Standards
& Benchmarks Draft
Table
of Contents: (Click on a topic to view it)
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 translates Foreign Language Standard # 3 in Content Knowledge.
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World Languages
Standards – Novice Level
|
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
(Novice Level) q
Expresses
likes, dislikes, and preferences in everyday situations q
Uses
basic vocabulary to describe people, places, and things q
Gives
and follows simple instructions in the target language q
Asks
for and provides personal information q
Uses
appropriate oral expressions for common, familiar interactions q
Requests
clarification to a message q
Requests
additional information when necessary |
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World Languages Standards –
Novice Level
|
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 1, CK FL 3) |
Benchmarks
(Novice Level) q
Gives
simple oral presentations on familiar topics q
Recites
or sings materials commonly known by members of the target culture q
Writes
short, informal, personal notes or messages q
Presents
personal information using a variety of media resources |
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World
Languages Standards – Novice Level
|
The
student comprehends and interprets written and spoken language on
familiar topics from various sources. (NJ
7.1; CK FL 2) |
Benchmarks
(Novice Level) q
Recognizes
non-verbal language to clarify a verbal message when vocabulary is
limited q
Understands
the main ideas in texts enhanced by visual cues q
Understands
main ideas in audio and visual programs q
Uses
context clues and cognates to enhance comprehension |
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World
Languages Standards – Novice Level
|
The
student demonstrates knowledge and understanding of the practices,
perspectives, and products of the target culture through comparisons of
the culture’s studies with his/her own. (NJ
7.2; ACTFL; CK FL1, CK FL 3) |
Benchmarks
(Novice Level) q
Compares
cultural activities and beliefs in the target culture with his/her own. 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
Understands
various patterns of behavior that are typical of one’s age group |
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World
Languages Standards – Novice Level
|
The
student demonstrates an understanding of the nature of language through
comparisons of the language studied with his/her own. (NJ
7.1, 7.2; ACTFL; CK FL1, CK Fl 5) |
Benchmarks
(Novice Level) q
Identifies
words that have been borrowed from other languages q
Produces
basic elements of the sound and writing systems of the target language
in comparison to his/her native language q
Understands
that an idea may be expressed in multiple ways in the target language |
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World
Languages Standards – Novice Level
|
The
student applies knowledge of the target language and culture to
reinforce the study of other disciplines and interests. (NJ
7.2; ACTFL; CK FL 4) |
Benchmarks
(Novice Level) q
Connects
concepts learned in other subject areas with those in the target
language |
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World
Languages Standards – Novice
Level
|
The
student uses the language both within and beyond the school setting. (
NJ 7.1; ACTFL; CK FL2, CK FL 4) |
Benchmarks
(Novice Level) q
Identifies
professions that require proficiency in the target language q
Reads
materials and uses media from the target language and culture for
personal enrichment q
Consults
various sources in the target culture to obtain information on topics of
personal interest |
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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.