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The Foreign Language Essential Skills.Arizona State Dept. of Education, Phoenix.Department of Education, Washington, DC.May 9281p.; Printed on colored stock which may affectreproducibility.Guides Classroom Use Teaching Guides (ForTeacher) (052)
MF01/PC04 Plus Postage.Curriculum Development; Educational Objectives;Educational Philosophy; *Educational Policy;Elementary Secondary Education; Information Sources;*Language Skills; Program Design; *Public Policy;Second Language Instruction; Second LanguageLearning; *Second Lalguages; *State Standards;Statewide Planning
IDENTIFIERS *Arizona
ABSTRACTArizona's state policy concerning foreign language
education is outlined. The document begins with a state board ofeducation policy statement, followed by a statement of philosophyconcerning the objectives and general content of languageinstruction. Economic, social, and educational principles underlyingthe rationale for language education are then enumerated, and salienttrends and theories in current second language acquisition researchare summarized. Brief statements concerning curriculum development,instructional practices, and staffing are also offered. The remainderof the core document contains charts of program models andcharacteristics (immersion, partial immersion, two-way bilingual,Foreign Language in the Elementary Schools--FLES, and ForeignLanguage Experience--FLEX) and of essential language competencies andrelated skill indicators keyed to grade levels (K-3, 4-6, 7-8, 9-12).Appended materials include the text of state legislation concerningelementary and secondary school curriculum content, notes on elementsof a quality foreign language program, a brief bibliography, andlists of additional organizational and print resources. (MSE)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
i.**********************************************************************
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ARIZONA DEPARTMENT OF EDUCATIONC. Diane Bishop, Superintendent
ARIZONA STATE BOARD OF EDUCATION
Claudeen Bates Arthur
Dr. Reginald Barr
Ken Bennett
Honorable C. Diane Bishop
S. R. Grande
Dr. Eugene Hughes
Honorable David Silva
James Ullman
Dr. Morrison Warren
The contents of this publication were developedunder a grant fron the U.S. Department of Education.However, those contents do not necessarily representthe policy of that agency, and you should not assumeendorsement by the Federal Government.[20 U.S.C. 1221e-3(a)(1)]
The Arizona Department of Education is an equalopportunity employer and educational agency andaffirms that it does not discriminate on the basis ofrace, color, national origin, age, sex, or handicappingcondition.
Au E.Printed In Phoenix, Arizona by theArizona Department of EducationTotal Copies Printed .500Total Printing Cost 077.00Unit Prindng Cost $1.75Ds* of Priming 61,92
THE FOREIGN LANGUAGE
ESSENTIAL SKILLS
Arizona Department of EducationC. Diane Bishop, State Superintendent of Public Instruction
February 1992
Table of Contents
Page
Preface 1
4
5
7
9
11
12
Essential Skills 13
Program Models/Levels 14
Essential Skills K-3 17
Essential Skills 4-6 22
Essential Skills 7-8 27
Essential Skills 9-12 32
Appendix
A. Arizona State Board of Education Rule R7-2-301.02 41
B. Elements of a Quality Foreign Language Program 44
C. A Selected Bibliography 45
D. Foreign Language Annals and Newsletters 47
E. Foreign Language Resources 48
F. Acknowledgements 50
G . References 51
State Board of Education Foreign Language Policy
Philosophy
Rationale for Foreign Language Instruction
Second Language Acquisition
Curriculum Development and Instructional Practices
Program Staff
Format of the Foreign Language
7
PREFACE
The explosive rate of change in the world is forcing individuals who are different from each other
to coma into more frequent and complex relationships. It is no longer possible to ignore or escape
this fact. Personal and economic necessities make it imperative to find new ways to communicate
anti interact with individuals whose language and customs are different. It is essential to findcommon ground where opportunities for the future can be explored in cooperative ways. Thus, it
is vitally important to provide young people with language and cultural skills that will help them
cope with a world that is increasingly complex culturally and linguistically.
In response to this concern the Arizona State Board of Education established a language policy (see
page four for policy statement), and appointed the Foreign Language Essential Skills Committee to
undertake the task of developing skills for foreign language instruction grades K-12.
The Foreign Language Essential Skills Committee consisted of individuals from diversebackgrounds. It included educators presently working in the area of foreign language, school
administrators, members of school boards, and noneducators with broad experiences in foreign
travel and business. All committee members proved to have a strong interest in foreign language
instruction.
To facilitate the activities of this Committee, a staff member from the Department of Education was
appointed at the request of the State Board. This person was Robert Sosa, Education Program
Specialist with the Bilingual Education Unit.
The Foreign Language Essential Skills Committee was chaired by Mr. Carlos Nagel from Tucson
and Vice Chairman Mr. Elias Esquer from Mesa. Ms. Diane Langston of Hereford served as
Secretary, and Ms. Virginia Williams of Tuba City was selected as Parliamentarian. Members of
the Committee and communities they represent are:
Charles Bailey
mab432d.bjf, Rev. 04/92
Foreign Language Teacher
Saguaro High School
Scottsdale Unified District No. 48
Scottsdale, Arizona
Mary Jo Vecchiarelli Principaland
Fred Martinez Foreign Language Teacher and Department Chair
Mesa High School
Mesa Unified District No. 4
Mesa, Arizona
Dr. Frances Amabisca
Diane Langston
K-8 Superintendent (retired)
Avondale Elementary District No. 44
Avondale, Arizona
K-8 Foreign Language Teacher/Curriculum
Hands Across the Border - Board of Directors
Pa lominas Elementary School
Hereford, Arizona
Amanda Males Education Director
SER Jobs For Progress
Yuma, Arizona
Carlos Nagel Director
Cultural Exchange Services
Tucson, Arizona
Mary Helen Ibarra Department Chair and Foreign Language Teacher
Cholla Junior High School
Washington Elementary District No. 6
Phoenix, Arizona
Virginia Williams School Board Member
Tuba City Unified District No. 15
Tuba City, Arizona
Laura Wallwe Education Program Specialist
Navajo Department of Education
Navajo Nation
Window Rock, Arizona
mab432d.bjf, Rev. 04/92 2
Patricia Andazola
Renate Ivlousseux
Principal and Former Bilingual Teacher
Maryland Elementary School
Washington Elementary District No. 6
Phoenix, Arizona
Foreign Language Teacher
Chaparral High School
Scottsdale Unified District No. 48
Scottsdale, Arizona
Elias Y. Esquer Professor of Spanish and Department Chair
Mesa Community College
Mesa, Arizona
Lynn Hovde Parent Representative with French Degree
and extensive travel in Europe
Mesa, Arizona
Gay Ide K-12 Foreign Language Instruction/CurriculumDevelopment
Orange Grove Middle School
Catalina Foothills Unified District No. 16
Tucson, Arizona
This document represents the work of the Foreign Language Essential Skills Committee with input
from individuals/and agencies involved in foreign/second language education.
mab432d.bjf, Rev. 04/92 3
STATE BOARD OF EDUCATION FOREIGN LANGUAGE POLICY STATEMENT
As an initial step in mandating foreign language study the State Board of Education developed a
policy statement. The policy statement was passed in July 1989. It is as follows:
The State Board of Education believes that the goal of foreign language study should be to prepare
students to better communicate with native speakers in this state and other nations, have a better
understanding of other cultures, and be better prepared for potential careers.
Access to Foreign Language Programs
The Board believes that all students should have the opportunity to develop proficiency in a
foreign (second) language through programs which begin in the early elementary grades
and which continue in an uninterrupted sequence.
Components of District Programs
The Board encourages districts to set clearly defined goals in cooperation with the local
community for the achievement of foreign language proficiency. Districts should
implement programs which are consistent with recognized models of elementary foreign
language education. Continuous evaluation of student proficiency should be conducted to
ensure that the program is achieving its stated goals.
Qualification of Program Instructors
The Board recognizes that the success of foreign language instruction depends heavily
upon the qualifications of the Teaching Staff. The Board encourages districts to select
certified personnel who have the appropriate training, background and level of proficiency
to implement a foreign language in the elementary school program.
mab432d.bjf, Rev. 04/92 4 11
PHILOSOPHY
A foreign language is an additional method of communication and a bridge to the community and to
the world. Foreign language study fosters improved understanding between people of various
cultural backgrounds. In our state, the term "foreign language" does not adequately define thescope of language usage and instruction. Arizona has a unique heritage.
Native American, Spanish, and other languages are often the first language of manyArizona residents.
Language usage should be taught in conjunction with culture, as language and culture are
inseparable.
Since, language and culture are so interrelated, the committee felt that a definition of both should be
established. They are as follows:
Language
A systematic means of communicating ideas or feelings by the use ofconventionalized signs, sounds, gestures, or marks having understood meanings.
Culture
The integrated pattern of human behavior that includes thought, speech, action, and
artifacts and depends upon man's capacity for learning and transmitting knowledge
to succeeding generations.
Foreign language provides individuals with access to new people, ideas and experi,,nces. As the
committee explored the issues, members became more aware of several widely-held concepts about
language instruction. These are listed below:
1. That multilingual/multicultural competencies are essential in preparing our students for
career opportunities, world trade and travel, education, national security and diplomacy.
2. That language and culture are interdependent.
3. That communication is the primary goal of foreign language study.
4. That foreign language curriculum should be integtzted with the regular academic subjects.
The regular curricula contain many topics and units of study that can also be included in the
foreign language curriculum.
mab432d.bjf, Rev. 04/92 5
5. That language acquisition should occur in as natural and meaningful communicative context
as possible. Social/cultural situations, games, songs, rhymes, experiences with arts, crafts
and sports are examples of activities that involve students in active language acquisition.
6. That language levels of listening, speaking, reading and writing reinforce each other and
should be taught using a holistic approach. As students learn to read, they are alsostrengthening their writing, speaking, and listening skills. Students do not have to master
one aspect of language to be able to go on to the next. They are also building concepts of
language or knowledge of how language works. Similarly, as they learn to listen, speak
and write, they are enhancing all the other language arts skills. At the same time, they are
thinking. Foreign language skills broaden communication.
7. That language instruction involves whole acts of listening, speaking, reading and writing.
While these acts can be described, taught, and practiced as separate skills, the skillsthemselves may not produce multilingual/cultural competence. A curriculum shouldprovide for practical use of listening, speaking, reading and writing.
8. That learning one language can assist in learning another. That the study of the second
language will help students develop a better understanding of English.
9. That culture is learned best through practical experiences as well as discussion and reading.
Cultural education must be an integral part of the curriculum. Skillful use of language
contributes to the development of informed, thinking citizens with an internationalperspective.
10. That foreign language skills are best evaluated through listening, speaking, reading and
writing.
Because of an increased global interdependence, it has become more crucial for students to acquire
the ability to communicate in a foreign/second language with people in Arizona and other countries.
Foreign language study can play a significant role in preparing students for a global economy.
Quality foreign language programs should be made available for all, students in an integrated,
sequential, and an uninterrupted manner.
mab432d.bjf, Rev. 04/92 6 13
RATIONALE FOR FOREIGN LANGUAGE INSTRUCTION
The need for foreign language skills is more evident today than ever before. Over 20 percent of the
gross national product is derived from international trade. Agriculturally the U.S. economy is
heavily linked to exports: 30 percent of U.S. grain production is marketed abroad; 40 percent of
U.S. farmland grows crops for export. Our manufacturing economy is also tied to international
trade: 20 percent of U.S. manufactured goods are sold abroad; one in six manufacturing jobs is
related to international activities (Choate and Linger 1988).
On the state level, the international market is becoming increasingly significant to Arizona. In
1990, manufacturing and agricultural products from Arizona were exported to 133 foreigncountries contributing $4.3 billion to Arizona's economy. There has also been a substantial
increase in the number of foreign-owned investments in Arizona businesses. In addition, 2.6million foreigners visited Arizona in 1990 making Arizona the sixth ranking state in the Nation in
terms of popularity with foreign visitors. International relationships are already a reality inArizona. If Arizona wishes to be competitive in an increasingly global economy, it is vital that our
students become knowledgeable in the language and culture of other countries.
The national education reform, AMERICA 2000: An Education Strategy, in its report, lists two
objectives under Goal 3 which address language study. They are:
The percentage of students who are competent in more than one language will substantially
increase.
All students will be knowledgeable about the diverse cultural heritage of this nation and
about the world community.
In addition, AMERICA 2000, under Goal 5, stresses the importance of preparing students for an
economic interdependent world and proposes that "by the year 2000, every adult American will be
literate and will possess the knowledge and skills necessary to compete in a global economy and
exercise the rights and responsibilities of citizenship.
The National Commission on Excellence in Education's report, "A Nation at Risk," (Washington:
GPO 1983) stated that the study of foreign language and culture should be required as are the five
basics of English, mathematics, computer science, social studies, and the natural sciences in order
for students to have a sound education. Knowledge of foreign language is credited with helping
students prepare for careers in commerce, international relations, law, science, and the arts.,
mab432d.bjf, Rev. 04/92 7
14
Research also shows that the study of a foreign language helps students gain a heightenedawareness and comprehension of English. A child's own native language is improved by learning
a foreign language, writes Vygotsky a noted researcher, in "Thought and Language," (1986:160).
With an integrated foreign language program, subject content can also be reinforced in the foreign
language classroom. This cooperative approach can contribute not only to second languagelearning, but to mastery of academic subject matter (basic skills). A Louisiana State Department of
Education study (Rafferty 1986) revealed that third, fourth, and fifth graders studying French for
thirty minutes per day improved their scores on the 1985 Basic Skills Language Arts Test more
than did nonparticipating students. Also, by the fifth grade the math scores of second language
students were higher than nonlanguage students.
Foreign language study must begin now and at the earliest grades possible. Research studies
reveal that in order to achieve a high level of language proficiency, the learner must begin the
language study at a young age and continue the language throughout his school years. "Achieving
proficiency in a foreign language ordinarily requires from four to six years of study and should,
therefore, be started in the elementary grades" notes the National Commission on Excellence in
Education (Washington: GPO 1983). The Twentieth Century Fund's Task Force on FederalElementary and Secondary Education Policy (New York: TCF 1983) agrees and states "ournation's public school student (should) have the opportunity to acquire proficiency in a second
language.
Foreign language instruction must be provided to our student in order to prepare them for survival
in an increasingly interdependent world.
rnab432d.bjf, Rev. 04/92 8 15
SECOND LANGUAGE ACQUISITION
A review of the literature concerning second language teaching and acquisition reveals that the
research is far from complete, but many advances have been made in the past twenty to thirty
years. In years past, teachers generally ascribed to one or two approaches to teaching a foreign
language: grammar-translation or audio-lingual. The trend of today's programs is on language
acquisition. The main emphasis is on meaningful and purposeful communication, as a means of
getting to know other people and other cultures. The acquisition of language is based on usage.
The developmental nature of language learning requires language use to be daily, continual and
sequential and allows students to develop proficiency in as natural a manner as they did their first
language.
The following is a review of recent language teaching trends/theories that have proven helpful in
assisting teachers in developing strategies to bring language acquisition and student learning
together:
TEACHERS:Teachers must view themselves as facilitators of language. Language is not acquired by teaching
about it; language is acquired in a natural context. The teacher's role, therefore, is to create anurturing, language-rich, low anxiety environment.
LANGUAGE ACQUISITION:This is a theory that stresses the natural use of the language and allows students the opportunity to
interact with others in meaningful situations. It is very similar to the way in which children learn
their first language. The teaching of rules (grammar) is de-emphasized and emphasis is placed on
language for communication purposes.
COMPREHENSIBLE INPUT:Teachers must use a variety of instructional approaches and techniques in order to help students
understand the message. The teacher must ensure that information presented in the target language
is comprehensible through the use of concrete materials, visuals, demonstrations or body
language.
mab432d.bjf, Rev. 04/92 9 16
NATURAL LANGUAGE:The second language is acquired in approximately the same way as the first language. Situations
that are real and authentic must be developed in order for students to acquire the grammatical forms
and vocabulary for which they are developmentally ready.
INTEGRATION OF THE LANGUAGE ARTS:Listening, speaking, reading, and writing are the traditional facets of language use. All four are
essential in the process of developing foreign language competence. These skills are notsequential. Students do not have to master one aspect of language to be able. to go on to the next.
A holistic approach facilitates the integration of the language arts.
CONTENT-BASED INSTRUCTION:Language and content instruction are integrated in order to meet program goals for both.Irtegrating of language and subject content addresses the concern that language instruction takes
time away from the basic subjects. Foreign language study can be viewed as a vehicle to introduce
or reinforce content instruction.
CONDITIONS FOR FOREIGN LANGUAGE ACQUISITION:Language will be acquired by students more effectively when they are presented instruction in a
nonthreatening, stress-reduced environment. A classroom atmosphere must be established that
allows student to take risks and make mistakes without being ridiculed. The emphasis must be on
communication not on accent or grammar.
mab432d.bjf, Rev. 04/92 101 '
I
CURRICULUM DEVELOPMENT AND INSTRUCTIONAL PRACTICES
The primary goal of foreign language study is the development of a specific proficiency level and a
better understanding and appreciation of other cultures. However, program goals must be clearly
stated and agreed upon by the school and community in order to measure program success.Instructional objectives must be developed in line with local needs and expectations in order to
ensure success. Goals must also be consistent with the program model(s) implemented. Inaddition, the regular school curriculum should be considered in order to reinforce those skills in the
foreign language classroom. The foreign language must be integrated into the daily lives andcurriculum of the students.
Curriculum must be articulated so that there is a smooth and logical transition from an elementary
to a secondary program and continuity from one level to another. Developmental principles and
practices must be observed in planning and implementing foreign language instruction which
address the four skills of listening, speaking, reading and writing as well as culture. For those
languages not commonly spoken (classical) or written (American Indian), it may be nev.ssary to
consider alternative methods for addressing the foreign language essential skills.
Successful programs rely on curriculum developed by the foreign language teacher. Whiletextbooks and purchased materials may be used, the foundation of the program and the majority of
activities need to be developed by the teacher. Instructional techniques must be utilized thatfacilitate the student's ability to speak the foreign language through the use of natural language.
These would include learner-centered approaches, experiential activities and cooperative learning
where the emphasis is on the language as a communication tool.
mab432d.bjf, Rev. 04/92 11 1
PROGRAM STAFF
The teacher is the single most important component of a successful foreign language program. It is
recommended that foreign language teachers be proficient in the language and possess a thorough
understanding of children, culture of target language and foreign language teaching methodology.
They should be cognizant of current trends and innovative teaching techniques.
Success of the foreign language program is closely tied to the school's environment. It isextremely important that the administrators, teachers and parents support the program.
19mab432d.bjf, Rev. 04/92 12
FORMAT OF THE FOREIGN LANGUAGE ESSENTIAL SKILLS
Throughout the document, the term "foreign language essential skills" will be considered to infer
multilingual/multicultural/second language instruction
The Foreign Language Essential Skills Committee developed competencies based on fivedistinguishing characteristics of foreign language instruction; listening, speaking, reading, writing
and culture. These five characteristics are arranged as Strands in the Foreign Language Essential
Skills document by a grade level framework of Primary Grades K-3, Intermediate Grades 4-6,
Junior High Grades 7-8, and Secondary Grades 9-12. The competencies identified are skills
essential for the development of foreign language proficiency by students and represent aprogression of learning that will be mastered by the end of each grade level framework(benchmark). They also provide assistance to foreign language educators in planning, developing
and implementing foreign language instruction. The indicators describe what a skill looks like
when it is demonstrated. The sample of activities and topics provide educators suggestions for
implementing the foreign language essential skills. The emphasis of the activities and topics is on
active student participation and use of natural language experiences.
The essential skills are arranged by program models 1-5 (Immersion, Partial Immersion, Two-way
Bilingual, Foreign Language in the Elementary Schools (FLES), and Foreign LanguageExperience (FLEX) for grades K-8 and according to levels (I, H, and II) for grades 9-12. See
pages 15 and 16 for a description of the program model for the elementary grades and the levels for
the secondary grades.
The Appendix contains information and materials relevant to the implementation of the Foreign
Language Essential Skills.
mab432d.bjf, Rev. 04/92 13 2 ,i
PROGRAM MODELS/LEVELS
ELENENTABI
There are various program models utilized to provide foreign language instruction to elementary
students. Four different types of elementary school program models prevail nationally. They are
Foreign Language Experience (FLEX), Foreign Language in the Elementary Schools (FLES),
Partial Immersion and Immersion. A fifth option, the Two Way Bilingual model is offered as a
choice for implementation by some Arizona schools districts. These programs vary in the levels of
language proficiency to be reached, the amount of cultural knowledge to be gained, staffingrequirements and the time required to reach the program's goals.
Consideration should be given to the following in choosing the foreign language program model to
be implemented. They are as follows:
1. Program goal(s) or student outcome desired.
2. Language proficiency level desired for program students.
3. Number of qualified teachers.
4. Availability of resources.
The Essential Skills for grades K-8 have been developed by program models. Competencies for
the specific Program Models arc to be mastered by the end of grades (framework) 3, 6, and 8
respectively. The degree of proficiency attained will vary according to the program modelimplemented. Please see the following page for a description of elementary foreign language
program models.
mab432d.bjf, Rev. 04/92 14
BEST COPY AVAILABLE
ELEMENTARY FOREIGN LANGUAGE PROGRAM MODELS AND GOALS
PROGRAM MODELS% of Class Time Spent
in FL per week GOALS
MODEL #1
IMMERSIONGrades K-8(continuous)
50-100%
(time spent learning subjectmatter taught in FL)
-To become functionally proficient inthe foreign language (to be able tocommunicate on topics appropriate toage almost as well as nativespeakers)-To master subject content taught inthe foreign language.-To acquire an understanding andappreciation for other cultures.
MODEL #2 approx. 50%
(time spent learninglanguage per se as well aslearning subject matter in
FL)
-To become proficient in the foreignlanguage.-To master subject content taught inthe foreign language.-To acquire an understanding andappreciation for other cultures.
PARTIALIMMERSION Grades
K-8 (continuous)
MODEL #3 approx. 50%
(time spent learninglanguage per se as well aslearning subject matter in
FL)
-To develop foreign languageproficiency by drawing upon theskills of students who speak alanguage other than English topromote second languagedevelopment among English-speaking students.-To acquire an understanding andappreciation for other cultures.
TWO WAYBILINGUALGrades K-8(continuous)
MODEL #4 5-15%
(time spent learninglanguage per se as well aslearning subject matter-if
content based FLES)
-To acquire a certain amount oflistening and speaking skills (amountdepends on time spent in program).-To acquire an understanding andappreciation for other cultures.-To acquire limited amount ofreading and writing skills (in some. . ,:,. : u s).
Foreign language in theElementary Schools (FLES)
Grades K-8(continuous)
MODEL #5 approx. 5%
(time spent learninglanguage and about
language- usually taughtmostly in English)
-To develop an interest in foreignlanguage for future language study.-To learn basic words and phraseson an informal basis.-To develop careful listening skills.-To develop cultural awareness.
FOREIGNLANGUAGE
EXPERIENCE(FLEX) Grades K-8
(not continuous)
Adapted from: Center for Applied Linguistics by permission from Nancy Rhodes
mab432d.bjf, Rev. 04/92 15
22
PROGRAM MODELS (continued)
SECONDARY
The Essential Skills for grades 9-12 have been developed according to levels rather than byprogram models. The four major components of foreign language study - listening, speaking,
reading and writing are addressed in levels I through M. However, at the beginning of foreign
language study, listening and speaking activities are stressed. As students progress, greater
emphasis is placed on reading and writing. Culture and communication are integral parts of all the
levels. The levels are as follows:
Level I - Beginning Equivalent to
two years of high school study
Placement in secondary
program level(s) may be
determined by assessing
students prior foreign
language experienceLevel ICI - Intermediate Equivalent to
three years of high school study
Level Di - Advanced Equivalent to
four years of high school study
mab432d.bjf, Rev. 04/92 16 23
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en n
ame
b-U
nder
stan
ds s
impl
e se
nten
ces
c-Fo
llow
s si
mpl
e di
rect
ions
d-R
espo
nds
to q
uest
ions
e-U
nder
stan
ds g
reet
ings
f-R
ecog
nize
s si
mpl
e w
ords
g-U
nder
stan
ds s
impl
e st
orie
s
4. R
espo
nds
appr
opri
atel
yto
sim
ple
com
man
ds.
5. I
dent
ifie
s so
unds
.
6. U
nder
stan
ds th
e fl
ow o
f a
very
sim
ple
conv
ersa
tion.
Size
dif
fere
nce
Part
s of
the
body
Num
bers
Col
ors
Fam
ily/c
omm
unity
Food
sA
nim
als
Spor
tsT
rans
port
atio
nD
ay, w
eeks
, mon
ths
Clo
thin
gT
ime
Cla
ssro
om o
bjec
tsH
ome
obje
cts
Wea
ther
Art
s, c
raft
sG
ames
Pupp
ets
Shap
esIn
divi
dual
rec
itatio
n, v
erse
sN
urse
ry r
hym
esC
hora
l spe
akin
gSo
ngs
Gre
etin
gsT
elep
hone
use
Stor
y te
lling
Flan
nel B
oard
sC
hild
ren'
s lit
erat
ure
Dir
ectio
nsD
ialo
gue
Use
of
conc
rete
obj
ects
Cas
sette
tape
sFi
lms
25
GR
AD
ES:
K-3
PAG
E 1
8G
EN
ER
AL
ST
RA
ND
:Sp
eaki
ng
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill s
peak
and
com
mun
icat
e
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
PRO
GR
AM
MO
DE
LS
1-5
1. S
tude
nt w
illtr
ansf
er a
nd in
terp
ret
info
rmat
ion.
2. W
ill s
peak
usi
ng s
impl
e se
nten
ces.
3. W
ill te
ll si
mpl
e st
orie
s
4. W
ill s
peak
usi
ng s
impl
e co
mm
ands
with
clas
smat
es.
5. W
ill d
istin
guis
h an
d re
cogn
ize
the
soun
dpa
ttern
s of
the
targ
et la
ngua
ge (
asap
prop
riat
e to
targ
et la
ngua
ge ta
ught
)
6. W
ill h
old
sim
ple
dial
ogue
s.
mab
432b
.gm
c, R
ev. 0
3/92
1. G
ives
app
ropr
iate
res
pons
es, (
grad
eddi
ffic
ulty
dep
endi
ng o
n ag
e).
2. a
-Use
s ow
n na
me
b-U
ses
sim
ple
wor
dsc-
Use
s si
mpl
e ex
pres
sion
s an
d gr
eetin
gsd-
Giv
es s
impl
e di
rect
ions
e-U
ses
sent
ence
s (g
rade
d di
ffic
ulty
)f-
Ask
s/re
spon
ds to
sim
ple
ques
tions
(us
e of
links
, ver
bs, e
tc.,
grad
ed d
iffi
culty
)***
3. T
ells
sim
ple
stor
ies
with
3-4
sen
tenc
es *
**
4. U
ses
sim
ple
com
man
ds.
5. U
ses
reas
onab
ly a
ccur
ate
pron
unci
atio
n an
din
tona
tion.
6. R
espo
nds
appr
opri
atel
y to
inte
rloc
utor
.
Sam
e as
list
enin
g.
Ret
ells
sto
ries
Rol
e pl
ayin
gSh
ow a
nd T
ell
Dra
ma
GR
AD
ES:
K-3
PAG
E 1
9G
EN
ER
AL
ST
RA
ND
:R
eadi
ng
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill r
ead
and
com
preh
end
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
PRO
GR
AM
MO
DE
LS
1-5
1. S
tude
nts
will
rec
ogni
ze p
rint
for
m o
f or
ally
mas
tere
d la
ngua
ge
2. W
ill b
e ab
leto
rea
d si
lent
ly a
ndco
mpr
ehen
d si
mpl
e se
nten
ces.
3. W
ill tr
ansf
er a
nd in
terp
ret i
nfor
mat
ion
PRO
GR
AM
MO
DE
LS
1-3
4. W
ill r
ead
alou
d w
ith f
luen
cy
mab
432b
.gm
c, R
ev. 0
3/92
1. a
-Rec
ogni
zes
prin
ted
nam
eb-
Rec
ogni
zes
sim
ple
wor
dsc-
Rea
ds le
tters
of
alph
abet
2. a
-Rea
ds s
impl
e se
nten
ces
b-R
eads
sim
ple
expr
essi
ons
and
gree
tings
c-R
eads
sim
ple
dire
ctio
nsd-
Rea
ds/r
espo
nds
to q
uest
ions
3. D
emon
stra
tes
com
preh
ensi
on th
roug
hw
ritte
n an
d/or
ora
l ass
essm
ent.
4. R
eads
alo
ud w
ith r
easo
nabl
y ac
cura
tepr
onun
ciat
ion
and
infl
ectio
n.
Size
dif
fere
nce
Part
s of
the
body
Num
bers
Col
ors
Fam
ily/c
omm
unity
Food
sA
nim
als
Spor
tsT
rans
port
atio
nD
ay, w
eeks
, mon
ths
Clo
thin
gT
ime
Cla
ssro
om o
bjec
tsH
ome
obje
cts
Wea
ther
Art
s, c
raft
sG
ames
Pupp
ets
Shap
es
? 9
PAG
E 2
0G
RA
DE
S: K
-3G
EN
ER
AL
ST
RA
ND
:W
ritin
g
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill w
rite
and
com
mun
icat
e
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
PRO
GR
AM
MO
DE
LS
1-4
1.St
uden
t will
wri
te s
hort
sen
tenc
es
2. W
ill tr
ansf
er a
nd in
terp
ret i
nfor
mat
ion
PRO
GR
AM
MO
DE
LS
1-3
3. W
ill u
se c
onve
ntio
nal s
pelli
ng a
ndpu
nctu
atio
n
30
mab
432b
.gm
c, R
ev. 0
3/92
1.a-
Wri
tes
prin
ted
nam
eSi
ze d
iffe
renc
eb-
Wri
tes
sim
ple
wor
dsPa
rts
of th
e bo
dyc-
Wri
tes
sim
ple
sent
ence
sN
umbe
rsd-
Wri
tes
sim
ple
expr
essi
ons
and
gree
tings
Col
ors
e-W
rite
s qu
estio
nsfr
espo
nses
Fam
ily/c
omm
unity
f-W
rite
s ge
nder
cor
rect
lyFo
ods
Ani
mal
sSp
orts
2. D
emon
stra
tes
abili
tyto
tran
sfer
and
Tra
nspo
rtat
ion
inte
rpre
t inf
orm
atio
n th
roug
h w
ritte
nD
ay, w
eeks
, mon
ths
asse
ssm
ent.
Clo
thin
gT
ime
Cla
ssro
om o
bjec
tsH
ome
obje
cts
Wea
ther
3. D
emon
stra
tes
abili
ty to
use
con
vent
iona
lA
rts,
cra
fts
spel
ling
and
pron
unci
atio
n in
wri
ting.
Gam
esPu
ppet
sSh
apes
3/
GR
AD
ES:
K-3
GE
NE
RA
L S
TR
AN
D:
Cul
ture
PAG
E 2
1
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill d
evel
op a
n aw
aren
ess,
und
erst
andi
ng a
nd r
espe
ct f
or o
ther
cul
ture
s as
appr
opri
ate
to s
tude
nt's
age
and
cog
nitiv
e de
velo
pmen
t
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
PRO
GR
AM
MO
DE
LS
1 -5
1. W
ill d
evel
op b
asic
kno
wle
dge
of v
alue
s,cu
stom
s an
d tr
aditi
ons
of th
e co
untr
ies/
peop
le o
f th
e ta
rget
lang
uage
2. W
ill d
evel
op b
asic
kno
wle
dge
of h
isto
ryan
d ge
ogra
phy
of th
e co
untr
ies/
peop
le o
fth
e ta
rget
lang
uage
.
PRO
GR
AM
MO
DE
LS
1-3
3St
uden
t will
dev
elop
bas
ic k
now
ledg
e of
idio
mat
ic e
xpre
ssio
ns o
f ta
rget
lang
uage
thro
ugh
verb
alan
dno
nver
bal
com
mun
icat
ion
32
mab
432b
.gm
c, R
ev. 0
3/92
1. D
emon
stra
tes
know
ledg
e of
val
ues,
cust
oms,
and
trad
ition
s
2. D
emon
stra
tes
know
ledg
e of
his
tory
/ge
ogra
phy
3. U
ses
and
resp
onds
app
ropr
iate
lyto
idio
mat
icve
rbal
and
nonv
erba
lco
mm
unic
atio
ns BE
ST
CO
PY
AV
AIL
AB
LE
lear
nth
eru
les
ofa
trad
ition
al te
am s
port
lear
n ch
eers
use
d at
spo
rts
even
tsle
arn
song
s an
d da
nces
of
targ
et la
ngua
gepl
ay tr
aditi
onal
gam
es o
f th
eta
rget
cou
ntry
liste
n to
chi
ldre
n's
liter
atur
eth
atem
phas
ize
cert
ain
aspe
cts
of ta
rget
cul
ture
(i.e
.ho
liday
s, h
ems,
foo
ds, e
tc.)
wat
ch f
ilms,
film
stri
ps, a
ndvi
deos
abo
ut ta
rget
lang
uage
part
icip
ate
in a
rt p
roje
cts
ofta
rget
lang
uage
gues
t spe
aker
mak
e m
aps
and
flag
s of
coun
trie
s of
targ
et la
ngua
gear
ts a
nd c
raft
s of
the
cultu
rem
ake
and
tast
esi
mpl
etr
aditi
onal
foo
dsdr
amat
ize
trad
ition
al f
olk
tale
s of
the
targ
et c
ultu
res
GR
AD
ES:
4-6
PAG
E 2
2G
EN
ER
AL
ST
RA
ND
:,L
iste
ning
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill li
sten
and
com
preh
end
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
PRO
GR
AM
MO
DE
LS
1 -5
1. S
tude
nt w
ill c
ompr
ehen
d w
ords
, sim
ple
phra
ses
and
sent
ence
s
2. W
ill c
ompr
ehen
d st
orie
s an
d ve
rse
3. W
ill u
se c
onte
xtua
l clu
es to
und
erst
and
cont
ent
4. W
ill c
ompr
ehen
d ex
pand
ed K
-3 v
ocab
ular
ypl
us s
port
s ca
reer
s, tr
ansp
orta
tion,
num
bers
to 1
0,00
0.
PRO
GR
AM
MO
DE
LS
1-3
5. W
ill r
ecal
l fac
ts a
nd li
st d
etai
ls f
rom
mat
eria
ls v
iew
ed a
nd h
eard
6. W
illde
mon
stra
te u
nder
stan
ding
of
caus
e/ef
fect
rel
atio
nshi
ps, m
ain
idea
,se
quen
cing
,in
ferr
ing
and
draw
ing
conc
lusi
ons
34
mab
432b
.gm
c, R
ev. 0
3/92
1. R
espo
nds
to s
impl
e co
mm
ands
and
sent
ence
s
2. U
nder
stan
ds s
impl
e st
orie
s an
d se
nten
ces
3. C
ompr
ehen
ds s
tory
line
4. T
ells
, rec
alls
and
res
pond
s us
ing
expa
nded
voca
bula
ry.
5. L
iste
ns to
bri
ef p
rese
ntat
ions
, rec
alls
fac
tsan
d de
tails
6. a
-Res
pond
s to
que
stio
n lo
gica
lly.
b-R
ecal
ls, f
ocus
ing
on m
ain
idea
.c-
Sum
mar
izes
con
clus
ions
.
(see
K-3
list
als
o)W
eath
er f
orec
ast,
radi
o an
d T
VW
rite
mat
eria
l fro
m d
icta
tion
Part
icip
ate
in d
iscu
ssio
nD
ialo
gues
Use
of
stor
ies,
pla
ys, v
erse
, rhy
mes
GR
AD
ES:
4-6
PAG
E 2
3G
EN
ER
AL
ST
RA
ND
:Sp
eaki
ng
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill li
sten
and
com
mun
icat
e
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
PRO
GR
AM
MO
DE
LS
1-5
1. W
ill p
artic
ipat
e in
gro
up c
onve
rsat
ion.
PRO
GR
AM
MO
DE
LS
1-3
2. W
ill d
emon
stra
te c
ompr
ehen
sion
sylla
bifi
catio
n
1. a
-Use
s re
ason
ably
acc
urat
e pr
onun
ciat
ion,
into
natio
n lin
ks.
b-U
ses
sim
ple
to in
term
edia
te s
ente
nces
.
of2.
Exp
ress
es id
eas
verb
ally
, use
of
gend
er,
plur
al.
3. a
-Ans
wer
s to
que
stio
ns w
ith li
mite
d de
gree
of a
ccur
acy.
b-T
ells
ow
n st
orie
s us
ing
sim
ple
toin
term
edia
te s
ente
nces
, (at
t. to
num
ber)
.
3. W
ill e
xpre
ss c
ause
and
eff
ect r
elat
ions
hips
,se
quen
cing
, fac
ts a
nd o
pini
on.
36
mab
432b
.gm
c, R
ev. 0
3/92
Dia
logu
esin
terv
iew
sro
le p
layi
ngco
nver
satio
nR
ecita
tion
Part
icip
ates
in d
iscu
ssio
ns o
fre
adin
g, f
ilms,
rec
ords
and
pic
ture
sR
ole
play
ing
oral
rea
ding
Use
of
time
fram
e cl
ues
GR
AD
ES:
4-6
PAG
E 2
4G
EN
ER
AL
ST
RA
ND
:R
eadi
ng
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill r
ead
and
com
preh
end
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
PRO
GR
AM
MO
DE
LS
1-5
1. S
tude
nt w
ill r
ecog
nize
fam
iliar
wor
ds,
sim
ple
phra
ses,
sen
tenc
es
2. W
ill r
ead
and
unde
rsta
nd d
irec
tions
and
com
man
ds
3. W
ill r
ead
and
unde
rsta
nd s
impl
e qu
estio
ns
4. W
ill r
ead
cont
ext c
lues
to u
nder
stan
dco
nten
t PRO
GR
AM
MO
DE
LS
1-3
5. W
ill r
ead
and
unde
rsta
nd c
ause
and
eff
ect
rela
tions
hips
,se
quen
cing
,dr
awin
gin
fere
nces
, mai
n id
eas,
fac
t and
opi
nion
s
6. W
ill p
redi
ct s
eque
nce
of e
vent
s in
sto
ries
mab
432b
.gm
c, R
ev. 0
3/92
1. R
eads
and
iden
tifie
s ob
ject
s, p
hras
esco
rrec
tly
2. R
eads
and
res
pond
s co
rrec
tly to
a s
erie
s of
wri
tten
dire
ctio
ns a
nd c
omm
ands
3. R
espo
nds
corr
ectly
to w
ho, w
hat,
whe
re,
how
, whe
n, h
ow m
any,
how
muc
hqu
estio
ns
4. D
emon
stra
tes
unde
rsta
ndin
g of
sto
ry li
ne
5. D
emon
stra
tes
com
preh
ensi
on
Scho
olob
ject
s,us
eful
expr
essi
ons,
com
man
ds,
wea
ther
, tim
e, d
ays,
wee
ks,
mon
ths,
siz
e di
ffer
ence
,pa
rts
of b
ody,
fee
lings
,pe
ople
inco
mm
unity
,id
iom
s, r
ole
play
ing,
ora
lre
adin
g, li
tera
ture
Shor
t sto
ries
, poe
try
Prac
tical
read
ing
whe
nav
aila
ble,
i.e.
new
spap
ers,
mag
azin
es, c
erea
l box
es,
etc.
?9
GR
AD
ES:
4-6
GE
NE
RA
L S
TR
AN
D:
Wri
ting
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill w
rite
and
com
mun
icat
e
PAG
E 2
5
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
PRO
GR
AM
MO
DE
LS
1-5
I.
Stud
ent w
ill w
rite
fam
iliar
mat
eria
ls f
rom
dict
atio
n
2. W
ill w
rite
que
stio
ns a
nd a
nsw
ers
of w
ho,
wha
t, w
here
, whe
n, h
ow m
uch,
how
man
y
3. W
ill w
rite
des
crip
tive
sent
ence
s
PRO
GR
AM
MO
D1-
3
4. W
ill w
rite
bri
ef s
tori
es
5. W
ill w
rite
bri
ef c
ompo
sitio
ns
40
mab
432b
.gm
c, R
ev. 0
3/92
1.W
rite
s ph
rase
s an
d w
ords
cor
rect
ly
2.U
ses
ques
tions
and
ans
wer
s co
rrec
tly
3.D
escr
ibes
peo
ple,
pla
ces,
thin
gs a
ndac
tiviti
es c
orre
ctly
4. a
-Wri
tes
stor
y us
ing
corr
ect s
pelli
ng, a
ndpu
nctu
atio
n
b-U
ses
topi
cse
nten
ce,
supp
ortin
gst
atem
ents
and
sum
mar
y st
atem
ents
.
5.fo
llow
sa
topi
cw
ithsi
mpl
eto
inte
rmed
iate
sen
tenc
es.
Dic
tatio
nC
ompo
sitio
nsD
escr
iptio
nsC
ompa
riso
nsC
arto
ons
Aut
obio
grap
hies
Bio
grap
hies
Com
ic s
trip
sPi
ctur
e pa
ges
Stor
y w
ritin
gJo
urna
ls, n
ewsp
aper
Dia
logu
e Jo
urna
ls w
ith te
ache
rsC
orre
spon
denc
e
41
PAG
E 2
6
GR
AD
ES:
4-6
GE
NE
RA
L S
TR
AN
D:
Cul
ture
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
SG
OA
L: S
tude
nt w
ill d
evel
op a
n aw
aren
ess
and
resp
ectf
or o
ther
cul
ture
s.
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
PRO
GR
AM
MO
DE
LS
1-5
1. S
tude
nt w
ill r
ecog
nize
bod
y la
ngua
geap
prop
riat
e to
rea
l lif
esi
tuat
ions
in ta
rget
cultu
re
2. W
ill s
how
kno
wle
dge
of g
eogr
aphy
ofco
untr
ies
whe
re la
ngua
ge is
spo
ken
3. W
ill a
cqui
re k
now
ledg
e of
key
his
tori
cal
even
ts a
nd p
eopl
e of
the
targ
et c
ount
ry
4. W
ill e
xhib
it kn
owle
dge
of c
ontr
ibut
ions
,ar
t, m
usic
, lite
ratu
re a
nd p
oliti
csof
targ
etco
untr
y
5. W
ill r
ecog
nize
the
infl
uenc
e of
the
targ
etcu
lture
on
the
Am
eric
an c
ultu
re
42
mab
432b
.gm
c, R
ev. 0
3/92
1. G
ives
app
ropr
iate
res
pons
es to
situ
atio
ns
2.Id
entif
ies
on m
ap c
apita
l, ge
ogra
phy
feat
ures
and
mai
n pr
oduc
ts o
f ta
rget
coun
trie
s
3. D
emon
stra
tes
know
ledg
e of
key
per
sons
and
hist
oric
al e
vent
s th
roug
h co
rrec
tre
spon
ses
4. E
xhib
itskn
owle
dge
ofm
ajor
cont
ribu
tions
/con
trib
utor
s in
the
arts
,lit
erat
ure,
and
mus
ic
5. D
emon
stra
tes
know
ledg
e of
the
targ
etcu
lture
thro
ugh
corr
ect r
espo
nses
Vie
w f
ilm r
ole
play
ing
and
exch
ange
Pape
r 'n
iche
map
s, u
se o
fgl
obe
Wri
te b
iogr
aphi
es, r
epor
ts in
targ
et la
ngua
ge
Art
ifac
ts, a
rt p
roje
cts,
mus
icco
mpa
riso
ns r
eadi
ngs
New
s ar
ticle
s, a
rchi
tect
ure,
mus
ic, a
rt
43
GR
AD
ES:
7-8
PAG
E 2
7G
EN
ER
AL
ST
RA
ND
:L
iste
ning
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill li
sten
and
Com
preh
end
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
PRO
GR
AM
MO
DE
LS
1-5
1. W
ill u
nder
stan
d ex
pand
ed 4
-6 v
ocab
ular
yan
d nu
mbe
rs to
a m
illio
n
PRO
GR
AM
MO
DE
LS
1-4
2. W
ill u
nder
stan
d co
nver
satio
ns a
bout
ever
yday
topi
cs
3. W
ill d
eter
min
e fe
elin
gs a
nd e
mot
ions
as
expr
esse
d in
con
vers
atio
ns, s
impl
e so
ngs
and
poem
s
4. W
ill id
entif
y th
e m
ain
idea
in p
oem
s,re
port
s an
d sh
ort s
tori
es
PRO
GR
AM
MO
DE
LS
1-3
5. W
ill r
ecog
nize
into
natio
n pa
ttern
s an
d th
eir
effe
ct o
n m
eani
ng
6. W
ill d
istin
guis
h fa
ct f
rom
fic
tion
and
opin
ion
7. W
ill u
nder
stan
d po
int o
f vi
ew/p
urpo
se
44
mab
432b
.gm
c, R
ev. 0
3/92
1. U
nder
stan
ds e
xpan
ded
voca
bula
ry
2. L
iste
ns to
a s
hort
pas
sage
and
iden
tifie
sm
ain
idea
3. L
iste
ns to
con
vers
atio
n an
d re
spon
ds to
ques
tions
.L
iste
ns to
sim
ple
song
s an
dpo
ems,
and
iden
tifie
s fe
elin
gs e
xpre
ssed
4. L
iste
ns to
a s
hort
pas
sage
, and
indi
cate
squ
estio
ns, s
tate
men
ts a
nd m
oods
5. D
eriv
es m
eani
ng f
rom
spe
ech
6. L
iste
ns to
a s
tate
men
t and
indi
cate
s w
heth
erfa
ct o
r fi
ctio
n
7. L
iste
ns to
a s
hort
pas
sage
and
iden
tifie
s th
eau
thor
's p
oint
of
view
Rol
e-Pl
ayin
gIn
terv
iew
sD
ialo
gues
Vid
eota
pes
Rad
io a
nd T
V b
road
cast
sSc
hool
issu
esPo
litic
al to
pics
Com
mun
ity is
sues
Gue
st s
peak
ers
45
GR
AD
ES:
7-8
PAG
E 2
8G
EN
ER
AL
ST
RA
ND
:Sp
eaki
ng
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill li
sten
and
Com
preh
end
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
PRO
GR
AM
MO
DE
LS
1-5
1. S
tude
nt w
ill u
tiliz
e re
ason
ably
acc
urat
eel
emen
tary
gra
mm
atic
al c
onst
ruct
ion
oral
expr
essi
ons
for
com
mun
icat
ive
purp
oses
.G
ram
mar
is n
ot a
goa
l in
itsel
f.
2. W
ill c
omm
unic
ate
oral
ly o
n ev
eryd
ay to
pics
3. W
ill a
sk q
uest
ions
to s
eek
info
rmat
ion
and
give
spe
cifi
c in
form
atio
n or
ally
PRO
GR
AM
MO
DE
LS
1-3
4. W
ill e
xpre
ss o
rally
per
sona
l poi
nt o
f vi
ew
5. P
artic
ipat
es in
ora
l dis
cuss
ion
46
mab
432b
.gm
c, R
ev. 0
3/92
1. U
ses
sim
ple
past
tens
es, u
ses
com
poun
dan
d co
mpl
ex s
ente
nce
stru
ctur
es f
or s
peci
fic
com
mun
icat
ive
purp
oses
dea
ling
with
the
topi
cs, a
reas
cov
ered
in th
ese
year
s.
2. P
artic
ipat
es in
inte
rvie
ws
with
cla
ssm
ates
3. A
sks
ques
tions
toob
tain
spec
ific
info
rmat
ion
and
answ
ers
ques
tions
requ
irin
g sp
ecif
ic in
form
atio
n.
4. E
xpre
sses
poi
nt o
f vi
ew o
n pe
rtin
ent i
ssue
s
5. D
eliv
ers
a si
mpl
e or
al r
epor
t and
dis
cuss
essa
me
with
cla
ss
Cla
ss d
iscu
ssio
ns
Cur
rent
eve
nts
Ora
l rep
orts
Pres
ent a
fam
ily d
ialo
gue
stud
ies,
trip
s, h
olid
ays
Rol
e pl
ayin
g
')
GR
AD
ES:
7-8
PAG
E 2
9G
EN
ER
AL
ST
RA
ND
: Rea
ding
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill r
ead
and
Com
preh
end
CO
MPE
TE
NC
Y
PRO
RA
M M
OD
EL
S 1-
5
1. W
ill o
btai
n in
form
atio
n th
roug
h re
adin
g
IND
ICA
TO
RSU
GG
EST
ED
AC
TIV
ITIE
S A
ND
TO
PIC
S
2. W
ill r
ead
for
com
preh
ensi
on s
impl
e ar
ticle
san
d lit
erar
y se
lect
ions
3. W
ill u
nder
stan
d th
e m
ain
idea
in s
elec
ted
read
ing
pass
ages
PRO
GR
AM
MO
DE
LS
1-4
4. W
ill d
eter
min
e em
otio
ns a
nd f
eelin
gs f
rom
sele
cted
rea
ding
mat
eria
ls
PRO
GR
AM
MO
DE
LS
1-3
5. W
ill d
eter
min
e au
thor
's p
oint
of
view
6. W
ill d
istin
guis
h fa
ct, f
ictio
n, o
pini
on in
read
ing
mat
eria
ls
7. W
ill r
ead
and
sum
mar
ize
wri
tten
mat
eria
ls
46
mab
432b
.gm
c, R
ev. 0
3/92
1. R
eads
and
obta
ins
pred
eter
min
edin
form
atio
n su
pplie
d by
teac
her
2. U
nder
stan
ds th
ough
ts a
nd f
eelin
gs in
tend
edby
aut
hors
3.Id
entif
ies
the
mai
n id
ea o
f se
lect
ed p
assa
ges
from
a li
st
4. R
eads
a s
hort
pas
sage
and
iden
tifie
s th
eem
otio
ns a
nd f
eelin
gs e
xpre
ssed
5. R
eads
a p
assa
ge a
nd s
tate
aut
hor's
poi
nt o
fvi
ew
6. R
eads
a p
assa
ge a
nd id
entif
ies
fact
, fic
tion
and
opin
ion
7. R
eads
a p
assa
ge a
nd s
umm
ariz
es
Stud
ent d
evel
oped
sto
ries
,jo
urna
ls
Shor
t sto
ries
rel
atin
g to
ever
y da
y lif
e in
targ
etcu
lture
New
spap
er, m
agaz
ines
Scho
ol r
elat
ed is
sues
GR
AD
ES:
7-8
PAG
E 3
0G
EN
ER
AL
ST
RA
ND
: Wri
ting
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill W
rite
and
Com
mun
icat
e
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
PRO
GR
AM
MO
DE
LS
1-5
1. S
tude
ntw
illw
rite
sent
ence
san
d1.
Wri
tes
sent
ence
s an
d pa
ragr
aphs
on
fam
iliar
para
grap
hs, u
tiliz
ing
accu
rate
con
stru
ctio
nssu
bjec
tsfo
r a
vari
ety
of c
omm
unic
ativ
e pu
rpos
es.
2. W
ill w
rite
sho
rt s
tori
es, m
essa
ges
and
lette
rs.
2. W
rite
s ph
rase
s an
d w
ords
cor
rect
ly
3. W
ill r
eque
st in
form
atio
n to
mee
t lim
ited
3. W
rite
sus
ing
corr
ect
spel
ling
and
prac
tical
and
per
sona
l nee
ds.
punc
tuat
ion
PRO
GR
AM
MO
DE
LS
1-3
4. W
ill w
rite
sum
mar
ies
of g
ener
al to
pics
disc
usse
d in
clas
s or
fro
m r
eadi
ngse
lect
ions
.
4. W
rite
s su
mm
ary
on a
ssig
nmen
t top
ic
5. W
ill ta
ke n
otes
in ta
rget
lang
uage
with
5. W
rite
s no
tes
usin
g co
rrec
t spe
lling
and
teac
her
guid
ance
.pu
nctu
atio
n
mab
432b
.gm
c, R
ev. 0
3/92
jour
nal w
ritin
gw
rite
anor
igin
alad
vert
isem
ent
wri
te a
sho
rt s
umm
ary
of a
shor
t sto
ryw
rite
a le
tter
to a
pen
pal
inan
othe
r co
untr
y or
ano
ther
fore
ign
lang
uage
cla
ssse
lect
s an
d w
rite
s ab
out
favo
rite
gam
e or
spo
rt, b
est
frie
nd o
r m
ovie
cha
ract
erw
rite
dir
ectio
ns f
or a
sim
ple
chor
e or
rec
ipe
wri
te o
rigi
nal s
tori
es, p
oem
s
51
GR
AD
ES:
7-8
GE
NE
RA
L S
TR
AN
D:
Cul
ture
PA 3
E 3
1
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill d
evel
op a
n aw
aren
ess,
unde
rsta
ndin
g an
d re
spec
t for
oth
er c
ultu
res.
CO
MPE
TE
NC
Y
PRO
GR
AM
MO
DE
LS
1-5
1. S
tude
nt w
ill r
ecog
nize
lang
uage
cus
tom
sap
prop
riat
e to
the
targ
et c
ultu
re
2. W
ill id
entif
y ge
ogra
phic
al f
eatu
res
of th
eco
mm
uniti
es o
f th
e ta
rget
cou
ntry
3. W
ill id
entif
y hi
stor
ic e
vent
s an
d im
port
ant
indi
vidu
als
in th
e ta
rget
cul
ture
4. W
ill id
entif
y m
ajor
con
trib
utio
ns in
the
arts
,lit
erat
ure
and
mus
ic
IND
ICA
TO
RSU
GG
EST
ED
AC
TIV
ITIE
S A
ND
TO
PIC
S
5. W
ill r
ecog
nize
infl
uenc
es o
f th
e ta
rget
cultu
re o
n st
uden
t's o
wn
cultu
re
6. W
ill e
xhib
it kn
owle
dge
of c
aree
rs w
hich
requ
ire
fore
ign
lang
uage
PRO
GR
AM
MO
DE
LS
1-3
7. W
ill e
xhib
it su
rviv
al s
kills
in s
ocia
lsi
tuat
ions
app
ropr
iate
to ta
rget
cul
ture
52
mab
432b
.gm
c, R
ev. 0
3/92
1. G
ives
sen
sitiv
e an
d ap
prop
riat
e re
spon
ses
to s
ituat
ions
2. I
dent
ifie
s on
a m
ap, c
ount
ries
, cap
itals
and
prod
ucts
of
coun
trie
s of
targ
et la
ngua
ge
3. I
dent
ifie
s hi
stor
ic e
vent
s an
d im
port
ant
indi
vidu
als
in th
e ta
rget
cul
ture
s
4. E
xhib
its k
now
ledg
e of
maj
or c
ontr
ibut
ions
/co
ntri
buto
rs in
the
arts
, lite
ratu
re, a
ndm
usic
5. I
dent
ifie
s in
flue
nces
in o
wn
cultu
re
6. D
emon
stra
tes
unde
rsta
ndin
g of
car
eer
valu
eof
for
eign
lang
uage
ski
lls
7. E
xpre
sses
res
pons
es a
ppro
pria
te to
soc
ial
situ
atio
ns
Rev
iew
a m
ovie
or
film
stri
pan
d di
scus
s in
cla
ss
Play
sdi
scus
sion
sor
al r
epor
tsco
mpo
se/c
ontr
ast h
olid
ays
ofta
rget
cultu
rew
ithst
uden
ts o
wn
cultu
re
Con
stru
ct a
tim
e lin
e of
one
coun
try
ofth
eta
rget
lang
uage
Fiel
d tr
ips:
conc
erts
art
mus
eum
sfi
lms
Rol
e pl
an in
soc
ial a
ndhi
stor
ical
situ
atio
ns
Pres
ent o
ral r
epor
ts o
nca
reer
sw
hich
requ
ire
fore
ign
lang
uage
disc
ussi
on f
ollo
ws
53
GR
AD
ES:
9-12
PAG
E 3
2G
EN
ER
AL
ST
RA
ND
:L
iste
ning
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill li
sten
and
Com
preh
end
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
LE
VE
L1
1. W
ill o
btai
n in
form
atio
n by
list
enin
g
LE
VE
L I
L
2. W
ill u
nder
stan
d ac
cura
tely
the
esse
ntia
ls o
fba
sic
com
mun
icat
ions
3. W
ill u
nder
stan
d co
nver
satio
ns a
nddi
scus
sion
s on
dif
fere
nt to
pics
and
are
as o
fsp
ecia
l int
eres
t. LE
YE
LJI
I
4. W
ill d
istin
guis
h fa
ct f
rom
fic
tion,
opi
nion
,in
fere
nce,
bia
s, a
nd p
ropa
gand
a ab
out w
hat
is h
eard
.
5L1
mab
432b
.gm
c, R
ev. 0
3/92
LE
VE
LI
1. a
-Hea
rs a
tape
d ra
dio
broa
dcas
t and
answ
ers
who
, wha
t, w
here
, or
whe
nqu
estio
ns o
n th
e co
nten
t
b-L
iste
ns to
a s
tory
, and
ans
wer
que
stio
nsin
ora
l or
wri
tten
form
acc
urat
ely.
2.L
iste
ns to
a s
hort
pas
sage
and
dec
ides
whe
ther
itis
from
asp
eech
,a
conv
ersa
tion,
or
a dr
amat
ic r
eadi
ng.
3.H
as a
tele
phon
e co
nver
satio
n w
ith a
noth
erst
uden
t and
rel
ays
accu
rate
ly a
mes
sage
for
som
eone
els
e.
4. a
-Par
ticip
ates
in g
roup
dis
cuss
ions
and
repo
rts
accu
rate
info
rmat
ion.
b-L
iste
ns to
a li
tera
ry o
r au
dito
ry s
elec
tion,
and
dist
ingu
ishe
s fa
ct, f
ictio
n, o
pini
on,
bias
or
prop
agan
da.
BE
ST
CO
PY
AV
AIL
AB
LE
Tap
ed in
terv
iew
sR
ecor
ded
lect
ures
on
nont
echn
ical
sub
ject
sR
adio
/TV
bro
adca
sts
Rec
orde
dte
leph
one
conv
ersa
tions
Rec
orde
d sh
ort s
tori
es a
ndpo
ems
Lis
ten
to a
poe
m/s
ong;
sum
mar
ize
Vie
w a
nd h
ear
a T
Vco
mm
erci
alV
iew
a f
ilm
5'
GR
AD
ES:
9-12
PAG
E 3
3G
EN
ER
AL
ST
RA
ND
:Sn
eaki
ng
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SIU
LL
S G
OA
L: S
tude
nt w
ill s
peak
and
com
mun
icat
e.
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
LE
VE
L I
1. W
ill p
artic
ipat
e in
ora
l com
mun
icat
ion
1. C
onve
ys a
mes
sage
acc
urat
ely
oral
lyac
tiviti
es
2. W
ill e
xpre
ss e
mot
ions
, fee
lings
, and
2. D
emon
stra
tes
abili
ty to
con
vey
mes
sage
spr
efer
ence
s or
ally
.
LE
VE
L U
3. W
ill a
sk q
uest
ions
to c
lari
fy m
eani
ng a
nd3.
Par
ticip
ates
in a
deb
ate
with
ano
ther
stu
dent
seek
info
rmat
ion;
giv
e sp
ecif
ic in
form
atio
nor
gro
up o
f st
uden
ts, p
rese
ntin
g on
e si
deof
oral
ly.
a sp
ecif
ic is
sue.
LE
VE
L I
II
4. W
ill d
istin
guis
h fa
ct, f
ictio
n, o
pini
on, a
ndbi
as, a
nd m
ake
assu
mpt
ions
, jud
gmen
ts,
and
infe
renc
es o
rally
.
mab
432b
.gm
c, R
ev. 0
3/92
4. E
xpre
sses
ora
lly a
bilit
y to
dis
tingu
ish
fact
and
fict
ion
Lis
ten
to a
nat
ive
spea
ker
talk
abo
ut h
er/h
is c
ount
ry.
Ask
her
/him
que
stio
ns a
bout
the
pres
enta
tion.
Giv
e an
ora
l rep
ort o
n a
spec
ific
topi
c; r
espo
nd to
ques
tions
ask
ed b
y ot
her
stud
ents
.
Prep
are
a ne
wsb
rief
abo
utan
his
tori
cal e
vent
and
pres
ent i
t to
the
clas
s.
Del
iver
ahu
mor
ous
anec
dote
to th
e cl
ass.
Prep
are
a sk
it or
rol
e pl
ay o
na
pred
eter
min
ed to
pic
(e.g
.,go
ing
to th
e do
ctor
, ask
ing
som
eone
for
a d
ate)
with
one
or m
ore
stud
ents
, and
pres
ent i
t to
the
clas
s.
Prep
are
a de
scri
ptio
n of
are
cent
per
sona
l exp
erie
nce
(e.g
., le
avin
g ho
me
for
the
firs
t tim
e, f
irst
dat
e); t
hen
pres
ent i
t ora
lly to
the
clas
s,be
ing
cert
ain
to d
escr
ibe
her/
his
emot
ions
and
feel
ings
.
PAG
E 3
4G
RA
DE
S:9-
12G
EN
ER
AL
ST
RA
ND
:Sp
eaki
ng
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
ill s
peak
and
com
mun
icat
e.
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
1
53
mab
432b
.gm
c, R
ev. 0
3/92
Rea
d a
stor
y or
vie
w a
mov
ie;
then
cho
ose
ach
arac
ter
and
prep
are
an o
ral
char
acte
r an
alys
is.
Rea
d a
sele
ctio
n ab
out t
heat
titud
es o
f th
eta
rget
coun
try
tow
ard
a sp
ecif
icto
pic
(e.g
., fa
mily
, dea
th,
time)
and
dis
cuss
her
/his
attit
udes
abo
ut th
e sa
me
topi
c.
Lis
ten
to a
n or
al p
rese
ntat
ion
of a
poe
m, s
hort
sto
ry, o
rcu
ltura
l rep
ort;
anal
yze
itor
ally
in te
rms
of f
act,
fict
ion,
or
opin
ion
With
a g
roup
of
stud
ents
,pl
ay a
sur
viva
l gam
e (e
.g.,
of a
gro
up o
f te
n pe
ople
on
asi
nkin
g sh
ip, o
nly
eigh
t can
fit i
n a
life
boat
), a
nd a
rgue
effe
ctiv
ely
for
her/
his
poin
tof
vie
w
50
GR
AD
ES:
9-1
2
PAG
E 3
5
GE
NE
RA
L S
TR
AN
D:
Rea
ding
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L:
Stud
ent w
ill li
sten
and
Com
preh
end
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
LE
VE
L I
1. W
ill r
ead
fam
iliar
sel
ectio
ns o
nge
nera
l1.
a-U
nder
stan
ds f
amili
ar s
elec
tion
and
lists
topi
cs f
or g
ener
al u
nder
stan
ding
.th
e im
port
ant i
deas
.
LE
VE
L U
2. W
ill r
ead
for
com
preh
ensi
on a
uthe
ntic
new
spap
er a
nd m
agaz
ine
artic
les,
liter
ary
wor
ks, a
nd o
ther
cre
dite
d m
ater
ials
.
LE
UiL
111.
3. W
ill a
naly
ze a
nd e
valu
ate
an a
utho
r'svi
ewpo
int a
nd s
tyle
.
6 .)
mab
432b
.gm
c, R
ev. 0
3/92
b-R
eads
an
artic
le f
rom
a m
agaz
ine
orne
wsp
aper
and
pre
pare
s a
wri
tten
list o
ffa
ctua
l que
stio
ns a
bout
it.
c-Su
mm
ariz
es in
sim
ple
sent
ence
s sh
ort
stor
ies,
des
crip
tions
and
poe
ms
2. R
eads
an
artic
le f
rom
a m
agaz
ine
orne
wsp
aper
and
pre
pare
s a
wri
tten
list o
ffa
ctua
l que
stio
ns a
bout
it.
3. a
-Rea
ds a
pla
y an
d pr
ovid
es in
wri
ting:
nam
es a
nd d
escr
iptio
nsof
cha
ract
ers
(inc
ludi
ng p
rota
goni
st a
nd a
ntag
onis
t);
sequ
ence
of
maj
or e
vent
s; a
nd o
utco
me
ofth
e dr
amat
izat
ion.
b-R
eads
a h
isto
rica
l pla
y, n
ovel
, or
shor
tst
ory;
and
then
dis
cuss
wha
t was
fict
ion,
fact
, bia
s.
Cho
ose
a sc
ene
from
a p
lay
and,
with
oth
er s
tude
nts,
pres
ent i
t to
the
clas
s.
Rea
dne
wsp
aper
and
mag
azin
e ar
ticle
s, li
tera
ryw
orks
, and
oth
er m
ater
ials
.
Rea
d a
clas
smat
e's
set o
fdi
rect
ions
for
arr
ivin
g at
ace
rtai
n de
stin
atio
n an
d dr
awa
map
to c
orre
spon
d to
them
.
Do
rese
arch
in th
e ta
rget
lang
uage
on
a pa
rtic
ular
coun
try,
his
tori
cal e
vent
, or
pers
on; t
ake
note
s an
dpr
epar
e an
out
line
for
an o
ral
or w
ritte
n re
port
.
Rea
d a
shor
t sto
ry w
ith th
een
ding
om
itted
; the
n pr
edic
tth
e en
ding
for
it.
Rea
d an
edi
tori
al f
rom
ane
wsp
aper
; exp
ress
the
auth
or's
vie
wpo
int,
and
unde
rlin
e th
e w
ords
and
phra
ses
whi
ch le
d to
her
/his
anal
ysis
.6
GR
AD
ES:
9-1
2PA
GE
36
GE
NE
RA
L S
TR
AN
D:
Wri
ting
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SIC
ILIS
GO
AL
: Stu
dent
will
wri
te a
ndco
rnm
unic
4
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
LE
VE
L I
1. W
ill w
rite
rep
orts
, dia
logu
es, s
kits
, let
ters
on d
iffe
rent
topi
cs o
f sp
ecia
l int
eres
t
LE
VE
L I
I
2. S
tude
nt w
illw
rite
par
agra
phs
and
com
posi
tions
,ut
ilizi
ngac
cura
teco
nstr
uctio
nsfo
ra
vari
ety
ofco
mm
unic
ativ
e pu
rpos
es.
3. W
ill ta
ke n
otes
acc
urat
ely
from
lect
ures
,fi
lms,
or
tape
s, a
nd w
rite
sum
mar
ies.
LE
VE
L I
ll
4. W
ill c
ompl
ete
wri
ting
assi
gnm
ents
in a
vari
ety
of s
tyle
s an
d su
bjec
t are
as
mab
432b
.gm
c, R
ev. 0
3/92
1. W
rite
s a
repo
rt o
r ar
ticle
on
an a
ssig
ned
topi
c re
late
d to
the
targ
et c
ultu
re
2. W
rite
s a
para
grap
h on
an
assi
gned
topi
c,in
corp
orat
ing
sim
ple,
com
poun
d, a
ndco
mpl
ex s
ente
nces
.
3. L
iste
ns to
a li
ve o
r ta
ped
lect
ure,
take
not
es,
and
wri
tes
a su
mm
ary.
4. W
rite
s a
shor
t sto
ry f
rom
a c
hoic
e of
them
es a
nd id
eas
supp
lied
by th
e te
ache
ran
d de
velo
ped
by th
e cl
ass.
Com
plet
e an
unf
inis
hed
sent
ence
or
stor
y.
Vie
w a
ful
l len
gth
film
and
wri
te a
sum
mar
y of
it.
Wri
te a
lette
r to
a p
en p
al in
anot
her
coun
try.
With
oth
er s
tude
nts,
wri
te a
new
s ite
m o
r a
scri
pt f
or a
TV
sho
w; t
hen
pres
ent i
t to
the
clas
s an
d vi
deot
ape
it.
Wri
te a
rep
ort o
n an
assi
gned
topi
c re
late
d to
targ
et c
ultu
re.
Wri
te a
new
s ite
m a
bout
acu
rren
t sch
ool o
r co
mm
unity
even
t for
incl
usio
n in
ane
wsp
aper
pub
lishe
d by
the
clas
s.
GR
AD
ES:
9-1
2G
EN
ER
AL
ST
RA
ND
:W
ritin
g
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L: S
tude
nt w
illw
rite
and
com
mun
icat
e
PAG
E 3
7
OO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
LE
SEL
111
5. W
ill p
rese
nt a
rgum
ents
and
per
suas
ions
5. W
rite
s a
pers
uasi
ve e
ssay
effe
ctiv
ely.
6 '
mab
432b
.gm
c, R
ev. 0
3/92
Wri
te a
com
posi
tion
on th
eto
pic
"If
I co
uld
chan
ge th
ew
orld
, I w
ould
Wri
te a
n ad
vert
isem
ent f
or a
part
icul
ar p
rodu
ct.
Wri
te a
n ar
ticle
in s
uppo
rt o
f a
spec
ific
pol
itica
l can
dida
te.
GR
AD
ES:
9-1
2G
EN
ER
AL
ST
RA
ND
:C
ultu
rePA
GE
38
FOR
EIG
N L
AN
GU
AG
E E
SSE
NT
IAL
SK
ILL
S G
OA
L:
Stud
ent w
ill d
evel
op a
n aw
aren
ess,
und
erst
andi
ngan
d re
spec
t for
oth
er c
ultu
res.
CO
MPE
TE
NC
YIN
DIC
AT
OR
SUG
GE
STE
D A
CT
IVIT
IES
AN
D T
OPI
CS
LE
M1
1. W
ill id
entif
y ge
ogra
phic
al f
eatu
res
of th
eco
untr
ies
of th
e ta
rget
lang
uage
and
thei
rre
latio
nshi
p to
the
targ
et c
ultu
re.
LE
VE
L I
I
1. E
xhib
its k
now
ledg
e of
the
geog
raph
y of
targ
et c
ultu
res
Cho
ose
one
city
in a
cou
ntry
whe
re th
e ta
rget
lang
uage
issp
oken
,de
scri
beits
geog
raph
y, a
nd r
elat
e th
ege
ogra
phic
al f
eatu
res
to it
sec
onom
ic d
evel
opm
ent a
ndpo
pula
tion
grow
th.
Wri
tea
"wha
tif
"co
mpo
sitio
n sh
owin
g th
ere
latio
nshi
p be
twee
n ge
o-gr
aphy
and
the
econ
omy
(e.g
., W
hat i
f Fr
ance
had
not h
ad v
iney
ards
? W
hat i
fth
ere
wer
e no
cof
fee
inC
olom
bia?
).
2. W
ill id
entif
y th
e ac
hiev
emen
ts a
nd2.
Dem
onst
rate
s kn
owle
dge
of im
port
ant
Cho
ose
a fi
gure
fro
m th
e
cont
ribu
tions
of
the
peop
le o
f th
e ta
rget
peop
le a
nd th
eir
cont
ribu
tions
to c
ivili
zatio
nta
rget
cultu
re, a
nd b
ycu
lture
to w
orld
civ
iliza
tion,
assu
min
g he
r/hi
s ch
arac
ter,
talk
to th
e cl
ass
abou
t her
/his
life.
LE
YE
LD
I
3. W
ill u
se la
ngua
ge, c
usto
ms,
and
pat
tern
sof
beha
vior
whi
ch a
re a
ppro
pria
te to
the
targ
etcu
lture
.
mab
432b
.gm
c, R
ev. 0
3/92
3. E
xhib
its a
ppro
pria
te r
espo
nse
to s
ocia
lsi
tuat
ion
in th
e ta
rget
cul
ture
Vie
w a
film
fro
m th
e ta
rget
cultu
re; t
hen
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63
I
THE FOREIGN LANGUAGE
ESSENTIAL SKILLS
APPENDIX
70
APPENDIX A
ARIZONA STATE BOARD OF EDUCATION RULE
R7-2-301.02. Subject areas to be taught in the common schools: competency goals in thecommon schools
A. Prescribed subjects Years taught1. Social studies
Geography 1-8World history 1-8*Arizona history and Constitution 7-8*American history 7-8*Civics, United States Constitution 7-8
*These are to be taught at least one year
2. Language arts 1-8Handwriting 1-8Language 1-8Reading, including phonics 1-8Spelling 1-8
3. Arithmetic 1-84. Literature 6-85. Health 1-86. Science 1-87. Music 1-88. Visual arts 1-89. Foreign or native American language 1-8
(includes modem and classical)
B. Optional subjects1. Industrial arts2. Consumer education and homemaking3. Band4. Chorus5. Journalism6. Physical education7. Typing8. Drama
C. Kindergarten subjects. Each common school district having a kindergarten program shallinclude three subjects from the prescribed list. Reading, including phonics, shall be one of the threesubjects.
D. Competency goals. Prior to the issuance of a standard certificate of promotion from theeighth grade, each student shall:
1. Successfully complete the subject area requirements prescribed by the State Board and localgoverning board; and
2. Demonstrate mastery, as defined by the local governing board, of the State Board adoptedessential skills.
mab432c.gmc, Rev. 04/92 41
71
E. Special education and promotion from the eighth grade.
1. The local governing board of each school district shall be responsible for developing acourse of study and graduation requirements for all students placed in special education programs inaccordance with R7-2-401 et seq.
2. Students placed in special education classes in grades K-8 are eligible to receive thestandard certificate of promotion without meeting State Board competency requirements, but reference tospecial education shall be placed on the student's transcript or in the permanent file.
F. Foreign or native American language in grades 1-8.
1. Beginning with the 1992-1993 school year, all common schools, grades 1-8, shallprovide foreign or native American language instruction, as defined in paragraph A.9., in at least onegrade level. Each year thereafter such schools shall provide an additional grade of foreign or nativeAmerican language instruction to include all grades, 1-8, by the 1999-2000 school year.
2. School districts shall submit to the Arizona Department of Education, no later than June 30,1992, a report describing district plans for implementing foreign or native American language :...,tractionin accordance with this rule. Such reports shall include a certification of compliance under the notarizedsignature of both the President of the local governing board and chief administrator of the district.
3. The local governing board of each school district shall set clearly defined goals forachievement of foreign or native American language proficiency.
4. District programs shall include a continuous evaluation of student proficiency.
R7-2-302.03. Minimum credits for high school graduation
A. The Board establishes 20 credits as the minimum number of credits necessary for highschool graduation, effective for the graduation class of 1994, as follows:
1. Four credits of English or English as a Second Language to include- grammar; speaking,writing, and reading skills; advanced grammar; composition; American literature;advaneed composition;research methods and skills; literature.
2. One and one-half credits of instruction in the essentials, sources and history of theconstitutions of the United States and Arizona and instruction in American institutions and ideals and in thehistory of Arizona.
3. One credit of world history/geography.
4. One-half credit of "Essentials and Benefits of the Free Enterprise System." This one-halfcredit may be offered in a department which the local district deems appropriate.
5. Two credits of mathematics
6. Two credits of science.
7. One credits of fine arts or vocational education.
8. Eight credits of additional courses prescribed by the local governing board subject to theapproval of the State Board pursuant to A.R.S. § 15-341(A)(7).
mab432c.gmc, Rev. 04/92 424
B. Credits earned through correspondence courses to meet graduation requirements shall betaken from a regionally accredited institution accredited by an association listed in R7-2-601(G). Creditsearned thereby shall be limited to four, and only one credit may be earned in each of the following subjectareas:
1. English as described in paragraph (A)(1) of this rule;
2. Social Studies "Essentials and Benefits of the Free Enterprise System" as described inparagraphs (A)(2), (3) and (4) of this rule;
3. Mathematics;
4. Science.
C. The local governing board of each school district shall be responsible for developing acourse of study and graduation requirements for all students placed in special education programs inaccordance with Chapter 7, Article 4, Arizona Revised Statutes, and R7-2-401 et seq. Students placed inspecial education classes, 9-12, are eligible to receive a high school diploma without meeting statecompetency requirements, but reference to special education placement may be placed on the student'stranscript or permanent file.
D. Competency goals. Beginning with the 12th grade graduating class of 1994 and prior tothe issuance of a high school diploma, each student shall:
1. Successfully complete the minimum credits and course requirements prescribed by the StateBoard and local governing board;
2. Demonstrate mastery, as defined by the local governing board, of the State Board adoptedessential skills.
E. Local governing boards may grant to vocational-technological education programcompleters a maximum of three and one-half credits to be used toward the Board English, mathematics,science, or Free Enterprise credit requirements for graduation, subject to the following restrictions.
1. The Board has approved the vocational-technological education program for equivalentcredit to be used toward the Board English, mathematics, science, or Free Enterprise credit requirementsfor graduation;
2. Only one credit in each of English, mathematics or science may be granted;
3. Only one-half credit may be granted in Free Enterprise;
4. For vocational-technological progams in which only one credit is offered, either vocationalor English, mathematics, science or Free Enterprise may be granted;
5. For vocational-technological programs in which two or more credits are offered, only onecredit may be used for English, mathematics, or science, or one-half credit may be used for FreeEnterprise.
mab432c.gmc, Rev. 04/92 43 7
APPENDIX B
ELEMENTS OF A QUALITY FOREIGN LANGUAGE PROGRAM
PROGRAM STAFF
The foreign language teacher is orally proficient and has specific training in teaching foreignlanguages. This teacher has a good understanding of the curriculum and is provided with time forprofessional observations, in-service training, working with regular classroom teachers and forongoing development of curriculum and materials.
FOREIGN LANGUAGE PROGRAM
The program is comprehension-based, emphasizing language in a communicative context, withmany concrete experiences.
The program reinforces the existing curriculum, i.e., through content-based instruction.
The program meets on a daily basis for a minimum amount of time during the regular school dayfor the entire school year.
FLES programs meet a minimum of 15-30 minutes per session daily.- FLEX program could have fewer sessions.- TWO WAY BILINGUAL and IMMERSION programs should meet for the entire day or a major
portion of the day.- High school programs meet daily for a minimum of 45 minutes.
The elementary program is incorporated into the K-12 program in a sequential developmentalmanner, eliminating gaps, introducing compatibility of methods, and adjusting content of theupper-level courses as appropriate.
MATERIALS AND HUMAN RESOURCES
Adequate materials and human resources are provided to the program. Although there is presentlylimited availability of commercially prepared materials for elementary foreign language instruction,an orally-based program makes good use of existing visual and manipulative materials andreinforces the skills acquired in the total program. Adequate planning time is also provided toassist teachers in the selection and the development of materials.
CULTURE
Culture and global education, preferably experienced based, are an integral part of the program.
EVALUATION
Students are assessed frequently to evaluate their progress toward the goals of the program.Evaluation procedures are valid in terms of instruction and content. Program evaluation is distinctfrom student evaluation.
SUPPORT
Program involves school administrators, school board members, parents, regular and specialservice teachers, resource specialist for foreign languages, and foreign language teachers urrentlyin the district in the development of the program and in information sharing sessions.
mab432c.gmc, Rev. 04/92 44
74
a 2
A SELEC Ell BIBLIOGRAPHY
11 11 1' I I II- ELI 1 ut I I 1111 /
APPENDIX C
Immersion (1987) Edited by Gladys C. Lipton; American Association of Teachers of French,FLEX/Exploratory Commission Report, 1987. American Association of Teachers of French, 57East Armory, Champaign, IL 61820
A Sourcebook for Elementary and Middle School Language Programa by Carol Ann Pesola, MinnesotaDept. of Education.
aruiyglatiyitiolatihr,ammillatguggClasagszn (1982) by Diane W. Birchbichler, No. 48 Centerfor Applied Linguistics, Washington D.C.
Foreign Language in the Elementary School: State of the Art (1985) by Linda Schinke-Llano; PrenticeHall, Inc., Book Distribution Center, Route 59 at Brook Hill Dr., West Nyack, NY 10994
argignLanguaggiathajtmcniaryarjuga.AjaaatiagLciuick (1983) by Nancy Rhodes and AudreySchreibstein; American Council on the Teaching of Foreign Languages; 6 Executive Blvd., UpperLevel, Yonkers, NY 10701
Foreign Language Proficiency in the Classroom and Beyond (1984) Edited by Charles J. James; NationalTextbook Co., Lincolnwood, IL
French Immersion: The Trial Balloon that Flew (1983) by Sharon Lapkin, Merrill Swain, and ValerieArgue (Ontario Institute for Studies in Education and Canadian parents for French); OntarioInstitute for Studies in Education, 252 Bloor St., West, Toronto, Ontario M5S IV6 CANADA
Integrating the Elementary ,School Curriculum into the Foreign Language Claw. Hints for_dr_ELESTeacher (1989) by Helena A. Curtain and Linda S. Martinez; ERIC Document ReproductionService; Contact an ERIC Clearinghouse or your local library for ED number and price
Journal of Language and Society - Special issue on "The Immersion Phenomenon" (No. 12, Winter1984); Editor, Office of the Commissioner of Official Languages, Ottawa, Ontario KIA OT8CANADA
Languages and ChildrenMaking the Match (1988) by Helena Anderson Curtain and Carol Ann Pesola;Addison-Wesley Publishing Co., World Language Division, Reading, MA 01867
Learning 8nother Language through Actions: The Complete Teacher's Guidebook (1981) byJames J.Asher, Sky Oaks Publications, Los Gatos, CA,
Learning Through Two Languages: Studies of Immersion and Bilingual Education (1987) by FredGenesee; J.B. Lippincott Co., Route 3, Box 20, Hagerstown, MI) 21741
Practical Handbook to Elementary Foreign Language Programs (1988) by Gladys C. Lipton; NationalTextbook Co., 4255 West Touhy Avenue, Lincolnwood, IL 66546-1975
Principles and Practice in Second Language Acquisition (1982) by Stephen Krashen; Pergamon Press,New York, NY
So You_Want to Have a FLES* Program! (1988) Edited by Gladys Lipton; American Association ofTeachers of French, 57 East Armory, Champaign, IL 61820
Teaching Language in Context: Proficiency Oriented Instruction (1986) by Alice C. Omaggio, Heinleand Heinle, Boston, Mass
mab432c.gmc, Rev. 04/92 45
locking Foreign Language Skills (1968) by Wilga M. Rivers; University of Chicago Press, Chicago, IL
(1985)Edited by Gladys C. Lipton, Nancy C. Rhodes, and Helena A. Curtain; American Association ofTeachers of French, FL ES/Exploratory Commission Report; American Association of Teachers ofFrench, 57 East Armory, Champaign, IL 61820
The Tongue-Tied American (1980) by Paul Simon, CONTINUUM, New York, NY
mab432c.gmc, Rev. 04/92 46
7J
APPENDIX D
FOREIGN LANGUAGE ANNALS AND NEWSLETTERS
AATG Newsletter The American Association of Teachers of German, Inc., 523 Building, Suite 201,Route 38, Cherry Hill, NJ 08034
Advocates for Language Learning All Newsletter (Madeline Ehrlich, Ed.); Advocates for LanguageLearning, P.O. Box 4964, Culver City, CA 90231
ADFL Bulletin, Association of Departments of Foreign Languages, 10 Astor Place, New York, NY10003-6981
The Bilingual Family Newsletter (George Sanders, Ed.); The Bilingual Family Newsletter, Bank House,8a Hill Rd., Clevedon, Avon BS21 7HH ENGLAND
FLES NEWS, Newsletter of the National Network of Early Language Learning (Marcia H. Rosenbusch,Ed.); Gladys Lipton, Treasurer, P.O. Box 4982, Silver Spring, MD 20904
Foreign Language Annals, American Council on the Teaching of Foreign Languages, 6 ExecutiveBoulevard, Upper Level, Yorkers, NY 10701
FORUM National Clearinghouse for Bilingual Education, Center for Applied Linguistics, 1118 22ndStreet NW, Washington, DC 20037
French Review American Association of Teachers of French, 57 E. Armory Avenue, Champaign, IL61820
Hispania American Association of Teachers of Spanish and Portuguese, Mississippi State University,P.O. Box 6349, Mississippi State, MS 39762-6349
Iowa FLES Newsletter (Marcia H. Rosenbusch, Ed.); Marcia H. Rosenbusch, Editor, Iowa FLESNewsletter, 300 Pearson Hall, Iowa State University, Ames, IA 50011
mab432e.gmc, Rev. 04/92 47 77
APPENDIX E
FOREIGN LANGUAGE RESOURCES
The following list of organizations may be helpful in providing information, materials, and support tostrengthen foreign language programs.:
Advocates for Language Learning(AIL)P.O. Box 4964Culver City, CA 90230213/398-4103
American Council on the Teachingof Foreign Languages (ACTFL)6 Executive PlazaPO Box 1077Yonkers, NY 10701914/963-8830
The American Forum on GlobalEducation45 John StreetNew York, NY 10038212f732-8606
Center for AppliedLinguistics/ERIC Clearinghouseon Language and Linguistics1188 22nd St., NSWashington, DC 20037202/429-9292
Computer Assisted LanguageLearning and InstructionConsortium (CALICO)3078 JKHBBrigham Young UniversityProvo, UT 84.602801/378-7079
National acganizatiens
Concordia Language VillagesConcordia CollegeMoorhead, MN 565602181299-4544
The Experiment in InternationalLivingKipling RoadBrattleboro, VT 05301802/257-7751
Joint National Committee forLanguages/National Council forLanguages and InternationalStudies300 First St, N.E., Suite 211Washington, DC 30003202/546-7855
Modem Language Association(MLA) Foreign LanguagePrograms10 Astor PlaceNew York, NY 1003-6981212/614-6320
National Foreign LanguageCenter1619 Massachusetts Ave., N.W.Washington, DC 20036202/667-8100
10/18/91-8-W-RS/Foreign Language
mab432c.gmc, Rev. 04/92 48 7
National Clearinghouse forBilingual Education (NCBE)1118 22nd Street, N.W.Washington, DC 200371-8001321-NCBE
National Council of StateSupervisors of Foreign LanguagesWalter H. BartzIndiana Department of Education229 State HouseIndianapolis, IN 46204317/232-9157
National Foreign Language Center1619 Massachusetts Ave., N.W.Fourth FloorWashington, DC 20037202/667-8100
National Network for EarlyLanguage Learning (NNPIL)1118 22nd Street, N.W.Washington, DC 20037202/429-9292
Sociedad Honoraria Hispanica(National Spanish Society)sponsored by the ArizonaAssociation of Teachers of Spanishand PortugeseGlendale Community College6000 W. Olive AvenueGlendale, AZ 85302602/435-3727
Ih, 1 . s .
American Association of Teachersof ArabicGerald E. Lampe, SAISJohn Hopkins University1740 Massachusetts Ave N.W.Washington, DC 20036202/785-6237
American Association of Teachersof FrenchFred M. Jenkins, Dept. of FrenchUniversity of Illinois57 E. Armory AvenueChampaign, IL 61820217/333-2842
American Association of Teachersof Getman523 Building, Suite 201Route 38Cherry Hill, NJ 08034609/663-5264
American Association of Teachersof Italian4 Oakmont RoadWelland, Ontario L3C 4X8Canada410732-2149
Arizona Foreign LanguageAssociation (APIA)Nancy Lewis - PresidentIronwood High School6051 W. SweetwaterGlendale, AZ 853046021878-3983 wk
Arizona Association of Teachers ofSpanish and PortugeseJoan PlumNorth Central High School1101 E. Thomas RoadPhoenix, AZ 85014602/271-2705
American Association of Teachersof Slavic and East EuropeanLanguagesM.L. 340University of ArizonaTucson, AZ 85721602/621-3702
American Association of Teachersof Spanish and PortugeseMississippi State UniversityPO Box 6439Mississippi State, MS 39762-6349
American Classical LeagueMiami UniversityOxford, OH 45056513/529-4116
American Council of Teachers ofRussian815 New Gulph RoadBryn Mawr, PA 19010215/525-6559
state Organizations
Arizona Association of Teachers ofGerman (AATG)Julia Bailey - PresidentAmerican Graduate School ofInternational ManagementThunderbird CampusGlendale, AZ 85306602/978-7011
mab432c.gmc, Rev. 04/92 49
APPENDIX E
American Council of Teachers ofUncommonly Taught AsianLanguagesDinh-Hoa Nguyen, Dept. ofLinguisticsSouthern Illinois UniversityCarbondale, IL 62901
Navajo Community CollegeTsaille, AZ 86556
Arizona Association of Teachers ofFrench (AATF)Dr William HendricksonCo-PresidmitForeign Language Dept.LL B-404ASUTempe, AZ 85287-0202
Dr. Debbie LosseCo-PresidentForeign Language Dept.LL B-441ASUTempe, AZ 85287-0202602/965-6919 wk
APPENDIX F
ACKNOWLEDGEMENTS
Special appreciation is expressed to individuals and agencies listed below who provided valuableassistance in the development and review of the Foreign Language Essential Skills document.
Center for Applied Linguistics, Nancy C Rhodes, Washington, D.C.
Spanish Ministry of Education, Jose Maria Anton, Los Angeles, California
Dr. Mimi Met, Consultant, Montgomery County Public Schools, Rockville, Maryland
North Carolina Department of Education, Raleigh, North Carolina
mab432c.gmc, Rev. 04/92 50S 0
BEST COPY AVAILABLE
APPENDIX G
REFERENCES
The following references were used in the development of the Foreign Language Essential Skillsdocument:
ilauisitiaCunziolunillanning1111ordgraanguagt. Wisconsin Department of Public Instruction,Madison, Wisconsin
Teacher Handbook: Second Language Studies K-12. North Carolina Department of Public Instruction,
Raleigh, North Carolina
The Natural Approach. Language Acquisition in the Classroom (1983) by Stephen D. Krashen,Hayward, California: Alemany Press
Languages and Children - Making the Match (1988) by Helena Anderson Curtain and Carol Ann Pesola,
Addison-Wesley Publishing Co., Menlo Park, California
STRATEGIES: For Teaching Limited English Proficient Students, Part I and II, Arizona Department of
Education, Phoenix, Arizona
FOREIGN LANGUAGE FRAMEWORK for California Public SchooLs, California State Department of
Education, Sacramento, California
FOREIGN LANGUAGE: A Maryland Curricular Framework, Maryland State Department of Education,
Baltimore, Maryland
mab432c.gmc, Rev. 04/92
