Camino Claro Curriculum Map
CAMINO CLARO • SPANISH 2
Dyslexia-Responsive Yearlong Curriculum Map • Grades 9–12
Structured Literacy & Universal Design
8 Thematic Units • 36 Instructional Weeks
Dyslexia-Inclusive Instructional Pillars
Color Morph-Coding
Pronouns (blue), verb stems (slate), tense suffixes (amber), and noun genders (teal/rose) consistently highlighted.
Oral-First Scaffolds
Syllabic pacing, chunked dialogue frames, and auditory rehearsal preceding any reading/writing tasks.
Dual-Coded Lexicon
Every high-frequency target word paired with distinct icon glyphs and tactile sequencing cards.
Low-Anxiety Testing
Targeted oral interviews, visual sorting mastery, and no spelling penalties on spontaneous draft communication.
Year-at-a-Glance Unit Flow (8 Units)
4.5 Weeks per Unit • Spiraled Vocabulary & Structures
| Unit | Thematic Focus | Core Grammar & Morphology | Dyslexia Scaffolds & Oral Tasks |
|---|
| U1 (Q1) | | | |
| Mi Día a Día | | | |
Daily Routines, Habits & Time
| Reflexive Verbs (me/te/se), Stem-changers (o→ue, e→ie) | Step-by-step comic sequence strips, color-coded daily routine sliders |
| U2 (Q1) |
Mi Barrio y Mi Ciudad
City Places, Navigation & Errands
| Prepositions of location, informal affirmative tú commands | Tactile map maze navigation, kinesthetic TPR direction cues |
| U3 (Q2) |
Mercado y Sabores
Food, Markets & Ordering Meals
| Direct Object Pronouns (lo/la/los/las), gustar-type verbs | Visual cafe menu frames, food tactile flashcards with sound buttons |
| U4 (Q2) |
Viajes y Aventuras
Airports, Hotels, Vacation Past
| Preterite Tense: Regular -ar/-er/-ir & key irregulars (fui, hice) | Past-tense timeline sliders, passport roleplay dialogue cards |
| U5 (Q3) |
Fiestas y Recuerdos
Celebrations, Childhood & Legends
| Imperfect Tense (habitual actions: -aba / -ía), childhood triggers | Visual past-aspect Venn diagrams (Snapshot vs. Movie Reel), audio journals |
| U6 (Q3) |
Cuerpo y Bienestar
Health, Doctor Visits & Wellness
| Expressions with doler, indirect object pronouns (me/te/le) | Illustrated anatomical body maps, symptoms-to-remedy graphic organizers |
| U7 (Q4) |
Nuestro Planeta
Ecology, Animals & Future Actions
| Near Future (ir a + inf), modal structures (se debe, hay que) | Eco-action infographic boards, pair conservation advocacy pitches |
| U8 (Q4) |
Voces e Identidad
Hispanic Art, Music & Storytelling
| Cumulative synthesis of Past, Present & Compound structures | Multi-modal digital portfolio, recorded oral showcase with visual prompts |
Color Key: Blue = Pronouns | Amber = Verb Endings | Green = Commands Page 1 of 4 • Program Architecture
QUARTER 1 & 2
Units 1 – 3 Detailed Curricular Modules
Routines, Navigation & Culinary Life
U1
Mi Día a Día: Daily Routines & Reflexive Action
4.5 Weeks • Focus: Reflexives
Essential Question: ¿Cómo cambia mi rutina según el día y cómo comunico mi autocuidado?
High-Frequency Lexicon
despertarse, levantarse, ducharse, vestirse, cepillarse, acostarse, primero, luego, por fin
Grammar & Morph-Anchor
[me/te/se/nos] + verb stem. "Mirror verbs" cue: action reflects back to speaker.
Dyslexia Support Strategy
6-step morning icon cards (chronological sorting); color-matched pronoun cards on desktop.
Oral Dialogue Frame: "Por la mañana, yo me [despierto] a las [7:00] y luego me [visto]."
U2
Mi Barrio y Mi Ciudad: Navigating Communities
4.5 Weeks • Focus: Direction & Commands
Essential Question: ¿Cómo me oriento en una ciudad hispanohablante y doy direcciones claras?
High-Frequency Lexicon
la farmacia, el correo, doblar, seguir derecho, cruzar, cerca de, lejos de, la cuadra
Grammar & Morph-Anchor
Affirmative tú commands (camina, dobla, cruza) + irregulars (ve, ten, pon).
Dyslexia Support Strategy
Tactile 3D grid mat with toy cars; directional arrow gesture codes (TPR) for navigation cues.
Oral Dialogue Frame: "Disculpe, ¿dónde queda [el correo]? — Camina dos cuadras y dobla a la derecha."
U3
Mercado y Sabores: Food, Culture & Transactions
4.5 Weeks • Focus: Direct Objects
Essential Question: ¿De qué manera la gastronomía refleja la cultura y cómo ordeno con cortesía?
High-Frequency Lexicon
el mercado al aire libre, las frutas, probar, pedir, la cuenta, dulce, salado, picante
Grammar & Morph-Anchor
Direct Object Pronouns (lo/la/los/las) replacing nouns; verbs like preferir.
Dyslexia Support Strategy
Color-coded noun-to-pronoun substitution cards (masculine blue, feminine rose); sensory flavor tokens.
Oral Dialogue Frame: "¿Compras [las manzanas]? — Sí, yo las compro porque son frescas."
Focus Modules 1–3: Present tense mastery, reflexive morphology, communicative autonomy Page 2 of 4 • Units 1–3
QUARTER 2 & 3
Units 4 – 6 Detailed Curricular Modules
Travel Past, Heritage Stories & Wellness
U4
Viajes y Aventuras: Past Travel & Experiences
4.5 Weeks • Focus: Preterite Tense
Essential Question: ¿Cómo narro un viaje del pasado de forma secuencial y detallada?
High-Frequency Lexicon
el aeropuerto, el boleto, el hotel, hacer la maleta, viajar, visitar, ayer, la semana pasada
Grammar & Morph-Anchor
Preterite endings: -é/-í (accent anchor = stress tap). High-utility irregulars (fui, hice).
Dyslexia Support Strategy
"Past Passport" tactile stamp book; accented syllable clapping cards for auditory stress recognition.
Oral Dialogue Frame: "El verano pasado, yo viajé a [Costa Rica] y fui a la playa."
U5
Fiestas y Recuerdos: Childhood & Traditions
4.5 Weeks • Focus: Imperfect Aspect
Essential Question: ¿Cómo eran mis celebraciones de niño en comparación con tradiciones hispanas?
High-Frequency Lexicon
celebrar, los fuegos artificiales, los juguetes, de niño/a, siempre, a menudo, la piñata
Grammar & Morph-Anchor
Imperfect suffixes: -aba / -ía (ongoing/habitual). Visual "Film Reel" vs "Snapshot Photo" cue.
Dyslexia Support Strategy
Childhood memory graphic mats with sensory prompts; audio record-and-listen playback self-check.
Oral Dialogue Frame: "Cuando yo era pequeño/a, siempre jugaba con mis primos en las fiestas."
U6
Cuerpo, Salud y Bienestar: Medical Care & Body
4.5 Weeks • Focus: Doler & Indirect Pronouns
Essential Question: ¿Cómo comunico síntomas físicos y comprendo recomendaciones de salud?
High-Frequency Lexicon
la cabeza, el estómago, la garganta, tener fiebre, la receta, el descanso, guardar cama
Grammar & Morph-Anchor
[me/te/le] + duele (singular) / duelen (plural body parts). Number agreement rule.
Dyslexia Support Strategy
Full-body labeled diagram with color-coded sticky icons; doctor-patient dialogue roleplay cards.
Oral Dialogue Frame: "Doctor, me duele [la garganta] desde ayer y tengo tos."
Focus Modules 4–6: Past narratives (Preterite vs. Imperfect), somatic communication, roleplay fluency Page 3 of 4 • Units 4–6
QUARTER 4
Units 7–8 & Implementation Toolkit
Ecology, Capstone & Assessment Matrix
U7
Nuestro Planeta y el Futuro
4.5 Wks
Theme: Conservation, Climate & Future Intentions
Grammar: ir a + infinitivo, modal phrases (debemos reciclar).
Lexicon: el bosque, proteger, la energía solar, el plástico
Dyslexia Anchor: Eco-infographic card builder; icon-supported pledge frames.
U8
Voces, Cuentos e Identidad
4.5 Wks
Theme: Hispanic Art, Music & Oral Portfolio Capstone
Grammar: Synthesis of Present, Past & Compound structures.
Lexicon: el mural, la música folclórica, el ritmo, expresar
Dyslexia Anchor: Multi-modal slide showcase; spoken narration with visual cues.
Daily 4-Step Dyslexia-Responsive Lesson Rhythm
1. Visual Hook (5m)
Project single high-contrast photo/icon. Zero text pressure. Elicit 2–3 vocabulary words orally.
2. Choral Rehearsal (10m)
Syllable clapping, call-and-response rhythm, highlighting phonetic stress points without isolated reading.
3. Framed Pairing (20m)
Partner dialogue using color-coded sentence strips with fillable icon slots. Low text density.
4. Multi-Modal Check (10m)
Audio recording, visual card matching, or one-sentence structured exit check. Spelling non-punitive.
Assessment Modifications & Grading Policy for Dyslexic Learners
Oral Over Orthographic
Evaluate grammar comprehension via structured oral interviews (60%) vs. written output (40%).
Orthographic Tolerance
Phonetic spelling approximations in Spanish are accepted if meaning is clear; accent mark deduction waived.
Extended Processing Time
1.5x to 2.0x time on interpretive listening; chunks broken into 30-second segments with pauses.
Framework compliant with ACTFL Novice-High / Intermediate-Low Proficiency Standards & Orton-Gillingham WL Principles Page 4 of 4 • Implementation Matrix