Content Area World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strand Proficiency Content Statement Indicator # Indicator Level and Grade Level Performance Benchmark Linguistic: 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in using and other sources related to targeted Grades 3-4 for The language learner understands and communicates at the themes. all elementary word level and can identify and recognize memorized words 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written students; and phrases that bring meaning to text. directions, commands, and requests through appropriate . grades 7-8 for 7.1.NM.A.3 Recognize a few common gestures and cultural associated with students who Cultural: the target culture(s). switch Personal identity is developed through experiences that 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral languages in occur within one’s family, one’s community, and the and/or written descriptions. middle culture at large. (Topics that assist in the development of 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages school; grade this understanding should include, but are not limited to: using age- and level-appropriate, on familiar topics. 9 for students self, friends, family, pets, physical/personality who switch descriptions, school, likes/dislikes, and pastimes.) languages in high school Observing and participating in culturally authentic activities contribute to familiarization with cultural and . (Topics and activities that assist in the development of this understanding should include, but are not limited to: authentic celebrations, songs, and dances.) Healthy eating habits and fitness may vary across cultures. (Topics that assist in the development of this understanding should include, but are not limited to: foods, shopping, eating at home or in restaurants, and wellness .) Many and related to home and community are shared across cultures; others are culture-specific. (Topics that
Content Area World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strand Proficiency Level and Grade Level Performance Benchmark Content Statement Indicator # Indicator Grades 3-4 for all elementary students; grades 7-8 for students who switch languages in middle school; grade 9 for students who switch languages in high school Linguistic: The language learner understands and communicates at the word level and can identify and recognize memorized words and phrases that bring meaning to text. Cultural: Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. (Topics that assist in the development of this understanding should include, but are not limited to: self, friends, family, pets, physical/personality descriptions, school, likes/dislikes, and pastimes.) Observing and participating in culturally authentic activities contribute to familiarization with cultural and . (Topics and activities that assist in the development of this understanding should include, but are not limited to: authentic celebrations, songs, and dances.) Healthy eating habits and fitness may vary across cultures. (Topics that assist in the development of this understanding should include, but are not limited to: foods, shopping, eating at home or in restaurants, and wellness .) Many and related to home and community are shared across cultures; others are culture-specific. (Topics that 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in using and other sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate . 7.1.NM.A.3 Recognize a few common gestures and cultural associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, on familiar topics.
WL.docx