Maryland

1.0 Communication

• 1.1 Students exchange information orally and in writing in the target language in a culturally appropriate manner to provide and obtain information, express feelings and emotions, and exchange opinions.

  • 1.1.A Students engage in brief exchanges about personal interests in the target language.

    • 1.1.A.a Ask and answer simple questions related to family and self.

      • 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)
      • Listen to questions about student life and choose the appropriate response (S-4.N)
      • Ask questions related to plans and preferences (S-6.U)
      • Question words: review (S-7.I)
      • Respond to plans and invitations by giving reasons and excuses (S-7.U)

    • 1.1.A.b Exchange personal preferences, emotions, and opinions.

    • 1.1.A.c Express personal needs.

    • 1.1.A.d Ask for repetition and repeat to ensure understanding.

    • 1.1.A.e Exchange brief messages, emails, postcards, and letters.

    • 1.1.A.f Give and follow simple directions.

• 1.2 Students understand and interpret the target language in its spoken and written form on a variety of topics.

  • 1.2.A Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic linguistic structures.

    • 1.2.A.a Interpret the basic message from spoken and written texts that are on very familiar topics.

      • Weather and seasons (S-1.H)
      • Greeting people and saying goodbye (S-1.M)
      • 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)
      • What is the conversation about? (S-1.R)
      • Listen and identify the person from the description (S-2.O)
      • Listen to people describe themselves and others (S-2.P)
      • Read about famous people from the Spanish‑speaking world (S-2.Q)
      • Common adjectives (S-3.J)
      • Listen and recognize classes and school supplies (S-3.Q)
      • Listen to people talk about the school day (S-3.R)
      • Read materials related to school and student life (S-3.S)
      • Prepositions of place (S-4.E)
      • 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)
      • Read about schools and education in the Spanish‑speaking world (S-4.P)
      • Describe scenes from around school (S-4.Q)
      • Listen and match the statement to the image (S-5.R)
      • Listen to people talk about their families (S-5.S)
      • Read about families from the Spanish‑speaking world (S-5.T)
      • Time expressions to talk about frequency (S-6.M)
      • Acabar de + infinitive (S-6.Q)
      • 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)
      • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)
      • Question words: review (S-7.I)
      • Select the use of tener or tener que (S-7.P)
      • Listen to conversations about making plans (S-7.R)
      • Listen to people talk about sports, hobbies, and free time (S-7.S)
      • Read street interviews about plans, habits, and free time (S-7.T)

    • 1.2.A.b Identify the main idea and some supporting details from authentic spoken and written texts that have visual support.

    • 1.2.A.c Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a different context.

• 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a wide variety of topics in the target language.

  • 1.3.A Students make short presentations and write simple communications on very familiar topics in the target language.

    • 1.3.A.a Write and deliver short descriptions about very familiar topics of personal interest.

      • 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.A.b Tell or write a brief story, journal entry, or blog.

    • 1.3.A.c Present songs, short poems, impromptu skits, or dialogues.

2.0 Culture

• 2.1 Students demonstrate knowledge and understanding of another people's way of life, and the relationship between their patterns of behavior, and the underlying beliefs and values that guide and shape their lives.

  • 2.1.A Students identify and describe practices and perspectives of the cultures studied.

    • 2.1.A.a Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday situations.

    • 2.1.A.b Describe and participate in school-based cultural activities such as games, songs, and holiday celebrations which are representative of the cultures studied.

    • 2.1.A.c Identify some common beliefs and attitudes within the cultures studied and their relationship to practices in the cultures studied.

      • Read about schools and education in the Spanish‑speaking world (S-4.P)

    • 2.1.A.d Identify the historic and/or contemporary influences that underlie selected cultural practices.

      • Read about schools and education in the Spanish‑speaking world (S-4.P)

• 2.2 Students demonstrate knowledge and understanding of the relationship between the products, symbols, beliefs, and values of the target culture.

  • 2.2.A Students identify and describe the products within the cultures studied.

    • 2.2.A.a Identify objects and symbols that are used day-to-day and how they are representative of the cultures studied.

      • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)

    • 2.2.A.b Identify selected contributions, notable figures, and historic events from the cultures studied.

    • 2.2.A.c Identify some significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.

      • Read about famous people from the Spanish‑speaking world (S-2.Q)

    • 2.2.A.d Identify countries, regions, and geographic features where the target language is spoken.

      • 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)

3.0 Connections

• 3.1 Students reinforce and further knowledge of other content areas through a language other than English.

  • 3.1.A Students access new information and reinforce existing knowledge of other content areas through the target language.

    • 3.1.A.a Use limited vocabulary and structures in the target language to increase knowledge of other content areas.

    • 3.1.A.b Apply knowledge and skills gained in the target language to make connections to other content areas and personal situations.

• 3.2 Students acquire information and recognize the distinctive viewpoints that are available only through a language and its cultures.

  • 3.2.A Students examine various topics from the perspectives of cultures where the language is spoken.

    • 3.2.A.a Describe perspectives gained from teacher-prepared print and non-print materials written in the target language.

    • 3.2.A.b Apply knowledge of the perspectives of the cultures studied to other content areas or to personal situations.

4.0 Comparisons

• 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and English.

  • 4.1.A Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.

    • 4.1.A.a Compare basic grammatical structures between the target language and English.

      • Subject pronouns (S-2.G)
      • Informal and formal language: tú and usted (S-2.H)
      • Select the correct present‑tense form of ser (S-2.J)
      • Provide the correct present‑tense form of ser (S-2.K)
      • Basics of gender and noun‑adjective agreement: singular forms (S-2.L)
      • Basics of number and forming the plural (S-2.M)
      • Categorize words based on gender and number (S-2.N)
      • Definite and indefinite articles (S-3.L)
      • Gender and number agreement: articles, adjectives, and nouns (S-3.M)
      • Select the correct present‑tense form of regular ‑ar verbs (S-3.N)
      • Provide the correct present‑tense form of regular ‑ar verbs (S-3.O)
      • Sentence structure in affirmative and negative sentences (S-3.P)
      • Recognize question words: set 1 (S-4.F)
      • Common adverbs (S-4.H)
      • Select the correct present‑tense form of estar (S-4.I)
      • Provide the correct present‑tense form of estar (S-4.J)
      • Select the correct present‑tense form of ir (S-4.K)
      • Provide the correct present‑tense form of ir (S-4.L)
      • The prepositions a and de and the contractions al and del (S-4.M)
      • Common ‑er and ‑ir verbs (S-5.I)
      • Select the correct possessive adjective (S-5.L)
      • Provide the correct possessive adjective (S-5.M)
      • Present tense of tener: recognize the correct form (S-5.N)
      • Present tense of tener: provide the correct form (S-5.O)
      • Select the correct present‑tense form of regular ‑er/‑ir verbs (S-5.P)
      • Provide the correct present‑tense form of regular ‑er/‑ir verbs (S-5.Q)
      • Write sentences about yourself, your family, or people you know (S-5.V)
      • Recognize question words: set 2 (S-6.J)
      • Common stem-changing verbs: e to ie (S-6.L)
      • Select the correct present-tense form of ver (S-6.N)
      • Present tense of stem‑changing verbs: e to ie (S-6.P)
      • Ask questions related to plans and preferences (S-6.U)
      • Common stem‑changing verbs: o to ue and jugar (S-7.J)
      • Recognize the correct form of gustar + infinitive (S-7.L)
      • Provide the correct form of gustar + infinitive (S-7.M)
      • Present tense of stem‑changing verbs: o to ue and jugar (S-7.N)
      • Ir a + infinitive to talk about the future (S-7.O)
      • Select the use of tener or tener que (S-7.P)
      • Write sentences that are true for you about sports, hobbies, and free time (S-7.V)

    • 4.1.A.b Compare and use the sound-symbol association between the target language and English.

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

    • 4.1.A.c Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and English.

      • Read about famous people from the Spanish‑speaking world (S-2.Q)
      • Sentence structure in affirmative and negative sentences (S-3.P)
      • 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)

    • 4.1.A.d Compare and identify the use of idiomatic expressions between the target language and English.

    • 4.1.A.e Compare cultural characteristics of the target language, such as levels of politeness, between the target language and English.

      • 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)

• 4.2 Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.

  • 4.2.A Students identify and compare the products, practices, and perspectives from the target cultures to their own.

    • 4.2.A.a Identify similarities and differences of selected practices, products, and perspectives, from the target cultures as compared to their own.

      • Greeting people and saying goodbye (S-1.M)
      • Informal and formal language: tú and usted (S-2.H)
      • Read about schools and education in the Spanish‑speaking world (S-4.P)
      • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)

    • 4.2.A.b Identify the form, meaning, and importance, of common perspectives, practices, and products of the target culture and compare it to their own.

5.0 Communities

• 5.1 Students use the language both within and beyond the school setting.

  • 5.1.A Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology both within and beyond the school setting.

    • 5.1.A.a Communicate with people locally and/or around the world through avenues such as pen pals, E-mail, video, face-to-face encounters, and publications with limited use of the target language.

    • 5.1.A.b Identify and describe available media (i.e., TV news, broadcasts), print (i.e., library), and commercial establishments in the local community that include or are presented partially in the target language.

    • 5.1.A.c Participate in activities where the ability to communicate with the target language is beneficial (i.e., dining in a restaurant, target language-related field trips).

• 5.2 Students use the language for personal enjoyment and enrichment.

  • 5.2.A Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where students can pursue topics of personal interest.

    • 5.2.A.a Participate in activities to learn more about languages and cultures through various media.

    • 5.2.A.b Engage in opportunities to increase awareness of careers for which skills in another language and cross-cultural understanding are needed.

    • 5.2.A.c Research activities sponsored by local groups and communities (real/virtual) through which the target culture can be experienced.