Minnesota

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

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

  • 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)
  • 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)

• Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

  • Listen and fill in a form with personal information: letters and numbers (S-1.P)
  • 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)
  • 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)
  • 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)
  • Time expressions to talk about the present and the future (S-7.K)
  • 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)

• 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.

  • 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)

Cultures: Interact with cultural competence and understanding

• 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.

  • 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 street interviews about plans, habits, and free time (S-7.T)

• 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.

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

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

• 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.

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

Comparisons: Develop insight into the nature of language and culture in order to interact with cultural competence

• 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.

  • 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)

• 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.

  • 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)

Communities: Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world

• 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.

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