CONTENT STANDARD 1: Communication
Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. (Interpersonal)
K-2 3-4 5-6 7-8 9-10 11-12
Interpersonal Communication Interpersonal Communication Interpersonal Communication Interpersonal Communication Interpersonal Communication) Interpersonal Communication
1.K-2. Greet and respond to simple 1.3-4. Give simple commands or 1.5-6. Expand conversational 1.7-8. Respond to factual and 1.9-10. Expand on idioms (e.g., “I 1.11-12. Restate facts from an oral
greetings and farewells, match instructions to classmates ability based on new interpretive questions know it like the back of my interview.
time of day (morning, and teacher, (e.g., stand up, information (e.g., climate, audibly and clearly, varying hand.”). 1.11-12. Obtain information on another’s
afternoon, evening) with sit down, come here, raise seasons, school schedules, pace, tone, and stress to 1.9-10. Defend position on given thoughts and opinions (e.g.,
pictured activity. your hand please, write your etc.) enhance meaning. social topic. current social, political, or
1.K-2. Perform simple commands, name) 1.5-6. Take part in longer 1.7-8. Orally express own 1.9-10. Preview video without sound environmental issue).
(e.g., sit down, stand up, line 1.3-4. Relate favorite pastimes exchanges with others using thoughts, ideas, opinions and write own dialog. 1.11-12. Use transitional words or
up, get your pencil, open your (sports and hobbies). more interrogation (e.g., and emotions (e.g., express 1.9-10. Debate the value of specific phrases to sustain conversa
books, etc) 1.3-4. Give time framework (hour, What, When, Which, approval, disapproval, cultural traditions. tions (e.g., “vamos a ver,”
1.K-2. Identify necessity and need day, month, today, Where, Who, How many, wants, preferences, ask and “pues,” “eh bien”).
with courtesy phrases, (e.g., yesterday, tomorrow) for How much, How and Why) answer what one likes best, Interpersonal Communication 1.11-12. Sequence items presented
bathroom please, pencil when activities are and ask about clubs, sports, give and respond to 1.9-10. Respond to a series of visually.
sharpener please, thank you). performed (go to school, go favorite musicians, movies, compliments. instructions that involve
1.K-2. Name the days of the week and to church, sports, camp, etc.) 1.7-8. Describe themselves, a best interrelated tasks (e.g., how to Interpersonal Communication
identify them on a calendar. meals). Describe daily 1.5-6. Discuss with a partner or friend, a favorite celebrity, drive a car, change a tire, etc.)
1.K-2. Imitate feelings, match feeling routines. group details of plans and etc. 1.9-10. Participate in an interview 1.11-12. Teach others to accomplish a
with picture and ask classmates 1.3-4. Ask and respond in simple people, (e.g., dream home, 1.7-8. Demonstrate an awareness (e.g., with a guest speaker, given task.
how they feel, (e.g., I’m happy, conversations to questions ideal vacation, ideal friend, of dialects and regional local celebrity, etc.) 1.11-12. Analyze and critique social and
I’m sad, I’m fine, I’m sick). about peers and teachers. etc. variations. 1.9-10. Initiate and maintain political events, music, literary,
1.K-2. Introduce and describe (e.g., How are you? Where 1.5-6. Talk with others about discussions where some or artistic performances, etc.
themselves, family members do you live? What time do personal activities (e.g., Interpersonal Communication) responses may be 1.11-12. Debate both sides of an issue
and pets, (e.g., me, my sister, you eat lunch? How many school, home, scouts, 1.7-8. Respond with simple, unpredictable (e.g., scenarios). 1.11-12. Discuss information presented
my brother, my mother, my …. in your family do you sports, etc.) appropriate social 1.9-10. Express own thoughts and visually.
father, my grandfather, my have)? 1.5-6. Acquire goods and services expressions (e.g., idioms opinions on topics of social
grandmother and my pets). 1.3-4. Identify and describe through basic such as “I have hunger” vs. and personal interests such as
1.K-2. Respond to simple questions themselves and members of conversational skills (e.g., “I am hungry”, “It makes music, literature, the arts, and
about themselves and immediate and extended order food in a restaurant, cold” vs. “It is cold out)”. the sciences.
surroundings (e.g., weather, family, (e.g., I am short, my exchange currency, 1.7-8. Describe a conflict/present 1.9-10. Engage in extended conversa
places in city, beach, zoo, etc.). uncle is tall, my aunt is purchase school supplies). a solution. tions on a variety of topics.
1.K-2. Identify dates, (months, days blonde). 1.5-6. Exchange opinions, feelings 1.7-8. Relate the sequence of a 1.9-10. Interpret information
and numbers), tell birthdays and 1.3-4. Ask and state location of and emotions (e.g., I’m movie video without the presented visually (through
ages. places and things, (e.g., proud, I admire the hero, I sound. art, drama, etc.
“Where is the zoo? The zoo hate drugs etc). 1.7-8. Identify customs from 1.9-10. Discuss advantages and
is near the park.”). 1.5-6. Accept and decline an target cultures that have disadvantages of an idea or
1.3-4. Express likes and dislikes invitation. been assimilated to daily proposed course of action
on a variety of topics (e.g., life in the U.S. (e.g., Taco (e.g., the year-round school,
animals, sports, foods). Bell, Piñata at parties). raising the age for getting a
driver’s license to 18).
CONTENT STANDARD 2: Communication
Students will understand and interpret spoken and written language on a variety of topics. (Interpretive)
K-2 3-4 5-6 7-8 9-10 11-12
Interpretive Communication Interpretive Communication Interpretive Communication Interpretive Communication Interpretive Communication Interpretive Communication
2.K-2. Recognize classroom objects in 2.3-4. Understand and use 2.5-6. Read aloud authentic 2.7-8. Read and respond creatively 2.9-10. Read and respond creatively to 2.11-12. Read a play and demonstrate
oral and written forms (e.g., correctly interaction, materials with correct to texts (designing a poster, texts by scripting a skit. comprehension through
clock, door, pencil sharpener.) pronunciation and stress intona-tion, pronunciation making a graph, etc.) 2.9-10. Write an editorial on a current various tasks (e.g., restating
2.K-2. Orally supply missing word(s) (e.g., recites aloud). and stress. 2.7-8. Express viewpoint on issue. storyline, identifying
to a song, rhyme, game or story 2.3-4. Decode new vocabulary 2.5-6. Demonstrate understanding authentic magazine or 2.9-10. Characterize the tone, mood, antagonist/ protagonist
at correct time (e.g., An apple a using contextual clues and of written or oral text by newspaper article. and/ or point of view of one or describing setting, etc.)
day keeps the __________ drawing on words and summarizing or 2.7-8. Summarize or establish the ore speakers. 2.11-12. Read aloud plays and poetry
away). phrases from prior studies. paraphrasing (e.g., setting sequence of events in a 2.9-10. Create class web page. with fluency and confident
2.K-2. Draw pictures to demonstrate 2.3-4. Use a simple picture characters plot etc.) familiar recorded new story 2.9-10. Read a story and represent the delivery.
comprehension of simple dictionary. 2.5-6. Read simple texts in target (e.g., Tour de France). sequence of events through 2.11-12. Infer a writer’s assumptions,
stories 2.3-4. Read aloud a familiar language and answer simple 2.7-8. Continue to explore cultural pictures, words, music, or purpose, or point of view in an
2.K-2. Comprehend greetings, passage with correct questions (e.g., weather components of Internet. drama (e.g., comic strip). editorial.
farewells and statements of interaction and report, travel poster or 2.9-10. 2.11-12. Analyze the social context of a
Identify organizational features
feelings. pronunciation (e.g., brochure, T.V. Guide, etc.) Interpretive Communication of texts (e.g., paragraphs, spoken exchange (e.g., a
2.K-2. Listen to, imitate and use language ladder or simple 2.5-6. Use primary bilingual 2.7-8. Read and respond creatively diagrams, titles, headings, table coach’s pep talk, a student’s
gestures in simple songs, rhymes). dictionary, picture to texts by writing a simple of contents, references). conference with a guidance
rhymes and stories (whenever 2.3-4. Read short narrative texts (if dictionary or glossary to rhyming poem (e.g., counselor, a conversation at
possible they should be possible culturally access information. nonsense rhyming). Interpretive Communication the refund counter of a
culturally authentic). authentic) and retell the 2.5-6. Obtain information from 2.7-8. Read and summarize an 2.9-10. Comprehend unfamiliar text department store).
2.K-2. Identify letters, symbols, or main storyline in their own short messages (oral or authentic magazine or using contextual clues (e.g., 2.11-12. Interpret information presented
common characters in words. written) (e.g., invitations, newspaper article. including words with more than visually.
alphabetic, phonetic or syllabic 2.3-4. Comprehend main idea of directions, announcements, 2.7-8. Watch and answer one meaning).
systems. an oral or written appointments). questions on taped sporting 2.9-10. Read a story and represent Interpretive Communication
2.K-2. Identify beginning letters of announcement using 2.5-6. or other social activities. sequence of events through 2.11-12. Read a poem and demonstrate
posted classroom words contextual clues. 2.7-8. Establish contact with target pictures, words, music, drama understanding through various
2.K-2. Demonstrate comprehension of 2.3-4. Read and prepare simple language school or person (e.g., comic strip). tasks (e.g., identifying the
main idea or principal message activity involving a series of via the Internet. 2.9-10. Use target language to validate theme).
in highly illustrated culturally steps (e.g., recipe, science 2.7-8. Read aloud familiar and choice of vocabulary. 2.11-12. Apply skills of critical analysis
based texts in which cognates, experiment or Gouin series). unfamiliar texts with 2.9-10. Obtain information through to oral communication.
repetition, predictability and fluency and competent email. 2.11-12. Read an authentic historical
rhythm are used including delivery. 2.9-10. Use authentic documents to text and relate it to the
stories, simple advertisements 2.7-8. Examine and discuss socio compare costs of goods and historical period.
and/or other literacy sources. cultural elements services in the home (e.g.,
2.K-2. Comprehend the main idea of represented in text (e.g., gasoline, food, shelter, etc.)
orally related personal values, attitudes and 2.9-10. Examine and discuss socio
anecdotes, songs, rhymes, beliefs). cultural elements represented
familiar fairy tales and other 2.7-8. Use a dictionary to validate via the Internet.
narratives (familiar and/or choice of language.
culturally related) based on well
known age appropriate themes.
2.K-2. Distinguish differences between
simple binary (polar) opposites
(e.g., tall/short, hot/cold,
2.K-2. Read aloud familiar words
demonstrating initial awareness o
pronunciation, interaction, and
2.K-2. Comprehend simple questions
and commands on classroom
topics by responding correctly
either orally or physically (e.g.,
Where is the flag? Response
could be, “It’s over there.” or
child points to it).
2.K-2. Make connections between
illustration and simple written
texts (e.g., use picture
dictionary, match illustrations
with short phrases or
2.K-2. Find key words in song,
rhymes, story or game.
CONTENT STANDARD 3: Communication
Students will present information, concepts and ideas to listeners or readers on a variety of topics. (Presentational)
K-2 3-4 5-6 7-8 9-10 11-12
Presentational Communication Presentational Communication Presentational Communication Presentational Communication Presentational Communication Presentational Communication
3.K-2. Pronounce proper nouns. 3.3-4. Spell common words 3.5-6. Take written dictation on 3.7-8. Fill in authentic forms (e.g., 3.9-10. Extract information from 3.11-12. Identify and understand
3.K-2. Identify and label vocabulary correctly and take written unfamiliar text that is magazine subscriptions, timetables, menus, organizational elements of
connected to the lesson dictation. orthographically predictable. invitations). advertisements. writing (e.g., titles, paragraphs,
theme. 3.3-4. Create and perform short 3.5-6. Write, review, and edit own 3.7-8. Take notes from recorded 3.9-10. Write an editorial based on bibliography).
3.K-2. Complete simple sentences, skits, puppet shows and role writing with teacher guidance. phone messages. teacher-designed topic. 3.11-12. Write a well-organized
phrases and/or short play. 3.5-6. Write a personal letter 3.7-8. Write and act out a 3.9-10. Respond in writing to composition.
dialogues to accompany 3.3-4. Produce and use basic print, applying conventions, commercial with a group. personal questions. 3.11-12. Approximate native-like
illustrations. capitalization and accurately (e.g., layout, 3.7-8. Write brief paraphrases and 3.9-10. Write and present an original pronunciation, intonation, and
3.K-2. Talk about pictures based on punctuation conventions headings, punctuation). summaries on teacher-given story. inflection.
simple stories, rhymes or (e.g., inverted Spanish Address the envelope. topics. 3.11-12. Speak audibly and clearly,
songs. question marks, quotation 3.5-6. Create and present short 3.7-8. Narrate/give an oral report Presentational Communication varying pace, tone, and stress to
3.K-2. Predict orally or through marks, lower case for days of skit/play involving more than in present, past and future 3.9-10. Complete authentic forms engage the audience.
illustrations events in a story. the week, etc.). two characters. May use times. and documents (e.g., Presentational Communication
3.K-2. Trace, copy words or 3.3-4. Begin to write for different videotape, props, costumes 3.7-8. Represent information passport, driver’s license, job 3.11-12. Proofread compositions,
characters from various purposes (e.g., post cards, and scenery. visually. application). checking for cohesiveness, flow
sources phone messages, informal 3.5-6. Prepare and present brief 3.9-10. Take detailed notes on given of ideas, and clarity of meaning.
3.K-2. Begin to write familiar notes, birthday invitation, reports on thematic topics Presentational Communication topic via video. 3.11-12. Present to class information
words, phrases and simple etc.). (e.g., weather report, 3.7-8. Design own form(s) of 3.9-10. Retell events of a video learned from research paper
sentences in a meaningful 3.3-4. Write and record a message commercial, etc.) using a announcements. using detailed notes. using technology (e.g., video,
context. (e.g., advertisement, weather variety of formats (e.g., 3.7-8. Write simple letters about 3.9-10. Write a well-organized etc.).
3.K-2. Perform short conversation reports, phone messages, brochures, dioramas, puppets, self and school. paragraph. 3.11-12. Engage in exchanges with the
(e.g., skits, puppet shows, etc.). travel posters, etc.) 3.7-8. Create original poem and 3.9-10. Proofread and peer-edit audience (e.g., take and answer
role play, etc.) 3.3-4. Summarize orally the plot of 3.5-6. Identify orally the setting, illustrate it on a poster. paragraphs. questions).
3.K-2. Use information from a text a folktale (e.g., the main characters and events in 3.7-8. Write a simple narrative or 3.9-10. Adjust spoken presentation 3.11-12. Write about a variety of trips
or oral story to draw or label beginning, the middle, and narrative texts (e.g., linear and description on a given topic to suit the audience. related to personal, social, and
pictures, diagrams, or charts. the end). circular story mapping). (e.g., an account of an 3.9-10. Write a business letter. school needs, using appropriate
3.K-2. Contribute to teacher 3.3-4. Use a picture dictionary or 3.5-6. Create written journals in event, a problem, etc.). specialized vocabulary.
directed shared writing other sources to create an response to teacher prompt 3.11-12. Give a formal, well-organized,
activities (e.g., Gouin series, alphabet based on a theme and sustained oral presentation.
story mapping, “word snake” (e.g., food alphabet, animal
and concrete poetry). alphabet, cultural alphabet,
3.3-4. Fill in text based on words
from known song or story.
(written or orally – “The
farmer in the _________”.
3.3-4. Write simple descriptive
sentences, given two choices
(e.g., John is tall, short).
CONTENT STANDARD 4: Cultures
Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.
K-2 3-4 5-6 7-8 9-10 11-12
Practices of Culture Practices of Culture Practices of Culture Practices of Culture Practices of Culture Practices of Culture
4.K-2. Respond to cultural 4.3-4. Use cultural expressions 4.5-6. Identify roles and 4.7-8. Identify subculture(s) 4.9-10. Recognize and discuss 4.11-12. Recognize and readjust behavior
expressions and gestures for (using formal and informal responsibilities of men, within the target culture(s) cultural differences in in response to nonverbal cues.
greetings and farewells in modes of discourse) and women and children in the (e.g., differences in educational requirements, 4.11-12. Respond to and use humor
appropriate social situations. appropriate body language of target culture(s). “Spanish” cultures among grades, and attitudes in the appropriately.
(e.g., bowing, shaking hands, greetings, farewells and 4.5-6. Explain attitudes toward Spain, Mexico, Puerto Rico, target culture(s) and the U.S. 4.11-12. Interpret and explain a political
Mr., Mrs., Miss). introductions in a variety of concept of time in the target etc.). 4.9-10. Discuss how the roles of men cartoon, situation comedy or
4.K-2. Introduce self, family and/or situations. culture(s) (e.g., Spanish siesta, 4.7-8. Use appropriate etiquette in and women and their joke in the target culture.
teacher and respond to 4.3-4. Demonstrate understanding Swiss punctuality, etc.). initiating and responding to occupations are changing. 4.11-12. Identify cultural factors that
introductions. that families meet basic 4.5-6. Identify and name selected telephone communication. 4.9-10. Describe attitudes toward affect meaning.
4.K-2. Initiate and respond to needs in a variety of ways occupations that are specific to 4.7-8. Identify the status of money in the target culture(s).
routine courtesy exchanges (e.g., how climate effects target culture(s) (e.g., matador, various occupations in 4.9-10. Identify practices and beliefs Products of Culture
(e.g., excuse me, thank you, type of dwelling, food, chocolate maker, shaman, etc.) target cultures(s) (e.g., with regard to body hygiene. 4.11-12. Analyze the literature and arts
please) and make polite mealtime, etc.) 4.5-6. Role play patterns of behavior status of teachers in Japan that depict cultural products,
requests. 4.3-4. Make request in a variety of and interactions of everyday and Germany, status of Products of Culture practices and perspectives.
4.K-2. Respond physically and/or social situations (e.g., asking settings in the target culture(s) nurses, engineers, etc. in 4.9-10. Research a cultural region of 4.11-12. Study and explain the role of
orally to demonstrate respect a peer for a snack at a (e.g., French practice of western cultures). the target culture(s). different social, political, and
and/or courtesy (e.g., in celebration, asking closing doors in house; 4.7-8. Demonstrate understanding 4.9-10. Compare the contributions in economic institutions of the
South America the principal permission of an adult, etc.) standing up for school of purchasing power of the sports between the target target culture.
walks in room and students 4.3-4. Identify chores of each principals/teachers when they currency of the target culture(s) and the U.S. 4.11-12. Study and analyze the cultural
stand up; in Germany, member of the family in the enter classroom, etc. culture. 4.9-10. Identify the architectural and perspectives and practices in the
students rap on desks to target culture. 4.5-6. Describe staples and dishes 4.7-8. Identify and describe city planning contributions films of the target culture.
express approval). 4.3-4. Plan for and participate in a unique to target culture(s) and various values reflected in that the target culture(s) 4.11-12. Gather information about sub-
4.K-2. Listen and share in cultural activity (e.g., indicate order in which these food, clothing, and shelter make(s) to American society cultural perspectives through
reading/reciting authentic holidays, birthday, are served (e.g., soup at end of in the target culture(s) e.g. and the world. reading subculture texts and
fairytales, folktales, nursery graduation) using customs of Chinese course, salad and kosher taboos, French 4.9-10. Identify and analyze the role analyzing their art.
rhymes, etc. Identify and target culture(s). (e.g., cheese at end of meal in herbal teas, extended family of television in shaping 4.11-12. Analyze and discuss the
imitate characters. decoration, ceremony, eating France). Accept/ refuse living quarters. attitudes and values in the challenges that the target
4.K-2. Participate in cultural habits, etc. appropriately offers of food. target culture(s). culture’s economy faces.
activities and traditions (e.g., 4.3-4. Identify and name selected 4.5-6. Demonstrate a basic Products of Culture 4.9-10. Describe how people in the
holidays, birthday, Saint’s commercial establishments in knowledge of the history and 4.7-8. Recognize the regions of target culture(s) interact with Practices of Culture
day, celebrations). the target culture(s) (e.g., geography at the the target culture(s). their physical and social 4.11-12. Self-monitor and self-evaluate
4.K-2. Name and experience foods role play shopping). people/countries of the target 4.7-8. Identify the sports activities environment (e.g., living language use according to
and eating customs of the 4.3-4. Recognize and write culture(s). in the target culture(s). space, commercial and audience.
target culture (e.g., typical numbers according to 4.5-6. Use appropriate etiquette in 4.7-8. Describe styles of business space, parks and 4.11-12. Rephrase or reword an utterance
foods, table manners, cultural custom (e.g., one: 1, initiating and responding to architecture used to design recreational space, open air when it results in cultural
chopsticks, samovar tea seven 7). When appropriate, telephone conversations, e- monuments. markets, plazas, walled misunderstanding.
ceremony etc.) count on fingers the way of mail and other types of 4.7-8. Identify and categorize houses and cities, modes of 4.11-12. Use elements of humor, irony
4.K-2. Participate in the creation of target culture (e.g., starting communication. television programs transportation). and satire of the target language
a group story on a cultural with thumb, little finger, etc.) 4.5-6. Role play shopping practices available in the target 4.9-10. Compare how artists use in written and oral presentations.
theme 4.3-4. Demonstrate the use of in target cultures (e.g., culture(s). universal themes in the U.S. 4.11-12. Interpret meaning through
4.K-2. Describe selected ingredients symbols and signs as a way bargaining in marketplace, 4.7-8. Identify how people in the and in the target culture(s) knowledge of cultural factors
i l f th t t lt f i ti i th b t i i A l ( )i
in meals of the target culture. of communication in the bartering in Amazon target culture(s) interact (e.g., love, grief, friendship, that effect meaning (e.g., word
4.K-2. Match animals with sounds target culture(s) (e.g., rainforest, etc.) with their environment beauty). choice, intonation, setting, etc.)
perceived by target culture directions, warnings, street 4.5-6. Identify how people in the (e.g., living space, modes of 4.9-10. Compare form(s) of 4.11-12. Decide when use of slang is
(e.g., rooster said “Cocorico” sign, etc.) target culture(s) interact with transportation, recreational government in the roles of the appropriate.
in France, “Quiquiriqui” in 4.3-4. Describe tangible products of their environment (e.g., living space). major political leaders in the 4.11-12. Determine appropriate topics for
Spain, “Cucuricul” in everyday living, such as space according to available 4.7-8. Identify and name forms of target culture(s) with those of interaction/social conversation.
Sweden housing, food and dress, materials, modes of government and major the U.S.
(e.g., hacienda, villas, sushi, transportation – metro, political leaders in the target 4.9-10. Identify emigration and Products of Culture
4.K-2. Products of Culture fondue, toga, lederhosen). chivitas,, recreational space, culture(s) (e.g., monarchy, immigration patterns to and 4.11-12. Identify and describe how artists
4.K-2. Listen and respond to stories, 4.3-4. Name and identify capitals etc.) social democracy, from target culture country. and writers have influenced the
songs, and rhymes of the and major topographical 4.5-6. Interpret military/train station dictatorships). history of the target culture (J.J.
target culture(s). features of countries from time (hours only) e.g., The Practices of Culture Rousseau, Voltaire, Picasso,
4.K-2. Participate in children’s target culture(s) on maps train leaves at 22:00 – 10:00 Practices of Culture 4.9-10. Identify the perspectives and Delacroix, Goya, Rockwell).
games representative of the written in target language pm). 4.7-8. Identify and describe practices in regard to what 4.11-12. Read with understanding written
target culture(s). (e.g., on map of Chile elements of subculture(s) causes and/or cures illness or materials in target language(s)
4.K-2. Identify and color flags and a divided in half as in Chilean Products of Culture within the target culture(s) death. (e.g., current periodicals) about
few landmarks of the target classroom, identify Santiago, 4.5-6. Identify ways of life, family (e.g., music genre, poems, 4.9-10. Demonstrate an social, political and economic is-
culture(s). Anders, Alacama desert, structures and pastimes from dress, and folktales). understanding of ways to give sues pertinent to the target
4.K-2. Identify artwork (visual and Antarctica and Pacific written, oral, and visual texts 4.7-8. Use appropriate etiquette in and receive compliments, culture.
performing arts) as a Ocean). (e.g., video clips from a public places show gratitude, apologize, 4.11-12. Create a video/film that reflects
reflection of the target 4.3-4. Read, listen to, observe, and Mexican or Puerto Rican 4.7-8. Describe attitudes of express anger, impatience, in the cultural practices and/or
culture(s). perform expressions of the quinceañera celebration). general population toward target culture. perspectives of the target culture.
4.K-2. Dramatize simplified target culture(s) (e.g., 4.5-6. Identify and discuss significant police, fire and other public 4.9-10. Exchange opinions with 4.11-12. Suggest possible solutions to the
authentic folktales from the children’s literature, music, individuals/heroes and events service institutions (e.g., classmates on social issues economic and environmental
target culture(s). art, dance, etc.) in the target culture(s). (e.g., public vs. private). from the target culture. challenges faced by the target
4.K-2. Create a calendar with Rigoberta Menchu from 4.7-8. Name technology present in 4.9-10. Recognize elements of culture(s).
cultural holidays. Guatemala, four historical daily lives in target humor, irony, and satire in the 4.11-12. Describe the challenges that
4.K-2. Celebrate selected target events in Spain the year of culture(s) (e.g., MINITEL, target language and culture. religion and religious institutions
culture national holiday with 1492). TV, radio, banks and 4.9-10. Recognize use of slang, currently face in the target
games, dances, songs, food, 4.5-6. Recognize age appropriate exchanges). dialectics, and regionalisms culture.
etc fantasy heroes/heroines from 4.7-8. Compare shopping practices in conversations.
4.K-2. Identify utilitarian and/or the target culture(s) (e.g., in the target culture(s) (e.g., 4.9-10. Interpret and respond
esthetic objects of the target Astérix, Mafaldo, Zorro, etc.) bartering, bargaining, a set appropriately t nonverbal
culture(s) (e.g., chopsticks, 4.5-6. Recognize and/or taste/make price). cues and body language.
Russian dolls, boleadoras). foods and crafts from target 4.7-8. Identify culturally 4.9-10. Determine the appropriate
4.K-2. Name and explain the culture(s) (e.g., crêpes, job de appropriate wording in distance to maintain while
significance of some national Dies, origami). formal correspondence. talking to someone,
and/or festivals from the 4.5-6. Identify and participate in 4.7-8. Exchange opinions with pen depending on the situation.
culture(s) (e.g., flags, sports activities and/or recess pals from the target
currency, commercial games typical of the target culture(s) on social issues Products of Culture
products, signs). culture(s) (e.g., “chueca”, the (e.g., dating practices, 4.9-10. Study and experience the
4.K-2. Access target culture(s) sport of the Mapuches, current fashions, movies, literature and arts that depict
cookbooks to make “pomme, pêche, poire” from pastimes). target cultural products,
traditional holidays foods. France, “Doña Ana” from 4.7-8. Identify sociocultural practices, and perspectives.
Puerto Rico. elements represented in 4.9-10. Study and analyze the forms
4.5-6. Identify architectural and/or texts (e.g., idioms, proverbs, of government and political
engineering accomplishments humor, etc.) leaders in the target
of the target culture(s) (e.g.,, culture(s).
Eiffel Tower, Chichén Itzá, Products of Culture 4.9-10. Research the role of film
Inca highway, The Great Wall 4.7-8. Prepare a timeline to (movie) in the target culture.
of China, etc.) compare important events 4.9-10. Identify and recreate products
4.5-6. Describe cultural within a limited period of and practices that represent
achievements and/or symbols time in US history and the subculture(s) of the target
of the target culture(s) (e.g., target culture’s history. culture (e.g., Creole food,
Mona Lisa, Statutes of Simon 4.7-8. Describe the regions of the Algerian clothing, reggae
Bolivar, Fados of Portugal, target culture(s). music).
castles, cathedrals, pyramids 4.7-8. Compare and contrast the 4.9-10. Identify the economic
and fountains). role of television in the situation of the target culture
target culture(s) and the US. country and its position in the
4.9-10. Explore the role religion and
religious institutions play in
the target culture.
CONTENT STANDARD 5: Connections
Students will reinforce and expand their knowledge of other areas of study through the world language. (Interdisciplinary)
K-2 3-4 5-6 7-8 9-10 11-12
Connecting wth Other Disciplines Connecting wth Other Disciplines Connecting wth Other Disciplines Connecting with Other Disciplines Connecting with Other Disciplines Connecting with Other Disciplines
5.K-2. On a primary map or globe, 5.3-4. Count to 100 by 1’s, 5’s, 5.5-6. Count and use numbers between 5.7-8. Tell time according to the 5.9-10. Demonstrate ability to use 5.11-12. Use authentic documents to
point to country/region where and 10’s. 0 and 1000 to do the four 24-hour clock. large numbers in real life compare costs of goods and
the target language is spoken. 5.3-4. Count foreign currency and operations (add, subtract, 5.7-8. Explore health, nutrition, situations (e.g., buying a car, services, wages/salaries, etc.,
5.K-2. Identify eight colors using make simple (rounded off) multiply and divide). and physical fitness issues taking a trip, renting a house). in the home and target
clothing of children and conversions (e.g., 3 to 1 5.5-6. Complete simple operations of adolescents in the target 5.9-10. Examine and describe unusual culture(s).
pictures. conversion). with fractions – half, quarter, culture. weather patterns (e.g., el Niño, 5.11-12. Use a map to retrace the
5.K-2. Classify selected objects by 5.3-4. Tell time orally (hour and third, eighth (e.g.,¼ * ¼ = ½). 5.7-8. Use metric system to le Mistral). military campaigns/journeys
5.5-6. Tell time orally and in writing
color, size and shape (e.g., half hour). describe personal 5.9-10. Examine 20th century of famous
(hour, half hour, quarter hour,
small, red, triangle, etc.). 5.3-4. Use a thermometer to attributes/abilities (e.g., developments in the areas of historical/regentary figures
minutes and military time).
5.K-2. Match animals with their food, determine C° or F° scale (up height, weight, athletic arts, music, and literature in (e.g., Charlemagne,
5.5-6. Count with ordinal numbers up
homes, body parts, etc. (e.g., to 100° F). to the “tenth one” using items record, etc.). the target culture(s). Columbus, Napoleon,
horse eats grass, bird lives in 5.3-4. Use a centimeter ruler to from another domain (e.g., the 5.9-10. Examine how target culture Aeneas, Odysseus, etc.).
next, elephant has trunk, etc.) measure classroom objects fifth musician is Brahms, the Connecting with Other Disciplines immigrants to the U.S. 5.11-12. Give examples of social,
5.K-2. Identify unique characteristics and/or children in class. second musician is Beethoven). 5.7-8. Use numbers to 1 million preserve their cultural political and economic
of self and others, such as Explore some other 5.5-6. Convert foreign currency of 5.7-8. Observe and record traditions. interdependence of the home
name, age, address and measuring instruments (e.g., target countries, checking for weather forecasts. and target culture(s).
telephone number. weigh children in kilos, accuracy with a calculator. 5.7-8. Connect professions with Connecting with Other Disciplines
5.K-2. Count 0 – 31, match and measure volume, etc.) 5.5-6. Perform geometric functions in their qualifications (e.g., 5.9-10. Use authentic documents to Connecting with Other Disciplines
identify numbers on timeline 5.3-4. Classify foods according to the target language (e.g., area, apprenticeships, higher compare costs of goods and 5.11-12. Compare/Classify
and calendar. colors, shapes and food volume, etc.) and measure the education, degrees, skills services, wages/salaries, etc.,
distance between objects (e.g., information using technical
5.K-2. Calculate/solve simple math groups (e.g., the orange is and interests, etc.). in the home and target vocabulary (e.g., take an
problems using numbers 1 – 10. orange, round, fruit). in the solar system, between 5.7-8. Identify how music, art, culture(s).
famous monuments, etc.) advanced math class or a
5.K-2. Name seven days of week in 5.3-4. Create an original work of and literature reflect the 5.9-10. Use a map to retrace the history course in the target
culturally correct order. Name 5.5-6. Convert or authentic recipe target culture. military campaigns/journeys
art using shapes, sizes, and from metric measurement to language).
12 months of the year in order.. colors. Then, describe it in of famous historical/regentary 5.11-12. Write a persuasive essay
standard and then make recipe
5.K-2. Identify the four seasons, the target language to figures (e.g., Charlemagne, about a controversial issue.
relating weather expressions to others. (e.g., The pine tree is 5.5-6. Create a classroom model, label Columbus, Napoleon, Aeneas, 5.11-12. Discuss topics from other
each one. Make connections a triangle. It is green.) it and describe with simple Odysseus, etc.). school subjects in the target
between months, seasons and 5.3-4. Recognize and describe target language (e.g., solar 5.9-10. Give examples of social, language, including political
holidays. geographic features of the system, a Roman villa, an political and economic and historical concepts,
5.K-2. View authentic artifacts, works target country(s) (e.g., outdoor market, an architectural interdependence of the home worldwide health issues, and
of art and illustrations in capital, big cities, rivers, landmark, etc.) and target culture(s). environmental concerns.
children’s literature drawn from mountains, oceans). Point 5.5-6. Observe and record weather 5.11-12. Use target language including
the target culture and will use out relative locations (e.g., forecasts using authentic appropriate figures of speech
adjectives to describe what they the ocean is west of the newspapers and/or video
and literary devices to
see. (e.g., Teacher asks “What capital, the equator is north, weather reports.
analyze literature and explore
color is the llama?” _____ etc.) 5.5-6. Label and/or create several
types of maps of target universal themes (e.g., death,
“brown”. “Is the flower pretty 5.3-4. Recognize some famous love, war, etc.).
or ugly? _____”pretty”.) figures whose native countries (e.g., political,
topographical, linguistic, 5.11-12. Explore and analyze how
5.K-2. Identify geometric shapes in language is the target people in the target culture(s)
works of art and illustrations products, natural resources,
language. Make a collage to ethnic groups etc ) solve societal issues (e g
from authentic children’s include picture of person, ethnic groups, etc.) solve societal issues (e.g.,
literature (e.g., square, triangle, origin, occupation and/or 5.5-6. Recognize contemporary music terrorism, welfare,
circle, etc.). reason for being a celebrity. of the target language (e.g., unemploy-ment, and health
5.K-2. Match puzzle-type shapes and 5.3-4. Explore and describe simple Selena, Inti Illimani, Céline care).
places of five or six regions or patterns found in music, Dion, etc.)
countries of target culture(s) on nature, art and literature. 5.5-6. Recognize characteristics/ style
primary map of the world. 5.3-4. Answer questions orally of three to five famous
artists/musicians and draw or
5.K-2. Sing and dance to children’s regarding concepts covered
paint a picture or make
music from target culture(s). in content related or content
music/rhythm in this style (e.g.,
5.K-2. Play authentic instruments of based units. (e.g., the sloth French Impressionists, Mexican
target culture(s) to explore lives in the canopy of the Muralists, etc.)
music and rhythms. rainforest. Castles 5.5-6. Use simple social studies
5.K-2. Dress in authentic or imitation change(d) from fortresses to vocabulary to identify historical
clothing of target culture(s) in luxurious homes. concepts and events and/or
either fashion show, folkloric 5.3-4. Complete simple writing make a time line (e.g., Rise and
dance representation or exercises in target language Fall of the Roman Empire,
dramatic program. that cover main ideas of Slavery and the Underground
5.K-2. Follow simple directions concepts covered in content Railroad in the Caribbean
through total physical response related or content- based Island, etc.)
for activities typical of a units. (e.g., The quetzal is a 5.5-6. Recognize the style of an author
physical education class (e.g., bird. “Hola” and “ola” are or poet from the target
jump, run in place, crab walk, homophones (homo(oros). culture(s) and retell story/poem
etc.) in own words with proper
5.K-2. Respond to folktales, fables and sequence, typing to imitate
legends known to children of
5.5-6. Design an imaginary trip to a
target country (maybe planned
5.K-2. Identify select list of flowers, as a group). Include passports,
fruits and/or vegetables from suitcase with clothes and
target culture(s). camera, money, tickets, etc.
5.K-2. Use five senses to observe Itinerary may include meeting a
environment (native and/or famous person, seeing the sites,
school setting) and will acquire sample products of the country,
simple vocabulary to describe etc.
what they are seeing, hearing, 5.5-6. Participate in cultural market as
smelling, tasting and touching. buyer and seller of typical
goods. (e.g., I need 2 kg. of
rice. How much does it cost?)
CONTENT STANDARD 6: Connections
Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media,
data and human resources. (Intradisciplinary)
K-2 3-4 5-6 7-8 9-10 11-12
Accessing Information in the Target Accessing Information in the Target Accessing Information in the Target Accessing Information in the Accessing Information in the Target Accessing Information in the Target
Language Language Language Target Language Language Language
6.K-2. Through cassettes, videos, 6.3-4. Use “Key pals” from target culture(s) 6.5-6. Use target language sales 6.7-8. Read a TV schedule train, 6.9-10. Research, record, and report 6.11-12. Read literary texts and relate
CDs, etc. listen to authentic to exchange holiday information notices to make purchases train, and bus schedule scores of an athletic event. them to the historical period
music, folktales, fables and 6.3-4. Research and make a typical craft of within a specific budget. from the target culture 6.9-10. Use the Internet to record a log about which or in which
legends known to children the native culture(s) (e.g., Mardi Gras 6.5-6. Review typical current TV 6.7-8. Identify jobs from of weather conditions in the they were written.
of target culture. or African Mask, origami, piñata, commercial clips and create a American classified ads target country. 6.11-12. Research, discuss, and
6.K-2. Retell a modified version of etc.) simplified advertisement for a that require the target 6.9-10. Use the Internet to find debate a controversial
an authentic story (fable, 6.3-4. Research and create a menu of one product from the target language. employment opportunities in the ecological issue.
meal (either breakfast, lunch, dinner
legend and/or folktale) culture. 6.7-8. Use popular magazines target culture. 6.11-12. Locate information
or assorted desserts) typical of the
using multimedia sources. 6.5-6. Listen to recordings of from the target culture to 6.9-10. Read, listen to and view works appropriate to assignment in
6.K-2. Watch videos of dances, 6.3-4. Explore everyday events (e.g., school, contemporary music from identify and describe of literature and arts that text or other reference
children’s folkloric fashion sports, shopping) which occur in the target language musicians and social conventions about describe contemporary life in the material.
shows and/or celebrations target country(s) using multiple identify three different styles adolescents. target culture.
in the target culture in sources. and/or musicians. 6.7-8. Use TV shows, videos, Accessing Information in the Target
preparation for their own 6.3-4. Conduct and interview with an 6.5-6. Complete authentic travel etc. to explore aesthetic Accessing Information in the Target Language
celebration. immigrant or exchange student from document forms (e.g., pass- concepts of the target Language 6.11-12. Participate in a debate in
6.K-2. Receive and share informa the target culture(s). port, visa, customs form, etc. culture. 6.9-10. Access and organize information which a current event/issue
tion about the members of 6.3-4. Research and create a display 6.5-6. Use maps, charts, and globes through authentic language text is discussed from the
local families from the (showcase or bulletin board) of in target language to identify Accessing Information in the and media to contribute to a
figures (e.g., people in native
perspective of people in the
target culture(s) (e.g., native weather/climate, patterns, Target Language topic being discussed in a
costume, musical instruments, crafts, target and home cultures.
speakers in traditional natural resources, native 6.7-8. Plan a daily schedule different class
toys, children’s literature, etc.) May 6.11-12. Communicate (via letters, e-
costumes present with products, modes of based on a weather 6.9-10. Research current weather
use pictures and text from computer mail, etc.) with peers in the
realia). transportation, etc. forecast. conditions in target language
technology, library and/or realia from target country and exchange
6.K-2. Examine native crafts and 6.5-6. Read and interpret authentic, 6.7-8. Use the Internet t access countries via Internet
home or teachers). information/ideas, opinions
either make a few fairly current schedules (e.g., current events from the 6.9-10. Observe and record information
6.3-4. Research and retell a folktale using a relating to common societal
simplified versions or TV music, train, plane, bus, target culture. about societal issues in the target
multimedia approach. issues.
prepare poster with pictures etc 6.7-8. Complete an authentic culture through a variety of
6.3-4. Using Internet, newspaper, or other
of crafts, using information sources, record and graph in target 6.5-6. Use the Internet to access job application from the authentic texts and media.
accessed through language, the weather in capital city current events in target target culture.
technology and/or library. or other town of target country for 1 language from Target
CONTENT STANDARD 7: Comparison Among Languages
Students will demonstrate an understanding of the nature of language through comparison of that world language and their own.
K-2 3-4 5-6 7-8 9-10 11-12
Language Comparisons Language Comparisons Language Comparisons Language Comparisons Language Comparisons Language Comparisons
7.K-2. Compare names in English with 7.3-4. Recognize sounds and short 7.5-6. Cite and use examples of 7.7-8. Cite and use borrowed 7.9-10. Compare grammatical 7.11-12. Use idiomatic expressions
closest equivalent in target words from target language words and roots borrowed words from other languages structures between the native appropriate to a given
language. that do not exist in English from the target language and hypothesize why and the target language (e.g., situation in the target
7.K-2. Address the World language (e.g., students hear “llama” used in English and English languages in general need to word order, verb tenses, noun language.
teacher appropriately in the pronounced in English and words that are currently borrow words. cases, number, etc.). 7.11-12. Select, use, and compare
target language using courteous Spanish and they distinguish used in the target language. 7.7-8. Collect and list examples 7.9-10. Demonstrate differences in appropriate terms f address
language and body language, which is L1 and which is Illustrate some of these showing differences in the writing systems. between the target and native
followed by addressing the L2.) words, (e.g., rodeo, grammar structure of the languages.
classroom teacher appropriately 7.3-4. Recognize simple cognates. kindergarten, etc.) two languages (e.g., word
7.9-10. Identify idiomatic expressions
7.11-12. Identify and compare
appropriate to a given situation
and courteously in English. Identify through listening 7.5-6. Compare nuances of order, gender, agreement, telephone etiquette for
in the target language.
7.K-2. Identify and use (in greetings) and reading which words meanings and pronunciation tense, etc.) different purposes in both
titles for school personnel (e.g., from a list are cognates. of cognates. Discuss false 7.7-8. Identify the use different 7.9-10. Recognize noun and verb forms target language and native
Mr., Mrs., Miss for principal, 7.3-4. Identify simple indicators of cognates and draw two titles of address used in the and how they function in the language (e.g., business,
librarian, etc. gender and number in target different meanings (e.g., target country and the U.S. target language in relation to school, social, etc.).
7.K-2. Answer the phone using language that is different “trampa” in Spanish and 7.7-8. Initiate telephone comparable elements in 7.11-12. Use appropriate words in a
appropriate expression in the from English (e.g., in “tramp” in English). conversation and compare English. given situation to illustrate
target language (e.g., “Wer” in Spanish, usually male 7.5-6. Compare concept of gender differences in telephone 7.9-10. Recognize that vocabulary cultural differences.
Chinese, “Mashi – Moshi” in people and animals end in in English and target etiquette in the target and conveys different meanings in 7.11-12. Compare and contrast
Japanese, “Allô” in French, “o”, and female people and language (e.g., “lion and their own cultures. (e.g., various contexts within rhetorical and oratorical
etc.) animals end in “a”. lioness” versus “le lion et la state one’s identity, ask to different cultures. techniques used in different
7.K-2. Recognize the writing system 7.3-4. Compare word order in lionne.” speak to someone, ask when 7.9-10. Recognize the existence of languages.
(alphabet and numbers) of the simple phrase or expression 7.5-6. Compare and contrast someone will return, state language varieties within 7.11-12. Examine various genres of
target language (e.g., kanji in (e.g., red car, car red, differences and similarities that they will call again, cultures through dialect literature and oral
Japanese, Chinese characters, beautiful Mexico, “Mexico in the pronunciation conclude a call). comparisons. communication to
Cyrillic alphabet, some lindo” systems. Give examples hypothesize the world views
differences in European 7.3-4. Compare suffixes that that are more complicated Language Comparisons Language Comparisons of different cultures.
languages, such as cross F’s, denote simple concepts such than in earlier years. (e.g., 7.7-8. Demonstrate how idiomatic 7.9-10. Identify idiomatic expressions
accents, etc.) as size, affection, beauty, “esdrujulas” in Spanish, expressions reflect culture. appropriate to a given situation Language Comparisons
7.K-2. Recognize some differences in etc.(e.g., “into” and “on” diphthongs and triphthongs 7.7-8. Generate idiomatic in the target language.
the sound systems of the Spanish; “chen” in German, expressions in both the
7.11-12. Identify and understand a
in many languages). 7.9-10. Select and use appropriate title
range of linguistic and
English language and target etc. 7.5-6. Discuss how idiomatic native language and the of address in the target
structural features in
language (e.g., “n” in Spanish, 7.3-4. Recognize differences in expressions work in general target language and discuss language in a given situation.
different text types.
“zh” in Chinese, “eu” in writing systems (e.g., print, and practice in a meaningful how idiomatic expressions 7.9-10. Identify and compare
French). symbols, syllabic, alphabets, way. Incorporate into oral work in general. differences in telephone 7.11-12. Use and explain idiomatic
7.K-2. Recognize roots in two characters, orientation of 7.7-8. Recognize that vocabulary etiquette in the target and expressions appropriate to a
and written communication.
languages and compare written language, and conveys different meanings native languages. given situation in the target
7.5-6. Identify language
cognates. punctuation conventions in various contexts. 7.9-10. List and compare language.
characteristics which may
7.K-2. Recognize that languages are (e.g., read right to left in or may not be present in corresponding words with their 7.11-12. Explain how various
inter-related and belong to Hebrew, use upside down English (e.g., formalities, social meanings in their languages are interrelated in
language family(s), (e.g., Count exclamation points in levels of politeness, formal particular cultures. terms of word origin and text
to ten in two or three related Spanish, etc.) and informal language, structures.
languages and compare). 7.3-4. Recognize that letters/ different registers of 7.11-12. Demonstrate language
7.K-2. Practice writing simple words characters can represent language, etc.) varieties within cultures
in target language (e.g., names, different sounds in target 7.5-6. Illustrate proverbs and through comparison of
label for classroom objects, language and in English compare with equivalent regional and/or social
animals to label drawings, etc. (e.g., Vowels, Key translation in English (e.g., dialects.
7.K-2. Respond to alphabet cards in consonants, etc.). Read “It’s raining cats and dogs”
L1 and L2 identifying which aloud simple monosyllabic with Spanish version, “Está
are from L1 and which are from and bi-syllabic words lloviendo a chuzo/a
L2. Respond similarly to eight demonstrating capacity to cántaros”. (It’s raining
or ten flash cards from theme closely reproduce sounds spears/jarfuls).
(e.g., animals, classroom and comprehension of 7.5-6. Give examples of words
objects) that portray both which letters/ characters borrowed from one
picture and word in L1 and represent those specific language and used in
duplicate picture with word in sounds. another and develop an
L2. understanding of the
process of borrowing.
CONTENT STANDARD 8: Comparison Among Cultures
Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
K-2 3-4 5-6 7-8 9-10 11-12
Cultural Comparisons Cultural Comparisons Cultural Comparisons Cultural Comparisons Cultural Comparisons Cultural Comparisons
8.K-2. Imitate common gestures of 8.3-4. Recognize selected food from 8.5-6. List, identify and describe 8.7-8. Describe appropriate 8.9-10. Compare and contrast seasons 8.11-12. Compare nuances meanings of
the target culture(s) (e.g., target culture(s) related to with simple adjectives ten clothing and celebration and weather conditions of the words, idioms, and vocal
bowing, hand-shaking, holidays and seasons of the daily activities in the native activities for different target countries. inflections in the target
kissing on cheeks, year and compare with food and target cultures (e.g., In the holidays/ceremonies (e.g., 8.9-10. Compare and contrast the language and their own.
embracing, etc.) Imitate served in US at similar US the boy/girl wakes up at gifts, etc.) concept of “snacks” in the two 8.11-12. Identify and explain the
greeting and farewell occasions (e.g., trick or treat 7:00 a.m. in ___________ 8.7-8. Choose a profession and cultures. relationship between weather
behaviors appropriate to candy for Halloween as (country) the boy/ girl wakes tell about the career in 8.9-10. Discuss the similarities and and cultural
target culture(s). compared to sugar skills, up at ______a.m., etc. both cultures. differences between one’s own activities/practices in different
8.K-2. Recognize the similarities “calaveras de azúcar” for The 8.5-6. Compare and contrast the role culture and the target culture as countries.
and differences in the Day of the Dead in Mexico). of selected family members in Cultural Comparisons represented in the media and/or 8.11-12. Compare and contrast a typical
representa-tion of animal 8.3-4. Compare songs and both cultures (e.g., the 8.7-8. Describe a leisure activity literature. “lunch” at home and in the
sounds in the two instruments used during grandmother in USA often in both native and target target culture.
languages/cultures (e.g., holiday celebrations in target lives far away/the culture using the target Cultural Comparisons 8.11-12. Compare and contrast tangible
rooster is perceived as culture(s) and in US (e.g., at grandmother in __________ culture. 8.9-10. Compare nuances meanings of products of the target cultures
making different sounds – in Christmas time, people go lives with the family). Present 8.7-8. Describe an article or words, idioms, and vocal and their own (e.g., dress,
English “cock-a-doodle caroling “Parranda” in Puerto to class in target language outfit in modern or inflections in the target toys, sports, equipment, etc.).
doo”, in French “cocorico,” Rico using “maracas”, “guiro”, with pictures. traditional dress using the language and their own. 8.11-12. Compare and contrast career
in Spanish “Quiquiriqui.”) “cuatro” and guitar singing 8.5-6. Company and contrast school target language. 8.9-10. Identify and explain the choices and social roles in the
8.K-2. Recognize the similarities “aguinaldos” such as “Los and family life in the target 8.7-8. Describe a particular relationship between weather target cultures and their own.
and differences in the Tres Santos Reyes” as culture and the USA (e.g., myth associated with a and cultural activities/practices 8.11-12. Analyze the relationship
representation of compared to usually no extended family living under celebration in both in different countries. between cultural stereotyping
environmental sounds in the instruments for carolers who one roof or getting together cultures that incorporates 8.9-10. Compare and contrast a typical and its implications in
two languages/cultures (e.g., sing “We Three Kings of every weekend, respect for symbolism. “lunch” at home and in the different cultures.
train is perceived as “clac Orient Are.” Also, climatic parents, teachers, etc.) target culture. 8.11-12. Recognize the contributions of
clac-clac” in Spanish, “hong difference, hence, clothing 8.5-6. Illustrate/write about how 8.9-10. Compare and contrast tangible other parallel cultures (e.g.,
long, hong-long” in Chinese difference for caroling activity. birthday, Saint’s Day or products of the target cultures Native American, African, and
and “choo-choo” in English). 8.3-4. Compare weather and “coming of age” is celebrated and their own (e.g., dress, toys, European) to the target
8.K-2. Celebrate a holiday or consequences (dress, sports, in both cultures (e.g., compare sports, equipment, etc.). culture.
birthday according to the foods, houses, etc.) in a target “quinceañera” party in 8.9-10. Compare and contrast career
customs of the target culture city/town with Mexico with Bas Mitzvah in choices and social roles in the Cultural Comparisons
culture(s) and compare Connecticut city/town. Make CT). target cultures and their own. 8.11-12. Explain the meaning of non-
simple aspects with customs collage/poster of weather 8.5-6. Describe orally and in written 8.9-10. Analyze the relationship verbal behavior in different
of USA (e.g., a birthday comparison highlighting a language a holiday in US and between cultural stereotyping cultures.
party at a roller skating rink theme (e.g., hot weather in a similar celebration in target and its implications in different 8.11-12. Identify and explain the
in USA versus mariachis southern Mexico – women culture explaining similarities cultures. economic impact of weather
serenading a Mexican child wear huipil/men wear light and differences (e.g., On New 8.9-10. Recognize the contributions of on different cultures.
singing “Las Mañanitas” or cotton shirts, pants and sandals Year’s eve in Spain each other parallel cultures (e.g., 8.11-12. Discuss the relationship
piñata.) as compared to four seasons in family member eats twelve Native American, African, and between cultural perspectives
8.K-2. Recognize pictures of target Connecticut with appropriate grapes/in US people watch European) to the target culture. and practices (e.g., holiday,
country peers in their school clothing). TV or go to parties. celebrations, work habits,
country peers in their school 8.3-4. Express personal preferences 8.5-6. Create a “mock” marketplace play) by analyzing the target
or everyday clothes (e.g., in the target language typical of target countries) and cultures and their own.
school uniform in some regarding sports and activities assign rolls to students to 8.11-12. Compare and contrast various
public schools abroad versus of target culture(s) and of represent vendors and institutions in different
T-shirts and blue jeans in Connecticut. customers. Buy and sell with cultures (e.g., family
Connecticut). 8.3-4. Compare and contrast through play target currency. Bargain education, religion, health
8.K-2. Identify dolls, pictures and/or Venn diagrams how selected and/or trade according to care, etc.).
photos of people in holidays are celebrated in norms of culture. Recognize 8.11-12. Identify and analyze cultural
traditional/folkloric clothing target culture(s) and in US and identify inventory that is perspectives as reflected in a
at the target culture(s) and (e.g., on Independence Day in typical of target culture that variety literary genres.
compare with costumes for both US and Chile, people eat would not usually be present
American traditions/folklore picnics/cook-outs but, in US in a US supermarket.
(e.g., costumes of Veracruz the menu is usually hotdogs 8.5-6. Compare and contrast beliefs
and square dancing outfits). and hamburgers, whereas in regarding sickness and
8.K-2. Experience/taste fruit or Chile people usually eat ___?______ (e.g., role play
deserts/pastries are native to “empanadas”. US doctor attending to broken
target culture(s) and compare 8.3-4. Compare and contrast meals arm and Chinese
with fruits/desserts/pastries and eating styles/practices in acupuncturist attending to
typical of USA (e.g., mango the target culture(s) with North patient’s pain).
vs. apple/crepe vs. cookie). American equivalents (e.g., 8.5-6. Compare and contrast
8.K-2. Identify toys and/or games of cheese is served before meal in folktales and animal stories in
the target culture and US and after meal in France). US children’s literature and
compare with toys/games of 8.3-4. Plan a menu associated with authentic cultural literature in
children from the United two similar holidays in two simplified language (e.g.,
States (e.g., “el trompo” and cultures (e.g., cut and past Simple Simon and Juan
“el emboque” are toys from pictures as a group project and Bobo/image of fox in both
many Latin American present in target language). cultures).
countries composed to 8.3-4. Compare and contrast dress 8.5-6. Compare and contrast male
marbles, pegs or the latest (e.g., modern/urban and and female heroes from both
fad in children’s toys). clothing for special holidays) cultures and how people
8.K-2. Identify pictures of houses in two cultures. Draw pictures celebrate their heroes (e.g.,
and stores typical of target and label in target language. equestrian statutes, legends,
culture(s) and of Present to class. pictures, etc.)
Connecticut. 8.3-4. Compare and contrast work 8.5-6. Compare and contrast music
8.K-2. Compare two versions of a activities of people in US with or art from same time
folktale/song/game/nursery similar and different period/style in US and target
rhyme through pictures and occupations in target cultures cultures). (e.g., French
hearing text read aloud from (e.g., doctors and nurses in Impressionists and US
the US and target culture. both countries; however Impressionists).
(e.g., “The Farmer in the bullfighter in Spain as 8.5-6. Compare and contrast cultural
Dell: ends in English with compared to basketball player meaning of proverbs, sayings,
“the cheese stands alone” and in US). jokes, riddles in target
in French with “le fromage 8.3-4. Compare daily living in both language/culture(s) and US.
est battu.”) cultures (e.g., food, school, This may be carried out partly
leisure, grocery shopping, etc.) in English. (e.g., “You move
8.3-4. Discuss in very simple target your feet and you lose your
language, the roles of men, seat./”El que se va a
women, and children in their Sevilla/melipilla, pierde su
own cultures (e.g., the father silla”/”Celui qui va à la
works in the office; the mother chasse, perd sa place.”
sells at the market; the 8.5-6. Identify cultural
children go to school and help activities/sports that take
in the market). place according to seasons
8.3-4. Compare and contrast and compare with similar US
superstitions in target activities/sports. (e.g., skiing
language/culture(s) and in takes place in both Germany
USA. (e.g., bad luck on Friday and US in winter, hiking in
13th or Tuesday 13th a South summer activity, more
American good luck brought prevalent in Germany then
by rabbit’s foot or chimney USA.)
sweep in Germany and
Switzerland or Ekeko in
CONTENT STANDARD 9: Communities
Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
K-2 3-4 5-6 7-8 9-10 11-12
School and Community School and Community School and Community School and Community School and Community School and Community
9.K-2. Introduce themselves in the 9.3-4. Imitate communication in 9.5-6. Identify and describe 9.7-8. Observe, take notes, and 9.9-10. Write to international corpora 9.11-12. Develop a resume in the target
target language to native – the target with native- professions in the US which write a summary of an tions requesting information on language studied.
speaker peers in their school speaking peers of the target require proficiency in the interview with a speaker job qualifications that include a 9.11-12. Gather statistics on
and community. culture (e.g., Sister School target language studied. of the target language. second language. import/export of U.S. products
9.K-2. Recognize local neighborhoods exchange, pen pals with 9.5-6. Develop an interview 9.9-10. Compile a list of local part-time and products from countries of
where the language is spoken videotaping, etc.) questionnaire/interview a Personal Enrichment positions that have a need for the language studied.
(through sister school field 9.3-4. Visit local establishments/ native-speaker (preferably 9.7-8. Compare cost of previous proficiency in the target 9.11-12. Analyze potential stock or bond
trips, pen-pals, photographs, social clubs owned and close to same age) in the year’s imaginary travel to language. investments.
etc.) managed by native speakers. target language. cost of same travel in 9.9-10. Re-enact famous target culture 9.11-12. Familiarize a native-speaker of
9.K-2. Recognize words in the target 9.3-4. Engage in simple 9.5-6. Plan an imaginary trip to a current year. tales and stories for younger the target language with the
language heard/seen outside of conversations with native- country of the language that 9.7-8. Exchange information students. community at large.
school (e.g., on TV – “Sesame speaker personnel at site includes itinerary, budget, with foreign pen-pal on
Street”, on cereal boxes, etc.) visited (e.g., How are you? transportation, etc. topics of personal interest, Personal Enrichment Personal Enrichment
9.K-2. Interact/work/play through What is your name? Where 9.5-6. Use the country’s currency on community interests, and Write or give a review of a
9.9-10. 9.11-12. Create a portfolio showing
school project (e.g., Sister do you come from? etc.) the imaginary trip. world concerns. cultural event/performance involvement in at least 20
Schools, Multicultural grant, 9.3-4. Use community resources to 9.5-6. Perform a story/play TV 9.7-8. Participate in a language attended. leisure activities where the
etc.) with children/adults from explore target cultures program in the target language immersion experience 9.9-10. Explore international shopping language studied was heard,
target culture(s). 9.3-4. Write to embassies/ to be presented to the (e.g., language, camp, market on the Internet. read, or spoken by the student.
9.K-2. Celebrate with children from consulates/cultural centers community. travel). 9.9-10. Explore opportunities to live and 9.11-12. Continue exploring an area of
community where target of target culture/countries 9.5-6. Design/prepare thematic study in a target language interest on the Internet (chat
language is spoken (e.g., dance and request cultural bulletin board/showcase School and Community culture. lines, etc.).
performance, art display etc.) materials. display of an aspect of target 9.7-8. Establish and maintain 9.11-12. Bookmark Internet sources in
culture with labels in target communication with peers School and Community area of interest.
Personal Enrichment Personal Enrichment language (e.g., dolls, in the target culture. 9.9-10. Use target language to request
9.K-2. Look at pictures/read simple 9.3-4. Attend/participant activity postcards, musical information about employment School and Community
text in authentic story book in target culture festival. instruments, etc.) Personal Enrichment and career opportunities for 9.11-12. Write a cover letter and resume
and/or picture dictionary. 9.3-4. Attend children’s 9.5-6. Prepare article for school 9.7-8. Watch and listen to TV or bilingual speakers. in the target language and mail
9.K-2. Listen to/sing/recite songs and movie/theater/sports event newspaper in target language radio broadcasts in the 9.9-10. Read and discuss articles in the them to possible employers.
nursery rhymes from target delivered in target language about cultural aspects of target language studied. target language on the global 9.11-12. Post resume on international
culture(s). with customs from target countries. 9.7-8. Attend at least two plays, market Internet.
9.K-2. Attend culture. 9.5-6. Exchange information about concerts, or cultural 9.9-10. Host a native speaker of the 9.11-12. Analyze the impact of statistics
multicultural/international four school, town and state with celebrations. target language gathered relative to the global
with parents/friends and will foreign pen pals or pen pals 9.9-10. Exhibit familiarity with stock economy.
participate in activities such as from Sister School in state and bond markets of the target 9.11-12. “Chat” on the Internet.
making crafts, dance, eating, where target language is country. 9.11-12. Do volunteer work in the
etc. spoken. 9.9-10. Teach some of the target community using the target
9.5-6. Take on identity of famous language to peers or younger language.
native speaker and present to children.
class. 9.9-10. Familiarize native speaker of the Personal Enrichment
target language with the school 9.11-12. Create a portfolio showing
Personal Enrichment community in the target involvement in at least 25
9.5-6. Collect and read language. leisure activities where the
advertisements of language studied was heard,
products/video clips from Personal Enrichment read and spoken by the student.
target language/culture(s). 9.9-10. Create a portfolio showing 9.11-12. Create a web page in the target
9.5-6. Explore cultural components involvement in at least 10 leisure language for the school’s web
of the Internet. activities where the target site.
9.5-6. Go with family to ethnic language was heard/ read/spoken
restaurants with menus in by the student.
target language and speak to 9.9-10. Explore an area of interest on the
waiter in target language. Internet.
9.5-6. Travel (true or vicarious trip)
with family on vacation to a
country where target language
is spoken. Attend museum
with target culture exhibit on