Skills (TEKS) form four thematic clusters. Relevant scenarios related to personal life, college tasks, career readiness and civic participation frame each lesson and increase student engagement by making learning authentic and relevant to real issues that students face. Each lesson identifies an intermediate or advanced proficiency target that supports language acquisition in the interpersonal, interpretive and presentational modes. The project also provides teachers with a replicable approach to lesson design for adapting or creating their own materials.

The NDE World Language Advisory Board developed this HQIM in May 2023. It is based on the 2019 Nebraska World Language Standards to support curriculum development or improvement to ensure instructional material quality. It is a rubric for curriculum developers and teachers to evaluate the quality of materials for instructional purposes. 

The NDE World Language Advisory Board developed this HQIM in May 2023. It is based on the 2019 Nebraska World Language Standards to support curriculum development or improvement to ensure instructional material quality. It is a rubric for curriculum developers and teachers to evaluate the quality of materials for instructional purposes. 

The purpose of these PBL units is to provide advanced students of Spanish (generally 3rd and 4th year college students) a series of compelling problems from Spanish culture and society. Each unit introduces a problem that students must solve collaboratively in small teams (4-6) over the course of approximately four weeks, assuming 2-3 class meetings per week. The instructor coaches the teams as they seek to fill gaps in understanding, revise hypotheses to incorporate new knowledge, and craft solutions that recognize various perspectives on the problem. Each unit is based on particular objectives, but the skills and processes students will exercise are the same across all units: collaborative problem solving, self-directed research and synthesis of information, argumentation based on sound evidence, and communication in Spanish. 

The purpose of these PBL units is to provide advanced students of Spanish (generally 3rd and 4th year college students) a series of compelling problems from Spanish culture and society. Each unit introduces a problem that students must solve collaboratively in small teams (4-6) over the course of approximately four weeks, assuming 2-3 class meetings per week. The instructor coaches the teams as they seek to fill gaps in understanding, revise hypotheses to incorporate new knowledge, and craft solutions that recognize various perspectives on the problem. Each unit is based on particular objectives, but the skills and processes students will exercise are the same across all units: collaborative problem solving, self-directed research and synthesis of information, argumentation based on sound evidence, and communication in Spanish. 

A Google Drive of resources created by Donna Gillespie & Bonnie Loder for SPANI 2251-Conversation and Composition I and SPANI 2252-Conversation and Composition II at the College of DuPage. It presents a scaffolded approach to writing that includes helpful resources such as peer review exercises, grading rubrics, and instructor resources. A Blackboard shell for each course will be shared with all Language faculty on the shared team site.  These .zip files are also importable into Canvas and other open Learning Management Systems.

In this activity, students will learn how to share their interpretations on artwork from the Spanish-speaking world. They will discuss art and express their opinion with a partner or in a group. Students will answer questions across different time frames (past, present, future).

In this activity, students will be exposed to a variety of music genres and artists from the Spanish-speaking world. Students will work on becoming more informed about different types of music and backgrounds of various artists. Through listening to snippets of songs and a JIGSAW activity, students will collect information about a singer and share it with each other.

An online pedagogical reference grammar of the French language that combines authoritative grammar explanations, self-correcting exercises and online audio with surreal dialogues and cartoon images.

This OER Tiempo (¿qué hora es?) was created by Christopher Guadarrama and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language Arts teachers for Novice Learners of Spanish. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Lesson Plan addresses the following NDE World Language Standard(s): NE LA 12.1.6b, NE LA 12.1.6l, and NE LA 12.1.6oIt is expected that this Lesson Plan will take students 90 minutes to complete.

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022.  This document is a student-friendly self-assessment activity for _____ world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2.  It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns.  

4-6 weeks of distance (remote) learning content provided for middle through high school-level world language programs: Chinese, French, Japanese, Korean & Spanish courses. These units were adapted from existing Unit & Pacing guides created by teachers from Tacoma Public Schools in Washington State.