Foreign Language Curriculum
Grades 6-8 in a K-12 Model – Spanish and French
I.
COMMUNICATION: Communicate in Languages Other Than English
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions,
and exchange opinions.
1.2. Students understand and interpret written and spoken language on a variety of topics.
1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a
variety of topics.
6
7
Interact using an expanded list of greetings,
compliments, introductions and farewells,
and invitations in specific situations (park,
sporting events)
Interact using an expanded list of greetings,
compliments, introductions and farewells,
and invitations in specific situations (park,
sporting events)
Use expressions of politeness including
formal and informal structures in multiple
settings.
Use expressions of politeness including
formal and informal structures in multiple
settings.
Use colors, size, and location in comparative
and superlative statements to describe
thematic topics with expanded vocabulary.
Use colors, size, and location in comparative
and superlative statements to describe
thematic topics with expanded vocabulary.
Use numbers up to millions to discuss
population and other topics.
Use all whole numbers to discuss
population and other topics.
Use six shapes (star) to describe objects.
Use shapes and descriptive adjectives to
describe objects found in nature.
Use expanded family member labels (steps,
greats) to discuss family activities.
Use expanded family member labels (half
siblings) to discuss family activities.
Provide information orally and in writing
about the calendar, the weather, and the
seasons and relate it to other activities,
events, and topics (sports, holidays,
clothing).
Prioritize opinions (the most, the least, as __
as) about a variety of topics.
Provide and request information orally and
in writing about daily activities and events of
interest.
Share personal information in dialogue,
presentational, and narrative forms.
Label terms and describe concepts learned
through thematic units in multiple ways
using synonyms.
Share personal information in dialogue,
presentational, and narrative forms.
Label terms and describe concepts learned
through thematic units in multiple ways
using synonyms.
Use single word, short phrases, and complete
sentences to ask and answer all types of
questions both orally and in writing and in
extended dialogue on topics studied in
class.
Use single word, short phrases, and complete
sentences to ask and answer all types of
questions both orally and in writing and in
extended dialogue on additional topics
studied in class.
Rev. 1/12
State, prioritize, and defend opinions about a
variety of topics.
Page 1 of 7
8
Interact using an expanded list of
greetings, compliments, introductions
and farewells, invitations; make
excuses, and alternate plans for all
types of daily and leisure activities
Use sophisticated expressions and
structures that denote courtesy
(quisiera, podría, favor de, es posible
que) in multiple settings, for varied
audiences.
Use colors, size, and location in
comparative and superlative statements
to describe a variety of topics
including characters and setting.
Use whole numbers, percentages and
fractions to discuss a variety of topics
such as graphs, charts and grades.
Use shapes and descriptive adjectives
to describe objects found in nature and
physical characteristics of people and
animals.
Use expanded family member labels
(half siblings) to discuss family
activities, relationships and issues.
Provide and request information about
multiple topics through simple oral
reports; lists, short notes, and letters.
Make persuasive arguments and
defend opinions appropriate for
audience and topic in face-to-face
communication.
Share personal information in response
to literary topics.
Label terms and describe concepts
learned through thematic units in
multiple ways using synonyms,
nuanced meanings (billete vs.
entrada; sortir vs. partir) and
regional / national differences
(camion vs. autobus; voiture vs.
chariot)
Use single word, short phrases, and
complete sentences to ask and answer
all types of questions both orally and in
writing and in extended dialogue on
extended topics studied in class.
Foreign Language Curriculum
Grades 6-8 in a K-12 Model – Spanish and French
6
7
8
Tell time using both digital and analog
clocks.
Tell time using both digital and analog
clocks.
Tell time using both digital and
analog clocks.
Apply rules of gender agreement with
articles.
Give and ask permission for most schooland home-related activities.
Apply rules of gender agreement with
articles and adjectives.
Give and ask permission for most schooland home-related activities.
Give and ask for information/ directions in
situational context.
Give and ask for information/ directions in
situational context.
Use ordinal numbers up to hundredth.
Use ordinal numbers in appropriate
contexts.
Apply rules of number to verbs, nouns, and
adjectives.
Apply rules of gender agreement in all
regular and irregular cases.
Give and ask permission for most
school, home related and other
situational activities (at the movie
theater, restaurant, post office, etc.).
Give and ask for information/ directions
for multiple purposes in all settings,
using appropriate forms of courtesy
and gratitude.
Use ordinal numbers in appropriate
contexts.
Apply rules of number to verbs, nouns,
pronouns and adjectives.
Apply rules of number to verbs and nouns.
Make positive and negative statements about
a variety of topics using additional
negations (ne…ni…ni, ne..personne).
Make positive and negative statements about
a variety of topics using additional negations
(ne…ni…ni, ne..personne, ne ….guère,
ne…plus).
Make positive and negative statements
about a variety of topics using
additional negations (ne…ni…ni,
ne..personne, ne…guère, ne…plus,
aucun(e)).
Use additional prepositions of location and
all basic prepositions.
Use all prepositions of location; use
infinitive correctly after all prepositions.
Use correct adjective/noun placement when
describing objects including irregulars
(quantitative and qualitative.)
Use correct adjective/noun placement when
describing objects including irregulars
(quantitative and qualitative, and change of
meaning).
Express personal needs and feelings to cover
a variety of needs in multiple situational
contexts.
Express personal needs and feelings to cover
a variety of needs in multiple situational
contexts.
Use prepositions in phrasal verbs
(depender de, tener miedo de),
prepositional phrases (a causa de,
además de), use infinitive correctly after
all prepositions.
Use correct adjective/noun placement in
all descriptive phrases; differentiate
between the uses of adjectives whose
meanings change depending upon
placement.
Express personal needs and feelings in
complex sentences, using expanded
vocabulary and common uses of the
present subjunctive mood.
Create simple, original sentences, orally and
in writing to describe a variety of topics
from a personal perspective.
Present information, both orally and in
writing in an organized manner with
significant teacher assistance.
Use target language to lead a pair
discussion about selected topics from
thematic units.
Create more complex, original sentences,
orally and in writing to describe a variety of
topics from a personal perspective.
Present information, both orally and in
writing in an organized manner with
significant teacher assistance.
Use target language to lead a pair discussion
about selected topics from thematic units.
Use selected idiomatic expressions in
specific, guided situations.
Use simple descriptive language for
circumlocution when having difficulty
expressing an unfamiliar noun.
Rev. 1/12
Use acceptable tone and volume as
determined by topic, audience and
situation.
Use an increasing number of idiomatic
expressions in specific, guided situations.
Use simple descriptive language for
circumlocution when having difficulty
expressing an unfamiliar nouns and verbs.
Page 2 of 7
Sequence original ideas in simple and
complex sentences for multiple
purposes in a variety of contexts.
Present information, both orally and in
writing in an organized manner.
Use target language to lead a group
discussion about selected topics from
thematic units.
Use acceptable tone and volume as
determined by topic, audience and
situation.
Use correct idiomatic expressions in a
variety of everyday situations.
Use circumlocution to communicate
when having difficulty expressing the
intended message adequately.
Foreign Language Curriculum
Grades 6-8 in a K-12 Model – Spanish and French
6
Use the textbook glossary to define
unknown words, phrases and idiomatic
expressions and to select words for selfexpression.
Apply present tense conjugation patterns
of all types of regular and irregular verbs.
Apply preteritee tense conjugation
patterns of regular and select irregular
verbs.
Use simple familiar, regular imperative
forms to make requests or give commands.
7
Apply efficient and effective wordrecognition strategies, including
cognates and contextual clues to
develop passive vocabulary.
Use a bilingual dictionary and the textbook
glossary to define unknown words, phrases
and idiomatic expressions and to select
words for self-expression.
Use all types of regular, irregular and
stem-changing verbs accurately in the
present tense. Use both preterite and
imperfect verb forms accurately in
discrete, selected communicative contexts.
(Description, age, telling time vs. a single
action.) Begin to use irregular preterite
tense verb forms with accuracy.
Use familiar imperative forms, both regular
and irregular, to make requests, give advice
or commands.
Use a bilingual dictionary to select
appropriate words, phrases and
idiomatic expressions for use in
preparing written and oral reports.
Use regular and irregular preterite
and imperfect tense verbs with
accuracy in basic communicative
contexts. (Description, age, telling
time, interrupted action, repeated
actions v. single actions in the past.)
Use regular verb forms of the future
tense with accuracy.
Use formal and familiar imperative
forms, both regular and irregular, to
give advice or commands, and to make
suggestions or requests.
Use the conditional form of regular and
irregular verbs in complex sentences
using conjunctions such as “but” and
“if.”
Narrate a short series of events in
sequential order, using both simple and
complex sentences, to explain recent
past events or in response to visual
stimuli, using the preterite tense as well
as the imperfect tense when needed
for simple description.
Work in small groups to solve multistep problems using specific
vocabulary under study in the target
language.
Summarize and explain the main
points of a text; answer basic, literal
and objective questions that use familiar
vocabulary under study.
Memorize and recite short poems and
songs in the target language; perform
guided role plays.
Read aloud with expression and
appropriate intonation, demonstrating
comprehension of what is being read.
Use humor appropriately in oral and
written communication.
Demonstrate an understanding, both
orally and in writing, that literature
expresses universal themes.
Create hypothetical scenarios based
on the text to demonstrate literal
comprehension of a text and its
characters.
Compare and contrast two works of
different genres that deal with similar
themes.
Write notes expressing an opinion or
point of view about thematic topics
Use the conditional form of regular verbs
in simple declarative statements or in
questions or invitations.
Use the conditional form of regular and
irregular verbs in simple declarative
statements or in questions or invitations.
Narrate a short series of events in
sequential order, using simple sentences,
to explain daily habits, routines or family
traditions, or in response to visual stimuli,
using the present tense.
Narrate a short series of events in sequential
order, using simple sentences, to explain
recent past events, or in response to visual
stimuli, using the preterite tense.
Working with a partner, use specific
vocabulary under study in the target
language to solve simple, one-step
problems.
Briefly summarize a short text; answer
basic, literal and objective questions that
use familiar vocabulary under study.
Working with a partner, use specific
vocabulary under study in the target language
to solve simple, two-step problems.
Memorize and recite short poems and
songs in the target language; perform prescripted role plays.
Read aloud with expression and
appropriate intonation, demonstrating
comprehension of what is being read.
Use humor appropriately in oral
communication.
Relate text materials to their personal
experiences orally.
Memorize and recite short poems and songs
in the target language; perform pre-scripted
role plays
Read aloud with expression and appropriate
intonation, demonstrating comprehension of
what is being read.
Use humor appropriately in oral
communication.
Relate text materials to their personal
experiences and the experiences of others
orally.
Compare two similar works of the same
genre.
Compare two similar works of the same
genre that deal with similar themes.
Write short sentences expressing an
opinion or point of view about thematic
Write complex sentences expressing an
opinion or point of view about thematic
Rev. 1/12
8
Apply efficient and effective wordrecognition strategies, including simple
cognates and contextual clues to begin to
develop passive vocabulary.
Briefly summarize a short text; answer basic,
literal and objective questions that use
familiar vocabulary under study.
Page 3 of 7
Foreign Language Curriculum
Grades 6-8 in a K-12 Model – Spanish and French
6
topics under study.
6
Respond physically to multi-step
classroom directions.
Use gestures, short responses, and full
sentences to demonstrate recognition of
content-related vocabulary.
Recognize numbers to the millions.
Comprehend directions and information
given by peer or group of peers and
through multi-media sources.
Differentiate between fact and opinion.
Recognize ordinal numbers up to
hundredth.
Recognize the use and effect (changes
in meaning/ pronunciation) of accents.
Demonstrate understanding of staged
and spontaneous target language
exchanges, presentations, and
narratives (video, live, and in
writing).
Listen attentively, respect and
tolerate, while not necessarily
agreeing with, the beliefs and
opinions of others.
7
Respond physically to more complex
multi-step classroom directions.
Use gestures, short responses, and full
sentences to demonstrate recognition of
content-related vocabulary.
Recognize all numbers.
Comprehend directions and information
given by peer or group of peers and through
multi-media sources.
Differentiate between fact, opinion, jokes,
and sarcasm.
Recognize all ordinal numbers by
recognizing the pattern of formation.
Recognize the use and effect (changes in
meaning/ pronunciation) of accents.
Rev. 1/12
under study.
Work individually and in groups to
collect data on familiar topics from
various print and electronic resources
selected by the teacher.
Demonstrate understanding of staged and
spontaneous target language exchanges,
presentations, and narratives (video, live,
and in writing).
8
Respond physically to all multi-step
classroom directions.
Use gestures, short responses, and full
sentences to demonstrate recognition of
content-related vocabulary.
Recognize all numbers.
Comprehend directions and information
given by peer or group of peers and
through multi-media sources.
Differentiate between fact, opinion,
jokes, and sarcasm.
Recognize all ordinal numbers by
recognizing the pattern of formation.
Recognize the changes in meaning
and tense and changes in
pronunciation due to placement of
accents. (Distinguish between
preterite tense → present subjunctive
→ imperative).
Demonstrate understanding of staged
and spontaneous target language
exchanges, presentations, and narratives
(video, live, and in writing).
Listen attentively, respect and tolerate,
while not necessarily agreeing with, the
beliefs and opinions of others.
Listen attentively, respect and tolerate,
while not necessarily agreeing with, the
beliefs and opinions of others.
Comprehend the main ideas and identify
the principal characters when reading
poems, myths, legends, folktales and
short stories.
Identify main ideas, supporting details in
non-fiction prose, such as:
correspondence, short newspaper and
magazine articles, and illustrated
advertisements, etc.
Read actively by making predictions,
drawing conclusions, making
generalizations, and relating the text to
prior knowledge.
Recognize aurally and respond
8
7
topics under study.
Work individually and in groups to collect
data on familiar topics from various print
and electronic resources selected by the
teacher.
Recognize aurally and respond
Page 4 of 7
Demonstrate comprehension of
written texts and oral
communications through guided
note-taking, outlining and original
illustrations.
Comprehend the main idea of orally
related anecdotes, familiar fairy tales
and other narratives based on wellknown themes.
Comprehend the main ideas and identify
the principal characters when reading
poems, myths, legends, folktales and
short stories.
Identify main ideas, supporting details
in non-fiction prose, such as:
correspondence, short newspaper and
magazine articles, and illustrated
advertisements, etc.
Read actively by making predictions,
drawing conclusions, making
generalizations, relating the text to prior
knowledge and challenging personal
assumptions.
Recognize aurally and respond
Foreign Language Curriculum
Grades 6-8 in a K-12 Model – Spanish and French
6
appropriately to voice inflection that
indicates, for example, a question, a
statement or a command.
Develop critical and creative thinking
skills and practice the specific
thinking skills in response to a text
such as: selecting and drawing on
prior knowledge.
II.
7
appropriately to voice inflection that
indicates, for example, a question, a
statement or a command.
Develop critical and creative thinking skills
and practice the specific thinking skills in
response to a text such as: selecting,
encoding /representing, and drawing on
prior knowledge.
8
appropriately to voice inflection that
indicates, for example, a question, a
statement or a command.
Develop critical and creative thinking
skills and practice the specific thinking
skills in response to a text such as:
selecting, encoding /representing, and
drawing on prior knowledge, and
seeing relationships.
CULTURES: Gain Knowledge and Understanding of Other Cultures
2.1. Students demonstrate an understanding of the relationship between the
practices and perspectives of the culture studied.
2.2 Students demonstrate an understanding of the relationship between the products
and perspectives of the culture studied.
6
Listen to culturally authentic songs
and/or stories that depict practices,
events and products of the target
culture.
Celebrate holidays and festivals of
target culture.
Create representations of crafts or art of
the target culture.
List and locate countries that speak the
target language.
Recognize festivals and events
important to the target culture.
Identify tangible products of the
target language such as dress, type of
dwellings, musical instruments and
typical food and drinks.
III.
7
Listen to culturally authentic songs and/or
stories that depict practices, events and
products of the target culture.
Celebrate holidays and festivals of target
culture.
Create representations of crafts or art of the
target culture.
List and locate countries that speak the target
language.
Recognize festivals and events important to
the target culture.
Identify tangible products of the target
language such as dress, type of dwellings,
musical instruments and typical food and
drinks.
Identify, describe, and discuss major
works of art in the target language.
8
Listen to culturally authentic songs
and/or stories that depict practices,
events and products of the target
culture.
Celebrate holidays and festivals of
target culture.
Create representations of crafts or art
of the target culture.
List and locate countries that speak
the target language.
Recognize festivals and events
important to the target culture.
Identify tangible products of the
target language such as dress, type of
dwellings, musical instruments and
typical food and drinks.
Identify, describe, discuss major
works of art in the target language;
discuss biographical information
about particular painters.
CONNECTIONS: Connect with Other Disciplines and Acquire Information
3.1 Students reinforce and further their knowledge of other disciplines through the
foreign language
3.2 Students acquire information and recognize the distinctive viewpoints that are
only available through the foreign language and its cultures.
6
Apply knowledge of concepts studied in
math, social studies and science.
Rev. 1/12
7
Apply knowledge of concepts studied in
math, social studies and science.
Page 5 of 7
8
Apply knowledge of concepts studied
in math, social studies and science.
Foreign Language Curriculum
Grades 6-8 in a K-12 Model – Spanish and French
6
Use target language to reinforce
objectives learned in math, social
studies, science, physical education,
music, and art.
Use Internet sites created for target
language speakers for research.
Use authentic print, audiovisual and
media sources for research and
personal enrichment.
Interact with native speakers of the
target language in limited social or
school settings.
IV.
7
Use target language to reinforce objectives
learned in math, social studies, science,
physical education, music, and art.
Use Internet sites created for target language
speakers for research.
Use authentic print, audiovisual and media
sources for research and personal
enrichment.
Interact with native speakers of the target
language in limited social or school settings.
8
Use target language to reinforce
objectives learned in math, social
studies, science, physical education,
music, and art.
Use Internet sites created for target
language speakers for research.
Use authentic print, audiovisual and
media sources for research and
personal enrichment.
Interact with native speakers of the
target language in limited social or
school settings.
COMPARISONS: Develop Insight into the Nature of Language and Culture
4.1 Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
4.2 Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
6
Use cognates to guess the meaning of
words.
Recognize and apply the concepts of
gender, number and syntax.
Recognize differences in the letters of
the alphabet and punctuation.
7
Use cognates to guess the meaning of
words.
Recognize and apply the concepts of
gender, number and syntax.
Recognize differences in the letters of the
alphabet and punctuation.
Recognize the difference between
formal and informal greetings.
Recognize the difference between formal
and informal greetings.
Identify how sound/symbol
correspondence is similar and different
between English and the target
language.
Identify how sound/symbol correspondence
is similar and different between English and
the target language.
Recognize similarities and differences
in rules of capitalization for days of the
week and months of the year.
Recognize similarities and differences in
rules of capitalization for days of the week
and months of the year.
Recognize differences in noun/adjective
location between the target language
(Spanish and French) and English
Recognize differences in noun/adjective
location between the target language
(Spanish and French) and English
Recognize the different ways of telling
time (a 24 hour clock rather than AM
and PM)
Identify words borrowed from one
language and used in another.
Recognize the different ways of telling time
(a 24 hour clock rather than AM and PM)
Rev. 1/12
Identify words borrowed from one language
and used in another.
Identify, compare and contrast different
forms of communication in the target
culture, including signs, symbols,
gestures, advertisements, displays,
murals, songs and rhymes.
Page 6 of 7
8
Analyze words, word roots, and
their relationships to English.
Recognize and apply the concepts of
gender, number and syntax.
Apply capitalization and
punctuation rules to titles,
quotation, question, exclamation
and accent marks.
Apply rules and concepts for
formal and informal address to
verb forms.
Apply the rules for standard,
correct pronunciation, paying
particular attention to the pitfalls
caused by cognates and unique
letters such as: ñ, ll, rr; imitate
proficient speakers.
Recognize similarities and
differences in rules of capitalization
for days of the week and months of
the year.
Recognize differences in
noun/adjective location between the
target language (Spanish and French)
and English.
Recognize the different ways of
telling time (a 24 hour clock rather
than AM and PM)
Identify words borrowed from one
language and used in another.
Identify, compare and contrast
different forms of communication in
the target culture, including signs,
symbols, gestures, advertisements,
displays, murals, songs and rhymes.
Foreign Language Curriculum
Grades 6-8 in a K-12 Model – Spanish and French
6
Compare and contrast differences in
currency, food, holidays and sports.
V.
7
Identify and describe differences between
the US and target country’s cultural
beliefs and perspectives, relating to
family, school, work and play.
Use new information and perspectives to
compare and contrast personal
experiences with those of peers in the
target culture.
Compare and contrast differences in
currency, food, holidays and sports.
8
Identify and describe differences
between the US and target country’s
cultural beliefs and perspectives,
relating to family, school, work and
play.
Use new information and
perspectives to compare and contrast
personal experiences with those of
peers in the target culture.
Compare and contrast differences in
currency, food, holidays, sports and
family values.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the
World
5.1 Students use the language both within and beyond the school setting.
5.2 Students show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment.
6
Attend cultural events with family and
friends.
Choose library media materials about
the target culture for use at home.
7
Attend cultural events with family and
friends.
Choose library media materials about the
target culture for use at home.
8
Attend cultural events with family
and friends.
Choose library media materials
about the target culture for use at
home.
Taste culturally authentic foods in
restaurants.
Sing songs in the target language for
friends and family.
Use target language outside the
classroom by completing teacher
assignments.
Interact with people at school and in
social settings using the target
language.
Taste culturally authentic foods in
restaurants.
Sing songs in the target language for friends
and family.
Use target language outside the classroom by
completing teacher assignments.
Taste culturally authentic foods in
restaurants.
Sing songs in the target language for
friends and family.
Use target language outside the
classroom by completing teacher
assignments.
Interact with people at school and in
social settings using the target
language.
Use target language to
demonstrate cultural
understanding while interacting
with peers, teachers and other
members of the school
community.
Take advantage of opportunities
to travel to countries in which the
target language is spoken with
family, friends and on study
abroad trips.
Rev. 1/12
Interact with people at school and in social
settings using the target language.
Page 7 of 7