Does The Somos Curriculum fit Alabama’s Course of Study for World Languages?

Yes, The Somos Curriculum fits Alabama's Course of Study 2017.

Overview

The Somos Curriculum is designed to reflect the five goal areas of language learning as identified by the National Standards in Foreign Language Education Project in its 2015 national standards publication, World-Readiness Standards for Learning Languages, 4th Edition. The goals, Communication, Cultures, Connections, Comparisons, and Communities are evident throughout the Somos Curriculum. 

World Languages

Grades K-8

Novice Proficiency Ranges

The Somos I Curriculum provides ample opportunities for students to communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. The Somos I Curriculum provides students many opportunities to engage in short social interactions in everyday situations by asking and answering simple questions. Throughout the Somos I Curriculum, students are provided opportunities to present basic information on familiar topics using language they have practiced. Their study of culture extends to making observations and drawing conclusions about the target culture throughout the Somos I Curriculum. 

Communication

In each unit of the Somos Curriculum students have an opportunity to engage in the interpersonal mode as follows: 

1. Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate. 

   1. Communicate and exchange information on familiar topics using simple sentences. 

   2. Engage in short social interactions with peers. 

   3. Exchange some personal information with peers. 

   4. Write simple descriptions and short messages on familiar topics.

In each unit of the Somos Curriculum students have an opportunity to engage in the interpretive mode as follows: 

1. Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics. 

   1. Report on content of a brief written or spoken message on familiar topics. Examples: Emails, personal notes, letters, text messages 

   2. Identify the main idea in various media such as texts, posters, videos, etc. 

   3. Identify the main characters of a story. 

   4. Recall details in simple texts that contain familiar vocabulary.

In each unit of the Somos Curriculum students have an opportunity to engage in the presentational mode as follows: 

1. Present material in oral and written form. 

   1. Present basic information of familiar topics using simple sentences. 

   2. Write information about daily life in a letter, blog, or email. 

   3. Write basic information about learned material.

Cultures

In each unit of the Somos Curriculum, students have an opportunity to investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the target cultures and can be seen through the following:

1. Use appropriate gestures and etiquette from the target culture. 

2. Observe and analyze patterns of behavior typical of the target culture. 

3. Draw conclusions about target culture values based on authentic materials.

Connections

In each unit of the Somos Curriculum, students have an opportunity to link the Spanish language and culture and other subject areas in order to acquire information, develop diverse cultural perspectives, acquire and expand vocabulary related to age-appropriate school content. 

Comparisons

In each unit of the Somos Curriculum, students have an opportunity to investigate, analyze, and reflect on similarities and differences between the target and native languages as follows: 

1. Compare similarities and differences in writing systems of native and target languages. 

2. Recognize idiomatic expressions in the target and native languages. 

3. Compare and contrast patterns of spoken communication such as intonation and register. 

4. Compare and contrast patterns of written communication such as style, syntax, and audience.

In each unit of the Somos Curriculum, students have an opportunity to investigate, analyze, and reflect on similarities and differences between the target and native cultures as follows:

1. Hypothesize about relationships between cultural practices and cultural perspectives. 

2. Identify cultural patterns of behavior in a variety of settings. 

3. Speculate as to why certain products originate in a particular culture.

Communities

The Somos Curriculum provides many opportunities for students to acquire the ability to interact in the target culture beyond the classroom and set goals for life-long learning.

World Languages

Grades 7-12

Level 1

Throughout the Somos I Curriculum, students are provided with many opportunities to begin the study of another language while introducing them to the study of other cultures. The Somos I Curriculum provides students with opportunities to acquire pronunciation, vocabulary, grammar, and culture throughout. The Somos I Curriculum is a Novice level curriculum that encourages the acquisition of knowledge and skills to help students understand their own language and culture, connect the use of the target language with other disciplines, develop insight into cultures other than their own and participate more fully in the global community. 

Communication

In each unit of the Somos Curriculum, students have an opportunity to engage in the interpersonal mode as follows: 

1. Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the present time frame. 

   1. Greet and leave people in a polite way.

   2. Exchange basic information about self and others.

   3. Exchange basic information about their everyday lives.

In each unit of the Somos Curriculum, students have an opportunity to engage in the interpretive mode as follows: 

2. Interpret what is heard, read, or viewed on familiar topics using the present tense.

   1. Identify main characters, themes, and ideas from narrative text.

   2. Recognize words, phrases and simple sentences in an informational text.

   3. Interpret visual and auditory cues.

In each unit of the Somos Curriculum, students have an opportunity to engage in the presentational mode as follows: 

3. Present information on familiar topics with a variety of words, phrases, and simple sentences in the present time frame.

   1. Present basic information orally and in writing.

   2. Give simple instructions.

   3. Tell about familiar objects, experiences, and daily routines.

   4. Recite short memorized phrases, poems, and/or rhymes.

Cultures

In each unit of the Somos Curriculum, students have an opportunity to identify practices of the target cultures as seen through the following:

1. Use basic appropriate gestures in common interactions.

2. Identify behaviors in a variety of environments.

3. Identify typical activities, events, and celebrations of the target cultures.

In each unit of the Somos Curriculum, students have an opportunity to identify products of the target cultures as seen through the following: 

1. Recognize arts, crafts, or graphic representations of the target culture. 

2. Identify the cultural elements found in music and short video clips. 

3. Listen to, read, and identify the products from the target culture.

Connections

In each unit of the Somos Curriculum, students have an opportunity to connect with other disciplines while using the target language. For example:

1. Using math skills to convert English measurements to metric system and to convert currencies. 

2. Locating cities, states, and countries where the target language is spoken. 

3. Describing weather in different locations around the world.

In each unit of the Somos Curriculum, students have an opportunity to interpret information related to diverse perspectives in the target culture. For example:

1. Exchanging ideas on various audio and visual documents to interpret content. 

2. Exploring authentic websites and materials to interpret topics.

Comparisons

In each unit of the Somos Curriculum, students have an opportunity to identify characteristics of the target language and the native language; for example:

1. Observing formal and informal forms of language.

2. Identifying word order for dates and placement of descriptors.

3. Identifying high-frequency idiomatic expressions.

4. Identifying cognates.

In each unit of the Somos Curriculum students have an opportunity to identify products, practices, and perspectives of the target culture and the native culture. For example:

1. Identifying daily routines in the target culture and the native culture.

2. Identifying celebrations in the target culture and the native culture.

3. Identifying games, stories, songs, and rhymes from the native culture and those from the target culture.

Communities

The Somos Curriculum provides many opportunities for students to communicate using the target language within the classroom and globally, such as:

1. Communicating with speakers of the target language in person or virtually. 

2. Identifying professions that utilize the target language.

The Somos Curriculum provides many opportunities for students to identify opportunities to use the target language beyond the classroom environment, such as:

1. Considering and planning travel opportunities.

2. Attending or viewing cultural events in person or virtually.

This alignment document for Alabama educators was created using verbiage from the Alabama Course of Study 2017.