Indiana

Communication

• 1.1 Learners engage in written and spoken conversations on a variety of topics.

  • 1.1.1 Oral Expression

    • 1.1.1.a Use greetings and farewells in limited social situations, both formal and informal.

    • 1.1.1.b Share information about self and others in simple terms.

  • 1.1.2 Oral Request for Information

    • 1.1.2.a Make basic requests and ask simple questions.

  • 1.1.3 Written Expression

    • 1.1.3.a Exchange basic information, simple feelings and preferences with guidance.

  • 1.1.4 Written Request for Information

    • 1.1.4.a Make basic requests and ask simple questions.

      • How are you doing? (S-1.N)
      • Introductions (S-1.O)
      • Ask questions related to plans and preferences (S-6.U)
      • Question words: review (S-7.I)

  • 1.1.5 Strategies for Maintaining Oral / Written Exchanges

    • 1.1.5.a Use speaking and listening strategies that facilitate communication.

• 1.2 Learners interpret written and spoken language on a variety of topics.

  • 1.2.1 Comprehending Oral Language

    • 1.2.1.a Understand and respond to basic greetings, requests, commands, and directions.

      • Listen and choose the appropriate response to basic questions (S-1.Q)

    • 1.2.1.b Demonstrate comprehension of basic words and phrases in the target language, spoken by native and non-native speakers.

      • 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)
      • Listen and recognize classes and school supplies (S-3.Q)
      • Listen to people talk about the school day (S-3.R)
      • 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)
      • Listen and match the statement to the image (S-5.R)
      • 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)

  • 1.2.2 Comprehending Written Language

    • 1.2.2.a Demonstrate reading comprehension by identifying familiar vocabulary from basic informational texts.

      • 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)

  • 1.2.3 Strategies for Comprehending Oral and Written Languages

    • 1.2.3.a Use cognates, familiar vocabulary, or background knowledge to make educated guesses about meaning.

      • Greeting people and saying goodbye (S-1.M)
      • What is the conversation about? (S-1.R)
      • 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 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)

    • 1.2.3.b Recognize alphabets, sounds, and symbols of the target language.

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

• 1.3 Learners present to an audience of listeners or readers on a variety of topics.

  • 1.3.1 Presenting Oral Language

    • 1.3.1.a Present simple rehearsed material on basic topics.

    • 1.3.1.b Speak in simple, complete sentences to describe objects, self, and others.

  • 1.3.2 Presenting Written Language

    • 1.3.2.a Write in simple, complete sentences to describe objects, self, and others.

      • 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)

  • 1.3.3 Strategies for Presenting Oral and Written Language

    • 1.3.3.a Use intonation and pronunciation comprehensible to instructor.

    • 1.3.3.b Use basic grammar and 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)

Cultures

• 1.4 Learners examine, experience, and reflect on the practices, products, and perspectives of the cultures studied, using both English and the target language.

  • 1.4.1 Practices

    • 1.4.1.a Recognize basic routine practices and customs.

    • 1.4.1.b Recognize situation-appropriate verbal and non-verbal communication.

      • 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)

  • 1.4.2 Products

    • 1.4.2.a Identify products of the target cultures, such as fine arts, cuisine, holidays, etc.

      • 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)

  • 1.4.3 Perspectives

    • 1.4.3.a Identify influences on practices and products, such as religions, history, geography, etc.

Connections

• 1.5 Learners use the target language to expand their knowledge of and make connections among multiple content areas.

  • 1.5.1 Describe basic objects and concepts from other content areas in simple terms.

  • 1.5.2 Implement content area concepts and skills through relevant activities.

• 1.6 Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources.

  • 1.6.1 Use digital media and culturally authentic resources to reinforce vocabulary, such as language websites and online dictionaries.

  • 1.6.2 Use digital media and culturally authentic resources to study target cultures and language, such as photographs, magazines, commercials, and websites.

Comparisons

• 1.7 Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own.

  • 1.7.1 Recognize cognates and words shared between English and the target language.

    • 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)

  • 1.7.2 Recognize and use level appropriate language structures.

  • 1.7.3 Compare common idiomatic and colloquial expressions in the target language.

  • 1.7.4 Compare authentic simple forms of address in everyday situations.

    • Greeting people and saying goodbye (S-1.M)
    • How are you doing? (S-1.N)
    • Introductions (S-1.O)
    • Informal and formal language: tú and usted (S-2.H)

  • 1.7.5 Compare daily living patterns of other cultures and the learner's own culture.

  • 1.7.6 Compare celebrations and holidays of other cultures and compare them to those of the learner's culture.

  • 1.7.7 Identify contributions from the target cultures.

Communities

• 1.8 Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement.

  • 1.8.1 Share experiences from the world language classroom within the school and/or community.

  • 1.8.2 Recognize the use of the target language in the learner's community or daily life.

  • 1.8.3 Experience and report on the cuisine, music, drama, literature, etc. from the target cultures.