Standards of Learning:Standards of Learning - Spanish I
Pulled directly from the Virginia Department of Education website, here are the standards: Spanish I In Spanish I, students begin to develop communicative competence in Spanish and expand their understanding of the culture(s) of Spanish-speaking countries. Communicative competence is divided into three strands: Interpersonal speaking and writing as interactive processes in which students learn to communicate with another Spanish speaker Interpretive listening and reading as receptive processes in which students develop comprehension of Spanish Presentational speaking and writing in which students focus on organization of thoughts and awareness of their audience in delivering information. In level 1 Spanish classes, students learn to communicate in real-life contexts about topics that are meaningful to them. To develop students’ communicative competence, emphasis is placed on use of Spanish in the classroom as exclusively as possible and on use of authentic materials to learn about the language and culture. Grammar is integrated into instruction according to the vocabulary and structures needed in the various situations in which students are required to communicate. Through the language learning process, students develop a greater understanding of the structure of their own language and the unique aspects of their own culture. An important component of learning Spanish is using the language in the real world beyond the classroom setting. One way this can be accomplished is through integration of technology into the classroom, as technology is an important means of accessing authentic information in Spanish and in providing students the opportunity to interact with other Spanish speakers. Interpersonal Communication SI.1 The student will exchange simple spoken and written information in Spanish. 1. Use basic greetings, farewells, and expressions of courtesy both orally and in writing. 2. Express likes and dislikes, requests, descriptions, and directions. 3. Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. SI.2 The student will sustain brief oral and written exchanges in Spanish, using familiar phrases and sentences. 1. Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time. 2. Use proper formal and informal forms of address in familiar situations. 3. Use nonverbal communication and simple paraphrasing to convey and comprehend messages. Interpretive Communication: Listening and Reading for Understanding SI.3 The student will understand simple spoken and written Spanish presented through a variety of media and based on familiar topics. 1. Identify key words, cognates and some formulaic expressions when listening and reading. 2. Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and formulaic expressions with significant contextual support. 3. Follow simple instructions, such as those about classroom procedures or for using computers and other classroom technology. SI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in Spanish. 1. Differentiate among basic types of statements, questions, and exclamations. 2. Use basic culturally appropriate gestures, body language, and intonation to clarify the message. Presentational Communication: Speaking and Writing SI.5 The student will present information orally and in writing in Spanish, using a variety of familiar vocabulary, phrases, and structural patterns. 1. Present basic information gathered from informal conversations, class presentations, interviews, readings, and a variety of media sources. 2. Present basic information about topics such as oneself, family members and others, events, interests, school, recreational activities, and personal belongings with emphasis on present time. 3. Demonstrate increasing attention to accurate intonation and pronunciation. 4. Demonstrate increasing attention to accurate word order, punctuation, accents and other diacritical marks, and spelling. 5. Write simple sentences on familiar topics in short paragraph style. SI.6 The student will present rehearsed material in Spanish, including brief narratives, monologues, dialogues, poetry, and songs. 1. Use appropriate verbal and nonverbal techniques, such as voice inflection, gestures, and facial expressions. 2. Communicate coherent ideas using appropriate visual and technological support. Cultural Perspectives, Practices, and Products SI.7 The student will develop an awareness of common perspectives, practices, and products of Spanish-speaking cultures. 1. Identify main viewpoints of the cultures, such as those relating to the concept of time, education, transportation, and the roles of family members. 2. Identify key customs and traditions of Spanish-speaking cultures, such as greetings, celebrations, holiday practices, and forms of address that demonstrate politeness. 3. Identify important historical and contemporary individuals and groups associated with significant events from Spanish-speaking cultures. 4. Identify some products of Spanish-speaking cultures, for example, natural and manufactured items, creative and fine arts, forms of recreation, pastimes, dwellings, regionally-specific language, and symbols. SI.8 The student will recognize that perspectives, practices, and products of Spanish-speaking cultures studied are interrelated. 1. Recognize that the viewpoints, customs and traditions, and products of Spanish speakers reflect Spanish-speaking cultures, such as the concepts of the extended family, a girl’s 15th birthday, and typical foods. 2. Identify major cities, regions, and geographical features in Spanish-speaking countries and the reasons they are significant in the cultures of those countries. Making Connections through Language SI.9 The student will connect information about the Spanish language and Spanish-speaking culture(s) with concepts studied in other subject areas. 1. Identify the use of Spanish language and cultures in other subject areas. 2. Relate content from other subject areas to topics discussed in Spanish class, such as current events from Spanish-speaking countries or regions or the influence of Spanish-speaking explorers and settlers on various regions of the United States. Linguistic and Cultural Comparisons SI.10 The student will compare basic elements of the Spanish language to those of English and other languages. 1. Recognize cognates, genders, level-appropriate idioms, and differences in writing systems. 2. Recognize differences in sound systems including basic sound distinctions and intonation patterns and their effects on the communication of meaning. SI.11 The student will demonstrate understanding of the significance of culture through comparisons between Spanish-speaking cultures and those of the United States. 1. Compare patterns of behavior and interaction found in the United States with those found in Spanish-speaking societies. 2. Recognize differences in social practices and personal interactions among cultures. 3. Recognize unique elements of the student’s own culture. Interacting in School and Global Communities SI.12 The student will use Spanish language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes. 1. Find and present examples of the Spanish language and Spanish-speaking cultures gathered from interaction with Spanish speakers, authentic media, and technology. 2. Use resources, such as individuals and organizations in the community or accessible through technology, to gain information about the Spanishspeaking world. |
What this means:For Our Class:
The meaning of all this is that these are the goals for our class. We hope to integrate culture, geography, politics, economics, history, art, media, technology, language, architecture and anything else that helps with the understanding and learning of the Spanish language into our class. This makes for a daunting task, but one that is none the less necessary. Anything that can help the student learn and become engaged in understanding the Spanish language and the culture of Spanish-speaking countries will be utilized in the class, which means a lot of cross over into other subjects. No Test - Still a Standard Even though there may be no SOL test for Spanish by the state of Virginia, there are still standards to learn. We at Parry McCluer hold our students to the highest standards, and as such, hold these SOLs as the minimum for the students in class. DuoLingo Link: |