Oklahoma

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

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

  • 1.1.A Interpretive Listening

    • 1.1.A.1 I can recognize a few memorized words and phrases when I hear them spoken.

      • 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)

  • 1.1.B Interpretive Reading

    • 1.1.B.1 I can recognize a few letters or characters.

    • 1.1.B.2 I can identify a few memorized words and phrases when I read.

      • Weather and seasons (S-1.H)
      • What is the conversation about? (S-1.R)
      • Read about famous people from the Spanish‑speaking world (S-2.Q)
      • Common adjectives (S-3.J)
      • Read materials related to school and student life (S-3.S)

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

  • 1.2.A Interpersonal Communication

    • 1.2.A.1 I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

      • 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)

• 1.3 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.

  • 1.3.A Presentational Speaking

    • 1.3.A.1 I can present information about myself and some other very familiar topics using single words or memorized phrases.

  • 1.3.B Presentational Writing

    • 1.3.B.1 I can reproduce some familiar words, characters, or phrases.

      • Provide nouns to identify people (S-2.B)
      • Provide adjectives that describe appearance (S-2.D)
      • Provide adjectives that describe personalities (S-2.F)
      • Name school subjects (S-3.D)
      • 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)
      • Name immediate family members and pets (S-5.B)
      • Name extended family members (S-5.D)
      • Adjectives for feelings or states of being: provide the correct word (S-5.F)
      • 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)
      • Name people, places, and things associated with sports (S-7.H)

2 Interact with Cultural Competence and Understanding.

• 2.1 Learners use the target language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

  • 2.1.1 I can imitate patterns of behavior such as greetings or gestures used in formal and informal settings in the target cultures.

    • 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)

  • 2.1.2 I can identify and participate in customs, traditions, cultural activities, celebrations and holiday practices of the target cultures.

  • 2.1.3 I can identify some beliefs and outlooks of the target cultures.

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

  • 2.1.4 I can understand diversity and recognize the impact of stereotyping other cultures.

  • 2.1.5 I can recognize differences and similarities between the target cultures and my own.

    • Read materials related to school and student life (S-3.S)

• 2.2 Learners use the target language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

  • 2.2.1 I can identify and explore artifacts and symbols commonly used in the target cultures.

  • 2.2.2 I can identify and explore some major contributions and influential figures, past and current, from the target cultures.

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

  • 2.2.3 I can identify and explore the impact of historical and contemporary influences from the target cultures that are significant in my own culture.

  • 2.2.4 I can identify and investigate products and geographic features from civilizations, countries, regions and tribes associated with the target language studied.

  • 2.2.5 I can extract samples of the cultures' perspectives from the arts and media in the target cultures.

3 Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.

• 3.1 Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

  • 3.1.1 I can identify and/or apply selected information and skills from other content areas in experiences related to the target language and cultures.

    • 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)

  • 3.1.2 I can reinforce and/or expand learning in other content areas using authentic target language resources.

• 3.2 Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

  • 3.2.1 I can extract information about the target cultures from selected authentic sources.

  • 3.2.2 I can use authentic target language sources to gain insight about the distinctive perspectives of the target culture.

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

• 4.1 Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

  • 4.1.1 I can recognize cognates and borrowed words when applicable and be aware of their usefulness in comprehending language.

    • Read about famous people from the Spanish‑speaking world (S-2.Q)
    • Read materials related to school and student life (S-3.S)

  • 4.1.2 I can identify and compare the sound and writing systems of the target language with my own, including stress, intonation, and punctuation.

    • The Spanish alphabet (S-1.A)
    • Listen and fill in a form with personal information: letters and numbers (S-1.P)

  • 4.1.3 I can identify basic grammatical structures of the target language and compare these structures to my own language such as tense, gender, word order, and agreement.

    • Subject pronouns (S-2.G)
    • Basics of gender and noun‑adjective agreement: singular forms (S-2.L)
    • Basics of number and forming the plural (S-2.M)
    • Categorize words based on gender and number (S-2.N)
    • Definite and indefinite articles (S-3.L)
    • Gender and number agreement: articles, adjectives, and nouns (S-3.M)
    • Sentence structure in affirmative and negative sentences (S-3.P)

  • 4.1.4 I can recognize identified idiomatic expressions that cannot be directly translated into my own language.

    • Weather and seasons (S-1.H)

• 4.2 Learners use the language to investigate, explain, and reflect on the concept of the culture through comparisons of the cultures studied and their own.

  • 4.2.1 I can identify similarities and differences in verbal and nonverbal behavior between cultures.

    • Greeting people and saying goodbye (S-1.M)
    • How are you doing? (S-1.N)
    • Informal and formal language: tú and usted (S-2.H)

  • 4.2.2 I can recognize cross-cultural similarities and differences in the practices of the target culture.

    • 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)

  • 4.2.3 I can identify cross-cultural similarities and differences in the products of the target culture.

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

  • 4.2.4 I can recognize cross-cultural similarities and differences in the perspectives within the target culture.

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

• 5.1 Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

  • 5.1.1 I can identify career paths that are enhanced by proficiency in another language.

  • 5.1.2 I can practice oral or written use of the target language with others outside the classroom.

  • 5.1.3 I can communicate on a personal level with speakers of the target language.

  • 5.1.4 I can produce short presentations for a variety of audiences.

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

  • 5.2.1 I can demonstrate a willingness to interact with native speakers.

  • 5.2.2 I can discover and explore a variety of entertainment sources representative of the target culture.

  • 5.2.3 I can identify current issues of interest within the target culture.

  • 5.2.4 I can discover and explore samples of art, literature, music, representative of the target culture.