Vermont

Communication

• NNL7-8:1 Students show skill development in interpersonal communication by

  • NNL7-8:1.1 Asking and answering a greater variety of personal questions using familiar vocabulary (e.g., What are your weekend plans?).

    • 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)

  • NNL7-8:1.2 Expressing self in the present and with other basic sentence structures using some details.

  • NNL7-8:1.3 Describing self and others using some details.

    • 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)

  • NNL7-8:1.4 Creating short oral and written texts, using familiar vocabulary (e.g., emails, personal letters, telephone messages invitations, and cards, short conversations).

• NNL7-8:2 Students show skill development in presentational communication by

  • NNL7-8:2.1 Performing short skits, plays, puppet shows, recitations.

  • NNL7-8:2.2 Describing using more details and more precision.

    • Write sentences about yourself, your family, or people you know (S-5.V)
    • Acabar de + infinitive (S-6.Q)
    • Write sentences that are true for you about sports, hobbies, and free time (S-7.V)

  • NNL7-8:2.3 Narrating a simple story.

  • NNL7-8:2.4 Using a greater number of characters.

  • NNL7-8:2.5 Creating, in meaningful context, more detailed sentences and short paragraphs using adjectives, connecting words, adverbs.

  • NNL7-8:2.6 Applying writing and speaking strategi es.

    • Sentence structure in affirmative and negative sentences (S-3.P)
    • Choose the correct form to describe an image (S-3.T)
    • What's happening at school? (S-4.R)
    • Write sentences about yourself, your family, or people you know (S-5.V)
    • Acabar de + infinitive (S-6.Q)
    • Ask questions related to plans and preferences (S-6.U)
    • Write sentences that are true for you about sports, hobbies, and free time (S-7.V)

• NNL7-8:3 Students show skill development in interpretive communication by

  • NNL7-8:3.1 Responding to increasingly complex prompts by labeling, dramatization, drawing, retelling, graphing and mapping, ranking.

    • Weather and seasons (S-1.H)
    • Listen and choose the appropriate response to basic questions (S-1.Q)
    • What is the conversation about? (S-1.R)
    • Listen and identify the person from the description (S-2.O)
    • Common adjectives (S-3.J)
    • Listen and recognize classes and school supplies (S-3.Q)
    • Listen to people talk about the school day (S-3.R)
    • Prepositions of place (S-4.E)
    • Listen to questions about student life and choose the appropriate response (S-4.N)
    • Describe scenes from around school (S-4.Q)
    • Listen and match the statement to the image (S-5.R)
    • Time expressions to talk about frequency (S-6.M)
    • Acabar de + infinitive (S-6.Q)
    • Listen to statements about actions and habits related to food (S-6.R)
    • Question words: review (S-7.I)
    • Ir a + infinitive to talk about the future (S-7.O)
    • Listen to conversations about making plans (S-7.R)
    • Listen to people talk about sports, hobbies, and free time (S-7.S)

  • NNL7-8:3.2 Recognizing more sound/symbol/meaning relationships.

  • NNL7-8:3.3 Responding to questions about presented material in detail (who, what, when, where, how and why).

    • 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)

  • NNL7-8:3.4 Giving simple personal reactions to events, actions, attitudes, situations.

  • NNL7-8:3.5 Applying reading strategies (e.g., guessing words from context, using prior knowledge, format and illustrations).

    • 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)
    • 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)
    • Read street interviews about plans, habits, and free time (S-7.T)

  • NNL7-8:3.6 Providing personal and technical interpretations.

Cultures and Communities

• NNL7-8:4 Students demonstrate understanding of the customs, beliefs, cultural differences, and traditions by

  • NNL7-8:4.1 Describing, comparing and contrasting products and practices in target culture and own culture (e.g., use of money, school schedules, vacations).

  • NNL7-8:4.2 Identifying and describing symbols of cultural expression. (e.g., eagle on Mexican flag; fleur de lis; rising sun).

  • NNL7-8:4.3 Recognizing acronyms and abbreviations.

• NNL7-8:5 Students demonstrate skills representative of the customs, beliefs, and traditions of another culture by

  • NNL7-8:5.1 Dramatizing, or presenting various products and practices (e.g., a meal, a celebration).

  • NNL7-8:5.2 Using authentic words and gestures in cultural games, role plays and skits, including folktales and proverbs.

  • NNL7-8:5.3 Demonstrating use of authentic cultural objects and practices related to presented materials and activities.

Connections and Comparisons

• NNL7-8:6 Students access new information through the language and culture by

  • NNL7-8:6.1 Participating in interdisciplinary activities (e.g., singing, dancing, painting, computing, creating visual art, playing musical instruments).

  • NNL7-8:6.2 Identifying for regions/countries where target language is spoken: capitals and other key cities; important geographic features, and bordering countries.

  • NNL7-8:6.3 Using target language for learning another academic discipline (e.g., converting weights and measures; researching famous people).

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

  • NNL7-8:6.4 Using technology (the World Wide Web) in the target language to research information needed in other disciplines.

  • NNL7-8:6.5 Discussing historical and present day interaction for loanwords (e.g., karaoke, rodeo).

  • NNL7-8:6.6 Discussing possible relationship between cultural perspectives and expressive products (e.g., music, visual arts, and appropriate forms of literature, etc.).

  • NNL7-8:6.7 Using reference materials in the language for academic and practical purposes.

  • NNL7-8:6.8 Greeting, introducing, asking questions of, and corresponding with native speakers.

  • NNL7-8:6.9 Experiencing and discussing literature and arts.

• NNL7-8:7 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own by

  • NNL7-8:7.1 Comparing syntax and sentence structure.

  • NNL7-8:7.2 Identifying grammatical notions of agreement (gender, number, subject, verb).

    • Select the correct present‑tense form of ser (S-2.J)
    • Basics of number and forming the plural (S-2.M)
    • Select the correct present‑tense form of regular ‑ar verbs (S-3.N)
    • Select the correct present‑tense form of estar (S-4.I)
    • Select the correct present‑tense form of ir (S-4.K)
    • Present tense of tener: recognize the correct form (S-5.N)
    • Select the correct present‑tense form of regular ‑er/‑ir verbs (S-5.P)

  • NNL7-8:7.3 Using formal and informal language in appropriate contexts.

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

  • NNL7-8:7.4 Identifying words borrowed from the target language and their meaning.

  • NNL7-8:7.5 Identifying and using root words (e.g., venir/ bienvenue).

  • NNL7-8:7.6 Demonstrating verbal and non-verbal behavior patterns.

Curiosity, Cooperation and Challenge—Approach to Learning

• NNL7-8:8 Students show understanding of how knowing another language and culture influences lifelong choices by

  • NNL7-8:8.1 Participating in authentic games, sports and activities (music, crafts) planning a trip, attending or viewing a cultural event, exploring international websites, to foster enjoyment of learning the language.

  • NNL7-8:8.2 Responding creatively to learning challenges (e.g., art, music, re-enactments, poems, etc.).

  • NNL7-8:8.3 Appreciating and accepting challenges inherent in the learning (e.g., trying multiple times, using different methods, recognizing frustration as a component of learning, being willing to accept limited communication, taking risks, recognizing ethnocentrism, participating in simulated cultural environment).

  • NNL7-8:8.4 Using a variety of strategies/techniques to address those challenges (e.g., technology, role playing, dance, art, music, media, reading and writing, categorizing, classifying, associations, roots, synonyms, antonyms).

  • NNL7-8:8.5 Applying problem solving skills (e.g., using words that are familiar, accessing prior knowledge, consulting authentic resources; communicating directly in target language).

  • NNL7-8:8.6 Taking responsibility for setting and adjusting goals for self (e.g., managing time and meeting deadlines).

• NNL7-8:9 Students employ appropriate social strategies in language learning by

  • NNL7-8:9.1 Using peers and advanced or native speakers to practice and validate language use.

  • NNL7-8:9.2 Cooperating in a group or partnership to maintain an environment of safety, confidence, mutual esteem, and support.

  • NNL7-8:9.3 Responding constructively as members of a partnership, group and audience.