Course Description

Level I Spanish focuses on the development of students’ communicative competence in Spanish and their understanding of the culture(s) of Spanish-speaking countries. Communicative competence is divided into three strands: speaking and writing as an interactive process in which students learn to communicate with another Spanish speaker; reading and listening as a receptive process in which comprehension of Spanish texts is developed; and speaking and writing in a presentational context in which students are focused on the organization of thoughts and awareness of their audience in delivering information. In Level I Spanish classes, students learn to communicate in real-life contexts about topics that are meaningful to them. In order to develop the three areas of communicative competence, students are encouraged to use the Spanish language as much as possible. Rather than isolating grammar in a separate strand, it is integrated into instruction according to the vocabulary and structures needed in the various situations in which students are required to function. Through the language learning process, students develop an understanding of how their own language is structured and how their own culture has unique aspects. An important component of Spanish classes is the use of the Spanish language beyond the classroom in order to apply knowledge of the language in the real world. In many cases, this is accomplished through the integration of technology into the classroom. Technology is an important tool in accessing authentic information in Spanish and in providing students the opportunity to interact with native speakers of Spanish.

The World Language Standards of Learning identify essential content, processes, knowledge and skills for language learning in Virginia’s schools. The 2021 Standards are aligned with proficiency bands for novice, intermediate, and advanced levels with sublevels of low, mid, and high within each major level.

In the novice level of Modern World Language courses, students begin to develop communicative competence in the target language and expand their understanding of the culture(s) of the people who speak the language. Communicative competence is divided into three strands:

Interpersonal speaking, writing, and signing as interactive processes in which students learn to communicate with another speaker of the target language.
Interpretive listening, reading, and viewing as receptive processes in which students develop comprehension of the target language.
Presentational speaking, writing, and signing as productive processes in which students focus on organization of thoughts and awareness of their audience in delivering information in the target language.

In novice level classes, students learn to communicate in real-life contexts about topics that are familiar and meaningful to them. To develop students’ communicative competence, emphasis is placed on use of the target language 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 a modern world language 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 the target language and in providing students the opportunity to interact with other speakers of the language.

Intercultural Communication

Benchmarks

Identify typical products and practices to help make connections to and understand perspectives in native and other cultures using the target language.
Interact at a survival level in everyday contexts with people in and from other cultures using the target language and appropriate rehearsed behaviors.

Standards

The standards for Intercultural Communication are interwoven with the Interpretive, Interpersonal, and Presentational Communication Standards.

Interpretive Communication

Benchmarks

Comprehend spoken, written, or signed information in very familiar, everyday contexts from authentic texts presented through a variety of media and based on familiar topics.
Identify the general topic and basic information from words, phrases and simple sentences in authentic informational and fictional texts and overheard or observed conversations.

Goals

Novice Low: Identify practiced or familiar words and phrases supported by visuals, gestures and facial expressions.
Novice Mid: Identify basic facts from practiced or familiar words and phrases supported by visuals, gestures and facial expressions.
Novice High: Identify the topic and basic related information from simple sentences.

STANDARD 1: Investigate Intercultural Products, Practices and Perspectives through Interpretive Communication (Interpretive Mode)

1.NL Recognize a few typical products and practices related to familiar, everyday life in native and other cultures.

1.NM Identify typical products and practices related to familiar, everyday life in native and other cultures to help understand perspectives.

1.NH Identify and compare typical products and practices related to familiar, everyday life in native and other cultures to help understand perspectives.

Standard 1 Progress Indicators for Modern World Languages

1.1.NL Identify a few very familiar products and practices in native and other cultures, such as greetings and how people greet others; clothing and how people dress; holidays and celebrations; school supplies and school schedules.

1.1.NM Identify similarities and differences between typical products and practices to help understand perspectives in native and other cultures, such as decorations, how people celebrate, and reasons for celebrations; types of houses, dining habits and size of rooms; food, mealtimes, and the importance of dining together; clothing, leisure activities, and appropriate dress.

1.1.NH Identify and make simple comparisons between typical products and practices to help understand perspectives in native and other cultures, such as meals, grocery shopping, and food trends; rooms in a house, use of space, and size of appliances; video and cell phone use, school life, and the importance of extracurricular activities; currency, shopping, and saving vs spending.

STANDARD 2: Compare Intercultural Behaviors

2.NL Recognize a few very simple behaviors in other cultures.

2.NM Identify familiar or everyday behaviors in other cultures.

2.NH Identify and compare familiar or everyday behaviors in native and other cultures.

STANDARD 3: Comprehend Authentic Texts that are Spoken, Written, or Signed

3.NL Understand a few familiar words or phrases in authentic informational texts; authentic fictional texts; and overheard or observed conversations.

3.NM Understand very basic information in authentic informational texts; authentic fictional texts; and overheard or observed conversations.

3.NH Understand the topic and some isolated facts in authentic informational texts; authentic fictional texts; and overheard or observed conversations.

Standard 3 Progress Indicators for Modern World Languages

3.1 Comprehend Informational Media or Content

3.1.NL.a Recognize a few individual words in a recorded media or public announcement.

3.1.NL.b Recognize a few individual words in texts such as school schedules, menus, or headlines.

3.1.NM.a Recognize repeated words, tagline, or short quotes from sources such as commercials, travel ad, or movie trailers.

3.1.NM.b Recognize items in texts such as a shopping list, food label categories, or information from a weather forecast with symbols.

3.1.NH.a Identify individual facts from radio or video ads, such as product name, cost, and where to buy it.

3.1.NH.b Recognize the topic and a few details in texts such as a family tree or historical account.

3.2 Comprehend Fictional Media or Content

3.2.NL.a Recognize common opening and closing words in oral or video storytelling.

3.2.NL.b Recognize characters’ names or a few words in texts such as a fairy tale or movie poster.

3.2.NM.a Identify simple phrases describing physical or personality traits such as of a cartoon or movie character.

3.2.NM.b Recognize simple facts or phrases from captions in texts such as an illustrated book or a character description.

3.2.NH.a Identify individual story elements in an episode of a video series, such as characters, setting, or theme.

3.2.NH.b Identify individual story elements or actions from texts such as a scene in a play, including characters, setting, or theme.

3.3 Follow Instructions

3.3NL.a Follow simple directions for classroom tasks or routines.

3.3NL.b Follow familiar instructions for routines such as posted directions in the classroom.

3.3NM.a Follow two-step directions such as to pack a suitcase or fill in a graphic organizer.

3.3NM.b Follow simple, familiar guides such as a printed schedule or simple website recipe.

3.3NH.a Follow simple steps in an online video such as to make food or draw an image.

3.3NH.b Follow simple directions such as to set up a new phone, or complete a scavenger hunt.

3.4 Comprehend Conversations that are Overheard, Observed, or Written

3.4.NL.a Recognize very basic information or questions from overheard or observed conversations, such as greetings, introductions, name, title, or age.

3.4.NL.b Recognize question words in texts such as a text message or email.

3.4.NM.a Recognize basic information and questions from overheard or observed conversations, such as phone number, residence, family members, and occupation.

3.4.NM.b Recognize common abbreviations in texts such as a social media thread.

3.4.NH.a Identify simple information and questions from a conversation among peers about topics such as weekend plans or preferences.

3.4.NH.b Identify basic facts such as in a group text or social media thread.

Interpersonal Communication

Benchmarks

Communicate in spontaneous spoken, written, or signed conversations on very familiar, everyday topics.
Request and provide information using a variety of practiced or familiar words, phrases, simple sentences, and questions.

Goals

Novice Low: Communicate with others by answering a few practiced questions using words and phrases and with the help of visuals or gestures.
Novice Mid: Communicate with others by asking and answering a few practiced questions using words, phrases and simple sentences.
Novice High: Communicate with others by asking and answering practiced and some original questions using simple sentences most of the time.

STANDARD 4: Investigate Intercultural Products, Practices and Perspectives (Interpersonal Mode)

4.NL Identify a few typical products and practices related to familiar, everyday life in native and other cultures.

4.NM Identify typical products and practices related to familiar, everyday life to help understand perspectives of native and other cultures.

4.NH Identify products and practices related to everyday life to help understand perspectives of native and other cultures.

Standard 4 Progress Indicators for Modern World Languages

4.1.NL Answer a few simple oral or signed questions about very familiar products and practices in native and other cultures, such as flags and flag design; days of the week and telling the date.

4.1.NM Ask and answer a few simple oral or signed questions about typical products and practices to help understand perspectives in native and other cultures, such as invitations, special occasions, and reasons for celebrations; rooms in a house, house design, and what makes a house a home.

4.1.NH Exchange simple oral or signed information about similarities and differences between typical products and practices to help understand perspectives in native and other cultures, such as school schedules, course selection, and the importance of academics; national parks, study of geography, and the importance of natural resources.

4.2.NL Answer a few simple written questions about very familiar products and practices in native and other cultures, such as months and calendars; types of pets and popular pet names.

4.2.NM Ask and answer a few simple written questions about typical products and practices to help understand perspectives in native and other cultures, such as artists, art styles, and art appreciation; school subjects, required tests, and teen attitudes toward testing.

4.2.NH Exchange simple written information about similarities and differences between typical products and practices to help understand perspectives in native and other cultures, such as monuments, monument names, and national pride; cultural landmarks, architecture, and landmarks’ popularity.

STANDARD 5: Interact with Culturally Appropriate Language and Behaviors (Interpersonal Mode)

5.NL Interact in very familiar situations using practiced language and
behaviors and show cultural awareness by recognizing a few culturally inappropriate behaviors.

5.NM Interact in very familiar situations using practiced language and behaviors and show cultural awareness by recognizing culturally inappropriate behaviors.

5.NH Interact in familiar, everyday situations using practiced language and behaviors and show cultural awareness by recognizing culturally inappropriate
behaviors.

Standard 5 Progress Indicators for Modern World Languages

5.1.NL Imitate culturally appropriate behavior at a festival or holiday celebration.

5.1.NM Use rehearsed culturally appropriate behavior when purchasing an item.

5.1.NH Use foreign currency with an understanding of its conversion value.

5.2.NL Use culturally appropriate greetings or abbreviations in brief written communications, such as a text message.

5.2.NM Use culturally appropriate word order and punctuation when exchanging written information, such as time, date, phone number or price.

5.2.NH Use culturally appropriate formatting of contact information when purchasing an item or event ticket from an online seller.

STANDARD 6: Exchange Information and Ideas

6.NL Provide basic oral or signed information on very familiar topics.

6.NM Request and share simple oral or signed information on familiar or everyday topics.

6.NH Request and share oral or signed information on familiar and everyday topics.

Standard 6 Progress Indicators for Modern World Languages

6.1.NL Respond when asked the price of a lunch item.

6.1.NM Ask and answer simple questions about the weather when deciding what to wear to an outdoor event.

6.1.NH Ask and answer simple questions about an infographic on a topic of interest.

6.2.NL Exchange simple personal or very familiar written information, such as telling what time lunch is in response to a new student’s text; responding to personal questions such as name, age, or birthdate in an online forum; filling out a form to provide a class schedule.

6.2.NM Ask and answer written questions about familiar topics, such as giving information about school, food, or hobbies in an online conversation; texting questions and answers about the type of restaurant a group will visit; responding to an e-invitation to ask questions about an event.

6.2.NH Exchange written information about what people do, such as talking about your favorite activities with an ePal.; exchanging texts with a friend about local music venues; responding to an email about a sporting event.

STANDARD 7: Meet Personal Needs or Address Situations

7.NL Express a few basic personal needs in very familiar situations.

7.NM Express basic needs in familiar or everyday situations.

7.NH Interact with others to meet basic needs in familiar and everyday situations.

Standard 7 Progress Indicators for Modern World Languages

7.1.NL Volunteer when the teacher asks for help in the classroom.

7.1.NM Interact with the waiter to ask for food at a café or restaurant.

7.1.NH Interact with a group of friends to plan deadlines and who will do what for an upcoming event.

7.2.NL Introduce self on an online site.

7.2.NM Participate in an online exchange to get ready for an upcoming trip.

7.2.NH Interact online to ask and answer questions about a homework assignment.

STANDARD 8: Express, React to and Support Preferences, Opinions, or Viewpoints

8.NL Express a few basic preferences or feelings.

8.NM Express basic preferences or feelings and react to those of others.

8.NH Express, ask about, and react to simple preferences, feelings, or opinions on familiar topics.

Standard 8 Progress Indicators for Modern World Languages

8.1.NL Tell a favorite type of animal or pet.

8.1.NM Ask and answer simple questions with a peer about favorite singers or movies.

8.1.NH Exchange opinions about which photo apps are more useful than others and tell why.

8.2.NL Choose preference for clothing brands on an online survey.

8.2.NM Post clothing photos on a social media site and ask advice about which to buy.

8.2.NH Write to an e-pal to talk about clothing preferences from another culture.

Presentational Communication

Benchmarks

Present prepared or spontaneous information on very familiar, everyday topics through written, spoken, or signed language.
Inform, narrate, and express preferences and opinions using a variety of practiced or familiar words, phrases, simple sentences, and questions.

Goals

Novice Low: Present information using practiced or familiar words and phrases with the help of gestures or visuals.
Novice Mid: Present information using a mixture of practiced and familiar words, phrases and simple sentences.
Novice High: Present information using mostly simple sentences and transitions.

STANDARD 9: Investigate Intercultural Products, Practices and Perspectives (Presentational Mode)

9.NL Identify a few typical products and practices related to familiar, everyday life in native and other cultures.

9.NM Identify typical products and practices related to familiar, everyday life to help
understand perspectives of native and other cultures.

9.NH Identify similarities and differences between typical products and practices related
to everyday life to help understand perspectives of native and other cultures.

Standard 9 Progress Indicators for Modern World Languages

9.1.NL Name very familiar products and practices in native and other cultures, such as foods and portion size; sports and pastimes; titles of address and formal vs informal contexts.

9.1.NM Identify typical products and practices to help understand perspectives in native and other cultures, such as invitations, special occasions, and rites of passage; typical games, clothing, and popular accessories.

9.1.NH Identify similarities and differences between products and practices to help understand perspectives in native and other cultures, such as school schedules, course selection, and the importance of academics; rooms in a house, house design, and the use of rooms in a home.

9.2.NL List very familiar products and practices in native and other cultures, such
as formal and informal titles; school supplies; and back-to-school events.

9.2.NM Identify typical products and practices to help understand perspectives in native and other cultures, such as musical genres, instruments, and popular types of performers; school subjects, telling time, and the importance of grades.

9.2.NH Identify similarities and differences between typical products and practices to help understand perspectives in native and other cultures, such as monuments, architecture, and national pride; national parks, leisure activities, and popular parks.

STANDARD 10: Communicate with Culturally Appropriate Language and Behaviors (Presentational Mode)

10.NL Present in very familiar intercultural situations using memorized or practiced language and behaviors.

10.NM Present in very familiar intercultural situations using practiced or learned language and behaviors.

10.NH Present in very familiar situations using appropriate learned behaviors to show basic cultural awareness.

Standard 10 Progress Indicators for Modern World Languages

10.1.NL Approximate culturally appropriate language and rehearsed or imitated behavior.

10.1.NM Replicate culturally appropriate language and rehearsed or imitated behavior.

10.1.NH Reproduce culturally appropriate language and learned behaviors.

10.2.NL Use culturally appropriate punctuation when writing time, date, address, phone
number, or price in an online questionnaire.

10.2.NM Use culturally appropriate basic word order and capitalization in a report on personal preferences.

10.2.NH Use culturally appropriate formatting of contact information when purchasing an online item or ticket to an event.

STANDARD 11: Inform, Describe, Explain, or Provide Instructions

11.NL Name very familiar people, places, and objects.

11.NM Give simple information about very familiar topics.

11.NH Give simple descriptions of familiar and everyday topics.

Standard 11 Progress Indicators for Modern World Languages

11.1.NL Give simple information in list form, such as people in the family, items needed for school, or favorite foods.

11.1.NM Give simple information about classes or teachers when presenting a schedule.

11.1.NH Describe simple routines, such as a school day and weekends, going places in a city, or planning a trip.

11.2.NL Write a simple shopping list for school supplies, food, or clothes.

11.2.NM Create a meme with a simple caption to describe oneself.

11.2.NH Publish a simple promotional poster or video to advertise a school, sporting, or musical event.

STANDARD 12: Narrate About Life, Events, or Experiences

12.NL Provide very basic details about self.

12.NM Provide simple details about self, interests, and activities.

12.NH Provide details about personal life, interests, and activities.

Standard 12 Progress Indicators for Modern World Languages

12.1.NL Introduce oneself and share basic personal information, such as age, phone number, and email address.

12.1.NM Give simple information about self and surroundings, such as likes and dislikes, personality and physical traits of self and other family members, or current weather.

12.1.NH Tell a simple story about a family or vacation photo, answering who, what, where, when, and why questions.

12.2.NL Complete an emergency contact form to include personal information such as name, email address, and list of emergency contacts.

12.2.NM Create a Venn diagram comparing physical and personality traits of two friends, family members, or fictional characters.

12.2.NH Compare fans of different sports or sporting events in a simple article for the school newspaper.

STANDARD 13: Support Preferences, Opinions, or Viewpoints

13.NL Express likes and dislikes about very familiar topics from native and other cultures.

13.NM Express likes and dislikes about familiar topics from native and other cultures.

13.NH Express preferences on familiar and everyday topics or topics of interest from native and other cultures.

Standard 13 Progress Indicators for Modern World Languages

13.1.NL Tell likes and dislikes such as clothing colors, music, or menu items.

13.1.NM Articulate degree of personal preferences such as holidays, foods, or free-time activities.

13.1.NH Recommend places to shop, eat, or vacation using simple description or details.

13.2.NL List favorite technology devices and personal items in a classroom survey.

13.2.NM Rank favorite and least favorite entertainment options for an online survey.

13.2.NH Respond in a shared digital space about media platforms, listing pros and cons for each.

Communicative Literacy

Benchmarks

Use literacy skills to comprehend authentic texts that are spoken, written, or signed.
Use interpersonal skills to interact, negotiate meaning, and communicate effectively.
Use presentational skills to communicate effectively.

Goals

Use literacy skills to make meaning from authentic texts that are spoken, written, or signed.
Use interpersonal skills to interact, negotiate meaning, and communicate effectively.
Use presentational skills to communicate effectively.

STANDARD 14: Develop Interpretive Literacy

14.1 Infer Meaning and Nuances of Texts

14.1.NL Recognize cognates and familiar or practiced words, as well as non-alphabetic characters, accents or tone marks.

14.1.NM Recognize cognates and words from context, as well as non-alphabetic characters, accents or tone marks.

14.1.NH Recognize cognates and infer meaning of unfamiliar words or phrases using context clues and background knowledge.

14.2 Recognize and Use Organizational Features of Texts

14.2.NL Recognize visual, aural, and organizational features to identify the purpose of very simple texts, such as lists, labels, headlines, or titles.

14.2.NM Recognize visual, aural, and organizational features to identify the purpose of simple texts, such as infographics, song refrains, simple poems, or schedules.

14.2.NH Use visual, aural, and organizational features to identify the purpose of simple texts, such as fables, graphics, announcements, or instructions.

14.3 Apply Self-Questioning Skills

14.3.NL Use literal or factual self-questioning before, during, and after engaging with texts, such as “Who, where, when, what, or how many?”

14.3.NM Use literal or factual self-questioning before, during, and after engaging with texts, such as “What time, who is, why, or how?”

14.3.NH Use a mixture of literal and inferential self-questioning before, during, and after engaging with texts, such as “What happened or what might happen next?”

14.4 Make Text Connections

14.4.NL Make personal connections to a text using prior knowledge or experiences.

14.4.NM Make personal connections to a text using prior knowledge or experiences.

14.4.NH Make simple text-to-text connections using information from previous texts.

14.5 Select, Use and Cite Resources

14.5.NL Use digital and cultural resources appropriately.

14.5.NM Use digital and cultural resources appropriately.

14.5.NH Select relevant digital and cultural resources and use them appropriately.

STANDARD 15: Develop Interpersonal Literacy

15.1 Communicate, React, and Show Interest

15.1.NL Use familiar, relevant vocabulary and structures and rehearsed or imitated cultural behaviors to communicate, react, and show interest.

15.1.NM Use familiar, relevant vocabulary and structures and rehearsed or imitated cultural behaviors to communicate, react, and show interest.

15.1.NH Use culturally appropriate and relevant language and rehearsed or learned behaviors to communicate, react, and show interest.

15.2 Continue and Extend Conversations

15.2.NL Use a few very simple verbal or nonverbal interjections, rejoinders, or requests for clarification.

15.2.NM Use very simple verbal and nonverbal interjections, rejoinders, requests for clarification, interrogatives, or transition words.

15.2.NH Use simple interjections, rejoinders, requests for clarification, interrogatives, and transition words.

15.3 Increase Comprehensibility and Clarity of Expression

15.3.NL Increase comprehensibility using gestures, hand shapes, facial expressions, repetition, or awareness of pronunciation.

15.3.NM Increase comprehensibility using gestures, hand shapes, facial expressions, repetition, word substitution, or awareness of pronunciation, tone, or pitch.

15.3.NH Increase comprehensibility and clarify information using word substitution, rephrasing, circumlocution, and attention to pronunciation, tone, or pitch.

15.4 Infer Meaning of Unfamiliar Language

15.4.NL Infer meaning of unfamiliar language from gestures, facial and body expressions, or context clues during simple interactions.

15.4.NM Infer meaning of unfamiliar language from gestures, facial and body expressions, or context clues during simple interactions.

15.4.NH Infer meaning of unfamiliar language from gestures, facial and body expressions, context clues, or topic of conversation.

15.5 Select, Use and Cite Resources

15.5.NL Use digital and cultural resources appropriately.

15.5.NM Use digital and cultural resources appropriately.

15.5.NH Select relevant digital and cultural resources and use them appropriately.

STANDARD 16: Develop Presentational Literacy

16.1 Choose Relevant, Authentic Content and Concepts

16.1.NL Use authentic resources and familiar vocabulary and structures that are relevant to the topic.

16.1.NM Use authentic resources, and familiar vocabulary and structures that are relevant to the topic.

16.1.NH Use authentic resources and familiar content, structures, and syntax that are relevant to the topic.

16.2 Organize Information

16.2.NL Organize very simple information in a logical sequence and clarify with gestures or visuals as needed by the audience.

16.2.NM Organize information in a logical sequence, with topic sentence, simple details and conclusion, and clarify with gestures, visuals, or words as needed by the audience.

16.2.NH Organize information in a logical sequence, with topic sentence, simple details and conclusion, and clarify with simple language or circumlocution as needed by the audience.

16.3 Increase Comprehensibility and Clarity of Expression

16.3.NL Communicate with emerging awareness of pronunciation, spelling, non-alphabetic characters, mechanics, intonation patterns, tones, hand shapes, non-manual markers, or signing parameters to increase comprehensibility.

16.3.NM Communicate with awareness of pronunciation, spelling, non-alphabetic characters, mechanics, intonation patterns, tones, non-manual markers, hand shapes, or signing parameters to increase comprehensibility.

16.3.NH Communicate with attention to pronunciation, spelling, non-alphabetic characters, mechanics, intonation patterns, tones, non-manual markers, hand shapes, or signing parameters to increase comprehensibility.

16.4 Maintain and Increase Audience Interest

16.4.NL Maintain audience interest via gestures, creativity, emotion, technology, or visuals.

16.4.NM Maintain audience interest via content, creativity, emotion, humor, technology, or visuals.

16.4.NH Maintain audience interest via details, creativity, emotion, humor, technology, or visuals.

16.5 Select, Use and Cite Resources

16.5.NL Use digital and cultural resources appropriately.

16.5.NM Use digital and cultural resources appropriately.

16.5.NH Select relevant digital and cultural resources and use them appropriately.

Harper Park Middle School

World Languages And Cultures

State of VA SOL - French I

State of VA SOL - French II

Spanish For Fluent Speakers

German I

German II

State of VA SOL - Spanish I

State of VA SOL - Spanish II