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 some familiar words and phrases when I hear them spoken.

      • 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)

  • 1.1.B Interpretive Reading

    • 1.1.B.1 I can recognize some letters or characters.

    • 1.1.B.2 I can understand some learned or memorized words and phrases when I read.

      • Prepositions of place (S-4.E)
      • Read about schools and education in the Spanish‑speaking world (S-4.P)
      • Describe scenes from around school (S-4.Q)
      • Cognates and parts of speech (S-5.J)
      • Read about families from the Spanish‑speaking world (S-5.T)
      • Time expressions to talk about frequency (S-6.M)
      • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)

• 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 very familiar topics using a variety of words and phrases that I have practiced and memorized.

      • Listen to questions about student life and choose the appropriate response (S-4.N)
      • Ask questions related to plans and preferences (S-6.U)

• 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 a variety of words, phrases, and memorized expressions.

  • 1.3.B Presentational Writing

    • 1.3.B.1 I can write lists and memorized phrases on familiar topics.

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.

  • 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.

    • 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)

  • 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 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)

• 2.2 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.

  • 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.

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

  • 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.

    • Cognates and parts of speech (S-5.J)

  • 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 schools and education in the Spanish‑speaking world (S-4.P)
    • Cognates and parts of speech (S-5.J)
    • 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)

  • 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.

  • 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.

    • Select the correct possessive adjective (S-5.L)
    • Provide the correct possessive adjective (S-5.M)

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

    • Acabar de + infinitive (S-6.Q)

• 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.

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

    • Read about schools and education in the Spanish‑speaking world (S-4.P)
    • Read about families from the Spanish‑speaking world (S-5.T)

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

    • 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)

  • 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.