Wayside Publishing Catalog

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202 2 WORLD LANGUAGES

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DE AR T E ACH ERS

DEAR TEACHERS

Wayside is grateful to you, the World Language Teacher. We are privileged to witness your dedication and engagement, as well as the care you have for your students, the communities in which you live and work, and the world around you. At Wayside, our goal is to provide you with the tools and support you need to transform today’s students into tomorrow’s global citizens by providing superlative service and high-quality, engaging, language-proficiency learning materials. We partner with innovative thought leaders in education to create resources that empower learners and teachers, foster communication, and promote understanding across cultures. From traditional textbooks to digital course materials, and from professional development opportunities to helpful social media content, Wayside’s focus is to help you build an evolving classroom that inspires generations of empathetic learners and creates new bridges of understanding around the globe. Because at Wayside, we believe inspired, empathetic learners can change the world! The Wayside Team

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INFOR M AT ION

12 EntreCulturas 1, 2, 3, 4

04 How to Spot a

17 Triángulo APreciado

Proficiency-Driven

18 Azulejo

Language Program

TAB LE OF C ON T EN T S

SPA NISH

06 Learning Site® FRENCH

08 Teacher Resources

14 EntreCultures 1, 2, 3, 4

11 Our Commitment

19 APprenons

to Inclusion

16 AP®, IB, and Seal of I TA L I A N 20 Chiarissimo Uno & Due

Biliteracy Prep

23 Ancillary Resources 24 Our Instructional Leaders

L AT IN 21 Scandite Muros GER M A N

26 A New Opportunity ORDERING 27 Placing an Order

22 Neue Blickwinkel

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HOW TO S PO T A PROF ICIENCY-DRIVEN LANGUAGE PROG RAM

How to spot a proficiency-driven language program Emphasis on interculturality Interculturality is an outcome of a learning environment that purposefully cultivates the attitudes of curiosity, open-mindedness, respect, tolerance, and empathy towards others. As learners become comfortable with learning about others and their cultures, they develop the skills to reflect on their feelings, thoughts, perceptions, and reactions to understand what it is like to be in someone else’s shoes.

INT

E R C U LT U R A L I T Y

is at the heart of everything we do

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Focus on the three modes of communication

Proficiency in the target language means proficiency in all three modes of communication: interpersonal, interpretive, and presentational. A proficiencydriven language program gives students the opportunity to practice the language with activities, authentic resources, and assessments that guide their growth in all three modes.

Interaction with authentic resources in real-world tasks Authentic resources in a variety of formats not only engage students, but they help students use the language as it is naturally spoken outside of the classroom. Realworld tasks prepare learners to use the target language in everyday situations. These resources also help students gain a deep understanding of the culture they are studying.


lives. It’s a shift away from learning grammar for grammar’s sake. But how can you tell if a language program prepares your students for the real world? We broke down the features of Wayside’s language programs to show you the difference. Communication in context In a truly proficiency-driven language program, students practice grammar and vocabulary in context, in real-world scenarios, not in isolation. This helps students activate prior knowledge by connecting to concepts learners understand. Real-world relevance inspires engagement, increases a learner's valuation of language acquisition, and supports long-term retention.

Assessment of what students can do

In a proficiency-driven classroom, students acquire language skills by communicating and engaging within the target language. Therefore, formative and summative assessments focus on what students can do with the language using all three modes of communication, completing real-world tasks, and engaging in life-based situations.

Outcome-oriented backward design Essential questions and unit goals, Can-Do statements, and rubrics set a clear direction and help students self-reflect on their progress along the path to proficiency. All activities, resources, and formative assessments work together to support unit goals, and a summative IPA confirms that learners have achieved intended outcomes. IDEN T IF Y OU TCOME

HOW TO SPOT A PROF ICIENCY-DRIVEN LANGUAGE PROG RAM

Teaching for proficiency focuses on using the target language in contexts that connect to learners'

DETERMINE ASSESSMENT

PL A N FOR INSTRUCTION

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T HE LE ARNING S IT E

Performance-based digital tools The Learning Site® is your home for Explorer® courses, which contain digital learning tools like FlexText® online textbooks, authentic resources, student portfolios, and more.

NEW FEATURES!

+

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Digital Plus allows for differentiated instruction across titles, all from a unified classroom gradebook.

Offline? No worries! Log into the Learning Site® and download audio, video, and PDF resources for later or for group classroom work.

Enrollment options make it easier than ever to invite students and manage class rosters.

Explore differentiated activities for students in all modes of communication, including online writing and recorded speaking.

Easily locate materials with the Browse and Search feature by filtering for activity types, units, or keywords.

Online language portfolios empower students to self-assess through Can-Do statements by uploading evidence to their personalized space.

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Your online textbook

The Learning Site® is IMS Global Thin Common Cartridge certified. Learning Site® integrations allow you to efficiently and effectively communicate assignments and seamlessly share links to activities and topics with your students through a growing list of compatible applications, including:

Schoology

Search FlexText® in English or the target language

Link to content such as audios, videos, and more

Annotate and highlight text, or make notes

Google Canvas Classroom Classroom

IMS Global TrustEd Apps

OneRoster

T HE LE ARN ING S IT E

I N T E G R AT I O N S

Clever

Kimono

Getting started is easy with our extensive tutorial videos and downloadable integration guides. Our integration experts work closely with schools and districts to find the solution that will benefit all students and teachers. Visit https://waysidepublishing.com/ learningsite/integrations for more! 7


T HE LE ARNING S IT E

DIGITAL TOOLS & RESOURCES for every type of classroom Instructional Strategies Toolkit Engage your students with activities that fit their proficiency level and the skill they need to practice! With 200+ activities and counting, our Instructional Strategies Toolkit lets you browse by learning styles and task types, providing helpful descriptions and supplemental materials that make lesson prep a breeze. Available for all courses on the Learning Site®

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Classroom Forum

Use the Classroom Forum on the Learning Site® to post lesson openers, discuss assignments, share personal learning strategies or experiences, or talk about the day’s homework. Anything from text to GIFs, photos, video, audio, and external links can be exchanged— creating endless possibilities for you to build community and get to know each student.

Online Community As language teaching and technology evolve, Wayside invites you to join the conversation through our pedagogically focused communications, our blog Proficiency Talks, and our Facebook group Proficiency Talks LIVE. For those who want updates and resources specific to their Wayside title, you can subscribe to the communication channel of your choice – links are printed on our back cover!


book offers the same integration. Student language in the homemade vlogs is authentic and not scripted like with other textbooks. The students appreciate that. —L. HOFFMAN, WORLD LANGUAGES DEPARTMENT CHAIR, TOLEDO, OH

Step-by-step supports

Webinars

Detailed tips and tools for implementing proficiency-driven strategies, helping your students develop interculturality, and differentiating instruction are provided in Learning Site® Teacher resources folders in Explorer®. You will also find strategies throughout your Teacher Edition textbook and FlexText® to support your proficiency growth.

WORLD LANGUAGES PROFICIENCY TRACKER  LEVEL 1

PROFICIENCY GOAL

Unit 1 ¨ 2 ¨ 3 ¨ 4 ¨ 5 ¨ 6 ¨

Novice Low

Novice Mid

Intermediate Low

Novice High

Name:

Class:

Proficiency Progress Indicate your proficiency levels as measured during the unit performance assessments by placing a checkmark (✔). Unit Performance Assessments Interpersonal Speaking/Writing

Interpretive Reading/Listening/Viewing #1

#2

#3

IPA

#1

#2

#3

IPA

Presentational Speaking/Writing #1

#2

#3

IPA

Videos

T HE LE ARN ING S IT E

My students’ vocabulary has exploded. Interculturality is front and center; no other

From learning how to use the Learning Site® to viewing webinars you may have missed, Wayside provides more than 150 videos on YouTube to help you and your students glide through the year.

Wayside's dedicated team of Instructional Strategists and Technologists offer free, synchronous webinars to support your growth! Webinars provide opportunities to meet the team, hear from other teachers, and learn new technologies or skills.

We have uploaded videos ranging from simple tasks to complex topics. And we add new, helpful videos all the time. Watch anytime, anywhere - you always have knowledge at your fingertips.

Intermediate Low Novice High Novice Mid Novice Low

Learning Reflection What I am proud of: What I want to improve: What helped me learn:

Wayside Publishing Tel/Fax: (888) 302-2519

info@waysidepublishing.com support@waysidepublishing.com

262 U.S. Route 1, Suite #2 Freeport, ME 04032

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T EACHE R RE S OU RCES

WAYSIDE MEDIA to enrich your teaching with host Michelle Olah

Language Lounge Podcast Our newest teacher resource! Each week, Michelle Olah talks with international world language educators to discuss professional development, teaching techniques, and insights into the learning process. You can find Language Lounge on Apple Podcasts, Spotify, and other podcast directories.

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Newsletters

Proficiency Talks

Wayside brings thoughtprovoking, relevant articles, news of engaging events, and helpful resources to your inbox with our five, curated newsletters. Whether you teach Spanish, French, or Latin, we have a newsletter for you. Our general newsletter, Proficiency Insider, and the Learning Site's® own Learning Site® News supports all Wayside teachers. Take a look at one or all!

A language learning

Ya Sabes - Spanish

À Propos - French

Totidem Verbis - Latin

Proficiency Insider

Learning Site® News

& teaching blog Our Proficiency Talks blog offers fresh perspectives, reflections, tips, and resources to help you and your students succeed in the classroom. We bring you insights from leaders inside the world language community. Topics range from transitioning to proficiency, to supporting heritage and non-heritage learners, SEL in the classroom, how to nurture yourself, and more!


Celebrating the unique identity, strengths, and learning style of every learner supports an environment where young adults will feel comfortable taking risks in the target language. By modeling inclusive leadership, educators demonstrate through action what is possible through interculturality. Inclusivity is normalized, constant, and modeled through a Space is created for different perspectives. Teacher strength-based lens. In authentic resources and activities/ editions include notes within activities to support assessments, diverse perspectives connect to the themes, educators in adapting, so every learner can topics, and objectives of the unit. Where opportunities arise to contribute, particularly around sensitive address stereotype or bias, units provide historical issues. Inquiry based approaches offer and cultural context where appropriate, and learners opportunities to contribute their use language as a catalyst to own perspective, communicate inform behaviors that reflect around resources provided interculturality and respect. in the unit, and make Materials evolve alongside the learners of today and connections to external tomorrow. We talk to world language teachers at reference points. conferences, in focus groups, and online, and incorporate their feedback from the classroom. Any member of the Wayside community is encouraged to connect if they see an opportunity to expand our inclusivity, at info@ Inclusivity extends Programs undergo waysidepublishing.com. Learners may also submit feedback to creating unit-by-unit bias review. ® directly and securely through the Learning Site . opportunities for Authors, editors, and peer reviewers use the Washington Models for the Evaluation of Bias Content in Instructional Materials to examine representation of: Body Shape/Size, Physical Disability, Occupation, Geographic Setting, Age, Family Structure, Socioeconomic Status, Race, Ethnicity, Gender, Sexual Orientation, Gender Expression & Identity, Culture, Native Language, and Religion.

OUR COMMIT MENT T O I NCLU S ION

INCLUSION of EVERY LEARNER

learners with different abilities. Working with the Bureau of Internet Accessibility (BoIA. org), we continually improve webpages, as we strive to meet or exceed the requirements of the Web Content Accessibility Guidelines 2.1 Level A/AA (WCAG 2.1 A/AA). To find out more about our accessibility initiatives, visit www. waysidepublishing.com/accessibility.

Washington Models for the Evaluation of Bias in Instructional Materials, (2021, April, v. 1.2). Retrieved August 25, 2021, from https://www.k12.wa.us/policy-funding/equity-and-civil-rights/resources-school-districts-civil-rights-washington-schools/reviewing-instructional-materials-bias

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WORLD LANGUAGES  S PAN IS H N OV I CE-LOW 12

Includes access to Explorer® and FlexText® (p. 6)

NEW! Printed activity books now available (p. 23)

The first truly proficiency-driven Spanish language series

Novice-Low to Novice-High

Novice-High to Intermediate-Low

Intermediate-Low to Intermediate-Mid

Intermediate-Mid to Intermediate-High

Communicate, Explore, and Connect Across Cultures In EntreCulturas 1 and 2, your learners are immediately immersed in intercultural activities that have direct relevance to their everyday life. A variety of scaffolded interpersonal tasks encourage learners to negotiate for meaning and take risks within with the target language. Communicative language learning skills are modeled through Learning Strategies videos. Learners acquire grammar and vocabulary in context—processes that are enriched by inductive practices and authentic resources in the Observa and Así se dice sections of each unit.

TO

INT ERME DIATE-HIGH

EntreCulturas 1, 2, 3, 4

Now Available EntreCulturas 1A & 1B for middle school EXPLORE HTTPS://WAYSIDEPUBLISHING.COM

EntreCulturas increases the frequency of Spanish and vigor of AP®-style tasks with each level. By EntreCulturas 3, instruction is entirely in Spanish, with project based learning and extension materials that keep heritage and advanced learners engaged. In EntreCulturas 4, new differentiated formative assessments provide opportunities to track the progress of each learner as they prepare for AP®, IB, Seal of Biliteracy, and future study.

Advanced Placement, Advanced Placement Program, AP, and Pre-AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.


Assessments Performance-based tasks and assessments allow learners to demonstrate what they can do. EntreCulturas includes formative assessments and a summative IPA for each unit, as well as midterm and final IPA exams, rubrics, and strategies for performance-based assessment.

6 | Comunica

El mundo en el que vivo | UNIDAD

Así se dice 3

La protección adecuada ¿Qué ropa o accesorios necesitas para las siguientes situaciones? Consulta la infografía de Así se dice 3 para encontrar lo que necesitas. Incluye todas las posibilidades que se te ocurran.

QUÉ ROPA LLEVAR Al hacer la maleta, ropa para cada temperatura

1. Hace mucho frío. 2. Hace calor, y está húmedo.

Destino de playa

PARQUE NACIONAL NATURAL LOS NEVADOS

3. Hace mucho sol.

40°C Punta Gallinas Tomar el sol y conocer la cultura de los indígenas wayúu Es mejor usar ropa ligera blanca o de colores claros. Puedes llevar sandalias. Es importante proteger la cabeza con un sombrero o gorra. Puedes llevar el traje de baño en la mochila, por si las

4. Hace viento, pero no hace frío. 5. Está lloviendo. 6. Está nevando.

Actividad 24

¿Qué tienes en tu armario? Antes de comprar ropa para un viaje, revisa tu armario para ver qué ropa tienes. Organiza todo lo que tienes en estas categorías, y da por lo menos un detalle para cada prenda (color, material, uso, etc.).

Destino templado

Destino de verano 30°C Leticia (Amazonía) Visitar el Parque Ecológico Mundo Amazónico Tienes que llevar ropa ligera: camiseta con pantalones cortos. Hay que usar gafas de sol y repelente de insectos. Es mejor llevar un paraguas o impermeable para las inevitables lluvias.

ropa de

ropa

ropa

otras

verano

deportiva

elegante

cosas

el bolso

purse, handbag

la falda

skirt

el traje

suit

el vestido dress Modelo

Destino de nieve 0°C Parque Nacional Natural Los Nevados Hacer senderismo y ciclomontañismo Tienes que vestir por capas: ropa interior, suéter, abrigo. Es importante cubrirte el cuello con una bufanda. Hay que llevar calcetines de lana y botas en los pies.

ropa de invierno

Además se dice: Prendas y accesorios

En mi ropa de invierno, tengo tres abrigos, cuatro suéteres (uno azul, dos café, uno negro) y tres bufandas (una roja, una azul y una negra).

Students upload evidence of their performance to their online portfolios, using communicative and intercultural Can-Dos.

Adapted from www.despegar.com.ar.

LETICIA

20°C San Gil (Santander) Hacer kayak o visitar una plantación de café Basta una camisa o blusa ligera, con una chaqueta o sudadera. Tienes que cubrirte las piernas con pantalones largos o bluejeans. Usa zapatos abiertos o cerrados.

Can-Do Statements

326

TO

SAN GIL

Mi progreso comunicativo I can describe clothing that is appropriate for different weather conditions.

INTE RMED IATE-HIGH

¿Qué ropa llevo?

PUNTA GALLINAS

6

Actividad 23

Our video bloggers are real teens speaking real Spanish, providing engaging content and a chance to hear authentic language.

Unidad 6 | Comunica 327

Infographics

Vocab and Grammar In Context

Infographics give a great glimpse into everyday life, allowing students to make cultural comparisons using images and text.

Comprehensible input and contextual tasks accelerate language acquisition throughout the series.

Authentic Resources We not only collected authentic resources for you, but also created real-world tasks around them.

N OV I C E-LOW

UNIDAD

Video Bloggers

WORLD LANGUAGES  S PAN IS H

NEW! Comprehensible Input Digital Reader Bundle to complement EntreCulturas.

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WORLD LANGUAGES  FRENCH

EntreCultures 1, 2, 3, 4

Includes access to Explorer® and FlexText® (p. 6)

NEW! Printed activity books now available (p. 23)

French language and the culture for the real world

Novice-Low to Novice-High

N OV I CE-LOW 14

Novice-High to Intermediate-Low

Intermediate-Low to Intermediate-Mid

Immerse learners in meaningful, authentic contexts from the beginning. The newest French series exemplifies every proficiency-driven best practice. EntreCultures connects the lives of Francophone teens to the lives of your learners. A variety of authentic resources and compelling topics drive communicative tasks that motivate learners to consider their own perspective alongside the perspectives of others.

TO

INT ERME DIATE-MID

Coming 2023

Now Available EntreCultures 1A & 1B for middle school EXPLORE HTTPS://WAYSIDEPUBLISHING.COM

EntreCultures content and tasks are designed to be inclusive, flexible, and learner-directed. To engage the spectrum of learner abilities and needs, the Learning Site® includes pronunciation support, differentiated formative assessments, extension activities, learning strategy videos, and more. EntreCultures correlates with AP®, IB, ACTFL, and every state's standards, starting in level 1. In EntreCultures 3, vigor of topics and AP®-style tasks are sequenced to guide every learner to their own success—whether that be a Seal of Biliteracy, exam mastery, or future academic pursuits. Advanced Placement, Advanced Placement Program, AP, and Pre-AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.


Assessments EntreCultures provides analytic, and holistic rubrics, along with assessment guidelines and scoring guides. J’avance formative assessments check learners’ progress after each unit section and the summative J’y arrive assessment is set in an authentic intercultural context.

| L'identité

Rencontre interculturelle

Both Marianne and François speak French, but you’ll notice that their French sounds different because they come from different areas of the Francophone world. The French that they speak is the same language, but you will notice a different accent, just as you would when listening to people speaking English who come from different places such as Alabama, New York or London.

Le Québec Je suis du Québec.

La France

Je m'appelle Marianne.

Je m’appelle François.

Je suis un élève.

J’étudie l’anglais et l’espagnol. J’habite à Amiens au nord de Paris.

J'aime le soccer Marianne est de Montréal, au Canada.

François est un élève au collège (middle school) à Amiens, en France.

Le système scolaire en France

6–10 ans

11–15 ans

16–18 ans

l’école primaire

le collège (l’école secondaire)

le lycée (l’école secondaire)

LE ROYAUME UNI LONDRES

Bonjour, Marianne et François! Record your responses to the following in the discussion forum in Explorer.

Vocabulary and Grammar In Context

Étape 1: Préparez

J’ai 15 ans.

Je suis athlète.

| UNITÉ 1

Activité 1

la mer du Nord

L E S PAYS - BA S

BRUXELLES

BELGIQUE

ALLEMAGNE

Our video bloggers provide an engaging way for learners to practice their pronunciation and learn about the lives of French-speaking teens.

Look at the pictures of Marianne and François and what is in their speech bubbles. What kind of information do you think they have included in their video blogs? What do you think the phrases in the speech bubbles mean? Le Carnaval d’hiver de Québec

Étape 2: Écoutez Listen to the video blogs and raise your hand when you think you hear Marianne and François say the words from the picture captions.

Étape 3: Résumez

Learners acquire grammar and vocabulary through discovery and communicative practice.

Listen and watch again. Based on what you see and hear, write two sentences about what you think Marianne and François are telling us in their video blogs.

Étape 4: Comparez How are Marianne and François similar to you? How are they different? Share your observations in class and in your EntreCultures 1 Explorer course. La plus grande cathédrale en France est à Amiens!

Réflexion interculturelle What did you notice in the video about what Marianne and François like and don’t like? She likes playing soccer and hanging out with friends and family. He says he likes to skateboard and read comics, but doesn't like doing homework. Are these likes and dislikes similar to or different from yours? Do you think playing sports in Quebec is the same as in your school? Do you think homework in France poses the same or different challenges than homework in your school? In preparation for answering the questions in the discussion forum in Explorer, complete the diagramme de Venn first.

INTE RMED IATE-MID

UNITÉ 1

Video Bloggers

WORLD LANGUAGES  FRENCH

NEW! Comprehensible Input Digital Reader Bundle to complement EntreCultures.

Mon progrès interculturel I can identify some similarities and differences between Francophone young people and myself.

La Manche

LES ÉTATS-UNIS

Le Québec est près des états américains du Maine, du New Hampshire, du Vermont et du New York.

Amiens est une ville au nord de la France, près de Paris.

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UNITÉ UNITÉ11| Rencontre interculturelle

45

Infographics

Can-Do Statements

Infographics focusing on familiar, everyday topics help learners engage with relevant language and complete real-world tasks.

Communicative and intercultural Can-Do statements allow learners to track and show evidence of their progress.

Authentic Resources We found the best authentic resources and created activities around them, set in real-life cultural contexts.

N OV I C E-LOW

Lac Champlain

TO

îles anglo-normandes

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WORLD LA NG UAG ES

The COMPETITIVE EDGE Wayside provides what learners need for AP®, IB, or Seal of Biliteracy prowess.

AP®

IB

I N T ER ME D IATE-HIG H

to

ADVA NCE D

Correlations support planning and reporting. Authors are experienced College Board teachers, presenters, and consultants whose insights support new and experienced AP® educators in

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nurturing language proficiency, interculturality, and AP® skills.

SE A L OF BILITER AC Y

Correlations support planning and reporting. IB themes and goals are intertwined naturally into units. Opportunities for reflection encourage self-management skills, metacognition, conceptual understandings, and interculturality.

Tasks structured to mimic the AP exam build confidence for exam day. AP® tasks are unit-embedded, communicative and thematic, so that prep contributes to unit language and culture objectives.

Assessment mirrors instruction— Along the pathway to proficiency, students acquire language through performance-based real-world tasks that are carefully sequenced and rooted in the five prescribed themes.

My relationship with Wayside has been one of the highlights of my teaching career. One year I helped 40 students pass the AP® exam with 5s and 4s. Great service and great books. Thank you.

With units built around rich cultural topics and compelling essential questions, EntreCulturas and EntreCultures are the perfect fit for our IB Middle Years Programme.

—A. Ruggles, World Languages Educator, Las Vegas, NV

—Molly Wieland, K-12 World Language and Immersion Coordinator, Hopkins, MN

®

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Correlations support planning and reporting. Authors are experienced College Board teachers, presenters, and consultants whose insights support new and experienced AP® educators in nurturing language proficiency, interculturality, and AP® skills. Tasks structured to mimic the AP® exam build confidence for exam day. AP® tasks are unit-embedded, communicative and thematic, so that prep contributes to unit language and culture objectives.

Contact Wayside Publishing to determine how its programs prepare your learners for their specific goals! info@waysidepublishing.com


Edition

Includes access to Explorer® and FlexText® (p. 6)

AP® Test Prep Activities include simulated conversations for practicing interpersonal communications.

Grammar in Context Thematic tasks reinforce challenging grammar concepts.

WORLD LANGUAGES  S PAN IS H

Triángulo APreciado 6

th

Triángulo APreciado proves what's possible. Pre-AP ®

AP ®

Sequenced for real-world success Prepare learners for the AP ® exam without sacrificing real-world proficiency.

It's possible to teach an AP® class in a way that meets the diverse needs of learners, even at the advanced level. It's possible to achieve real-world proficiency outcomes while preparing learners for exam success. In Triángulo APreciado, communicative tasks around authentic resources, including multiple examples of each AP® task type, are sequenced throughout lessons so that learners become comfortable in free response environments. Units conclude with IPAs set in cultural contexts with AP®-style rubrics. It's possible to nurture AP® learner curiosity so that language exploration remains stimulating and enjoyable. Triángulo APreciado has the freshest approach to AP® prep, with essential questions engaging learners in connecting intercultural practices, perspectives, products, and AP® themes.

Advanced Placement, Advanced Placement Program, AP, and Pre-AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.

TO

Triangulo APreciado's Vocabulary Progression tool is IMS Global Learning Consortium recognized and oneof-a-kind, with activities that follow Bloom's Taxonomy.

N OV I C E-LOW

Vocabulary Progression

INTE RMED IATE-HIGH

Explorer®

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WORLD LANGUAGES  S PAN IS H INT ERME DIATE-HIGH TO

N OV I CE-LOW 18

Azulejo 2

nd

Edition

Includes access to Explorer® and FlexText® (p. 6)

Explorer®

The 6th C: Creativity In addition to its alignment with the 5 Cs: Communication, Culture, Connections, Comparisons, Communities, Azulejo dares to propose a 6th C—namely, Creativity— as a means to bring literature to life.

Required Reading The only AP® Spanish Literature program that includes every text from the revised required AP® reading list, along with a chart that shows how each reading correlates to themes and contexts of AP® Spanish exam.

Anthology and guide to the AP® Spanish Literature and Culture Course Azulejo’s standards-based program, simultaneously emphasizing context and themes, introduces students to high-level critical thinking as it prepares them for success in the AP® Spanish Literature and Culture Course. Azulejo is divided into units that progress chronologically but are organized along a common thread. The chronological approach allows students to study the context surrounding the writing and art of the era and to appreciate how creators see, engage, and influence their world. Essential questions are reprinted at the end of each unit to facilitate students’ reflection on the goals of instruction. Azulejo Learning Site® resources include exam preparatory materials with analytical essay guides and rubrics, an online classroom forum for course conversations and link exchanges, audios with scripts, literary podcasts, and more. EXPLORE HTTPS://WAYSIDEPUBLISHING.COM

Advanced Placement, Advanced Placement Program, AP, and Pre-AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.

The College Board encourages the use of media in teaching Spanish literature. Azulejo provides contextual background to literature through fine arts, music, film, and other art forms, and then actively engages the “sixth C” by inspiring learners to synthesize material from units through active, interpretive, collaborative tasks. This approach enhances students’ appreciation and investment in their learning, increases interpersonal communication, and reinforces interdisciplinary connections.

Above Image: Mujer ante espejo, Pablo Picasso, 1932 Museum of Modern Art, New York


Chapitre 5 Suiveze le rythme du 21 siècle

Targeted Learning Objectives

LEÇON 1 Faut jongler avec les tâches

238

• Expliquer les étapes vers un objectif

QUESTIONS ESSENTIELLES 1. Comment la technologie change-t-elle notre mode de vie? 2. Qu’est-ce qui fait avancer l’innovation dans le domaine de la technologie? 3. Quel est le rôle de l’éthique dans l’innovation technologique?

• Gérer ses priorités • Être un bon citoyen numérique

LEÇON 2 Préparez-vous pour l’examen

248

• Interpretive Communication: Print Texts • Interpretive Communication: Print and Audio Texts • Interpretive Communication: Audio Texts • Interpersonal Writing: E-mail Reply • Presentational Writing: Argumentative Essay • Interpersonal Speaking: Conversation

AP® Test Prep

FlexText®

262

• Interpretive Communication: Print Texts • Interpretive Communication: Print and Audio Texts • Interpretive Communication: Audio Texts • Interpersonal Writing: E-mail Reply • Presentational Writing: Argumentative Essay • Interpersonal Speaking: Conversation • Presentational Speaking: Cultural Comparison

LEÇON 4 Connectez-vous PROVENCE, FRANCE

See what makes APprenons a beloved favorite. APprenons, 2nd Edition, guides your students to a pre-advanced level of proficiency while preparing them for the revised AP® French Language and Culture Exam. The authentic texts in APprenons allow students to engage meaningfully with over 30 Francophone cultures. Let your students compare a blog post to a poem of Charles Baudelaire, write a persuasive essay about franglais, or learn how to handle a car accident in France. Ten chapters integrate the themes and contexts outlined by the College Board’s French Language and Culture Curriculum Framework, presenting material as the exam does. Each chapter begins with essential questions to guide critical thinking, as well as clearly articulated, task-based proficiency objectives. Locating examples of the seven AP® task types in each unit is quick and easy, providing stress-free unit-aligned exam preparation throughout your course.

Tips & Tricks This section provides students with strategies and exercises to prepare for every AP®-task type.

APprenons Learning Site® resources include current links to statistics and news from around the world, exam preparatory materials with guides and examples, an online classroom forum for course conversations and link exchanges, audios with scripts, literary podcasts, and more. In both the FlexText® and print book, a complete glossary provides French to French, French to English and English to French definitions.

Advanced Placement, Advanced Placement Program, AP, and Pre-AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.

INTE RMED IATE-HIGH

Students complete two, seventask mini AP® exams per unit and benefit from 20 practice conversations.

• Presentational Speaking: Cultural Comparison

LEÇON 3 Préparez-vous pour l’examen

TO

Each unit begins with essential questions to guide critical thinking.

WORLD LANGUAGES  FRE NCH

Edition

Includes access to Explorer® and FlexText® (p. 6)

N OV I C E-LOW

APprenons 2

nd

19


WORLD LANGUAGES  ITALIAN

Chiarissimo Uno & Due

Includes access to Explorer® and FlexText® (p. 6)

ESERCIZIO C: Accoppiare la Colonna A con la Colonna B. (Match Column A with Column B.)

Colonna A

ESERCIZIO F: Accoppiare la Colonna A con la Colonna B. Fare una ricerca su Internet se necessario. (Match Column A with Column B . Do Internet research if necessary.)

Colonna B

Colonna A

Colonna B

1.

il cibo

A. fashion/style

1.

la Piazza di San Marco

A. Firenze

2.

le bevande

B. music

2.

la Fontana di Trevi

B. Roma

3.

la moda

C. monument

3.

la Torre Pendente

C. Venezia

4.

la musica

D. city

4.

la Piazza della Signoria

D. Pisa

5.

il monumento

E. beverages

5.

il Foro Romano

6.

la città

F. food

6.

ESERCIZIO D: Scegliere la risposta che si riferisce alla parola in neretto. (Select the answer that relates to the word in bold.)

Frank Sinatra

il Colosseo

ESERCIZIO G: Accoppiare la Colonna A con la Colonna B. (Match Column A with Column B.)

1. moda:

Madonna

concerto

Armani

biscotti

2. cibo:

crescendo

tiramisù

violino

nuoto

1.

Puccini

A. una bevanda

3. sport:

motociclismo

Vespa

Donatello

allegro

2.

la Maserati

B. un cantante

4. automobile:

pallacanestro

Fendi

gnocchi

Lancia

3.

Verdi

C. una pasta

5. arte:

Stallone

Valentino

Caravaggio

La Guardia

4.

la ricotta

D. un formaggio

6. musica:

solo

provolone

calcio

ciclismo

5.

il cappuccino

E. un’automobile

6.

Bocelli

F. un compositore

7.

la FIAT

Colonna A

ESERCIZIO E: Scegliere la parola che non appartiene a ciascuna categoria. (Select the word that does not belong in each category.)

1. A. il pecorino

B. il salame

C. il parmigiano

D. la mozzarella

2. A. Deledda

B. Ferrari

C. Lamborghini

D. Alfa Romeo

3. A. i ravioli

B. gli spaghetti

C. i calamari

D. le fettuccine

4. A. l’antipasto

B. il flauto

C. il maestro

D. il pianoforte

5. A. Bari

B. Palermo

C. Napoli

D. Sinatra

6. A. Dante

B. Colombo

C. Boccaccio

D. Petrarca

7. A. Volta

B. Marconi

C. Galilei

D. Benigni

8. A. Versace

B. Verona

C. Prada

D. Gucci

B. DeNiro

C. Pacino

D. Raffaello

B. la pallavolo

C. l’opera

D. il tennis

9. A. DiMaggio 10. A. lo sci

8.

Colonna B

la Torre Pendente a Pisa

le lasagne

ATTENZIONE!

A cognate is a word that is similar and easily recognized in two or more languages. In the reading “L’Italia e l’italiano” on the next page, you will encounter some cognates. Note the similarities between the following Italian and English terms from the reading. confina – borders; confines deriva – derives forma – form; shape francese – French isola – island

lingua – language politicamente - politically regioni – regions stato – state ufficiale – official

la Piazza della Signoria a Firenze

Venezia

Real-world Tasks

Grammar Support

Real-world tasks in all modes of communication

Student-friendly grammar explanations in context

6

FlexText®

Sito Preliminare Benvenuti in Italia!

Sito Preliminare Benvenuti in Italia!

7

Italian is something to savor. In Chiarissimo Uno, every chapter introduces a different region of Italy, and asks students to explore aspects of culture such as values and traditions. With every turn of the page, vibrant colors and imagery will draw your students into the lives of the Italian people. Student-friendly grammar explanations with practical examples introduce language structures in context.

A DVA NCE D

With a focus on communication, Chiarissimo Due further develops students’ abilities to ask and answer questions and to exchange opinions and ideas on a diversity of topics using a variety of different tenses.

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Students achieve targeted learning objectives through language basics and thematic vocabulary. Studentcentered written and spoken communicative activities continuously build upon comprehensible input. Differentiated tasks that are culturally and linguistically authentic enhance student performance in the presentational, interpersonal, and interpretive modes of communication.

Targeted Learning Objectives Targeted learning objectives build on comprehensible input! EXPLORE HTTPS://WAYSIDEPUBLISHING.COM

Through Chiarissimo Uno and Chiarissimo Due, students are provided the initial foundation and preparation for the AATI National Italian Contest Examination, the AP® Italian Language and Culture Course/Exam, and the SAT Subject Test™ in Italian.

Advanced Placement, Advanced Placement Program, AP, and Pre-AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.


Quercus ilex, the holm oak

adnuo, -ere, adnui

to nod to, assent, agree (+dat)

fingo, -ere

to fashion, imagine

noceo, -ēre, nocui, nocitum

to harm, damage (+dat)

minister, -tri

(m) servant

solvo, -ere, solvi

[here] to grant, accomplish

to heap up, pile up

Liber, Liberi

(m) Bacchus

indolesco, -ere, indolui

to grieve, lament

exstruo, -ere, -struxi, -structum daps, dapis

petisset

[= petivisset]

frux, frugis

(f) grain

Berecyntius heros

egeo, -ēre

to lack, want, be lacking in (+gen)

singuli, -ae, -a

= Midas [a rather aggrandized patronym} one by one, singly, one at a time

tempto, -are, -avi, -atum

to test, try

vix

(adv) scarcely, hardly

vireo, -ēre

to flourish, flower

ilex, ilicis

(f) holm-oak

virga, -ae

(f) twig, branch

tollo, -ere

to lift, raise

humus, -i

(f) earth, ground

saxum, -i

(n) stone, rock

pallesco, -ere, pallui

to grow pale

adnuit optatis nocituraque munera solvit

glaeba, -ae

(f) gleeb, clump of rich earth

Liber et indoluit, quod non meliora petisset.

massa, -ae

(f) mass, lump, nugget

aro, arare

epithet]] to till, cultivate [[NB transferred epithet

decerpo, -ere, decerpsi

to grasp, pluck

arista, -ae

(f) kernel, grain

ilice detraxit virgam: virga aurea facta est;

messis, -is

(f) harvest, reaping

tollit humo saxum: saxum quoque palluit auro;

demo, -ere, dempsi, demptum to take away

38

PA S S A G E

A

(f) feast, banquet

King Midas receives the Golden Touch from Bacchus for assisting his friend Silenus. Huic deus optandi gratum, sed inutile, fecit muneris arbitrium gaudens altore recepto. ille male usurus donis ait 'effice, quicquid corpore contigero, fulvum vertatur in aurum.'

Explorer®

pollicitique fidem tangendo singula temptat. vixque sibi credens, non alta fronde virentem 10

contigit et glaebam: contactu glaeba potenti

pomum, -i

(n) apple

Hesperides, -dum donasse

(f. p.) daughters of Hesperus, guardians of the Golden Apples [= donavisse]

postis, -is

(m) doorpost

admovit digitos, postes radiare videntur;

admoveo, -ēre, admovi, admotum digitus,- i

to move toward (+dat)

ille etiam liquidis palmas ubi laverat undis,

lavo, -are, lavi

to wash, bathe

Danaë, -is

(f) mother of Perseus; Jupiter seduced her disguised as a shower of gold accusative]] [[Danaen = Gr. accusative

(m) finger

5

laetus abit gaudetque malo Berecyntius heros

massa fit; arentes Cereris decerpsit aristas: aurea messis erat; demptum tenet arbore pomum: Hesperidas donasse putes; si postibus altis

15

unda fluens palmis Danaen eludere posset;

WORLD LANGUAGES  LAT IN

Scandite Muros

Includes access to Explorer® and FlexText® (p. 6)

vix spes ipse suas animo capit aurea fingens omnia. gaudenti mensas posuere ministri

20

exstructas dapibus nec tostae frugis egentes.

Chapter 3 • Oppugnate Vallum

Chapter 3 • Attack the Rampart

39

Sight Readings Sight readings included in the text are broken down into manageable sections designed to accompany required AP® selections of Vergil and Caesar.

Sight reading Latin for the AP® Latin exam: A New Approach

From verb endings to participles to subjunctives, each chapter takes on the toughest elements of Latin and makes them accessible and compelling to every student through effective learning strategies, AP®style multiple choice questions, and passage-specific vocabulary lists. Designed to incorporate a flipped classroom approach, class time is spent on initial translations as learners practice identifying genre, lyric meters, prose types, and language patterns. Learners apply what they have learned to sight reading at home, so that classroom discussion and assessment cements the skills and confidence they will need for the exam, college, or law school. Advanced Placement, Advanced Placement Program, AP, and Pre-AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.

A DVA NC ED

Scandite Muros readies students to scale the ever-intimidating “wall of Latin.” Use the classroom-tested strategies to incorporate regular sight reading into your Pre-AP®, AP®, and advanced Latin classes.

21


WORLD LANGUAGES  G E RM AN

Neue Blickwinkel 2

nd

THEMA

Edition

Includes access to Explorer® and FlexText® (p. 6)

1

THEMA SPRACHFUNDAMENT 1: Vergleiche machen - Der Komparativ und der Superlativ Wenn man verschiedene Dinge vergleicht, benutzt man die grammatikalischen Formen des Komparativ und des Superlativ. Bei Vergleichen zwischen zwei ungleichen Dingen wird die Konjunktion „als“ verwendet. Wenn zwei Dinge, die man vergleicht, ähnlich sind, verwendet man die Konstruktion so… wie mit einem Adjektiv.

Was?

Wie?

Komparativ

Der Komparativ wird mit der Endung –er gebildet. Viele einsilbige Wörter mit den Vokalen a, o, u bilden den Komparativ mit einem Umlaut.

Was?

Wie?

Komparativ und Superlativ als attributives Adjektiv

Wenn der Komparativ oder der Superlativ als attributives Adjektiv (Adjektiv+Nomen) verwendet werden, bekommt das gesteigerte Adjektiv die jeweilige Endung für Genus und Kasus. Beispiele: Komparativ: -er-(Adjektivendung) Die Neue Nationalgalerie in Berlin hat eine größere Sammlung als das kleine Museum in Weißenstadt. Superlativ: -(e)st-(Adjektivendung) Die Hamburger Kunsthalle hat die größte Sammlung.

Franz Marc

Stamm (Adjektiv oder Adverb) + ¨ (a, o, u) + er

Egon Schiele, Vier Bäume (1917)

Bei unregelmäßigen Adjektiven ändert sich die Form im Komparativ und Superlativ.

Beispiele: Paul Klees Katze und Vogel ist 38.1 x 53.2 cm groß. Egon Schieles Vier Bäume ist 110.5 x 141 cm groß. Gustav Klimts Der Kuss ist 180 x 180 cm groß.

Superlativ

Paul Klee

1

• • •

Gustav Klimts Gemälde ist größer als Egon Schieles Werk.

Egon Schieles Werk ist bekannt aber nicht so berühmt wie Gustav Klimts Gemälde.

Zum Beispiel:

Paul Klees Werk ist kleiner als Egon Schieles Gemälde. Gustav Klimts Gemälde ist so interessant wie Paul Klees Werk.

Franz Marc, Das Äffchen (1912)

hoch

höher

am höchsten

kurz

kürzer

am kürzesten

alt

älter

am ältesten

jung

jünger

am jüngsten

viel

mehr

am meisten

Der Superlativ wird mit der Endung –(e)st(en) gebildet. Viele einsilbige Wörter mit den Vokalen a, o, u bilden den Superlativ mit einem Umlaut.

Sprachfundament Each Sprachfundament contains a review of language structures that are used frequently to discuss the chapter theme. Contextualized exercises help students practice the structures while learning about culture.

am + Stamm (Adjektiv oder Adverb) + ¨ (a, o, u) + (e)sten Beispiele: Paul Klees Katze und Vogel ist 38.1 x 53.2 cm groß. Egon Schieles Vier Bäume ist 110.5 x 141 cm groß. Gustav Klimts Der Kuss ist 180 x 180 cm groß. Egon Schieles Bild ist größer als Paul Klees Werk. Gustav Klimts Gemälde ist am größten. Egon Schieles Bild ist kleiner als Gustav Klimts Gemälde. Paul Klees Werk ist am kleinsten.

Explorer® Paul Klee, Senecio (1922)

142

KAPITEL 4: ÄSTHETISCHER AKTIVISMUS: DIE KUNST UND DAS POLITISCHE ENGAGEMENT

THEMA 1: DIE KUNST UND DIE GESELLSCHAFT

143

Authentic Resources Learners get an insight into life in present-day Germany through authentic print, audio, and video, including news articles and broadcasts.

Wege zur Kommunikation und Kultur

A DVA NCE D

Neue Blickwinkel is designed to allow educators to customize their unit selections around their class, and provide your students with solid preparation for the AP® exam while delving into the culture, history, and arts of Germany.

22

Cinema A favorite feature of Neue Blickwinkel is the integration of classic German cinema that connects to unit themes, with discussion guides in the FlexText® and print textbook. EXPLORE HTTPS://WAYSIDEPUBLISHING.COM

Neue Blickwinkel engages learners with high-interest topics such as clean sources of energy, hip-hop as social criticism, and how emigration and immigration shape national identities. Build on these exciting discussions using the online Classroom Forum and assignment options for resources and tasks! Neue Blickwinkel units provide a diverse range of standards-based communicative tasks that are designed to empower educators to flexibly meet the needs of their learners. Choose from a variety of interpretive, interpersonal, and presentational activities to address areas where your students need to develop the most. Advanced Placement, Advanced Placement Program, AP, and Pre-AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.


S P A N I S H Includes FlexText ®

Conversemos juntos Novice to Intermediate A framework for exercising interpersonal communication.

La lengua de las mariposas

¿Quién se robó los colores?

Intermediate to Advanced

3 Edition | Novice-High to Intermediate-Low

Three short stories from the award-winning Spanish film.

rd

Pre- and post-reading exercises in each chapter of this pre-Columbian myth.

Tejidos

Activity Workbooks

Intermediate-Mid to Intermediate-High

Novice-Low to Intermediate-High

Complement EntreCulturas 4 with the heritage engagement of Tejidos.

ANCILLARY RE S OU RCES

ANCILLARY RESOURCES

Prep time is precious—activity workbooks boast hundreds of the most popular EntreCulturas Learning Site® activities, printed on three hole punched, tearable sheets.

F R E N C H Includes FlexText ®

En Parlant Novice to Intermediate Comprehend and participate in full sentence conversations based on current themes.

La Maison d’Oncle Max

Premiers Poèmes

Intermediate

A multicultural collection of short, easy poems from the Middle Ages to today.

Build a strong foundation for independent reading with intermediate French students.

Novice to Intermediate

Négritude et Nouveaux Mondes

Activity Workbooks

2nd Edition | Advanced

You asked—we delivered! Practice for proficiency with EntreCultures activities from the Learning Site®, printed on three hole punched, tearable sheets.

Learn about the poets who began and defined the Négritude movement.

Novice-Low to Intermediate-Mid

23


OU R INST RUCT IONAL LE ADERS

Our instructional leaders Cristin Bleess has been a language educator for over 25 years, teaching both Spanish and English as a foreign language, in addition to being a world language district coordinator and the president of her state language association. Always wanting to learn more about other cultures, she has traveled to 23 countries, lived and worked in four of them, and has run races on three different continents! FUN FACT: Cristin speaks some Albanian!

Alexis Buschert taught high school Spanish for 10 years in Oregon public schools. She has also taught in France as an English teaching assistant and participated in a Fulbright-Hays Summer Seminar in Ecuador. Alexis spent her time in the classroom transitioning to proficiency-based teaching and trying everything from an immersionstyle deskless classroom to teaching fully online during the pandemic. FUN FACT: Alexis still takes Spanish classes at home and abroad whenever possible and is currently taking an advanced short story seminar.

24

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Dr. Juan Carlos Morales found his love for languages in childhood as an immigrant from Nicaragua. He taught multiple languages in Miami public high schools, where he earned the Florida and SCOLT regional Teacher of the Year. He has led as curriculum and content leader for AP World Languages and Cultures, Delaware state supervisor for world languages, and Miami Dade College World Languages department chair. FUN FACT: Juan Carlos is a life-long learner, having just completed introductory coursework in Korean and Arabic!

Kelsey Catena taught Spanish and Digital Literacy to students in the Chicago-land area for 7 years. She has presented at state and national conferences. Kelsey strives to find innovative ways to help teachers and students grow and learn. FUN FACT: Kelsey enjoys hiking and visiting National Parks. So far, she has been to 20!

Terra Cowham has more than a decade of practical experience as a Spanish educator and administrator in secondary and higher education environments. In addition to Spanish teaching, Terra's background includes J-1 management, oversight of programming for English Language Learners, International Baccalaureate programming, restorative justice, and TELL Project collaboration. FUN FACT: Terra wanted to be an architect when she was younger. She takes more pictures of architectural details on her travels than she does of her family!

Terri Hammatt has worked in language education for over 35 years. A former French and French immersion teacher and State Supervisor in Louisiana, she has also consulted for TV5Monde, and for the certification of teachers in the Diplôme d'études de langue française. She has been active on the Executive Boards of NCCSFL, LFLTA, and CODOFIL. FUN FACT: Terri has received the Prize for Teaching Francophone Language and Culture from the Francophone Embassies, and Officer of the Academic Palms by the Republic of France.

Dr. Jay Ketner has devoted his entire professional life to languages. He has been a translator and interpreter, teacher, district coordinator, and state-level supervisor for languages, and has served on and held memberships in several organizations and committees for languages. He now leads the pedagogical vision for Wayside’s forward-looking, proficiency-driven programs. FUN FACT: Jay was once mistaken for a food critic at a five-star restaurant in Québec City and enjoyed the most extensive array of food and wines imaginable, all for free!

Michelle Olah has over 16 years of experience working with students and teachers in Florida. She is a frequent presenter at state, regional and national world languages conferences. FUN FACT: When Michelle was in Spanish 1 in Minnesota, she saw a picture of the painting “Las Meninas” and convinced her family to go to Spain because she had to see it in person.


here to support your proficiency-driven goals. Amy Rill spent 23 years as a German and Spanish teacher. She is enthusiastic about having fun while learning language, immersing in the culture through music and art, and focusing on communication in authentic ways. As an Instructional Technologist, Amy shares her love of enhancing language learning with technology, and discovering innovative strategies for using technology in today's classrooms. FUN FACT: Amy lived and studied in Germany, and has led many trips abroad with students to Germany, Austria, Switzerland, England, France, Spain, and Costa Rica.

Kate Sanders taught high school Spanish for 15 years and served as team leader, focusing on curriculum redevelopment and implementation. Kate was also her district’s New Teacher Induction Program Coordinator, redesigning the program while guiding new teachers. Kate is Google Educator Certified and has trained teachers on how to incorporate tech into their daily lessons. FUN FACT: Kate is a professional singer and certified music teacher who taught music and directed choirs for many years.

Dr. Carolyn Taylor has over 30 years experience as an educator, administrator, teacher instructor, and state supervisor, encompassing five states and seven countries. She also held leadership roles in regional, state, and national associations. FUN FACT: Carolyn was formerly the lead singer of the rock band Tempest.

What's Next? We are here to help as you implement a proficiency-driven language program

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OU R INST RUCT IONAL LE ADERS

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Take some time to explore our language programs and the Learning Site®.

ST EP 3: Connect with one of our instructional coaches to learn more about grading, proficiency-driven strategies, and more.

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A NEW OP P ORT U N IT Y

HIGH SCHOOL SUMMER ABROAD

Unlock The World For Your Students! CIEE Global Navigator High School Summer Abroad programs take students to more than 10 destinations in Europe, Latin America, Asia and Africa to study French, Spanish, German, Italian, Chinese, Japanese and Arabic! Our scholarship program - the largest of its kind - awards more than $5.4 million to U.S. high school students every year. Wayside and CIEE are teaming up in 2022 to provide one lucky student with a $1,000 CIEE travel grant.

Check out outhttps://www.ciee.org/wayside ciee.org/wayside to learn more! Check to learn more!

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P LACI NG AN ORDER

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