| Content |
First Peoples perspectives connecting language and culture, including oral histories, identity, and place |
Spanish 5 |
No CCG |
| Keyword: oral histories |
Elaboration: e.g., conversations with an Elder about local celebrations, traditions, and protocols |
| Keyword: identity |
Elaboration: Identity is influenced by, for example, traditions, protocols, celebrations, and festivals. |
| Keyword: place |
Elaboration: Place is any environment, locality, or context in 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. |
|
| Content |
gender and number |
Spanish 5 |
No CCG |
| Keyword: gender and number |
Elaboration: masculine/feminine and singular/plural (e.g., el, la/los, las) |
|
| Content |
Spanish phonemes |
Spanish 5 |
No CCG |
| Keyword: phonemes |
Elaboration: individual speech sounds (e.g., ñ, rr, ll, ch, silent h) |
|
| Curricular Competency |
Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge |
Spanish 5 |
Personal and social awareness |
| Keyword: ways of knowing |
Elaboration: e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive |
|
| Curricular Competency |
Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens |
Spanish 5 |
Personal and social awareness |
| Keyword: cultural lens |
Elaboration: e.g., values, practices, traditions, perceptions |
|
| Curricular Competency |
Share information using the presentation format best suited to their own and others’ diverse abilities |
Spanish 5 |
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 |
Spanish 5 |
Thinking and communicating |
| Keyword: Seek clarification |
Elaboration: Request or provide repetition, word substitution, reformulation, or reiteration (e.g., no entiendo, no comprendo, no sé). |
|
| Curricular Competency |
Participate in simple interactions |
Spanish 5 |
Thinking and communicating |
|
| Curricular Competency |
Respond to simple commands and instructions |
Spanish 5 |
Thinking and communicating |
|
| Curricular Competency |
Interpret non-verbal cues to increase understanding |
Spanish 5 |
Thinking and communicating |
|
| Curricular Competency |
Use language-learning strategies |
Spanish 5 |
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 simple stories |
Spanish 5 |
Thinking and communicating |
|
| Curricular Competency |
Comprehend high-frequency vocabulary and identify key information in slow, clear speech and other texts |
Spanish 5 |
Thinking and communicating |
| 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, including common intonation patterns, and meaning |
Spanish 5 |
Thinking and communicating |
| 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. |
Spanish 8 |
No CCG |
|