Students will be able to:
 See and hear Spanish spoken by native speakers in a variety of natural language settings.
 Practice listening to, reading, speaking, and writing Spanish.
 Practice pronunciation skills by recording and listening to their own voice and comparing it to the voices of native speakers.
 Begin to develop their ability to communicate effectively and express themselves with confidence in Spanish.
 Have the opportunity to enhance their awareness of, and appreciation for, the diversity of the Spanish-speaking world.
 Gain cultural knowledge about various Spanish-speaking countries.

Sra. Kimberly is a multicultural specialist, world language educator, writer, public speaker, and advocate for diversity, equity, and inclusion. ​​​​​​​Since 2001, her experience includes teaching K-12 Spanish, English as a Second Language (ESL), Students with Interrupted Formal Education, and Bilingual Special Education/Exceptional Children. During these years, Kimberly was also an adjunct instructor of ESL/TESOL, English for Academic Purposes, and participated in educational research. Studying world languages, traveling to discover cultures around the world, reading, writing, and collecting foreign currency are some of her favorite things. As a lifelong learner, Sra. Kimberly is currently pursuing an EdD in educational leadership.

Homework Offered
I will guide your learner through the process of learning Spanish however, each learner, is responsible for actively acquiring and constructing knowledge by completing all assigned readings, activities, and voice recordings and practicing Spanish outside of class each week. 

0 - 1 hours per week outside of class
Assessments Offered
Students will be informally assessed by me on the *NCSSFL-**ACTFL Can-Do Statements Progress Indicators for Language Learners. The NCSSFL-ACTFL Can-Do Statements are self-assessment checklists that language learners use to determine what they are capable of in Interpersonal, Interpretive, and Presentational modes of communication. According to the National Standards for 21st Century Language Learning, these modes of communication fall into the following categories:
•	 Interpersonal (Person-to-Person) Communication 
•	 Presentational Speaking (Spoken Production) 
•	 Presentational Writing (Written Production) 
•	 Interpretive Listening 
•	 Interpretive Reading 

For language learners, the ultimate goal is to develop the ability to use a world language in a meaningful way for their purposes and contexts. To achieve this goal, the Can-Do Statements serve two purposes: 
1- for Sra. Kimberly, they provide learning targets for curriculum design with progress indicators
2- for students, they provide a way to chart her progress. 

Checklists are most effective when used in conjunction with an overall reflective learning process that includes setting goals, selecting strategies, self-assessing, providing evidence, and reflecting before setting new goals. The more engaged your learner is in her/his/their own learning process, the more intrinsically motivated she/he/they will become. According to research, the ability of learners to set goals is related to their motivation, language achievement, and proficiency growth.
Grades Offered