Gloucester Township Public Schools

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Gloucester Township Public Schools

Course Title Middle School Spanish

Grade level(s) 6-8

Course Description Spanish is designed to introduce students to the language and culture of Spain, Latin America, and other Spanish speaking regions across the world while providing opportunities for application of vocabulary through conversation and student interaction. Students achieve basic

communicative competence through interpersonal, interpretive, and presentational modes. Oral learning is then reinforced by oral

presentations. Fluency in the Spanish language is a focus of the course.

Standards 2020 NJSLS World Language

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Grade 6:

This unit is an introduction to the study of another language and culture. Students learn to communicate with their teacher and classmates, and describe the objects they see in the classroom. They develop interpretive skills (listening and responding physically to the teacher’s directions and instructions). Once they have internalized high frequency expressions, they start to respond verbally in the target language when asked personal questions. At the onset of the unit, they have no functional ability to communicate. By the end of the unit students will be able to communicate using words and phrases that are memorized and practiced when talking about very familiar topics.

Essential Questions ● Why learn another language?

● What is culture?

Enduring and Understandings Students will understand:

● You can learn a 2nd (or 3rd) language.

● You already have language and communication skills that you can utilize while learning a new language.

● Culture is a way of life of groups of people meaning the way they do things.

● By learning and understanding different cultures you understand why people do things the way they do.

● Enhances communication and stimulates the mind.

Know By the end of this unit, students will know:

● Informal and formal greetings

● School supplies and commands

● Numbers up to 30

● Ordinal numbers

● Days of the week , months of the year

● Spanish date format

● Identify and describe items in backpacks with classmates.

● Animals and their habitat

● Describe themselves and others

● Express their emotions in the target language

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● Culture in Spain

Time Frame Theme Topic Grammar/Basic Skills Focus Standard

4-5 lessons Greetings and Farewells

Greetings Goodbyes Greetings during different times of day

*buenos días , buenas tardes, buenas noches

Formal and informal greetings.

Students will work with a partner and develop a short dialogue including all

conversational parts learned in the lesson.

Culture

Students watch short videos of native Spanish speakers from different countries and observe gestures that are used when greeting someone.

Students will engage in a conversation and use the proper Greetings and Farewells during different times of days.

Ask someone his/her name (and answer).

Ask someone how he/she is feeling (and answer)

Ask someone where he/she is from (and answer)

Ask someone his/her age (and answer)

7.1.NL.IPERS.5

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5-6 lessons School days

School supplies, class subjects, days of the week, months

Daily routines on a school day mini project School schedule School subjects Ordinal numbers Indicate the order and time classes occur.

¿Qué tienes en tu mochila?

Name school supplies in the target language

Compare and contrast middle school student school and home schedules of the target culture.

Comprehend, analyze and describe one's personal schedule and schedules of others.

Describe sequence of events using connectors of sequence words

Create a weekly journal log or a technology-rich presentation describing school schedule and activities.

Definite articles Gender of nouns Numbers up to 30 Ordinal numbers

Describe one’s school schedule in terms of Subjects during each class period

Materials needed for school Ask and respond to memorized questions related to school schedule.

Likes and dislikes

Use present tense to express what one does in school.

7.1.NL.IPERS.4

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4-5 lessons Animals ¿Donde viven?

Animals that live in a farm

Identify and name animals in the short video, “Chocolate” by Jesse & Joy

Characteristics and descriptions of animals Animals and their habitats; farm , home, sea and wilderness.

Adopt an animal -mini project

Names of animals Physical characteristics of animals

Names of habitats of migratory animals

The structures necessary to describe animals.

7.1.NL.PRSNT.2

5-6 lessons Family Label and discuss celebrity family trees Create a family tree

Share information about what activities people in the family like and do not like.

Description of family members

Investigate family traditions from the target culture

Identify members of one’s family

Adjectives Pronouns likes and dislikes

Present information about self and others .

Ask and respond to

memorized questions about family relationships and traits.

7.1.NL.IPERS.3

5-6 lessons All about me

Todo sobre mi - mini project

Diamond Poem Infographic activity Express likes and dislikes related to pastimes Personality traits

Noun and adjective agreement Colors

7.1.NL.IPERS.1

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Tell age (as a memorized chunks) Give and respond to commands (as memorized chunks)

Express where one lives and goes to school 2-3 lessons Emotions

¿Cómo estás?

*triste, feliz, enojado, nervioso, cansado

Identify how a character feels in a short story or video.

Así me siento cuando estoy ...

Students will express how they feel in a certain situation.

Class survey about how students feel using emotions vocabulary.

Las Emociones- Writing activity verbo estar + adjective

El está triste.

Ella está enojada.

Yo estoy feliz.

Students will be able to identify and express emotions in the target language.

Pronouns Verb estar Adjectives

7.1.NL.IPRET.3

4-5 lessons World/Tra vel

Spain Culture:

An overview of the countries in which the target language is spoken.

Traditions and celebrations La Fiesta de San Fermín

Students acquire knowledge about culture and society . They will gain a deeper appreciation of the large community that makes up the world of the language of study. Student’s will broaden their knowledge of

7.1.NL.PRSNT.1

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La Fiesta Tomatina Connections to the target country:

Regional foods(menus) Currency in Latin America Exchange rates Travel brochure- Digital tour of the place of interest

Identify vocabulary associated with planning a trip Planning a trip to Spanish- speaking country. Mode of transportation, activities to do while there, cost, scheduling activities, clothes needed for visit and acting out scenarios for renting hotels, visiting places etc.

Cultural activities Holiday and events comparisons

Create an invitation related to a target culture celebration

understanding the importance of language in our global society.

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Grade 7:

This unit is a continuation of sixth grade Spanish. Course focuses on the study of another language and culture. Students learn to communicate with their teacher and classmates, and describe clothing they see in other people and themselves. Students will learn to describe clothing preferences, use of weather expressions, months, and seasons of the year. Students will talk about daily routines ,places they may visit in the city or country and

read and relate time in Spanish orally and written form.

. They develop interpretive skills (listening and responding physically to the teacher’s directions and instructions). Once they have internalized high frequency

expressions, they start to respond verbally in the target language when asked personal questions. By the end of the unit, students have the functional ability to communicate using memorized words and phrases to talk about familiar topics .

Know By the end of this unit, students will know:

● State clothing preferences

● Weather expressions, months, day of the week, seasons of the year

● Daily routines

● Places to visit in the community

● Identify parts of the body in the target language

● Numbers up to 60

● Time expressions

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● Culture in Mexico

3-4 lessons Clothing Identify vocabulary associated with clothing worn in a variety of weather situations.

Ask and respond to simple clothes shopping scenarios

¿Que lleva puesto?

Description of self and other peoples’

clothing, fashion show or descriptions of people on slides without notes.

Clothing needs and preferences.

Seasonal clothing for weather conditions/vacation/trip

Vamos de Compra Vamos de Viaje Desfile de Modas

colors, sizes, clothes preference me gusta , no me gusta

llevo , lleva me pongo

7.1.NM.IPRET.1

3-4 lessons Months, days of the week, and seasons of the year

weather expressions, months, days of the week, seasons of the year

Seasons of the year mini- project

Birthday calendar

Students will be able to categorize months/days/seasons of the year in small groups in the target language.

Students will be able to share information related to the weather.

7.1.NM.IPERS.6

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3-4 lessons Daily routines

Students will describe their daily routines on a school day.

* me levanto, me visto, me duermo

Pronouns Reflexive verbs.

Common daily routine vocabulary

7.1.NM.IPRET.3

3-4 lessons Places in the community

Identify vocabulary associated with places in a community.

*museo, biblioteca, escuela, teatro, restaurante, hospital, banco, aeropuerto, tienda, panadería, farmacia etc..

Places to visit in the city and country

Mi vecindario/My

neighborhood Mini project.

Preposition phrases

*cerca, lejos, al lado de, detrás, adentro, izquierda, derecha, encima de, debajo de

Indicate where people go to do certain activities.

Express locations of places and buildings using a map

Give and follow directions from one place to another Give directions in a city/town/college campus

Definite & indefinite articles Prepositional phrases

7.1.NM.IPERS.2

3-4 lessons Body parts Identify and label-Hands on class activity

Print and post two 8x10 or 11x14 pictures of a person on the board , one

Verb tener Colors

Names of parts of the body in Spanish

7.1.NM.IPRET.2

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of their front and one of their back.

Create body parts labels on Microsoft Word. Then have students take turns and label parts of the body on the person.

Silly monster activities:

Names of parts of the body in Spanish.

Draw “Silly Monsters”

according to the given number of body parts.

Create and describe your silly monster and present it to class.

Peer to peer activity:

Students describe a silly monster to their partner and their partner has to draw it.

3-4 lessons Telling time ¿Qué hora es?

* Son las , es la , menos cuarto, en punto, media

Google drawing activity:

Drag and drop time phrases in order, from the earliest to latest.

Read a train/plane schedule, figure out when your train/flight leaves.

Students will be able to read and relate time in Spanish orally and written form.

Numbers up to -60

7.1.NM.IPERS.1:

4-5 lessons World/Travel Mexico Culture:

Traditions and celebrations

Culture: Dia de los Muertos

Students acquire knowledge about culture and society . They will gain a deeper appreciation of the large community that makes up the world of the language of study. Student’s will

broaden their knowledge of understanding the importance of language in our global society.

7.1.NM.PRSNT.5

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Cinco de mayo

Connections to the target country:

Regional foods(menus) Currency in Latin America Exchange rates

Travel brochure- Digital tour of the place of interest

Identify vocabulary associated with planning a trip

Planning a trip to Spanish- speaking country. Mode of transportation, activities to do while there, cost, scheduling activities, clothes needed for visit and acting out scenarios for renting hotels, visiting places etc.

Create an invitation related to a target culture celebration

Grade 8:

This unit is a continuation of seventh grade Spanish. Course focuses on the study of another language and culture. Students learn to

communicate with their teacher and classmates. Students will be able to focus on daily life in the target cultures, specifically how

family traditions and eating habits differ amongst cultures. Students will predict a weather forecast in the target language. Use of

weather expressions, months, seasons of the year. Students learn to give directions to places , and express pain at a doctors’ office in

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the target language. They develop interpretive skills (listening and responding physically to the teacher’s directions and instructions).

Once they have internalized high frequency expressions, they start to respond verbally in the target language when asked personal questions. By the end of the unit, Students communicate using words, lists, and simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.

Know

By the end of this unit, students will know:

● Express food preferences

● Order food from culturally authentic menus

● Express hunger and thirst

● Family values and traditions in Spain and Latin America

● Daily household chores

● Entrepreneurship

● Express pain when at a doctors’ office in the target language

● Numbers up to100

● Predict a weather forecast

● Culture in Latin America

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5-6 lessons Food , Glorious food

Preferences, origins, flavors, healthy and unhealthy foods, , order food from culturally authentic menus, express hunger and thirst , order foods and beverages; express preferences of food/beverage

Plan three meals in a day.

Describe food eaten for various meals of the day.

Identify foods found in a supermarket Research traditional dishes from the target cultures

Compare and contrast dishes from the target culture to our own culture Menu project Restaurant skit Food plate activity Grocery flyer

Traditional food Spain and Latin America Food Network Mini Project

Hunger/Thirst expressions: tengo sed , tengo hambre

Cost of food Numbers up to 100

Expressions of want/preference Order at a restaurant

7.1.NH.IPRET.3

3-4 lessons Family Family tree- Describe

family members in the Target language.

Thematic Cultural Components using

Physical characteristics Personality traits Pronouns Definite articles Indefinite articles

7.1.NH.IPRET.6

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physical and personality traits . Family values and traditions in Spain and Latin America Family life in Latin America and Spain compare and contrast from life at home.

Express what activities people in the family like and do not like.

Compare and contrast traits of two or more people in the family.

Identify members of one’s family

Present information about self and others .

Identify family relationships

Ask and respond to memorized questions about family relationships and traits.

3-4 lessons Home Entrepreneurship:

Create your dream home.

Create a real estate advertisement for a home

Identify and label rooms in the house and furniture Describe the bedroom in the picture.

Students answer questions related to homes and rooms in the house.

Real estate conversation Describe a home, items in a home, furniture.

7.1.NH.IPRET.2

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Identify furniture and items in the home

Compare homes in the target and home cultures.

Create a tour of a home from the target culture.

Create multimedia rich visual

Representation of one’s home or a home representative of the home culture.

5-6 lessons Household chores Los Quehaceres del Hogar

*limpiar la cocina, sacar la basura, lavar la ropa , arreglar el dormitorio, hacer la cama, pasar la aspiradora , pasar el césped, quitar el polvo.

Itemize what chores each family performs Create a dialogue to compare and contrast household chores done at a students’

home with another.

Give and follow positive commands related to chores

Present tense

Present tense progressive Reflexive verbs

Demonstrative adjectives Superlative expressions Past tense and modal verbs.

Students will share information about daily household chores.

Express preferences of household chores.

Compare common household chores in the home culture with common chores in the target culture.

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Describe one’s daily routine using basic reflexive activities.

Describe activities using present tense or indicate that an action is currently occurring by using the present progressive.

Give opinions about chores and activities and/or compare and contrast chores and activities by using demonstrative adjective and superlative expressions.

Explain what chores were completed using past tense and modal verbs.

Share information about activities that take place in each room in the house

Tell what chores people need to do

3 lessons Body Visit to the doctor’s office

*Me duele, Me duelen Skit at the doctor’s office Compare and Contrast How might the experience of going to a doctor in a

hospital/office in another country differ from going to one in the United States.

Express pain at a doctors’ office in the target language

Names of parts of the body Singular and plural form of the words “it hurts”.

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3-4 lessons Leisure Sports and hobbies

Identify hobbies in a picture

Likes and dislikes Free time activities and Spanish frequency adverbs

*siempre,algunas veces , casi nunca Make sentences about free time activities in Spanish.

Subject or subject

pronoun+conjugated verb (hobby)+ complement (time or place)

Compare and Contrast Fútbol vs Fútbol Americano

Students will share information about their favorite sports and hobbies in the target language.

Likes and dislikes pronouns conjugated verbs adverbs

7.1.NH.IPERS.1:

4-6 lessons Weather Weather expressions,months, seasons of the year.

Common weather expressions:

¿Qué tiempo hace?

hace frío , hace calor, hace viento, hace sol

Describe the weather.

¿Cómo está el tiempo?

está lloviendo, está frío, está caluroso, está nevando

Describe the weather and

recognize the season according to the weather.

Read, write and talk about the seasons and weather in Spanish.

verb estar

7.1.NH.IPERS.6

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Describe the weather for each season of the year.

Predict the weather forecast.

Research weather from target cities.

Spanish Celsius and fahrenheit

conversions

Research weather in the target culture and record it on a chart provided.

5-6 lessons World/Travel Latin America Culture:

Traditions and celebrations La Fiesta

Quinceañera Hispanic Heritage Month

Connections to the target country:

Regional foods(menus) Currency in Latin America Exchange rates

Students acquire knowledge about culture and society . They will gain a deeper appreciation of the large community that makes up the world of the language of study.

Student’s will broaden their knowledge of understanding the importance of language in our global society.

7.1.NH.PRSNT.4

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Travel brochure- Digital tour of the place of interest Identify vocabulary associated with planning a trip Planning a trip to Spanish- speaking country. Mode of transportation, activities to do while there, cost,

scheduling activities, clothes needed for visit and acting out scenarios for renting hotels, visiting places etc.

Create an invitation related to a target culture celebration.

Core Materials Scholastic Español

Web based adaptive programs

Department selected videos and reading selections

Instructional Strategies Skits, scenarios, and dramatization

Scripted, scaffolded, and spontaneous conversations

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Total physical response Student presentations Academic games

Formative Assessments

● Classroom and/or homework assignments

● Evidence of students’ work (written, art, projects, etc.)

● Skit/Dialogue - (Interpersonal Task)

● Entrance and exit ticket

● Quizzes/ learning checks

● Online learning technology

● Formative assessment games to check for progress towards skill and content mastery

● Cloze passages

Teacher monitors conversation proficiency

● Daily use of the target language

● Short conversations in pairs to show use of the target language

● Brief 1-1 conversations with teacher

● Simple commands and comprehensive questions Summative Assessments ^● Assessments incorporating all modes of communication.

● Oral or physical responses to demonstrate proficiency.

● Journal , writing entries

● Tests

Benchmark Assessments End of Unit Test

Alternate Assessments ^● Digital Projects

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21st Century Life & Careers Home

The 12 Career Ready Practices CRP12. Work productively in teams while using cultural global competence.

9.1 Personal Financial Literacy 9.1.8.A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills.

9.2 Career Awareness 9.2.8.B.4 Evaluate how traditional and nontraditional careers have

evolved regionally, nationally, and globally.

9.3 Career and Technical Education 9.3.12.AC-DES.2 Use effective communication skills and strategies (listening, speaking, reading, writing and graphic communications) to work with clients and colleagues.

Cross Curricular Connection

1.2.8.Cn10a Access, evaluate and use internal and external resources to inform the

creation of media artworks, such as cultural and societal knowledge, research and exemplary works.

1.2.8.Cn10b Explain and demonstrate how media artworks expand meaning and

knowledge and create cultural experiences, such as local and global events.

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1.2.8.Cn11b Explain and demonstrate how media artworks expand meaning and knowledge, and create cultural experiences (e.g., via local and global events considering fair use and copyright, ethics, media literacy).

Technology Integration

The characteristics and scope of technology. 8.2.8.A.1 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e.

telephone for communication - smart phone for mobility needs).

The core concepts of technology. 8.2.8.A.2

8.2.8.A.3

Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system.

Investigate a malfunction in any part of a system and identify its impacts.

The relationships among technologies and the connections between technology and other fields of study.

8.2.8.A.4

8.2.8.A.5

Redesign an existing product that impacts the environment to lessen its impact(s) on the environment.

Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system.

Instructional Strategies for Increased Engagement:

● Interactive Notetaking

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● Cooperative Learning

● Graphic Organizers

● Formative and Summative Assessments

● Providing Feedback

Higher Level Questioning and Learning Activities: (DOK)

Level 1: Introduce and practice vocabulary with interactive notebook pages, games, warm ups.

Level 2: Read samples of descriptions of self and others.

Level 3: Write a description of self and their best friend. Create a poster and complete with a selfie.

Level 4: Use Screencastify to present yourself and your friend. Share with classmates.

Instructional Adaptations for:

Special Education Allow use of translation software Chunk assignments into smaller parts

Provide scaffolding and or scripts for conversations Extra time

504 Students Chunk assignments into smaller parts Extra Time

Failing Students Utilize written, oral, and physical response modes of showing proficiency

Provide extra practice for skills and vocabulary

Provide scaffolded assignments so student can reach proficiency level

Gifted and Talented Challenge students to use longer and more complex phrases in conversations.

Provide independent practice where students can practice higher level language skills

Incorporate more complex research into presentations

English Language learners Provide alternate assignments for heritage speakers of Spanish.

Show French, Italian, or other Romance speakers ways to make connections between their native language and Spanish.

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Unit Title Grade 6 Spanish

Duration 15 Blocks

Established

Content Standards Interpretive Mode of Communication

Novice low learners: Identify a limited number of memorized or familiar words, symbols, or characters in very familiar contexts when they are supported by visuals in informational and fictional texts.

Performance expectations:

● 7.1.NL.IPRET.1: Identify a few memorized and practiced words

contained in oral, viewed, and written chunks of language in culturally authentic materials when supported by visual cues such as pictures and gestures and text support such as bolded words, bulleted lists, and/or captions.

● 7.1.NL.IPRET.2: Respond with physical actions and/or gestures to simple oral directions, commands, and requests.

● 7.1.NL.IPRET.3: Recognize a few common gestures associated with the target culture(s).

● 7.1.NL.IPRET.4: Recognize a few memorized words related to weather and climate in the target culture(s) and in students’ own cultures in highly contextualized oral texts.

Interpersonal Mode of Communication

Novice Low learners communicate using practiced and memorized words and phrases. They answer some formulaic questions on very familiar topics and express personal needs with memorized words and phrases. Novice Low learners often use gestures and pictures to convey meaning.

Performance expectations:

● 7.1.NL.IPERS.1: Respond to a few simple questions on very familiar topics using memorized words and phrases that have been repeatedly practiced.

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● 7.1.NL.IPERS.2: With the help of gestures and/or visuals, share with others basic needs on very familiar topics using memorized words and phrases that have been repeatedly practiced.

● 7.1.NL.IPERS.3: Tell others a few basic preferences and/or feelings using memorized words and phrases, often supported by gestures or visuals.

● 7.1.NL.IPERS.4: React to a few procedural instructions, directions, and commands in classroom situations.

● 7.1.NL.IPERS.5: Enact a few culturally authentic gestures when greeting others and during leave takings.

● 7.1.NL.IPERS.6: Share with others the names of a few memorized and practiced words and phrases related to climate change in the target culture(s) and in students’ own cultures.

Presentational Mode of Communication

Novice Low learners express basic information about themselves using memorized words and phrases, with the help of gestures or visuals Performance expectations:

● 7.1.NL.PRSNT.1: Present very familiar personal information using memorized words and phrases that have been repeatedly practiced, often using gestures and visuals to support communication.

● 7.1.NL.PRSNT.2: Express a few basic preferences and/or feelings using memorized words and phrases that are supported by gestures or visuals.

● 7.1.NL.PRSNT.3: Imitate a few culturally authentic gestures when greeting others and during leave takings.

● 7.1.NL.PRSNT.4: State the names of a few memorized and practiced words and phrases related to climate change in the target culture(s) and in students’ own cultures.

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Duration 30 Blocks

Established Content Standards

Interpretive Mode of Communication

Novice Mid learners understand and communicate at the word, phrase, and simple sentence level and can independently identify and recognize memorized words and phrases that bring meaning to text.

Performance Expectations:

• 7.1.NM.IPRET.1: Identify familiar spoken and written words, phrases, and simple sentences contained in culturally authentic materials and other resources related to targeted themes.

• 7.1.NM.IPRET.2: Respond with actions and/or gestures to oral and written directions, commands, and requests that relate to familiar and practiced topics.

• 7.1.NM.IPRET.3: Identify familiar people, places, objects in daily life based on simple oral and written descriptions.

• 7.1.NM.IPRET.4: Report on the content of short messages that they hear, view, and read in predictable culturally authentic materials.

• 7.1.NM.IPRET.5: Demonstrate comprehension of brief oral and written messages found in short culturally authentic materials on global issues, including climate change.

Novice Mid learners understand and communicate at the word and phrase level independently when responding to learned questions, ask memorized questions, state needs and preferences, and briefly describe people, places, and things. They have no real functional abilities and, therefore, cannot participate in true exchanges of information.

• 7.1.NM.IPERS.1: Request and provide information by asking and answering simple, practiced questions, using memorized words and phrases.

• 7.1.NM.IPERS.2: Share basic needs on very familiar topics using words, phrases, and short memorized, formulaic sentences practiced in class.

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• 7.1.NM.IPERS.3: Express one’s own and react to others’ basic preferences and/or feelings using memorized words, phrases, and simple memorized sentences that are supported by gestures and visuals.

• 7.1.NM.IPERS.4: Give and follow simple oral and written directions, commands, and requests when participating in classroom and cultural activities.

• 7.1.NM.IPERS.5: Imitate gestures and intonation of the target culture(s) native speakers when greeting others, during leave-takings, and in daily interactions.

• 7.1.NM.IPERS.6: Exchange brief messages with others about climate in the target regions of the world and in one’s own region using memorized and practiced words, phrases, and simple, formulaic sentences.

Novice Mid learners understand and communicate at the word and phrase level and can use memorized words and phrases independently when stating needs and preferences. They can describe people, places, and things with a combination of memorized words and phrases and a few simple sentences formed by combining and recombining learned language.

• 7.1.NM.PRSNT.1: Present basic personal information, interests, and activities using memorized words, phrases, and a few simple sentences on targeted themes.

• 7.1.NM.PRSNT.2: State basic needs on very familiar topics using words, phrases, and short memorized, formulaic sentences practiced in class.

• 7.1.NM.PRSNT.3: Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.

• 7.1.NM.PRSNT.4: Copy/write words, phrases, or simple guided texts on familiar topics.

• 7.1.NM.PRSNT.5: Present information from age- and level-appropriate, culturally authentic materials orally or in writing.

• 7.1.NM.PRSNT.6: Name and label tangible cultural products associated with climate change in the target language regions of the world.

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Duration 30 Blocks

Established Content Standards

Interpretive Mode of Communication

Novice High learners sometimes understand information from sentence-length speech in basic personal and social contexts where there is contextual support, though comprehension may often be very uneven. They are able to understand speech and writing dealing with areas of practical need such as highly standardized messages, phrases, or instructions, if the vocabulary has been learned.

• 7.1.NH.IPRET.1: Identify familiar words and phrases in culturally authentic materials related to targeted themes.

• 7.1.NH.IPRET.2: Understand the main idea and occasionally infer the meaning of some highly contextualized, unfamiliar spoken or written words, phrases, and short sentences in culturally authentic materials related to targeted themes.

• 7.1.NH.IPRET.3: Respond and act on a series of oral and written instructions, directions, and commands.

• 7.1.NH.IPRET.4: Recognize some common gestures and cultural practices associated with target culture(s).

• 7.1.NH.IPRET.5: Identify some unique linguistic elements in the target culture.

• 7.1.NH.IPRET.6: Interpret some common cultural practices associated with the target culture(s).

• 7.1.NH.IPRET.7: Comprehend some familiar questions and statements from short conversations and brief written messages from informational and fictional texts that are spoken, viewed and written.

• 7.1.NH.IPRET.8: Demonstrate comprehension of brief oral and written messages using contextualized culturally authentic materials on global issues, including climate change.

Novice High learners understand and communicate at the phrase and sentence level and can use words, lists, and simple sentences independently when talking about everyday life. They can handle a few uncomplicated

communicative tasks when the situations are straightforward and the contexts familiar. Conversation is limited to basic personal information, basic objects, and a limited number of activities, preferences, and needs. Novice High learners understand and respond to simple direct questions and requests and can independently ask a few formulaic questions.

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They rely on learned language that they begin to recombine to express their own ideas and needs. Novice High learners use sentence-level speech but often revert to words and phrases.

• 7.1.NH.IPERS.1: Exchange basic information by recombining memorized words, phrases, and sentences on topics related to self and targeted themes to express original ideas and information.

• 7.1.NH.IPERS.2: Ask and respond to questions on practiced topics and on information from other subjects.

• 7.1.NH.IPERS.3: Make requests and express preferences in classroom settings and in various social situations.

• 7.1.NH.IPERS.4: Give and follow a series of oral and written directions, commands, and requests for participating in classroom and cultural activities.

• 7.1.NH.IPERS.5: Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.

• 7.1.NH.IPERS.6: Using information from brief oral and written messages on global issues, exchange information with classmates and others about global issues, including climate change

Novice High learners present information using words, phrases, and some sentences to talk about themselves, their interests, their preferences, and other topics of interest. They begin to speak and write at the sentence level on familiar topics, yet their communication is often a mixture of words, phrases, and simple sentences.

• 7.1.NH.PRSNT.1: Recombine basic information at the phrase and sentence level related to everyday topics and themes.

• 7.1.NH.PRSNT.2: Create and present brief messages using familiar vocabulary orally or in writing.

• 7.1.NH.PRSNT.3: Describe orally and in writing people and things from the home and school environment.

• 7.1.NH.PRSNT.4: Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.

• 7.1.NH.PRSNT.5: When speaking and writing, use simple sentences and try to connect them with a few transition words.

• 7.1.NH.PRSNT.6: Tell or write a few details about the impact of climate change in the target language regions of the world and compare those impacts with climate change in the student's community and/or different regions in the United States.