Guide to Reading the ColumnsThe General Learning Outcome, which is the same from Senior 1 toSenior 4, is listed at the top of the first page. Column one on each page cites the heading for a cluster of specificlearning outcomes in bold print, and the heading for the specificlearning outcome in italics. The specific learning outcome ishighlighted by an asterisk.Column two includes examples of teaching and learning activities thathelp to illustrate the intent of the specific learning outcome, under theheading Suggestions for Instruction. Spanish language samples ofstudent materials related to the specific learning outcome may beincluded. Column three includes suggestions for classroom assessment under theheading Suggestions for Assessment.Column four provides suggestions for resources that Spanish Languageand Culture program teachers have used or reviewed in thedevelopment of this document and in their classrooms. These resourcesare listed under the heading Suggested Learning Resources. Allresources listed can be found in either the References section of thisdocument or in Appendix C found on page Appendices – 13. Furtherinformation on some of these resources can be found in the annotatedbibliography of learning resources found at <.edu.gov.mb.ca/ks4/learnres/spanish/sp7-S4com2000-2003.pdf>.
Achieving Learning Outcomes • SENIOR1 TOSENIOR4 SPANISHLANGUAGE ANDCULTUREAchieving Learning Outcomes – 4Integration of Learning OutcomesThe Spanish Language and Culture documents (FrameworkandFoundation for Implementation) assume that the general and specificlearning outcomes will be delivered in an integrated manner, eventhough the curriculum document itself is divided into numberedsections. Although the Senior 1 to Senior 4 Spanish Language and Culture:A Foundation for Implementationcontains four-column sections, the four-column section treats each specific learning outcome separately toprovide suggestions specific to that learning outcome. In the classroom,single learning outcomes are rarely taught in isolation. Effectiveintegrated Spanish Language and Culture learning experiencestypically address many learning outcomes simultaneously. Teachingvocabulary or grammar points in isolation is not an effective method.Activities designed to develop specific skills related to the form of thelanguage should always be embedded in meaningful contexts wherestudents will see the purpose for learning the skill and will haveimmediate opportunities to use the particular form in their ownproductions.Applications • SENIOR1 SPANISHLANGUAGE ANDCULTURE(FOUR-YEARPROGRAM)Senior 1 – 121.2express emotions andpersonal perspectives1.2.1Preferences!express a personalresponse (e.g., respond toa song or story) andsimple preferences!identify favourite people,places, or things"As a class, brainstorm activities in which studentsparticipate outside of school. Have students in smallgroups conduct surveys of their favourite activities andinterests, using pre-framed Spanish sentence structure. For