IWL-HS.G1
 IWL-HS.G1 Goal 1:
Communication
Communicate effectively in more than one language to function in a variety of situations.
Description
Effective communication is vital in learning another language. The three main areas within communication that need to be addressed are interpersonal, interpretive, and presentational.
Interpersonal Communication is spontaneous, unrehearsed, two-way communication through listening, speaking, reading, signing, facial expressions, and body language in the target language such as texting, conversation, letters, etc.
Both parties negotiate meaning and ask for clarification. The learner will understand and will also be understood.
Interpretive Communication is one-way communication through listening, reading, or viewing in which the learner engages with a variety of print and non-print materials, including multimedia, visual actions, and images that convey
meaning. The learner will extract meaning and use the information for personal or community enrichment.
Presentational Communication is the polished, edited, rehearsed, or impromptu presentation of information in the target language such as presenting original skits, practiced speeches, written or oral stories, essays, etc. The learner
will present information to an audience of readers, listeners, or viewers.
Standards Structure
- Goals are listed at the top of the list and are the general statements of what students need to know and be able to do.
- Standards are listed below the standards and further clarify a specific area of the standard.
- G1.01 Interpersonal
- G1.02 Interpretive
- G1.03 Presentational
- Performance Indicators, listed below the topics, are the specific learning expectations for students..
Calculation Method for Standards
Standards are larger groups of related student competencies. So the Standard Score is a calculation of all the related student competencies. So click on the student competences identifiers name below each Standard to access
the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
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IWL-HS.G1.01
(IWL) Goal 1: Communication
Communicate effectively in more than one language to function in a variety of situations.
IWL-HS.G1.01 Interpersonal Communication Learners interact effectively with spoken, signed, or written exchanges sharing information, reactions, feelings, and opinions.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
- Engage in spontaneous exchanges on very familiar topics using practiced or memorized phrases, simple sentences, and questions.
2 Developing
... demonstrate 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).
- Engage in spontaneous exchanges on very familiar topics creating simple sentences to ask and answer a variety of questions.
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- Engage in spontaneous exchanges on very familiar topics creating sentences and some series of connected sentences to ask and answer a variety of questions.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- Engage in spontaneous exchanges on familiar topics creating sentences and series of sentences to ask and answer a variety of questions.
Resources
Websites
- Title of website with a URL to open in a new window
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IWL-HS.G1.02
(IWL) Goal 1: Communication
Communicate effectively in more than one language to function in a variety of situations.
IWL-HS.G1.02 Interpretive Communication Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
- Understand phrases and simple sentences that have been practiced and memorized to identify the topic and some basic details with strong visual support.
2 Developing
... demonstrate 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).
- Understand the main idea and some pieces of information from simple sentences on familiar topics.
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- Understand the main idea and key information from sentences and some series of connected sentences that are on familiar topics.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- Understand the main idea and supporting details on familiar topics from sentences and series of connected sentences.
Resources
Websites
- Title of website with a URL to open in a new window
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IWL-HS.G1.03
(IWL) Goal 1: Communication
Communicate effectively in more than one language to function in a variety of situations.
IWL-HS.G1.03 Presentational Communication Learners present information, concepts, and ideas to various audiences of listeners, readers, and viewers.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
- Present information on very familiar topics using practiced or memorized phrases and simple sentences from the target language.
2 Developing
... demonstrate 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).
- Communicate information, make presentations, and express thoughts about familiar topics, using simple sentences from the target language.
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- Communicate information, make presentations, and express thoughts about familiar topics, using sentences and some series of connected sentences from the target language.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- Communicate information, make presentations, and express thoughts about familiar topics, using sentences and series of connected sentences from the target language.
Resources
Websites
- Title of website with a URL to open in a new window
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IWL-HS.G2
IWL-HS.G2 Goal 1:
Cultures
Interact with cultural competence and understanding.
Description
The study of additional languages enables learners to understand and interact appropriately with related cultures.
Therefore, learners need to develop an awareness of cultures, and their patterns of social interactions (practices), tangible and intangible contributions (products), and the attitudes and views of the world behind both (perspectives). Understanding
additional cultures often results in empathy and greater self-awareness. Learners need to understand relationships among products, practices, and perspectives and how they relate to the learner's own culture, customs, and traditions.
Goal Structure
- Goals are listed at the top of the list and are the general statements of what students need to know and be able to do.
- Standards are listed below the standards and further clarify a specific area of the standard.
- G2.01 Relating Cultural Practices to Perspectives
- G2.02 Relating Cultural Products to Perspectives
- Performance Indicators, listed below the topics, are the specific learning expectations for students..
Calculation Method for Goals
Standards are larger groups of related student competencies. So the Standard Score is a calculation of all the related student competencies. So click on the student competences identifiers name below each Standard to access
the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
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IWL-HS.G2.01
(IWL) Goal 2: Cultures
Interact with cultural competence and understanding.
IWL-HS.G2.01 Relating Cultural Practices to Perspectives Learners investigate, explain, and reflect on the relationship of practices to the customs, traditions, and perspectives of the cultures studied.
Performance Indicators
- IWL-HS.G2.01.a Describe and analyze cultural characteristics and behaviors in everyday life.
- IWL-HS.G2.01.b Produce language and behaviors that are appropriate to the target culture.
- IWL-HS.G2.01.c Discuss issues and challenges that affect practices in the cultures studied.
- IWL-HS.G2.01.d Analyze and discuss some commonly held generalizations about the cultures studied.
Standards Structure
- Standards are listed below the standards and further clarify a specific area of the standard.
- G2.01 Relating Cultural Practices to Perspectives
- G2.02 Relating Cultural Products to Perspectives
- Performance Indicators, listed below the topics, are the specific learning expectations for students..
Calculation Method for Standards
Standards are larger groups of related student competencies. So the Standard Score is a calculation of all the related student Performance Indicators. So click on the student Performance identifiers name below each Standard
to access the learning targets and proficiency scales for each Goal's related Performance Expectations. |
|
IWL-HS.G2.01.a
(IWL) Goal 2.01: Relating Cultural Practices to Perspectives
Learners investigate, explain, and reflect on the relationship of practices to the customs, traditions, and perspectives of the cultures studied
IWL-HS.G2.01.a Describe and analyze cultural characteristics and behaviors in everyday life.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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IWL-HS.G2.01.b
(IWL) Goal 2.01: Relating Cultural Practices to Perspectives
Learners investigate, explain, and reflect on the relationship of practices to the customs, traditions, and perspectives of the cultures studied
IWL-HS.G2.01.b Produce language and behaviors that are appropriate to the target culture.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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IWL-HS.G2.01.c
(IWL) Goal 2.01: Relating Cultural Practices to Perspectives
Learners investigate, explain, and reflect on the relationship of practices to the customs, traditions, and perspectives of the cultures studied
IWL-HS.G2.01.c Discuss issues and challenges that affect practices in the cultures studied.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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IWL-HS.G2.01.d
(IWL) Goal 2.01: Relating Cultural Practices to Perspectives
Learners investigate, explain, and reflect on the relationship of practices to the customs, traditions, and perspectives of the cultures studied
IWL-HS.G2.01.d Analyze and discuss some commonly held generalizations about the cultures studied.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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BPS District Indigenous and World Language Standards Book
