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. |
|
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
|
|
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
|
|
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
|
|
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. |
|
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
|
|
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
|
|
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
|
|
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
|
|
IWL-HS.G2.02
(IWL) Goal 2: Cultures
Interact with cultural competence and understanding.
IWL-HS.G2.02 Relating Cultural Products 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.G2.02.a Analyze the contributions of the cultures studied.
- IWL-HS.G2.02.b Analyze the relationship among cultural perspectives, customs, and traditions as represented in expressive forms of 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.G2.02.a
(IWL) Goal 2.02: Relating Cultural Products to Perspectives
Learners investigate, explain, and reflect on the relationship of products to the customs, traditions, and perspectives of the cultures studied.
IWL-HS.G2.02.a Analyze the contributions of 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
|
|
IWL-HS.G2.02.b
(IWL) Goal 2.02: Relating Cultural Products to Perspectives
Learners investigate, explain, and reflect on the relationship of products to the customs, traditions, and perspectives of the cultures studied.
IWL-HS.G2.02.b Analyze the relationship among cultural perspectives, customs, and traditions as represented in expressive forms of 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
|
|
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.G3.01
(IWL) Goal 3: Connections
Connect with other disciplines and acquire information and diverse perspectives to apply the language in academic and career-related situations.
IWL-HS.G3.01 Making Connections Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking, creativity, collaboration, and problem-solving skills.
Performance Indicators
- IWL-HS.G3.01.a Transfer and apply information and skills from other content areas to experiences related to the target language and cultures.
- IWL-HS.G3.01.b Identify and organize authentic target language sources for use in other content areas.
Standards Structure
- 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 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.G3.01.a
(IWL) Goal 3.01: Making Connections
Learners build, reinforce, and expand their knowledge
of other disciplines while using the language to develop critical thinking, creativity, collaboration, and problem-solving skills.
IWL-HS.G3.01.a Transfer and apply information and skills from other content areas to experiences related to the target language and cultures.
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
|
|
IWL-HS.G3.01.b
(IWL) Goal 3.01: Making Connections
Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking, creativity, collaboration, and problem-solving skills.
IWL-HS.G3.01.b Identify and organize authentic target language sources for use in other content areas.
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
|
|
IWL-HS.G3.02
(IWL) Goal 3: Connections
Connect with other disciplines and acquire information and diverse perspectives to apply the language in academic and career-related situations.
IWL-HS.G3.02 Acquiring Information and Diverse Perspectives Learners access, evaluate, and reflect upon diverse perspectives and information available through the language and its cultures.
Performance Indicators
- IWL-HS.G3.02.a Organize and incorporate information acquired from authentic target language sources in the classroom and beyond.
- IWL-HS.G3.02.b Access and evaluate authentic sources and the diverse perspectives of the target language and cultures.
Standards Structure
- 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 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.G3.02.a
(IWL) Goal 3.02: Acquiring Information and Diverse Perspectives
Learners access, evaluate, and reflect upon diverse perspectives and information available through the language and its cultures.
IWL-HS.G3.02.a Organize and incorporate information acquired from authentic target language sources in the classroom and beyond.
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
|
|
IWL-HS.G3.02.b
(IWL) Goal 3.02: Acquiring Information and Diverse Perspectives
Learners access, evaluate, and reflect upon diverse perspectives and information available through the language and its cultures.
IWL-HS.G3.02.b Access and evaluate authentic sources and the diverse perspectives of the target language and cultures.
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
|
|
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.G4.01
(IWL) Goal 4: Comparisons
Develop insight into the nature of language and culture to interact with cultural competence.
IWL-HS.G4.01 Language Comparisons Learners investigate, explain, and reflect on the nature of language through comparisons of two or more languages.
Performance Indicators
- IWL-HS.G4.01.a Explain similarities and differences between two or more languages.
- IWL-HS.G4.01.b Apply familiar sound and structural patterns of the target language and compare to other languages.
- IWL-HS.G4.01.c Compare and contrast idiomatic expressions among languages.
Standards Structure
- 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 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.G4.01.a
(IWL) Goal 4.01: Language Comparisons
Learners investigate, explain, and reflect on the nature of language through comparisons of two or
more languages.
IWL-HS.G4.01.a Explain similarities and differences between two or more languages.
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
|
|
IWL-HS.G4.01.b
(IWL) Goal 4.01: Language Comparisons
Learners investigate, explain, and reflect on the nature of language through comparisons of two or
more languages.
IWL-HS.G4.01.b Apply familiar sound and structural patterns of the target language and compare to other languages.
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
|
|
IWL-HS.G4.01.c
(IWL) Goal 4.01: Language Comparisons
Learners investigate, explain, and reflect on the nature of language through comparisons of two or
more languages.
IWL-HS.G4.01.c Compare and contrast idiomatic expressions among languages.
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
|
|
IWL-HS.G4.02
(IWL) Goal 4: Comparisons
Develop insight into the nature of language and culture to interact with cultural competence.
IWL-HS.G4.02 Cultural Comparisons Learners investigate, explain, and reflect on the concept of culture through comparisons of two or more languages.
Performance Indicators
- IWL-HS.G4.02.a Summarize and explain the similarities and differences in verbal and nonverbal behaviors among cultures.
- IWL-HS.G4.02.b Recognize, compare, and contrast cross-cultural similarities and differences in the practices, products, and perspectives of the cultures studied.
Standards Structure
- 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 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.G4.02.a
(IWL) Goal 4.02: Cultural Comparisons
Learners investigate, explain, and reflect on the concept of culture through comparisons of two or more
languages.
IWL-HS.G4.02.a Summarize and explain the similarities and differences in verbal and nonverbal behaviors among cultures
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
|
|
IWL-HS.G4.02.b
(IWL) Goal 4.02: Cultural Comparisons
Learners investigate, explain, and reflect on the concept of culture through comparisons of two or more
languages.
IWL-HS.G4.02.b Recognize, compare, and contrast cross-cultural similarities and differences in the practices, products, and perspectives of 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
|
|
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. |
|
IWL-HS.G5.01
(IWL) Goal 5: Communities
Interact with and celebrate multilingual communities with cultural competence at home and around the world.
IWL-HS.G5.01 School and Community Learners use the language to
interact, collaborate, and contribute both within and beyond the classroom.
Performance Indicators
- IWL-HS.G5.01.a Interact and collaborate in the target language in school and community situations.
- IWL-HS.G5.01.b Establish connections with the cultures studied using technology, media, and authentic sources.
- IWL-HS.G5.01.c Participate in opportunities to use the target language within and beyond the school community.
Standards Structure
- 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 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.G5.01.a
(IWL) Goal 5.01: School and Community
Learners use the language to interact, collaborate, and contribute both within and beyond the classroom.
IWL-HS.G5.01.a Interact and collaborate in the target language in school and community situations.
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
|
|
IWL-HS.G5.01.b
(IWL) Goal 5.01: School and Community
Learners use the language to interact, collaborate, and contribute both within and beyond the classroom.
IWL-HS.G5.01.b Establish connections with the cultures studied using technology, media, and authentic sources.
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
|
|
IWL-HS.G5.01.c
(IWL) Goal 5.01: School and Community
Learners use the language to interact, collaborate, and contribute both within and beyond the classroom.
IWL-HS.G5.01.c Participate in opportunities to use the target language within and beyond the school community.
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
|
|
IWL-HS.G5.02
(IWL) Goal 5: Communities
Interact with and celebrate multilingual communities with cultural competence at home and around the world.
IWL-HS.G5.02 Lifelong Learner Learners set goals and reflect on
personal progress in using languages for enjoyment, enrichment, advancement, and in celebrations.
Performance Indicators
- IWL-HS.G5.02.a Regularly self-assess goals on the progress made and material learned, and then set new goals.
- IWL-HS.G5.02.b Investigate benefits and opportunities that go along with learning the target language.
- IWL-HS.G5.02.c Use various media in the target language.
Standards Structure
- 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 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.G5.02.a
(IWL) Goal 5.02: Lifelong Learner
Learners set goals and reflect on personal progress in using languages for enjoyment, enrichment, advancement, and in celebrations.
IWL-HS.G5.02.a Regularly self-assess goals on the progress made and material learned, and then set new goals.
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
|
|
IWL-HS.G5.02.b
(IWL) Goal 5.02: Lifelong Learner
Investigate benefits and opportunities that go along with learning the target language.
IWL-HS.G5.02.b Investigate benefits and opportunities that go along with learning the target language.
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
|
|
IWL-HS.G5.02.c
(IWL) Goal 5.02: Lifelong Learner
Investigate benefits and opportunities that go along with learning the target language.
IWL-HS.G5.02.c Use various media in the target language.
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
|
|
IWL-HS.G5.03
(IWL) Goal 5: Communities
Interact with and celebrate multilingual communities with cultural competence at home and around the world.
IWL-HS.G5.03 Value and Celebrate Communities and Languages Learners value and promote Indigenous, heritage, and native languages and show interest in efforts to preserve and revitalize those that are endangered through active engagement in language and cultural activities.
Performance Indicators
- IWL-HS.G5.03.a Assist in organizing intergenerational community events pertaining to any language or culture.
- IWL-HS.G5.03.b Engage in community events that celebrate cultural and linguistic diversity, including but not limited to Indigenous, refugee, and immigrant events.
- IWL-HS.G5.03.c Initiate, celebrate, and maintain meaningful interactions with Indigenous, heritage, or native language users.
Standards Structure
- 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 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.G5.03.a
(IWL) Goal 5.03: Value and Celebrate Communities and Languages
Investigate benefits and opportunities that go along with learning the target language.
IWL-HS.G5.03.a Participate in intergenerational community events pertaining to any language and 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
|
|
IWL-HS.G5.03.b
(IWL) Goal 5.03: Value and Celebrate Communities and Languages
Investigate benefits and opportunities that go along with learning the target language.
IWL-HS.G5.03.b Participate in events that celebrate languages and cultures.
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
|
|
IWL-HS.G5.03.c
(IWL) Goal 5.03: Value and Celebrate Communities and Languages
Investigate benefits and opportunities that go along with learning the target language.
IWL-HS.G5.03.c Interact and engage in dialogue with Indigenous, heritage, or native language users.
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
|
|
BPS District Indigenous and World Language Standards Book
