Power Standards Spanish Level I (Beginning)

Standards 2 & 4

Culture and Comparisons

Students demonstrate an understanding of

the perspectives, practices, and products of

the Spanish-speaking world, and develop

insight into the nature of culture.

In order to meet this standard, a Level I student

must…

 Recognize various culturally-authentic

names and levels of formality in greetings

and leave-taking in spoken and written

communication.

 Recognize and identify locations of Spanish-

speaking countries.

 Exposure to common leisure activities and

celebrations enjoyed by various Spanish-

speaking countries and Latinos in the U.S.

Indian Hill Exempted Village School District World Languages Curriculum Framework-Spanish

Power Standards

Spanish Level I (Beginning)

Indian Hill Exempted Village

School District

Spanish Level I (Beginning)

Standards 3, 4, & 5

Connections, Comparisons, and Communities

Students connect Spanish learning with other

disciplines, develop insight into the nature of

language, and participate in multilingual

communities and cultures.

In order to meet this standard, a Level I student must

…

 Demonstrate an understanding of differences

in capitalization and punctuation in days of

the week, months, languages, nationality,

numbers, time, and showing possession.

 Identify and discuss cognates and false

cognates.

 Compare sentence structure and word

placement.

Standard 1.3

Presentational Communication

Students present information and ideas on familiar topics to general audiences or readers.

In order to meet this standard, a Level I student must…

 Summarize the main idea, characters, and supporting details in a variety of media.

 Provide personal reactions and predictions and connect them to text.

 Create and present written, oral, or dramatic narratives about familiar topics, everyday life, personal

experiences, or original stories.

 Apply age-appropriate writing process strategies (prewriting, drafting, revising, editing, publishing).

Standard 1.2

Interpretive Communication

Students listen and read for

understanding.

In order to meet this standard, a Level I

student must…

 Follow directions to daily classroom

activities.

 Comprehend main idea and

significant details in a variety of

culturally-authentic texts and oral

messages.

 Use pictures, symbols, cognates,

intonation, and context to determine

meaning.

Standard 1.1

Interpersonal Communication

Students initiate and sustain spoken or written

interpersonal communication.

In order to meet this standard, a Level I student must …

 Ask and answer questions, via written notes and oral

conversation, in order to provide and obtain factual

information.

 Express feelings, emotions, and personal preferences.

 Exchange opinions.

 Initiate conversation via culturally appropriate

attention getting devices and basic question words.

 Use circumlocution, intonation, self-correction, and

verbal cues to sustain conversation.

 Ask questions in order to clarify meaning.

Indian Hill Exempted Village School District World Languages Curriculum Framework-Spanish

Language Structures

Spanish Level I (Beginning)

Indian Hill Exempted Village

School District

Spanish Level I (Beginning)

EXPOSURE

 use of definite article with a title

 multiple English translations of present tense verbs (e.g. hablo: I speak, I do speak, I am

speaking)

 comparative and superlative adjectives (peor)

 use of e instead of y

 use of u instead of o

 English uses of –ing vs. Spanish present progressive is only right now (e.g. Leemos este

libro en la clase de inglés. Ahora mismo estamos leyendo el libro.)

 the suffix –ísimo

 placement of direct or indirect objects with commands

RECOGNITION (80% accuracy in comprehension, multiple-choice, or fill-in-the blank conjugation, etc.)

 diminutive ending –ito

 use of ningún, algún, and their forms

 ser vs. estar

 basic adjectives of affirmation (sí, como no, por supuesto, claro que sí)

 basic adverbs of negation (no, nada)

 direct object pronouns

 personal a

 use of the definite article with parts of the body

 regular –ar verbs in the preterite

 regular –er and –ir verbs in the preterite

 conocer vs. saber

 reflexive pronouns

 irregular tú commands

 hacer to express duration of time

 use of definite articles with days of the week to express “on”

 contractions with “al” and “del”

 ordinal numbers 1

– 10

 simple prepositions (para, sin, según, entre)

 the suffix –mente

 helping verbs (acabar de, deber, aprender a, tratar de, pensar en)

 word order of questions

Indian Hill Exempted Village School District World Languages Curriculum Framework-Spanish

Language Structures

Spanish Level I (Beginning)

Indian Hill Exempted Village

School District

Spanish Level I (Beginning)

PRODUCTION (80% accuracy in oral and written production)

 gender and number of nouns ending in –o, -a

 number of nouns (making nouns plural)

 possession of nouns (use of de + noun to express „s)

 definite articles (el, la, los, las)

 indefinite articles (un, una, unos, unas)

 adjective agreement in gender and number

 noun-adjective word order

 short form possessive adjectives

 cardinal numbers thousands, with emphasis on years

 present tense regular verbs (-ar, er, and –ir)

 present tense irregular yo

 stem changing verbs (e to ie, o to ue, u to ue, e to i)

 present tense irregular verbs (ser, estar, tener, ir, oír)

 negation

 idiomatic uses of tener (calor, hambre, años)

 expressing the simple future with “ir a + infinitive”

 helping verbs (tener que, poder, querer, necesitar)

 hacer used in weather expressions

 regular present progressive, including use of estar

 basic adverbs of time (tarde, siempre, ahora, hoy)

 basic adverbs of place (aquí, allí)

 subject pronouns

 indirect object pronouns when used with gustar

 simple prepositions (de, a, en, con)

 simple conjunctions (y, o)

 simple interjections (¡Ay! ¡Oye!)

 question words

 comparative and superlative adjectives (mejor,menor, mayor)

 regular tú commands

Indian Hill Exempted Village

School District

Spanish Level I (Beginning)

Indian Hill Exempted Village School District World Languages Curriculum Framework-Spanish

Course Description:

Spanish I introduces students to the Hispanic

culture and to the four basic language skills:

listening, speaking, reading and writing.

Students acquire skills through oral repetition,

dialogue, short composition, dictation, reading,

and written exercises.

Philosophy:

World languages provide a vital role in preparing

students for life in a dynamic world. We believe in

the benefits of language study at each level, up to

AP and beyond.

Multicultural Perspectives: Exposure to another

language gives students a unique perspective on

their native tongue and culture, as well as a better

appreciation of world culture.

Higher Achievement: The ability to communicate

in multiple languages expands participation in local

and world communities. Language study helps

prepare students to become leaders without cultural

and linguistic restrictions.

Lifelong skills: Our programs are designed to

provide students the opportunities to develop core

skills and knowledge and the proficiency necessary

to apply them in a variety of settings. In order to

make these benefits accessible to all learners, we

apply modifications and differentiations to content

and pacing.

Instructional strategies:

-Identifying similarities and differences

-Summarizing and note taking

-Reinforcing effort, setting and achieving

goals

-Technology as a tool for measuring growth

-Homework and guided practice

-Nonlinguistic representations

-Graphic organizers

-Feedback and reflections

-Generating and testing hypotheses

-Cues, questions and advance organizers

-Formative and summative assessments

Spanish Level I Topics:

 alphabet and phonetic awareness

 day, date, and time

 name and age

 place of origin, residence, and destination

 feelings and emotions

 location of objects and activities

 opinions and preferences, including likes and

dislikes

 physical and personality description

 weather and seasons

 weekend and vacation plans

 school and home obligations

 family members and relationships

 leisure activities

 sequence of events

 geography of the Hispanic world

Student Self-Assessment:

Based upon the Power Standards, Structures, and Topics

listed here, students should ask themselves. . .

1.1 Can I ask and answer questions in Spanish?

1.2 Can I understand what I hear and read?

1.3 Can I present basic information and opinions to

others in written and spoken Spanish?

2, 4 Can I explain Hispanic culture and am I developing

insight into my own language and culture through

Spanish?

3, 4, 5. Can I connect my knowledge of Spanish to other

disciplines and am I developing insights into other

disciplines through Spanish? Do I participate in wider

communities of Spanish language and culture?

World Language Common Assessments

Common assessments are a powerful tool for improving the quality of learning for all students. Common

assessments align curriculum and assessment and provide teachers with shared outcomes for instruction

and shared knowledge and understanding of what it means to meet a standard. The most powerful impact of

common assessments, however, comes from the sharing of student results and determining the

effectiveness of instruction. By examining student responses, teachers determine if any student was more or

less successful than other students. Probing further, teachers seek to find what they can learn from student

successes and what changes, if any, they want to make in their instruction. Through such collaboration,

teachers share information, create knowledge, share that knowledge, shape that knowledge into best

practices, and pass along the practices to others.

Overall

Organization

Comprehensibility

Level of

Discourse

Vocabulary

Language

Control

 Superior completion of the

task;

 Ideas well developed and well

organized

 Clear awareness of audience

and purpose

 Above average word count

 Text readily comprehensible,

requiring no interpretation on the part

of the reader

 Easily understood by a native

speaker

 Paragraph length

discourse

 variety of cohesive devices

 Successfully uses more

sophisticated, varied sentence

patterns

 Correct in their usage

 Rich use of

vocabulary

 Some idiomatic

expressions

 Vivid language

 May use figurative

language and imagery

 Control of basic

language structures

 occasional correct

use of advanced

language structures

 Very few or no

mechanical errors

relative to the length or

complexity

 Advanced completion of the

task

 Clear awareness of audience

and purpose

 Above average word count

 Text comprehensible

 Logical order (sequenced)

 Subtle transitions

 Provides closure

 Understood by a native speaker

 Few errors in structure or

usage

 Moderately successful in

using more sophisticated

sentence patterns

 Effective

vocabulary

 Generally

successful in using rich

language

 Control of basic

language structures

 attempts at use of

advanced language

structures

 Few mechanical

errors relative to length

or complexity

 Completion of the task

 ideas adequately developed

 Awareness of audience and

purpose

 average word count

 Text comprehensible, requiring

minimal interpretation on the part of

the reader

 Minor lapses in order or

structure (some breaks in

sequencing)

 Contrived transitions

 Provides closure

 Understood by a native speaker

 Emerging paragraph

length discourse; variety of

cohesive devices

 Attempts to use more

sophisticated sentence patterns

 Acceptable and

accurate

 use of vocabulary

for this level

 Attempts to use rich

language

 Control of basic

language structures

 Some mechanical

errors that do not

interfere with

communication

 Partial completion of the task

 ideas somewhat developed

 Some awareness of audience

and purpose

 Repetitive or too general

 below average word count

 Text mostly comprehensible,

requiring interpretation on the part of

the reader

 Poor transitions

 Random sequencing

 Attempts closure

 Shift in focus

 Understood by a sympathetic

native speaker

 Variety of discreet

sentences

 some cohesive devices

 Errors in structure or

usage interfere with meaning

 Over-reliance on simple or

repetitive constructions



 Somewhat

inadequate and/or

inaccurate use of

vocabulary

 Vocabulary too

basic for this level

 Emerging control of

basic language

structures

 Some mechanical

errors that do interfere

with communication

 Minimal completion of the task

 Content underdeveloped

 Poor awareness of audience

or purpose

 Ideas and details are not clear

 below average word count

 Text barely comprehensible

 Thought patterns are difficult to

 Ideas are not clear or

sequenced

 Resembles free-writing,

rambling

 No closure attempts

 Barely understood by a

sympathetic native speaker

 lists of discrete sentences

 some repetition

 few cohesive devices

 No sentence variety

 Serious errors in structure

or usage

 Too brief to demonstrate

variety



 Simplistic

vocabulary with

inappropriate and/or

incorrect word choice

 Emerging use of

basic language

structures

 Noticeable

mechanical errors that

interfere with

communication.

 Not developed

 Restates topic

 No awareness of audience or

purpose

 Inappropriate response

 Too brief to show development

 Text incomprehensible

 So short or muddled that it lacks

organization or focus

 too brief to evaluate

 extremely repetitive

 no cohesive devices

 too brief to evaluate

 Riddled with errors in

sentence structure at the

sentence level

 Extremely limited

vocabulary

 Inadequate and

or/inaccurate use of

vocabulary

 Riddled with errors

in word choice

 Too brief to

evaluate

 Complete lack of

basic language

structures

 Mechanical errors

that seriously interfere

with communication

 too brief to evaluate

Indian Hill Exempted Village School District World Languages Curriculum Framework-Spanish