Does The Somos Curriculum meet Texas TEKS?

Yes, The Somos Curriculum meets Texas TEKS for languages other than English (2014).

The Somos Curriculum helps students develop an understanding of the nature of communication and the complexity of culture. Through The Somos Curriculum, students become aware of multiple perspectives and means of expression, which lead to an appreciation of difference and diversity. 

Communication in The Somos Curriculum

Communication is the overarching goal of The Somos Curriculum. Throughout the curriculum, students are provided with ample opportunities to engage in conversations, to present information to an audience, and to interpret culturally authentic materials in the language of study. The American Council on the Teaching of Foreign Languages (ACTFL) identifies three modes of communication: interpersonal, interpretive, and presentational, and all three modes of communication are used in every unit of The Somos Curriculum.

1. The Somos Curriculum provides opportunities for students to engage in the interpersonal mode of communication. In the interpersonal mode of communication, students engage in direct oral or written communication with others. Examples of this "two-way" communication include but are not limited to conversing face to face, participating in digital discussions and messaging, and exchanging personal letters.

2. The Somos Curriculum provides opportunities for students to engage in the interpretive mode of communication. In the interpretive mode of communication, students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this type of "one-way" reading or listening include but are not limited to comprehension of digital texts as well as print, audio, and audiovisual materials.

3. The Somos Curriculum provides opportunities for students to engage in the presentational mode of communication. In the presentational mode of communication, students present orally or in writing information, concepts, and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this "one-to-many" mode of communication include but are not limited to presenting to a group; creating and posting digital content; or writing reports, compositions, or articles for a magazine or newspaper.

Authentic Resources in The Somos Curriculum

Age-level appropriate and culturally authentic resources are an imperative component of The Somos Curriculum that support the teaching of the essential knowledge and skills for languages other than English (LOTE). The use of culturally authentic resources in The Somos Curriculum enables students to make connections with other content areas, to compare the language and culture studied with their own, and to participate in local and global communities.

Linguistic Accuracy in The Somos Curriculum

The Somos Curriculum helps students recognize the importance of acquiring accuracy of expression by knowing the components of language, including grammar, syntax, register, appropriate discourse level, and text type.

Proficiency Level in The Somos Curriculum

The Somos I Curriculum is designed to help students achieve proficiency levels of Novice Mid to Novice High, as defined in the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners. 

1. Throughout The Somos Curriculum students are provided with many opportunities to achieve proficiency Novice Mid for reading and writing. By the end of Level I, students of logographic languages should perform on a Novice Mid proficiency level for reading and writing. 

2. Throughout The Somos Curriculum students are provided with many opportunities to achieve proficiency Novice Mid to Novice High for listening and speaking. In listening and speaking, students of logographic languages should perform on a Novice Mid to Novice High proficiency level.

Knowledge and skills in The Somos Curriculum

I. Interpersonal communication (speaking and writing)

Each unit in The Somos Curriculum prepares students to negotiate meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. Each unit in The Somos Curriculum prepares students to meet the following expectations: 

1. ask and respond to questions about everyday life in spoken and written conversation;

2. express and exchange personal opinions or preferences in spoken and written conversation;

3. ask and tell others what they need to, should, or must do in spoken and written conversation;

4. articulate requests, offer alternatives, or develop simple plans in spoken and written conversation;

5. participate in spoken conversation using culturally appropriate expressions, register, and gestures; and

6. participate in written conversation using culturally appropriate expressions, register, and style.

II. Interpretive communication (reading and listening) 

Each unit in The Somos Curriculum provides resources for students to comprehend sentence-length information from culturally authentic print, digital, audio and audiovisual materials as appropriate within highly contextualized situations and sources. The Somos Curriculum allows the student to use the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels to meet the following expectations:

1. demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;

2. identify key words and details from fiction and nonfiction texts and audio and audiovisual materials;

3. infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and

4. identify cultural practices from authentic print, digital, audio, and audiovisual materials.

III. Presentational communication (speaking and writing)

Each unit in The Somos Curriculum prepares students to present information orally and in writing using a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The Somos Curriculum provides opportunities for students to meet the following expectations. 

1. state and support an opinion or preference orally and in writing; and

2. describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences.

This alignment document for Texas educators was created using verbiage from the Texas TEKS for languages other than English (2014).