World Languages - Standards and Benchmarks - State of Michigan

 
World Languages - Standards and Benchmarks - State of Michigan
Standards and Benchmarks

                                                           World Languages
                                                 • Communication
                                                 • Cultures
                                                 • Connections
                                                 • Comparisons
                                                 • Communities

                                                                                         4/07

        These are draft documents that are open for public comment. Please Do Not copy or distribute.
Michigan State Board of Education
        Kathleen N. Straus, President
           Bloomfield Township
        John C. Austin, Vice President
                 Ann Arbor
         Carolyn L. Curtin, Secretary
                    Evart
     Marianne Yared McGuire, Treasurer
                  Detroit
       Nancy Danhof, NASBE Delegate
               East Lansing
             Elizabeth W. Bauer
                 Birmingham
             Reginald M. Turner
                  Detroit

             Casandra E. Ulbrich
               Rochester Hills
       Governor Jennifer M. Granholm
                 Ex Officio
       Michael P. Flanagan, Chairman
     Superintendent of Public Instruction
                  Ex Officio
                  MDE Staff

          Jeremy M. Hughes, Ph.D.
Deputy Superintendent/Chief Academic Officer

      Dr. Yvonne Caamal Canul, Director
        Office of School Improvement
Michigan World Language Standards and Benchmarks
                                                 Introduction
The Michigan World Language Standards and Benchmarks define what students should know and
be able to do to communicate effectively in a language other than English. These standards and
benchmarks outline three levels of proficiency: a level that meets the Michigan Merit Curriculum
requirements and two additional levels that describe the knowledge and skills attained by
students who complete an extended program of study.

Specifically, the standards and benchmarks describe:
   1) the communicative functions, or tasks, that students should be able to carry out in that
       language,
   2) the contexts, or situations, in which students can understand and use written, spoken
       and/or signed language to carry out these tasks, and
   3) the level of accuracy and appropriateness of the language students use.
This three part functions-contexts-accuracy model can be used to describe language proficiency
at a variety of levels, from the very basic, like greeting and asking how someone is, to the highly
sophisticated, like supporting and defending an opinion or negotiating a business transaction.

There are many ways for language learners to develop and enhance their language proficiency.
However, all of these paths to language proficiency have five essential elements in common. All
proficiency-oriented opportunities to learn a world language emphasize:
   • meaningful spoken, written and/or signed communication;
   • the fundamental link between language and the culture or cultures in which the language
       is used;
   • the role of interdisciplinary content connections;
   • the need for opportunities to compare languages and cultures; and
   • frequent opportunities to learn and use language within the context of an authentic, living
       language community.
These five essential elements are at the heart of the national Standards for Foreign Language
Learning in the 21st Century (National Standards in Foreign Language Education Project, 2006).

                                                       Vision
Michigan students, like students throughout the United States, are living in and contributing to
an increasingly diverse society and interdependent community of nations in the 21st century. To
realize their personal, social, and long-term career goals, individuals need to be able to
communicate with others skillfully, appropriately, and effectively. The challenge of contemporary
education is to prepare all students for life in this new world. Because language and
communication are at the heart of the human experience, the United States must equip students
linguistically and culturally to communicate successfully in a pluralistic American society and
abroad. This imperative envisions a future in which all students develop and maintain proficiency
in English and in at least one other language.

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Context for the World Language Standards and Benchmarks
The Michigan World Language Standards and Benchmarks were informed by the generic and
language-specific Standards for Foreign Language Learning in the 21st Century (National
Standards in Foreign Language Education Project, 2006), ACTFL Performance Guidelines for K-12
Learners, ACTFL Proficiency Guidelines: Speaking (1999 revision), ACTFL Proficiency Guidelines:
Writing (2001 revision), documents developed by other professional language associations,
available College Board Advanced Placement courses and exams, and related world language
standards documents from other states. In particular, the Michigan World Language Standards
and Benchmarks reflect the structure of the national Standards including the Statement of
Philosophy and the framework of Communicative Modes and Learning Scenarios. These
documents share a common theoretical and research foundation that emphasizes:
   • language as communication;
   • language learning through meaningful and significant use;
   • cultural, social, and cognitive processes in language and academic development; and
   • assessments that reflect the social, cultural and communicative nature of language.

                    General Principles of Language Acquisition
Current linguistic, psychological and educational research offers insight into the process of
learning additional languages and the pedagogy that supports language learning. Even though
language learning takes place in the community as well as in classrooms, in the school setting,
several general principles are fundamental to successful language teaching and learning for all
students:
   • Language is functional.
          The development of listening, speaking, reading, writing, or signing skills is essential
          for students to function in social as well as academic situations.
   • Language skills develop interdependently.
          The acquisition of interpersonal, interpretive, and presentational language proficiency,
          or receptive and expressive signed (ASL) proficiency, occurs simultaneously and
          interdependently as students learn and use language in a variety of contexts. For
          example, in interpersonal oral communication, students are required to both listen and
          speak. Similarly, in interpersonal signed communication, students must operate in both
          the receptive and expressive modes.
   • Language learning is cultural learning.
          Language is the primary vehicle for expressing cultural perspectives and participating
          in social practices. Thus, the study of a new language provides opportunities for
          students to develop cultural insights that are available in no other way. Since people
          who share the same native language share many common values, beliefs, and
          behaviors, language and culture are truly inseparable. It is also important to recognize
          that members of one culture tend to make assumptions and draw corresponding
          conclusions about other cultures based upon their own values. Through language
          study, learners come to understand, respect, and value the practices, products, and
          perspectives that are at the heart of cultures other than their own. To accomplish this,
          teachers must integrate language and culture within each daily lesson and compel
          students to make cultural comparisons and connections.
   • Language proficiency develops through meaningful use and interaction.
          World language learners must have multiple opportunities to learn and use authentic
          language, to interact with others as they study meaningful and intellectually
          challenging content, and to receive feedback on their language use. This means that
          teachers and students should use the target language exclusively as the means of
          communication within and beyond the classroom. To do this, teachers must both have

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a high level of language proficiency and must be able to tailor their language to the
       level of their learners.
•   Language acquisition is a long-term process and occurs at different rates.
       Language acquisition occurs over time with learners moving through developmental
       stages and gradually growing in proficiency. Teachers, parents and students must
       recognize that language learning takes time and that learners acquire language and
       develop proficiency at different rates.
•   Language proficiency develops in varied ways.
       A variety of factors influence students’ acquisition of another language. These factors
       include students’ proficiency in their first/home language, their learning and cognitive
       styles, motivation for language learning, personality, personal interests, and previous
       language learning experiences. To help all students succeed in the language
       classroom, teachers must take these differences into consideration and use a variety of
       strategies, techniques and materials when teaching and assessing student learning.

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Expected Proficiency Levels
The Proficiency Guidelines of the American Council on the Teaching of Foreign Languages
describe language proficiency in terms of five levels: Novice, Intermediate, Advanced, Superior
and Distinguished. At the Novice, Intermediate, and Advanced levels, proficiency is further
defined as low, mid, or high. As outlined in the following chart, ACTFL suggests that students
who study the same language from Kindergarten through Grade 12 can reach the levels of Pre-
advanced or Advanced Low.

As shown in the preceding figure, from the ACTFL Performance Guidelines for K-12 Learners
(1999), students’ proficiency in Grade 12 is directly related to the amount of sustained
instruction that they have in the language. For example, students who have daily and sustained
opportunities to learn and use a world language in Grades K – 4 can reach the level of Novice
Mid. Similarly, students who have daily, sustained and continuous opportunities to learn and
use a world language in Grades K –12 may reach the level of Intermediate Mid to Intermediate
High. Students who study the same world language beginning in Kindergarten and continue with
that language in an uninterrupted sequence of study throughout their college years, will have a
strong and sophisticated command of the language. Note that the preceding figure illustrates
expected levels of performance for students who have access to different opportunities to learn
and use a language; these levels of performance are fully consistent with the expected outcomes
for the various scheduling models presented in the Michigan Languages Other Than English
Guidelines.

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Proficiency Levels for K-12 Learners in Michigan

As students’ proficiency increases from the Novice through the Intermediate and into the
Advanced level, they are able to carry out more detailed, sophisticated and varied tasks in
increasingly wide-ranging and complicated situations with greater flexibility, complexity, and
accuracy. The following table illustrates what students know and are able to do at the Novice
High, Intermediate Mid - Intermediate High and Advanced Low levels.

                                  Descriptions of Proficiency Levels
                                   for K-12 Learners in Michigan
                                   Novice High                  Intermediate Low               Intermediate High
                             (Students have met the             and Intermediate               and Advanced Low
                              minimum two-credit                       Mid                      (Students can meet all
                            graduation requirement.)                                              expectations at the
                                                               (Students can meet all
                                                                 expectations at the            Intermediate Low and
                                                                Novice High level and          Intermediate Mid levels
                                                                   the following.)                and the following.)
Functions                   Effectively carries out           Effectively carries out         Effectively carries out
                            everyday social and               everyday social and             tasks that present
                            survival tasks that               survival tasks that may         complications and
                            present no complications          present complications           require negotiation of
                                                                                              meaning
Contexts                    Effectively communicates          Effectively                     Effectively
                            about familiar topics             communicates about              communicates about
                            related to self, home,            topics beyond self and          topics related to work,
                            family, friends,                  home; developing                current, public, and
                            neighborhood, school,             ability to communicate          personal interest;
                            community, professions,           about topics related to         developing the ability to
                            and environment                   work, current events,           communicate about
                                                              and issues of personal          unfamiliar topics
                                                              and public interest
Time Frames                 Communicates                      Communicates                    Can generally narrate
                            consistently about present        consistently about              and describe in past,
                            and future events;                present and future              present, and future time
                            reports series of isolated        events; communicates
                            events in the past                inconsistently about
                                                              past events
Level of Discourse          Communicates in                   Communicates in                 Communicates in
                            sentence-length discourse         sentences and short             connected, paragraph
                            recombining and                   paragraphs                      length discourse
                            reformulating learned
                            phrases

Comprehensibility           Are understood primarily          Are consistently                Are understood by
and Accuracy                by native speakers who            understood by native            native speakers who are
                            are very accustomed to            speakers accustomed to          unaccustomed to
                            interacting with language         interacting with                interacting with
                            learners                          language learners               language learners
Comprehension and           Can identify the text type,       Can identify the text           Can identify and analyze
Accuracy                    topic, and some                   type, topic, main ideas         the text type, topic,
                            significant details of an         and some significant            main ideas, details and
                            authentic presentational          details of an authentic         other features of an
                            or interpersonal oral,            presentational or               authentic presentational
                            written, or signed text           interpersonal oral,             or interpersonal oral,
                                                              written, or signed text         written, or signed text
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Contexts

As learners increase in proficiency, they are able to function in increasingly varied, wide-ranging,
and complicated situations. It is important to note, however, that the range of contexts in which
Novice High and Intermediate Low–Mid students is quite similar. For example, students at both
the Novice High and the Intermediate Low-Mid levels can successfully carry out everyday social
and survival tasks such as purchasing an item of clothing. Unlike the Novice–High learner,
however, Intermediate Low-Mid learner can describe the item to be purchased in greater detail
and communicate successfully when the situation involves a complication. The Intermediate
High–Advanced Low learner can address all of those same topics as well as more sophisticated
and abstract topics that go beyond everyday social and survival situations.

The table below outlines the contexts in which students should be able to comfortably
understand and use the world language at the Novice High (N), Intermediate Low-Intermediate
Mid (M), and Intermediate High-Advanced Low levels (A).

                                CONTEXTS: WORLD LANGUAGE STANDARDS and BENCHMARKS

                                                                                                            Proficiency
 Units of Study                                                                                                  Level
                                                                                                            N    M    A
 Myself, family          • family members, family relationships, personal characteristics                   √   √    √
 and friends                 (size, hair color, country of origin and nationality, character
                             and personality traits), and pets
                         • family activities, daily routines, chores and household tasks                    √   √    √
                         • personal possessions: toys, games, electronics, clothing (color,                 √   √    √
                             numbers, size, fabric, style, features)
                         • leisure activities: sports, hobbies, pastimes, television shows,                 √   √    √
                             movies, music, graphic arts
                         • foods and beverages: typical breakfast, lunch, snack, and                        √   √    √
                             dinner foods, regional specialties, favorite foods
                         • body parts, illness, injuries, and treatments, food choices,
                             diets, health behaviors, and fitness, healthy practices                        √   √    √
                             (exercise preferences, sports, diet and health choices)
 My home, school,        • rooms and furnishings in a house, table setting                                  √   √    √
 neighborhood,           • recreational, commercial, and government buildings                               √   √    √
 community               • stores and shopping                                                              √   √    √
                         • transportation                                                                   √   √    √
                         • school (school supplies, classes, schedules, activities, rules,                  √   √    √
                             routines)
                         • careers (professions, employment, future plans)                                  √   √    √
                         • community services                                                                        √
 My country and          • days, dates, months, seasons, and weather patterns                               √   √    √
 the world
                         • geographical features and land forms, neighboring regions and                    √   √    √
                             countries
                         • holidays, ceremonies, and festivals, sites of interest, travel                   √   √    √
                         • nature, ecosystems, and living things (plants, animals)                                   √
                         • the arts (music, sculpture, architecture, film, literature, visual                        √
                             arts)
                         • government and political systems                                                          √
                         • current events and public issues                                                          √
                         • beliefs and values                                                                        √

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Overview to the Michigan World Languages
                           Standards and Benchmarks

The Michigan World Language Standards and Benchmarks are correlated with the national
Standards for Foreign Language Learning and are organized around the 5Cs: communication,
cultures, connections, comparisons, and communities. Local school districts are encouraged to
use these standards and benchmarks in developing an articulated K-12 world language program
that meets the needs of all learners.

The Standards and Benchmarks are coded as follows:

      Example:                                  1.1.N.SL.a
      First number indicates:                   Strand (Communication, Culture, Connection,
                                                Comparisons, Communities)
      Second number indicates:                          Standard
      Upper-case letter indicates:                      Level of proficiency
                                                N = Novice High
                                                M = Intermediate Low – Mid
                                                A = Intermediate High – Advanced Low
      Second Upper-case letter indicates:             Domain in Communication Strand or Topic within
                                                      Culture Strand
                                                Communication Domain:
                                                      SL     Speaking/Listening
                                                      RW     Reading/Writing
                                                      L      Listening
                                                      R      Reading
                                                      S      Speaking
                                                      W      Writing
                                                Culture Topic:
                                                      G      Geography & History
                                                      RI     Relationships and Identity
                                                      SE     Schools and Education
                                                      T      Time
                                                      E      Economy/Money
                                                      H      Holidays and Celebrations
                                                      C      Cultural Heritage
                                                      F      Food and Beverage

      Lower case letter indicates:              Benchmark within the standard describing what students
                                                should know and be able to do at a particular level of
                                                proficiency.

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The Michigan Standards and Benchmarks for World Language Proficiency for K-12 Schools are
generic and meant to be used by instructors of Languages Other Than English (LOTE).

Because of the generic nature of this document, some Standards and Benchmarks may not be
applicable to all languages. Therefore, certain languages are exempt from assessment and
proficiency in all four skills as described in the Standards and Benchmarks below:

Language Options
While most languages taught in Michigan schools require students to build proficiency in
listening, speaking, reading and writing, some languages do not have a written or oral form.
Students may fulfill the requirement in the following ways:
    • For languages that are both written and spoken, students must demonstrate
       proficiency at the Novice High level in speaking and writing (productive skills*) and in
       listening and reading (interpretive skills*). (See ACTFL Proficiency Guidelines for Speaking
       and for Writing for definition).
    • For languages that are no longer spoken (i.e. Ancient Greek or Latin), students are
       required to demonstrate proficiency at the Novice High level in writing (productive skill*)
       and in reading (interpretive skill*). (See ACTFL Proficiency Guidelines for Speaking and for
       Writing for definition).
    • For languages without formally accepted orthographies, students are required to
       demonstrate oral proficiency at the Novice High level in speaking
    • For languages that are signed (i.e. ASL), students are required to demonstrate
       receptive and expressive proficiency* equivalent to the Novice High level for languages
       that are spoken and written. (Reference ASL document).

Exemptions:
      For languages that are no longer spoken = reading & writing: Not spoken

      For languages without formally accepted orthographies = speaking & listening: Not
      written

      For languages that are signed = Signed

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Michigan World Language Standards

   Strand              World                                             Standards
                     Languages
                     Standard #
     1                                    Communicate in Languages Other Than English
Communication
                            1.1          Interpersonal Communication: Students engage in
                                         conversations, provide and obtain information, express
                                         feelings and emotions, and exchange opinions.
                            1.2          Interpretive Communication: Students understand and
                                         interpret written and spoken language on a variety of
                                         topics.
                            1.3          Presentational Communication: Students present
                                         information, concepts, and ideas to an audience of listeners
                                         or readers on a variety of topics.
      2                                          Gain Knowledge and Understanding of
   Culture                                                 Other Cultures
                            2.1          Practices and Perspectives: Students demonstrate an
                                         understanding of the relationship between the practices
                                         and perspectives of the culture studied.
                            2.2          Products and Perspectives: Students demonstrate an
                                         understanding of the relationship between the products
                                         and perspectives of the culture studied.
     3                                              Connect with Other Disciplines and
 Connections                                              Acquire Information
                            3.1          Knowledge: Students reinforce and further their knowledge
                                         of other disciplines through the world language.
                            3.2          Point of View: Students acquire information and recognize
                                         the distinctive viewpoints that are only available through
                                         the world language and its cultures.
     4                                               Develop Insight into the Nature of
 Comparisons                                              Language and Culture
                            4.1          Comparing Languages: Students demonstrate
                                         understanding of the nature of language through
                                         comparisons of the language studied and their own.
                            4.2          Comparing Cultures: Students demonstrate understanding
                                         of the concept of culture through comparisons of the
                                         cultures studied and their own.
     5                                   Participate in Multilingual Communities at Home
 Communities                                           and Around the World
                            5.1          Use of Language: Students use the language both within
                                         and beyond the school setting.
                            5.2          Personal Enrichment: Students show evidence of becoming
                                         life-long learners by using the language for personal
                                         enjoyment and enrichment.

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STRAND 1: COMMUNICATION
                               Novice High                  Intermediate-Low                 Intermediate High
                                   (N)                            and                        and Advanced Low
                                                            Intermediate Mid                        (A)
                                                                   (M)
1.1
Interpersonal
Communication
Students engage in
conversations,
provide and obtain
information,
express feelings
and emotions, and
exchange opinions.
                        Interpersonal-                   Interpersonal-                    Interpersonal-
                        Speaking/Listening               Speaking/Listening                Speaking/Listening
                        or Signed (SL)                   or Signed (SL)                    or Signed (SL)
                        Exemption: Signed                Exemption: Signed                 Exemption: Signed
                        Socializing                      Socializing                       Socializing
                        1.1.N.SL.a                       1.1.M.SL.a                        1.1.A.SL.a
                        Use the target                   Use the target                    Use the target
                        language with                    language with                     language with
                        culturally appropriate           culturally appropriate            culturally appropriate
                        gestures in everyday             gestures to greet one             gestures to greet one
                        social situations such           another and engage in             another and engage in
                        as greeting, leave               conversations about               conversations about
                        taking or introductions          everyday topics such              past and future
                                                         as school and                     activities such as
                                                         community events and              weekend plans,
                                                         activities                        vacation, jobs and
                                                                                           travel

                        1.1.N.SL.b
                        Ask and answer basic
                        questions about the
                        weather,
                        health/physical
                        conditions, self, family
                        and friends

                        1.1.N.SL.c                       1.1.M.SL.b                        1.1.A.SL.b
                        Use appropriate                  Use appropriate                   Use appropriate
                        register/honorifics              register/honorifics               register/honorifics

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Novice High                 Intermediate-Low                  Intermediate High
                            (N)                            and                        and Advanced Low
                                                    Intermediate Mid                         (A)
                                                            (M)
                 1.1.N.SL.d                       1.1.M.SL.c                        1.1.A.SL.c
                 Request, offer, invite,          Request, offer, invite,           Request, offer, invite,
                 and reply appropriately          and reply appropriately           and reply appropriately
                 using memorized                  using simple                      and provide rationale
                 phrases                          phrase/sentences and              for the request, offer,
                                                  provide rationale for the         invitation and reply
                                                  request and/or reply
                 Identifying and                  Identifying and                   Identifying and
                 Describing                       Describing                        Describing
                 1.1.N.SL.e                       1.1.M.SL.d                        1.1.A.SL.d
                 Asks questions about             Share a detailed                  Share detailed
                 physical appearance,             description about                 description and
                 character and                    physical appearance,              analysis of physical
                 personality traits of            character and                     appearance, character
                 friends, family,                 personality traits of             and personality traits
                 classmates and answer            contemporary figures              of historical figures
                 using a list of traits           in their own and the              and characters in
                                                  target culture                    literature, TV, film and
                                                                                    the arts in the target
                                                                                    culture

                 1.1.N.SL.f                       1.1.M.SL.e                        1.1.A.SL.e
                 Ask questions about              Share a detailed                  Share detailed
                 feelings, emotions and           description about                 description and
                 health of friends,               feelings, emotions and            analysis of feelings,
                 family, classmates and           health of                         emotions and health of
                 answer using a list of           contemporary figures              historical figures and
                 traits                                                             characters in
                                                                                    literature, TV, film and
                                                                                    the arts

                 1.1.N.SL.g                       1.1.M.SL.f                        1.1.A.SL.f
                 Ask questions about              Share a detailed                  Share an analysis and
                 the attributes of places         description of places             comparison of
                 and things in their              and things beyond                 attributes of places
                 immediate                        their immediate                   and things in the
                 environment and                  environment or in the             target culture by
                 answer using a list of           target culture                    providing a detailed
                 traits                                                             description
                 Exchanging                       Exchanging                        Exchanging
                 Information                      Information                       Information
                 1.1.N.SL.h                       1.1.M.SL.g                        1.1.A.SL.g
                 Exchange information in          Exchange information              Use target language to
                 the target language on           in the target language            discuss social issues
                 familiar topics such as          about personal and                and problems
                 personal interests,              social, community or
                 memorable                        current events
                 experiences, school
                 activities, and family life
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Novice High                  Intermediate-Low                 Intermediate High
                            (N)                            and                        and Advanced Low
                                                     Intermediate Mid                        (A)
                                                            (M)
                                                                                    1.1.A.SL.h
                                                                                    Use target language to
                                                                                    discuss current or past
                                                                                    events that are of
                                                                                    significance in the
                                                                                    target culture

                 1.1.N.SL.i                       1.1.M.SL.h                        1.1.A.SL.i
                 Ask for and obtain               Ask for and obtain                Report to someone the
                 information in                   information in                    resolution of an
                 everyday situations in           everyday situations               everyday situation
                 the target language              with a complication               with a complication in
                 about time, place,               that need to be                   the target language in
                 price, size, relating to         resolved in the target            person or on the
                 restaurants, stores,             language in person or             telephone relating to
                 transportation, and              on the telephone                  restaurants, stores,
                 services                         relating to restaurants,          transportation, and
                                                  stores, transportation,           services
                                                  and services
                 Exchanging opinions              Exchanging opinions               Exchanging opinions
                 1.1.N.SL.j                       1.1.M.SL.i                        1.1.A.SL.j
                 Share likes and                  Interview a classmate             Share their opinions
                 dislikes in the target           in the target language            via discussion on what
                 language with a                  about their likes,                they have recently
                 classmate                        dislikes, preferences             read or seen such as
                                                  and opinions                      articles, short stories,
                                                                                    books, comics, film,
                                                                                    video/DVD, music and
                                                                                    art

                 1.1.N.SL.k                       1.1.M.SL.j                        1.1.A.SL.k
                 Share opinions and               Share opinions and                Exchange, support and
                 preferences in the               individual perspectives           discuss opinions and
                 target language with             on a variety of topics            individual perspectives
                 their classmates                 dealing with                      on a variety of topics
                                                  contemporary issues               dealing with
                                                                                    contemporary and
                                                                                    historical issues in the
                                                                                    target culture

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Novice High                 Intermediate-Low                  Intermediate High
                            (N)                             and                       and Advanced Low
                                                    Intermediate Mid                         (A)
                                                             (M)
                 Interpersonal-                   Interpersonal-                    Interpersonal-
                 Reading/Writing                  Reading/Writing                   Reading/Writing
                 (RW)                             (RW)                              (RW)
                 Exemption: Signed                Exemption: Signed                 Exemption: Signed
                 Socializing                      Socializing                       Socializing
                 1.1.N.RW.a                       1.1.M.RW.a                        1.1.A.RW.a
                 Use the target                   Use the target                    Use the target
                 language in email                language in email                 language in email
                 messages, text                   messages, text                    messages, text
                 messages, blogs,                 messages, blogs,                  messages, blogs,
                 webpages, letters, and           webpages, letters, and            webpages, letters, and
                 notes to greet, take             notes to greet one                notes to greet one
                 leave or make                    another and write                 another and write
                 introductions                    about everyday topics             about past and future
                                                  such as school and                activities such as
                                                  community events and              weekend plans,
                                                  activities                        vacation, jobs and
                                                                                    travel

                 1.1.N.RW.b
                 Exchange information
                 by asking and
                 answering basic
                 questions in writing
                 about the weather,
                 health/physical
                 conditions, self, family
                 and friends

                 1.1.N.RW.c                       1.1.M.RW.b                        1.1.A.RW.b
                 Use appropriate                  Use appropriate                   Use appropriate
                 register/honorifics in           register/honorifics in            register/honorifics in
                 written communication            written communication             written communication

                 1.1.N.RW.d                       1.1.M.RW.c                        1.1.A.RW.c
                 Request, offer, invite,          Request, offer, invite,           Request, offer, invite,
                 and reply appropriately          and reply appropriately           and reply appropriately
                 in writing using                 in writing using simple           in writing and provide
                 memorized phrases                phrases/sentences and             rationale for the
                                                  provide rationale for             request, offer,
                                                  the request and/or                invitation and reply
                                                  reply

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Novice High                 Intermediate-Low                  Intermediate High
                            (N)                            and                        and Advanced Low
                                                    Intermediate Mid                         (A)
                                                            (M)
                 Identifying and                  Identifying and                   Identifying and
                 Describing                       Describing                        Describing
                 1.1.N.RW.e                       1.1.M.RW.d                        1.1.A.RW.d
                 Ask questions in                 Share a written                   Share in writing a
                 writing about physical           detailed description of           detailed description
                 appearance, character            physical appearance,              and analysis of
                 and personality traits           character and                     physical appearance,
                 of friends, family,              personality traits of             character and
                 classmates and answer            contemporary figures              personality traits of
                 in writing using a list          in their own and the              historical figures and
                 of traits                        target culture                    characters in
                                                                                    literature, TV, film and
                                                                                    the arts in the target
                                                                                    culture

                 1.1.N.RW.f                       1.1.M.RW.e                        1.1.A.RW.e
                 Ask questions in                 Share a written                   Share in writing a
                 writing about feelings,          detailed description of           detailed description
                 emotions and health of           feelings, emotions and            and analysis of
                 friends, family,                 health of                         feelings, emotions and
                 classmates, and                  contemporary figures              health of historical
                 answer in writing using                                            figures and characters
                 a list of traits                                                   in literature, TV, film
                                                                                    and the arts

                 1.1.N.RW.g                       1.1.M.RW.f                        1.1.A.RW.f
                 Ask questions in                 Share a written                   Share in writing an
                 writing about the                detailed description of           analysis and
                 attributes of places             places and things                 comparison of
                 and things in their              beyond the student’s              attributes of places
                 immediate                        immediate                         and things in the
                 environment, and                 environment or in the             target culture by
                 answer in writing using          target culture                    providing a detailed
                 a list of traits                                                   description
                 Exchanging                       Exchanging                        Exchanging
                 Information                      Information                       Information
                 1.1.N.RW.h                       1.1.M.RW.g                        1.1.A.RW.g
                 Exchange information             Exchange information              Exchange information
                 in writing in the target         in writing in the target          in writing about social
                 language on familiar             language about                    issues and problems
                 topics such as personal          personal and social,
                 interests, memorable             community or current
                 experiences, school              events
                 activities, and family
                 life

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Novice High                 Intermediate-Low                  Intermediate High
                            (N)                            and                        and Advanced Low
                                                    Intermediate Mid                         (A)
                                                            (M)
                 1.1.N.RW.i                       1.1.M.RW.h                        1.1.A.RW.h
                 Inquire in writing to            Resolve in writing an             Report in writing to
                 obtain information in            everyday situation that           someone, the
                 the target language              presents a                        resolution of an
                 about time, place,               complication that                 everyday situation
                 price and size relating          needs to be resolved in           with a complication in
                 to restaurants, stores,          the target language               the target language
                 transportation, and              relating to stores,               relating to stores,
                 services                         transportation,                   transportation,
                                                  services, and online              services, and online
                                                  purchases                         purchases

                                                                                    1.1.A.RW.i
                                                                                    Use target language to
                                                                                    write about current or
                                                                                    past events that are of
                                                                                    significance in the
                                                                                    target culture

                 Exchanging opinions              Exchanging opinions               Exchanging opinions
                 1.1.N.RW.j                       1.1.M.RW.i                        1.1.A.RW.j
                 Share likes and                  Create and use a                  Share opinions in
                 dislikes in the target           questionnaire to                  writing about
                 language with a                  interview a classmate             something read or
                 classmate in writing,            in the target language            viewed, such as,
                 using email messages,            about their likes,                articles, books,
                 notes, letters                   dislikes, preferences             films/DVDs, TV shows,
                                                  and opinions, and                 music presentations,
                                                  write a summary of                or art
                                                  the information

                 1.1.N.RW.k                       1.1.M.RW.j                        1.1.A.RW.k
                 Share opinions and               Share in writing                  Exchange, support and
                 preferences in the               opinions and individual           discuss opinions and
                 target language with             perspectives on a                 individual perspectives
                 their classmates in              variety of topics                 on a variety of topics
                 writing using email              dealing with                      dealing with
                 messages, notes,                 contemporary issues               contemporary and
                 letters                                                            historical issues in the
                                                                                    target culture

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Novice High                  Intermediate-Low                 Intermediate High
                                    (N)                            and                        and Advanced Low
                                                             Intermediate Mid                        (A)
                                                                    (M)
1.2
Interpretive
Communication:
Students
understand and
interpret written
and spoken
language on a
variety of topics.
                         Interpretive                     Interpretive                      Interpretive
                         Language -Listening              Language -Listening               Language -Listening
                         (L)                              (L)                               (L)
                         Or Signed Language               Or Signed Language                Or Signed Language
                         (L)                              (L)                               (L)
                         Exemption: Not                   Exemption: Not                    Exemption: Not
                         Spoken                           Spoken                            Spoken
                         1.2.N.L.a                        1.2.M.L.a                         1.2.A.L.a
                         Demonstrate                      Demonstrate                       Demonstrate
                         understanding of oral            understanding of oral             understanding of oral
                         classroom language in            classroom language in             classroom language in
                         the target language              the target language on            the target language on
                         including directions,            familiar topics                   a variety of familiar
                         commands, and                                                      and unfamiliar topics
                         requests

                         1.2.N.L.b                        1.2.M.L.b                         1.2.A.L.b
                         Understand                       Understand                        Understand
                         interpersonal                    interpersonal                     interpersonal
                         communication on                 communication,                    communication,
                         topics of personal               spoken messages, and              spoken messages,
                         interest such as                 group discussions in              interviews, group
                         preferences, family              the target language on            discussions and
                         life, friends, leisure           familiar topics related           lectures in the target
                         and school activities,           to family, school, and            language on a variety
                         and everyday                     community                         of familiar and
                         occurrences                                                        unfamiliar topics
                         1.2.N.L.c                        1.2.M.L.c                         1.2.A.L.c
                         Understand main idea             Understand main idea              Analyze a visual media
                         of a visual media or             and supporting detail,            or live presentation
                         live presentation                and summarize a visual            (film/DVD, TV shows
                         (film/DVD, TV shows              media or live                     and commercials,
                         and commercials,                 presentation (film/DVD,           theatre and musical
                         theatre and musical              TV shows and                      production)
                         production)                      commercials, theatre
                                                          and musical production)

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Novice High                 Intermediate-Low                  Intermediate High
                            (N)                            and                        and Advanced Low
                                                    Intermediate Mid                         (A)
                                                            (M)
                 1.2.N.L.d                        1.2.M.L.d                         1.2.A.L.d
                 Understand main idea             Understand main idea              Analyze an audio
                 of an audio                      and supporting detail,            presentation (CD,
                 presentation (CD,                and summarize an                  lecture, radio, podcast,
                 lecture, radio, podcast,         audio presentation                songs/music)
                 songs/music)                     (CD, lecture, radio,
                                                  podcast, songs/music)
                 Interpreting Written             Interpreting Written              Interpreting Written
                 Language-Reading                 Language-Reading                  Language-Reading
                 (R)                              (R)                               (R)
                 Exemption: Signed                Exemption: Signed                 Exemption: Signed
                 1.2.N.R.a                        1.2.M.R.a                         1.2.A.R.a
                 Demonstrate                      Demonstrate                       Demonstrate
                 understanding of                 understanding of                  understanding of
                 written classroom                written classroom                 written classroom
                 language in the target           language in the target            language in the target
                 language including               language on familiar              language on a variety
                 directions, commands             topics                            of familiar and
                 and requests                                                       unfamiliar topics

                 1.2.N.R.b                        1.2.M.R.b                         1.2.A.R.b
                 Understand main idea             Understand main idea              Understand and
                 of simple accessible             and supporting detail,            analyze written
                 written materials in             and summarize                     materials in the target
                 the target language              accessible written                language on unfamiliar
                 such as, textbook                materials on familiar             topics such as, literary
                 passages, age-                   topics in the target              works, print media,
                 appropriate magazine             language such as,                 websites/internet,
                 and newspaper                    textbook content,                 directions
                 articles/ads,                    magazine and
                 websites/internet,               newspaper
                 poetry or stories                articles/ads,
                                                  websites/internet,
                                                  poetry or stories.

                 1.2.N.R.c                        1.2.M.R.c                         1.2.A.R.c
                 Understand written               Understand written                Understand written
                 interpersonal                    interpersonal                     interpersonal
                 communication on                 communication in the              communication in the
                 topics of personal               target language on                target language on a
                 interest such as                 familiar topics related           variety of familiar and
                 preferences, family life,        to family, school, and            unfamiliar topics
                 friends, leisure and             community (email,                 (email, letters,
                 school activities, and           letters, messages,                messages, notes, and
                 everyday occurrences
                                                  notes, and text                   text messages)
                 (email, letters,
                                                  messages)
                 messages, notes, and
                 text messages)

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Novice High                  Intermediate-Low                 Intermediate High
                                    (N)                            and                        and Advanced Low
                                                             Intermediate Mid                        (A)
                                                                    (M)
1.3
Presentational
Communication
Students present
information,
concepts, and
ideas to an
audience of
listeners or readers
on a variety of
topics.
                         Presentational                   Presentational                    Presentational
                         Language-Speaking                Language-Speaking                 Language-Speaking
                         (S)                              (S)                               (S)
                         Or Signed Language               Or Signed Language                Or Signed Language
                         (S)                              (S)                               (S)
                         Exemption: Not                    Exemption: Not                   Exemption: Not
                         Spoken                           Spoken                            Spoken
                         1.3.N.S.a                        1.3.M.S.a                         1.3.A.S.a
                         Present songs, poems             Present skits or short            Participate in and
                         or stories in the target         plays in the target               perform scenes in the
                         language                         language                          target language from
                                                                                            plays, and/or poems,
                                                                                            or excerpts from short
                                                                                            stories

                         1.3.N.S.b                        1.3.M.S.b                         1.3.A.S.b
                         Present brief personal           Retell a story to an              Present a summary of
                         descriptions on familiar         audience in the target            a story including plot
                         topics in target                 language                          and characters or an
                         language such as self,                                             event to an audience
                         friends, family, home
                         and school

                         1.3.N.S.c                        1.3.M.S.c                         1.3.A.S.c
                         Record materials in the          Present brief oral                Present oral reports on
                         target language, such            reports about personal            familiar and unfamiliar
                         as a puppet show,                experiences, school               topics in target
                         fashion show, or                 and community                     language
                         weather report                   happenings in target
                                                          language

                                                          1.3.M.S.d                         1.3.A.S.d
                                                          Produce a short original          Produce an original
                                                          target language                   target language
                                                          video/DVD recording,              information video/DVD
                                                          such as a segment of a            recording of a complete
                                                          newscast, talk show or            newscast or target
                                                          game show                         culture topic
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Novice High                 Intermediate-Low                  Intermediate High
                            (N)                            and                        and Advanced Low
                                                     Intermediate Mid                        (A)
                                                             (M)
                 Presentational                   Presentational                    Presentational
                 Language-Writing                 Language-Writing                  Language-Writing
                 (W)                              (W)                               (W)
                 Exemption: Not                   Exemption: Not                    Exemption: Not
                 Written                          Written                           Written
                 1.3.N.W.a                        1.3.M.W.a                         1.3.A.W.a
                 Illustrate and present           Illustrate and present            Create and
                 materials in the target          materials in the target           disseminate a
                 language such as an              language such as an               newsletter or webpage
                 advertisement, poster            informational brochure            in the target language
                 or menu                          or instructions for
                                                  accomplishing a task

                 1.3.N.W.b                        1.3.M.W.b                         1.3.A.W.b
                 Prepare illustrated              Create original                   Prepare a written
                 stories (big books,              compositions or                   analysis of a literary
                 posters, dioramas,               journal entries in the            work, journalistic
                 cartoons) about                  target language                   article, publication or
                 activities or events in                                            media/TV/DVD
                 student’s personal life,                                           presentation intended
                 and share these with                                               for native speakers of
                 an audience                                                        the language

                 1.3.N.W.c                        1.3.M.W.c                         1.3.A.W.c
                 Write brief personal             Present brief written             Present written reports
                 descriptions on familiar         reports about personal            on familiar and
                 topics in the target             experiences, school               unfamiliar topics in the
                 language such as self,           and community                     target language
                 friends, family, home            happenings in the
                 and school                       target language

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STRAND 2: CULTURES
                                Novice High                     Intermediate                  Intermediate High-
                                   (N)                            Low-Mid                       Advanced Low
                                                                    (M)                              (A)
2.1
Practices and
Perspectives
Students
demonstrate an
understanding of
the relationship
between the
practices and
perspectives of the
culture studied.
                        Geography & History               Geography & History               Geography & History
                        (G)                               (G)                               (G)
                        2.1.N.G.a.                        2.1.M.G.a                         2.1.A.G.a
                        Identify countries and            Recognize important               Identify political issues
                        their capital city where          features of country(s)            and current events
                        language is spoken                where language is                 where language is
                                                          spoken                            spoken

                        2.1.N.G.b                         2.1.M.G.b                         2.1.A.G.b
                        Identify history of               Identify major cities             Identify the
                        target language                   and regions within the            role/importance of
                        expansion                         country                           urban, rural, suburban
                                                                                            areas

                        2.1.N.G.c                         2.1.M.G.c                         2.1.A.G.c
                        Identify community                Identify major                    Identify population
                        services/buildings                geographic features               demographics
                        (parks, post office,              (rivers, mountains,
                        fire, police)                     deserts, forests)

                        2.1.N.G.d                         2.1.M.G.d                         2.1.A.G.d
                        Identify types of                 Identify additional               Describe the
                        housing available                 languages spoken in               governmental
                                                          the country and region            system(s) of the target
                                                                                            culture(s)

                        2.1.N.G.e                         2.1.M.G.e                         2.1.A.G.e
                        Identify transportation           Identify the                      Identify and discuss
                        modes and how to get              relationship to                   major tensions within
                        around in a city                  neighboring countries             and outside the
                                                          and the world                     country

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Novice High                   Intermediate                   Intermediate High-
                           (N)                           Low-Mid                        Advanced Low
                                                            (M)                               (A)
                2.1.N.G.f                         2.1.M.G.f                         2.1.A.G.f
                Identify a major                  Identify the chronology           Research and discuss
                historic event that               of major historical               major historical events
                impacted the culture              events and their                  and their impact on the
                                                  impact on the culture             culture

                2.1.N.G.g                         2.1.M.G.g
                Identify the                      Describe the
                relationship between              relationship of weather
                geography and                     and seasonal patterns
                weather and seasonal              on systems (school,
                patterns                          work)
                Relationships and                 Relationships and                 Relationships and
                Identity (RI)                     Identity (RI)                     Identity (RI)
                2.1.N.RI.a                        2.1.M.RI.a                        2.1.A.RI.a
                Recognize national                Recognize cultural and            Describe who is
                identity                          national identity within          considered majority
                                                  the target culture                and minority within a
                                                                                    culture

                2.1.N.RI.b                        2.1.M.RI.b                        2.1.A.RI.b
                Identify family                   Describe the role of              Describe issues of
                members and pets in               the family within the             gender, class and/or
                the target culture                target culture                    status in the target
                                                                                    culture

                2.1.N.RI.c                        2.1.M.RI.c                        2.1.A.RI.c
                Identify leisure                  Describe the concept              Describe the role of
                activities for self,              of friendship within the          leisure time activities
                family and friends                target culture                    (soccer, spending time
                                                                                    in a café, attending
                                                                                    concerts)

                2.1.N.RI.d                        2.1.M.RI.d                        2.1.A.RI.d
                Identify articles of              Describe how students             Describe
                clothing for self, family         spend their free                  characteristics and
                and friends                       time/entertain                    beliefs that define
                                                  themselves                        national identity
                Schools and                       Schools and                       Schools and
                Education (SE)                    Education (SE)                    Education (SE)
                2.1.N.SE.a                        2.1.M.SE.a                        2.1.A.SE.a
                Identify school levels            Describe educational              Describe secondary
                of instruction, courses,          system and levels of              and post- secondary
                and schedule                      instruction in the                educational
                                                  target country                    opportunities that lead
                                                                                    to careers in the target
                2.1.N.SE.b                                                          country
                Identify school
                activities

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Novice High                  Intermediate                    Intermediate High-
                           (N)                          Low-Mid                        Advanced Low
                                                           (M)                               (A)
                Time (T)                          Time (T)                          Time (T)

                2.1.N.T.a                         2.1.M.T.a                         2.1.A.T.a
                Describe a daily                  Describe a schedule               Describe cultural
                schedule in the target            that reflects daily               beliefs, values and
                culture (breakfast,               activities/routine of             perspectives
                lunch, dinner, hours              students at appropriate           associated with time
                for work, store/office            times (meal time,                 and daily schedule
                hours)                            school day,
                                                  extracurricular
                                                  activities)
                2.1.N.T.b
                Express time using 12
                hr. or 24 hr. clock as
                appropriate
                Economy/Money (E)                 Economy/Money (E)                 Economy/Money (E)

                2.1.N.E.a                         2.1.M.E.a                         2.1.A.E.a
                Recognize the currency            Identify the economic             Describe cultural
                of the target                     system(s) of the target           beliefs, values and
                country(s)                        culture(s)                        perspectives
                                                                                    associated with money
                                                                                    and wealth

                2.1.N.E.b                         2.1.M.E.b                         2.1.M.E.b
                Convert the local                 Describe how students             Describe the role of
                currency into US                  get discretionary                 work in the target
                dollars                           money and how it is               culture
                                                  spent

                2.1.N.E.c                         2.1.M.E.c
                Identify how people               Recognize the social
                earn a living                     status of various jobs
                                                  and professions
                Holidays and                      Holidays and                      Holidays and
                Celebrations (H)                  Celebrations (H)                  Celebrations (H)
                2.1.N.H.a                         2.1.M.H.a                         2.1.A.H.a
                Recognize the date and            Describe specific                 Explain how cultural
                significance of an                country or regional               beliefs, values and
                important civil,                  practices associated              perspectives serve as
                religious and                     with civil, religious,            the basis for the
                personal/family holiday           and personal/family               practices associated
                or celebration in the             holidays or                       with civil, religious,
                target culture                    celebrations in the               and personal/family
                and the practices                 target culture                    holidays or
                associated with them                                                celebrations

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Novice High                     Intermediate                  Intermediate High-
                                   (N)                            Low-Mid                       Advanced Low
                                                                    (M)                              (A)
2.2
Products and
Perspectives
Students
demonstrate an
understanding of
the relationship
between the
products and
perspectives of the
culture studied.
                        Geography & History               Geography & History               Geography & History
                        (G)                               (G)                               (G)
                        2.2.N.G.a                         2.2.M.G.a Identify                2.2.A.G.a Discuss
                        Identify indigenous               natural resources (Ex.            natural resources (Ex.
                        foods products and                silver, copper, oil)              silver, copper, oil) and
                        beverages                                                           their impact on the
                                                                                            economy
                        Cultural Heritage (C)             Cultural Heritage (C)             Cultural Heritage (C)

                        2.2.N.C.a                         2.2.M.C.a                         2.2.A.C.a
                        Recognize current                 Describe the                      Describe the enduring
                        cultural icons                    significance of current           contributions of this
                        (arts, music, literature,         cultural and historic             culture to the world
                        film, and the creators            icons (arts,                      (arts, music,
                        of these products as              architecture music,               architecture, literature,
                        well as natural sites)            literature, film, media,          film, media, TV,
                                                          TV, newspapers, and               newspapers, important
                                                          the creators of these             people)
                                                          products)
                        2.2.N.C.b
                        Recognize historic
                        culture icons
                        (arts, music, literature,
                        film, and the creators
                        of these products as
                        well as natural sites)
                        Holidays and                      Holidays and                      Holidays and
                        Celebrations (H)                  Celebrations (H)                  Celebrations (H)
                        2.2.N.C.a                         2.2.M.C.a                         2.2.A.C.a
                        Identify the products             Describe specific                 Explain how cultural
                        associated with civil             country or regional               beliefs, values and
                        and religious holidays            products associated               perspectives serve as
                        and personal                      with civil, religious and         the basis for the use of
                        celebrations                      personal/family                   products associated
                                                          holidays or                       with civil, religious and
                                                          celebrations in the               personal/family
                                                          target culture                    holidays or
                                                                                            celebrations
        These are draft documents that are open for public comment. Please DO NOT copy or distribute. V.4.07        23
Novice High                    Intermediate                  Intermediate High-
                           (N)                            Low-Mid                       Advanced Low
                                                            (M)                               (A)
                Foods and                         Foods and                         Foods and
                Beverages (F)                     Beverages (F)                     Beverages(F)
                2.2.N.F.a                         2.2.M.F.a                         2.2.A.F.a
                Identify what foods               Describe what foods               Explain the significance
                and beverages are                 and beverages are                 of various foods and
                routinely consumed at             popular in a specific             beverages to the
                each meal in the target           country of the target             population of a specific
                culture                           culture                           country of the target
                                                                                    culture

                2.2.N.F.b                         2.2.M.F.b                         2.2.A.F.b
                Identify the types of             Describe where people             Describe the cultural
                places where foods and            eat and drink outside             significance of eating
                beverages may be                  their home in the                 out in the target
                purchased in the target           target culture                    culture
                culture

                2.2.N.F.c
                Identify the types of
                places where foods and
                beverages may be
                consumed outside the
                home in the target
                culture
                Economy and Money                 Economy and Money                 Economy and Money
                (E)                                (E)                              (E)
                2.2.N.E.a                         2.2.M.E.a                         2.2.A.E.a
                Identify major natural            Describe essential                Explain the significance
                resources and                     products, services and            of the target culture’s
                indigenous products               industries that are the           or country’s economy
                within the target                 basis of the economy              in the world
                culture                           in the target culture

                2.2.N.E.b
                Identify types of stores
                and where products
                are sold in the target
                culture

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STRAND 3: CONNECTIONS
                                Novice High                     Intermediate                 Intermediate High-
                                   (N)                            Low-Mid                      Advanced Low
                                                                    (M)                             (A)
3.1
Knowledge
Students reinforce
and further their
knowledge of other
disciplines through
the world language.
                         3.1.N.a                         3.1.M.a                           3.1.A.a
                         Reinforce previously            Acquire new content               Acquire new content
                         learned content                 knowledge about                   knowledge about
                         knowledge through               familiar topics through           unfamiliar topics
                         the target language             the target language               through the target
                                                                                           language
3.2
Point of View
Students acquire
information and
recognize the
distinctive
viewpoints that are
only available
through the target
language and its
cultures.
                         3.2.N.a                         3.2.M.a                           3.2.A.a
                         Use audio, visual               Use audio, visual                 Use information
                         and/or print materials          and/or print materials            available only through
                         available only in the           available only in the             the target language to
                         target language to              target language to                identify and compare
                         recognize that a topic          acquire information               distinctive cultural
                         or situation may be                                               viewpoints
                         viewed differently in
                         one’s own culture
                         than in the target
                         culture

        These are draft documents that are open for public comment. Please DO NOT copy or distribute. V.4.07        25
STRAND 4: COMPARISONS

                               Novice High                     Intermediate                  Intermediate High-
                                  (N)                            Low-Mid                       Advanced Low
                                                                   (M)                              (A)
4.1
Comparing
Cultures
Students
demonstrate
understanding of
the concept of
culture through
comparisons of the
cultures studied
and their own.
                        4.1.N.a                          4.1.M.a                           4.1.A.a
                        Identify basic target            Identify the                      Describe the
                        culture practices and            significance of the               institutions, values,
                        compare them to one’s            cultural practices                beliefs and
                        own                              within the target                 perspectives that serve
                                                         culture(s) and                    as the foundation of
                                                         compare them to one’s             the target culture
                                                         own                               practices and compare
                                                                                           them to one’s own
                        4.1.N.b                          4.1.M.b                           4.1.A.b
                        Identify basic target            Identify the                      Describe the
                        culture products and             significance of the               institutions, values,
                        compare them to one’s            cultural products                 beliefs and
                        own                              within the target                 perspectives that serve
                                                         culture(s) and                    as the foundation of
                                                         compare them to one’s             the target culture
                                                         own                               practices and compare
                                                                                           them to one’s own

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Novice High                     Intermediate                  Intermediate High-
                                  (N)                            Low-Mid                       Advanced Low
                                                                   (M)                              (A)
4.2
Comparing
Languages
Students
demonstrate
understanding of
the nature of
language through
comparisons of the
language studies
and their own.
                        4.2.N.a                          4.2.M.a                           4.2.A.a
                        Identify basic                   Select vocabulary                 Recognize that
                        differences and                  recognizing that                  vocabulary reflects
                        similarities in                  meaning is not always             culture and use this
                        vocabulary between               conveyed through                  knowledge to adjust
                        one’s own language               direct word-for-word              language accordingly
                        and the target                   translation from one’s            and strengthen an
                        language (cognates               own language to the               understanding of both
                        and borrowed words)              target language                   languages

                        4.2.N.b                          4.2.M.b                           4.2.A.b
                        Identify basic                   Select grammatical                Recognize that
                        differences and                  structures recognizing            grammatical structures
                        similarities in                  that meaning is not               reflect culture, and use
                        grammatical structures           always conveyed                   this knowledge to
                        between one’s own                through direct word-              adjust language
                        language and the                 for-word translation              accordingly and
                        target language                  from one’s own                    strengthen an
                                                         language to the target            understanding of both
                                                         language                          languages

                        4.2.N.c                          4.2.M.c                           4.2.A.c
                        Identify basic                   Select                            Recognize that
                        differences and                  register/honorifics               register/honorifics
                        similarities in                  recognizing that                  reflect culture, and use
                        register/honorifics              meaning is not always             this knowledge to
                        between one’s own                conveyed through                  adjust language
                        language and the                 direct word-for-word              accordingly and
                        target language                  translation from one’s            strengthen an
                                                         own language and the              understanding of both
                                                         target language                   languages

                        4.2.N.d                          4.2.M.d                           4.2.A.d
                        Identify basic                   Select phonological               Recognize that
                        differences and                  features recognizing              phonological features
                        similarities in                  that meaning is not               reflect culture, and use
                        phonological features            always conveyed                   this knowledge to
                        (such as                         through equivalent                adjust language

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Novice High                    Intermediate                   Intermediate High-
                           (N)                            Low-Mid                       Advanced Low
                                                            (M)                               (A)
                 pronunciation,                   application of the same           accordingly and
                 intonation and tone)             features from one’s               strengthen an
                 between one’s own                own language to the               understanding of both
                 language and the                 target language                   languages
                 target language
                 Exemption: Signed                Exemption: Signed                 Exemption: Signed

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STRAND 5: COMMUNITIES

                                Novice High                     Intermediate                  Intermediate High-
                                   (N)                            Low-Mid                       Advanced Low
                                                                    (M)                              (A)
5.1
Use of Language
Students use the
language both
within and beyond
the school setting.
                         5.1.N.a                          5.1.M.a                           5.1.A.a
                         Exchange information             Exchange information              Exchange information
                         in the target language           in the target language            in the target language
                         with people locally and          with people locally and           with people locally and
                         around the world                 around the world                  around the world
                         through avenues such             through avenues such              through avenues such
                         as pen and key pals,             as pen and key pals, e-           as pen and key pals, e-
                         e-mail, and electronic           mail, electronic                  mail, electronic
                         presentations                    presentations, and                presentations,
                                                          newsletters and/or                publications, and
                                                          web pages                         speeches

                         5.1.N.b                          5.1.M.b                           5.1.A.b
                         Provide services to              Provide services to               Provide services to the
                         others in the school             others in the school              school district and
                         district through                 district and community            community through
                         activities in the target         through activities in             activities in the target
                         language such as skits           the target language               language such as
                         and/or musical                   such as serving as                tutoring and helping
                         presentations or by              conversation partners             speakers of the target
                         reading to others in             for other students in             language to function
                         the target language              the target language               within the school or
                                                                                            community

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Novice High                     Intermediate                  Intermediate High-
                                   (N)                            Low-Mid                       Advanced Low
                                                                    (M)                              (A)
5.2
Personal
Enrichment
Students show
evidence of
becoming life-long
learners by using
the language for
personal
enjoyment and
enrichment.
                         5.2.N.a                          5.2.M.a.                          5.2.A.a
                         Willingly use the                Seek out opportunities            Seek opportunities and
                         target language within           and use in the target             use the target
                         the classroom setting            language with                     language in real life
                                                          teachers, friends or              situations within the
                                                          family outside of the             community
                                                          classroom

                         5.1.N.b                          5.1.M.b                           5.1.A.b
                         Use authentic target             Use authentic target              Use authentic target
                         language print                   language print                    language print
                         materials and                    materials and                     materials and
                         electronic media to              electronic media to               electronic media to
                         explore topics of                explore topics of                 explore topics of
                         personal interest and            personal interest                 personal interest from
                         enjoyment                        within their own                  the points of view of
                                                          culture and the new               the new culture
                                                          culture

                         5.1.N.c                          5.1.M.c                           5.1.A.c
                         Identify careers where           Investigate and                   Participate in school-
                         skills in another                present information to            to-work projects such
                         language or cross-               others about careers              as an internship or
                         cultural understanding           where skills in another           outreach program that
                         are needed                       language, or cross-               requires proficiency in
                                                          cultural understanding,           the target language
                                                          are needed

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