Level 1

Spanish
Curriculum
Map

Incorporating Can-
Do Statements

©"I Can" Spanish 1

 Make this product yours!
Thanks so much for visiting my store. I’m happy to provide an
editable file for you, but please respect copyright and keep
the product for you and your students only. By downloading
this document you have the rights to edit it for your
personal use in your classroom, but you cannot share any
part or idea from this document on social media or your blog
unless you credit my work and share the link to this product
from my store. The best compliment you can give me for my
work is positive feedback on TPT and sharing my store link
with others.

Thanks again, Happy Teaching! ☺

-Kathryn @ICanSpanish

I prefer to work in PowerPoint to create my documents. You

can print full page slides from the PowerPoint, or to save as a
PDF, click “File” → “Save As” → Click the drop-down menu
“Save as type:” Then select “PDF”.
 Unit 1: ¡Mucho gusto!
Lesson “I Can” Goals
▪ I can exchange names with someone and respond to introductions
(Interpersonal)
Alfabeto y ▪ I can ask and answer spelling of names and words (Interpersonal)
▪ I can tell someone my name (Presentational Speaking)
nombres ▪ I can copy letters of the alphabet, characters, and symbols that I’m
learning (Presentational Writing)
▪ I can recognize the sound of letters when they are spoken or spelled out
Suggested Timeline:
(Interpretive Listening)
About 2 Weeks
▪ I can identify common Hispanic names (Interpretive Reading &
Interculturality)
▪ I can say hello or goodbye to someone (Interpersonal)
Saludos y ▪ I can ask someone how they are and respond when they ask me
despedidas (Interpersonal)
▪ I can understand greetings and goodbyes (Interpretive Listening)
▪ I can usually use Tú vs Ud. vs Uds. to address people in a culturally
Suggested Timeline: appropriate way (Interculturality)
About 1.5 Weeks ▪ I can explain the cultural significance of “Besos” and other cultural
gestures (Interculturality)

▪ I can state my age and ask someone else’s (Interpersonal)

▪ I can sing an authentic Hispanic birthday song (Presentational Speaking
Edad y and Interculturality)
números ▪ I can understand numbers 1-20 (Interpretive Listening)
Suggested Timeline: ▪ I can recognize when someone gives their age (Interpretive Listening)
About 1.5 Weeks ▪ I can contribute to a discussion on Quinceañeras (Interculturality)

▪ I can exchange names, ages, and where from with people my own age or
an adult (Interpersonal)
¿De dónde ▪ I can have a conversation about someone else and can ask and state
names, ages, and where from (Interpersonal)
eres? ▪ I can state my name, age, and where I’m from (Presentational Speaking)
▪ I can introduce myself in writing (Presentational Writing)
Suggested Timeline: ▪ I can label countries on a map and identify their capitals (Presentational
About 2.5 Weeks
Writing and Interculturality)
▪ I can understand when someone introduces themselves through social
media (Interpretive Reading)

▪ I can exchange names, ages, addresses, phone numbers, and emails or

Información usernames (Interpersonal)
▪ I can write my name, home address, email and other personal information
personal (Presentational Writing)
Suggested Timeline: ▪ I can understand a form to be able to fill out my name, address, email and
About 1.5 Weeks other personal information (Interpretive Reading)

©"I Can" Spanish 3

 Unit 2: Mi tiempo libre
Lesson “I Can” Goals
Gustos,
▪ I can ask and answer questions about likes and dislikes
disgustos, y (Interpersonal)
▪ I can state which foods and drinks I like and those I don’t like
comida (Presentational Speaking)
Suggested Timeline: ▪ I can list my likes and dislikes (Presentational Writing)
About 2 Weeks
▪ I can understand some food and drinks items (Interpretive Listening)

▪ I can ask and respond to questions about likes including yes or no

Deportes, questions and either or questions (Interpersonal)
música, y ▪ I can tell people what sports and free time activities I like and don’t
like (Presentational Speaking)
actividades ▪ I can list my likes and dislikes such as sports, free time activities,
Suggested Timeline: music, and animals (Presentational Writing)
About 2 Weeks ▪ I can understand native speakers when they use basic language to
talk about likes and dislikes relating to sports, free time activities,
music, and animals (Interpretive Listening)

Preguntas ▪ I can ask and respond to open-ended questions (who, what, when,
where, why, how, etc.) in relation to going places (Interpersonal)
con ir ▪ I can describe a trip by stating where I’m going when, how, with
Suggested Timeline: whom, and what I’m going to see (Presentational Writing)
About 2 Weeks ▪ I can understand when someone states when and where they are
going (Interpretive Listening)

▪ I can ask and answer questions about where I live and what I do in
my free time (Interpersonal)
Pasatiempos ▪ I can tell a group of people what I do during my free time
Suggested Timeline: (Presentational Speaking or writing)
About 2 Weeks ▪ I can understand questions about where I live, and what I do in my
free time (Interpretive Listening)
▪ I can understand when others state what they do in their free time
(Interpretive Reading)

©"I Can" Spanish 4

 Unit 3: Mi gente
Lesson “I Can” Goals
▪ I can say or write something about my family and ask others about
their families (Interpersonal)
Familia ▪ I can present members of my family using pictures (Presentational
Speaking)
Suggested Timeline:
About 2 Weeks
▪ I can describe my family on my blog (Presentational Writing)
▪ I can understand when family relationships are being explained
(Interpretive Listening)
▪ I can understand a message from an e-pal about his or her family
(Interpretive Reading)

▪ I can have a conversation asking and answering about descriptions of

people (Interpersonal)
▪ I can present descriptions of myself, my family and my friends
Descripciones (Presentational Speaking)
Suggested Timeline:
About 2 Weeks
▪ I can write a blog post about my family and friends (Presentational
Writing)
▪ I can understand a description of someone (Interpretive Listening)
▪ I can match a headline or caption of someone to a supporting visual
(Interpretive Reading)

▪ I can talk about other’s likes, dislikes, and free time activities
Hablando (Interpersonal)
de otros ▪ I can write a paragraph about my family members, their ages, their
Suggested Timeline: relationship to me, and their free time activities (Presentational
About 3 Weeks Writing)
▪ I can understand when someone is describing their family members or
friends (Interpretive Listening)

▪ I can express a reaction to a situation such Great! Weird! What a

Reacciones y shame! Etc. (Interpersonal)
sentimientos ▪ I can express how I feel in certain situations (Presentational Speaking)
Suggested Timeline: ▪ I can write a caption to visuals depicting certain emotions or physical
About 1.5 Weeks sensations (Presentational Writing)
▪ I can hear a situation and respond with an appropriate reaction
(Interpretive Listening)

©"I Can" Spanish 5

 Unit 4: Mi vida cotidiana
Lesson “I Can” Goals
▪ I can ask and answer for what time it is (Interpersonal)
▪ I can ask and answer what time an event, program, or class is at
La hora (Interpersonal)
Suggested Timeline: ▪ I can share about my school (Presentational Speaking)
About 2 Weeks ▪ I can fill out a simple class schedule (Presentational Writing)
▪ I can understand when a time is stated (Interpretive Listening)
▪ I can interpret a written schedule and understand and answer
questions about it (Interpretive Reading)

▪ I can talk about places I know and ask and answer where things are
La escuela (Interpersonal)
Suggested Timeline: ▪ I can describe my school (Presentational Speaking)
About 2 Weeks ▪ I can list items I need for classes (Presentational Writing)
▪ I can understand when a teacher tells me what items I need for class or
for an assignment (Interpretive Listening)

▪ I can ask and answer what today’s date is, the date of a birthday,
Fechas y holiday, or event (Interpersonal)
▪ I can write about a cultural event and explain how my family or culture
fiestas celebrates the event (Presentational Writing)
Suggested Timeline: ▪ I can recognize when I hear large numbers such as dates or
About 2 Weeks populations (Interpretive Listening)
▪ I can interpret an infographic about Hispanic events or holidays
(Interpretive Reading)

You could end the year with a level one reader.

Possible “I Can” Goals that you can use:
▪ I can ask and answer questions about characters or events in a story
(Interpersonal)
▪ I can match a character in a headline to a supporting visual
Novela (Interpretive Reading)
▪ I can understand simple captions under photos (Interpretive Reading)
▪ I can understand and answer questions from simple story (Interpretive
Reading)
▪ I can state and describe my favorite character from a story I’ve read
(Presentational Speaking or Writing)
©"I Can" Spanish 6
 Thank you for your checking out my store. I
hope you enjoy your product!
You can purchase a Complete “I Can” Spanish 1 Curriculum designed with a
focus on the NCSSFL-ACTFL Can-Do Statements on my TPT store.
The curriculum contains 16+ lessons from this document each including:
• Marzano-based learning progression scale
• Vocabulary lists that support the learning goals
• A Power Point Presentation for each lesson
• Links to resources and activities to use to accomplish the learning goals
• Assessments
• Grading rubrics
• And much more!

Permission is granted to copy materials for personal classroom use only by original
purchaser or licensee. The reproduction of this product for any other purpose is strictly
prohibited. Copying any part of the product and placing it on the Internet or social media
(even for educational purposes) is strictly prohibited. Doing so makes it possible for search
engines to make the document available, free of charge, and is a violation of the Digital
Millennium Copyright Act (DMCA). If you would like to share this product, you must link to
http://www.teacherspayteachers.com/Store/I-Can-Spanish

©I Can Spanish http://www.teacherspayteachers.com/Store/I-Can-Spanish

Resources and Credit:

American Council on Teaching Foreign Languages. (2013). Can-Do Statements: Progress Indicators for
Language Learners, 2013 Edition. Alexandria, VA: ACTFL.
The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning
Languages. 4th ed. Alexandria, VA: Author. - See more at:
https://www.actfl.org/publications/all/world-readiness-standards-learning
languages#sthash.2GFGWPsk.dpuf

Font, backgrounds, borders and frames credit: Prettiful Designs

©"I Can" Spanish 7