School Improvement in Maryland

Using the State Curriculum: World Languages

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World Languages

Standard 1 COMMUNICATION

1. INTERPERSONAL: Students exchange information orally and in writing in the target language in a culturally appropriate manner to provide and obtain information, express feelings and emotions, and exchange opinions.

BEGINNING INDICATOR (Receptive-Imitative)

A. Students engage in brief exchanges about personal interests in the target language.
In the target language:

Objectives

a. Ask and answer simple questions related to family and self.

b. Exchange personal preferences, emotions, and opinions

c. Express personal needs.

d. Ask for repetition and repeat to ensure understanding.

e. Exchange brief messages, emails, postcards, and letters.

f. Give and follow simple directions.

EMERGING INDICATOR (Imitative-Interactive)

B. Students engage in exchanges about familiar and personal topics in the present, past and future in the target language.
In the target language:

Objectives

a. Ask a variety of simple questions, answer, and give reasons for answers.

b. Talk about personal preferences and feelings and provide limited explanation.

c. Make suggestions in response to personal needs or circumstances.

d. Ask for clarification to ensure understanding.

e. Write short messages, letters, lists, and simple rhymes.

f. Give and follow directions in order to complete a multi-step task.

DEVELOPING INDICATOR (Interactive-Reflective)

C. Students discuss and defend an opinion on selected topics from the personal to the abstract level in the target language.
In the target language:

Objectives

a. Ask and answer a variety of questions that elicit follow-up questions and requests for more information with elaboration.

b. Talk about and explain personal preferences, feelings, and opinions.

c. Suggest options for solving problems related to personal needs and needs of others.

d. Ask for clarification and suggest alternative words to ensure understanding.

e. Write in a variety of formats, for multiple purposes, and for a variety of audiences.

f. Give and follow a series of directions with coaching in order to complete the task.

ADVANCING INDICATOR (Reflective-Refining)

D. Students discuss or debate a wide variety of topics in the target language from the personal to the abstract level, hypothesizing, persuading, and negotiating to reach a conclusion.
In the target language:

Objectives

a. Ask and answer a variety of questions that elicit elaboration and substantiation of opinions.

b. Express, defend, and provide complete explanation with substantive detail about personal preferences, feelings, and opinions.

c. Discuss options and negotiate solutions to problems.

d. Ask for clarification and paraphrase to ensure understanding.

e. Write in a variety of formats, for multiple purposes, and for a variety of audiences, incorporating sophisticated linguistic structures.

f. Give and follow a series of detailed instructions with suggestions on how to complete the task.

2. INTERPRETIVE: Students understand and interpret the target language in its spoken and written form on a variety of topics.

BEGINNING INDICATOR (Receptive-Imitative)

A. Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic linguistic structures
In the target language:

Objectives

a. Interpret the basic message from spoken and written texts that are on very familiar topics.

b. Identify the main idea and some supporting details from authentic spoken and written texts that have visual support.

c. Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a different context.

EMERGING INDICATOR (Imitative-Interactive)

B. Students understand spoken and written language on familiar topics that incorporates descriptive vocabulary and linguistic structures in the target language.
In the target language:

Objectives

a. Use prediction, connections to prior experiences, contextual clues, word order, word attack skills, and various reference materials to derive meaning.

b. Identify the main idea and some supporting details from selected authentic materials from various media.

c. Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a different context.

DEVELOPING INDICATOR (Interactive-Reflective)

C. Students understand spoken and written language on a variety of topics that incorporate abstract ideas and more advanced linguistic structures in the target language.
In the target language:

Objectives

a. Use a variety of resources, prior experiences, and strategies to derive and negotiate meaning.

b. Identify and summarize the main ideas and key supporting ideas of oral and written presentations from various media products and works of literature.

c. Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a different context.

ADVANCING INDICATOR (Reflective-Refining)

D. Students understand spoken and written language that incorporates abstract ideas and complex linguistic structures across a wide variety of topics in the target language.
In the target language:

Objectives

a. Use a variety of authentic resources, language experiences, and strategies to derive and negotiate meaning more independently.

b. Comprehend, analyze, and make inferences about the main idea and supporting ideas of oral presentations and authentic spoken and written materials.

c. Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a different context.

3. PRESENTATIONAL: Students present information, concepts, and ideas to an audience of wide variety of topics in the target language.

BEGINNING INDICATOR (Receptive-Imitative)

A. Students engage in brief exchanges about personal interests in the target language.
In the target language:

Objectives

a. Write and deliver short descriptions about very familiar topics of personal interest.

b. Tell or write a brief story, journal entry, or blog.

c. Present songs, short poems, impromptu skits, or dialogues.

EMERGING INDICATOR (Imitative-Interactive)

B. Students engage in exchanges about familiar and personal topics in the present, past and future in the target language.
In the target language:

Objectives

a. Write and deliver short presentations about familiar topics of personal interest.

b. Tell or write a story, journal entry, or blog incorporating some description and detail.

c. Present songs, poems, skits, extended dialogues, and stories

DEVELOPING INDICATOR (Interactive-Reflective)

C. Students discuss and defend an opinion on selected topics from the personal to the abstract level in the target language.
In the target language:

Objectives

a. Write and deliver presentations on selected topics.

b. Present and write with description and detail in a variety of formats for multiple purposes and audiences.

c. Present excerpts from authentic music, media, or literature.

ADVANCING INDICATOR (Reflective-Refining)

D. Students discuss or debate a wide variety of topics in the target language from the personal to the abstract level, hypothesizing, persuading, and negotiating to reach a conclusion.
In the target language:

Objectives

a. Research and deliver presentations on a variety of topics for multiple purposes.

b. Present and write with description and detail in a variety of formats for multiple purposes and audiences incorporating sophisticated linguistic structures.

c. Present authentic music, media, or literature.

March 2009