Big Ideas
Big Ideas
Listening and viewing with intent helps us understand a message.
We can explore our identity through a new language.
Reciprocal
involving back-and forth-participation
communication is possible using high-frequency words and patterns.
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 and understand the world by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Learning about language from diverse communities helps us develop cultural awareness.
Content
Learning Standards
Content
Spanish phonemes
individual speech sounds (e.g., n, rr, ll, ch, silent h, -que).
Spanish letter patterns
letter patterns that have consistent pronunciations (e.g., -mente, -ción, -ía, -dad)
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 with 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:
- questionse.g., ¿Cuántos…?, ¿Cómo…?, ¿Dónde…?, ¿Por qué…?, ¿Cuándo…?, ¿Cuál…?, ¿Quién…?
- descriptions of 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 Le gusta…)
- hobbies and topics of intereste.g., yo juego…; me gusta(n)…; practico...
- opinions and preferencese.g., Me gusta(n)…; Me encanta(n)…; No me gusta(n)...; Yo prefiero…
- common emotions and states of physical healthe.g., Yo estoy triste; Yo estoy contento(-a); Me duele la cabeza.
cultural aspects
e.g., activities, celebrations, legends, clothing, festivals, food, architecture, music, protocols, traditions, geography, history, population, innovations from indigenous communities
of Hispanic communities across Canada and around the world Spanish is an official language in 22 countries; Spanish is also spoken in various cities in Canada and the United States.
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, letter patterns
e.g., a, e, i, o, u, murciélago, invitación
, punctuation, and meaning
Recognize the role of intonation, tone of voice
For example:
, and meaning
- differentiate between a statement and a question
- recognize the emotion of the speaker and how it relates to his or her message
Identify key information
answers to questions such as ¿Cómo?, ¿Cuál?, ¿Dónde?, ¿Por qué?, ¿Cuándo?, ¿Qué?, ¿Quién?
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 stories
Comprehend high-frequency words and patterns in slow, clear speech and other simple texts
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
e.g., gestures, facial expressions, pictures, props
to increase understanding
Respond to questions, simple commands, and instructions
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Seek clarification
Request or provide repetition, word substitution, reformulation, or reiteration (e.g., ¡No comprendo!; ¡Repita, por favor!; ¿Cómo se dice?).
of meaning using common statements and questions
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