This task asks students to read short passages about an imaginary Hispanic family and answer comprehension questions in a multiple choice format. Questions and answers are in English. As an extension activity, students write about themselves and their family members. A reflection is included in which students indicate how well they understood the passages and whether reading Spanish passages first about family helped them write about their own family. Students are also asked to indicate what they still need or would like to know about the family in Spanish. The task is appropriate for Level 1 Spanish students.

The hyperdoc provides students self-paced learning, practice, and application of vocabulary and verbs related to clothing in Spanish, and it includes opportunities for students and teacher to evaluate learning and mastery of targeted content. A variety of online sites are provided to students to practice recognition and recall of vocabulary related to clothes and to self-assess. Three application tasks engage students in listening and reading comprehension, and open-ended writing.

¡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.

Learning target: I understand when someone tells me where places are located in a city/town.

This activity is an interpretive listening task with an authentic resource (medical product commercial) in Spanish to be used in level 2 (possibly 1 or 3 depending on the unit you are teaching and your students' abilities).

Prereading for a unit about school (level II or higher). Students read the sentences and decide if the person is complaining about their school or boasting about it. Comprehensible input-based. Suitable for review and use of "se impersonal."

Use this organizer to help students review and assemble lists of the people who matter in their lives. Each oval shows how near/far the relationship is from the study (parents close, mother's boss far, for example). This prepares students for units on relationships and personal description.

Using microbits have students write a simple code and then debug a similar one.  Then compare that to  editing their writing.

Create a fake social media page for a teacher in Spanish that students will then learn how to protect their information through playing an online simulation game.

Compare how computer memory and cache memory works by conducting a survey with various data collection methods to create a scatterplot.

Use an online simulation and a spinner wheel to compare food webs to understand how presence of food and/or predators will affect their life stability, how relationships exist between predators and prey, that these relationships are modeled in food webs; how the availability and use of resources may lead to competition/ cooperation; and how the symbiotic relationships support the survival of different species.

Use this page to create the Guess Who? game. You would need a copy of the page for each partner to use. Then a set of the pictures from a page that have been cut up into individual cards/photos. Students would pick their person from the single cut-outs and place it face down until they need to look at it to answer a question about their person. Students would also need something like bingo chips or dry erase markers on laminated copies. They would ask yes or no description questions in Spanish and then mark off the characters according to their partner's answer. First person to guess their partner's person by eliminating all of the other people is the winner.

 This is a VDOE webinar entitled "For Students By Students"; recorded on April 14th 2021.

COERLL has partnered with Rose Potter and Betsy Arnold to publish Recorridos-Don Quijote, a pair of openly-licensed books for the study of Cervantes’ Don Quijote in upper level Spanish courses, including AP. The student workbook, accessible online for free, deepens students’ understanding of the text through reading, pre-reading, and post-reading activities and glosses. The companion teacher support facilitates the teaching of Don Quijote through student-centered strategies and activities, historical and cultural information, quizzes, exams and more.

This short reading about the springtime has varying images that are downloadable. One is a simple reading. Another is the same reading with short questions that follow. Another is a fill in the blank story based on the picture.

This is a video (2:03 long) resource of a woman from El Salvador talking about her childhood. Ideas for guiding students through understanding this video are given.

This flyer is an authentic resource to promote a family day in the city of Oaxaca., Mexico. It can be used to pull cognates from or to compare to something similar to that of another culture.

Theme: Los desafíos mundiales / Community: Venezuela / These Modules are products of a collaboration dedicated to combining resources to create Modules for Spanish AP for face-to-face and online instruction that can be used easily by any teacher, regardless of experience.The modules are designed for consistency and contain four main proficiency-based tasks along with a vocab-builder task, using the tabs across the top. All other items link to tasks that can be used as needed. There are 12 assignments/resources in each Module to choose from.The tasks focus on skills that are needed for the AP Spanish Language and Culture exam, such as making a cultural comparison, citing sources, and replying to an email. There are multiple ideas for discussion to practice conversation and interpersonal communication.

The Big Idea: Kinesthetic learning incorporating programming and language instructionConcept: Programming Bee-Bot while learning community location vocabulary and giving directions in SpanishContext: Students will use the Bee-Bot Community Map to talk about the location of various places in the community and area in Spanish. 

The Big Idea: Kinesthetic learning incorporating programming and language instructionConcept: Programming Bee-Bot while learning school vocabulary and the verb ESTARContext: Students will use the Bee-Bot School Map to talk about the location of various places in the school building and area in Spanish.