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IWL-HS.G4

BPS-S IWL logo IWL-HS.G4 Goal 4:

ComparisonsIWL g4 logo

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 g4 Logo
(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 g4 Logo
(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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • Start
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).
  • Simple
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Target
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Complex

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

IWL-HS.G4.01.b

IWL g4 Logo
(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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • Start
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).
  • Simple
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Target
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Complex

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

IWL-HS.G4.01.c

IWL g4 Logo
(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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • Start
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).
  • Simple
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Target
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Complex

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

IWL-HS.G4.02

IWL g4 Logo
(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 g4 Logo
(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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • Start
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).
  • Simple
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Target
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Complex

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

IWL-HS.G4.02.b

IWL g4 Logo
(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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • Start
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).
  • Simple
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Target
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Complex

Resources

Vocabulary

vocab vocab vocab

Websites

  • Title of website with a URL to open in a new window

IWL-HS.G5

BPS-S IWL logo IWL-HS.G5 Goal 5:

CommunitiesIWL g5 logo

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 g5 Logo
(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.

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