Standard 7: World Languages

Mission: The study of another language and culture prepares learners to function fully and effectively as citizens and workers in the 21st century by being able to communicate in appropriate ways with people from diverse cultures.

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, understanding 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.

Big Idea: Communication is the ability to understand and be understood in real world contexts.

7.1 A. Interpretive Mode

Essential Questions

Enduring Understandings

- How do I develop communicative competence?
- How do I know that I am getting better in using language in real-world situations?
- What strategies do I need to communicate in linguistically and culturally appropriate ways?
- When does accuracy matter?
- How does the content of the world languages classroom help me understand who I am and the world in which I live?
- How does content help me respond to important questions that extend my learning beyond the classroom?
- Why do people from different cultures sometimes say, write and do things differently from the way I do them?

- Successful communication is knowing how, when and why to convey a message to different audiences.
- Language learning involves acquiring strategies to fill communication gaps.
- The content of the world languages classroom encompasses the entire learning experience.
- Learning a different language/culture leads to greater understanding of one’s own and other languages/cultures and why people think and act in different ways.

Cumulative Progress Indicators

Comments and Examples

Novice-Mid Learner:
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

 

Novice-High Learner:

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.  
Intermediate-Low Learner:
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)

  
Pre-Advanced Learner:
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

  

7.1 B. Interpersonal Mode

Essential Questions

Enduring Understandings

- How do I develop communicative competence?
- How do I know that I am getting better in using language in real-world situations?
- What strategies do I need to communicate in linguistically and culturally appropriate ways?
- When does accuracy matter?
- How does the content of the world languages classroom help me understand who I am and the world in which I live?
- How does content help me respond to important questions that extend my learning beyond the classroom?
- Why do people from different cultures sometimes say, write and do things differently from the way I do them?

- Successful communication is knowing how, when and why to convey a message to different audiences.
- Language learning involves acquiring strategies to fill communication gaps.
- The content of the world languages classroom encompasses the entire learning experience.
- Learning a different language/culture leads to greater understanding of one’s own and other languages/cultures and why people think and act in different ways.

Cumulative Progress Indicators

Comments and Examples

Novice-Mid Learner:

 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.  

Novice-High Learner:

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.  
Intermediate-Low Learner:

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

  
Pre-Advanced Learner:
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)

 

  

7.1 C. Presentational Mode

Essential Questions

Enduring Understandings

- How do I develop communicative competence?
- How do I know that I am getting better in using language in real-world situations?
- What strategies do I need to communicate in linguistically and culturally appropriate ways?
- When does accuracy matter?
- How does the content of the world languages classroom help me understand who I am and the world in which I live?
- How does content help me respond to important questions that extend my learning beyond the classroom?
- Why do people from different cultures sometimes say, write and do things differently from the way I do them?

- Successful communication is knowing how, when and why to convey a message to different audiences.
- Language learning involves acquiring strategies to fill communication gaps.
- The content of the world languages classroom encompasses the entire learning experience.
- Learning a different language/culture leads to greater understanding of one’s own and other languages/cultures and why people think and act in different ways.

Cumulative Progress Indicators

Comments and Examples

Novice-Mid Learner:

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:

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:

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:

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)