Strands & Standards Reference Guide for World Languages

Transcription

1 The Strands & Standards Reference Guide for World Languages is an Instructional Toolkit component for the North Carolina World Language Essential Standards (WLES). This resource brings together: Strand descriptions about each Essential Standard, or the communication modes and culture, from the WLES Unpacking Documents for different programs, All of the Clarifying Objectives that belong to that strand and Essential Standard from the WLES organized by proficiency level, Learning Trajectory summaries for each proficiency level from the WLES Crosswalk. Strands & Standards Grid Please click on a link below to go to the 3-page section you need for a particular strand and standard. Information is available for each program (Classical Languages, Dual & Heritage Languages, and Modern Languages). Essential Standards Strands 1: Interpersonal Communication 2: Interpretive Communication 3: Presentational Communication 4: Culture CLL: Connections to Language & Literacy COD: Connections to Other Disciplines CMT: Communities CLL.1 CLL.2 CLL.3 CLL.4 COD.1 COD.2 COD.3 COD.4 CMT.1 CMT.2 CMT.3 CMT.4 Links to return to the Strands & Standards grid are provided throughout this document.

2 CLL.1 Note: Classical Language Programs do not include the Essential Standard for the Interpersonal communication mode. Dual & Heritage and Modern Language Programs: Interpersonal Skills within the Connections to Language & Literacy (CLL) Strand Interpersonal communication involves everyday topics, such as greetings, current events, news about family and friends, social events, personal viewpoints, and so on. Students develop greater understanding and insight into the nature of language and culture, including their native or first language. Essential Standard #1: Use the language to engage in interpersonal communication. Interpersonal skills are used in informal, one-on-one, or small group conversations. Students can ask for clarification when needed and negotiate for meaning during the conversation. Novice Low (NL) NL.CLL.1.1 NL.CLL.1.2 NL.CLL.1.3 Novice Mid (NM) NM.CLL.1.1 NM.CLL.1.2 Novice High (NH) NH.CLL.1.1 NH.CLL.1.2 NH.CLL.1.3 NH.CLL.1.4 Low (IL) Single words and simple memorized phrases Simple exchanges Memorized, content-related vocabulary Use single words and simple, memorized phrases to express needs, preferences, and feelings. Use culturally appropriate greetings, farewells, apologies, and expressions of courtesy. Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling. Memorized words and phrases Familiar topics/vocabulary Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings. Use memorized responses to simple questions, statements, commands, or other stimuli. Simple phrases and short sentences Familiar topics without visuals Short interactions/messages Simple texts/descriptions/questions Use simple phrases and short sentences to exchange information about familiar topics. Generate conversations using familiar vocabulary and structures in short social interactions. Generate responses to familiar questions, statements, commands, or other stimuli. Use simple questions about familiar topics to acquire needed information. Series of phases and sentences Unrehearsed situations Limited discourse

3 IL.CLL.1.1 IL.CLL.1.2 Mid (IM) IM.CLL.1.1 IM.CLL.1.2 IM.CLL.1.3 High (IH) IH.CLL.1.1 IH.CLL.1.2 IH.CLL.1.3 Low (AL) AL.CLL.1.1 AL.CLL.1.2 AL.CLL.1.3 Mid (AM) Familiar situations with some details Familiar topics and experiences Questions Short conversations Main ideas and a few details Carry out unrehearsed conversations on familiar topics with some details. Use questions to exchange information in familiar situations. Variety of familiar topics with many details Unfamiliar topics with some details Personal opinions Uncomplicated settings where communication is straightforward Series of connected sentences Simple factual presentations Unfamiliar academic vocabulary Spontaneous conversations Carry out and continue conversations involving personal views on familiar topics with many details and in uncomplicated settings. Use conversation skills to join and participate in a spontaneous discussion on a variety of familiar topics. Use questions with some detail to exchange information in uncomplicated situations. Personal views (state and support) Variety of familiar and some unfamiliar (new) topics Familiar topics in complicated settings, where communication is more demanding because of competition or lack of directness Detailed, factual information/narratives/descriptions Many different types of texts that contain unfamiliar vocabulary Extended conversations/speech Take an active part in discussions Clear and detailed descriptions Academic pursuits and career interests Understand how to state and support personal views in discussions about familiar topics in complicated settings. Understand how to communicate detailed factual information in social situations. Understand how to ask and answer questions related to areas of personal interest. Variety of familiar and unfamiliar topics Lengthy conversations/discussions Texts on unfamiliar topics Clear, organized texts Discipline-specific ideas with unfamiliar academic topics Modify for some specific audiences Subtleties of text on familiar topics and information from texts on unfamiliar topics Understand how to express personal viewpoints on a variety of familiar and unfamiliar topics. Understand how to communicate ideas and information in lengthy conversations. Understand how to ask about, paraphrase, and describe ideas in unfamiliar situations. Concrete, social and professional topics With fluency and flexibility

4 Extended, complex speeches/lectures Long, complex texts Personal, academic, and professional topics Multiple viewpoints and opinions Specialized and precise language Clearly articulated presentations Clear, well-organized texts Variety of audiences AM.CLL.1.1 Understand how to engage in extended, complex conversations about concrete, social and professional topics with fluency and flexibility. AM.CLL.1.2 Understand how to ask and answer questions to solve an unexpected or unfamiliar complication.

5 COD.1 Note: Classical Language Programs do not include the Essential Standard for the Interpersonal communication mode. Dual & Heritage and Modern Language Programs: Interpersonal Skills within the Connections to Other Disciplines (COD) Strand Interpersonal communication involves everyday classroom or academic topics, such as greetings, instructions, directions, class discussions, school events, requests for information, academic discourse, and so on. Students make connections in conversation with other academic disciplines during both language and academic instruction, and they are able to converse about mathematics, economics, social studies, the arts, health, physical education, science, career and technical skills, technology, etc. Essential Standard #1: Use the language to engage in interpersonal communication. Interpersonal skills are used in informal, one-on-one, or small group conversations. Students can ask for clarification when needed and negotiate for meaning during the conversation. Novice Low (NL) NL.COD.1.1 NL.COD.1.2 Novice Mid (NM) NM.COD.1.1 NM.COD.1.2 Novice High (NH) NH.COD.1.1 NH.COD.1.2 NH.COD.1.3 Low (IL) Single words and simple memorized phrases Simple exchanges Memorized, content-related vocabulary Carry out simple exchanges of information using memorized content vocabulary. Use single words and simple, memorized phrases to express classroom needs, preferences, and feelings. Memorized words and phrases Familiar topics/vocabulary Use memorized words and phrases to exchange information about the classroom and school environment. Use memorized responses to simple academic questions, statements, commands, or other stimuli. Simple phrases and short sentences Familiar topics without visuals Short interactions/messages Simple texts/descriptions/questions Use simple phrases and short sentences to exchange information about topics in other disciplines. Generate simple responses to questions, statements, commands, or other stimuli in various classes across the disciplines. Understand how to ask simple questions about familiar topics to acquire needed information for classes in other disciplines. Series of phases and sentences Unrehearsed situations

6 Limited discourse Familiar situations with some details Familiar topics and experiences Questions Short conversations Main ideas and a few details IL.COD.1.1 Understand how to start and continue unrehearsed conversations on a limited number of academic topics. IL.COD.1.2 Understand how to ask and answer questions and exchange information on academic topics. Mid (IM) IM.COD.1.1 IM.COD.1.2 High (IH) IH.COD.1.1 IH.COD.1.2 IH.COD.1.3 Low (AL) AL.COD.1.1 AL.COD.1.2 AL.COD.1.3 Variety of familiar topics with many details Unfamiliar topics with some details Personal opinions Uncomplicated settings where communication is straightforward Series of connected sentences Simple factual presentations Unfamiliar academic vocabulary Spontaneous conversations Understand how to participate in discussions on familiar academic topics and in uncomplicated settings. Understand how to ask and answer questions with some detail about various academic topics in uncomplicated situations. Personal views (state and support) Variety of familiar and some unfamiliar (new) topics Familiar topics in complicated settings, where communication is more demanding because of competition or lack of directness Detailed, factual information/narratives/descriptions Many different types of texts that contain unfamiliar vocabulary Extended conversations/speech Take an active part in discussions Clear and detailed descriptions Academic pursuits and career interests Understand how to take an active part in discussions about a variety of familiar academic topics in complicated settings. Understand how to communicate detailed, factual information in academic situations. Understand how to ask and answer questions related to academic pursuits and career interests. Variety of familiar and unfamiliar topics Lengthy conversations/discussions Texts on unfamiliar topics Clear, organized texts Discipline-specific ideas with unfamiliar academic topics Modify for some specific audiences Subtleties of text on familiar topics and information from texts on unfamiliar topics Understand how to participate in lengthy discussions on a variety of familiar and unfamiliar academic topics. Understand how to communicate ideas and information about academics and coursework in lengthy conversations. Understand how to ask about, paraphrase, and describe discipline-specific ideas in

7 unfamiliar situations. Mid (AM) AM.COD.1.1 AM.COD.1.2 Concrete, social and professional topics With fluency and flexibility Extended, complex speeches/lectures Long, complex texts Personal, academic, and professional topics Multiple viewpoints and opinions Specialized and precise language Clearly articulated presentations Clear, well-organized texts Variety of audiences Understand how to engage in extended, complex conversations about concrete, social and professional topics with fluency and flexibility. Understand how to conduct or participate in interviews related to academic and professional topics of personal interest.

8 CMT.1 Note: Classical Language Programs do not include the Essential Standard for the Interpersonal communication mode. Dual & Heritage and Modern Language Programs: Interpersonal Skills within the Communities (CMT) Strand Interpersonal communication involves everyday topics, such as greetings, directions, current events (locally or in the target culture), class discussions, community events, requests for information, community discourse/debate, and so on. Students access knowledge and information from other communities and use that information in conversations to become knowledgeable global citizens. Essential Standard #1: Use the language to engage in interpersonal communication. Interpersonal skills are used in informal, one-on-one, or small group conversations. Students can ask for clarification when needed and negotiate for meaning during the conversation. Novice Low (NL) NL.CMT.1.1 NL.CMT.1.2 Novice Mid (NM) NM.CMT.1.1 NM.CMT.1.2 Novice High (NH) NH.CMT.1.1 NH.CMT.1.2 Low (IL) Single words and simple memorized phrases Simple exchanges Memorized, content-related vocabulary Use single words and simple, memorized phrases to carry out simple interactions with people from the target culture or with communities of learners of the same target language. Use simple communication strategies from the target culture, such as greetings and expressions of courtesy. Memorized words and phrases Familiar topics/vocabulary Use memorized words and phrases to ask and answer simple questions on familiar topics. Use memorized words and phrases on familiar topics to interact with communities of learners of the same target language. Simple phrases and short sentences Familiar topics without visuals Short interactions/messages Simple texts/descriptions/questions Use simple phrases and short sentences in short social interactions. Carry out short interactions on familiar topics, such as family, friends, and activities, with people from the target culture or communities of learners of the same target language. Series of phases and sentences Unrehearsed situations Limited discourse

9 IL.CMT.1.1 IL.CMT.1.2 Mid (IM) IM.CMT.1.1 IM.CMT.1.2 High (IH) IH.CMT.1.1 IH.CMT.1.2 Low (AL) AL.CMT.1.1 AL.CMT.1.2 Mid (AM) Familiar situations with some details Familiar topics and experiences Questions Short conversations Main ideas and a few details Carry out unrehearsed interactions in familiar situations with people from the target culture or communities of learners of the same target language. Use the language to exchange information with people from the target culture about shared experiences. Variety of familiar topics with many details Unfamiliar topics with some details Personal opinions Uncomplicated settings where communication is straightforward Series of connected sentences Simple factual presentations Unfamiliar academic vocabulary Spontaneous conversations Carry out spontaneous interactions on familiar topics with people from the target culture or communities of learners of the same target language. Use the language to exchange information with people from the target culture about familiar topics and personal opinions in uncomplicated situations. Personal views (state and support) Variety of familiar and some unfamiliar (new) topics Familiar topics in complicated settings, where communication is more demanding because of competition or lack of directness Detailed, factual information/narratives/descriptions Many different types of texts that contain unfamiliar vocabulary Extended conversations/speech Take an active part in discussions Clear and detailed descriptions Academic pursuits and career interests Carry out extended interactions on familiar and some unfamiliar topics with people from the target culture or communities of learners of the same target language. Use the language to exchange detailed factual information with people from the target culture about familiar and unfamiliar topics, as well as personal views, in complicated situations. Variety of familiar and unfamiliar topics Lengthy conversations/discussions Texts on unfamiliar topics Clear, organized texts Discipline-specific ideas with unfamiliar academic topics Modify for some specific audiences Subtleties of text on familiar topics and information from texts on unfamiliar topics Use the language in a variety of familiar and unfamiliar situations. Carry out lengthy interactions on familiar and unfamiliar topics with people from the target culture or communities of learners of the same target language. Concrete, social and professional topics With fluency and flexibility

10 Extended, complex speeches/lectures Long, complex texts Personal, academic, and professional topics Multiple viewpoints and opinions Specialized and precise language Clearly articulated presentations Clear, well-organized texts Variety of audiences AM.CMT.1.1 Use the language in a variety of situations with fluency and flexibility. AM.CMT.1.2 Carry out extended, complex interactions on various topics in almost any situation with people from the target culture or communities of learners of the same target language.

11 CLL.2 Classical Language Programs: Interpretive Skills within the Connections to Language & Literacy (CLL) Strand Interpretive communication involves listening to, and reading about, the ancient world. Hearing poetry, political speeches, and other classical literature helps students learn to imitate those cadences in Presentational Communication. Most interaction with the target language will, of course, be via the written word, as reading is the only way to receive communication from the Greeks and Romans. Students develop greater understanding and insight into the nature of the classical language and culture, as well as a broader appreciation of the structure and vocabulary of English. Essential Standard #2: Understand words and concepts presented in the language. Interpretive skills involve receiving information, from others and/or a wide variety of media sources, in a situation where meaning cannot be negotiated with the author. Students hear or see the message/text and respond based on their interpretation. Dual & Heritage and Modern Language Programs: Interpretive Skills within the Connections to Language & Literacy (CLL) Strand Interpretive communication involves listening to and reading about everyday topics, such as current events, news about family and friends, social events, personal viewpoints, social media, and so on. Students develop greater understanding and insight into the nature of language and culture, including their native or first language, as they learn to draw on specific strategies and skills sets to infer meaning in situations where no negotiation takes place. Essential Standard #2: Understand words and concepts presented in the language. Interpretive skills involve receiving information, from others and/or a wide variety of media sources, in a situation where meaning cannot be negotiated with the speaker or author. Students hear or see the message and respond based on their interpretation. Novice Low (NL) NL.CLL.2.1 NL.CLL.2.2 NL.CLL.2.3 NL.CLL.2.4 Single words and simple memorized phrases Simple exchanges Memorized, content-related vocabulary Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed. Understand the meanings of spoken words that are similar to those in the students language. Identify written words and phrases that are similar to words and phrases in the students language. Interpret phrases, commands, simple questions and descriptions that are presented with accompanying gestures, intonations, and other visual and auditory clues.

12 NL.CLL.2.5 Novice Mid (NM) NM.CLL.2.1 NM.CLL.2.2 NM.CLL.2.3 NM.CLL.2.4 NM.CLL.2.5 Novice High (NH) NH.CLL.2.1 NH.CLL.2.2 NH.CLL.2.3 NH.CLL.2.4 Low (IL) IL.CLL.2.1 IL.CLL.2.2 IL.CLL.2.3 IL.CLL.2.4 Mid (IM) IM.CLL.2.1 IM.CLL.2.2 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language. Memorized words and phrases Familiar topics/vocabulary Understand the meaning of memorized phrases and questions about familiar topics and surroundings. Understand the meaning of memorized words and phrases in sentences. Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.). Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates. Understand language components (stems, prefixes, tones, verb endings, parts of speech) that are used in the target language. Simple phrases and short sentences Familiar topics without visuals Short interactions/messages Simple texts/descriptions/questions Understand ideas on familiar topics expressed in short sentences and frequently used expressions. Summarize spoken messages and announcements about familiar topics. Summarize simple texts containing familiar vocabulary in terms of the main ideas and supporting details. Compare simple fiction texts with non-fiction texts about familiar topics. Series of phases and sentences Unrehearsed situations Limited discourse Familiar situations with some details Familiar topics and experiences Questions Short conversations Main ideas and a few details Summarize main ideas and a few details in short conversations and some forms of media. Summarize main ideas and a few details in texts that contain familiar vocabulary. Recognize that ideas and expressions may be presented differently in the target language than the students language. Compare fiction texts and non-fiction texts about familiar topics. Variety of familiar topics with many details Unfamiliar topics with some details Personal opinions Uncomplicated settings where communication is straightforward Series of connected sentences Simple factual presentations Unfamiliar academic vocabulary Spontaneous conversations Understand the main idea and many details of familiar topics in a series of connected sentences, conversations, presentations, and messages. Understand the main idea and many details in texts that contain familiar vocabulary.

13 IM.CLL.2.3 High (IH) IH.CLL.2.1 IH.CLL.2.2 IH.CLL.2.3 IH.CLL.2.4 Low (AL) AL.CLL.2.1 AL.CLL.2.2 AL.CLL.2.3 Mid (AM) AM.CLL.2.1 AM.CLL.2.2 AM.CLL.2.3 AM.CLL.2.4 Summarize texts containing unfamiliar vocabulary in terms of the main idea and some details. Personal views (state and support) Variety of familiar and some unfamiliar (new) topics Familiar topics in complicated settings, where communication is more demanding because of competition or lack of directness Detailed, factual information/narratives/descriptions Many different types of texts that contain unfamiliar vocabulary Extended conversations/speech Take an active part in discussions Clear and detailed descriptions Academic pursuits and career interests Understand extended conversations or speech involving a combination of familiar and unfamiliar topics, live or via media. Understand many different types of texts that contain unfamiliar vocabulary. Understand how to differentiate between adapted and authentic texts. Summarize texts that contain increasingly complex language structures and unfamiliar vocabulary. Variety of familiar and unfamiliar topics Lengthy conversations/discussions Texts on unfamiliar topics Clear, organized texts Discipline-specific ideas with unfamiliar academic topics Modify for some specific audiences Subtleties of text on familiar topics and information from texts on unfamiliar topics Understand extended speech on unfamiliar topics, live or via media. Understand the subtleties and stylistic features of texts on familiar topics. Understand how to interpret texts on unfamiliar topics. Concrete, social and professional topics With fluency and flexibility Extended, complex speeches/lectures Long, complex texts Personal, academic, and professional topics Multiple viewpoints and opinions Specialized and precise language Clearly articulated presentations Clear, well-organized texts Variety of audiences Analyze extended, complex speeches and lectures for multiple viewpoints and opinions. Understand the subtleties and stylistic features of texts on unfamiliar topics. Understand how to interpret long, complex texts. Compare literary and technical writing styles.

14 COD.2 Classical Language Programs: Interpretive Skills within the Connections to Other Disciplines (COD) Strand Interpretive communication involves students using their knowledge of the classical language to acquire new information as they read adapted and authentic works which relate to other subject areas, particularly social studies, politics, philosophy, and the arts. It also provides opportunities for interdisciplinary experiences across the curriculum. Essential Standard #2: Understand words and concepts presented in the language. Interpretive skills involve receiving information, from others and/or a wide variety of media sources, in a situation where meaning cannot be negotiated with the author. Students hear or see the message/text and respond based on their interpretation. Dual & Heritage and Modern Language Programs: Interpretive Skills within the Connections to Other Disciplines (COD) Strand Interpretive communication involves listening to information about common classroom or academic topics, such as instructions, directions, class discussions, lectures (live or recorded), school events, requests for information, and so on. It also involves reading of all types, such as from textbooks or other instructional materials, fiction and non-fiction books, websites, wikis, etc. Students make connections through listening and reading with other academic disciplines during both language and academic instruction, and they build background knowledge in mathematics, economics, social studies, the arts, health, physical education, science, career and technical skills, technology, etc., that can be used later to engage in Interpersonal and Presentational Communication. Essential Standard #2: Understand words and concepts presented in the language. Interpretive skills involve receiving information, from others and/or a wide variety of media sources, in a situation where meaning cannot be negotiated with the speaker or author. Students hear or see the message and respond based on their interpretation. Novice Low (NL) NL.COD.2.1 NL.COD.2.2 NL.COD.2.3 Single words and simple memorized phrases Simple exchanges Memorized, content-related vocabulary Understand how to respond to simple, memorized questions in the target language that focus on key concepts in classroom activities and different content areas. Compare the vocabulary of the target and students language in different content areas. Recognize words in groups from other disciplines.

15 Novice Mid (NM) NM.COD.2.1 NM.COD.2.2 NM.COD.2.3 Novice High (NH) NH.COD.2.1 NH.COD.2.2 NH.COD.2.3 Low (IL) IL.COD.2.1 IL.COD.2.2 IL.COD.2.3 IL.COD.2.4 IL.COD.2.5 Mid (IM) IM.COD.2.1 IM.COD.2.2 IM.COD.2.3 Memorized words and phrases Familiar topics/vocabulary Classify memorized words and phrases in the target language by key academic concepts. Understand how the basic terms from other content areas may be different from the students language. Interpret short, non-fiction passages from academic content areas using context clues (signs, charts, graphs, etc.). Simple phrases and short sentences Familiar topics without visuals Short interactions/messages Simple texts/descriptions/questions Understand spoken and written commands about other disciplines in the target language. Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting details. Interpret simple processes from other disciplines using the target language. Series of phases and sentences Unrehearsed situations Limited discourse Familiar situations with some details Familiar topics and experiences Questions Short conversations Main ideas and a few details Analyze the relationship between words from the target language and the students language to expand vocabulary related to academic topics. Differentiate the structural patterns of the target language and the students language. Understand main ideas and a few details in class discussions and some forms of media. Understand main ideas and a few details in academic texts that contain familiar vocabulary. Remember expanded vocabulary and language structures essential to comprehension in academic class discussions and presentations. Variety of familiar topics with many details Unfamiliar topics with some details Personal opinions Uncomplicated settings where communication is straightforward Series of connected sentences Simple factual presentations Unfamiliar academic vocabulary Spontaneous conversations Understand spoken information about familiar academic topics expressed in a series of connected sentences. Analyze texts that contain familiar academic vocabulary and main ideas in terms of important and relevant details. Identify the main idea and some details from texts containing unfamiliar academic vocabulary.

16 High (IH) IH.COD.2.1 IH.COD.2.2 Low (AL) AL.COD.2.1 AL.COD.2.2 AL.COD.2.3 Mid (AM) AM.COD.2.1 AM.COD.2.2 Personal views (state and support) Variety of familiar and some unfamiliar (new) topics Familiar topics in complicated settings, where communication is more demanding because of competition or lack of directness Detailed, factual information/narratives/descriptions Many different types of texts that contain unfamiliar vocabulary Extended conversations/speech Take an active part in discussions Clear and detailed descriptions Academic pursuits and career interests Understand extended discussions or lectures involving a combination of familiar and unfamiliar academic topics, live or via media. Understand detailed, factual information from many different types of academic texts and resources that contain unfamiliar vocabulary. Variety of familiar and unfamiliar topics Lengthy conversations/discussions Texts on unfamiliar topics Clear, organized texts Discipline-specific ideas with unfamiliar academic topics Modify for some specific audiences Subtleties of text on familiar topics and information from texts on unfamiliar topics Understand detailed information in texts on unfamiliar academic topics. Understand the subtleties and stylistic features of texts on familiar academic topics. Understand how to interpret texts on unfamiliar academic topics. Concrete, social and professional topics With fluency and flexibility Extended, complex speeches/lectures Long, complex texts Personal, academic, and professional topics Multiple viewpoints and opinions Specialized and precise language Clearly articulated presentations Clear, well-organized texts Variety of audiences Understand multiple viewpoints and opinions in long, complex texts on unfamiliar academic topics. Compare technical writing styles relevant to academic and professional topics.

17 CMT.2 Classical Language Programs: Interpretive Skills within the Communities (CMT) Strand Interpretive communication involves reading about the Greco-Roman culture and applying that knowledge to a diverse world. Knowledge of a classical language and civilization based on 2,500 years of human experience enables students to develop a fuller understanding and appreciation of classical influences in the modern world as they encounter new language learning situations and communities. Students use that information to become knowledgeable global citizens. Essential Standard #2: Understand words and concepts presented in the language. Interpretive skills involve receiving information, from others and/or a wide variety of media sources, in a situation where meaning cannot be negotiated with the author. Students hear or see the message/text and respond based on their interpretation. Dual & Heritage and Modern Language Programs: Interpretive Skills within the Communities (CMT) Strand Interpretive communication involves listening to and reading about topics from daily life, such as greetings, directions, current events (locally or in the target culture), class discussions, community events, requests for information, community discourse/debate, news broadcasts, television and radio programs, websites, wikis, other social media, and so on. Students access knowledge and information from other communities and use that information in listening and reading to become knowledgeable global citizens. Essential Standard #2: Understand words and concepts presented in the language. Interpretive skills involve receiving information, from others and/or a wide variety of media sources, in a situation where meaning cannot be negotiated with the speaker or author. Students hear or see the message and respond based on their interpretation. Novice Low (NL) NL.CMT.2.1 NL.CMT.2.2 Novice Mid (NM) NM.CMT.2.1 Single words and simple memorized phrases Simple exchanges Memorized, content-related vocabulary Recognize single words and simple, memorized phrases from media in the language community. Recall simple, spoken expressions and memorized phrases commonly used in target language communities. Memorized words and phrases Familiar topics/vocabulary Understand the meaning of memorized words and phrases used in the community.

18 NM.CMT.2.2 NM.CMT.2.3 Novice High (NH) NH.CMT.2.1 NH.CMT.2.2 Low (IL) IL.CMT.2.1 IL.CMT.2.2 Mid (IM) IM.CMT.2.1 IM.CMT.2.2 High (IH) IH.CMT.2.1 Infer meaning from familiar texts by using visual cues, such as road signs, charts, graphs, etc., that reflect the target culture. Recall common expressions and phrases about familiar topics used in target language communities. Simple phrases and short sentences Familiar topics without visuals Short interactions/messages Simple texts/descriptions/questions Understand practices, products, and perspectives on familiar topics from simple texts. Understand the meaning of short messages used in the target culture or by communities of learners of the same target language. Series of phases and sentences Unrehearsed situations Limited discourse Familiar situations with some details Familiar topics and experiences Questions Short conversations Main ideas and a few details Understand practices, products, and perspectives from texts about familiar topics with some details. Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same target language. Variety of familiar topics with many details Unfamiliar topics with some details Personal opinions Uncomplicated settings where communication is straightforward Series of connected sentences Simple factual presentations Unfamiliar academic vocabulary Spontaneous conversations Recognize information about practices, products, and perspectives presented in texts on familiar and unfamiliar topics. Understand the meaning of longer messages on familiar and unfamiliar topics displayed in the community or created by communities of learners of the same target language. Personal views (state and support) Variety of familiar and some unfamiliar (new) topics Familiar topics in complicated settings, where communication is more demanding because of competition or lack of directness Detailed, factual information/narratives/descriptions Many different types of texts that contain unfamiliar vocabulary Extended conversations/speech Take an active part in discussions Clear and detailed descriptions Academic pursuits and career interests Extrapolate information about practices, products, and perspectives presented in many different types of texts and media about familiar and unfamiliar topics.

19 IH.CMT.2.2 Low (AL) AL.CMT.2.1 AL.CMT.2.2 Mid (AM) AM.CMT.2.1 AM.CMT.2.2 Understand the meaning of messages on familiar and unfamiliar topics used or displayed in the community or created by peers learning the same target language. Variety of familiar and unfamiliar topics Lengthy conversations/discussions Texts on unfamiliar topics Clear, organized texts Discipline-specific ideas with unfamiliar academic topics Modify for some specific audiences Subtleties of text on familiar topics and information from texts on unfamiliar topics Analyze information about practices, products, and perspectives presented in texts and media about various topics. Understand the meaning of lengthy messages on various topics used or displayed in the community or created by peers learning the same target language. Concrete, social and professional topics With fluency and flexibility Extended, complex speeches/lectures Long, complex texts Personal, academic, and professional topics Multiple viewpoints and opinions Specialized and precise language Clearly articulated presentations Clear, well-organized texts Variety of audiences Evaluate practices, products, and perspectives related to social and professional topics. Understand the meaning of messages on social and professional topics used or displayed in the community.

20 CLL.3 Essential Standard #3: Use the language to present information. Presentational skills involve preparing information to be shared formally or informally with an audience, either through speaking or writing. Students have time to draft, revise, and practice presentations that show their use of language. Classical Language Programs: Presentational Skills within the Connections to Language & Literacy (CLL) Strand Presentational communication involves speaking and writing about the ancient world to communicate understanding to audiences, including presentations (in the classical language or in English), recitations of (the original) poetry or other classical literature, and written oral translations into English. Students develop greater understanding and insight into the nature of language and culture, including a broader appreciation for the syntax and structure of English. Dual & Heritage and Modern Language Programs: Presentational Skills within the Connections to Language & Literacy (CLL) Strand Presentational communication involves speaking and writing about everyday topics, such as introductions, current events, stories about family and friends, past and present events, differing viewpoints, and so on. Students develop greater understanding and insight into the nature of language and culture, including their native or first language, because they have time to prepare and practice what they plan to present. Novice Low (NL) NL.CLL.3.1 NL.CLL.3.2 NL.CLL.3.3 Novice Mid (NM) NM.CLL.3.1 NM.CLL.3.2 NM.CLL.3.3 Novice High (NH) Single words and simple memorized phrases Simple exchanges Memorized, content-related vocabulary Use single words and simple, memorized phrases in presentations to identify the names of people, places, and things. Use the language to recite memorized poetry and songs from the target culture. Use appropriate pronunciation to present memorized phrases. Memorized words and phrases Familiar topics/vocabulary Use memorized words and phrases in presentations on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings. Use the language to recite and act out simple poetry and songs from the target culture. Use appropriate pronunciation and voice inflection in spoken presentations. Simple phrases and short sentences Familiar topics without visuals Short interactions/messages Simple texts/descriptions/questions

21 NH.CLL.3.1 NH.CLL.3.2 NH.CLL.3.3 Low (IL) IL.CLL.3.1 IL.CLL.3.2 IL.CLL.3.3 IL.CLL.3.4 Mid (IM) IM.CLL.3.1 IM.CLL.3.2 IM.CLL.3.3 High (IH) IH.CLL.3.1 IH.CLL.3.2 IH.CLL.3.3 IH.CLL.3.4 Create simple phrases and short sentences in spoken or written presentations to provide information about familiar topics. Use the language to recite and act out poetry, songs, and simple stories from the target culture. Produce simple dialogues and short skits using familiar structures and vocabulary. Series of phases and sentences Unrehearsed situations Limited discourse Familiar situations with some details Familiar topics and experiences Questions Short conversations Main ideas and a few details Use a series of phrases and sentences to create descriptions with some details about familiar topics and experiences. Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture. Use a series of phrases and sentences to give spoken and written presentations about familiar topics, situations, and experiences with some details. Create dialogues and skits to present with some details about familiar topics. Variety of familiar topics with many details Unfamiliar topics with some details Personal opinions Uncomplicated settings where communication is straightforward Series of connected sentences Simple factual presentations Unfamiliar academic vocabulary Spontaneous conversations Use a series of connected sentences in presentations to describe experiences, events, and opinions. Use the language to make simple, factual presentations, narrate or act out poetry, lyrics, stories, and other literature from the target culture. Summarize familiar topics with many details in order to describe and/or explain. Personal views (state and support) Variety of familiar and some unfamiliar (new) topics Familiar topics in complicated settings, where communication is more demanding because of competition or lack of directness Detailed, factual information/narratives/descriptions Many different types of texts that contain unfamiliar vocabulary Extended conversations/speech Take an active part in discussions Clear and detailed descriptions Academic pursuits and career interests Create clear, detailed descriptions for presentations about events, experiences, and personal interests. Use the language to provide and support personal viewpoints and opinions. Use detailed narratives, descriptions and explanations about familiar and unfamiliar topics to give spoken and written presentations. Implement consistent pronunciation and appropriate voice inflection in spoken communication.

22 Low (AL) AL.CLL.3.1 AL.CLL.3.2 AL.CLL.3.3 AL.CLL.3.4 Mid (AM) AM.CLL.3.1 AM.CLL.3.2 AM.CLL.3.3 AM.CLL.3.4 Variety of familiar and unfamiliar topics Lengthy conversations/discussions Texts on unfamiliar topics Clear, organized texts Discipline-specific ideas with unfamiliar academic topics Modify for some specific audiences Subtleties of text on familiar topics and information from texts on unfamiliar topics Create presentations on a variety of topics that are comprehensible to specified audiences. Analyze texts to produce clear and organized summaries of ideas. Use language to modify presentations for some specific audiences. Use accurate pronunciation and appropriate voice inflection in spoken presentations. Concrete, social and professional topics With fluency and flexibility Extended, complex speeches/lectures Long, complex texts Personal, academic, and professional topics Multiple viewpoints and opinions Specialized and precise language Clearly articulated presentations Clear, well-organized texts Variety of audiences Create clearly articulated presentations on personal, academic, and professional topics. Produce clear, well-organized texts for a variety of audiences on concrete, social and professional topics. Use accurate pronunciation and suitable stylistic elements in spoken presentations. Use the language with fluency and flexibility to provide, compare, and support multiple viewpoints and opinions.

23 COD.3 Essential Standard #3: Use the language to present information. Presentational skills involve preparing information to be shared formally or informally with an audience, either through speaking or writing. Students have time to draft, revise, and practice presentations that show their use of language. Classical Language Programs: Presentational Skills within the Connections to Other Disciplines (COD) Strand Presentational communication involves students using their knowledge of the classical language to share information as they present adapted and authentic works which relate to other subject areas: mathematics, economics, social studies, the arts, health, physical education, science, career and technical skills, technology, etc. It also provides opportunities for interdisciplinary experiences across the curriculum. Dual & Heritage and Modern Language Programs: Presentational Skills within the Connections to Other Disciplines (COD) Strand Presentational communication involves speaking and writing in the classroom or other academic setting, such as making introductions, giving class presentations or lectures (live or recorded), participating in school events, sharing requests for information, and so on. It also involves responding to learning, such as cooperative activities in the classroom, writing in journals, presenting reports, etc. Students make connections through speaking and writing with other academic disciplines during both language and academic instruction, and they are able to present on mathematics, economics, social studies, the arts, health, physical education, science, career and technical skills, technology, etc. Novice Low (NL) NL.COD.3.1 NL.COD.3.2 NL.COD.3.3 Novice Mid (NM) NM.COD.3.1 NM.COD.3.2 Single words and simple memorized phrases Simple exchanges Memorized, content-related vocabulary Use single words and simple, memorized phrases, such as those for weather, days of the week, months, seasons, numbers and daily classroom activities, to present to an audience. Use single words and simple, memorized phrases to name common objects and actions related to other disciplines. Use readily available technology tools and digital literacy skills to present in the target language. Memorized words and phrases Familiar topics/vocabulary Use memorized words and phrases about the weather, date, seasons, numbers, and daily classroom activities to give a spoken or written presentation. Use memorized words and phrases to describe common objects and actions related to other disciplines.

24 NM.COD.3.3 Novice High (NH) NH.COD.3.1 NH.COD.3.2 NH.COD.3.3 Low (IL) IL.COD.3.1 IL.COD.3.2 IL.COD.3.3 Mid (IM) IM.COD.3.1 IM.COD.3.2 IM.COD.3.3 High (IH) Use readily available technology tools and digital literacy skills to present academic information in the target language. Simple phrases and short sentences Familiar topics without visuals Short interactions/messages Simple texts/descriptions/questions Use the target language to give short spoken or written presentations about familiar academic topics. Produce a sequence of simple phrases and short sentences relating common themes in other disciplines. Use readily available technology tools and digital literacy skills to present academic information in the target language. Series of phases and sentences Unrehearsed situations Limited discourse Familiar situations with some details Familiar topics and experiences Questions Short conversations Main ideas and a few details Use academic content terminology in a series of phrases and sentences with a few details to give spoken or written presentations in the target language on familiar topics. Produce a series of phrases and sentences about familiar themes related to other disciplines. Use readily available technology tools and digital literacy skills to present in the target language about other disciplines. Variety of familiar topics with many details Unfamiliar topics with some details Personal opinions Uncomplicated settings where communication is straightforward Series of connected sentences Simple factual presentations Unfamiliar academic vocabulary Spontaneous conversations Summarize academic content with many details to give spoken or written presentations about familiar topics. Describe events and opinions using a series of connected sentences to present familiar content from other disciplines. Use readily available technology tools and digital literacy skills to present academic information in the target language. Personal views (state and support) Variety of familiar and some unfamiliar (new) topics Familiar topics in complicated settings, where communication is more demanding because of competition or lack of directness Detailed, factual information/narratives/descriptions Many different types of texts that contain unfamiliar vocabulary Extended conversations/speech Take an active part in discussions

25 Clear and detailed descriptions Academic pursuits and career interests IH.COD.3.1 IH.COD.3.2 IH.COD.3.3 IH.COD.3.4 Low (AL) AL.COD.3.1 AL.COD.3.2 Mid (AM) AM.COD.3.1 AM.COD.3.2 AM.COD.3.3 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic topics. Summarize personal views related to academic content with supporting details. Explain familiar and new concepts related to other academic content areas using detailed descriptions and narratives. Use readily available technology tools and digital literacy skills to present academic information in the target language. Variety of familiar and unfamiliar topics Lengthy conversations/discussions Texts on unfamiliar topics Clear, organized texts Discipline-specific ideas with unfamiliar academic topics Modify for some specific audiences Subtleties of text on familiar topics and information from texts on unfamiliar topics Use language to modify presentations about academic content area topics for some specific audiences. Use readily available technology tools and digital literacy skills to present disciplinespecific information in the target language. Concrete, social and professional topics With fluency and flexibility Extended, complex speeches/lectures Long, complex texts Personal, academic, and professional topics Multiple viewpoints and opinions Specialized and precise language Clearly articulated presentations Clear, well-organized texts Variety of audiences Use specialized and precise language to design presentations about academic or professional topics. Produce clear, well-organized texts related to academic and professional topics appropriate for a variety of audiences. Use readily available technology tools and digital literacy skills to present academic and professional information in the target language.

26 CMT.3 Essential Standard #3: Use the language to present information. Presentational skills involve preparing information to be shared formally or informally with an audience, either through speaking or writing. Students have time to draft, revise, and practice presentations that show their use of language. Classical Language Programs: Presentational Skills within the Communities (CMT) Strand Presentational communication involves sharing information about the Greco-Roman culture and applying that knowledge to a diverse world. Knowledge of a classical language and civilization based on 2,500 years of human experience enables students to develop a fuller understanding and appreciation of classical influences in the modern world as they encounter new language learning situations and communities. Students use that information to become knowledgeable global citizens. Dual & Heritage and Modern Language Programs: Presentational Skills within the Communities (CMT) Strand Presentational communication involves speaking about topics from daily life, such as making introductions, giving directions, sharing current events and news (locally or in the target culture), participating in class discussions or community discourse/debate, sharing requests for information, being involved with broadcasts (speaking on television and radio programs), creating or contributing to websites or other social media, and so on. Students access knowledge and information from other communities and use that information in speaking and writing to become knowledgeable global citizens. Novice Low (NL) NL.CMT.3.1 NL.CMT.3.2 Novice Mid (NM) NM.CMT.3.1 NM.CMT.3.2 Novice High (NH) NH.CMT.3.1 Single words and simple memorized phrases Simple exchanges Memorized, content-related vocabulary Identify arts, sports, games and media from the target culture. Understand roles in school or community traditions related to the target culture. Memorized words and phrases Familiar topics/vocabulary Use memorized words and phrases to describe arts, sports, games, and media from the target culture. Use memorized words and phrases to participate in school or community events related to the target culture. Simple phrases and short sentences Familiar topics without visuals Short interactions/messages Simple texts/descriptions/questions Use simple phrases and short sentences to describe arts, sports, games, and media