West Virginia

FL.S.LI.1 Communication

• FL.O.LI.1.01 greet and make introductions and farewells; exchange courtesies in various social settings.

  • 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)

• FL.O.LI.1.02 give basic information about familiar topics (e.g., personal needs, feelings, likes and dislikes, biographical information).

  • How are you doing? (S-1.N)
  • What's happening at school? (S-4.R)
  • Write sentences about yourself, your family, or people you know (S-5.V)
  • Recognize the correct form of gustar + infinitive (S-7.L)
  • Provide the correct form of gustar + infinitive (S-7.M)
  • Respond to plans and invitations by giving reasons and excuses (S-7.U)
  • Write sentences that are true for you about sports, hobbies, and free time (S-7.V)

• FL.O.LI.1.03 give and follow directions, instructions and commands within the scope of the classroom.

• FL.O.LI.1.04 communicate need for repetition to ensure understanding.

• FL.O.LI.1.05 ask and answer questions in highly predictable settings using basic vocabulary on familiar topics.

  • 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)

• FL.O.LI.1.06 understand and follow simple spoken and written directions, instructions and commands using level-appropriate vocabulary.

• FL.O.LI.1.07 derive the main ideas of short conversations/ dialogues and narratives on familiar topics.

  • What is the conversation about? (S-1.R)
  • Read about families from the Spanish‑speaking world (S-5.T)
  • Listen to conversations about making plans (S-7.R)

• FL.O.LI.1.08 recognize and make sense of short, oral and written, level-appropriate language segments supported by strong contextual and/or visual prompts.

  • Weather and seasons (S-1.H)
  • 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)
  • Common adjectives (S-3.J)
  • Listen and recognize classes and school supplies (S-3.Q)
  • Listen and match the statement to the image (S-5.R)
  • Time expressions to talk about frequency (S-6.M)
  • Time expressions to talk about the present and the future (S-7.K)

• FL.O.LI.1.09 view, listen to and respond to culturally relevant sources (e.g., recognizing people, objects, places, actions and ideas).

  • Listen to people describe themselves and others (S-2.P)
  • Read about famous people from the Spanish‑speaking world (S-2.Q)
  • Listen to people talk about the school day (S-3.R)
  • Read materials related to school and student life (S-3.S)
  • Listen to people talk about their school and everything in it (S-4.O)
  • Read about schools and education in the Spanish‑speaking world (S-4.P)
  • Listen to people talk about their families (S-5.S)
  • Listen to people talk about their favorite foods and drinks (S-6.S)
  • Read about typical meals and foods from the Spanish‑speaking world (S-6.T)
  • Listen to people talk about sports, hobbies, and free time (S-7.S)
  • Read street interviews about plans, habits, and free time (S-7.T)

• FL.O.LI.1.10 imitate comprehensible intonation and pronunciation.

• FL.O.LI.1.11 present excerpts from the target language (e.g. songs, poems, proverbs, idioms, mottoes, tongue-twisters, TPR storytelling).

• FL.O.LI.1.12 prepare and present short, personal spoken and written communications (e.g., postcards, emails, introductions, skits, inventories of familiar words or phrases).

• FL.O.LI.1.13 state the main ideas of oral and written texts.

FL.S.LI.2 Culture

• FL.O.LI.2.01 identify common beliefs and attitudes of the target culture(s) (e.g., role of the family, religion).

• FL.O.LI.2.02 recognize and describe common generalizations that one culture makes about another.

• FL.O.LI.2.03 identify and discuss social, geographical and historical factors influencing cultural practices.

• FL.O.LI.2.04 recognize and imitate appropriate behaviors typically used with friends and family in the target culture(s) (e.g., greetings, gestures).

  • 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)

• FL.O.LI.2.05 identify practices among same-language cultures.

  • 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)

• FL.O.LI.2.06 identify, describe and/or participate, when possible, in age-appropriate cultural activities (e.g., games, songs, holiday celebrations, concerts). This objective is ongoing throughout all levels of language study. It is addressed in more detail under the Communities standard.

• FL.O.LI.2.07 identify objects, images, products and symbols commonly associated with the target culture(s) (e.g., flags, foods, monuments).

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

• FL.O.LI.2.08 give examples of major contributions (e.g., artistic, scientific, historical, social and philosophical) of the target culture(s).

• FL.O.LI.2.09 identify commonly recognized historical and contemporary figures of the target culture.

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

FL.S.LI.3 Connections

• FL.O.LI.3.01 identify interdisciplinary concepts and skills to establish connections between the target language and other subject areas.

  • 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)

• FL.O.LI.3.02 identify the cross-cultural relevance of common customs and traditions (e.g., holidays, saints' days, birthdays).

• FL.O.LI.3.03 identify perspectives from appropriate authentic sources (e.g., popular media—TV programs, pictorial magazines, news web sites, musical presentations, advertisements).

• FL.O.LI.3.04 recognize connections between the native and target languages (e.g., cognates, derivatives, loan words, formal versus informal address, non-verbal communications).

  • 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)

FL.S.LI.4 Comparisons

• FL.O.LI.4.01 compare and contrast the sound-symbol association of English to that of the target language.

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

• FL.O.LI.4.02 identify basic linguistic elements (e.g., cognates, word roots) common to English and the target language in order to derive meaning.

  • 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)

• FL.O.LI.4.03 recognize that English and the target language are comprised of words and expressions which denote different registers of language (e.g., formalities, colloquialisms, idiomatic expressions, slang).

  • How are you doing? (S-1.N)
  • Introductions (S-1.O)
  • What is the conversation about? (S-1.R)
  • Subject pronouns (S-2.G)
  • Informal and formal language: tú and usted (S-2.H)

• FL.O.LI.4.04 identify similarities and differences in sentence structure (e.g., parts of speech, word order) common to English and the target language.

  • 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)
  • The prepositions a and de and the contractions al and del (S-4.M)
  • Cognates and parts of speech (S-5.J)
  • Select the correct possessive adjective (S-5.L)
  • Provide the correct possessive adjective (S-5.M)
  • Recognize the correct form of gustar + infinitive (S-7.L)
  • Provide the correct form of gustar + infinitive (S-7.M)

• FL.O.LI.4.05 recognize and discuss commonalities in perspectives, practices and contributions which apply to daily activities found in native and target cultures.

  • 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)

FL.S.LI.5 Communities

• FL.O.LI.5.01 locate linguistic and/or cultural opportunities related to the target language in the local and/or global community.

• FL.O.LI.5.02 recognize the potential benefits for personal growth, enrichment, enjoyment and career opportunities that result from study of the target language.

• FL.O.LI.5.03 identify opportunities for personal use of the target language within and beyond the school setting (e.g., school language clubs, in-school announcements in target language, National Foreign Language Week, International Education Week).