North Dakota

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Skills available for North Dakota 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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North Dakota Content Standards: Novice Level North Dakota Content Standards: Novice Level
ACTFL World Readiness Standards ACTFL World Readiness Standards

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1 Communicating in languages other than English

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- 1.1.1 Participate in brief oral or written guided conversations related to students' needs and interests (i.e., dialogues, interviews and role plays).
- 1.1.2 Give and respond to requests, directions, instructions, and commands (e.g. play "Simon Says," prepare and perform 4-5 command sequences, respond to TPR).
- 1.1.3 Make requests in public places (e.g., role play in restaurant, post office, toilet, store, ticket office situations, etc.)
- 1.1.4 Ask and answer simple questions (e.g., play "Go Fish," "20 Questions," interview a classmate).
- 1.1.5 Express states of being and feelings (e.g., survey people's feelings, create "guess who" descriptions, and simple riddles).
- 1.1.6 Express likes and dislikes (e.g., create top 10 lists, collages or posters).
- 1.1.7 Discuss personal daily schedules and printed schedules (e.g., use class, TV, movie, or transportation schedules).
1.2 Students understand and interpret written and spoken language on a variety of topics.
- 1.2.1 Identify isolated words and phrases in a situational context (e.g., find cognates, prefixes, and thematic vocabulary in print media).
- 1.2.2 Comprehend brief written information (e.g., read notes, invitations, messages, and letters).
  - Read materials related to school and student life (S-3.S)
- 1.2.3 Comprehend the main idea of simple conversations and narratives on familiar topics (e.g., listen to live or recorded materials, match paragraph with illustration).
  - What is the conversation about? (S-1.R)
  - Read about families from the Spanish‑speaking world (S-5.T)
- 1.2.4 Recognize words and phrases (e.g., listen to or read chants, rhymes, or songs).
- 1.2.5 Respond appropriately to directions, instructions, and commands (e.g., participate in a scavenger hunt or a directed drawing; respond to TPR).
- 1.2.6 Recognize the sounds system of the language (e.g., transcribe dictation, play alphabet bingo).
  - The Spanish alphabet (S-1.A)
  - Listen and fill in a form with personal information: letters and numbers (S-1.P)
- 1.2.7 Identify gestures, intonation patterns, and other visual or auditory cues (e.g., distinguish among questions, statements and commands; match gesture to appropriate expression in the TL).
1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
- 1.3.1 Use short, memorized phrases and sentences in oral and written presentations (e.g., describe people or objects).
  - 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)
- 1.3.2 Demonstrate comprehensible pronunciation and intonation when presenting well-rehearsed material on familiar topics (e.g., perform poetry, songs, rhymes, and short dialogues).
- 1.3.3 Write and present simple guided texts on familiar topics (e.g., write short letters, post cards).
- 1.3.4 Give directions, commands, and instructions (e.g., give directions that others will follow to arrive at a predetermined location).

2 Gaining knowledge and understanding of other cultures

2.1 Students demonstrate an understanding of the relationship between the practices and the perspectives of the cultures studied.
- 2.1.1 Imitate culturally appropriate vocabulary, idiomatic expressions, and non-verbal behaviors (e.g., gestures, handshaking, formal and informal speech).
- 2.1.2 Imitate age-appropriate cultural activities (e.g., games, songs, dances, traditional celebrations, sports and entertainment).
- 2.1.3 Identify cultural similarities and differences (i.e., concepts of time, dress, food, dwellings, travel, shopping).
  - 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)
- 2.1.4 Identify differences in cultural practices among same language cultures (e.g., word usage, dialects, regional dress).
- 2.1.5 Identify some commonly held generalizations about the cultures studied (e.g., attitudes toward religious practices, dress, body, environment).
2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.
- 2.2.1 Recognize historical events and figures, institutions, geographical features, and political structures of the target countries.
  - Recognize Spanish‑speaking countries: North and Central America, Europe, and Africa (S-1.I)
  - Recognize Spanish‑speaking countries: South America (S-1.K)
- 2.2.2 Recognize basic mythological, legendary, and literary figures specific to the target culture.
- 2.2.3 Identify tangible products (i.e., realia) of the culture (e.g., dress, types of dwellings, and foods).
  - Read about typical meals and foods from the Spanish‑speaking world (S-6.T)
- 2.2.4 Identify and imitate expressive products of the culture (i.e., art, dance, music, and literature).
- 2.2.5 Identify the contributions that the target language and culture make to our society and the world (e.g., medicine, technology, arts, family traditions).
  - 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)
- 2.2.6 Identify dominant objects, images, and symbols of the target culture (e.g., flags, currency, architectural style).

3 Connecting with other disciplines and acquiring new information

3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
- 3.1.1 Recognize and transfer concepts learned in other disciplines when used in the foreign language classroom (i.e., social studies--weather, geographical terms; math--measurement, money; science--animals, food; music--instruments).
- 3.1.2 Recognize and transfer concepts presented in the foreign language classroom for use in other disciplines (e.g., geography specific to the target culture, borrowed words and phrases: coup d'état, rodeo, Kindergarten, ipso facto).
- 3.1.3 Present short reports in English, orally and/or in writing, on topics studied in other disciplines (i.e., report on countries where the target language is spoken; discuss and demonstrate of musical instruments from the target culture).
- 3.1.4 Recognize basic vocabulary and concepts on familiar topics from other disciplines when presented in the target language (e.g., food pyramid, Spanish commercials or magazine advertising).
3.2 Students acquire information and recognize and access the distinctive viewpoints that are only available through the foreign language and its cultures.
- 3.2.1 Read, listen to, and discuss age-appropriate material of the target cultures, such as songs, adapted folk tales, and short stories written for native speakers of the target language.
- 3.2.2 Use authentic sources and media to gather information from the target cultures (e.g., use media to gather information about teen movie and rock stars; collect headlines to learn what the French public is interested in related to a U.S. issue).
- 3.2.3 Use authentic sources and media to identify the perspectives of the target cultures (e.g., create a collage that illustrates the German concept of bread; create a description of an ideal pet or partner, based on information from authentic media sources; prepare an authentic meal).

4 Developing 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.
- 4.1.1 Recognize differences between sound systems of language(s) studied and the native language (i.e., alphabet, cognates, letter blends).
  - The Spanish alphabet (S-1.A)
- 4.1.2 Identify words that have been borrowed from one language to another (i.e., jeans, computer, rodeo, kindergarten, tobacco, rendezvous, agenda).
- 4.1.3 Recognize that cognates enhance comprehension and identify common cognates in the language they are learning (e.g., students create their own lists of cognates for reference).
- 4.1.4 Recognize that a language cannot be translated word for word (e.g., seek out idioms, advertising slogans, proverbs; identify English equivalents for proverbs that mean the same but are expressed differently).
- 4.1.5 Recognize differences in writing systems, mechanics and formats (i.e., accent marks, capitalization, punctuation, alphabet).
  - The Spanish alphabet (S-1.A)
- 4.1.6 Identify similarities and differences in basic grammatical and structural patterns of the target and native languages (i.e., word order, formal vs. informal, mood and tense).
- 4.1.7 Identify vocabulary that conveys varied meanings (e.g. distinguish target language examples similar to English bear/bare, well, trip).
- 4.1.8 Recognize the changing nature of language (e.g. give examples of changes due to German writing reform, borrowed words, spelling and pronunciation changes, influence of national academies).
4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
- 4.2.1 Compare holidays and celebrations and distinguish holidays unique to the target culture (i.e., Day of the Dead/Halloween, St. Nicholas/Santa Claus, Carnival/Mardi Gras).
- 4.2.2 Compare daily living patterns (i.e., meals, school and work schedules, leisure activities).
- 4.2.3 Recognize and compare common areas of cultural stereotyping (i.e., eating habits, physical traits, clothing, personality traits).
- 4.2.4 Recognize and compare the varying roles of men, women, and children in various cultures (e.g., students role play traditional roles in family, create scrapbooks about imaginary extended families in the target culture).
- 4.2.5 Compare and contrast seasons and weather conditions (e.g., prepare a weather report contrasting local weather in January with that in the southern hemisphere).
- 4.2.6 Recognize and compare how religious beliefs and practices influence the home and target cultures (i.e., celebrations, saints, food, clothing, holidays).
- 4.2.7 Identify appropriate non-verbal communication (i.e., gestures, counting with fingers).
- 4.2.8 Demonstrate an awareness of formal and informal language (i.e., greetings, farewells, expressions of politeness).

5 Participating in multilingual communities at home and around the world.

5.1 Students use foreign languages both within and beyond the school setting.
- 5.1.1 Write simple stories based on a model or create imaginary situations to present to others (e.g., create booklet using illustrations to describe a trip to the grocery store; create cartoons).
- 5.1.2 Perform or present information about the language and culture to others (e.g., teach phrases, games, songs, foreign language week activities).
- 5.1.3 Identify the target language in their daily lives (e.g., cognates, borrowed words).
- 5.1.4 Communicate on a personal level with speakers of the language (e.g., letters, e-mail, personal contact, videotapes).
- 5.1.5 Identify professions that require proficiency in another language (e.g., create career posters, collages, mobiles).
5.2 Students show evidence of becoming life-long learners by using foreign languages for personal enjoyment and enrichment.
- 5.2.1 Use language and knowledge of cultures to explore career opportunities in diverse and changing economies (e.g., conduct internet research, create collages or mobiles).
- 5.2.2 Use pen pal/e-pal relationship for personal enrichment and enjoyment.
- 5.2.3 View via media or attend cultural events and social activities related to the target culture (i.e., Oktoberfest, Pow Wows, Cinco de Mayo, Høstfest).
- 5.2.4 Play or become interested spectators of target-culture sports and games.
- 5.2.5 Perform or participate in music in the classroom (e.g., sing, play, and listen to music and songs of the target culture; bring favorite target language music to share with class).
- 5.2.6 Become familiar with pop culture elements from the target culture (e.g., check the "Top Ten" list on the Internet).
- 5.2.7 Read and/or memorize simple stories or rhymes written in the target language.
5.3 Students value native and heritage languages and show interest in efforts to preserve those that are endangered.
- 5.3.1 Attend community activities pertaining to language or culture (i.e., Language camps, PowWow, Oktoberfest, markets, worship services, concerts).
- 5.3.2 Investigate and share information on cultural activities (e.g., reports, peer teaching).
- 5.3.3 Interact with native speakers; attend presentations given by and for them (e.g., interview immigrants, refugees, guest speakers; attend worship services in the target language).

North Dakota

Show alignments for:

Actions

1 Communicating in languages other than English

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

1.1.1 Participate in brief oral or written guided conversations related to students' needs and interests (i.e., dialogues, interviews and role plays).

1.1.2 Give and respond to requests, directions, instructions, and commands (e.g. play "Simon Says," prepare and perform 4-5 command sequences, respond to TPR).

1.1.3 Make requests in public places (e.g., role play in restaurant, post office, toilet, store, ticket office situations, etc.)

1.1.4 Ask and answer simple questions (e.g., play "Go Fish," "20 Questions," interview a classmate).

1.1.5 Express states of being and feelings (e.g., survey people's feelings, create "guess who" descriptions, and simple riddles).

1.1.6 Express likes and dislikes (e.g., create top 10 lists, collages or posters).

1.1.7 Discuss personal daily schedules and printed schedules (e.g., use class, TV, movie, or transportation schedules).

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

1.2.1 Identify isolated words and phrases in a situational context (e.g., find cognates, prefixes, and thematic vocabulary in print media).

1.2.2 Comprehend brief written information (e.g., read notes, invitations, messages, and letters).

1.2.3 Comprehend the main idea of simple conversations and narratives on familiar topics (e.g., listen to live or recorded materials, match paragraph with illustration).

1.2.4 Recognize words and phrases (e.g., listen to or read chants, rhymes, or songs).

1.2.5 Respond appropriately to directions, instructions, and commands (e.g., participate in a scavenger hunt or a directed drawing; respond to TPR).

1.2.6 Recognize the sounds system of the language (e.g., transcribe dictation, play alphabet bingo).

1.2.7 Identify gestures, intonation patterns, and other visual or auditory cues (e.g., distinguish among questions, statements and commands; match gesture to appropriate expression in the TL).

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

1.3.1 Use short, memorized phrases and sentences in oral and written presentations (e.g., describe people or objects).

1.3.2 Demonstrate comprehensible pronunciation and intonation when presenting well-rehearsed material on familiar topics (e.g., perform poetry, songs, rhymes, and short dialogues).

1.3.3 Write and present simple guided texts on familiar topics (e.g., write short letters, post cards).

1.3.4 Give directions, commands, and instructions (e.g., give directions that others will follow to arrive at a predetermined location).

2 Gaining knowledge and understanding of other cultures

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

2.1.1 Imitate culturally appropriate vocabulary, idiomatic expressions, and non-verbal behaviors (e.g., gestures, handshaking, formal and informal speech).

2.1.2 Imitate age-appropriate cultural activities (e.g., games, songs, dances, traditional celebrations, sports and entertainment).

2.1.3 Identify cultural similarities and differences (i.e., concepts of time, dress, food, dwellings, travel, shopping).

2.1.4 Identify differences in cultural practices among same language cultures (e.g., word usage, dialects, regional dress).

2.1.5 Identify some commonly held generalizations about the cultures studied (e.g., attitudes toward religious practices, dress, body, environment).

2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.

2.2.1 Recognize historical events and figures, institutions, geographical features, and political structures of the target countries.

2.2.2 Recognize basic mythological, legendary, and literary figures specific to the target culture.

2.2.3 Identify tangible products (i.e., realia) of the culture (e.g., dress, types of dwellings, and foods).

2.2.4 Identify and imitate expressive products of the culture (i.e., art, dance, music, and literature).

2.2.5 Identify the contributions that the target language and culture make to our society and the world (e.g., medicine, technology, arts, family traditions).

2.2.6 Identify dominant objects, images, and symbols of the target culture (e.g., flags, currency, architectural style).

3 Connecting with other disciplines and acquiring new information

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

3.1.1 Recognize and transfer concepts learned in other disciplines when used in the foreign language classroom (i.e., social studies--weather, geographical terms; math--measurement, money; science--animals, food; music--instruments).

3.1.2 Recognize and transfer concepts presented in the foreign language classroom for use in other disciplines (e.g., geography specific to the target culture, borrowed words and phrases: coup d'état, rodeo, Kindergarten, ipso facto).

3.1.3 Present short reports in English, orally and/or in writing, on topics studied in other disciplines (i.e., report on countries where the target language is spoken; discuss and demonstrate of musical instruments from the target culture).

3.1.4 Recognize basic vocabulary and concepts on familiar topics from other disciplines when presented in the target language (e.g., food pyramid, Spanish commercials or magazine advertising).

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

3.2.1 Read, listen to, and discuss age-appropriate material of the target cultures, such as songs, adapted folk tales, and short stories written for native speakers of the target language.

3.2.2 Use authentic sources and media to gather information from the target cultures (e.g., use media to gather information about teen movie and rock stars; collect headlines to learn what the French public is interested in related to a U.S. issue).

3.2.3 Use authentic sources and media to identify the perspectives of the target cultures (e.g., create a collage that illustrates the German concept of bread; create a description of an ideal pet or partner, based on information from authentic media sources; prepare an authentic meal).

4 Developing 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.

4.1.1 Recognize differences between sound systems of language(s) studied and the native language (i.e., alphabet, cognates, letter blends).

4.1.2 Identify words that have been borrowed from one language to another (i.e., jeans, computer, rodeo, kindergarten, tobacco, rendezvous, agenda).

4.1.3 Recognize that cognates enhance comprehension and identify common cognates in the language they are learning (e.g., students create their own lists of cognates for reference).

4.1.4 Recognize that a language cannot be translated word for word (e.g., seek out idioms, advertising slogans, proverbs; identify English equivalents for proverbs that mean the same but are expressed differently).

4.1.5 Recognize differences in writing systems, mechanics and formats (i.e., accent marks, capitalization, punctuation, alphabet).

4.1.6 Identify similarities and differences in basic grammatical and structural patterns of the target and native languages (i.e., word order, formal vs. informal, mood and tense).

4.1.7 Identify vocabulary that conveys varied meanings (e.g. distinguish target language examples similar to English bear/bare, well, trip).

4.1.8 Recognize the changing nature of language (e.g. give examples of changes due to German writing reform, borrowed words, spelling and pronunciation changes, influence of national academies).

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

4.2.1 Compare holidays and celebrations and distinguish holidays unique to the target culture (i.e., Day of the Dead/Halloween, St. Nicholas/Santa Claus, Carnival/Mardi Gras).

4.2.2 Compare daily living patterns (i.e., meals, school and work schedules, leisure activities).

4.2.3 Recognize and compare common areas of cultural stereotyping (i.e., eating habits, physical traits, clothing, personality traits).

4.2.4 Recognize and compare the varying roles of men, women, and children in various cultures (e.g., students role play traditional roles in family, create scrapbooks about imaginary extended families in the target culture).

4.2.5 Compare and contrast seasons and weather conditions (e.g., prepare a weather report contrasting local weather in January with that in the southern hemisphere).

4.2.6 Recognize and compare how religious beliefs and practices influence the home and target cultures (i.e., celebrations, saints, food, clothing, holidays).

4.2.7 Identify appropriate non-verbal communication (i.e., gestures, counting with fingers).

4.2.8 Demonstrate an awareness of formal and informal language (i.e., greetings, farewells, expressions of politeness).

5 Participating in multilingual communities at home and around the world.

5.1 Students use foreign languages both within and beyond the school setting.

5.1.1 Write simple stories based on a model or create imaginary situations to present to others (e.g., create booklet using illustrations to describe a trip to the grocery store; create cartoons).

5.1.2 Perform or present information about the language and culture to others (e.g., teach phrases, games, songs, foreign language week activities).

5.1.3 Identify the target language in their daily lives (e.g., cognates, borrowed words).

5.1.4 Communicate on a personal level with speakers of the language (e.g., letters, e-mail, personal contact, videotapes).

5.1.5 Identify professions that require proficiency in another language (e.g., create career posters, collages, mobiles).

5.2 Students show evidence of becoming life-long learners by using foreign languages for personal enjoyment and enrichment.

5.2.1 Use language and knowledge of cultures to explore career opportunities in diverse and changing economies (e.g., conduct internet research, create collages or mobiles).

5.2.2 Use pen pal/e-pal relationship for personal enrichment and enjoyment.

5.2.3 View via media or attend cultural events and social activities related to the target culture (i.e., Oktoberfest, Pow Wows, Cinco de Mayo, Høstfest).

5.2.4 Play or become interested spectators of target-culture sports and games.