World Languages

This course is designed for students who demonstrate a high level of fluency in the target language. The focus of the curriculum is on developing strong conversational and communicative skills by discussing contemporary topics that provide the background through which students engage in inquiry and rich discussions. Students will be able to understand authentic material representing the richness of the Spanish speaking countries utilizing various media sources. They will read, write, and engage in conversations about selected topics on the literature, cinema, history, and popular culture of the target language.

Students will learn receptive and expressive language skills within the context of everyday interaction with others in their home, school, and community environments. Students will learn to ask and answer questions about family, school events and celebrations. They will exchange essential information such as making introductions, leave-taking, getting attention and negotiating the signing environment using appropriate non-manual behaviors (i.e., facial expression, body posture, spatial organization). Students will study the history of American Sign Language and will explore aspects of Deaf culture.

Students will learn receptive and expressive language skills within the context of everyday interaction with others in their home, school, and community environments. Students will learn to ask and answer questions about family, school events and celebrations. They will exchange essential information such as making introductions, leave-taking, getting attention and negotiating the signing environment using appropriate non-manual behaviors (i.e., facial expression, body posture, spatial organization). Students will study the history of American Sign Language and will explore aspects of Deaf culture.

Students will expand on enhance the communicative skills in ASL. They will ask and respond questions for clarification and be able to further express opinions and preferences regarding everyday experiences and environment. Students will expand their vocabulary and conversational ability by studying more abstract topics and literary works. A deeper understanding of the Deaf community and their implications for language learning. They will be encouraged to interact with others using their ASL skills beyond the classroom level.

Students will expand and enhance the communicative skills in ASL. They will ask and respond to questions for clarification and be able to further express opinions and preferences regarding their everyday experiences and environment. Students will expand their vocabulary and conversational ability by studying more abstract topics and literary works. A deeper understanding of the Deaf community will also be a goal of this level, through the discussion of the community’s norms and values. Students will gain an understanding of concepts that are unique to the Deaf community and their implications for language learning. They will be encouraged to interact with others using their ASL skills beyond the classroom level.

Students will apply the language skills and vocabulary acquired in previous levels to increase their conversational abilities, focusing on more abstract topics. These topics include literary works and current events and issues of the Deaf world. Students will deepen their understanding of the Deaf community through discussion of the community’s norms and values. Through a more involved study of the ASL roots and linguistics, students will gain a better understanding of the language while also being able to compare it to their own language. Students will be encouraged to use the language both within and beyond the school setting. For example, students will interview members of the Deaf community on topics of personal interest, the greater community and/or world concern.

Students continue to develop cultural awareness, comprehension and production skills, and emphasizes a variety of sentence structures in American Sign Language (ASL) with a continued focus on interactive communicative competence. This course provides students with the opportunity to become skilled in ASL conversational fluency while developing an understanding and awareness of the culture, heritage, and civic values of the U.S. Deaf community.

Students will apply the language skills and vocabulary acquired in previous levels to increase their conversational abilities, focusing on specific fine-tuning strategies which will help them reach the next level with their ASL skills and prepare them for college-level ASL courses, as well as prepare them for possible careers involving ASL. Topics include literary works, deaf art, current events, and issues within the Deaf community. Students will deepen their understanding of the Deaf World through a storytelling lens with a brief taste of the ASL interpreting process. Through a more involved study of ASL roots and linguistics, notably classifiers and parameters, students will gain better understanding of the language while comparing it with their native language. Students will be encouraged to use ASL both within and beyond the school setting. In addition to this, they will collaborate with their ASL IV peers from another high school. For example, students might participate in a Deaf literature book club, reading outside of class. They will return to the classroom where they will share in ASL with each other their newfound knowledge.

Students continue to develop cultural awareness, comprehension and production skills, and emphasizes a variety of sentence structures in American Sign Language (ASL) with a continued focus on interactive communicative competence. This course provides students with the opportunity to continue to become skilled in ASL conversational fluency while developing an understanding and awareness of the culture, heritage, and civic values of the U.S. Deaf community.

This level introduces students to the Arabic alphabet and sound system. This course is very rich in cultural and historical information. The history of the Arabic language, family tree of Arabic language and script are given. In addition to the initial focus on the sound and writing systems, students learn and reproduce sounds, stress patterns and intonation of the language. Basic grammatical structures and vocabulary are introduced so that students can produce very basic formulaic exchanges in simple sentences and conversations in contexts appropriate to the level. Students will be able to write words and sentences accurately from dictation, read previously learned words and sentences, greet, and introduce others, form simple questions and answers, engage in basic social interactions, talk about themselves, family members and others and exchange basic personal information. The principal topic around which language is developed is personal and family life.

This course continues the development of listening, speaking, reading, and writing at a novice proficiency level and revolves around daily life situations students in Arabic speaking countries may encounter.

Students increase vocabulary building and continue to learn more about basic Arabic sentence structure and to apply basic grammatical structures for engaging in functional language. Upon completion of Arabic II, students will be able to initiate social interactions, and be aware of basic cultural perspectives. Students will be able to understand and respond to simple questions, short statements, and high frequency commands, especially on familiar topics. Using previously practiced or memorized sentences and phrases, students will be able to describe people, talk about how they look and feel, exchange information about hobbies and will be able to read and compose simple sentences and short paragraphs using previously learned material. They will also be familiar with some of the differences between formal and spoken Arabic. Topics include school and home life, social life and personal interests and community life, including shopping, restaurants, and food.

This course continues the development of listening, speaking, reading, and writing at a novice proficiency level and revolves around daily life situations students in Arabic speaking countries may encounter. Students increase vocabulary building and continue to learn more about basic Arabic sentence structure and to apply basic grammatical structures for engaging in functional language. Upon completion of Arabic II, students will be able to initiate social interactions, and be aware of basic cultural perspectives. Students will be able to understand and respond to simple questions, short statements, and high frequency commands, especially on familiar topics. Using previously practiced or memorized sentences and phrases, students will be able to describe people, talk about how they look and feel, exchange information about hobbies and will be able to read and compose simple sentences and short paragraphs using previously learned material. They will also be familiar with some of the differences between formal and spoken Arabic. Topics include school and home life, social life and personal interests and community life, including shopping, restaurants, and food.

Students continue to develop their listening, speaking, reading, and writing skills. The content is focused on issues and challenges that relate to the lives of high school students. Themes and topics go beyond daily life situations into social issues related to the world around them. As part of the curriculum, students will be able to read and understand simplified texts that relate to issues that are of interest to Arabs as manifested in pop songs and poetry. Students will comprehend simple to more complex songs and video texts that revolve around familiar topics and be able to express views in simple terms about issues that rotate around the self and the people around you. Students will handle a number of uncomplicated communicative tasks relating to social situations and be able to read and understand basic instructions and standard messages and expressions such as those found on menus, maps and road signs. They will also understand main ideas in texts that are highly contextualized. Topics include additional and more sophisticated aspects of personal and family life, teen culture, future plans and choices and the environment.

This course continues the refinement of linguistic functions identified in the level III curriculum and develops more sophisticated communication skills with emphasis on the oral and written language. Themes focus on future plans and choices, current and historic events and the environment and include topics on careers, jobs and educational plans, national holidays and the arts, nature, ecology, conservation and eco-tourism. Students will be able to summarize, ask and answer questions related to themes and topics studied. In addition, students will be able to demonstrate an understanding of the practices, products, and perspectives of the Arabic cultures and how they compare and contrast with their own culture.

Students develop the ability to communicate about themselves and their immediate environment using simple sentences containing basic language structures. This communication is evidenced in all four language skills: listening, speaking, reading, and writing. This course emphasizes the development of listening and speaking skills. Students are introduced to piny in and learn simplified Chinese characters that relate to the themes and grammatical elements targeted at this level. Students learn to recognize characters correctly, not only for reading, but also with the goal of developing their writing and ability to communicate in text on computers and on other electronic devices. Students begin to explore and study the themes of personal and family Life, school life, social life, and community life.

Students develop the ability to communicate about themselves and their immediate environment using simple sentences containing basic language structures. This communication is evidenced in all four language skills-listening, speaking, reading, and writing. This course emphasizes the development of listening and speaking skills. Students are introduced to piny in and also learn simplified Chinese characters that relate to the themes and grammatical elements targeted at this level. Students learn to recognize characters correctly, not only for reading, but also with the goal of developing their writing and ability to communicate in text on computers and on other electronic devices. Students begin to explore and study the themes of personal and family life, school life, social life, and community life.

Students continue to develop the ability to communicate about themselves and their immediate environment using simple sentences containing basic language structures. This communication is evidenced in all four language skills: listening, speaking, reading, and writing, with emphasis on the ability to communicate orally. Students continue to expand their study on the themes of personal and family life, school life, social life, and community life, which were introduced in level I. Students continue to refine their writing skills in simplified Chinese. Students learn to recognize characters correctly, not only for reading, but also with the goal of developing their writing and ability to communicate in text on computers and on other electronic devices. In addition to the characters learned in level I, students are introduced to new simplified Chinese characters that relate to the themes and grammatical elements targeted at this level.

Students continue to develop the ability to communicate about themselves and their immediate environment using simple sentences containing basic language structures. This communication is evidenced in all four language skills-listening, speaking, reading and writing-with emphasis on the ability to communicate orally. Students continue to expand their study on the themes of personal and family life, school life, social life, and community life, which were introduced in level I. Students continue to refine their writing skills in simplified Chinese. Students learn to recognize characters correctly, not only for reading, but also with the goal of developing their writing and ability to communicate in text on computers and on other electronic devices. In addition to the characters learned in level I, students are introduced to new simplified Chinese characters that relate to the themes and grammatical elements targeted at this level.

Students continue to develop and refine their proficiency in all four language skills-listening, speaking, reading and writing-with emphasis on the ability to interact orally. They communicate using more complex language structures on a variety of topics, moving from concrete to more abstract concepts. At this level, students comprehend the main ideas of the authentic materials that they read and hear, and they can identify significant details when the topics are familiar. Students gain a deeper understanding of the world around them while studying rights and responsibilities, future plans and choices, teen culture, environment, and humanities while revisiting themes and topics from previous levels. However, the spiral character of the theme-based instruction requires students to demonstrate their communicative skills and sophistication at a new developmental level and understand announcements and messages connected to daily activities. Students present reports orally and/or in writing on topics being studied. They can write descriptions of people and objects from their everyday environment and school. Students also acquire information from a variety of sources about topics being studied. Student work will be required outside of class time.

Students continue to develop and refine their proficiency in all four language skills-listening, speaking, reading, and writing-with emphasis on the ability to interact orally and in writing. They communicate using more complex language structures on a variety of topics, focusing on abstract concepts. At this level, students comprehend the main ideas of the authentic materials that they read and hear, and they are able to identify significant details when the topics are familiar. Students gain a deeper understanding of the world around them while studying Beijing, facets of China’s traditional culture, social life, hobbies, the environment, work, and college. Some familiar themes and topics from levels I, II, and III may reoccur at the same time. However, the spiral character of the theme-based instruction requires students to demonstrate their communicative skills and sophistication at a new developmental level. Students will be introduced to the Advanced Placement Chinese Language course and the College Board examination.

This course is designed to prepare high school students for the AP exam in May. It is a rigorous college level course equivalent to a fourth semester college course in Mandarin Chinese. Students will demonstrate proficiency in presentational, interpersonal and interpretative communication through listening, speaking, reading and writing; explore contemporary and historical Chinese cultures; study a variety of themes related to the Chinese Language and Culture as outlined by the College Board; broaden their global perspectives and compare Chinese cultures with their own environment. Students who are enrolled in a Virtual Virginia World Language course will be required to take a nationally recognized examination in their language as part of this course. Students not taking the exam will not receive the quality point (25860).

The world language exploratory courses are offered at Grade 6 and are an introduction to the language and culture. Exploratory courses are not required in order to take Level I of a language in Grade 7. However, they are recommended.

Students are introduced to the target language and learn basic communication skills such as: understand, ask, and answer questions about self; participate in basic social interactions with memorized phrases; understand and use limited phrases and exchanges related to greetings, colors, numbers, and food.

The world language exploratory courses are offered at Grade 6 and are an introduction to the language and culture. Exploratory courses are not required in order to take Level I of a language in Grade 7. However, they are recommended.

Students are introduced to the language and life of the Romans. Basic concepts about language are presented as students learn a beginning Latin vocabulary. A strong emphasis is placed on word formation from Latin.

Students will:

• Use greetings, farewells, and expressions of courtesy.
• Take part in basic conversation about friends, family, and school.
• Ask and answer questions based on familiar material.
• Read menus, signs, schedules, and other authentic material.
• Write short descriptions, messages, and guided compositions.
• Study aspects of everyday life in the culture of the target language.

The focus for language learning is on real life, functional use of language through dialogues, skits, and other creative, hands-on activities. Students develop skills and learn basic structures and vocabulary of the language through listening, speaking, reading, and writing activities.

Students will:

• Use greetings, farewells, and expressions of courtesy.
• Take part in basic conversation about family, friends, and school.
• Ask and answer questions based on familiar material.
• Read menus, signs, schedules, and other authentic material.
• Write short descriptions, messages, and guided compositions.
• Study aspects of everyday life in the culture of the target language.

Students continue to develop proficiency in listening, speaking, reading, and writing and develop a broader understanding of cultural aspects of the target language.

Students will:

• Express themselves in both future and past tenses to talk and write about friends, family and school related topics, feelings, time, weather, and location.
• Engage in more spontaneous, situational dialogues with learned materials.
• Conduct an interview for basic biographical information.
• Express opinions, likes, and dislikes.
• React to authentic reading materials.
• Begin to express themselves in creative writing activities.
• Recognize similarities and differences between the U.S. and the target cultures.

Students continue to develop their skills listening, speaking, reading, and writing with an emphasis on oral communication. They participate in simple conversations about familiar topics using the vocabulary and grammatical patterns they learn. They read familiar material and write short, guided compositions on topics within their vocabulary and grammatical control. They expand their knowledge of the customs and culture of the French speaking countries to include social patterns, activities, and roles.

Students continue to develop their proficiency in the target language in all four skills: listening, speaking, reading, and writing. They understand short conversations and can be understood by natives accustomed to dealing with foreigners. Emphasis is on consistent use of the language for classroom activities. Students recount uncomplicated events and experiences orally, read short authentic material for main idea, and write about familiar topics using more complex grammatical structures. A deeper insight into the target culture is developed.

Level IV students focus on increased accuracy and appropriateness of speech in formal presentations and spontaneous conversations when narrating, describing, seeking and giving information. Students read authentic material, particularly on familiar subjects, and discuss contemporary subjects. They also write about these topics in some detail. A broader knowledge of cultural contributions in the arts, historical and current events in the francophone culture is developed.

Students learn sounds, stress patterns, and intonation of the language. Basic structures and vocabulary are learned through practice in listening, speaking, reading, and writing with emphasis on using language to communicate orally. Students express themselves both orally and in writing by recombining vocabulary and language structures creatively. Students comprehend and read simple questions and statements about daily activities and interests. Students also learn basic information about the geography, customs, and culture of the German speaking countries.

Students continue to develop their skills listening, speaking, reading, and writing with an emphasis on oral communication. They participate in simple conversations about familiar topics using the vocabulary and grammatical patterns they learn. They read familiar material and write short, guided compositions on topics within their vocabulary and grammatical control. They expand their knowledge of the customs and culture of the German speaking countries.

Students continue to develop their proficiency in the language in all four skills: listening, speaking, reading, and writing. They understand short conversations and can be understood by native speakers accustomed to dealing with non-native speakers of German. Emphasis is on consistent use of the language for classroom activities. Students recount uncomplicated events and experiences orally, read short authentic material for main idea, and write about familiar topics using more complex grammatical structures. Cultural information is expanded.

Students are introduced to the target language and learn basic communication skills such as: understand, ask and answer questions about self, participate in basic social interactions with memorized phrases; understand and use limited phrases and exchanges related to greetings, colors, numbers, and food. This course is designed to provide exposure to the language prior to committing to a high school credit-bearing course. It will provide a foundation in the structure of the target language to enable participating students to be more successful in a chosen language used to fulfill high school requirements.

Students begin to acquire skills in understanding and speaking the Japanese language. Basic grammar and vocabulary used in daily living, practical conversations, and discussions of Japanese culture are studied. Hiragana, the Japanese syllabary writing system, and Katakana, the Japanese syllabary for foreign words are taught. A limited number of Kanji, Chinese characters, are also introduced. Through the language, students study Japanese history, geography, culture, and customs.

Students continue to increase their skills in understanding, speaking, reading, and writing Japanese. About 100 kanji characters are taught. Students are introduced to additional vocabulary and grammar in order to engage in more complex conversations. History, geography, culture, and customs of Japan are emphasized.

Japanese III is designed to further enhance students’ speaking, reading, and writing skills. The course will teach new skills through the study of topics related to contemporary life in Japan. About 100 new kanji characters will be introduced. By the end of the course, students will be able to discuss and express opinions and feelings in various speech styles.

In this first Latin course, students are introduced to the language and life of ancient Romans. Students learn to read simple Latin texts and adapted stories with expression and enjoyment. Topics include: home and family, city life, entertainment, and education in ancient Rome. Students learn basic vocabulary patterns and language structures by making connections to modern languages, including English.

In this first Latin course, students are introduced to the language and life of the ancient Romans. Students learn to read simple Latin texts and adapted stories with expression and enjoyment. Topics include: home and family, city life, entertainment, and education in ancient Rome. Students learn basic vocabulary patterns and language structures by making connections to modern languages, including English. 

Students build upon the reading skills, vocabulary and forms acquired in Latin I as they read increasingly complex texts and adapted stories. Throughout the course, students examine social status in the ancient world including interactions between Romans and other cultures. Students further develop their understanding of Latin roots and language patterns through dialogue and interactive learning activities.

Students build upon the reading skills, vocabulary and forms acquired in Latin I as they read increasingly complex texts and adapted stories. Throughout the course, students examine social status in the ancient world including interactions between Romans and other cultures. Students further develop their understanding of Latin roots and language patterns through dialogue and interactive learning activities.

Students continue their study of Latin language structures by reading and analyzing adapted narratives and dialogues. Topics include: life in the provinces, Roman values and customs, and military life. By identifying patterns in Latin words and texts, students build a more robust vocabulary and read increasingly complex stories.

Students complete their study of Latin language structures by reading and analyzing adapted texts. Topics include: politics, law, country life, and city life in ancient Rome. Through examining patterns in Latin root words, students make connections and deepen their understanding of language. Toward the end of the course, students transition from adapted texts to reading authentic Latin works written by Roman authors. 

(This course may be combined with Latin, AP or Latin, IB.) Students read authentic Latin, both poetry and prose. The course focuses on comprehension, literary analysis, and the larger historical and cultural contexts of works read. Students activate prior knowledge of Latin roots and language structures to build a deeper understanding of new vocabulary and patterns in Latin.

Students read authentic passages by Roman authors and review language constructions and vocabulary in context. There is a focus on comprehension, analysis of stylistic technique, and interpretation of the author’s intent through word choice, syntax, and allusion. Latin verse will be read aloud in meter to explore the meter’s impact on the mood of the passage. Students make connections between the passages studied and larger topics including: ancient history and geography; Roman daily life and culture; and modern words derived from Latin.

Students will:

• Use greetings, farewells, and expressions of courtesy.
• Take part in basic conversation about friends, family, and school.
• Ask and answer questions based on familiar material.
• Read menus, signs, schedules, and other authentic material.
• Write short descriptions, messages, and guided compositions.
• Study aspects of everyday life in the culture of the target language.

The focus for language learning is on real life, functional use of language through dialogues, skits, and other creative, hands-on activities. Students develop skills and learn basic structures and vocabulary of the language through listening, speaking, reading, and writing activities.

Students will:

• Use greetings, farewells, and expressions of courtesy.
• Take part in basic conversation about family, friends, and school.
• Ask and answer questions based on familiar material.
• Read menus, signs, schedules, and other authentic material.
• Write short descriptions, messages, and guided compositions.
• Study aspects of everyday life in the culture of the target language.

Students continue to develop proficiency in listening, speaking, reading, and writing and develop a broader understanding of cultural aspects of the target language.

Students will:

• Express themselves in both future and past tenses to talk and write about friends, family and school related topics, feelings, time, weather, and location.
• Engage in more spontaneous, situational dialogues with learned materials.
• Conduct an interview for basic biographical information.
• Express opinions, likes, and dislikes.
• React to authentic reading materials.
• Begin to express themselves in creative writing activities.
• Recognize similarities and differences between the U.S. and the target cultures.

Students continue to develop their skills in listening, speaking, reading, and writing with an emphasis on oral communication at the novice level. They participate in simple conversations about familiar topics using the vocabulary and grammatical patterns they learn. They read familiar material and write short, guided compositions on topics within their vocabulary and grammatical control. They expand their knowledge of cultural perspectives and practices.

Students continue to develop their proficiency in the language in all four skills: listening, speaking, reading, and writing. They understand short conversations and can be understood by native speakers accustomed to dealing with non-native speakers of Spanish. Emphasis is on consistent use of the language for classroom activities. Students recount uncomplicated events and experiences orally, read short authentic material for main idea, and write about familiar topics using more complex grammatical structures. Knowledge of cultural perspectives and practices is expanded.

Level IV students focus on increased accuracy and appropriateness of speech in formal presentations and spontaneous conversations when narrating, describing, seeking, and giving information. Students read authentic material, particularly on familiar subjects, and discuss contemporary subjects within a cultural context. They also write about these topics in more detail. A deeper understanding of cultural perspectives and practices is developed through literature and authentic materials.

This course is designed for students who demonstrate a high level of fluency and can understand material on concrete and abstract topics. This course prepares students for the Advanced Placement examination in Spanish Language. Students will demonstrate their abilities in all language skills; (listening, speaking, reading, and writing,) in various ways, such as writing coherent summaries, descriptions, narrations, and essays. They will comprehend, analyze, and discuss a variety of spoken and written texts, representing literary works, contemporary life, and popular culture. Students will continue to refine syntax and mechanics of Spanish both orally and in writing, demonstrating a more advanced control of language and also a deeper understanding and use of idiomatic expressions. Students are required to take the AP exam associated with this course. Students not taking the exam will not earn the additional quality point (25555).

This course is designed for students who demonstrate a high level of fluency and can understand material on concrete and abstract topics, including literary texts representing various genres and literary styles. This course prepares students for the Advanced Placement examination in Spanish Literature, AP. The curriculum exposes students to a wide range of literature from across Spanish speaking countries. Students will study literature and civilization in greater depth and will demonstrate proficiency in Spanish across all language skills, with a particular focus on a critical reading and analytical writing. In addition, this course approaches the study of literature through various cultural contexts, allowing students to understand the literary texts they read while at the same time relating this content to many other areas of learning and connecting it to their own life.

Students are able to discuss current events and to understand authentic material (from media, literature excerpts from native speakers, etc.). They read, write, and converse with some depth about selected topics on the culture, history, and literature of the language, and begin to extend comprehension beyond the literal level. The course also includes some analysis of literature in the target language.

Students will listen to, read and discuss current events and other authentic material including the study and analysis of literary works. They read, write, and converse with some depth about selected topics on the culture, history, and literature of the language and extend comprehension beyond the literal level. Lessons are infused with a cultural framework to analyze the perspectives that derive the products and practices of the Spanish speaking world. This course is designed to increase Spanish proficiency above the intermediate-mid level as defined by the ACTFL (American Council on the Teaching of Foreign Languages) Proficiency Guidelines.

This course is designed for students who have native or near native oral fluency in Spanish but may not have mastered basic reading and writing skills in Spanish. Students develop communication skills in reading, writing, and speaking and begin the study of Spanish grammar. Students develop a deeper understanding of perspectives and practices of the Hispanic culture.

Students will:

• Participate in informal conversations and discussions.
• Make oral presentations to small groups and to the class.
• Identify main ideas and secondary ideas in authentic texts.
• Write short summaries.
• Study the influence of the Hispanic culture.

This course is designed for students who have oral fluency in Spanish but have not mastered basic reading and writing skills. Students develop communication skills in reading, writing, and speaking and begin the study of Spanish grammar. Students develop a deeper understanding of perspectives and practices of the Hispanic culture.

This course is designed for students who already know how to read and write in Spanish at a basic level. Students improve spelling and mechanics and write short compositions. They read original works and begin to interpret and/or analyze narratives and poetry. The study of grammar is continued. Students improve their oral communication skills through class presentations and other interpersonal activities. Cultural perspectives and practices are explored, and a deeper understanding is developed through the context of literature.

This course is a Spanish language arts course designed for students who already know how to read and write in Spanish at a basic level. Students improve spelling and mechanics and write short compositions. They read original works and begin to interpret and/or analyze narratives and poetry. The study of grammar is continued. Students improve their oral communication skills through class presentations and other interpersonal activities. Cultural perspectives and practices are explored, and a deeper understanding is developed through the context of literature.

This course is designated for students who know how to read and write at a more advanced level. Students will be able to write letters, compositions, and reports, and interpret and/or analyze more complex and longer narratives. In addition, students will present oral and written reports on a variety of topics. Cultural perspectives and practices are shared, and a deeper understanding is developed through the context of literature.

This course is a Spanish language arts course designed for students who know how to read and write at a more advanced level. Students will be able to write letters, compositions, and reports, and interpret and/or analyze more complex and longer narratives. In addition, students will present oral and written reports on a variety of topics. Cultural perspectives and practices are shared, and a deeper understanding is developed through the context of literature. Upon successful completion of Spanish for Fluent Speakers III, students are encouraged to enroll in Intermediate Spanish I/II Dual Enrollment (95501W) full year, one credit, +1.0 quality point, or Spanish Language and Culture, AP.