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PRIORITIZED STANDARDS FOR LEVEL INTRO.

WL1.S1.1.05

(WL) World Languages Targeted Benchmark
Level 1 Standards Area 1 - Communication
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

WL1.S1.1.05 Express states of being and feelings (e.g., survey people’s feelings, create “guess who” descriptions, and simple riddles).

Student Learning Targets:

Introduction to World Languages

(7th Grade)

Level I (high school course) 

Level II (high school course)

Skills (Performance) Targets

  • I can ask and say how someone is feeling.

 

Knowledge Targets

  • I can distinguish between formal and informal address. 

Skills (Performance) Targets

  • I can address someone formally or informally.

  • I can express feelings.

  • I can describe my family members using simple adjectives correctly in both gender and number.

  • I can easily ask someone formally or informally how he or she is feeling and I’m able to respond in kind.

 

Skills (Performance) Targets

  • I can express my feelings and those of others in the present and past tenses.

 

 

Proficiency Scale for Introduction to World Languages (7th grade)

Score   Description Sample Activity
4.0

The student:

  • can initiate and carry on a conversation with current and past vocabulary.
  • can appropriately use untaught vocabulary because of independent study.
  
  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 appropriately ask “How are you?” in the target language without error.
  • can appropriately answer “I am…” with errors that don’t interfere with comprehension.
  • Ask a classmate how she is.
  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 ask “How are you?” in the target language with errors that don’t interfere with comprehension.
  • can answer “I am…” with errors that interfere with comprehension.
  
  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, with help, ask and answer state of being questions.
  
  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 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).
0.0 Even with help, the student demonstrates no understanding or skill.  

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).
0.0 Even with help, the student demonstrates no understanding or skill.  

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

WL1.S1.1.06

(WL) World Languages Targeted Benchmark
Level 1 Standards Area 1 - Communication
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

WL1.S1.1.06 Express likes and dislikes (e.g., create top 10 lists, collages or posters).

Student Learning Targets:

Introduction to World Languages

(7th Grade)

Level I (high school course) 

Level II (high school course)

Skills (Performance) Targets 

  • I can ask and tell about likes and dislikes. 

 

 

Knowledge Targets

  • I can identify verbs of preference in the present tense and definite articles.

Reasoning Targets

  • I can compare and contrast the difference between definite and indefinite articles.

Skills (Performance) Targets

  • I can say what things and activities I like and dislike using known vocabulary.

Product Targets

  • I can produce a document which expresses my likes and dislikes.

 

Skills (Performance) Targets

  • I can say what things and activities others and I like and dislike in the present and past tenses.

 

 

Proficiency Scale for Introduction to World Languages

Score   Description Sample Activity
4.0

The student:

  • can state what others like and dislike with errors that don’t interfere with comprehension.
 -
  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 state what he likes and dislikes with errors that don’t interfere with comprehension.
 -
  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 state what he likes and dislikes with errors that interfere with comprehension.
 -
  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, with help, state what he likes and dislikes with errors that interfere with comprehension.
 -
  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 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).
0.0 Even with help, the student demonstrates no understanding or skill. -

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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

WL1.S1.2.02

(WL) World Languages Targeted Benchmark
Level 1 Standards Area 1 - Communication
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

WL1.S1.2.02 Comprehend brief written information (e.g., read notes, invitations, messages, and letters).

Student Learning Targets:

Introduction to World Languages

(7th Grade)

Level I (high school course) 

Level 2 (high school course)

 Reasoning Targets

  • I can comprehend brief written information in the target language.

 

Knowledge Targets

  • I can recall the necessary vocabulary.

  • I can examine a sentence to identify the parts of the sentence.

Reasoning Targets

  • I can interpret various authentic documents.

  • I can identify the different parts of speech.

  • I can compare and contrast word order in the target language as compared to English.

Skills (Performance) Targets

  • I can read, write, comprehend and speak in the target language at the beginning level.

  • I can comprehend the spoken and written target language at the beginning level.

 

Knowledge Targets

  • I can recall the necessary vocabulary.

Reasoning Targets

  • I can sort the location of the subject, verb, and direct object in phrases.
  • I can identify the parts of speech.
  • I can compare and contrast word order in the target language and in English.

Skills (Performance) Targets

  • I can read brief written information and answer questions about it.

 



Proficiency Scale for Intro to World Language (7th grade)

Score   Description Sample Activity
4.0

The student:

  • can comprehend additional details that add to complexity of text.
 -
  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 comprehend brief written information by referencing most of the details that support the main idea.
 -
  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 comprehend brief written information by referencing some of the details that support the main idea.
 -
  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, with help, reference details that support the main idea.
 -
  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 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 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).

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

WL1.S1.2.04

(WL) World Languages Targeted Benchmark
Level 1 Standards Area 1 - Communication
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

WL1.S1.2.04 Recognize words and phrases (e.g., listen to or read chants, rhymes, or songs).

Student Learning Targets:

Introduction to World Languages

(7th Grade)

Level I (high school course) 

Level 2 (high school course)

 Knowledge Targets

  • I can recognize words and phrases in the target language.

 

Knowledge Targets

  • I can identify words or phrases in context.

 

Knowledge Targets

  • I can identify words or phrases in context.

  • I can understand the main points and some of the detail from a short passage.

 



Proficiency Scale for Intro to World Language (7th grade)

Score   Description Sample Activity
4.0

The student:

  • can predict the meaning of untaught words based on context.
 -
  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 recognize more difficult words and phrases in context.
 -
  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 recognize words and phrases that are closely related to first language.
 -
  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, with help, recognize words and phrases.
 -
  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 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 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).

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

WL1.S1.2.05

 

(WL) World Languages Targeted Benchmark
Level 1 Standards Area 1 - Communication
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

WL1.S1.2.05 Respond appropriately to directions, instructions, and commands (e.g., participate in a scavenger hunt or a directed drawing; respond to TPR).

Student Learning Targets:

Introduction to World Languages

(7th Grade)

Level I (high school course) 

Level 2 (high school course)

 Skills (Performance) Targets

  • I can respond appropriately to directions, instructions, and commands in the target language.

 

Reasoning Targets

  • I can understand simple instructions and commands.

Skills (Performance) Targets

  • I can respond to simple instructions and commands. 

 

 

Knowledge Targets

  • I can identify a command.

Reasoning Targets

  • I can understand basic directions, instructions, and commands.

Skills (Performance) Targets

  • I can respond to basic directions, instructions, and commands.  

     

 



Proficiency Scale for Intro to World Language (7th grade)

Score   Description Sample Activity
4.0

The student:

  • can respond to uncommon or complex directions, instructions, and commands.
 -
  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 respond to most common classroom directions, instructions, and commands.
 -
  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 respond to some common classroom directions, instructions, and commands.
 -
  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, with help, respond to common classroom directions, instructions, and commands.
 -
  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 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 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).

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

WL1.S2.1.03

(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.S2.1.03 Identify cultural similarities and differences (i.e., concepts of time, dress, food dwellings, travel, shopping).

Student Learning Targets:

Introduction to World Languages

(7th Grade)

Level I (high school course) 

Level 2 (high school course)

Knowledge Targets

  • I can describe how a typical Roman ate. (Latin)

Skills (Performance) Targets

  • I can discuss transportation. (German)

  • I can identify clothing. (German and Spanish)

  • I can name foods eaten by target culture. 

 

Knowledge Targets

  • I can identify cultural influences.

Reasoning Targets

  • I can distinguish between target culture and my own culture.

Skills (Performance) Targets

  • I can tell time. (MODERN LANGUAGES)

  • I can demonstrate how to put on a Roman toga. (LATIN)

 

Knowledge Targets

  • I can identify cultural influences.

  • I can describe how the people of the target culture dressed. (CLASSICAL LANGUAGES)
  • I can understand concepts of time in the target culture.

Reasoning Targets

  • I can compare and contrast the target culture and my own culture.

Skills (Performance) Targets

  • I can demonstrate how to put on a Roman toga. (LATIN)

  • I can create and perform a skit to demonstrate cultural similarities and differences, such as shopping, eating, or traveling. (MODERN LANGUAGES)

 



Proficiency Scale for Intro to Foreign Language

Score  Description Sample Activity
4.0

The student:

  • can infer consequences of the cultural similarities and differences, because of independent research/study.
  • The student will compare and contrast the diets of Americans with Ancient Romans and infer consequences of those similarities and differences.
  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 the different cultures.
  • The student will compare and contrast the similarities and differences between modern family life and ancient Rome.
  • The student can list typically eaten during a certain meal.
  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 identify cultural similarities and differences.
  • The student will identify types of foods eaten by target culture.
  • In the activity, recognize or recall appropriate references from the text or audio source.
  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, with help, identify cultural similarities and differences.
 -
  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 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 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).

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WL1.S3.1.01

(WL) World Languages Targeted Benchmark
Level 1 Standards Area 3—Connections
 Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

WL1.S3.1.01 Recognize and transfer concepts learned in other disciplines when used in the foreign language classroom (i.e., social studies--weather, geographical terms; math-- measurement, money; science--animals, food; music-- instruments).

Student Learning Targets:

Introduction to World Languages

(7th Grade)

Level I (high school course) 

Level 2 (high school course)

Knowledge Targets

  • I can identify basic colors. (Latin, German, and Spanish)

  • I can identify basic body parts. (Latin and Spanish)

  • I can identify basic animals and their habitats. (Latin and German)

  • I can identify foods and drinks. 

Reasoning Targets

  • I can apply concepts of math in the target language.

  • I can apply concepts of geography. (German, Latin, and Spanish)

Skills (Performance) Targets

  • I can use Roman numerals. (Latin)

  • I can count from 1 to 100.

 

 

Knowledge Targets

  • I can recognize concepts from other disciplines in the target language.

  • I can recognize the monetary system in the target culture.
  • I can recognize the system of measurement in the target culture.

Reasoning Targets

  • I can compare and contrast the different measurement systems. (MODERN LANGUAGES)

Skills (Performance) Targets

  • I can use vocabulary from the target language to help me understand terminology in other disciplines.

  • I can use the dictionary to develop vocabulary.

 



Proficiency Scale for Intro to World Language (7th grade)

Score  Description Sample Activity
4.0

The student:

  • can apply concepts learned in the Foreign Language classroom in other disciplines (and report back).
  
  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 apply concepts learned in other disciplines that are used in the Foreign Language classroom.
  • The student will perform math problems using the target language.
  • The student will perform basic math problems using Roman numerals (e.g. addition or subtraction).
  • The student will write years using Roman numerals.
  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 recognize concepts learned in other disciplines that are used in the Foreign Language classroom.
  • The student will recognize that the math problems are performed in the same manner as all other math problems but cannot consistently apply those skills when using Roman numerals or the target language.
  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 recognize some concepts learned in other disciplines that are used in the foreign language classroom with help.
  
  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 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 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).

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WL1.S4.1.01

(WL) World Languages Targeted Benchmark
Level 1 Standards Area 4—Comparisons
 Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

WL1.S4.1.01 Recognize differences between sound systems of language(s) studied and the native language (i.e., alphabet, cognates, letter blends).

Student Learning Targets:

Introduction to World Languages

(7th Grade)

Level I (high school course) 

Level 2 (high school course)

 Skills (Performance) Targets 

  • I can spell words using the alphabet of the target language.

 Reasoning Targets

  • I can distinguish between similar sounding terms (e.g., gens and genu, Hand and Hund).

 

Knowledge Targets

  • I can recognize the difference between the target alphabet and the English alphabet and the phonetic sounds.

  • I can define the word “cognate” and give examples; and I can properly pronounce the cognates in the target language.

  • I can recognize that words of different parts of speech can originate from a single word in the target language.

Reasoning Targets

  • I can distinguish between the endings for different parts of speech.(CLASSICAL)

Skills (Performance) Targets

  • I can change root words into other parts of speech.(CLASSICAL)

 

Knowledge Targets

  • I can recognize that various parts of speech can come from the same word and how their uses are different.

Reasoning Targets

  • I can distinguish between the target language alphabet and the English alphabet and the phonetic sounds.

  • I can distinguish between the endings for different parts of speech. (CLASSICAL LANGUAGES)

Skills (Performance) Targets

  • I can define the word “cognate” and give examples.

  • I can change the root word into other parts of speech. (CLASSICAL LANGUAGES)

 



Proficiency Scale for Intro to World Language (7th grade)

Score   Description Sample Activity
4.0

The student:

  • can use the sound systems of the language with current and past sounds without error.
  • can use the sound system to pronounce a word that was not taught.
  
  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 recognize the correct sound system of the language. (Languages can have agreed upon exceptions.)
  • The student can identify the terms whether spoken or written.
  • Students can write a word as it is dictated including special symbols (e.g. ä, ö, ü, ß)
  • Students spell words aloud to class.
  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 identify the basic sounds of the language.
  • The student can identify whether a word refers to the singular or plural when another speaks it aloud.
  • The student can say most of the terms aloud.
  • The student will identify the singular and plural forms.
  • Students can write a word as it is dictated excluding special symbols.
  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, with help, identify some basic sounds.
  
  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 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 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).

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WL1.S4.1.06

(WL) World Languages Targeted Benchmark
Level 1 Standards Area 4—Comparisons
 Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

WL1.S4.1.06 Identify similarities and differences in basic grammatical and structural patterns of the target and native languages (i.e., word order, formal vs. informal, mood and tense).

Student Learning Targets:

Introduction to World Languages

(7th Grade)

Level I (high school course) 

Level 2 (high school course)

Knowledge Targets

  • I can identify similarities and differences in basic grammatical and structural patterns of the target and native languages (e.g. word order, inflections).
  • I can identify parts of speech (e.g. noun or verb).

Reasoning Targets

  • I can distinguish between formal and informal language. (Spanish)

 

Knowledge Targets

  • I can identify information about verbs and other parts of speech.

Reasoning Targets

  • I can identify the part of speech of a word based on its dictionary entry.

  • I can distinguish between the use of formal and informal "you”.  (MODERN LANGUAGES)

  • I can recognize the differences and similarities between word order of statements and questions in English and target language.

Skills (Performance) Targets

  • I can demonstrate proper usage of formal and informal speech. (MODERN LANGUAGES)

  • I can model correct sentence word order.

  • I can label parts of speech.

  • I can determine the correct meaning of a word by using the dictionary.

  • I can translate verbs.

Product Targets

  • I can conjugate verbs.

  • I can produce the form of verb to agree with a particular subject.

  • I can write a proper sentence in the target language.

 

Knowledge Targets

  • I can identify the tense of a verb.

  • I can identify the part of speech of a word.

Reasoning Targets

  • I can modify a question to form an answer sentence.

Skills (Performance) Targets

  • I can translate level-appropriate verb tenses.

  • I can use formal and informal speech with individuals and groups.

  • I can change the tense of a verb.

 



Proficiency Scale for Intro to World Language (7th grade)

Score   Description Sample Activity
4.0

The student:

  • can identify similarities and differences in basic grammatical and structural patterns of the target and native languages without error.
  • can transfer concepts to untaught vocabulary.
 -
  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 identify similarities and differences in basic grammatical and structural patterns of the target and native languages with errors that don't interfere with comprehension.
 -
  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 identify similarities and differences in basic grammatical and structural patterns of the target and native languages with errors that cause some difficulty with comprehension.
 -
  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, with help, identify similarities and differences in basic grammatical and structural patterns of the target and native languages.
 -
  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 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 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).

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STANDARDS AREA 1 - COMMUNICATION

WL1.S1.1.01

(WL) World Languages Targeted Benchmark
Level 1 Standards Area 1 - Communication
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

WL1.S1.1.01 Participate in brief oral or written guided conversations related to students’ needs and interests (i.e., dialogues, interviews and role plays).

Student Learning Targets:

Introduction to World Languages

(7th Grade)

Level I (high school course) 

Level 2 (high school course)
 

Knowledge Targets

  • I can identify the type of verb and choose the correct ending, or conjugated verb form, to agree with the subject in present tense. 
  • I can identify the verbs “to be” and “to have” and their forms in a sentence.

Reasoning Targets

  • I can recognize the difference between an infinitive and a conjugated verb.
  • I can organize a sentence in a logical sequence using the correct subject and verb agreement. 

Skills (Performance) Targets

  • I can engage in a structured dialogue using first year vocabulary with pronunciation understood by a native speaker.  

  • I can spontaneously participate in an interview by asking or answering simple questions on a certain theme. 

  • I can actively engage in an assigned role-play using appropriate vocabulary.

  • I can greet people, make introductions, and say goodbye. 

  • I can say where people are from. 

  • I can describe myself and others.

 

Skills (Performance) Targets

  • I can greet people, make introductions, and say goodbye.

  • I can say where people are from using the present and past tenses.

  • I can describe myself and others using the present and past tenses. 

 



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 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 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).

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