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Skills available for Maryland Level 1 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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1.NL Communication: Learners communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.

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

  • 2.1.NL 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.

    • 2.1.NL.A Use appropriate gestures and oral expressions for greetings, leave-takings, and common classroom or social interactions.

    • 2.1.NL.B Participate in or simulate age-appropriate cultural activities such as games, birthday celebrations, storytelling, and dramatizations.

    • 2.1.NL.C Create or propose simple cultural triangles connecting practices to associated products and perspectives.

    • 2.1.NL.D Observe and imitate simple patterns of behavior at school.

    • 2.1.NL.E Use words and phrases to describe what people from the target culture are doing in photos and short videos and ask simple questions about characteristics of daily life after looking at the photos or short videos.

    • 2.1.NL.F List practices observed in a video of a festival or holiday celebrated in the target culture.

    • 2.1.NL.G Use appropriate gestures and oral expressions for greetings, leave-takings, and common classroom or social interactions.

    • 2.1.NL.H Participate in or simulate age-appropriate cultural activities such as games, birthday celebrations, storytelling, and dramatizations.

    • 2.1.NL.I Create or propose simple cultural triangles connecting practices to associated products and perspectives.

    • 2.1.NL.J Imitate appropriate etiquette from the target culture at mealtime.

    • 2.1.NL.K List practices observed in a video of a practice from the target culture.

    • 2.1.NL.L Role play simple interactions in stores and restaurants in the target culture.

  • 2.2.NL 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.

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

    • 2.2.NL.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, and traditional recipes.

    • 2.2.NL.C Identify and tell the purpose of products of the target culture.

    • 2.2.NL.D Listen to or read about expressive products of the target culture such as children's or traditional songs, selections from the literature commonly read, and types of artwork enjoyed or produced by their peer group in the target culture.

    • 2.2.NL.E Illustrate products associated with the target culture.

    • 2.2.NL.F Make simple cultural triangles showing the relationship of products, practices, and perspectives.

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

    • 2.2.NL.H 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, and traditional recipes.

    • 2.2.NL.I Give simple reasons for the role and importance of products from the target culture.

    • 2.2.NL.J Listen to and/or read short poems, stories, or plays from the target culture, identifying the author and country of origin.

    • 2.2.NL.K Make simple cultural triangles connecting products to associated practices and possible perspectives.

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

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

    • 3.1.NL.A Identify and label items in the target language on charts and visuals used as instructional materials in other content areas, including weather, math facts, measurements, animals, musical instruments, or geographical formations.

    • 3.1.NL.B Draw and mark maps of their cities, states, and of countries where the target language is used with civic and geographic features studied in other classes.

    • 3.1.NL.C Use a website about the rainforest that was introduced in a science class to create a product in the target language that highlights plants, animal life, and weather in the area.

    • 3.1.NL.D Read or listen to stories from the target culture and compare them to familiar stories from the same genre (e.g., folklore, fables, myths, legends).

    • 3.1.NL.E Use mathematics skills to convert American dollars to the currencies of countries in the target culture in order to understand prices of items such as clothing, tickets, and restaurant meals.

    • 3.1.NL.F Use mathematics skills to convert weights and measures from the American system to the metric system in order to understand distances, sizes, and quantities of items.

    • 3.1.NL.G Use science knowledge and skills to record daily temperatures and weather in different locations around the world, giving reasons for temperatures based on location and time of year.

    • 3.1.NL.H Use knowledge from health and science classes to compare healthy-eating recommendations using food pyramids or the equivalents from countries in the target culture.

    • 3.1.NL.I Use skills from social studies and English language arts to present short biographical sketches of people from the past and present who have had a positive influence locally and/or globally.

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

    • 3.2.NL.A Read, listen to, or talk about age-appropriate school content such as ecology, social studies, sciences, the arts, physical education, and health.

    • 3.2.NL.B Expand vocabulary for working with school content through illustrated visuals (e.g., plants, anatomy, timelines of historical periods, maps).

    • 3.2.NL.C Interpret the main idea(s) from infographics showing statistics such as numbers of endangered animals, changes in population of cities and countries, and popularity of various sports and leisure activities.

    • 3.2.NL.D View video clips and identify ways that the people in the target culture protect the environment on a daily basis.

    • 3.2.NL.E Identify the main idea(s) of current events reported in the news in the Internet from countries where the target language is spoken.

    • 3.2.NL.F View websites of schools in countries where the target language is spoken to identify courses, schedules, and special projects, and compare the information to their school's website.

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

  • 4.1.NL 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.

    • 4.1.NL.A Cite and use examples of words that are similar in the language they are learning and their native language and they pose guesses about why languages in general might need to borrow words.

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

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

    • 4.1.NL.D Observe and identify formal and informal forms of language in greetings and leave-takings.

    • 4.1.NL.E Report differences and similarities between the sound and writing systems of their own language and the language being learned.

    • 4.1.NL.F Cite and use examples of words that are similar in the language they are learning and their native language and they pose guesses about why languages in general might need to borrow words.

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

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

    • 4.1.NL.I Compare word order in items such as the date and placement of descriptors.

    • 4.1.NL.J Observe formal and informal forms of language in greetings and leave-takings and try out expressions of politeness in other languages and their own.

    • 4.1.NL.K Report differences and similarities between the sound and writing systems of their own language and the language being learned.

  • 4.2.NL 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.

    • 4.2.NL.A Appropriately use gestures used to greet friends, family, or new acquaintances.

    • 4.2.NL.B Compare and contrast tangible products (e.g., toys, sports, equipment, foods) of the target culture and their own.

    • 4.2.NL.C Compare simple patterns of behavior or interaction in various cultural settings (e.g., transportation to school, eating habits).

    • 4.2.NL.D Compare and contrast intangible products (e.g., rhymes, songs, folktales) of the target cultures and their own.

    • 4.2.NL.E Compare games, stories, songs, and rhymes from their childhood to those in the target culture.

    • 4.2.NL.F Compare daily routines in their culture and the target culture.

    • 4.2.NL.G Compare celebrations (e.g., birthdays, holidays) in the target cultures to their own.

    • 4.2.NL.H Compare meal time in their culture and the target culture.

    • 4.2.NL.I Compare places in a city where the target language is spoken to places in the city where they live.

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

  • 5.1.NL 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.

    • 5.1.NL.A Identify places that another language is used and attempt to interact with the language in some way (e.g., finding products in the language at a grocery store, attempting to speak to a community member in a library or restaurant).

    • 5.1.NL.B Access relationships with speakers of the language either in person or via texting, email, social media forums, or voice chats.

    • 5.1.NL.C Identify professions that require proficiency in another language.

    • 5.1.NL.D Conduct online research and report on a cultural event or a school topic.

    • 5.1.NL.E Write and illustrate short stories to present to others.

    • 5.1.NL.F Perform for school, campus, or community celebrations.

    • 5.1.NL.G Communicate on a personal level with speakers of the language in person or via email, video chats, instant messaging, and shared video clips.

    • 5.1.NL.H Identify professions which require proficiency in another language.

    • 5.1.NL.I Create imaginary situations to role play interactions that might take place in a community setting.

    • 5.1.NL.J Do WebQuests and report on a cultural event or a school topic.

    • 5.1.NL.K Write and illustrate short stories to present to others.

    • 5.1.NL.L Perform for school, campus, or community celebrations.

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

    • 5.2.NL.A Interpret material and/or use media from the target language and culture for enjoyment.

    • 5.2.NL.B Play sports or games from the target culture.

    • 5.2.NL.C Exchange information about topics of personal interest.

    • 5.2.NL.D Plan real or imaginary travel.

    • 5.2.NL.E Attend or use media to view cultural events and social activities.

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

    • 5.2.NL.G Create can-do statements with the help of their teachers of what they want to communicate in the target language for each unit of instruction.

    • 5.2.NL.H Collect evidence showing that they have achieved the can-do statements for each unit.

    • 5.2.NL.I Use the NCSSFL-ACTFL Can-Do Global Benchmarks to set SMART goals (specific, measurable, attainable, relevant, and timebound) to monitor and reflect on their progress in communication skills.

    • 5.2.NL.J Collect evidence showing that they have achieved the SMART goals they have set for each unit of instruction.

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

    • 5.2.NL.L Play sports or games from the target culture.

    • 5.2.NL.M Exchange information about topics of personal interest.

    • 5.2.NL.N Plan real or imaginary travel.

    • 5.2.NL.O Attend or view via media cultural events and social activities.

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

    • 5.2.NL.Q Explore the Internet to find sites of personal interest where they can use the target language to maintain and increase their communication skills.