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SPANISH
AS A SECOND LANGUAGE STANDARDS OF CONTENT AND PERFORMANCE EXPECTATIONS AND PERSPECTIVESFirst and Second Grades |
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CONTENT
STANDARDS
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PERFORMANCE
EXPECTATIONS AND PERSPECTIVES
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BEGINNING
LEVEL
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INTERMEDIATE
LEVEL
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LOW
ADVANCED LEVEL
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HIGH
ADVANCED LEVEL
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| 1. . To use the Spanish oral language as a system of communication to express needs, ideas and emotions. | 1.1
To, clearly, articulate vocabulary introduced in classroom activities.
1.2 To, correctly, address teachers and classmates. 1.3 To use greetings and gratitude expressions according to the courtesy norms. 1.4 To identify sections of the school and school personnel. 1.5 To identify school subjects in Spanish. 1.6 To show comprehension by following instructions. 1.7 To repeat rhymes tongue twisters, poems and songs. |
1.1
To, clearly, articulate vocabulary introduced in classroom activities.
1.2 To correctly address teachers and classmates. 1.3 To, clearly, articulate sentences, words and syllables. 1.4 To show comprehension by following instructions. 1.5 To use greetings and gratitude expressions according to the courtesy norms. 1.6 To orally repeat rhymes tongue twisters, poems and songs. 1.7 To orally express ideas, feelings, emotions and opinions. |
1.1
To, clearly, articulate sentences, words and syllables.
1.2 To show comprehension by following instructions. 1.3 To ask simple questions. 1.4 To respond questions with precision. 1.5 To use greetings and gratitude expressions according to the courtesy norms. 1.6 To repeat rhymes, tongue twisters, poems and songs. 1.7 To orally express ideas, feelings, emotions and opinions. 1.8 To tell short stories, personal anecdotes and fables. |
1.1
To, clearly, articulate sentences, words and syllables.
1.2 To respond questions with precision. 1.3 To resort to communication to solve problem or to satisfy emotional needs. 1.4 To voluntarily participate in dialogue and conversation. 1.5 To tell short stories, personal anecdotes and fables. 1.6 To use greetings and gratitude expressions according to the courtesy norms. 1.7 To describe physical characteristics of other persons, animals and objects using the appropriate terms and sentence order. |
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2. To Identify the non verbal language characteristics and their relationship with drama activities and to use sign language as an auxiliary to communication.
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2.1 To use mime to show vocabulary comprehension. 2.2 To, voluntarily, participate in role play. 2.3 To use facial gestures and corporal movements to express emotions. 2.4 To participate in games, activities and songs using familiar vocabulary. |
2.2 To differentiate oral language from mime. 2.3 To use facial gestures and corporal movements to express emotions. 2.1 To, voluntarily, participate in role play. 2.2 To participate in games, activities and songs using familiar vocabulary.
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2.2 To use facial gestures and corporal movements to express emotions. 2.3 To, voluntarily, participate in role play. 2.4 To participate in games, activities and songs using familiar vocabulary. 2.5 To, spontaneously, represent familiar situations combining verbal, non verbal and corporal language.
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2.2 To use facial gestures an corporal movements to express emotions. 2.3 To interpret traffic signs. 2.4 To identify iconic language. 2.5 To participate in games, activities and songs using familiar vocabulary. 2.6 To, spontaneously, represent familiar situations combining verbal, non verbal and corporal language.
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3. To identify and to practice the role of the audience or receptor of messages in the realm of communication. |
3.1 To understand and to distinguish variations in intonation. 3.2 To listen to and to understand conversations on familiar topics. 3.3 To, voluntarily, participate in conversations. 3.4 To follow simple directions. |
3.1 To understand and to distinguish variations in intonation. 3.2 To listen to and to understand conversations on familiar topics. 3.3 To, voluntarily, participate in conversations. 3.4 To follow simple directions.
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3.1 To follow directions with two or more events. 3.1 To identify the sender and the receiver in a communication circuit. 3.2 To identify the characteristics of a dialogue.
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3.1 To identify the sender and the receiver in a communication circuit. 3.2 To follow directions with two or more events. 3.3 To identify the characteristics of a dialogue. 3.4 To send oral messages using the language known by the receiver. |
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4. To use reading in Spanish habitually for recreation, to obtain information and to enrich knowledge and experiences.
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4.1 To understand sentence structure and vocabulary. 4.2 To recognize written words about familiar topics.
4.4 To interpret simple images. 4.5 To read words that name objects in the surrounding environment. 4.6 To read simple sentences that use familiar words. 4.7 To read familiar words in new contexts. 4.8 To read short
stories. |
4.1 To interpret natural ad conventional signs. 4.2 To interpret simple images. 4.3 To interpret graphic instructions (simple and specific). 4.4. To name classroom objects and school supplies. 4.5. To recognize written words about familiar topics. 4.6. To read words that name objects in the surrounding environment. 4.7 To name the different parts of a book. 4.8 To read short
stories. |
4.1 To relate images
and texts. 4.3 To establish the relationship between onomatopoeic words and their graphic representation. 4.4 To interpret simple images. 4.5 To name classroom objects and school supplies. 4.6 To alphabetically organize words. 4.7 To read groups of words with different meanings. 4.8 To read words that name objects in the surrounding environment. 4.9 To read short stories. |
4.1 To write onomatopoeic words. 4.2 To read groups of words with different meanings.
4.4 To read, out loud, short poems articulating the words clearly. 4.5 To read words that name objects in the surrounding environment. 4.6 To use the reading of different texts to carry out different activities. (creative games, dramatizations, role playing, among others.) 4.7 To establish differences between poems and prose. 4.8 To read short stories |
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5. To use Spanish word pronunciation and accentuation patterns.
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5.1 To recognize the written form of the vowels. 5.2 To recognize the written form of the consonants. 5.3 To read teacher and classmates' names. 5.4 To associate pictures of objects with written names. 5.5 To associate numerals with their written forms. 5.6 To associate vocabulary with visuals and with words. 5.7 To identify
the stressed syllable in a word. |
5.1 To recognize the sounds of letters of the alphabet. 5.2 To associate numerals with their written forms. 5.3 To associate vocabulary with visuals and with words. 5.4 Through the reading of short texts, to correctly pronounce words containing direct, inverse, round and complex syllables. 5.5 To identify the stressed syllable in a word.
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5.1 To identify the stressed syllable in a word. 5.2 Through the reading of short texts, to identify special phonemes and letter blends in Spanish (bl, br, pl, pr, cl, cr, fl, fr, tl, tr, dl, dr, gl, gr, ge, gi, güe, güi, que, qui, ch, ñ, ll, rr) 5.3 To write words and simple sentences using capital letters at the beginning and period at the end.
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5.1 Through the reading of short texts, to identify special phonemes and letter blends in Spanish (bl, br, pl, pr, cl, cr, fl, fr, tl, tr, dl, dr, gl, gr, ge, gi, güe, güi, que, qui, ch, ñ, ll, rr) 5.2 To write words and simple sentences using capital letters at the beginning and a period at the end. 5.3 To write short paragraphs watching punctuation and spelling rules.
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6. To form simple
sentences to |
6.1 To ask and answer routine questions spontaneously. 6.2 To use new and familiar vocabulary to answer questions. 6.3 To form simple sentences using new vocabulary. 6.4 To express greetings and farewells spontaneously. 6.5 To use adjectives with previously learned vocabulary. 6.6 To identify sentences in short paragraphs.
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6.1 To ask and answer, spontaneously, routine questions. 6.2 To form simple sentences using new vocabulary. 6.3 To use adjectives with previously learned vocabulary. 6.4 To express, spontaneously, greetings and farewells. 6.5 To identify the sentence as a thought unit. 6.6 To identify sentences in short paragraphs. 6.7 To write simple and coherent sentences, beginning with capital letter and ending with a period.
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6.1 To identify the sentence as a thought unit. 6.2 To identify sentences in short paragraphs. 6.3 To write simple and coherent sentences, beginning with capital letter and ending with a period. 6.4 To order words to form sentences with coherent messages. 6.5 To identify the sentence that expresses the main idea in a paragraph.
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6.1 To identify sentences in short paragraphs. 6.2 To write simple and coherent sentences, beginning with capital letter and ending with a period. 6.3 To order words to form sentences with coherent messages. 6.4 To transmit messages using, orally and in written form, coherent sentences. 6.5 To identify the sentence that expresses de main idea in a paragraph. |
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7. To identify the
Spanish word
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7.1 To listen to and to discriminate the sound of vowels. 7.2 To listen to and to discriminate the sounds of consonants. 7.3 To form simple sentences using new vocabulary. 7.4 To state vowel and consonant sounds in response to written forms. 7.5 To read consonant - vowel combinations. 7.6 To write simple and coherent sentences, beginning with capital letter and ending with a period.
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7.1 To recognize the elements that form a word. 7.2 To form simple sentences using new vocabulary. 7.3 To form diminutives and superlatives using a given word as a base. 7.4 To write simple and coherent sentences, beginning with capital letter and ending with a period.
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7.1 To recognize the elements that form a word. 7.2 To form simple sentences using new vocabulary. 7.3 To form diminutives and superlatives using a given word as a base. 7.4 To write simple and coherent sentences, beginning with capital letter and ending with a period. 7.5 To formulate
simple sentences watching for the noun, adjective and article concordance. |
7.1 To write simple and coherent sentences, beginning with capital letter and ending with a period. 7.2 To form simple sentences using new vocabulary. 7.3 To form diminutives and superlatives using a given word as a base. 7.4 To formulate simple sentences watching for the noun, adjective and article concordance. 7.5 To form the plural of nouns and adjectives. |
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8. To recognize
the different |
8.1 To
respond to questions using new vocabulary.
8.2 To use previously learned structures with new vocabulary. 8.3 To direct questions to teacher and classmates using new vocabulary. 8.4 To differentiate common from proper nouns and to use them correctly. |
8.1 To identify words with the same, similar or opposite meanings. 8.2 To use previously learned structures with new vocabulary. 8.3 To use common nouns to name persons, animals, objects and places. 8.4 To direct questions to teacher and classmates using new vocabulary. 8.5 To differentiate common from proper nouns and to use them correctly. |
8.1 To identify words with the same, similar or opposite meanings. 8.2 To use common nouns to name persons, animals, objects and places. 8.3 To use previously learned structures with new vocabulary. 8.4 To differentiate common from proper nouns and to use them correctly. 8.5 To write, with capital letter, the initial of proper nouns. 8.6 To write coherently simple sentences using common and proper nouns and adjectives. |
8.1 To
differentiate common from proper nouns and to use them correctly.
8.2 To write, with capital letter, the initial of proper nouns. 8.3 To write coherently simple sentences using common and proper nouns and adjectives. 8.4 To identify, in different communicative events, the speaker intentions attending to the content and intonation used when delivering the message (Interrogative and exclamative sentences).
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9. To write paragraphs
in Spanish with different purposes applying concordance, punctuation,
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9.1 To
write simple sentences describing personality traits.
9.2 To write simple sentences describing physical characteristics. 9.3 To write small paragraphs giving information about where people are from. |
9.1 To read simple paragraphs (descriptive and narrative) identifying the sentences that form them. 9.2 To write simple sentences applying concordance and punctuation rules and starting with capital letters and ending with a period. 9.3 To write small paragraphs describing physical characteristics and personality traits. |
9.1 To read simple paragraphs (descriptive and narrative) identifying the sentences that form them. 9.2 To write simple sentences applying concordance and punctuation rules and starting with capital letters and ending with a period. 9.3 To identify topics in different paragraphs. 9.1 To write small paragraphs giving information about where people are from. |
9.1 To write simple sentences applying concordance and punctuation rules and starting with capital letters and ending with a period. 9.2 To identify topics in different paragraphs. 9.3 To write simple paragraphs on a given topic organizing the sentences in a coherent manner. |
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10. To write descriptive and narrative texts in Spanish applying the techniques appropriate for each case. |
10.1 To listen to descriptions of different persons, animals and objects taken from literary texts. 10.2 To resort to the observation to identify physical characteristics of persons, animals and objects. |
10.1 To, orally, repeat the words that express physical characteristics of persons, animals and objects, according to the texts read. 10.2 To resort to the observation to identify physical characteristics of persons, animals and objects. 10.3 To orally express selfdescriptions. |
10.1 To, orally, repeat the words that express physical characteristics of persons, animals and objects, according to the texts read. 10.2 To resort to observations to identify physical characteristics of persons, animals, objects and places. 10.3 To identify persons, animals or objects that are described orally and in written form.
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11. To use the Spanish Language to summarize information, to take notes during lectures and to present information in schematic manner. |
11.1 To, concisely, describe events and actions. |
11.1 To, orally, repeat briefly and concisely, information heard or read. 11.2 To repeat orally, briefly and concisely, stories and personal experiences heard or read. 11.3 To use process writing strategies: brainstorming, clustering, making an outline, peer editing, among others. |
11.1 To, orally, repeat briefly and concisely, information heard or read. 11.2 To use process writing strategies: brainstorming, clustering, making an outline, peer editing, among others. |
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12. To write in Spanish, clearly and precisely, documents to respond to commercial and social events.
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12.1 To orally explain the function of an invitation and of a letter. 12.2 To use the language both within and beyond the school setting. 12.3 To use the language to enquire about every day life.
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12.1 To reproduce simple messages. 12.2 To use the language both within and beyond the school setting. 12.3 To use the language to enquire about everyday life. 12.4 To formulate
simple sentences with messages using concordance, spelling and punctuation
rules. |
12.1 To formulate simple sentences with messages using concordance, spelling and punctuation rules. 12.2 To use the language both within and beyond the school setting. 12.3 To send simple messages, orally and in written form.
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13. To use the Spanish
language with creative and poetic purposes,
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13.1
To write meaningful short stories, poems, etc.
13.2 To relate language learning with literature and the other arts through the reading of images: paintings and sculptures, and cartoons. 13.3 To show evidence of becoming a lifelong learner by using the language for personal enrichment and enjoyment.
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13.1 To orally reproduce poems and songs with expression. 13.2 To illustrate poems according to the theme or message. 13.3 To follow word games starting with a root word. 13.4 To relate language learning with literature and the other arts through the reading of images: paintings and sculptures, and cartoons. 13.5 To show evidence of becoming a lifelong learner by using the language for personal enrichment and enjoyment. |
13.1 To follow word games starting with a root word. 13.2 To auditorily identify poems and songs using the rhythm and the sound and versatility of the language. 13.3 To dramatize simple poems. 13.4 To use coral reading to stress contrasts in diction and sound effects. 13.5 To relate language learning with literature and the other arts through the reading of images: paintings and sculptures, and cartoons. 13.6 To show evidence of becoming a lifelong learner by using the language for personal enrichment and enjoyment. |
13.1 To follow word games starting with a root word. 13.2 To auditorily identify poems and songs using the rhythm and the sound and versatility of the language. 13.3 To dramatize simple poems. 13.4 To use coral reading to stress contrasts in diction and sound effects. 13.5 To relate language learning with literature and the other arts through the reading of images: paintings and sculptures, and cartoons. 13.6 To show evidence of becoming a lifelong learner by using the language for personal enrichment and enjoyment. |
| SSL - Standards, OMGSA - 2002 |
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