Kansas

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

• NL.1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

  • Expresses self in conversations on very familiar topics using a variety of words, phrases, simple sentences, and questions that have been highly practiced and memorized.

    • communicate on some very familiar topics using single words and phrases that they have practiced and memorized.

      • NL.1.1.a greet peers.

        • Greeting people and saying goodbye (S-1.M)
        • Informal and formal language: tú and usted (S-2.H)
        • Informal and formal language: greetings and introductions (S-2.I)

      • NL.1.1.b introduce self to someone.

        • Introductions (S-1.O)
        • Informal and formal language: greetings and introductions (S-2.I)

      • NL.1.1.c answer a few simple questions.

        • How are you doing? (S-1.N)
        • Listen and choose the appropriate response to basic questions (S-1.Q)

• NL.1.2 Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed in the target language on a variety of topics.

  • Understands words, phrases, and formulaic language that have been practiced and memorized to get meaning of the main idea from simple, highly predictable oral or written texts with strong visual support.

    • NL.1.2.A Listening

      • recognize a few memorized words and phrases when they hear them spoken.

        • NL.1.2.A.a occasionally identify the sound of a character or a word.

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

        • NL.1.2.A.b occasionally understand isolated words that they have memorized, particularly when accompanied by gestures or pictures.

    • NL.1.2.B Reading

      • recognize a few letters or characters. They can identify a few memorized words and phrases when they read.

        • NL.1.2.B.a recognize a few letters or characters.

          • Numbers 0‑10 (S-1.B)
          • Numbers 11‑20 (S-1.C)
          • Numbers 21‑31 (S-1.D)
          • Recognize numbers: 30‑100 (S-5.G)

        • NL.1.2.B.b connect some words, phrases, or characters to their meanings.

          • Days of the week (S-1.E)
          • Months of the year (S-1.F)
          • Weather and seasons (S-1.H)
          • What is the conversation about? (S-1.R)

• NL.1.3 Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

  • Communicates information on very familiar topics using a variety of words, phrases, and sentences that have been practiced and memorized.

    • NL.1.3.A Speaking

      • present information about themselves and some other very familiar topics using single words or memorized phrases.

        • NL.1.3.A.a recite words and phrases that they have learned.

        • NL.1.3.A.b state the names of familiar people, places, and objects in pictures and posters using words or memorized phrases.

        • NL.1.3.A.c introduce self to a group.

        • NL.1.3.A.d recite short memorized phrases, parts of poems, and rhymes.

    • NL.1.3.B Writing

      • copy some familiar words, characters, or phrases.

        • NL.1.3.B.a copy some characters or letters and words that they see on the wall or board, in a book, or on the computer.

        • NL.1.3.B.b write words and phrases that they have learned.

          • 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)
          • Name Spanish‑speaking countries: North and Central America, Europe, and Africa (S-1.J)
          • Name Spanish‑speaking countries: South America (S-1.L)
          • Provide nouns to identify people (S-2.B)
          • Provide adjectives that describe appearance (S-2.D)
          • Provide adjectives that describe personalities (S-2.F)
          • Subject pronouns (S-2.G)
          • Provide the correct present‑tense form of ser (S-2.K)
          • Telling time: provide hours and minutes (S-3.A)
          • Name school subjects (S-3.D)
          • Name school supplies (S-3.F)
          • Provide ‑ar verbs related to school (S-3.H)
          • Provide the correct present‑tense form of regular ‑ar verbs (S-3.O)
          • Name things in the classroom (S-4.B)
          • Name places in school (S-4.D)
          • Provide the correct present‑tense form of estar (S-4.J)
          • Provide the correct present‑tense form of ir (S-4.L)
          • Name immediate family members and pets (S-5.B)
          • Name extended family members (S-5.D)
          • Adjectives for feelings or states of being: provide the correct word (S-5.F)
          • Recognize numbers: 30‑100 (S-5.G)
          • Provide numbers: 30‑100 (S-5.H)
          • Provide the correct possessive adjective (S-5.M)
          • Present tense of tener: provide the correct form (S-5.O)
          • Provide the correct present‑tense form of regular ‑er/‑ir verbs (S-5.Q)
          • Name meals and types of food (S-6.B)
          • Name food items (S-6.D)
          • Name drinks (S-6.F)
          • Name fruits and vegetables (S-6.H)
          • Name day‑to‑day activities (S-7.B)
          • Name pastimes and hobbies (S-7.D)
          • Name sports (S-7.F)
          • Name people, places, and things associated with sports (S-7.H)
          • Provide the correct form of gustar + infinitive (S-7.M)

        • NL.1.3.B.c label familiar people, places, and objects in pictures and posters.

          • Recognize Spanish‑speaking countries: North and Central America, Europe, and Africa (S-1.I)
          • Recognize Spanish‑speaking countries: South America (S-1.K)

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.

  • engage in age-appropriate and culturally appropriate practices.

    • NL.2.1.a use expressions for greetings, leave takings, and common classroom or social interactions.

      • 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)
      • Informal and formal language: greetings and introductions (S-2.I)

    • NL.2.1.b participate in or simulate games, birthday celebrations, storytelling, and dramatizations.

    • NL.2.1.c express, either in simple language, symbols, or actions, the connections among cultural practices, products, and perspectives.

• 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

    • transfer literacy and analytic skills developed in English and Social Studies to apply with their emerging literacy in the target language.

      • NL.3.1.A.a read or listen to stories from the target culture and compare them to familiar stories from the same genre.

      • NL.3.1.A.b present short biographical sketches of people who have had a positive influence locally or globally.

      • NL.3.1.A.c read and view different text types and genres in order to interpret content.

      • NL.3.1.A.d identify and label maps of cities, states, or countries with civic and geographic features where the target language is used.

        • 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)

  • 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.

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

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

      • The Spanish alphabet (S-1.A)

    • 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.

      • Weather and seasons (S-1.H)

• 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.