Wisconsin

Communication

• A Students in Wisconsin will engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in a language other than their own.

  • Beginning (Receptive - Imitative):

    • A.1 Conversations: Students will carry on a short conversation about personal interests, including what they have done, are doing, and are planning to do

    • A.2 Questions: Students will ask and answer questions, including biographical information

      • 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)

    • A.3 Opinions: Students will state personal preferences and feelings

    • A.4 Problem-solving: Students will express personal needs

    • A.5 Comprehension: Students will ask for repetition and repeat to ensure understanding

  • Developing (Imitative - Reflective):

    • A.1 Conversations: Students will sustain a conversation including descriptions on selected topics about themselves and their state or country

    • A.2 Questions: Students will ask and answer a variety of questions, giving reasons for their answers

      • 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)

    • A.3 Opinions: Students will state personal preferences and feelings with some explanation

    • A.4 Problem-solving: Students will give possible solutions to a problem related to a personal need

    • A.5 Comprehension: Students will ask for simplification and clarification.

  • Transitioning (Reflective - Interactive):

    • A.1 Conversations: Students will discuss and defend an option on selected topics from the local to the international level

    • A.2 Questions: Students will ask and answer a variety of questions that require follow- up questions and responses for more information

    • A.3 Opinions: Students will defend personal preferences, feelings, and opinions with more complete explanation

    • A.4 Problem-solving: Students will suggest options for solving problems related to personal needs and needs of others

    • A.5 Comprehension: Students will ask for clarification and suggest alternative words to ensure understanding

  • Refining (Interactive - Initiative):

    • A.1 Conversations: Students will discuss or debate a wide variety of topics from the local to the international level, hypothesizing, convincing, persuading, and negotiating to reach a conclusion

    • A.2 Questions: Students will ask and answer a variety of questions that require elaboration and substantiation of opinions

    • A.3 Opinions: Students will defend personal preferences, feelings, and opinions with substantive arguments

    • A.4 Problem-solving: Students will discuss options and negotiate to solve a problem

    • A.5 Comprehension: Students will ask for clarification and be able to paraphrase to ensure understanding

• B Students in Wisconsin will understand and interpret a language other than their own in its written and spoken form on a variety of topics.

  • Beginning (Receptive - Imitative):

    • B.1 Listening: Students will understand spoken language on familiar topics that has strong visual support

      • Listen and fill in a form with personal information: letters and numbers (S-1.P)
      • Listen and identify the person from the description (S-2.O)
      • Listen and recognize classes and school supplies (S-3.Q)
      • Listen and match the statement to the image (S-5.R)

    • B.2 Listening: Students will comprehend simple daily conversations on familiar topics and selected, age-appropriate authentic recordings, broadcasts, and videos

    • B.3 Reading: Students will understand written materials on familiar topics that have strong visual support

      • Numbers 0‑10 (S-1.B)
      • Numbers 11‑20 (S-1.C)
      • Numbers 21‑31 (S-1.D)
      • Weather and seasons (S-1.H)
      • 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)
      • Recognize school subjects (S-3.C)
      • Recognize school supplies (S-3.E)
      • Recognize ‑ar verbs related to school (S-3.G)
      • Schedules with ordinal numbers and times (S-3.I)
      • Common adjectives (S-3.J)
      • Common ‑ar verbs (S-3.K)
      • Choose the correct form to describe an image (S-3.T)
      • Recognize things in the classroom (S-4.A)
      • Recognize places in school (S-4.C)
      • Prepositions of place (S-4.E)
      • Describe scenes from around school (S-4.Q)
      • 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)
      • Common stem-changing verbs: e to ie (S-6.L)
      • Time expressions to talk about frequency (S-6.M)
      • Acabar de + infinitive (S-6.Q)
      • 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)
      • Common stem‑changing verbs: o to ue and jugar (S-7.J)
      • Ir a + infinitive to talk about the future (S-7.O)

    • B.4 Reading: Students will comprehend the main idea of selected, short authentic written materials

    • B.5 Strategies: Students will use previous classroom experience with the language to understand its spoken and written forms

  • Developing (Imitative - Reflective):

    • B.1 Listening: Students will understand spoken language that incorporates familiar vocabulary and structures

      • Listen and choose the appropriate response to basic questions (S-1.Q)
      • Listen to people describe themselves and others (S-2.P)
      • Listen to people talk about the school day (S-3.R)
      • 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 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)
      • Listen to conversations about making plans (S-7.R)
      • Listen to people talk about sports, hobbies, and free time (S-7.S)

    • B.2 Listening: Students will comprehend the main idea and some supporting ideas of selected authentic materials including recordings, broadcasts, and videos

    • B.3 Reading: Students will understand selected written materials on topics of personal interest

      • 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)

    • B.4 Reading: Students will comprehend the main idea and some supporting ideas of selected authentic written materials

    • B.5 Strategies: In addition, students will begin to derive meaning through use of prediction, prefixes, suffixes, root words, words similar to English, contextual clues, and word order

      • 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 typical meals and foods from the Spanish‑speaking world (S-6.T)
      • Read street interviews about plans, habits, and free time (S-7.T)

  • Transitioning (Reflective - Interactive):

    • B.1 Listening: Students will understand spoken language that incorporates more advanced vocabulary and structures

    • B.2 Listening: Students will comprehend the main ideas and supporting ideas of oral presentations and selected authentic materials including videos, and radio and television broadcasts

    • B.3 Reading: Students will understand more complex written materials on a variety of topics and formats

    • B.4 Reading: Students will comprehend the main idea and key supporting ideas, and begin to make inferences in selected authentic written materials

    • B.5 Strategies: In addition, students will use the dictionary to look up words that cannot be deciphered via previously learned strategies

  • Refining (Interactive - Initiative):

    • B.1 Listening: Students will understand spoken language on a wide variety of topics

    • B.2 Listening: Students will comprehend the main idea and supporting ideas of oral presentations and authentic spoken materials

    • B.3 Reading: Students will understand written materials on a wide variety of topics and in a wide variety of formats

    • B.4 Reading: Students will comprehend the main idea and supporting ideas, and make inferences in a wide variety of authentic written materials

    • B.5 Strategies: In addition, students will analyze the author's use of language to understand a written text

• C Students in Wisconsin will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in a language other than their own.

  • Beginning (Receptive - Imitative):

    • C.1 Oral presentations: Students will dramatize student-created and/or authentic songs, short poems, skits, or dialogues

    • C.2 Speeches: Students will write and present a short narrative about themselves

    • C.3 Directions: Students will give simple commands and make requests of another person or group

    • C.4 Recounting events: Students will tell a simple story

    • C.5 Forms of writing: Students will write personal journals and/or brief messages to friends (postcard, letter, or e-mail)

  • Developing (Imitative - Reflective):

    • C.1 Oral presentations: Students will present student-created and/or authentic short plays, stories, skits, poems, and songs

    • C.2 Speeches: Students will write and deliver a short presentation about their school or community

    • C.3 Directions: Students will give simple directions to someone in order to complete a multi-step task

    • C.4 Recounting events: Students will tell a story incorporating some description and detail

    • C.5 Forms of writing: Students will write short compositions and letters

  • Transitioning (Reflective - Interactive):

    • C.1 Oral presentations: Students will present student-created works and excerpts of authentic literature

    • C.2 Speeches: Students will write and deliver a short speech on a topic of personal interest

    • C.3 Directions: Students will give a series of directions to someone, coaching the person in order to complete the task

    • C.4 Recounting events: Students will recount a story with substantive description and detail

    • C.5 Forms of writing: Students will write formal compositions and letters for a variety of purposes

  • Refining (Interactive - Initiative):

    • C.1 Oral presentations: Students will present student-created works and authentic literature

    • C.2 Speeches: Students will write and present a speech on a topic that has been researched

    • C.3 Directions: Students will give a series of detailed instructions to someone with suggestions in how best to complete the task

    • C.4 Recounting events: Students will recount a long story with a wide variety of details and descriptions

    • C.5 Forms of writing: Students will write formal compositions, research papers, and letters for a variety of purposes

Culture

• D Students in Wisconsin will demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.

  • Beginning (Receptive - Imitative):

    • D.1 Patterns of interaction: Students will observe and imitate appropriate patterns of behavior (such as greetings or gestures) used with friends and family in the cultures studied

      • 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)

    • D.2 Cultural activities: Students will participate in and learn about age-appropriate cultural activities (such as games, songs, and holiday celebrations)

    • D.3 Beliefs and attitudes: Students will identify some common beliefs and attitudes within the cultures studied such as social etiquette or the role of the family

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

    • D.4 Historical influences: Students will identify reasons for different patterns of interaction

  • Developing (Imitative - Reflective):

    • D.1 Patterns of interaction: Students will interact with respect using culturally appropriate patterns of behavior in everyday informal and social situations

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

    • D.2 Cultural activities: Students will experience cultural and social activities common to students of similar age in the target cultures (such as holiday celebrations, school life, and pastimes)

    • D.3 Beliefs and attitudes: Students will identify some common beliefs and attitudes within the cultures studied and compare them to their own beliefs and attitudes

    • D.4 Historical influences: Students will begin to be able to explain historical and philosophical reasons for different patterns of interaction

  • Transitioning (Reflective - Interactive):

    • D.1 Patterns of interaction: Students will interact with respect according to the social and cultural requirements of most social and some formal contexts

    • D.2 Cultural activities: Students will compare and contrast activities from other cultures to their own in relation to home, school, community, and nation

    • D.3 Beliefs and attitudes: Students will discuss and compare beliefs and attitudes within the cultures studied and their own in relation to home, school, community and nation

    • D.4 Historical influences: Students will exhibit broader and deeper knowledge of historical and philosophical backgrounds that explain patterns of interaction

  • Refining (Interactive - Initiative):

    • D.1 Patterns of interaction: Students will interact in a variety of cultural contexts (formal/informal, social/work) with sensitivity and respect

    • D.2 Cultural activities: Students will examine the role and importance of various social activities within the cultures studied (such as religious celebrations, historical events, rites of passage)

    • D.3 Beliefs and attitudes: Students will explain how beliefs, perspectives, and attitudes affect the target countries' position on global issues

    • D.4 Historical influences: Students can discuss historical and philosophical backgrounds that have influenced a culture's patterns of interaction

• E Students in Wisconsin will demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.

  • Beginning (Receptive - Imitative):

    • E.1 Objects and symbols: Students will identify objects and symbols, such as flags or currency, that are used day-to-day and represent other cultures

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

    • E.2 Contributions: Students will identify some major contributions and historical figures from the cultures studied that are significant in the target culture

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

    • E.3 Mutual influences: Students will identify some historical and contemporary influences from other cultures that are significant in their own culture such as explorers and settlers, music, and sports

    • E.4 Geography: Students will identify countries, regions, and geographic features where the target language is spoken

      • 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)

  • Developing (Imitative - Reflective):

    • E.1 Objects and symbols: Students will compare objects and symbols, such as flags or currency, from other cultures to those found in their own culture

    • E.2 Contributions: Students will identify major contributions and historical figures from the culture studied that are significant in the target cultures

    • E.3 Mutual influences: Students will identify some historical and contemporary influences from other cultures that impact today's society such as the democratic form of government and environmental concerns

    • E.4 Geography: Students will explain the impact of the target country's geography on daily life

  • Transitioning (Reflective - Interactive):

    • E.1 Objects and symbols: Students will research the historic background of objects and symbols and how they came to represent certain cultures

    • E.2 Contributions: Students will examine the role and significance of the contributions of other cultures in today's world

    • E.3 Mutual influences: Students will discuss how historical and contemporary influences from other cultures shape people's views of the world and their own attitudes toward issues facing the world

    • E.4 Geography: Students will explain the impact of the target country's geography on the people's beliefs, perspectives, and attitudes

  • Refining (Interactive - Initiative):

    • E.1 Objects and symbols: Students will connect objects and symbols of other cultures to the underlying beliefs and perspectives

    • E.2 Contributions: Students will examine the role and significance of other cultures on the target culture

    • E.3 Mutual influences: Students will explain the impact of a culture's views on what is happening and could happen in the world today

    • E.4 Geography: Students will evaluate the target country's geography with respect to the impact on politics, economics, and history

Connections

• F Students in Wisconsin will reinforce and further their knowledge of other disciplines through a language other than English.

  • F.1 Speaking and writing: Students will use topics and skills from other school subjects to discuss and/or write in the language studied

  • F.2 Reading and listening: Students will read material, listen to and/or watch programs in the language studies on topics from other classes

  • F.3 Accessing resources: Students will access resources in the language studied on topics being discussed or researched in other classes

• G Students in Wisconsin will acquire information and recognize the distinctive viewpoints that are available only through a language and its cultures.

  • G.1 Popular media: Students will read, view, listen to, and talk about subjects contained in popular media from other countries in order to gain a perspective on other cultures

  • G.2 Accessing resources: Students will access information in the language studied in order to gain greater insight about other cultures and/or their own

Comparisons

• H Students in Wisconsin will demonstrate understanding of the nature of language through comparisons of the language studied and their own.

  • H.1 Structures: Students will identify cognates (words similar to English), word roots, prefixes, suffixes, and sentence structure to derive meaning

    • Read about famous people from the Spanish‑speaking world (S-2.Q)
    • Sentence structure in affirmative and negative sentences (S-3.P)
    • 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)

  • H.2 Idioms: Students will identify expressions that cannot be translated word for word in order to derive meaning

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

  • H.3 Translation: Students will identify words and expressions that have no equivalent in another language

  • H.4 Cultural characteristics: Students will identify cultural characteristics of language such as formalities, levels of politeness, informal and formal language

    • Greeting people and saying goodbye (S-1.M)
    • How are you doing? (S-1.N)
    • Introductions (S-1.O)
    • Informal and formal language: tú and usted (S-2.H)

  • H.5 Phonetics: Students will compare the sound-symbol association of English to that of the language studied

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

• I Students in Wisconsin will demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

  • I.1 Cultural variations: Students will discuss the meaning of perspectives, products, and practices in different cultures

  • I.2 Comparisons: Students will compare the form, meaning, and importance of certain perspectives, products, and practices in different cultures

  • I.3 Characteristics of culture: Students will understand the concept of culture as they compare other cultures to their own

Communities

• J Students in Wisconsin will use the language both within and beyond the school setting.

  • J.1 Service: Students will provide service to their school and community through such activities as tutoring, teaching, translating, interpreting, and assisting speakers of other languages

  • J.2 Outreach: Students will participate in activities where the ability to communicate in a second language may be beneficial, including business internships, exchange programs, and sister city projects

  • J.3 Communication: Students will exchange information with people locally and around the world through avenues such as penpals, e-mail, videos, speeches, and publications

• K Students in Wisconsin will show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

  • K.1 Media: Students will use various media in the language studied for study, work, or pleasure

  • K.2 Careers: Students will investigate careers where skills in another language and/or cross-cultural understanding are needed

  • K.3 Understanding: Students will deepen their understanding of other cultures through various avenues; such as cuisine, sports, theatre, dance, and art

  • K.4 Further learning: Students will look for opportunities to learn more about languages and cultures

  • K.5 Intercultural Experiences: Students will travel to communities where the language studied is spoken and/or host someone from a country where the language studied is spoken