(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).
Student Learning Targets:
Introduction to World Languages
(7th Grade)
Level I (high school course)
Level 2 (high school course)
Knowledge Targets
I can recognize common idiomatic phrases in the target language.
Reasoning Target
I can differentiate between the literal translation and the actual meaning of an idiomatic phrase in the target language.
Skills (Performance) Targets
I can use culturally appropriate vocabulary, expressions, and verb tenses, including the verbs that mean “to have”, “to do”, and “to be.”
I can use informal and formal greetings appropriately.
Knowledge Targets
I can define culturally appropriate vocabulary.
I can recognize basic idiomatic phrases in the target language.
Reasoning Targets
I can differentiate between the literal translation and the actual meaning of an idiomatic phrase in the target language.
Skills (Performance) Targets
I can apply the informal and formal registers appropriately. (MODERN LANGUAGES)
I can speak and write using culturally appropriate vocabulary and idiomatic expressions.
Proficiency Scale for Intro to World Language (7th grade)
Score
Description
Sample Activity
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.
-
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.
-
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).
-
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).
-
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
Description
Sample Activity
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.
-
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.
-
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.
-
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.
-
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
Description
Sample Activity
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.
-
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.
-
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).
-
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).
-
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).
