Foreign Language Class Descriptions

Are you interested in learning a new language that is used right here in America? Are you intrigued by a modern language that has no written form? Do you want to find out why American Sign Language is much more closely linked to French Sign Language than British Sign Language? If so, American Sign Language (ASL) is a great language for you! In this class, students will learn the basic skills in production and comprehension of ASL while covering thematic units such as personal and family life, school, social life, and community. Each unit will include presentations and readings on Deaf culture and Deaf history. Students will learn fingerspelling and numbers, developing conversational ability, culturally appropriate behaviors, and fundamental ASL grammar. Class time will be dedicated to interactive ASL activities and face-to-face signing practice with the instructor and partners.

ASL students will have a Deaf instructor. She regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will assist the class on the first day of class. Enrolled students are not expected to know any sign language prior to beginning ASL I.

Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students.

Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice.

Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. There may be some brief written assignments, but for most homework assignments, students will be asked to post short videos of themselves signing. Students will need either a camera phone or webcam to complete these assignments.

Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including "above the nose" grammar (brows and body movement), and "below the nose" modifiers (lip expressions).

Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.

Students of ASL will continue to improve their fluency in this 2nd year course. As students become more advanced signers, emphasis will be on focusing on the meaning of a conversation (whole) rather than individual signs (parts). In conversation, students will learn to confirm information by asking questions in context. Second year students will continue to build their vocabulary, apply ASL grammar, and will learn to make requests, ask for advice, give opinions, make comparisons and use superlatives, and narrate stories. Other skills covered in ASL II include expressing year, phone numbers, time, and currency in numbers, appearance, clothing, giving directions, locations, etc. Each unit will include presentations and readings on Deaf culture and Deaf history. Class time will be dedicated to interactive ASL activities and signing practice.

ASL students will have a Deaf instructor. She regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will assist the class on the first day of class.

Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students.

Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice.

Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. Through Canvas, students will be asked to post short videos of themselves signing as homework. Enrolled students will be asked to review ASL 1 vocabulary, grammar, and facial expressions.

Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including "above the nose" grammar (brows and body movement), and "below the nose" modifiers (lip expressions).

Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.

Students of ASL will continue to improve their fluency in this 3rd year course. As students become more advanced signers, emphasis will be on focusing on the meaning of a conversation (whole) and storytelling rather than individual signs (parts) or phrases. In conversation, students will learn to confirm information by asking questions in context. Third year students will continue to build their vocabulary, apply ASL grammar, and will learn to describe places, giving directions, giving opinions about others, discussing plans and goals, ask for advice, give opinions, make comparisons and use superlatives, and narrate stories. Other skills covered in ASL III include expressing year, phone numbers, time, and currency in numbers, giving directions, locations, etc. Each unit will include presentations and readings on Deaf culture and Deaf history. Class time will be dedicated to interactive ASL activities and signing practice.

ASL students will have a Deaf instructor. She regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will assist the class on the first day of class.

Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students.

Prerequisite: ASL II students who wish to enroll in ASL III must pass a proficiency exam and receive instructor approval.

Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice.

Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. Through Canvas, students will be asked to post short videos of themselves signing as homework. Enrolled students will be asked to review ASL 1 and 2 vocabulary, grammar, and facial expressions.

Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including "above the nose" grammar (brows and body movement), and "below the nose" modifiers (lip expressions).

Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.

Students of ASL will continue to improve their fluency in this 3rd year course. As students become more advanced signers, emphasis will be on focusing on the meaning of a conversation (whole) and storytelling rather than individual signs (parts) or phrases. In conversation, students will learn to confirm information by asking questions in context. Third year students will continue to build their vocabulary, apply ASL grammar, and will learn to describe places, give directions, give opinions about others, discuss plans and goals, ask for advice, give opinions, make comparisons and use superlatives, and narrate stories. Other skills covered in ASL III include expressing year, phone numbers, time, and currency in numbers, giving directions, locations, etc. Each unit will include presentations and readings on Deaf culture and Deaf history. Class time will be dedicated to interactive ASL activities and signing practice.

This course will focus on Units 5-6 of the TRUE + WAY ASL curriculum, emphasizing expanded communication skills, storytelling, and more advanced ASL concepts in an immersive, interactive setting. ASL students will have a Deaf instructor. She regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will
assist the class on the first day of class.

Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and
kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students.

Prerequisite: ASL II students who wish to enroll in ASL III must pass a proficiency exam and receive instructor approval.

Workload: Students should expect to spend 2-3 hours each week outside of class on vocabulary lessons, readings, and signing practice.

Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. Through Canvas, students will be asked to post short videos of themselves signing as homework. Enrolled students will be asked to review ASL 1 and 2 vocabulary, grammar, and facial expressions.

Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including "above the nose" grammar (brows and body movement), and "below the nose" modifiers (lip expressions).

Textbook/Supply Fee: There is a supply fee of $40.00 payable to the online publisher for access to the interactive, online curriculum and e-textbook, TRUE+WAY ASL for 2 units. With their subscription, students may also access a free searchable, bilingual ASL & English dictionary, called What's the Sign?

Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.

Students of ASL will continue to improve their fluency in this 3rd year course. As students
become more advanced signers, emphasis will be on focusing on the meaning of a conversation
(whole) and storytelling rather than individual signs (parts) or phrases. In conversation,
students will learn to confirm information by asking questions in context. Third year students
will continue to build their vocabulary, apply ASL grammar, and will learn to describe places,
give directions, give opinions about others, discuss plans and goals, ask for advice, give
opinions, make comparisons and use superlatives, and narrate stories. Other skills covered in
ASL III include expressing year, phone numbers, time, and currency in numbers, giving
directions, locations, etc. Each unit will include presentations and readings on Deaf culture and
Deaf history. Class time will be dedicated to interactive ASL activities and signing practice.
This course will focus on Units 5-6 of the TRUE + WAY ASL curriculum, emphasizing expanded
communication skills, storytelling, and more advanced ASL concepts in an immersive,
interactive setting.
ASL students will have a Deaf instructor. She regularly teaches all-hearing classes and is an
excellent role model for students to meet and interact with a native speaker of ASL and to lean
natural facial expressions, gestures, and body language used in Deaf communications. ASL
students will have more confidence when they encounter Deaf instructors in college or greet

speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to
speak aloud in class. This approach improves visual attention and encourages immersion in the
language. Students will be able to ask questions of the instructor by writing on individual white
boards, but they will be encouraged to sign in order to communicate with the instructor.
Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will
assist the class on the first day of class.
Hundreds of colleges and universities, including all public institutions of higher learning in
Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to
fulfill foreign language requirements for admission to college. Teens who have difficulty writing,
spelling, or have challenging pronunciation in English, can be successful with ASL as a second or
foreign language choice. Penn State University research demonstrated that the visual and
kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in
hearing students.
Prerequisite: ASL II students who wish to enroll in ASL III must pass a proficiency exam and
receive instructor approval.
Workload: Students should expect to spend 2-3 hours each week outside of class on vocabulary
lessons, , readings, and signing practice.
Assignments: Homework assignments will be posted online in the Canvas digital classroom
platform. Through Canvas, students will be asked to post short videos of themselves signing as
homework. Enrolled students will be asked to review ASL 1 and 2 vocabulary, grammar, and
facial expressions.
Assessments: The instructor will assign points using a class rubric for the parent's use in
assigning a course grade. Course rubrics will evaluate students on their sign production,
fingerspelling, ASL grammar, facial expressions including "above the nose" grammar (brows and
body movement), and "below the nose" modifiers (lip expressions).
Textbook/Supply Fee: There is a supply fee of $30.00 payable to the online publisher for the
digital access code for the interactive e-textbook, TRUE+WAY ASL for 2 units. There could be an
additional $15 due if the class progresses to a third unit in late Q3/early Q4. With their
subscription, students may also access a free searchable, bilingual ASL & English dictionary,
called What's the Sign?
Credit: Homeschool families may wish to count this course as a full credit in World Languages
for purposes of a high school transcript.

Students of ASL will continue to improve their fluency in this 3rd year course. As students
become more advanced signers, emphasis will be on focusing on the meaning of a conversation
(whole) and storytelling rather than individual signs (parts) or phrases. In conversation,
students will learn to confirm information by asking questions in context. Third year students
will continue to build their vocabulary, apply ASL grammar, and will learn to describe places,
give directions, give opinions about others, discuss plans and goals, ask for advice, give
opinions, make comparisons and use superlatives, and narrate stories. Other skills covered in
ASL III include expressing year, phone numbers, time, and currency in numbers, giving
directions, locations, etc. Each unit will include presentations and readings on Deaf culture and
Deaf history. Class time will be dedicated to interactive ASL activities and signing practice.
This course will focus on Units 5-6 of the TRUE + WAY ASL curriculum, emphasizing expanded
communication skills, storytelling, and more advanced ASL concepts in an immersive,
interactive setting.
ASL students will have a Deaf instructor. She regularly teaches all-hearing classes and is an
excellent role model for students to meet and interact with a native speaker of ASL and to lean
natural facial expressions, gestures, and body language used in Deaf communications. ASL
students will have more confidence when they encounter Deaf instructors in college or greet

speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to
speak aloud in class. This approach improves visual attention and encourages immersion in the
language. Students will be able to ask questions of the instructor by writing on individual white
boards, but they will be encouraged to sign in order to communicate with the instructor.
Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will
assist the class on the first day of class.
Hundreds of colleges and universities, including all public institutions of higher learning in
Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to
fulfill foreign language requirements for admission to college. Teens who have difficulty writing,
spelling, or have challenging pronunciation in English, can be successful with ASL as a second or
foreign language choice. Penn State University research demonstrated that the visual and
kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in
hearing students.
Prerequisite: ASL II students who wish to enroll in ASL III must pass a proficiency exam and
receive instructor approval.
Workload: Students should expect to spend 2-3 hours each week outside of class on vocabulary
lessons, , readings, and signing practice.
Assignments: Homework assignments will be posted online in the Canvas digital classroom
platform. Through Canvas, students will be asked to post short videos of themselves signing as
homework. Enrolled students will be asked to review ASL 1 and 2 vocabulary, grammar, and
facial expressions.
Assessments: The instructor will assign points using a class rubric for the parent's use in
assigning a course grade. Course rubrics will evaluate students on their sign production,
fingerspelling, ASL grammar, facial expressions including "above the nose" grammar (brows and
body movement), and "below the nose" modifiers (lip expressions).
Textbook/Supply Fee: There is a supply fee of $30.00 payable to the online publisher for the
digital access code for the interactive e-textbook, TRUE+WAY ASL for 2 units. There could be an
additional $15 due if the class progresses to a third unit in late Q3/early Q4. With their subscription, students may also access a free searchable, bilingual ASL & English dictionary, called What's the Sign?

Credit: Homeschool families may wish to count this course as a full credit in World Languages
for purposes of a high school transcript.

Bonjour and get ready for a full year of beginner level high school French! This is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in French. Vocabulary will include numbers, time, dates, seasons, school, free time activities/hobbies, likes/dislikes, personal descriptions, family relationships, emotions, food/restaurants, and places/locations in town. There will be a strong emphasis on competency using regular and irregular present tense verbs and common grammar concepts such as articles, pronouns, adjectives, and comparative phrases.

Class will be conducted primarily in French and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos.

Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class.

Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class.

Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade.

Textbook: Students should purchase or rent the required textbook for this class: Bien Dit!: Student Edition Level 1 2013 (French Edition) (ISBN-13 978-0547871790)

Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.

Bonjour and welcome to the second year of high school French. This is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in French. Students will cover the broad themes and vocabular for: my family and my friends, celebrations, shopping, high school, a typical day, and the good old days. The class will begin with a review of adjective-noun agreement, negations, and regular -er, ir-, and -re verbs. They will review and continue to expand their list of irregular verbs such as avoir (to have) and etre (to be). Students will be introduced to the passe compose and Imparfait (imperfect) tenses, and they will learn how to use negations, direct and indirect pronouns, and reflexive verbs with present, past, and imperfect tenses. They will practice comparative and superlative statements, and will continue to have brief cultural lessons integrated in their units.

Class will be conducted primarily in French and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos.

Prerequisite: French I

Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class.

Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class.

Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade.

Textbook: Students should purchase or rent the required textbook for this class: Bien Dit! Level II: Student Edition Level 1 2018 edition (ISBN-13 978-0544861343)

Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.

Bonjour et bienvenue dans notre classe de francais 3 ! Welcome to the third year of high school French. This is a conversation-focused program in which students will build more vocabulary and will be able to communicate using more and more complex sentences. The class will continue using the present tense, the future proche (a future), the passe recent (recent past), the passe-compose and imparfait (two forms of past tense) and will learn the future and the conditional forms of verb. Vocabulary will include school activities, professions, the theme of fairy tales, nature and environment, and the media. At this point in learning French, students should be using all of the vocabulary they know to become better listeners, more fluent speakers, and stronger writers.

Class will be conducted primarily in French and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos.

Prerequisites: French II

Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class.

Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class.

Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade.

Textbook: Students should purchase or rent the required textbook for this class: Bien Dit!: Student Edition Level 3, 2013 edition (ISBN-13: 978-0547871691)

Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.

Bonjour et bienvenue dans notre classe de Francais 4 ! Welcome to the fourth year of high school French. This is a conversation-focused program in which students will communicate among each other about different topics. The class will naturally continue using the present tenses, the future tenses, the past tenses, and the conditional tense. At this point in learning French, students should be able to communicate fluently about various topics using their knowledge. Students will also develop new vocabulary and new grammar points via the use of different readings.

Class will be conducted primarily in French and will focus on listening and speaking skills. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos.

Prerequisites: French III

Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class.

Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class.

Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade.

Textbook:Each semester, students will read a novel in French that will be selected by the instructor. Students will be asked to reimburse her for the cost of the novel, approximately $10.00-$15.00

Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.

Buenos dias! Spanish Amigos (Friends) is a fun, play-based, Spanish immersion class for young students. Much like learning their native language, students will be exposed to the sounds, vocabulary, and phrases in Spanish through songs, games, stories, interactive and hands-on activities. The teacher will bring toys and objects each week to give kids tangible, hands-on examples of the vocabulary being introduced.

Each quarter introduces new themes and new vocabulary in Spanish, so children can continue to build their language basics. Themes and units are non-sequential, so students may enroll in this level in any quarter.

Limited cues in English will be used to prompt students in the first few weeks. Instruction will be predominantly verbal, but key vocabulary words may be written down for students to begin a sense of spelling. A limited amount of writing, spelling, and reading will be expected to emphasize new vocabulary and complete workbook/handout exercises, but note-taking from the board will not be required.

The goal of this introductory course is to lay foundations in sounds, vocabulary, and simple phrases while having fun and building confidence in a foreign language. Fluency should not be expected at this level.

Recommendations: Students should be at grade level for reading in English. Some homework will be assigned.

Textbook: Students will be working from Viva el Espanol- System A (ISBN #978-0076029525) from McGraw-Hill. Compass pre-purchases copies of this book from the publisher. A supply fee of $26.00 is due payable to Compass on/before the first day. Students will only need to purchase this book the first quarter they are enrolled.

Buenas tardes! Spanish Exploradores (Explorers) is a fun, immersive introductory Spanish class for older elementary students. Much like learning their native language, students will be exposed to the sounds, vocabulary, and phrases in Spanish through songs, games, stories, and hands-on activities. The teacher will bring objects each week to give students tangible, hands-on examples of the vocabulary being introduced. In this level, students will be encouraged to begin to combine adjectives with nouns and nouns with verbs.

Each quarter introduces new themes and new vocabulary in Spanish, so children can continue to build their language basics. However, themes and units are non-sequential, so students may enroll in this level in any quarter. While the theme might be the same as that of a younger level of instruction, more vocabulary will be introduced at the older level.

Limited cues in English will be used to prompt students in the first few weeks. The goal of this introductory course is to lay foundations in sounds, vocabulary, and simple phrases while having fun and building confidence in a foreign language. Fluency should not be expected at this level.

Recommendations/Workload: Students should be at grade level for reading in English and should be able to copy words from the board. Students will be expected to take notes, write new words, and complete activities with new vocabulary and short readings. Some homework will be assigned.

Textbook: Students will be working from Viva el Espanol- System B (ISBN #978-0076029648) from McGraw-Hill. Compass pre-purchases copies of this book from the publisher. A supply fee of $26.00 is due payable to Compass on/before the first day. Students will only need to purchase this book the first quarter they are enrolled.

Bienvenides! Get ready for a full year of beginner-level high school Spanish. This is a conversation-focused program designed to help students build practical vocabulary and foundational grammar skills through real-world communication. In this course, students will start with the Spanish alphabet and pronunciation, and then explore essential topics such as greetings and introductions, numbers, days of the week, months, and dates, telling time, weather and seasons, and school-related vocabulary, including classes, supplies, and schedules.

Students will also learn how to describe themselves and others, talk about likes and dislikes using gustar, and express emotions and feelings. In addition, they will learn vocabulary related to family, pets, clothing, food, restaurants, and locations in town. By the end of these chapters, students will be able to engage in basic conversations about daily life, family, and school activities.

Grammar is taught in context, meaning students will learn to use grammatical structures naturally through conversation, rather than through isolated drills. Key grammar concepts introduced in these chapters include definite and indefinite articles, subject pronouns, adjective agreement, plural and singular nouns, the present tense of regular -ar verbs, and core verbs like ser, estar, tener, and ir. Students will also learn how to form simple questions and negations in Spanish.

Class will be conducted primarily "en espanol", with a strong emphasis on listening and speaking. Students will regularly practice asking and answering questions, participating in conversations, role-playing, and engaging with the language in authentic contexts. At home, students will be responsible for practicing vocabulary and grammar, completing written assignments, and watching short language immersion video clips.

This course will help students gain confidence using Spanish in everyday situations and provide a strong foundation for continued language study.

Workload: Students should expect to spend 30-45 minutes per day approximately 4 days per week on homework outside of class.

Assignments: Are sent by e-mail to parents and students. Students must have access to a computer for videos that are assigned.

Assessments: Quizzes and tests will be scored with a points system that parents can use in calculating a grade.

Textbook: This class will be using a Spanish language curriculum from Voces Digital which includes an online textbook, video clips, interactive media, and digital quizzes. Students must pay a digital access fee of $16.50 to Compass by Venmo, Zelle, cash or check. Once paid, students will receive an access code to set up their account. Hard copy textbooks are available through the publisher for an additional fee for students who prefer physical copies. (The digital portal access will still be needed.)

Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.

Que pasa? Get ready for an exciting year of high school Spanish. This course is conversation-focused and designed to help students expand their Spanish vocabulary and grammar skills while learning to communicate in practical, real-life situations. Through engaging, culturally rich lessons, students will develop their listening, speaking, reading, and writing abilities in Spanish.

In this course, students will continue to build vocabulary around everyday topics, including daily routines, household chores, family activities, health and wellness, travel and transportation, shopping, and dining out. The curriculum will also explore cultural aspects of Spanish-speaking countries, such as popular celebrations, traditions, and regional differences, helping students make meaningful cultural comparisons and deepen their global awareness.

Grammar will continue to be taught in context, practiced through conversation, and reinforced with interactive activities. Students will review present tense verb forms (including stem-changing and irregular verbs) and will deepen their understanding of reflexive verbs, direct and indirect object pronouns, and the preterite tense of both regular and irregular verbs. Students will also be introduced to basic uses of the imperfect tense, comparisons, sequencing words, and more complex sentence structures that allow for more expressive communication in Spanish.

Class will be conducted primarily en espanol to build fluency and confidence in the language. A strong emphasis will be placed on listening and speaking through partner activities, role-plays, storytelling, question-and-answer practice, and real-world scenarios. Reading and writing tasks will further support spoken communication and deepen comprehension.

At home, students will be responsible for completing vocabulary and grammar activities, writing short responses or dialogues, and watching engaging immersion videos. This course will help students continue developing their ability to use Spanish in real-life contexts and lay a solid foundation for future language study.

Levels: The course provides a full-credit experience in either the Honors or On-Level track. All class members share core material and meet together. Honors level has additional readings, more detailed writing assignments, and more rigorous assessments. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15. Students may move down a level (from Honors to On-Level) at any time.

Workload: Students should expect to spend 30-45 minutes per day approximately 4 days per week on homework outside of class.

Assignments: Are sent by e-mail to parents and students. Students must have access to a computer for videos that are assigned.

Assessments: Quizzes and tests will be scored with a points system that parents can use in calculating a grade.

Textbook: This class will be using a Spanish language curriculum from Voces Digital which includes an online textbook, video clips, interactive media, and digital quizzes. Students must pay a digital access fee of $16.50 to Compass by Venmo, Zelle, cash or check. Once paid, students will receive an access code to set up their account. Hard copy textbooks are available through the publisher for an additional fee for students who prefer physical copies. (The digital portal access will still be needed.)

Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.

Saludos! The upcoming year promises an exciting journey in high school Spanish. This conversation-based program is designed to help students quickly build vocabulary and master essential grammar skills. The course covers everyday topics such as family relationships, daily routines, travel, health, technology, and leisure activities. It also includes vocabulary for shopping, ordering food, and describing surroundings, helping students express themselves naturally in a variety of contexts.

Throughout the year, students will expand their vocabulary to include topics like shopping for clothing and food, discussing ancient civilizations, and exploring modern society, legends, and stories. They will also learn to describe food preparation, order meals in restaurants, and discuss movies, including attending premieres. Additional themes will cover writing for publications, family dynamics, environmental issues, and careers. Cultural exploration will include studying contemporary music and dances, which will also help reinforce grammar through popular songs.

A major focus of the course will be the preterite tense, used to describe completed past actions. Students will work with both regular and irregular verbs (e.g., "comi" - I ate, "fui" - I went). They will also learn the imperfect tense, which expresses habitual actions in the past, such as "jugaba al futbol" (I used to play soccer). Understanding when to use the preterite versus the imperfect will be a key focus. Additionally, students will study the future tense to talk about upcoming events and begin learning the subjunctive tense to express desires, doubts, and hypothetical situations.

The course will also emphasize the use of commands (imperative mood) for giving instructions and advice, as well as deepen understanding of object pronouns (direct, indirect, reflexive). Students will practice double object pronouns. Other grammar topics will include comparatives and superlatives, impersonal expressions, and routine spelling changes in verbs.

In class, instruction will take place entirely en espanol, focusing on listening and speaking skills. Students will engage in role-playing, ask and answer questions, and participate in real-life scenarios to practice grammar and vocabulary. The goal is to use grammar in practical conversations, helping students gain fluency and confidence in Spanish.

At home, students will be responsible for memorizing vocabulary and grammar, completing assignments, and watching grammar instruction and language immersion videos. These resources will reinforce learning, ensuring students are well-prepared for more advanced topics.

Levels: The course provides a full-credit experience in either the Honors or On-Level track. All class members share core material and meet together. Honors level has additional readings, more detailed writing assignments, and more rigorous assessments. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15. Students may move down a level (from Honors to On-Level) at any time.

Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class.

Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class.

Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade.

Textbook: This class will be using a Spanish language curriculum from Voces Digital which includes an online textbook, video clips, interactive media, and digital quizzes. Students must pay a digital access fee of $16.50 to Compass by Venmo, Zelle, cash or check. Once paid, students will receive an access code to set up their account. Hard copy textbooks are available through the publisher for an additional fee for students who prefer physical copies. (The digital portal access will still be needed.)

Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.

Hola! Spanish Para Pequenos (Spanish for Little Ones) is a fun, play-based, Spanish immersion class for young children. Following the native language-learning process, children will be exposed to the sounds, letters, and high-frequency words in Spanish through songs, games, stories, puppets, and other interactive activities.

The instructor will provide all necessary toys and objects to give young children tangible, and hands-on ways to apply new concepts in practical real-life situations. The instructor uses some Montessori-style activities that create a high-energy, playful environment, engaging tactile and kinesthetic learners alike while appealing to children's natural curiosities.

The vocabulary and language structures presented in each session follow a new letter of the alphabet each week that will include greetings, simple phrases, foods, colors, numbers, animals, common action verbs, calendar phrases, articles of clothing and seasonal topics. Vocabulary will be repeated and reviewed often to aid in the retention of the language, and will primarily develop listening and speaking skills.

The goal of this introductory course is to lay foundations in sounds, vocabulary, and simple phrases while having fun and building confidence in a foreign language. Fluency should not be expected at this level. Who knows, your child might just come home singing their new favorite Spanish nursery rhyme!

Hola! Spanish Para Pequenos (Spanish for Little Ones) is a fun, play-based, Spanish immersion class for young children. Following the native language-learning process, children will be exposed to the sounds, letters, and high-frequency words in Spanish through songs, games, stories, puppets, and other interactive activities.

The instructor will provide all necessary toys and objects to give young children tangible, and hands-on ways to apply new concepts in practical real-life situations. The instructor uses some Montessori-style activities that create a high-energy, playful environment, engaging tactile and kinesthetic learners alike while appealing to children's natural curiosities.

The vocabulary and language structures presented in each session follow a new letter of the alphabet each week that will include greetings, simple phrases, foods, colors, numbers, animals, common action verbs, calendar phrases, articles of clothing and seasonal topics. Vocabulary will be repeated and reviewed often to aid in the retention of the language, and will primarily develop listening and speaking skills.

The goal of this introductory course is to lay foundations in sounds, vocabulary, and simple phrases while having fun and building confidence in a foreign language. Fluency should not be expected at this level. Who knows, your child might just come home singing their new favorite Spanish nursery rhyme!