NM.CMT.1.2 Use memorized words and phrases on familiar topics to interact with communities of learners of the same target language. NM.CMT.2.1 Understand the meaning of memorized words and NM.CMT.2 Understand words and concepts phrases used in the community. presented in the language. NM.CMT.2.2 Infer meaning from familiar texts by using visual cues, such as road signs, charts, graphs, etc., that reflect the target culture. NM.CMT.2.3 Recall common expressions and phrases about familiar topics used in target language communities. NM.CMT.3 Use the language to present NM.CMT.3.1 Use memorized words and phrases to describe arts, information to an audience. sports, games, and media from the target culture. NM.CMT.3.2 Use memorized words and phrases to participate in school or community events related to the target culture. NM.CMT.4 Compare the students’ culture NM.CMT.4.1 Recognize aspects of the target culture and language and the target culture. in the students’ culture and language. NM.CMT.4.2 Identify products made and used by members of the target culture and the students’ culture. NM.CMT.4.3 Differentiate gestures for appropriateness in the target culture. NM.CMT.4.4 Identify how knowledge of the target language is useful in a global economy. North Carolina Essential Standards World Languages Note on Numbering: NH Novice High Proficiency Level – Note on Strands: CLL - Connections to Language & Literacy COD Connections to Other Disciplines – CMT Communities – Note: The are organized by proficiency level, rather than grade Carolina World Language Essential Standards level or gradespan, to embed the multiple entry points for language learning across the K-12 spectrum. Exit proficiency expectations have been determined that show what a student is expected to be able to do with the language at the end of a specific program or particular class. The proficiency expectations charts are included with the program descriptions in the preamble. CLL: Connections to Language & Literacy
NM.CMT.1.2 Use memorized words and phrases on familiar topics to interact with communities of learners of the same target language. NM.CMT.2 Understand words and concepts presented in the language. NM.CMT.2.1 Understand the meaning of memorized words and phrases used in the community. NM.CMT.2.2 Infer meaning from familiar texts by using visual cues, such as road signs, charts, graphs, etc., that reflect the target culture. NM.CMT.2.3 Recall common expressions and phrases about familiar topics used in target language communities. NM.CMT.3 Use the language to present information to an audience. NM.CMT.3.1 Use memorized words and phrases to describe arts, sports, games, and media from the target culture. NM.CMT.3.2 Use memorized words and phrases to participate in school or community events related to the target culture. NM.CMT.4 Compare the students’ culture and the target culture. NM.CMT.4.1 Recognize aspects of the target culture and language in the students’ culture and language. NM.CMT.4.2 Identify products made and used by members of the target culture and the students’ culture. NM.CMT.4.3 Differentiate gestures for appropriateness in the target culture. NM.CMT.4.4 Identify how knowledge of the target language is useful in a global economy. North Carolina Essential Standards World Languages Note on Numbering: NH – Novice High Proficiency Level Note on Strands: CLL - Connections to Language & Literacy COD – Connections to Other Disciplines CMT – Communities Note: The Carolina World Language Essential Standards are organized by proficiency level, rather than grade level or gradespan, to embed the multiple entry points for language learning across the K-12 spectrum. Exit proficiency expectations have been determined that show what a student is expected to be able to do with the language at the end of a specific program or particular class. The proficiency expectations charts are included with the program descriptions in the preamble. CLL: Connections to Language & Literacy