Vermont

Communication

• NNL5-6:1 Students show skill development in interpersonal communication by

  • NNL5-6:1.1 Asking and answering a greater variety of personal questions using familiar vocabulary (e.g., likes/dislikes, giving simple examples).

  • NNL5-6:1.2 Expressing self in the present and with memorized connectors.

• NNL5-6:2 Students show skill development in presentational communication by

  • NNL5-6:2.1 Performing short skits, plays, puppet shows using familiar or memorized vocabulary.

  • NNL5-6:2.2 Describing using simple language.

    • Choose the correct form to describe an image (S-3.T)
    • What's happening at school? (S-4.R)
    • Acabar de + infinitive (S-6.Q)
    • Ir a + infinitive to talk about the future (S-7.O)
    • Write sentences that are true for you about sports, hobbies, and free time (S-7.V)

  • NNL5-6:2.3 Using a greater number of characters.

  • NNL5-6:2.4 Creating simple sentences to convey a message, story, information in meaningful contexts.

• NNL5-6:3 Students show skill development in interpretive communication by

  • NNL5-6:3.1 Responding to increasingly complex prompts by labeling, matching, dramatization, drawing, retelling.

    • Numbers 0‑10 (S-1.B)
    • Numbers 11‑20 (S-1.C)
    • Numbers 21‑31 (S-1.D)
    • Greeting people and saying goodbye (S-1.M)
    • Recognize nouns to identify people (S-2.A)
    • Recognize adjectives that describe appearance (S-2.C)
    • Recognize adjectives that describe personalities (S-2.E)
    • Informal and formal language: tú and usted (S-2.H)
    • Recognize school subjects (S-3.C)
    • Recognize school supplies (S-3.E)
    • Recognize ‑ar verbs related to school (S-3.G)
    • Common ‑ar verbs (S-3.K)
    • Recognize things in the classroom (S-4.A)
    • Recognize places in school (S-4.C)
    • 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)
    • Recognize numbers: 30‑100 (S-5.G)
    • Common ‑er and ‑ir verbs (S-5.I)
    • 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)
    • 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)

  • NNL5-6:3.2 Recognizing more sound/symbol/meaning relationships.

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

  • NNL5-6:3.3 Responding with details to content questions about presented material (i.e., who, what, when, where).

    • Listen to people describe themselves and others (S-2.P)
    • Listen to people talk about the school day (S-3.R)
    • Listen to people talk about their school and everything in it (S-4.O)
    • Listen to people talk about their families (S-5.S)
    • Listen to people talk about their favorite foods and drinks (S-6.S)
    • Listen to people talk about sports, hobbies, and free time (S-7.S)

  • NNL5-6:3.4 Demonstrating/providing personal interpretations.

Cultures and Communities

• NNL5-6:4 Students demonstrate understanding of the customs, beliefs, cultural differences, and traditions by

  • NNL5-6:4.1 Identifying and listing products and practices specific to the target culture (e.g., holidays, rituals, dining, apparel) without value judgment.

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

  • NNL5-6:4.2 Identifying and describing characteristics of diverse expressions of target language cultures and locate them (e.g., food and celebrations in Québec, Sénégal, France).

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

  • NNL5-6:4.3 Recognizing acronyms and abbreviations (e.g., S.V.P., le prof).

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

• NNL5-6:5 Students demonstrate skills representative of the customs, beliefs, and traditions of another culture by

  • NNL5-6:5.1 Dramatizing, or presenting a cultural practice (e.g., poster, illustration, skit).

  • NNL5-6:5.2 Using authentic words and gestures in cultural games, role plays and skits from script, including folktales and proverbs.

  • NNL5-6:5.3 Demonstrating use of authentic cultural objects and practices in specific context and purposes (e.g., cake, birthday celebrations, gift giving).

Connections and Comparisons

• NNL5-6:6 Students access new information through the language and culture by

  • NNL5-6:6.1 Participating in interdisciplinary activities (e.g., singing, dancing, painting, counting, creating visual art, using musical instruments).

  • NNL5-6:6.2 Identifying increasing number of places where language is spoken and some capitals (e.g., drawing maps and flags of regions/countries).

    • 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)

  • NNL5-6:6.3 Using target language for learning another academic discipline, (e.g., identifying currency and making change).

  • NNL5-6:6.4 Identifying cultural context of children's books, movies, magazines, and TV programs, etc.

  • NNL5-6:6.5 Using authentic material from the culture for discovery.

  • NNL5-6:6.6 Greeting and introducing native speakers.

    • 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)

• NNL5-6:7 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own by

  • NNL5-6:7.1 Recognizing word order differences.

    • Sentence structure in affirmative and negative sentences (S-3.P)
    • Provide the correct form of gustar + infinitive (S-7.M)

  • NNL5-6:7.2 Identifying grammatical notions of gender.

    • Basics of gender and noun‑adjective agreement: singular forms (S-2.L)
    • 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)

  • NNL5-6:7.3 Using formal and informal language in predictable, teacher directed situations.

  • NNL5-6:7.4 Identifying and translating cognates.

    • 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)

  • NNL5-6:7.5 Identifying non-verbal behavior patterns (e.g., shrugs, eye contact, use of personal space).

Curiosity, Cooperation and Challenge—Approach to Learning

• NNL5-6:8 Students show understanding of how knowing another language and culture influences lifelong choices by

  • NNL5-6:8.1 Participating in authentic games, sports, and activities (music, crafts) attending or viewing a cultural event to foster enjoyment of learning the language.

  • NNL5-6:8.2 Responding creatively to learning challenges (e.g., art, music, re-enactments, poems, etc.).

  • NNL5-6:8.3 Appreciating and accepting challenges inherent in the learning (e.g., trying multiple times using different methods, coping with frustration, being willing to accept limited communication and to take risks).

  • NNL5-6:8.4 Using a variety of strategies/techniques to address those challenges (e.g., visual representation, mnemonic devices, repetition, flash cards, computers, role plays).

  • NNL5-6:8.5 Applying problem solving skills (e.g., using words that are familiar, accessing prior knowledge, using authentic resources; communicating directly in target language).

• NNL5-6:9 Students employ appropriate social strategies in language learning by

  • NNL5-6:9.1 Using peers and advanced or native speakers to practice and validate language use.

  • NNL5-6:9.2 Cooperating in a group or partnership to maintain an environment of safety, confidence, mutual esteem, and support.

  • NNL5-6:9.3 Responding constructively as members of a partnership, group and audience.