Estandares ingles 1ro 9no.

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ÍNDICE
PRESENTATION......................................................................................................................................3
ENGLISH STANDARDS...........................................................................................................................5
ENGLISH STANDARDS MAP..................................................................................................................7
STANDARDS AND COMPONENT...........................................................................................................9
BLOCK, COMPONENT, STANDARD AND INDICATOR PER LEVEL..................................................11

Block 1: Communication.
Component 1: Communicate in another language.
Students use another language to communicate with others.......................................................11
Block 2: Culture.
Component 1: Gain knowledge and understanding of other cultures. Students use their
understanding of culture to communicate and function appropriately in another culture.............20
Block 3: Connections
Component 1: Connect with other disciplines and acquire information.
Students use their understanding of another language and culture to
reinforce and expand their knowledge of other disciplines and vice versa..................................25
Block 4: Comparisons.
Component 1: Develop insight into the nature of language and culture.
Students demonstrate an understanding of the similarities, differences
and interactions across languages..............................................................................................33
Block 5: Communities.
Component 1: Participate in multilingual communities at home and around
the world. Students use their knowledge of language and culture
to enrich my life and broaden my opportunities............................................................................37

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ESTÁNDARES DE INGLÉS (TRADUCCIÓN).....................................................................................43
MAPA ESTÁNDARES DE INGLÉS......................................................................................................45
ESTÁNDARES Y COMPONENTES.....................................................................................................47
BLOQUE, COMPONENTE, ESTÁNDAR E INDICADOR DE LOGRO..................................................47
BLOQUE 1: Comunicación.
COMPONENTE 1: Comunicarse en otra lengua.........................................................................49
BLOQUE 2: Cultura.
COMPONENTE 1: Obtiene conocimiento y comprensión de otras culturas.................................53
BLOQUE 3: Conexiones.
COMPONENTE 1: Relacionan con otras disciplinas y adquieren información...........................55
BLOQUE 4: Comparaciones.
COMPONENTE 1: Desarrolla un enfoque hacia
lanaturalezadelalenguaextranjeraysucultura..............................................................................59
BLOQUE 5: Comunidades.
COMPONENTE 1: Participan en comunidades multilingües en
casa y en cualquier otro lugar del mundo........................................................................................51
AGRADECIMIENTO...............................................................................................................................63

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PRESENTATION
The Secretaria de Educación, in the process of transforming the National Education System
as response to the aspiration of Honduran society embodied in the proposal presented
by the Foro Nacional de Convergencia (FONAC), has elaborated the National Educational
English Standards for Basic Education that will guide month by month the teacher´s labor in the
classroom.
The National Educational Standards were made base in the National Curriculum Design for
Basic Education for the content area of English. They are align with the National Educational
Standards, which has the defined goals of what must be taught and students must achieve
during the process of learning.
Likewise, the National Education Standards observed a close relationship with the contents of
DCNB no scope of any specific literature, so it is recommended the use of multiple resources
and texts available, inviting the teachers to be creative and manager in their teaching, thereby
seeking to complement a quality educational process.
National Education Standards reflect consistency, alignment and gradual approach between the
different educational levels and are designed to facilitate the pedagogical practice of teachers
in the classroom, providing the information needed to plan, allocate time and work to develop
organized content for each week, month and year, and to evaluate the educational process.
Being that the effectiveness of this document is a major concern the Secretaria de Educación, it
is expected that the use and management on the part of teachers to be directed towards active
participation for validation, integrated in a process that allows constructive criticism in achieving
the quality of both teaching and learning exercise for students and beneficial to the country’s
education quality.

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English / Inglés
PRESENTACIÓN
La Secretaría de Educación, en el marco de la transformación del Sistema Educativo Nacional
y en respuesta a las aspiraciones de la sociedad hondureña plasmada en la propuesta
presentada por el Foro Nacional de Convergencia (FONAC), ha elaborado los Estándares
Educativos Nacionales de Inglés para la Educación Básica que servirán para orientar mes a
mes la labor docente en el aula de clase.
Los Estándares Educativos Nacionales están elaborados con base en el Diseño Curricular
Nacional para la Educación Básica (DCNB) para el área de Inglés. Están además alineados
con los Estándares Educativos Nacionales, que son los objetivos que definen lo que se debe
enseñar y lo que los alumnos y alumnas deben lograr durante su proceso de aprendizaje.
Así mismo, los Estándares Educativos Nacionales observan una relación estrecha con
los contenidos del DCNB, sin enmarcarse en ninguna bibliografía específica, por lo que se
recomienda el uso de múltiples recursos y textos disponibles en el medio, invitando al docente a
ser creativo y gestor en su labor docente, procurando de esa manera complementar un proceso
educativo de calidad.
Los Estándares Educativos Nacionales reflejan coherencia, alineación y gradualidad entre
los diferentes niveles educativos y tienen como finalidad facilitar la práctica pedagógica de los
docentes en el aula de clase, brindándole los elementos necesarios para planificar, distribuir
el tiempo de trabajo y organizar los contenidos a desarrollar en cada semana, mes y año, así
como para evaluar los procesos educativos.
Siendo que la efectividad de este documento es una de las mayores preocupaciones de la
Secretaría de Educación, se espera que el uso y manejo por parte de los docentes se oriente
a la participación activa para su validación, integrándose a un proceso que permita la crítica
constructiva en el logro de la calidad, tanto del ejercicio docente como del aprendizaje de los
alumnos y alumnas y que redunde en beneficio de la calidad educativa del país.

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English
Standards
Here are the National Education
Standards for English from first to
ninth Sub-levels.
All blocks and components are
distributed in all Sub-levels

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STANDARDS AND COMPONENT
Block 2: Culture.
Block 3: Connections.
ENGLISH
Component Standards
1. Communicate in another language. Standard 1: Students engage in conversations, provide
and obtain information, express feelings and emotions,
and exchange opinions (interpersonal).
Standard 2: Students understand and interpret written
and spoken language on a variety of topics (interpretive).
Standard 3: Students present information, concepts, and
ideas to an audience of listeners or readers on a variety of
topics (presentational).
Component Standards
1. Gain knowledge and understanding of other
cultures.
Standard 1: Students demonstrate an understanding of
the relationship between the practices and perspectives of
the culture studied.
the relationship between the products and perspectives of
the culture studied.
Component Standards
1. Connect with other disciplines and acquire
information.
Standard 1: Students reinforce and further their
knowledge of other disciplines through the world
language.
Standard 2: Students acquire and use information from
a variety of sources only available in the world language,
using technology, print, audiovisual, media, data and
human resources (interdisciplinary).

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Component Standards
1. Develop insight into the nature of language
and culture.
Standard 1: Students demonstrate an understanding
of the nature of language through comparison of the
language studied and their own.
the concept of culture through comparisons of the cultures
studied and their own.
Component Standards
1. Participate in multilingual communities at
home and around the world.
Standard 1: Students use the world language both within
and beyond the school setting.
Standard 2: Students show evidence of becoming
life-long learners by using the language for personal
enjoyment and enrichment.

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Standard 1: Students engage in conversations, provide and obtain information, express feelings and emotions,
and exchange opinions (interpersonal).
Sub-Level 1
1. Exchange simple greetings and farewells for the correct time of day (e.g., good morning/
afternoon/ evening) (can be pictured activity).
2. Respond to simple oral commands (e.g., line up, sit down, open your note book, get your
pencil etc).
3. Use courtesy phrases to express needs and wants, (e.g., May I go to the bathroom
please? May I barrow your pencil/eraser, sharpener, ruler please? /Thank you/ You’re
welcome).
4. Identify colors, describing school environment (e.g., What color is your pencil? It’s yellow).
5. Identify the days of the week on a calendar up to 31. Answer questions such as: What day
is today? / How many days are there in a week? (cardinal numbers).
6. Identify dates, (e.g. birthdays, national celebrations, etc.) using ordinal numbers up to 31.
7. Identify and act out emotions; match feelings with pictures and ask classmates how they
feel, (e.g., How do you feel today? I’m happy, I’m sad, I’m fine, I’m sick).
8. Introduce themselves, their family members, and pets (e.g., me, my mother, my father,
and my pet, etc).
9. Respond to simple questions about themselves (age, feelings, birthday, etc.) and
surroundings (e.g., What is the weather like today? It’s warm/ places in city, right, left,
front and back).
Sub-Level 2
1. Give simple commands or instructions to classmates and teacher, (e.g., get in pairs, get in
groups of three, underline…, make a circle, highlight…).
2. Identify oneself on the phone. Ask how someone is. (e.g., Julio, hi. This is Maria. How are
you?)
3. Express likes and dislikes on a variety of topics (e.g., animals, sports, food, hobbies).
4. Describe routines (e.g., wake up, get up, go to school, go to church, sports, meals). Give
time framework (hour, day, month, today, yesterday, tomorrow) for when activities are
performed.
5. Ask and respond in simple conversations to questions about peers and teachers (e.g.,
How are you? Where do you live? What time do you eat lunch? How many family
members do you have)?
6. Identify and describe themselves and members of immediate and extended family (e.g., I
am tall, my uncle is short, my aunt is blonde).
7. Ask and state location of places and things (e.g., “Where is the zoo? The zoo is behind
the park.”).
Block, Component, Standard and Indicator per Level
Component 1: Communicate in another language. Students use another language to communicate with
others.

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Sub-Level 3
1. Expand communicative abilities based on new information (e.g., vacation, activities
related to the family, information about student’s community), using there is and there are.
2. Participate in extended exchanges with others using interrogation (e.g., What, When,
Which, Where, Who, How many, How much, How and Why, and ask about the school
government, artistic groups, sports, favorite musicians, movies, etc).
3. Engage in activities that describe future plans (e.g., dream home, ideal vacation, ideal
friend, etc).
4. Acquire goods and services through basic communicative skills (e.g., ordering food in a
restaurant, purchase goods at a supermarket, purchase at a drug store, at the general
stores, school supplies, and others).
5. Exchange opinions, feelings and emotions (e.g., I’m proud, I admire the hero, I hate drugs
etc).
6. Accept and decline invitations.
Sub-Level 4
1. Engage in conversational activities based on activities and holidays common to their
communities.
2. Use transitional words or phrases to sustain conversations (e.g., First, on the first hand,
on the other hand, finally, etc).
3. Give a one sentence opinion about problems in the communities and surrounding areas.
4. Provide and obtain information about ways of solving problems in school, community, and
their surroundings.
5. Describe themselves and the members of their family and best friend (e.g., physical
features, hobbies and interests, likes and dislikes, and personality traits).
6. Relate the sequence of a story by following the illustrations and saying the key words
(e.g., first, second, next, finally, etc).
Sub-Level 5
1. Expand oral abilities based on new information about climate, seasons, school schedule.
2. Exchange opinions about problems in the country (e.g., I think, I believe, In my opinion,
etc).
3. Provide three reasons to support an opinion on how to solve current problems that affect
the country.
4. Respond to factual and interpretive questions audibly and clearly, varying pace, tone, and
stress to enhance meaning.
5. Exchange personal past events and share the biography of a national or international
celebrity.
6. Demonstrate an awareness of dialects and regional variations.
7. Respond with simple, appropriate social expressions with correct grammar (e.g., “I have
hunger” vs. “I am hungry”, “It makes cold” vs. “It is cold out”).
8. Relate the sequence of a movie video without the sound.
9. Identify customs from target cultures that have been assimilated to daily life in the U.S.
(e.g., Taco Bell, Piñata at parties).

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Sub-Level 6
1. Read a newspaper article and respond orally to express an opinion about the topic.
2. Provide three reasons, orally, using evidence from a text, to support an opinion about a problem
in the global community.
3. Write questions on a particular topic to use in an oral interview (e.g., classmate, guest speaker).
4. Follow instructions (building a paper boat, an invitation card, a recipe, etc).
5. Express personal preferences to agree or disagree with someone else’s opinion (e.g., express
approval, disapproval, wants, preferences, ask and answer what one likes best, give and
respond to compliments).
6. Predict a sequence of events (e.g., preview video without sound and write own dialog).
7. Listen to a debate (e.g., the value of specific cultural traditions) and draw conclusions based on
the information provided.
Sub-Level 7
1. Initiate and maintain discussions where some responses may be unpredictable (e.g.,
scenarios).
2. Provide an opinion on topics of social and personal interest (e.g., music, literature, the
arts, and the sciences) and support with details and examples.
3. Engage in extended conversations on a variety of topics.
4. Critique information presented visually (through art, drama, etc).
5. Develop a logical argument on the advantages and disadvantages of a proposed course
of action (e.g., the year-round school, lowing the age for getting a driver’s license to 15).
Sub-Level 8
1. Listen to oral language (e.g., interview, broadcast, lecture, etc.) and restate the facts
presented.
2. Ask questions to reveal another’s opinion/belief on a topic (e.g., environmental issues)
and why they think the way they do (e.g., What do you think about…? Why do you think
so…?).
3. Sequence items (presented visually) using transitional words or phrases (to sustain
conversations).
4. Persuade others to accomplish a given task (and give supporting details).
5. Analyze and critique current events (e.g., social/ political/ music, literature, artistic
performance, etc).
6. Debate both sides of an issue (from a book, a magazine, a newspaper, etc.) developing a
logical argument.
7. Connect a common idiomatic expression with its literal meaning (e.g., “I know it like the
back of my hand.” “It’s raining cats and dogs.”).
Sub-Level 9
1. Use formulaic expressions appropriately (e.g., state and accept an apology according to
the severity of the situation by using appropriate phrases and intonation: “I’m so sorry.”).
2. Verbally distinguish between the roles of members in a community (e.g., a principal
has a different role from teachers and students, a priest has different roles from the
parishioners).
3. Provide information about future plans and hopes (e.g., I’ll go to La Ceiba next weekend. /
I hope the climate will improve).
4. Predict and narrate possible future events in a short story.
5. Describe cause and effect (e.g., If I get a scholarship, I’ll buy a computer).
6. Compare and contrast past and current information on a variety of topics.
7. Comprehend the main idea of an oral discourse, asking and answering questions about it.
8. Describe past situations that are not longer true (e.g., We used to live in a big city. Now
we all live in a peaceful and quiet town).

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Standard 2: Students understand and interpret written and spoken language on a variety of topics (Interpretive).
Sub-Level 1
1. Listen and respond appropriately to greetings, farewells and statements of feelings.
2. Listen to simple questions and commands on classroom topics by responding correctly
either orally or physically (e.g., Where is the trash can? Student says, “The trash can is in
the corner” or points to the trash can).
3. Recognize classroom objects in oral and written forms (e.g., clock, door, pencil
sharpener).
4. Orally supply missing word(s) to a song, rhyme, game or story at correct time (e.g.,
Twinkle, twinkle little_____).
5. Use pictures to tell the sequence of simple stories.
6. Listen to, imitate and use gestures in simple songs, rhymes and stories (whenever
possible they should be culturally authentic).
7. Identify letters, symbols, or common characters in alphabetic, phonetic or syllabic
systems.
8. Recognize beginning letters of posted classroom words.
9. Comprehend the main idea of orally related personal anecdotes, songs, rhymes, familiar
fairy tales and other narratives (familiar and/or culturally related) based on well known age
appropriate themes.
10. Comprehend the main idea in highly illustrated texts in which cognates, repetition,
predictability and rhythm are used (stories, simple advertisements and/or other literacy
sources).
11. Compare differences between opposites (e.g., tall/short, big /small, black/white).
12. Read aloud familiar words demonstrating initial awareness of pronunciation, interaction,
and stress.
13. Make connections between illustrations and simple written texts (e.g., use picture
dictionary, match illustrations with short phrases or sentences).
14. Find key words in songs, rhymes, stories or games.
Sub-Level 2
1. Comprehend culture based material, listening to and imitating simple songs, rhymes and
stories.
2. Understand and use interaction, pronunciation and stress (e.g., recites aloud).
3. Decode new vocabulary using contextual clues from previous knowledge (e.g., “The dog
is inside the house.”).
4. Elaborate on a simple picture dictionary.
5. Read aloud a familiar short story with correct intonation and pronunciation (e.g., language
ladder or simple rhymes).
6. Retell the main storyline after reading a short narrative text (magazines, advertisements,
newspapers, books, etc).
7. Listen to an announcement and identify the main idea using contextual clues.
8. Understand and follow five steps directions for classroom activities (e.g., origami,
handcraft, etc).
9. Read and demonstrate comprehension by acting out a fable using creativity in terms of
staging, customs, values, etc.
Component 1: Students understand what others are trying to communicate in another language.

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Sub-Level 3
1. Read aloud authentic materials (newspapers, magazines, advertisements, etc.) with
correct intonation, pronunciation and stress.
2. Demonstrate understanding of written or oral text by summarizing or paraphrasing (e.g.,
setting, characters, plot etc).
3. Read simple texts in target language and answer simple questions (e.g., weather report,
travel poster or brochure, T.V. Guide, etc).
4. Use primary bilingual dictionary, picture dictionary or glossary to access information.
5. Obtain information from short messages (oral or written) (e.g., invitations, directions,
announcements, appointments).
6. Predict the plot of a story after looking a sequence of illustrations.
7. Read a text and identify features such as: title, table of contents, chapters, headings,
diagrams, charts, glossaries, and indexes.
8. Read and prepare simple activities involving a series of steps (e.g., recipe, science
experiment, etc).
9. Read and perform a short simple story using creativity and imagination in terms of
staging, customs, values, and characterization.
10. Use a variety of idioms appropriately both in speech and writing.
Sub-Level 4
1. Read and respond to a variety of texts (designing a poster, making a graph, etc).
2. Express viewpoints on newspaper articles and other non-fiction texts, etc.
3. Summarize and establish sequence in a familiar event (e.g., a soccer game).
4. Explore cultural components of Internet (where available).
5. Read and respond to poetic texts by writing a rhyming poem (e.g., nonsense rhyming, the
diamond poem).
6. Predict the development of a story after reading the title or looking at illustrations.
7. Read and indentify the main idea in authentic texts.
8. Listen to an oral text and answer questions regarding main idea, setting, and characters.
9. Read aloud familiar and unfamiliar texts with fluency and competent delivery.
Sub-Level 5
1. Write a narrative on a current issue.
2. Read and respond creatively to texts by performing a play.
3. Examine and discuss socio-cultural elements represented in text (e.g., values, attitudes
and beliefs).
4. Identify the tone, mood, and/ or point of view of speakers.
5. Create a class bulletin board on a theme using visual images, quotes, and personal
writing.
6. Read and summarize a story.
7. Identify organizational features of texts (e.g., paragraphs, diagrams, titles, headings, table
of contents, references).
8. Read and identify organizational features in magazines and newspapers.
9. Use a variety of idioms, both in speech and writing.

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Sub-Level 6
1. Read and comprehend unfamiliar texts using contextual clues and words with more than
one meaning (scientific articles, business articles).
2. Present a brief report on a current event.
3. Read a text and represent it creatively (e.g., comic strips, play, video, etc).
4. Use the dictionary to determine the meaning of unfamiliar vocabulary (idioms and words
with multiple meanings).
5. Obtain and use information through different media sources.
6. Use authentic documents to read and compare costs of goods and services in the home
(e.g., gasoline, food, shelter, etc).
7. Examine and discuss social cultural elements within larger communities.
8. Compare and contrast the motives of characters in a work of fiction
Sub-Level 7
1. Read a piece of literature and show comprehension through identifying the different
elements of literature (setting, plot, characters, etc).
2. Read aloud plays and poetry with fluency and confident delivery.
3. Infer a writer’s assumptions, purpose, or point of view (e.g., in an editorial from a popular
newspaper, stories, etc).
4. Analyze recurrent themes across literary works.
5. Analyze purpose, social context and tone of spoken and written discourse (a coach pep
talk, a presidential candidate speech, etc).
6. Interpret and explain the significance of information presented visually.
7. Respond to a series of instructions that involve interrelated tasks (e.g., how to set a cell
phone, how to text message, how to open an account).
Sub-Level 8
1. Recognize multiple meaning of words and apply them to different texts.
2. Read and identify the different elements in non-fiction texts (e.g., in business
communication).
3. Analyze information presented (e.g., in resumes and cover letters).
4. Read literature (e.g., stories, folktales, etc.) and apply skills of critical analysis.
5. Read a poem and demonstrate understanding through various tasks (e.g., identifying the
theme, the pattern, etc).
6. Read an authentic historical text and relate it to the present.
Sub-Level 9
1. Recognize multiple meanings of words and apply them to different academic settings
(technical schools, teachings schools, computer system schools, accounting schools, etc).
2. Establish contact with school or person via the Internet, or business letters.
3. Analyze a variety of rhetorical styles found in writing (e.g., contracts, warranties, manuals,
informational materials, etc).
4. Analyze the features and rhetorical devices of at least two types of documents intended
for the general public (e.g., notices, signs, ads, newspapers, magazines, junk mail
promotions, etc).
5. Read material and analyze how clarity is affected by patterns of organization, repetition of
key ideas, syntax and word choice.
6. Do research on (investigate) a particular content area and write and revise a paper which
contains all the required elements of research papers (e.g., introduction, thesis statement,
body parts, supporting details, evidence from various sources, conclusion, etc).

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Standard 3: Students present information, concepts, and ideas to an audience of listeners or readers on a
variety of topics (Presentational).
Sub-Level 1
1. Identify and pronounce proper nouns (e.g. own name and classmates).
2. Identify and label vocabulary connected to the lesson theme (personal introduction and
items in the classroom).
3. Complete simple sentences, phrases and/or short dialogues to accompany illustrations.
4. Talk about pictures from simple stories, rhymes or songs (sequence in a story).
5. Predict events in a story.
6. Trace, copy words or characters from various sources (follow writing strategies employed
in the L1)
7. Begin to write familiar words, phrases and simple sentences in a meaningful context
(school items, objects in the classroom and at home).
8. Perform short conversations on topics related to school, community and home.
9. Use information from a text or oral story to show sequence.
10. Label pictures, diagrams, or charts.
11. Collaborate with the teacher creating a story.
12. Spell common words correctly and take written dictation.
Sub-Level 2
2. Speak about situations related to the lesson theme.
3. Write simple sentences related to the lesson theme.
4. Illustrate and discuss the beginning, middle, and ending of a story through pictures and
short sentences.
5. Dramatize a fable and write a sentence about each part.
6. Predict events using pictures from news papers.
7. Participate in posting illustrations or pictures with captions for the student bulletin board.
8. Use a picture dictionary to create an alphabet based on a theme (e.g., food alphabet,
animal alphabet, cultural alphabet, etc).
9. Write simple descriptive sentences given simple situations, (e.g., John is tall, short).
Sub-Level 3
2. Create and perform short skits, puppet shows and role play.
3. Produce and use basic print, capitalization and punctuation conventions (e.g., in English
no inverted Spanish question marks, quotation marks, upper case for days of the week,
etc).
4. Write short narrative paragraphs (e.g., concrete topics about themselves).
5. Begin to write for different purposes (e.g. the writing of a letter).
6. Write and record a message (e.g., advertisement, weather reports, phone messages, etc).
7. Summarize orally the plot of a folktale (e.g., the beginning, the middle, and the end).
8. Complete text based on words from a known story using a word bank.
Block 1: Communication
Component 1: Communicate in another language. Students present information, concepts and ideas in
another language in a way that is understood.

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Sub-Level 4
1. Take written dictation on unfamiliar text that is orthographically predictable.
2. Engage in writing about chronology (own life story or someone else’s, more than one
paragraph).
3. Write informative texts (poster, news paper article).
4. Follow and understand written instructions (simple instructions in manuals, writing a
recipe).
5. Write a personal letter with key words (e.g., Dear…, Sincerely, Yours Truly, Love, etc).
Prepare envelopes.
6. Write descriptions using posters or different scenarios.
7. Engage in the writing and discussion of stories.
8. Write, review, and edit own writing with teacher guidance.
Sub-Level 5
1. Write, review, and edit own writing with teacher guidance.
2. Write a personal letter following letter writing conventions.
3. Create and present short plays that show creativity and use of vocabulary.
4. Prepare and present brief reports on a variety of topics (e.g., weather commercial, etc.)
using different types of formats (e.g., brochures, diagrams, travel posters, etc).
5. Identify in narrative texts the setting, main characters and events according to
chronological appearance.
6. Write a letter to the editor following the conventions for this type of writing.
Sub-Level 6
1. Write, review, and edit own writing with support from peers.
2. Write responses to short newspaper articles or other news events presented in the target
language.
3. Create written journals in response to teacher prompt (introduction to the five paragraph
essay).
4. Take notes from recorded phone messages.
5. Take notes from teachers lectures.
6. Write personal letters and emails.
7. Write a business letter identifying problems to somebody in a position of authority.
8. Respond in writing to personal questions.
Sub-Level 7
1. Fill in authentic forms (e.g., magazine subscriptions, invitations, Internet forms where
available).
2. Write and act out a commercial with a group.
3. Write brief paraphrases and summaries on teacher-given topics.
4. Narrate/give an oral report in present, past and future tenses.
5. Represent information visually.
6. Design announcements.
7. Write and present an original story.
8. Propose solutions to problems (e.g., write a business letter, an email, a letter to the Editor
of a newspaper, etc).

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Sub-Level 8
1. Identify main ideas in short texts (e.g., articles, stories, etc).
2. Extract information from non-fiction texts (e.g., timetables, menus, advertisements, etc).
3. Write letters to news papers in response to editorials or news events.
4. Write an editorial or opinion based on teacher-designed topic or real-world situation (e.g.,
why people should vote for a particular person, etc).
5. Create an original poem and illustrate it (on a poster).
6. Write a narrative or description on a given topic (e.g., an account of an event, a problem,
etc).
7. Take detailed notes on topics presented orally and in writing.
8. Retell events (sequencing) of video or lectures using detailed notes.
9. Write a well-organized 5 paragraph essay with supporting details.
10. Proofread and peer-edit essays with the use of developed rubrics and indicators.
11. Prepare and give oral presentations taking into account target audience (use introduction,
three supporting details, and a conclusion).
12. Write different types of business communication.
Sub-Level 9
1. Identify and understand organizational elements of writing (e.g., titles, paragraphs,
bibliography).
2. Write a well-organized composition (including introduction, body paragraphs with topic
sentences and supporting details, and conclusion).
3. Complete, online (where available), authentic forms and documents (e.g., passport, job
application).
4. Write and proofread essays paying attention to the macro issues of compositions.
5. Engage in the writing of a research paper, following the requirements of research (quality
of sources and citing sources).
6. Give a formal, well-organized, and sustained oral presentation on research done.
7. Give speeches on various topics (e.g., about their academic plans using specialized
vocabulary).

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English / Inglés
Standard 1: Students demonstrate an understanding of the relationship between the practices and perspectives
of the culture studied.
Sub-Level 1
1. Respond to cultural expressions and gestures for greetings and farewells in appropriate
social situations (e.g., good morning, good afternoon, good night, good evening, good-
bye).
2. Introduce oneself (e.g., Hi, Hello, What is your name? My name is…) in culturally
appropriate ways (e.g., shaking hands).
3. Participate in cultural activities and traditions (e.g., fairs, birthdays, Independence Day,
etc).Match animals with sounds perceived by target culture (e.g., rooster says “cocka
doodle do” in English and “Quiquiriqui” in Spanish).
4. Name and experience foods and eating customs of the target culture (e.g., typical foods,
table manners, etc).
Sub-Level 2
1. Respond with fluency to cultural expressions and gestures for greetings and farewells in
appropriate social situations (e.g., to introduce another person, How are you? I’m fine,
thank you. You’re welcome).
2. Give introductions of oneself and others.
3. Participate in cultural activities and traditions (e.g., fairs, birthdays, Independence Day,
etc).
4. Listen and respond/react to stories, songs, and rhymes of the Honduran culture and the
target culture.
5. Respond to routine courtesy exchanges (e.g., use polite language).
Sub-Level 3
1. Respond with appropriate cultural expressions and gestures for greetings and farewells in
appropriate social situations and use in classroom routines.
2. Make a list to plan and participate in cultural activities established on the civic calendar.
3. Read and rewrite stories, songs, and rhymes of the Honduran culture and target culture
noting similarities and differences between cultures.
4. Organize and sequence stories and folktales from target culture through pictures.
5. Identify chores of each member of the family in the target culture.
6. Name and identify capitals and major topographical features of countries from target
culture(s) on maps written in target language (e.g. map of central America, rivers, ports,
volcanoes, lakes, etc).
Sub-Level 4
1. Make a request in a variety of social situations (e.g., asking for help, asking an adult for
permission).
2. Identify chores of each member of the family in the Honduran culture and compare with
traditional tasks and chores of those in the target culture.
3. Demonstrate understanding that families meet basic needs in a variety of ways across
cultures.
4. Demonstrate a basic knowledge of the history and geography and the people of the
Honduran culture and those in the target culture.
5. Identify and participate in sport activities and/or recess games typical of the Honduran
culture and those of the target culture.
6. Describe natural-ecological, cultural, archeological and engineering achievements, and/or
symbols of the Honduran culture and the target culture.
7. Describe (and participate in, if possible) cultural activities and traditions typical of the
target culture.
Block 2: Culture.
Component 1: Gain knowledge and understanding of other cultures. Students use their understanding of
culture to communicate and function appropriately in another culture.

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- 9th
Level
Sub-Level 5
1. Ask orally and write a polite request in a variety of social situations (e.g., asking for help,
asking an adult for permission, sending an email to a person in authority vs. a friend, etc).
2. List, explain and compare chores of each member of the family in the Honduran culture
and compare with traditional tasks and chores of those in the target culture.
3. Demonstrate with examples an understanding that families meet basic needs in a variety
of ways.
4. Illustrate a basic knowledge of the history and geography and the people of the Honduran
culture and those of the target culture.
5. Explain how to play (process and rules), and participate in sport activities and/or recess
games typical the target culture.
6. Share information about natural-ecological, cultural, archeological, engineering achievements
and/or symbols from the target culture (include meanings, materials, dates, etc).
7. Explain a cultural activity or tradition from the target culture.
Sub-Level 6
1. Make a formal request in a variety of social situations (e.g., writing for help to a
newspaper, or asking for permission to government agencies, etc).
2. Identify chores of school members and the local government members in the Honduran
culture and the target culture.
3. Explain how families meet basic needs in a variety of ways.
4. Use maps and timelines to show the history and geography of the target culture.
5. Teach others to play games played in the target culture.
6. Prepare a report about a natural-ecological, cultural, archeological and/or engineering
achievement in the target culture.
7. Share how the target culture practices a cultural activity and/or tradition and why.
Sub-Level 7
1. Support an opinion statement with evidence (e.g., on how the roles of men and women
and their occupations are changing).
2. Identify the economic situation of the Honduran culture and its position in the global
economy in relation to the target culture.
3. Identify subcultures within the target culture and chart out the characteristics of the groups
(e.g., use food, language, etc).
4. Identify various values reflected in food, clothing and shelter in the target culture.
5. Describe cultural activities and traditions.
6. Describe attitudes toward money in the target culture.
7. Identify practices and beliefs with regard to body hygiene.
8. Identify and name political leaders from the target culture (e.g., President of the USA,
Prime Mister of the UK, etc).
9. Exchange opinions with classmates on social issues from the target culture.
Sub-Level 8
1. Compare and contrast two things (e.g., the roles of men and women and their occupations
in various countries).
2. Compare and contrast various subcultures within the target cultures studied.
3. Identify and describe various values reflected in food, clothing and shelter in various cultures.
4. Compare and contrast similarities and differences between various cultural activities and
traditions.
5. Explain how money is used in the target culture.
6. Compare and contrast practices and beliefs with regard to body hygiene between various cultures.
7. Identify and name forms of government (e.g., democracy, monarchy, etc.) and political
leaders from the target culture.
8. Make hypotheses with classmates on what will happen if social issues are not dealt with
around the world.
9. Identify the economic situation of the target culture and its position in the global economy.

22
English / Inglés
Sub-Level 9
1. Based on a criteria for selection, make a choice between two options and provide
supporting details for the choice.
2. Investigate a subculture in the target culture and prepare a short report (orally and/or in
writing).
3. Explain how food, clothing and shelter are represented in the target culture in short oral
and written reports.
4. Plan and carry out a cultural festival including an agenda of events and a description of
the various cultural practices of the target culture.
5. Describe the monetary system in the target culture.
6. Provide recommendations for dealing with cultural differences about beliefs and practices
with regard to body hygiene.
7. Compare and contrast various forms of government and the views of leaders in the target
culture(s).
8. Give recommendations for solutions to problems and social issues from around the world.
9. Describe the economic situation of the target culture and its position in the global
economy.

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- 9th
Level
Standard 2: Students demonstrate an understanding of the relationship between the products and perspectives
of the culture studied.
Sub-Level 1
1. Listen and respond/react to stories, songs, and rhymes from the target culture.
2. Participate in the creation of a group story from a cultural theme.
3. Identify flags and symbols of the target culture.
4. Name some Honduran holidays and /or festivals which the country has in common with
the target culture.
5. Dramatize simplified authentic folktales from the target culture.
Sub-Level 2
1. Listen to and retell stories from the target culture.
2. Participate in children’s traditional games from the target culture (e.g., Duck Duck Goose).
3. Listen and respond/react to stories, songs, and rhymes of the target culture.
4. Dramatize simplified authentic folktales from the target culture.
5. Create a calendar with Honduran and target culture’s holidays.
Sub-Level 3
1. Name and explain the significance of some of the target culture’s holidays and/or festivals.
2. Dramatize simplified authentic folktales and stories.
3. Identify artwork (visual and performing arts) as reflection of the target culture.
4. Celebrate selected holidays with games, dances, food, songs, etc.
5. Recognize and label foods and crafts from the target culture.
6. Identify and name selected commercial establishments in the target culture (e.g., role play
shopping).
Sub-Level 4
1. Match sport activities and/or recess games with pictures typical of the target culture.
2. Identify natural-ecological, cultural, archeological engineering achievements, and/or
symbols of the target culture.
3. Identify cultural activities, traditions, celebrations, etc. from the target culture (and
participate in them if possible).
4. Read and respond to simple comprehension questions information found in cookbooks,
folktales, and short stories on a variety of cultural holidays and festivals.
Sub-Level 5
1. Identify and participate in sport activities and/or recess games typical of the target culture.
2. Describe natural-ecological, cultural, archeological, engineering achievements and/or
symbols of the target culture.
3. Identify cultural activities and traditions from the target culture and prepare informational
bulletins regarding these activities.
4. Identify and discuss significant individuals/heroes and events in the target culture.
5. Write recipes and cookbooks for meals in the target culture and include ingredients and
measurements from the target culture.
Sub-Level 6
1. Explain the rules for sports activities and/or recess games typical of the target culture.
2. Research and report on a natural-ecological, cultural, archeological, engineering
achievements and/or symbols of the target culture.
3. Ask and answer questions regarding cultural activities and traditions of the target culture.
4. Present an oral or written report on a cultural topic (e.g., dishes used in holiday
celebrations, clothing, dance, roles and responsibilities of participants, etc).
Block 2: Culture.
Component 1: Gain knowledge and understanding of other cultures. Students use their understanding of
culture to communicate and function appropriately in another culture.

24
English / Inglés
Sub-Level 7
1. Read directions (e.g., to learn to play a new game).
2. Use different media (written sources and technology) to increase understanding of the
target culture.
3. Expand knowledge and use of idiomatic expressions.
4. Describe the use of money in the target culture.
5. Use appropriate etiquette in public places, at school, etc. (role play).
6. Identify music and musicians in the target culture.
Sub-Level 8
1. Teach others to do something (e.g., play a game or to participate in a cultural activity,
dance, etc).
2. Use different media (written sources and technology) to research information regarding
the target culture.
4. Recognize use of slang in conversations and text.
5. Explain how to convert currency into the money of the target culture.
6. Use appropriate etiquette with persons of different ages and status, in public places, at
school, etc.
7. Identify and analyze the role of music and television in showcasing attitudes and values in
the target culture (e.g., youth, white teeth, in USA).
Sub-Level 9
1. Participate in cultural activities and traditions.
2. Use different media (written sources and technology) to present information regarding the
target culture.
4. Recognize use of slang, dialectics, and regionalisms in conversations and in writing.
5. Describe attitudes and spending habits of the target culture.
6. Use appropriate etiquette in phone conversations, public places, at school, etc.
7. Summarize a story and/or movie from the target culture.

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1st
- 9th
Level
Standard 1: Students reinforce and further their knowledge of other disciplines through the world language.
Sub-Level 1
1. Count, recognize, represent, name, and order a number of objects (up to 31). (MATH)
2. Match and identify numbers on timeline and calendar. (MATH)
3. Count and use numbers from 0 to 31. (MATH)
4. Identify and classify objects by attributes (e.g., color, shape, etc). (MATH/ART)
5. Identify the different parts of the clock. (MATH)
6. Ask and provide basic personal information such as name, age, address and telephone
number. (MATH)
7. Name the seven days of week and 12 months of the year in correct order. (MATH)
8. Match animals with their foods, homes, body parts, etc. (SCIENCE/SOCIAL STUDIES)
9. Identify the four seasons relating weather expressions to each one (e.g., “It’s cold in the
winter.”). (SCIENCE/SOCIAL STUDIES)
10. Make connections between months, seasons and holidays. (SCIENCE/SOCIAL
STUDIES)
11. Describe the environment according to the 5 senses (sight, hearing, smell, taste, and
touch). (SCIENCE)
12. Repeat names of different types of homes or habitats from models and illustrations (e.g.,
“house,” “nest”). (SCIENCE)
13. Identify eight colors using, pictures, children’s clothing and related items. (ART)
14. Use vocabulary learned from songs about colors, numbers, alphabet, body parts, shapes,
seasons, greetings, etc. (MUSIC)
15. Copy the English alphabet legibly, and read the letters aloud. (LANGUAGE ARTS)
16. Follow simple directions through total physical response for activities typical of a physical
education class (e.g., jump, run in place, crab walk, etc). (PHYSICAL EDUCATION)
17. Demonstrate contrasts between slow and fast speeds while using loco motor skills.
(PHYSICAL EDUCATION)
18. Follow rules, such as sharing and taking turns, and know the consequences of breaking
them. (SOCIAL STUDIES)
19. Associate sounds of different modes of transportation with pictures (e.g., “Which goes
choo choo?”) (SOCIAL STUDIES)
Block 3: Connections
Component 1: Connect with other disciplines and acquire information. Students use their understanding of
another language and culture to reinforce and expand their knowledge of other disciplines and vice versa.

26
English / Inglés
Sub-Level 2
1. Count from 0 – 31, match and identify numbers on timeline and calendar. (MATH)
2. Count and use numbers from 0 to 50 and use numbers in arithmetical operations. (MATH)
3. Match the different parts of the clock. (MATH)
4. Identify and classify objects by attributes. (MATH/SCIENCE)
5. Ask and provide basic personal information such as name, age, address and telephone
number. (MATH / SOCIAL STUDIES / LANGUAGE ARTS)
6. Match animals with their foods, homes, body parts, etc. (SCIENCE /SOCIAL STUDIES)
7. Name seven days of the week and the 12 months of the year in correct order. (MATH)
8. Identify the four seasons relating weather expressions to each one. (SCIENCE)
9. Organize the months into seasons and include holidays (e.g., “Christmas is celebrated in
December.”) (SOCIAL STUDIES)
10. Classify and describe in simple words living and nonliving things of the environment. (SCIENCE)
11. Match homes or habitats to animals in illustrated scenes using phrases or chunks of
language (e.g., “bee hive,” “in a pond”). (SCIENCE / SOCIAL STUDIES)
12. Identify primary colors and tell how to create secondary colors. (ART)
13. Identify authentic instruments of national culture (tambourine, drum, maracas, wooden
key, rattle, bells). (MUSIC)
14. Write a few words or phrases about an event or character from a story read by the
teacher. (LANGUAGE ARTS)
15. Follow complex directions through total physical response for activities typical of a
physical education class (e.g., jump around the court yard, run in different speeds, jump
rope etc). (PHYSICAL EDUCATION)
16. Create shapes at high, medium, and low levels by using hands, arms, torso, feet, and legs
in a variety of combinations. (ART)
17. Match puzzle-type shapes and places of five or six regions or countries of target culture
on primary map of the world.
18. Identify modes of transportation from visually supported rhymes or chants (e.g., “The
Wheels on the Bus”). (SOCIAL STUDIES)
19. Speak and write about situations related to children’s rights. (SOCIAL STUDIES)
Sub-Level 3
1. Count to 100 by 1’s, 5’s, and 10’s. (MATH)
2. Count and identify foreign currency. (MATH/SOCIAL STUDIES)
3. Classify foods according to colors, shapes and food groups. (HEALTH/SCIENCE /MATH/ART)
4. Tell time in the target language. (MATH)
5. Ask and provide personal and family information such as name, age, address and
telephone number. (LANGUAGE ARTS /SOCIAL STUDIES)
6. Match animals with their foods, homes, body parts, etc. (SCIENCE/SOCIAL STUDIES)
7. Name seven days of week and 12 months of the year in correct order. (MATH)
8. Identify the four seasons relating weather expressions to each one. (SCIENCE)
9. Make connections between months, seasons and holidays. (SOCIAL STUDIES/SCIENCE)
10. Classify animals by type, diet, habitat, body parts, etc. (SCIENCE)
11. Describe different types of homes or habitats from illustrated scenes using phrases or
short sentences. (SCIENCE/SOCIAL STUDIES)
12. Describe in the target language original works of arts. (ART)
13. Name at least 10 different musical instruments of the target language. (MUSIC)
14. Select right answer to factual comprehension questions about stories. (LANGUAGE ARTS)
15. List from five to eight sport terms of the target language (soccer, basketball, baseball, etc).
(PHYSICAL EDUCATION)
16. Identify and describe parts of the body: the head, shoulders, neck, back, chest, waist,
hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes. (HEALTH/
SCIENCE / PHYSICAL EDUCATION)
17. Place on a map pictures of people of specific regions according to their clothing, race, life
styles, etc. (SOCIAL STUDIES)
18. Match pictures of modes of transportation with descriptive statements (e.g., “Airplanes go
fast.”). (SOCIAL STUDIES)
19. Describe different types of homes or habitats from illustrated scenes using phrases or
short sentence. (SCIENCE/SOCIAL STUDIES)

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1st
- 9th
Level
Sub-Level 4
1. Count to 100 by 1’s, 5’s, and 10’s. Odd and even numbers. (MATH)
2. Count and identify for foreign currency and make simple conversions. (MATH/SOCIAL
STUDIES)
3. Classify foods according to colors, shapes and food groups. (HEALTH/SCIENCE /MATH/
ART)
4. Recognize emotional facial expressions through the use of pictures (e.g., “He’s happy.”).
(SOCIAL STUDIES / ART)
5. Provide personal information from the immediate environment using simple words and
functional language. (LANGUAGE ARTS)
6. Match animals with their foods, homes, body parts, and place them on a map by region.
(SCIENCE/SOCIAL STUDIES)
7. Make connections between months, seasons and national holidays. (SOCIAL STUDIES)
8. Design some simple rules to take care of the environment within the school (e.g., reduce,
reuse, recycle). (SCIENCE)
9. Identify and list colors, shades, tones and texture to create a collage. (ART)
10. Describe simple patterns found in music. (MUSIC)
11. Create simple sentences or phrases with some assistance. (LANGUAGE ARTS)
12. Identify common positions of the different sport teams of the target language. (PHYSICAL
EDUCATION)
13. Use prepositional phrases by demonstrating under, over, behind, next to, though, right,
left, up, down, forward, backward, and in front of by using the body and an object.
(LANGUAGE ARTS)
14. Match simple descriptions of work that people do and the names of related jobs at the
school, in the local community, and from historical accounts. (SOCIAL STUDIES)
15. Pair modes of transportation with their environment (e.g., “Jets fly in the air,”) based on
pictures and oral directions. (SCIENCE)
Sub-Level 5
1. Count and use numbers between 0 and 1000 to do the four operations (add, subtract,
multiply and divide). (MATH)
2. Describe and classify geometric shapes. (MATH)
3. Use adjectives that express personal emotions to write short sentences. (HEATH/SOCIAL
STUDIES/ LANGUAGE ARTS)
4. Provide personal information from the immediate environment using key words and
functional language. (LANGUAGE ARTS)
5. Match animals with their foods, homes, body parts, and place them by region. (SCIENCE
/ SOCIAL STUDIES)
6. Make connections between months, seasons and American holidays. (SOCIAL STUDIES)
7. Make a list to of rules to take care of the environment within the community. (SCIENCE/
HEALTH)
8. Recognize characteristics/ style of three to five famous artists and draw or paint a picture
with your style. (ART)
9. Recognize characteristics of three to five famous musicians and use key vocabulary (e.g.,
jazz, classical, pop, rock, hip hop, blues, etc). (MUSIC)
10. Identify different characters and settings in simple literacy texts by using words or
phrases. (LANGUAGE ARTS)
11. List some physical activities that are enjoyable and challenging (e.g., swimming, running,
tennis, etc). (PHYSICAL EDUCATION)
12. Explain how nutritious food provides energy for physical activity (e.g., Calcium helps build
bones.” “Proteins are necessary for life.”). (SCIENCE / HEALTH)
13. Recognize national symbols and icons from the target language countries (e.g., symbols
such as eagles, flags, etc). (SOCIAL STUDIES)
14. Differentiate modes of transportation from the past or present based on pictures and oral
descriptions. (SOCIAL STUDIES)

28
English / Inglés
Sub-Level 6
1. Count and use numbers between 0 and 1000 to do the four operations (add, subtract,
multiply and divide). (MATH)
2. Identify and sort geometric shapes. (MATH)
3. Write adjectives that express personal emotions to write compound sentences.
(LANGUAGE ARTS)
4. Provide personal information from the immediate environment using compound sentences
with connectors but, and, or. (LANGUAGE ARTS)
5. Match animals with their foods, homes, body parts, and place them within the world.
(SCIENCE/SOCIAL STUDIES)
6. Make connections between months, seasons and world holidays. (SOCIAL STUDIES)
7. Invent and describe some ways to handle organic and inorganic waste within the school.
(Environmental communication campaign). (SCIENCE/HEALTH)
8. Explain how art reflects the target culture. (ART)
9. Apply knowledge of language to analyze and derive meaning from contemporary songs.
(MUSIC)
10. Create pictures, lists, charts, and tables to identify the sequence of events in simple
literacy texts. (LANGAUGE ARTS)
11. Explain that nutritious food provides energy for physical activity, and then describe the
role of water as an essential nutrient for the body. (HEALTH/SCIENCE)
12. Demonstrate the characteristics of sharing in a physical activity and describe how
positive social interaction can make physical activity with others more fun. (PHYSICAL
EDUCATION)
13. Give examples of honesty, courage, determination, individual responsibility, and patriotism
in world history from stories and folklore from around the world. (SOCIAL STUDIES /
LANGUAGE ARTS)
14. Compare different national modes of transportation to those of the target language.
(SOCIAL STUDIES)
Sub-Level 7
1. Solve story problems using numbers up to 1 million. (MATH)
2. Compare metric system to inches, feet, pounds, etc. (MATH)
3. Tell time according to the 24-hour clock. (MATH)
4. Retell the main ideas from information in a speech. (LANGUAGE ARTS)
5. Identify wildlife from various regions and briefly describe the climatic conditions of the
region. (SCIENCE / SOCIAL STUDIES)
6. Listen to and record weather forecasts. Present weather forecasts. (SOCIAL STUDIES /
SCIENCE)
7. Compare works of art from different cultures. (ART)
8. Explain how music reflects the target culture. (MUSIC)
9. Make a list of how literature reflects the target culture. (LANGUAGE ARTS)
10. Recognize contemporary music in the target language (e.g. Selena, Celine Dion, etc).
(MUSIC)
11. Write responses to selected literature that exhibit understanding of the text, using detailed
sentences and transitions. (LANGUAGE ARTS)
12. Identify and independently use personal space, general space, and boundaries and
discuss why they are important. (SOCIAL STUDIES)
13. Label and/or create several types of maps of target countries (e.g., political, topographical,
linguistic, products, natural resources, ethnic groups, etc). (SOCIAL STUDIES)

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1st
- 9th
Level
Sub-Level 8
1. Use authentic documents to compare costs of goods and services, wages/salaries, etc., in
the home and target culture(s). (MATH / SOCIAL STUDIES /ECONOMICS)
2. Use metric system to describe objects. (MATH)
3. Read and set the clock in different regions time. (MATH / SOCIAL STUDIES)
4. Produce independent writing with consistent use of standard grammatical forms.
(LANGAUGE ARTS)
5. Explain why a particular region is suited to various types of wildlife (e.g., climate,
geography, etc). (SCIENCE / SOCIAL STUDIES)
6. Examine and describe unusual weather patterns. (SCIENCE /SOCIAL STUDIES)
7. Recognize world famous art work and architecture describing the pieces and their
locations. (ART)
8. Compare how music reflects the target culture and the national culture. (MUSIC)
9. Explain how (a piece of) literature reflects the target culture and the national culture.
(LANGAUGE ARTS)
10. Identify and sing contemporary songs in the target language. (MUSIC)
11. Write brief expository compositions (e.g., description, comparison and contrast, cause
and effect, and problem and solution) that include a thesis and some points of support.
(LANGAUGE ARTS)
12. Explain that strong muscles help the body to climb, hang, push, and pull. (PHYSICAL
EDUCATION / HEALTH)
13. Describe how location, weather, and physical environment affect the way people live,
including the effects on their food, clothing, shelter, transportation, and recreation.
(SCIENCE /SOCIAL STUDIES)
Sub-Level 9
1. Use authentic documents to compare costs of goods and services, wages/salaries, etc.,
in the home and target cultures(s) including the use of abbreviations (e.g., “W/D = washer
and dryer,” LR = living room”). (MATH / SOCIAL STUDIES / ECOMONICS)
2. Demonstrate ability to use large numbers in real life situations (e.g., buying a car, taking a
trip, renting a house). (MATH)
3. Write a schedule for a daily routine of the family members. (SOCIAL STUDIES / MATH)
4. Write reflective compositions that explore the significance of events. (LANGUAGE ARTS /
SOCIAL STUDIES)
5. Describe a biome or ecosystem and include reasons why the conditions are ideal for the
wildlife that live there. (SCIENCE)
6. Listen to and analyze reports on causes of unusual weather (e.g., hurricanes, tornadoes,
blizzards, earthquakes, etc.) and explain how to prevent disasters or what to do in the
event of a disaster. (SCIENCE / HEALTH / SOCIAL STUDIES)
7. Examine 20th century developments in the area of art in the target language. (ART)
8. Describe 20th century developments in the area of music (e.g., jazz, hip hop, etc.) in the
target culture. (MUSIC)
9. Write a 3 paragraph essay about a person (e.g., author, character, etc). (LANGUAGE
ARTS)
10. Identify and sing contemporary songs in the target language then recognize and describe
themes stated directly in a song. (MUSIC)
11. Identify the use of English in the community and reflect on its presence; then write an
essay. (SOCIAL STUDIES / LANGUAGE ARTS)
12. Explain that strong muscles help the body to climb, hang, push, and pull, and then
describe the role of muscles in moving the bones. (PHYSICAL EDUCATION / HEALTH)
13. Explore and analyze how people in the target culture solve societal issues (e.g. terrorism,
welfare, unemployment, and health care). (SOCIAL STUDIES)

30
English / Inglés
Standard 2: Students acquire and use information from a variety of sources only available in the world language,
using technology, print, audiovisual, media, data and human resources (Interdisciplinary).
Sub-Level 1
1. Acquire new vocabulary (memorize) through the use of flashcards, posters, pictures, etc.
2. Identify key words in recorded information.
3. Read and highlight key words and phrases.
4. Retell stories using story elements from picture books or short stories.
5. Find and reproduce number words (e.g., from 1-31) from an assortment of labeled visuals.
6. Identify symbols, objects or people associated with classrooms or school areas, personnel
or activities from pictures and oral statements (e.g., “Office” or “Exit”).
7. Name everyday objects depicted visually in real-life contexts (e.g. “paper” in a classroom
scene).
Sub-Level 2
1. Listen to short stories read aloud and answer comprehension questions (e.g., story books,
magazines, CD player).
2. Identify important details in a recorded session.
3. Read and highlight key details.
4. Describe settings or characters in illustrated folktales from phrase banks.
5. Distinguish number words from other mathematics words using graphic or visual support
and word banks.
6. Locate school areas, personnel or activities from pictures and oral descriptive phrases
(e.g., “corner of the room,” “washroom down the hall”).
7. Tell primary function or use of everyday objects depicted visually (e.g., Show a piece of
paper: “You write on it.”).
Sub-Level 3
1. Acquire new vocabulary by analyzing cognates from other content areas (math, science,
health, art, etc.) through the use of flashcards, posters, interactive software, videos, etc.
2. Listen to recorded information and identify main ideas, important details and concepts.
3. Read and highlight main ideas, important details and concepts.
4. Retell a modified version of an authentic story (fable, legend and/or folktale) using
multimedia sources.
5. Present (alone or with a group) numbers presented in graphs or visuals using phrases or
short sentences (e.g., “This group has more than 40.”)
6. Examine illustrated scenes and orally describe what they see, (e.g., school scenes depicting
various activities and personnel; “The teacher is teaching the students in the class.”).
7. Relate multiple functions or uses of everyday objects depicted visually (e.g., “I do
homework on the table and eat dinner there.”).
Sub-Level 4
1. Use the internet, newspaper, or other sources, to read, take notes or record and graph
Information (e.g., the weather in capital city or other town of target country for 1 week).
2. Identify two- or three-dimensional shapes depicted in illustrations described orally (e.g.,
“Find a shape like the sun.”).
3. Interpret visual connections between characters, places, or objects in paragraphs or
pages read aloud from illustrated pattern or predictable books.
4. Match story sequence read aloud to a series of pictures (e.g., “Once upon a time…and
they lived happily ever after.”).
5. Recall persons (characters) or settings of stories from picture books.
6. Express an opinion (e.g., about an artistic event such as concerts, drama, theater, movie,
presentations, expositions, awards).
Block 3: Connections.
Component 1: Connect with other disciplines and acquire information. Students use their understanding
of another language and culture to broaden and deepen their understanding of that language and culture
and access and use information that would otherwise be unavailable.

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1st
- 9th
Level
Sub-Level 5
1. Compare/contrast uses of everyday objects depicted visually (e.g., “I wash myself with
soap. I dry myself with a towel.”)
2. Match attributes of two- or three-dimensional shapes described orally to objects.
3. Draw conclusions about main ideas from patterned or predictable books read aloud.
4. Narrate main events of plot sequences in given time frames of picture books or illustrated
short stories.
5. Describe characters of stories from picture books.
6. Evaluate and give reasons for usefulness of everyday objects (e.g., “Pencils are better
than crayons for writing. You can write neater with pencils.”).
Sub-Level 6
1. Use multimedia (and the dictionary) to learn the meaning of unknown words (e.g.,
students create (vocabulary) displays (showcases or bulletin boards related to science,
health, art, math, etc) of pictures from magazines, newspapers, and text from computer
technology, library and/or realia from home or teacher).
2. Identify objects composed of multiple two- or three-dimensional shapes described orally
(e.g., “Put a sphere or ball on either side of a cylinder. What do you see?”).
3. Listen to and select logical outcomes or endings to stories read aloud.
4. Summarize features of places or objects from multiple compound sentences in nonfiction
books.
5. State main ideas or themes of stories, including characters or settings, from picture books
or illustrated short stories.
6. Connect illustrated features or photographs of places or objects with descriptive words or
phrases in nonfiction books.
Sub-Level 7
1. Use tools to find the meaning of unknown words (thesaurus) (e.g., students create
(vocabulary) displays (showcases or bulletin boards related to science, health, art, math,
etc.) of pictures from magazines, newspapers, and text from computer technology, library
and/or realia from home or teacher).
2. Interpret visual connections between characters, places, or objects in paragraphs or
pages read aloud from illustrated pattern or predictable books (e.g., predictable books).
3. Make use of rhyme, repetition of words, phrases, sentences and refrains, and such
patterns as cumulative structure, repeated scenes, familiar cultural sequences,
interlocking structure and turn-around plots. (These stories invite students to make
predictions or guesses about words, phrases, sentences, events and characters that
could come next in the story.)
4. List technological resources of communities or regions of the target language.
5. List the sequence of events related to characters and settings in illustrated folktales using
graphic organizers.
6. Identify components of food chains or life cycles from diagrams or graphic organizers
7. Explain the importance or impact of the iterative nature of food chains or life cycles.
Sub-Level 8
1. Use tools (e.g., dictionary, thesaurus, multimedia) to find the meaning of new words (e.g.,
students create displays (showcases or bulletin boards) of figures (e.g., people in native
costume, musical instruments, crafts, toys, children’s literature, etc.) May use pictures
and text from computer technology, library and/or realia from home or teachers).
2. Produce personal messages for friends or family using text, models and pictures.
3. Compare technological resources of communities or regions of the target language.
4. Give examples of components or functions of food chains or life cycles from diagrams or
graphic organizers.
5. Describe how food chains or life cycles within ecosystems are interdependent.

32
English / Inglés
Sub-Level 9
1. Review typical radio commercial clips and create a simplified advertisement for a product
from the target language.
2. Compose personal stories from pictures or illustrated scenes.
3. Make a list and include a short description of technological resources of communities of
the target language.
4. Observe and record information about societal issues in the target culture through a
variety of authentic texts and media.
5. Tell the sequence within food chains or life cycles from diagrams or graphic organizers.
6. Classify and compare how international food chains of cycles within ecosystems are
interdependent.

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1st
- 9th
Level
Standard 1: Students demonstrate an understanding of the nature of language through comparison of the
language studied and their own.
Sub-Level 1
1. Compare names in English with closest equivalent in Mother language.
2. Identify and use (in greetings) titles for school personnel (e.g. Mr., Mrs., Miss, Ms. for
principal, librarian, etc).
3. Recognize the writing system (alphabet and numbers of the mother tongue) and note
similarities in the target language.
4. Practice writing simple words in the mother tongue and in the target language (e.g.
names, label for classroom objects, animals to label drawings, etc.
5. Respond to alphabet cards in L1 and L2 identifying which are from L1 and which are from L2
Sub-Level 2
1. Address the classroom teacher appropriately in the mother language using courteous
language and body language, following by addressing the classroom teacher
appropriately and courteously in English.
2. Review and recognize the writing system (alphabet and numbers) of the mother tongue
and the target language.
3. Recognize some differences in the sound systems of the English (target) language.
4. Practice writing simple words in the target language (e.g. names, label for classroom
objects, animals to label drawings, etc).
Sub-Level 3
1. Recognize root words in two languages and compare cognates.
2. Recognize that languages are inter-related and belong to language family (s) (e.g., count
to ten in two or three related languages and compare).
3. Recognize simple cognates and identify through listening and reading which words, from
a list, are cognates.
4. Compare word order in simple phrase or expression (e.g., red car, car red, etc).
Sub-Level 4
1. Recognize differences in writing systems print, symbols, syllabic, alphabets, characters,
orientations of written language, and punctuation conventions (e.g. read right to left).
2. Recognize that letters/characters can represent different sounds in the mother tongue and
in English (e.g., vowels, key consonants, etc).
3. Read aloud simple monosyllabic and disyllabic words demonstrating capacity to closely reproduce
sounds and comprehension of which letter /characters represent those specific sounds.
Sub-Level 5
1. Cite and use examples of words and roots borrowed from the mother language used in
English and English words that are currently used in the mother language. Illustrate some
of these words (e.g., rodeo, kindergarten, etc).
2. Recognize that vocabulary conveys different meanings in various contexts within different
cultures.
3. Discuss false cognates and draw two different meanings (e.g., trampa in Spanish and
tramp in English means a homeless person).
4. Compare the concept of gender in the target language and the mother tongue.
Sub-Level 6
1. Compare and contrast differences and similarities in the pronunciation systems. Give
examples that are more complicated than in earlier years (e.g., esdrujulas in Spanish
diphthongs in many languages).
2. Contrast language characteristics which may or not be present in English (e.g. formalities,
levels of politeness, formal and informal language, different registers of language, etc).
3. List proverbs and compare with the equivalent translation in English (e.g., It`s raining cats
and dogs with Spanish version “Esta lloviendo a cantaros”).
Component 1: Develop insight into the nature of language and culture. Students demonstrate an
understanding of the similarities, differences and interactions across languages.

34
English / Inglés
Sub-Level 7
1. Cite and use borrowed words from other languages and hypothesize why languages in
general need to borrow words (e.g., Japanese uses “pan” for bread from the Portuguese).
2. Identify the use different titles of address used in the home country and the countries where
the target language is spoken.
3. Demonstrate how idiomatic expressions work in general.
4. Recognize that vocabulary conveys different meanings in various contexts (e.g., plant: can
be a manufacturing plant, a living thing, a spy, or one can plant a tree or one’s foot).
Sub-Level 8
1. G8.4.1.1. Collect and list examples showing differences in the grammar structure of the
two languages (e.g. word order gender, agreement, tense etc).
2. G8.4.1.2. Initiate a telephone conversation and compare differences in telephone etiquette
in the English and their own cultures (e.g. state one `s identity, ask to speak to someone,
ask when someone will return, state that they will call again, conclude a call).
3. G8.4.1.3. Generate idiomatic expressions in both the native language and the English
language and discuss how idiomatic expressions work in general.
4. G8.4.1.4. Compare grammatical structure between the native and the target language
(e.g., word order, verb tenses, noun cases, number etc).
Sub-Level 9
1. Recognize noun and verb forms and how they function in the mother tongue in relation to
comparable elements in English.
2. Compare nuances of meaning and pronunciation of cognates.
3. Recognize the existence of language varieties within cultures through dialect
comparisons.
4. List and compare corresponding words with their social meanings in their particular
cultures.

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1st
- 9th
Level
Standard 2: Students demonstrate an understanding of the concept of culture through comparisons of the
cultures studied and their own.
Sub-Level 1
1. Identify customs from the target culture (e.g., role play bowing, hand shaking, kissing on the
cheeks, etc).
2. Compare customs of a holiday in the target culture to that of the home culture (e.g., celebrate
a holiday or birthday according to the custom of home culture, and compare simple aspects
with customs used in the target culture).
3. Compare and contrast school dress (uniforms) in the home country and the countries where
the target language is spoken.
Sub-Level 2
1. Identify dolls, pictures and /or photos of people in traditional/folkloric clothing in the
Honduran culture and compare with costumes for traditions/folklore in countries where the
target language is spoken (e.g., Maori of New Zealand, Navajo of USA, etc).
2. Compare and contrast the taste of different food (i.e., fruit or deserts/pastries that are native to
Honduran culture and with those from the target culture—alcitrones and apple pie in the USA).
3. Identify toys and/or games of the home culture and compare with the toys and /or games
of children from the target culture (e.g., el trompo , el enchute, la rayuela compared to
robots or electronic games).
Sub-Level 3
1. Identify pictures of houses and stores typical of Honduran culture with the ones in the
target culture (e.g., mercados compared to WalMart stores).
2. Compare songs and instruments used during holiday celebrations in Honduran culture
with those used in the target culture.
3. Compare climatic differences in the home country and target language countries and the
clothing in differences worn in each region.
4. Recognize selected foods from target cultures related to holidays and seasons of the year
and compare with food served in the target culture at similar occasions.
5. Compare two versions of a folktale/song/game through pictures and through listening to
text read aloud from the Honduran and the target culture.
Sub-Level 4
1. Compare weather and the implications (e.g., dress, sports, foods, houses) in the Honduran culture
with the target culture.
2. Indicate what people wear in hot and cold weather (e.g., make a collage/poster of weather
highlighting a theme: in hot weather, people wear…).
3. Write a menu (process writing) associated with two similar items (e.g., holidays in two cultures).
(Students can cut and paste pictures for the project.)
4. Compare and contrast dress in two cultures (e.g., urban, modern, clothing for special holidays).
5. Compare daily living between both cultures (e.g., diet, schooling, leisure, shopping).
6. Explain in very simple English, the roles of men, women and children in the target culture.
Sub-Level 5
1. List, identify and describe ten daily activities in two different cultures (e.g., times which
people wake up, go to school, eat dinner, etc).
2. Compare and contrast the roles of selected family members in two different cultures (e.g., a
grandmother in other cultures lives far away, in Honduran culture she lives close to her family).
3. Compare and contrast school and family life in two different cultures (e.g., extended family
living under one roof or getting together every weekend, respect for parents, teachers, etc).
4. Illustrate/write about how birthday, or Saint’s Day” or “coming of age” is celebrated
in different cultures (compare the celebration of the fifteenth birthday to a girl in the
Honduran culture with “Sweet Sixteen” in the target culture).
Component 1: Develop insight into the nature of language and culture. Students demonstrate an
understanding of the similarities, differences and interactions across cultures.

36
English / Inglés
Sub-Level 6
1. Compare and contrast beliefs regarding sickness and treatment (e.g., the roles of doctors in
the two cultures).
2. Compare and contrast male and female heroes from the local and target cultures and how
people celebrate their heroes, (statutes of heroes riding horses and the ones in the target
culture, museums, naming buildings after a hero, etc).
3. Compare and contrast cultural meaning of proverbs, jokes, riddles in target language /
culture, (this may be carried out in partly in English (e.g., You move your feet and you lose
your seat. /el que se va a sevilla pierde la silla).
4. Identify cultural activities/ sports that take place according to seasons and compare with
similar activities /sports in the target culture (e.g., skiing is done in the winter and hiking in the
summer).
Sub-Level 7
1. Describe something orally and in written language (e.g., a holiday in Honduran culture and
a similar celebration in the target culture explaining similarities and differences).
2. Describe appropriate clothing and celebration activities for different holidays /ceremonies
(e.g. gifts, etc).
3. Choose a profession and tell about the career in both cultures.
4. Describe a leisure activity in both native and target cultures.
5. Compare and contrast literature, art, music, etc. in different cultures.
Sub-Level 8
1. Describe a particular myth associated with a celebration in two cultures that incorporates
symbolism.
2. Compare and contrast food and the concept of “snacks” in the home and target cultures.
3. Compare nuances meaning of words idioms, and vocal inflections in the target language
and their own.
4. Identify and explain the relationship between weather and cultural activities / practices in
different countries.
Sub-Level 9
1. Compare and contrast seasons and weather conditions of the target countries and the
implications for travel and tourism.
2. Discuss the similarities and differences between one`s own culture and the target culture as
represented in the media and/or literature.
3. Compare and contrast typical food at home and in the target language.
4. Compare and contrast tangible products of the home and target cultures (e.g. dress, toys, sports,
equipment).
5. Compare and contrast career choices and social roles in the target culture and their own.

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1st
- 9th
Level
Standard 1: Students use the world language both within and beyond the school setting.
Sub-Level 1
1. Introduce themselves in the target language to peers (e.g., in the classroom and throughout
the school, and in the local area, online if possible).
2. Listen to/ sing/ recite songs and nursery rhymes from the target culture.
3. Recognize words in the target language commonly used heard/seen in the radio, TV. (e.g.,
Hello, please, etc).
4. Recognize the world areas where the target language is spoken.
Sub-Level 2
1. Participate in simple conversations with classmates and peers in the target language
(e.g., Hello, how are you?, fine, thanks).
2. Sing and perform songs and rhymes from the target culture.
3. Identify words in the target language heard/seen outside of school, on T.V.,
advertisements, etc).
4. Identify some countries where the target language is spoken.
Sub-Level 3
1. Participate in dialogues using community helpers (e.g., fireman, police officers, etc.) and
role play scenarios in the target language.
2. Memorize and repeat phrases and rhymes from the target culture.
3. Identify and use words in the target language heard/seen outside of school on a
conversation, on T.V. advertisement, etc).
4. Identify the regions on a map where the target language is spoken.
5. Discuss with classmates how the target language benefits the area (e.g., tourism,
environment, etc).
Sub-Level 4
1. Identify professions in Honduras which require proficiency in the target language studied.
2. Research and list holidays and special celebrations from the target culture.
3. Engage in simple conversation with classmates using basic target language introductions phrases
(e.g., How are you? What is your name?).
4. Identify and list the regions in Honduras where the target language is spoken (or can be used)
and research basic information on how this benefits the area (e.g., tourism, environment, etc).
Sub-Level 5
1. Identify and briefly describe professions and occupations in Honduras which require
proficiency in the target language studied.
2. Describe, compare and contrast holidays from the target culture with the national culture.
3. Engage in simple conversation with classmates using basic target language phrases to
ask for something, (e.g., Could you please…, May I have…).
4. Identify and list the countries in America where the target language is spoken (Belize,
Puerto Rica, USA, Canada).
Sub-Level 6
1. Write to international corporations requesting information on job qualifications that include
a second language.
2. Organize a food festival from the target culture.
3. Engage in simple conversation with classmates responding to questions and requests in
the target language.
4. Research basic information on the countries in America where the target language is
spoken (Belize, Puerto Rico, USA, Canada).
Component 1: Participate in multilingual communities at home and around the world. Students use their
knowledge of language and culture to enrich my life and broaden my opportunities.

38
English / Inglés
Sub-Level 7
1. Interview members of the community that have the common occupations and professions
and be able to translate the conversation in the target language studied.
2. Design a map placing food, arts and crafts, clothing, etc. (hamburgers, Hawaiian necklace,
winter coat, scarf, etc.) from target culture.
3. Exchange information about current issues with a classmate using the target language.
4. Research basic information of the countries in the Americas where the target language is
spoken (Belize, Puerto Rica, USA, Canada), make a presentation of the main characteristics.
Sub-Level 8
1. Write an executive summary to members of the school community after conducting an
interview in the target language studied.
2. Make a collage or display placing food, arts and crafts, clothing (e.g., hamburgers,
Hawaiian necklace, winter coat, scarf, etc.) from target culture.
Write a small report about it.
4. Research basic information of the countries in the world where the target language is
spoken (Australia, United Kingdom, USA, Canada, etc.), make a presentation of the main
characteristics including occupations which require multilingual proficiency.
Sub-Level 9
1. Write an essay about a person (e.g., any member of the school community, a famous
person in the community, etc.) in the target language studied and give an oral
presentation.
2. Compare and contrast the food, arts and crafts (e.g., hamburgers, Hawaiian necklace,
winter coat, scarf, etc.) in the target culture to regions in Honduras.
Write the main ideas about it.
4. Exchange information with foreign pen-pal s or e-pals on topics of personal interest,
community interest, and world concerns.

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1st
- 9th
Level
Standard 2: Students show evidence of becoming life-long learners by using the language for personal
enjoyment and enrichment.
Sub-Level 1
School and Community
1. Introduce themselves in the target language to native – speaker peers in their school and
community.
2. Identify places where the language is spoken (through field trips, use of internet,
photographs, etc).
3. Recognize words in the target language heard/seen outside of school (e.g., on TV, on
labels, advertisement, music etc).
4. Interact/work/play through school projects (Science fairs, cards sales projects, etc.) with
children/adults that speak the language.
5. Celebrate special days with people from community where target language can be
practiced (e.g., birthdays, dance performance, art, etc).
Personal Enrichment
1. Share favorite songs and nursery rhymes from different culture(s), (e.g., Christmas songs,
lullabies, etc).
2. Read simple text in authentic illustrated story book and/or picture dictionary.
Sub-Level 2
1. Introduce themselves and others in the target language to native speakers, peers in their
schools and community.
2. Exchange information by phone about themselves in the target language with relatives
living in another country.
3. Express likes and dislikes when talking about food, movies, TV programs, toys, pets, etc.
4. Engage in simple conversations with native-speaker personnel at site visited (e.g., How
are you? What is your name? Where do you come from?, etc).
5. Use community resources to explore target cultures, (e.g., community cyber places,
human resources working in ONG).
Personal Enrichment
1. Participate in multicultural celebrations such as festival song, recite poems, etc.
2. Attend a children’s movie/theater/ sports event delivered in target language with elements
from target culture.
Sub-Level 3
1. Exchange information about themselves in the target language with native/non-native
speakers.
2. Provide information by phone about themselves and others using the target language with
relatives and friends living abroad.
3. Expresses agreement or disagreement appropriately when interacting in games.
4. Interview a native-speaker (preferably close to same age) in the target language.
5. Understand and follow instructions, directions, warnings, descriptions and diagrams.
Personal Enrichment
1. Collect and read advertisements of products/video clips from target language.
2. Explore cultural components of the Internet.
3. Go with family to ethnic restaurants with menus in target language and speak to waiter in
target language.
Component 1: Participate in multilingual communities at home and around the world. Students use their
knowledge of language and culture to enrich my life and broaden my opportunities.

40
English / Inglés
Sub-Level 4
1. Exchange information about themselves, their relatives, and others in the target language
with native/non-native speakers.
2. Observe, take notes, and write a summary of an interview with a speaker of the target
language.
3. Expresses agreement or disagreement interacting appropriately in group cultural activities
such as: games, storytelling, celebrations, and dramatizations.
4. Exchange information about school, town and state with foreign pen pals.
5. Understand and follow instructions, directions, and warnings, technical, product
descriptions and diagrams, application forms, maps, signs, and symbols.
Personal Enrichment
1. Plan an imaginary trip to a country of the language that includes itinerary, budget,
transportation, etc.
2. Perform a story/play TV program in the target language to be presented to the community.
3. Exchange information with foreign pen-pal on topics of personal interest, community
interests, and world concerns.
Sub-Level 5
1. Use who, what, when, where, and how to make questions in the target language.
2. Use the target language to elaborate and exchange drawings or photograph with relatives
and peers of their community.
3. Demonstrate an understanding of learned expressions, sentences, questions, and polite
commands in oral messages.
4. Recollect, talk, and write about books read during the school year.
5. Understand and follow instructions, directions, warnings, descriptions, technical, product
labels, diagrams, application forms, maps, signs, and symbols.
Personal Enrichment
1. Travel (true or vicarious trip) with family on vacation to a country where target language is
spoken.
2. Attend museum with target culture exhibit on display.
3. Exchange oral reviews about a story, play, movie, or other form of literature.
4. Establishing ongoing communication through correspondence, multiple interviews or
conversations with native/non-native speakers.
Sub-Level 6
1. Respond to who, what, when, where, and how questions coherently in the target
language.
2. Use the target language to elaborate and exchange cards, drawings or photograph, and
discuss them orally or in letters and e-mail with students in another community, Honduras
or another country.
3. State and support opinions to convince or persuade a listener or reader.
4. Write e-mail correspondence with peers to compare and contrast interests.
5. Prepare an article for school newspaper in target language about cultural aspects of target
countries.
Personal Enrichment
1. Design/prepare thematic bulletin board/showcase display of an aspect of target culture
with labels in target language (e.g., dolls, postcards, musical instruments, etc).
2. Continue exploring an area of interest on the Internet (chat lines, sites, downloads, etc).

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1st
- 9th
Level
Sub-Level 7
1. Participate in a language immersion experience. (e.g., interviewing a person to get
general information).
2. Use the target language to welcome native speakers visiting their communities.
3. Demonstrate an understanding of printed or recorded advice and suggestions.
4. Use the target language to write greeting cards, notes, letters requesting specific
information, and e-mails.
5. Identify the main points and details in a radio or TV news program.
Personal Enrichment
1. Enroll in a community work program (e.g., a tutoring club for members of their
communities).
2. Use the country’s currency on an imaginary trip.
Sub-Level 8
1. Retell tales and stories from the target culture to younger students.
2. Engage in activities to become tourist guides of native speakers.
3. Establish and maintain communication with peers in the target culture.
4. Create a portfolio showing involvement in at least 10 leisure activities where the target
language was heard/ read/ spoken by the student.
5. Write or give a review of a cultural event/ performance attended.
Personal Enrichment
1. Do volunteer work in the community using the target language (e.g., assisting visitors,
missionaries, etc).
2. Explore international shopping market on the Internet.
Sub-Level 9
1. Develop a resume in the target language studied.
2. Write a cover letter and resume in the target language.
3. Explore opportunities to live and study in a target language culture.
4. Create a portfolio showing involvement in at least 20 leisure activities where the language
studied was heard, read, or spoken by the student.
5. Record audio or video material, or dramatize, for an audience.
Personal Enrichment
1. Use target language to request information about scholarships and career opportunities
for bilingual speakers.
2. Write to international corporations requesting information on job qualifications that include
a second language.

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1st
- 9th
Level
Inglés
Estándares
A continuación se presentan los
Estándares Educativos Nacionales
para Español desde Primer Subnivel
hasta Tercer Subnivel.
Se distribuyen por Bloques y
Componentes en todos los grados.

MAPA STÁNDARES INGLÉS
BLOQUE
1. Comunicación.
2. Cultura.
3. Conexiones.
4. Comparaciones.
5. Comunidades
3
2
2
2
2
1. Comunicarse en otra
lengua.
1. Obtienen conocimiento
y comprensión de otras
culturas
1. Relacionan con otras
disciplinas y adquieren
información.
1. Desarrollar un enfoque
hacia la naturaleza del
lenguaje y su cultura.
1. Participan en
comunidades multilingües
en casa y en cualquier
otro lugar del mundo.
COMPONENTE ESTÁNDAR

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1st
- 9th
Level
Están
d a r e s
1er
- 9no
Nivel
NIVEL PRINCIPIANTES
ESTÁNDARES Y COMPONENTES
BLOQUE 1: Comunicación.
BLOQUE 2: Cultura.
BLOQUE 3: Conexiones
COMPONENTE ESTÁNDARES
1. Comunicarse en otra lengua. Estándar 1: Participan en las conversaciones, proveen
y obtienen información, expresan sentimientos y
emociones, e intercambian opiniones. (Interpersonal)
Estándar 2: Entienden e interpretan el lenguaje hablado y
escrito sobre una variedad de temas (Interpretativo)
Estándar 3: Presentan información, conceptos e ideas a
una audiencia de oyentes o lectores en una variedad de
temas (Presentacional)
1. Obtienen conocimiento y comprensión de
otras culturas
Estándar 1: Demuestran comprensión de la relación
entre productos y perspectivas de la cultura de la lengua
extranjera.
Estándar 2: Demuestran comprensión de la relación
entre productos y perspectivas de la cultura de la lengua
extranjera.
1. Relacionan con otras disciplinas y adquieren
información.
Estándar 1: Demuestran comprensión de la naturaleza
de la lengua a través de la comparación del lenguaje
estudiado y el propio.
Estándar 2: Adquieren y utilizan información de una
variedad de fuentes solo disponibles en la lengua
extranjera, usando tecnología, impresos, audiovisuales,
medios de comunicación, datos y recursos humanos
(Interdisciplinarios)
INGLÉS

48
English / InglésInglés / English
BLOQUE 4: Comparaciones.
BLOQUE 5: Comunidades.
1. Desarrollan un enfoque hacia la naturaleza
del lenguaje y su cultura.
Estándar 1: Demuestran comprensión de la naturaleza
de la lengua a través de la comparación de la lengua
extranjera y la propia.
Estándar 2: Demuestran comprensión del concepto de la
lengua a través de la comparación del lenguaje estudiado
y el propio.
1. Participan en comunidades multilingües en
casa y en cualquier otro lugar del mundo.
Estándar 1: Usan la lengua extranjera en ambos
ambientes dentro y fuera de la escuela.
Estándar 2: Muestran evidencias de ser aprendices de
por vida mediante el uso de la lengua para el disfrute y
enriquecimiento personal.

Estandares ingles 1ro 9no.

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