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© 2009 Constance O. Williams, Ed.D.
SPANISHFORMS AND FUNCTIONS CHARTS
SAMPLER
Introducing the Go Spanish2! Forms and Functions Charts
Thank you for your interest in the Go Spanish2! Forms and Functions Charts: I am pleased to provide you with the information you need to evaluate the Go Spanish2! Forms and Functions Charts. I have included sample materials taken directly from the Program for
your review. If you have any questions, please do not hesitate to contact me (see below). About the Go Spanish2! Forms and Functions Charts: Teacher-friendly and easy to use, the Go Spanish2! Forms and Functions Charts provide teachers with a valuable tool of specific “sentence” examples, exhibiting how the uses (functions) of language interrelate with its grammar (forms). The checklist provided in this sampler visually represents a roadmap of the Spanish language from the Beginning to the most Advanced proficiency levels of the native Spanish speaker or the second language learner of Spanish. Although there is a GO English2! Forms and Functions Program distributed by Ballard & Tighe Publishers, this is definitely not a translation of the English program. The grammatical matrix is very different in Spanish although the functional matrix remains the same. As you will see, the Verb clock illustration or “verb wheel” is another example of the program that illustrates the complexity of the Spanish verb system and systematically shows its development over time. Overall, these materials are an excellent tool for teachers and can guide their instruction of native Spanish speakers as well as second language learners of Spanish. The charts apply to all levels of language proficiency and are designed for Spanish Dual-Immersion or Two-Way Immersion programs as well as Spanish foreign language classrooms. Features:
A matrix to exhibit a model sentence for every grammatical form by proficiency level in a functional context.
A tool for teachers to access examples of the ways in which the uses of language interrelate with its grammar.
An at-a-glance scaffold to practice each grammatical form by proficiency level within a communicative context.
A fundamental document for every teacher working with native speakers of Spanish or second language learners of Spanish.
For more information, please feel free to contact us!Ballard & Tighe, Publishers(800) [email protected]
Checklist
Based on the forms and functions delineated in the GO Spanish2! Forms and Functions Charts.©2009 Constance O. Williams, Ed.D. in collaboration with Zita Agazzi
Checklist
Copy
right
© 2
009
Cons
tanc
e O.
Will
iam
s, E
d.D.
in
col
labo
ratio
n w
ith Z
ita A
gazz
i fro
m G
O Sp
anis
h 2! F
orm
s an
d Fu
nctio
ns C
hart
s.
Preg
unta
rM
anda
rD
escr
ibir
Expl
icar
Expr
esar
Con
tar
Relat
arSe
cuen
ciar
Imp
erat
ivo:
Man
dat
os (
plu
ral)
Comp
rendu
lces
.Le
anpo
emas
de
amor
de P
ablo
Ner
uda.
Re
cojan
sus c
osas
porq
ue v
iene
n vi
sita
s.Di
sfrute
nlas
va
caci
ones
, son
co
rtas.
Ella
dijo
:“A
cués
tense
tem
pran
o.”
Láve
nsel
as m
anos
,lu
ego
veng
ana
com
er.
Ver
bos
: P
reté
rito
(ver
bos
reg
ula
res)
¿Can
taste
en e
l cor
o?(Y
o) E
scrib
íuna
no
vela
de
cien
pá
gina
s.
Él ab
rióla
pue
rtapo
rque
hac
ía c
alor
.El
las b
ebían
jugo
de
nara
nja.
Nos
otro
s asis
timos
ala
cer
emon
ia.
Ello
s dije
ronq
ueve
ndier
onel
pia
no.
Estud
iaron
y lu
ego
mira
ronl
a te
levi
sión
.
Ver
bos
: Im
per
fect
o
(ver
bos
reg
ula
res)
¿Con
qui
énha
blaba
s?La
niñ
a jug
abac
onun
a m
uñec
a de
trap
o.El
box
eado
r salt
abaa
la c
uerd
a pa
ra
entre
nar.
La c
ena
estab
afría
.Yo
corrí
ay pi
saba
los c
harc
os.
Ella
s dije
ron
que
leían
muc
ho.
Tenía
mose
nerg
ía,
lueg
o es
tábam
osca
nsad
os.
Ver
bos
: R
efle
xivo
s¿A
qué
hor
a te
levan
tas?
Món
tatee
n la
bic
i-cl
eta.
Juan
se ba
ñaen
el
mar
y se
bron
ceae
nla
pla
ya.
Nos p
onem
oslo
sab
rigos
por
que
hace
frío
.
Hay
que
baña
rseto
dos l
os d
ías.
Ana
se m
iraen
el
espe
jo to
do e
l tie
mpo
.El
la d
ijo q
ue se
enoja
muy
poc
o.Pr
imer
o me
cepil
lolo
s die
ntes
, lue
go m
eac
uesto
.V
erb
os:
Pre
sen
te y
Pre
téri
to (
gust
ar)
¿Te g
ustó
la p
elíc
ula?
Me g
ustan
las f
lore
sco
lorid
as.
Nos g
ustó
la c
ena
porq
ue no
s gus
tael
pesc
ado.
A lo
s niño
s les
gusta
el c
erea
l.A
mi h
erm
ana
legu
sta co
cina
r.Él
dijo
que
le gu
stó el
jueg
o.M
e gus
tó na
dar,
pero
ahor
a me
gusta
tom
arso
l.V
erb
os:
Fu
turo
¿Irás
al m
useo
?In
vitar
ávei
nte
buen
os a
mig
os a
sufie
sta.
Cuida
réa
Lía
porq
uem
amá
saldr
á.Ll
egar
emos
tard
e.Es
tarán
en E
spañ
a en
juni
o.Él
dijo
que
apren
derá
espa
ñol.
Subir
é la
esca
lera
yes
taré a
rrib
a.
Pro
nom
bre
s
Pos
esiv
os¿É
ste
es el
tuyo
? (e
lre
loj)
Pont
e la
tuya.
(laro
pa)
El nu
estro
es v
erde
.(e
l car
ro)
Es la
suya
porq
ue é
lla
traj
o. (l
a pe
lota
)Es
el m
ío. (e
l lib
ro)
La nu
estra
sem
arch
ó. (l
a ga
ta)
Ello
s dije
ron
que
esla
suya
. (la
pin
tura
)Fu
e la
mía,
ahor
a es
la tuy
a. (la
habi
taci
ón)
Pro
nom
bre
s: O
bje
to
Ind
irec
to¿L
etie
nes m
iedo
? Es
críb
e les
carta
s. El
la le
lleva
una
cana
sta
con
frut
as.
Te en
viar
on re
galo
spo
rque
es t
ucu
mpl
eaño
s.
Me d
uele
la m
uela
. Le
s pre
paré
un
past
el.
Ella
s nos
dije
ron
que
no h
ay c
lase
s. Pr
imer
o me
das e
ldi
nero
, lue
go te
doy
el c
ambi
o.
Ad
jeti
vos
Dem
ostr
a-
tivo
s¿M
e da
s ese
re
fres
co?
Beb
e es
alec
he.
Esta
moc
hila
es m
uype
sada
.Es
tas co
mpu
tado
ras
son
rápi
das p
orqu
eso
n nu
evas
.
Estos
som
brer
oses
tán
caro
s.Aq
uel r
etra
to e
s de
unpi
ntor
fam
oso.
Ella
dijo
que
aque
llafo
to e
s vie
ja.
Prim
ero
lleva
esta
carp
eta,
lueg
o lle
vaes
elib
ro.
Su
per
lati
vos
¿Qué
es m
ejor,
juga
rju
egos
o m
irar
revi
stas
?
Com
pra
una
mot
ocic
leta
mejo
r.Es
te m
uñec
o es
elm
ás b
onito
deto
dos.
El c
astil
lo e
s elm
ásan
tiguo
, tie
nequ
inie
ntos
año
s.
Este
caf
é es
el m
ásin
tens
o.M
atía
s es e
l may
or de
los h
erm
anos
.El
las d
ijero
n qu
e es
taju
gado
ra e
s la m
ejor.
Prim
ero
la m
ayor
vaa
la e
scue
la, l
uego
lam
enor
.A
dve
rbio
s (+
men
te)
¿Est
udia
s ha
bitua
lmen
te?
¡Cor
re rá
pidam
ente!
Esca
lar l
as ro
cas e
ssu
mame
ntedi
fícil.
Para
no
last
imar
teca
min
a len
tamen
te.Ac
tualm
ente
esto
yoc
upad
a.Le
o lo
s per
iódi
cos
diaria
mente
.Él
dijo
que
est
aba
terrib
lemen
teca
nsad
o.
Res
pond
ió
incor
rectam
ente,
lueg
o co
rrecta
mente
.A
dve
rbio
s d
e
Tie
mp
o (a
yer/
an-
teay
er/m
añan
a)
¿Qué
hic
iste
ayer
?M
añan
atra
e tu
tare
a.An
teaye
rcom
pré
unos
bra
zale
tes m
uyca
ros.
Ayer
com
í cer
eal
porq
ue n
o ha
bía
huev
os.
Antea
yer e
stud
iém
ucho
.M
añan
airé
al c
ine.
Ella
dijo
que
an
teaye
r coc
inó
ench
ilada
s.
Ayer
fui a
la e
scue
la.
Mañ
ana v
oy a
de
scan
sar.
Con
jun
cion
es
(y/p
ero/
sin
o/
sin
o q
ue)
¿Pra
ctic
as fú
tbol
yes
tudi
as?
Com
e, pe
rono
tem
anch
es.
No
inve
ntó
una
máq
uina
, sino
que
inve
ntó
un ro
bot.
Jueg
as b
ien
al
básq
uetb
ol, p
erotie
nes q
ue m
ejor
ar.
El a
rtícu
lo e
s cor
to,
pero
muy
inte
resa
nte.
No
fue
ella
, sino
supr
ima.
Él d
ijo q
ue n
o lo
vio
,sin
o que
lo e
scuc
hó.
Irás
a d
orm
ir, pe
ropr
imer
o de
bes
baña
rte.
Lang
uage
Fun
ctio
nsLE
VEL
TH
REE:
Inte
rmed
iateLanguage Forms
© 2
009
Con
stanc
e O. W
illiam
s, Ed
.D.
in co
llabo
ratio
n wi
th Z
ita A
gazz
iF
orm
s an
d F
unct
ions
Cha
rt L
evel
Thr
ee fr
omG
O S
pani
sh2!
For
ms
and
Fun
ctio
ns C
hart
s.
The GO Spanish2! Forms and Functions Charts are teacher-friendly and easy to use. These
fi ve matrices provide teachers with real examples of model sentences showing how the various
uses of language (the social and academic functions) interrelate and generate grammar over
the fi ve profi ciency levels. The large charts visually display the Spanish language learner’s
(SLL) challenge in mastering Spanish language profi ciency. The Forms and Functions charts,
representing the fi ve profi ciency levels, are an excellent tool for teachers to guide explicit
instruction for their Spanish language learners. This template of communicative language
functions and its grammar is a fundamental document for all teachers to develop the necessary
language sensitivity and knowledge of the daunting task involved in developing the full range
of profi ciency. The last chart, the Verb Clock, reveals the development of the verb system as
students move from one level to the next. A quick glance at this clock illustration clarifi es why
SLLs tend to plateau once they reach Level III (Intermediate) and the subsequent levels of verb
mastery that must be attained when using academic language with grammatical accuracy. The
simple steps below will enable the teacher to maximize the use of the charts.
Table of Contents
Step One: Identifi cation of Profi ciency Level page 1
Step Two: Placement and Grouping page 2
Step Three: Navigating the Charts page 2
Step Four: The Instructional Process page 3
I DO IT: Model the Sample Sentence
WE DO IT: Guided Practice of the Sample Sentence
THEY DO IT: Independent Practice of the Sample Sentence
Quick Informal Assessment (QIA) page 5
Forms and Functions Checklist page 7
Student Activity page 9
QIA Picture Prompt page 10
All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval
system, or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording,
or otherwise, without permission in writing from the publisher.
June 2012 Printing
ISBN 978-1-59989-392-1 • Catalog #2-999
© 2012 Constance Casagranda-Williams, Ed.D.
Distributed by Ballard & Tighe, Publishers | (800) 321-4332 | www.ballard-tighe.com
Instruction Booklet
FORMS AND FUNCTIONS CHARTS
©2012 Constance O. Williams, Ed.D. Instruction Booklet from GO Spanish2! Forms and Functions Charts.
