WORLD LANGUAGE – SPANISH
Standard 12.1.1
12.1.A, 12.2.2.B, 12.3.1.B
Use appropriate memorized expressions for basic greetings
Standard 12.2.1
12.2.1.C
Respond and/or react appropriately to simple classroom questions and
commands
Standard 12.1.2
12.1.2.A, 12.1.2B, 12.3.1.B
Use culturally appropriate memorized expressions for basic greetings
Standard 12.2.2
12.1.A, 12.1.B, 12.1.C, 12.1.1.B
Recognize everyday objects and vocabulary such as:
classroom objects
body parts
domestic animals
number 0-20
Standard 12.1.3
12.1.B, 12.1.1.B, 12.1.1.A, 12.1.A, 12.1.1.C, 12.1.C
Use basic vocabulary and phrases during activities with the teacher and
classmates related to:
weather
immediate family
school
clothing
Months/dates
Standard 12.2.3
12.1.1.B, 12.1.C, 12.1.A, 12.1.1.A
Respond appropriately to simple questions related to:
weather
immediate family
school
clothing
Months/dates
Standard 12.1.4
12.1.1.A, 12.1.A
Recite target language alphabet and associated sounds and familiar
words with proper accentuation
Standard 12.2.4
12.3.A, 12.3.1.A, 12.5.C
Comprehend simple written sentences in short dialogues and paragraphs
related to familiar context
Identify important products, cities, and foods of Latin American countries
Standard 12.1.5
12.1.1.D, 12.1.D, 12.1.B, 12.1.1.A
Use simple sentences and question structures in speaking and writing on
familiar topics
memorized words
phrases
expressions
Standard 12.2.5
12.1.1.A, 12.1.1.B, 12.1.A, 12.1.1.C, 12.1.C
Respond appropriately to simple questions relating to playing, going,
having, buying, and speaking
Standard 12.1.6
12.1.B, 12.1.C, 12.1.1.B
Use culturally appropriate memorized expressions for basic social
interactions
greetings and leave-takings
familiar and polite singular forms of address
invitations
Respond appropriately either verbally or in written form to simple
questions related to:
sports
hobbies
self-identification
Standard 12.1.7
12.1.B, 12.1.1.B, 12.1.1.D
Use memorized words, phrases, and expressions in speaking and writing
to tell about
likes / dislikes
knowing how to do something
wanting to do something related to familiar vocabulary
Standard 12.2.7
12.1.1.B, 12.1.C, 12.1.1.C
Respond appropriately either verbally or in written form to simple
questions related to:
familiar topics (previously learned material)
likes and dislikes
knowing how to do something
wanting to do something
school subjects and activities
Standard 12.1.8
12.1.B, 12.1.1.B, 12.1.1.D
Use memorized words, phrases, expressions, and questions in speaking
and writing related to:
going places
describing people
Standard 12.2.8
12.1.1.B, 12.1.C, 12.1.1.C
Respond appropriately verbally or in written form to simple questions
related to:
going places
describing people
WORLD LANGUAGE – SPANISH I
Standard 12.1.1
12.1.1.A, 12.1.A
Speak familiar words and phrases with proper accentuation \
Standard 12.2.1
12.1.A, 12.1.B, 12.1.1.B, 12.1.1.D
Speak and write using memorized words, phrases, and structures to tell
and ask about:
school
hobbies / leisure time activities
likes / dislikes
basic personal information
where people and things are
Standard 12.3.1
12.1.1B, 12.1.1.B, 12.1.D, 12.1.1.D
Write using memorized vocabulary, phrases and structures in dialogues
and short narrations on the topics of:
school
activities
Standard 12.4.1
12.1.C, 12.1.1.C
Comprehend basic spoken Spanish and written sentences in dialogues,
short paragraphs, and conversations which make use of familiar
vocabulary
Standard 12.5.1
12.1.E
Recognize common words from the target language used in English
Standard 12.6.1
12.3.A
Identify basic aspects of the target culture, in particular relating to:
Transportation
Currency
Christmas
Geography and significant places in Spain
Spanish II
At the end of Spanish 2 students will be able to:
→Speak basic words and phrases with proper accentuation (Stage
1 – 12.1.A, 12.1.1.A)
→Speak and write using familiar vocabulary, phrases and
structures to tell and ask about:
Food and dining out
Family
Home and furnishings
Places around town
Going out
Obligations and plans
(Stage 1 – 12.1.A, 12.1.1.B, 12.1.1.D, 12.3.A, 12.3.1.A, 12.3.1.B)
→Write dialogues and short narrations using familiar vocabulary,
phrases and structures on the topics of:
Food and dining out
Family and describing people
Home and furnishings
Going out
Movies
(Stage 1 – 12.1.1.B, Stage 2 – 12.1.B, 12.1.D, 12.1.1.B, 12.1.1.D)
→Comprehend simple spoken conversations and written sentences
in dialogues and short paragraphs related to familiar topics (Stage
1 – 12.1.1.C, 12.1.C)
→Recognize words from the target language which are used in
English
(Stage 1 – 12.1.E)
→Identify aspects of the target culture, in particular those relating
to:
Holidays
Foods
Daily Schedule
Family
Latin America
→Identify where in the national and global community the target
language’s culture is experienced (Stage 1 – 12.5.A)
Spanish III
At the end of Spanish 3 students will be able to:
→Speak and model phrases and sentences with accepted
pronunciation and intonation with survival proficiency (Stage 2 –
12.1.A, 12.1.1.A)
→Speak and write using simple and compound sentence and
question structures to form new sentences using previously learned
material, form original questions, and respond spontaneously to
questions on the topics of:
Everyday activities
Personal information
Memorable and upcoming events
(Stage 2 – 12.1.D, 12.1.1.D)
→Speak and write using extended vocabulary phrases and
structures in dialogues and short narrations on the topics of:
Everyday activities
Memorable and upcoming events
Topics of personal information
(Stage 2 – 12.1.B, 12.1.1.B, 12.1.A, 12.1.D)
→Comprehend simple spoken and written sentences which make
use of expanded vocabulary in dialogues and short passages on
the topics of:
Common everyday activities
Personal information exchange
Areas of personal interest
Directions and commands
(Stage 2 – 12.1.B, 12.1.1.C, 12.1.C)
→Identify words from the target language that are commonly used
in English (Stage 1 – 12.1.E, Stage 2 – 12.1.C)
→Describe fundamental customs of the target culture, in particular
those pertaining to:
Holidays
Schedules
Social interactions
(Stage 1 – 12.3.A, 12.3.1.A)
→Identify where in the local, national, and global community the
target language and culture are useful (Stage 1 – 12.1.A, 12.1.1.A)
→Speak and model phrases and sentences with accepted
pronunciation, rhythm, and intonation with survival level proficiency
(Stage 2 – 12.1.A, 12.1.1.A)
→ Create and use simple and compound sentences and questions
to communicate and comprehend:
Simple survival tasks
Everyday activities
Personal information
Memorable and upcoming events
Opinions
Simple commands and directions
→Speak and write using expanded vocabulary phrases, idioms,
and compound structures in dialogues and narrations on the topics
of:
Simple survival tasks
Everyday activities
Personal information
Memorable and upcoming events
Opinions
Simple commands and directions
(Stage 2 – 12.1.B, 12.1.1.B, 12.1.A, 12.1.D)
→Comprehend and respond to spoken and written questions,
sentences, and paragraphs which use expanded vocabulary and
structures on the following topics with minimal reliance on
translation:
Simple survival tasks
Everyday situations
Personal information
Memorable and upcoming events
Opinions
Simple commands and directions
(Stage 2 – 12.1.B, 12.1.C, 12.1.1.C)
→Identify words that are commonly used in English which have
origins in the target language (Stage 2 – 12.1.E, 12.1.C)
→Compare and contrast customs of the target culture and U.S.
cultural traditions, in particular those relating to:
Holidays
Schedules
Social interactions
(Stage 1 – 12.3.A, 12.3.A)
→Identify vocabulary terms in the target language which are
associated with holidays in the target culture and with U.S. holidays
(Stage 1 – 12.3.A, 12.3.1.A)
→Identify national employment opportunities where the target
language is an advantage or a requirement for employment (Stage
3 – 12.5.A, 12.5.B, 12.5.D)
Curriculum Alignment 1-5 Spanish
Grade 1 – 1 day per week – ½ hour
Grade N – S – O
Basic greetings
Some body parts
Numbers 0-20
Colors
Days of the week
Grade 2 – 1 day per week - ½ hour
Grade N – S – O
Begin reading and writing
Reinforce grade 1 learning
Tu/Usted
Classroom objects
Body parts – expanded
Domestic animals
Introduce the alphabet
Grade 3 – 1 day per week – 40 minutes
Grade N – S – O
Reinforce grade 1 and 2 learning
Weather
Create conversations
Immediate family vocabulary
Months / dates
Basic clothing items
Some gender distinction
Additional school vocabulary
Alphabet
Grade 4 – 1 day per week – 40 minutes
Grade N – S – O
Reinforce grade 1,2, and 3 learning
Pledge of Allegiance
Alphabet review
Some reading for content
Culture – Spanish speaking countries in the Americas
Regional differences
Foods
Products
Language differences
Monuments
Famous people
Early civilizations
Numbers 0 -40
Introduce time
Grade 5 – 1 day per week – 40 minutes
Grade N – S – O
Reinforce grade 1, 2, 3, and 4 learning
Introduce present tense forms of the verbs:
Jugar, tener, ir, comprar, hablar
Numbers 0 - 60
Time
Culture – Spain
Spanish artists
Spanish authors
Products
Food
Floats to represent regions
Some writing
Conversational Spanish
German
German I
At the end of German I students will be able to:
→Speak familiar words and phrases with proper accentuation (Stage 1 –
12.1.1.A, 12.1.A)
→Use basic vocabulary and phrases during activities with the teacher and
classmates related to:
Basic greetings
Numbers
Standard and 24 hour time
Weather
Family members
Leisure time activities
(Stage 1 – 12.1.A, 12.1.1.A, 12.1.1.B, 12.1.1.C, 12.3.1.B)
→Respond and/or react appropriately to simple classroom questions and
commands (Stage 1 – 12.1.C)
→Know and appropriately apply concepts and structures related to:
Family
Housing and furniture
Festivals and holidays
(Stage 1 – 12.1.A, 12.1.1.B, 12.1.B, 12.3.A, 12.3.1.AZ, 12.3.1.B)
→Use simple sentence and question structure in order to communicate in
relation to familiar topics (Stage 1 – 12.1.D, 12.1.1.D, 12.1.A)
→Identify aspects of the target culture, in particular relating to:
Holidays and celebrations
Currency
Family
Housing
Basic social interactions
(Stage 1 – 12.3.C, 12.3.A, 12.3.B)
→Identify common words in the target language which are used in English
or have origins in the target language (Stage 1 – 12.1.E)
→Recognize where in the national and global community the target
language and culture are experienced (Stage 1 – 12.5.A)
German II
At the end of German 2 students will be able to:
→Speak basic words and phrases with proper accentuation (Stage 1 –
12.1.A, 12.1.1.A)
→Speak and write familiar phrases and structures in order to tell or ask
about:
Health issues
Clothing
Travel and accommodation
Transportation
Geography
School
(Stage 1 – 12.1.A, 12.1.1.B, 12.1.B, 12.1.1.D, 12.3.A, 12.3.1.A, 12.3.1.B)
→Write dialogues and short narratives using familiar vocabulary, phrases
and structures on topics relating to:
Travel and accommodation
Clothing
Transportation
School
Health issues
(Stage 1 and 2 – 1q2.1.1.B, 12.1.1.D, 12.1.D)
→Recognize words from the target language which are used in English or
have origins in the target language (Stage 2 – 12.1.E)
→Identify where in the national and global community the target language
and culture are experienced (Stage 1 – 12.5.A)
→Identify aspects of the target culture, in particular those relating to:
Travel and accommodations
German speaking nations
Geography
Family
Housing
School
(Stage 2 – 12.3.C, 12.3.B)
→Use simple sentence and question structures to communicate about
daily activities, social amenities, and personal life (Stage 2 – 12.1.1.D)
German III
At the end of German 3 students will be able to:
→Speak and model phrases and sentences with accepted pronunciation
and intonation with survival level proficiency (Stage 2 – 12.1.A, 12.1.1.A)
→Speak and write expanded vocabulary phrases and structures in
dialogues and short narratives (Stage 2 – 12.1.D, 12.1.1.D)
→Develop and use compound sentence and question structure to
communicate and comprehend
Compositions
Main ideas of culturally authentic materials
(Stage 3 – 12.1.1.D, 12.1.D)
→Comprehend simple spoken and written sentences which make use of
expanded vocabulary in dialogues and short passages on the topics of:
Common everyday activities
Personal information exchange
Areas of personal interest
Directions and commands
(Stage 2 – 12.1.B, 12.1.1.C, 12.1.C)
→Describe fundamental customs of the target language culture in
particular those relating to:
Social interactions
Poplar culture
(Stage 1 – 12.3.A, 12.3.1.A)
→Identify where in the local, national, or global community the target
language and culture are useful (Stage 1 – 12.4.A, 12.5.B, 12.5.C)
German IV
At the end of German 4 students will be able to:
→Speak and model phrases and sentences with accepted pronunciation
rhythm, and intonation with survival level proficiency (Stage 2 – 12.1.A,
12.1.1.A)
→Create and use simple and compound sentences and questions to
communicate and comprehend
Simple survival tasks
Everyday activities
Personal information
Opinions
Simple commands and directions
(Stage 2 – 12.1.1.D, 12.1.D)
→Speak and write using expanded vocabulary, phrases, idioms, and
compound structures in dialogues and narration on topics of:
Simple survival tasks
Everyday activities
Personal information
Opinions
Simple commands and directions
(Stage 2 – 12.1.B, 12.1.A, 12.1.1.B, 12.1.D)
→Compare and contrast customs of the target culture and U.S. cultural
traditions (Stage 1 – 12.3.A, 12.3.1.A)
→Use simple, compound, and complex sentence and question structures
in order to communicate and comprehend (Stage 3 – 12.1.D, 12.1.1.D)
→Recognize expanded vocabulary through reading, listening, speaking,
and writing (Stage 2 – 12.1.C, 12.1.1.B)
French
French I
At the end of French 1 students will be able to:
→Speak basic words and phrases with proper pronunciation and
accentuation (Stage 1 – 12.1.A, 12.1.1.A)
→Use basic vocabulary and phrases during activities with the teacher and
classmates related to:
Basic greetings
Numbers
Standard and 24 hour time
Weather
Food
Family
Leisure time activities
(Stage 1 – 12.1.A, 12.1.1.A, 12.1.B, 12.1.1.C, 12.3.1.B)
→Respond and/or appropriately to simple classroom questions or
commands (Stage 1 – 12.1.C)
→Know and appropriately apply concepts and structures which relate to:
Family
Leisure time activities
Housing and furniture
Foods
(Stage 1 – 12.1.A, 12.1.1.B, 12.1.B, 12.1.D, 12.3.A, 12.3.1.A, 12.3.1.B)
→Use simple sentence and question structure in order to communicate in
relation to familiar topics (Stage 1 – 12.1.D, 12.1.1.D, 12.1.A)
→Identify aspects of the target culture in particular relating to:
Holidays and celebrations
Currency
Family
Housing
Basic social interactions
→Identify words in the target language which are used in English or have
origins in the target language (Stage 1 – 12.1.E)
→Recognize where in the national and global community the target
language and culture are experienced (Stage 1 – 12.5.A)
French II
At the end of French 2 students will be able to:
→Speak basic words and phrases with proper accentuation (Stage 1 –
12.1.A, 12.1.1.A)
→Speak and write familiar phrases and structures in order to tell or ask
about:
Towns
Housing
Family
Leisure time activities
Directions
(Stage 1 – 12.1.A, 12.1.1.B, 12.1.1.D, 12.3.A, 12.3.1.A, 12.3.1.B)
→Write dialogues and short narratives using familiar vocabulary, phrases
and structures on topics relating to:
Towns
Housing
Family
Leisure time activities
Directions
(Stage 1 and 2 – 12.1.1.B, 12.1.1.D, 12.1.D)
→Recognize words from the target language which are used in English or
have origins in the target language (Stage 2 – 12.1.E)
→Identify where in the national and global community the target language
and culture are experienced (Stage 1 – 12.5.A)
→Identify aspects of the target culture, in particular those relating to:
Towns
Housing
Family
Leisure time activities
Directions
(Stage 2 – 12.3.C, 12.3.B)
→Use simple sentence and question structures to communicate about
daily activities, social amenities, and personal life (Stage 2 – 12.1.1.D)
French III
At the end of French 3 students will be able to:
→Speak and model phrases and sentences with accepted pronunciation
and intonation with survival level proficiency (Stage 2 – 12.1.A, 12.1.1.A)
→Speak and write expanded vocabulary, phrases and structures in
dialogues and short narratives (Stage 2 – 12.1.D, 12.1.1.D)
→Develop and use compound sentence and question structure to
communicate and comprehend
Compositions
Main ideas of culturally authentic materials
(Stage 3 – 12.1.1.D, 12.1.D)
→Comprehend simple spoken and written sentences which make use of
expanded vocabulary in dialogues and short passages on the topics of:
Common everyday activities
Personal information exchange
Areas of personal interest
Directions and commands
(Stage 2 – 12.1.B, 12.1.1.C, 12.1.C)
→Describe fundamental customs of the target language culture in
particular those relating to:
Social interactions
Popular culture
→Identify where in the local, national, or global community the target
language and culture are useful (Stage 1 – 12.4.A, 12.5.B, 12.5.C)
French IV
At the end of French 4 students will be able to:
→ Speak and model phrases and sentences with accepted pronunciation,
rhythm, and intonation with survival proficiency (Stage 2 – 12.1.A,
12.1.1.A)
→Create and use simple and compound sentences and questions to
communicate and comprehend
Simple survival tasks
Everyday activities
Personal information
Opinions
Simple commands and directions
(Stage 2 – 12.1.1.D, 12.1.D)
→Speak and write using expanded vocabulary, phrases, idioms, and
compound structures in dialogues and narration of topics of:
Simple survival tasks
Everyday activities
Personal information
Opinions
Simple commands and directions
(Stage 2 – 12.1.B, 12.1.A, 12.1.1.B, 12.1.D)
→Compare and contrast customs of the target language culture and U.S.
cultural traditions (Stage 1 – 12.3.A, 12.3.1.A)
→Use simple, compound, and complex sentence and question structures
in order to communicate and comprehend (Stage 3 – 12.1.D, 12.1.1.D)
→Recognize expanded vocabulary through reading, listening, speaking,
and writing (Stage 2 – 12.1.C, 12.1.1.B)