Rosetta Stone Version 3 - Spanish - Detailed Grade K

Rosetta Stone Version 3 - Spanish - Detailed 

Grades: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 

States: Connecticut Curriculum Frameworks 

Subjects: World Languages 

Grade K 

DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 

CT.1. Communication (Interpersonal Mode): In at least one language other than English, students 

will engage in conversation and correspondence, provide and obtain information, express 

feelings and exchange opinions. (Novice/Beginning) 

1.1. 

Greet others and exchange essential information, including names, addresses, birthplaces, 

telephone numbers and e-mail addresses. 

• Spanish (LA) Level 1, Unit 1, Lesson 1 - Introduction to words for people and 

common activities. Includes third-person pronouns and plurals. Includes definite 

and indefinite articles; singular, plural, and gendered nouns; third person 

singular and plural personal subject pronouns; subject-verb agreement. 

• Spanish (LA) Level 1, Unit 1, Lesson 2 - Uses common foods, animals and 

everyday items to teach direct objects. Also introduces the user to negation and 

common yes/no questions. Includes direct mixed-gendered "they," questions 

with "What," "yes/no" questions 

• Spanish (LA) Level 1, Unit 1, Lesson 3 - Introduces the user to adjectives 

including colors and sizes. The user also learns words for several professions, the 

first and second person pronouns and many other additional nouns. 

• Spanish (LA) Level 1, Unit 1, Lesson 4 - Teaches the numbers 1-6, many 

household object and clothing words, as well as question words such as who and 

how many. 

• Spanish (LA) Level 1, Unit 1, Lesson 5 Teacher's Guide Only - Activities further 

enhance the lessons viewed by students. 

• Spanish (LA) Level 1, Unit 2, Lesson 1 - A lesson about family relationships 

including possessive pronouns, the numbers 7-12, people's ages and more 

question words. 

• Spanish (LA) Level 1, Unit 2, Lesson 2 - An introduction to many new household 

words including rooms in the house and common appliances. This lesson also 

introduces new prepositions, more family relationships and several new verbs. 

• Spanish (LA) Level 1, Unit 2, Lesson 3 - Gives the user a broader ability to talk 

about herself including saying her name and identifying her country of origin. 

Along the way the user learns the names of several cities and countries, words 

for city landmarks, more greetings and more question words. 

• Spanish (LA) Level 1, Unit 2, Lesson 4 - Here the user learns more colors and 

articles of clothing, as well as several new adjectives to describe himself. The 

lesson expands on the greetings theme of this unit by teaching a variety of 

personal physical states and how to ask and answer questions about them. 



• Spanish (LA) Level 1, Unit 3, Lesson 1 - Uses several new workplaces and times of 

day to introduce the words when and where. Introduces several time and place 

related prepositions, the numbers 13-20, and a variety of time-of-day greetings. 

Rosetta Stone ® Version 3 Page 1 of 532 

Connecticut Correlations

• Spanish (LA) Level 1, Unit 3, Lesson 2 - Teaches words related to calendar time 

including all the days of the week. Practices polite language, the preposition 

with, new nouns and verbs related to visiting a friend, more body parts and 

some sensory words. 

• Spanish (LA) Level 1, Unit 3, Lesson 3 - Shows the user how to communicate 

about the languages that they do (and do not) speak and write. Users learn 

names of several languages and the numbers from 30 to 60. 

• Spanish (LA) Level 1, Unit 3, Lesson 4 - Introduces reflexive verbs as they are 

used with a person's morning washing routine. Along the way the user learns 

words for common bedroom and bathroom objects, and several new adjectives 

with the same theme. 

• Spanish (LA) Level 1, Unit 3, Lesson 5 Teacher's Guide - Activities further 


• Spanish (LA) Level 1, Unit 4, Lesson 1 - Opens the shopping unit by teaching the 

names of several stores and plenty of things to buy in them. Also uses a number 

of new verbs to talk about the places and the objects. 

• Spanish (LA) Level 1, Unit 4, Lesson 2 - Teaches the user to express their likes 

and dislikes and to compare things while teaching several new fun things to do 

around town, several sports and new foods. The lesson continues the shopping 

theme by introducing words related to the cost of items, including common 

currencies and a number of related question words. 

• Spanish (LA) Level 1, Unit 4, Lesson 3 - Expands the users ability to shop in their 

new language by teaching common shopping phrases, different forms of 

payment, new adjectives that describe objects one shops for, more 

comparatives and a variety of words that help us express quantity. 

• Spanish (LA) Level 1, Unit 4, Lesson 4 - Delves more deeply into some of the 

themes of the previous lesson, especially the quantity and comparison words. It 

ends with a prolonged shopping sequence that puts much of what the user has 

learned in this unit into a realistic context. 

• Spanish (LA) Level 1, Unit 4, Lesson 5 - Activities further enhance the lessons 

viewed by students. 

• Spanish (LA) Level 2, Unit 1, Lesson 1 - Follows the theme of getting around 

town by introducing several types of buildings and stores, and then teaches the 

user how to ask for directions and understand how to follow them in their new 

language. 

• Spanish (LA) Level 2, Unit 1, Lesson 2 - Here the learner discovers words and 

phrases helpful for using public transportation including directional language, 

the words for vehicles, the verbs used with the modes of transportation and the 

various kinds of transportation stations. 

• Spanish (LA) Level 2, Unit 1, Lesson 3 - Helps the user understand and talk about 

travel itineraries by teaching more specific time words, more modes of 

transportation, numbers from 70 to 99 and much more language that us useful in 

the airport or train station. 

• Spanish (LA) Level 2, Unit 1, Lesson 4 - Introduces travel destinations and 

weather language including discussing the temperature and kinds of 

precipitation and showing the user how to talk about the weather in the future. 



• Spanish (LA) Level 2, Unit 2, Lesson 1 - Introduces the past tense, indirect 

objects and vocabulary about correspondence. Practices the future tense. 

• Spanish (LA) Level 2, Unit 2, Lesson 2 - Continues to teach the past and the use 



STATE 

FRAMEWORK 

of indirect objects while showing the user how to ask for clarification when they 

don't understand something. Also teaches some school subjects. 

• Spanish (LA) Level 2, Unit 2, Lesson 3 - Introduces and practices the imperfect 

tense with a variety of verbs. Expands the school theme by teaching different 

levels of school and students along with some new jobs and workplaces. 

• Spanish (LA) Level 2, Unit 2, Lesson 4 - Continues to teach the past tense and 

the imperfect by contrasting them. Teaches polite ways to make requests. 



• Spanish (LA) Level 2, Unit 3, Lesson 1 - Builds a base for the social life theme by 

teaching leisure-time activities and party planning language. Includes many new 

verbs, the formal imperative and all of the months of the year. 

• Spanish (LA) Level 2, Unit 3, Lesson 2 - Continues the planning theme with more 

language about planning an event, methods of communicating and how to write 

and say dates. Also practices the formal imperative, introduces the informal 

imperative and teaches 100 and 1,000. 

• Spanish (LA) Level 2, Unit 3, Lesson 3 - Here the user learns words for different 

types of parties, more words for food, more forms of possession and phone 

etiquette. Also introduces the words here, there, this, that, these and those. 

• Spanish (LA) Level 2, Unit 3, Lesson 4 - Concludes the theme of the unit with 

more party language, more words to make comparisons and how to accept and 

decline an invitation. 



• Spanish (LA) Level 2, Unit 4, Lesson 1 - Introduces a new form of the future and 

a large number and variety of food and restaurant language. 

• Spanish (LA) Level 2, Unit 4, Lesson 2 - Expands the vacation theme by teaching 

the words for a variety of landmarks, architectural features, musical instruments 

and art media. 

• Spanish (LA) Level 2, Unit 4, Lesson 3 - Follows the landmark theme by teaching 

the words for religious buildings. Adds emotions, sight-seeing verbs and 

sequencing words. 

• Spanish (LA) Level 2, Unit 4, Lesson 4 - Teaches common activities to do while 

on vacation and adds more places to go, things to see on vacation, vacationthemed 

clothing and weather words as well. 



1.2. Describe various objects and people found at home and school. 
















how many. 













































language. 






STATE 

FRAMEWORK 



























1.3. Give and follow simple instructions by participating in various games or other activities with 

partners or groups. 














how many. 


























































language. 

























































STATE 

FRAMEWORK 


1.4. Exchange basic information about events, such as classes, meetings and meals. 














how many. 


























































language. 































STATE 

FRAMEWORK 

STATE 

FRAMEWORK 


























1.5. Describe their favorite activities at home and school. 













1.6. Express their likes and dislikes regarding various people, objects, categories and events 

present in their everyday environments. 









STATE 

FRAMEWORK 










1.8. Recognize that there are often multiple ways to express an idea in the target language. 










how many. 


























































language. 



























STATE 

FRAMEWORK 






























1.9. Use appropriate gestures, when necessary, to make their messages comprehensible. 






















DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 







CT.2. Communication (Interpretive Mode): In at least one language other than English, students 

will understand and interpret spoken and written language on a variety of topics. 

(Novice/Beginning) 

2.1. Identify people and objects in their environments, based on oral and written descriptions. 






































language. 




STATE 

FRAMEWORK 





2.2. Comprehend short conversations among peers and familiar adults on well-known topics, 

including their favorite activities at home or school. 














how many. 


























































language. 



























STATE 

FRAMEWORK 






























2.3. Comprehend the main ideas contained in videos, DVDs, films, television programs, or websites 

on familiar topics. 














how many. 




























































language. 


















































on vacation and adds more places to go, things to see on vacation, vacation- 



STATE 

FRAMEWORK 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 

themed clothing and weather words as well. 



2.4. Comprehend the main idea of orally related personal anecdotes, familiar fairy tales and other 

narratives based on well-known themes. 



2.5. Comprehend the main ideas and identify the principal characters when reading poems, short 

folk tales or illustrated stories. 



2.6. Comprehend brief notes on familiar topics, including daily activities at home or school. 














how many. 


























































language. 
















STATE 

FRAMEWORK 









































2.7. Comprehend the principal message in highly illustrated texts in which cognates are used, 

including stories, newspaper articles and advertisements. 
















how many. 


























































language. 









































STATE 

FRAMEWORK 
















2.8. Recognize and respond appropriately to questions, statements or commands. 














how many. 


























































language. 
















DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 









































CT.3. Communication (Presentational Mode): In at least one language other than English, students 

will present information, concepts and ideas to listeners or readers on a variety of topics. 


3.1. Give simple oral reports or presentations about family members and friends, objects, or 

common school and home activities in their everyday environments. 







STATE 

FRAMEWORK 

STATE 

FRAMEWORK 










language. 







3.2. Recite poetry, songs, proverbs or short anecdotes that are familiar to their peers in the target 

culture. 




3.3. Write short, informal notes in which they describe or provide information about themselves, 

their friends and families, and their school activities. 










how many. 










































language. 



























STATE 

FRAMEWORK 

DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 








3.4. Create lists of items necessary to plan activities that might take place in their daily lives or in 

the target culture. 








language. 







CT.4. Cultures: In at least one language other than English, students will demonstrate an 

understanding of the products, practices and perspectives of the cultures studied, and will 

use their cultural knowledge for interpersonal, interpretative and presentational 

communication. (Novice/Beginning) 

4.1. Observe and identify tangible products of the target language, such as toys, dress, types of 

dwellings, musical instruments and typical foods. 







how many. 














STATE 

FRAMEWORK 

STATE 

FRAMEWORK 
















4.2. Identify and experience or read about expressive products of the target culture, such as 

children's songs, selections from children's literature and types of artwork and websites that 

are enjoyed or produced by their peer group in the target culture. 
















4.3. Identify, discuss and create different types of artwork that are enjoyed or made by their peer 

group in the target culture. 










STATE 4.4. Participate in age-appropriate cultural activities, such as games, songs, birthday celebrations, 



FRAMEWORK storytelling, dramatizations or role-playing of the target culture. 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 
















4.5. Use appropriate gestures and oral expressions for greetings, farewells and common or familiar 

classroom interactions of the target culture. 


























4.6. Recognize simple themes, ideas or perspectives of the target culture. 




DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 

DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 



CT.5. Connections (Interdisciplinary Mode): In at least one language other than English, students 

will reinforce and expand their knowledge of other areas of study through the world 

language, and vice versa. (Novice/Beginning) 

5.1. Use simple information learned in other subjects in their study of a world language. 




5.2. Use simple information from their world language class in their study of other subjects. 




5.3. Use new information and interdisciplinary awareness gained through world language study to 

expand their personal knowledge. 









CT.6. Connections (Intradisciplinary Mode): In at least one language other than English, students 

will acquire and use information from a variety of sources only available in the world 

language. (Novice/Beginning) 

6.1. Use multiple media resources to access information regarding the target culture(s). 











language. 







STATE 

FRAMEWORK 

























6.2. Recognize the various sources of information available only in the target language and 

culture(s), e.g., newspapers, websites, television, etc. 











language. 














STATE 

FRAMEWORK 


















6.3. Demonstrate the ability to access information about the target language and culture(s) from 

various sources, including the Internet, with assistance if necessary. 











language. 





















DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 











CT.7. Comparisons Among Languages: In at least one language other than English, students will 

demonstrate literacy and an understanding of the nature of language through comparisons 

across languages. (Novice/Beginning) 

7.1. Give examples of words borrowed from one language and used in another, and develop an 

understanding of the process of borrowing. 








7.2. Demonstrate an awareness of the target language's phonetic and writing systems and how they 

differ from the phonetic and writing systems in the English language. 














how many. 


























































language. 


























































STATE 

FRAMEWORK 

7.3. Develop listening and speaking skills on a range of topics to facilitate reading skills. 














how many. 


























































language. 

































STATE 

FRAMEWORK 

DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 
























7.4. Retell, summarize and give opinions on grade-appropriate texts read aloud by the teacher. 






CT.8. Comparisons Among Cultures: In at least one language other than English, students will 

demonstrate an understanding of the concept of culture through comparisons across 

cultures. (Novice/Beginning) 

8.1. Identify, compare and contrast different forms of communication across cultures, including 

signs, symbols, advertisements, packages, displays, murals, songs and rhymes. 















STATE 

FRAMEWORK 

STATE 

FRAMEWORK 




8.2. Demonstrate knowledge of the patterns of behavior across cultures that are related to 

recreation and celebrations. 







8.3. Identify and describe some cultural beliefs and perspectives relating to family, school, work 

and play across cultures. 














how many. 


























































language. 

















STATE 

FRAMEWORK 








































8.5. Use new information and cultural awareness to compare and contrast their experiences with 

those of their peers in the target culture(s) and to identify with and respect peers in the target 

culture(s). 










DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 









CT.9. Communities: In at least one language other than English, students will use the world 

language and their cultural knowledge both within and beyond the school setting for 

personal enjoyment, enrichment and active participation. (Novice/Beginning) 

9.1. Exchange information about family, school events and celebrations with native speakers via 

letters and technologies, such as e-mail, audio or videotapes, CDs, DVDs and distance learning. 































9.2. Identify different types of employment in which target language skills are an asset. 





STATE 

FRAMEWORK 


9.3. Review materials and/or media from the target language and culture for enjoyment and/or 

entertainment. 










Grade 1 

DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 




1.1. Greet others and exchange essential information, including names, addresses, birthplaces, 




and indefinite articles; singular, plural, and gendered nouns; third person singular 

and plural personal subject pronouns; subject-verb agreement. 

• Spanish (LA) Level 1, Unit 1, Lesson 2 - Uses common foods, animals and everyday 

items to teach direct objects. Also introduces the user to negation and common 

yes/no questions. Includes direct mixed-gendered "they," questions with "What," 

"yes/no" questions 

• Spanish (LA) Level 1, Unit 1, Lesson 3 - Introduces the user to adjectives including 

colors and sizes. The user also learns words for several professions, the first and 

second person pronouns and many other additional nouns. 

• Spanish (LA) Level 1, Unit 1, Lesson 4 - Teaches the numbers 1-6, many household 

object and clothing words, as well as question words such as who and how many. 




including possessive pronouns, the numbers 7-12, people's ages and more question 

words. 






Along the way the user learns the names of several cities and countries, words for 

city landmarks, more greetings and more question words. 











including all the days of the week. Practices polite language, the preposition with, 

new nouns and verbs related to visiting a friend, more body parts and some 

sensory words. 

• Spanish (LA) Level 1, Unit 3, Lesson 3 - Shows the user how to communicate about 

the languages that they do (and do not) speak and write. Users learn names of 

several languages and the numbers from 30 to 60. 



• Spanish (LA) Level 1, Unit 3, Lesson 4 - Introduces reflexive verbs as they are used 

with a person's morning washing routine. Along the way the user learns words for 

common bedroom and bathroom objects, and several new adjectives with the 

same theme. 

• Spanish (LA) Level 1, Unit 3, Lesson 5 Teacher's Guide - Activities further enhance 

the lessons viewed by students. 


names of several stores and plenty of things to buy in them. Also uses a number of 

new verbs to talk about the places and the objects. 

• Spanish (LA) Level 1, Unit 4, Lesson 2 - Teaches the user to express their likes and 

dislikes and to compare things while teaching several new fun things to do around 

town, several sports and new foods. The lesson continues the shopping theme by 

introducing words related to the cost of items, including common currencies and a 

number of related question words. 


new language by teaching common shopping phrases, different forms of payment, 

new adjectives that describe objects one shops for, more comparatives and a 

variety of words that help us express quantity. 







• Spanish (LA) Level 2, Unit 1, Lesson 1 - Follows the theme of getting around town 

by introducing several types of buildings and stores, and then teaches the user 

how to ask for directions and understand how to follow them in their new 

language. 


phrases helpful for using public transportation including directional language, the 

words for vehicles, the verbs used with the modes of transportation and the 






• Spanish (LA) Level 2, Unit 1, Lesson 4 - Introduces travel destinations and weather 

language including discussing the temperature and kinds of precipitation and 

showing the user how to talk about the weather in the future. 



• Spanish (LA) Level 2, Unit 2, Lesson 1 - Introduces the past tense, indirect objects 

and vocabulary about correspondence. Practices the future tense. 

• Spanish (LA) Level 2, Unit 2, Lesson 2 - Continues to teach the past and the use of 

indirect objects while showing the user how to ask for clarification when they 





• Spanish (LA) Level 2, Unit 2, Lesson 4 - Continues to teach the past tense and the 

imperfect by contrasting them. Teaches polite ways to make requests. 



STATE 

FRAMEWORK 













• Spanish (LA) Level 2, Unit 3, Lesson 4 - Concludes the theme of the unit with more 

party language, more words to make comparisons and how to accept and decline 

an invitation. 



• Spanish (LA) Level 2, Unit 4, Lesson 1 - Introduces a new form of the future and a 

large number and variety of food and restaurant language. 







• Spanish (LA) Level 2, Unit 4, Lesson 4 - Teaches common activities to do while on 

vacation and adds more places to go, things to see on vacation, vacation-themed 
























words. 








































language. 













STATE 

FRAMEWORK 







































words. 





























same theme. 
























language. 













STATE 

FRAMEWORK 
































































words. 



























same theme. 


























language. 








































STATE 

FRAMEWORK 




















































STATE 

FRAMEWORK 

STATE 

FRAMEWORK 


language. 























1.6. Express their likes and dislikes regarding various people, objects, categories and events present 

in their everyday environments. 
































words. 



























same theme. 


























language. 












































STATE 

FRAMEWORK 

DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 




















words. 





























STATE 

FRAMEWORK 








words. 


























language. 



























words. 



























same theme. 


























language. 












































STATE 

FRAMEWORK 
































words. 





























same theme. 
























language. 




















STATE 

FRAMEWORK 

STATE 

FRAMEWORK 









































2.5. Comprehend the main ideas and identify the principal characters when reading poems, short folk 

tales or illustrated stories. 





STATE 

FRAMEWORK 



















words. 



























same theme. 


























language. 


































STATE 

FRAMEWORK 










































words. 





























same theme. 
























language. 










STATE 

FRAMEWORK 



































































words. 



























same theme. 


























language. 





































DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 























3.1. Give simple oral reports or presentations about family members and friends, objects, or common 

school and home activities in their everyday environments. 














language. 








culture. 



STATE 

FRAMEWORK 

















words. 



































STATE 

FRAMEWORK 





language. 









































language. 






DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 











































children's songs, selections from children's literature and types of artwork and websites that are 

enjoyed or produced by their peer group in the target culture. 






STATE 

FRAMEWORK 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 













4.3. Identify, discuss and create different types of artwork that are enjoyed or made by their peer 

group in the target culture. 










4.4. Participate in age-appropriate cultural activities, such as games, songs, birthday celebrations, 

storytelling, dramatizations or role-playing of the target culture. 
















4.5. Use appropriate gestures and oral expressions for greetings, farewells and common or familiar 

classroom interactions of the target culture. 





STATE 

FRAMEWORK 

DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 





words. 



















4.6. Recognize simple themes, ideas or perspectives of the target culture. 




CT.5. Connections (Interdisciplinary Mode): In at least one language other than English, students 

will reinforce and expand their knowledge of other areas of study through the world 

language, and vice versa. (Novice/Beginning) 

5.1. Use simple information learned in other subjects in their study of a world language. 




5.2. Use simple information from their world language class in their study of other subjects. 




5.3. Use new information and interdisciplinary awareness gained through world language study to 

expand their personal knowledge. 





DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 







CT.6. Connections (Intradisciplinary Mode): In at least one language other than English, students 

will acquire and use information from a variety of sources only available in the world 

language. (Novice/Beginning) 

6.1. Use multiple media resources to access information regarding the target culture(s). 











language. 






























STATE 

FRAMEWORK 

STATE 

FRAMEWORK 


6.2. Recognize the various sources of information available only in the target language and 

culture(s), e.g., newspapers, websites, television, etc. 











language. 





























6.3. Demonstrate the ability to access information about the target language and culture(s) from 

various sources, including the Internet, with assistance if necessary. 





DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 









language. 





























CT.7. Comparisons Among Languages: In at least one language other than English, students will 

demonstrate literacy and an understanding of the nature of language through comparisons 

across languages. (Novice/Beginning) 

7.1. Give examples of words borrowed from one language and used in another, and develop an 

understanding of the process of borrowing. 









STATE 

FRAMEWORK 

same theme. 

7.2. Demonstrate an awareness of the target language's phonetic and writing systems and how they 

differ from the phonetic and writing systems in the English language. 


















words. 



























same theme. 


























language. 































STATE 

FRAMEWORK 


























7.3. Develop listening and speaking skills on a range of topics to facilitate reading skills. 


















words. 





























same theme. 
























language. 


























































STATE 

FRAMEWORK 

DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 

7.4. Retell, summarize and give opinions on grade-appropriate texts read aloud by the teacher. 






CT.8. Comparisons Among Cultures: In at least one language other than English, students will 

demonstrate an understanding of the concept of culture through comparisons across 

cultures. (Novice/Beginning) 

8.1. Identify, compare and contrast different forms of communication across cultures, including 

signs, symbols, advertisements, packages, displays, murals, songs and rhymes. 







same theme. 









8.2. Demonstrate knowledge of the patterns of behavior across cultures that are related to 

recreation and celebrations. 







8.3. Identify and describe some cultural beliefs and perspectives relating to family, school, work and 

play across cultures. 




















words. 



























same theme. 


























language. 











































STATE 

FRAMEWORK 

DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 














8.5. Use new information and cultural awareness to compare and contrast their experiences with 

those of their peers in the target culture(s) and to identify with and respect peers in the target 

culture(s). 







same theme. 









CT.9. Communities: In at least one language other than English, students will use the world 

language and their cultural knowledge both within and beyond the school setting for 

personal enjoyment, enrichment and active participation. (Novice/Beginning) 

9.1. Exchange information about family, school events and celebrations with native speakers via 

letters and technologies, such as e-mail, audio or videotapes, CDs, DVDs and distance learning. 














STATE 

FRAMEWORK 

STATE 

FRAMEWORK 




















9.2. Identify different types of employment in which target language skills are an asset. 




9.3. Review materials and/or media from the target language and culture for enjoyment and/or 

entertainment. 










Grade 2 

DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 




1.1. Greet others and exchange essential information, including names, addresses, birthplaces, 



















words. 





























same theme. 
























language. 


























STATE 

FRAMEWORK 



















































words. 








































language. 













STATE 

FRAMEWORK 







































words. 





























same theme. 
























language. 













STATE 

FRAMEWORK 
































































words. 



























same theme. 


























language. 








































STATE 

FRAMEWORK 




















































STATE 

FRAMEWORK 

STATE 

FRAMEWORK 


language. 























1.6. Express their likes and dislikes regarding various people, objects, categories and events present 

in their everyday environments. 
































words. 



























same theme. 


























language. 












































STATE 

FRAMEWORK 

DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 




















words. 





























STATE 

FRAMEWORK 








words. 


























language. 



























words. 



























same theme. 


























language. 












































STATE 

FRAMEWORK 
































words. 





























same theme. 
























language. 




















STATE 

FRAMEWORK 

STATE 

FRAMEWORK 









































2.5. Comprehend the main ideas and identify the principal characters when reading poems, short folk 

tales or illustrated stories. 





STATE 

FRAMEWORK 



















words. 



























same theme. 


























language. 


































STATE 

FRAMEWORK 










































words. 





























same theme. 
























language. 










STATE 

FRAMEWORK 



































































words. 



























same theme. 


























language. 





































DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 























3.1. Give simple oral reports or presentations about family members and friends, objects, or common 

school and home activities in their everyday environments. 














language. 








culture. 



STATE 

FRAMEWORK 

















words. 



































STATE 

FRAMEWORK 





language. 









































language. 






DOMAIN / 

CONTENT 

STANDARD 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 











































children's songs, selections from children's literature and types of artwork and websites that are 

enjoyed or produced by their peer group in the target culture. 






STATE 

FRAMEWORK 

STATE 

FRAMEWORK 

STATE 

FRAMEWORK 





party language, more words to make comparisons and how to accept and

Rosetta Stone Version 3 - Spanish - Detailed Grade K

You also want an ePaper? Increase the reach of your titles