Vermont

Communication

• NNL9-10:1 Students show skill development in interpersonal communication by

  • NNL9-10:1.1 Participating in conversations, improvised dialogues, interviews, etc.

  • NNL9-10:1.2 Asking clarifying questions.

  • NNL9-10:1.3 Expressing self on various topics using a variety of transitions, sentence structures and time frames.

  • NNL9-10:1.4 Describing and comparing self with others, using details.

  • NNL9-10:1.5 Creating oral and written texts, using familiar vocabulary, oral and written texts to obtain information or reply to requests, (e.g., emails, personal letters, telephone messages, invitations, and cards).

• NNL9-10:2 Students show skill development in presentational communication by

  • NNL9-10:2.1 Performing short skits, plays, recitations.

  • NNL9-10:2.2 Narrating, with some precision, events and stories using a variety of structures and details.

  • NNL9-10:2.3 Using a greater number of characters.

  • NNL9-10:2.4 Creating a variety of presentations (e.g., a short report, journal entry, letter) using a variety of structures, and details.

  • NNL9-10:2.5 Applying writing and speaking strategies.

• NNL9-10:3 Students show skill development in interpretive communication by

  • NNL9-10:3.1 Recognizing more sound/symbol/meaning relationships.

  • NNL9-10:3.2 Answering and generating questions and making detailed responses and statements about presented material.

  • NNL9-10:3.3 Giving simple personal reactions to events, actions, attitudes, situations.

  • NNL9-10:3.4 Applying reading strategies for comprehension of the main idea (e.g., guessing words from context, using prior knowledge, using format and illustrations, scanning and skimming).

  • NNL9-10:3.5 Analyzing presented material on various topics by ranking, giving a personal response, categorizing, identifying causes and effects.

Cultures and Communities

• NNL9-10:4 Students demonstrate understanding of the customs, beliefs, cultural differences, and traditions by

  • NNL9-10:4.1 Comparing and contrasting products and practices in target culture and own culture by asking and answering questions (e.g., dating, family relationships, special foods).

  • NNL9-10:4.2 Identifying and describing the meaning (aspects) of cultural practices and symbols of cultural expression (e.g., education, weddings, mourning).

  • NNL9-10:4.3 Recognizing and using acronyms and abbreviations.

• NNL9-10:5 Students demonstrate skills representative of the customs, beliefs, and traditions of another culture by

  • NNL9-10:5.1 Identifying aspects of culture in different media (e.g., TV, films, advertisements ,literature, songs).

  • NNL9-10:5.2 Using authentic words and gestures in cultural games, role plays and skits, including folktales and proverbs.

  • NNL9-10:5.3 Raising questions and obtaining information about difference and various aspects of the culture.

Connections and Comparisons

• NNL9-10:6 Students access new information through the language and culture by

  • NNL9-10:6.1 Participating in interdisciplinary activities (e.g., Singing, dancing, painting, counting, creating visual art, playing musical instruments).

  • NNL9-10:6.2 Identifying the historical reasons for the variety of counties of the target language (e.g., colonization, wars of independence).

  • NNL9-10:6.3 Using target language for learning another academic discipline (e.g., completing a research project on an individual country or historical figure).

  • NNL9-10:6.4 Using technology (the World Wide Web) in the target language to research information needed in other disciplines.

  • NNL9-10:6.5 Discussing possible relationship between cultural perspectives and expressive products (e.g., music, visual arts, and appropriate forms of literature, etc.).

  • NNL9-10:6.6 Researching using the Web, resource materials and original sources in the language or from native informants.

  • NNL9-10:6.7 Engaging in a short conversation or correspondence about an assigned topic with a native or fluent speaker.

  • NNL9-10:6.8 Discussing literature and art works from a variety of viewpoints (e.g., historical, aesthetic, cultural, technical, political).

• NNL9-10:7 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own by

  • NNL9-10:7.1 Comparing different ranges of meaning in the two languages (e.g., temporal differences, idioms).

    • Weather and seasons (S-1.H)
    • Acabar de + infinitive (S-6.Q)
    • Select the use of tener or tener que (S-7.P)

  • NNL9-10:7.2 Using correctly grammatical notions of agreement (gender, number, subject, verb).

    • Basics of gender and noun‑adjective agreement: singular forms (S-2.L)
    • Categorize words based on gender and number (S-2.N)
    • Gender and number agreement: articles, adjectives, and nouns (S-3.M)
    • Use ‑ar verbs in conversations about classes and school supplies (S-3.U)
    • The prepositions a and de and the contractions al and del (S-4.M)
    • 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)

  • NNL9-10:7.3 Identifying different forms of language (dialect, slang, informal expressions).

  • NNL9-10:7.4 Identifying characteristics of cognates (common root or affixes), (e.g., -ity words in English are -itée, in French or -idad, in Spanish; -itä t in German).

  • NNL9-10:7.5 Comparing and contrasting verbal and non-verbal behavior patterns.

Curiosity, Cooperation and Challenge—Approach to Learning

• NNL9-10:8 Students show understanding of how knowing another language and culture influences lifelong choices by

  • NNL9-10:8.1 Participating in authentic activities (e.g., music, crafts, reading comics, magazines, shopping), attending or viewing a cultural event, exploring international websites, communicating with individual(s) from target culture, to foster enjoyment of learning the language.

  • NNL9-10:8.2 Responding creatively to learning challenges (e.g., art, music, re-enactments, poems, etc.).

  • NNL9-10:8.3 Appreciating and accepting challenges inherent in the learning, (e.g. trying multiple times, using different methods, recognizing frustration as a component of learning, persevering when not understood or understanding taking risks, examining ethnocentrism).

  • NNL9-10:8.4 Using a variety of strategies/techniques to address those challenges (e.g., using technology, reading and writing, categorizing, classifying, observing associations, roots, synonyms, antonyms).

  • NNL9-10:8.5 Applying problem solving skills (e.g., using words that are familiar, accessing prior knowledge, consulting authentic resources; communicating directly in target langu age).

  • NNL9-10:8.6 Taking responsibility for setting and adjusting goals for self (e.g., managing time, meeting deadlines, prioritizing responsibilities).

• NNL9-10:9 Students employ appropriate social strategies in language learning by

  • NNL9-10:9.1 Using peers and advanced or native speakers to practice and validate language use.

  • NNL9-10:9.2 Cooperating in a group or partnership to maintain an environment of safety, confidence, mutual esteem, and support.

  • NNL9-10:9.3 Responding and collaborating constructively as members of a partnership, group and audience.