Momentos cumbres de las literaturas hispanicas ©...

Prentice HallMomentos cumbres de las

literaturas hispanicas © 2004

C O R R E L A T E D T O

Oklahoma Priority Academic Student Skills (PASS) for World Languages, Pre-Advanced Level

Prentice Hall Momentos cumbres de las literaturas hispanicas © 2004 Correlated to:

Oklahoma Priority Academic Student Skills (PASS) for World Languages, Preadvanced Level Range

1 SE = Student Edition

OKLAHOMA PRIORITY ACADEMIC STUDENT SKILLS (PASS) FOR WORLD LANGUAGES

PAGE(S) WHERE TAUGHT (If submission is not a book, cite

appropriate location(s))

Students will exhibit these skills at the end of a K–12 sequence. Communication: Communicate in Languages Other Than English I. Students will engage in conversations, provide and obtain information, express

feelings and emotions, and exchange opinions (Interpersonal Mode of Communication).

When speaking and writing in direct communication, students in the preadvanced level range typically: A. Interact with others on a variety of

topics in more complicated or unfamiliar situations.

B. Use connected sentences and/or paragraphs when communicating.

C. Initiate, sustain and conclude communication on a variety of topics.

D. Are able to narrate and describe situations on a variety of topics. (For example, students will be able to defend personal preferences, persuade others, negotiate to solve a problem, ask for clarification, and paraphrase to ensure understanding.)

E. Have difficulty with speaking and writing in abstract terms.

F. Are understood by native speakers unaccustomed to interacting with language learners.

G. Use language more confidently and with fewer pauses.

H. Demonstrate sustained control of basic structures and partial control of more complex structures and time frames.







II. Students will understand and interpret written and spoken language on a variety of topics (Interpretative Mode of Communication).

When listening, reading, and viewing, students in the preadvanced level range typically: A. Respond appropriately to compound

directions, instructions, and commands intended for native speakers.

B. Comprehend a wide range of vocabulary in both concrete and abstract contexts.

SE: This standard is addressed throughout the text. See, for example: 25 (Ejercicios lexograficos y sintacticos #1), 106 (Pasos para la comprension #2, 4), 110 (Pasos para una lectura mas a fondo #2), 114 (Pasos para una lectura mas a fondo #1-2), 116 (Pasos para la comprension #2), 117 (Pasos para la comprension #5), 323 (Pasos para la comprension #7), 340 (Pasos para la comprension #1), 379 (Pasos para la comprension #5), 429 (Pasos para la comprension #6), 549 (Pasos para la comprension #5), 551 (Pasos para una lectura mas a fondo #2), 651 (Pasos para una lectura mas a fondo #6), 657 (Pasos para la comprension #3), 714 (Pasos para una lectura mas a fondo #3), 732 (Pasos para una lectura mas a fondo #2), 738 (Pasos para la comprension #5), 933 (Pasos para una lectura global y a fondo #1)

C. Understand the main ideas and significant details of discussions, lectures and presentations.

D. Understand high frequency idiomatic expressions and common colloquialisms.

SE: 410 (Codigo linguistico), 459 (Codigo linguistico), 469 (Codigo gauchesco), 617 (Codigo linguistico), 631 (Pasos para una lectura mas a fondo #5), 906 (Codigo linguistico)







E. Move beyond literal comprehension toward more critical reading and listening.

SE: This standard is addressed throughout the text. See, for example: 122 (Pasos para una lectura mas a fondo #1-3), 180 (Pasos para una lectura global y mas a fondo #1-3), 181 (Pasos para una lectura global y mas a fondo #4-8), 317 (Pasos para una lectura global y mas a fondo #1-4), 318 (Pasos para una lectura global y mas a fondo #5-9), 334 (Pasos para una lectura mas a fondo #1-4), 335 (Pasos para una lectura mas a fondo #5-7), 427 (Pasos para una lectura mas a fondo #1-3), 520 (Pasos para una lectura mas a fondo #1-5), 521 (Pasos para una lectura mas a fondo #6-8), 562 (Pasos para una lectura mas a fondo #1-6), 563 (Pasos para una lectura mas a fondo #7-8), 597 (Pasos para una lectura mas a fondo #1-6), 598 (Pasos para una lectura mas a fondo #7-10), 729 (Pasos para una lectura mas a fondo #1-6), 760 (Pasos para una lectura mas a fondo #1-3), 821 (Pasos para una lectura mas a fondo #1-9), 822 (Pasos para una lectura mas a fondo #10-17), 823 (Pasos para una lectura mas a fondo #18-19), 964 (Pasos para una lectura mas a fondo #1-4), 987 (Pasos para una lectura mas a fondo #1-5)

F. Deduce meaning in unfamiliar language passages by classifying words or concepts according to word order or grammatical use.

SE: Opportunities to address this standard are found throughout the text. See, for example: 46-49, 76-77, 138-146, 185-188, 235-254, 328-333, 363, 434-449, 470-481, 485-495, 535, 555-556, 567-593, 637, 657, 719-720, 743-751, 762-768, 787-818, 849-857, 949-954, 961-963, 996-1002







G. Analyze the main elements of authentic literary texts.

SE: This standard is addressed throughout the text. See, for example: 122 (Pasos para la comprension #2), 171 (Pasos para la comprension #13), 337 (Pasos para la comprension #4), 341 (Pasos para una lectura mas a fondo #2-3), 364 (Pasos para la comprension #1-2, 6-8), 379 (Pasos para la comprension #1, 3), 515 (Pasos para la comprension #1-2, 4, 6), 516 Pasos para una lectura mas a fondo #3), 520 (Pasos para una lectura mas a fondo #4), 546 (Pasos para la comprension #1-3), 553 (Pasos para la comprension #1-3), 593 (Pasos para la comprension #1-2), 708 (Pasos para la comprension #1, 3-5), 709 (Pasos para una lectura global y mas a fondo #1, 3-4), 728 (Pasos para la comprension #1, 6-9), 738 (Pasos para la comprension #1-2, 4-5, Pasos para una lectura global y mas a fondo #1-3), 821 (Pasos para una lectura mas a fondo #1, 3), 874 (Pasos para una lectura mas a fondo #2-9), 880 (Pasos para una lectura mas a fondo #1-8), 891 (Pasos para una lectura mas a fondo #1), 892 (Pasos para una lectura mas a fondo #2-6)

H. Research and synthesize information from a variety of sources.

III.Students will pre sent information, concepts, and ideas to an audience of listeners or readers on a variety of topics (Presentational Mode of Communication).

When presenting information by speaking or writing for one–way communication with an individual or group, students in the preadvanced level range typically: A. Report, narrate, and describe, using

connected sentences and longer forms of discourse on topics of personal, school, and community interest.

B. Demonstrate control of an extensive vocabulary from a variety of topics.

C. Use reference sources to enhance presentations.

D. Explain a complex detailed process incorporating detailed instructions.

E. Speak and write with patterns that are understood with little effort by native users of the language.







F. Use language with ease and with few pauses.

G. May show some inaccuracies when presentations deal with multiple time frames and other complex structures.

Cultures: Gain Knowledge and Understanding of Other Cultures IV. Students will demonstrate an understanding of the relationship between the practices

and perspectives of the culture(s) studied.

Students in the preadvanced level range typically: A. Communicate about cultural practices in

the target language by using connected narrative and descriptive sentences.

SE: 16 (Codigo cultural), 19 (Pasos para la comprension #1-3), 19 (Pasos para una lectura mas a fondo #1, 3), 31 (Pasos para la comprension #4, Pasos para una lectura mas a fondo #1), 126 (Pasos para la comprension #8), 188 (Pasos para la comprension #3), 257 (Pasos para una lectura mas a fondo #4), 821 (Pasos para una lectura mas a fondo #6)

B. Use culturally appropriate vocabulary, idioms, and nonverbal behaviors.

C. Use language and behavior that are appropriate to the target culture in an authentic situation.

D. Analyze social, geographic, and historic factors that affect cultural practices.

SE: This standard is addressed throughout the text. See, for example: 16 (Codigo cultural), 19 (Pasos para la comprension #1-3), 19 (Pasos para una lectura mas a fondo #1, 3), 29 (Codigo historico, Codigo social), 32 (Pasos para una lectura mas a fondo #1), 39 (Codigo historico), 44 (Pasos para una lectura mas a fondo #4), 72 (Codigo cultural/religioso), 80 (Codigo social), 97 (Codigo social ), 124 (Codigos sociales), 137 (Codigo cultural), 184 (Codigo social), 235 (Codigo femenino), 353 (Codigo feminino), 668 (Codigos culturales), 454 (Codigo cultural), 460 (Codigo social), 512 (Codigo familiar), 633 (Codigo sociocultural), 656 (Codigo etnografico), 668 (Codigos culturales), 743 (Codigo social ), 824 (Codigo cultural), 875 (Codigo cultural), 906 (Codigo social), 935 (Codigo culturales)







E. Participate in cultural activities including sports, music, dance, drama, and other entertainment.

SE: Opportunities to address this standard can be found on the following pages: 266-280, 284-295, 298-313, 485-495, 618-629, 669-681, 684-696, 698-707, 743-751

V. Students will demonstrate an understanding of the relationship between the products and perspectives of the culture(s) studied.

Students at the preadvanced level range typically: A. Communicate in the target language

about cultural products (tangible and intangible) by using connected narrative and descriptive sentences.

SE: Found throughout the text. See, for example: 36-38, 52-54, 100-101, 255-259, 280-283, 350-352, 412-413, 450-453, 503-504, 536-538, 593-598, 629-632, 653-655, 708-711, 724-725, 751-754, 818-823, 864-866, 879-881, 900-904, 927-934, 947-948, 963-964, 979-981

B. Describe the target culture through its visual arts, architecture, literature, music, etc., using the target language.

SE: Found throughout the text. See, for example: 28 (Codigo musical y artistico), 32 (Pasos para una lectura mas a fondo #1-2), 74 (Pasos para una lectura mas a fondo #1-3), 127 (Pasos para una lectura mas a fondo #4), 128 (Pasos para una lectura mas a fondo #5), 258 (Pasos para una lectura mas a fondo #10), 318 (Pasos para una lectura global y mas a fondo #6-8), 325 (Codigo literario y cultural), 351 (Pasos para una lectura mas a fondo #6), 381 (Codigo literario e intertextual), 387 (Pasos para una lectura mas a fondo #3), 409 (Pasos para una lectura mas a fondo #3), 420 (Pasos para una lectura mas a fondo #3, 5), 452 (Pasos para una lectura mas a fondo #5-7), 468 (Pasos para una lectura mas a fondo #5), 822 (Pasos para una lectura mas a fondo #14), 905 (Codigo musical), 982 (Codigo del baile, Codigo del tango)

C. Analyze the cultural significance of objects, images, and symbols of the target culture.

SE: 27 (Pasos para una lectura mas a fondo), 317 (Pasos para una lectura global y mas a fondo #3), 323 (Pasos para la comprension #7), 337 (Pasos para una lectura mas a fondo #2), 408 (Pasos para la comprension #9), 721 (Pasos para una lectura mas a fondo #3), 859 (Pasos para una lectura mas a fondo #6)

Connections: Connect With Other Disciplines and Acquire Information







VI. Students will reinforce and further their knowledge of other disciplines through the foreign language.

Students at the preadvanced level range typically: A. Discuss, comprehend, and present topics

from other school subjects in the target language.

SE: This standard is addressed throughout the text. See, for example: 16 (Antes de leer #2-3), 29 (Codigo historico), 39 (Codigo historico ), 44 (Pasos para una lectura mas a fondo #4), 63 (Codigo geografico), 67 (Pasos para una lectura mas a fondo #5), 68 (Codigo historico, Codigo geografico), 76 (Codigo historico), 80 (Codigo geografico, Codigo historico), 87 (Codigo historico), 97 (Codigo historico), 119 (Codigo historico), 124 (Codigo historico), 128 (Pasos para una lectura mas a fondo #5), 137 (Codigo historico), 264 (Codigo geografico e historico), 322 (Codigo cientifico), 336 (Codigo historico), 348 (Codigo historico), 366 (Codigo historico), 377 (Codigo geografico), , 392 (Codigo historico), 600 (Codigo historico), 737 (Codigo historico, Codigo geografico), 761 (Codigo geografico), 787 (Codigo geografico), 849 (Codigos geometricos), 867 (Codigo geografico, Codigo historico)

B. Locate foreign language resources and synthesize information for use in other disciplines.

VII. Students will acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Students at the preadvanced level range typically: A. Use the target language to obtain

information and perspectives from speakers of the target language.

SE: Found throughout the text. See, for example: 32 (Pasos para una lectura mas a fondo #1), 74 (Pasos para una lectura mas a fondo #1), 127 (Pasos para una lectura mas a fondo #4), 128 (Pasos para una lectura mas a fondo #5), 318 (Pasos para una lectura global y mas a fondo #6-7), 351 (Pasos para una lectura mas a fondo #6), 409 (Pasos para una lectura mas a fondo #3), 420 (Pasos para una lectura mas a fondo #3), 452 (Pasos para una lectura mas a fondo #5, 7), 786 (Pasos para una lectura mas a fondo #5), 822 (Pasos para una lectura mas a fondo #14), 904 (Pasos para una lectura mas a fondo #10)







B. Analyze and evaluate points of view found in sources intended for native speakers of the target language.

SE: Found throughout the text. See, for example: 32 (Pasos para una lectura mas a fondo #1), 74 (Pasos para una lectura mas a fondo #1), 127 (Pasos para una lectura mas a fondo #4), 128 (Pasos para una lectura mas a fondo #5), 318 (Pasos para una lectura global y mas a fondo #6-7), 351 (Pasos para una lectura mas a fondo #6), 409 (Pasos para una lectura mas a fondo #3), 420 (Pasos para una lectura mas a fondo #3), 452 (Pasos para una lectura mas a fondo #5, 7), 786 (Pasos para una lectura mas a fondo #5), 822 (Pasos para una lectura mas a fondo #14), 904 (Pasos para una lectura mas a fondo #10)

Comparisons: Develop Insight into the Nature of Language and Culture VIII. Students will demonstrate understanding of the nature of language through

comparisons of the language studied and their own.

Students at the preadvanced level range will A. Use knowledge of comparative structural

patterns to communicate more effectively.

B. Compare and contrast idiomatic expressions of the target language and the students’ own language, and are able to use idiomatic expressions in correct context.

C. Have some insight into the origins of languages.

SE: 18 (Ejercicios linguisticos #1-2), 25 (Ejercicios lexograficos y sintacticos #1-3)







IX. Students will demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Students at the preadvanced level range typically: A. Explain how cultural attitudes are

reflected in literature, music, and art.

SE: Opportunities to address this standard can be found on the following pages: 32 (Pasos para una lectura mas a fondo #1), 74 (Pasos para una lectura mas a fondo #1), 127 (Pasos para una lectura mas a fondo #4), 128 (Pasos para una lectura mas a fondo #5), 318 (Pasos para una lectura global y mas a fondo #6-7), 351 (Pasos para una lectura mas a fondo #6), 409 (Pasos para una lectura mas a fondo #3), 420 (Pasos para una lectura mas a fondo #3), 452 (Pasos para una lectura mas a fondo #5, 7), 786 (Pasos para una lectura mas a fondo #5), 822 (Pasos para una lectura mas a fondo #14), 904 (Pasos para una lectura mas a fondo #10)

B. Examine the role and significance of the contributions of the target culture.

SE: Found throughout the text. See, for example: 15, 27-28, 67, 86-87, 114-115, 118, 123, 135-136, 182, 262, 321, 327-328, 347-348, 391-392, 433, 469, 516, 551-552, 632, 715, 730, 760, 786, 823, 848, 866-867, 893, 935, 960, 982, 995

Communities: Participate in Multilingual Communities at Home and Around the World X. Students will use the language both within and beyond the school setting.

Students at the preadvanced level range will: A. Interact appropriately in the target

language in real–life situations.

B. Maintain connections with the target culture through the use of technology, media, and authentic sources.

C. Provide services (such as tutoring, interpreting, and public performances) within and beyond the school community using the target language.

D. Research the benefits of being able to communicate in more than one language.







XI. Students will show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

Students at the preadvanced level range will: A. Initiate and sustain long–term

associations with others proficient in the language.

B. Use a variety of sources for entertainment or personal growth (such as films, books, internet, social events).

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