Area of Learning: SECOND LANGUAGES — Spanish Grade 5 BIG IDEAS Listening and viewing with intent helps us acquire a new language. Both verbal and cues contribute meaning in language. Reciprocal communication is possible using words and patterns. We can explore our identity through a new language. Stories help us to acquire language. Each culture has traditions and ways of celebrating. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Thinking and communicating Recognize the relationships between pronunciation, letters, punctuation, including common intonation patterns, and meaning Comprehend high-frequency vocabulary and identify key information in slow, clear speech and other texts Comprehend simple stories Use language-learning strategies Interpret non-verbal cues to increase understanding Respond to simple commands and instructions Participate in simple interactions Seek clarification of meaning Share information using the presentation format best suited to their own and others’ diverse abilities Personal and social awareness Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge Students are expected to know the following: Spanish phonemes gender and number First Peoples perspectives connecting language and culture, including oral histories, identity, and place common, high-frequency vocabulary, sentence structures, and expressions, including: simple questions and descriptions basic information about themselves and others opinions and preferences common elements of Hispanic cultural festivals and celebrations Hispanic communities in Canada Hispanic works of art frequency
SECOND LANGUAGES – Spanish Big Ideas – Elaborations Grade 5 non-verbal cues: e.g., gestures, facial expressions, pictures, props Reciprocal: involving back-and-forth participation Stories: Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. SECOND LANGUAGES – Spanish Curricular Competencies – Elaborations Grade 5 common intonation patterns: e.g., differentiate between a statement and a question texts: “Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, internet-based media, advertisements). language-learning strategies: e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates Seek clarification: Request or provide repetition, word substitution, reformulation, or reiteration (e.g., no entiendo, no comprendo, no sé). presentation format: e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media cultural lens: e.g., values, practices, traditions, perceptions ways of knowing: e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
SECOND LANGUAGES – Spanish Content – Elaborations Grade 8 oral histories: e.g., conversations with an Elder about local celebrations, traditions, and protocols identity: Identity is influenced by, for example, traditions, protocols, celebrations, and festivals. place: A sense of place can be influenced by, for example, territory, food, clothing, and creative works. expressions: e.g., everyday observations about weather, food, clothing, daily activities questions: e.g., ¿Cuántos…?, ¿Cómo…?, ¿Dónde…?, ¿Por qué…?, ¿Cuándo…?, ¿Cuál…?, ¿Quién…? time and frequency: e.g., hoy, ayer, mañana, todos los días, siempre, a veces, nunca comparisons: using expressions such as menos…que; más…que; tan…como (e.g., Ana es más alta que Pedro) preferences, emotions, and physical states: e.g., prefiero…porque…; Tengo miedo…; Ella está enferma beliefs and opinions: e.g., Creo que…; En mi opinión… time frames: Sentences change according to when events occur. A change in time frame requires a change in wording. Express past, present, and future time frames for common verbs in context (e.g., estoy cansada hoy; comí una pizza ayer; ellos van a jugar al golf mañana). common elements of stories: place, characters, setting, plot, problem and resolution world: e.g., Cuba, Panama, Dominican Republic, Bolivia, Argentina, Mexico, Spain works of art: e.g., creative works in dance, drama, music, visual arts, with consideration for cultural appropriation and plagiarism Area of Learning: SECOND LANGUAGES — Spanish Grade 9 BIG IDEAS Listening and viewing with intent supports our acquisition and understanding of a new language. Acquiring a new language allows us to explore our identity and culture from a new perspective. Conversing about things we care about can motivate our learning of a new language. We can share our experiences and perspectives through stories. Creative works allow us to experience culture and appreciate cultural diversity. Learning Standards