World Languages Standards

World Languages Standards

STANDARD 7.1
(Communication) All Students Will Be Able To Communicate In At Least One World Language In Addition To English. They Will Use Language To Engage In Conversation, Understand And Interpret Spoken And Written Language, Present Information, Concepts, And Ideas While Making Connections With Other Disciplines, And Compare The Language/Culture Studied With Their Own.

Strand	Cumulative Progress Indicators
Interpretive Mode	Grade 2	Grade 4	Grade 8	Grade 12
Interpersonal Mode	Grade 2	Grade 4	Grade 8	Grade 12
Presentational Mode	Grade 2	Grade 4	Grade 8	Grade 12

STANDARD 7.2
(Culture) All Students Will Demonstrate An Understanding Of The Perspectives Of A Culture(S) Through Experiences With Its Products And Practices.

Strand	Cumulative Progress Indicators
Interpretive Mode	Grade 2	Grade 4	Grade 8	Grade 12
Interpersonal Mode	Grade 2	Grade 4	Grade 8	Grade 12
Presentational Mode	Grade 2	Grade 4	Grade 8	Grade 12

Novice-Mid Learner Range

According to ACTFL, students beginning the study of a second language in kindergarten, in a program that meets a minimum of 3 times a week for thirty minutes, should meet the following cumulative progress indicators by the end of Grade 2.

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Demonstrate comprehension of simple, oral directions, commands, and requests through appropriate physical response.

2. Recognize common gestures, intonation, and other visual or auditory cues of the target culture.

3. Identify familiar people, places, and objects based on oral and/or simple written descriptions.

4. Comprehend brief oral exchanges on familiar topics.

· Grade level appropriate health topics (e.g., wellness, feelings and emotions)

· Grade level appropriate science topics (e.g., weather and seasons)

5. Connect the learning of the target language to information studied in other core content areas.

· Grade level appropriate mathematics concepts (e.g., use of numbers to count, measure, label, or locate)

· Grade level appropriate health topics (e.g., nutrition and food groups)

6. Listen to simple passages from age-appropriate, culturally authentic selections for enjoyment and information.

· Recognition of key words

· Main idea

B. Interpersonal Mode (direct oral or written communication)

1. Give and follow simple oral directions, commands, and requests for participating in age-appropriate classroom and cultural activities.

2. Imitate appropriate gestures and intonation of the target culture during greetings, leave-takings, and daily interactions.

3. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.

4. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or topics studied in other core content areas.

· Grade level appropriate social studies topics (e.g., symbols of American and target culture: flags, famous places, regions, and monuments)

· Grade level appropriate mathematics concepts (e.g., numerical operations: addition/subtraction of 2-digit numbers; counting and performing simple computations with coins)

· Grade level appropriate science topics (e.g., plant and animal characteristics)

5. Exchange basic information about the main characters, main idea, and setting from age-appropriate, culturally authentic selections.

C. Presentational Mode (spoken or written communication for an audience)

1. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.

2. Copy/write words, phrases, or simple guided texts on familiar topics.

· Grade level appropriate mathematics concepts (e.g., calendar/time; color/shape/size of objects)

· Grade level appropriate science concepts (e.g., comparing and contrasting living and nonliving things)

3. Present orally or in writing information from age-appropriate, culturally authentic selections.

· Grade level appropriate language arts literacy activities (e.g., contributing to teacher-directed shared writing activities; illustrating stories, or drawing and labeling pictures, charts, or diagrams)

4. Name and label tangible products and imitate practices from the target culture.

· Grade level appropriate visual and performing arts activities (e.g., song, dance, and drama of the target culture)

· Grade level appropriate social studies activities (e.g., participation in culturally authentic experiences such as preparing and eating meals and snacks, playing authentic games, holiday celebrations)

Novice-High Learner Range

According to ACTFL, students who have begun the study of a second language in kindergarten in a program that meets a minimum of 3 times a week for thirty minutes, and continue the study of that language in subsequent grades in a program that meets for the same time allocations, should meet the following cumulative progress indicators by the end of Grade 4.

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Demonstrate comprehension of a series of oral directions, commands, and requests through appropriate physical response.

2. Recognize common gestures, intonation, and other visual or auditory cues of the target-culture.

3. Identify people, places, objects, and activities in daily life based on oral or written descriptions.

4. Comprehend short conversations and brief written messages on familiar topics.

· Messages contained in media (e.g., illustrated texts, posters or advertisements)

5. Connect the learning of the target language to information studied in other core content areas.

· Grade level appropriate visual and performing arts topics (e.g., famous artists and works of art)

· Grade level appropriate mathematics concepts (e.g., symbols for currency and appropriate place value as used in the target culture)

· Grade level appropriate science topics (e.g., life cycle of plants and animals)

6. Demonstrate comprehension of the main idea, and identify the principal characters in readings from age-appropriate, culturally authentic selections.

B. Interpersonal Mode (direct oral or written communication)

1. Give and follow a series of oral directions, commands, and requests for participating in age-appropriate classroom and cultural activities.

2. Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture during daily interactions.

3. Ask and respond to questions, make requests, and express preferences in various social situations using learned expressions and strings of sentences.

4. Participate in guided conversations on a variety of familiar topics and/or topics studied in other core content areas.

· Grade level appropriate math concepts (e.g., buying/selling transactions)

· Grade level appropriate health topics (e.g., basic human needs such as food, shelter, and clothing)

· Grade level appropriate social studies topics (e.g., geographical landmarks in home and target culture)

· Grade level science topics (e.g., scientists/inventors from the target culture(s) and their contributions)

5. Identify the main characters, main idea, setting, and important events found in age-appropriate, culturally authentic texts.

C. Presentational Mode (spoken or written communication for an audience)

1. Create and present orally or in writing brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary in a guided format.

2. Describe in writing using a guided format people and things from the home/school environment.

3. Tell or retell stories using a guided format from age-appropriate, culturally authentic selections orally or in writing.

4. Tell or write about products of the target culture and simulate common cultural practices.

· Grade level appropriate social studies topics (e.g., culinary contributions, crafts, or artifacts from the target cultures)

Intermediate-Low Learner Range

According to ACTFL, students who have begun the study of a second language in kindergarten through grade 4 in a program that meets a minimum of 3 times a week for thirty minutes, and continue the study of that language through middle school in a program that meets 5 times a week for forty minutes, should meet the following cumulative progress indicators by the end of grade 8.

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.

2. Compare and contrast the use of verbal and non-verbal etiquette in the target culture with their own culture in the use of gestures, intonation, and other visual and auditory clues.

· Eye contact and interpersonal social distance

· Table manners and telephone practices

3. Discuss people, places, objects, and daily activities based on oral or written descriptions.

· Grade level appropriate social studies topics (e.g., famous historical and contemporary personalities from the target culture; regions, cities, historical and cultural sites in the target country; events from U.S. history and target culture history from a specific era)

4. Comprehend conversations and written information on a variety of topics.

· Academic and social interests

· Current or past issues and events at home or in the target country

5. Apply knowledge and skills gained in other core content areas to the learning of the target language.

· Grade level appropriate social studies topics (e.g., converting maps into appropriate graphics to display geographical information about the target culture country)

· Grade level appropriate health topics (e.g., comparing and contrasting health concerns that occur during adolescence in the target culture with their own culture)

· Grade level appropriate mathematics concepts (e.g., selecting and using appropriate units of metric measurement to solve real-life problems)

· Grade level appropriate science concepts (e.g., evaluating authentic weather reports from different regions of the target country to predict weather conditions)

6. Identify the main idea and theme, and describe the main characters and setting in readings from age-appropriate, culturally authentic selections.

7. Compare and contrast unique linguistic elements in English and the target language.

· Grade level appropriate language arts literacy topics/concepts (e.g., time and tense relationships; commonly used words and phrases; idiomatic expressions)

B. Interpersonal Mode (direct spoken or written communication)

1. Give and follow a series of oral and written directions, commands, and requests for participating in age-appropriate classroom and cultural activities.

2. Use appropriate gestures, intonation and common idiomatic expressions of the target culture in familiar situations.

3. Ask and respond to factual and interpretive questions of a personal nature or on school-related topics.

· Reactions to an incident occurring in school or an event taking place in the school, community, or world

· Grade level appropriate science topics (e.g., characteristics and shared characteristics of major categories of organisms)

· Grade level appropriate social studies concepts (e.g., the role of the target culture country in colonization and exploration of the Americas or in the American Revolution)

4. Engage in short conversations about personal experiences or events, and/or topics studied in other core content areas.

· Grade level social studies topics (e.g., family celebrations and coming of age customs)

5. Describe the main characters, setting, and important events from age-appropriate, culturally authentic selections both orally and in writing.

6. Identify professions and careers that require proficiency in a language other than English

· Career preparation skills needed to engage in these professions

C. Presentational Mode (spoken or written communication for an audience)

1. Present student-created and/or authentic short plays, skits, poems, songs, stories or reports.

· Grade level appropriate visual and performing arts, language arts and career education (e.g., staging a dramatic presentation of a significant aspect of the life of an important person in the target culture; doing an oral presentation on a famous person, place, or event from target culture supported by research obtained in the target language; creating a visual representation of region or country supported by technological resources and other media)

2. Use language creatively in writing to response to a variety of oral or visual prompts.

· Grade level appropriate language arts literacy topics and career education skills (e.g., writing short, well-organized essays on personal and school-related topics; writing letters in response to ads in local or target language newspapers)

3. Engage in a variety of oral and written tasks using age-appropriate culturally authentic selections.

· Grade level appropriate language arts literacy topics (e.g., summary of the plot and characters; dramatization of principal scenes in the text; role-playing a film critic to express opinions about the text)

4. Describe orally, in writing, or through simulation, similarities and differences among products and practices found in the target culture with their own.

· Grade level appropriate language arts literacy and social studies topics (e.g., origin and development of a product or practice; physical characteristics of the product; use of the product within the culture; role-playing cultural practices)

Pre-Advanced Learner Range

According to ACTFL, students who have begun the study of a second language in kindergarten in a program that meets a minimum of 3 times a week for thirty minutes in the elementary school and 5 times a week for forty minutes in the middle school and high school should meet the following cumulative progress indicators by the end of Grade 12.

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Demonstrate an understanding of spoken and written language, as expressed by speakers of the target language in formal and informal settings through appropriate responses.

2. Compare and contrast the use of verbal and non-verbal etiquette in the target culture with their own culture to perform a variety of functions.

· Persuading, negotiating, offering advice

3. Analyze the historical and political contexts that connect/have connected famous people, places and events from the target culture with the U.S.

4. Synthesize information from oral and written discourse dealing with a variety of topics.

· Television and cinema presentations

· Teen and adult social interactions

· Trends in education and business

5. Apply knowledge and skills gained in other core content areas to interpret information on topics related to the study of the target language and culture.

· Grade level appropriate social studies topics and career education and consumer, family and life skills (e.g., drawing conclusions about political, economic and societal patterns in the target culture country through the use of technological data obtained using authentic sources in the target language)

6. Analyze and critique readings from authentic texts and/or from a variety of art genres.

· Main ideas, theme and supportive details

· Roles and significance of main characters

· Use of figurative language (e.g., symbolism, connotation and denotation)

7. Analyze elements of the target language and comparable linguistic elements in English.

· Influence of languages on each other

· Syntax and morphology

B. Interpersonal Mode (direct spoken and written communication)

1. Give, respond, and ask for clarification on detailed oral and written directions, commands, and requests.

2. Interact in a variety of situations using culturally appropriate verbal and non-verbal communication strategies.

3. Ask and respond to questions as part of group discussion on topics of personal, academic or social nature.

· Grade level appropriate health topics (e.g., explaining and supporting an opinion on a societal issue such as violence or driving under the influence of controlled substances; participating in a panel or debate on a school-wide problem such as harassment due to gender or sexual orientation)

4. Engage in oral and/or written discourse in a variety of time frames on topics of personal or social interest, or on topics studied in other core content areas.

· Grade level appropriate career education and consumer, family and life skills activities (e.g., college and job interviews; transactions and negotiations: filling out a business form in the target culture, asking for telephone service to be connected, demonstrating the ability to seek and apply for a job, compromising with a parent over a weekend curfew)

· Grade level appropriate health topics (e.g., social issues: dating, behavior at school and non-school events)

· Grade level appropriate social studies topics (e.g., analysis of the economic, scientific and political factors that led to the age of European exploration and the commercial revolution)

5. Analyze and critique a variety of culturally authentic selections.

· Reflection of target culture in text

· Purpose, message and style of the author

· Use of figurative language

· Political or social impact and relevance to self

6. Use language in a variety of settings to further personal and/or career goals.

· Grade level appropriate career education and consumer, family, and life skills activities (e.g., participation in career exploration, competitive events in the target language, community service, or school-to-work projects that use the target language and knowledge of its culture)

C. Presentational Mode (spoken and written communication for an audience)

1. Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or exposure to perspectives from the target culture.

· Grade level appropriate health topics (e.g., problems and issues encountered in late adolescence)

· Grade level appropriate language arts literacy topics (e.g., themes found in fiction and nonfiction such as hope, death, love, loyalty, honor, courage)

· Grade level appropriate career education and consumer, family, and life skills activities (e.g., media presentation to "teach a class" about a specific topic related to other core content areas and/or the target culture)

2. Use language creatively in writing for a variety of purposes.

· Grade level appropriate language arts literacy activities (e.g., writing a letter to the editor, an editorial or an op-ed piece in the target language for a newspaper or magazine; writing a research paper using target language sources)

3. Explain the structural elements and/or cultural perspectives of authentic selections.

· Grade level appropriate language arts literacy activities (e.g., summary or retelling the selection with substantive description and detail; analysis of character, theme and setting and how it reflects the target culture)

4. Explain the perspectives of the target culture(s) as evidenced by their products and practices and compare those with home cultural perspectives.

· Grade level appropriate social studies topics (e.g., attitudes and beliefs of the culture that influenced the development of its products or practices: esthetics, concept of time, sex roles, rights and duties, etc.; how a particular product or practice of the target culture compares with a similar product or practice in the U.S.)

· Grade level appropriate science topics (e.g., impact of the environment and natural resources on the development of the products and practices of the target culture)

STANDARD 7.2
(Culture) All Students Will Demonstrate An Understanding Of The Perspectives Of A Culture(S) Through Experiences With Its Products And Practices.

Novice-Mid Learner Range

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Identify daily practices of people in the target culture(s).

2. Identify basic geographical features and some common landmarks in countries where the target language is spoken.

3. Identify aspects of the target culture(s) presented in photographs, children’s books, and plays.

4. Identify distinctive cultural products of the target culture(s).

B. Interpersonal Mode (direct spoken and written communication)

1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave-takings, and daily classroom interactions.

2. Participate in a variety of oral and/or written activities after listening to age-appropriate, culturally authentic selections.

C. Presentational Mode (spoken and written communication for an audience)

1. Reproduce a variety of tangible products typical of the target culture(s).

2. Identify and reproduce expressive products typical of the target culture(s).

3. Participate in age-appropriate activities related to special events celebrated in the target culture(s).

Novice-High Learner Range

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Compare daily practices of people in the target culture(s) with their own.

2. Describe the geographical features, types and effects of climate in countries where the target language is spoken.

3. Identify aspects of culture presented in photographs, plays, or films.

4. Identify common tangible and intangible cultural products of the target culture(s).

B. Interpersonal Mode (direct spoken and written communication)

1. Imitate culturally appropriate etiquette in verbal and non-verbal communication during greetings, leave-takings, and common social situations.

2. Participate in a variety of oral and/or written activities after listening to and/or reading age-appropriate, culturally authentic selections.

C. Presentational Mode (spoken and written communication for an audience)

1. Compare and contrast similarities and differences between tangible products of the target culture(s) and their own.

2. Describe and reproduce expressive products of the target culture(s).

3. Participate in activities related to special events celebrated in the target culture(s) and make comparisons with the U.S.

Intermediate-Low Learner Range

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Explain how the attitudes and beliefs (perspectives) of the target culture(s) are reflected in cultural practices.

2. Investigate how geography and climate influence the lives of people in the target culture(s) country (ies).

3. Show the relationship between the cultural characteristics found in films or videos to the cultural perspectives of the target culture(s).

4. Examine tangible products of the target culture(s) and begin to infer why people produce and use them.

B. Interpersonal Mode (direct spoken and written communication)

1. Use culturally appropriate etiquette in verbal and non-verbal communication in a variety of social situations.

2. Discuss various elements of age-appropriate, culturally authentic selections and identify how they reflect certain aspects of the target culture.

3. Demonstrate and discuss in some detail observable patterns of behavior and social conventions of the peer group in the target culture(s) and make comparisons with the U.S.

4. Discuss the characteristics of the school community in the target culture and compare with those in the U.S.

5. Describe past and present issues, events, and/or trends from the target culture perspective and the U.S. perspective.

C. Presentational Mode (spoken and written communication for an audience)

1. Present the results of research showing the extent of diversity in products and practices that exist within the target language/culture(s).

2. Prepare an analysis showing how expressive products or innovations of the target culture(s) influence the global community.

Pre-Advanced Learner Range

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Analyze how the changing economic and political environment influences the development of new products and contemporary practices in the target culture.

2. Compare and contrast how the target country(ies) and the U.S. deal with current environmental issues.

3. Compare and contrast varying perspectives that exist in different target cultures as seen in television, film and other forms of the media.

4. Compare and contrast tangible products of the target culture(s) to their own culture and formulate a rationale about why people produce and use them.

B. Interpersonal Mode (direct spoken and written communication)

1. Interact in a wide range of social and professional contexts that reflect both peer-group and adult activities within the culture studied, using appropriate etiquette in verbal or non-verbal communication.

2. Discuss culturally authentic selections listened to, read, or viewed to demonstrate insights gained into the products, practices and perspectives of the target culture(s).

3. Compare and contrast for discussion common social practices in the U.S. and target culture(s) related to universal life events, such as birth, marriage, and death.

4. Analyze for discussion observable patterns of behavior and social conventions of various age groups in the target culture(s) and compare them with the U.S.

5. Analyze for discussion relationships among past and current economic and political structures and their impact on the perspectives of the culture(s) studied.

C. Presentational Mode (spoken and written communication for an audience)

1. Develop a persuasive rationale showing how the study of the target language and its culture(s) influences attitudes and views on diversity.

2. Simulate activities characteristic of the transition between high school and the workplace/university in the target culture.