Students will listen, speak, read, write, view and represent in Spanish to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

• express ideas
• 1. respond to a range of experiences
• consider others’ ideas
• 2. participate in a range of experiences, and represent these experiences
• experiment with language
• 3. use a variety of forms to explore and share familiar events, ideas and information
• express preferences
• 4. respond to an oral, print, visual or multimedia text
• set goals
• 5. participate in teacher-led group activities; and demonstrate reading, writing and representing behaviours

1.2 Clarify and Extend

• develop understanding
• 1. recognize connections between new experiences and prior knowledge
• explain opinions
• 2. explore new experiences and ideas
• combine ideas
• 3. group ideas and information to make sense
• extend understanding
• 4. wonder about new ideas and observations

Students will listen, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make connections among oral language, texts and personal experiences
• comprehension strategies
• 2. recognize and anticipate meaning from familiar print, symbols and images
• textual cues
• 3. recognize environmental print, symbols and images in context; and recognize own name and personally familiar words
• cueing systems
• 4. recognize that text is organized in specific patterns and that text symbols represent sounds, words or ideas

2.2 Respond to Texts

• experience various texts
• 1. participate in shared listening, reading and viewing experiences, using texts from a variety of genres and cultural traditions
• connect self, texts and culture
• 2. share personal experiences related to oral, print, visual and multimedia texts; and represent the actions of people in texts
• appreciate the artistry of texts
• 3. share feelings evoked by oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. distinguish between what is realistic and imaginary in oral, print, visual and multimedia forms and texts
• techniques and elements
• 2. develop a sense of story through listening, reading and viewing experiences
• vocabulary
• 3. demonstrate curiosity about and experiment with sounds, letters, words and word patterns
• experiment with language
• 4. appreciate the sounds, intonations and rhythms of language
• create original texts
• 5. create original oral and visual texts

Students will listen, speak, read, write, view and represent in Spanish to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. demonstrate personal knowledge of a topic
• ask questions
• 2. ask commonly used questions to satisfy personal curiosity and information needs in the classroom context
• participate in group inquiry
• 3. ask and answer commonly used questions to help satisfy group curiosity and information needs in the classroom context
• create and follow a plan
• 4. listen to and follow simple directions in the classroom context

3.2 Select and Process

• identify personal and peer knowledge
• 1. identify self and others as sources of information
• identify sources
• 2. seek information from others in the classroom context
• evaluate sources
• 3. recognize when information answers the questions asked
• access information
• 4. use visual and auditory cues to understand ideas and information
• make sense of information
• 5. use prior knowledge to make sense of information

3.3 Organize, Record and Assess

• organize information
• 1. categorize objects and visuals according to similarities and differences
• record information
• 2. represent and share information and ideas
• evaluate information
• 3. share information gathered on a specific topic
• develop new understanding
• 4. participate in information-gathering experiences

Students will listen, speak, read, write, view and represent in Spanish to enhance the clarity and artistry of communication.

4.1 Generate and Focus

• generate ideas
• 1. share or represent ideas from personal experiences
• choose text forms
• 2. participate in shared oral, print, visual and multimedia experiences
• organize ideas
• 3. recognize that ideas expressed in oral language can be represented and recorded

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. participate in the sharing of own creations and those of others
• revise content
• 2. express lack of understanding
• enhance legibility
• 3. trace and copy letters, and recognize letter keys on the keyboard
• enhance artistry
• 4. use familiar words to describe ideas
• enhance presentations
• 5. use visuals to express ideas, feelings and information

4.3 Attend to Conventions

• grammar and usage
• 1. check for complete sentences, with guidance
• spelling
• 2. connect sounds with letters
• capitalization and punctuation
• 3. recognize some basic writing conventions

4.4 Present and Share

• share ideas and information
• 1. use illustrations and other materials to share information and ideas
• effective oral and visual communication
• 2. express and represent ideas through various media and forms
• attentive listening and viewing
• 3. demonstrate active listening and viewing behaviours

Students will listen, speak, read, write, view and represent in Spanish to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. represent and draw stories about self and family
• relate texts to culture
• 2. listen actively to stories, and demonstrate curiosity
• appreciate diversity through texts
• 3. connect aspects of stories to personal feelings and experiences
• celebrate special occasions
• 4. contribute to group stories, using rhymes, rhythms, symbols, pictures and drama, to create and celebrate special individual, class and community occasions

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. participate in group activities
• work in groups
• 2. demonstrate attentiveness in group activities
• use language to show respect
• 3. recognize variations in language use in a school context
• evaluate group process
• 4. help others and ask others for help

Students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning.

6.1 Linguistic Elements

• sound–symbol system
• 1. listen to, identify and begin to produce basic Spanish sounds; and connect some sounds to specific letters
• lexicon
• 2. repeat and recognize basic vocabulary and expressions used in the immediate environment
• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...
• − verbs (all persons):
• ser/estar
• tener/llamarse
• poder/querer/ir
• hacer
• other commonly used verbs (e.g., comer, hablar, mirar)
• me/te/le gusta/gustan
• − subject pronouns (1^st, 2^nd and 3^rd person): yo/tú/él/ella/usted
• − possessive adjectives (1^st person singular and plural): mi, mis

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• mechanical features
• 4. imitate simple, basic mechanical features, such as capitalization in own name and texts
• discourse features
• 5. imitate simple, basic discourse features in oral interactions in the classroom

6.2 Language Competence

• listening
• 1. listen and respond to basic phrases in the classroom environment
• speaking
• 2. repeat and produce simple oral phrases in the classroom environment
• reading
• 3. recognize letters and their corresponding sounds
• writing
• 4. write letters
• viewing
• 5. view and respond to familiar events and/or representations in the classroom context
• representing
• 6. imitate and/or create simple representations of familiar ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. speak at a volume appropriate to classroom situations
• idiomatic expressions
• 2. use some age-appropriate idiomatic expressions
• variations in language
• 3. experience a variety of voices; e.g., male and female, young and old
• social conventions
• 4. use simple, routine social conventions
• nonverbal communication
• 5. use some common nonverbal behaviours

6.4 Language Learning Strategies

• cognitive
• 1. use simple cognitive strategies, with guidance, to enhance language learning; e.g., listen attentively, imitate sounds and intonation patterns
• metacognitive
• 2. use simple metacognitive strategies, with guidance, to enhance language learning; e.g., rehearse or role-play language
• social/affective
• 3. use simple social and affective strategies, with guidance, to enhance language learning; e.g., initiate or maintain interaction with others

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. use simple interactive strategies with guidance; e.g., use words from own first language to get meaning across, acknowledge being spoken to
• interpretive
• 2. use simple interpretive strategies with guidance; e.g., use gestures, intonation and visual supports to aid comprehension
• productive
• 3. use simple productive strategies with guidance; e.g., mimic what the teacher says, use nonverbal means to communicate

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance general learning; e.g., classify objects and ideas according to their attributes
• metacognitive
• 2. use simple metacognitive strategies to enhance general learning; e.g., manage the physical environment in which they have to work
• social/affective
• 3. use simple social and affective strategies to enhance general learning; e.g., watch others’ actions and copy them

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

Students will explore, understand and appreciate the cultures of the Spanish-speaking world for personal growth and satisfaction and for participating in, and contributing to, our multicultural Canadian society and the world.

7.1 Self-identity

• understanding self-identity
• 1. represent self and family
• developing positive self-identity
• 2. recognize own importance as a person
• valuing Spanish and the cultures of the Spanish-speaking world
• 3. participate in cultural activities of the Spanish-speaking world in the classroom and school
• valuing multilingualism/multiculturalism
• 4. participate in cultural activities in the classroom and school

7.2 Cultures of the Spanish-speaking World

• historical elements
• 1. participate in activities and experiences that reflect traditional elements of cultures of the Spanish-speaking world
• contemporary elements
• 2. participate in activities and experiences that reflect contemporary elements of cultures of the Spanish-speaking world
• diversity
• 3. experience linguistic/cultural elements of diverse origins from within cultures of the Spanish-speaking world
• change
• 4. participate in events marking changes

7.3 Building Community

• positive group membership
• 1. participate in group activities
• appreciating diversity
• 2. recognize differences between self and peers
• appreciating similarity
• 3. recognize similarities between self and peers
• contributing to community
• 4. participate in and contribute to classroom activities

7.4 Global Citizenship

• responsible citizenship
• 1. demonstrate personal and social responsibility in the classroom
• interdependence
• 2. participate in tasks and activities with partners and in groups
• intercultural skills
• 3. adapt to new situations, and follow rules in the classroom and school
• future opportunities
• 4. share or demonstrate personal strengths or achievements

Students will listen, speak, read, write, view and represent in Spanish to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

• express ideas
• 1. express personal experiences and familiar events
• consider others’ ideas
• 2. listen to and acknowledge experiences and feelings shared by others
• experiment with language
• 3. use a variety of forms to explore and share familiar events, ideas and information
• express preferences
• 4. express preferences for a variety of oral, print, visual and multimedia texts
• set goals
• 5. participate in reading, writing and representing activities

1.2 Clarify and Extend

• develop understanding
• 1. connect new experiences and information with prior knowledge
• explain opinions
• 2. express new experiences and ideas
• combine ideas
• 3. group and sort ideas and information to make sense
• extend understanding
• 4. demonstrate curiosity about ideas and observations to make sense of experiences

Students will listen, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make connections among texts, prior knowledge and personal experiences
• comprehension strategies
• 2. ask questions to anticipate meaning, and revise understanding based on further information
• textual cues
• 3. use textual cues to construct and confirm meaning
• cueing systems
• 4. use morphological, syntactic, semantic, graphophonic and phonological cues to construct and confirm meaning

2.2 Respond to Texts

• experience various texts
• 1. participate in shared listening, reading and viewing experiences, using texts from a variety of genres and cultural traditions
• connect self, texts and culture
• 2. share personal experiences related to oral, print, visual and multimedia texts; and identify the actions of people in texts
• appreciate the artistry of texts
• 3. share feelings and moods evoked by oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize different oral, print, visual and multimedia forms and texts
• techniques and elements
• 2. represent the beginning, middle and end of oral, print, visual and multimedia texts
• vocabulary
• 3. experiment with parts of words, word combinations and word patterns
• experiment with language
• 4. appreciate repetition, rhyme and rhythm in shared language experiences
• create original texts
• 5. create original texts to communicate and demonstrate understanding of basic forms

Students will listen, speak, read, write, view and represent in Spanish to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. contribute personal knowledge of a topic to gather information
• ask questions
• 2. ask basic questions to satisfy personal curiosity and information needs
• participate in group inquiry
• 3. ask and answer basic questions to help satisfy group curiosity and information needs on a specific topic
• create and follow a plan
• 4. listen actively and follow directions for gathering information and ideas

3.2 Select and Process

• identify personal and peer knowledge
• 1. identify and share basic personal knowledge related to experiences
• identify sources
• 2. seek information from a variety of sources
• evaluate sources
• 3. recognize when information answers the questions asked
• access information
• 4. understand that library materials have a specific organizational system, and use visual and auditory cues to construct meaning
• make sense of information
• 5. make and check predictions, using prior knowledge and oral, print, visual and multimedia text features to understand information

3.3 Organize, Record and Assess

• organize information
• 1. identify and categorize information according to similarities, differences and sequences
• record information
• 2. represent and express key facts and ideas in visual form or with words
• evaluate information
• 3. use gathered information as a basis for communication
• develop new understanding
• 4. recall, share and record information-gathering experiences in visual or print form

Students will listen, speak, read, write, view and represent in Spanish to enhance the clarity and artistry of communication.

4.1 Generate and Focus

• generate ideas
• 1. contribute ideas from personal experiences for oral, print and visual texts
• choose text forms
• 2. share ideas and experiences, using simple text forms in the classroom context
• organize ideas
• 3. organize visuals and familiar print to express ideas and tell stories

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. talk about own creations and those of others, using basic, common expressions
• revise content
• 2. ask basic questions to clarify meaning
• enhance legibility
• 3. form recognizable letters, and use letters and basic keys on the keyboard
• enhance artistry
• 4. use familiar words or simple sentences to describe ideas
• enhance presentations
• 5. use familiar words with visuals to express ideas, feelings and information

4.3 Attend to Conventions

• grammar and usage
• 1. check for complete sentences; and make sentences complete, with guidance
• spelling
• 2. spell familiar words
• capitalization and punctuation
• 3. use basic writing conventions

4.4 Present and Share

• share ideas and information
• 1. share information and ideas in a brief presentation to a familiar audience, and use illustrations and other materials to aid the presentation
• effective oral and visual communication
• 2. share information and ideas with a group through various media and forms
• attentive listening and viewing
• 3. demonstrate active listening and viewing behaviours

Students will listen, speak, read, write, view and represent in Spanish to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. tell and draw about self and family
• relate texts to culture
• 2. listen actively to stories in oral, print, visual and multimedia texts from various communities
• appreciate diversity through texts
• 3. connect aspects of stories and characters to personal feelings and experiences
• celebrate special occasions
• 4. share ideas and experiences through such things as conversation, puppet plays, dramatic scenes and songs, to celebrate special individual, class and community occasions

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. work in partnerships and groups
• work in groups
• 2. take turns sharing information and ideas
• use language to show respect
• 3. recognize that individuals adjust language use for different situations
• evaluate group process
• 4. find ways to be helpful to others

Students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning.

6.1 Linguistic Elements

• sound–symbol system
• 1. listen to, identify and produce basic Spanish sounds; and connect sounds to the appropriate letters
• lexicon
• 2. use simple vocabulary and expressions in daily situations
• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...
• − verbs (all persons):
• ser/estar
• tener/llamarse
• poder/querer/ir
• hacer
• other commonly used verbs (e.g., comer, hablar, mirar)
• me/te/le gusta/gustan
• hay
• − subject pronouns (all persons)
• − possessive adjectives (1^st person singular and plural): mi, mis
• − question words: qué/cómo/dónde/por qué
• − affirmative, interrogative and negative sentences
• − articles

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...
• − verbs (all persons):
• ser/estar
• tener/llamarse
• poder/querer/ir
• hacer
• other commonly used verbs (e.g., comer, hablar, mirar)
• me/te/le gusta/gustan
• hay
• − subject pronouns (1^st, 2^ndand 3^rd person): yo/tú/él/ella/usted
• − possessive adjectives (1^st person singular and plural): mi, mis

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• mechanical features
• 4. imitate and experiment with basic mechanical features, such as periods, exclamation marks and question marks
• discourse features
• 5. imitate and experiment with basic discourse features in oral interactions in the classroom

6.2 Language Competence

• listening
• 1. listen to and understand simple oral sentences in the classroom environment
• speaking
• 2. produce, orally, simple sentences in a structured situation
• reading
• 3. recognize and understand simple words and sentences in a structured situation
• writing
• 4. write simple words and sentences in a structured situation
• viewing
• 5. view and understand simple, familiar events and/or representations in the classroom context
• representing
• 6. create simple representations of familiar ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. respond to tone of voice
• idiomatic expressions
• 2. use some age-appropriate idiomatic expressions
• variations in language
• 3. experience a variety of voices
• social conventions
• 4. use basic social expressions appropriate to the classroom
• nonverbal communication
• 5. understand the meaning of and use some common nonverbal behaviours

6.4 Language Learning Strategies

• cognitive
• 1. use simple cognitive strategies, with guidance, to enhance language learning; e.g., learn short rhymes or songs, incorporating new vocabulary or sentence patterns, group together sets of things—vocabulary, structures—with similar characteristics
• metacognitive
• 2. use simple metacognitive strategies, with guidance, to enhance language learning; e.g., listen or read for key words
• social/affective
• 3. use simple social and affective strategies, with guidance, to enhance language learning; e.g., participate in shared reading experiences

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. use simple interactive strategies with guidance; e.g., interpret and use a variety of nonverbal clues to communicate
• interpretive
• 2. use simple interpretive strategies with guidance; e.g., make connections between texts on the one hand and prior knowledge and personal experience on the other
• productive
• 3. use simple productive strategies with guidance; e.g., copy what others say or write, use words that are visible in the immediate environment

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance general learning; e.g., use models
• metacognitive
• 2. use simple metacognitive strategies to enhance general learning; e.g., choose from among learning options
• social/affective
• 3. use simple social and affective strategies to enhance general learning; e.g., seek help from others

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

Students will explore, understand and appreciate the cultures of the Spanish-speaking world for personal growth and satisfaction and for participating in, and contributing to, our multicultural Canadian society and the world.

7.1 Self-identity

• understanding self-identity
• 1. tell and draw about self and family, and appreciate own uniqueness
• developing positive self-identity
• 2. understand and accept own importance as a person
• valuing Spanish and the cultures of the Spanish-speaking world
• 3. participate in cultural activities and traditional practices of the Spanish-speaking world
• valuing multilingualism/multiculturalism
• 4. participate in classroom, school and community cultural activities

7.2 Cultures of the Spanish-speaking World

• historical elements
• 1. participate in activities and experiences that reflect traditional elements of cultures of the Spanish-speaking world
• contemporary elements
• 2. participate in activities and experiences that reflect contemporary elements of cultures of the Spanish-speaking world
• diversity
• 3. experience linguistic/cultural elements of diverse origins from within cultures of the Spanish-speaking world
• change
• 4. illustrate that change occurs in one’s immediate environment

7.3 Building Community

• positive group membership
• 1. develop an awareness of and concern for classmates
• appreciating diversity
• 2. recognize and appreciate differences between self and peers
• appreciating similarity
• 3. recognize and appreciate similarities between self and peers
• contributing to community
• 4. participate and cooperate in, and contribute to, classroom and school activities

7.4 Global Citizenship

• responsible citizenship
• 1. demonstrate personal and social responsibility in the classroom and school
• interdependence
• 2. recognize own contributions to a group and those of others
• intercultural skills
• 3. recognize that rules vary depending on circumstances
• future opportunities
• 4. share or demonstrate personal strengths and areas for further development

Students will listen, speak, read, write, view and represent in Spanish to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

• express ideas
• 1. make and talk about personal observations
• consider others’ ideas
• 2. ask for ideas and observations of others to help discover and explore personal understanding
• experiment with language
• 3. use a variety of forms to organize and give meaning to familiar experiences, ideas and information
• express preferences
• 4. collect and share favourite oral, print, visual and multimedia texts
• set goals
• 5. choose to speak, read, write and represent

1.2 Clarify and Extend

• develop understanding
• 1. connect new information, ideas and experiences with prior knowledge and experiences
• explain opinions
• 2. describe new experiences and understanding
• combine ideas
• 3. arrange ideas and information to make sense
• extend understanding
• 4. ask basic questions to make sense of ideas and experiences

Students will listen, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make connections among texts, prior knowledge and personal experiences
• comprehension strategies
• 2. anticipate meaning, recognize relationships and draw conclusions; and use a variety of strategies to confirm understanding
• textual cues
• 3. use textual cues to construct and confirm meaning
• cueing systems
• 4. use morphological, syntactic, semantic, graphophonic and phonological cues to construct and confirm word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. participate in shared listening, reading and viewing experiences, using texts from a variety of genres and cultural traditions
• connect self, texts and culture
• 2. discuss the experiences and traditions of various communities and cultures portrayed in oral, print, visual and multimedia texts
• appreciate the artistry of texts
• 3. identify and express the feelings of people in oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize that information and ideas can be expressed in a variety of forms and texts
• techniques and elements
• 2. relate the beginning, middle and end of oral, print, visual and multimedia texts
• vocabulary
• 3. explore commonalities in word families to increase vocabulary
• experiment with language
• 4. demonstrate interest in the sounds of words, word combinations and phrases in oral, print, visual and multimedia presentations
• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in Spanish to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. record and share personal knowledge of a topic to identify information needs
• ask questions
• 2. ask questions to understand a topic, and identify information needs
• participate in group inquiry
• 3. contribute relevant information and questions to assist in group understanding of a topic or task
• create and follow a plan
• 4. recall and follow directions for accessing and gathering information

3.2 Select and Process

• identify personal and peer knowledge
• 1. participate in group discussion to generate information on a topic and to identify sources of additional information
• identify sources
• 2. answer questions, using oral, print, visual and multimedia information sources
• evaluate sources
• 3. compare gathered ideas and information with personal knowledge
• access information
• 4. use the specific library organizational system to locate information and ideas, use titles to locate information, and use visual and auditory cues to construct meaning
• make sense of information
• 5. make connections between prior knowledge, ideas and information and oral, print, visual and multimedia text features

3.3 Organize, Record and Assess

• organize information
• 1. categorize related information and ideas, using a variety of strategies
• record information
• 2. record key facts and ideas in own words, and identify titles and writers of sources
• evaluate information
• 3. examine gathered information to decide what information to share or omit
• develop new understanding
• 4. recall, share, discuss and record information-gathering experiences

Students will listen, speak, read, write, view and represent in Spanish to enhance the clarity and artistry of communication.

4.1 Generate and Focus

• generate ideas
• 1. generate and contribute ideas on particular topics for oral, print and visual texts
• choose text forms
• 2. share ideas and experiences, using various text forms for particular audiences
• organize ideas
• 3. organize visuals and print to express ideas and tell stories

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. talk about own creations and those of others, using common expressions
• revise content
• 2. retell to clarify ideas
• enhance legibility
• 3. strive for consistency in letter size and shape, print letters in the correct direction, and explore and use the keyboard to produce text
• enhance artistry
• 4. experiment with words and sentence patterns, with support
• enhance presentations
• 5. combine illustrations and simple written texts to express ideas, feelings and information

4.3 Attend to Conventions

• grammar and usage
• 1. check for complete sentences, and make sentences complete
• spelling
• 2. spell familiar words, using basic strategies and resources
• capitalization and punctuation
• 3. use basic writing conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. share information and ideas on a topic with a familiar audience, and clarify information by responding to basic questions
• effective oral and visual communication
• 2. present information and ideas through various media and forms
• attentive listening and viewing
• 3. demonstrate attentive audience behaviours

Students will listen, speak, read, write, view and represent in Spanish to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. tell, draw and write about self, family and community
• relate texts to culture
• 2. explore similarities among stories in oral, print, visual and multimedia texts from various communities
• appreciate diversity through texts
• 3. connect aspects of stories and characters to personal feelings and experiences
• celebrate special occasions
• 4. participate in shared language experiences to celebrate special individual, class and community occasions

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. cooperate in small groups
• work in groups
• 2. contribute related ideas and information in whole-class and small-group activities
• use language to show respect
• 3. adjust own language use for different situations
• evaluate group process
• 4. acknowledge achievements of others

Students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning.

6.1 Linguistic Elements

• sound–symbol system
• 1. use, in modelled oral and written situations, all elements of the sound–symbol system
• lexicon
• 2. experiment with and use vocabulary and expressions in a variety of contexts in the classroom and school environment
• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...
• − gender and number of nouns
• − agreement with adjectives
• − demonstratives:
• adjectives: este/esta/estos/estas
• pronouns: éste/ésta/éstos/éstas
• − noun and verb agreement
• − possessive adjectives: mi, mis, tu, tus, su, sus, nuestros
• − verbs—present tense of most frequent verbs ar/er/ir
• nos/os/les gusta/gustan
• − comparative and superlative degrees of adjectives
• − question words: quién, cuánto, cuál (all forms)

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...
• − verbs (all persons):
• ser/estar
• tener/llamarse
• poder/querer/ir
• hacer
• other commonly used verbs (e.g., comer, hablar, mirar)
• me/te/le gusta/gustan
• hay
• − subject pronouns (all persons)
• − possessive adjectives (1^st person singular and plural): mi, mis
• − question words: qué/cómo/dónde/por qué
• − affirmative, interrogative and negative sentences
• − articles

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...
• − subject pronouns (1^st, 2^nd and 3^rd person): yo/tú/él/ella/usted

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. experiment with and use basic mechanical features, such as exclamation marks, capital letters, periods, question marks and commas
• discourse features
• 5. experiment with and use basic discourse features in oral, print and visual texts

6.2 Language Competence

• listening
• 1. listen to and understand simple oral sentences in a variety of familiar contexts
• speaking
• 2. produce, spontaneously and with guidance, simple oral sentences in a variety of familiar contexts
• reading
• 3. read and understand simple words and sentences in a variety of familiar contexts
• writing
• 4. write simple words and sentences on familiar topics in a structured situation
• viewing
• 5. view and understand simple, familiar events and/or representations
• representing
• 6. use a variety of forms to create simple representations of ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. distinguish between formal and informal situations
• idiomatic expressions
• 2. understand and use some simple idiomatic expressions as set phrases
• variations in language
• 3. acknowledge individual differences in speech
• social conventions
• 4. use basic politeness conventions
• nonverbal communication
• 5. experiment with using some simple nonverbal means of communication

6.4 Language Learning Strategies

• cognitive
• 1. use simple cognitive strategies, with guidance, to enhance language learning; e.g., memorize new words by repeating them silently or aloud
• metacognitive
• 2. use simple metacognitive strategies, with guidance, to enhance language learning; e.g., keep a learning log
• social/affective
• 3. use simple social and affective strategies, with guidance, to enhance language learning; e.g., seek the assistance of a friend to interpret a text

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. use simple interactive strategies with guidance; e.g., indicate lack of understanding verbally or nonverbally
• interpretive
• 2. use simple interpretive strategies with guidance; e.g., use illustrations to aid reading comprehension
• productive
• 3. use simple productive strategies with guidance; e.g., use familiar repetitive patterns from stories, songs, rhymes or media

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance general learning; e.g., connect what they already know with what they are learning
• metacognitive
• 2. use simple metacognitive strategies to enhance general learning; e.g., reflect on learning tasks with the guidance of the teacher
• social/affective
• 3. use simple social and affective strategies to enhance general learning; e.g., follow their natural curiosity and intrinsic motivation to learn

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

Students will explore, understand and appreciate the cultures of the Spanish-speaking world for personal growth and satisfaction and for participating in, and contributing to, our multicultural Canadian society and the world.

7.1 Self-identity

• understanding self-identity
• 1. express own self-concept, and extend that understanding to include new ideas and perspectives
• developing positive self-identity
• 2. understand own place and importance in the home and school
• valuing Spanish and the cultures of the Spanish-speaking world
• 3. participate in and appreciate cultural activities and traditional practices of the Spanish-speaking world
• valuing multilingualism/multiculturalism
• 4. participate in activities that promote and celebrate the multilingual/multicultural education experience

7.2 Cultures of the Spanish-speaking World

• historical elements
• 1. participate in activities and experiences that reflect traditional elements of cultures of the Spanish-speaking world
• contemporary elements
• 2. participate in activities and experiences that reflect contemporary elements of cultures of the Spanish-speaking world
• diversity
• 3. recognize diverse elements of cultures of the Spanish-speaking world in school and/or in the local community
• change
• 4. gather information to demonstrate change within cultures of the Spanish-speaking world

7.3 Building Community

• positive group membership
• 1. practise consideration for others
• appreciating diversity
• 2. explore diversity in the family, school and community
• appreciating similarity
• 3. explore similarities between self and others
• contributing to community
• 4. participate cooperatively in group activities by contributing ideas and supporting others

7.4 Global Citizenship

• responsible citizenship
• 1. demonstrate personal and social responsibility in the classroom, school and community
• interdependence
• 2. recognize the benefits of working with a partner or within a group, and recognize that one affects and is affected by the actions of others
• intercultural skills
• 3. identify and describe causes of conflict in the classroom
• future opportunities
• 4. identify personal strengths and areas for improvement

Students will listen, speak, read, write, view and represent in Spanish to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

• express ideas
• 1. describe and represent personal observations, experiences and feelings
• consider others’ ideas
• 2. consider ideas and observations of others to discover and explore personal understanding
• experiment with language
• 3. experiment with language to express feelings and talk about significant experiences and events
• express preferences
• 4. explain why an oral, print, visual or multimedia text is a personal favourite
• set goals
• 5. develop a sense of self as a reader, writer and illustrator

1.2 Clarify and Extend

• develop understanding
• 1. examine how new experiences, ideas and information connect with prior knowledge and experiences
• explain opinions
• 2. explain understanding of new concepts
• combine ideas
• 3. arrange ideas and information in more than one way to make sense for self and others
• extend understanding
• 4. reflect on ideas and experiences to clarify and extend understanding

Students will listen, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make connections among texts, prior knowledge and personal experiences
• comprehension strategies
• 2. set a purpose for listening, reading and viewing; make and confirm predictions, inferences and conclusions; and reread to check meaning
• textual cues
• 3. use textual cues to construct and confirm meaning
• cueing systems
• 4. use morphological, syntactic, semantic, graphophonic and phonological cues to construct and confirm word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. participate in listening, reading and viewing experiences, using texts from a variety of genres and cultural traditions
• connect self, texts and culture
• 2. describe similarities between experiences and traditions encountered in daily life and those portrayed in oral, print, visual and multimedia texts
• appreciate the artistry of texts
• 3. identify words that form mental images and create mood in oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize the distinguishing features of a variety of forms and texts
• techniques and elements
• 2. identify the sequence of events in oral, print, visual and multimedia texts, the time and place in which they occur, and the roles of main characters
• vocabulary
• 3. use knowledge of commonalities in word families to increase vocabulary in a variety of contexts
• experiment with language
• 4. identify examples of repeated sounds and poetic effects that contribute to enjoyment; and recognize humour in oral, print, visual and multimedia texts
• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in Spanish to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. identify and categorize personal knowledge of a topic to determine information needs
• ask questions
• 2. ask topic-appropriate questions, and identify and communicate information needs
• participate in group inquiry
• 3. contribute knowledge of a topic in group discussion to assist in group understanding of a topic or task
• create and follow a plan
• 4. recall and follow a sequential plan for accessing and gathering information

3.2 Select and Process

• identify personal and peer knowledge
• 1. record and share personal knowledge of a topic
• identify sources
• 2. access information to answer questions, using a variety of sources
• evaluate sources
• 3. match information to inquiry or research needs
• access information
• 4. use knowledge of visual and auditory cues and organizational devices to locate and gather information and ideas
• make sense of information
• 5. determine the main ideas in information, using prior knowledge, predictions, connections and inferences

3.3 Organize, Record and Assess

• organize information
• 1. organize and explain information and ideas, using a variety of strategies, such as clustering, categorizing and sequencing
• record information
• 2. record facts and ideas, using a variety of strategies, and list authors and titles of sources
• evaluate information
• 3. determine whether collected information is sufficient or inadequate for the established purpose
• develop new understanding
• 4. use gathered information and questions to review and add to knowledge

Students will listen, speak, read, write, view and represent in Spanish to enhance the clarity and artistry of communication.

4.1 Generate and Focus

• generate ideas
• 1. generate and contribute ideas on particular topics for oral, print and visual texts
• choose text forms
• 2. use a variety of text forms for particular audiences and purposes
• organize ideas
• 3. order ideas to create a beginning, middle and end in own oral, print and visual texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share own stories and creations with peers, and respond to questions or comments
• revise content
• 2. revise own ideas to accommodate new ideas and information
• enhance legibility
• 3. print, write or type letters legibly, developing a personal style; and space words appropriately
• enhance artistry
• 4. experiment with words and simple sentence patterns
• enhance presentations
• 5. use print and nonprint aids to illustrate ideas and information in oral, print and visual texts

4.3 Attend to Conventions

• grammar and usage
• 1. edit a text to ensure it includes complete sentences
• spelling
• 2. spell familiar words, using a variety of strategies and resources
• capitalization and punctuation
• 3. use basic writing conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. share information and ideas on a topic with a familiar audience, and clarify information by responding to questions
• effective oral and visual communication
• 2. present information and ideas using appropriate media and forms
• attentive listening and viewing
• 3. demonstrate appropriate audience behaviours

Students will listen, speak, read, write, view and represent in Spanish to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. record ideas and experiences, and share them with others
• relate texts to culture
• 2. examine ideas within stories in oral, print, visual and multimedia texts from various communities
• appreciate diversity through texts
• 3. connect situations portrayed in oral, print, visual and multimedia texts to personal experiences
• celebrate special occasions
• 4. acknowledge and celebrate special individual, class and community occasions

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. cooperate in a variety of partnership and group structures
• work in groups
• 2. ask others for their ideas, and express interest in their contributions
• use language to show respect
• 3. show consideration for those whose ideas, abilities and language use differ from own
• evaluate group process
• 4. recognize how class members help each other

Students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning.

6.1 Linguistic Elements

• sound–symbol system
• 1. use, in structured oral and written situations, all elements of the sound–symbol system
• lexicon
• 2. use vocabulary and expressions appropriately in various situations in the classroom and school environment
• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...
• − possessive pronouns: mío, tuyo
• − present progressive: estar + gerund
• − preterit
• − imperative mood for commonly used verbs
• − reflexive verbs of frequent use: lavarse, peinarse
• − near future tense: ir a + infinitive
• − diminutives
• − superlatives in -ísimo

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...
• − verbs (all persons):
• ser/estar
• tener/llamarse
• poder/querer/ir
• hacer
• other commonly used verbs (e.g., comer, hablar, mirar)
• me/te/le gusta/gustan
• nos/os/les gusta/gustan
• hay
• − gender and number of nouns
• − agreement with adjectives
• − demonstratives:
• adjectives: este/esta/estos/estas
• pronouns: éste/ésta/éstos/éstas
• − noun and verb agreement
• − possessive adjectives: mis, tu, tus, su, sus, nuestros
• − verbs—present tense of most frequent verbs ar/er/ir
• − comparative and superlative degrees of adjectives
• − question words: quién, cuánto, cuál (all forms)

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...
• − subject pronouns (all persons)
• − possessive adjectives (1^st person singular and plural): mi, mis
• − question words: qué/cómo/dónde/por qué
• − affirmative, interrogative and negative sentences
• − articles

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use basic mechanical features, such as capital letters, exclamation marks, commas and quotation marks
• discourse features
• 5. use basic discourse features in oral, print and visual texts

6.2 Language Competence

• listening
• 1. listen to and understand a series of oral sentences or a short oral presentation on a familiar topic in structured situations
• speaking
• 2. produce, spontaneously and/or with guidance, a series of interrelated ideas on a familiar topic
• reading
• 3. read and understand a series of sentences or a short text on a familiar topic
• writing
• 4. produce, spontaneously and/or with guidance, a simple written text on a familiar topic in a structured situation
• viewing
• 5. view and understand simple events and/or representations
• representing
• 6. use a variety of forms to create representations of ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. recognize that some topics, words or intonations are inappropriate in certain contexts
• idiomatic expressions
• 2. understand and use a variety of simple idiomatic expressions as set phrases
• variations in language
• 3. accept individual differences in speech
• social conventions
• 4. use appropriate oral forms of address for people frequently encountered
• nonverbal communication
• 5. recognize that some nonverbal behaviours may be inappropriate in certain contexts

6.4 Language Learning Strategies

• cognitive
• 1. use a variety of simple cognitive strategies, with guidance, to enhance language learning; e.g., make personal dictionaries, place new words or expressions in a context to make them easier to remember
• metacognitive
• 2. use a variety of simple metacognitive strategies, with guidance, to enhance language learning; e.g., reflect on learning tasks with the guidance of the teacher
• social/affective
• 3. use a variety of simple social and affective strategies, with guidance, to enhance language learning; e.g., reread familiar self-chosen texts to enhance understanding and enjoyment

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies  

• interactive
• 1. use a variety of simple interactive strategies with guidance; e.g., ask for clarification or repetition when they do not understand
• interpretive
• 2. use a variety of simple interpretive strategies with guidance; e.g., determine the purpose of listening, listen or look for key words
• productive
• 3. use a variety of simple productive strategies with guidance; e.g., use illustrations to provide detail when producing own texts 

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance general learning; e.g., experiment with, and concentrate on, one thing at a time
• metacognitive
• 2. use simple metacognitive strategies to enhance general learning; e.g., discover how their efforts can affect their learning
• social/affective
• 3. use simple social and affective strategies to enhance general learning; e.g., participate in cooperative group learning tasks

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

Students will explore, understand and appreciate the cultures of the Spanish-speaking world for personal growth and satisfaction and for participating in, and contributing to, our multicultural Canadian society and the world.

7.1 Self-identity

• understanding self-identity
• 1. express own self-concept, and compare the perception of others with own perception
• developing positive self-identity
• 2. understand own strengths and abilities
• valuing Spanish and the cultures of the Spanish-speaking world
• 3. recognize and appreciate various elements of language and culture of the Spanish-speaking world
• valuing multilingualism/multiculturalism
• 4. recognize benefits of a multilingual/multicultural education

7.2 Cultures of the Spanish-speaking World

• historical elements
• 1. participate in activities and experiences that reflect traditional elements of cultures of the Spanish-speaking world
• contemporary elements
• 2. participate in activities and experiences that reflect contemporary elements of cultures of the Spanish-speaking world
• diversity
• 3. identify diverse elements of cultures of the Spanish-speaking world in school and/or in the local community
• change
• 4. identify how people’s actions and lifestyles change to accommodate their changing needs

7.3 Building Community

• positive group membership
• 1. recognize that helping others is personally rewarding
• appreciating diversity
• 2. explore diversity in the classroom, school and local community; and reflect on its significance to self
• appreciating similarity
• 3. explore similarities among members of the immediate community, and reflect on the significance of this to self
• contributing to community
• 4. participate cooperatively in daily classroom duties, and support peers and classmates

7.4 Global Citizenship

• responsible citizenship
• 1. recognize that growing up involves making decisions and accepting consequences
• interdependence
• 2. identify the advantages and disadvantages of working collaboratively with a partner or group
• intercultural skills
• 3. explore ways to resolve interpersonal conflict
• future opportunities
• 4. identify personal strengths and areas for improvement, and set personal goals

Students will listen, speak, read, write, view and represent in Spanish to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

• express ideas
• 1. describe and reflect upon personal observations and experiences to reach tentative conclusions
• consider others’ ideas
• 2. explore connections among a variety of thoughts, ideas and responses
• experiment with language
• 3. explore and experiment with a variety of forms of expression for particular personal purposes
• express preferences
• 4. identify and explain preferences for particular forms of oral, print, visual and multimedia texts
• set goals
• 5. identify areas of personal accomplishment in language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. connect new information and experiences with prior knowledge to construct meaning in different contexts
• explain opinions
• 2. express new concepts and understanding in own words
• combine ideas
• 3. organize ideas and information in ways that clarify and shape understanding
• extend understanding
• 4. ask basic questions to clarify information and develop new understanding

Students will listen, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make and record connections among personal experiences, prior knowledge and a variety of texts
• comprehension strategies
• 2. confirm or reject inferences, predictions or conclusions based on textual information; and check and confirm understanding by rereading
• textual cues
• 3. use textual cues to construct and confirm meaning
• cueing systems
• 4. use morphosyntactic, semantic, graphophonic and phonological cueing systems to construct and confirm meaning; and use a dictionary to determine word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions, with and without support, such as personal narratives, plays, video/DVD programs, adventure stories, folk tales, informational texts, mysteries, poetry and CD-ROM programs
• connect self, texts and culture
• 2. identify similarities and differences between personal experiences and the experiences of people from various cultures portrayed in oral, print, visual and multimedia texts
• appreciate the artistry of texts
• 3. identify mood evoked by oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. distinguish similarities and differences between various oral, print, visual and multimedia forms and texts
• techniques and elements
• 2. explain connections between events and roles of main characters in oral, print, visual and multimedia texts; and identify how texts may influence people
• vocabulary
• 3. build knowledge of word patterns and relationships
• experiment with language
• 4. recognize how words and word combinations, such as wordplay, repetition and rhyme, influence or convey meaning; and recognize that exaggeration can be used to convey humour
• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in Spanish to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. categorize personal knowledge of a topic to determine information needs
• ask questions
• 2. ask general and specific questions on topics, using predetermined categories
• participate in group inquiry
• 3. identify relevant personal knowledge of a topic and possible categories of questions and purposes for group inquiry or research
• create and follow a plan
• 4. select and use a plan for gathering information

3.2 Select and Process

• identify personal and peer knowledge
• 1. record, select and share personal knowledge of a topic to focus inquiry or research
• identify sources
• 2. answer inquiry or research questions, using a variety of information sources
• evaluate sources
• 3. review information to determine its usefulness to inquiry or research needs
• access information
• 4. use knowledge of visual and auditory cues and organizational devices to locate and gather a variety of information and ideas
• make sense of information
• 5. determine main and supporting ideas, using prior knowledge, predictions, connections, inferences and visual and auditory cues

3.3 Organize, Record and Assess

• organize information
• 1. organize information and ideas in logical sequences, using a variety of strategies
• record information
• 2. record facts and ideas, using a variety of strategies; and list authors and titles of sources
• evaluate information
• 3. examine collected information to identify categories or aspects of a topic that need more information
• develop new understanding
• 4. use gathered information and questions to review and add to knowledge, and consider new questions regarding the inquiry or research process and content

Students will listen, speak, read, write, view and represent in Spanish to enhance the clarity and artistry of communication.

4.1 Generate and Focus

• generate ideas
• 1. generate and contribute ideas on particular topics for oral, print and visual texts, using a variety of strategies
• choose text forms
• 2. use a variety of text forms for particular audiences and purposes
• organize ideas
• 3. develop and arrange ideas in own oral, print and visual texts, using organizers

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share own stories and creations in various ways; and obtain feedback from others
• revise content
• 2. revise to focus on main ideas and relevant information
• enhance legibility
• 3. write legibly, using a handwriting style that is consistent in alignment, shape and spacing; and experiment with the use of templates and familiar software when composing and revising
• enhance artistry
• 4. select from a range of word choices; and use simple sentence patterns to communicate ideas and information
• enhance presentations
• 5. add interest to presentations through the use of props, such as pictures, media presentations and artifacts

4.3 Attend to Conventions

• grammar and usage
• 1. edit for complete sentences and to eliminate unnecessary repetition of words
• spelling
• 2. recognize spelling conventions, using a variety of strategies, resources and spelling patterns when editing and proofreading
• capitalization and punctuation
• 3. use basic writing conventions correctly when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. present information and ideas on a topic to engage a familiar audience, using a pre-established plan; and use print and nonprint aids to enhance the presentation
• effective oral and visual communication
• 2. describe and explain information and ideas to a particular audience; and select and use appropriate volume, intonation and nonverbal cues
• attentive listening and viewing
• 3. demonstrate appropriate audience behaviours

Students will listen, speak, read, write, view and represent in Spanish to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. understand relationships between own ideas and experiences and those of others
• relate texts to culture
• 2. discuss ideas within stories from oral, print, visual and multimedia texts from various communities
• appreciate diversity through texts
• 3. connect portrayals of individuals or situations in oral, print, visual and multimedia texts to personal experiences
• celebrate special occasions
• 4. use language appropriate in tone and form when participating in special classroom, school and community occasions

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. appreciate that everyone in a group has to work together to achieve group tasks, and act accordingly
• work in groups
• 2. take roles and share responsibilities as a group member
• use language to show respect
• 3. appreciate variations in language use in a variety of contexts in the immediate community
• evaluate group process
• 4. show appreciation and offer constructive feedback to peers, and seek support from group members

Students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning.

6.1 Linguistic Elements

• sound–symbol system
• 1. consistently use, in structured situations, all elements of the sound–symbol system
• lexicon
• 2. experiment with and use vocabulary and expressions in a variety of classroom, school and community contexts
• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...
• − commands—negative form
• − prepositions
• − imperfect
• − object pronouns—indirect: me, te, le, nos, os, les
• − object of prepositions: mí, ti, él, ella, usted …

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...
• − agreement with adjectives
• − demonstrative:
• adjectives: este/esta/estos/estas …
• pronouns: éste/ésta/éstos/éstas …
• − noun and verb agreement
• − present tense of most frequent verbs: -ar/-er/-ir
• nos/os/les gusta/gustan
• − comparative and superlative
• − possessive pronouns: mío, tuyo…
• − present progressive: estar + gerund
• − preterit
• − commands for commonly used verbs
• − reflexive verbs of frequent use: lavarse, peinarse, etc.
• − near future: ir a + infinitive
• − diminutive
• − superlative –ísimo

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...
• − verbs—all persons:
• ser/estar
• tener/llamarse
• poder/querer/ir
• hacer
• − commonly used verbs:
• comer, hablar, mirar, etc.
• me/te/le gusta/gustan
• hay
• − gender and number of nouns
• − demonstrative adjectives
• − noun and verb agreement
• − possessive adjectives: mis, tu, tus, su, sus, nuestros…
• − question words: quién, cuánto, cuál (all forms)

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use basic mechanical features correctly, and explore their use for effect
• discourse features
• 5. use basic discourse features in oral, print and visual texts, and explore their use for effect

6.2 Language Competence

• listening
• 1. listen to and generally understand a short oral presentation on a familiar topic in structured and unstructured situations
• speaking
• 2. produce, spontaneously and/or with guidance, a short oral presentation on a familiar topic in a structured situation
• reading
• 3. read and understand a series of interrelated ideas dealing with a familiar topic in structured situations
• writing
• 4. produce, spontaneously and with guidance, a simple text on a familiar topic in structured and unstructured situations
• viewing
• 5. view and understand a variety of simple events and/or representations
• representing
• 6. create multiple representations of the same familiar ideas, events and/or information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. experiment with formal and informal uses of language in familiar contexts
• idiomatic expressions
• 2. use learned idiomatic expressions in new contexts
• variations in language
• 3. experience a variety of accents and variations in speech
• social conventions
• 4. recognize verbal behaviours that are considered impolite
• nonverbal communication
• 5. recognize appropriate nonverbal behaviours for people frequently encountered

6.4 Language Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance language learning; e.g., use mental images to remember new information, repeat words or phrases in the course of performing a language task
• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance language learning; e.g., experience various methods of language acquisition and identify one or more considered personally useful
• social/affective
• 3. identify and use a variety of social and affective strategies to enhance language learning; e.g., work cooperatively with peers in small groups

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies  

• interactive
• 1. identify and use a variety of interactive strategies; e.g., use other speakers’ words in subsequent conversations
• interpretive
• 2. identify and use a variety of interpretive strategies; e.g., listen selectively based on purpose, make predictions about what they expect to hear or read based on prior knowledge and personal experience
• productive
• 3. identify and use a variety of productive strategies; e.g., use various techniques to explore ideas at the planning stage 

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance general learning; e.g., focus on and complete learning tasks
• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance general learning; e.g., divide an overall learning task into a number of subtasks
• social/affective
• 3. identify and use a variety of social and affective strategies to enhance general learning; e.g., choose learning activities that enhance understanding and enjoyment

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

Students will explore, understand and appreciate the cultures of the Spanish-speaking world for personal growth and satisfaction and for participating in, and contributing to, our multicultural Canadian society and the world.

7.1 Self-identity

• understanding self-identity
• 1. explore and examine various sources of information for development of one’s self-concept
• developing positive self-identity
• 2. understand that respect for oneself is essential, and that self-concept is determined by external and internal forces
• valuing Spanish and the cultures of the Spanish-speaking world
• 3. recognize and appreciate various elements of language and culture
• valuing multilingualism/multiculturalism
• 4. understand the personal value and significance of a multilingual/multicultural education

7.2 Cultures of the Spanish-speaking World

• historical elements
• 1. explore elements in the immediate environment that reflect the historical roots of cultures of the Spanish-speaking world
• contemporary elements
• 2. explore elements in the immediate environment that reflect the contemporary features of cultures of the Spanish-speaking world
• diversity
• 3. explore diversity of the cultures of the Spanish-speaking world in the larger community
• change
• 4. explore and reflect on change within own family and community

7.3 Building Community

• positive group membership
• 1. encourage and support classmates and schoolmates
• appreciating diversity
• 2. explore diversity in the immediate and local community, and reflect on its significance to self
• appreciating similarity
• 3. explore similarities among members of the local community, and reflect on the significance of this to self
• contributing to community
• 4. demonstrate willingness to assist or contribute for personal satisfaction

7.4 Global Citizenship

• responsible citizenship
• 1. respect the feelings, rights and property of others; and accept responsibility for one’s own actions
• interdependence
• 2. recognize that people depend on others to meet their needs; and recognize the effects of one’s actions on others
• intercultural skills
• 3. examine the rights and responsibilities of the individual
• future opportunities
• 4. identify personal strengths and areas for growth; and establish personal goals and action plans

Students will listen, speak, read, write, view and represent in Spanish to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

• express ideas
• 1. use personal experiences as a basis for exploring and expressing opinions and understanding
• consider others’ ideas
• 2. seek viewpoints of others to build on personal responses and understanding
• experiment with language
• 3. explore and experiment with a variety of forms of expression for particular personal purposes
• express preferences
• 4. review a collection of favourite oral, print, visual and multimedia texts; and share responses to preferred forms
• set goals
• 5. identify and discuss areas of personal accomplishment and areas for enhancement in language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. reflect on prior knowledge and experiences to arrive at new understanding
• explain opinions
• 2. explain personal viewpoints
• combine ideas
• 3. experiment with arranging ideas and information in a variety of ways to clarify understanding
• extend understanding
• 4. ask questions to clarify information and develop new understanding

Students will listen, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make and record connections among personal experiences, prior knowledge and a variety of texts
• comprehension strategies
• 2. use a variety of comprehension strategies to confirm understanding and self-correct
• textual cues
• 3. use textual cues to construct and confirm meaning
• cueing systems
• 4. use morphosyntactic, semantic, graphophonic and phonological cueing systems to construct and confirm meaning; and use a dictionary to determine word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions, such as historical fiction, legends, biographies, poetry, news reports and guest speakers; and share responses
• connect self, texts and culture
• 2. identify similarities and differences between personal experiences and the experiences of people from various cultures portrayed in oral, print, visual and multimedia texts
• appreciate the artistry of texts
• 3. identify descriptive and figurative language in oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. understand and use a variety of oral, print, visual and multimedia forms and texts
• techniques and elements
• 2. identify key elements, including plot, setting and characterization, and techniques, such as colour, music and speed, in oral, print, visual and multimedia texts
• vocabulary
• 3. expand knowledge of words and word relationships, using a variety of sources
• experiment with language
• 4. recognize how words and word combinations, such as wordplay, repetition and rhyme, influence or convey meaning; and identify ways in which exaggeration is used to convey humour
• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in Spanish to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. summarize personal knowledge of a topic in categories to determine information needs
• ask questions
• 2. formulate general and specific questions to identify information needs
• participate in group inquiry
• 3. share personal knowledge of a selected topic to help formulate relevant questions appropriate to a specific audience and purpose for group inquiry or research
• create and follow a plan
• 4. gather and record information and ideas using a plan

3.2 Select and Process

• identify personal and peer knowledge
• 1. record, select and share personal knowledge of a topic to focus inquiry or research
• identify sources
• 2. answer inquiry or research questions, using a variety of information sources
• evaluate sources
• 3. review information to determine its usefulness to inquiry or research needs
• access information
• 4. use a variety of tools to access information and ideas; and use visual and auditory cues to identify important information
• make sense of information
• 5. recognize organizational patterns of oral, print, visual and multimedia text; and skim, scan and listen for key words and phrases

3.3 Organize, Record and Assess

• organize information
• 1. organize information and ideas into categories, using a variety of strategies
• record information
• 2. make notes of key words, phrases and images by subtopics; and cite authors and titles of sources appropriately
• evaluate information
• 3. recognize gaps in the information gathered, and locate additional information needed
• develop new understanding
• 4. determine information needs during the inquiry or research process, and discuss and assess inquiry or research experiences and skills

Students will listen, speak, read, write, view and represent in Spanish to enhance the clarity and artistry of communication.

4.1 Generate and Focus

• generate ideas
• 1. focus a topic for oral, print and visual texts, using a variety of strategies
• choose text forms
• 2. use a variety of text forms for particular audiences and purposes
• organize ideas
• 3. develop and arrange ideas in own oral, print and visual texts, using a variety of organizers

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share own stories and creations in various ways; and give support and offer feedback to peers, using pre-established criteria
• revise content
• 2. revise to create an interesting impression and check for sequence of ideas
• enhance legibility
• 3. write legibly, and use word processing when composing and revising
• enhance artistry
• 4. choose descriptive language and sentence patterns to clarify and enhance ideas
• enhance presentations
• 5. use effective openings and closings that attract and sustain reader or audience interest

4.3 Attend to Conventions

• grammar and usage
• 1. identify and eliminate sentence fragments
• spelling
• 2. understand spelling conventions, using a variety of spelling patterns when editing and proofreading; and predict the spelling of unfamiliar words, using a variety of resources to confirm correctness
• capitalization and punctuation
• 3. use writing conventions, and apply these conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. prepare and share information on a topic, using print and nonprint aids to engage and inform a familiar audience
• effective oral and visual communication
• 2. use gestures and facial expressions to enhance oral presentations; and use emphasis and appropriate pacing, and arrange presentation space to focus audience attention
• attentive listening and viewing
• 3. show respect for the presenter through active listening and viewing behaviours

Students will listen, speak, read, write, view and represent in Spanish to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. acknowledge differing responses to common experiences
• relate texts to culture
• 2. discuss ideas, events and figures within stories from oral, print, visual and multimedia texts from various communities
• appreciate diversity through texts
• 3. connect the actions of individuals in oral, print, visual and multimedia texts to personal experiences
• celebrate special occasions
• 4. select and use language appropriate in tone and form to recognize and honour people and events

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. distinguish between on-task and off-task ideas and behaviours in a group
• work in groups
• 2. assume the responsibilities for various group roles
• use language to show respect
• 3. demonstrate sensitivity to appropriate language use when communicating orally
• evaluate group process
• 4. assess group process, using checklists; and determine areas for development

Students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning.

6.1 Linguistic Elements

• sound–symbol system
• 1. use, independently, in oral and written situations, all elements of the sound–symbol system
• lexicon
• 2. use vocabulary and expressions appropriately in classroom, school and community contexts
• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...
• − object pronouns—direct: me, te, le, la, lo …
• − reflexive verbs
• − adverbs—manner, place, time, frequency and ending in -mente

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...
• − preterit
• − commands for commonly used verbs
• − commands—negative form
• − prepositions
• − imperfect
• − object pronouns—indirect: me, te, le, nos, os, les, se
• − object of prepositions: mí, ti, él, ella, usted …

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...
• − agreement with adjectives
• − demonstrative:
• adjectives este/esta/estos/estas …
• pronouns éste/ésta/éstos/éstas …
• − noun and verb agreement
• − present tense of most frequent verbs: ar/er/ir
• nos/os/les gusta/gustan
• − comparative and superlative
• − possessive pronouns: mío, tuyo …
• − present progressive: estar + gerund
• − reflexive verbs of frequent use: lavarse, peinarse, etc.
• − near future: ir a + infinitive
• − diminutive
• − superlative -ísimo

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use basic mechanical features correctly, and apply these features for effect
• discourse features
• 5. use basic discourse features in oral, print and visual texts, and apply these features for effect

6.2 Language Competence

• listening
• 1. listen to and understand the main points of an oral presentation on a familiar topic in structured and unstructured situations
• speaking
• 2. produce a prepared or spontaneous oral presentation on a familiar topic in a structured situation
• reading
• 3. read and understand a series of interrelated ideas dealing with a familiar topic in structured and unstructured situations
• writing
• 4. produce, spontaneously and with guidance, a series of interrelated ideas on a familiar topic in structured and unstructured situations
• viewing
• 5. view and understand a series of simple events and/or representations
• representing
• 6. create multiple representations of the same ideas, events and/or information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. use formal and informal language in familiar situations
• idiomatic expressions
• 2. use learned idiomatic expressions to enhance communication
• variations in language
• 3. experience a variety of regional variations in language
• social conventions
• 4. recognize simple social conventions in informal conversations
• nonverbal communication
• 5. use appropriate nonverbal behaviours in a variety of familiar contexts

6.4 Language Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance language learning; e.g., identify similarities and differences between aspects of the language being learned and their own language
• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance language learning; e.g., reflect on the listening, speaking, reading and writing process, check copied writing for accuracy
• social/affective
• 3. identify and use a variety of social and affective strategies to enhance language learning; e.g., understand that making mistakes is a natural part of language learning, experiment with various forms of expression, note their acceptance or nonacceptance by more experienced speakers

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies  

• interactive
• 1. identify and use a variety of interactive strategies; e.g., assess feedback from a conversation partner to recognize when a message has not been understood
• interpretive
• 2. identify and use a variety of interpretive strategies; e.g., use knowledge of the sound–symbol system to aid reading comprehension
• productive
• 3. identify and use a variety of productive strategies; e.g., use knowledge of sentence patterns to form new sentences 

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance general learning; e.g., write down key words and concepts in abbreviated form—verbal, graphic or numerical—to assist with performance of a learning task
• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance general learning; e.g., make a plan in advance about how to approach a task
• social/affective
• 3. identify and use a variety of social and affective strategies to enhance general learning; e.g., encourage themselves to try, even though they might make mistakes

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

Students will explore, understand and appreciate the cultures of the Spanish-speaking world for personal growth and satisfaction and for participating in, and contributing to, our multicultural Canadian society and the world.

7.1 Self-identity

• understanding self-identity
• 1. identify influences on development of one’s self-concept and self-identity
• developing positive self-identity
• 2. recognize that individuals change in many ways, and that perception of oneself can change over time and depending on one’s context
• valuing Spanish and the cultures of the Spanish-speaking world
• 3. identify immediate and lifelong personal benefits derived from studying language and culture
• valuing multilingualism/multiculturalism
• 4. recognize the uniqueness of multilingual/multicultural education in a Canadian context

7.2 Cultures of the Spanish-speaking World

• historical elements
• 1. explore some key historical elements, events, figures and developments of cultures of the Spanish-speaking world
• contemporary elements
• 2. explore some key contemporary elements, events, figures and developments of cultures of the Spanish-speaking world
• diversity
• 3. explore diversity of the cultures of the Spanish-speaking world at the provincial level
• change
• 4. explore and reflect on change in the cultures of the Spanish-speaking world within Canada

7.3 Building Community

• positive group membership
• 1. develop skills that promote open, authentic relationships with others in class and school
• appreciating diversity
• 2. explore, compare and reflect on how diversity in Canada has an impact on self
• appreciating similarity
• 3. explore, compare and reflect on common human needs and experiences of Canadians
• contributing to community
• 4. demonstrate concern for the quality of one’s work in and out of school

7.4 Global Citizenship

• responsible citizenship
• 1. recognize the positive and negative aspects of the consequences of one’s actions; and demonstrate honesty and reliability in a variety of situations
• interdependence
• 2. examine the role of the individual in group activities; and reflect on effectiveness of own contributions
• intercultural skills
• 3. recognize and respect individual differences; and recognize the worth of every individual
• future opportunities
• 4. identify individual strengths and areas for further development; and establish personal goals and action plans

Students will listen, speak, read, write, view and represent in Spanish to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

• express ideas
• 1. use exploratory language to discover individual interpretations and share personal responses
• consider others’ ideas
• 2. select from ideas and observations of others to develop thinking and understanding
• experiment with language
• 3. explore and experiment with a variety of forms of expression for particular personal purposes
• express preferences
• 4. assess a collection of favourite oral, print, visual and multimedia texts; and discuss preferences for particular forms
• set goals
• 5. assess personal language use; and set personal goals to enhance language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. use prior knowledge and experiences selectively to make sense of new information in a variety of contexts
• explain opinions
• 2. explain and support personal viewpoints, and revise previous understanding
• combine ideas
• 3. search for ways to reorganize ideas and information to extend understanding
• extend understanding
• 4. ask a variety of questions to clarify information and develop new understanding

Students will listen, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make and record connections among personal experiences, prior knowledge and a variety of texts
• comprehension strategies
• 2. use comprehension strategies appropriate to the type of text and purpose
• textual cues
• 3. use textual cues to construct and confirm meaning
• cueing systems
• 4. use morphosyntactic, semantic, graphophonic and phonological cueing systems to construct and confirm meaning; and use a dictionary to determine word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions, such as autobiographies, travelogues, comics, short films, myths, legends, dramatic performances and novels; and explain preferences for particular types of oral, literary and media texts
• connect self, texts and culture
• 2. compare the challenges and situations encountered in own daily life with those experienced by people in other times, places and cultures as portrayed in oral, print, visual and multimedia texts
• appreciate the artistry of texts
• 3. identify descriptive and figurative language in oral, print, visual and multimedia texts; and discuss how it enhances understanding of people, places and actions

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize key characteristics of various oral, print, visual and multimedia genres
• techniques and elements
• 2. examine key elements and techniques in oral, print, visual and multimedia texts
• vocabulary
• 3. identify how and why word structures and meaning change; and use accurate word meaning according to context
• experiment with language
• 4. experiment with words and sentence patterns to create word pictures
• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in Spanish to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. summarize and focus personal knowledge of a topic to determine information needs
• ask questions
• 2. formulate relevant questions to focus information needs
• participate in group inquiry
• 3. contribute to group knowledge of topics to help identify and focus information needs, sources and purposes for group inquiry or research
• create and follow a plan
• 4. create and follow a plan to collect and record information

3.2 Select and Process

• identify personal and peer knowledge
• 1. record personal knowledge of a topic and collaborate to generate information for inquiry or research
• identify sources
• 2. answer inquiry or research questions, using a variety of information sources
• evaluate sources
• 3. review information to determine its usefulness to inquiry or research needs
• access information
• 4. use a variety of tools to access information and ideas; and use visual and auditory cues to gather important information
• make sense of information
• 5. use organizational patterns of oral, print, visual and multimedia text to construct meaning; and skim, scan and read closely to gather information

3.3 Organize, Record and Assess

• organize information
• 1. organize information and ideas, using a variety of strategies and techniques
• record information
• 2. record information in own words, cite authors and titles appropriately, and provide publication dates of sources
• evaluate information
• 3. recognize gaps in the information gathered; and locate additional information needed for a particular form, audience and purpose
• develop new understanding
• 4. assess knowledge gained through the inquiry or research process, form personal conclusions, and generate new questions for further inquiry or research

Students will listen, speak, read, write, view and represent in Spanish to enhance the clarity and artistry of communication.

4.1 Generate and Focus

• generate ideas
• 1. focus a topic for oral, print and visual texts, using a variety of strategies
• choose text forms
• 2. use a variety of text forms for particular audiences and purposes
• organize ideas
• 3. use listening, reading and viewing experiences as models for organizing ideas in own oral, print and visual texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share own stories and creations in various ways; and give support and offer feedback to peers, using pre-established criteria
• revise content
• 2. revise for content, organization and clarity
• enhance legibility
• 3. write legibly and at a pace appropriate to context and purpose when composing and revising; and select and use a variety of design elements, such as spacing, graphics, titles and headings, when appropriate
• enhance artistry
• 4. choose descriptive language; and use varied sentence lengths and structures to clarify and enhance ideas
• enhance presentations
• 5. emphasize key ideas and information to enhance audience understanding and enjoyment

4.3 Attend to Conventions

• grammar and usage
• 1. identify and eliminate sentence fragments and run-on sentences
• spelling
• 2. apply spelling conventions, using appropriate strategies and patterns when editing and proofreading; and use a variety of resources to determine the spelling of common exceptions
• capitalization and punctuation
• 3. apply writing conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. prepare and share information on a topic, using print, audiovisual and dramatic forms to engage the audience
• effective oral and visual communication
• 2. use appropriate volume, phrasing, intonation, nonverbal cues, such as body language and facial expressions, and presentation space to enhance communication
• attentive listening and viewing
• 3. demonstrate critical listening and viewing behaviours, and show respect for the presenter

Students will listen, speak, read, write, view and represent in Spanish to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. compare personal ways of responding and thinking with those of others
• relate texts to culture
• 2. explore cultural representations in oral, print, visual and multimedia texts from various communities
• appreciate diversity through texts
• 3. connect the insights of individuals in oral, print, visual and multimedia texts to personal experiences
• celebrate special occasions
• 4. select and use appropriate language and forms to acknowledge special events and honour accomplishments in and beyond the school

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. assist group members to maintain focus and complete tasks
• work in groups
• 2. select and assume roles to assist in the achievement of group goals
• use language to show respect
• 3. demonstrate sensitivity to appropriate language use and tone when communicating orally
• evaluate group process
• 4. assess own contributions to group process; set personal goals for enhancing work with others; and monitor group process, using checklists

Students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning.

6.1 Linguistic Elements

• sound–symbol system
• 1. consistently and independently use all elements of the sound–symbol system
• lexicon
• 2. recognize that one word may have multiple meanings, and recognize that various words and expressions may express the same idea
• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...
• − impersonal “se”
• − relative clauses
• − subordinate clauses with the verb in indicative or infinitive
• − simple future
• − double object pronouns—direct and indirect

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...
• − commands—negative form
• − prepositions
• − imperfect
• − object pronouns—indirect: me, te, le, nos, os, les
• − object of prepositions: mí, ti, él, ella, usted …
• − object pronouns—direct: me, te, le, la, lo …
• − reflexive verbs
• − adverbs—manner, place, time, frequency and ending in -mente

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...
• − preterit
• − commands for commonly used verbs

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use basic mechanical features correctly and for effect, including colons, ellipses and parentheses
• discourse features
• 5. use basic discourse features in oral, print and visual texts, and apply these features independently for effect

6.2 Language Competence

• listening
• 1. listen to and understand the main points of an extended oral or media presentation on a familiar topic in structured and unstructured situations
• speaking
• 2. produce a prepared or spontaneous oral presentation on a familiar topic in a structured or unstructured situation
• reading
• 3. read and understand an extended series of interrelated ideas dealing with a familiar topic in structured and unstructured situations
• writing
• 4. produce, spontaneously and/or with preparation, an extended series of interrelated ideas dealing with a familiar topic in structured and unstructured situations
• viewing
• 5. view and understand events and/or representations within and beyond the school context
• representing
• 6. use a variety of forms to create representations of ideas, events and/or information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. identify socially appropriate language in specific situations
• idiomatic expressions
• 2. correctly use learned idiomatic expressions in new contexts
• variations in language
• 3. recognize some common regional variations in language
• social conventions
• 4. recognize important social conventions in everyday interactions
• nonverbal communication
• 5. use appropriate nonverbal behaviours in a variety of familiar contexts

6.4 Language Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance language learning; e.g., look for patterns and relationships, use previously acquired knowledge to facilitate a learning task
• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance language learning; e.g., decide in advance to attend to specific aspects of input, listen or read for key words
• social/affective
• 3. identify and use a variety of social and affective strategies to enhance language learning; e.g., participate actively in conferencing and brainstorming as prewriting and postwriting exercises 

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies  

• interactive
• 1. identify and use a variety of interactive strategies; e.g., start again using a different tactic when communication breaks down, use a simple word similar to the concept they want to convey and invite correction
• interpretive
• 2. identify and use a variety of interpretive strategies; e.g., infer probable meaning of unknown words or expressions from contextual clues
• productive
• 3. identify and use a variety of productive strategies; e.g., be aware of and use the steps of the writing process 

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance general learning; e.g., use mental images to remember new information
• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance general learning; e.g., identify their own needs and interests
• social/affective
• 3. identify and use a variety of social and affective strategies to enhance general learning; e.g., take part in group decision-making processes

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

Students will explore, understand and appreciate the cultures of the Spanish-speaking world for personal growth and satisfaction and for participating in, and contributing to, our multicultural Canadian society and the world.

7.1 Self-identity

• understanding self-identity
• 1. explore and reflect on various facets of self-identity
• developing positive self-identity
• 2. recognize the effect of positive and negative treatment on self and others
• valuing Spanish and the cultures of the Spanish-speaking world
• 3. recognize the personal value and significance of language and culture
• valuing multilingualism/multiculturalism
• 4. identify the immediate and lifelong benefits and potential advantages of a multilingual/multicultural education in a Canadian and international context

7.2 Cultures of the Spanish-speaking World

• historical elements
• 1. identify some major historical elements, events, figures and developments of cultures of the Spanish-speaking world
• contemporary elements
• 2. identify some major contemporary elements, events, figures and developments of cultures of the Spanish-speaking world
• diversity
• 3. explore diversity of the cultures of the Spanish-speaking world in Canada
• change
• 4. explore and reflect on change in the cultures of the Spanish-speaking world at the international level

7.3 Building Community

• positive group membership
• 1. use skills that promote cooperation and mutual respect within the classroom and the school
• appreciating diversity
• 2. explore the impact of diversity in other regions of the world, and compare with the impact of diversity in Canada
• appreciating similarity
• 3. examine the common human needs and experiences of people around the world
• contributing to community
• 4. provide positive contributions and leadership within the school and/or community

7.4 Global Citizenship

• responsible citizenship
• 1. explore the meaning of personal and social conscience; and demonstrate problem-solving and decision-making skills
• interdependence
• 2. participate in and contribute to group activities effectively; and recognize that cooperation is important
• intercultural skills
• 3. accept differences in characteristics and abilities of peers and others
• future opportunities
• 4. identify own interests, and explore future opportunities for learning and employment

Students will listen, speak, read, write, view and represent in Spanish to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

• express ideas
• 1. use exploratory language to discuss, interpret and record a variety of opinions and conclusions
• consider others’ ideas
• 2. compare their own insights and viewpoints to those of others
• experiment with language
• 3. expand self-expression in oral, written and visual forms
• express preferences
• 4. explore oral, print, visual and multimedia texts recommended by others
• set goals
• 5. assess personal language use and revise personal goals to enhance language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. recognize the value of connecting prior and new knowledge and experiences to shape and extend understanding
• explain opinions
• 2. summarize and represent personal viewpoints in meaningful ways
• combine ideas
• 3. identify ways to reorganize ideas and information to extend understanding
• extend understanding
• 4. ask specific and focused questions for elaboration and clarification and discuss experiences and understanding

Students will listen, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make and record connections among previous experiences, prior knowledge and texts and apply these connections to new contexts
• comprehension strategies
• 2. use comprehension strategies appropriate to the type of text and purpose and use a variety of strategies to remember ideas
• textual cues
• 3. use textual cues to construct and confirm meaning and to interpret texts
• cueing systems
• 4. use morphosyntactic, semantic, graphophonic and phonological cueing systems to construct and confirm meaning and to interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions and discuss preferences
• connect self, texts and culture
• 2. compare their own understanding of people, cultural traditions and values portrayed in oral, print, visual and multimedia texts to that of others
• appreciate the artistry of texts
• 3. identify descriptive and figurative language in oral, print, visual and multimedia texts and discuss how it enhances understanding of people, places, actions and events

2.3 Understand Forms and Techniques

• forms and genres
• 1. identify preferences for particular oral, print, visual and multimedia forms and genres
• techniques and elements
• 2. examine techniques of plot development in oral, print, visual and multimedia texts and explore their impact
• vocabulary
• 3. explore factors, such as history, social trends and geographic isolation, that influence word families and the evolution of language
• experiment with language
• 4. identify surprising and playful uses of language in oral, print, visual and multimedia texts
• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in Spanish to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. examine personal knowledge of, and experiences related to, a topic to determine information needs
• ask questions
• 2. formulate, with guidance, a variety of relevant questions on a topic to establish a purpose for seeking information
• participate in group inquiry
• 3. contribute to group knowledge of topics to help identify and focus information needs, sources and purposes for group inquiry or research
• create and follow a plan
• 4. prepare and use a plan to access information and ideas from a variety of human, print, nonprint and electronic sources

3.2 Select and Process

• identify personal and peer knowledge
• 1. select and organize personal and peer knowledge of a topic to establish an information base for inquiry or research
• identify sources
• 2. extend inquiry and research questions, using a variety of information sources
• evaluate sources
• 3. use pre-established criteria to evaluate the currency, usefulness and reliability of information sources in answering inquiry or research questions
• access information
• 4. expand and use a repertoire of skills, including visual and auditory, to access information and ideas from a variety of sources
• make sense of information
• 5. determine literal and implied meanings of oral, print, visual and multimedia texts, using a variety of strategies and cues

3.3 Organize, Record and Assess

• organize information
• 1. organize information and ideas in order of priority according to topic and task requirements
• record information
• 2. make notes in point form, summarizing major ideas and supporting details, and reference sources
• evaluate information
• 3. recognize gaps in the information gathered and locate additional information needed for a particular form, audience and purpose
• develop new understanding
• 4. assess knowledge gained through the inquiry or research process, form personal conclusions, and generate new questions for further inquiry or research

Students will listen, speak, read, write, view and represent in Spanish to enhance the clarity and artistry of communication.

4.1 Generate and Focus

• generate ideas
• 1. experiment with various ways to generate ideas and focus a topic
• choose text forms
• 2. select and compose, using specific text forms that serve various audiences and purposes
• organize ideas
• 3. identify and use appropriate organizational patterns in their own oral, print, visual and multimedia texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own work in a variety of ways, and appraise particular aspects of their own work and that of others, using pre-established criteria
• revise content
• 2. revise to create effective sentences that convey content clearly
• enhance legibility
• 3. determine the appropriateness of handwriting or word processing for a particular task, when composing and revising, and combine print and visuals when desktop publishing
• enhance artistry
• 4. select words for appropriate connotations and use varied sentence lengths and structures
• enhance presentations
• 5. clarify and support ideas or opinions with details, visuals or media techniques

4.3 Attend to Conventions

• grammar and usage
• 1. edit for basic grammatical accuracy
• spelling
• 2. know spelling conventions and apply them to familiar words, and use appropriate resources when editing and proofreading
• capitalization and punctuation
• 3. know and apply writing conventions in simple, compound and complex sentences when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. facilitate small-group activities and short class sessions to share information on a topic, using pre-established active learning strategies such as role-plays, language games and simulations
• effective oral and visual communication
• 2. deliver short oral presentations and reports, using verbal and nonverbal cues such as diction, pacing, presence, facial expression and gestures to focus audience attention; project emotion appropriate to the subject and point of view; and support presentations with various media
• attentive listening and viewing
• 3. demonstrate critical listening and viewing behaviours and show respect for the presenter

Students will listen, speak, read, write, view and represent in Spanish to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. demonstrate growing self-confidence when expressing and sharing thoughts, ideas and feelings
• relate texts to culture
• 2. explain ways in which oral, print, visual and multimedia texts reflect topics and themes in life
• appreciate diversity through texts
• 3. interpret the choices and motives of individuals encountered in oral, print, visual and multimedia texts and examine how they relate to themselves and others
• celebrate special occasions
• 4. use appropriate language to participate in public events, occasions or traditions

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. contribute to group efforts to reach consensus or conclusions
• work in groups
• 2. present group conclusions or findings to classmates
• use language to show respect
• 3. respect diverse languages, ideas, texts and traditions and recognize contributions of themselves, peers and the wider community
• evaluate group process
• 4. evaluate group process and personal contributions according to pre-established criteria

Students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning.

6.1 Linguistic Elements

• sound–symbol system
• 1. understand and accurately use the sound–symbol system
• lexicon
• 2. use multiple words or phrases to express the same idea
• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...
• − subordinate clauses with the verb in subjunctive (present)
• − indirect speech
• − uses of lo
• − present perfect

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...
• − object pronouns (direct): me, te, la, lo, nos, os, las, los
• − reflexive verbs
• − adverbs (manner, place, time, frequency and ending in -mente)
• − impersonal “se”
• − relative clauses
• − subordinate clauses with the verb in indicative or infinitive
• − simple future
• − double object pronouns (direct and indirect)

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...
• − commands—negative form
• − prepositions
• − imperfect
• − object pronouns (indirect): me, te, le, nos, os, les
• − object of prepositions: mí, ti, él, ella, usted …

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use basic mechanical features correctly and effectively
• discourse features
• 5. use basic discourse features correctly and apply these features for desired effect, with teacher guidance

6.2 Language Competence

• listening
• 1. listen to and understand the main points of extended oral or media presentations on a variety of familiar topics in structured and unstructured situations
• speaking
• 2. deliver a prepared or spontaneous oral presentation on a familiar topic in structured and unstructured situations
• reading
• 3. read and understand an extended series of interrelated ideas dealing with a familiar topic in structured and unstructured situations
• writing
• 4. produce, spontaneously and/or with preparation, an extended series of simple and complex ideas on a familiar topic in structured and unstructured situations
• viewing
• 5. view and understand complex representations of familiar ideas, events and information
• representing
• 6. create complex representations of familiar ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. explore formal and informal uses of language in a variety of contexts
• idiomatic expressions
• 2. use learned idiomatic expressions in a variety of contexts
• variations in language
• 3. explore influences resulting in variations in language
• social conventions
• 4. interpret the use of social conventions encountered in oral and print texts
• nonverbal communication
• 5. recognize nonverbal behaviours that are considered impolite

6.4 Language Learning Strategies

• cognitive
• 1. select and use a variety of cognitive strategies to enhance language learning; e.g., associate new words or expressions with familiar ones, either in Spanish or in English, be aware of cognates and false cognates
• metacognitive
• 2. select and use a variety of metacognitive strategies to enhance language learning; e.g., evaluate their own performance or comprehension at the end of a task, keep a learning log
• social/affective
• 3. select and use a variety of social and affective strategies to enhance language learning; e.g., use self-talk to make themselves feel competent to do the task 

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. select and use a variety of interactive strategies; e.g., invite others into the discussion, ask for confirmation that a form used is correct
• interpretive
• 2. select and use a variety of interpretive strategies; e.g., prepare questions or a guide to note down information found in a text
• productive
• 3. select and use a variety of productive strategies; e.g., use resources to increase vocabulary

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. select and use a variety of cognitive strategies to enhance general learning; e.g., distinguish between fact and opinion when using a variety of sources of information
• metacognitive
• 2. select and use a variety of metacognitive strategies to enhance general learning; e.g., manage the physical environment in which they have to work
• social/affective
• 3. select and use a variety of social and affective strategies to enhance general learning; e.g., use support strategies to help peers persevere at learning tasks

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

Students will explore, understand and appreciate the cultures of the Spanish-speaking world for personal growth and satisfaction and for participating in, and contributing to, our multicultural Canadian society and the world.

7.1 Self-identity

• understanding self-identity
• 1. understand self-concept and the factors that affect it
• developing positive self-identity
• 2. understand the importance of developing a positive self-concept and self-identity and understand that members of a group have the right to be treated with respect as individuals; i.e., not be stereotyped
• valuing Spanish and the cultures of the Spanish-speaking world
• 3. explore and analyze how language and culture have impacted and enriched their lives
• valuing multilingualism/multiculturalism
• 4. explore and analyze how being multilingual/multicultural has impacted and enriched their lives

7.2 Cultures of the Spanish-speaking World

• historical elements
• 1. explore how some major historical events, figures and developments in the Spanish-speaking world have influenced contemporary culture worldwide
• contemporary elements
• 2. explore how some major contemporary events, figures and developments in the Spanish-speaking world have influenced contemporary culture worldwide
• diversity
• 3. explore the diversity of the cultures of the Spanish-speaking world at the international level
• change
• 4. explore how changes in the cultures of the Spanish-speaking world have impacted their own life

7.3 Building Community

• positive group membership
• 1. demonstrate respect for the rights and opinions of others
• appreciating diversity
• 2. examine diversity in the school, local community and among peers and reflect on its impact on themselves, their relationships and their personal choices
• appreciating similarity
• 3. examine commonalities among peers and members of the school and local community and reflect on the impact of these commonalities on themselves
• contributing to community
• 4. participate effectively in group activities

7.4 Global Citizenship

• responsible citizenship
• 1. understand and analyze the rights and responsibilities of citizens and provide examples
• interdependence
• 2. explore different roles and responsibilities of a group member
• intercultural skills
• 3. examine examples of societal conflict
• future opportunities
• 4. explore learning and work opportunities around the world

Students will listen, speak, read, write, view and represent in Spanish to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

• express ideas
• 1. explore and interpret diverse ideas to develop conclusions, opinions and understanding
• consider others’ ideas
• 2. integrate new understanding with previous viewpoints and interpretations
• experiment with language
• 3. expand self-expression in oral, written and visual forms
• express preferences
• 4. explore oral, print, visual and multimedia texts recommended by others
• set goals
• 5. assess and discuss personal language learning and use, using appropriate terminology

1.2 Clarify and Extend

• develop understanding
• 1. recognize the importance of reflecting on prior experiences and knowledge to revise conclusions and understanding
• explain opinions
• 2. articulate, represent and explain personal viewpoints clearly
• combine ideas
• 3. identify or invent personally meaningful ways of organizing ideas and information to clarify and extend understanding
• extend understanding
• 4. ask specific and focused questions, reconsider initial understanding in light of new information, listen to diverse opinions, and recognize ambiguity

Students will listen, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. explain connections among previous experiences, prior knowledge and texts and apply these connections to new contexts
• comprehension strategies
• 2. use a variety of comprehension strategies to make sense of familiar and unfamiliar texts and to remember ideas
• textual cues
• 3. use textual cues to construct and confirm meaning and to interpret texts
• cueing systems
• 4. use morphosyntactic, semantic, graphophonic and phonological cueing systems to construct and confirm meaning and to interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions and compare their interests with those of others
• connect self, texts and culture
• 2. discuss how similar ideas, people, experiences and traditions are conveyed in various oral, print, visual and multimedia texts
• appreciate the artistry of texts
• 3. identify language and visual images that create mood and evoke emotion in oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. demonstrate appreciation for the appropriate use of various forms and genres according to purpose, audience and content
• techniques and elements
• 2. examine techniques of plot development in oral, print, visual and multimedia texts and examine how they interact to create effects
• vocabulary
• 3. appreciate variations in language, accent and dialect in communities, regions and countries and recognize the derivation and use of words, phrases and jargon
• experiment with language
• 4. identify creative uses of language in popular culture and explain how imagery and figures of speech create tone and mood in texts
• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in Spanish to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. determine personal knowledge of a topic to generate possible areas of inquiry or research
• ask questions
• 2. formulate, independently, relevant main and subordinate questions on a topic to establish a purpose for gathering information
• participate in group inquiry
• 3. contribute ideas, knowledge and questions to help establish group inquiry or research focuses and purposes
• create and follow a plan
• 4. prepare and use a plan to access, gather and record relevant information in their own words from a variety of human, print, nonprint and electronic sources

3.2 Select and Process

• identify personal and peer knowledge
• 1. access, record and appraise personal and peer knowledge and understanding of a topic to establish an information base for inquiry or research
• identify sources
• 2. distinguish between fact and opinion when inquiring or researching using a variety of information sources
• evaluate sources
• 3. develop and use criteria for evaluating information sources for a particular inquiry or research plan
• access information
• 4. recall, expand and use a variety of skills, including visual and auditory, to access information and ideas from a variety of sources
• make sense of information
• 5. construct meaning, using direct statements, implied meaning and inferences, and adjust the rate of reading or viewing according to purpose, topic, density of information and organizational patterns of texts

3.3 Organize, Record and Assess

• organize information
• 1. organize information and ideas by selecting or developing categories appropriate to a particular topic and purpose
• record information
• 2. make notes, using headings and subheadings, or graphic organizers appropriate to a topic, and reference sources
• evaluate information
• 3. assess the appropriateness of the amount and quality of information collected and recognize and address information gaps for particular forms, audiences and purposes
• develop new understanding
• 4. organize new information and connect it to prior knowledge and reflect on the impact of new information on the inquiry or research process

Students will listen, speak, read, write, view and represent in Spanish to enhance the clarity and artistry of communication.

4.1 Generate and Focus

• generate ideas
• 1. consider form and audience when generating ideas and focusing a topic
• choose text forms
• 2. compose, using specific text forms to match content, audience and purpose
• organize ideas
• 3. identify and use a variety of organizational patterns in their own oral, print, visual and multimedia texts and compose effective introductions and conclusions

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share and discuss particular qualities of samples from their own collection of work, and accept and provide constructive suggestions for revising their own work and that of others
• revise content
• 2. revise to enhance meaning and effect according to audience and purpose
• enhance legibility
• 3. format for legibility and emphasis when composing and revising and enhance the coherence of documents, using word processor editing functions
• enhance artistry
• 4. identify figures of speech and select appropriate words and sentence patterns during revision to enhance clarity and artistry
• enhance presentations
• 5. plan and shape presentations to achieve particular purposes or effects

4.3 Attend to Conventions

• grammar and usage
• 1. edit for basic grammatical accuracy and to eliminate unnecessary repetition of words and ideas
• spelling
• 2. know spelling conventions and apply them to familiar and unfamiliar words, and use appropriate resources when editing and proofreading
• capitalization and punctuation
• 3. know and apply writing conventions consistently in a variety of sentence structures and written forms when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. plan and facilitate small-group activities and short class sessions to share information on a topic, using a variety of engaging methods, such as mini-lessons, role-plays and visual aids
• effective oral and visual communication
• 2. explain, share and present orally using conventions of public speaking in a variety of settings, such as small group presentations and class presentations, and use various media to enhance the effectiveness of oral presentations
• attentive listening and viewing
• 3. demonstrate critical listening and viewing behaviours and show respect for the presenter

Students will listen, speak, read, write, view and represent in Spanish to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. express personal reactions to a variety of experiences and texts and acknowledge the reactions of others
• relate texts to culture
• 2. compare ways in which oral, print, visual and multimedia texts from a variety of cultures explore similar ideas
• appreciate diversity through texts
• 3. compare the choices and behaviours of individuals presented in oral, print, visual and multimedia texts with personal choices, values and behaviours
• celebrate special occasions
• 4. explore and experiment with various ways in which language is used across cultures, age groups and genders to honour and celebrate people and events

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. engage in dialogue to understand the feelings and viewpoints of others and to contribute to group harmony
• work in groups
• 2. plan, organize and participate in presentations of group findings
• use language to show respect
• 3. demonstrate respect for other people’s language, history and culture
• evaluate group process
• 4. evaluate the quality of their own contributions to group process and set goals and plans for development

Students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning.

6.1 Linguistic Elements

• sound–symbol system
• 1. apply knowledge of the sound–symbol system in a variety of contexts
• lexicon
• 2. select the most appropriate or effective words or phrases to express ideas accurately
• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...
• − verbs in conditional sentences
• si… present/present
• si… present, future
• − pluperfect

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...
• − relative clauses
• − subordinate clauses with the verb in indicative or infinitive
• − simple future
• − double object pronouns (direct and indirect)
• − subordinate clauses with the verb in subjunctive (present)
• − indirect speech
• − uses of lo
• − present perfect

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...
• − object pronouns (direct): me, te, le, la, lo …
• − reflexive verbs
• − adverbs (manner, place, time, frequency and ending in -mente)
• − impersonal “se”

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use basic mechanical features correctly and effectively
• discourse features
• 5. use basic discourse features correctly and apply these features for effect, with teacher guidance and sometimes independently

6.2 Language Competence

• listening
• 1. listen to and understand the main points of oral presentations containing simple and complex ideas and dealing with a variety of familiar topics in structured and unstructured situations
• speaking
• 2. deliver a prepared or spontaneous oral presentation on a familiar or unfamiliar topic in structured and unstructured situations
• reading
• 3. read and understand texts containing simple and complex ideas on a variety of familiar topics in structured and unstructured situations
• writing
• 4. produce, spontaneously and/or with preparation, an extended series of simple and complex ideas on a variety of familiar topics in structured and unstructured situations
• viewing
• 5. view and understand complex representations of ideas, events and information
• representing
• 6. create complex representations of ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. use suitable, simple formal language in a variety of contexts
• idiomatic expressions
• 2. examine the role of idiomatic expressions in culture
• variations in language
• 3. examine influences resulting in variations in language
• social conventions
• 4. interpret and use important social conventions in interactions
• nonverbal communication
• 5. avoid nonverbal behaviours that are considered impolite

6.4 Language Learning Strategies

• cognitive
• 1. select and use a variety of cognitive strategies to enhance language learning; e.g., find information using reference materials like dictionaries, textbooks and grammars, use available technological aids to support language learning
• metacognitive
• 2. select and use a variety of metacognitive strategies to enhance language learning; e.g., experience various methods of language acquisition and identify one or more they consider particularly useful personally
• social/affective
• 3. select and use a variety of social and affective strategies to enhance language learning; e.g., be willing to take risks and try unfamiliar tasks and approaches 

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. select and use a variety of interactive strategies; e.g., use a range of fillers, hesitation devices and gambits to sustain conversations, use circumlocution to compensate for lack of vocabulary
• interpretive
• 2. select and use a variety of interpretive strategies; e.g., use key content words or discourse markers to follow an extended text
• productive
• 3. select and use a variety of productive strategies; e.g., take notes when reading or listening to assist in producing their own text

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. select and use a variety of cognitive strategies to enhance general learning; e.g., formulate key questions to guide research
• metacognitive
• 2. select and use a variety of metacognitive strategies to enhance general learning; e.g., keep a learning journal, such as a diary or a log
• social/affective
• 3. select and use a variety of social and affective strategies to enhance general learning; e.g., take part in group problem-solving processes

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

Students will explore, understand and appreciate the cultures of the Spanish-speaking world for personal growth and satisfaction and for participating in, and contributing to, our multicultural Canadian society and the world.

7.1 Self-identity

• understanding self-identity
• 1. examine their own identity and reflect on its effect on personal relationships and choices
• developing positive self-identity
• 2. understand stereotyping and its effect on the individual, community and society
• valuing Spanish and the cultures of the Spanish-speaking world
• 3. explore and analyze how language and culture have enriched the lives of individuals at the community, national and international levels
• valuing multilingualism/multiculturalism
• 4. explore and analyze how multilingualism/multiculturalism has enriched the lives of individuals at the community, national and international levels

7.2 Cultures of the Spanish-speaking World

• historical elements
• 1. explore how some major historical events, figures and developments in the Spanish-speaking world have influenced contemporary culture within the Canadian context
• contemporary elements
• 2. explore how some major contemporary events, figures and developments in the Spanish-speaking world have influenced contemporary Canadian culture
• diversity
• 3. explore how cultural diversity shapes the Spanish-speaking world
• change
• 4. explore the significance of changes in the cultures of the Spanish-speaking world to the rest of the world

7.3 Building Community

• positive group membership
• 1. demonstrate positive group member behaviours
• appreciating diversity
• 2. examine diversity in the school, local community and among peers and reflect on its impact on themselves, their school and their community
• appreciating similarity
• 3. examine similarities that exist among cultures in Canadian society through the historical context of immigration
• contributing to community
• 4. appreciate the contributions of different individuals, groups and events to the development of Canada

7.4 Global Citizenship

• responsible citizenship
• 1. identify how citizen action can affect public policy, including cultural diversity
• interdependence
• 2. identify the impact of the actions of an individual upon the group
• intercultural skills
• 3. explore ways in which group conflict can be resolved in Canadian society
• future opportunities
• 4. identify essential skills, knowledge and attitudes required for effective participation in the global workplace and marketplace

Students will listen, speak, read, write, view and represent in Spanish to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

• express ideas
• 1. question and reflect on personal responses and interpretations and apply personal viewpoints to diverse situations or circumstances
• consider others’ ideas
• 2. acknowledge the value of diverse ideas and the opinions of others in exploring and extending personal interpretations and viewpoints
• experiment with language
• 3. expand self-expression in oral, written and visual forms
• express preferences
• 4. explore a variety of oral, print, visual and multimedia texts other than those of personal preference
• set goals
• 5. monitor their growth in language learning and use, using predetermined criteria

1.2 Clarify and Extend

• develop understanding
• 1. reflect on new understanding in relation to prior knowledge and identify gaps in personal knowledge
• explain opinions
• 2. review and refine personal viewpoints through reflection, feedback and self-assessment
• combine ideas
• 3. structure and restructure ideas and information in personally meaningful ways to clarify and extend understanding
• extend understanding
• 4. consider diverse opinions and assess whether new information clarifies understanding

Students will listen, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. analyze and explain connections among previous experiences, prior knowledge and texts
• comprehension strategies
• 2. use comprehension strategies appropriate to the type of text and purpose and enhance understanding by rereading and discussing relevant passages
• textual cues
• 3. use textual cues to construct and confirm meaning and to interpret texts
• cueing systems
• 4. use morphosyntactic, semantic, graphophonic and phonological cueing systems to construct and confirm meaning and to interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions and explain interpretations of the texts
• connect self, texts and culture
• 2. examine how personal experiences, community traditions and various Canadian perspectives are presented in oral, print, visual and multimedia texts
• appreciate the artistry of texts
• 3. identify and describe techniques used to create mood in oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. explain preferences for particular oral, print, visual and multimedia forms and genres
• techniques and elements
• 2. examine techniques of plot development and persuasion in oral, print, visual and multimedia texts
• vocabulary
• 3. recognize uses and abuses of slang, colloquialism and jargon
• experiment with language
• 4. examine creative uses of language in popular culture and recognize how figurative language and techniques create a dominant impression, mood, tone and style
• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in Spanish to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. determine depth and breadth of personal knowledge of a topic to identify possible areas of inquiry or research
• ask questions
• 2. develop a variety of focused questions to establish a purpose for gathering information
• participate in group inquiry
• 3. contribute ideas, knowledge and strategies to help identify group information needs and sources
• create and follow a plan
• 4. prepare and use a plan to access, gather and evaluate information and ideas from a variety of human, print, nonprint and electronic sources

3.2 Select and Process

• identify personal and peer knowledge
• 1. access, record and appraise personal and peer knowledge of a topic and evaluate this knowledge for breadth and depth to establish an information base for inquiry or research
• identify sources
• 2. obtain information and varied perspectives when inquiring or researching using a range of information sources
• evaluate sources
• 3. evaluate information sources for possible bias, using criteria designed for a particular inquiry or research plan
• access information
• 4. expand and use a variety of skills, including visual and auditory, to access information and ideas from a variety of sources
• make sense of information
• 5. identify a variety of factors, such as organizational patterns of texts, page layouts, font styles, colour, voice-over and camera angle, that affect meaning; scan to locate specific information quickly; and summarize, report and record main ideas of extended oral, print, visual and multimedia texts

3.3 Organize, Record and Assess

• organize information
• 1. organize information and ideas by developing and selecting appropriate categories and organizational structures
• record information
• 2. summarize and record information in a variety of forms, paraphrasing and/or quoting relevant facts and opinions, and reference sources
• evaluate information
• 3. distinguish between main and supporting information to evaluate usefulness, relevance and completeness and address information gaps for particular forms, audiences and purposes
• develop new understanding
• 4. reflect on new knowledge and its personal value and determine personal inquiry and research strengths and learning goals

Students will listen, speak, read, write, view and represent in Spanish to enhance the clarity and artistry of communication.

4.1 Generate and Focus

• generate ideas
• 1. use a variety of techniques to generate and select ideas for oral, print, visual and multimedia texts
• choose text forms
• 2. compose, using specific text forms to match content, audience and purpose
• organize ideas
• 3. identify and use a variety of organizational patterns in their own oral, print, visual and multimedia texts and use effective transitions

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own work in a variety of ways; appraise their own work and that of others, using appropriate criteria; and suggest revisions to their own work and that of others, using a variety of strategies

• revise content
• 2. review a previous draft and revise it to refine communication and enhance self-expression
• enhance legibility
• 3. format for legibility and use word processing effectively and efficiently when composing and revising and use electronic design elements to combine print and visuals
• enhance artistry
• 4. experiment with figures of speech and select appropriate words and sentence patterns during revision to enhance clarity and artistry
• enhance presentations
• 5. integrate a variety of media and display techniques, as appropriate, to enhance the appeal, accuracy and persuasiveness of presentations

4.3 Attend to Conventions

• grammar and usage
• 1. edit for basic grammatical accuracy, sentence variety, word choice and tone appropriate to audience and purpose
• spelling
• 2. know and apply a repertoire of spelling conventions and use a variety of resources when editing and proofreading
• capitalization and punctuation
• 3. know and apply writing conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. plan and conduct peer-involved class activities to share individual inquiry or research on, and understanding of, a topic
• effective oral and visual communication
• 2. choose vocabulary, voice production factors and nonverbal cues to communicate effectively to a variety of audiences and use a variety of media and display techniques to enhance the effectiveness of oral presentations
• attentive listening and viewing
• 3. demonstrate critical listening and viewing behaviours and show respect for the presenter

Students will listen, speak, read, write, view and represent in Spanish to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. recognize that differing perspectives and unique reactions enrich understanding
• relate texts to culture
• 2. recognize ways in which oral, print, visual and multimedia texts capture specific elements of a culture or period in history
• appreciate diversity through texts
• 3. reflect on ways in which the choices and motives of individuals encountered in oral, print, visual and multimedia texts provide insight into their own choices and motives and those of others
• celebrate special occasions
• 4. participate in celebrating special events and recognize the important and significant influence of language

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. recognize the importance of effective communication in working with others
• work in groups
• 2. organize and complete tasks cooperatively
• use language to show respect
• 3. use inclusive language and actions that support people across cultures, genders, ages and abilities
• evaluate group process
• 4. establish and use criteria to evaluate group process and personal contributions and propose suggestions for development

Students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning.

6.1 Linguistic Elements

• sound–symbol system
• 1. apply knowledge of the sound–symbol system accurately
• lexicon
• 2. ensure the precision of messages by accessing needed vocabulary
• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...
• − imperfect subjunctive
• − agreement of verb tense in subordinate clauses

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...
• − relative clauses
• − double object pronouns (direct and indirect)
• − subordinate clauses with the verb in subjunctive (present)
• − indirect speech
• − uses of lo
• − present perfect
• − reflexive verbs (future)
• − conditional sentences
• si … present/present
• si … present, future
• − pluperfect

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...
• − subordinate clauses with the verb in indicative or infinitive
• − simple future

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use basic mechanical features correctly and effectively
• discourse features
• 5. use basic discourse features correctly and effectively

6.2 Language Competence

• listening
• 1. listen to and understand the main points of oral presentations containing simple and complex ideas and dealing with a variety of familiar topics in structured and unstructured situations
• speaking
• 2. deliver a coherent oral presentation on familiar and unfamiliar topics in a variety of structured and unstructured situations
• reading
• 3. read and understand texts containing simple and complex ideas on familiar and unfamiliar topics
• writing
• 4. organize and develop ideas coherently on familiar and unfamiliar topics, spontaneously and/or with preparation
• viewing
• 5. view and understand a variety of complex representations of ideas, events and information
• representing
• 6. use a variety of forms to create complex representations of ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. explore differences in register between spoken and written text
• idiomatic expressions
• 2. identify influences on idiomatic expressions; e.g., region, age, occupation
• variations in language
• 3. identify influences resulting in variations in language
• social conventions
• 4. interpret and use appropriate oral and written forms of address with a variety of audiences
• nonverbal communication
• 5. recognize a variety of nonverbal communication techniques in a variety of contexts

6.4 Language Learning Strategies

• cognitive
• 1. select and use appropriate cognitive strategies to enhance language learning in a variety of situations; e.g., use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
• metacognitive
• 2. select and use appropriate metacognitive strategies to enhance language learning in a variety of situations; e.g., be aware of the potential of learning through direct exposure to the language, know how strategies may enable them to cope with texts containing unknown elements
• social/affective
• 3. select and use appropriate social and affective strategies to enhance language learning in a variety of situations; e.g., repeat new words and expressions occurring in conversations in which they participate and make use of these new words and expressions as soon as appropriate 

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. select and use appropriate interactive strategies; e.g., repeat part of what someone has said to confirm mutual understanding
• interpretive
• 2. select and use appropriate interpretive strategies in a variety of situations; e.g., reread several times to understand complex ideas
• productive
• 3. select and use appropriate productive strategies in a variety of situations; e.g., use a variety of resources to correct texts

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. select and use appropriate cognitive strategies to enhance general learning in a variety of situations; e.g., make inferences and identify and justify the evidence on which their inferences are based
• metacognitive
• 2. select and use appropriate metacognitive strategies to enhance general learning in a variety of situations; e.g., work with others to monitor their own learning
• social/affective
• 3. select and use appropriate social and affective strategies to enhance general learning in a variety of situations; e.g., be willing to take risks and try unfamiliar tasks and approaches

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

Students will explore, understand and appreciate the cultures of the Spanish-speaking world for personal growth and satisfaction and for participating in, and contributing to, our multicultural Canadian society and the world.

7.1 Self-identity

• understanding self-identity
• 1. understand self-concept and its relationship to overall development, achievement and decisions for the future
• developing positive self-identity
• 2. recognize personal strengths and possible future opportunities
• valuing Spanish and the cultures of the Spanish-speaking world
• 3. explore how one’s past and present language, and cultural knowledge and experiences, may be assets in future opportunities
• valuing multilingualism/multiculturalism
• 4. explore how one’s past and present multilingual/multicultural knowledge and experiences may be assets in future opportunities

7.2 Cultures of the Spanish-speaking World

• historical elements
• 1. analyze the influence and contributions of major historical events, figures and developments in the Spanish-speaking world within the Canadian context
• contemporary elements
• 2. analyze the influence and contributions of some major contemporary events, figures and developments in the Spanish-speaking world within the Canadian context
• diversity
• 3. examine how cultural diversity shapes the Spanish-speaking world
• change
• 4. compare changes in the cultures of the Spanish-speaking world with changes in other cultures

7.3 Building Community

• positive group membership
• 1. support classmates and peers in group activities
• appreciating diversity
• 2. explore and analyze how diversity has contributed to and enriched Canadian society
• appreciating similarity
• 3. examine similarities among cultures in current Canadian society
• contributing to community
• 4. participate in discussions on the significance of various contemporary cultural issues to Canadian society

7.4 Global Citizenship

• responsible citizenship
• 1. recognize how public policies relating to cultural diversity are affected by public opinion, the media and political groups
• interdependence
• 2. identify ways in which individuals, community members and societal members are interrelated and interdependent
• intercultural skills
• 3. appreciate how various constitutional documents and charters have governed the behaviour of various cultural groups
• future opportunities
• 4. establish goals and action plans for further development of skills, knowledge and attitudes required for effective participation in the global workplace and marketplace

Students will listen, speak, read, write, view and represent in Spanish to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

• express ideas
• 1. apply exploratory language in expanding their understanding of viewpoints
• consider others’ ideas
• 2. seek information to add to their current understanding of the opinions and ideas of others
• experiment with language
• 3. explore and experiment with modes of self-expression in oral, written and visual forms
• express preferences
• 4. explore a variety of media texts and genres by particular writers, artists, storytellers and filmmakers other than those of personal preference
• set goals
• 5. demonstrate confidence in personal language learning and use in a variety of formal and informal contexts

1.2 Clarify and Extend

• develop understanding
• 1. analyze connections between new and prior knowledge, ideas and experiences to clarify understanding for themselves and others
• explain opinions
• 2. reflect on changing personal viewpoints and anticipate possible consequences
• combine ideas
• 3. develop a repertoire of organizational tools to clarify ideas and information and to bring order to their own thinking
• extend understanding
• 4. ask discriminating questions to interpret, evaluate and reflect on ideas, opinions and information

Students will listen, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. use prior knowledge to analyze and explain connections between diverse experiences in a variety of texts
• comprehension strategies
• 2. use comprehension strategies appropriate to the type of text and purpose, and enhance understanding by rereading and discussing relevant passages
• textual cues
• 3. use textual cues and prominent organizational patterns within texts to confirm meaning and interpret texts
• cueing systems
• 4. construct and confirm meaning, and interpret texts, using appropriate morphosyntactic, semantic, graphophonic and phonological cueing systems

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions and explain various interpretations of the texts
• connect self, texts and culture
• 2. compare the portrayals of peoples, events or perspectives from a variety of oral, print, visual and multimedia texts
• appreciate the artistry of texts
• 3. discuss how word choice and supporting details in oral, print, visual and multimedia texts affect purpose and audience

2.3 Understand Forms and Techniques

• forms and genres
• 1. describe various oral, print, visual and multimedia forms and genres
• techniques and elements
• 2. examine how plot, character and setting contribute to an overall theme and recognize the effectiveness of techniques used in oral, print, visual and multimedia texts
• vocabulary
• 3. explore appropriate and inappropriate uses of slang, colloquialism and jargon
• experiment with language
• 4. recognize ways in which creative uses of language influence thought, emotion and meaning and identify how symbols are used to represent abstract ideas
• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in Spanish to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. use personal expertise and the expertise of others on a topic to determine an inquiry or a research focus
• ask questions
• 2. develop focused inquiry or research questions to anticipate personal and audience needs on a topic
• participate in group inquiry
• 3. collaborate to identify group knowledge base and to determine the inquiry or research topic focus
• create and follow a plan
• 4. prepare, use and adjust an inquiry or research plan as needed to access relevant information and ideas, using a variety of methods and sources; i.e., human, print, nonprint, electronic

3.2 Select and Process

• identify personal and peer knowledge
• 1. access, record and appraise personal and peer expertise on an inquiry or a research topic and initiate inquiry or research, using pre-established criteria
• identify sources
• 2. identify a range of diverse information sources to satisfy inquiry or research needs
• evaluate sources
• 3. evaluate the quality of information sources and perspectives for a particular inquiry or research plan
• access information
• 4. expand and use a variety of skills to access information and ideas from a variety of sources
• make sense of information
• 5. identify a variety of factors, such as organizational patterns of text, page layouts, font styles, colour, voice-over and camera angle, that affect meaning and use effective listening, reading and viewing techniques

3.3 Organize, Record and Assess

• organize information
• 1. organize and reorganize information and ideas in a variety of forms for different purposes
• record information
• 2. record information and ideas, using a variety of organizational structures appropriate to purpose, and cite sources
• evaluate information
• 3. assess collected information for completeness, accuracy, currency and relevance for particular forms, audiences and purposes
• develop new understanding
• 4. integrate new information with prior knowledge to form new ideas, and reflect on the implications of inquiry or research methods and conclusions

Students will listen, speak, read, write, view and represent in Spanish to enhance the clarity and artistry of communication.

4.1 Generate and Focus

• generate ideas
• 1. consider personal needs, topic, purpose and audience when generating ideas
• choose text forms
• 2. use a variety of text forms to match content, audience and purpose
• organize ideas
• 3. use organizational structures and techniques encountered in listening, reading and viewing experiences to enhance their own oral, print, visual and multimedia texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own work in a variety of forums, and appraise their own work and respond to the work of others, using pre-established criteria
• revise content
• 2. experiment with figurative language and a variety of communication styles appropriate in both public and personal contexts
• enhance legibility
• 3. use desktop publishing and non-technological formats to adapt, combine and create readable documents
• enhance artistry
• 4. analyze drafts and revise them to enhance the clarity and creativity of expression
• enhance presentations
• 5. integrate a variety of media and display techniques, as appropriate, to enhance the appeal, accuracy and persuasiveness of presentations

4.3 Attend to Conventions

• grammar and usage
• 1. proofread for errors in language usage and grammar
• spelling
• 2. apply spelling conventions consistently and monitor for correctness when editing and proofreading, using appropriate resources
• capitalization and punctuation
• 3. know and apply writing conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. plan small-group sessions on particular topics, using a variety of media and techniques, and present to the class
• effective oral and visual communication
• 2. communicate meaning, emphasis and mood effectively for specific purposes, audiences and occasions, using a variety of media and display techniques
• attentive listening and viewing
• 3. demonstrate attention to details (e.g., identify information gaps and request clarification) and show respect for the presenter

Students will listen, speak, read, write, view and represent in Spanish to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. recognize and act upon the importance of respecting evidence, truth and views of others when discussing, describing or recording experiences
• relate texts to culture
• 2. discuss and analyze ways in which oral, print, visual and multimedia texts reflect cultural and attitudinal influences
• appreciate diversity through texts
• 3. analyze how language and oral, print, visual and multimedia texts define personal roles and experiences
• celebrate special occasions
• 4. recognize and use specific language to signify the importance of special events that celebrate human experiences

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. make and encourage contributions that advance a group’s ideas or thinking
• work in groups
• 2. discuss differences among group roles in a variety of situations
• use language to show respect
• 3. use communication that supports balanced, fair and accurate portrayals of people across cultures, genders, ages and abilities
• evaluate group process
• 4. monitor and assess personal efforts and products regularly within a group context

Students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning.

6.1 Linguistic Elements

• sound–symbol system
• 1. apply knowledge of the sound–symbol system accurately in a variety of contexts; e.g., accents
• lexicon
• 2. ensure the precision of messages by independently accessing needed vocabulary from a variety of topics; e.g., personal identity and style, family relationships, leisure activities, lifelong fitness, Spanish-speaking cultures in our community/province
• grammatical elements
• 3a. use, in modelled situations,² the following grammatical elements: ...
• showing distribution, using cada
• imperfect subjunctive
• passive voice; e.g., se alquila piso, El Quijote fue escrito por Cervantes.
• prepositions por, para
• coordinating connectives; i.e., y, pero (affirmative), ni … ni, o … o
• conjunctive adverbials; e.g., también, por lo tanto/por eso
• coordinating conjunctions; e.g., sin embargo, no obstante, mientras que
• connectives for subordinate clauses:
• − temporal; e.g., cuando, mientras, hasta que, después de que, en cuanto, siempre que
• − causal; e.g., porque, puesto que, ya que
• relative clauses:
• − explicative; e.g., Pedro, que vive en la casa de al lado, fue a la escuela conmigo.
• conditional sentences:
• − si … present + imperative

² Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,³ the following grammatical elements: ...
• double object pronouns (direct and indirect)
• comparisons; e.g., igual que, lo mismo que, es como, distinto a, el doble de, la cuarta parte de, la mitad de
• reflexive verbs (future)
• present perfect
• pluperfect
• agreement of verb tense in subordinate clauses
• relative clauses with como, donde
• conditional sentences:
• − si … present + present
• − si … present + future
• indirect (reported) speech with an introductory verb in the present tense and the following verbs in an appropriate tense; e.g., present, present progressive, future, past
• use of subjunctive after adverbials such as seguramente, ojalá
• subordinate clauses introduced by que with the verb in present subjunctive when the main clause (present) contains:
• − negative of creer, parecer
• − verbs expressing hope, desire and emotional reactions, such as esperar, querer, lamentar, dar pena (sorrow)
• − expressions/verbs such as ser posible/probable que (possibility), poder

³ Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,⁴ the following grammatical elements: ...
• indefinite pronouns; i.e., alguien, nadie, algo, nada
• interrogative determiners (¿): qué (what), cuándo (when), cómo (how), quién (who), dónde (where), por qué (why), cuál (which)
• lo as definite article (the one)
• adjectival determiners indicating indefinite quantity; i.e., poco, mucho, bastante, demasiado
• all forms of variable determiners (pronoun/adjective) such as alguno/algún, ninguno/ningún, todo, otro, varios
• quantity expressed as numerals, ordinal/cardinal, fractions, percentage
• reflexive verbs (present tense, simple future, preterit, present progressive, imperfect)
• irregular verbs (present, preterit and imperfect)
• relative clauses (restrictive) with:
• − relative pronoun que
• − lo(s)/la(s)/el que as relative pronoun
• − quien/quienes, como, donde
• subordinate clauses with the verb in:
• − indicative; e.g., affirmative of creer, opinar, parecer
• − infinitive; e.g., saber, poder, intentar, ser capaz de

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

⁴ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use mechanical features (orthography) correctly and effectively; e.g., spelling, accents, capitalization
• discourse features
• 5. use basic discourse features correctly and effectively

6.2 Language Competence

• listening
• 1. understand the main points and supporting details of oral lectures, presentations and media on familiar topics
• speaking
• 2. present and support thoughts and ideas on familiar topics
• reading
• 3. comprehend and interpret texts on familiar and unfamiliar topics
• writing
• 4. create written texts on a range of familiar topics for a variety of purposes
• viewing
• 5. examine and consider representations of ideas, events and/or information for various purposes
• representing
• 6. use a variety of forms to create coherent representations of ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. identify differences in register between spoken and written texts
• idiomatic expressions
• 2. explore unfamiliar idiomatic expressions in a variety of contexts
• variations in language
• 3. identify some common regional or other variations in language
• social conventions
• 4. experiment with and use oral and written forms that are considered polite
• nonverbal communication
• 5. identify nonverbal communication techniques in a variety of contexts

6.4 Language Learning Strategies

• cognitive
• 1. select and use appropriate cognitive strategies to enhance language learning in a variety of situations; e.g., place new words or expressions in a context to make them easier to remember
• metacognitive
• 2. select and use appropriate metacognitive strategies to enhance language learning in a variety of situations; e.g., identify problems that might hinder successful completion of a task, and seek solutions
• social/affective
• 3. select and use appropriate social and affective strategies to enhance language learning in a variety of situations; e.g., reduce anxiety by using mental techniques such as positive self-talk or humour 

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. select and use a variety of interactive strategies in a variety of situations; e.g., summarize the point reached in a discussion to help focus the talk
• interpretive
• 2. select and use appropriate interpretive strategies in a variety of situations; e.g., summarize and prioritize information gathered
• productive
• 3. select and use a variety of productive strategies in a variety of situations; e.g., proofread and edit final versions of texts, apply grammar rules to improve accuracy at the correction stage

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. select and use appropriate cognitive strategies to enhance general learning in a variety of situations; e.g., use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
• metacognitive
• 2. select and use appropriate metacognitive strategies to enhance general learning in a variety of situations; e.g., develop criteria for evaluating their own work
• social/affective
• 3. select and use appropriate social and affective strategies to enhance general learning in a variety of situations; e.g., use self-talk to feel competent to do the task

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

Students will explore, understand and appreciate the cultures of the Spanish-speaking world for personal growth and satisfaction and for participating in, and contributing to, our multicultural Canadian society and the world.