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Provides a step-by-step writing process: answer questions, create sentences, build paragraphs, edit for grammar and spelling, and publish by sharing with a teacher or class. Includes Unit 1 objectives for comprehension, structure and grammar, oral and written expression using target vocabulary and core structures such as doler, gustar, and poder, plus five senses and body-and-activities topics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/new-discoveries-level-ii-units-1-2-3-spanish-writing-scaffolding-steps/419587/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/new-discoveries-level-ii-units-1-2-3-spanish-writing-scaffolding-steps/419587.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the main steps in the Spanish writing scaffolding process?","Question",{"text":112,"@type":113},"Answer questions about the topic, create sentences, create paragraphs, edit for setup/spelling/grammar, and publish by sharing with a teacher or class.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which grammar verbs and structures are emphasized in Level II Unit 1?",{"text":117,"@type":113},"Key structures include doler (what hurts), gustar (likes/dislikes), and poder (abilities), along with question patterns such as ¿Cuántos hay/tiene? and ¿Quién puede…?/¿Puedes…?",{"name":119,"@type":110,"acceptedAnswer":120},"What vocabulary topics support Unit 1 learning?",{"text":121,"@type":113},"Unit 1 targets body parts and related activities, including five senses (ver, oler, tocar, saborear, oír) and activity verbs like jugar and tocar.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},419587,1792230866,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","NEWDISCOVERIES  \nLEVELII  \nSPANISHLANGUAGEADVENTURES  \nUNITS1--2--3   \nSpanish Writing Sca􀀒olding Steps  \nHow to progress from short answers to complete writing projects  \nPublish  \n1. Short Answers – Answer a series of questions about the topic.  \n2. Create Sentences – Use those questions and answers to help you create sentences.  \n3. Create Paragraphs – Use those sentences plus an opening and closing sentence to create a paragraph.  \n4. Edit – Edit your paragraph for set-up, spelling or anyother grammatical issues. Ask questions to clarify. Thereis no such thing as good writing, only good rewriting.– Robert Graves  \n5. Publish – Print or send paper to teacher. Present information to class. Describe a visual. Create a video to share with class or to post to school approved media.  \n|  |  |\n| --- | --- |\n|  |  |\n|  |  |\n|  |  |\n|  | |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n|  | |\n|  |  |\n|  |  |\n|  | 1 |\n|  | |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n|  | |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n\nUnit  \nNEW DISCOVERIES · LEVEL II UNIT 1  \nLanguage Proficiency Standards  \n Comprehension  \nUnderstand statements and questions regarding body and activities using jugar/tocar. (1.2, 3.1, 4.1)  \n Listen to and understand stories using previous and core vocabulary. (1.2, 3.1, 4.1)  \n Read and understand stories using previous and core vocabulary. (1.2, 3.1, 4.1, 4.2)  \n Associate body parts with types of activities. (1.2, 2.2, 4.1, 4.2)  \n Understand when to use singular and plural forms of doler. (1.2, 2.1, 2.3, 3.1, 3.2)  \n Understand statements and questions regarding body and personal abilities of self and others. (1.2, 2.1, 3.2, 4.1, 4.2)  \n Recognize and respond to letters of the Spanish alphabet. (1.2, 3.1, 4.1)  \n Recognize when to use singular and plural forms of gustar. (1.2, 2.1, 3.2, 4.1)  \n Recognize five senses. (1.2, 2.1, 3.2, 4.1)  \nStructure & Grammar  \nTengo…  \n ¿Cuántos hay/tiene?  \n ¿Qué te pasa?  \n ¿Qué le pasa?  \n Me duele/n…  \n Le duele/n  \n Me gusta + verb  \n Le gusta + verb  \n ¿Quién puede…?  \n ¿Puedes…?  \n Puedo    \n Puede    \n ¿Cómo se deletrea…?  \n Se deletrea…  \n Tócate  \nCore  \nVocabulary  \nEl ojo, la oreja, la boca, la nariz, la cabeza, el brazo, la pierna, el pie, la mano, la espalda, el estómago.  \n Jugar al fútbol, jugar al fútbol americano, jugar videojuegos, tocar el piano, tocar la guitarra, tocar el violín  \n 5 sentidos – ver, oler, tocar, saborear, oír  \n Poder  \n Doler  \n a-z  \nNEW DISCOVERIES · LEVEL II UNIT 1  \nOral Expression  \nAsk andanswer questions regarding body and personal abilities of self and others. (1.1, 1.2, 1,3, 2.1, 2.2, 3.1, 3.2, 4.1)  \n Ask andanswer questions about regardingwhat part of the body hurts and the activity leading to an injury. (1.1, 1.2, 1,3, 2.1, 2.2, 3.1, 3.2, 4.1)  \n Ask andanswerquestions about likes and dislikes for self and others (1.1, 1.2, 1,3, 2.1, 2.2, 3.1, 3.2, 4.11)  \n Describe   \n(1.1, 1.2, 1,3, 2.1, 2.2, 3.1, 3.2, 4.1)  \n Spell known words. (1.2, 3.1, 4.1)  \n Respond to oral questions about written stories. (1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1)  Use  \n Written Expression  \nRead and write  \n Read short stories including previous and core vocabulary. Respond to questions regarding those stories. (1.2, 2.1, 3.1, 4.1)  \n Describe   \ncausing them. (1.2, 3.1, 4.1)  \n Describe likes and dislikes regarding activities. (1.3, 3.1, 3.2, 4.1, 4.2)  \n Spell known words. (1.2, 3.1, 4.1)  \n Write adescriptive paragraph basedon a visual prompt. (1.3, 3.1, 4.1)  \n Project: Emergency Room (1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2)  \nNEW DISCOVERIES · LEVEL II UNIT 1  \nUnit 1 Objectives  \nBody and Activities  \nStudents will be able to recognize and use the following vocabulary.  \nLevel II, Unit 1 introduces and practices:  \n• Likes and dislikes with verbs  \n• Abilities using “poder”  \n• Describing where something hurts using “doler”  \n• Spelling & Alphabet  \n• Five senses  \n• Quantifying with numbers  \n• Recycle Level I vocabulary  \n| El cuerpo | ","cbCaihboCtGT1m8R","https://ap.wps.com/l/cbCaihboCtGT1m8R","pdf",2129040,18,"English","# Spanish Writing Scaffolding Steps\n## Progression from Short Answers to Publishing\n# Unit 1 Objectives\n## Body and Activities\n## Language Proficiency Standards (Comprehension)\n## Structure & Grammar\n## Oral Expression\n## Written Expression","[{\"question\":\"What are the main steps in the Spanish writing scaffolding process?\",\"answer\":\"Answer questions about the topic, create sentences, create paragraphs, edit for setup/spelling/grammar, and publish by sharing with a teacher or class.\"},{\"question\":\"Which grammar verbs and structures are emphasized in Level II Unit 1?\",\"answer\":\"Key structures include doler (what hurts), gustar (likes/dislikes), and poder (abilities), along with question patterns such as ¿Cuántos hay/tiene? and ¿Quién puede…?/¿Puedes…?\"},{\"question\":\"What vocabulary topics support Unit 1 learning?\",\"answer\":\"Unit 1 targets body parts and related activities, including five senses (ver, oler, tocar, saborear, oír) and activity verbs like jugar and tocar.\"}]","NEW DISCOVERIES - LEVEL II UNITS 1-2-3 - Spanish Writing Scaffolding Steps | PDF",1790617624,45]