HACKETTSTOWN, NEW JERSEY

Conversational Spanish Language and Culture 09-12 Grade CURRICULUM GUIDE DRAFT June 17, 2014

Mr. David C. Mango, Superintendent Mrs. Nadia Inskeep, Director of Curriculum & Instruction

Developed by: Erin Takács de Álvez Leonardo Teixeira This curriculum may be modified through varying techniques, strategies and materials, as per an individual student’s Individualized Education Plan (IEP).

Approved by the Hackettstown Board of Education At the regular meeting held on 8/2014 And

Aligned with the New Jersey Core Curriculum Content Standards And Common Core Content Standards

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Table of Contents

Philosophy and Rationale ……………………………………………………………………………………..3 Mission Statement…………………………………………………………………………...…………………3 Course Proficiencies …………………………………………………………………………………………..4-6 Student Proficiencies ………………………………………………………………………………………....7 Unit Descriptions ……………………………………………………………………………………………..8 Units ………………………………………………………………………………………………………….9-30 Resources……………………………………………………………………………………………………..31-33 NJ Content Standards ……………………………………………………………………………………….34-39 World Languages Performance Level Descriptors…………………………………………………………..41-43 21st Century Skills……………………………………………………………………………………………44

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Philosophy/Rationale The philosophy of the World Languages Department is to offer all Hackettstown students the challenges and the excitement of seeing the world through new perspectives. Students will study other languages and cultures in preparation for their future as citizens in a global community. In all of their classes, students will acquire the knowledge and develop the skills listed in the National Standards for Foreign Language Education: Communication, Cultures, Connections, Comparisons and Communities. It is the belief of the World Language Department that skills development occurs in the four main language areas of listening, speaking, reading and writing. Learning a language, however, involves much more than just linguistic skills. As a language learner, it is imperative to take a holistic approach to language acquisition. World language acquisition contributes to the overall intellectual, social and creative development of our students by introducing them to the ways in which other groups of people view the world and function in it. With extended study, practice and experience, our students learn how to communicate with people of other cultures who live within their own multilingual community and throughout the world.

Mission Statement Building on Tradition and success, the mission of the Hackettstown School District is to educate and inspire students through school, family and community partnerships so that all become positive, contributing members of a global society, with a life-long commitment to learning. Our mission is to educate students to be linguistically and culturally equipped to communicate effectively in a multicultural, global community. We envision a future in which our students will develop and maintain proficiency in their native tongue and at least one other language.

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Course Proficiencies The Conversational Spanish Language and Culture course, the most basic of all Spanish-language courses taught at Hackettstown High School, is an introductory course designed to develop language acquisition tools and skills to enable the student to begin learning Spanish for verbal and written communication. This course is specifically offered to students who show difficulty in the language acquisition process. Students will explore many of the cultures of Spanish-speaking countries, as well as develop learning skills for survival in an environment where Spanish is predominantly spoken. The conversational portion of this course is conducted almost exclusively in Spanish. This course is specifically designed to require students to improve their proficiency across the three modes of communication, as set forth in the ACTFL proficiency standards and guidelines. Because of the expectations in student proficiency within the second language, the new curriculum must focus on authentic communication through the integration of realia, or genuine resources designed for the adolescent native and non-native speaker of Spanish. These resources include modern and traditional print resources, audio, and audiovisual resources. The traditional print resources include advertisements, excerpts from literature, brief essays, and excerpts from magazine and newspaper articles, in addition to a combination of visual/print resources such as charts, tables, and graphs. By supplying students with real information to which they must respond, interpret, and analyze, students are exposed to real-life vocabulary and contexts from a multiplicity of cultural origins. The most specific goal of this course is to provide a very diverse and personalized learning experience for varied learning styles. Flexibility in content, organization, and duration of each lesson is necessary to accommodate the educational needs of the students enrolled in this course. Students are required to communicate all basic skills at a novice level in Spanish using appropriate vocabulary and linguistic structures as they build proficiency in all modes of communication toward the novice-mid level. Three out of the five following criteria would be considered estimators for entrance into this course: 1. The student must be enrolled in entry level English. 2. The student must be enrolled in entry level Math. 3. The student must be enrolled in entry level Science. 4. The student has earned a minimal proficiency score on the NJASK. 5. The student has an Individualized Educational Program (IEP) that indicates language difficulty in one or more of the following areas: reading, writing, spelling, auditory processing, or oral proficiency. Based on The Five C’s of Foreign Language Education (ACTFL), the goal of the course is equip the students with the ability to “[know] how, when, and why to say what to whom” at the introductory level. By the end of the course, this curriculum aims to cover the following proficiencies based on the 5 Cs set forth within the ACTFL National Standards for Foreign Language Education: 1. Communication a. Demonstrate comprehension through appropriate physical response b. Give and follow a series of directions, commands, and requests c. Ask and respond to basic questions d. Recognize and utilize common (school-appropriate) gestures, intonation, and other auditory and/or visual cues from the target cultures e. Mimic common idioms, cognates, appropriate vocabulary and gestures f. Identify people, places, objects, and activities common to teens and daily life g. Process and comprehend basic conversations and short written messages on familiar topics h. Participate in guided conversations on a variety of familiar topics or topics relevant to other core content areas. 4

i. Make interdisciplinary relations and connections between the World Language course content and that of other core content areas taught j. Demonstrate comprehension of main ideas and principal characters from authentic introductorylevel readings (Language Arts Literacy standard 3.1) k. Communicate in Spanish to the instructor basic and personal needs within the classroom. l. Present to an audience student work (Visual and Performing Arts standard 1.2) m. Tell or summarize stories

2. Culture a. Current world events b. Products and practices of the target cultures (i.e. art, music, food, gestures, etc.) c. Regional language and cultural differences within Spain and Latin America d. Health habits and socializing e. Technology f. Social and political organization g. The concept of the “pigmentocracia” h. Native Amerindian legends i. Outstanding Spanish-speaking representatives (i.e. Frida Kahlo, Orozco, César Chávez, etc.) j. Words and expressions to describe people and their interests, routines, diets, health habits, technology, environment, living arrangements, products, religions/practices, economies, and politics 3. Connections a. Topics from other disciplines (e.g., political and historical concepts, environmental concerns, world health issues) b. Familiar topics using vocabulary from other disciplines c. The role of the United States in the world as viewed by various Spanish-speaking peoples, using authentic sources (e.g., literary viewpoints, political policies) d. The contribution of products of Spanish-speaking cultures on other cultures (e.g., piñata, chocolate, sugar cane, coffee, the arts) e. The interdependence that exists between the Spanish-speaking cultures and the world, using authentic sources (e.g., imports/exports, natural resources, medicine) 4. Comparisons a. Compare and contrast differences in daily practices, beliefs, and ideas b. The similarities and differences in language structure (e.g., double object pronouns, double negatives) c. Idiomatic expressions, proverbs, and Colloquialisms (e.g., De tal palo, tal astilla/Like father, like son) d. Abbreviations and acronyms (e.g., Ma., 3er piso, 3a hora) e. Environmental, religious, political, educational and social factors that shape cultural identity in the learners’ heritage and Spanish-speaking cultures (e.g., geography, climate)

5. Communities a. The influences of the Spanish language on the global community (e.g., occupations, special events) b. Activities representative of Spanish-speaking communities (e.g., sports, games, travel, media, music, cooking) 5

c. How to communicate with Spanish speakers (e.g., interviews, e-mails, letters, guest speakers, shopping) d. Contemporary interests which influence Spanish-speaking cultures in the local community or the world (e.g., collect realia, attend field trips, travel internationally) e. Authentic enrichment experiences (e.g., videos, festivals, music, travel) f. The use of Spanish in daily life and future occupations

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Student Proficiencies Language Proficiency Levels Unlike other New Jersey Core Curriculum Content Standards areas, the world languages standard is benchmarked by proficiency levels, rather than grade levels. The development of these proficiency levels was informed by the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners (ACTFL, 1998), the ACTFL Proficiency Guidelines—Speaking (ACTFL, 1999), and the ACTFL Proficiency Guidelines—Writing (ACTFL, 2001). The expected proficiency level coming out of the Conversational Spanish Language and Culture course is a Novice-Low to a Novice-Mid level. Students completing this year-length course would then opt for CP Spanish I. Writing Writers at the Novice level are characterized by the ability to produce lists and notes, primarily by writing words and phrases. They can provide limited formulaic information on simple forms and documents. These writers can reproduce practiced material to convey he most simple messages. In addition, they can transcribe familiar words or phrases, copy letters of the alphabet or syllables of a syllabary, or reproduce basic characters with some accuracy. Novice-Low Level: Writers at the Novice Low sublevel are able to copy or transcribe familiar words or phrases, form letters in an alphabetic system, and copy and produce isolated, basic strokes in languages that use syllabaries or characters. Given adequate time and familiar cues, they can reproduce from memory a very limited number of isolated words or familiar phrases, but errors are to be expected. Novice-Mid Level: Writers at the Novice Mid sublevel can reproduce from memory a modest number of words and phrases in context. They can supply limited information on simple forms and documents, and other basic biographical information, such as names, numbers, and nationality. Novice Mid writers exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the writing may be difficult to understand even by those accustomed to non-native writers.

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Unit Descriptions The Conversational Spanish Language and Culture course is designed around themes to create an interesting, meaningful context in which to explore a variety of language concepts. These specific themes help teachers integrate language, content, and culture into an interrelated series of lessons and activities that promote the use of the language in a variety of contexts. A theme may be used to plan a brief unit of study, a comprehensive unit spanning a greater period of time, or to connect with courses in other disciplines. This course is structured around six recurring themes throughout the World Language curricula: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics.

This Curricular Guide, Course Organization, and Unit Design has been based on ¡Exprésate! Spanish 1A by Holt Rinehart Winston Publishers. All units begin with objetivos (objectives) and are also structured to include the six contexts, each reflecting a recommended context of the Curriculum Framework. By both starting and ending with these essential questions phrased as objectives, Grant Wiggin’s concept of backward design is easily accomplished, thinking first of what it is that the students need to know and be able to communicate, as the authentic materials from within the Spanish-speaking cultures of the world are explored.

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Stage 1: Desired Results Unit: Capítulo 1 Content Standards

Topic: ¡Empecemos!

7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Essential Questions How do I introduce myself appropriately? How do I communicate basic information about myself? How do I show respect to others? How do I differentiate between different lexical systems?

Enduring Understandings Introductions vary culturally, both verbally and physically. Basic words, simple phrases, and appropriate gestures are needed to communicate basic information. Cultural differences exist amongst the various forms of “you.” Cultural differences exist in how people represent information.

Knowledge and Skills: By the end of the course, this curriculum aims to cover the following proficiencies based on the 5 Cs set forth within the ACTFL National Standards for Foreign Language Education: Communication Greetings & common expressions Proper introductions & responses Telling time Proper spelling and format of dates Proper use of adjectives to describe people and things Proper word order Basic Geography of Spain Culture Basic Geography of Spain, as contrasted to the United States and Latin America The importance of learning another language & culture Common practices & cultural expectations Seasons in the different hemispheres Family values Connections Proper etiquette when addressing adults vs. peers Professions in which the language is used 9

Cognate Recognition Comparisons Common foods Customs including holidays, healthy habits practiced & proper manners Family values/structure Spanish and Latin American education Communities Introductions and Pleasantries Expressions of courtesy Seasons Basic Spanish geography Learning Expectations/Objectives Stage 2: Evidence of Understanding Hackettstown Benchmarks: Students will be able to: ask someone’s name and provide their own name ask and say who someone is ask how someone is and say how they are introduce others and say where they are from use subjects and verbs in sentences use subject pronouns ask for and give phone numbers say the time, the date, the day, and the season ask how words are spelled and give e-mail addresses use the verb ser in the present tense write Spanish punctuation marks and written accents Assessment Methods: Formative: Editing Peer-Editing Auto-Correcting Surveys Verbal Participation Dialogues Role-Playing and Skits Research Projects, Reports, and Essays Quizzes Summative: (Culminating) Projects, Reports, Oral Presentations, and Essays Role-Playing and Skits 10

Listening Comprehension Activities Quizzes Unit or Chapter Tests Quarterly Exams Other Evidence and Student Self-Assessment: 1. Student Self-Assessment Students will review and assess their own performance (written and spoke) and projects as it relates to the acquisition and transfer of knowledge and skill related to the target language being studied assessment can take many forms, including: writing conferences discussion (whole-class or small-group) reflection logs weekly self-evaluations self-assessment checklists and inventories teacher-student interviews 2. Performance/ Project Based Learning: Evidence of student acquisition of the knowledge and skills and their transfer of understanding is assessed through authentic assessment techniques such as but not limited to –real world problems based projects and scenarios requiring the students to utilize the target language in a written and spoken format. 3. Interdisciplinary: Activities such as but not limited to the following: Collaboration with Language Arts, Mathematics and Career Technical Education Teachers. Collaboration with Social Studies, Visual and Performing Arts teachers linking music, art, and historical events to the culture and development of the target language being studied. Stage 3: Learning Plan How can I talk to someone in another language when I am just starting to learn it? To show evidence, students may complete assessments of this manner: Interview students within the global community using an application (such as those in the resources below) to: Find out specific and target chapter information Explore how their school day is similar to and different from the school day in the target culture. Interview students within the global community using an application (such as those in the resources below) to: Find out about family traditions. Compare travel preferences. Determine which activities sponsored by both the school community and the community-at-large they are involved in. Compare how free time is spent in both cultures. 11

Provide evidence of Differentiated Instruction: Instructor will provide differentiated instruction through any and all of the following strategies: Readiness / Ability Adjusting Questions Compacting Curriculum Tiered Assignments Acceleration/Deceleration Peer Teaching Learning Profiles/Styles Student Interest Anchoring Activities Students will reflect, rethink, revise, and refine by: Reconsidering key assumptions Confronting surprises and anomalies Peer critiquing Practice sessions Time Allotment: 2-3 months Resources: (for a complete listing, please refer to the Resources page at the end of the curricular guide.) Teaching Foreign Languages K-12 Workshop Wisconsin Project: Modes of Communication for information related to the modes of communication.

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Stage 1: Desired Results Unit: Capítulo 2 Content Standards

Topic: A conocernos

7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Essential Questions How do I communicate basic information about myself and others and be understood? How can I be a good citizen in a global community? How do I present and interpret biographical information, including likes, dislikes, and allergies?

Enduring Understandings Basic words, simple phrases, and appropriate gestures are needed to communicate basic information; Cultures differ in how much information they present to the public. Important age, gender, and socioeconomic differences exist amongst different cultures and their behavior in public. Cultural differences exist in how people represent information, such as the order of numbers and punctuation used.

Knowledge and Skills: By the end of the course, this curriculum aims to cover the following proficiencies based on the 5 Cs set forth within the ACTFL National Standards for Foreign Language Education: Communication Greetings & common expressions Proper introductions & responses Expressing likes, dislikes, and allergies Discussing where one goes during free time Proper spelling and representation of data Proper use of adjectives to describe people and things Proper word order Geography of Latin America and the United States The use of present tense to tell what someone does (including irregular verbs) The use of present tense to tell what someone likes (including the passive voice) Culture Geography of Latin America & Spain Distribution of Spanish-speakers in the U.S. The importance of learning another language & culture Common practices & cultural expectations, including family and the importance of soap operas in Hispanic

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cultures Describing ethnic background and features The school day, courses offered, school-sponsored activities & grade scales Popular sports & pastimes Family values Connections Proper etiquette when addressing adults vs. peers Different currency used & value of it Professions in which the language is used Comparisons Common foods Customs including holidays, healthy habits practiced & proper manners School and sports vocabulary Family values/structure Latin American and Spanish education Common Sayings Cognate Recognition Communities Common Hispanic products available in your community Greetings & expressions of courtesy Expressing ancestry and nationalities

Learning Expectations/Objectives Stage 2: Evidence of Understanding Hackettstown Benchmarks: Students will be able to: ask what someone is like describe someone ask about someone’s age and birthday tell someone your age and birthday use ser with adjectives use gender and adjective agreement form questions talk about likes, dislikes, and allergies describe things use singular and plural forms of nouns use definite articles use the verb gustar use the words ¿Por qué? and porque use de in different ways

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Assessment Methods: Formative: Editing Peer-Editing Auto-Correcting Surveys Verbal Participation Dialogues Role-Playing and Skits Research Projects, Reports, and Essays Quizzes Summative: (Culminating) Projects, Reports, Oral Presentations, and Essays Role-Playing and Skits Listening Comprehension Activities Quizzes Unit or Chapter Tests Quarterly Exams Other Evidence and Student Self-Assessment: 1. Student Self-Assessment Students will review and assess their own performance (written and spoke) and projects as it relates to the acquisition and transfer of knowledge and skill related to the target language being studied assessment can take many forms, including: writing conferences discussion (whole-class or small-group) reflection logs weekly self-evaluations self-assessment checklists and inventories teacher-student interviews 2. Performance/ Project Based Learning: Evidence of student acquisition of the knowledge and skills and their transfer of understanding is assessed through authentic assessment techniques such as but not limited to –real world problems based projects and scenarios requiring the students to utilize the target language in a written and spoken format. 3. Interdisciplinary: Activities such as but not limited to the following: Collaboration with Language Arts, Mathematics and Career Technical Education Teachers. Collaboration with Social Studies, Visual and Performing Arts teachers linking music, art, and historical events to the culture and development of the target language being studied.

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Stage 3: Learning Plan How can I talk to someone in another language when I am just starting to learn it? To show evidence, students may complete assessments of this manner: Interview students within the global community using an application (such as those in the resources below) to: Find out specific and target chapter information Explore how their school day is similar to and different from the school day in the target culture. Interview students within the global community using an application (such as those in the resources below) to: Find out about family traditions. Compare travel preferences. Determine which activities sponsored by both the school community and the community-at-large they are involved in. Compare how free time is spent in both cultures. Provide evidence of Differentiated Instruction: Instructor will provide differentiated instruction through any and all of the following strategies: Readiness / Ability Adjusting Questions Compacting Curriculum Tiered Assignments Acceleration/Deceleration Peer Teaching Learning Profiles/Styles Student Interest Anchoring Activities Students will reflect, rethink, revise, and refine by: Reconsidering key assumptions Confronting surprises and anomalies Peer critiquing Practice sessions Time Allotment: 2-3 months Resources: (for a complete listing, please refer to the Resources page at the end of the curricular guide.) Teaching Foreign Languages K-12 Workshop Wisconsin Project: Modes of Communication for information related to the modes of communication.

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Stage 1: Desired Results Unit: Capítulo 3 Content Standards

Topic: ¿Qué te gusta hacer?

7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Essential Questions How do I communicate age-appropriate activities and interests? How can I be a good citizen in a global community? How do I present, interpret, and respond to biographical information, including likes, dislikes, and allergies?

Enduring Understandings Basic words, simple phrases, and appropriate gestures are needed to communicate basic information; Cultures differ in how much information they present to the public. Important age, gender, and socioeconomic differences exist amongst different cultures and their behavior in public. Cultural differences exist in how people represent information, and how people react to such information.

Knowledge and Skills: By the end of the course, this curriculum aims to cover the following proficiencies based on the 5 Cs set forth within the ACTFL National Standards for Foreign Language Education: Communication Greetings & common expressions Proper introductions & responses Sequence of events and telling time Expressing likes & dislikes Discussing where one goes during free time Extracurricular activities Adverbs of frequency Weather expressions Adjective agreement Proper spelling and format Proper use of the infinitive Proper word order Differentiating between prepositions Geography of Latin America & Spain The use of present tense irregular and –ar verbs to tell what someone does (including stem-changers) The use of the verb ir

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Culture Geography of Latin America & Spain The importance of learning another language & culture Common practices & cultural expectations The school day, courses offered, school-sponsored activities (clubs and associations) & grade scales Popular sports & pastimes Family values: introducing friends to parents before going out; going out in groups; the concept of “les/te invito” Cultural importance of music and native instruments Connections Proper etiquette when addressing adults vs. peers Weather patterns and indigenous words (like huracán) Cognate recognition Comparisons School uniforms Common snacks Customs including holidays, healthy habits practiced & proper manners Music Sports Family values/structure Latin American and Spanish education Communities Social importance of getting together: eating, social activities, religious activities, music Celebrations (such as Cinco de Mayo) The Rodeo Art and Architecture U.S. (Texas), Latin American and Spanish geography

Learning Expectations/Objectives Stage 2: Evidence of Understanding Hackettstown Benchmarks: Students will be able to: talk about what you and others like to do ask what a friend wants to do and answer use the verb gustar with infinitives place pronouns after prepositions use the verb querer with infinitives talk about everyday activities ask how often someone does something and answer form and use regular –ar verbs use the present tense of ir and jugar talk about the weather

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Assessment Methods: Formative: Editing Peer-Editing Auto-Correcting Surveys Verbal Participation Dialogues Role-Playing and Skits Research Projects, Reports, and Essays Quizzes Summative: (Culminating) Projects, Reports, Oral Presentations, and Essays Role-Playing and Skits Listening Comprehension Activities Quizzes Unit or Chapter Tests Quarterly Exams Other Evidence and Student Self-Assessment: 1. Student Self-Assessment Students will review and assess their own performance (written and spoke) and projects as it relates to the acquisition and transfer of knowledge and skill related to the target language being studied assessment can take many forms, including: writing conferences discussion (whole-class or small-group) reflection logs weekly self-evaluations self-assessment checklists and inventories teacher-student interviews 2. Performance/ Project Based Learning: Evidence of student acquisition of the knowledge and skills and their transfer of understanding is assessed through authentic assessment techniques such as but not limited to –real world problems based projects and scenarios requiring the students to utilize the target language in a written and spoken format. 3. Interdisciplinary: Activities such as but not limited to the following: Collaboration with Language Arts, Mathematics and Career Technical Education Teachers. Collaboration with Social Studies, Visual and Performing Arts teachers linking music, art, and historical events to the culture and development of the target language being studied.

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Stage 3: Learning Plan How can I talk to someone in another language when I am just starting to learn it? To show evidence, students may complete assessments of this manner: Interview students within the global community using an application (such as those in the resources below) to: Find out specific and target chapter information Explore how their school day is similar to and different from the school day in the target culture. Interview students within the global community using an application (such as those in the resources below) to: Find out about family traditions. Compare travel preferences. Determine which activities sponsored by both the school community and the community-at-large they are involved in. Compare how free time is spent in both cultures. Provide evidence of Differentiated Instruction: Instructor will provide differentiated instruction through any and all of the following strategies: Readiness / Ability Adjusting Questions Compacting Curriculum Tiered Assignments Acceleration/Deceleration Peer Teaching Learning Profiles/Styles Student Interest Anchoring Activities Students will reflect, rethink, revise, and refine by: Reconsidering key assumptions Confronting surprises and anomalies Peer critiquing Practice sessions Time Allotment: 2-3 months Resources: (for a complete listing, please refer to the Resources page at the end of the curricular guide.) Teaching Foreign Languages K-12 Workshop Wisconsin Project: Modes of Communication for information related to the modes of communication.

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Stage 1: Desired Results Unit: Capítulo 4 Content Standards

Topic: La vida escolar

7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Essential Questions How do I talk about everyday activities and interests? How can I be a good citizen in a global community? How do I present, interpret, and respond to biographical information, including likes, dislikes, and allergies?

Enduring Understandings Basic words, simple phrases, and appropriate gestures are needed to communicate basic information; Cultures differ in how much information they present to the public. Important age, gender, and socioeconomic differences exist amongst different cultures and their behavior in public. Cultural differences exist in how people represent information, and how people react to such information.

Knowledge and Skills: By the end of the course, this curriculum aims to cover the following proficiencies based on the 5 Cs set forth within the ACTFL National Standards for Foreign Language Education: Communication Greetings & common expressions Proper introductions & responses Sequence of events, telling time, and telling at what time events take place Expressing likes & dislikes Discussing where one goes during free time Extracurricular activities School subjects Adverbs of frequency Adjective agreement Proper spelling and format Proper use of the infinitive Proper word order Differentiating between prepositions Geography of Latin America & Spain The use of present tense irregular and regular –ar, –er, –ir verbs to tell what someone does (including stemchangers)

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The use of the verb ir, and ir + a + infinitive Culture Geography of Latin America & Spain The importance of learning another language & culture Common practices & cultural expectations School life vs. community life Popular sports & pastimes Cultural values: promptness vs. lateness; What is an interruption? Failing a course vs. failing the school year The Bachillerato and various school “shifts” The amount of required school subjects for graduation The importance of world language Connections Proper etiquette when addressing adults vs. peers Cognate recognition School and community life The impact of English on Spanish and vice versa Comparisons School uniforms and traditional dress Customs Proper manners Schedules Family values/structure Latin American and Spanish education Communities Social importance of getting together: eating, social activities, religious activities, music Celebrations (such as el Día de las Máscaras) Music, Art and Architecture Flora and Fauna U.S., Latin American, and Spanish geography

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Learning Expectations/Objectives Stage 2: Evidence of Understanding Hackettstown Benchmarks: Students will be able to: say what they have and what they need talk about school supplies and school subjects use indefinite articles and ¿Cuánto?, mucho, and poco form tener and some of its idioms use venir and a + time talk about plans and give invitations talk about school events and places use ir + a + infinitive form –er and –ir verbs in the present tense use the tag questions: ¿no? and ¿verdad? use hacer, poner, saber, traer, and ver use de with salir and saber Assessment Methods: Formative: Editing Peer-Editing Auto-Correcting Surveys Verbal Participation Dialogues Role-Playing and Skits Research Projects, Reports, and Essays Quizzes Summative: (Culminating) Projects, Reports, Oral Presentations, and Essays Role-Playing and Skits Listening Comprehension Activities Quizzes Unit or Chapter Tests Quarterly Exams Other Evidence and Student Self-Assessment: 1. Student Self-Assessment Students will review and assess their own performance (written and spoke) and projects as it relates to the acquisition and transfer of knowledge and skill related to the target language being studied assessment can take many forms, including: writing conferences discussion (whole-class or small-group) 23

reflection logs weekly self-evaluations self-assessment checklists and inventories teacher-student interviews 2. Performance/ Project Based Learning: Evidence of student acquisition of the knowledge and skills and their transfer of understanding is assessed through authentic assessment techniques such as but not limited to –real world problems based projects and scenarios requiring the students to utilize the target language in a written and spoken format. 3. Interdisciplinary: Activities such as but not limited to the following: Collaboration with Language Arts, Mathematics and Career Technical Education Teachers. Collaboration with Social Studies, Visual and Performing Arts teachers linking music, art, and historical events to the culture and development of the target language being studied. Stage 3: Learning Plan How can I talk to someone in another language when I am just starting to learn it? To show evidence, students may complete assessments of this manner: Interview students within the global community using an application (such as those in the resources below) to: Find out specific and target chapter information Explore how their school day is similar to and different from the school day in the target culture. Interview students within the global community using an application (such as those in the resources below) to: Find out about family traditions. Compare travel preferences. Determine which activities sponsored by both the school community and the community-at-large they are involved in. Compare how free time is spent in both cultures. Provide evidence of Differentiated Instruction: Instructor will provide differentiated instruction through any and all of the following strategies: Readiness / Ability Adjusting Questions Compacting Curriculum Tiered Assignments Acceleration/Deceleration Peer Teaching Learning Profiles/Styles Student Interest Anchoring Activities Students will reflect, rethink, revise, and refine by: 24

Reconsidering key assumptions Confronting surprises and anomalies Peer critiquing Practice sessions Time Allotment: 2-3 months Resources: (for a complete listing, please refer to the Resources page at the end of the curricular guide.) Teaching Foreign Languages K-12 Workshop Wisconsin Project: Modes of Communication for information related to the modes of communication.

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Stage 1: Desired Results Unit: Capítulo 5 Content Standards

Topic: En casa con la familia

7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Essential Questions How do language and culture influence identity? How does one’s identity develop over time? How do I communicate effectively with different peer groups? How can I be a good citizen in a global community? How do I present, interpret, and respond to biographical information? How can I be a more responsible member of my family?

Enduring Understandings Language and culture are symbiotic forces that influence one’s identity in various ways. The way one defines himself/herself develops and changes over time due to several forces acting upon the individual’s conscious. Basic words, simple phrases, and appropriate gestures are needed to communicate basic information; Cultures differ in how much information they present to the public. Important age, gender, and socioeconomic differences exist amongst different cultures and their behavior in public. Cultural differences exist in how people represent information, and how people react to such information. Responsibilities vary greatly depending on age, gender, ethnic background, and education.

Knowledge and Skills: By the end of the course, this curriculum aims to cover the following proficiencies based on the 5 Cs set forth within the ACTFL National Standards for Foreign Language Education: Communication Greetings & common expressions Proper introductions & responses Sequence of events, telling time, and telling at what time Expressing likes & dislikes Describe people and family relationships Talk about the family tree

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Describe where people live Describe the home Talk about chores and responsibilities Adverbs of frequency Adjective agreement Proper spelling and format Proper use of the infinitive Proper word order Differentiating between prepositions Geography of Latin America & Spain The use of present tense regular, irregular, and stem-changing verbs Contrast ser and estar The use of indirect object pronouns with tocar and parecer Culture Geography of Latin America & Spain The importance of learning another language & culture Common practices & cultural expectations The school day, courses offered, school-sponsored activities (clubs and associations) & grade scales Popular sports & pastimes Family values: various generations in one household and generational responsibilities; extended family and “godparents” The cultural importance of the patrilineal bilateral nomenclature (of last names) The climate and ethnic traditions’ influence on cultural products throughout the world Connections Proper etiquette when addressing adults vs. peers Cognate recognition Cultural origins of products and their use Comparisons Customs including holidays, healthy habits practiced & proper manners Traditional foods (protein sources) Family values/structure Latin American and Spanish education Gender roles Household chores Generational differences Communities Social importance of getting together: eating, social activities, religious activities, music Celebrations Food, Art, Architecture, and Music U.S., Latin American, and Spanish geography

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Learning Expectations/Objectives Stage 2: Evidence of Understanding Hackettstown Benchmarks: Students will be able to: describe people and family relationships use possessive adjectives form o→ue stem-changing verbs use verbs with an e→ie stem-change talk about where they live and compare/contrast it to where others live talk about responsibilities form estar and use it with prepositions say where people and things are using prepositions make sentences negative using nunca, tampoco, no, nadie, and nada form and use the verbs tocar and parecer Assessment Methods: Formative: Editing Peer-Editing Auto-Correcting Surveys Verbal Participation Dialogues Role-Playing and Skits Research Projects, Reports, and Essays Quizzes Summative: (Culminating) Projects, Reports, Oral Presentations, and Essays Role-Playing and Skits Listening Comprehension Activities Quizzes Unit or Chapter Tests Quarterly Exams Other Evidence and Student Self-Assessment: 1. Student Self-Assessment Students will review and assess their own performance (written and spoke) and projects as it relates to the acquisition and transfer of knowledge and skill related to the target language being studied assessment can take many forms, including: writing conferences discussion (whole-class or small-group) reflection logs weekly self-evaluations 28

self-assessment checklists and inventories teacher-student interviews 2. Performance/ Project Based Learning: Evidence of student acquisition of the knowledge and skills and their transfer of understanding is assessed through authentic assessment techniques such as but not limited to –real world problems based projects and scenarios requiring the students to utilize the target language in a written and spoken format. 3. Interdisciplinary: Activities such as but not limited to the following: Collaboration with Language Arts, Mathematics and Career Technical Education Teachers. Collaboration with Social Studies, Visual and Performing Arts teachers linking music, art, and historical events to the culture and development of the target language being studied. Stage 3: Learning Plan How can I talk to someone in another language when I am just starting to learn it? To show evidence, students may complete assessments of this manner: Interview students within the global community using an application (such as those in the resources below) to: Find out specific and target chapter information Explore how their school day is similar to and different from the school day in the target culture. Interview students within the global community using an application (such as those in the resources below) to: Find out about family traditions. Compare travel preferences. Determine which activities sponsored by both the school community and the community-at-large they are involved in. Compare how free time is spent in both cultures. Provide evidence of Differentiated Instruction: Instructor will provide differentiated instruction through any and all of the following strategies: Readiness / Ability Adjusting Questions Compacting Curriculum Tiered Assignments Acceleration/Deceleration Peer Teaching Learning Profiles/Styles Student Interest Anchoring Activities Students will reflect, rethink, revise, and refine by: Reconsidering key assumptions Confronting surprises and anomalies 29

Peer critiquing Practice sessions Time Allotment: 2-3 months Resources: (for a complete listing, please refer to the Resources page at the end of the curricular guide.) Teaching Foreign Languages K-12 Workshop Wisconsin Project: Modes of Communication for information related to the modes of communication.

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RESOURCES

TEXTBOOK ¡Exprésate! level 1A - pupil’s edition (holt spanish) ANCILLARY TEXTS ¡Exprésate! level 1A – Cuaderno de Actividades (practice and activity book) ¡Exprésate! level 1A – Cuaderno de Gramática (grammar and vocabulary workbook) ¡Exprésate! level 1A – Video Guide ¡Exprésate! level 1A – Alternative Assessment ¡Exprésate! level 1A – Cuaderno para Hispanohablantes ¡Exprésate! level 1A – Testing Program ¡Exprésate! level 1A – Activities for Communication ¡Exprésate! level 1A - TPR storytelling book ¡Exprésate! level 1A - Standardized Assessment Tutor ¡ Exprésate! Grammar Tutor Amsco Curso Primero Amsco Spanish is Fun Teacher’s Discovery 100 regular verb fill-in-the-blank exercises Teacher’s Discovery 100 irregular verb fill-in-the-blank exercises Instructional Fair Spanish - middle / high school Barron’s Spanish Now! ¡el español actual! Jugando en español - actividades interactivas para la clase de español NTC language masters for beginning Spanish students Nassi - Levy Spanish first year VIDEOS Day Of The Dead Quinceañera A Day In The Life Of A Mexican Family Aztec / Mayan / Incan Empires Globe Trekkers –Spain And Latin America Los Increíbles Buscando A Nemo Vowel And Consonant Pronunciation The Standard Deviants The Culture, History, And Geography Of México Weekend In Mexico City The Culture Of Latin Dance Today Encantado Puerto Rican, Mexican-American, And Central American Heritage El Ratón Pérez (And Others)

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MAGAZINES / NEWSPAPERS ¿Qué Tal? (Scholastic) Ahora (Scholastic) El Sol (Scholastic) People En Español Cosmopolitan En Español El Diario / La Prensa SOFTWARE Microsoft Office Suite ¡ Exprésate! Level 1 - Teacher’s Resource CD-ROM Audio Listening Activities Smart Board Programs And Activities HARDWARE computer / laptop LCD projector smartboard stereo ipod and mp3 players flip cameras / video cameras overhead projector dry erase boards / quick sheets and markers informational bulletin board sets overhead transparencies (wipe clean, photocopiable, inkjet printable) art supplies BOOKS AND MUSIC Salsa Merengue Son Bachata Spanish Guitar Current Pop en Español (Musical Needs Differ By Teacher And Culture(S) Addressed) INTERNET RESOURCES hackettstown.org mail.hackettstown.org sti.hackettstown.org.teacherlogicxe go.hrw.com learnspanish.com colby.edu www.ecb.org/worldlanguageassessment/clover.htm www.learner.org/resources/series201.html voicethread.com voki.com 32

comiqs.com/editor eduglogster.com pikistrips.com scrapblog.com toondoo.com xtranormal.com makebeliefscomics.com bubbleply.com/default.aspx prezi.com microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx wikispaces.com/site/for/teachers actfl.org teachertube.com youtube.com quia.com state.nj.us/education/cccs/2009/

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New Jersey Core Curriculum and Common Core Content Standards http://www.state.nj.us/education/cccs/ World Languages Education in the 21st Century – Standard 7.1 New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered on the creation and communication of knowledge and ideas across geographical, cultural, and linguistic borders. Individuals who effectively communicate in more than one language, with an appropriate understanding of cultural contexts, are globally literate and possess the attributes reflected in the mission and vision for world languages education that follow: Mission: The study of another language and culture enables individuals, whether functioning as citizens or workers, to communicate face-to-face and by virtual means in appropriate ways with people from diverse cultures. Vision: An education in world languages fosters a population that: Communicates in more than one language with the levels of language proficiency that are required to function in a variety of occupations and careers in the contemporary workplace. Exhibits attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and that enhance cross-cultural communication. Values language learning as a global literacy as well as for its long-term worth in fostering personal, workrelated, and/or financial success in our increasingly interconnected world. Intent and Spirit of the World Languages Standard The study of world languages is spiraling and recursive and aligned to appropriate proficiency targets that ultimately enable the attainment of proficiency at the Novice-High level or above, which is a requirement for high school graduation. Further, N.J.A.C. 6A:8-5.1(b)4 directs districts to actively encourage all students who otherwise meet the current-year requirements for high school graduation to accrue, during each year of enrollment, five credits in world languages aimed at preparation for entrance into postsecondary programs or 21st-century careers. Opportunities to develop higher levels of proficiency should be based on personal and career interests and should be encouraged in Personalized Student Learning Plans. Philosophy and Goals The New Jersey world languages standard and indicators reflect the philosophy and goals found in the national Standards for Foreign Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 2006). They were developed by consulting standards in the United States and internationally, as well as by examining the latest research and best practices on second-language acquisition. The revised world languages standard is generic in nature, designed as a core subject, and is meant to be inclusive for all languages taught in New Jersey schools. With regard to the implementation of the world languages standard for heritage speakers of Spanish: Heritage-languages: Heritage-language students may be (1) newly-arrived immigrants to the United States, (2) first-generation students whose home language is not English and who have been schooled primarily in the United States, or (3) second- or third- generation students who have learned some aspects of a heritage 34

language at home. These students have varying abilities and proficiencies in their respective heritage languages; they often carry on fluent and idiomatic conversations (interpersonal mode), but require instruction that allows them to develop strengths in reading (interpretive mode) and in formal speaking and writing (presentational mode). These students are held to the same standards for world languages as their English-speaking peers, and they should be provided with opportunities for developing skills in their native languages that are both developmentally supportive and rigorous. Designing curriculum to maintain and further develop native-language skills ensures that the skills of these students do not erode over time as English becomes their dominant language. Revised Standard The world languages standard lays the foundation for creating local curricula and related assessments. Changes that led to the revised 2009 standard are as follows: The communication and culture standards have been combined into one standard (7.1) that continues to be organized by proficiency levels, but now also encompasses a broader spectrum of proficiency levels. World languages content is both linguistic and cultural, and includes personal and social topics and concepts as well as ideas from other content areas. Both linguistic and cultural content statements have been added for each strand to provide a context for the cumulative progress indicators (CPIs) at each proficiency level. Linguistic content varies and is dependent on the mode of language use. Proficiency does not occur at the same rate for all students in all skill areas. For example, a student may perform at the Novice-High level in reading and the Intermediate-Low level in speaking. The 21st-century themes identified in the Partnership for 21st Century Skills Framework are incorporated in many of these content statements. Students spiral through this content with increasing depth and sophistication as they attain higher levels of language proficiency. Therefore, the extent to which a theme is addressed at a given point in time depends on age- and developmental appropriateness as well as on proficiency level. Integration of technology within the CPIs necessitates its use as a tool in instruction and assessment.

One World Languages Standard The reorganization of the previous world languages standards into one revised standard reflects the framework, graphically depicted below, that was developed for the 2004 National Association of Educational Progress (NAEP) in foreign languages.

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The NAEP graphic illustrates that the overarching goal of language instruction is the development of students’ communicative skills (the central “C” of five Cs in the graphic is for “communication”). Students should be provided ample opportunities to engage in conversations, present information to a known audience, and interpret authentic materials in the language of study. In addition, to develop linguistic proficiency, a meaningful context for language use must be established. The four Cs in the outer ring of the graphic (cultures, connections, comparisons, and communities) provide this meaningful context for language learning. These contexts stress (1) the teaching of culture; (2) the study and reinforcement of content from other disciplines; (3) the comparison of target and native languages and cultures; and (4) opportunities to interact with native speakers of languages. As such, the four context Cs serve as the basis for instructional activities and are fully embedded within the world languages communication objectives. Three Strands The revised world languages standard continues to include three strands, one for each of the three modes of communication: interpretive, interpersonal, and presentational (in the NAEP graphic, these are shown around the inner triangle). Strand A reflects the Interpretive Mode of communication, in which students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this kind of “one-way” reading or listening include cultural interpretations of printed texts, videos, online texts, movies, radio and television broadcasts, and speeches. Beyond the Novice level, “interpretation” differs from “comprehension” because it implies the ability to read or listen “between the lines” and “beyond the lines.” For more on the interpretive mode of communication: Strand B reflects the Interpersonal Mode of communication, in which students engage in direct oral and/or written communication with others. Examples of this “two-way” communication include conversing face-toface, participating in online discussions or videoconferences, instant messaging and text messaging, and exchanging personal letters or e-mail messages. For more on the interpersonal mode of communication: Strand C reflects the Presentational Mode of communication, in which students present, orally and/or in writing, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this “one-to-many” mode of communication include a presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and writing an article for a newspaper.

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The Role of Grammar in the World Languages Class While knowledge of the grammar of a language (e.g., rules for syntax, tense, and other elements of usage) is not an explicit goal of the revised New Jersey World Languages standard, grammar plays a supporting role in allowing students to achieve the stated linguistic proficiency goals. Grammar is one tool that supports the attainment of the stated linguistic goals; others tools include knowledge of vocabulary, sociolinguistic knowledge, understanding of cultural appropriateness, and grasp of communication strategies. Students who are provided with ample opportunities to create meaning and use critical thinking skills in a language of study achieve linguistic proficiency. Research has established that all grammar learning must take place within a meaningful context, with the focus on producing structures to support communication.

NJ World Class Standards Content Area: World Languages Content Area Standard

World Languages 7.1 World Languages All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. A. Interpretive Mode

Strand Proficiency Level Novice-Mid

Content Statement o

o

CPI#

Cumulative Progress Indicator (CPI)

7.1.NM.A.1 Recognize familiar spoken or written words and Linguistic: The Novice-Mid language phrases contained in culturally authentic materials learner understands and using electronic information sources related to communicates at the word level targeted themes. and can independently identify and recognize memorized words 7.1.NM.A.2 Demonstrate comprehension of simple, oral and and phrases that bring meaning written directions, commands, and requests through to text. appropriate physical response. Cultural: Personal identity is developed 7.1.NM.A.3 Recognize a few common gestures and cultural through experiences that occur practices associated with the target culture(s). within one’s family, one’s community, and the culture at large. (Topics that assist in the 7.1.NM.A.4 Identify familiar people, places, and objects based development of this on simple oral and/or written descriptions. understanding should include, but are not limited to: self, friends, family, pets, 7.1.NM.A.5 Demonstrate comprehension of brief oral and physical/personality descriptions, written messages using age- and level-appropriate, school, likes/dislikes, and culturally authentic materials on familiar topics.

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o

o

o

o

o

pastimes.) Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. (Topics and activities that assist in the development of this understanding should include, but are not limited to: authentic celebrations, songs, and dances.) Healthy eating habits and fitness practices may vary across cultures. (Topics that assist in the development of this understanding should include, but are not limited to: foods, shopping, eating at home or in restaurants, and wellness practices.) Many products and practices related to home and community are shared across cultures; others are culture-specific. (Topics that assist in the development of this understanding should include, but are not limited to: home life, places in the community, activities within the community, and travel.) What is perceived as “basic needs” varies among and within cultures. (Topics that assist in the development of this understanding should include, but are not limited to: safety, food, shelter, and purchase and sale of goods such as toys, games, travel, and luxury items.) Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to secondlanguage learners who have limited proficiency in the language. (Content areas that assist in the development of this understanding should include, but are not limited to: history, economics, science, and geography.)

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o

Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience. (Content that assists in the development of this understanding should include, but is not limited to: all content areas and popular culture.)

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NOVICE-MID Words, phrases, and memorized simple sentences

NOVICE-MID Accurate when producing memorized language

WORLD LANGUAGES PERFORMANCE LEVEL DESCRIPTORS* TEXT TYPE Quantity of Language Produced NOVICE-HIGH INTERMEDIATE- INTERMEDIATE- INTERMEDIATELOW MID HIGH Words, lists, and Simple sentences Strings of Connected simple sentences sentences sentences and paragraphs LANGUAGE CONTROL Grammatical Accuracy NOVICE-HIGH INTERMEDIATE- INTERMEDIATE- INTERMEDIATELOW MID HIGH Inconsistently Inconsistently Evidence of control Generally accurate accurate accurate of grammar when when narrating and using simple describing in present Most accurate when Most accurate when sentences and basic time expressing one’s expressing one’s verb forms own ideas on own ideas on Less accurate in past previously studied previously studied Demonstrates some and future time and familiar topics and familiar topics ability to use grammatical and Applies familiar Minimally accurate Minimally accurate stylistically structures to new as creativity in as creativity in cohesive elements situations language and/or language and/or production production increases increases

NOVICE-MID

NOVICE-HIGH

Comprehends and produces vocabulary related to common objects and actions in familiar categories

Comprehends and produces an expanding amount of vocabulary from previously studied themes

Uses words and phrases primarily as lexical items without awareness of grammatical structure

Understands and uses a few memorized idiomatic expressions

VOCABULARY USE INTERMEDIATE- INTERMEDIATELOW MID Comprehends and Comprehends and produces produces vocabulary from a vocabulary on a limited number of wider range of themes not everyday themes previously studied Understands and Understands and uses some uses a limited idiomatic number of expressions and idiomatic culturally authentic expressions expressions

Uses false cognates (for languages that contain English cognates)

Uses false cognates (for languages that contain English cognates)

Searches for adequate vocabulary

INTERMEDIATEHIGH Comprehends and produces vocabulary from an expanding variety of themes Understands and uses idiomatic expressions and culturally authentic expressions Uses specialized and precise vocabulary for a limited number of topics

ADVANCEDLOW Paragraph-level discourse

ADVANCEDLOW Sustained control of simple targetlanguage sentence structures and partial control of more complex structures Grammatical unevenness with some control of aspect Some grammatical errors in control of aspect ADVANCEDLOW Comprehends and produces vocabulary on an expanding variety of themes, including some abstract topics related to interest and aptitude Understands and uses idiomatic expressions and culturally authentic expressions Uses specialized and precise vocabulary for a wider range of topics Employs generic vocabulary

COMMUNICATION STRATEGIES Techniques to understand and to be understood As students progress through proficiency levels, they gain stronger control of the strategies acquired at previous levels while

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beginning to use new strategies characteristic of the targeted proficiency level.

NOVICE-MID Identifies a limited number of cognates and loanwords to aid comprehension Uses visual cues to aid comprehension Uses background experience to enhance comprehension

NOVICE-HIGH Identifies some cognates, loanwords, word families, roots, prefixes, and suffixes to aid comprehension Skims and scans Infers meaning of some unfamiliar words to aid comprehension Predicts

INTERPRETIVE INTERMEDIATE- INTERMEDIATELOW MID Identifies a wide Uses knowledge of range of cognates, own culture and loanwords, word target culture to families, roots, deduce meaning prefixes, and suffixes to aid Derives meaning comprehension by examining familiar and Infers meaning of unfamiliar unfamiliar words to structures aid comprehension Effectively uses resources, such as Uses contextual target language clues dictionaries and online resources, to Occasionally uses aid comprehension some resources such as target language dictionaries and online resources to aid comprehension

INTERMEDIATEHIGH Identifies the organizing principle(s) of oral or written text Infers and interprets the intent of the author

ADVANCEDLOW Handles linguistic challenges with a complication or handles an unexpected turn of events within familiar contexts and routine situations

Rereads May paraphrase when reading or listening; asks questions of self about text Identifies type of text (narrative, expository, persuasive) Synthesizes Summarizes Evaluates

NOVICE-MID

NOVICE-HIGH

Skips over unfamiliar words (in order to be successful, reader/listener must already have a wide range of known vocabulary to use this strategy) INTERPERSONAL INTERMEDIATE- INTERMEDIATE-

INTERMEDIATE-

ADVANCED-

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Uses gestures and sometimes resorts to English Repeats Is understood by sympathetic speakers used to dealing with language learners

Generally, but not always: Asks for clarification Uses limited circumlocution Self-corrects when not understood Repeats and asks for repetition Paraphrases Imitates modeled words States lack of understanding Is understood by sympathetic speakers used to dealing with nonnatives

NOVICE-MID

NOVICE-HIGH

Uses gestures and sometimes resorts to English

Generally, but not always:

Repeats Is understood by sympathetic speakers used to dealing with language learners.

LOW Minimally:

MID Consistently:

Asks for clarification

Asks for clarification

Uses some cohesive devices

Uses some cohesive devices

Uses limited circumlocution

Uses circumlocution

Self-corrects when not understood

Occasionally selfcorrects when not needed for comprehension

Repeats and asks for repetition Paraphrases Imitates modeled words

Is understood by sympathetic native speakers accustomed to dealing with nonnatives

Self-corrects even when not needed for comprehension

LOW Rephrases Conveys message without misrepresentation or confusion Is understood by native speakers unaccustomed to dealing with nonnatives

Is generally understood by native speakers of the target language unaccustomed to dealing with nonnatives

States lack of understanding Is generally understood by sympathetic speakers, particularly by those accustomed to dealing with nonnatives PRESENTATIONAL INTERMEDIATE- INTERMEDIATELOW MID Minimally: Consistently: Uses circumlocution

Repeats

Uses some cohesive devices

Uses some cohesive devices

Paraphrases

Repeats

Self-corrects when not understood

Paraphrases

Occasionally selfcorrects when not needed for comprehension

Is understood by sympathetic speakers used to dealing with nonnatives

Probes for details in order to clarify meaning Uses circumlocution

Uses limited circumlocution

Uses limited circumlocution

HIGH Uses cohesive devices

Self-corrects when not understood Is generally understood by sympathetic speakers, particularly by those accustomed to dealing with non-

Is understood by sympathetic native speakers accustomed to dealing with nonnatives

INTERMEDIATEHIGH Uses circumlocution

ADVANCEDLOW Rephrases

Uses cohesive devices to organize presentation

Conveys message without misrepresentation or confusion

Self-corrects even when not needed for comprehension Is generally understood by native speakers of the target language unaccustomed to dealing with nonnatives

Is understood by native speakers unaccustomed to dealing with nonnatives

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natives * The ACTFL Performance Guidelines for K-12 Learners (ACTFL, 1998), ACTFL Proficiency Guidelines - Speaking (ACTFL, 1999), and ACTFL Proficiency Guidelines - Writing (ACTFL, 2001) were used to inform the development World Languages Performance Level Descriptors table.

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Integration of 21st Century Theme(s) The following websites are sources for the following 21st Century Themes and Skills: http://www.nj.gov/education/code/current/title6a/chap8.pdf http://www.p21.org/about-us/p21-framework . http://www.state.nj.us/education/cccs/standards/9/index.html 21st Century Interdisciplinary Themes (into core subjects) • Global Awareness • Financial, Economic, Business and Entrepreneurial Literacy • Civic Literacy • Health Literacy • Environmental Literacy Learning and Innovation Skills • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration Information, Media and Technology Skills • Information Literacy • Media Literacy • ICT (Information, Communications and Technology) Literacy Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility Integration of Digital Tools Classroom computers/laptops Technology Lab FM system Other software programs

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