Oregon Brief - - McDougal Littell Brief for the McDougal Littell ¡En español! Spanish Program: A...

Oregon Brieffor the

McDougal Littell¡En español!

Spanish Program:A Standards-Based Program

800-323-5435www.mcdougallittell.com

For more information, please contact:

Lance Hansen, OR Sales RepresentativePhone: 888-508-3909

Al Gosney, Northwest Regional ManagerPhone: 800-323-5435 X4442

lebrocn

OR 86

Second Languages (World Languages) Evaluative Criteria

1. Physical Description of Submission:

McDougal Littell , ¡En español!: A Standards-Based Program

Six hardbound student textbooks, five online student textbooks, six hardbound teacher editions, four teacher resourcepackages, eighteen student workbooks, eighteen Unit Resource Books, three Back to School Packs, three Total PhysicalResponse Storytelling booklets, five student eEdition CD-ROMs, six teacher CD-ROMs, seven video programs four audioprograms, four online teacher lesson plans, three teacher overhead manipulative kits, three sets of posters, two Sing-alongGrammar & Vocabulary song booklets, two packages of transarencies, one Canciones del mundo Spanish music CD, oneMiddle School Bridging Packet, three Spanish readers.


2. Research for McDougal Littell, ¡En español!

User Study ResearchIn the absence of independent, standardized national testing for beginning and intermediate Spanish students, McDougalLittell conducted the following User Survey in preparation for the ©2004 revision of ¡En español!.

During the 2001-2002 school year, a User Survey was conducted among Spanish teachers using ¡En español! ©2000 intheir classrooms. A total of 185 teachers were involved in the study. Among the 47 items on the survey document, teacherswere asked to, “rate their overall satisfaction level with the ¡En español! Program.” Seventy-six percent of the teachersresponded that they were either “very satisfied” or “satisfied” with ¡En español!. Only sixteen percent responded that theywere either “unsatisfied” or “very unsatisfied.”

These levels of satisfaction are very positive in user survey research.

Follow up telephone interviews were conducted with those teachers who responded negatively in the above User Survey.During the course of these interviews, the following reasons were identified by unsatisfied customers:

1. Pacing problems caused by too much material in each level of textbook2. Need for more practice, especially in the Más práctica Workbook3. Assessment: Quizzes and Tests4. Errors in the PEs and ancillaries

It should be noted that each of the above areas has been addressed in the revision of ¡En español! ©2004. For example,each section of the lesson now includes an “A, B, C, D” label to improve the flow of the material, and to show more clearly thelesson organization. In addition, new Back to School Packs (ancillary) have been added to each level of the program in orderto make the transition from one textbook to the next more fluid and efficient.

In response to the need cited for more practice, a second workbook, Actividades para todos, has been added to the program,with leveled practice sets for each corresponding grammar and vocabulary topic taught in the pupil edition. New vocabularyand grammar quizzes have been added to the program, and errors in the first edition have now been corrected.


Additional feedback has been gathered from interviews across the country. Teachers report that:• They like the continuity of the storyline and the use of the same characters in succeeding lessons/units.• The ancillary materials are strong, especially the video program• There is a good “fit” between the pupil editions and the ancillary components• The textbooks are colorful, with an abundance of high quality material• There is a variety of assessment options to measure students’ listening, speaking, reading, and writing skills


3. Criteria Documentation:

1. Provides instructional strategies, and instructional support materials to ensure that students have the opportunity to acqui re the skillsnecessary to achieve the Oregon Content Standards for second Languages (World Languages) (Benchmark Stages 1-5 instruction).

The McDougal Littell ¡En español! Program provides instructional strategies, and instructional support materials to ensure that students have theopportunity to acquire the skills necessary to achieve the Oregon Content Standards for second Languages (World Languages) (Benchmark Stages 1-5 instruction). Please see the attached correlations of ¡En español! to the Oregon Second Languages (World Languages) Content Standards.

2. Incorporates a variety of authentic realia (e.g. objects or activities used to relate classroom teaching to the real life) i nto instructionalstrategies and assessment.

¡En español!Level 1a/b

¡En español! Level 1

¡En español!Level 2



Authentic realia is incorporated into instructional strategiesat every level of the ¡En español! Program, as seen inthe following examples.

1a: p. 4 (identitycard)1a: p. 80(Quinceañeracard)1a: p. 160(schoolschedule)1b: p. 215(advertisement)1b: p. 240 (retailfoodadvertisement)

p. 4 (identitycard)p. 72(Quinceañeracard)p. 190 ( concertbillboard)p. 358(advertisement)p. 380 (retailfoodadvertisement)

p. 39 (postcard)p. 89(newspaperheadlines)p. 158 (menu)p. 261(postcard)p. 266 (Madridsubway map)

p. 45 (licenseplate)p. 67 (outdoorrecreationadvertisement)p. 137 (CostaRica nationalparksadvertisement)p. 269Paramediaadvertisement)p. 281 (joblistings)

p. 67(Univisiónadvertisement)p. 78 (16th

Century mapof theAmericas)p. 128(newspapermastheads)pp. 392-393(Mafaldacartoons)


3. Provides open-ended activities that require language production and expression






• The En acción section of each Etapa(lesson) includes numerous examples ofopen-ended activities that require languageproduction and expression.

• The En voces readings, and the Encolores culture readings are followed by¿Qué piensas? open-ended questions.

• End-of-lesson En uso activities includeopen-ended activities.

Level 4• Anticipando la lectura• Dramatizaciones• Cultura en vivo

1a: p. 381a: p. 631a: p. 129

1a: p. 73

1a: p. 76

p. 35p. 58p. 114

p. 65

p. 68

p. 111p. 117p. 118

p. 121

p. 124

p. 187p. 189p. 191

p. 197

p. 200

pp. 81, 128pp. 88, 132p. 90


4. Focuses on real-life situations; integrates themes and functions in ways that mirror real-life situations.






Levels 1a/b, 1, 2, 3• Etapa (lesson) opener pages focus on

the theme and function of the lesson.• En contexto sections introduce

vocabulary in real-life contexts.• En vivo sections dramatize new

vocabulary in real-life situations.• Vocabulary, and grammar concepts are

practiced in real-life situations.

Level 4• Gente del mundo highlights

contemporary personalities of a particularcountry.

• Del pasado al presente focuses on thehistory of a particular country.

• Ventana al mundo 21 discusses currentpolitical and/or social issues of a particularcountry.

• Luz, cámara, acción focuses on real-lifesituations of a particular country throughthe integrated video.

1a: p. 26

1a: p. 28

1a: p. 31

1a: p. 861a: p. 89

p 26

p. 28

p. 31

p. 77p. 79

p. 104

p. 106

p. 108

p. 111p. 117

p. 180

p.182

p. 184

pp. 187, 191

pp. 252-253

p. 254

p. 258

p. 259


5. Provides age-appropriate student activities/tasks in terms of themes/functions, and conversations






Unit themes focus on topics that are teen-centered:

• En acción student activities are age-appropriate in terms of themes/functions,and conversations.

• Ongoing storyline characters seen in theEn contexto and En vivo sections serveas age-appropriate models.

• Etapa (lesson) refranes andtrabalenguas appeal to teenagers’ senseof humor.

Level 4• Personalidades del mundo 21 paired

activities• Anticipando la lectura paired activities• Hablemos de la lectura group activities• Dramatizaciones

1a: p. 2051a: p. 216

1a: p. 291a: p. 30

1a: p. 183

p. 180p. 188

p. 29p. 30

p. 159

p. 155p. 157

p. 150p. 152

p. 67

p. 209

pp. 2, 6, 10

p. 121

p. 121

p. 128p. 131p. 132


6. Provides instructional strategies and materials that address a wide range of learning styles and abilities.






• “Why Learn Spanish?” and “How toStudy Spanish” provide practicalinformation for students of all abilities andlearning styles.

• Frequent use of illustrations, and theintegrated video appeal to the visuallearner.

• Apoyo para estudiar study hintsprovide tips for better understanding ofgrammar concepts for all learners.

• Listening, speaking, reading, andwriting strategies emphasize variousapproaches to developing each languageskill.

• Graphic organizers help students tomake comparisons and contrasts.

• The Actividades para todos Workbookcontains practice at three levels ofdifficulty.

• The integrated audio program appealsto the auditory learner.

• The Online Workbook, andClasszone.com appeal to students whoare interested in technology.

• The Take-Home Tutor CD-ROM allowsstudents to see video, and hear audioclips in the home environment.

• Intrigas y aventuras CD-ROM reinforceslearning in a game format.

• Sing-Along Grammar and VocabularySongs on CD reinforce learningmusically.

1a: p. xxvi

1a: p. 142

1a: p. 63

1a: p. 276

1a: p. 50

p. xxx

p. 126

p. 40

p. 240

p. 46

p. xxxii

p. 152

p. 135

p. 108

p. 68

p. xxxii

p. 78

p. 65

p. 174

p. 92

pp. 112, 114

p. 63


7. Vocabulary is presented in context, is accessible, introduced, re-enforced and continuously reviewed throughout instructiona lmaterials.






• En contexto sections introduce newvocabulary in context.

• The En vivo section that follows,reinforces the new vocabulary in thecontext of a storyline (dialog).

• Partes B and C of each lesson practicenew vocabulary through controlled,transitional, and open-ended activities.

• End-of-lesson En uso sections allowstudents to check their vocabularylearning.

• All active lesson vocabulary issummarized and reviewed in the Enresumen section.

Level 4• Vocabulario en contexto sections

prepare students for new vocabulary inthe Lectura that follows.

• Palabras como clave sections focus onkey word derivations, in the context of theLectura reading.

1a: p. 114

1a: p. 116

1a: p. 120

1a: p. 134

1a: p. 137

p. 102

p. 104

p. 107

p.118

p. 121

p. 150

p. 152

pp. 155, 156

p. 168

p. 171

p. 78

pp. 188, 195

p. 198

p. 201

pp. 82, 101

pp. 88, 107


8. Reinforces appropriate language arts skills as well as integrates skills and concepts from other content areas.






• En tu propia voz writing sectionsinclude a 5-step writing process thatreinforces language arts writing skills.

• Grammar presentations makecomparisons between English andSpanish grammar concepts.

• Conexiones sections integrate skills andconcepts from other content areas suchas art, mathematics, social studies, music,science, and health.

• Conexiones projects integrate skills andconcepts from other disciplines.

Level 4• Escribamos ahora writing sections

include a multi-step writing process.• Manual de gramática reinforces English

grammar concepts• Skills and concepts from other content

areas are integrated into each unit andinclude the areas of art, literature,geography, nutrition, performing arts,music, and history.

1a: p. 90

1a: pp. 50, 96

1a: pp. 106-107

pp. 94-95

p. 80

pp. 46, 68

pp. 172-173

p. 212

pp. 96, 146

pp. 174-175

p. 63

pp. 172, 296

p.210

p. G2

pp. 83, 90, 113


9. Assessments are aligned with instructional strategies and materials (e.g. listening instruction has similar structure and in cluded withlistening assessment) in:

SPEAKING






Instructional strategies/materials for speakingin the pupil edition:

Speaking assessment in the Unit ResourceBooks (URB):

1a: PE pp. 150,152, 154

URB 2,pp. 138, 143

PE, pp. 131, 133,140

URB 2,pp. 138, 143

PE, pp. 189, 193,198

URB 3, pp. 61,66

PE, pp. 217, 221,222

URB 3, pp. 126,131

READING






Instructional strategies/materials for reading inthe pupil edition:

Reading assessment in the Unit Resource Books(URB):

Level 4 Assessment Program

1a: PE, pp. 158-159

URB 2, pp. 135,140

PE, pp. 138-139

URB 2, pp. 135,140

PE, pp. 194-195

URB 3, pp. 58,63

PE, pp. 204, 217

URB 3, pp. 123,128

PE, pp. 108, 113

pp. 40, 46


LISTENING






Instructional strategies/materials for listeningin the pupil edition:

Listening assessment in the Unit ResourceBooks


1a: PE, pp. 152,155

URB 2, pp. 134,139

PE, pp. 133, 137

URB 2, pp. 134,139

PE, pp. 180, 182,188

URB 3, pp. 57,62

PE, pp. 207, 215

URB 3, pp. 122,127

PE, pp. 92, 113-114

pp. 37, 43

WRITING






Instructional strategies/materials for writing inthe pupil edition:

Writing assessment in the Unit Resource Books(URB):


1a: PE, pp. 176,178

URB 2, pp. 215,220

PE, pp. 154, 155,166

URB 2, pp. 215,220

PE, pp. 231, 236

URB 3, pp. 209,214

PE, pp. 213, 216,217

URB 3, pp. 126,131

PE, pp. 83-87,102

pp. 36, 41


10. Provides ongoing formative and summative assessments in a variety of formats in:

SPEAKING






The pupil editions include ongoing formativespeaking assessments

The teacher editions include ongoing formativeassessments

• En contexto comprehension questions• En vivo comprehension questions• Cooperative Learning activities• En acción comprehension check• Paired/group activities• Storytelling activities• Rubrics for speaking• Assessment options (Level 4)

The Unit Resource Books (URBs) includesummative speaking assessments

1a: p. 172

1a: p. 1671a: p. 169

1a: p. 170

1a: p. 190

p. 151

p. 147p. 149p. 154

p. 166

p. 229

p. 243

p. 225p. 227

p. 270

p. 222

pp. 206p. 218

URB 3, pp. 126,131

(Note: Thespeaking skill isless critical atthis level ofinstruction.)

pp. 73b, 91b,111b


READING






The pupil editions include ongoing formativereading assessments:

The teacher editions include summative readingassessments

• Extra Help• Reading strategy• Teaching Suggestions

The Unit Resource Books (URBs) includesummative reading assessments

Level 4: The Assessment Program includessummative reading assessments.

1a: p. 1551a: p. 185

1a: p. 184

URB 2, pp. 212,217

p. 157pp. 161, 163

p. 161

URB 2, pp. 212,217

pp. 238, 240p. 241

pp. 239, 241

pp. 218-219

p. 218

URB 3, pp. 123,128

pp. 78, 87

pp. 40, 46


LISTENING






The pupil editions include ongoing formativelistening assessments:

• Comprensión del diálogo• Escuchar listening activities

The teacher editions include ongoing summativelistening assessments:

• En contexto comprehension questions• En vivo comprehension questions• En acción comprehension check• Dictation• TPR• Assessment options (Level 4)

The Unit Resource Books (URBs) includesummative speaking assessments

Level 4: The Cuaderno de actividades includeslistening comprehension activities that may beused as formal listening assessments.

1a: pp. 170-171

1a: p. 1671a: p. 1691a: p. 170

p. 150p. 155

p. 147

p. 149p. 150

p. 228p. 231

p. 225p. 227

p. 230

p. 205p. 211

p. 205

p. 208

URB 3, pp. 122,127

pp. 73b, 91b,111b

pp. 73-77


WRITING






The pupil editions include ongoing formativewriting assessments:

• Escribir• En tu propria voz

The teacher editions include ongoing summativewriting assessments:

• Quick Start writing reviews• Rubrics for Portfolio writing• Rubrics for writing activities• Dictation

The Unit Resource Books (URBs) includesummative speaking assessments.

Level 4: The Assessment Program includessummative writing assessments.

1a: pp. 176, 178,181

1a: p. 1661a: p. 172

pp. 154, 155,159

pp. 166, 168

p. 144p. 146pp. 166, 169

p. 236p. 246

p. 224pp. 226, 232

p. 217p. 248

p. 212

URB 3, pp. 126,131

pp. 115, 116-117

pp. 47-48

11. Program scope and sequence progresses and combines content in a logical and realistic manner within a category.






The Scope & Sequence chart, located in thefrontmatter of each teacher edition, shows howthe content in ¡En español! progresses in alogical and realistic manner.

1a: TE pp. T12-T231b: TE pp. T12-T23

TE pp. T12-T23 TE pp. T12-T23 T12-T23 TE pp. T14-T25


12. Provides instructional activities within lessons that progress logically and realistically from input through instruction t o languageproduction as described by standards.






Vocabulary is introduced in the En contextosection, and reinforced in the En vivo dialog thatfollows. A variety of controlled, situational, andopen-ended activities build to student productionin the En uso section.Grammar concepts are introduced in the Enacción section followed by a variety of controlled,situational, and open-ended activities build tostudent production in the En uso section.

Additional vocabulary is introduced in theVocabulario boxes, to support ongoing practiceactivities.

Level 4• The Gente del mundo section opens

each lesson with short readings abouthigh- profile personalities of a particularcountry.

• Ventana al mundo 21 discusses currentpolitical and/or social issues of a particularcountry.

• Y ahora, ¡a leer! presents literary andjournalistic readings with pre- and pos-reading activities.

• Luz, cámara, acción allows students tosee and hear native speakers in real-lifesituations.

• Escribamos ahora continues the writingprocess development from earlier levelsof the program.

• Manual de gramática is acomprehensive grammar review sectionat the back of the pupil edition, and cross-referenced to textbook lessons.

!a: pp. 166-190

1a: pp. 174-190

1a: p. 174

pp. 146-166

pp. 153-164

p. 154

pp. 224-243

pp. 230-242

p. 233

pp. 226-227

pp. 232-245

p. 236

p. 22

p. 28

p. 29

p. 65

p. 70


13. Language models are clear and appropriate to the listening, speaking, reading, writing and proficiency level of the student s.






Levels 1a/b, 1, 2, 3• Vocabulary is modeled within the context

of phrases and short sentences placed ineveryday settings in the En contextosection.

• New words are in blue type.• Appropriate photos and line illustrations

help clarify meaning.• Accompanying Preguntas personales

encourage students to activate themeaning of new words.

• Vocabulary is further modeled, andgrammar concepts are previewed, in theEn vivo dialog.

• New words are embedded within a real-life storyline.

• Grammar concepts are clearlyexplained and modeled using photosand sentences taken from the En vivodialog. Color coding further clarifiesmeaning.

• Listening, speaking, reading, andwriting activities are clearly labeledwith regard to specific language skilldevelopment. Models for activities arelabeld in red type.

• Language models are further supportedthrough the audio program, the videodramatization, and transparenciesconsisting of still photos taken from thevideo.

Level 4All lessons are entirely in Spanish. Languagemodels are clear and appropriate for students atthis level of study.

1a: p. 140

1a: p. 140

1a: p. 142

1a: p. 147

1a: p. 148

p. 124

p. 124

p. 126

p. 130

p. 131

p. 224

p. 224

p. 226

p. 230

p. 230

p. 108

p. 108

p. 110

p. 116

p. 120


14. Provides a variety of high quality non-print media that is appealing.






• The video program is integrated into thepupil edition through video outtakes

• The audio program is integrated into thepupil edition. Audio icons signal activitiessupported by the audio program.

• The online workbook reinforcesvocabulary and grammar concepts ineach lesson. Online workbook iconsappear with regularity in the pupil editions.

• The Take-Home Tutor CD-ROMreinforces listening, speaking, reading,and writing development. Take-HomeTutor icons appear regularly in the pupileditions.

Additional non-print media appeal to a variety ofstudent learning styles:

• eEdition CD-ROM• eEdition Plus• Visual Grammar Word Tiles• Sing-along Grammar & Vocabulary

Songs CD• Canciones del mundo hispano Song

CD• Intrigas y aventuras CD-ROM

Level 4Internet resources support the three types ofreadings. Internet icons appear with regularity inthe pupil edition:

• Gente del mundo 21• Ventana al mundo 21• Lectura

1a: pp. 167, 168

1a: p. 166

1a: p. 167

1a: p. 167

pp. 124, 126

p. 133

p. 125

p. 125

pp. 226, 230

p. 226

p. 230

p. 129

pp. 111, 115

p. 114

p. 111

pp. 114, 155

p. 93p. 99p. 102


15. Provides clear objectives, explanations, and examples that allow for independent student use.






• Student objectives are described infunctional terms at the beginning of eachlesson.

• Lesson objectives are repeated withinthe lesson, at the top of the page, and inthe end-of-lesson En uso section wherestudents self-check what they havelearned.

• Grammar concepts are explainedclearly, with color coding of key points,examples, and supporting visuals.

• Direction lines in Level 1a/b are inEnglish. Levels 1 and 2, direction lines toall practice activities are in simpleSpanish, with English hints. In Levels 3and 4, directions are in Spanish.

• Models accompany practice activitiesand are labeled in colored type.

• Practice activities progress fromcontrolled, to transitional, to open-ended in difficulty.

• Level 4: This criterion is met at levels 1a/b, 1, 2,and 3 of the program. The Level 4 textbook isentirely in Spanish.

1a: p. 164

1a: p. 188

1a: p. 147

1a: p. 148

1a: p. 150

p. 122

p. 128

p. 130

p. 131

p. 129

p. 222

p. 229

p. 230

p. 233

p. 229

p. 106

p. 114

p. 136

p. 137

p. 140


16. Provides comprehensive meaningful materials for language practice outside the classroom.






The pupil editions include• a list of comprehensive, meaningful

language practice resources followingeach grammar presentation in the pupiledition.

• references to the online workbook• reading strategies and followup

comprehension and critical thinkingquestions for each reading.

• self-check student exercises in the En usosection of each lesson.

• Más comunicación paired activities at theback of the pupil edition

Additional resources for practice outside theclassroom include

• Actividades para todos workbook withleveled practice

• eEdition CD-ROM• Take-Home Tutor CD-ROM• Intrigas y aventuras CD-ROM• Sing-along Grammar & Vocabulary Songs

CDLevel 4

• The integrated video corresponds to theLuz, cámara, acción section of each unit.

• The Cuaderno de actividadesworkbook includes both listening andwriting activities, and specifically supportsthe Gente del mundo 21, and the Delpasado al presente sections of the pupiledition.

• The audio program further developslistening comprehension skills, and iscoordinated with the Cuaderno deactividades workbook.

• Internet resources support the threetypes of readings in each lesson.

1a: p. 1151a: p. 184

1a: p. 188

1a: p. R1

p. 130

p. 130p. 160

p. 164

p. R1

p. 230

p. 130p. 238

p. 242

R1

p. 158

p. 158p. 166

p. 170

p. R2

p. 208

pp. 198, 200

pp. 121, 127


17. Provides for integrated practice of listening, speaking, reading and writing.






Listening, speaking, reading, and writing akills areintegrated in each lesson.

• Activities are clearly labeled regarding theskill(s) focus.

• Escuchar listening practice• Hablar speaking practice• Leer reading practice• Escribir writing practice

Level 4• Listening practice• Speaking practice• Reading practice• Writing practice

1a: p. 131

1a: p. 1441a: p. 1451a: p. 1561a: p. 146

p. 114

p. 128p. 129p. 128p. 131

p. 162

p. 184p. 185p. 191p. 190

p. 156

p. 159p. 161p. 165p. 164

p. 120p. 121pp. 120, 126,128p.153


18. Promotes the diversity of distinct cultures and individuals that share the target language.






Each Spanish-speaking region is representedthrough one or more culturally-situated units.Students acquire an in-depth understanding of aparticular culture, and individuals who live withinthat culture, through the unit setting as well asthrough all the activities within that particular unit.

Level 4: Each lesson of ¡En español! Level 4focuses on one of the 21 Spanish-speakingcountries, emphasizing the culture, history, andgeography of that country.

1a: p. 22Estados Unidos1a: p. 108México1a: p. 194Puerto Rico

1b: p. 80México1b: p. 166España1b: p. 252Ecuador

p. 21Estados Unidosp. 96Méxicop. 170Puerto Ricop. 244Méxicop. 318 Españap. 392Ecuador

p. 26Esdados Unidosp. 100Méxicop. p. 174Puerto Ricop. 248Españap. 322Costa Ricap. 396Ecuador

p. 28Estados Unidosp. 102México yAmérica Centralp. 176El Caribep. 250Argentina, Chile,Paraguay yUruguayp. 324España y lasAméricasp. 398Bolivia,Colombia,Ecuador, Perú,Venezuela

pp. xvi-xxiv


19. Is formatted for efficient student and teacher use.






Levels 1a/b, 1, 2, 3• Each level of ¡En español! is formatted

into units. Each unit is divided into threeEtapas (lessons).

• Each section within the lesson is clearlylabled, e.g., En contexto, En vivo, etc.Parte A, B, C, D labeling further clarifiesthe purpose of each lesson section.

• Levels 1 and 2: The last two units of eachpupil edition are covered again in the firsttwo units of the succeeding level for easeof articulation.

• The Scope & Sequence in the teachereditions include a recycling of learnedmaterial column.

Level 4• The pupil edition is formatted into units

and lessons. Each lesson focuses on aparticulary Spanish-speaking country.

• Each lesson includes listening, speaking,reading, writing, and culture sections withappropriate headings for each.

1a: p. vi

1a: p. 28

1a/b: TeacherEditionp.T12-T23

p. vi

p. 28

Teacher Editionp. T10

Teacher Editionp. T12-T23

p. vi

p. 32



p. vi

p. 34



pp. xvii-xxiv

Oregon Brief - - McDougal Littell Brief for the McDougal Littell ¡En español! Spanish Program: A...

Documents

Transcript of Oregon Brief - - McDougal Littell Brief for the McDougal Littell ¡En español! Spanish Program: A...