Nebraska

Communication

• Students communicate effectively in a variety of situations for multiple purposes.

  • WL 1.1 Students exchange information through interaction and negotiation of meaning.

    • WL 1.1.a Novice Low: Participate in basic exchanges with isolated, high-frequency words, fragmented responses, or phrases.

    • WL 1.1.b Novice Mid: Participate in basic exchanges in structured contexts about familiar and predictable topics using high-frequency vocabulary and phrasing.

      • Greeting people and saying goodbye (S-1.M)
      • How are you doing? (S-1.N)
      • Introductions (S-1.O)
      • Informal and formal language: greetings and introductions (S-2.I)
      • Use ‑ar verbs in conversations about classes and school supplies (S-3.U)
      • Recognize question words: set 1 (S-4.F)
      • Provide question words: set 1 (S-4.G)
      • The prepositions a and de and the contractions al and del (S-4.M)
      • Complete conversations about student life (S-4.S)
      • 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)
      • Recognize question words: set 2 (S-6.J)
      • Provide question words: set 2 (S-6.K)
      • Common stem-changing verbs: e to ie (S-6.L)
      • Select the correct present-tense form of ver (S-6.N)
      • Provide the correct present-tense form of ver (S-6.O)
      • Present tense of stem‑changing verbs: e to ie (S-6.P)
      • Question words: review (S-7.I)
      • Common stem‑changing verbs: o to ue and jugar (S-7.J)
      • Present tense of stem‑changing verbs: o to ue and jugar (S-7.N)
      • Provide the correct form of tener or tener que (S-7.Q)
      • Respond to plans and invitations by giving reasons and excuses (S-7.U)

    • WL 1.1.c Novice High: Participate in basic exchanges by constructing simple questions and answers using familiar vocabulary and language structures.

      • Ask questions related to plans and preferences (S-6.U)
      • Write sentences that are true for you about sports, hobbies, and free time (S-7.V)

  • WL 1.2 Students understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

    • WL 1.2.a Novice Low: Identify isolated words and phrases of messages containing high-frequency vocabulary, predictable language structures, and/or extra-linguistic support.

      • The Spanish alphabet (S-1.A)
      • Numbers 0‑10 (S-1.B)
      • Numbers 11‑20 (S-1.C)
      • Numbers 21‑31 (S-1.D)
      • Recognize nouns to identify people (S-2.A)
      • Provide nouns to identify people (S-2.B)
      • Recognize numbers: 30‑100 (S-5.G)
      • Provide numbers: 30‑100 (S-5.H)

    • WL 1.2.b Novice Mid: Identify elements of the explicit meaning of messages containing high-frequency vocabulary, predictable language structures, and/or extra-linguistic support.

      • Days of the week (S-1.E)
      • Months of the year (S-1.F)
      • Provide the date (S-1.G)
      • Weather and seasons (S-1.H)
      • Recognize adjectives that describe appearance (S-2.C)
      • Provide adjectives that describe appearance (S-2.D)
      • Recognize adjectives that describe personalities (S-2.E)
      • Provide adjectives that describe personalities (S-2.F)
      • Adjectives for feelings or states of being: recognize the correct word (S-5.E)
      • Adjectives for feelings or states of being: provide the correct word (S-5.F)
      • Cognates and parts of speech (S-5.J)

    • WL 1.2.c Novice High: Identify the explicit meaning of messages containing high-frequency vocabulary, predictable language structures, and/or extra-linguistic support.

      • 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)
      • 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)
      • Recognize immediate family members and pets (S-5.A)
      • Name immediate family members and pets (S-5.B)
      • Recognize extended family members (S-5.C)
      • Name extended family members (S-5.D)
      • 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)
      • 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)
      • 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)

  • WL 1.3 Students present ideas and information according to a variety of purposes and audiences.

    • WL 1.3.a Novice Low: Present information on familiar and everyday topics using isolated, high-frequency words and phrases in highly structured contexts.

    • WL 1.3.b Novice Mid: Present information on familiar and predictable topics using high-frequency vocabulary and phrases in structured contexts.

      • 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)
      • Telling time: provide hours and minutes (S-3.A)
      • Common ‑ar verbs (S-3.K)
      • 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)
      • Prepositions of place (S-4.E)
      • Common adverbs (S-4.H)
      • Select the correct present‑tense form of estar (S-4.I)
      • Select the correct present‑tense form of ir (S-4.K)
      • Common ‑er and ‑ir verbs (S-5.I)
      • Common prepositions: a, con, de, en, para (S-5.K)
      • Time expressions to talk about the present and the future (S-7.K)

    • WL 1.3.c Novice High: Present information on familiar and everyday topics using simple sentences in structured contexts.

      • Telling time: provide complete sentences (S-3.B)
      • Schedules with ordinal numbers and times (S-3.I)
      • Provide the correct present‑tense form of regular ‑ar verbs (S-3.O)
      • Choose the correct form to describe an image (S-3.T)
      • Provide the correct present‑tense form of estar (S-4.J)
      • Provide the correct present‑tense form of ir (S-4.L)
      • Describe scenes from around school (S-4.Q)
      • What's happening at school? (S-4.R)
      • Complete a letter to a pen pal (S-5.U)
      • Write sentences about yourself, your family, or people you know (S-5.V)
      • Time expressions to talk about frequency (S-6.M)
      • Acabar de + infinitive (S-6.Q)
      • Recognize the correct form of gustar + infinitive (S-7.L)
      • Provide the correct form of gustar + infinitive (S-7.M)
      • Ir a + infinitive to talk about the future (S-7.O)

Culture

• Students work with the language in a way that shows familiarity with and value for the cultures of the speakers of the language.

  • WL 2.1 Students use the language to observe and to discuss the relationship between the products, practices and perspectives of the cultures studied.

    • WL 2.1.a Novice Low: Identify and describe products, practices and perspectives using isolated words and phrases.

      • 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)
      • Recognize meals and types of food (S-6.A)
      • Recognize food items (S-6.C)
      • Recognize drinks (S-6.E)
      • Recognize fruits and vegetables (S-6.G)
      • Recognize day‑to‑day activities (S-7.A)
      • Recognize pastimes and hobbies (S-7.C)
      • Recognize sports (S-7.E)

    • WL 2.1.b Novice Mid: Identify products, practices, and perspectives using high-frequency vocabulary and phrases.

      • Recognize school supplies (S-3.E)
      • Recognize ‑ar verbs related to school (S-3.G)
      • Recognize things in the classroom (S-4.A)
      • Recognize places in school (S-4.C)
      • 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)
      • Name day‑to‑day activities (S-7.B)
      • Name pastimes and hobbies (S-7.D)
      • Name sports (S-7.F)

    • WL 2.1.c Novice High: Identify and describe products, practices, and perspectives using simple sentences in structured contexts.

      • Name school supplies (S-3.F)
      • Provide ‑ar verbs related to school (S-3.H)
      • Name things in the classroom (S-4.B)
      • Name places in school (S-4.D)
      • 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)
      • Recognize people, places, and things associated with sports (S-7.G)
      • Name people, places, and things associated with sports (S-7.H)

  • WL 2.2 Students identify and apply culturally-appropriate language and behavior.

    • WL 2.2.a Novice Low: Identify expressions unique to the cultures studied.

      • Verbs for talking about food, eating, and drinking (S-6.I)

    • WL 2.2.b Novice Mid: Identify and react with simple expressions and idioms unique to the languages and cultures studied.

    • WL 2.2.c Novice High: Identify and respond with culturally appropriate simple expressions in everyday situations in structured or highly predictable situations.

Connections

• Students use the language studied to reinforce and expand their knowledge, connecting language and cultural experiences to all content areas.

  • WL 3.1 Students apply the language of study to discuss other content areas of study.

    • WL 3.1.a Novice Low: Apply isolated words and phrases to accomplish tasks or show understanding of concepts in other content areas and/or situations beyond the classroom.

    • WL 3.1.b Novice Mid: Apply high-frequency vocabulary and predictable language structures to accomplish tasks or show understanding of concepts in other content areas and/or situations beyond the classroom.

      • Recognize school subjects (S-3.C)

    • WL 3.1.c Novice High: Apply familiar vocabulary and simple sentences to accomplish tasks or show understanding of concepts in other content areas and/or situations beyond the classroom.

      • Name school subjects (S-3.D)
      • Listen to people talk about the school day (S-3.R)

Communities

• Students can apply their world language skills to personal, community, and career experiences.

  • WL 4.1 Students use knowledge and skills gained in the language to identify and create a personal education and/or career plan.

    • WL 4.1.a Novice Low: Identify college and career options that incorporate the language studied using isolated words and phrases.

    • WL 4.1.b Novice Mid: Identify college and career options that incorporate the language studied using high-frequency vocabulary and predictable language structures.

    • WL 4.1.c Novice High: Identify college and career options that incorporate the language studied using familiar vocabulary and simple sentences.

  • WL 4.2 Students use digital tools in the language of study to further language study and/or to connect with a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

    • WL 4.2.a Novice Low: Use digital tools to select, categorize, and paraphrase information that tends to use isolated, high-frequency words and/or phrases and extra-linguistic supports.

    • WL 4.2.b Novice Mid: Use digital tools to select, categorize, and paraphrase information that tends to use high-frequency words and phrases in structured contexts.

      • Categorize words based on gender and number (S-2.N)

    • WL 4.2.c Novice High: Use digital tools to select, categorize, and paraphrase information that tends to use simple sentences in structured formats on familiar or highly contextualized topics.

      • Sentence structure in affirmative and negative sentences (S-3.P)

Cognition

• Students explain what they know and are able to monitor their own learning journey with support from their teachers.

  • WL 5.1 Students self-assess growth in language learning, practice, and understanding.

    • WL 5.1.a Novice Low: Use isolated words, phrasing, or images to identify what concepts, skills, or information have been learned.

    • WL 5.1.b Novice Mid: Use simple words or phrasing to identify what concepts, skills, or information have been learned.

    • WL 5.1.c Novice High: Use simple sentences or structures to identify and describe what concepts, skills, or information have been learned.

  • WL 5.2 Students set language learning goals and organize priorities.

    • WL 5.2.a Novice Low: Identify what concepts, skills, or information are desired using isolated words, phrasing, or images.

    • WL 5.2.b Novice Mid: Identify what concepts, skills, or information are desired using simple words or phrasing.

    • WL 5.2.c Novice High: Identify and describe what concepts, skills, or information are desired using simple sentences or guided models.