Big Ideas
Big Ideas
Listening and viewing with intent helps us acquire a new language.
Reciprocal
involving back-and-forth participation
communication is possible using high-frequency words and patterns.
Stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
help us to acquire language and understand the world by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Creative works
represent the experience of the people from whose culture they are drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture)
are an expression of language and culture.
Acquiring a new language and learning about another culture deepens our understanding of our own language and culture.
Content
Learning Standards
Content
Spanish letter patterns
letter patterns that have consistent pronunciations (e.g., -ía, n, -mente, -ción, ll, rr)
gender and number
masculine/feminine and singular/plural (e.g., el, la/los, las)
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about local celebrations, traditions, and protocols
, identity Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. A sense of place can be influenced by territory, food, clothing, and creative works.
common, high-frequency vocabulary, sentence structures, and expressions, including:
- types of questionse.g., ¿Tienes un lápiz?, ¿Vamos al cine?, ¿Te gusta ese libro?
- descriptions of people, objects, and locations
- instructions and comparisonse.g., using expressions such as más...que; tan...como; menos que...
- sequence of eventsusing words that indicate sequence (e.g., primero, después)
- personal interests, needs, and opinions
past, present and future time frames
- Sentences change according to when events occur.
- A change in time frame requires a change in wording.
- Express past, present, and future time frames for common verbs in context (e.g., Tengo una pregunta ahora; Voy a estudiar mucho esta noche).
elements of common texts
e.g., format (letter versus email message), language, context, audience, register (informal versus formal), purpose
common elements of stories
e.g., place, characters, setting, plot, problem and resolution
cultural practices
activities, celebrations, clothing, dance, festivals, food, history, architecture, music, protocol, rituals, traditions, holidays, and events (e.g., la Navidad, la Quinceañera, el Santo), daily practices such as mealtimes, and idiomatic use of language
in various Hispanic regions
Hispanic works of art
e.g., creative works in dance, drama, music, visual arts, with consideration for the ethics of cultural appropriation and plagiarism
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communication
Recognize the relationships between pronunciation, letters, punctuation, common intonation patterns
e.g., differentiate between a statement and a question
, and meaning
Comprehend key information and supporting details in slow, clear speech and other texts
“Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, internet-based media, advertisements).
Use language-learning strategies
e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
to increase understanding
Interpret non-verbal cues
e.g., gestures, facial expressions, pictures, props
to increase understanding
Respond to questions, simple commands, and instructions
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities
Seek clarification
Request or provide repetition, word substitution, reformulation, or reiteration (e.g., ¡No comprendo!; ¡Repita, por favor!; ¿Qué significa…?; ¿Cómo se dice …?; ¿Cómo se escribe…?).
of meaning using common statements and questions
Personal and social awareness
Identify and compare linguistic and cultural information about Hispanic communities around the world
Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Describe similarities and differences
e.g., compare the purpose of activities, celebrations, holidays, practices, and traditions
between their own cultural practices and traditions and those of Hispanic communities
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge