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.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.G3
IWL-HS.G3 Goal 3:
Connections
Connect with other disciplines and acquire information and diverse perspectives to apply the language in academic and career-related situations.
Description
The study of languages provides multiple opportunities to connect with other disciplines either formally or informally, thereby expanding the educational experiences of all learners. It benefits their growth in other disciplines and encourages the transfer,
enrichment and strengthening of information. The learners' access to information and diverse perspectives through the use of another language and culture increases their abilities in both academic and career-related settings.
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.
- G3.01 Making Connections
- G3.02 Acquiring Information and Diverse 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 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. |
|
IWL-HS.G4
IWL-HS.G4 Goal 4:
Comparisons
Develop insight into the nature of language and culture to interact with cultural competence.
Description
Experiencing a second language increases a learner's ability to reflect on their first language. Language Comparisons focus on the impact of learning linguistic elements of a new language and develop the ability to examine their own language. Cultural
Comparisons help learners gain a deeper understanding of cultures and how they are similar to and different from their own. Learners develop both critical thinking abilities and an awareness and appreciation of alternate views.
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.
- G4.01 Language Comparisons
- G4.02 Cultural Comparisons
- 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. |
|
IWL-HS.G5
IWL-HS.G5 Goal 5:
Communities
Interact with and celebrate multilingual communities with cultural competence at home and around the world.
Description
The study of additional languages enables students to recognize the interdependence of familial, local, state, national, and international communities.
As lifelong learners, engagement with communities expands opportunities professionally, socially, and personally. Learners' experiences with multiple communities prepare them to adapt to the perpetual changes of language and
community. Meaningful experiences with language through community participation allow learners to understand, appreciate, and celebrate the value of additional languages and cultures.
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.
- G5.01 School and Community
- G5.02 Lifelong Learner
- G5.03 Value and Celebrate Communities and Languages
- 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. |
|
BPS District Indigenous and World Language Standards Book
