Arkansas

CMC Communication

• CMC.1 Students will interpret aural, written, and visual messages in the target language. (interpretive)

  • CMC.1.MLI.1 Recognize elements of speech

    • CMC.1.MLI.1.a intonation

    • CMC.1.MLI.1.b patterns

    • CMC.1.MLI.1.c pitch

    • CMC.1.MLI.1.d rhythms

    • CMC.1.MLI.1.e sounds

    • CMC.1.MLI.1.f syllables

    • CMC.1.MLI.1.g tones

  • CMC.1.MLI.2 Recognize orthographic characters or symbols (e.g., accent mark, umlaut, Chinese stroke order, radical, Cyrillic characters)

    • The Spanish alphabet (S-1.A)

  • CMC.1.MLI.3 Recognize cognates, place names, and borrowings

    • Read about famous people from the Spanish‑speaking world (S-2.Q)
    • Read materials related to school and student life (S-3.S)
    • Read about schools and education in the Spanish‑speaking world (S-4.P)
    • Cognates and parts of speech (S-5.J)
    • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)
    • Read street interviews about plans, habits, and free time (S-7.T)

  • CMC.1.MLI.4 Recognize language registers (e.g., formal, informal)

    • How are you doing? (S-1.N)
    • Introductions (S-1.O)
    • What is the conversation about? (S-1.R)
    • Subject pronouns (S-2.G)
    • Informal and formal language: tú and usted (S-2.H)

  • CMC.1.MLI.5 Follow simple directions (e.g., classroom commands, procedures)

  • CMC.1.MLI.6 Understand basic idiomatic expressions

    • Weather and seasons (S-1.H)
    • Greeting people and saying goodbye (S-1.M)
    • How are you doing? (S-1.N)
    • Introductions (S-1.O)
    • What is the conversation about? (S-1.R)

  • CMC.1.MLI.7 Interpret the principal message of gestures, nuances, and intonation

  • CMC.1.MLI.8 Use reading and listening strategies to enhance comprehension (e.g., cognates, contextual clues, visual cues, inferences, predictions)

    • Listen and fill in a form with personal information: letters and numbers (S-1.P)
    • What is the conversation about? (S-1.R)
    • Listen and identify the person from the description (S-2.O)
    • Listen to people describe themselves and others (S-2.P)
    • Read about famous people from the Spanish‑speaking world (S-2.Q)
    • Listen and recognize classes and school supplies (S-3.Q)
    • Listen to people talk about the school day (S-3.R)
    • Read materials related to school and student life (S-3.S)
    • Listen to questions about student life and choose the appropriate response (S-4.N)
    • Listen to people talk about their school and everything in it (S-4.O)
    • Read about schools and education in the Spanish‑speaking world (S-4.P)
    • Listen and match the statement to the image (S-5.R)
    • Listen to people talk about their families (S-5.S)
    • Read about families from the Spanish‑speaking world (S-5.T)
    • Time expressions to talk about frequency (S-6.M)
    • Listen to statements about actions and habits related to food (S-6.R)
    • Listen to people talk about their favorite foods and drinks (S-6.S)
    • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)
    • Time expressions to talk about the present and the future (S-7.K)
    • Listen to conversations about making plans (S-7.R)
    • Listen to people talk about sports, hobbies, and free time (S-7.S)
    • Read street interviews about plans, habits, and free time (S-7.T)

  • CMC.1.MLI.9 Identify central idea(s) and specific information from a variety of appropriate texts and visual media on familiar topics

    • Read about famous people from the Spanish‑speaking world (S-2.Q)
    • Read materials related to school and student life (S-3.S)
    • Read about schools and education in the Spanish‑speaking world (S-4.P)
    • Read about families from the Spanish‑speaking world (S-5.T)
    • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)
    • Read street interviews about plans, habits, and free time (S-7.T)

  • CMC.1.MLI.10 Identify central idea(s) and specific information from a variety of auditory sources with or without visual cues

    • Listen to people describe themselves and others (S-2.P)
    • Listen to people talk about the school day (S-3.R)
    • Listen to people talk about their school and everything in it (S-4.O)
    • Listen to people talk about their families (S-5.S)
    • Listen to statements about actions and habits related to food (S-6.R)
    • Listen to people talk about their favorite foods and drinks (S-6.S)
    • Listen to conversations about making plans (S-7.R)
    • Listen to people talk about sports, hobbies, and free time (S-7.S)

  • CMC.1.MLI.11 Interpret authentic materials

  • CMC.1.MLI.12 Draw conclusions from a variety of simple oral, visual, and textual sources, citing evidence

• CMC.2 Students will interact by speaking and writing in the target language. (interpersonal)

  • CMC.2.MLI.1 Interact effectively in a range of conversations and collaborations in the appropriate time frames

    • Greeting people and saying goodbye (S-1.M)
    • How are you doing? (S-1.N)
    • Introductions (S-1.O)
    • Listen and choose the appropriate response to basic questions (S-1.Q)
    • Listen to questions about student life and choose the appropriate response (S-4.N)
    • Ask questions related to plans and preferences (S-6.U)
    • Question words: review (S-7.I)
    • Respond to plans and invitations by giving reasons and excuses (S-7.U)

  • CMC.2.MLI.2 Engage in simple conversations using cultural conventions and social conventions

    • CMC.2.MLI.2.a courtesy phrases

      • How are you doing? (S-1.N)
      • Introductions (S-1.O)
      • Listen and choose the appropriate response to basic questions (S-1.Q)

    • CMC.2.MLI.2.b culturally appropriate greetings and farewells

      • Greeting people and saying goodbye (S-1.M)

    • CMC.2.MLI.2.c gestures

    • CMC.2.MLI.2.d introductions

      • Introductions (S-1.O)

    • CMC.2.MLI.2.e learned phrases

      • Greeting people and saying goodbye (S-1.M)
      • How are you doing? (S-1.N)
      • Introductions (S-1.O)
      • Listen and choose the appropriate response to basic questions (S-1.Q)

    • CMC.2.MLI.2.f idiomatic expressions

      • How are you doing? (S-1.N)

  • CMC.2.MLI.3 Exchange information through dialogue or in writing about familiar topics

    • CMC.2.MLI.3.a clothing

    • CMC.2.MLI.3.b daily life

      • Listen to questions about student life and choose the appropriate response (S-4.N)
      • Ask questions related to plans and preferences (S-6.U)
      • Question words: review (S-7.I)
      • Respond to plans and invitations by giving reasons and excuses (S-7.U)

    • CMC.2.MLI.3.c family and friends

    • CMC.2.MLI.3.d feelings and emotions

    • CMC.2.MLI.3.e food

    • CMC.2.MLI.3.f likes and dislikes

      • Ask questions related to plans and preferences (S-6.U)
      • Respond to plans and invitations by giving reasons and excuses (S-7.U)

    • CMC.2.MLI.3.g needs and wants

      • Ask questions related to plans and preferences (S-6.U)
      • Respond to plans and invitations by giving reasons and excuses (S-7.U)

    • CMC.2.MLI.3.h parts of the body

    • CMC.2.MLI.3.i pastimes

    • CMC.2.MLI.3.j personal information

      • How are you doing? (S-1.N)
      • Listen and choose the appropriate response to basic questions (S-1.Q)
      • Listen to questions about student life and choose the appropriate response (S-4.N)
      • Ask questions related to plans and preferences (S-6.U)
      • Question words: review (S-7.I)
      • Respond to plans and invitations by giving reasons and excuses (S-7.U)

    • CMC.2.MLI.3.k time and calendar

    • CMC.2.MLI.3.l weather

  • CMC.2.MLI.4 Apply conversational strategies to increase understanding in rehearsed, familiar situations

    • CMC.2.MLI.4.a ask basic questions (e.g., who, what, when, where, why, how, how much, how many)

      • Ask questions related to plans and preferences (S-6.U)
      • Question words: review (S-7.I)

    • CMC.2.MLI.4.b ask for repetition

    • CMC.2.MLI.4.c request clarification

  • CMC.2.MLI.5 Use survival phrases and gestures to meet basic needs (e.g., directions, simple requests)

    • Greeting people and saying goodbye (S-1.M)
    • How are you doing? (S-1.N)
    • Introductions (S-1.O)
    • Question words: review (S-7.I)

  • CMC.2.MLI.6 Apply numeric concepts in context

    • CMC.2.MLI.6.a age

    • CMC.2.MLI.6.b cardinal numbers

    • CMC.2.MLI.6.c dates

    • CMC.2.MLI.6.d time

• CMC.3 Students will present information in the target language. (presentational)

  • CMC.3.MLI.1 Describe people, places, actions, and objects

  • CMC.3.MLI.2 Write about familiar topics (e.g., labels, lists, notes, short paragraphs)

    • Write sentences about yourself, your family, or people you know (S-5.V)
    • Write sentences that are true for you about sports, hobbies, and free time (S-7.V)

  • CMC.3.MLI.3 Use acquired language skills through brief rehearsed presentations (e.g., skits, songs, poems, show and tell, mock interviews, speeches)

  • CMC.3.MLI.4 Create visual and/or multimedia presentations about familiar topics (e.g., menu, poster, slide show, podcast, brochure, blog, graphic organizer)

  • CMC.3.MLI.5 Use elements of the target language effectively according to language development level about simple familiar topics (e.g., grammar, pronunciation, orthography/spelling, syntax)

    • Write sentences about yourself, your family, or people you know (S-5.V)
    • Write sentences that are true for you about sports, hobbies, and free time (S-7.V)

CLT Culture

• CLT.4 Students will investigate the practices, products, and perspectives of the target culture(s).

  • CLT.4.MLI.1 Demonstrate practices of the target culture(s) by

    • CLT.4.MLI.1.a identifying culturally appropriate behavior (e.g., verbal/nonverbal greetings, gestures, customs)

      • Greeting people and saying goodbye (S-1.M)
      • Informal and formal language: tú and usted (S-2.H)
      • Read about schools and education in the Spanish‑speaking world (S-4.P)

    • CLT.4.MLI.1.b identifying differences among target culture(s) (e.g., greetings, food preparation)

      • Greeting people and saying goodbye (S-1.M)
      • Informal and formal language: tú and usted (S-2.H)
      • Read about famous people from the Spanish‑speaking world (S-2.Q)
      • Read about schools and education in the Spanish‑speaking world (S-4.P)
      • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)

    • CLT.4.MLI.1.c recognizing shared cultural practices (e.g., common holidays, rituals, traditions)

      • Read about schools and education in the Spanish‑speaking world (S-4.P)
      • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)

  • CLT.4.MLI.2 Identify the products of the target culture(s)

    • CLT.4.MLI.2.a global influences (e.g., automobiles, composers, fashion, fireworks, dance, sports)

      • Read about famous people from the Spanish‑speaking world (S-2.Q)
      • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)

    • CLT.4.MLI.2.b intangible products (e.g., philosophy, law, entertainment, educational systems)

      • Read about schools and education in the Spanish‑speaking world (S-4.P)

    • CLT.4.MLI.2.c tangible products (e.g., architecture, art, food, clothing, technology)

      • Read about famous people from the Spanish‑speaking world (S-2.Q)
      • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)

  • CLT.4.MLI.3 Identify the perspectives of the target culture(s) reflected in

    • CLT.4.MLI.3.a practices (e.g., value of education, rites of passage, holidays, family units)

      • Read about schools and education in the Spanish‑speaking world (S-4.P)

    • CLT.4.MLI.3.b products (e.g., literature, art, music, housing, transportation)

      • Read about famous people from the Spanish‑speaking world (S-2.Q)
      • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)

  • CLT.4.MLI.4 Examine the factors that influence practices, products, and perspectives of the target culture(s) (e.g., climate, geography, history, politics, environment, economics)

  • CLT.4.MLI.5 Identify practices, products, and perspectives among target culture(s)

    • Greeting people and saying goodbye (S-1.M)
    • Informal and formal language: tú and usted (S-2.H)
    • Read about schools and education in the Spanish‑speaking world (S-4.P)
    • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)

  • CLT.4.MLI.6 Identify the written, visual, and/or performing arts of the target culture(s) (e.g., plays, poems, art, music, movies)

    • Read about famous people from the Spanish‑speaking world (S-2.Q)

  • CLT.4.MLI.7 Research major institutions, contemporary and historical figures, contributions, and/or time periods of the target culture(s)

CNN Connections

• CNN.5 Students will apply the target language to reinforce and expand knowledge of other subject areas.

  • CNN.5.MLI.1 Recognize terms and concepts from other disciplines (e.g., climate, geography, measurements, money, animals, musical instruments)

    • Recognize Spanish‑speaking countries: North and Central America, Europe, and Africa (S-1.I)
    • Name Spanish‑speaking countries: North and Central America, Europe, and Africa (S-1.J)
    • Recognize Spanish‑speaking countries: South America (S-1.K)
    • Name Spanish‑speaking countries: South America (S-1.L)

  • CNN.5.MLI.2 Recognize vocabulary from the target language found in other disciplines (e.g., Fahrenheit, kindergarten, laissez-faire, coup d'état, mural, mesa, yin yang, tofu, opera, concerto, Kremlin, balalaika, haiku, algebra)

  • CNN.5.MLI.3 Apply skills and content learned from other disciplines (e.g., temperature conversion, mathematical computation)

• CNN.6 Students will recognize the common and unique views and contributions of the target language and its cultures.

  • CNN.6.MLI.1 Identify basic characteristics that make target culture(s) unique (e.g., dialect, regional accent, dietary habit)

  • CNN.6.MLI.2 Recognize unique cultural characteristics present in authentic or adapted texts (e.g., songs, folk tales, short stories, poems)

  • CNN.6.MLI.3 Identify cultural and linguistic relationships between the target culture(s) and the students' own culture (e.g., place names, surnames)

  • CNN.6.MLI.4 Recognize the existence of other worldviews (e.g., political, social, artistic)

  • CNN.6.MLI.5 Recognize contributions from the target culture(s) (e.g., pasteurization, Braille, printing press, gun powder, acupuncture, chocolate, Theory of Relativity, Periodic Table of Elements, piano, bicycle, crystallization, exploration)

    • Read about famous people from the Spanish‑speaking world (S-2.Q)
    • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)

CMP Comparisons

• CMP.7 Students will explain the similarities and differences between the target language and the students' primary language.

  • CMP.7.MLI.1 Identify cognates, false cognates, borrowings, and shared derivatives

    • Read about famous people from the Spanish‑speaking world (S-2.Q)
    • Read materials related to school and student life (S-3.S)
    • Read about schools and education in the Spanish‑speaking world (S-4.P)
    • Cognates and parts of speech (S-5.J)
    • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)
    • Read street interviews about plans, habits, and free time (S-7.T)

  • CMP.7.MLI.2 Compare basic idiomatic expressions

  • CMP.7.MLI.3 Recognize the similarities and differences in simple language structure (e.g., word order)

    • Subject pronouns (S-2.G)
    • Basics of gender and noun‑adjective agreement: singular forms (S-2.L)
    • Basics of number and forming the plural (S-2.M)
    • Categorize words based on gender and number (S-2.N)
    • Definite and indefinite articles (S-3.L)
    • Gender and number agreement: articles, adjectives, and nouns (S-3.M)
    • Sentence structure in affirmative and negative sentences (S-3.P)
    • Choose the correct form to describe an image (S-3.T)
    • The prepositions a and de and the contractions al and del (S-4.M)
    • Cognates and parts of speech (S-5.J)
    • Select the correct possessive adjective (S-5.L)
    • Provide the correct possessive adjective (S-5.M)
    • Recognize the correct form of gustar + infinitive (S-7.L)
    • Provide the correct form of gustar + infinitive (S-7.M)

  • CMP.7.MLI.4 Identify the use of register

    • Greeting people and saying goodbye (S-1.M)
    • What is the conversation about? (S-1.R)
    • Subject pronouns (S-2.G)
    • Informal and formal language: tú and usted (S-2.H)

  • CMP.7.MLI.5 Compare writing systems (e.g., accent marks, punctuation, characters, symbols, numbers, handwriting)

    • The Spanish alphabet (S-1.A)
    • Listen and fill in a form with personal information: letters and numbers (S-1.P)

  • CMP.7.MLI.6 Compare linguistic sounds (e.g., sound-letter correspondence, tones, pitch, intonation)

    • The Spanish alphabet (S-1.A)
    • Listen and fill in a form with personal information: letters and numbers (S-1.P)

• CMP.8 Students will explain the similarities and differences between the target culture(s) and the students' native culture.

  • CMP.8.MLI.1 Identify daily living patterns (e.g., meals, transportation, shopping, greeting)

    • Greeting people and saying goodbye (S-1.M)
    • Read about famous people from the Spanish‑speaking world (S-2.Q)
    • Listen to people talk about the school day (S-3.R)
    • Read materials related to school and student life (S-3.S)
    • Listen to people talk about their school and everything in it (S-4.O)
    • Read about schools and education in the Spanish‑speaking world (S-4.P)
    • Listen to people talk about their families (S-5.S)
    • Read about families from the Spanish‑speaking world (S-5.T)
    • Listen to people talk about their favorite foods and drinks (S-6.S)
    • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)
    • Listen to people talk about sports, hobbies, and free time (S-7.S)
    • Read street interviews about plans, habits, and free time (S-7.T)

  • CMP.8.MLI.2 Compare and contrast major holidays and celebrations

  • CMP.8.MLI.3 Recognize different meanings of gestures and body language

CMN Communities

• CMN.9 Students will examine ways to use the target language personally and professionally.

  • CMN.9.MLI.1 Recognize the use of the target language in the community (e.g., place names, cuisine, products)

  • CMN.9.MLI.2 Identify ways to use the target language in the community (e.g., perform songs and skits, present arts and crafts)

  • CMN.9.MLI.3 Identify global competency skills and relate them to possible career pathways

  • CMN.9.MLI.4 Identify authentic activities of the target culture(s) (e.g., sports, games, cooking, music, media)

    • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)

  • CMN.9.MLI.5 Explain the advantages of foreign language proficiency in college and/or career (e.g., occupation, education, travel)

  • CMN.9.MLI.6 Identify ways to communicate and/or collaborate with speakers of the target language (e.g., pen pals, e-pals, audio recordings, video recordings)

  • CMN.9.MLI.7 Research globally influential individuals or groups from the target culture(s) (e.g., actors, musicians, artists, politicians, athletes)