rhythm in music and poetry, patterns in music
and math, historical events and movements
chronicled through music)
•
Investigate the function, role, and
characteristics of music in various time periods
and cultures
SPANISH
Oral Language
•
Ask and answer questions using appropriate
new and previously taught vocabulary about
relevant topics such as family, friends, shopping,
and school
•
Engage in spontaneous and directed small and
large group discussions in Spanish
•
Discuss and describe events in the past and
present in detail by asking and answering
questions about when activities or events occur
and talking about the frequency of events
•
Restate and complete multi-step oral
directions
•
Use new and reviewed vocabulary to talk about
their skills and discuss their application to jobs
and workplaces
•
Ask for help in a variety of situations
•
Prepare and orally present original work or
dramatic interpretations of Spanish literature
such as poetry
•
Use appropriate responses to express feelings,
needs, and obligations
Reading
•
Read or listen to a variety of grade
appropriate Spanish materials
•
Read grade appropriate materials with fluency,
accuracy, and understanding
•
Preview, predict, retell, summarize, and
respond to literary materials
•
Determine a speaker’s or author’s point of view
Writing
•
Write for a variety of purposes including
information, explanation, description, narration
•
Complete a variety of forms and lists
•
Exchange informal written dialogue, such as
journal messages, with a classmate or teacher
Connections
•
Reinforce and further their knowledge of other
disciplines through the Spanish language (e.g.,
read Spanish advertisements and practice
comparative shopping)
•
Acquire information and viewpoints through
Spanish resources (e.g, use simple articles
to find information about pollution in Spanish
speaking countries, find a recipe in a Spanish
magazine and prepare it, use a Spanish
dictionary, give an oral or written evaluation of
information acquired from an Internet website)
Language Use and Structure
•
Use the form and function of words in phrases,
sentences, and more complex writing, such as
paragraphs, to communicate effectively
•
Explore and use pronouns, including direct
and reflexive pronouns, and understand that
they are not always translated into English
•
Identify and use contractions and observe
that an apostrophe is not used in Spanish
contractions
•
Observe the translations of various slang
expressions
•
Identify and use adverbs (e.g., sequences
events using adverbs of time)
•
Use the personal “a”
•
Identify and use correct verb forms such as
applying the stem changing pattern to common
stem changing verbs
•
Use all forms of the verbs “ser” and “estar”
•
Use idioms correctly
•
Identify and use prepositions orally and in
writing (such as “cerca de” and “lejos de” to
denote differences in distance)
•
Use comparisons of inequality
Cultural Awareness
•
Examine relationships between language and
culture
•
Compare their own culture and Spanish
cultures including perspectives, practices, and
products (such as researching and comparing a
125
Seventh Grade
cultural tradition in several countries to each
other and to their own culture; discussing
“quince años” and other special occasions)
•
Understand the importance of products within
a culture (e.g., read about the history of piñata,
masks, and worry dolls; read about muralists
and create a Mexican-style mural for the
classroom)
•
Demonstrate an understanding of the role of
stereotyping in creating prejudices and
discuss what he/she can do to prevent it
•
Recognize the contributions made by people
of various cultures (e.g., read about a Spanish
poet or author and discuss the effects of their
writing on the time and culture)
STUDY SKILLS
Research and Resources
•
Gather and analyze data for research topics
from interviews and field surveys
•
Effectively use note taking strategies when
scanning various sources of written information
•
Separate information gathered for a research
topic into major and minor components based
on criteria
•
Analyze critical relationships between and
among elements of a research topic
•
Use a computer catalog to gather information
for research topics
•
Use magazines, newspapers, dictionaries,
schedules, and journals to gather information
for complex research topics
•
Make limited but effective use of primary
sources when researching topics
•
Effectively consider the importance of primary
sources from the perspective of the validity,
reliability, and usability of the information
•
Utilize a “likely informant” to obtain
information about a specific topic
•
Use photographs, short videos, or sketches to
collect field data for a research project
•
Generate probing questions to be answered
while reading
•
Identify and analyze specific devices an
author is using to persuade readers
•
Use specific strategies to clear up confusing
parts of a text (e.g., rereads the text, consults
another source, asks for help)
•
Understand and analyze stories and expository
texts from the perspective of the attitudes and
values of the time period in which they were
written
•
Accurately identify author’s purpose
•
Apply the reading process and strategies to
content related passages that are of moderate
length, developmentally appropriate with regard
to complexity of topic(s) and hierarchical
structure (e.g., chronology, problem/solution),
and conceptually appropriate (in terms of
number of concepts, familiarity, level of
abstraction)
•
Understand the defining features and structure
of content area texts at this developmental level
•
Understand the defining features and structure
of primary source historical documents at this
developmental level
•
Apply the reading process and strategies to
editorials and news stories that are
developmentally appropriate with regard to the
complexity of a topic(s), the hierarchical
structure (e.g., chronology, problem/solution),
and whether it is conceptually appropriate (in
terms of number of concepts, familiarity, level of
abstraction)
•
Understand the defining features and structure
of editorials at this developmental level
•
Understand the defining features and structure
of news stories at this developmental level
•
Apply the reading process and strategies to
directions or procedures (e.g., for school
activities, camping or scouting guides, recipes,
games, hobbies) that are developmentally
appropriate with regard to the number of
categories of information or directions and the
familiarity of concepts and vocabulary
•
Apply the reading processes and strategies to
bus routes and catalogs
•
Use the table of contents to locate
pagenumbers and chapters within novels and
chapter texts
126
Nobel Learning Curriculum Reference Guide
