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Skills available for Kansas Spanish standards

Standards are in black and IXL Spanish skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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NL.1 Communication: Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.

NL.2 Cultures: To interact with cultural competence and understanding.

  • NL.2.1 Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

  • NL.2.2 Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

    • observe and identify tangible products of the target culture.

      • NL.2.2.a identify and observe tangible products of the culture such as toys, dress, homes, monuments, currency, famous people, and art.

      • NL.2.2.b identify, discuss, and produce types of artwork, crafts, or graphic representations enjoyed or made by their peer group within the target culture such as models of monuments, mosaics, murals, traditional recipes, etc.

      • NL.2.2.c express, either in simple language, symbols, or actions, the connections among cultural practices, products, and perspectives.

NL.3 Connections: Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.

  • NL.3.1 Making Content Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the target language to develop critical thinking and to solve problems creatively.

    • NL.3.1.A English Literacy and Social Studies

    • NL.3.1.B Science, Technology, Engineering, and Math (STEM)

      • explore and apply Math and Science "Practices" to help develop diverse approaches to language learning.

        • NL.3.1.B.a use appropriate tools strategically.

        • NL.3.1.B.b attend to precision.

        • NL.3.1.B.c look for and make use of structure.

        • NL.3.1.B.d look for and express regularity in repeated reasoning.

        • NL.3.1.B.e obtain, evaluate, and communicate information.

        • NL.3.1.B.f plan and carry out investigations in the target language.

        • NL.3.1.B.g use mathematics skills to convert U.S. dollars to the currencies of the target language countries in order to understand prices of items.

        • NL.3.1.B.h use mathematics skills to convert weights and measurements from the American system to the metric system in order to understand distances, quantities etc.

        • NL.3.1.B.i use authentic resources about a region or ecosystem introduced in science class to create a target language poster that highlights plants, animal life, geographical features, and weather in the area.

        • NL.3.1.B.j use science knowledge and skills to record daily temperatures and weather in different locations around the world based on location and time of year.

    • NL.3.1.C Arts

      • explore artistic expression through the target language.

        • NL.3.1.C.a interact with authentic examples of culture, such as music, art, dance, visual arts, architecture, and cultural movements or styles originating from target language countries.

        • NL.3.1.C.b identify key creators or innovators in the arts from target language countries.

    • NL.3.1.D Career, and Technical Education (CTE)

      • exercise foundational skills of career pathways, exhibited and communicated using their emerging proficiency in a language other than English.

        • NL.3.1.D.a act as a responsible and contributing citizen and employee.

        • NL.3.1.D.b use technology to enhance productivity.

        • NL.3.1.D.c demonstrate creativity and innovation.

        • NL.3.1.D.d model integrity, ethical leadership and effective management, apply appropriate academic and technical skills.

        • NL.3.1.D.e attend to personal health and financial well-being.

        • NL.3.1.D.f communicate clearly, effectively and with reason.

        • NL.3.1.D.g employ valid and reliable research strategies.

        • NL.3.1.D.h work productively in teams while using cultural and global competence (see Culture and Communities)

  • NL.3.2 Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the target language and its cultures.

    • use authentic materials, i.e., those made by and for speakers of the target language, to access new information and gain diverse perspectives.

      • NL.3.2.a read, listen to, or talk about age-appropriate school content in the target language.

      • NL.3.2.b expand vocabulary through exploration of illustrations, infographics, video clips, websites, and print.

      • NL.3.2.c identify the main idea(s) of authentic target language texts on current events or familiar topics.

      • NL.3.2.d explore websites of schools in target language countries to identify courses, schedules, and special projects, and compare the information to their school's website.

      • NL.3.2.e identify, explore, and discuss authentic instructional websites, materials, news media, short texts, and videos created for speakers of the target language.

NL.4 Comparisons: Develop insight into the nature of language and culture in order to interact with cultural competence.

  • NL.4.1 Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

    • accept that there are language families with strong similarities or few similarities, and that no two language systems are alike.

      • NL.4.1.a observe and compare registers of language (e.g., formal and informal) in greetings and leave-takings and other common social interactions in the language they are learning and their own.

      • NL.4.1.b recognize similarities and differences between the sound and writing systems in the language they are learning and their own.

      • NL.4.1.c identify cognates between the target language and their native language and cite the patterns that connect them, and they detect false cognates within the context in which they see them suggests a misfit.

      • NL.4.1.d inventory idiomatic expressions in both their native language and the language being learned and talk about how idiomatic expressions work in general.

  • NL.4.2 Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

    • accept differences between the target language culture and their own.

      • NL.4.2.a demonstrate and compare/contrast appropriate gestures and oral expressions for greetings, leave takings, and other common social interactions in the target cultures and their own.

      • NL.4.2.b compare daily routines and celebrations (i.e., birthdays and holidays) in the target cultures to their own.

      • NL.4.2.c compare/contrast tangible products (i.e., toys, sports, equipment, and food) of the target cultures to their own.

      • NL.4.2.d compare/contrast expressive products (i.e., rhymes, songs, and folktales) of the target cultures to their own.

NL.5 Communities: Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.

  • NL.5.1 School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

    • Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.

      • NL.5.1.1 Learners share their knowledge of language and culture with other language learners.

      • NL.5.1.2 Learners interact on a regular basis through digital media tools available to them, either individually or in school communities.

      • NL.5.1.3 Learners engage in language and culture-related events and projects within both real and virtual communities at both the local and global level.

        • NL.5.1.a attempt to interact in the target language with members of their community.

        • NL.5.1.b identify professions that require proficiency in the target language.

        • NL.5.1.c exchange basic information about themselves, their studies, or their family, with speakers of the target language and/or students in other classes, in face-to-face or virtual settings, such as social media, instant messaging, and video conferencing, etc.

  • NL.5.2 Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

    • Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.

      • NL.5.2.1 Learners use everyday skills and activities to access various entertainment and information sources available to speakers of the other language.

      • NL.5.2.2 Learners explore opportunities for personal enrichment and/or professional advancement through online and digital resources or through travel to countries where the target language is spoken.

      • NL.5.2.3 Learners maintain and increase their proficiency and cultural knowledge to prepare to live and work in the increasingly multilingual communities of the 21st century.

        • NL.5.2.a interpret materials and/or use media from the target language and culture for enjoyment.

        • NL.5.2.b play sports or games from the culture.

        • NL.5.2.c listen to music, sing songs, or play musical instruments from the target culture.

        • NL.5.2.d exchange information about topics of personal interest.