World
Languages:
Standards
& Benchmarks Draft
Table
of Contents: (Click on a topic to view it)
Ø
Intermediate Level
B Standards
Please Note: This document will be revised during the 2000-2001 school
year to reflect the implementation of World Languages study in the elementary
grades
NJ
= New Jersey Core Standards.
The number following “NJ” indicates the numerical designation for a
particular standard.
ACTFL = Performance Guidelines from American Council on the Teaching of Foreign Languages.
CK
= Content Knowledge (cf.
Appendix A)
The letters “FL” following the “CK”, indicate the subject area to which the reference is referring. The number following the letters indicates the numerical designation for a particular standard. Thus, CK FL 3 translatesas Foreign Language Standard # 3 in Content Knowledge.
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World
Languages Standards – Intermediate Level B
| The
student uses the target language to engage in conversation, express
feelings and emotions, and exchange opinions and information. (NJ 7.1;
ACTFL; CK FL 1) |
Benchmarks
(Intermediate Level B) q
Expresses
likes, dislikes, and preferences in everyday situations q
Gives
and follows instructions in the target language q
Asks
for and provides personal information; uses the target language to
provide personal and general information in the present, past, and
future q
Uses
appropriate oral expressions for common, familiar interactions q
Requests
clarification to a message or additional information q
Describes
and compares people, places, and things in the present and past using
appropriate vocabulary q
Engages
in practiced conversations to plan events and activities with others q
Uses
non-verbal and verbal cues to assist in communication and follow
directions q
Exchanges
information about current or past events and aspirations in one’s
personal life q
Initiates,
sustains and closes a conversation in the target language q
Rephrases
and circumlocutes to communicate in the target language |
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World
Languages Standards – Intermediate Level
B
| The
student presents information, concepts, and ideas to an audience of
listeners or readers on a variety of topics. (NJ 7.1;
ACTFL; CK FL 3) |
Benchmarks
(Intermediate Level B) q
Gives
oral presentations on familiar topics q
Recites
or sings materials pertinent to this level of study q
Writes
informal and/or personal notes and messages q
Presents
personal information using a variety of media q
States
opinions, wishes and feelings in the target language q
Writes
notes and/or letters to peers in the target language q
Presents
original skits or poems in the target language q
Writes
paragraphs on an assigned topic q
Presents
cultural and literary works in the target language q
Composes
extended texts in the target language relevant to topics being studied q
Makes
oral presentations on areas of personal interest in the target language |
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World
Languages Standards
– Intermediate Level B
| The
student comprehends and interprets written and spoken language on
familiar topics from various sources. (NJ 7.1; CK
FL 2) |
Benchmarks
(Intermediate Level B) q
Recognizes
non-verbal language to clarify a verbal message when appropriate q
Understands
main ideas and significant relevant details in expository
texts and extended discourse q
Understands
main ideas in audio and visual programs q
Uses
context clues and cognates to enhance comprehension q
Understands
themes, main ideas, and general details from diverse, authentic, spoken
media q
Follows
with general understanding the informal language of native speakers q
Uses
known language to make inferences about the meaning of a spoken or
written text |
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World
Languages Standards – Intermediate Level
B
| The
student demonstrates knowledge and understanding of the practices,
perspectives, and products of the target culture through comparisons of
the cultures studied with his/her own. (NJ 7.2; ACTFL;
CK FL 1, CK FL 3) |
Benchmarks
(Intermediate Level B) q
Identifies
simple patterns of social behaviors in various settings in the target
culture, and identifies how these patterns compare to those in his/her
native culture q
Recognizes
cultural traditions and celebrations that exist in the target culture, and
how these traditions and celebrations compare with those of the native
culture q
Analyzes
the relationship of perspectives and practices in the target culture and
compares it to his/her own culture q
Understands
various patterns of behavior that are typical of one’s age group q
Demonstrates
an awareness of his/her own culture based on comparisons of ample daily
activities, beliefs, and traditions in the target culture q
Speculates
on why certain products originate in or are important to the target
culture and his/her own. q
Identifies
and analyzes cultural perspectives as reflected in a variety of literary
genres q
Demonstrates
understanding by contrasting
ways in which information is reported by the media in the native and
target cultures
|
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World Languages Standards – Intermediate Level B
| The
student demonstrates an understanding of the nature of language through
comparisons of the language studied with his/her own. (NJ 7.1; NJ
7.2; ACTFL; CK FL 1, CK FL 5) |
Benchmarks
(Intermediate Level B) q
Identifies
with increased competency words that have been borrowed from other
languages q
Produces
appropriate elements of the sound and writing systems of the target
language in comparison to his/her native language q
Demonstrates
with increased proficiency understanding that an idea may be expressed
in multiple ways in the target language q
Distinguishes
critical sounds and written conventions in order to communicate meaning
effectively q
Demonstrates
increased understanding of idiomatic expressions, and demonstrates how
there are idioms which do not translate directly from one language to
another q
Reports
on the relationship between word order and meaning, and how this may
reflect the way in which cultures organize information |
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World
Languages Standards – Intermediate Level B
| The
student applies knowledge of the target language and culture to
reinforce study of other disciplines and interests. (NJ 7.2;
ACTFL; CK FL 4) |
Benchmarks
(Intermediate Level B) q
Demonstrates
comprehension of articles and/or videos in the target language on topics
being studied in other subject areas q
Discusses
topics from other disciplines in the target language
|
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World
Languages Standards
– Intermediate Level B
| The
student uses the language both within and beyond the school setting for
enrichment. (NJ 7.1;
ACTFL; CK FL 2; CK FL 4) |
Benchmarks
(Intermediate Level B) q
Continues
to identify professions that require proficiency in the target language,
sharing this information with peers q
Reads
materials and uses media from the target language and culture for
personal enrichment q
Consults
various sources in the target culture for a variety of purposes q
Exchanges
information about topics of personal interest with members within
his/her and other communities q
Establishes
and maintains interpersonal communication with speakers of the target
language |
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Resources
·
Marzano,
R.J., & Kendall, J.S. (1997)
Content Knowledge, A Compendium of Standards and Benchmarks for K-12 Education.
Aurora, Colorado: Mid-continent Regional Laboratory. Alexandria,
Virginia: Association for
Supervision and Curriculum Development. *
·
American Council on the Teaching of Foreign Languages.
(1998) Performance Guidelines for K-12 Learners.
Yonkers, New York: Author.
·
New Jersey Department of Education. (1996).
Core Standards. Trenton, New Jersey.
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The information contained in this resource represents
seven years of work on the part of many who worked on the McREL project.
Its purpose was to survey and consolidate the many national and
state-level efforts to identify what K-12 students should know and be able to do
in a variety of subject areas. To accomplish this goal, McREL researchers
consulted 116 national and state-level documents that address standards and
benchmarks in various subject domains. The effort resulted in 255 standards with their accompanying
3,968 benchmarks which are detailed in fourteen different categories, one of
which is World Languages.
Additional
Resources:
American Council on the Teaching of Foreign Language. Performance guidelines for K-12 Learners. Yonkers, New York: Author.
Board
of Education, Commonwealth of Virginia. (1995,
June) Standards
of Learning for Virginia Public Schools. Richmond, VA: Author.
California
Department of Education. (1994). Standards Framework for California
Public Schools. Sacramento,
CA: Author.
Center
for Advanced Research on Language Acquisition.
(1997)
The Minnesota Articulation Project.
Minneapolis, MN: University of Minnesota Press.
Edison
Project. (1994b) Student
Standards for the Junior Academy. New
York: Author.
Edison
Project. (1994c) Student
Standards for the Primary Academy.
New York: Author.
Educational
resources Information Center. (1998)
K-12
Foreign Language Education. Washington,
DC: Office of Educational Research and Improvement.
Eisenhower
National Clearinghouse. (2000) Assessment
That Informs Practice. Columbus,
Ohio: Ohio State University Press.
Hirsch,
E.D. Jr. (1996) The
Schools We Need and Why We Do Not Have Them.
New York: Doubleday.
International
Baccalaureate. Middle Years Programme: Humanities.
Geneva, Switzerland: Author.
National
Assessment of Educational Progress. (1992a)
Description
of Writing Achievement Levels – Setting Process and Proposed achievement Level
Definitions. Iowa City,
Iowa: American College Testing Program.
National
Standards in Foreign Language Education. (1995,
April) Standards
for Foreign Language Learning: Preparing for the 21st
Century. Yonkers, New York: Author.
Secretary’s
Commission on Achieving Necessary Skills (SCANS).
(1991) What Work Requires of Schools: A SCANS Report for America 2000.
Washington, DC: US Department of Labor.
Speech
Communication Association. (1996) Speaking,
Listening and Media Literacy Standards for K-12 Education.
Annandale, Virginia: Author.
Wichita
Public Schools. Program
Exit Standards. Wichita,
Kansas: Author.