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Spanish 1 Standards

http://www.gatechlit.org/language.aspx

Skills developed in Level 1 - Georgia Performance Standards

Skills developed in Level 1 

Interpersonal Skills - What students need to do to communicate in the target language 

  • MLI.IP1A            Use basic greetings, farewells, and expressions of courtesy.
  • MLI.IP1B            Express like/dislike, emotions, and agreement/disagreement.
  • MLI.IP1C            Make simple requests.
  • MLI.IP1D            Ask for clarification.
  • MLI.IP1E            Give simple descriptions.
  • MLI.IP1F            Comprehend basic directions.
  • MLI.IP1G            Ask questions and provide responses based on suggested topics.
  • MLI.IP1H            Use sequenced information meaningfully.
  • MLI.IP2A            Initiate, participate in, and close a brief exchange.
  • MLI.IP2B            Use formal and informal forms of address.
  • MLI.IP2C            Demonstrate Novice-Mid proficiency in oral and written exchanges.

Interpretive Skills - What students need to do to understand the target language.

  • MLI.INT1A         Identify the main ideas and some details when reading and listening.
  • MLI.INT1B          Comprehend simple, culturally authentic reading materials.
  • MLI.INT1C         Understand simple instructions.
  • MLI.INT1D         Demonstrate Novice-Mid proficiency in listening, viewing and reading comprehension.
  • MLI.INT2A         Differentiate among statements, questions, and exclamations.
  • MLI.INT2B          Recognize basic non-verbal cues.  

Presentational Skills- What students need to do to show what they have understood
  • MLI.P1A             Present information from a variety of sources.
  • MLI.P1B             Give basic information about self and others using suggested topics.
  • MLI.P1C             Demonstrate Novice-Mid proficiency in oral and written presentations.
  • MLI.P2A             Demonstrate Novice-Mid proficiency when presenting rehearsed material.
  • MLI.P2B             Demonstrate comprehension of rehearsed material.

Cultural Awareness- What students need to do to begin to understand a culture

  • MLI.CU1A          Demonstrate knowledge of cultural contributions. 
  • MLI.CU1B           Identify commonly held cultural viewpoints.
  • MLI.CU1C          Describe cultural customs and traditions.  

Comparisons, Connections, Awareness of multilingual communities- What students need to do to compare cultures, make connections with other disciplines, and begin to develop ways to participate in multilingual communities at home and around the world.
  • MLI.CCC1A        Demonstrate basic geographical knowledge.
  • MLI.CCC1B         Apply previously learned skills from other subjects.
  • MLI.CCC1C        Identify examples of the target language in other subjects.
  • MLI.CCC1D        Relate content from other subjects as it relates to the target language.
  • MLI.CCC2A        Compare cultural patterns of behavior and interaction.
  •  MLI.CCC2B         Demonstrate awareness of students’ own cultures.
  • MLI.CCC3A        Recognize similarities/differences between target language and English.
  • MLI.CCC3B         Recognize basic sound distinctions and their effect on communication.
  • MLI.CCC4A        Give information about current events of target cultures.
  • MLI.CCC4B         Understand the impact of current events of target cultures.
  • MLI.CCC5A        Identify examples of target language and culture in media forms.
  • MLI.CCC5B         Identify community and Internet resources

>Language Proficiency Goal for Level 1 (ACTFL, GPS)

Level 1: Novice Mid 

NOVICE MID

Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor's words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.