| Curricular Competency |
Share information using the presentation format best suited to their own and others’ diverse abilities |
Spanish 6 |
Thinking and communicating |
| Keyword: presentation format |
Elaboration: e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media |
|
| Curricular Competency |
Seek clarification of meaning using common statements and questions |
Spanish 6 |
Thinking and communicating |
| Keyword: Seek clarification |
Elaboration: Request or provide repetition, word substitution, reformulation, or reiteration (e.g., ¡No comprendo!; ¡Repita, por favor!; ¿Cómo se dice?). |
|
| Curricular Competency |
Exchange ideas and information, both orally and in writing |
Spanish 6 |
Thinking and communicating |
| 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 6 |
Thinking and communicating |
|
| Curricular Competency |
Interpret non-verbal cues to increase understanding |
Spanish 6 |
Thinking and communicating |
| Keyword: non-verbal cues |
Elaboration: e.g., gestures, facial expressions, pictures, props |
|
| Curricular Competency |
Use language-learning strategies |
Spanish 6 |
Thinking and communicating |
| 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 high-frequency words and patterns in slow, clear speech and other simple texts |
Spanish 6 |
Thinking and communicating |
|
| Curricular Competency |
Comprehend stories |
Spanish 6 |
Thinking and communicating |
|
| Curricular Competency |
Identify key information in slow, clear speech and other texts |
Spanish 6 |
Thinking and communicating |
| Keyword: key information |
Elaboration: answers to questions such as ¿Cómo?, ¿Cuál?, ¿Dónde?, ¿Por qué?, ¿Cuándo?, ¿Qué?, ¿Quién? |
| 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 role of intonation, tone of voice, and meaning |
Spanish 6 |
Thinking and communicating |
| Keyword: intonation, tone of voice |
Elaboration: For example:differentiate between a statement and a questionrecognize the emotion of the speaker and how it relates to his or her message |
|
| Curricular Competency |
Recognize the relationships between pronunciation, letter patterns, punctuation, and meaning |
Spanish 6 |
Thinking and communicating |
| Keyword: pronunciation, letter patterns |
Elaboration: e.g., a, e, i, o, u, murciélago, invitación |
|
| Big Ideas |
Acquiring a new language provides a unique opportunity to access and interact with diverse communities. |
Punjabi 10 |
No CCG |
|
| Big Ideas |
Cultural expression can take many different forms. |
Punjabi 10 |
No CCG |
| Keyword: Cultural expression |
Elaboration: represents the experience of the people from whose culture it is drawn; for example, celebrations, customs, folklore, language use, traditions, and creative works (e.g., books, paintings, pictures, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture) |
|
| Big Ideas |
Expressing ourselves and engaging in conversation in a new language require courage, risk taking, and perseverance. |
Punjabi 10 |
No CCG |
|
| Big Ideas |
Stories give us unique ways to understand and reflect on meaning. |
Punjabi 10 |
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. |
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