Michigan

1 Communicate in Languages Other Than English

• 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

  • 1.1.N.SL Interpersonal Speaking/Listening or Signed

    • 1.1.N.SL.a Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking or introductions

    • 1.1.N.SL.b Ask and answer basic questions about the weather, health/physical conditions, self, family and friends

      • Listen and choose the appropriate response to basic questions (S-1.Q)

    • 1.1.N.SL.c Recognize and use appropriate register/ honorifics in a limited number of simple social situations such as greetings, leave-takings and introductions

    • 1.1.N.SL.d Request, offer, invite, and reply appropriately using memorized phrases

    • 1.1.N.SL.e Ask questions about physical appearance, character and personality traits of friends, family, classmates and answer using a list of traits

    • 1.1.N.SL.f Ask questions about feelings, emotions and health of friends, family, classmates and answer using a list of traits

    • 1.1.N.SL.g Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits

    • 1.1.N.SL.h Exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life

      • Listen to questions about student life and choose the appropriate response (S-4.N)

    • 1.1.N.SL.i Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and services

    • 1.1.N.SL.j Share likes and dislikes in the target language with a classmate

    • 1.1.N.SL.k Share opinions and preferences in the target language with their classmates

  • 1.1.N.RW Interpersonal Reading/Writing

    • 1.1.N.RW.a Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet, take leave, or make introductions

      • 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)

    • 1.1.N.RW.b Exchange information by asking and answering basic questions in writing about the weather, health/physical conditions, self, family, and friends

      • Question words: review (S-7.I)

    • 1.1.N.RW.c Recognize and use appropriate register/ honorifics in limited, simple social correspondence

      • How are you doing? (S-1.N)
      • Introductions (S-1.O)
      • Informal and formal language: tú and usted (S-2.H)

    • 1.1.N.RW.d Request, offer, invite, and reply appropriately in writing using memorized phrases

      • Ask questions related to plans and preferences (S-6.U)
      • Respond to plans and invitations by giving reasons and excuses (S-7.U)

    • 1.1.N.RW.e Ask questions in writing about physical appearance, character and personality traits of friends, family, classmates, and answer in writing using a list of traits

    • 1.1.N.RW.f Ask questions in writing about feelings, emotions and health of friends, family, classmates, and answer in writing using a list of traits

    • 1.1.N.RW.g Ask questions in writing about the attributes of places and things in their immediate environment, and answer in writing using a list of traits

    • 1.1.N.RW.h Exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life

    • 1.1.N.RW.i Inquire in writing, to obtain information in the target language about time, place, price, and size relating to restaurants, stores, transportation, and services

    • 1.1.N.RW.j Share likes and dislikes in the target language with a classmate in writing, using email messages, notes, and letters

    • 1.1.N.RW.k Share opinions and preferences in the target language with their classmates in writing using email messages, notes, letters

• 1.2 Students understand and interpret written and spoken language on a variety of topics.

  • 1.2.N.L Interpretive Language - Listening or Signed

    • 1.2.N.L.a Demonstrate understanding of oral classroom language in the target language including directions, commands, and requests

    • 1.2.N.L.b Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences

      • Listen to conversations about making plans (S-7.R)

    • 1.2.N.L.c Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical production)

    • 1.2.N.L.d Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music)

      • Listen to people describe themselves and others (S-2.P)
      • Listen to people talk about the school day (S-3.R)
      • Listen to people talk about their school and everything in it (S-4.O)
      • Listen to people talk about their families (S-5.S)
      • Listen to people talk about their favorite foods and drinks (S-6.S)
      • Listen to people talk about sports, hobbies, and free time (S-7.S)

  • 1.2.N.R Interpreting Written Language- Reading

    • 1.2.N.R.a Demonstrate understanding of written classroom language in the target language including directions, commands, and requests

    • 1.2.N.R.b Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-appropriate magazine and newspaper articles/ads, websites/ internet, poetry or stories

      • Read about famous people from the Spanish‑speaking world (S-2.Q)
      • Read materials related to school and student life (S-3.S)
      • Read about schools and education in the Spanish‑speaking world (S-4.P)
      • Read about families from the Spanish‑speaking world (S-5.T)
      • 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)

    • 1.2.N.R.c Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences (email, letters, messages, notes, and text messages)

      • What is the conversation about? (S-1.R)
      • Read materials related to school and student life (S-3.S)
      • Read street interviews about plans, habits, and free time (S-7.T)

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

  • 1.3.N.S Presentational Language - Speaking or Signed

    • 1.3.N.S.a Present songs, poems or stories in the target language

    • 1.3.N.S.b Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school

    • 1.3.N.S.c Record materials in the target language, such as a puppet show, fashion show, or weather report

  • 1.3.N.W Presentational Language-Writing

    • 1.3.N.W.a Illustrate and present materials in the target language such as an advertisement, poster, or menu

    • 1.3.N.W.b Prepare illustrated stories (big books, posters, dioramas, cartoons) about activities or events in student's personal life, and share these with an audience

    • 1.3.N.W.c Write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school

      • 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)

2 Gain Knowledge and Understanding of Other Cultures

• 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

  • 2.1.N.H Understanding the impact of historic events and governmental systems within the target cultures

    • 2.1.N.H.a Identify and explain the impact of three major historic events and their impact on the culture of a community or country in which the language is spoken

    • 2.1.N.H.b Name the governmental system(s) and key political figures in a country in which the language is spoken

    • 2.1.N.H.c Identify one important political issue in a country in which the language is spoken

    • 2.1.N.H.d Identify and describe significant current events in a country in which the language is spoken

    • 2.1.N.H.e Identify and explain how the language and culture expanded throughout the world

  • 2.1.N.F Understanding the role of family and community within the target culture(s)

    • 2.1.N.F.a Describe family structures and the role of friends within a community or culture in which the language is spoken

    • 2.1.N.F.b Describe daily routines within a community or culture in which the language is spoken (concept of time, typical activities appropriate to various periods during the day)

      • 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)

    • 2.1.N.F.c Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services)

    • 2.1.N.F.d Describe typical leisure activities commonly practiced within a community or culture in which the language is spoken

      • Name day‑to‑day activities (S-7.B)
      • Name pastimes and hobbies (S-7.D)

    • 2.1.N.F.e Explain the practices and significance of an important:

      • 2.1.N.F.e.1 civil or religious holiday or celebration within a community or culture in which the target language is spoken AND

      • 2.1.N.F.e.2 regional holiday or celebration within a community or culture in which the target language is spoken AND

      • 2.1.N.F.e.3 personal or family holiday or celebration within a community or culture in which the target language is spoken

  • 2.1.N.E Understanding education, employment, and the economy in the target cultures

    • 2.1.N.E.a Identify levels of instruction, courses, and typical daily school schedules and activities in a community or culture in which the language is spoken

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

    • 2.1.N.E.b Identify the economic system in a community or culture in which the language is spoken

    • 2.1.N.E.c Identify ways in which people of all ages earn money and/or make a living in a community or culture in which the language is spoken

• 2.2 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

  • 2.2.N.G Understanding the impact of geography and natural resources on the target cultures

    • 2.2.N.G.a Identify countries, their capital and major cities in which the 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)

    • 2.2.N.G.b Identify major geographic features (rivers, mountains, deserts, forests) of a country in which the language is spoken

    • 2.2.N.G.c Identify the neighboring countries and geographic features surrounding a country in which the language is spoken

    • 2.2.N.G.d Describe the climate and typical seasonal weather patterns in various parts of a country in which the language is spoken

  • 2.2.N.C Understanding the importance of cultural and creative heritage within the target cultures

    • 2.2.N.C.a Identify current cultural icons (arts, music, literature, film, and the creators of these products as well as natural sites)

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

    • 2.2.N.C.b Identify historic culture icons (arts, music, literature, film, and the creators of these products as well as natural sites)

  • 2.2.N.F Understanding the artifacts associated with family and community life within the target culture(s)

    • 2.2.N.F.a Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in which the language is spoken (housing, stores, foods, transportation, health care, public services)

      • 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)

    • 2.2.N.F.b Identify products that were native to a community, region, or country in which the language is spoken

      • Read about famous people from the Spanish‑speaking world (S-2.Q)
      • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)

    • 2.2.N.F.c Describe the products needed for leisure activities commonly practiced within a community, region, or culture in which the language is spoken

      • Name people, places, and things associated with sports (S-7.H)

    • 2.2.N.F.d Describe and explain the significance of the products associated with an important:

      • 2.2.N.F.d.1 civil or religious holiday or celebration within a community or culture in which the target language is spoken AND

      • 2.2.N.F.d.2 regional holiday or celebration within a community or culture in which the target language is spoken AND

      • 2.2.N.F.d.3 personal or family holiday or celebration within a community or culture in which the target language is spoken

  • 2.2.N.E Understanding the artifacts associated with education, employment, and the economy in the target cultures

    • 2.2.N.E.a Identify facilities, supplies, and materials needed for schooling and activities in a community or culture in which the language is spoken

    • 2.2.N.E.b Identify the major natural resources, commercial products, services, and industries of a country in which the language is spoken

    • 2.2.N.E.c Recognize the currency of a country in which the language is spoken

3 Connect with other Disciplines and Acquire Information

• 3.1 Students reinforce and further their knowledge of other disciplines through the world language.

  • 3.1.N.a Reinforce previously learned content knowledge through the target language

    • 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)
    • Read about famous people from the Spanish‑speaking world (S-2.Q)
    • Cognates and parts of speech (S-5.J)

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

  • 3.2.N.a Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be viewed differently in one's own culture than in the target culture

4 Develop Insight into the Nature of Language and Culture

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

  • 4.1.N.a Identify basic differences and similarities in vocabulary between one's own language and the target language (cognates and borrowed words)

    • Read about famous people from the Spanish‑speaking world (S-2.Q)
    • 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.N.b Identify basic differences and similarities in grammatical structures between one's own language and the target language

    • Definite and indefinite articles (S-3.L)
    • Sentence structure in affirmative and negative sentences (S-3.P)
    • Cognates and parts of speech (S-5.J)
    • Select the correct possessive adjective (S-5.L)
    • Provide the correct possessive adjective (S-5.M)
    • Ir a + infinitive to talk about the future (S-7.O)
    • Select the use of tener or tener que (S-7.P)

  • 4.1.N.c Identify basic differences and similarities in register/ honorifics between one's own language and the target language

    • How are you doing? (S-1.N)
    • Introductions (S-1.O)
    • Informal and formal language: tú and usted (S-2.H)

  • 4.1.N.d Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between one's own language and the target language

    • The Spanish alphabet (S-1.A)

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

  • 4.2.N.a Identify basic target culture practices and compare them to one's own

  • 4.2.N.b Identify basic target culture products and compare them to one's own

5 Participate in Multilingual Communities at Home and Around the World

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

  • 5.1.N.a Exchange information in the target language with people locally and around the world through avenues such as pen and key pals, email, and electronic presentations

  • 5.1.N.b Provide services to others in the school district through activities in the target language such as skits and/or musical presentations, or by reading to others in the target language

• 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

  • 5.2.N.a Willingly use the target language within the classroom setting

  • 5.2.N.b Use authentic target language print materials and electronic media to explore topics of personal interest and enjoyment

  • 5.2.N.c Identify careers where skills in another language or cross-cultural understanding are needed