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Spanish Language & Culture (9-Year Program) Grade 4 - 12 (2007)

© Alberta Education, Canada 
 Table of Contents   Program of Studies
Rationale & Philosophy 
 
Outcomes 
 
This program of studies is intended for students who begin their study of Spanish language and culture in Grade 4. It constitutes an articulated, sequential Spanish Language and Culture Nine-year (9Y) Program (Grade 4 to Grade 12).
Introduction

Spanish is the first language for 329 million people in the world.* It is the official language of the following countries: Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Equatorial Guinea, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, Spain, Uruguay and Venezuela. It is also spoken in many other countries in which it is not the official language, including Canada, the United States of America and the Philippines. It is one of the most widely spoken languages in the world, with over 400 million fluent speakers worldwide.**

* Lewis, M. Paul (ed.), 2009. Ethnologue: Languages of the World, Sixteenth edition. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/. (Accessed February 4, 2010.)

** Instituto Cervantes, Spanish, A Language for Dialogue, 2008, pp. 7 and 9.

The value of learning the Spanish language is enormous for Alberta society as a whole. Apart from the common advantages related to the learning of any international language, learning Spanish permits an insight into the rich and varied cultures developed in the Spanish-speaking world and bestows more opportunity to communicate directly with Spanish-speaking people. As well, for some students with prior knowledge of the language and cultures, it offers an opportunity for renewed contact. Learning the language contributes to maintaining and further developing language skills for those whose first language is Spanish.

By learning Spanish, individuals develop an awareness of, and sensitivity to, cultural and linguistic diversity. This fact, in addition to preserving cultural identity, is also a means of cultural enrichment and is the best means of fostering understanding and solidarity among peoples and countries. Furthermore, it gives individuals the opportunity to identify, question and challenge their own cultural assumptions, values and perspectives and to contribute positively to society.

There is also significant evidence to suggest that learning another language contributes to the development of increased grammatical abilities in the first language and enhances cognitive functioning. Learning a second language increases one’s ability to conceptualize and to think abstractly, and it fosters cognitive flexibility, divergent thinking, creativity and metalinguistic competence.

Moreover, in today’s world, knowledge of a second language and culture in general is a benefit for individuals, providing skills that enable them to communicate and interact effectively in the global marketplace and workplace. Given the important economic role that Spanish-speaking countries are playing in the international market, and given their increasing trading partnership with Alberta, learning Spanish provides an important economic advantage.

Assumptions

The following statements are assumptions that have guided the development process of this nine-year program.

  • Language is communication.
  • All students can be successful learners of language and culture, although they will learn in a variety of ways and acquire proficiency at varied rates.
  • All languages can be taught and learned.
  • Learning Spanish as a second language leads to enhanced learning in both the student’s primary language and in related areas of cognitive development and knowledge acquisition. This is true of students who come to the class with some background knowledge of Spanish and further develop their skills in this language. It is also true for students who have no cultural or linguistic background in Spanish and are studying Spanish as a second language.
The Conceptual Model

The aim of this program of studies is the development of communicative competence in Spanish.

Four Components

For the purposes of this program of studies, communicative competence is represented by four interrelated and interdependent components.

Applications deal with what the students will be able to do with the language, the functions they will be able to perform and the contexts in which they will be able to operate.

Language Competence addresses the students’ knowledge of the language and their ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used.

Global Citizenship aims to develop intercultural competence, with a particular focus on cultures of the Spanish-speaking world.

Strategies help students learn and communicate more effectively and more efficiently.

Each of these components is described more fully in the corresponding section of this program of studies.

Modes of Communication

Because of the focus on using language to communicate in specific contexts, with a particular purpose or task in mind, three modes of communication are used to organize some of the specific outcomes.

Interaction is most often direct, face-to-face oral communication, but it can take the form of written communication between individuals, using a medium such as e-mail where the exchange of information is fairly immediate. It is characterized principally by the opportunity to actively negotiate meaning; that is, helping others understand and working to understand others. Interactive communication generally requires more speed but less accuracy than the other two modes.

Interpretation is receptive communication of oral and written messages in contexts where the listener or reader is not in direct contact with the creator of the message. While there is no opportunity to ask for clarification, there is sometimes the possibility of rereading or listening again, consulting references, or making the meaning clearer in other ways. Reading and listening will sometimes involve viewing and interpreting visual elements, such as illustrations in books or moving images in television and film. Interpretation goes beyond a literal comprehension to include an understanding of some of the unspoken or unwritten meaning intended by the speaker or author.

Production is communication of oral and written messages in contexts where the audience is not in personal contact with the speaker or writer, or in situations of one-to-many communication; e.g., a lecture or a performance where there is no opportunity for the listener to interact with the speaker. Oral and written presentations will sometimes be enhanced by representing the meaning visually, using pictures, diagrams, models, drama techniques or other nonverbal forms of communication. Greater knowledge of the language and culture is required to ensure that communication is successful, since the participants cannot directly negotiate meaning.

A Spiral Progression

Language learning is integrative, not merely cumulative. Each new element that is added must be integrated into the whole of what has gone before. The model that best represents the students’ language learning progress is an expanding spiral. Their progression is not only vertical (e.g., increased proficiency) but also horizontal (e.g., broader range of applications and experience with more text forms, contexts and so on). The spiral also represents how language learning activities are best structured. Particular lexical fields, learning strategies or language functions, for example, are revisited at different points in the nine-year program (i.e., in different grades/courses), but from a different perspective, in broader contexts or at a slightly higher level of proficiency each time. Learning is reinforced, extended and broadened with each successive pass.

Organization of the Program of Studies
General Outcomes

General outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to achieve in the course of their language learning experience. The four general outcomes serve as the foundation for this program of studies and are based on the conceptual model outlined above.

Applications [A]

  • Students will use Spanish in a variety of situations and for a variety of purposes.

Language Competence [LC]

  • Students will use Spanish effectively and competently.

Global Citizenship [GC]

  • Students will acquire the knowledge, skills and attitudes to be effective global citizens.

Strategies [S]

  • Students will know and use strategies to maximize the effectiveness of learning and communication.

The order in which the general outcomes are presented in the program of studies does not represent a sequential order, nor does it indicate the relative importance of each component. The general outcomes are to be implemented in an integrated manner.

Overview

Specific Outcomes

Each general outcome is further broken down into specific outcomes that students are to achieve by the end of each grade/course. The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner.

The specific outcomes are categorized under cluster headings, which show the scope of each of the four general outcomes. These headings are shown in the Overview section above.

The specific outcomes within each cluster are further categorized by strands, which show the developmental flow of learning from the beginning to the end of the program. However, an outcome for a particular grade/course will not be dealt with only in that particular year of the program. The spiral progression that is part of the conceptual model means that activities in the years preceding will prepare the ground for acquisition and in the years following will broaden applications.

Applications Overview

Students will use Spanish in a variety of situations and for a variety of purposes.
Cluster:Strand:
A-1 to impart and receive informationA-1.1 share factual information
A-2 to express emotions and personal perspectivesA-2.1 share ideas, thoughts, opinions, preferences
A-2.2 share emotions, feelings
A-3 to get things doneA-3.1 guide actions of others
A-3.2 state personal actions
A-3.3 manage group actions
A-4 to form, maintain and change interpersonal relationshipsA-4.1 manage personal relationships
A-5 to extend their knowledge of the worldA-5.1 discover and explore
A-5.2 gather and organize information
A-5.3 solve problems
A-5.4 explore opinions and values
A-6 for imaginative purposes and personal enjoymentA-6.1 humour/fun
A-6.2 creative/aesthetic purposes
A-6.3 personal enjoyment

The specific outcomes under the heading Applications deal with what the students will be able to do with the Spanish language; that is, the functions they will be able to perform and the contexts in which they will be able to operate.

The functions are grouped under six cluster headings—see the illustration above. Under each of these headings there are one or more strands, which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a specific language function; e.g., share factual information. Students at any grade/course level will be able to share factual information. Beginning learners will do this in very simple ways. As students gain more knowledge and experience, they will broaden the range of subjects they can deal with, they will learn to share information in writing as well as orally, and they will be able to handle formal and informal situations.

Different models of communicative competence have organized language functions in a variety of ways. The organizational structure chosen here reflects the needs and interests of students in a classroom where activities are focused on meaning and are interactive. For example, the strand entitled “manage group actions” has been included to ensure that students acquire the Spanish language skills necessary to function independently in small groups, since this is an effective way of organizing second language classrooms. The strands under the cluster heading “to extend their knowledge of the world” will accommodate a content-based approach to language learning where students learn content from another subject area as they learn the Spanish language.

The level of linguistic, sociolinguistic and discourse competence that students will exhibit when carrying out the functions is defined in the specific outcomes for Language Competence for each grade/course. To know how well students will be able to perform the specific function, the Applications outcomes must be read in conjunction with the Language Competence outcomes.

Applications—the situations and purposes for communication—drive this program, providing contexts for students’ language and cultural learning.

Language Competence Overview

Students will use Spanish effectively and competently.
Cluster:Strand:
LC-1 attend to formLC-1.1 phonology
LC-1.2 orthography
LC-1.3 lexicon
LC-1.4 grammatical elements
LC-2 interpret and produce textsLC-2.1 aural interpretation
LC-2.2 oral production
LC-2.3 interactive fluency
LC-2.4 written interpretation
LC-2.5 written production
LC-2.6 visual interpretation
LC-2.7 representation
LC-3 apply knowledge of the sociocultural contextLC-3.1 register
LC-3.2 idiomatic expressions
LC-3.3 variations in language
LC-3.4 social conventions
LC-3.5 nonverbal communication
LC-4 apply knowledge of how discourse is organized, structured and sequencedLC-4.1 cohesion/coherence
LC-4.2 text forms
LC-4.3 patterns of social interaction

Language competence is a broad term that includes linguistic or grammatical competence, discourse competence, sociolinguistic or sociocultural competence, and what might be called textual competence. The specific outcomes under Language Competence deal with knowledge of the Spanish language and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used. Language competence is best developed in the context of activities or tasks where the language is used for real purposes; in other words, in practical applications.

The various components of language competence are grouped under four cluster headings—see the illustration above. Under each of these headings there are several strands which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a single aspect of language competence. For example, under the cluster heading “attend to form,” there are strands for phonology (pronunciation, stress, intonation), orthography (spelling, mechanical features), lexicon (vocabulary words and phrases) and grammatical elements (syntax and morphology).

Although the outcomes isolate these individual aspects, language competence should be developed through classroom activities that focus on meaningful uses of the language and on language in context. Tasks will be chosen based on the needs, interests and experiences of students. The vocabulary, grammar structures, text forms and social conventions necessary to carry out a task will be taught, practised and assessed as students are involved in various aspects of the task itself, not in isolation.

Strategic competence is often closely associated with language competence, since students need to learn ways to compensate for low proficiency in the early stages of learning if they are to engage in authentic language use from the beginning. This component is included in the language use strategies in the Strategies section.

Global Citizenship Overview

Students will acquire the knowledge, skills and attitudes to be effective global citizens.
Cluster:Strand:
GC-1 historical and contemporary elements of the cultures of the Spanish-speaking worldGC-1.1 accessing/analyzing cultural knowledge
GC-1.2 knowledge of the cultures of the Spanish-speaking world
GC-1.3 applying cultural knowledge
GC-1.4 diversity within the cultures of the Spanish-speaking world
GC-1.5 valuing the cultures of the Spanish-speaking world
GC-2 appreciating diversity GC-2.1 awareness of own language(s)
GC-2.2 general language knowledge
GC-2.3 awareness of own culture(s)
GC-2.4 general cultural knowledge
GC-2.5 valuing diversity
GC-2.6 intercultural skills
GC-3 personal and career opportunitiesGC-3.1 the Spanish-speaking world and cultures
GC-3.2 cultural and linguistic diversity

The learning outcomes for Global Citizenship deal with the development of intercultural competence, encompassing some of the knowledge, skills and attitudes that students need in order to be effective global citizens. The concept of global citizenship encompasses citizenship at all levels, from the local school and community to Canada and the world.

The various components of global citizenship are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a single aspect of intercultural competence. For example, under the cluster heading “historical and contemporary elements of the cultures of the Spanish-speaking world,” there are strands for the processes and methods of acquiring knowledge about Spanish-speaking cultures, the cultural knowledge thus acquired, applications of that knowledge to aid comprehension and to communicate in appropriate ways, positive attitudes toward Spanish-speaking cultures, as well as knowledge of the diversity within those cultures.

Developing cultural knowledge and skills is a lifelong process. Knowledge of one’s own culture is acquired over a lifetime. Cultures change over time. Within any national group, there may be a dominant culture or cultures and a number of minority cultures. Rather than developing a bank of knowledge about the cultures of the Spanish-speaking world, it is more important for students to develop skills in accessing and understanding information about culture and in applying that knowledge for the purposes of interaction and communication. Students will gain cultural knowledge in the process of developing these skills. In this way, if they encounter elements of the cultures they have not learned about in class, they will have the skills and abilities to deal with them effectively and appropriately.

The “appreciating diversity” heading covers knowledge, skills and attitudes that are developed as a result of bringing other languages and cultures into relationship with one’s own. There is a natural tendency when learning a new language and culture to compare it with what is familiar. Many students leave a second language learning experience with a heightened awareness and knowledge of their own language and culture. They will also be able to make some generalizations about languages and cultures based on their experiences and those of their classmates, who may have a variety of cultural backgrounds. This will provide students with an understanding of diversity within both a global and a Canadian context.

Strategies Overview

Grade 4-9

Students will know and use strategies to maximize the effectiveness of learning and communication.
Cluster:Strand:
S-1 language learningS-1.1 cognitive
S-1.2 metacognitive
S-1.3 social/affective
S-2 language useS-2.1 interactive
S-2.2 interpretive
S-2.3 productive
S-3 general learningS-3.1 cognitive
S-3.2 metacognitive
S-3.3 social/affective

Under the Strategies heading are specific outcomes that will help students learn and communicate more effectively. Strategic competence has long been recognized as an important component of communicative competence. The learning outcomes that follow deal not only with compensation and repair strategies, important in the early stages of language learning when proficiency is low, but with strategies for language learning, language use in a broader sense, as well as general learning strategies that help students acquire content. Although people may use strategies unconsciously, the learning outcomes deal only with the conscious use of strategies.

The strategies are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands that show the development of awareness and skill in using strategies from grade to grade or course to course. Each strand deals with a specific category of strategy. Language learning and general learning strategies are categorized as cognitive, metacognitive and social/affective. The language use strategies are organized by communicative mode: interactive, interpretive, productive.

The strategies that students choose depend on the task they are engaged in as well as on other factors, such as their preferred learning style, personality, age, attitude and cultural background. Strategies that work well for one person may not be effective for another person, or may not be suitable in a different situation. For this reason, it is not particularly useful to say that students should be aware of, or able to use, a specific strategy at a particular grade/course level. Consequently, the specific outcomes describe the students’ knowledge of and ability to use general types of strategies. More specific strategies for each general category or type are included in the sample list of strategies below. The specific strategies provided in the sample list are not prescriptive but are provided as an illustration of how the general strategies in the specific outcomes might be developed.

Teachers need to know and be able to demonstrate a broad range of strategies from which students are then able to choose in order to communicate effectively. Strategies of all kinds are best taught in the context of learning activities where students can apply them immediately and then reflect on their use.

SAMPLE LIST OF STRATEGIES (Gr. 4-9)
Language Learning Strategies (Gr. 4-9)

Cognitive

  • listen attentively
  • perform actions to match the words of a song, story or rhyme
  • learn short rhymes or songs, incorporating new vocabulary or sentence patterns
  • imitate sounds and intonation patterns
  • memorize new words by repeating them silently or aloud
  • seek the precise term to express meaning
  • repeat words or phrases in the course of performing a language task
  • make personal dictionaries
  • experiment with various elements of the language
  • use mental images to remember new information
  • group together sets of things—vocabulary, structures—with similar characteristics
  • identify similarities and differences between aspects of Spanish and your own language(s)
  • look for patterns and relationships
  • use previously acquired knowledge to facilitate a learning task
  • associate new words or expressions with familiar ones, either in Spanish or in your own language(s)
  • find information, using reference materials such as dictionaries, textbooks and grammars
  • use available technological aids to support language learning
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • place new words or expressions in a context to make them easier to remember
  • use induction to generate rules governing language use
  • seek opportunities outside of class to practise and observe
  • perceive and note down unknown words and expressions, noting also their context and function

Metacognitive

  • check copied writing for accuracy
  • make choices about how you learn
  • rehearse or role-play language
  • decide in advance to attend to the learning task
  • reflect on learning tasks with the guidance of the teacher
  • make a plan in advance about how to approach a language learning task
  • reflect on the listening, speaking, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or read for key words
  • evaluate your performance or comprehension at the end of a task
  • keep a learning log
  • experience various methods of language acquisition, and identify one or more considered to be particularly useful personally
  • be aware of the potential of learning through direct exposure to the language
  • know how strategies may enable coping with texts containing unknown elements
  • identify problems that might hinder successful completion of a task, and seek solutions
  • monitor your speech and writing to check for persistent errors
  • be aware of your strengths and weaknesses, identify your needs and goals, and organize strategies and procedures accordingly

Social/Affective

  • initiate or maintain interaction with others
  • participate in shared reading experiences
  • seek the assistance of a friend to interpret a text
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of language learning
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • reduce anxiety by using mental techniques such as positive self-talk or humour
  • work with others to solve problems and get feedback on tasks
  • provide personal motivation by arranging your own rewards when successful
Language Use Strategies (Gr. 4-9)

Interactive

  • use words from your first language to get meaning across; e.g., use a literal translation of a phrase in the first language
  • acknowledge being spoken to
  • interpret and use a variety of nonverbal cues to communicate
  • indicate lack of understanding verbally or nonverbally; e.g., shrug shoulders, Perdón, no comprendo. ¿Cómo? ¿Perdón? No entiendo.
  • ask for clarification or repetition when you do not understand
  • use other speakers’ words in subsequent conversations
  • assess feedback from a conversation partner to recognize when a message has not been understood
  • start again, using a different tactic, when communication breaks down
  • use a simple word similar to the concept to convey, and invite correction
  • invite others into the discussion
  • ask for confirmation that a form used is correct
  • use a range of fillers, hesitation devices and gambits to sustain conversations
  • use circumlocution to compensate for lack of vocabulary
  • repeat part of what someone has said to confirm mutual understanding
  • summarize the point reached in a discussion to help focus the talk
  • ask follow-up questions to check for understanding
  • use suitable phrases to intervene in a discussion; e.g., Hablando de …/Perdón, pero …
  • self-correct if errors lead to misunderstandings; e.g., Quiero decir que … Mejor dicho, … O sea, …

Interpretive

  • use gestures, intonation and visual supports to aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations to aid reading comprehension
  • determine the purpose of listening
  • listen or look for key words
  • listen selectively based on purpose
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • use knowledge of the sound–symbol system to aid reading comprehension
  • infer probable meanings of unknown words or expressions from contextual clues
  • prepare questions or a guide to note information found in a text
  • use key content words or discourse markers to follow an extended text
  • reread several times to understand complex ideas
  • summarize information gathered
  • assess your information needs before listening, viewing or reading
  • use skimming and scanning to locate key information in texts

Productive

  • mimic what the teacher says
  • use nonverbal means to communicate
  • copy what others say or write
  • use words that are visible in the immediate environment
  • use resources to increase vocabulary
  • use familiar repetitive patterns from stories, songs, rhymes or media
  • use illustrations to provide detail when producing your own texts
  • use various techniques to explore ideas at the planning stage, such as brainstorming or keeping a notebook or log of ideas
  • use knowledge of sentence patterns to form new sentences
  • be aware of and use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
  • use a variety of resources to correct texts
  • take notes when reading or listening to assist in producing your own text
  • proofread and edit the final version of a text
  • use circumlocution and definition to compensate for gaps in vocabulary
  • apply grammar rules to improve accuracy at the correction stage
  • compensate for avoiding difficult structures by rephrasing
General Learning Strategies (Gr. 4-9)

Cognitive

  • classify objects and ideas according to their attributes; e.g., red objects and blue objects, or animals that eat meat and animals that eat plants
  • use models
  • connect what is already known with what is being learned
  • experiment with, and concentrate on, one thing at a time
  • focus on and complete learning tasks
  • write down key words and concepts in abbreviated form
  • use mental images to remember new information
  • distinguish between fact and opinion when using a variety of sources of information
  • formulate key questions to guide research
  • make inferences, and identify and justify the evidence on which these inferences are based
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • use previously acquired knowledge or skills to assist with a new learning task

Metacognitive

  • reflect on learning tasks with the guidance of the teacher
  • choose from among learning options
  • discover how your efforts can affect learning
  • reflect upon your thinking processes and how you learn
  • decide in advance to attend to the learning task
  • divide an overall learning task into a number of subtasks
  • make a plan in advance about how to approach a task
  • identify your needs and interests
  • manage your physical working environment
  • keep a learning journal, such as a diary or a log
  • develop criteria for evaluating your work
  • work with others to monitor your learning
  • take responsibility for planning, monitoring and evaluating learning experiences

Social/Affective

  • watch others’ actions and copy them
  • seek help from others
  • follow your natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes
  • use support strategies to help peers persevere at learning tasks
  • take part in group problem-solving processes
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary
  • use social interaction skills to enhance group learning activities
10-9Y, 20-9Y, 30-9Y

Students will know and use strategies to maximize the effectiveness of learning and communication.
Cluster:Strand:
S-1 language learningS-1.1 cognitive, metacognitive, social/affective
S-2 language useS-2.1 interactive, interpretive, productive
S-3 general learningS-3.1 cognitive, metacognitive, social/affective

Under the Strategies heading are specific outcomes that will help students learn and communicate more effectively. Strategic competence has long been recognized as an important component of communicative competence. In the early stages of language learning, when proficiency is low, learning outcomes deal with compensation and repair strategies. The learning outcomes that follow deal with language learning, language use and general learning strategies for young adult learners in later stages of language learning. Although people may use strategies unconsciously, the learning outcomes deal with the conscious use of strategies.

The strategies are grouped under three cluster headings—see the illustration above. Under each of these headings there is a single strand. Sets of examples that allow students to develop, choose and apply strategies from course to course are listed below. Each strand deals with three general categories of strategies. Language learning and general learning strategies are categorized as cognitive, metacognitive and social/affective. The language use strategies are categorized by communicative mode: interactive, interpretive, productive.

The strategies that students choose depend on the task they are engaged in as well as on other factors, such as their preferred learning style, personality, age, attitude and cultural background. Strategies that work well for one person may not be effective for another person, or may not be suitable in a different situation. For this reason it is not particularly useful to say that students should be aware of, or able to use, a specific strategy in a particular course. Consequently, the specific outcomes describe the students’ knowledge of, and ability to use, general types of strategies.

Specific strategies for each general category or type are included as examples. The examples provided are not prescriptive, nor are they exhaustive, but they are provided as an illustration of how the general strategies in the specific outcomes might be developed.

Strategies for senior high school students are focused, encouraging student participation and active learning. They are personal, meaningful and relevant for students. Students will:

  • learn a new strategy
  • practise it
  • identify those strategies they consider most useful
  • become independent users of strategies that prove successful.

The teacher’s role is to model, advocate, guide, support and celebrate success. Teachers need to know and be able to demonstrate a broad range of strategies from which students are able to choose in order to communicate effectively. Strategies of all kinds are best taught in the context of learning activities where students can apply them immediately and then reflect on their use.

Because senior high school students in the Spanish Language and Culture Nine-year Program will have had experience with various strategies in previous years (grades 4–9), teachers will assist students in selecting strategies that are appropriate for their learning styles, skill levels and age.

By Grade 12, students will be able to use their preferred strategies appropriately and effectively to enhance their language learning, language use and general learning.

EXAMPLES OF STRATEGIES (10-9Y, 20-9Y, 30-9Y)
Language Learning Strategies (10-9Y, 20-9Y, 30-9Y)

Examples of cognitive language learning strategies:

  • listen attentively
  • incorporate new vocabulary or sentence patterns
  • commit to memory new words by repeating them silently or aloud
  • repeat words or phrases in the course of performing a language task
  • seek the precise term to express meaning
  • place new words or expressions in a context to make them easier to remember
  • associate new words or expressions with familiar ones
  • maintain a private language learning journal
  • perceive and note in a personal journal or dictionary any unknown words and expressions, noting also their context and function
  • use mental images to remember new information
  • look for patterns and relationships; e.g., structures, meaning
  • use graphic organizers to make information easier to understand and remember; e.g., word maps, mind maps, diagrams, charts
  • group together sets of things—vocabulary, structures—that have similar characteristics
  • experiment with various elements of the language
  • identify similarities and differences between aspects of Spanish and your own language(s)
  • use previously acquired knowledge to facilitate a learning task
  • find information by using reference materials such as dictionaries, textbooks, grammars and online resources or by seeking out Spanish speakers (family members, friends, community members)
  • use available technological aids that support language learning
  • use induction to generate rules governing language use

Examples of metacognitive language learning strategies:

  • decide in advance to attend to the learning task
  • make a plan in advance about how to approach a language learning task
  • set realistic, achievable and appropriate goals
  • listen or read for key words
  • decide in advance to attend to specific aspects of input
  • know how strategies may enable comprehension of texts containing unknown elements
  • rehearse or role-play language
  • recognize the potential of learning through direct exposure to the language
  • seek opportunities inside and outside of class to practise and observe
  • check copied writing for accuracy
  • monitor speech and writing to check for and correct persistent errors
  • reflect on learning tasks with the guidance of the teacher
  • reflect on the listening, speaking, reading and writing process
  • evaluate your performance or comprehension at the end of a task
  • accept suggestions for improvement
  • reflect on the task at hand, identify potential problems that may hinder successful completion of the task, and brainstorm/create a list of possible solutions to use before working on the task and at various stages during the task
  • experience various forms of language acquisition, and identify one or more you consider to be particularly useful personally
  • make choices about how you learn best
  • understand that language learning is a lifelong process

Examples of social/affective language learning strategies:

  • understand that making mistakes is a natural part of language learning
  • be willing to take risks and to try unfamiliar tasks and approaches
  • continue to explore ways to reduce anxiety and increase your level of comfort and self-confidence in using the language in a variety of situations
  • initiate or maintain interaction with others; e.g.,
    • – observe and imitate Spanish speakers
    • – participate in shared reading experiences
    • – invite native speakers from the community to be guests in the class
    • – seek opportunities outside of class to interact with community members
    • – work cooperatively with peers in small groups
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • work with others to solve problems and get feedback on tasks
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • provide personal motivation by arranging your own rewards when successful
  • learn from/with peers
Language Use Strategies (10-9Y, 20-9Y, 30-9Y)

Examples of interactive language use strategies:

  • interpret and use a variety of nonverbal cues to communicate
  • ask for clarification or repetition when you do not understand;
    e.g., ¿Qué quiere decir …? ¿Puede repetir, por favor?
  • ask follow-up questions to check for understanding;
    e.g., ¿Me entiende? ¿Está claro? ¿ Me comprende?
  • indicate lack of understanding of Spanish text/expressions through questions posed in Spanish
  • use a simple word similar to the concept to convey, and invite correction; e.g., pescado for pez
  • ask for confirmation that a form used is correct
  • use circumlocution to compensate for lack of vocabulary; e.g., … una fruta pequeña y roja … cereza
  • repeat part of what someone has said to confirm mutual understanding; e.g., Quieres decir que …. / Es decir que ….
  • use other speakers’ words in subsequent interactions
  • assess feedback from a conversation partner to recognize when a message has not been understood
  • self-correct if errors lead to misunderstandings;
    e.g., Quiero decir que …. / Mejor dicho, …. / O sea ….
  • invite others into the discussion; e.g., ¿No? ¿Verdad? ¿Qué te parece?
  • summarize the point reached in a discussion to help focus the talk
  • use suitable phrases to intervene in a discussion;
    e.g., Hablando de …. / Perdón, pero ….
  • start again, using a different tactic, when communication breaks down; e.g., Quiero decir que ….

Examples of interpretive language use strategies:

  • note gestures, intonation and visual supports that aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations and prediction strategies to aid reading comprehension
  • determine the purpose of listening, viewing or reading
  • listen or look for key words
  • listen selectively or read selectively based on purpose
  • use knowledge of the sound–symbol system to aid reading comprehension
  • use key content words or discourse markers to follow an extended text
  • infer probable meanings of unknown words or expressions from contextual clues
  • reread several times to understand complex ideas
  • use skimming and scanning to locate key information in texts
  • summarize information gathered
  • assess your information needs before listening, viewing or reading
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • prepare questions or a guide to note information found in a text

Examples of productive language use strategies:

  • use nonverbal means to communicate
  • use songs, rhyming schemes, word games, tongue twisters, acronyms and poetry in fun ways
  • use familiar repetitive patterns from stories, songs or media
  • incorporate newly modelled words/expressions
  • use learned lexical items (words and expressions) and structures (grammatical elements and syntax) to create and give effective presentations
  • use knowledge of sentence patterns to form new sentences
  • use illustrations to provide detail when producing your own texts
  • take notes in Spanish when reading or listening to assist in producing your own text
  • paraphrase and summarize texts
  • use a variety of resources to correct texts
  • use resources such as an English–Spanish dictionary, a Spanish dictionary or a thesaurus to increase vocabulary
  • edit and proofread the final version of a text
  • use various techniques to explore ideas at the planning stage, such as brainstorming, word webs, flowcharts, or keeping a notebook or log of ideas
  • use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
General Learning Strategies (10-9Y, 20-9Y, 30-9Y)

Examples of cognitive general learning strategies:

  • classify objects and ideas according to their attributes; e.g., sports played/watched, indoor/outdoor activities, types of summer jobs
  • connect what you already know to what is being learned
  • write down key words and concepts in abbreviated form
  • use previously acquired knowledge or skills to assist with a new learning task
  • identify patterns, e.g., grammar, sentence patterns, to create your own text (oral, written)
  • use graphic organizers to make information easier to understand and remember; e.g., word maps, mind maps, diagrams, charts
  • use mental images to remember new information
  • experiment with, and concentrate on, one thing at a time
  • formulate key questions to guide research
  • distinguish between fact and opinion when using a variety of sources of information
  • make inferences, and identify and justify the evidence on which these inferences are based
  • seek information through a network of sources, including libraries, online resources, individuals and agencies

Examples of metacognitive general learning strategies:

  • identify your needs and interests
  • take responsibility for planning, monitoring and evaluating your learning experiences
  • make a plan in advance about how to approach a task
  • divide an overall learning task into a number of subtasks
  • work with others to monitor your learning
  • develop criteria for evaluating your work
  • choose from among learning options
  • discover how your efforts can affect learning
  • reflect on learning tasks
  • reflect upon your thinking processes and how you learn
  • reflect on time management for effective learning
  • manage your physical working environment

Examples of social/affective general learning strategies:

  • follow your natural curiosity and intrinsic motivation to learn
  • choose learning activities that enhance understanding and enjoyment
  • be willing to take risks and to try unfamiliar tasks and approaches
  • be encouraged to try, even though you might make mistakes
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., positive self-talk or seeking advice/encouragement
  • use positive thinking and/or self-talk as a way to persevere on a difficult task
  • participate in cooperative group learning tasks
  • use social interaction skills to enhance group learning activities
  • seek help from others
  • take part in group decision-making processes
  • participate in and/or initiate group problem-solving processes
  • observe and imitate the successful learning strategies of others
  • use support strategies to help peers persevere at learning tasks
Grade 4
Applications (Gr. 4)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share basic information; e.g., their name 
  • b. identify people, places and things 
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express simple preferences
  • b. express a personal response; e.g., respond to a song or story
  • A–2.2 share emotions, feelings
  • a. respond to and express basic emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. indicate basic needs and wants; e.g., using gestures
  • b. give and respond to simple oral instructions or commands 
  • c. ask for permission
  • A–3.2 state personal actions
  • a. respond to offers, invitations and instructions
  • b. ask or offer to do something; e.g., classroom tasks
  • A–3.3 manage group actions
  • a. manage turn taking
  • b. encourage other group members to act appropriately
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange greetings and farewells
  • b. address a new acquaintance and introduce themselves
  • c. exchange some basic personal information; e.g., name, age 
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore the immediate environment; e.g., use kinaesthetic, spatial and musical abilities 
  • A–5.2 gather and organize information
  • a. gather simple information from a variety of sources
  • b. organize items in different ways
  • A–5.3 solve problems
  • a. experience problem-solving situations in the classroom
  • A–5.4 explore opinions and values
  • a. listen attentively to the opinions expressed
  • b. respond sensitively to the ideas and creations of others
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun 
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively 
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment 
Language Competence (Gr. 4)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. pronounce some common words and phrases comprehensibly 
  • b. use intonation to express meaning 
  • LC–1.2 orthography
  • a. name the letters of the Spanish alphabet 
  • b. relate letters to the sounds they commonly make 
  • c. write some words of personal significance
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including: 
    • family
    • self
    • school
    • calendar
    • animals
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • descriptive adjectives: number and gender
    • ser (present tense) 1st, 2nd and 3rd person plural
    • subject pronouns: 1st, 2nd and 3rd person plural
    • common adverbs (classroom use): hoy, mañana, aquí, allá, allí, muy
    • commonly used regular verbs
    • me/te/le gusta/gustan
    • hay
    • possessive adjectives: mi, mis, tu, tus, su, sus

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • affirmative and interrogative sentences (1st, 2nd and 3rd person singular) for:
      • - tener/llamarse (Yo tengo nueve años.)
      • - ir (Voy a la escuela.)
      • - poder (¿Puedo ir al baño?)
      • - querer (¿Quieres leer?)
    • nouns: number and gender
    • definite articles: el, la, los, las
    • indefinite articles: un, una, unos, unas
    • subject pronouns: 1st, 2nd and 3rd person singular
    • estar (present tense) 1st, 2nd and 3rd person singular
    • ser (present tense) 1st, 2nd and 3rd person singular

    2Structured 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.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand simple spoken sentences in guided situations 
  • LC–2.2 oral production
  • a. produce simple oral words and phrases in guided situations 
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using short, isolated lexical phrases 
  • LC–2.4 written interpretation
  • a. understand simple written sentences in guided situations 
  • LC–2.5 written production
  • a. produce simple written words and phrases in guided situations 
  • LC–2.6 visual interpretation
  • a. derive meaning from visuals and other forms of nonverbal communication in guided situations 
  • LC–2.7 representation
  • a. use visuals and other forms of nonverbal communication to express meaning in guided situations 
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. experience formal and informal situations 
  • b. respond to tone of voice
  • LC–3.2 idiomatic expressions
  • a. imitate age-appropriate idiomatic expressions 
  • LC–3.3 variations in language
  • a. experience a variety of voices 
  • LC–3.4 social conventions
  • a. imitate simple routine social interactions
  • b. use basic social expressions appropriate to the classroom
  • LC–3.5 nonverbal communication
  • a. understand the meaning of, and imitate, some common nonverbal behaviours
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. imitate speech that uses simple link words 
  • LC–4.2 text forms
  • a. experience a variety of oral and written text forms 
  • LC–4.3 patterns of social interaction
  • a. respond using very simple social interaction patterns; e.g., question–answer, greeting–response
Global Citizenship (Gr. 4)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. participate in activities and experiences that reflect elements of the cultures of the Spanish-speaking world 
  • b. ask questions, using English, about cultural elements experienced in class
  • GC–1.2 knowledge of the cultures of the Spanish-speaking world
  • a. participate in activities and experiences that reflect elements of the cultures of the Spanish-speaking world 
  • GC–1.3 applying cultural knowledge
  • a. recognize elements of the cultures of the Spanish-speaking world in the classroom 
  • GC–1.4 diversity within the cultures of the Spanish-speaking world
  • a. experience diverse elements of the cultures of the Spanish-speaking world 
  • GC–1.5 valuing the cultures of the Spanish-speaking world
  • a. participate in cultural activities and experiences 
GC–2 affirming diversity
  • GC–2.1 awareness of own language(s)
  • a. make connections between their own language(s) and Spanish
  • GC–2.2 general language knowledge
  • a. explore the variety of languages spoken by those around them 
  • b. identify similarities among words from different languages within their personal experience 
  • GC–2.3 awareness of own culture
  • a. explore similarities between their own culture and other cultures 
  • GC–2.4 general cultural knowledge
  • a. participate in activities and experiences that reflect elements of different cultures 
  • GC–2.5 valuing diversity
  • a. work and play cooperatively with others who are different from themselves
  • GC–2.6 intercultural skills
  • a. adapt to new situations
GC–3 personal and career opportunities
  • GC–3.1 the Spanish-speaking world and cultures
  • a. identify reasons for learning Spanish
  • GC–3.2 cultural and linguistic diversity
  • a. suggest some reasons for participating in activities and experiences that reflect elements of different cultures
Strategies (Gr. 4) 

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance language learning
  • S–1.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance language learning
  • S–1.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. use simple interactive strategies, with guidance
  • S–2.2 interpretive
  • a. use simple interpretive strategies, with guidance
  • S–2.3 productive
  • a. use simple productive strategies, with guidance

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance general learning
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance general learning
  • S–3.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance general learning

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 5
Applications (Gr. 5)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. ask for and provide information; e.g., time, dates 
  • b. respond to simple, predictable questions 
  • c. describe people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. identify favourite people, places or things; e.g., words or phrases, characters, illustrations in texts 
  • b. express a personal response to a variety of situations 
  • A–2.2 share emotions, feelings
  • a. identify emotions and feelings; e.g., those portrayed in texts
  • b. express and respond to a variety of emotions and feelings; e.g., love, sadness, surprise, fear
A–3 to get things done
  • A–3.1 guide actions of others
  • a. suggest a simple course of action, and respond to a suggestion
  • b. make and respond to a variety of simple requests
  • c. ask for, grant and deny permission
  • A–3.2 state personal actions
  • a. indicate choice from among several options 
  • b. express a wish or a desire to do something
  • A–3.3 manage group actions
  • a. ask for help or for clarification of what is being said or done in the group
  • b. suggest, initiate or direct action in group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate relationships; e.g., invite others to play
  • b. apologize and refuse politely
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the immediate environment 
  • b. make and talk about personal observations
  • A–5.2 gather and organize information
  • a. sequence items in different ways
  • b. record and share personal knowledge of a topic
  • A–5.3 solve problems
  • a. identify a problem and search for solutions 
  • b. choose from alternative solutions
  • A–5.4 explore opinions and values
  • a. make connections between behaviour and values; e.g., in texts or role-play
  • b. recognize and respect differences of opinion 
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun 
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively 
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment 
Language Competence (Gr. 5)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. distinguish particular sounds of the language; e.g., rhyming words 
  • b. use comprehensible pronunciation, stress and intonation when producing familiar words or phrases 
  • LC–1.2 orthography
  • a. copy familiar words, phrases and sentences 
  • b. recognize and name some elements of the writing system; e.g., accent marks 
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • my home
    • my community
    • people around me
    • domestic and wild animals
    • games and songs
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • question words: [¿…?] qué, cómo, dónde, por qué, cuándo
    • prepositions
    • ir, tener (present tense) 1st, 2nd and 3rd person plural
    • ser (present tense) 1st, 2nd and 3rd person plural
    • regular -ar verbs (present tense all forms)
    • nos, os, les, gusta/gustan
    • commonly used conjunctions
    • estar (present tense) 1st, 2nd and 3rd person plural
    • common adverbs (classroom use): aquí, ahí, allá, allí
    • subject pronouns: 1st, 2nd and 3rd person singular

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ... 
    • affirmative, negative and interrogative sentences (1st, 2nd and 3rd person singular and plural)
    • possessive adjectives: mi, mis, tu, tus, su, sus
    • ser (present tense) 1st, 2nd and 3rd person singular
    • estar (present tense) 1st, 2nd and 3rd person singular
    • me/te/le gusta/gustan
    • common adverbs (classroom use): muy, hoy, mañana
    • hay
    • ir, tener (present tense) 1st, 2nd and 3rd person singular
    • subject pronouns (all forms)
    • definite articles: el, la, los, las
    • indefinite articles: un, una, unos, unas
    • noun–adjective agreement: number and gender

    2Structured 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.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand short, simple oral texts in guided situations 
  • LC–2.2 oral production
  • a. produce simple oral sentences in guided situations 
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using simple sentences 
  • LC–2.4 written interpretation
  • a. understand short, simple written texts in guided situations 
  • LC–2.5 written production
  • a. produce simple written sentences in guided situations 
  • LC–2.6 visual interpretation
  • a. derive meaning from a variety of visuals and other forms of nonverbal communication in guided situations 
  • LC–2.7 representation
  • a. use a variety of visuals and other forms of nonverbal communication to express meaning in guided situations 
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. distinguish between formal and informal situations
  • b. recognize that some topics, words or intonations are inappropriate in certain contexts 
  • LC–3.2 idiomatic expressions
  • a. understand and use a variety of simple idiomatic expressions as set phrases 
  • LC–3.3 variations in language
  • a. acknowledge and accept individual differences in speech 
  • LC–3.4 social conventions
  • a. use basic conventions of courtesy
  • b. use appropriate oral forms of address for people frequently encountered
  • LC–3.5 nonverbal communication
  • a. experiment with using some simple nonverbal means of communication
  • b. recognize that some nonverbal behaviours may be inappropriate in certain contexts
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. sequence elements of a simple story, process or series of events 
  • b. link words or groups of words in simple ways; e.g., using words like y, después  
  • LC–4.2 text forms
  • a. recognize some simple oral and written text forms; e.g., lists, letters, stories, songs 
  • LC–4.3 patterns of social interaction
  • a. initiate interactions and respond using simple social interaction patterns; e.g., request–acceptance/nonacceptance
Global Citizenship (Gr. 5)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. make observations about the cultures 
  • b. seek out information about the cultures of the Spanish-speaking world from authentic sources 
  • GC–1.2 knowledge of the cultures of the Spanish-speaking world
  • a. participate in activities and experiences that reflect elements of the cultures of the Spanish-speaking world 
  • GC–1.3 applying cultural knowledge
  • a. identify elements of the cultures of the Spanish-speaking world in the school and community 
  • GC–1.4 diversity within the cultures of the Spanish-speaking world
  • a. identify some elements that reflect diversity within the cultures of the Spanish-speaking world 
  • GC–1.5 valuing the cultures of the Spanish-speaking world
  • a. participate in cultural activities and experiences 
GC–2 affirming diversity
  • GC–2.1 awareness of own language(s)
  • a. identify similarities between their own language(s) and Spanish 
  • GC–2.2 general language knowledge
  • a. identify differences and similarities among writing systems from different languages within their personal experience
  • b. describe ways that languages can be taught and learned
  • GC–2.3 awareness of own culture
  • a. recognize similarities between their own culture and other cultures 
  • b. make connections between individuals or situations in texts and their own personal experiences 
  • GC–2.4 general cultural knowledge
  • a. recognize that a variety of cultural practices are followed by their schoolmates and by different groups in their community
  • b. recognize that culture is expressed through a variety of forms 
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect different ways of doing things or other perspectives
  • GC–2.6 intercultural skills
  • a. listen with attention to the opinions of others
  • b. initiate and maintain new relationships
GC–3 personal and career opportunities
  • GC–3.1 the Spanish-speaking world and cultures
  • a. identify some personal uses they have made of their knowledge of Spanish and of the cultures of the Spanish-speaking world
  • GC–3.2 cultural and linguistic diversity
  • a. identify some personal uses they have made of their knowledge of different languages and cultures
Strategies (Gr. 5) 

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use a variety of simple cognitive strategies, with guidance, to enhance language learning
  • S–1.2 metacognitive
  • a. use a variety of simple metacognitive strategies, with guidance, to enhance language learning
  • S–1.3 social/affective
  • a. use a variety of simple social and affective strategies, with guidance, to enhance language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. use a variety of simple interactive strategies, with guidance
  • S–2.2 interpretive
  • a. use a variety of simple interpretive strategies, with guidance
  • S–2.3 productive
  • a. use a variety of simple productive strategies, with guidance

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. use simple social and affective strategies to enhance general learning

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 6
Applications (Gr. 6)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. describe people, places, things and series or sequences of events or actions 
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express likes and dislikes
  • b. record and share thoughts and ideas with others; e.g., keep a journal of ideas, favourite words and phrases
  • A–2.2 share emotions, feelings
  • a. inquire about, record and share personal experiences involving an emotion or a feeling
A–3 to get things done
  • A–3.1 guide actions of others
  • a. encourage or discourage others from a course of action 
  • b. give and follow a simple sequence of instructions; e.g., a series of steps to play a games 
  • A–3.2 state personal actions
  • a. make an offer and an invitation, and respond to offers and invitations made by others 
  • b. inquire about and express ability and inability to do something 
  • A–3.3 manage group actions
  • a. encourage other group members to participate 
  • b. assume a variety of roles and responsibilities as group members 
  • c. check for agreement and understanding
  • d. express disagreement in an appropriate way
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. talk about themselves, and respond to the talk of others by showing attention and interest
  • b. make and cancel social engagements in an appropriate manner
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore alternative classification systems and criteria for categories
  • b. discover relationships and patterns
  • A–5.2 gather and organize information
  • a. compare and contrast items in simple ways 
  • b. compose questions to guide research
  • c. identify sources of information
  • d. record observations
  • A–5.3 solve problems
  • a. understand and use steps in a problem-solving process
  • A–5.4 explore opinions and values
  • a. express their views on a variety of topics within their direct experience
  • b. gather opinions on a topic within their direct experience; e.g., conduct an opinion poll among classmates or members of the community
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret simple humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 6)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. recognize some critical sound distinctions that are important for meaning
  • b. recognize some of the effects that intonation and stress have in different situations
  • LC–1.2 orthography
  • a. recognize and use some basic conventions of spelling and mechanics; e.g., capitalization, punctuation
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • food and nutrition
    • holidays and festivals
    • hobbies and pastimes
    • maps and places
    • transportation
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • possessive adjectives: nuestro, nuestra, nuestros, nuestras, vuestro, vuestra, vuestros, vuestras
    • regular -er, -ir verbs (present tense all forms)
    • question words: cuál, cuáles, adónde, cuánto, cuántos, cuántas
    • demonstrative adjectives: ese, esa, esos, esas, aquel, aquella, aquellos, aquellas
    • demonstrative pronouns: eso, aquello
    • the use of vosotros

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • prepositions
    • ser (present tense) 1st, 2nd and 3rd person plural
    • estar (present tense) 1st, 2nd and 3rd person plural
    • common adverbs (classroom use): muy, hoy, mañana
    • affirmative, negative and interrogative sentences (all forms)
    • regular -ar verbs (present tense all forms)
    • demonstrative adjectives: este, esta, estos, estas
    • question words: [¿…?] qué, cómo, dónde, por qué, cuándo
    • nos, os, les, gusta/gustan
    • ir, tener (present tense) 1st, 2nd and 3rd person plural

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • me/te/le gusta/gustan
    • common adverbs (classroom use): aquí, allá, allí, ahí, hoy, mañana
    • commonly used regular -ar verbs (present tense) 1st, 2nd and 3rd person singular
    • hay
    • possessive adjectives: mi, mis, tu, tus, su, sus
    • nouns: number and gender
    • noun–adjective agreement: number and gender
    • indefinite articles: un, una, unos, unas
    • definite articles: el, la, los, las
    • subject pronouns: 1st, 2nd and 3rd person singular
    • commonly used coordinating conjunctions: y, o, pero
    • ser (present tense) 1st, 2nd and 3rd person singular
    • estar (present tense) 1st, 2nd and 3rd person singular
    • ir, tener (present tense) 1st, 2nd and 3rd person singular

    3Independently 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.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand short, simple oral texts in guided and unguided situations
  • LC–2.2 oral production
  • a. produce short, simple oral texts in guided situations
  • LC–2.3 interactive fluency
  • a. engage in a variety of simple interactions
  • LC–2.4 written interpretation
  • a. understand short, simple written texts in guided and unguided situations
  • LC–2.5 written production
  • a. produce short, simple written texts in guided situations
  • LC–2.6 visual interpretation
  • a. derive meaning from some visual elements of a variety of media in guided and unguided situations
  • LC–2.7 representation
  • a. express meaning through the use of some visual elements in a variety of media in guided and unguided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. experiment with and use informal language in familiar contexts
  • LC–3.2 idiomatic expressions
  • a. use learned idiomatic expressions to enhance communication
  • LC–3.3 variations in language
  • a. experience a variety of accents, variations in speech and regional variations in language
  • LC–3.4 social conventions
  • a. recognize verbal behaviours that are considered impolite
  • b. recognize simple social conventions in informal conversation
  • LC–3.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. link several sentences coherently
  • b. use common conventions to structure texts
  • LC–4.2 text forms
  • a. use some simple text forms in their own productions
  • LC–4.3 patterns of social interaction
  • a. use simple conventions to open and close conversations and to manage turn taking
Global Citizenship (Gr. 6)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. compare some elements of the cultures of the Spanish-speaking world to their own culture
  • GC–1.2 knowledge of the cultures of the Spanish-speaking world
  • a. explore some elements of the cultures of the Spanish-speaking world
  • b. identify some aspects they have in common with people their own age who live in the cultures of the Spanish-speaking world
  • GC–1.3 applying cultural knowledge
  • a. identify similarities and differences between the cultures of the Spanish-speaking world and their own culture
  • b. interpret similarities and differences between the cultures of the Spanish-speaking world and their own culture
  • GC–1.4 diversity within the cultures of the Spanish-speaking world
  • a. identify similarities and differences among diverse groups within the cultures of the Spanish-speaking world
  • b. interpret similarities and differences among diverse groups within the cultures of the Spanish-speaking world
  • GC–1.5 valuing the cultures of the Spanish-speaking world
  • a. identify similarities between themselves and people of the cultures of the Spanish-speaking world
  • b. express an interest in finding out about people their own age who speak Spanish
GC–2 affirming diversity
  • GC–2.1 awareness of own language(s)
  • a. identify similarities between their own language(s) and Spanish
  • GC–2.2 general language knowledge
  • a. recognize that in any language there are different words for the same thing
  • GC–2.3 awareness of own culture
  • a. recognize and identify similarities and differences between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize that speakers of the same language may come from different cultural backgrounds
  • b. recognize some of the factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect different ways of doing things or other perspectives
  • b. identify the limitations of adopting a single perspective
  • GC–2.6 intercultural skills
  • a. reflect on their actions and the consequences of their actions for others
  • b. explore how their perspective is shaped by a variety of factors
GC–3 personal and career opportunities
  • GC–3.1 the Spanish-speaking world and cultures
  • a. identify some careers for which knowledge of Spanish is useful
  • b. identify some places that they could visit where Spanish is spoken
  • GC–3.2 cultural and linguistic diversity
  • a. identify some careers for which knowledge of different languages and cultures is useful
  • b. identify some countries where there is significant linguistic and cultural diversity
Strategies (Gr. 6) 

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies
  • S–2.3 productive
  • a. identify and use a variety of productive strategies

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 7
Applications (Gr. 7)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. understand information, such as definitions, comparisons and examples 
  • b. provide simple explanations; e.g., an enchilada is a Mexican food
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express agreement and disagreement
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings in a variety of familiar contexts
A–3 to get things done
  • A–3.1 guide actions of others
  • a. respond to and make suggestions in a variety of situations
  • A–3.2 state personal actions
  • a. state personal actions in the present 
  • A–3.3 manage group actions
  • a. express appreciation, enthusiasm, support and respect for contributions of others 
  • b. offer to explain or clarify 
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in casual exchanges with classmates; e.g., discuss shopping plans, chores and family activities
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. ask questions to clarify understanding and knowledge 
  • A–5.2 gather and organize information
  • a. gather information from a variety of resources; e.g., print, human, multimedia, electronic
  • A–5.3 solve problems
  • a. describe and examine a problem, then propose solutions 
  • A–5.4 explore opinions and values
  • a. provide reasons for their opinions on topics within their experience
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret simple humour; e.g., create humorous anecdotes/skits
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., listen to music
Language Competence (Gr. 7)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. identify and reproduce some critical sound distinctions and intonations that are important for meaning
  • LC–1.2 orthography
  • a. apply some common spelling rules
  • b. use some basic mechanical conventions
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • family traditions
    • friends and activities
    • fashion/clothing
    • the body
    • vacation and travel
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • substantive nouns/nominals formed from adjectives; e.g., el blanco, la azul, los grandes, las medianas
    • direct object pronouns: me, te, lo, la, los, las, os, nos
    • demonstrative adjectives: ese, esa, esos, esas, aquel, aquella, aquellos, aquellas
    • comparisons: más … que, menos … que, tan … como
    • tener que + infinitive
    • present tense of common stem-changing verbs: o→ue, e→ie, e→i, u→ue
    • irregular yo forms: salir, hacer, poner, dar
    • present progressive
    • reflexive verbs (all forms)
    • future action ir a + infinitive
    • adverbial phrases
    • prepositions: entre, sin, hasta
    • contractions: al, del
    • prepositional phrases relating to location and direction; e.g., debajo de, encima de, detrás de, delante de, dentro de

    Sentence Structure:

    • question words: [¿…?] cuánto, cuál (all forms)
    • affirmative commands using tú, usted, nosotros, vosotros/ustedes**

    **Teachers will guide students in the use of ustedes/vosotros as appropriate.

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • use of vosotros*
    • noun–adjective agreement: number and gender
    • possessive adjectives: nuestro, nuestra, nuestros, nuestras, vuestro, vuestra, vuestros, vuestras*
    • demonstrative adjectives: este, esta, estos, estas
    • regular -er, -ir verbs (present tense all persons)
    • ser and estar (present tense all persons in familiar contexts; e.g., occupations, emotions, location)
    • gusta/gustan (nos, os, les)
    • adverbs (time, manner, place, quantity)
    • common prepositions of location (a, de, en) and the preposition con in familiar situations
    • prepositional phrases relating to location and direction; e.g., debajo de, encima de, detrás de, delante de, dentro de

    Sentence Structure:

    • question words: [¿…?] qué, cómo, dónde, por qué, cuándo, quién
    • simple compound sentences using conjunctions y, o and pero

    *If using vosotros, the possessive adjectives vuestro, vuestros, vuestra, vuestras are used.

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • subject pronouns (all forms)**
    • regular -ar verbs (present tense all persons)
    • gustar (present tense all forms)
    • ir, tener, hacer (present tense all forms)

    Sentence Structure:

    • affirmative sentences
    • simple negative and interrogative sentences

    **Teachers will guide students in the use of ustedes/vosotros as appropriate.

    3Independently 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.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand a variety of short, simple oral texts in guided and unguided situations
  • LC–2.2 oral production
  • a. produce a variety of short, simple oral texts in guided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions with relative ease, asking for repetition or clarification when necessary
  • LC–2.4 written interpretation
  • a. understand a variety of short, simple written texts in guided and unguided situations
  • LC–2.5 written production
  • a. produce a variety of short, simple written texts in guided situations
  • LC–2.6 visual interpretation
  • a. derive meaning from visual elements of a variety of media in guided and unguided situations
  • LC–2.7 representation
  • a. express meaning through the use of visual elements in a variety of media in guided and unguided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. identify socially appropriate language in specific situations
  • LC–3.2 idiomatic expressions
  • a. use learned idiomatic expressions correctly in familiar contexts
  • LC–3.3 variations in language
  • a. recognize some common regional variations in language; e.g., the different pronunciations of ce, ci, z
  • LC–3.4 social conventions
  • a. recognize important social conventions in everyday interactions
  • LC–3.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. organize texts, using common patterns
  • b. interpret simple references within texts
  • LC–4.2 text forms
  • a. recognize various text forms delivered through a variety of media
  • LC–4.3 patterns of social interaction
  • a. initiate interactions and respond, in familiar situations, using social interaction patterns
Global Citizenship (Gr. 7)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. formulate questions and use basic research skills to gather information about the Spanish-speaking world
  • GC–1.2 knowledge of the cultures of the Spanish-speaking world
  • a. compare and contrast some elements of the cultures of the Spanish-speaking world with elements of their own culture(s)
  • GC–1.3 applying cultural knowledge
  • a. explore and compare elements of Spanish-speaking cultures with elements of their own culture(s)
  • b. recognize cultural behaviours that are different from their own
  • GC–1.4 diversity within the cultures of the Spanish-speaking world
  • a. compare and contrast elements of the diverse cultures of the Spanish-speaking world
  • GC–1.5 valuing the cultures of the Spanish-speaking world
  • a. explore activities and experiences that reflect the cultures of the Spanish-speaking world
GC–2 affirming diversity
  • GC–2.1 awareness of own language(s)
  • a. identify some words in their own language(s) that have been borrowed from Spanish or from other languages
  • GC–2.2 general language knowledge
  • a. recognize that languages can be grouped into families based on common origins
  • GC–2.3 awareness of own culture(s)
  • a. identify some of the past and present relationships between the cultures of the Spanish-speaking world being studied and their own culture(s)
  • GC–2.4 general cultural knowledge
  • a. recognize that within any culture there are important differences in the way people speak and behave
  • GC–2.5 valuing diversity
  • a. demonstrate curiosity about other languages and cultures
  • b. recognize and acknowledge different perspectives
  • GC–2.6 intercultural skills
  • a. explore representations of their own culture(s) created by members of another culture
GC–3 personal and career opportunities
  • GC–3.1 the Spanish-speaking world and cultures
  • a. identify aspects of the arts of the cultures of the Spanish-speaking world that are of personal interest
  • b. identify personal reasons for learning Spanish
  • GC–3.2 cultural and linguistic diversity
  • a. explore personal reasons for learning additional languages and experiencing other cultures
  • b. identify aspects of different cultures that are of personal interest
Strategies (Gr. 7) 

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies
  • S–2.3 productive
  • a. identify and use a variety of productive strategies

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 8
Applications (Gr. 8)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. provide information on several aspects of a topic
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express interest or lack of interest, satisfaction and dissatisfaction
  • A–2.2 share emotions, feelings
  • a. compare the expression of emotions and feelings in a variety of informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and respond to advice and warnings
  • A–3.2 state personal actions
  • a. state personal actions in the future and past
  • A–3.3 manage group actions
  • a. explain, clarify or elaborate on another member’s contribution
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. use routine means of interpersonal communications; e.g., personal notes, taking messages, letters, e-mail messages
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and express meaning in a variety of ways; e.g., by drawing a diagram, making a model, rephrasing
  • A–5.2 gather and organize information
  • a. identify useful and reliable resources
  • A–5.3 solve problems
  • a. generate and evaluate potential solutions to problems
  • A–5.4 explore opinions and values
  • a. distinguish fact from opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret simple humour; e.g., talk about/create comic strips/cartoons
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., play games
Language Competence (Gr. 8)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. use intonation, stress and rhythm appropriately in familiar situations
  • LC–1.2 orthography
  • a. write familiar words and phrases, including accents, correctly and consistently
  • b. use basic mechanical conventions
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • shopping and money
    • helping the environment
    • cooking and food preparation
    • music and dances of the Spanish-speaking world
    • arts and crafts of the Spanish-speaking world
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • direct object indicator “a” used when referring to a person/people; e.g., Vi a tu hermano = I saw your brother
    • indirect object pronouns: me, te, le, nos, os, les
    • pronouns as objects of prepositions: mí, ti, él, ella, usted, nosotros (as), vosotros (as), conmigo, contigo
    • superlative; e.g., el chico más alto
    • preterit regular verbs
    • distinction between/use of saber and conocer present tense
    • prepositions: por, para

    Sentence Structure:

    • impersonal expressions and infinitive (Es necesario)
    • negative commands using tú, usted, nosotros, ustedes/vosotros
    • complex sentences using conjunction porque/ya que, cuando, mientras (affirmative, negative, interrogative)

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • noun–adjective agreement: number and gender
    • substantive nouns/nominals formed from adjectives; e.g., el blanco, la azul, los grandes, las medianas
    • direct object pronouns: me, te, lo, la, los, las, os, nos
    • demonstrative adjectives: ese, esa, esos, esas, aquel, aquella, aquellos, aquellas
    • comparisons: más … que, menos … que, tan … como
    • ser and estar (present tense all persons in familiar contexts; e.g., occupations, emotions, location)
    • present tense of common stem-changing verbs: o→ue, e→ie, e→i, u→ue
    • irregular yo forms: salir, hacer, poner, dar
    • present progressive
    • reflexive verbs (all forms)
    • tener que + infinitive
    • future action ir a + infinitive
    • adverbial phrases
    • prepositions: entre, sin, hasta
    • contractions: al, del

    Sentence Structure:

    • question words: [¿…?] cuánto, cuál (all forms)
    • affirmative commands using tú, usted, nosotros, vosotros/ustedes**

    **Teachers will guide students in the use of ustedes/vosotros as appropriate.

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • possessive adjectives (all forms)*
    • regular -er, -ir verbs (present tense all persons)
    • common prepositions of location (a, de, en) and the preposition con in familiar situation
    • prepositional phrases relating to location and direction; e.g., debajo de, encima de, detrás de, delante de, dentro de

    Sentence Structure:

    • question words: [¿…?] qué, cómo, dónde, por qué, cuándo, quién
    • simple compound sentences using conjunctions y, o and pero

    *If using vosotros, the possessive adjectives vuestro, vuestros, vuestra, vuestras are used.

    3Independently 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.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand short oral texts on unfamiliar topics
  • LC–2.2 oral production
  • a. produce short oral texts in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. manage short interactions with ease, using pauses for planning and repair
  • LC–2.4 written interpretation
  • a. understand short written texts on unfamiliar topics in guided situations
  • LC–2.5 written production
  • a. produce short, simple written texts in guided and unguided situations
  • LC–2.6 visual interpretation
  • a. derive meaning from multiple visual elements in a variety of media in guided situations
  • LC–2.7 representation
  • a. express meaning through the use of multiple visual elements in a variety of media in guided and unguided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. explore formal and informal uses of language in specific situations
  • LC–3.2 idiomatic expressions
  • a. use learned idiomatic expressions in a variety of contexts
  • LC–3.3 variations in language
  • a. recognize sociocultural influences resulting in variations in language; e.g., occupation
  • LC–3.4 social conventions
  • a. interpret and use important social conventions in interactions
  • LC–3.5 nonverbal communication
  • a. recognize when nonverbal behaviours are considered impolite; e.g., avoiding eye contact
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. organize texts to indicate steps in a procedure or directions to follow
  • LC–4.2 text forms
  • a. examine the structure of a variety of text forms
  • LC–4.3 patterns of social interaction
  • a. initiate interactions and respond, using a variety of social interaction patterns
Global Citizenship (Gr. 8)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. organize and represent, in a variety of ways, information about elements of the cultures of the Spanish-speaking world
  • GC–1.2 knowledge of the cultures of the Spanish-speaking world
  • a. explore and identify some key historical events and their influence on contemporary ways of life and cultural values of Spanish speakers
  • GC–1.3 applying cultural knowledge
  • a. compare and contrast major elements and cultural behaviours of Spanish-speaking cultures with elements and cultural behaviours of their own culture(s)
  • GC–1.4 diversity within the cultures of the Spanish-speaking world
  • a. organize and represent information on the diverse cultures of the Spanish-speaking world
  • GC–1.5 valuing the cultures of the Spanish-speaking world
  • a. choose to participate in and contribute to activities and experiences that reflect the cultures of the Spanish-speaking world
  • b. participate in activities and re-create experiences that reflect the cultures of the Spanish-speaking world
GC–2 affirming diversity
  • GC–2.1 awareness of own language(s)
  • a. compare oral and written aspects of their own language(s) and Spanish
  • GC–2.2 general language knowledge
  • a. identify how languages borrow from one another
  • GC–2.3 awareness of own culture(s)
  • a. identify shared references and the different connotations attached to them in the cultures of the Spanish-speaking world being studied and in their own culture(s)
  • GC–2.4 general cultural knowledge
  • a. recognize some of the factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. acknowledge the limitations of adopting a single perspective
  • b. recognize advantages of entertaining different perspectives
  • GC–2.6 intercultural skills
  • a. identify and access public and private institutions that facilitate contact with other countries and cultures
GC–3 personal and career opportunities
  • GC–3.1 the Spanish-speaking world and cultures
  • a. identify aspects of the history of the cultures of the Spanish-speaking world that are of personal interest
  • b. explore personal reasons for learning Spanish
  • GC–3.2 cultural and linguistic diversity
  • a. explore personal reasons for learning additional languages and experiencing other cultures
  • b. explore aspects of different cultures that are of personal interest
Strategies (Gr. 8) 

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategiess
  • S–2.3 productive
  • a. select and use a variety of productive strategies

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 9
Applications (Gr. 9)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share facts about events that took place in the past or that may take place in the future
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express the ability to complete an action and the certainty of an event
  • A–2.2 share emotions, feelings
  • a. express emotions and feelings in a variety of situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and respond to directions and instructions in formal and informal situations
  • b. make and respond to requests in formal and informal situations
  • A–3.2 state personal actions
  • a. state personal actions in the future and past
  • b. express intention in a variety of situations
  • A–3.3 manage group actions
  • a. negotiate with peers in small-group situations
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. offer and respond to compliments and congratulations
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and express the meaning of what they are doing; e.g., what they will learn from a particular activity
  • A–5.2 gather and organize information
  • a. organize information in a logical manner
  • A–5.3 solve problems
  • a. use information collected from various sources to solve problems
  • A–5.4 explore opinions and values
  • a. explore how values influence behaviour; e.g., describe characters and their motivations in a story
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to appreciate simple humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., watch sports broadcasts
Language Competence (Gr. 9)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. approximate the pronunciation of unfamiliar words
  • LC–1.2 orthography
  • a. use basic mechanical conventions consistently
  • b. recognize the role that accentuation plays in the Spanish language
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • restaurants and eating out
    • technology
    • pop culture of the Spanish-speaking world
    • career opportunities
    • world of sports
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • diminutives: -ito, -ita, -itos, -itas
    • demonstrative pronouns
    • irregular comparatives: bueno, malo, mejor, peor, menor, mayor
    • present perfect
    • preterit stem-changing verbs and irregular verbs; e.g., ser, hacer, poder
    • conditional
    • subjunctive mood (present):
      • - to express wishes and hopes (e.g., Ojalá que ..., Quiero que ...)
      • - to express emotion (e.g., alegrarse, sentir que …)

    Sentence Structure:

    • complex sentences using conjunctions: o … o, ni … ni

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • noun–adjective agreement: number and gender
    • direct object pronouns: me, te, lo, la, los, las, os, nos
    • direct object indicator “a” used when referring to a person/people
    • indirect object pronouns: me, te, le, nos, os, les
    • pronouns as objects of prepositions: mí, ti, él, ella, usted, nosotros (as), vosotros (as), conmigo, contigo
    • demonstrative adjectives
    • superlative; e.g., el chico más alto
    • present tense of common stem-changing verbs: o→ue, e→ie, e→i, u→ue
    • distinction between/use of saber and conocer present tense
    • reflexive verbs (all forms)
    • preterit regular verbs
    • prepositions: por, para

    Sentence Structure:

    • impersonal expressions and infinitive (Es necesario)
    • negative commands using tú, usted, nosotros, ustedes/vosotros
    • complex sentences using conjunction porque/ya que, cuando, mientras (affirmative, negative, interrogative)

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • substantive nouns/nominals formed from adjectives; e.g., el blanco, la azul, los grandes, las medianas
    • comparisons: más … que, menos … que, tan … como
    • ser and estar (present tense all persons in familiar contexts; e.g., occupations, emotions, location)
    • irregular yo forms: salir, hacer, poner, dar
    • tener que + infinitive
    • present progressive
    • future action ir a + infinitive
    • adverbs and adverbial phrases
    • prepositions: entre, sin, hasta
    • contractions: al, del

    Sentence Structure:

    • question words: [¿…?] cuánto, cuál (all forms)
    • affirmative commands using tú, usted, nosotros, vosotros/ustedes**
    • **Teachers will guide students in the use of ustedes/vosotros as appropriate.

    3Independently 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.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand the main points of short oral texts on a variety of topics
  • LC–2.2 oral production
  • a. produce a variety of short oral texts in unguided situations
  • LC–2.3 interactive fluency
  • a. engage in short, spontaneous exchanges, with pauses for planning and repair
  • LC–2.4 written interpretation
  • a. understand the main points and supporting details in short written texts on a variety of unfamiliar topics
  • LC–2.5 written production
  • a. produce a variety of short, simple written texts in guided and unguided situations
  • LC–2.6 visual interpretation
  • a. derive meaning from multiple visual elements in a variety of media in guided and unguided situations
  • LC–2.7 representation
  • a. explore various ways that meaning can be expressed through the visual elements in a variety of media
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. use suitable, simple formal language in a variety of contexts
  • LC–3.2 idiomatic expressions
  • a. examine the role of idiomatic expressions in culture
  • LC–3.3 variations in language
  • a. recognize other influences resulting in variations in language; e.g., technology-enabled communication forms such as text messages
  • LC–3.4 social conventions
  • a. interpret the use of social conventions encountered in oral and written texts
  • LC–3.5 nonverbal communication
  • a. recognize the impact of appropriate and inappropriate use of nonverbal behaviours
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. use a variety of conventions to structure texts
  • b. interpret and use references within texts
  • LC–4.2 text forms
  • a. use a variety of familiar, short text forms and media in their own productions
  • LC–4.3 patterns of social interaction
  • a. combine simple social interaction patterns in a variety of situations
Global Citizenship (Gr. 9)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. compare and make connections among elements of the cultures of the Spanish-speaking world
  • b. examine information researched about cultures in the Spanish-speaking world
  • GC–1.2 knowledge of the cultures of the Spanish-speaking world
  • a. explore and identify some elements of the cultures of the Spanish-speaking world; e.g., cultural values, attitudes and interests of people their own age in the cultures of the Spanish-speaking world
  • GC–1.3 applying cultural knowledge
  • a. interpret elements and cultural behaviours of Spanish-speaking cultures and relate these elements and behaviours to those of their own culture(s)
  • GC–1.4 diversity within the cultures of the Spanish-speaking world
  • a. identify different perspectives on diverse elements of the cultures of the Spanish-speaking world, and speculate on their origins
  • GC–1.5 valuing the cultures of the Spanish-speaking world
  • a. examine their own perceptions of Spanish and the cultures of the Spanish-speaking world, including stereotypes
  • b. examine common stereotypes about the Spanish-speaking world
GC–2 affirming diversity
  • GC–2.1 awareness of own language(s)
  • a. compare and contrast variations in their own language(s) with those in the Spanish language
  • GC–2.2 general language knowledge
  • a. recognize that languages may have regional differences in pronunciation, vocabulary or structure
  • GC–2.3 awareness of own culture(s)
  • a. examine common stereotypes about their own culture(s) held by the Spanish-speaking world
  • b. explore how cultural influences affect their understanding of their cultural identity
  • GC–2.4 general cultural knowledge
  • a. recognize that different cultures may have different interpretations of texts, cultural practices or products
  • GC–2.5 valuing diversity
  • a. acknowledge and appreciate the value of different perspectives
  • GC–2.6 intercultural skills
  • a. recognize stereotypical thinking
GC–3 personal and career opportunities
  • GC–3.1 the Spanish-speaking world and cultures
  • a. identify aspects of the literature of the cultures of the Spanish-speaking world that are of personal interest
  • b. discuss careers that use knowledge of Spanish
  • GC–3.2 cultural and linguistic diversity
  • a. identify some careers that use knowledge of international languages and cultures, and intercultural skills
  • b. reflect on aspects of different cultures that are of personal interest
Strategies (Gr. 9) 

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies
  • S–2.3 productive
  • a. select and use a variety of productive strategies

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning

See the Strategies Overview Section for a sample list of general learning strategies.

10-9Y
Applications (10-9Y)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. ask and answer questions about informative texts read or heard
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express opinions
  • b. support their own opinions
  • A–2.2 share emotions, feelings
  • a. compare the expression of emotions and feelings in formal and informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and follow a complex sequence of instructions
  • A–3.2 state personal actions
  • a. express possibility in relation to their own personal actions
  • A–3.3 manage group actions
  • a. take on a variety of leadership roles in small-group projects
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. express and respond to sympathy and regret
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore connections among, and gain new insights into, familiar topics; e.g., using analogy, brainstorming
  • A–5.2 gather and organize information
  • a. identify key ideas, summarize and paraphrase
  • A–5.3 solve problems
  • a. identify and manipulate key elements from a problem
  • A–5.4 explore opinions and values
  • a. understand the concept of stereotype and recognize stereotyping in a variety of situations
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour; e.g., participate in class excursions and twinning projects
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., use current technologies to interact with Spanish-speaking friends/classmates
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (10-9Y)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. produce the essential sounds, stress, rhythm and intonation patterns of Spanish where rehearsal is possible
  • LC–1.2 orthography
  • a. apply spelling rules and mechanical conventions consistently
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • entertainment
    • travel in the Spanish-speaking world
    • emergencies
    • education
    • relationships
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • double object pronouns
    • indefinite pronouns; i.e., alguien, nadie, algo, nada
    • pronoun/adjective determiners todo, otro, varios
    • simple future tense
    • imperfect tense (all forms)
    • past progressive
    • subjunctive mood (present):
      • – to express persuasion: aconsejar, decir
      • – to express doubt; e.g.,
        Es dudoso que ….
        Es probable que ….
      • – after impersonal expressions:
        Es una lástima que ….
        Es necesario que ….
      • – after adverbial conjunctions such as cuando and aunque

    Sentence Structure:

    • use of conjunctions:
      • – in coordinating sentences; e.g., sin embargo, mientras que
      • – in complex sentences (to express consequence/cause);
        e.g., así que, por lo tanto, porque, ya que
    • relative clauses (restrictive) with relative pronouns que, donde, cuando
    • subordinate clauses with the verb in:
      • – indicative; e.g., affirmative of creer, opinar, parecer
      • – infinitive; e.g., saber, poder, intentar, ser capaz de
    • sentences with impersonal se e.g., Se alquila piso …. Se ….
    • conditional sentence structures:
      • si + present indicative, future
      • si + present indicative, ir + a + infinitive
    • sentences using subjunctive mood (present):
      • – to express persuasion: aconsejar, decir, sentir
      • – to express doubt; e.g.,
        Es dudoso que ….
        Es probable que ….
      • – after impersonal expressions:
        Es una lástima que ….
        Es necesario que ….
      • – after adverbial conjunctions such as cuando and aunque

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • diminutive -ito, -ita, -itos, -itas
    • indirect object pronouns: me, te, le, nos, os, les
    • adjectival determiners indicating indefinite quantity; i.e., poco, mucho, bastante, demasiado
    • comparison (irregular); e.g., bueno/mejor, malo/peor, grande/mayor
    • distinction between/use of saber and conocer
    • reflexive verbs, all forms, present tense
    • preterit stem-changing verbs
    • simple future tense
    • present perfect
    • use of “a” when direct object is a person/are people; e.g., Vi a tu hermano
    • use of por and para
    • use of the conjunctions o … o, ni … ni

    Sentence Structure:

    • imperative mood:
      • – affirmative commands
      • – negative commands
    • sentences with impersonal expressions and infinitive (Es necesario)
    • complex sentences using conjunctions: o … o, ni … ni
    • sentences using subjunctive mood (present) to express:
      • – wishes and hopes; e.g., Ojalá que …, Quiero que …
      • – emotion; e.g., alegrarse, sentir que …

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • direct object pronouns: me, te, lo, la, los, las, os, nos
    • all demonstrative adjectives
    • superlative; e.g., el chico más alto
    • present tense of common stem-changing verbs: o→ ue, e→ ie, e→ i, u→ ue
    • preterit regular verbs
    • reflexive verbs (all forms)
    • adverbs of manner (–mente), time, quantity and así

    Sentence Structure:

    • complex sentences using common conjunctions (affirmative/negative); e.g., cuando, porque/ya que

    3Independently 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.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand the main points and some supporting details of lengthy oral texts on familiar topics
  • LC–2.2 oral production
  • a. produce a variety of short oral texts
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions with ease
  • LC–2.4 written interpretation
  • a. understand the main points and some supporting details of written texts on unfamiliar topics
  • LC–2.5 written production
  • a. produce short written texts on a variety of topics
  • LC–2.6 visual interpretation
  • a. identify the purposes, intended audiences, messages and points of view in a variety of visual media, in guided situations
  • LC–2.7 representation
  • a. examine and identify ways that meaning can be expressed through the visual elements of a variety of media, in guided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. explore differences in register between spoken and written texts
  • LC–3.2 idiomatic expressions
  • a. identify influences on idiomatic expressions; e.g., region, age, occupation
  • b. use learned idiomatic expressions
  • LC–3.3 variations in language
  • a. recognize other influences resulting in variations in language; e.g., office held by the speaker, one’s own relationship with others involved in the interaction
  • LC–3.4 social conventions
  • a. interpret and use appropriate oral and written forms of address with a variety of audiences
  • LC–3.5 nonverbal communication
  • a. recognize a variety of nonverbal communication techniques in a variety of contexts; e.g., hand gestures
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. interpret texts that use patterns involving time or chronological sequencing
  • LC–4.2 text forms
  • a. use a variety of text forms and media in their own productions
  • LC–4.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform extended transactions and interactions; e.g., request goods/services
Global Citizenship (10-9Y)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. put forth their own ideas about cultures of the Spanish-speaking world
  • b. identify and use a variety of sources of information to investigate the validity of their own ideas
  • GC–1.2 knowledge of the cultures of the Spanish-speaking world
  • a. explore and identify elements of the cultures and their influence on contemporary ways of life and cultural values of the Spanish-speaking world; e.g., emblems and markers of national identity
  • GC–1.3 applying cultural knowledge
  • a. organize and represent knowledge of the cultures of the Spanish-speaking world, derived from a variety of sources, to interpret behaviours and texts
  • GC–1.4 diversity within the cultures of the Spanish-speaking world
  • a. apply knowledge of diverse elements of the cultures of the Spanish-speaking world, derived from a variety of sources, to interpret behaviours and texts
  • GC–1.5 valuing the cultures of the Spanish-speaking world
  • a. seek out and use opportunities to enter into contact with members of the cultures of the Spanish-speaking world
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)
  • a. develop an awareness of their personal style in both speech and writing
  • GC–2.2 general language knowledge
  • a. describe ways languages evolve over time and provide reasons for this evolution
  • GC–2.3 awareness of own culture(s)
  • a. identify ethnocentric elements in texts from their own culture(s)
  • GC–2.4 general cultural knowledge
  • a. describe some causes of breakdown in communication and of misunderstanding when communicating with people from an unfamiliar culture
  • GC–2.5 valuing diversity
  • a. seek out opportunities to interact with people from various cultures
  • GC–2.6 intercultural skills
  • a. use a variety of strategies for dealing with breakdowns in communication and with misunderstandings when encountering an unfamiliar culture
  • b. identify ethnocentric perspectives in a document or an event and explain their origins
GC–3 personal and career opportunities
  • GC–3.1 the Spanish-speaking world and cultures
  • a. explore opportunities for further education related to the Spanish language and to cultures of the Spanish-speaking world
  • GC–3.2 cultural and linguistic diversity
  • a. explore opportunities for further education related to languages and cultures
Strategies (10-9Y)

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. identify and use cognitive, metacognitive and social/affective strategies to enhance language learning in a variety of situations
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. identify and use interactive, interpretive and productive strategies to enhance language use in a variety of situations
S–3 general learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. identify and use cognitive, metacognitive and social/affective strategies to enhance general learning in a variety of situations

See the Strategies Overview Section for examples of strategies.

20-9Y
Applications (20-9Y)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share detailed information on a specific topic; e.g., a report or biography
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express and explain preferences
  • A–2.2 share emotions, feelings
  • a. explore the expression of strong emotions and feelings in a variety of situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. lodge a complaint
  • A–3.2 state personal actions
  • a. express personal expectations, hopes, plans, goals and aspirations
  • A–3.3 manage group actions
  • a. contribute to the assessment of group activities by providing constructive feedback to group members
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. make suggestions or clarify misunderstandings to handle conflict situations
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore ideas presented in a variety of ways; e.g., informal discussions or personal writing
  • A–5.2 gather and organize information
  • a. paraphrase, manipulate and synthesize information
  • A–5.3 solve problems
  • a. apply problem-solving skills acquired in one situation to other situations
  • A–5.4 explore opinions and values
  • a. understand the concept of perspective and examine differing perspectives on an issue
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour; e.g., interpret humorous cartoons, song lyrics, poems and short stories, take part in field trips, visit interesting Web sites
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., create a multimedia production on a familiar topic
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (20-9Y)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. produce the essential sounds, stress, rhythm and intonation patterns of Spanish consistently and accurately
  • LC–1.2 orthography
  • a. apply spelling rules accurately
  • b. use mechanical conventions consistently
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • personal well-being and healthy living
    • the environment
    • current events
    • the arts and literature
    • driving
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • appropriate use of preterit and imperfect tenses
    • past perfect/pluperfect*
    • common verbs followed by the preposition:
      • – de; e.g., acabar de
      • – con; e.g., casarse con, soñar con
      • – a; e.g., ayudar a
      • – en; e.g., pensar en
    • use of coordinating conjunctions; e.g., sin embargo, no obstante, mientras que

    * The terms past perfect and pluperfect are used to refer to pluscuamperfecto indicativo.

    Sentence Structure:

    • relative clauses with:
      • – lo(s)/la(s)/el que as relative pronoun
      • – quien/quienes, como
    • conditional sentence structure: si + past subjunctive, conditional present; e.g.,
      Si tuviera dinero, compraría un coche.
    • indirect speech with an introductory verb in the past tense and the following verbs in an appropriate tense; e.g., preterit, imperfect, past perfect

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • demonstrative pronouns (all forms)
    • double object pronouns
    • indefinite pronouns; i.e., alguien, nadie, algo, nada
    • pronoun/adjective determiners todo, otro, varios
    • simple future tense
    • conditional (present, past)
    • preterit stem-changing verbs
    • imperfect tense (all forms)
    • past progressive
    • use of por and para
    • use of interrogative determiners:
      • – ¿Qué …? ¿Cuándo …? ¿Cómo …? ¿Dónde …? ¿Por qué …?
      • – ¿Quién/es …? ¿Cuál/es …? ¿Cuánto/a/os/as …?

    Sentence Structure:

    • appropriate use of preterit and imperfect tenses
    • sentences using conditional structure (present, future)
    • sentences with impersonal se e.g., Se alquila piso ….
    • use of conjunctions:
      • – in coordinating sentences; e.g., sin embargo, mientras que
      • – in complex sentences (to express consequence/cause);
        e.g., así que, por lo tanto, porque, ya que
    • relative clauses (restrictive) with relative pronouns que, donde, cuando
    • subordinate clauses with the verb in:
      • – indicative; e.g., affirmative of creer, opinar, parecer
      • – infinitive; e.g., saber, poder, intentar, ser capaz de
    • sentences using subjunctive mood (present):
      • – to express wishes, hopes, persuasion, doubt
      • – after impersonal expressions:
        Es una lástima que ….
        Es necesario que ….
      • – after adverbial conjunctions such as cuando and aunque

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • indirect object pronouns: me, te, le, nos, os, les
    • use of “a” when direct object is a person/are people; e.g., Vi a tu hermano
    • pronouns as objects of prepositions: mí, ti, él, ella, usted, nosotros (as), vosotros (as), conmigo, contigo
    • adjectival determiners indicating indefinite quantity; i.e. poco, mucho, bastante, demasiado
    • comparison (irregular); e.g., bueno/mejor, malo/peor, grande/mayor
    • superlative; e.g., el chico más alto
    • distinction between/use of saber and conocer
    • use of the conjunctions o … o, ni … ni

    Sentence Structure:

    • imperative mood: negative commands
    • sentences with impersonal expressions and infinitive (Es necesario …)
    • complex sentences using conjunctions: o … o, ni … ni
    • sentences using subjunctive mood (present) to express:
      • – wishes and hopes; e.g., Ojalá que …, Quiero que …
      • – emotion; e.g., alegrarse, sentir que …

    3Independently 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.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand the main points and some supporting details of lengthy oral texts on a variety of topics
  • LC–2.2 oral production
  • a. produce oral texts on familiar topics, providing some details to support the main points
  • LC–2.3 interactive fluency
  • a. sustain lengthy interactions comprehensibly, using pauses for planning and repair
  • LC–2.4 written interpretation
  • a. understand the main points and some supporting details of a variety of written texts; e.g., newspaper and magazine articles
  • LC–2.5 written production
  • a. produce written texts on familiar topics, providing details to support the main points
  • LC–2.6 visual interpretation
  • a. propose several interpretations of the visual elements of a variety of media in guided situations
  • LC–2.7 representation
  • a. communicate thoughts, ideas and feelings for specific purposes and audiences through a variety of visual media, in guided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. recognize and use different registers for spoken and written texts
  • LC–3.2 idiomatic expressions
  • a. interpret unfamiliar idiomatic expressions in a variety of contexts
  • LC–3.3 variations in language
  • a. identify some common regional, socioeconomic or other variations in language
  • LC–3.4 social conventions
  • a. use conventions of courtesy in a variety of contexts; e.g., appropriate guest behaviours, mealtime as a social event
  • LC–3.5 nonverbal communication
  • a. use nonverbal communication techniques in a variety of contexts
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. use a variety of references within texts; e.g., pronouns, space and time references
  • LC–4.2 text forms
  • a. recognize various extended text forms in a variety of media
  • LC–4.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex transactions and interactions; e.g., suggestion–accept/decline–persuade/negotiate, bargaining
Global Citizenship (20-9Y)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. evaluate sources of information on the cultures of the Spanish-speaking world
  • b. analyze information about elements of the cultures of the Spanish-speaking world
  • GC–1.2 knowledge of the cultures of the Spanish-speaking world
  • a. explore, compare and contrast major current events as a reflection of contemporary ways of life and cultural values of the Spanish-speaking world and their own culture
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of the cultures of the Spanish-speaking world to enhance interpersonal relations in familiar contexts and to interpret texts
  • GC–1.4 diversity within the cultures of the Spanish-speaking world
  • a. apply knowledge of diverse elements of the cultures of the Spanish-speaking world to enhance interpersonal relations in familiar contexts and to interpret texts
  • GC–1.5 valuing the cultures of the Spanish-speaking world
  • a. seek out and use opportunities to enter into contact with individuals from a range of social groups within the cultures of the Spanish-speaking world
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)
  • a. analyze ways in which their own language(s) and Spanish are similar and different
  • GC–2.2 general language knowledge
  • a. describe factors that influence the status of languages; e.g., trade, commerce, media, pop culture
  • GC–2.3 awareness of own culture(s)
  • a. analyze ways in which their own culture(s) and other cultures are similar and different
  • GC–2.4 general cultural knowledge
  • a. identify ways that cultures evolve over time
  • GC–2.5 valuing diversity
  • a. recognize contributions to human understanding and well-being made by people from a variety of cultures
  • GC–2.6 intercultural skills
  • a. view a situation from more than one perspective
GC–3 personal and career opportunities
  • GC–3.1 the Spanish-speaking world and cultures
  • a. explore careers in which knowledge of Spanish and of cultures of the Spanish-speaking world can be applied
  • GC–3.2 cultural and linguistic diversity
  • a. explore careers in which knowledge of an additional language and intercultural skills can be applied
Strategies (20-9Y)

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. select and use appropriate cognitive, metacognitive and social/affective strategies to enhance language learning in a variety of situations
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. select and use appropriate interactive, interpretive and productive strategies to enhance language use in a variety of situations
S–3 general learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. select and use appropriate cognitive, metacognitive and social/affective strategies to enhance general learning in a variety of situations

See the Strategies Overview Section for examples of strategies.

30-9Y
Applications (30-9Y)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. explain factual information for a variety of audiences
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. exchange and compare opinions in a variety of situations
  • A–2.2 share emotions, feelings
  • a. analyze and discuss the expression of emotions and feelings in a variety of media
A–3 to get things done
  • A–3.1 guide actions of others
  • a. persuade others
  • A–3.2 state personal actions
  • a. speculate on and predict their own future actions
  • A–3.3 manage group actions
  • a. contribute to group activities by clarifying task goals, negotiating roles and suggesting procedures
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in social exchanges in formal and informal situations
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. compare their own insights and understandings with those of their classmates
  • A–5.2 gather and organize information
  • a. synthesize information from several sources
  • b. evaluate the usefulness and reliability of sources
  • A–5.3 solve problems
  • a. apply problem-solving skills to the resolution of real-life problems
  • A–5.4 explore opinions and values
  • a. explore underlying values in a variety of mass media; e.g., advertisements, cartoons
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour; e.g., listen to a Spanish performer or to Spanish television and radio programs
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., critique and/or create and perform/present an original work of art, such as a skit, a dance, music or artwork
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (30-9Y)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. produce the essential sounds, stress, rhythm and intonation patterns of Spanish consistently and accurately
  • LC–1.2 orthography
  • a. apply spelling rules accurately
  • b. use mechanical conventions consistently
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • history of the Spanish-speaking world
    • social issues in the Spanish-speaking world
    • career and future plans
    • everyday banking and commerce
    • media
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • variable determiners (pronoun/adjective) such as alguno/algún, ninguno/ningún
    • showing distribution, using cada
    • subjunctive mood (present) to express finality: para que …

    Sentence Structure:

    • passive voice; e.g., El Quijote fue escrito por Cervantes.
    • sentences with relative clauses (appositive/explicative); e.g.,
      Pedro, que vive en la casa de al lado, fue a la escuela conmigo.

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • imperfect tense (all forms)
    • past perfect/pluperfect*
    • common verbs followed by the preposition:
      • – de; e.g., acabar de
      • – con; e.g., casarse con, soñar con
      • – a; e.g., ayudar a
      • – en; e.g., pensar en

      * The terms past perfect and pluperfect are used to refer to pluscuamperfecto indicativo.

    Sentence Structure:

    • appropriate use of preterit and imperfect tenses
    • relative clauses with:
      • – lo(s)/la(s)/el que as relative pronoun
      • – quien/quienes, como
    • indirect speech with an introductory verb in the past tense and the following verbs in an appropriate tense; e.g., preterit, imperfect, past perfect
    • sentences using common conditional structures (past)
    • sentences using subjunctive mood (present):
      • – to express wishes, hopes, persuasion, doubt
      • – after impersonal expressions
      • – after adverbial conjunctions

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • double object pronouns
    • indefinite pronouns; i.e., alguien, nadie, algo, nada
    • pronoun/adjective determiners todo, otro, varios
    • ser and estar distinction in common use
    • simple future tense
    • preterit stem-changing verbs
    • past progressive
    • common uses of por and para
    • use of interrogative determiners:
      • – ¿Qué …? ¿Cuándo …? ¿Cómo …? ¿Dónde …? ¿Por qué …?
      • – ¿Quién/es …? ¿Cuál/es …? ¿Cuánto/a/os/as …?

    Sentence Structure:

    • sentences with impersonal se; e.g., Se alquila piso …. Se ….
    • sentences using conditional structure (present, future)
    • subordinate clauses with the verb in:
      • – indicative; e.g., affirmative of creer, opinar, parecer
      • – infinitive; e.g., saber, poder, intentar, ser capaz de
    • relative clauses (restrictive) with relative pronouns que, donde, cuando
    • imperative mood: commands (affirmative/negative)
    • complex sentences using common conjunctions (affirmative, negative, interrogative)
    • sentences using subjunctive:
      • – to express wishes, hopes, doubt
      • – after adverbial conjunctions cuando and aunque

    3Independently 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.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand lengthy oral texts on a variety of topics
  • LC–2.2 oral production
  • a. produce lengthy oral texts on a variety of topics, providing details to support the main points
  • LC–2.3 interactive fluency
  • a. converse, spontaneously, on familiar topics
  • b. take part in routine formal discussion
  • LC–2.4 written interpretation
  • a. understand a variety of lengthy written texts; e.g., cultural blogs, comics, poetry, short stories
  • LC–2.5 written production
  • a. produce lengthy written texts on a variety of topics
  • LC–2.6 visual interpretation
  • a. identify some of the techniques and conventions used in a variety of visual media, in guided and unguided situations
  • LC–2.7 representation
  • a. communicate thoughts, ideas and feelings for specific purposes and audiences through a variety of visual media, in guided and unguided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. adjust language to suit audience and purpose
  • LC–3.2 idiomatic expressions
  • a. explore and interpret idiomatic expressions in contemporary popular culture
  • LC–3.3 variations in language
  • a. experiment with some variations in language
  • LC–3.4 social conventions
  • a. use conventions of courtesy in a variety of contexts; e.g., appropriate listening response to a speaker
  • LC–3.5 nonverbal communication
  • a. use nonverbal communication techniques in a variety of contexts
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. use appropriate words and phrases to show a variety of relationships within texts;
    e.g., a menos que, aún cuando, aunque
  • LC–4.2 text forms
  • a. analyze the way different media and purposes lead to differences in the way texts are organized and presented
  • LC–4.3 patterns of social interaction
  • a. use a wide range of simple social interaction patterns flexibly to deal with transactions and interactions
Global Citizenship (30-9Y)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. seek out, organize and analyze information about Spanish-speaking cultures from a variety of sources
  • GC–1.2 knowledge of the cultures of the Spanish-speaking world
  • a. identify and analyze some elements of the cultures of the Spanish-speaking world; e.g., social and political institutions and their influence on contemporary ways of life and cultural values of the Spanish-speaking world
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of the cultures of the Spanish-speaking world to enhance interpersonal relations in a variety of contexts and to interpret texts
  • GC–1.4 diversity within the cultures of the Spanish-speaking world
  • a. apply knowledge of diverse elements of the cultures of the Spanish-speaking world to enhance interpersonal relations in a variety of contexts and to interpret texts
  • GC–1.5 valuing the cultures of the Spanish-speaking world
  • a. seek out and use opportunities to enter into contact with individuals from a range of social groups within the cultures of the Spanish-speaking world
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)
  • a. analyze various ways in which their own language(s) and Spanish are similar and different
  • GC–2.2 general language knowledge
  • a. make generalizations about the systematic nature of language
  • GC–2.3 awareness of own culture(s)
  • a. analyze and explain ways in which their own culture(s) and other cultures are similar and different
  • GC–2.4 general cultural knowledge
  • a. identify some of the ways that individuals acquire their cultural identity/identities and participate in their society
  • GC–2.5 valuing diversity
  • a. recognize the intrinsic value of cultural and linguistic diversity for themselves and for the global society
  • GC–2.6 intercultural skills
  • a. identify and use a variety of strategies for enhancing interactions with people from a different culture
GC–3 personal and career opportunities
  • GC–3.1 the Spanish-speaking world and cultures
  • a. explore applications of Spanish language and culture learning in the global workplace
  • GC–3.2 cultural and linguistic diversity
  • a. explore applications of language and culture learning in the global community
Strategies (30-9Y)

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. use cognitive, metacognitive and social/affective strategies appropriately and effectively to enhance language learning
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. use interactive, interpretive and productive strategies appropriately and effectively in a variety of situations to enhance language use
S–3 general learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. use cognitive, metacognitive and social/affective strategies appropriately and effectively to enhance general learning

See the Strategies Overview Section for examples of strategies.





Resources to support: