Georgia

MLI.I Communication

• MLI.IP1 The students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.

  • MLI.IP1.A Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms.

    • Greeting people and saying goodbye (S-1.M)
    • How are you doing? (S-1.N)
    • Introductions (S-1.O)

  • MLI.IP1.B Express likes, dislikes, emotions, agreement and disagreement.

    • Recognize the correct form of gustar + infinitive (S-7.L)
    • Provide the correct form of gustar + infinitive (S-7.M)
    • Write sentences that are true for you about sports, hobbies, and free time (S-7.V)

  • MLI.IP1.C Make simple requests.

  • MLI.IP1.D Ask for clarification.

  • MLI.IP1.E Give simple descriptions.

    • What's happening at school? (S-4.R)
    • 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)

  • MLI.IP1.F Comprehend basic directions.

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

  • MLI.IP1.G Ask questions and provide responses based on topics such as self, family, school, etc.

    • Greeting people and saying goodbye (S-1.M)
    • How are you doing? (S-1.N)
    • Introductions (S-1.O)
    • 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)

  • MLI.IP1.H Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 100 in context.

    • The Spanish alphabet (S-1.A)
    • Numbers 0‑10 (S-1.B)
    • Numbers 11‑20 (S-1.C)
    • Numbers 21‑31 (S-1.D)
    • Days of the week (S-1.E)
    • Months of the year (S-1.F)
    • Provide the date (S-1.G)
    • Weather and seasons (S-1.H)
    • Recognize numbers: 30‑100 (S-5.G)
    • Provide numbers: 30‑100 (S-5.H)

• MLI.IP2 The students demonstrate skills necessary to sustain brief oral and written exchanges in the target language.

  • MLI.IP2.A Initiate, participate in, and close a brief oral or written exchange.

  • MLI.IP2.B Use formal and informal forms of address.

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

  • MLI.IP2.C Demonstrate Novice-Mid proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.

• MLI.INT1 The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on topics such as self, family, school, etc.

  • MLI.INT1.A Identify main ideas and some details when reading and listening.

    • Listen to people describe themselves and others (S-2.P)
    • 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)

  • MLI.INT1.B Comprehend simple, culturally authentic announcements, messages, and advertisements.

    • Listen and fill in a form with personal information: letters and numbers (S-1.P)
    • Listen and choose the appropriate response to basic questions (S-1.Q)
    • Listen and identify the person from the description (S-2.O)
    • Listen and recognize classes and school supplies (S-3.Q)
    • Listen to questions about student life and choose the appropriate response (S-4.N)
    • Listen and match the statement to the image (S-5.R)
    • Listen to statements about actions and habits related to food (S-6.R)
    • Listen to conversations about making plans (S-7.R)

  • MLI.INT1.C Understand simple instructions, such as classroom procedures.

  • MLI.INT1.D Demonstrate Novice-Mid proficiency in listening and reading comprehension.

    • Listen and fill in a form with personal information: letters and numbers (S-1.P)
    • Listen and choose the appropriate response to basic questions (S-1.Q)
    • 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)
    • 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)
    • 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)

• MLI.INT2 The students interpret verbal and non-verbal cues to understand simple spoken and written messages in the target language.

  • MLI.INT2.A Differentiate among statements, questions and exclamations.

  • MLI.INT2.B Recognize basic gestures, body language, and intonation that clarify a message.

• MLI.P1 The students present information orally and in writing that contains a variety of vocabulary, phrases, and patterns.

  • MLI.P1.A Present information gathered from a variety of sources such as informal conversations, class presentations, interviews, readings, and media.

  • MLI.P1.B Give basic information about self and others including school, family, activities, etc.

    • 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)

  • MLI.P1.C Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.

• MLI.P2 The students present brief, rehearsed material in the target language, such as dialogues, skits, poetry, and songs.

  • MLI.P2.A Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material.

  • MLI.P2.B Demonstrate comprehension of rehearsed material.

MLI.II Cultural Perspectives, Practices, and Products

• MLI.CU1 The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken.

  • MLI.CU1.A Demonstrate knowledge of contributions of target culture(s) to civilization.

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

  • MLI.CU1.B Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals.

    • 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)

  • MLI.CU1.C Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

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

MLI.III Connections, Comparisons, and Communities

• MLI.CCC1 The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another.

  • MLI.CCC1.A Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken.

    • 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)

  • MLI.CCC1.B Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g. using basic math skills).

    • 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)

  • MLI.CCC1.C Identify examples of vocabulary, phrases, proverbs, and symbols from the target language that are used in other subjects.

  • MLI.CCC1.D Relate content from other subject areas to topics discussed in the language class, such as the influence of explorers and settlers on various regions of the United States.

• MLI.CCC2 The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students' own culture.

  • MLI.CCC2.A Compare patterns of behavior and interaction in the students' own culture with those of the target language.

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

  • MLI.CCC2.B Demonstrate an awareness of elements of the students' own culture.

• MLI.CCC3 The students compare basic elements of the target language to the English language.

  • MLI.CCC3.A Recognize similarities and differences in sound systems, writing systems, cognates, gender, and level appropriate idioms.

    • 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)

  • MLI.CCC3.B Recognize basic sound distinctions and intonation patterns and their effect on communicating meaning.

• MLI.CCC4 The students demonstrate an awareness of current events in the target culture(s).

  • MLI.CCC4.A Give information regarding major current events of the target culture(s).

  • MLI.CCC4.B Understand the impact of current events of the target culture(s).

• MLI.CCC5 The students identify situations and resources in which target language skills and cultural knowledge may be applied beyond the classroom setting, for recreational, educational, and occupational purposes.

  • MLI.CCC5.A Identify examples of the target language and the culture(s) studied that are evident in and through media, entertainment, and technology.

  • MLI.CCC5.B Identify resources, such as individuals and organizations accessible through the community or the Internet, that provide basic cultural information about the culture(s) studied.