Big Ideas
Big Ideas
Listening and viewing with intent helps us acquire a new language.
Both verbal and non-verbal cues
e.g., gestures, facial expressions, pictures, props
contribute meaning in language.
Reciprocal
involving back-and-forth participation
communication is possible using high-frequency words and patterns.
We can explore our identity through a new language.
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.
help us to acquire language.
Each culture has traditions and ways of celebrating.
Content
Learning Standards
Content
Spanish phonemes
individual speech sounds (e.g., ñ, rr, ll, ch, silent h)
gender and number
masculine/feminine and singular/plural (e.g., el, la/los, las)
First Peoples perspectives connecting language and culture, including 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.
, and place Place is any environment, locality, or context in which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. A sense of place can be influenced by territory, food, clothing, and creative works.
common, high-frequency vocabulary, sentence structures, and expressions, including:
- simple questionse.g., ¿Cuántos…?, ¿Cómo…?, ¿Dónde…?, ¿Por qué…?, ¿Cuándo…?, ¿Cuál…?, ¿Quién…?and descriptions
- basic information about themselves and othersusing the third-person singular to describe family members and friends (e.g., Él/Ella/Usted es…; Él/Ella/Usted tiene…; A él/A ella/A Usted (no)le gusta…)
- opinions and preferencese.g., Me gusta(n)…; Me encanta (n)…; No me gusta(n)…; Yo prefiero…
common elements
e.g., activities, clothing, artistic expression, dance, decorations, food, music, parades, sports
of Hispanic cultural festivals and celebrations
Hispanic communities in Canada
Hispanic works of art
e.g., creative works in dance, drama, music, visual arts, with consideration for cultural appropriation and plagiarism
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize the relationships between pronunciation, letters, punctuation, including common intonation patterns
e.g., differentiate between a statement and a question
, and meaning
Comprehend high-frequency vocabulary and identify key information in slow, clear speech and other 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).
Comprehend simple stories
Use 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
Interpret non-verbal cues to increase understanding
Respond to simple commands and instructions
Participate in simple interactions
Seek clarification
Request or provide repetition, word substitution, reformulation, or reiteration (e.g., no entiendo, no comprendo, no sé).
of meaning
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
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
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge