Yes, The Somos Curriculum meets the Georgia Performance Standards for Modern Languages.

Modern Languages Level I Course Description

The Somos I curriculum focuses on the development of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. It assumes that the students have minimal or no prior knowledge of the language and culture.

In alignment with the Modern Languages Level 1 course description, material from Somos 1 may be taught over two years (e.g., middle school programs), over one year (e.g., traditional high school programs), or during one semester (e.g., 4 x 4 block schedule). The major means of communication between students and instructors will be in the target language. Because students may begin formal language learning at various stages of their cognitive development, The Somos Curriculum includes teaching tools that help teachers adjust vocabulary and content to reflect developmentally appropriate interests.

The Somos Curriculum empowers students to use the language beyond the classroom in the real world, and it integrates the use of technology, which is an important tool in accessing authentic information in the target language and in providing students the opportunity to interact with native speakers.

The Somos Curriculum prepares students to perform at the Novice-Mid level of proficiency in speaking and writing and Novice-High level proficiency in listening, and reading (ACTFL Proficiency Guidelines, 1999) by the end of Level 1.

I. Communication

Interpersonal Mode of Communication (IP)

MLI.IP1 The Somos 1 Curriculum prepares students to exchange simple spoken and written information in the target language, utilizing cultural references where appropriate. In courses taught with The Somos 1 Curriculum, students:

1. Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms.

2. Express likes, dislikes, emotions, agreement and disagreement.

3. Make simple requests.

4. Ask for clarification.

5. Give simple descriptions.

6. Comprehend basic directions.

7. Ask questions and provide responses based on topics such as self, family, school, etc.

8. Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 100 in context.

MLI.IP2 The Somos 1 Curriculum helps students develop the skills necessary to sustain brief oral and written exchanges in the target language. In courses taught with The Somos 1 Curriculum, students:

1. Initiate, participate in, and close a brief oral or written exchange.

2. Use formal and informal forms of address.

3. Demonstrate Novice-Mid proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.

Interpretive Mode of Communication (INT)

MLI.INT1 The Somos 1 Curriculum prepares students to understand simple spoken and written language presented through a variety of media in the target language and based on topics such

as self, family, school, etc. In courses taught with The Somos 1 Curriculum, students:

1. Identify main ideas and some details when reading and listening.

2. Comprehend simple, culturally authentic announcements, messages, and advertisements.

3. Understand simple instructions, such as classroom procedures.

4. Demonstrate Novice-Mid proficiency in listening and reading comprehension.

MLI.INT2 The Somos 1 Curriculum prepares students to interpret verbal and non-verbal cues to understand simple spoken and written messages in the target language. In courses taught with The Somos 1 Curriculum, students:

1. Differentiate among statements, questions and exclamations.

2. Recognize basic gestures, body language, and intonation that clarify a message.

Presentational Mode of Communication (P)

MLI.P1 The Somos 1 Curriculum prepares students to present information orally and in writing that contains a variety of vocabulary, phrases, and patterns.  In courses taught with The Somos 1 Curriculum, students:

1. Present information gathered from a variety of sources such as informal conversations, class presentations, interviews, readings, and media.

2. Give basic information about self and others including school, family, activities, etc.

3. Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.

MLI.P2 The Somos 1 Curriculum prepares students to present brief, rehearsed material in the target language.  In courses taught with The Somos 1 Curriculum, students:

1. Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material.

2. Demonstrate comprehension of rehearsed material.

II. Cultural Perspectives, Practices, and Products (CU)

MLI.CU1 The Somos 1 Curriculum helps students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken.  In courses taught with The Somos 1 Curriculum, students:

1. Demonstrate knowledge of contributions of target culture(s) to civilization.

2. Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals.

3. Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

III. Connections, Comparisons, and Communities (CCC)

MLI.CCC1 The Somos 1 Curriculum prepares students to use information acquired in the study of the target language and

information acquired in other subject areas to reinforce one another. The students:

1. Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken.

2. Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g. using basic math skills).

3. Identify examples of vocabulary, phrases, proverbs, and symbols from the target language that are used in other subjects.

4. Relate content from other subject areas to topics discussed in the language class, such as the influence of explorers and settlers on various regions of the United States.

MLI.CCC2 The Somos 1 Curriculum helps students develop an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture.  In courses taught with The Somos 1 Curriculum, students:

1. Compare patterns of behavior and interaction in the students’ own culture with those of the target language.

2. Demonstrate an awareness of elements of the students’ own culture.

MLI.CCC3 The Somos 1 Curriculum creates opportunities for students to compare basic elements of the target language to the English language.  In courses taught with The Somos 1 Curriculum, students:

1. Recognize similarities and differences in sound systems, writing systems, cognates, gender, and level appropriate idioms.

2. Recognize basic sound distinctions and intonation patterns and their effect on communicating meaning.

MLI.CCC4 The Somos 1 Curriculum helps students develop an awareness of current events in the target culture(s).  In courses taught with The Somos 1 Curriculum, students:

1. Give information regarding major current events of the target culture(s).

2. Understand the impact of current events of the target culture(s).

MLI.CCC5 The Somos 1 Curriculum helps students identify situations and resources in which target language skills and cultural knowledge may be applied beyond the classroom setting, for recreational, educational, and occupational purposes.  In courses taught with The Somos 1 Curriculum, students:

1. Identify examples of the target language and the culture(s) studied that are evident in and through media, entertainment, and technology.

2. Identify resources, such as individuals and organizations accessible through the community or the Internet, that provide basic cultural information about the culture(s) studied.

Skills Developed in Level I through instruction with The Somos Curriculum

The students:

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.

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.

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.

MLI.CU1A Demonstrate knowledge of cultural contributions.

MLI.CU1B Identify commonly held cultural viewpoints.

MLI.CU1C Describe cultural customs and traditions.

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. 

Topics covered in Level 1 by The Somos Curriculum

In The Somos Curriculum, the following topics are covered in coherent, thematic units and taught in context. In alignment with the intent of the GPS for Modern Languages, The Somos Curriculum teaches language in communicative context; never in isolation.

• Celebrations

• Clothes

• Colors

• Customs and Etiquette

• Family and Friends

• Foods, Meals, and Restaurants

• Geography

• Homes

• Numbers

• Parts of the Body

• School and Classroom Routine

• Self

• Sports and Leisure Time

• Stores and Shopping

• Time and Calendar

• Weather

This alignment document for Georgia educators was created using verbiage from the Georgia Performance Standards for Modern Languages Level I (Georgia Department of Education © 2007)