Spanish: We believe that through the study of the Spanish language and culture, our students will gain a broader understanding of the world, and their own relationship to a larger community. Students will develop within them, the ability to express themselves meaningfully and confidently in the language. We believe that St. Mark's Spanish Program will prepare our students for success not only at the high school level, but also in a multi-lingual society.


Standard 1:  Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information

Benchmark 1. Uses the target language to express likes, dislikes, and personal preferences (e.g., objects, people, events, favorite activities, food, celebrations) in everyday environments
 
Knowledge/skill statements
    1. Uses the target language to express likes
    2. Uses the target language to express dislikes
    3. Uses the target language to express personal preferences
    4. Uses the target language make expressions about objects
    5. Uses the target language to make expressions about people
    6. Uses the target language to make expressions about events
    7. Uses the target language to make expressions about activities
    8. Uses the target language to make expressions about food
    9. Uses the target language to make expressions about celebrations

Benchmark 2. Uses basic vocabulary to describe assorted objects (e.g., toys, dress, types of dwellings, foods) in everyday environments
 
Knowledge/skill statements
    1. Uses basic vocabulary to describe different toys
    2. Uses basic vocabulary to describe types of dress
    3. Uses basic vocabulary to describe types of dwellings
    4. Uses basic vocabulary to describe different foods

Benchmark 3. Uses vocabulary for a wide range of topics (e.g., basic subject area terms, such as story elements, animals, weather, geographical concepts; categories such as numbers, shapes, colors, size)
 
Knowledge/skill statements
    1. Uses basic subject area terms, such as story elements, in simple              discussions
    2. Uses basic subject area terms, such as story animals, in simple              discussions
    3. Uses basic subject area terms, such as weather, in simple discussions
    4. Uses basic subject area terms, such as geographical concepts, in simple         discussions
    5. Uses basic number vocabulary in simple discussions
    6. Uses basic shape vocabulary in simple discussions
    7. Uses basic color vocabulary in simple discussions
    8. Uses basic vocabulary related to size in simple discussions

Benchmark 4. Gives and follows simple instructions in the target language (e.g., in games, with partners or groups, giving commands suggested by a picture)
 
Knowledge/skill statements
    1. Gives simple instructions in the target language
    2. Follows simple instructions in the target language
    3. Gives and follows simple instructions in games
    4. Gives and follows simple instructions with partners or groups
    5. Gives commands suggested by a picture

Benchmark 5. Uses and responds to culturally appropriate nonverbal cues and body language (e.g., to clarify a verbal message, to engage a listener's attention, to express humor, for social interactions)
 
Knowledge/skill statements
    1. Uses culturally appropriate nonverbal cues
    2. Responds to culturally appropriate nonverbal cues
    3. Uses culturally appropriate body language
    4. Responds to culturally appropriate body language

Benchmark 6. Uses the target language to exchange information about general events (e.g., classes, meetings, concerts, meals) and transportation (e.g., place, date, time)
 
Knowledge/skill statements
    1. Uses the target language to exchange information about general events
    2. Uses the target language to exchange information about classes
    3. Uses the target language to exchange information about meetings
    4. Uses the target language to exchange information about concerts
    5. Uses the target language to exchange information about meals
    6. Uses the target language to exchange information about transportation
    7. Uses the target language to exchange details about transportation, such         as place, date, and time

Benchmark 7. Uses appropriate vocabulary, gestures, and oral expressions for greetings, introductions, leave takings, and other common or familiar interactions (e.g., exchanging name, address, phone number, place of origin, general health/state of being; giving and asking for permission; using the telephone; making and responding to requests)

Knowledge/skill statements
    1. Uses appropriate vocabulary, gestures, or oral expressions for greetings
    2. Uses appropriate vocabulary, gestures, or oral expressions for               introductions
    3. Uses appropriate vocabulary, gestures, or oral expressions for leave               takings
    4. Uses appropriate vocabulary, gestures, and oral expressions for a              variety of familiar interactions
    5. Uses appropriate vocabulary, gestures, or oral expressions to exchange         one’s name
    6. Uses appropriate vocabulary, gestures, or oral expressions to exchange         one’s address
    7. Uses appropriate vocabulary, gestures, or oral expressions to exchange         one’s phone number
    8. Uses appropriate vocabulary, gestures, or oral expressions to exchange         one’s place of origin
    9. Uses appropriate vocabulary, gestures, or oral expressions to exchange         one’s general health or state of being
    10. Uses appropriate vocabulary, gestures, or oral expressions to give and         ask for permission
    11. Uses appropriate vocabulary, gestures, or oral expressions when using         the telephone
    12. Uses appropriate vocabulary, gestures, or oral expressions to make          and respond to requests

Benchmark 8. Uses the target language to express needs, feelings, and ideas related to everyday situations (e.g., enjoyment while playing a game, personal response to a movie, agreement or disagreement on a topic)

Knowledge/skill statements
    1. Uses the target language to express needs to everyday situations
    2. Uses the target language to express feelings related to everyday                 situations
    3. Uses the target language to express ideas related to everyday situations
    4. Uses the target language to express enjoyment while playing a game
    5. Uses the target language to express personal response to a movie
    6. Uses the target language to express agreement or disagreement on a         topic

Benchmark 9. Asks and answers questions in the target language (e.g., clarifies word meaning, asks for assistance, answers questions about self or family)

Knowledge/skill statements
    1. Asks questions in the target language
    2. Answers questions in the target language
    3. Clarifies word meaning in the target language
    4. Asks for assistance in the target language
    5. Answers questions about self or family in the target language

Standard 2:  Understands and interprets written and spoken language on diverse topics from diverse media
 
Benchmark 1. Understands the basic ideas of oral messages and short conversations based on simple or familiar topics appropriate at this developmental level (e.g., favorite activities, personal anecdotes, simple instructions)

Knowledge/skill statements
    1. Understands the basic ideas of oral messages based on simple or              familiar topics appropriate at this developmental level
    2. Understands the basic ideas of short conversations based on simple or         familiar topics appropriate at this developmental level
    3. Understands the basic ideas of oral messages and short conversations         based on favorite activities
    4. Understands the basic ideas of oral messages and short conversations         based on personal anecdotes
    5. Understands the basic ideas of oral messages and short conversations         based on simple instructions

Benchmark 2. Understands the main ideas in ability-appropriate, highly illustrated texts that use many words that are similar to those in one's native language (e.g., stories, newspaper articles, advertisements)

Knowledge/skill statements
    1. Understands the main ideas in ability-appropriate, highly illustrated texts
    2. Understands the main ideas in stories that use many words that are         similar to those in one's native language
    3. Understands the main ideas in newspaper articles that use many words         that are similar to those in one’s native language
    4. Understands the main ideas in advertisements that use many words that         are similar to those in one’s native language

Benchmark 3. Understands the main ideas of ability-appropriate video or television programs on familiar topics
 
Knowledge/skill statements
    1. Understands the main ideas of ability-appropriate videos on familiar              topics
    2. Understands the main ideas of ability-appropriate television programs         on familiar topics

Benchmark 4. Understands the main ideas and basic literary elements (e.g., principal characters, sequence of events, simple themes) in written poems, short folk tales, fairy tales, or illustrated stories that are appropriate at this developmental level

Knowledge/skill statements
    1. Understands the main idea in ability-appropriate written poems
    2. Understands the basic literary elements, such as characters, events, or          themes, in ability-appropriate written poems
    3. Understands the main idea in ability-appropriate folk tales
    4. Understands the basic literary elements, such as characters, events, or         themes, in ability-appropriate folk tales
    5. Understands the main idea in ability-appropriate fairy tales
    6. Understands the basic literary elements, such as characters, events, or         themes, in ability-appropriate fairy tales
    7. Understands the main idea in ability-appropriate illustrated stories
    8. Understands the basic literary elements, such as characters, events, or        themes, in ability-appropriate illustrated stories

Benchmark 5. Understands brief written messages and personal notes on familiar topics (e.g., everyday school and home activities)

Knowledge/skill statements
    1. Understands brief written messages on familiar topics
    2. Understands brief written personal notes on familiar topics
    3. Understands brief written messages or notes about everyday school                    activities
    4. Understands brief written messages or notes about everyday home              activities

Benchmark 6. Understands common phrase groupings and voice inflection in simple spoken sentences

Knowledge/skill statements
    1. Understands common phrase groupings in simple spoken sentences
    2. Understands common voice inflection in simple spoken sentences

Benchmark 7. Understands common cognates and expressions in the target and native languages

Knowledge/skill statements
    1. Understands common cognates in the target and native languages
    2. Understands common expressions in the target and native languages

Benchmark 8. Understands oral and written descriptions of people and objects in the environment

Knowledge/skill statements
    1. Understands oral descriptions of people and objects in the environment
    2. Understands written descriptions of people and objects in the                  environment

Standard 3:  Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics

Benchmark 1. Presents simple oral reports or presentations about family members and friends, objects present in the everyday environment, and common school and home activities

Knowledge/skill statements
    1. Presents simple oral reports or presentations about family members and         friends
    2. Presents simple oral reports or presentations about objects present in the         everyday environment
    3. Presents simple oral reports or presentations about common school and         home activities

Benchmark 2. Recites poetry, songs, proverbs, or short anecdotes or narratives that are commonly known by same-age members of the target culture

Knowledge/skill statements
    1. Recites poetry that is commonly known by same age members of the         target culture
    2. Recites songs that are commonly known by same age members of the         target culture
    3. Recites proverbs that are commonly known by same age members of         the target culture
    4. Recites anecdotes or narratives that are commonly known by same age         members of the target culture

Benchmark 3. Writes in a variety of forms (e.g., short, informal notes or messages, lists, letters, e-mail) to describe or provide information about oneself, friends and family, or school activities
 
Knowledge/skill statements
    1. Writes short, informal notes or messages to describe or provide               information about oneself, friends and family, or school activities
    2. Writes lists to describe or provide information about oneself, friends and         family, or school activities
    3. Writes letters to describe or provide information about oneself, friends         and family, or school activities
    4. Writes e-mail to describe or provide information about oneself, friends         and family, or school activities

Benchmark 4. Uses audio tapes and video tapes to present information about family, school events, and celebrations
 
Knowledge/skill statements
    1. Uses audio or video tapes to present information about family
    2. Uses audio or video tapes to present information about school events
    3. Uses audio or video tapes to present information about celebrations

Benchmark 5. Uses language conventions and style (e.g., phrases, structures, grammar, spelling, mechanics, commands, vocabulary, dialect, slang, idioms, humor, pronunciation, intonation, tone, stress) appropriate for different audiences (e.g., peers, adults) and settings (e.g., formal, informal, social, academic)
 
Knowledge/skill statements
    1. Uses phrases appropriate for different audiences or settings
    2. Uses structures appropriate for different audiences or settings
    3. Uses grammar appropriate for different audiences or settings
    4. Uses spelling appropriate for different audiences or settings
    5. Uses mechanics appropriate for different audiences or settings
    6. Uses commands appropriate for different audiences or settings
    7. Uses vocabulary appropriate for different audiences or settings
    8. Uses dialect appropriate for different audiences or settings
    9. Uses slang appropriate for different audiences or settings
    10. Uses idioms appropriate for different audiences or settings
    11. Uses humor appropriate for different audiences or settings
    12. Uses pronunciation appropriate for different audiences or settings
    13. Uses intonation appropriate for different audiences or settings
    14. Uses tone appropriate for different audiences or settings
    15. Uses stress appropriately for different audiences or settings
    16. Uses appropriate language conventions and style for a peer audience
    17. Uses appropriate language conventions and style for an adult audience
    18. Uses appropriate language conventions and style for a formal setting
    19. Uses appropriate language conventions and style for an informal setting
    20. Uses appropriate language conventions and style for a social setting
    21. Uses appropriate language conventions and style for an academic               setting

Standard 4:  Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture

Benchmark 1. Knows various age-appropriate cultural activities practiced in the target culture (e.g., games, songs, birthday celebrations, story telling, dramatizations, role playing)
 
Knowledge/skill statements
    1. Knows age-appropriate games of the target culture
    2. Knows age-appropriate songs of the target culture
    3. Knows how birthdays are celebrated in the target culture
    4. Knows age-appropriate stories told in the target culture
    5. Knows age-appropriate dramatizations of the target culture

Benchmark 2. Knows simple patterns of behavior and interaction in various settings in the target culture (e.g., school, family, community) and how these patterns compare to those in one's native culture

Knowledge/skill statements
    1. Knows simple patterns of behavior in various settings in the target               culture
    2. Knows simple patterns of interaction in various settings in the target         culture
    3. Knows how behavioral patterns of the target culture compare to those in         one’s native culture
    4. Knows how patterns of interaction of the target culture compare to those         in one’s native culture

Benchmark 3. Knows familiar utilitarian forms of the target culture (e.g., toys, dress, types of dwellings, typical foods, currency) and how they compare to those in one's native culture

Knowledge/skill statements
    1. Knows familiar utilitarian forms of the target culture
    2. Knows toys in the target culture
    3. Knows the typical dress in the target culture
    4. Knows different types of dwellings in the target culture
    5. Knows typical foods of the target culture
    6. Knows the currency of the target culture
    7. Knows how utilitarian forms of the target culture compare to those in         one’s native culture

Benchmark 4. Knows basic expressive forms of the target culture (e.g., children's songs, simple selections from authentic children's literature, types of artwork or graphic representations enjoyed or produced by the peer group in the culture studied, dances) and how they compare to those in one's native culture

Knowledge/skill statements
    1. Knows basic expressive forms of the target culture
    2. Knows children’s songs of the target culture
    3. Knows simple selections from authentic children’s literature of the target         culture
    4. Knows types of artwork or graphic representations enjoyed or produced         by peer groups in the culture studied
    5. Knows dances of the target culture
    6. Knows how expressive forms of the target culture compare to those in         one’s native culture

Benchmark 5. Knows basic cultural beliefs and perspectives of people in both native and target cultures relating to family, school, work, and play

Knowledge/skill statements
    1. Knows basic cultural beliefs of people in the native culture relating to         family, school, work, and play
    2. Knows perspectives of people in the native culture relating to family,         school, work, and play
    3. Knows basic cultural beliefs of people in the target culture relating to         family, school, work, and play
    4. Knows perspectives of people in the target culture relating to family,         school, work, and play

Benchmark 6. Knows professions that require proficiency in the target language

Knowledge/skill statements
    1. Knows that some professions requires proficiencies in specific languages

Benchmark 7. Knows distinctive contributions made by people in the target culture

Knowledge/skill statements
    1. Knows that people from different cultures have made important               contributions

Benchmark 8. Knows basic geographical aspects of countries where the target language is spoken (e.g., major cities, rivers, mountains, climate)
 
Knowledge/skill statements
    1. Knows major cities of countries where the target language is spoken
    2. Knows major rivers of countries where the target language is spoken
    3. Knows major mountain ranges of countries where the target language is         spoken
    4. Knows the general climate of countries where the target language is         spoken

Standard 5:  Understands that different languages use
different patterns to communicate and applies
this knowledge to the target and native languages

Benchmark 1. Knows words that have been borrowed from one language to another and how these word borrowings may have developed

Knowledge/skill statements
    1. Knows words that have been borrowed from one language to another
    2. Knows how word borrowings among languages may have developed

Benchmark 2. Knows basic elements of the sound and writing systems of the target language and how these elements differ from the same elements of one's native language

Knowledge/skill statements
    1. Knows basic elements of the sound system of the target language
    2. Knows basic elements of the writing system of the target language
    3. Knows how the elements of the sound system of the target language              differ from the same elements of one’s native language
    4. Knows how the elements of the writing system of the target language         differ from the same elements of one’s native language

Benchmark 3. Understands that an idea may be expressed in multiple ways in the target language

Knowledge/skill statements
    1. Knows that ideas can be expressed in more than one way