A Correlation of
Ponto de Encontro
Klobucka et al.
2nd Edition, ©2013
Levels I & II
To the
ACTFL
American Council on the Teaching
of Foreign Language
National Standards for Foreign
Language Education
A Correlation of Ponto de Encontro, 2nd Edition ©2013, Levels I & II
to the
ACTFL National Standards for Foreign Language Education
ACTFL National Standards for
Foreign Language Education
Ponto de Encontro
2nd Edition, ©2013
Level 1 Ponto de Encontro
Statement of Philosophy
Language and communication are at the heart of the human experience. The United
States must educate students who are linguistically and culturally equipped to
communicate successfully in a pluralistic American society and abroad. This imperative
envisions a future in which ALL students will develop and maintain proficiency in English
and at least one other language, modern or classical. Children who come to school from
non-English backgrounds should also have opportunities to develop further proficiencies in
their first language.
STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in
SE: Para conversar, 58, 96–97, 139, 176–
conversations, provide and obtain
177, 221–222, 257, 296–297, 330, 364–
information, express feelings and emotions, 365, 398–399, 433–434, 469–470, 497,
and exchange opinions
524–525, 554; Situações, 46, 53, 80, 93,
122, 136, 161, 165, 171, 200, 217, 245,
251, 284, 293, 316, 318, 320, 350, 360,
388, 395, 425, 429–430, 432, 460, 462,
486, 495, 522, 547, 552, 565, 569, 571,
572, 574
Standard 1.2: Students understand and
interpret written and spoken language on a
variety of topics
SE = Student Edition
SE: Para ler, 20–21, 59–60, 97, 140–141,
177–179, 222–223, 258–259, 298–300,
330–332, 365––366, 434–436, 470–472,
497–498, 525–527, 554–556; Para escutar,
36, 57, 118, 156, 196, 220, 240, 276, 296,
313, 329, 346, 363, 382, 398, 418, 433,
450, 468, 483, 510, 539, 553; Vamos
viajar, 41–42, 53–54, 80–81, 88–89, 123,
131, 161–162, 172, 200–201, 212, 245–
246, 250–252, 284–285, 292–293, 321,
327–328, 353–354, 361–362, 391–392,
396–397, 421–422, 454–455, 466–467,
489–490, 492–493, 515–516, 519, 544–
545, 547–549; Horizontes (para
responder), 64–65, 104–106, 146–147,
183–185, 228–229, 262–263, 302–303,
335–336, 370–371, 406–407, 438–439,
474–475, 500–502, 529–530, 558–560
2
A Correlation of Ponto de Encontro, 2nd Edition ©2013, Levels I & II
to the
ACTFL National Standards for Foreign Language Education
ACTFL National Standards for
Foreign Language Education
Standard 1.3: Students present
information, concepts, and ideas to an
audience of listeners or readers on a variety
of topics.
Ponto de Encontro
2nd Edition, ©2013
SE: Projeto final, 62–63, 102–103, 144–
145, 181–182, 226–227, 261, 301, 333–
334, 368–369, 405, 437, 473, 499, 556–
557; also see: Para pesquisar
(compartilhar), 32, 43, 54, 61, 76, 115,
124, 131, 162, 196, 201, 213, 259, 292,
315, 321, 328, 354, 362, 390, 397, 399,
422, 430, 445, 455, 493, 520, 535, 552
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an
SE: See the following thematically
understanding of the relationship between
organized lessons: Lição 1: A universidade,
the practices and perspectives of the
28–67; Lição 2: Entre amigos, 68–107;
culture studied
Lição 3 Horas de lazer, 108–149; Lição 4:
A família, 150–187; Lição 7: O tempo e os
passatempos, 266–305; Lição 8: Festas e
tradições, 306–337; Lição 9: O trabalho e
os negócios, 338–375; Lição 12: As férias e
as viagens, 442–477; Lição 14: A
sociedade, 504–531; also see: Cultura, 7,
17, 31, 32, 34, 114, 140, 154, 193, 257,
270, 309, 311, 343, 394, 421, 457, 483,
520; Horizontes, 64–65, 104–106, 146–
147, 183–185, 228–229, 262–263, 302–
303, 335–336, 370–371, 406–407, 438–
439, 474–475, 500–502, 529–530, 558–
560
Standard 2.2: Students demonstrate an
understanding of the relationship between
the products and perspectives of the culture
studied
SE = Student Edition
SE: See the following thematically
organized lessons: Lição 5: A casa e os
móveis, 188–231; Lição 6: A roupa e as
compras, 232–265; Lição 10: A comida,
374–409; Lição 15: A ciência e a
tecnologia, 532–561; also see: Cultura, 7,
17, 31, 32, 34, 114, 140, 154, 193, 257,
270, 309, 311, 343, 394, 421, 457, 483,
520
3
A Correlation of Ponto de Encontro, 2nd Edition ©2013, Levels I & II
to the
ACTFL National Standards for Foreign Language Education
ACTFL National Standards for
Foreign Language Education
Ponto de Encontro
2nd Edition, ©2013
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and
SE: Para ler, 20–21, 59–60, 97, 140–141,
further their knowledge of other disciplines
177–179, 222–223, 258–259, 298–300,
through the foreign language
330–332, 365––366, 434–436, 470–472,
497–498, 525–527, 554–556; Para
escrever, 61, 100–102, 142–144, 180–181,
224–226, 260, 300–301, 332–333, 367–
368, 404–405, 436–437, 472, 498–499,
527–528, 556; Projeto final, 62–63, 102–
103, 144–145, 181–182, 226–227, 261,
301, 333–334, 368–369, 405, 437, 473,
499, 556–557; Expansão gramatical, 562–
574
Standard 3.2: Students acquire
information and recognize the distinctive
viewpoints that are only available through
the foreign language and its cultures
SE: Para ler, 20–21, 59–60, 97, 140–141,
177–179, 222–223, 258–259, 298–300,
330–332, 365––366, 434–436, 470–472,
497–498, 525–527, 554–556; Para
pesquisar, 32, 43, 54, 61, 76, 115, 124,
131, 162, 196, 201, 213, 259, 292, 315,
321, 328, 354, 362, 390, 397, 399, 422,
430, 445, 455, 493, 520, 535, 552; also
see: Cultura, 7, 17, 31, 32, 34, 114, 140,
154, 193, 257, 270, 309, 311, 343, 394,
421, 457, 483, 520; Horizontes (para
responder), 64–65, 104–106, 146–147,
183–185, 228–229, 262–263, 302–303,
335–336, 370–371, 406–407, 438–439,
474–475, 500–502, 529–530, 558–560
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate
SE: Lingua, 10, 13, 15, 45, 51, 72, 113,
understanding of the nature of language
134, 191, 194, 235, 236, 270, 319, 344,
through comparisons of the language
381
studied and their own
Standard 4.2: Students demonstrate
understanding of the concept of culture
through comparisons of the cultures studied
and their own.
SE = Student Edition
SE: Cultura, 7, 17, 31, 32, 34, 114, 140,
154, 193, 257, 270, 309, 311, 343, 394,
421, 457, 483, 520
4
A Correlation of Ponto de Encontro, 2nd Edition ©2013, Levels I & II
to the
ACTFL National Standards for Foreign Language Education
ACTFL National Standards for
Foreign Language Education
Ponto de Encontro
2nd Edition, ©2013
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language
SE: Para pesquisar, 32, 43, 54, 61, 76,
both within and beyond the school setting
115, 124, 131, 162, 196, 201, 213, 259,
292, 315, 321, 328, 354, 362, 390, 397,
399, 422, 430, 445, 455, 493, 520, 535,
552; Situações, 46, 53, 80, 93, 122, 136,
161, 165, 171, 200, 217, 245, 251, 284,
293, 316, 318, 320, 350, 360, 388, 395,
425, 429–430, 432, 460, 462, 486, 495,
522, 547, 552, 565, 569, 571, 572, 574;
Projeto final, 62–63, 102–103, 144–145,
181–182, 226–227, 261, 301, 333–334,
368–369, 405, 437, 473, 499, 556–557
Standard 5.2: Students show evidence of
becoming life-long learners by using the
language for personal enjoyment and
enrichment.
SE = Student Edition
SE: Situações, 46, 53, 80, 93, 122, 136,
161, 165, 171, 200, 217, 245, 251, 284,
293, 316, 318, 320, 350, 360, 388, 395,
425, 429–430, 432, 460, 462, 486, 495,
522, 547, 552, 565, 569, 571, 572, 574;
also see: Para conversar, 58, 96–97, 139,
176–177, 221–222, 257, 296–297, 330,
364–365, 398–399, 433–434, 469–470,
497, 524–525, 554; Horizontes (para
responder), 64–65, 104–106, 146–147,
183–185, 228–229, 262–263, 302–303,
335–336, 370–371, 406–407, 438–439,
474–475, 500–502, 529–530, 558–560
5
A Correlation of Ponto de Encontro, 2nd Edition ©2013, Levels I & II
to the
ACTFL National Standards for Foreign Language Education
ACTFL National Standards for
Foreign Language Education
Ponto de Encontro
2nd Edition, ©2013
Level 2 Ponto de Encontro
Statement of Philosophy
Language and communication are at the heart of the human experience. The United
States must educate students who are linguistically and culturally equipped to
communicate successfully in a pluralistic American society and abroad. This imperative
envisions a future in which ALL students will develop and maintain proficiency in English
and at least one other language, modern or classical. Children who come to school from
non-English backgrounds should also have opportunities to develop further proficiencies in
their first language.
STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in
SE: Para conversar, 58, 96–97, 139, 176–
conversations, provide and obtain
177, 221–222, 257, 296–297, 330, 364–
information, express feelings and emotions, 365, 398–399, 433–434, 469–470, 497,
and exchange opinions
524–525, 554; Situações, 46, 53, 80, 93,
122, 136, 161, 165, 171, 200, 217, 245,
251, 284, 293, 316, 318, 320, 350, 360,
388, 395, 425, 429–430, 432, 460, 462,
486, 495, 522, 547, 552, 565, 569, 571,
572, 574
Standard 1.2: Students understand and
interpret written and spoken language on a
variety of topics
SE = Student Edition
SE: Para ler, 20–21, 59–60, 97, 140–141,
177–179, 222–223, 258–259, 298–300,
330–332, 365––366, 434–436, 470–472,
497–498, 525–527, 554–556; Para escutar,
36, 57, 118, 156, 196, 220, 240, 276, 296,
313, 329, 346, 363, 382, 398, 418, 433,
450, 468, 483, 510, 539, 553; Vamos
viajar, 41–42, 53–54, 80–81, 88–89, 123,
131, 161–162, 172, 200–201, 212, 245–
246, 250–252, 284–285, 292–293, 321,
327–328, 353–354, 361–362, 391–392,
396–397, 421–422, 454–455, 466–467,
489–490, 492–493, 515–516, 519, 544–
545, 547–549; Horizontes (para
responder), 64–65, 104–106, 146–147,
183–185, 228–229, 262–263, 302–303,
335–336, 370–371, 406–407, 438–439,
474–475, 500–502, 529–530, 558–560
6
A Correlation of Ponto de Encontro, 2nd Edition ©2013, Levels I & II
to the
ACTFL National Standards for Foreign Language Education
ACTFL National Standards for
Foreign Language Education
Standard 1.3: Students present
information, concepts, and ideas to an
audience of listeners or readers on a variety
of topics.
Ponto de Encontro
2nd Edition, ©2013
SE: Projeto final, 62–63, 102–103, 144–
145, 181–182, 226–227, 261, 301, 333–
334, 368–369, 405, 437, 473, 499, 556–
557; also see: Para pesquisar
(compartilhar), 32, 43, 54, 61, 76, 115,
124, 131, 162, 196, 201, 213, 259, 292,
315, 321, 328, 354, 362, 390, 397, 399,
422, 430, 445, 455, 493, 520, 535, 552
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an
SE: See the following thematically
understanding of the relationship between
organized lessons: Lição 1: A universidade,
the practices and perspectives of the
28–67; Lição 2: Entre amigos, 68–107;
culture studied
Lição 3 Horas de lazer, 108–149; Lição 4:
A família, 150–187; Lição 7: O tempo e os
passatempos, 266–305; Lição 8: Festas e
tradições, 306–337; Lição 9: O trabalho e
os negócios, 338–375; Lição 12: As férias e
as viagens, 442–477; Lição 14: A
sociedade, 504–531; also see: Cultura, 7,
17, 31, 32, 34, 114, 140, 154, 193, 257,
270, 309, 311, 343, 394, 421, 457, 483,
520; Horizontes, 64–65, 104–106, 146–
147, 183–185, 228–229, 262–263, 302–
303, 335–336, 370–371, 406–407, 438–
439, 474–475, 500–502, 529–530, 558–
560
Standard 2.2: Students demonstrate an
understanding of the relationship between
the products and perspectives of the culture
studied
SE = Student Edition
SE: See the following thematically
organized lessons: Lição 5: A casa e os
móveis, 188–231; Lição 6: A roupa e as
compras, 232–265; Lição 10: A comida,
374–409; Lição 15: A ciência e a
tecnologia, 532–561; also see: Cultura, 7,
17, 31, 32, 34, 114, 140, 154, 193, 257,
270, 309, 311, 343, 394, 421, 457, 483,
520
7
A Correlation of Ponto de Encontro, 2nd Edition ©2013, Levels I & II
to the
ACTFL National Standards for Foreign Language Education
ACTFL National Standards for
Foreign Language Education
Ponto de Encontro
2nd Edition, ©2013
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and
SE: Para ler, 20–21, 59–60, 97, 140–141,
further their knowledge of other disciplines
177–179, 222–223, 258–259, 298–300,
through the foreign language
330–332, 365––366, 434–436, 470–472,
497–498, 525–527, 554–556; Para
escrever, 61, 100–102, 142–144, 180–181,
224–226, 260, 300–301, 332–333, 367–
368, 404–405, 436–437, 472, 498–499,
527–528, 556; Projeto final, 62–63, 102–
103, 144–145, 181–182, 226–227, 261,
301, 333–334, 368–369, 405, 437, 473,
499, 556–557; Expansão gramatical, 562–
574
Standard 3.2: Students acquire
information and recognize the distinctive
viewpoints that are only available through
the foreign language and its cultures
SE: Para ler, 20–21, 59–60, 97, 140–141,
177–179, 222–223, 258–259, 298–300,
330–332, 365––366, 434–436, 470–472,
497–498, 525–527, 554–556; Para
pesquisar, 32, 43, 54, 61, 76, 115, 124,
131, 162, 196, 201, 213, 259, 292, 315,
321, 328, 354, 362, 390, 397, 399, 422,
430, 445, 455, 493, 520, 535, 552; also
see: Cultura, 7, 17, 31, 32, 34, 114, 140,
154, 193, 257, 270, 309, 311, 343, 394,
421, 457, 483, 520; Horizontes (para
responder), 64–65, 104–106, 146–147,
183–185, 228–229, 262–263, 302–303,
335–336, 370–371, 406–407, 438–439,
474–475, 500–502, 529–530, 558–560
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate
SE: Lingua, 10, 13, 15, 45, 51, 72, 113,
understanding of the nature of language
134, 191, 194, 235, 236, 270, 319, 344,
through comparisons of the language
381
studied and their own
Standard 4.2: Students demonstrate
understanding of the concept of culture
through comparisons of the cultures studied
and their own.
SE = Student Edition
SE: Cultura, 7, 17, 31, 32, 34, 114, 140,
154, 193, 257, 270, 309, 311, 343, 394,
421, 457, 483, 520
8
A Correlation of Ponto de Encontro, 2nd Edition ©2013, Levels I & II
to the
ACTFL National Standards for Foreign Language Education
ACTFL National Standards for
Foreign Language Education
Ponto de Encontro
2nd Edition, ©2013
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language
SE: Para pesquisar, 32, 43, 54, 61, 76,
both within and beyond the school setting
115, 124, 131, 162, 196, 201, 213, 259,
292, 315, 321, 328, 354, 362, 390, 397,
399, 422, 430, 445, 455, 493, 520, 535,
552; Situações, 46, 53, 80, 93, 122, 136,
161, 165, 171, 200, 217, 245, 251, 284,
293, 316, 318, 320, 350, 360, 388, 395,
425, 429–430, 432, 460, 462, 486, 495,
522, 547, 552, 565, 569, 571, 572, 574;
Projeto final, 62–63, 102–103, 144–145,
181–182, 226–227, 261, 301, 333–334,
368–369, 405, 437, 473, 499, 556–557
Standard 5.2: Students show evidence of
becoming life-long learners by using the
language for personal enjoyment and
enrichment.
SE = Student Edition
SE: Situações, 46, 53, 80, 93, 122, 136,
161, 165, 171, 200, 217, 245, 251, 284,
293, 316, 318, 320, 350, 360, 388, 395,
425, 429–430, 432, 460, 462, 486, 495,
522, 547, 552, 565, 569, 571, 572, 574;
also see: Para conversar, 58, 96–97, 139,
176–177, 221–222, 257, 296–297, 330,
364–365, 398–399, 433–434, 469–470,
497, 524–525, 554; Horizontes (para
responder), 64–65, 104–106, 146–147,
183–185, 228–229, 262–263, 302–303,
335–336, 370–371, 406–407, 438–439,
474–475, 500–502, 529–530, 558–560
9