Woman Filmed Harassing Family for Speaking Spanish at Virginia Restaurant

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Skills available for Virginia Spanish standards

IXL'southward Level 1 skills volition be aligned to the Virginia Standards of Learning presently! Until then, you lot tin view a complete list of Level ane standards below.

Standards are in blackness and IXL Spanish skills are in dark green. Hold your mouse over the proper name of a skill to view a sample question. Click on the proper name of a skill to practise that skill.

Interpersonal Communication

SI.one The student will exchange simple spoken and written information in Spanish.
- SI.1.i Use basic greetings, farewells, and expressions of courtesy both orally and in writing.
  - Greeting people and proverb adieu ( S-1.Thousand )
  - How are yous doing? ( Due south-1.N )
  - Introductions ( S-1.O )
  - Breezy and formal linguistic communication: tú and usted ( Southward-2.H )
- SI.1.2 Express likes and dislikes, requests, descriptions, and directions.
  - Recognize the correct form of gustar + infinitive ( Southward-7.Fifty )
  - Provide the correct form of gustar + infinitive ( S-seven.Thou )
- SI.ane.3 Ask and respond questions nearly familiar topics, such as family members, personal property, schoolhouse, and leisure activities, fourth dimension, and weather.
  - Mind and cull the appropriate response to bones questions ( S-i.Q )
  - Listen to questions about educatee life and choose the appropriate response ( South-4.N )
  - Describe scenes from around school ( S-4.Q )
  - Enquire questions related to plans and preferences ( S-vi.U )
  - Question words: review ( Due south-7.I )
SI.2 The student will sustain brief oral and written exchanges in Castilian, using familiar phrases and sentences.
- SI.ii.i Initiate, sustain, and close brief oral and written exchanges with accent on the nowadays time.
  - Greeting people and saying goodbye ( S-1.M )
  - How are you doing? ( S-1.Due north )
  - Introductions ( South-ane.O )
- SI.2.ii Apply proper formal and breezy forms of address in familiar situations.
  - Greeting people and saying goodbye ( South-ane.Thousand )
  - How are you doing? ( Due south-i.N )
  - Introductions ( S-1.O )
  - Informal and formal language: tú and usted ( S-two.H )
- SI.2.3 Utilize nonverbal communication and unproblematic paraphrasing to convey and comprehend letters.

Interpretive Advice: Listening and Reading for Agreement

SI.3 The student will understand simple spoken and written Spanish presented through a variety of media and based on familiar topics.
- SI.iii.ane Identify key words, cognates and some formulaic expressions when listening and reading.
  - Greeting people and maxim goodbye ( S-1.M )
  - How are you doing? ( S-1.N )
  - Introductions ( S-ane.O )
  - Listen and fill in a form with personal information: messages and numbers ( Southward-one.P )
  - Heed and cull the advisable response to bones questions ( S-i.Q )
  - What is the chat virtually? ( S-1.R )
  - Informal and formal language: tú and usted ( S-2.H )
  - Mind and place the person from the description ( Southward-two.O )
  - Listen to people describe themselves and others ( S-2.P )
  - Read nigh famous people from the Spanish‑speaking world ( S-two.Q )
  - Common adjectives ( S-iii.J )
  - Mind and recognize classes and school supplies ( S-3.Q )
  - Mind to people talk nearly the school day ( Southward-three.R )
  - Read materials related to school and student life ( S-3.S )
  - Listen to questions near student life and choose the appropriate response ( S-four.Due north )
  - Listen to people talk almost their school and everything in information technology ( S-4.O )
  - Read about schools and teaching in the Spanish‑speaking world ( S-four.P )
  - Describe scenes from around schoolhouse ( S-4.Q )
  - Adjectives for feelings or states of being: provide the correct word ( S-5.F )
  - Cognates and parts of spoken language ( S-five.J )
  - Listen and friction match the statement to the image ( S-5.R )
  - Mind to people talk near their families ( S-5.S )
  - Read about families from the Spanish‑speaking earth ( S-v.T )
  - Time expressions to talk about frequency ( S-6.M )
  - Heed to statements nigh actions and habits related to nutrient ( Due south-6.R )
  - Heed to people talk nearly their favorite foods and drinks ( S-6.South )
  - Read about typical meals and foods from the Spanish‑speaking world ( S-6.T )
  - Ask questions related to plans and preferences ( S-vi.U )
  - Question words: review ( S-7.I )
  - Time expressions to talk about the present and the future ( S-7.K )
  - Select the use of tener or tener que ( S-vii.P )
  - Listen to conversations near making plans ( S-7.R )
  - Listen to people talk nigh sports, hobbies, and free time ( S-vii.S )
  - Read street interviews about plans, habits, and free time ( Southward-7.T )
  - Respond to plans and invitations past giving reasons and excuses ( S-7.U )
- SI.3.2 Comprehend simple, culturally authentic oral and written materials, such every bit announcements, messages, and advertisements that use familiar vocabulary and formulaic expressions with pregnant contextual support.
- SI.iii.iii Follow unproblematic instructions, such as those most classroom procedures or for using computers and other classroom technology.
SI.4 The student will employ verbal and nonverbal cues to empathize simple spoken and written messages in Spanish.
- SI.4.i Differentiate amidst basic types of statements, questions, and exclamations.
- SI.4.two Employ basic culturally appropriate gestures, body language, and intonation to clarify the message.

Presentational Advice: Speaking and Writing

SI.5 The pupil will present information orally and in writing in Spanish, using a diversity of familiar vocabulary, phrases, and structural patterns.
- SI.five.1 Present basic information gathered from breezy conversations, course presentations, interviews, readings, and a variety of media sources.
- SI.5.2 Present basic information about topics such equally oneself, family unit members and others, events, interests, school, recreational activities, and personal property with accent on present time.
  - Write sentences almost yourself, your family unit, or people you know ( Southward-5.V )
  - Write sentences that are truthful for yous nigh sports, hobbies, and gratis time ( Due south-7.Five )
- SI.five.three Demonstrate increasing attention to accurate intonation and pronunciation.
- SI.v.4 Demonstrate increasing attention to authentic word order, punctuation, accents and other diacritical marks, and spelling.
  - Sentence construction in affirmative and negative sentences ( S-3.P )
  - Recognize the correct form of gustar + infinitive ( S-7.L )
  - Provide the correct form of gustar + infinitive ( Southward-7.M )
- SI.5.5 Write simple sentences on familiar topics in curt paragraph style.
SI.half dozen The student will nowadays apposite textile in Spanish, including brief narratives, monologues, dialogues, poetry, and songs.
- SI.6.1 Employ appropriate verbal and nonverbal techniques, such equally voice inflection, gestures, and facial expressions.
- SI.half-dozen.2 Communicate coherent ideas using appropriate visual and technological back up.

Cultural Perspectives, Practices, and Products

SI.7 The student will develop an sensation of common perspectives, practices, and products of Spanish-speaking cultures.
- SI.7.i Identify main viewpoints of the cultures, such as those relating to the concept of fourth dimension, education, transportation, and the roles of family members.
  - Read most schools and instruction in the Castilian‑speaking world ( S-4.P )
  - Recognize immediate family unit members and pets ( Due south-v.A )
- SI.7.2 Identify key customs and traditions of Spanish-speaking cultures, such equally greetings, celebrations, holiday practices, and forms of address that demonstrate politeness.
  - Greeting people and saying goodbye ( S-1.M )
  - How are you doing? ( S-i.N )
  - Introductions ( South-1.O )
  - Informal and formal language: tú and usted ( S-2.H )
- SI.7.three Identify of import historical and contemporary individuals and groups associated with significant events from Spanish-speaking cultures.
- SI.vii.4 Place some products of Spanish-speaking cultures, for instance, natural and manufactured items, creative and fine arts, forms of recreation, pastimes, dwellings, regionally-specific language, and symbols.
  - Read near famous people from the Spanish‑speaking earth ( S-2.Q )
  - Read about schools and education in the Castilian‑speaking world ( Due south-4.P )
  - Recognize immediate family members and pets ( Southward-5.A )
SI.8 The educatee volition recognize that perspectives, practices, and products of Spanish-speaking cultures studied are interrelated.
- SI.8.1 Recognize that the viewpoints, customs and traditions, and products of Spanish speakers reverberate Spanish-speaking cultures, such as the concepts of the extended family, a girl's 15th birthday, and typical foods.
  - Read virtually typical meals and foods from the Castilian‑speaking world ( S-half dozen.T )
  - Read street interviews virtually plans, habits, and free time ( S-7.T )
- SI.viii.2 Identify major cities, regions, and geographical features in Spanish-speaking countries and the reasons they are significant in the cultures of those countries.

Making Connections through Language

SI.nine The pupil will connect information about the Castilian language and Castilian-speaking culture(s) with concepts studied in other subject areas.
- SI.9.one Place the use of Spanish language and cultures in other subject areas.
- SI.ix.2 Relate content from other subject areas to topics discussed in Spanish grade, such as current events from Spanish-speaking countries or regions or the influence of Spanish-speaking explorers and settlers on various regions of the The states.

Linguistic and Cultural Comparisons

SI.10 The student will compare basic elements of the Spanish language to those of English and other languages.
- SI.x.i Recognize cognates, genders, level-advisable idioms, and differences in writing systems.
  - Basics of gender and noun‑adjective understanding: singular forms ( S-2.50 )
  - Categorize words based on gender and number ( Southward-2.N )
  - Read about famous people from the Castilian‑speaking globe ( S-two.Q )
  - Gender and number agreement: articles, adjectives, and nouns ( Southward-3.One thousand )
  - Read materials related to school and educatee life ( Due south-3.South )
  - Read about schools and educational activity in the Spanish‑speaking world ( South-4.P )
  - Cognates and parts of speech ( S-five.J )
  - Read well-nigh typical meals and foods from the Castilian‑speaking world ( S-6.T )
  - Read street interviews virtually plans, habits, and gratis fourth dimension ( S-7.T )
- SI.10.2 Recognize differences in sound systems including basic sound distinctions and intonation patterns and their furnishings on the communication of meaning.
SI.11 The student volition demonstrate understanding of the significance of culture through comparisons between Spanish-speaking cultures and those of the United states.
- SI.11.i Compare patterns of behavior and interaction found in the United States with those found in Spanish-speaking societies.
  - Greeting people and saying goodbye ( Southward-i.M )
  - How are y'all doing? ( Southward-one.Due north )
  - Introductions ( S-i.O )
  - Informal and formal linguistic communication: tú and usted ( S-ii.H )
- SI.11.ii Recognize differences in social practices and personal interactions among cultures.
  - Greeting people and saying goodbye ( S-1.One thousand )
  - How are you doing? ( South-1.Northward )
  - Introductions ( Due south-1.O )
  - Informal and formal language: tú and usted ( South-2.H )
- SI.11.3 Recognize unique elements of the pupil'due south own culture.
  - Read about schools and education in the Castilian‑speaking world ( South-4.P )
  - Read almost typical meals and foods from the Spanish‑speaking world ( S-6.T )

Interacting in School and Global Communities

SI.12 The student volition apply Spanish language skills and cultural cognition across the classroom setting for recreational, educational, and occupational purposes.
- SI.12.i Find and present examples of the Castilian language and Spanish-speaking cultures gathered from interaction with Spanish speakers, authentic media, and technology.
- SI.12.2 Use resource, such as individuals and organizations in the community or attainable through technology, to gain data about the Spanish-speaking world.

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Source: https://www.ixl.com/standards/virginia/spanish

Woman Filmed Harassing Family for Speaking Spanish at Virginia Restaurant

Interpersonal Communication

SI.one The student will exchange simple spoken and written information in Spanish.

SI.1.i Use basic greetings, farewells, and expressions of courtesy both orally and in writing.

SI.1.2 Express likes and dislikes, requests, descriptions, and directions.

SI.ane.3 Ask and respond questions nearly familiar topics, such as family members, personal property, schoolhouse, and leisure activities, fourth dimension, and weather.

SI.2 The student will sustain brief oral and written exchanges in Castilian, using familiar phrases and sentences.

SI.ii.i Initiate, sustain, and close brief oral and written exchanges with accent on the nowadays time.

SI.2.ii Apply proper formal and breezy forms of address in familiar situations.

SI.2.3 Utilize nonverbal communication and unproblematic paraphrasing to convey and comprehend letters.

Interpretive Advice: Listening and Reading for Agreement

SI.3 The student will understand simple spoken and written Spanish presented through a variety of media and based on familiar topics.

SI.iii.ane Identify key words, cognates and some formulaic expressions when listening and reading.

SI.3.2 Comprehend simple, culturally authentic oral and written materials, such every bit announcements, messages, and advertisements that use familiar vocabulary and formulaic expressions with pregnant contextual support.

SI.iii.iii Follow unproblematic instructions, such as those most classroom procedures or for using computers and other classroom technology.

SI.4 The student will employ verbal and nonverbal cues to empathize simple spoken and written messages in Spanish.

SI.4.i Differentiate amidst basic types of statements, questions, and exclamations.

SI.4.two Employ basic culturally appropriate gestures, body language, and intonation to clarify the message.

Presentational Advice: Speaking and Writing

SI.5 The pupil will present information orally and in writing in Spanish, using a diversity of familiar vocabulary, phrases, and structural patterns.

SI.five.1 Present basic information gathered from breezy conversations, course presentations, interviews, readings, and a variety of media sources.

SI.5.2 Present basic information about topics such equally oneself, family unit members and others, events, interests, school, recreational activities, and personal property with accent on present time.

SI.five.three Demonstrate increasing attention to accurate intonation and pronunciation.

SI.v.4 Demonstrate increasing attention to authentic word order, punctuation, accents and other diacritical marks, and spelling.

SI.5.5 Write simple sentences on familiar topics in curt paragraph style.

SI.half dozen The student will nowadays apposite textile in Spanish, including brief narratives, monologues, dialogues, poetry, and songs.

SI.6.1 Employ appropriate verbal and nonverbal techniques, such equally voice inflection, gestures, and facial expressions.

SI.half-dozen.2 Communicate coherent ideas using appropriate visual and technological back up.

Cultural Perspectives, Practices, and Products

SI.7 The student will develop an sensation of common perspectives, practices, and products of Spanish-speaking cultures.

SI.7.i Identify main viewpoints of the cultures, such as those relating to the concept of fourth dimension, education, transportation, and the roles of family members.

SI.7.2 Identify key customs and traditions of Spanish-speaking cultures, such equally greetings, celebrations, holiday practices, and forms of address that demonstrate politeness.

SI.7.three Identify of import historical and contemporary individuals and groups associated with significant events from Spanish-speaking cultures.

SI.vii.4 Place some products of Spanish-speaking cultures, for instance, natural and manufactured items, creative and fine arts, forms of recreation, pastimes, dwellings, regionally-specific language, and symbols.

SI.8 The educatee volition recognize that perspectives, practices, and products of Spanish-speaking cultures studied are interrelated.

SI.8.1 Recognize that the viewpoints, customs and traditions, and products of Spanish speakers reverberate Spanish-speaking cultures, such as the concepts of the extended family, a girl's 15th birthday, and typical foods.

SI.viii.2 Identify major cities, regions, and geographical features in Spanish-speaking countries and the reasons they are significant in the cultures of those countries.

Making Connections through Language

SI.nine The pupil will connect information about the Castilian language and Castilian-speaking culture(s) with concepts studied in other subject areas.

SI.9.one Place the use of Spanish language and cultures in other subject areas.

SI.ix.2 Relate content from other subject areas to topics discussed in Spanish grade, such as current events from Spanish-speaking countries or regions or the influence of Spanish-speaking explorers and settlers on various regions of the The states.

Linguistic and Cultural Comparisons

SI.10 The student will compare basic elements of the Spanish language to those of English and other languages.

SI.x.i Recognize cognates, genders, level-advisable idioms, and differences in writing systems.

SI.10.2 Recognize differences in sound systems including basic sound distinctions and intonation patterns and their furnishings on the communication of meaning.

SI.11 The student volition demonstrate understanding of the significance of culture through comparisons between Spanish-speaking cultures and those of the United states.

SI.11.i Compare patterns of behavior and interaction found in the United States with those found in Spanish-speaking societies.

SI.11.ii Recognize differences in social practices and personal interactions among cultures.

SI.11.3 Recognize unique elements of the pupil'due south own culture.

Interacting in School and Global Communities

SI.12 The student volition apply Spanish language skills and cultural cognition across the classroom setting for recreational, educational, and occupational purposes.

SI.12.i Find and present examples of the Castilian language and Spanish-speaking cultures gathered from interaction with Spanish speakers, authentic media, and technology.

SI.12.2 Use resource, such as individuals and organizations in the community or attainable through technology, to gain data about the Spanish-speaking world.

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