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The Anglo-American School of Moscow

World Languages

Standards and Benchmarks

2017-2018

THE ANGLO-AMERICAN SCHOOL OF MOSCOW

Learning Outcomes (Standards and Benchmarks)

CONTENT AND PERFORMANCE STANDARDS

At the Anglo-American School of Moscow, our curriculum standards represent an overview of essential school learning for all

students. Standards are broad statements of what students should know and be able to do. Different types of standards

address various aspects important to learning.

CONTENT STANDARDS

Content standards cover what students are to learn in various subject areas, such as mathematics and science. Each discipline

has identified a core of learning outcomes desired for all students.

PERFORMANCE STANDARDS OR BENCHMARKS

Performance standards –or benchmarks as they are referred to at AAS - are developmentally appropriate components of

standards. They are written for each grade and state the knowledge and skills to be acquired by the end of that grade or group

of grades. To provide a clearer understanding of what specific skills are taught at a grade level, certain benchmarks include

descriptors or examples.

Benchmarks are the knowledge and skills that teachers can assess, and on which student learning progress can be reported.

While the ultimate learning goal for students is to attain deep understandings of the issues and content they study, we

recognize that understanding itself is difficult to measure and we depend on the measures of knowledge and skills combined

with student reflection or ultimate performance.

GUARANTEED AND VIABLE CURRICULUM

A guaranteed curriculum means that we provide the opportunity and support for all students to learn what we have identified as

core learning outcomes. Viable means we have identified that which is actually able to be achieved within the time frame of

students’ Pk-12 journey. We provide learning extension for all students ready and able to exceed the general curriculum, but we

organize so that we can ensure all students make adequate progress in the guaranteed curriculum.

In order to ensure the curriculum is guaranteed, viable, and relevant to students’ lives, teachers review the benchmarks on a

continuous basis and use them to design instruction (and when appropriate – remediation or extension) for students.

AAS teachers develop unit plans aligned with the standards and grade level benchmarks. Unit plans are documents for teacher

use that outline the specific content, skills, assessments and resources used in all AAS classrooms. We organize these

standards, benchmarks, and instructional units in the resource tool of Rubicon Atlas.

The standards and benchmarks are available on the school website under academics at www.aas.ru

WORLD LANGUAGES CURRICULUM PHILOSOPHY

The World Language Department believes that learning additional languages fosters effective communication and participation in the global community. By learning additional languages, we enhance problem solving and reasoning skills, the capacity for creative thinking and the ability to respect, understand and value one’s own and other cultures. When we learn more than one language we develop an appreciation of language and the power of words and enhance the learning of all languages.

The Five C’s of World Language Education

Communication Cultures Connections Comparisons Communities

The purposes and uses of world languages are as diverse as the students who study them. Some students study another language in hopes of finding a rewarding career in the international marketplace or government service. Others are interested in the intellectual challenge and cognitive benefits that accrue to those who master multiple languages. Still others seek greater understanding of other people and other cultures. Many approach world language study, as they do other courses, simply to fulfill a graduation requirement. Regardless of the reason for study, world languages have something to offer everyone. It is with this philosophy in mind that the standards task force identified five goal areas that encompass all of these reasons: Communication, Cultures, Connections, Comparisons, and Communities—the five C’s of world language education.

Communication is at the heart of second language study, whether the communication takes place face-to-face, in writing, or across centuries through the reading of literature. Through the study of other languages, students gain a knowledge and understanding of the cultures that use that language and, in fact, cannot truly master the language until they have also understood and absorbed the cultural contexts in which the language occurs. Learning languages provides connections to additional bodies of knowledge that may be unavailable to the monolingual English speaker.

Through comparisons and contrasts with the language being studied, students develop insight into the nature of language and the concept of culture and realize that there are multiple ways of viewing the world. Together, these elements enable the student of languages to participate in multilingual communities at home and around the world in a variety of contexts and in culturally appropriate ways.

“Knowing how, when, and why to say what to whom” All the linguistic and social knowledge required for effective human-to-human interaction is encompassed in those ten words. Formerly, most teaching in world language classrooms concentrated on the how (grammar) to say what (vocabulary). While these components of language are indeed crucial, the current organizing principle for world language study is communication, which also highlights the why, the whom, and the when. So, while grammar and vocabulary are essential tools for communication, it is the acquisition of the ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of today’s world language classroom. From: STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century, American Council on the Teaching of Foreign Languages

METHODOLOGIES

The following methodologies have been developed by the World Language faculty. While some will need to be adapted for various grade levels, these methodologies represent the best in instructional practice and educational research for delivery of the World Language curriculum.

1. First and foremost the language learning environment created is a "safe" one in which learners feel comfortable taking risks. In this way, students develop confidence and competence, without fear of being ridiculed or reprimanded.

2. As enjoyment stimulates motivation and interest, teachers engage students in the language and culture in a variety of fun activities.

3. The target language is used as the language of instruction, for all levels. As required, comprehension may be facilitated by using gestures, visuals, and cognates.

4. In the early stages, the development of speaking and listening skills is stressed, followed by reading and writing.

5. The activities are communicative, whereby the students are involved in meaningful conversation for authentic purposes.

6. In all courses, authentic materials such as newspapers, magazines, radio, TV news, cartoons, other children’s programs, etc, as well as texts designed for language teaching are used.

7. Classroom activities include: whole class activities, individual, group, and pair work, project work, class/group/individual presentations to class or other classes, surveys, role-plays, simulations, debates, making brochures, posters, poems, songs, rhymes, cultural exchanges and visits, reading novels and plays, filming various presentations, viewing TV and cinema, and connecting via Internet.

8. Language acquisition is an extremely personal process; there are as many ways and speeds of learning as there are individuals. It is important for students to make positive personal connections with the language in order to facilitate language learning.

WORLD LANGUAGES: FRENCH, SPANISH AND RUSSIAN IN THE ELEMENTARY SCHOOL

The Primary Years Programme (PYP) of the International Baccalaureate Organisation (IBO) requires that students learn an additional language during their years in primary school. The PYP goal of providing insight into and appreciation of other cultures, along with developing an awareness of perspectives different from their own, aligns with the AAS World Languages Curriculum Philosophy. Our elementary French, Spanish and Russian classes begin in kindergarten. Students receive language lessons once weekly in kindergarten, twice weekly in grades one and two, two, four times weekly in grade three and four times per week in grades four and five.

AAS World Language K-12th Curriculum COMMUNICATION

“Communication can be characterized in many different ways. The approach suggested within this document is to recognize three communicative modes that place primary emphasis on

communication (Brecht and Walton 1994). The three modes are: (1)Interpersonal, (2) Interpretive, and (3) Presentational. Each mode involves a particular link between language and the

underlying culture that is developed gradually over time.”*

Goal Area Communicate effectively in more than one language in order to function in a variety of situations and for multiple

purposes.

Standard 1 ACTL

INTERPERSONAL

COMMUNICATION

1.1 Learners interact and negotiate meaning in spoken, signed, or written conversations to share

information, reactions, feelings, and opinions.

“The interpersonal mode is characterized by active negotiation of meaning among individuals. Participants observe and monitor one another to see how their meanings and intentions are being

communicated. Adjustments and clarifications can be made accordingly. The Interpersonal Mode is most obvious in conversation, but both the interpersonal and negotiated dimensions can be

realized through reading and writing, such as exchange of personal letters or of electronic mail messages.” AERO

COMMUNICATION - Interpersonal Communication NOVICE INTERMEDIATE ADVANCED Low-Mid ADVANCED High – Beyond

After 3 years of study students will: After 6 years of study students will: After 9 years of study students will: After 12 years of study students will:

a. Understand and use basic age-

appropriate courtesy expressions and

gestures, and make age-appropriate introductions, presenting classmates,

family members, and friends.

b. Ask and answer simple questions

related to familiar and age-appropriate

topics (family, school, daily routines

and events, familiar objects and

possessions, animals, food, clothing, celebrations…).

c. Express needs, interests, likes and

dislikes in brief conversations.

d. Express feelings and emotions in

simple phrases.

e. Express basic agreement and disagreement

a. Perform greetings, leave-takings, and

common classroom interactions using

culturally appropriate gestures and oral expressions.

b. Give and follow simple instructions as part

of age-appropriate classroom or cultural

activities or both.

c. Ask and answer questions about familiar topics such as school events, celebrations,

personal opinions, and family, orally and in

guided writing.

d. Exchange descriptions of people, places,

events, and products of the culture (such as

toys, clothing, foods, types of dwellings, monuments) with each other and with the class

as a group.

e. Exchange likes and dislikes, feelings and

emotions, in familiar contexts or about favorite

objects through discussions, interviews, etc.

f. Engage in everyday situations (such as

buying, ordering, shopping, transportation,

etc.) through role play.

g. Extend, accept, and refuse invitations.

h. Use expressions such as showing

interest, asking for clarification, and checking

comprehension for managing conversations.

a. Follow and give multi-step directions

for participating in age-appropriate

cultural activities and investigating the function of products of the foreign

culture.

b. Ask and respond to questions for

clarification, orally or in writing.

c. Exchange detailed information and compare, contrast, and express opinions

and preferences about personal events,

memorable experiences, school subjects,

and feelings and emotions, with peers or

members of the target cultures, both

orally and in writing.

d. Use the target language to acquire

goods, services, or information orally

and in writing.

e. Discuss orally school and community

issues and problems.

f. Extend, accept, and refuse formal and

informal invitations, using expressions

and behaviors appropriate to varied

situations.

a. Initiate, develop, discuss, and

present orally or in writing solutions to

important issues and problems of the target cultures.

b. Exchange, support, and discuss

opinions with fluid use of language on

a variety of topics dealing with

contemporary and historical issues.

c. Describe and justify states of being

and feelings.

d. Engage in authentic communication

during visits, field trips, community

service activities, etc.

COMMUNICATION - Interpersonal Communication

Standard 1 ACTL

INTERPERSONAL

COMMUNICATION

1.1 Learners interact and negotiate meaning in spoken, signed, or written conversations to

share information, reactions, feelings, and opinions.

I CAN ‘Benchmarks’ I CAN Statements

Novic

e L

ow

jkjl

kjf

d

Student (I) can communicate and

exchange information about familiar

topics using phrases and simple

sentences, sometimes supported by

memorized language. Student can

usually handle short social interaction

in everyday situations by asking and

answering simple questions.

1.1NL

I can greet my peers. 1.1-NL.a

-I can say hello and goodbye

I can introduce myself to someone. 1.1-NL.b

-I can tell someone my name

I can answer a few simple questions. 1.1-NL.c

Novic

e M

id

Student (I) can communicate on very

familiar topics using a variety of

words and phrases that have been

practiced and memorized.

1.1NM

I can greet and leave people in a polite way. 1.1NM.a

-I can say hello and goodbye to someone my age or younger.

-I can say hello and goodbye to my teacher, professor or supervisor. -I can say hello and goodbye to an adult.

-I can say hello and goodbye to a person I do not know.

I can introduce myself and others. 1.1NM.b

I can answer a few simple questions. 1.1NM.c

I can make some simple statements in a conversation. 1.1NM.d

I can communicate basic information about myself and people I know. 1.1NM.e

I can communicate some basic information about my everyday life. 1.1NM.f

‘Novic

e H

igh

Student (I) can communicate and

exchange information about familiar

topics using phrases and simple

sentences, sometimes supported by

memorized language. Student can

usually handle short social interaction

in everyday situations by asking and


1.1NH

I can exchange some personal information. 1.1NH.a

I can exchange information using texts, graphs, or pictures. 1.1NH.b

-I can ask and say a home address and e-mail address.

-I can ask and say someone’s nationality.

-I can ask and talk about family members and their characteristics.

-I can ask and talk about friends, classmates, teachers or co-workers.

I can ask for and give simple directions. 1.1NH.c

-I can ask for directions to a simple place.

-I can tell someone how to get from one place to another, such as go straight, turn left, or turn right.

-I can tell someone where something is located, such as next to, across from, or in the middle of.

I can make plans with others. 1.1NH.d

-I can accept or reject an invitation to do something or go somewhere.

-I can invite and make plans with someone to do something or go somewhere.

-I can exchange information about where to go, such as to the store, the movie theater, a concert, a restaurant, the lab or when to meet.

I can interact with others in everyday situations. 1.1NH.e

-I can order a meal.

-I can make a purchase.

-I can buy a ticket.


Standard 1 ACTL

INTERPERSONAL

COMMUNICATION

1.1 Learners interact and negotiate meaning in spoken, signed, or written conversations to

share information, reactions, feelings, and opinions.

I CAN Benchmarks I CAN Statements

Inte

rm

edia

te L

ow

Student (I) can participate in

conversations on a number of familiar

topics using simple sentences. I can

handle short social interactions in

everyday situations by asking and


1.1 IL

I can have a simple conversation on a number of

everyday topics. 1.1-IL.a

-I can talk with someone about family or household tasks.

-I can talk to someone about hobbies and interests. -I can talk with someone about school or work.

I can ask and answer questions on factual information

that is familiar to me. 1.1-IL.b

-I can ask and answer questions related to subjects such as

geography, history, art, music, math, science, language or

literature.

I can ask and answer questions on factual information that is familiar to

me. 1.1-IL.c

-I can ask and answer questions related to subjects such as geography,

history, art, music, math, science, language or literature.

I can use the language to meet my basic needs in familiar situations.

1.1-IL.d

-I can ask for help at school, work or in the community.

-I can make a reservation.

-I can arrange for transportation, such as by train, bus, taxi or a ride with

friends.

Inte

rmed

iate

Mid


conversations on a number familiar topics

using sentences and series of sentences. I

can handle short social interactions in

everyday situations by asking and

answering a variety questions. I can

usually say what I want to say bout myself

and my everyday life.

1.1 IM

I can start, maintain, and end a conversation on a

variety of familiar topics. 1.1-IM.a

I can be the first to start a conversation.

I can ask for information, details, and explanations during a

conversation.

I can bring a conversation to a close.

I can interview someone for a project or a publication.

I can ________________________________________

I can talk about my daily activities and personal

preferences. 1.1-IM.b

I can talk about my daily routine. I can talk about my

interests and hobbies.

I can give reasons for my preferences.

I can give some information about activities I did.

I can give some information about something I plan to do.

I can talk about my favorite music, movies, and sports.

I can ________________________________________

I can use my language to handle tasks related to my personal needs.

1.1-IM.c

I can request services, such as repair for a phone, computer, or car.

I can schedule an appointment.

I can inquire about membership in an organization or club.

I can ________________________________________

I can exchange information about subjects of special interest to me.

1.1-IM.d

I can talk about artists from other countries.

I can talk about historical events.

I can talk about a mathematics, technology, or science project. I can

________________________________________

Inte

rmed

iate

Hig

h

Student (I) can participate with ease and

confidence in conversations on familiar

topics. I can usually talk about events and

experiences in various time frames. I can

usually describe people, places and things.

I can handle social interactions in

everyday situations, sometimes even when

there is an unexpected complication.

1.1 IH

I can exchange information related to areas of mutual

interest. 1.1-IH.a

I can ask for and provide information about specific events.

I can ask for and provide information about a hobby or

lifestyle, such as bicycling, vegetarianism, video games, or

sports.

I can ask for and provide descriptions of places I know and

also places I would like to visit.

I can talk about my family history.

I can talk about jobs and career plans.

I can ________________________________________

I can use my language to do a task that requires multiple steps. 1.1-IH.b

I can give the basic rules of a game or sport and answer questions about

them.

I can ask for, follow, and give instructions for preparing food.

I can ask for and follow directions to get from one place to another.

I can tell someone how to access information online. I can explain basic

rules, policies, or laws that affect us and answer questions about them.

I can ________________________________________

I can use my language to handle a situation that may have a

complication. 1.1-IH.c

I can arrange for a make-up exam or reschedule an appointment.

I can return an item I have purchased to a store.

I can plan an outing with a group of friends.

I can ________________________________________


Standard 1 ACTL

INTERPERSONAL

COMMUNICATION




Ad

van

ced

Low


conversations about familiar topics

that go beyond my everyday life. I can

talk in an organized way and with

some detail about events and

experiences in various time frames. I

can describe people, places, and things

in an organized way and with some

detail. I can handle a familiar situation

with an unexpected complication.

1.1 AL

I can participate in conversations on a wide variety of topics

that go beyond my everyday life. 1.1-AL.a

I can explain absentee and sick leave policies and answer

questions about them.

I can explain current issues, such as leash laws, school dress

codes, drinking age, or speed limits.

I can discuss what is currently going on in another community or

country.

I can ________________________________________

I can compare and contrast life in different locations and in

different times. 1.1-AL.b

I can explain how life has changed since I was a child and

respond to questions on the topic.

I can compare different jobs and study programs in a

conversation with a peer. I can explain how technology has

changed our lives while discussing this topic with another.

I can ________________________________________

I can resolve an unexpected complication that arises in a familiar

situation. 1.1-AL.c

I can rearrange my itinerary, such as flights, pick-up times, and

appointments when I experience travel delays.

I can tell a friend how I’m going to replace an item that I borrowed and

broke/lost.

I can explain why I was late to class or absent from work and arrange to

make up the lost time.

I can ________________________________________

I can conduct or participate in interviews. 1.1-AL.d

I can interview for a job or service opportunity related to my field of

expertise.

I can interview someone about his/her professional interests and activities.

I can ________________________________________

Ad

van

ced

Mid

Student (I) can express myself fully not

only on familiar topics but also on

some concrete social, academic, and

professional topics. I can talk in detail

and in an organized way about events

and experiences in various time

frames. I can confidently handle

routine situations with an unexpected

complication. I can share my point of

view in discussions on some complex

issues.

1.1 AM

I can communicate effectively on a wide variety of present,

past, and future events. 1.1-AM.a

I can give a clear and detailed story about childhood memories, such as what happened during vacations or memorable events

and answer questions about my story.

I can give detailed descriptions about cultural events and

respond to questions about them.

I can talk about present challenges in my school or work life,

such as paying for classes or dealing with difficult colleagues.

I can discuss future plans, such as where I want to live and what

I will be doing in the next few years.

I can ________________________________________

I can exchange general information on topics outside my fields of

interest. 1.1-AM.b

I can exchange general information about my community, such as demographic information and points of interests.

I can exchange general information about leisure and travel, such as the

world’s most visited sites or most beautiful places to visit.

I can exchange factual information about social and environmental

questions, such as retirement, recycling, or pollution.

I can ________________________________________

I can handle a complication or unexpected turn of events. 1.1-AM.c

I can return or exchange a purchase when a vendor makes a mistake or

when parts are missing.

I can clear up a major personal, school, or work place misunderstanding.

I can explain an injury or illness and manage to get help.

I can ________________________________________

Ad

van

ced

Hig

h

Student (I) can express myself freely

and spontaneously, and for the most

part accurately, on concrete topics and

on most complex issues. I can usually

support my opinion and develop

hypotheses on topics of particular

interest or personal expertise.

1.1 AH

I can exchange complex information about academic and

professional tasks. 1.1-AH.a

I can exchange complex information about my academic studies,

such as why I chose the field, course requirements, projects,

internship opportunities, and new advances in my field.

I can exchange complex information about my work

responsibilities, such as the hiring process, my work schedule,

the nature of my tasks, how I interface with other employees,

opportunities for advancement, and new directions in my field.

I can exchange complex professional or academic information to

engage in collaborative work with my counterparts in different

regions or countries. I can ________________________________________

I can exchange detailed information on topics within and beyond my

fields of interest. 1.1-AH.b

I can exchange detailed information about my personal and professional

interests.

I can exchange detailed information on technological advances.

I can participate in conversations on social or cultural questions relevant to

speakers of this language.

I can ________________________________________

I can support my opinion and construct hypotheses. 1.1-AH.c

I can give a supported argument about work-related processes that would

benefit me and my employer. I can give a supported argument about social reform, such as daycare and

elder care.

I can usually defend my views in a debate.

I can ______________________________________________


Standard 1 ACTL

INTERPERSONAL

COMMUNICATION




Su

per

ior

Student (I) can communicate with

ease, accuracy, and fluency. I can

participate fully and effectively in

discussions on a variety of topics in

formal and informal settings. I can

discuss at length complex issues by

structuring arguments and

developing hypotheses.

1.1 S

I can support my opinions clearly and precisely. 1.1-S.a

I can explain advantages and disadvantages of various courses of

action, such as whether to rent or buy a place to live.

I can participate in technical discussions in my field.

I can participate in a book discussion.

I can ________________________________________

I can discuss complex information in debates or meetings.

1.1-S.b

I can put forth and react to others’ complex ideas during a business

discussion.

I can put forth and react to others’ complex ideas during a discussion

to solve a community issue.

I can participate actively and react to others appropriately in

academic debates, providing some facts and rationales to back up my statements. I can participate actively in a friendly political debate.

I can participate in discussions on complex social and environmental

issues, such as the influence of mass media on society or

government policies.

I can ________________________________________

I can participate with ease in complex discussions with multiple

participants on a wide variety of topics. 1.1-S.c

I can participate in an in-depth academic discussion with other students and

educators who share my knowledge of the topic. I can skillfully relate my

point of view to conversations about issues, such as foreign policy,

healthcare, or environmental and economic concerns to those made by other

speakers.

I can evaluate, speculate, and hypothesize about potential consequences of a

change in policy.

I can discuss and support my opinions about how globalization has changed

the world.

I can discuss and support my opinions in an academic setting, such as

collaborating with peers on a project, prioritizing staffing hires, or

determining research agendas.

I can discuss and support my recommendations in a social gathering, such as co-planning travel with friends, deliberating on the focus for a non-profit

organization, or weighing the advantages and disadvantages of various

technologies.

I can discuss and support my opinions related to a business venture.

I can __________________________________________

Dis

tin

gu

ish

ed

Student (I) can communicate

reflectively on a wide range of

global issues and highly abstract

concepts in a culturally

sophisticated manner.

1.1 D

I can use my language persuasively to advocate a point of view that is not necessarily my own. 1.1-D.a

I can tailor language to a variety of audiences by adapting my speech and register in culturally authentic ways.

I can communicate skillfully and succinctly, often using cultural and historical references to say less and mean more.

COMMUNICATION


purposes.

Standard 1 ACTL

INTERPRETIVE

COMMUNICATION 1.2 Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

“The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to the active negotiation

of meaning with the writer or the speaker. Since the Interpretive Mode does not allow for active negotiation between the reader and the writer or the listener and the speaker, it

requires a much more profound knowledge of the culture from the outset. The more one knows about the other language and culture, the greater the chances of creating the

appropriate cultural interpretation of a written or spoken text. It must be noted, however, that cultural literacy and the ability to read or listen between the lines are developed over

time and through exposure to the language and culture.”* AERO NOVICE INTERMEDIATE ADVANCED Low-Mid ADVANCED High – Beyond

After 3 years of study students will: After 6 years of study students will: After 9 years of study students will: After 12 years of study students will:

a. Understand and respond to simple

routine oral directions and

instructions related to daily

classroom activities.

b. Understand and respond to simple

requests in various familiar settings

(playground, school, home, public

places, etc.).

c. Recognize people, objects,

monuments, and places based on oral

descriptions.

d. Comprehend main events and

identify main characters in illustrated

children’s stories or stories presented

orally with visuals.

a. Comprehend main ideas and identify main

characters and events in age-appropriate

narratives based on familiar themes or

stories, such as personal anecdotes, familiar

fairy tales and texts from children’s

literature.

b. Recognize people and objects found in

their own or different environments through

structured oral and written descriptions.

c. Comprehend brief written messages and

short personal notes on familiar topics such

as family, school events, and celebrations.

d. Comprehend the main ideas in media such

as illustrated texts, posters, advertisements,

Internet websites, etc.

e. Interpret gestures, intonation, and other

visual or auditory clues appropriately

(videos, films, television programs, etc.).

a. Understand written and oral

announcements and messages connected to

daily activities in the target cultures.

b. Understand the main themes and

significant details from audio/visual

products of the cultures as presented on

television, radio, and video or live

presentations, Internet websites, etc.

c. Understand the main themes and

significant details from written products of

the target cultures as found in literature,

newspapers, magazines, Internet sites and

applications, or other authentic sources used

by speakers of the target language.

a. Comprehend main ideas of

unfamiliar written and oral resources

from various media.

b. Understand the main ideas and

significant details of authentic live and

recorded discussions, lectures, and

presentations on current or past events

from the target cultures.

c. Understand the main ideas of

nonfiction articles and primary source

documents.

d. Analyze target language literary

works orally and/or in writing.

e. Understand the cultural nuances of

meaning in written and spoken

language, as expressed by speakers of

the language in formal and informal

setting

COMMUNICATION


purposes.

Standard 1 ACTL

INTERPRETIVE

COMMUNICATION

Reading

1.2 Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.


Novic

e L

ow

Pri

mar

ily r

elie

s on v

oca

bula

ry t

o d

eriv

e m

eanin

g f

rom

tex

ts. M

ay d

eriv

e m

eanin

g b

y r

ecogniz

ing s

tructu

ral

pat

tern

s

that

hav

e bee

n u

sed i

n f

amil

iar

and s

om

e new

con

tex

ts.

Student (I) can recognize a few letters or

characters. I can identify a few memorized

words and phrases when I read.

1.2R NL

I can recognize a few letters or characters. 1.2R-NL.a

I can alphabetize a few names or words.

I can match a character in a headline to a supporting visual.

I can ______________________________

I can connect some words, phrases, or characters to their

meanings. 1.2R-NL.b

I can recognize some cities on a map.

I can identify some menu items.

I can ________________________________________

Novic

e M

id

Student (I) can recognize some letters or

characters. I can understand some learned

or memorized words and phrases when I

read.

1.2R NM

I can recognize words, phrases, and characters with the help of

visuals. 1.2R-NM.a

I can recognize entrance and exit signs.

I can identify family member words on a family tree.

I can identify healthy nutritional categories.

I can identify the simple labels on a science-related graph.

I can ________________________________________

I can recognize words, phrases, and characters when I

associate them with things I already know. 1.2R-NM.b

I can check off words or phrases on a to-do list, grocery list,

or scavenger hunt list.

I can identify labeled aisles in a supermarket.

I can choose a restaurant from an online list of local eateries.

I can identify scores from sports teams because I recognize

team names and logos.

I can identify artists, titles, and music genres from iTunes.

I can identify the names of classes and instructors in a school

schedule.

I can ________________________________________

Novic

e H

igh

Student (I) can understand familiar words,

phrases, and sentences within short and

simple texts related to everyday life. I can

sometimes understand the main idea of

what I have read.

1.2R NH

I can usually understand short simple messages on familiar

topics. 1.2R-NH.a

I can understand basic familiar information from an ad.

I can sometimes identify the purpose of a brochure.

I can identify information from a movie brochure or poster.

I can understand simple information in a text message from a

friend.

I can ________________________________________

I can sometimes understand short, simple descriptions with

the help of pictures or graphs. 1.2R-NH.c

I can understand simple captions under photos.

I can understand very basic information from a real estate ad.

I can understand website descriptions of clothing items to make

an appropriate purchase.

I can identify the categories on a graph.

I can ___________

I can sometimes understand the main idea of published

materials. 1.2R-NH.b

I can distinguish a birthday wish from a note expressing

thanks.

I can identify destinations and major attractions on a travel

brochure.

I can locate places on city maps.

I can ________________________________________

I can understand simple everyday notices in public places

on topics that are familiar to me. 1.2R-NH.d

I can understand a simple public transportation schedule.

I can locate notices on where to park.

I can understand notices that tell of street or metro closings.

I can understand a store’s hours of operation.

I can read the labels on a recycling bin.

I can _________

COMMUNICATION


purposes.

Standard 1 ACTL

INTERPRETIVE

COMMUNICATION

Reading



Inte

rm

edia

te L

ow

Under

stan

ds

mai

n i

dea

s an

d s

om

e su

pport

ing d

etai

ls o

n f

amil

iar

topic

s fr

om

a v

arie

ty o

f te

xts

.

Student (I) can understand the

main idea of short and simple

texts when the topic is familiar.

1.2R IL

I can understand messages in which the writer tells or asks me about

topics of personal interest. 1.2R-IL.a

I can understand what an e-pal writes about interests and daily routines.

I can understand a simple posting on a friend’s social media page.

I can understand a text from a friend about our plans.

I can understand if a friend accepts or rejects an invitation.

I can ________________________________________

I can identify some simple information needed on forms.

1.2R-IL.b

I can understand what is asked for on a customs form.

I can understand what is asked for on a hotel registration form.

I can understand what is asked for on an ID card.

I can ________________________________________

I can identify some information from news media. 1.2R-NL.a

I can understand personal information about sports stars from photo

captions.

I can understand some information on job postings.

I can understand basic information on weather forecasts.

I can _________________________

Inte

rm

edia

te M

id

Student (I) can understand the

main idea of texts related to

everyday life and personal

interests or studies.

1.2R IM

I can understand simple personal questions. 1.2R-IL.c

I can understand the questions asked on a career preference survey. I can

understand what is asked for on a simple, popular magazine questionnaire. I

can understand the personal questions to complete a profile on a social media

site. I can ________________________________________

I can understand basic information in ads, announcements, and other

simple texts. 1.2R-IL.d

I can understand the information in birth and wedding announcements.

I can understand the information in sales ads.

I can understand basic information on travel brochures.

I can understand basic information on food labels.

I can ____________________________________

I can understand the main idea of what I read for personal

enjoyment. 1.2R-IL.c

I can understand updates in entertainment magazines.

I can understand postings in blogs on familiar topics.

I can understand postcards from friends.

I can ________________________________________

I can read simple written exchanges between other people.

1.2R-IL.e

I can understand the main idea of personal messages exchanged in

chat rooms.

I can understand the main idea of a biographical interview with a

celebrity.

I can ____________________________________

Inte

rm

edia

te H

igh

Student (I) can easily understand the

main idea of texts related to

everyday life, personal interests, and

studies. I can sometimes follow

stories and descriptions about events


frames.

1.2R IH

I can understand accounts of personal events or experiences. 1.2R-IH.a

I can understand information about an upcoming excursion, such as a class

trip or company event.

I can understand a friend’s postcard describing a family vacation.

I can understand descriptions of a Peace Corps volunteer’s daily life.

I can ________________________________________

I can sometimes follow short, written instructions when supported

by visuals. 1.2R-IH.b

I can follow the instructions to use an ATM.

I can follow the instructions to make an online purchase.

I can follow simple directions to do an experiment in a science class.

I can understand the basic instructions for playing a video game.

I can ________________________________________

I can understand the main idea of and a few supporting facts

about famous people and historic events. 1.2R-IH.c

I can read a short summary of a historical figure’s accomplishments.

I can understand the main idea and a few supporting facts about a

scientific discovery from a summarized description.

I can ________

COMMUNICATION


purposes.

Standard 1 ACTL

INTERPRETIVE

COMMUNICATION

Reading



Ad

van

ced

Low

Under

stan

ds

mai

n i

dea

s an

d s

upport

ing d

etai

ls o

n f

amil

iar

and s

om

e new

, co

ncr

ete

topic

s fr

om

a v

arie

ty o

f m

ore

com

ple

x

texts

that

hav

e a

clea

r, o

rgan

ized

str

uct

ure

.

Student (I) can understand the main idea and

some supporting details on a variety of topics

of personal and general interest. I can follow

stories and descriptions of some length and in

various time frames and genres.

1.2R AL

I can find and use information for practical purposes. 1.2R-AL.a

I can read about an upcoming event to help me decide whether or

not to attend. I can read a blogger’s account of a trip to plan my

own.

I can read a message about a friend’s car accident.

I can read a description about a candidate to make a voting

decision.

I can understand absentee and sick leave policies.

I can ________________________________________

I can follow simple written instructions. 1.2R-AL.b

I can follow directions for assembling a model.

I can follow driving directions.

I can follow the steps of a recipe. I can __________

I can read texts that compare and contrast information. 1.2R-AL.c

I can read restaurant descriptions to guide my choice.

I can read movie summaries to choose what to watch.

I can read a catalogue of course descriptions to choose my

classes.

I can understand the main idea and some details from a list

of government job descriptions.

I can read an article about how technology has changed in

the past 20 years.

I can ________________________________________

Ad

van

ced

Mid


most supporting details in texts on a variety

of topics of personal and general interest, as

well as some professional topics. I can follow

stories and descriptions of considerable

length and in various time frames. I can

understand texts written in a variety of

genres, even when I am unfamiliar with the

topic.

1.2R AM

I can follow the general idea and some details of what is written

in a variety of stories and autobiographical accounts. 1.2-AM.a

I can follow the chronological plot in a simple short story.

I can follow news articles reporting on community events.

I can follow a short online autobiography.

I can follow a cover letter and a resume.

I can ________________________________________

I can understand general information on topics outside my field

of interest. 1.2R-AM.b

I can understand the details about a police report on a recent crime.

I can understand the details of a job or performance evaluation. I

can understand the details of an article about a sporting or cultural

event.

I can ________________________________________

I can understand messages on a wide variety of past,

present, and future events. 1.2R-AM.c

I can understand an email message explaining details about

the rescheduling of an event.

I can understand the details in a message about why someone

missed an important meeting.

I can understand detailed descriptions about a service

learning project or a volunteer experience.

I can ________________________________________

Ad

van

ced

Hig

h Student (I) can easily follow narrative,

informational, and descriptive texts. I can

understand what I read on most topics that

deal with special interests, unfamiliar

situations, and abstract concepts. I can

sometimes understand extended arguments

and different points of view.

1.2R AH

I can understand narrative, descriptive, and informational texts

of any length. 1.2R-AH.a

I can understand a detailed account of a unique travel or cultural

experience.

I can understand the minutes of a student club meeting that

describes new by-laws.

I can understand the new perspectives of a musical group in an

article that describes the direction taken in their latest CD.

I can understand most documents outlining rules and regulations,

such as an apartment rental contract.

I can ________________________________________

I can read about most topics of special interest.

1.2R-AH.b

I can understand a report that describes policy changes, for

example, related to admission into a program or changes to

social networking platforms.

I can follow the reporting of national or international news,

such as an election, a natural disaster, or civil unrest.

I can ________________________________________

I can read most general fiction and non-fiction. 1.2R-AH.c

I can understand most short stories, plays, and novels.

I can understand most inferences and allusions.

I can understand non-fiction texts that are specialized and

complex in nature, such as essays, documentaries, technical

documentation, etc.

I can ________________________________________

COMMUNICATION


purposes.

Standard 1 ACTL

INTERPRETIVE

COMMUNICATION

Reading



Su

per

ior

Student (I) can follow academic,

professional, and literary texts on a wide

range of both familiar and unfamiliar

subjects. I can sometimes infer complex

meaning that requires analysis and deep

understanding of the culture.

1.2R S

I can analyze the primary argument and supporting details.

1.2R-S.a

I can interpret editorials.

I can read a position statement and understand the inferences. I can

understand a detailed analysis.

I can understand a literary review.

I can ________________________________________

I can understand detailed information within and beyond my fields

of interest. 1.2R-S.b

I can understand a technical report within my field. I can understand a

journal article in my field.

I can read most academic or professional articles unrelated to my field.

I can _______________________________________

I can comprehend complex texts on abstract topics of

interest to me. 1.2R-S.c

I can read an article advocating for educational reform to meet

global needs.

I can read an editorial on international environmental policies.

I can read texts about comparative religious or political

philosophies.

I can _______________________________________

Dis

tin

gu

ish

ed

Student (I) can understand with ease and

confidence highly abstract and

specialized texts that are succinct or

elaborate. I can follow unpredictable

turns of thought. I can manage

inference from within the cultural

framework.

1.2R D

I can understand technical language and jargon. 1.2R-D.a

I can understand technical manuals.

I can understand legal language.

I can understand contracts. I can understand legislative language.

I can ________________________________________

I can understand beyond the text, understanding inferences,

subtleties, literary devices, and rhetorical structures of diverse

works. 1.2R-D.b

I can understand literary works that contain cultural inferences and

embedded historical contexts.

I can understand the cultural nuances in humorous texts.

I can understand editorials whose arguments are indirect rather than

literal.

I can ________________________________________

I can understand popular texts that contain slang, idioms,

satire, and cultural references. 1.2R-D.c

I can understand the cultural nuances of literary and digital

texts. I can understand the subtleties of political satire in cartoons,

essay, or blogs

I can ________________________________________

COMMUNICATION


purposes.

Standard 1 ACTL

INTERPRETIVE

COMMUNICATION

Listening



Novic

e L

ow

Under

stan

ds

word

s, p

hra

ses,

and f

orm

ula

ic l

anguag

e th

at h

ave

bee

n p

ract

iced

and m

emori

zed t

o

get

mea

nin

g o

f th

e m

ain i

dea

fro

m s

imple

, hig

hly

-pre

dic

table

ora

l or

wri

tten

tex

ts, w

ith

str

ong

vis

ual

support.

Student (I) can recognize a few memorized

words and phrases when I hear them spoken.

1.2L NL

I can recognize the sound of a few letters when they are

spoken or spelled out. 1.2L-NL.a

I can ________________________________________

I can occasionally understand isolated words that I have

memorized, particularly when accompanied by gestures or

pictures. 1.2L-NL.b I can understand greetings.

I can recognize some color words. I can understand some

numbers.

I can understand some food items.

I can ________________________________________

Novic

e M

id

Student (I) can recognize some familiar words

and phrases when I hear them spoken.

1.2L NM

I can understand a few courtesy phrases. 1.2L-NM.a

I can understand greetings.

I can understand when people express thanks.

I can understand when people introduce themselves.

I can understand when someone asks for a name.

I can ________________________________________

I can recognize and sometimes understand basic

information in words and phrases that I have memorized.

1.2L-NM.b

I can understand days of the week and the hour.

I can recognize when I hear a date.

I can recognize some common weather expressions.

I can ________________________________________

Novic

e H

igh

Student (I) can often understand words,

phrases, and simple sentences related to

everyday life. I can recognize pieces of

information and sometimes understand the

main topic of what is being said.

1.2L NH

I can sometimes understand simple questions or

statements on familiar topics. 1.2L-NH.a

I can recognize the difference between a question and a

statement.

I can sometimes understand questions about how old I

am, where I live, what I do in my free time, etc.

I can sometimes understand questions or statements

about family.

I can sometimes understand questions or statements

about my friends and classmates or workmates.

I can ________________________________

I can understand simple information when

presented with pictures and graphs. 1.2L-NH.b

I can understand some facts about the weather when

weather symbols are used.

I can understand when someone describes physical

descriptions from a photo or an art work.

I can follow along with simple arithmetic problems

when I can see the figures.

I can_______________________________.

I can sometimes understand the main topic of

conversations that I overhear. 1.2L-NH.c

I can sometimes understand if people are referring to me.

I can sometimes understand if people are talking about their

homes or asking for directions.

I can sometimes understand a simple transaction between a

customer and a sales clerk.

I can ______________________________________.

I can recognize and sometimes understand words and

phrases that I have learned for specific purposes. 1.2L-NH.d

I can recognize the names of the planets in a science class.

I can recognize the names of some parts of the body in a

health or fitness class.

I can ___________________________________

COMMUNICATION


purposes.

Standard 1 ACTL

INTERPRETIVE

COMMUNICATION

Listening



Inte

rm

edia

te L

ow

Under

stan

ds

mai

n i

dea

s an

d s

om

e su

pport

ing d

etai

ls o

n f

amil

iar

top

ics

from

a v

arie

ty o

f te

xts

.

Student (I) can understand the main idea in

short, simple messages and presentations

on familiar topics. I can understand the

main idea of simple conversations that I

overhear.

1.2L IL

I can understand the basic purpose of a message. 1.2L-D.a

I can determine if I am hearing an announcement or an

advertisement.

I can understand what a radio advertisement is selling.

I can understand when and where an event will take place.

I can understand a voice message accepting or rejecting an

invitation.

I can ______________________________________

I can understand messages related to my basic needs. 1.2L-D.a

I can understand a clear and repeated announcement about a

flight’s departure time and/or gate.

I can understand teacher announcements about when an

assignment is due.

I can understand the date and time of when a voice message was

recorded.

I can_______________________________________

I can understand questions and simple statements on everyday

topics when I am part of the conversation. 1.2L-D.a

I can understand questions about my work or class schedule.

I can understand questions about my likes and dislikes.

I can understand simple compliments about what I am wearing or

what I am doing.

I can ________________________________________

Inte

rm

edia

te M

id

Student (I) can understand the main idea in

messages and presentations on a variety of

topics related to everyday life and personal

interests and studies. I can understand the

main idea in conversations that I overhear.

1.2L IL

I can understand basic information in ads, announcements,

and other simple recordings. 1.2L-D.a

I can understand when, where, and who is playing in a concert

from a radio advertisement.

I can understand the main message of an e-card greeting.

I can understand what service is being offered in a TV ad.

I can identify the type of film from a movie preview.

I can_______________________________________

I can understand the main idea of what I listen to for personal

enjoyment. 1.2L-D.a

I can understand basic questions or statements during a video

conference. I can understand a short YouTube clip.

I can understand peers’ recorded descriptions about themselves or

their avatars.

I can ________________________________________

I can understand messages related to my everyday life.

1.2L-D.a

I can understand a voice message about the time and place of

meeting.

I can understand a box-office recording about the times of the

performances or events.

I can understand that an event is being postponed or cancelled. I

can ________________________________________

Inte

rm

edia

te H

igh

Student (I) can easily understand the main idea

in messages and presentations on a variety of

topics related to everyday life and personal

interests and studies. I can usually understand

a few details of what I overhear in

conversations, even when something

unexpected is expressed. I can sometimes

follow what I hear about events and

experiences in various time frames.

1.2L IH

I can easily understand straightforward information or

interactions. 1.2L-IH.a

I can understand the descriptions of avatars in a new video game.

I can understand an interview between a student reporter and

foreign visitors about activities they have done and are planning to

do while in town.

I can understand a tour guide’s description of a city’s history and

attractions. I can ______________________________________

I can understand a few details in ads, announcements, and

other simple recordings. 1.2L-IH.b

I can understand a few details about a nutritional recommendation

in a public service health announcement.

I can understand the services offered in an ad about a car repair

service.

I can understand a few details from public service announcements

such as severe weather warnings or safety alerts.

I can ______________________________________

I can sometimes understand situations with complicating

factors. 1.2L-IH.c

I can understand a voice message from an exchange student telling

why she will be late.

I can understand a phone message about a change in meeting times

and place.

I can understand a voice message from the airlines about changes

COMMUNICATION


purposes.

Standard 1 ACTL

INTERPRETIVE

COMMUNICATION

Listening



Ad

van

ced

Low

Under

stan

ds

mai

n i

dea

s an

d s

upport

ing d

etai

ls o

n f

amil

iar

and s

om

e new

, co

ncr

ete

topic

s fr

om

a v

arie

ty o

f m

ore

com

ple

x

texts

that

hav

e a

clea

r, o

rgan

ized

str

uct

ure

.


some supporting details in organized speech on

a variety of topics of personal and general

interest. I can follow stories and descriptions of

some length and in various time frames. I can

understand information presented in a variety

of genres on familiar topics, even when

something unexpected is expressed.

1.2L AL

I understand descriptions and stories of events that have happened

or will happen. 1.2L-AL.a

I can understand short presentations about famous people in history.

I can understand a voicemail outlining the details of a plan for an

upcoming outing.

I can follow a video conferencing session in which the speakers recount

their experience on a recent trip.

I can ________________________________________

I can understand the main idea of popular genres.

1.2L-AL.b

I can follow televised promotions for upcoming

programs.

I can follow a YouTube comparison of two popular

vacation locations.

I can follow simple oral stories, recorded books,

summaries, or short excerpts from speeches.

I can understand some simple information from a

movie trailer.

I can ________________________________________

Ad

van

ced

Mid


most supporting details on a variety of topics of

personal and general interest, as well as some

topics of professional interest. I can follow

stories and descriptions of some length and in

various time frames. I can understand

information presented in most genres, even

when not familiar with the topic.

1.2L AM

I can understand the main idea and many details of descriptions or

interviews. 1.2L-AM.a

I can understand an interview with a famous person, such as a rock star,

politician, or actor.

I can understand a Web-based presentation giving a virtual tour of a

city, a museum, or university.

I can understand an introduction that outlines the achievements of a

speaker.

I can ________________________________________

I can understand accounts of events. 1.2L-AM.b

I can understand a voicemail message on how someone missed a

meeting because of an accident.

I can understand a family member recounting an event in a recorded

memoir.

I can understand some autobiographical details of a well-known science

figure.

I can understand a commentator’s summary of a sporting event on TV.

I can ________________________________________.

I can understand directions and instructions on

everyday tasks. 1.2L-AM.c

I can understand multi-step instructions in a recipe

presented on TV or YouTube.

I can understand when a friend tells me how to play a

sport or game.

I can understand the details when a teacher presents

how to complete a homework assignment to the class.

I can ________________________________________

Ad

van

ced

Hig

h Student (I) can easily follow narrative,

informational, and descriptive speech. I can

understand discussions on most topics that deal

with special interests, unfamiliar situations, and

abstract concepts. I can sometimes follow

extended arguments and different points of

view.

1.2L AH

I can easily understand detailed reports and exposés. 1.2L-AH.a

I can understand an interview in which the relationship of texting and

traffic accidents is detailed by victims’ reports on their experiences.

I can understand a radio report on the increased crime rate in the

community that includes descriptions of specific incidents of crime.

I can understand a televised exposé on celebrities as heroes.

I can ________________________________________

I can often understand various viewpoints in extended arguments.

1.2L-AH.b

I can follow the argument when students debate the advantages and

disadvantages of study abroad supported by examples of their personal

experiences.

I can understand the main points made in a conversation I overhear

where two people are arguing the pros and cons of social networking.

I can understand a YouTube debate on the legal age of drinking.

I can ________________________________________

I can understand discussions and presentations on

many concrete and abstract topics. 1.2L-AH.c

I can understand the benefits of marathon running as

detailed in a podcast.

I can understand many points made in a YouTube

presentation advocating for changes to immigration

laws. I can understand a group leader’s justification for

protesting a cut in programs.

I can ________________________________________

COMMUNICATION


purposes.

Standard 1 ACTL

INTERPRETIVE

COMMUNICATION

Listening



Su

per

ior

Student (I) can follow a wide range of

academic and professional discourse on

abstract and specialized topics. I can

understand all standard dialects. I can

sometimes infer complex meaning that

requires deep understanding of the

culture.

1.2L S

I can understand a variety of abstract and technical topics within

my field of expertise. 1.2L-S.a

I can understand a lecture on my favorite subject.

I can understand a scientific argument.

I can understand a speech on a historical period.

I can ________________________________________

I can understand discussions on various issues of general interest.

1.2L-S.b

I can understand the points of view of a televised political debate

between candidates running for office.

I can understand the debate teams’ opposing ideas on the funding of

arts at school.

I can understand a panel discussion on a school or city policy.

I can ________________________________________

I can understand implications and inferences in discussions

or presentations. 1.2L-S.c

I can follow the discussion on a talk show about the implications

of global warming.

I can follow the arguments at a public meeting of a parent who

opposes a school closing.

I can follow a politician’s speech on health care policies.

I can ________________________________________

Dis

tin

gu

ish

ed

Student (I) can understand highly

abstract and specialized speech tailored

to different audiences. I can understand

sophisticated language, humor, and

persuasive arguments embedded with

cultural references and allusions.

1.2L D

I can understand speech that is tailored to either formal or

informal contexts. 1.2L-D.a

I can understand the plot and cultural implications of oral narratives

such as folk and fairy tales.

I can understand comic presentations.

I can understand cultural inferences in puns and jokes. I can understand

a debate or speech where diplomatic language is used.

I can understand the details and subtleties of academic presentations. I can understand shades of meaning when watching a movie or

listening to a song.

I can ________________________________________

I can understand a wide range of idioms, metaphors, and culturally

embedded references. 1.2L-D.b

I can understand political discourse that reflects cultural allusion or

metaphor.

I can understand the idioms, historical references, and cultural

implications in musical lyrics.

I can ________________________________________

I can follow speech that takes a surprising turn. 1.2L-D.b

I can understand when a speaker’s conclusion veers from the expected

direction of the preceding argument.

I can understand the unanticipated outcome when one has been “led

down the garden path.”

I can ________________________________________

COMMUNICATION

Goal Area Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.

Standard 1 ACTL

PRESENTATIONAL

COMMUNICATION

Speaking

1.3 Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a

variety of topics using appropriate media and adapting to various audiences of listeners, readers, or

viewers. “The Presentational Mode refers to the creation of messages in a manner that facilitates interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between

members of the two cultures exists. Examples include the writing of reports and articles and the presentation of speeches. These examples of “one-way” writing and speaking require a substantial knowledge of

language and culture from the outset, since the goal is to make sure that members of the other culture, the audience, will be successful in reading and listening between the lines.”* (AERO) I CAN Benchmarks I CAN Statements

Novic

e L

ow

Under

stan

ds

word

s, p

hra

ses,

and f

orm

ula

ic l

anguag

e th

at h

ave

bee

n p

ract

iced

and m

emori

zed t

o g

et m

eanin

g o

f th

e m

ain i

dea

fro

m

sim

ple

, hig

hly

-pre

dic

table

ora

l or

wri

tten

tex

ts, w

ith s

trong v

isual

support

.

Student (I) can present

information about myself and

some other very familiar topics

using single words or

memorized phrases.

1.3S NL

I can recite words and phrases that I have learned. 1.3S-NL.a

I can count from 1-10.

I can say the date and the day of the week.

I can list the months and seasons.

I can ________________________________________

I can state the names of familiar people, places, and objects in pictures and posters using

words or memorized phrases. 1.3S-NL.b

I can name famous landmarks and people.

I can name countries on a map.

I can list items I see every day.

I can ________________________________________

I can introduce myself to a group. 1.3S-NL.c

I can state my name, age, and where I live.

I can give my phone number, home address, and email address.

I can ________________________________________

I can recite short memorized phrases, parts of poems, and rhymes.

1.3S-NL.d

I can sing a short song.

I can recite a nursery rhyme.

I can recite a simple poem.

I can ________________________________________

Novic

e M

id


information about myself and

some other very familiar topics

using a variety of words,

phrases, and memorized

expressions.

1.3S NM

I can present information about myself and others using words and phrases. 1.3S-NM.a

I can say what I look like.

I can say what I am like.

I can say what someone looks like.

I can say what someone is like.

I can ________________________________________

I can express my likes and dislikes using words, phrases, and memorized expressions.

1.3S-NM.b

I can say which sports I like and don’t like.

I can list my favorite free-time activities and those I don’t like.

I can state my favorite foods and drinks and those I don’t like.

I can ________________________________________

I can present information about familiar items in my immediate environment. 1.3S-NM.c

I can talk about my house.

I can talk about my school or where I work.

I can talk about my room or office and what I have in it.

I can present basic information about my community, town/city, state, or country.

I can ________________________________________

I can talk about my daily activities using words, phrases, and

memorized expressions. 1.3S-NM.d

I can list my classes and tell what time they start and end.

I can name activities and their times in my daily schedule.

I can talk about what I do on the weekends.

I can ________________________________________

I can present simple information about something I learned using

words, phrases, and memorized

expressions. 1.3S-NM.e

I can talk about holiday celebrations based on pictures or photos.

I can name the main cities on a map.

I can talk about animals, colors, foods, historical figures, or sports based

on pictures or photos.

I can ________________________________________ 1.2L-D.b

Novic

e H

igh

Student (I) can present basic

information on familiar topics

using language I have

practiced using phrases and

simple sentences.

1.3S NH

I can present information about my life using phrases and simple sentences. 1.3S-NH.a

I can describe my family and friends.

I can describe my school.

I can describe where I work and what I do.

I can ________________________________________

I can tell about a familiar experience or event using phrases and simple sentences.

1.3S-NH.b

I can tell what I do in class or at work.

I can tell about what I do during the weekend.

I can tell about what happens after school or work.

I can ________________________________________

I can present basic information about a familiar person, place, or thing using phrases and

simple sentences. 1.3S-NH.c

I can describe a useful website.

I can talk about my favorite musical group, actor, or author.

I can describe a landmark, vacation location, or a place I visit.

I can talk about a famous person from history.

I can ________________________________________

I can present information about others using phrases and simple

sentences. 1.3S-NH.d

I can talk about others’ likes and dislikes.

I can talk about others’ free-time activities.

I can give basic biographical information about others.

I can ________________________________________

I can give basic instructions on how to make or do something using

phrases and simple sentences. 1.3S-NH.e

I can tell how to prepare something simple to eat.

I can describe a simple routine, like getting lunch in the cafeteria.

I can give simple directions to a nearby location or to an online resource.

I can ________________________________________

I can present basic information about things I have learned using

phrases and simple sentences. 1.3S-NH.f

I can describe a simple process like a science experiment.

I can present a topic from a lesson based on pictures or photos.

I can present information about something I learned in a class or at work

I can present information about something I learned in the community.

I can ________________________________________

COMMUNICATION


purposes.

Standard 1 ACTL

PRESENTATIONAL

COMMUNICATION

Speaking



viewers. I CAN Benchmarks I CAN Statements

Inte

rm

edia

te L

ow


information on most

familiar topics using a series

of simple sentences.

1.3S IL

I can talk about people, activities, events, and experiences. 1.3S-IL.a

I can describe the physical appearance of a friend or family member.

I can describe another person’s personality.

I can describe a school or workplace.

I can describe a famous place.

I can describe a place I have visited or want to visit.

I can present my ideas about something I have learned.

I can ________________________________________

I can express my needs and wants. 1.3S-IL.b

I can describe what I need for school or work.

I can talk about what I want or need to do each day.

I can ________________________________________

I can present songs, short skits, or dramatic readings. 1.3S-IL.c

I can retell a children’s story.

I can present a proverb, poem, or nursery rhyme.

I can participate in a performance of a skit or a scene from a play.

I can ________________________________________

I can present information on plans, instructions, and directions.

1.3S-IL.d

I can explain the rules of a game.

I can give multi-step instructions for preparing a recipe.

I can describe what my plans are for the weekend.

I can describe what my summer plans are.

I can describe holiday or vacation plans.

I can describe what is needed for a holiday or a celebration.

I can describe what I plan to do next in my life.

I can ________________________________________

I can express my preferences on topics of interest. 1.3S-IL.e

I can give a presentation about a movie or television show that I

like.

I can give a presentation about a famous athlete, celebrity, or historical figure.

I can express my thoughts about a current event I have learned

about or researched.

I can________________________________________.

Inte

rm

edia

te

Mid

Student (I) can make

presentations on a wide

variety of familiar topics

using connected sentences.

1.3S IM

I can make a presentation about my personal and social experiences. 1.3S-IM.a

I can describe a childhood or past experience.

I can report on a social event that I attended.

I can make a presentation on something new I learned.

I can make a presentation about my plans for the future.

I can ________________________________________.

I can make a presentation on something I have learned or researched. 1.3S-IM.b

I can give a short presentation on a current event. I can present about a topic from an academic subject, such as science, math, art, etc.

I can describe how to plan and carry out an event, such as a party or family reunion.

I can give a short presentation on a famous person, landmark, or cultural event.

I can ________________________________________.

I can make a presentation about common interests and issues

and state my viewpoint. 1.3S-IM.c

I can give a presentation about a favorite movie or song and tell

why I like it.

I can give a presentation about a famous person or historical figure

and tell why he/she is important.

I can share my reactions about a current event and explain why the

event is in the news.

I can ________________________________________.

Inte

rm

edia

te

Hig

h Student (I) can make

presentations in a generally

organized way on school,

work, and community

topics, and on topics

I have researched. I can

make presentations on some

events and experiences in

various time frames.

1.3S IH

I can present information on academic and work topics. 1.3S-IH.a

I can present ideas about something I have learned, such as a historical event, a famous

person, or a current environmental issue.

I can explain a series of steps needed to complete a task or experiment. I can explain to

someone who was absent what took place in class or on the job.

I can present my qualifications and goals for an academic program, training, or job.

I can ________________________________________

I can make a presentation on events, activities, and topics of particular interest.

1.3S-IH.b

I can present on something I learned from the media.

I can make a presentation about an interesting person.

I can summarize a personal, historical, or cultural event.

I can give a presentation about my interests, hobbies, lifestyle, or preferred activities.

I can make a presentation about the history or current status, of a school, organization,

or company.

I can make a presentation about future plans.

I can ________________________________________

I can present my point of view and provide reasons to support

it. 1.3S-IH.c

I can make a presentation on rules or policies such as cell phone

use, dress code, or requirements for driving and explain my

viewpoint.

I can share and justify my opinion on common issues such as

allowances for children, curfews for teenagers, budget-related

topics, etc.

I can explain my point of view on current event topics such as

recycling, nutrition and exercise, the food supply, conserving

energy resources, extreme weather events, etc.

I can ________________________________________

COMMUNICATION


Standard 1

ACTL

PRESENTATIONAL

COMMUNICATION

Speaking

1.3 Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics

using appropriate media and adapting to various audiences of listeners, readers, or viewers.

I CAN

Benchmarks I CAN Statements

Ad

van

ced

L

ow

Student (I) can deliver

organized presentations

appropriate to my

audience on a variety of

topics. I can present

information about

events and experiences

in various time frames.

1.3S AL

I can deliver short presentations on a number of academic and workplace topics. 1.3S-

AL.a

I can present an explanation for a work or school process, project, or policy.

I can provide a rationale for the importance of certain classes, subjects, or training programs.

I can present a summary of an action plan or annual report for a club or work group.

I can ________________________________________

I can deliver short presentations on social and cultural topics. 1.3S-AL.b

I can present an explanation for a social or community project or policy.

I can give a presentation about the importance of certain social and cultural practices.

I can give a presentation on traditions related to social events such as homecoming, graduation,

marriages, funerals, etc.

I can present a summary of an action plan or annual report for a community or social

organization.

I can ________________________________________

I can explain issues of public and community interest, including different

viewpoints. 1.3S-AL.c

I can present reasons for or against a position on a political or social issue.

I can make a presentation related to public health or safety.

I can present a position during a formal debate. I can make a presentation promoting

an event, a service, or a product.

I can ________________________________________

I can deliver presentations for a specific audience. 1.3S-AL.d

I can deliver a presentation to my classmates or colleagues.

I can make presentations about special opportunities such as internships and study

abroad.

I can provide an explanation about a process or procedure such as obtaining a driver’s

license, submitting an application for college admission, applying for a scholarship

financial aid, etc.

I can present an overview about my school, community, or workplace.

I can ________________________________________

Ad

van

ced

M

id


well-organized

presentations on

concrete social,

academic, and

professional topics. I

can present detailed

information about

events and experiences

in various time frames.

1.3S AM

I can present information about events of public or personal interest. 1.3S-AM.a

I can recount the details of a historical event. I can present in detail the plot, setting, characters,

etc. of a film or book.

I can describe in detail a social event or a local celebration.

I can present a full account of the social & cultural activities from a recent trip or excursion.

I can tell a story to a particular audience for dramatic effect.

I can incorporate simple analogies into presentations.

I can give an accurate description of something

I participated in or witnessed.

I can ________________________________________.

I can convey my ideas and elaborate on a variety of academic topics. 1.3S-AM.b

I can make presentations on a variety of subjects I have researched.

I can teach a lesson intended for a particular audience.

I can give detailed presentations on the process and the outcome of an experiment, research

study, etc.

I can make presentations to advocate for educational opportunities such as membership in a

club, honor society, or study abroad.

I can give a presentation on a capstone or similar summative project such as a thesis or

seminar.

I can ________________________________________

I can give presentations with ease and detail on a wide variety of topics related to

professional interests. 1.3S-AM.c

I can give a presentation about my studies, work, or organization to an outside

audience.

I can advocate for new ideas or innovative approaches related to school, work, or

training.

I can present detailed information to clients, customers, or others.

I can ________________________________________ .

Ad

van

ced

H

igh


detailed

presentations, usually

with accuracy, clarity

and precision, on a

variety of topics and

issues related to

community interests

and some special

fields of expertise.

1.3S AH

I can present complex information on many concrete topics and related issues. 1.3S-AH.a

I can deliver detailed and well-organized presentations about topics that I have studied, such as

modern art or internet journalism.

I can present complex information about my work responsibilities, such as interfacing with

other employees, and new directions in the field.

I can give a presentation about cultural influences on society.

I can speak about the details and value of an experiment I have performed.

I can incorporate a variety of supporting media and materials such as statistics, analyses,

trends, polls, etc. into a presentation.

I can ________________________________________.

I can present a viewpoint with supporting arguments on a complex issue.

1.3S-AH.b

I can present a detailed, supported argument about the need for alternative energy

sources or other environmental topics.

I can clearly present a particular political viewpoint.

I can present an argument in favor of an economic policy and support my opinion with

details. I can defend or challenge a controversial action taken by a person or group.

I can ________________________________________ .

I can use appropriate presentational conventions and strategies. 1.3S-AH.c

I can incorporate some appropriate idiomatic and culturally authentic expressions and

behaviors in my presentation.

I can express my viewpoints using expressions appropriate for the target language and

culture.

I can deliver my presentation appropriate to the formality of the setting.

I can________________________________________ .

COMMUNICATION


Standard 1

ACTL

PRESENTATIONAL

COMMUNICATION

Speaking



viewers. I CAN Benchmarks I CAN Statements

Su

per

ior


detailed presentations with

accuracy, clarity, and

precision to a wide variety of

audiences on topics and

issues ranging from broad

general interests to areas of

specialized expertise.

1.3S S

I can give a clearly articulated and well-structured presentation on a complex

topic or issue. 1.3S-S.a

I can provide a balance of explanations and examples on a complex topic.

I can expound on a concept or trend in my field of specialization.

I can give a speech on a particular controversial issue, challenging listeners to

consider multiple perspectives.

I can lecture for a variety of purpose in a way that aligns the presentation with

intended objectives.

I can ________________________________________ .

I can adapt the language in my presentation for casual, professional, or general

public audiences. 1.3S-S.b

I can use both informal to formal speech when speaking to a mixed group. I can use

specialized language or jargon targeted to a particular audience.

I can simplify my speech for younger or less informed.

I can ________________________________________

I can depart from the prepared text of my presentation when

appropriate. 1.3S-S.c

I can speak extemporaneously to clarify or expand on points in a

presentation.

I can fill in gaps to address the audience’s lack of knowledge on a

particular topic.

I can restructure my presentation to reflect a particular point of

view.

I can effortlessly reformulate what I want to say when interrupted

or misunderstood.

I can confidently present on a complex topic to an audience

unfamiliar with the topic and make adjustments as needed to meet

the needs of the audience.

I can ________________________________________

.

Dis

tin

gu

ish

ed


sophisticated and articulate

presentations on a wide

range of global issues and

highly abstract concepts in a

culturally appropriate

manner, tailored to a variety

of audiences.

1.3S D

I can present skillfully and with accuracy, efficiency, and effectiveness in a

variety of settings. 1.3S-D.a

I can deliver a speech fluently and with ease when speaking to a variety of audiences.

I can use culturally authentic language by adjusting my speech and register for a

variety of purposes in a formal setting.

I can use language that fully reflects the nuances of the target culture.

I can use rhetorical devices to convey humor, irony, or satire.

I can demonstrate a broad range of vocabulary on a variety of general, personal,

professional, and academic topics.

I can gauge the level of comprehension of my audience and readjust my presentation’s content or style.

I can ________________________________________

I can tailor my presentation to engage an audience whose

attitudes and culture may be different from my own.

1.3S-D.b

I can incorporate a wide range of idioms and culturally authentic

references.

I can connect with my audience by incorporating cultural and

historical references.

I can use examples that are well recognized in the target culture to

enrich my presentation.

I can align my language and gestures to reflect cultural tradition and respect for cultural perspectives.

I can ________________________________________.

COMMUNICATION


Standard 1

ACTL

PRESENTATIONAL

COMMUNICATION

Writing




Novic

e L

ow

Under

stan

ds

word

s, p

hra

ses,

and f

orm

ula

ic l

anguag

e t

hat

hav

e bee

n p

ract

iced

and m

emori

zed t

o g

et m

ean

ing o

f th

e m

ain

idea

fro

m s

imple

, h

ighly

-pre

dic

table

ora

l or

wri

tten

tex

ts, w

ith s

trong v

isual

support

.

Student (I) can copy some familiar

words, characters, or phrases.

1.3W NL

I can copy some characters or letters and words that I see on the wall or

board, in a book, or on the computer. 1.3W-NL.a

I can copy the letters of the alphabet.

I can copy the characters that I am learning.

I can copy a simple phrase like “Happy Birthday,” “Happy Holidays,” etc.

I can ________________________________________

I can write words and phrases that I have learned. 1.3W-NL.b

I can write my name, home address, and my email address.

I can write numbers such as my phone number.

I can write the date and the day of the week.

I can write the months and seasons.

I can ________________________________________

I can label familiar people, places, and objects in pictures and

posters. 1.3W-NL.c

I can label famous landmarks and people.

I can write the names of countries on a map.

I can list items I see every day.

I can label items in a room.

I can ________________________________________

Novic

e M

id Student (I) can write lists and

memorized phrases on familiar

topics.

1.3W NM

I can fill out a simple form with some basic personal information.

1.3W-NM.a

I can fill out a form with my name, address, phone number, birth date, and

nationality. I can complete a simple online form.

I can fill out a simple schedule.

I can ________________________________________

I can write about myself using learned phrases and memorized

expressions. 1.3W-NM.b

I can list my likes and dislikes such as favorite subjects, sports, or free-time

activities.

I can list my family members, their ages, their relationships to me, and what

they like to do.

I can list my classes and tell what time they start and end.

I can write simple statements about where I live.

I can ________________________________________

I can list my daily activities and write lists that help me in my

day-to-day life. 1.3W-NM.c

I can label activities and their times in my daily schedule.

I can write about what I do on the weekends. I can write a to-do list.

I can write a shopping list.

I can ________________________________________

I can write notes about something I have learned using lists,

phrases, and memorized expressions. 1.3W-NM.d

I can list the main cities of a specific country.

I can write the phrases and memorized expressions connected

with holiday wishes and celebrations in a specific country.

I can create a list of topics or categories using vocabulary I have

learned.

I can write something I hear or have heard such as simple

information in a phone message or a classroom activity.

I can ________________________________________

Novic

e H

igh

Student (I) can write short messages

and notes on familiar topics related

to everyday life.

1.3W NH

I can write information about my daily life in a letter, blog, discussion

board, or email message. 1.3W-NH.a

I can introduce myself.

I can describe my family and friends.

I can describe my school.

I can describe where I work and what I do.

I can ________________________________________

I can write short notes using phrases and simple sentences. 1.3W-NH.b

I can write a postcard message.

I can write a special occasion message such as a birthday or congratulatory

note.

I can write a short announcement, invitation, or thankyou note.

I can ________________________________________

I can write about a familiar experience or event using practiced

material. 1.3W-NH.c

I can write what I do in class or at work.

I can write what happens after school or during the weekend.

I can write about a website, a field trip, or an activity that I participated in.

I can ________________________________________

I can write basic information about things I have learned.

1.3W-NH.d

I can write up a simple process like a science experiment.

I can write about a topic from a lesson using pictures or photos. I

can write about something I learned online, in a class, at work, or

in the community.

I can ________________________________________

I can ask for information in writing. 1.3W-NH.e

I can request resources like brochures or posted information.

I can request an appointment with a classmate, teacher, or

colleague.

I can request an application for a job, membership in a club, or

admission to a school or program. I can ________________________________________

COMMUNICATION


Standard 1

ACTL

PRESENTATIONAL

COMMUNICATION

Writing




Inte

rm

edia

te L

ow

Student (I) can write briefly about

most familiar topics and present

information using a series of

simple sentences.

1.3W IL

I can write about people, activities, events, and experiences.

1.3W-IL.a

I can describe the physical appearance and personality of a friend or family

member.

I can write about a school, workplace, famous place, or place I have visited.

I can write about a holiday, vacation, or a typical celebration.

I can write about something I have learned.

I can write about what I plan to do next in my life.

I can ________________________________________ .

I can prepare materials for a presentation. 1.3W-IL.b

I can write out a draft of a presentation that I plan to present orally.

I can write an outline of a project or presentation.

I can write notes for a speech.

I can ________________________________________ .

I can write about topics of interest. 1.3W-IL.c

I can write about a movie or a television show that I like.

I can write about a famous athlete, celebrity, or historical figure.

I can write a brief explanation of a proverb or nursery rhyme.

I can write a simple poem.

I can ________________________________________ .

I can write basic instructions on how to make or do something.

1.3W-IL.d

I can write the rules of a game.

I can write about how to prepare something simple to eat.

I can write about a simple routine, like getting lunch in the cafeteria.

I can write simple directions to a nearby location or to an online

resource.

I can ________________________________________ .

I can write questions to obtain information. 1.3W-IL.e

I can post a question for discussion or reflection.

I can develop a simple questionnaire or survey.

I can ________________________________________.

Inte

rm

edia

te

Mid

Student (I) can write on a wide

variety of familiar topics using

connected sentences.

1.3W IM

I can write messages and announcements. 1.3W-IM.a I can write a message to explain or clarify something.

I can write about common events and daily routines.

I can write an autobiographical statement for a contest, study abroad or other

special program, or job application.

I can write an invitation or flyer about an event I am planning.

I can ________________________________________

I can write short reports about something I have learned or researched.

1.3W-IM.b

I can write a short article on a current event.

I can write about an academic subject, such as science, math, art, etc.

I can write the minutes or a debrief from a club or other meeting.

I can ________________________________________

I can compose communications for public distribution.

1.3W-IM.c

I can create a flyer for an upcoming event at my school or at work.

I can write a review of a movie, book, play, exhibit, etc.

I can post an entry to a blog or a discussion forum.

I can compose a simple letter, response, or article for a publication.

I can contribute to a school or work publication.

I can ________________________________________

Inte

rm

edia

te

Hig

h

Student (I) can write on topics

related to school, work, and

community in a generally

organized way. I can write some

simple paragraphs about events


frames.

1.3W IH

I can write about school and academic topics. 1.3W-IH.a

I can write a simple summary about something I have learned. I can write a

series of steps needed to complete a task, such as for an experiment. I can

prepare notes for someone who was absent from class or school. I can write

the content for a multi-media presentation, a handout, a synopsis, etc.

I can ________________________________________

I can write about work and career topics. 1.3W-IH.b

I can write a simple summary about an assignment or task that I’ve been

asked to do.

I can document the series of steps needed to complete a task or project.

I can prepare notes for someone who is new or has been absent from a project, team, or work meeting. I can draft a work plan.

I can write the content for a multi-media presentation, a handout, a synopsis,

etc. I can ________________________________________

I can write about community topics and events. I can write a

simple summary about something I have researched. 1.3W-IH.c

I can write the content for a multi-media presentation, a handout, a

synopsis, etc.

I can write the series of steps needed to complete a task, such as for a

community event or a fund raiser.

I can summarize what has been happening in the community for

someone who is new or has been away.

I can ________________________________________

I can write about an entertainment or social event. 1.3W-IH.d

I can summarize a conversation or interview that I had with someone. I can describe an event that I participated in or witnessed.

I can write a brief summary of the plot of a movie or an episode of a

TV show.

I can ________________________________________

COMMUNICATION


Standard 1

ACTL

PRESENTATIONAL

COMMUNICATION

Writing




Ad

van

ced

L

ow

Student (I) can write on general

interest, academic, and professional

topics. I can write organized

paragraphs about events and

experiences in various time frames.

1.3W AL

I can meet basic school and academic writing needs. 1.3W-AL.a

I can revise class or meeting notes that I have taken for distribution.

I can draft and revise an essay or composition as part of a school

assignment.

I can write an abstract for a science fair project, research study, or

conference. I can write summaries or annotations for a research project.

I can ________________________________________ .

I can meet basic work and career writing needs. 1.3W-AL.b

I can write an informational memo about a project or event.

I can write summaries or a multi-step work plan for a new project.

I can write brief job descriptions or performance reports.

I can revise for distribution meeting notes that I have taken.

I can draft and revise a resume or cover letter.

I can ________________________________________ .

I can meet basic social and civic writing needs. 1.3W-AL.c

I can manage and edit an online journal, blog, or discussion

forum.

I can write an article about an event or project of a club or group.

I can write a letter of advice or letter to the editor on a social,

civic, or political issue.

I can prepare reports and online communications for a social club,

community, or political group.

I can ________________________________________ .

Ad

van

ced

M

id

Student (I) can write on a wide

variety of general interest,

professional, and academic topics. I

can write well-organized, detailed

paragraphs in various time frames.

1.3W AM

I can write well organized texts for a variety of academic purposes.

1.3W-AM.a I can write a research paper on a topic related to my studies or area of

specialization.

I can write a proposal for a project or a research study.

I can write a newspaper and/or magazine article about an event, project,

or research initiative.

I can write content for instructional resources.

I can ________________________________________

I can write well-organized texts for a variety of professional

purposes. 1.3W-AM.b

I can write letters of recommendation. I can write a project proposal or a

report.

I can write about the results of a survey and the recommendations that

might follow. I can write a statement for a job application.

I can write performance reviews or project evaluations.

I can write brochures or other resources for clients or customers.

I can ________________________________________

I can write well organized texts for a variety of general

interest purposes. 1.3W-AM.c I can write an article for a special interest magazine.

I can write a family or community history.

I can write brochures or other resources for community events or

fundraising. I can write promotional materials.

I can ________________________________________.

Ad

van

ced

H

igh

Student (I) can write extensively with

significant precision and detail on a

variety of topics, most complex issues,

and some special fields of expertise.

1.3W AH

I can write using target language and culture conventions to present

and elaborate a point of view. 1.3W-AH.a

I can write a position paper on an issue I have researched or related to my

field of expertise.

I can express a detailed point of view in a blog or other public forum.

I can write an editorial piece in order to speculate on outcomes or

implications of an issue.

I can ________________________________________

I can write using target language and culture conventions for

informal purposes. 1.3W-AH.b

I can write a personal mission statement.

I can write a statement of purpose related to my professional

goals.

I can write entries in a reflection journal.

I can ________________________________________

I can write using target language and culture conventions for

formal purposes. 1.3W-AH.c

I can write an in-depth research paper.

I can write a policy statement.

I can contribute to a strategic plan.

I can create a professional portfolio.

I can ________________________________________

COMMUNICATION


Standard 1

ACTL

PRESENTATIONAL

COMMUNICATION

Writing




Su

per

ior

Student (I) can write about complex

and abstract issues ranging from topics

of broad general interests to areas

of specialized expertise using standard

structure, lexicon, and writing

protocols.

1.3W S

I can write effectively about complex and abstract issues of general

interest. 1.3W-S.a

I can write an analysis piece for a literary magazine or other similar

publications.

I can write a comprehensive policy statement challenging readers to

consider multiple perspectives.

I can write personal imaginative texts, such as a film or drama script,

following established conventions of the genre.

I can ________________________________________ .

I can write about complex and abstract issues on academic and

professional topics. 1.3W-S.b

I can write extensively on a concept or trend in my field of specialization.

I can write an article for submission to a professional or specialized

journal. I can write using specialized or professional vocabulary.

I can write an academic thesis or dissertation.

I can ________________________________________ .

I can develop an argument using the writing mechanics and

organizational style of the target language and culture.

1.3W-S.c

I can accurately apply the standard punctuation of the target

language.

I can write using appropriate grammatical structures of the target

language.

I can structure my prose to reflect the way in which arguments are

structured and elaborated in target language writing.

I can ________________________________________ .

Dis

tin

gu

ish

ed

Student (I) can write about global

issues from highly conceptualized and

analytical perspectives. I can tailor my

writing to sophisticated readers.

1.3W D

I can craft texts using a variety of writing styles reflective of target

culture patterns. 1.3W-D.a

I can use rhetorical devices to convey humor, irony, or satire.

I can write metaphorically based on the cultural or historical context of

the readership.

I can use language that reflects nuances of the target culture as

appropriate to the context and readership.

I can ________________________________________

I can write as succinctly or elaborately as required by the purpose of

the writing. 1.3W-D.b

I can write a text as short as a poem or as long as a treatise.

I can author persuasive and hypothetical discourse.

I can write a persuasive communication.

I can advocate a position that is not necessarily my own.

I can ________________________________________ .

I can write creatively. 1.3W-D.c

I can write in a thought-provoking manner.

I can write in unconventional ways that surprise the reader.

I can use structure and punctuation to enhance meaning.

I can ________________________________________ .

CULTURE “The term ‘culture’ is generally understood to include the philosophical perspectives, the behavioral practices, and the products – both tangible and intangible – of a society.

Because language is the primary vehicle for expressing cultural perspectives and participating in social practices, the study of language provides opportunities for students to

develop insights into a culture that are available in no other way. In reality then, the true content of the foreign language course is not the grammar and the vocabulary of the

language, but the cultures expressed through the language. It is important that students become skilled observers and analysts of other cultures.”* AERO

Goal Area Interact with cultural competence and understanding.

STANDARD 2 (ACTFL)

Relating

Cultural

Practices to

Perspectives

2.1 Learners use the language to investigate, explain and reflect on the relationship between the practices

and perspectives of the cultures studied.

“This standard focuses on the practices that are derived from the traditional ideas, attitudes and values (perspectives) of a culture. “Cultural practices” refers to patterns of

behavior accepted by society and deals with aspects of culture such as rites of passage, the use of forms of discourse, the social “pecking order,” and the use of space. It is

important to understand the relationship between these practices and the underlying perspectives that represent the culture’s view of the world.”* AERO

NOVICE INTERMEDIATE ADVANCED Low-Mid ADVANCED High – Beyond After 3 years of study students will: After 6 years of study students will: After 9 years of study students will: After 12 years of study students will:

2.1-N.a. Identify and use patterns of

behaviors and interaction in basic

familiar settings.

2.1-N.b. Make and respond to culturally

appropriate introductions and understand

polite requests.

2.1-N.c. Use culturally appropriate courtesy expressions.

2.1-N.d. Participate in age-appropriate

cultural activities, games and songs.

2.1-I.a. Identify customs that are of interest

to children (celebrations, traditional foods,

aspects of family life, social interaction,

and religious practices).

2.1-I.b. Identify simple patterns of

behavior, interactions, and customs in

various familiar settings.

2.1-I.c. Understand and use appropriate

gestures and oral expressions in language

and in the target cultures.

2.1-I.d. Perform age-appropriate cultural

activities, such as games, songs, birthday

celebrations, storytelling, and dramatizations in the target language.

2.1-I.e. Identify commonly held

stereotypes about the target culture.

2.1-A.g a. Analyze and explain formal and

informal patterns of behavior and cultural

practices of the target cultures.

2.1-A.g b. Use and understand the meaning of

appropriate verbal and nonverbal behavior for

daily activities among peers and adults in the

target language and cultures.

2.1-A.g c. Recognize the diversity of social

customs in the target cultures, based on their

various historical events, geographical features,

and religious beliefs.

2.1-A.g d. Discuss stereotypical images

associated with the target cultures.

2.1-AH.a. Explain social and geographic

factors that inform cultural practices.

2.1-AH.b. Identify, analyze, and discuss

patterns of behavior in and between various

subgroups that comprise the target culture.

2.1-AH.c. Adjust speech and behavior

appropriately to the situation and audience.

2.1-AH.d. Identify differences in cultural

practices among same-language cultures.

2.1-AH.e. Analyze aspects of the political, legal, and economic systems and practices

in the target culture countries, and discuss

the factors that influenced the development

of these systems.

2.1-AH.f. Discuss social issues in the

various target culture communities, and examine their impact on the behavioral

patterns of individuals, families, and

communities.

2.1-AH.g. Analyze generalizations and

stereotypes of the target culture.

CULTURE Goal Area Interact with cultural competence and understanding.

STANDARD 2 (ACTFL)

Relating Cultural

Products to

Perspectives

2.2 Learners use the language to investigate, explain and reflect on the relationship between the

products and perspectives of the cultures studied.

This standard focuses on the products of the culture studied and on how they reflect the perspectives of the culture. Products may be tangible (e.g. a painting, a piece of literature,

a pair of chopsticks) or intangible (e.g., an oral tale, a dance, a sacred ritual, a system of education). Whatever the form of the product, its presence within the culture is required

or justified by the underlying beliefs and values (perspectives) of that culture, and the cultural practices involve the use of that product.


2.2-N.a. Identify some major products

of the target culture (e.g. gestures, toys,

clothing, foods, dwellings, artifacts, flags, music, dance, modes of

transportation, places, monuments,

calendar, numeracy, etc.).

2.2-N.b. Be familiar with a few well-

known children’s stories of the target

culture.

2.2-I.a. Identify and describe cultural

products, e.g., toys, clothing, types of

dwellings, foods, places, monuments, architecture, etc.

2.2-I.b. Identify the different environments

of the target cultures, and examine the

impact of these environments on the

lifestyles of the target communities.

2.2-I.c. Identify and discuss commonly held stereotypes about products of the target

culture.

2.2-A.a. Identify and explain the function of

everyday products in homes and communities

of the target culture (e.g., sports equipment, household items, tools, foods, and clothing).

2.2-A.b. Identify and describe how products

reflect the lifestyle of people in various

communities.

2.2-A.c. Produce and respond to forms of

various products of the target cultures such as music, dance, crafts, art, fashion, and cuisine.

2.2-A.d. Become familiar with target language

and culture of Internet sites, as well as

multimedia educational and recreational games

2.2-AH.a. Analyze the role of various social

institutions of the culture studied, such as

religious institutions, clubs, and organizations and analyze how they reflect the values of the

target

language communities.

2.2-AH.b. Analyze expressive products of the

culture,

including selections from various literary genres, art, architecture, mu

sic, cinema, and theater.

2.2-AH.c. Identify, analyze, and evaluate the

relations

hip between ideas and perspectives of the

cultures studied and their literary and artistic products.

2.2-AH.d. Demonstrate knowledge of some of

the major literary and artistic movements

within identified cultures where the target

language is spoken.

2.2-AH.e. Hypothesize about the global

influence of historical and current events,

political

structures, value systems, scientific

discoveries, and artistic expressions from the

target cultures.

CONNECTIONS Knowledge of a second language and culture combines with the study of other disciplines and shifts the focus from language acquisition to broader learning experiences for the

student. Language used in this way helps students integrate the contributions from any discipline into a holistic and ever-expanding open system. * AERO

Goal Area Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in

academic and career-related situations

STANDARD 3 (ACTFL)

Making

Connections

3.1 Learners build, reinforce, and expand their knowledge of other disciplines while using the language to

develop critical thinking and to solve problems creatively. Learning today is no longer restricted to a specific discipline; it has become interdisciplinary. Just as reading cannot be limited to a particular segment of the school day, so too can foreign

language build upon the knowledge that students acquire in other subject areas. In addition, students can relate the information studied in other subjects to their learning of the foreign language

and culture. Foreign language instruction thus becomes a means to expand and deepen students’ understanding of, and exposure to, other areas of knowledge. The new information and concepts

presented in one class become the basis of continued learning in the foreign language classroom. * AERO


3.1-N.a. Use information and skills from

other school subjects in target language

activities.

3.1-N.b. Recognize topics related to the

target language and culture in other school subjects studied and in related

field trips for science, art, social studies,

etc.

3.1-I.a. Study a variety of content

topics in the target language.

3.1-I.b. Use skills such as calculation,

problem solving, map reading etc. in

the target language.

3.1-I.c. Integrate products of the target

culture to other school subjects

(technology skills, music, songs, arts,

games, etc.).

3.1-A.a. Use the target language to

comprehend, elaborate on, and discuss

topics from other school subjects.

3.1-A.b. Use the target language to

present written and oral reports on topics studied in other disciplines, and

vice versa.

3.1-A.c. Use composition strategies,

mathematics and technology skills, and

other concepts learned in other classes

in the target language classes and activities.

3.1-AH.a. Analyze topics from other school subjects in

the target language for example, current

events, political and historical concepts,

worldwide health issues, and environmental

concerns.

3.1-AH.b. Integrate and apply skills from other

disciplines, including technology, to the target language

classroom and activities.

3.1-AH.c. Correlate knowledge and understanding of

global trends to the study of the contemporary target culture.

3.1-AH.d. Investigate target language resources,

including the Internet, in order to analyze and synthesize

information for use in other disciplines.

STANDARD 3 (ACTFL)

Acquiring

Information

and Diverse

Perspectives

3.2 Learners access and evaluate information and diverse perspectives that are available through the language

and its cultures.

“As a consequence of learning another language and gaining access to its unique means of communication and ways of thinking, students acquire new information and perspectives. As learners

of a foreign language, they broaden the source of information available to them. They have a “new window on the world.”* AERO


3.2-N.a. Listen to, watch, and ask/answer

questions about age-appropriate

folktales, picture stories, poems, songs, advertisements, cartoons, films, artifacts,

and other authentic materials.

3.2-I.a. Understand simple words and

ideas that can only be grasped through

original language sources and cultural activities.

3.2-A.a. Understand ideas and

viewpoints that can only be explained in

terms of the original language and culture.

3.2-A.b. Begin to research and access

authentic sources from the target

cultures through interviews, and field

trips.

3.2-AH.a. Understand the relationships between

untranslatable concepts and words (or phrases) and why

they have arisen from the language and culture studied.

3.2-AH.b. Appropriately use untranslatable concepts and words (or phrases).

3.2-AH.c. Analyze, synthesize, compare, and contrast

information collected from multiple perspective and

multiple authentic sources.

d. Participate in discussions, forums, interviews and

other authentic exchanges within target language

communities.

COMPARISONS This standard focuses on the impact that learning the linguistic elements in the new language has on students’ ability to examine their own language, and to develop hypotheses

about the structure and use of the languages. There is generally a held notion that students are better able to reflect on their first language and culture after having experienced a

second. Evidence of this notion arises in various studies done on the effects of learning multiple languages. By struggling with how to express particular meanings in a second

language, how to encode them linguistically, and how to be sensitive to norms of politeness in another culture, students gain awareness of the nature of language itself.”

Goal Area Develop insight into the nature of language and culture in order to interact with cultural competence.

STANDARD 4 (ACTFL)

Language

Comparisons

4.1 Learners use the language to investigate, explain and reflect on the nature of language through

comparisons of the language studied and their own.

Learning today is no longer restricted to a specific discipline; it has become interdisciplinary. Just as reading cannot be limited to a particular segment of the school day, so took

can foreign language build upon the knowledge that students acquire in other subject areas. In addition, students can relate the information studied in other subjects to their

learning of the foreign language and culture. Foreign language instruction thus becomes a means to expand and deepen students’ understanding of, and exposure to, other areas

of knowledge. The new information and concepts presented in one class become the basis of continued learning in the foreign language classroom.


4.1-N.a. Recognize differences

between the writing systems of the

target language and their own.

4.1-N.b. Recognize differences

between the sound systems of the

target language and their own

language or dialect.

4.1-N.c. Recognize simple

similarities and differences in the

language systems.

4.1-I.a. Cite and use examples of borrowed

words and cognates in the target language

compared to the borrowed words in their own

and understand why languages in general

might need to borrow words.

4.1-I.b. Understand how cognates can enhance

comprehension of spoken and written

language.

4.1-I.c. Identify idiomatic expressions that are

commonly used in their native language and in

the target language and use them appropriately.

4.1-I.d. Identify and use formal and informal

forms of language, and expressions of

politeness in other languages and their own

language or dialect.

4.1-I.e. Compare and contrast the sound and

writing systems of their own language or

dialect and the target language.

4.1-I.f. Understand that languages have

different grammatical syntactical functions.

4.1-I.g. Demonstrate awareness that some

phrases and idioms do not translate directly

from one language to another.

4.1-A.a. Understand the necessary

grammatical and syntactical functions in

languages, and use

them in the target language.

4.1-A.b. Discuss the relationships among

languages, based on students’ awareness of

cognates.

4.1-A.c. Recognize differences in language

register.

4.1-A.d. Recognize differences in

pronunciation systems among languages,

and understand that languages have critical

sound distinctions that must be mastered in

order to communicate meaning.

4.1-A.e. Compare and contrast the writing

system of the target language and their own

and describe the nature of those writing

systems (e.g., logographic, syllabic,

alphabetic).

4.1-AH.a. Compare nuances of meaning

of words, idioms, and vocal inflections in

the target

language and their own.

4.1-AH.b. Apply knowledge of sound-

symbol correspondence, stress, and

intonation patterns in spontaneous

communicative situations.

4.1-AH.c. Understand how the elements

of a language may reflect the ways in

which people organize information and

view the world.

COMPARISONS Goal Area Develop insight into the nature of language and culture in order to interact with cultural competence.

STANDARD 4 (ACTFL)

Cultural

Comparisons

4.2 Learners use the language to investigate, explain, and reflect on the concept of culture through

comparisons of the cultures studied and their own.

“As students expand their knowledge of cultures through language learning, they continually discover perspectives, practices and products that are similar to and different from

those in their 14 own culture. They develop the ability to hypothesize about cultural systems in general. Some students may make these comparisons naturally, others learn to do

so. This standard helps focus this reflective process for all students by encouraging integration of this process into instruction from the earliest levels of learning.”* AERO


4.2-N.a. Recognize common interests

and practices of the target cultures and

students’ own.

4.2-N.b. Compare daily living patterns

and behaviors.

4.2-N.c. Compare cultural tangible

products (toys, clothing, food,

dwelling…).

4.2-N.d. Compare intangible products of

culture (children’s songs, games,

literature, celebrations, etc.).

4.2-I.a. Compare and contrast simple patterns of

behavior or interaction in various settings in the

cultures studied and their own.

4.2-I.b. Compare and contrast gestures and their

meaning in the target cultures and their own.

4.2-I.c. Compare and contrast material products

(e.g., toys, sports equipment, or food) of the

cultures studied and their own.

4.2-I.d. Compare intangible products (e.g., rhymes,

songs, or folktales) of the cultures studied and their

own.

4.2-I.e. Identify and compare cultural stereotyping

in the target culture and one’s own.

4.2-A.a. Compare and contrast verbal and

nonverbal behavior within particular activities

in the target cultures and their own.

4.2-A.b. Identify, compare and contrast the

cultural features of daily life, customs, and the

arts.

4.2-A.c. Explain the relative importance of

various products originating in the target culture

and compare to one’s own culture.

4.2-A.d. Identify contributions of the target

cultures to one’s own and vice versa.

4.2-AH.a. Hypothesize about the origins of

idioms as a reflection of the target culture

and one’s own.

4.2-AH.b. Apply appropriate verbal and

non-verbal behavior in a variety of social

contexts in the target cultures.

4.2-AH.c. Analyze and infer cross-cultural

similarities and differences as observed in

practices, perspectives, expressive products,

and literary genres of the target cultures and

students’ own cultures.

4.2-AH.d. Hypothesize about reasons behind

similarities and differences between the

target cultures and the students’ own culture.

4.2-AH.e. Analyze and contrast the

historical as well as present-day

contributions of the target culture to the

world-at-large with those of the students’

own cultures.

COMMUNITIES “Recognizing the need for a productive and competitive work force, many schools are emphasizing a curriculum that better prepares students for the school-to-work or the

school-to-college transition. These educational efforts extend to the language classroom, preparing competent and self-confident students for work in the multilingual

communities around the globe.”

Goal Area Communicate and interact with cultural competence in order to participate in multilingual communities at home and

around the world- ACTFL

STANDARD 5 (ACTFL)

School and

Global

Communities

5.1 Learners use the language both within and beyond the classroom to interact and collaborate in their

community and the globalized world.

This standard focuses on language as a tool for communication with speakers of the language throughout one’s life. * AERO


5.1-N.a. Interact in the target language

with families, friends or peers, and

native speakers.

5.1-N.b. Use target language inside

and outside the class to communicate

information on topics of interest.

5.1-I.a. Use the target language within the

local community and in authentic sources

(newspapers, Internet, etc.).

5.1-I.b. Practice oral or written use of the

target language with family, friends, peers,

pen pals; and during after school activities,

field trips, school exchanges, etc.

5.1-A.a. Use the target language orally or in

writing with family, friends, peers, or pen pals.

5.1-A.b. Participate in school or community events related to the target language or cultures

(parent nights, in house festivals, field trips and

school exchanges).

5.1-A.c. Identify authentic community resources

and contact people useful for research in the

target language or about the target cultures.

5.1-A.d. Participate in after-school activities related to the target language and cultures.

5.1-AH.a. Communicate orally or in writing

with members of the target cultures on a

variety of personal interest, community, or

world concerns.

5.1-AH.b. Perform authentic tasks using the

target language and knowledge of the target

cultures in the community or abroad

(interviews, problem solving challenges,

community service actions, etc.).

5.1-AH.c. Research and organize events or

celebrations representing the target cultures

for the school or the larger community.

STANDARD 5 (ACTFL)

Lifelong

Learning

5.2 Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and

advancement. Language is an avenue to information, interpersonal relations, international understanding, and careers in an increasingly global environment. Students who study and use a language over a long

period of time: improve their cognitive abilities; can more fully use their capacity in the target language; increase their abilities to learn additional languages; increase their understanding of their

own mother tongue and culture; enhance their ability to interact with others; expand their ability to understand other cultures; and enrich their choice of professions.


By the end of grade 2 students will: By the end of grade 5 students will: By the end of grade 8 students will: By the end of grade 12 students will: 5.2-N.a. Articulate their likes and

dislikes for a selection of target culture

activities and products.

5.2-N.b. Select authentic audio visual

materials

and computer software for enjoyment.

5.2-N.c. Participate in target culture

games or arts during breaks, after

school, for talent shows, etc.

5.2-I.a. Explain their interests in various

aspects of the target cultures in the

community and around the world.

5.2-I.b. Research aspects of the target

cultures in a variety of media sources.

5.2-I.c. Explain the positive aspects of

learning a language.

5.2-I.d. Use the target language for enjoyment (e.g., television programs,

films, video and computer games, age-

appropriate magazines and books).

5.2-A.a. Develop language skills and cultural

insights by using the target language outside the

school setting with friends or neighbors, in sports or

arts clubs, during travels, etc.

5.2-A.b. Meet basic needs in a target language

environment

5.2-A.c. Use target language for enjoyment

(television programs, films, video and computer

games, age-appropriate magazines and books).

5.2-AH.a. Maintain ongoing personal interaction

and contacts with native speakers of the target

language through correspondence and travel, and

participation in clubs and associations. 20

5.2-AH.b. Express interest for learning a language

and justify why it is important.

5.2-AH.c. Use the target language to explain how

the study of language over a long period of time is

transformative.

5.2-AH.d. Read for enjoyment target language

literature, fiction and non-fiction sources.

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