Idaho

COMM Communication - Communicate effectively in multiple languages and utilize the target language to function in a variety of social/work related situations.

• COMM.EU Communication and collaboration in more than one language is vital for success in an interconnected world.

• COMM.EQ What is the purpose of language? What do humans do with language and to what end? How does an increasingly interconnected world impact language learning?

• COMM 1 Interpersonal communication - Interact with others in the target language and gain meaning from interactions in the target language.

  • COMM 1.1 Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.

    • 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)

• COMM 2 Interpretive communication - Discover meaning from what is heard, read or viewed on a variety of topics in the target language.

  • COMM 2.1 Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

    • The Spanish alphabet (S-1.A)
    • 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)
    • What is the conversation about? (S-1.R)
    • Recognize nouns to identify people (S-2.A)
    • Recognize adjectives that describe appearance (S-2.C)
    • Recognize adjectives that describe personalities (S-2.E)
    • 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)
    • Recognize school subjects (S-3.C)
    • Recognize school supplies (S-3.E)
    • Recognize ‑ar verbs related to school (S-3.G)
    • Common adjectives (S-3.J)
    • Common ‑ar verbs (S-3.K)
    • 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)
    • Use ‑ar verbs in conversations about classes and school supplies (S-3.U)
    • Recognize things in the classroom (S-4.A)
    • Recognize places in school (S-4.C)
    • Common adverbs (S-4.H)
    • 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)
    • Describe scenes from around school (S-4.Q)
    • Recognize immediate family members and pets (S-5.A)
    • Recognize extended family members (S-5.C)
    • Adjectives for feelings or states of being: recognize the correct word (S-5.E)
    • Common ‑er and ‑ir verbs (S-5.I)
    • Cognates and parts of speech (S-5.J)
    • 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)
    • Recognize meals and types of food (S-6.A)
    • Recognize food items (S-6.C)
    • Recognize drinks (S-6.E)
    • Recognize fruits and vegetables (S-6.G)
    • Verbs for talking about food, eating, and drinking (S-6.I)
    • 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)
    • Recognize day‑to‑day activities (S-7.A)
    • Recognize pastimes and hobbies (S-7.C)
    • Recognize sports (S-7.E)
    • Recognize people, places, and things associated with sports (S-7.G)
    • 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)

• COMM 3 Presentational communication - Utilize appropriate media to present an idea to an audience.

  • COMM 3.1 Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.

  • COMM 3.2 Adapt presentation to various audiences of listeners, readers, or viewers.

CLTR Cultures - Interact with cultural competence and understanding in an interconnected world.

• CLTR.EU The study of culture is deeply intertwined with the study of other languages. Developing an understanding and awareness of other cultures' perspectives is critical in the development of global competence.

• CLTR.EQ How do a variety of cultures impact our daily lives? Why is cultural sensitivity an important part of gaining global competence? What is their perspective? How does their perspective influence what people do/create?

• CLTR 1 Relating cultural practices to perspective - Investigate, explain and reflect on the relationship between the practices and perspectives of the cultures studied in the target language.

  • CLTR 1.1 Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.

    • 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)

  • CLTR 1.2 Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture's view of the world.

  • CLTR 1.3 Function appropriately in diverse contexts within the target culture.

• CLTR 2 Relating cultural products to perspective - Investigate, explain and reflect on the relationship between the products and perspectives of the cultures studied in the target language.

  • CLTR 2.1 Analyze the significance of a product (art, music, literature, etc…) in a target culture.

    • 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)

  • CLTR 2.2 Describe the connections of products from the target culture with the practices and perspectives of the culture.

  • CLTR 2.3 Justify the underlying beliefs or values of the target culture that resulted in the creation of the product.

CONN Connections - Acquire information and diverse perspectives in order to use the target language to connect to other disciplines and to function in academic and career related situations.

• CONN.EU Interdisciplinary learning is a critical component in the educational experience of all students. Connecting multiple disciplines builds and reinforces the content knowledge of those disciplines and develops critical thinking/problem solving skills.

• CONN.EQ What role does language learning play in the educational experience of students? How does connecting to other disciplines make students well-informed global citizens? How does extending student access to variety of information and diverse perspectives influence their ability to perform in academic and career related settings?

• CONN 1 Making connections - Build, reinforce, and expand knowledge of other disciplines while using the target language to develop critical thinking/creative problem solving skills.

  • CONN 1.1 Compare and contrast information acquired from other content areas.

    • 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)

  • CONN 1.2 Relate information studied in other subjects to the target language and culture.

    • 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)

• CONN 2 Acquiring information and diverse perspectives - Access and evaluate information and diverse perspectives that are available through the target language and its cultures.

  • CONN 2.1 Access authentic materials prepared in the target language by or for native speakers.

  • CONN 2.2 Analyze the content and cultural perspectives of authentic materials prepared in the target language by or for native speakers.

  • CONN 2.3 Compare and contrast cultural similarities and differences in authentic materials.

COMP Comparisons - Develop insight and understanding of target culture and language in order to interact with cultural competence.

• COMP.EU Languages and cultures are multi-faceted, the diverse patterns and perspectives inherent to language systems/cultures express meaning in culturally appropriate ways.

• COMP.EQ How does the target language differ from the learner's first language? How do the target culture's perspectives compare to the learner's perspective?

• COMP 1 Language Comparisons - Investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

  • COMP 1.1 Observe formal and informal forms of language.

    • Listen and choose the appropriate response to basic questions (S-1.Q)
    • Informal and formal language: tú and usted (S-2.H)

  • COMP 1.2 Identify patterns and explain discrepancies the sounds and the writing system in the target language.

    • The Spanish alphabet (S-1.A)
    • 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)
    • 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)

  • COMP 1.3 Compare and analyze idiomatic expressions in the target language.

• COMP 2 Cultural Comparisons - Investigate, explain, and reflect on the concept of culture through the comparisons of the cultures studied and their own.

  • COMP 2.1 Identify, describe and compare/contrast products and their use in the target culture with the learner's culture.

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

  • COMP 2.2 Compare and contrast appropriate gestures and oral expressions in the target culture with the learner's 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)

  • COMP 2.3 Compare and contrast authentic materials from the target culture with the learner's culture.

COMT Communities - Communicate and interact with cultural competence in multilingual communities at home and around the world.

• COMT.EU The increasing interconnectedness of the world's economy requires that United States citizens continue to become proficient in other languages and adept at understanding and communicating appropriately in cultural contexts.

• COMT.EQ How are language proficiency and cultural competence developed? How do continued opportunities to learn and use language increase language proficiency over a period of time? What personal benefits are there to becoming a lifelong language learner?

• COMT 1 School and Global Communities - Interact and collaborate in communities and the globalized world both within and beyond the classroom.

  • COMT 1.1 Participate in multilingual communities at home and around the world.

  • COMT 1.2 Discuss personal preferences in activities and events both within and beyond the classroom.

    • 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)

  • COMT 1.3 Utilize knowledge of the target language to tutor English language learners that know the target language.

• COMT 2 Lifelong learning - Reflect on progress using languages for enjoyment, enrichment, and advancement.

  • COMT 2.1 Interpret materials and/or use media from the language and culture for enjoyment.

  • COMT 2.2 Explore opportunities to use the target language for personal enrichment/professional advancement/communication skills.