WL1.S2.1.01
(WL) World Languages Targeted Benchmark Level 1 Standards Area 2 - Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and the perspectives of the cultures studied.
WL1.S2.1.01 Imitate culturally appropriate vocabulary, idiomatic expressions, and non-verbal behaviors (e.g., gestures, handshaking, formal and informal speech).
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Student Learning Targets:
Introduction to World Languages
(7th Grade)
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Level I (high school course)
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Level 2 (high school course)
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Knowledge Targets
Reasoning Target
Skills (Performance) Targets
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I can use culturally appropriate vocabulary, expressions, and verb tenses, including the verbs that mean “to have”, “to do”, and “to be.”
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I can use informal and formal greetings appropriately.
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Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency Scale for Intro to World Language (7th grade)
Score |
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Description |
Sample Activity
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4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Proficiency Scale for Level I (high school course)
Score |
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Description |
Sample Activity
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4.0 |
The student can produce and/or analyze what people do, create, and how people perceive things and identity:
· Analyzes patterns of behavior or interactions.
· Analyzes and/or discuss tangible products of the culture.
· Analyzes themes, ideas, and/or perspectives of the culture.
· Demonstrates and predicts appropriate verbal and nonverbal behavior for daily activities among peers and adults.
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
3.0 |
The student can compare and contrast what people do, create, and how people perceive things and identity:
· Compares and contrasts simple patterns of behavior or interactions from one's own culture and the target culture.
· Compares and contrasts tangible products of the target culture and one's own culture. [Products are toys, dress, dwellings, food, songs, literature, artwork, poetry, etc.]
· Compares and contrasts themes, ideas, and/or perspectives of the target culture and one's own culture.
· Imitates appropriate gestures and oral expressions for greetings, leave taking and common classroom interactions.
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
2.0 |
The student can describe what people do, create, and how people perceive things and identity:
· Describes simple patterns of behavior or interaction.
· Describes tangible products of the culture.
· Describes themes, ideas, and/or perspectives of the culture.
· Describes gestures and oral expression for greetings, leave taking and common classroom interactions.
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
1.0 |
The student can identify what people do, create, and how people perceive things and identity:
· Identifies products of the target culture.
· Identifies themes, ideas, and/or perspectives of the target culture.
· Identifies patterns of behaviors and/or expressions of the target culture.
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Proficiency Scale for Level II (high school course)
Score |
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Description |
Sample Activity
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4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
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Vocabulary
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