Maine

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Skills available for Maine 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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Maine Learning Results: Parameters for Essential Instruction: PreK-2 Modern Language Maine Learning Results: Parameters for Essential Instruction: PreK-2 Modern Language
Maine Learning Results: Parameters for Essential Instruction: Grades 3-5 Modern Language Maine Learning Results: Parameters for Essential Instruction: Grades 3-5 Modern Language
ACTFL World Readiness Standards ACTFL World Readiness Standards

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A Students communicate in the target language.

A1 Students engage in simple conversations to provide and obtain information using learned phrases and simple sentences.
- A1.a Recognize and use appropriate forms of address and courtesy expressions in a variety of situations.
- A1.b Ask and answer simple questions regarding familiar activities.
- A1.c Give and respond to simple oral/signed directions and commands and make routine requests in the classroom.
- A1.d Participate in brief guided conversations related to needs, interests, likes, dislikes, and states of being.
- A1.e Express basic agreement and disagreement.
  - Sentence structure in affirmative and negative sentences (S-3.P)
A2 Students comprehend and respond to simple spoken/signed and written language in familiar contexts.
A3 Students use phrases and simple sentences in rehearsed oral /signed and written presentations on familiar topics.
- A3.a Write/sign familiar words and phrases, and short messages, descriptions or simple poems.
- A3.b Provide simple oral/signed and written descriptions of people, places, and objects.
  - 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)
- A3.c Present simple short plays/skits and/or simple short written texts.
A4 Students recognize a variety of similarities and differences between the target language and English.
- A4.a Recognize word borrowings and cognates among languages.
- A4.b Recognize differences in the writing systems among languages.
- A4.c Recognize some idiomatic expressions of the target language.

B Students demonstrate an understanding of a culture(s) in which the target language is spoken.

B1 Students identify and demonstrate basic culturally-appropriate practices of daily life within a culture(s) in which the target language is spoken.
- B1.a Use culturally-appropriate polite requests and courtesy expressions, and demonstrate greeting and leave-taking behaviors in a variety of age-appropriate social situations.
- B1.b Recognize age-appropriate similarities and differences related to practices of a culture(s) in which the target language is spoken.
  - Read about schools and education in the Spanish‑speaking world (S-4.P)
B2 Students identify common products of a culture(s) in which the target language is spoken.
- Read about typical meals and foods from the Spanish‑speaking world (S-6.T)
B3 Students compare some common culturally-appropriate products and practices of daily life of a culture(s) in which the target language is spoken to the culture in which the student lives.
- B3.a Compare daily activities of their own lives to those of individuals in a culture(s) in which the target language is spoken.
- B3.b Compare foods, celebrations, dress, and/or dwellings of a culture(s) in which the target language is spoken with those of the culture in which the student lives.

C Students expand their knowledge by connecting their study of a world language(s) with other content areas.

C1 Students identify connections between other Learning Results content areas and the target language and associated culture(s).
- C1.a Identify common expressions and traditions.
- C1.b Identify examples of the visual/performing arts.
- C1.c Identify products important to the livelihood of the people.
- C1.d Identify the earth's major geographical features.
C2 Students recognize some distinctive viewpoints available only through sources from the target language.
- C2.a Identify examples of simple narrative selections from a culture(s) in which the target language is spoken.

D Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

D1 Students demonstrate understanding and use of the target language and their knowledge of a culture(s) in which the language is spoken through community involvement.
- D1.a Demonstrate use of oral/signed and/or written forms of the target language with family, friends, or peers.
- D1.b Participate in activities using the target language which can benefit the school or broader community.
- D1.c Ask questions and share knowledge about aspects of a culture(s) in which the target language is spoken to demonstrate an interest in the target language and an associated culture(s).
- D1.d Access online resources or resources available in the community to understand aspects of a culture(s) in which the target language is spoken.

Maine

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Actions

A Students communicate in the target language.

A1 Students engage in simple conversations to provide and obtain information using learned phrases and simple sentences.

A1.a Recognize and use appropriate forms of address and courtesy expressions in a variety of situations.

A1.b Ask and answer simple questions regarding familiar activities.

A1.c Give and respond to simple oral/signed directions and commands and make routine requests in the classroom.

A1.d Participate in brief guided conversations related to needs, interests, likes, dislikes, and states of being.

A1.e Express basic agreement and disagreement.

A2 Students comprehend and respond to simple spoken/signed and written language in familiar contexts.

A2.a Comprehend isolated words, phrases, and simple sentences in familiar print materials.

A2.b Respond to simple written directions.

A2.c Respond to oral/signed directions, commands, and routine requests.

A2.d Identify people and objects based on oral/signed and written descriptions.

A3 Students use phrases and simple sentences in rehearsed oral /signed and written presentations on familiar topics.

A3.a Write/sign familiar words and phrases, and short messages, descriptions or simple poems.

A3.b Provide simple oral/signed and written descriptions of people, places, and objects.

A3.c Present simple short plays/skits and/or simple short written texts.

A4 Students recognize a variety of similarities and differences between the target language and English.

A4.a Recognize word borrowings and cognates among languages.

A4.b Recognize differences in the writing systems among languages.

A4.c Recognize some idiomatic expressions of the target language.

B Students demonstrate an understanding of a culture(s) in which the target language is spoken.

B1 Students identify and demonstrate basic culturally-appropriate practices of daily life within a culture(s) in which the target language is spoken.

B1.a Use culturally-appropriate polite requests and courtesy expressions, and demonstrate greeting and leave-taking behaviors in a variety of age-appropriate social situations.

B1.b Recognize age-appropriate similarities and differences related to practices of a culture(s) in which the target language is spoken.

B2 Students identify common products of a culture(s) in which the target language is spoken.

B3 Students compare some common culturally-appropriate products and practices of daily life of a culture(s) in which the target language is spoken to the culture in which the student lives.

B3.a Compare daily activities of their own lives to those of individuals in a culture(s) in which the target language is spoken.

B3.b Compare foods, celebrations, dress, and/or dwellings of a culture(s) in which the target language is spoken with those of the culture in which the student lives.

C Students expand their knowledge by connecting their study of a world language(s) with other content areas.

C1 Students identify connections between other Learning Results content areas and the target language and associated culture(s).

C1.a Identify common expressions and traditions.

C1.b Identify examples of the visual/performing arts.

C1.c Identify products important to the livelihood of the people.

C1.d Identify the earth's major geographical features.

C2 Students recognize some distinctive viewpoints available only through sources from the target language.

C2.a Identify examples of simple narrative selections from a culture(s) in which the target language is spoken.

D Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

D1 Students demonstrate understanding and use of the target language and their knowledge of a culture(s) in which the language is spoken through community involvement.

D1.a Demonstrate use of oral/signed and/or written forms of the target language with family, friends, or peers.

D1.b Participate in activities using the target language which can benefit the school or broader community.

D1.c Ask questions and share knowledge about aspects of a culture(s) in which the target language is spoken to demonstrate an interest in the target language and an associated culture(s).

D1.d Access online resources or resources available in the community to understand aspects of a culture(s) in which the target language is spoken.