Connecticut

1 Communication (Interpersonal Mode)

• In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions.

  • 1.1 Greet others and exchange essential information, including names, addresses, birthplaces, telephone numbers and e-mail addresses.

    • 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)

  • 1.2 Describe various objects and people found at home and school.

    • Listen to questions about student life and choose the appropriate response (S-4.N)

  • 1.3 Give and follow simple instructions by participating in various games or other activities with partners or groups.

  • 1.4 Exchange basic information about events, such as classes, meetings and meals.

    • 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)

  • 1.5 Describe their favorite activities at home and school.

  • 1.6 Express their likes and dislikes regarding various people, objects, categories and events present in their everyday environments.

  • 1.7 Indicate that they do not understand a message or that they cannot express their intended message adequately.

  • 1.8 Recognize that there are often multiple ways to express an idea in the target language.

  • 1.9 Use appropriate gestures, when necessary, to make their messages comprehensible.

2 Communication (Interpretive Mode)

• In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics

  • 2.1 Identify people and objects in their environments, based on oral and written descriptions.

    • Listen and identify the person from the description (S-2.O)
    • Common adjectives (S-3.J)
    • Listen and recognize classes and school supplies (S-3.Q)
    • What's happening at school? (S-4.R)
    • Listen and match the statement to the image (S-5.R)

  • 2.2 Comprehend short conversations among peers and familiar adults on well-known topics, including their favorite activities at home or school.

    • 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)
    • What is the conversation about? (S-1.R)
    • Listen to conversations about making plans (S-7.R)

  • 2.3 Comprehend the main ideas contained in videos, DVDs, films, television programs, or websites on familiar topics.

  • 2.4 Comprehend the main idea of orally related personal anecdotes, familiar fairy tales and other narratives based on well-known themes.

    • Listen and identify the person from the description (S-2.O)
    • 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 people talk about their favorite foods and drinks (S-6.S)
    • Listen to people talk about sports, hobbies, and free time (S-7.S)

  • 2.5 Comprehend the main ideas and identify the principal characters when reading poems, short folk tales or illustrated stories.

  • 2.6 Comprehend brief notes on familiar topics, including daily activities at home or school.

    • Read materials related to school and student life (S-3.S)

  • 2.7 Comprehend the principal message in highly illustrated texts in which cognates are used, including stories, newspaper articles and advertisements.

  • 2.8 Recognize and respond appropriately to questions, statements or commands.

    • 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)
    • Question words: review (S-7.I)

3 Communication (Presentational Mode)

• In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics.

  • 3.1 Give simple oral reports or presentations about family members and friends, objects, or common school and home activities in their everyday environments.

  • 3.2 Recite poetry, songs, proverbs or short anecdotes that are familiar to their peers in the target culture.

  • 3.3 Write short, informal notes in which they describe or provide information about themselves, their friends and families, and their school activities.

    • 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)

  • 3.4 Create lists of items necessary to plan activities that might take place in their daily lives or in the target culture.

4 Cultures

• In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communication.

  • 4.1 Observe and identify tangible products of the target language, such as toys, dress, types of dwellings, musical instruments and typical foods.

    • 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)

  • 4.2 Identify and experience or read about expressive products of the target culture, such as children's songs, selections from children's literature and types of artwork and websites that are enjoyed or produced by their peer group in the target culture.

  • 4.3 Identify, discuss and create different types of artwork that are enjoyed or made by their peer group in the target culture.

  • 4.4 Participate in age-appropriate cultural activities, such as games, songs, birthday celebrations, storytelling, dramatizations or role-playing of the target culture.

  • 4.5 Use appropriate gestures and oral expressions for greetings, farewells and common or familiar classroom interactions of the target culture.

    • 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)
    • Informal and formal language: tú and usted (S-2.H)

  • 4.6 Recognize simple themes, ideas or perspectives of the target culture.

    • 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)

5 Connections (Interdisciplinary Mode)

• In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa.

  • 5.1 Use simple information learned in other subjects in their study of a world language.

    • 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)
    • Cognates and parts of speech (S-5.J)

  • 5.2 Use simple information from their world language class in their study of other subjects.

  • 5.3 Use new information and interdisciplinary awareness gained through world language study to expand their personal knowledge.

6 Connections (Intradisciplinary Mode)

• In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.

  • 6.1 Use multiple media resources to access information regarding the target culture(s).

  • 6.2 Recognize the various sources of information available only in the target language and culture(s), e.g., newspapers, websites, television, etc.

  • 6.3 Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.

7 Comparisons Among Languages

• In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages

  • 7.1 Give examples of words borrowed from one language and used in another, and develop an understanding of the process of borrowing.

  • 7.2 Demonstrate an awareness of the target language's phonetic and writing systems and how they differ from the phonetic and writing systems in the English language.

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

  • 7.3 Develop listening and speaking skills on a range of topics to facilitate reading skills.

  • 7.4 Retell, summarize and give opinions on grade-appropriate texts read aloud by the teacher.

  • 7.5 Copy and organize in a logical sequence a written text provided by the teacher.

    • Sentence structure in affirmative and negative sentences (S-3.P)

8 Comparisons Among Cultures

• In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures

  • 8.1 Identify, compare and contrast different forms of communication across cultures, including signs, symbols, advertisements, packages, displays, murals, songs and rhymes.

  • 8.2 Demonstrate knowledge of the patterns of behavior across cultures that are related to recreation and celebrations.

  • 8.3 Identify and describe some cultural beliefs and perspectives relating to family, school, work and play across cultures.

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

  • 8.4 Use new information and cultural awareness to recognize the similarities and differences across cultures.

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

  • 8.5 Use new information and cultural awareness to compare and contrast their experiences with those of their peers in the target culture(s) and to identify with and respect peers in the target culture(s).

9 Communities

• In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.

  • 9.1 Exchange information about family, school events and celebrations with native speakers via letters and technologies, such as e-mail, audio or videotapes, CDs, DVDs and distance learning.

  • 9.2 Identify different types of employment in which target language skills are an asset.

  • 9.3 Review materials and/or media from the target language and culture for enjoyment and/or entertainment.