Ohio

CM Communicate in languages other than English, both in person and via technology.

• CM.A Communicate in languages other than English, both in person and via technology.

  • CM.A.1 Derive meaning from more detailed messages and texts using listening, reading and viewing strategies.

    • CM.A.1.a Focus on the overall meaning of the message or text to avoid stumbling on unknown words and expressions.

    • CM.A.1.b Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts.

      • Weather and seasons (S-1.H)
      • What is the conversation about? (S-1.R)
      • Recognize nouns to identify people (S-2.A)
      • Recognize adjectives that describe appearance (S-2.C)
      • Recognize adjectives that describe personalities (S-2.E)
      • 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)
      • Recognize school subjects (S-3.C)
      • Recognize school supplies (S-3.E)
      • Recognize ‑ar verbs related to school (S-3.G)
      • Common adjectives (S-3.J)
      • Common ‑ar verbs (S-3.K)
      • 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)
      • Recognize things in the classroom (S-4.A)
      • Recognize places in school (S-4.C)
      • 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)
      • Recognize immediate family members and pets (S-5.A)
      • Recognize extended family members (S-5.C)
      • Adjectives for feelings or states of being: recognize the correct word (S-5.E)
      • Common ‑er and ‑ir verbs (S-5.I)
      • 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)
      • 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)
      • Verbs for talking about food, eating, and drinking (S-6.I)
      • 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)
      • Recognize day‑to‑day activities (S-7.A)
      • Recognize pastimes and hobbies (S-7.C)
      • Recognize sports (S-7.E)
      • Recognize people, places, and things associated with sports (S-7.G)
      • 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)

    • CM.A.1.c Make use of print and digital resources to understand the meaning of new words and expressions.

    • CM.A.1.d Utilize knowledge of word families/characters and cognates to figure out the meaning of new words and expressions.

      • 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)

    • CM.A.1.e Use knowledge of the situation, the purpose of communication or context cues to understand more detailed messages.

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

    • CM.A.1.f Interpret gestures, intonation and tone to comprehend a range of verbal and nonverbal messages.

      • 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)
      • Listen and identify the person from the description (S-2.O)
      • Listen to people describe themselves and others (S-2.P)
      • Listen and recognize classes and school supplies (S-3.Q)
      • Listen to people talk about the school day (S-3.R)
      • 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)
      • Listen and match the statement to the image (S-5.R)
      • Listen to people talk about their families (S-5.S)
      • 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)
      • Listen to conversations about making plans (S-7.R)
      • Listen to people talk about sports, hobbies, and free time (S-7.S)

  • CM.A.2 Analyze how authentic sources convey viewpoints and use authentic sources critically.

    • CM.A.2.a Identify authentic sources and evaluate their suitability for specific tasks.

    • CM.A.2.b Analyze the viewpoints of authentic sources by determining who produced the texts, when, why and for whom.

    • CM.A.2.c Synthesize information about the same topic or event from multiple authentic sources, noting important similarities and differences in the points of view they represent.

    • CM.A.2.d Use information and viewpoints from authentic sources to inform or enhance a more sophisticated conversation, presentation or expression of creativity.

  • CM.A.3 Comprehend and interpret more detailed information in authentic messages and informational texts.

    • CM.A.3.a Follow complex instructions, directions and requests.

    • CM.A.3.b Provide more detailed answers to questions about authentic messages and informational texts.

      • Listen and fill in a form with personal information: letters and numbers (S-1.P)
      • Read materials related to school and student life (S-3.S)

    • CM.A.3.c Identify, sequence and classify people, places, things or events based on detailed descriptions.

      • Listen and identify the person from the description (S-2.O)
      • Listen and recognize classes and school supplies (S-3.Q)
      • Listen and match the statement to the image (S-5.R)

    • CM.A.3.d Examine essential elements of written informational texts to differentiate the main idea and relevant details from extraneous information.

    • CM.A.3.e Draw conclusions and justify inferences based on more nuanced ideas and details derived from authentic messages and informational texts.

    • CM.A.3.f Synthesize information from authentic sources to solve complex problems, complete multistep tasks or reinforce concepts across the curriculum.

  • CM.A.4 Comprehend and interpret more detailed information about the main idea and relevant details in authentic literary texts.

    • CM.A.4.a Answer more detailed questions about literary texts.

    • CM.A.4.b Analyze the sequence of events in literary texts to understand how each event led to the next.

    • CM.A.4.d Provide detailed descriptions of characters and settings.

    • CM.A.4.e Predict the outcomes of literary texts and justify the rationale for the predictions.

    • CM.A.4.f Demonstrate comprehension of literary texts through the creation of more sophisticated artistic and/or technology-enhanced representations.

    • CM.A.4.g Relate texts to self, current or historical events or world issues through discussions, journaling and/or artistic or expressive representations.

    • CM.A.4.h Compare and contrast two or more literary selections that share the same topic but represent different genres.

• CM.B Communicate in languages other than English, both in person and via technology.

  • CM.B.1 Negotiate meaning using more sophisticated requests, clarifications and conversation strategies.

    • CM.B.1.a Use a range of expressions to make requests and seek clarification.

      • Ask questions related to plans and preferences (S-6.U)
      • Question words: review (S-7.I)

    • CM.B.1.b Ask and answer a wide range of questions to seek or clarify information.

      • 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)

    • CM.B.1.c Paraphrase, elaborate or use circumlocution to clarify meaning and ambiguities.

    • CM.B.1.d Observe or use more sophisticated nonverbal clues to help clarify meaning.

    • CM.B.1.e Use a wider variety of conversation strategies to steer interactions.

  • CM.B.2 Interact with others using culturally appropriate language and gestures on familiar and some unfamiliar topics.

    • CM.B.2.a Engage in greetings, introductions and leave-taking.

      • Greeting people and saying goodbye (S-1.M)
      • How are you doing? (S-1.N)
      • Introductions (S-1.O)

    • CM.B.2.b Ask more complex questions and provide more detailed answers on a wide variety of topics.

      • 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)

    • CM.B.2.c Give and follow sequences of multistep directions, requests or instructions to engage in a wider variety of social, educational, cultural and work-related tasks and activities.

    • CM.B.2.d Share detailed descriptions of people, places, things and events.

    • CM.B.2.e Initiate, sustain and conclude conversations, interviews and debates on a wider range of personal, general knowledge, academic, interdisciplinary and work-related topics and issues.

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

    • CM.B.2.f Use language to acquire a greater variety of goods, services or information.

      • 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)

    • CM.B.2.g Provide more detailed information or a wider variety of services using knowledge of the target language and culture.

    • CM.B.2.h Collaborate to accomplish more challenging tasks or to propose solutions to more complex problems affecting local and global communities.

  • CM.B.3 Express preferences, feelings, emotions and opinions about familiar and some unfamiliar topics.

    • CM.B.3.a Express a wider range of feelings and emotions in reaction to an announcement, a surprise or an event.

    • CM.B.3.b Ask and answer more nuanced questions about feelings, emotions and preferences.

    • CM.B.3.c Exchange, compare and justify preferences and opinions about personal, academic, professional and contemporary or historical topics.

    • CM.B.3.d Advise peers, family members or co-workers on problems, concerns or personal matters and adjust advice, if necessary, based on emotional responses and/or counterargument.

• CM.C Communicate in languages other than English, both in person and via technology.

  • CM.C.1 Convey more sophisticated meaning using writing processes and presentation strategies.

    • CM.C.1.a Plan more sophisticated texts and presentations by brainstorming ideas and choosing vocabulary, phrases and sentence patterns.

    • CM.C.1.b Organize thoughts and choose resources.

    • CM.C.1.c Produce initial drafts/presentations while keeping audience, context and purpose in mind.

    • CM.C.1.d Revise and edit texts/presentations using tools that promote reflection on meaning, form and mechanics.

    • CM.C.1.e Produce final drafts/presentations with aesthetic appeal using tools that help to convey meaning.

    • CM.C.1.f Rehearse presentations using a wider range of delivery strategies.

    • CM.C.1.g Use appropriate techniques to cite sources and avoid plagiarism.

  • CM.C.2 Present information, concepts and viewpoints on familiar and some unfamiliar topics from across disciplines.

    • CM.C.2.a Create and present more extensive lists and classifications.

    • CM.C.2.b Tell a more detailed personal story or anecdote.

    • CM.C.2.c Describe people, places or things in greater detail to educate or entertain others.

      • 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)

    • CM.C.2.d Explain a more complex process or concept.

    • CM.C.2.e Provide or demonstrate more complex rules, regulations and/or policies.

    • CM.C.2.f Publicize an event, program or recent success by providing more extensive details.

    • CM.C.2.g Advocate for and against the purchase or sale of products and/or services to a variety of audiences.

    • CM.C.2.h Motivate others to meet or exceed personal or shared goals.

    • CM.C.2.i Propose solutions to more complex issues or problems.

    • CM.C.2.j Advise others about options, ideas, plans or perspectives using more complex language.

    • CM.C.2.k Present a formal, persuasive argument for or against a current or past issue of shared concern or course of action.

    • CM.C.2.l Synthesize detailed interdisciplinary information and content to create and present more extensive reports, presentations and/or projects.

  • CM.C.3 Present a range of literary, creative and artistic endeavors to audiences near or far.

    • CM.C.3.a Recite or retell authentic stories, folktales, poems, rhymes and legends using appropriate gestures.

    • CM.C.3.b Dramatize or perform authentic songs, dances, skits, plays, monologues or scenes from literature using appropriate gestures.

    • CM.C.3.c Play music or produce an art/craft of the target culture and share more detailed information about it with others.

    • CM.C.3.d Write and perform an original rhyme, story, poem, song, skit, dance, cartoon, monologue or play.

    • CM.C.3.e Use sophisticated visuals and sound to enhance more elaborate performances.

CU Gain and use knowledge and understanding of other cultures.

• CU.1 Analyze and explain relationships among products, practices and perspectives and compare them across cultures.

  • CU.1.a Investigate, explain and demonstrate patterns of behavior.

    • 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)

  • CU.1.b Analyze why people meet their basic needs in different ways and share findings with others.

  • CU.1.c Analyze and compare a variety of products, practices and perspectives of the U.S. and target cultures.

    • 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)

  • CU.1.d Analyze and present factors that affect the availability and affordability of products and services across cultures.

  • CU.1.e Investigate and explain a variety of institutions, contemporary and historical figures, contributions and time periods of the target culture(s).

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

  • CU.1.f Investigate and explain how languages and cultures interact with, influence or change each other over time.

  • CU.1.g Investigate and explain how a variety of factors result in regional variations in products, practices and perspectives among and within target language communities.

  • CU.1.h Examine cultural perspectives as they are portrayed in the media and other sources and describe them to others.

  • CU.1.i Solve complex problems and complete elaborate tasks while taking into consideration diverse cultural perspectives.

  • CU.1.j Explain or demonstrate how having global competency skills enables people to build collaborative relationships with others.

  • CU.1.k Hone global competency skills for use in college, career and beyond by engaging in collaborative activities online and/or in person with members of diverse communities at home and in the target culture(s).

• CU.2 Experience the target language and culture(s) and share information and personal reactions with others.

  • CU.2.a Attend, view or participate in a wide variety of cross-cultural activities and target culture events.

  • CU.2.b Experience and react to a wide variety of expressive products.

  • CU.2.c Analyze, explain and create replicas of important objects, images and symbols.

  • CU.2.d Use authentic digital and print media.

  • CU.2.e Investigate and experience target community organizations and their resources.

  • CU.2.f Interact and collaborate with a variety of target language speakers around a wide range of interests.

  • CU.2.g Use appropriate levels of formality or informality when interacting with members of the target culture(s).

    • Subject pronouns (S-2.G)
    • Informal and formal language: tú and usted (S-2.H)

  • CU.2.h Analyze and explain why people in different cultures might have differing viewpoints on a variety of issues.