Fourth Grade

Fifth Grade

Sixth Grade

Seventh and
Eighth Grades

Teacher

PowerSchool









Last updated 11/17/06
Exploratories - La Clase de Español
SPANISH
Grade Level Expectations

These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during kindergarten through grade eight and represent what a student will learn. McRel divides the benchmarks in the foreign language area as follows: K-4, 5-8, and 9-12. These standards and grade level expectations are to be used if a school teaches a foreign language at the elementary level; they are not required by all schools.

They are written from the student point of view; it is assumed that each grade level builds on the knowledge gained from the previous level and is sequential in nature, e.g., basic vocabulary which is a kindergarten grade level expectation is an ongoing skill. Not all standards have corresponding grade level expectations due to the developmental nature of the early grade levels. Local sites may add or adjust additional grade level expectations to correspond with their curriculum. The standard number listed is in reference to McRel 4th edition. In order to get more specificity regarding topics and corresponding skills for each standard/GLE, check out:
http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=16

Grade Four

1. Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information

(1.1) Uses the target language to express likes, dislikes, and personal preferences (e.g., objects, people, events, favorite activities, food, celebrations) in everyday environments
(1.2) Uses vocabulary for a wide range of topics (e.g., basic subject area terms, such as story elements, animals, weather, geographical concepts; categories such as numbers, shapes, colors, size)
(1.3) Uses appropriate vocabulary, gestures, and oral expressions for greetings, introductions, leave takings, and other common or familiar interactions (e.g., exchanging name, address, phone number, place of origin, general health/state of being; giving and asking for permission; using the telephone; making and responding to requests)

2. Understands and interprets written and spoken language from diverse media

(2.1) Understands the main ideas of ability-appropriate video or television programs on familiar topics
(2.2) Understands the main ideas and basic literary elements (e.g., principal characters, sequence of events, simple themes) in written poems, short folk tales, fairy tales, or illustrated stories that are appropriate at this developmental level
(2.3) Understands oral and written descriptions of people and objects in the environment
 
3. Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics

(3.1) Uses language conventions and style (e.g., phrases, structures, grammar, spelling, mechanics, commands, vocabulary, dialect, slang, idioms, humor, pronunciation, intonation, tone, stress) appropriate for different audiences (e.g., peers, adults) and settings (e.g., formal, informal, social, academic)
(3.2) Writes in a variety of forms (e.g., short, informal notes or messages, lists, letters, e-mail) to describe or provide information about oneself, friends and family, or school activities

4. Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of target culture

(4.1) Knows professions that require proficiency in the target language
(4.2) Knows basic cultural beliefs and perspectives of people in both native and target cultures relating to family, school, work, and play

5. Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages

(5.1) Knows basic elements of the sound and writing systems of the target language and how these elements differ from the same elements of one's native language 
(5.2) Understands that an idea may be expressed in multiple ways in the target language
Grade Five

1. Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information

(1.1) Uses verbal and written exchanges to share personal data, information, and preferences (e.g., events in one's life, past experiences, significant details related to topics that are of common interest, preferred leisure activities, likes, dislikes, needs)
(1.2) Uses vocabulary and cultural expressions to express the failure to understand the message or to request additional information (e.g., requests that the speaker restate the message, asks appropriate questions for clarification)

2. Understands and interprets written and spoken language from diverse media

(2.1) Understands the main ideas, themes, and basic details from diverse, authentic, ability-appropriate spoken media (e.g., radio, television, film, live presentation) on topics of personal interest or interest to peers in the target culture
(2.2) Understands spoken announcements and messages from peers and adults on a variety of familiar topics or topics of personal interest (e.g., favorite activities, popular events, school subjects)

3. Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics

(3.1) Presents information in the target language on topics of shared personal interest in one's daily life at home or school (e.g., brief reports to the class, tape or video recorded messages)
(3.2) Writes to peers on topics of shared personal interest (e.g., everyday events, activities at home or in school)

4. Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of target culture

(4.1) Knows various age-appropriate cultural activities practiced in the target culture (e.g., adolescents’ games such as card games, board games, and outdoor games; sports-related activities; music; television)
(4.2) Knows cultural traditions and celebrations that exist in the target culture and how these traditions and celebrations compare with those of the native culture (e.g., holidays, birthdays,“coming of age” celebrations, seasonal festivals, religious ceremonies, recreational gatherings)
(4.3) Understands the general relationship between cultural perspectives and practices (e.g., holidays, celebrations, work habits, play) in the target and native cultures
(4.4) Knows chronological order and significance of important historical events in the target culture
(4.5) Knows the location(s) and major geographic features of countries where the target language is/was used

5. Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages

(5.1) Understands how idiomatic expressions have an impact on communication and reflect culture (e.g., anticipates larger units of meaning rather than individual word equivalencies)
Grade Six

1. Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information

(1.1) Uses and responds to culturally appropriate nonverbal cues (e.g., gestures, physical distance, eye contact) to communicate spoken messages and maintain listening comprehension
(1.2) Uses appropriate vocabulary to acquire goods and services through basic negotiation of procedures and exchange of monies (e.g., shopping in a supermarket)

2. Understands and interprets written and spoken language from diverse media

(2.1) Understands various phrase groupings and structures in spoken forms of the target language (e.g., expressions, questions, polite commands)

3. Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics

(3.1) Presents cultural and literary works in the target language that are appropriate at this developmental level (e.g., presents short plays and skits, recites selected poems and anecdotes, performs songs)

4. Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of target culture

(4.1) Knows patterns of behavior or interaction typical of one’s age group in various settings in the target culture (e.g., dating, telephone usage, etiquette)
(4.2) Knows how “local” opinions of various aspects of the native culture compare with the views of peers from the target culture

5. Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages

(5.1) Understands how idiomatic expressions have an impact on communication and reflect culture (e.g., anticipates larger units of meaning rather than individual word equivalencies)
Grades Seven and Eight

1. Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information

(1.1) Uses the target language to plan events and activities with others (e.g., using authentic schedules, budgets)
(1.2) Gives and follows oral and written directions in the target language (e.g., for travel, for other tasks, for a recipe, for a word maze)
(1.3) Uses appropriate verbal strategies and cues (e.g., rephrasing, circumlocution, repetition, tone, stress, intonation) to communicate spoken messages and maintain listening comprehension
(1.4) Uses verbal and written exchanges to express opinions in the target language (e.g., concerning current events, about topics of personal or community interest)

2. Understands and interprets written and spoken language from diverse media

(2.1) Uses context clues (e.g., known language, diagrams, text features, graphics) to decode unfamiliar words and phrases in complex messages or texts
(2.2) Understands the content of ability-appropriate primary sources on familiar topics (e.g., personal letters, pamphlets, illustrated newspaper and magazine articles, advertisements)
(2.3) Understands nonverbal and verbal cues when listening to or observing a user of the target language
(2.4) Understands the main ideas, themes, principal characters, and significant details of ability-appropriate authentic literature (e.g., narratives, shorts stories, poems, plays)

3. Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics

(3.1) Writes in the target language in a variety of formats (e.g., notes, short letters, e-mail, business letters, thank you letters, descriptions, narrations, personal essays, poems, short stories, plays, songs, journals)
(3.2) Uses repetition, rephrasing, and gestures effectively to assist in presenting oral reports or presentations
(3.3) Summarizes the plot and provides brief descriptions of characters in selected poems, short stories, folk tales, and anecdotes
(3.4) Uses language conventions and style (e.g., complex grammatical structures, slang, humor, idioms, small talk, polite forms and status indicators, vernacular dialects, content area vocabulary) appropriate to different audiences and settings (e.g., formal, informal, social, academic, ceremonial)

4. Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of target culture

(4.1) Knows a variety of age-appropriate utilitarian forms of the target culture (e.g., educational institutions or systems, means of transportation, various rules as they apply to the peer group in the culture being studied), their significance, and how these forms have influenced the larger community
(4.2) Knows how various community members use the target language in their work
(4.3) Knows a variety of age-appropriate expressive forms of the culture (e.g., popular music and dance; appropriate authentic texts, such as children's magazines, comic books, children's literature, folk tales; the use of color; common or everyday artwork such as designs typical of the culture's clothing, pottery, ceramics, paintings, architectural structures) and how these expressive forms compare with those of the native culture
(4.4) Understands the general relationship between cultural perspectives and expressive products (e.g., music, visual arts, literature) in the target and native cultures
(4.5) Knows historical and cultural figures from the target culture and their contributions

5. Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages

(5.1) Draws conclusions about the relationship among languages (e.g., based on cognates and idioms)
(5.2) Understands that languages have critical sound distinctions that convey meaning
Teacher


Mrs. Diana Lord