| Curricular Competency |
Identify and compare linguistic and cultural information about Hispanic communities around the world |
Spanish Entry 9 |
Personal and social awareness |
|
| Curricular Competency |
Seek clarification of meaning using common statements and questions |
Spanish Entry 9 |
Thinking and communication |
| Keyword: Seek clarification |
Elaboration: Request or provide repetition, word substitution, reformulation, or reiteration (e.g., ¡No comprendo!; ¡Repita, por favor!; ¿Qué significa…?; ¿Cómo se dice …?; ¿Cómo se escribe…?). |
|
| Curricular Competency |
Share information using the presentation format best suited to their own and others’ diverse abilities |
Spanish Entry 9 |
Thinking and communication |
| Keyword: presentation format |
Elaboration: e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media |
|
| Curricular Competency |
Exchange ideas and information, both orally and in writing |
Spanish Entry 9 |
Thinking and communication |
| Keyword: Exchange ideas |
Elaboration: with peers, teachers, and members of the wider community; can include virtual/online conversations |
|
| Curricular Competency |
Respond to questions, simple commands, and instructions |
Spanish Entry 9 |
Thinking and communication |
|
| Curricular Competency |
Interpret non-verbal cues to increase understanding |
Spanish Entry 9 |
Thinking and communication |
| Keyword: non-verbal cues |
Elaboration: e.g., gestures, facial expressions, pictures, props |
|
| Curricular Competency |
Use language-learning strategies to increase understanding |
Spanish Entry 9 |
Thinking and communication |
| Keyword: language-learning strategies |
Elaboration: e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates |
|
| Curricular Competency |
Comprehend key information and supporting details in slow, clear speech and other texts |
Spanish Entry 9 |
Thinking and communication |
| Keyword: texts |
Elaboration: “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). |
|
| Curricular Competency |
Recognize the relationships between pronunciation, letters, punctuation, common intonation patterns, and meaning |
Spanish Entry 9 |
Thinking and communication |
| Keyword: common intonation patterns |
Elaboration: e.g., differentiate between a statement and a question |
|
| Big Ideas |
Acquiring a new language and learning about another culture deepens our understanding of our own language and culture. |
Korean 8 |
No CCG |
|
| Big Ideas |
Creative works are an expression of language and culture. |
Korean 8 |
No CCG |
| Keyword: Creative works |
Elaboration: representing the experience of the people from whose culture they are drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture) |
|
| Big Ideas |
We can share our experiences and perspectives through stories. |
Korean 8 |
No CCG |
| Keyword: stories |
Elaboration: 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. |
|
| Big Ideas |
With increased fluency, we can participate actively in reciprocal interactions. |
Korean 8 |
No CCG |
| Keyword: reciprocal |
Elaboration: involving back-and-forth participation |
|
| Big Ideas |
We can express ourselves and talk about the world around us in a new language. |
Korean 8 |
No CCG |
|
| Big Ideas |
Listening and viewing with intent supports our acquisition and understanding of a new language. |
Korean 8 |
No CCG |
|