Draft Student Learning Expectations Spanish 1020
distributed to WFLTA January 6, 2011; discussed in Casper April 12, 2012
Draft created by Jennifer LaVanchy/Diane Chamberlain (8/19/11); revised by Lavanchy, Chamberlain, Ibarra-Robinson, and Larsen (9-10-11);
draft from WFLTA meetings, Lavanchy and Chamberlain (10-8-11)
Performance Outcomes
1. Describe with some details, using a series of sentences:
the physical appearance of a friend, family member or
colleague, another person’s personality, a school or
workplace routine. Can understand conversations of the
same topics.
2. Express needs, wants, plans, using a series of sentences
with some details (e.g. needs for school or work, plans for
the weekend, summer plans, what he/she plans to do next in
life).
3. Narrate/describe what he/she did last week, as a small
child, etc.
4. Give or receive multi-step instructions (e.g. preparing a
recipe, arriving at a specific destination, etc.).
5. Express opinion (e.g. cultural topic, something learned in
class, a current event)
6. Describe plans and actions, using connected sentences
with many details (e.g. set a goal and tell how to accomplish
it, describe plans for the future, how to plan and carry out an
event)
7. Make a presentation using connected sentences with many
details (e.g. current event, academic topic, a famous person
or cultural landmark)
8. Write and understand a short message or note asking for
information (e.g. post card, announcement)
9. Understand, write or orally narrate a short story.
10. Exchange personal information with some detail in
written and oral form.
11. Recognize and understand advertisements, brochures,
menus, schedules, etc; can use these to obtain information or
perform a simple task.
*Describe means written and oral; understand means
both listening and reading.
Grammar Structures
1. double object pronouns
2. other uses of the impersonal se (reciprocal, passive)
3. Imperfect
4. uses of preterit and imperfect together
5. past progressive
6. past participle : formation, used as adj, used with estar
7. present perfect
8. past perfect
9. present subjunctive and uses (after verbs of desire,
emotional reaction, doubt, denial, indefinite antecedent,
nonexistent antecedent, after certain time conjunctions and
other memorized ones, i.e. en caso de que, present perfect)
10. para vs. por
11. future
12. conditional
14. demonstrative adjectives/pronouns
15. possessive adjectives-long form (el libro mío)
16. other gustar-like verbs
17. relative pronouns (que, quien)
18. comparatives (reg./ irreg)
19. superlatives (reg./irreg)
20. Prepositional pronouns.
21. Expressions of obligations (+ infinitive)
Special Notes/Caveats
Sequence of instructional delivery and/or inclusion the
following will vary according to instructor and instructional
setting:
a. imperfect subjunctive
b. future and conditional perfect
c. subjunctive : if clauses
d. commands
e. future and conditional progressive
f. full and complete control not expected
Cultural Opportunities
1. Able to compare/contrast celebrations, fiestas, holidays from
Spanish speaking countries to those in home country.
2. Discussions of immigration issues.
3. Discussions of the diversity of Hispanic identity in USA.
4. Able to compare/contrast between Spanish speaking countries
to those in home country with relation to the themes identified
below (Essential Vocabulary).
Essential Vocabulary
1. Health/Stress
2. Town, Community, Society, Government
3. Travel
4. Shopping
5. Expansion of Leisure Time and Domestic activities
6. Expansion of Relationships vocabulary
7. Expansion of Work/Careers vocabulary (interview,
paycheck, simplistic resume, working conditions,
etc.)
8. Environment (e.g. rural vs. urban, environmental
issues, recycling)
9. Food/cuisine