Performance Benchmark Linguistic: 7.1.IL.C.1 Use knowledge about cultural and cultural to create a on targeted themes to be shared with a target language audience. Grades 8-9 for The language learner understands and communicates at the 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, all students sentence level and can use simple sentences to: poems, songs, stories, or reports. who continue Handle simple transactions related to everyday life 7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral to study the Express needs. or visual prompts. same Give reasons. 7.1.IL.C.4 Compare and contrast age- and level-appropriate orally and in language Express an opinion and preference. writing. throughout Request and suggest. 7.1.IL.C.5 Explain the cultural associated with a few cultural and cultural elementary practices from the target culture (s) and one’s own culture. school; grades Cultural: 7.1.IL.C.6 Summarize requirements for professions/careers that require 9-10 for proficiency in a language other than English based on students who The Intermediate-Low Cultural Content Statements remain exploration of the . switch the same for all the strands. language in middle school; grades 11-12 for students who switch languages in high school Links: Advanced-Low Level Learners: Students communicate using paragraph-level discourse to handle complicated situations on a wide-range of topics Career Clusters: Postsecondary education and career pathways. Cultural Content: Content that is reinforced or enhanced through the language studied. It is appropriate for cultural content introduced at earlier proficiency levels to be reintroduced with increasing depth and sophistication at higher levels of proficiency. Cultural Perspectives: Popular beliefs, commonly held values, folk ideas, shared values, and assumptions widely held by members of a culture. The perspectives of a culture sanction the cultural practices and create a need for the products. The perspectives provide the reason for “why they do it that way” and the explanation for “how can they possibly think that?”
Performance Benchmark Grades 8-9 for all students who continue to study the same language throughout elementary school; grades 9-10 for students who switch language in middle school; grades 11-12 for students who switch languages in high school Linguistic: The language learner understands and communicates at the sentence level and can use simple sentences to: Handle simple transactions related to everyday life Express needs. Give reasons. Express an opinion and preference. Request and suggest. Cultural: The Intermediate-Low Cultural Content Statements remain the same for all the strands. 7.1.IL.C.1 Use knowledge about cultural and cultural to create a on targeted themes to be shared with a target language audience. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts. 7.1.IL.C.4 Compare and contrast age- and level-appropriate orally and in writing. 7.1.IL.C.5 Explain the cultural associated with a few cultural and cultural practices from the target culture (s) and one’s own culture. 7.1.IL.C.6 Summarize requirements for professions/careers that require proficiency in a language other than English based on exploration of the . Links: Advanced-Low Level Learners: Students communicate using paragraph-level discourse to handle complicated situations on a wide-range of topics Career Clusters: Postsecondary education and career pathways. Cultural Content: Content that is reinforced or enhanced through the language studied. It is appropriate for cultural content introduced at earlier proficiency levels to be reintroduced with increasing depth and sophistication at higher levels of proficiency. Cultural Perspectives: Popular beliefs, commonly held values, folk ideas, shared values, and assumptions widely held by members of a culture. The perspectives of a culture sanction the cultural practices and create a need for the products. The perspectives provide the reason for “why they do it that way” and the explanation for “how can they possibly think that?”
WL-1-IL.docx