D2L Corporation
2013-05-24T17:39:09-04:00
2013-05-24T17:39:09-04:00
D2L Corporation
Arizona Foreign and Native Language Standards
Today's students prepare for the tomorrow in which they will need to function in varied contexts. The constant shrinking of the globe will expand their experience beyond that of previous generations to include contacts with other languages and cultures, both in their private lives and in their work. Languages are increasingly demanded in a wide range of professions. To succeed, students will need new tools, many of which are available primarily, if not solely, through the study of other languages.
2013-05-24
1997
1:
Standard
Communication
Students understand and interpret written and spoken communication on a variety of topics in the target language.
Language Ability
Rediness
Students know and are able to do the following:
1FL-R1
Respond to simple commands
1FL-R2
Read and understand simple words and expressions
1FL-R3
Comprehend short conversations/stories on familiar topics
1FL-R4
Identify people and objects based on oral and written descriptions
1FL-R5
Interpret gestures, intonation and other visual or auditory cues
1FL-R6
Comprehend the main ideas and identify the principal characters of short stories or children's literature
Language Ability
Foundations
Students know and are able to do all of the above and the following:
1FL-F1
Comprehend and interpret a brief narrative or poem
1FL-F2
Comprehend brief written messages and short personal notes
1FL-F3
Comprehend simple recorded material
1FL-F4
Follow simple written instructions
1FL-F5
Identify parts of a short story, e.g., climax, main idea, conflict
1FL-F6
Comprehend the main ideas or themes and identify and describe the main characters in selected literary texts
Language Ability
Essentials
Students know and are able to do all of the above and the following:
1FL-E1
Comprehend the main idea in authentic oral and written materials on a familiar topic
1FL-E2
Comprehend well-developed paragraphs containing complex sentences and idiomatic expressions
1FL-E3
Comprehend, interpret and analyze the style of a short piece of fiction or essay on familiar topics
1FL-E4
Identify characteristics of a variety of literary genres, e.g., short stories, plays, essays
1FL-E5
Identify emotions and feelings from selected reading material
1FL-E6
Read a poem and analyze its components
Language Ability
Proficiency
Students know and are able to do all of the above and the following:
1FL-P1
Comprehend the main ideas and significant details in both oral presentations and written text
1FL-P2
Comprehend authentic newspapers and magazine articles
1FL-P3
Identify characteristics of a variety of literary genres including poetry
1FL-P4
Identify and comprehend cultural nuances, including humor, in written and spoken language
1FL-P5
Analyze and determine the significance of the principal themes and characteristics of a major literary text
1FL-P6
Analyze the styles of two or more authors within one genre
Language Ability
Distinction
This level description applies to each of the three standards for the Communication Strand
1FL-D1
Discuss ideas, events or texts successfully with native speakers in conversation or as a presentation to a group
1FL-D2
Debate, argue and negotiate on a variety of issues
1FL-D3
Write analyses of literary works, noting stylistic conventions and cultural nuances
1FL-D4
Conduct a comparative analysis of two or more authentic written or recorded works in the target language
2:
Standard
Communication
Students engage in oral and written exchanges which include providing and obtaining information, expressing feelings and preferences, and exchanging ideas and opinions in the target language.
Language Ability
Rediness
Students know and are able to do the following:
2FL-R1
Greet people, make small talk and close conversations
2FL-R2
Give and follow simple instructions and ask and answer questions
2FL-R3
Express likes and dislikes
2FL-R4
Describe people, places and things in their daily lives
2FL-R5
Identify occupations in the target language
Language Ability
Foundations
Students know and are able to do all of the above and the following:
2FL-F1
Express feelings
2FL-F2
Give and follow directions to carry out a specific task and ask questions for clarification
2FL-F3
Exchange information about personal events and memorable experiences
2FL-F4
State opinions about objects, people and events present in their everyday lives
2FL-F5
Acquire goods or information through interaction
Language Ability
Essentials
Students know and are able to do all of the above and the following:
2FL-E1
Express and react to a variety of feelings
2FL-E2
Develop and propose solutions to issues and problems cooperatively with other students
2FL-E3
Support opinions with factual information
2FL-E4
Use idiomatic expressions in oral and written communication
Language Ability
Proficiency
Students know and are able to do all of the above and the following:
2FL-P1
Express and support opinions on a variety of topics, concepts and ideas
2FL-P2
Use complex sentences with connective expressions and idioms in oral and written communication
2FL-P3
Compare and contrast ideas, people, places and things
2FL-P4
Narrate anecdotes and original stories
Language Ability
Distinction
See Standard 1 [Communication]
3:
Standard
Communication
Students present information and ideas in the target language on a variety of topics to listeners and readers.
Language Ability
Rediness
Students know and are able to do the following:
3FL-R1
Recite short and simple materials (i.e., stories, songs, poems, advertisements and popular sayings) with appropriate expression
3FL-R2
Write or orally present short messages
3FL-R3
Present descriptions of familiar people, places and things to a group
3FL-R4
Read and recite short poems or stories with appropriate expression
Language Ability
Foundations
Students know and are able to do all of the above and the following:
3FL-F1
Perform short plays, poems and songs
3FL-F2
Write or orally present brief messages that provide information
3FL-F3
Present basic (biographical) information about self or others in front of a group
3FL-F4
Read and recite short poems with appropriate expression and rhythm
3FL-F5
Share their interpretations, reactions and feelings about a piece of literature
Language Ability
Essentials
Students know and are able to do all of the above and the following:
3FL-E1
Present understandable written reports and summaries
3FL-E2
Perform short, student-created skits and scenes
3FL-E3
Present a brief speech (monologue)
3FL-E4
Prepare tape- (audio) or video-recorded materials
3FL-E5
Retell a story
Language Ability
Proficiency
Students know and are able to do all of the above and the following:
3FL-P1
Present persuasive arguments effectively on a range of topics
3FL-P2
Present a research project orally or publish it in writing or in a video
3FL-P3
Present a humorous story, anecdote or joke
Language Ability
Distinction
See Standard 1 [Communication]
4:
Standard
Culture
Students know "what to do when" and "what to say while doing it" in the culture and use this knowledge to interact appropriately. They also understand the relationships between cultural perspectives, products and practices within cultures.
Language Ability
Rediness
Students know and are able to do the following:
4FL-R1
Use appropriate gestures and oral expressions for greetings, leave-takings and courtesy phrases
4FL-R2
Participate in age-appropriate cultural activities such as games, songs, celebrations and short dialogues
4FL-R3
Identify and describe a variety of objects from the cultures, e.g., toys, dress, buildings, foods
4FL-R4
Identify parts of the world where the target language is spoken
Language Ability
Foundations
Students know and are able to do all of the above and the following:
4FL-F1
Identify and discuss (in English, if necessary) typical behaviors from the target culture in a variety of specific settings
4FL-F2
Identify on a map the countries where the target language is spoken and the major cities and geographical features
4FL-F3
Use culturally appropriate language and behaviors in basic school and social situations
4FL-F4
Interpret cultural messages expressed in signs, symbols, advertisements, etc., in the target language
Language Ability
Essentials
Students know and are able to do all of the above and the following:
4FL-E1
Investigate and participate in age-appropriate cultural practices related to business, sports and entertainment
4FL-E2
Use and respond appropriately to idiomatic verbal and nonverbal expressions
4FL-E3
Identify, experience or produce expressive products of the culture, e.g., advertisements, stories, poems
4FL-E4
Recognize simple themes, ideas or perspectives of the culture and the relationships to socially acceptable behavior
4FL-E5
Identify the areas in the U.S. where the target language is most commonly spoken, noting the impacts
4FL-E6
Recognize how the target language and its culture add to the richness of our own cultural diversity
4FL-E7
Recognize when to switch between formal and informal language
Language Ability
Proficiency
Students know and are able to do all of the above and the following:
4FL-P1
Explain how the target language and its culture add to the richness of our cultural diversity
4FL-P2
Use formal and informal language appropriately in a variety of settings
4FL-P3
Identify, analyze and discuss various patterns of behavior or interactions typical of the culture studied
4FL-P4
Investigate and explain the function of products of the culture (e.g., institutions, crafts, laws, music) and their relationship to cultural perspectives
4FL-P5
Identify the target language's literary masterpieces and their authors
Language Ability
Distinction
Students know and are able to do all of the above and the following:
4FL-D1
Identify, discuss and analyze products of the culture (e.g., social, economic and political institutions) and the relationships between these institutions and the perspectives of the culture
4FL-D2
Experience, discuss and analyze expressive products of the culture including selections from various literary genres and the visual arts
4FL-D3
Recognize the similarities and differences in literary style among well-known authors within the target language from one or more historical periods
5:
Standard
Connections
Students use the target language and authentic sources to reinforce and/or learn other content from the other subject areas.
Language Ability
Rediness
Students know and are able to do the following:
5FL-R1
Explore topics related to other school subjects in the target language including weather terms, math facts, measurements, animals or geographical concepts
5FL-R2
Read or listen to and talk about age-appropriate folk tales, short stories, poems and songs that are written for native speakers
Language Ability
Foundations
Students know and are able to do all of the above and the following:
5FL-F1
Discuss topics in other school subjects in the target language including geographical terms, historical facts, mathematical terms and problems, and scientific information
5FL-F2
Comprehend articles or short videos in the target language on topics being studied in other classes
Language Ability
Essentials
Students know and are able to do all of the above and the following:
5FL-E1
Present reports in the target language orally and/or in writing on topics being studied in other classes
5FL-E2
Generate reports for other content areas using information acquired through sources in the target language
Language Ability
Proficiency
Students know and are able to do all of the above and the following:
5FL-P1
Discuss topics from other school subjects or the workplace in the target language including political and historical concepts, world-wide health issues and environmental concerns
5FL-P2
Acquire information from a variety of sources written in the target language about a topic being studied in other subjects
5FL-P3
Use a variety of authentic sources in the target language to prepare reports for other content subject areas
Language Ability
Distinction
Students know and are able to do all of the above and the following:
5FL-D1
Study successfully one or more content areas in the target language
6:
Standard
Comparisons
Students develop insights into their own language and their own culture through the study of the target language.
Language Ability
Rediness
Students know and are able to do the following:
6FL-R1
Recognize that words are borrowed from one language by another
6FL-R2
Make basic comparisons between the celebrations of the target culture and their own culture (e.g., Halloween and Dia de los Muertos; Bastille Day and Independence Day)
6FL-R3
Recognize that cultures have artifacts, such as symbols, advertisements and songs, that serve similar purposes
Language Ability
Foundations
Students know and are able to do all of the above and the following:
6FL-F1
Identify and compare (in English, if necessary) cultural perspectives of people in both their own culture and the culture being studied relating to family, school, work and play
6FL-F2
Recognize (in English, if necessary) the process of word/idea borrowing from one language by another
6FL-F3
Distinguish between the sound system and the writing system of the target language and the same elements in their own language
6FL-F4
Compare appropriate gestures in the target language and culture studied to their own
Language Ability
Essentials
Students know and are able to do all of the above and the following:
6FL-E1
Understand how idiomatic expressions impact communication and reflect culture
6FL-E2
Demonstrate an awareness that there is more than one way to express ideas across languages
6FL-E3
Recognize that there are linguistic and cultural concepts that exist in one language and not in another
6FL-E4
Compare and contrast a variety of art forms (e.g., music, dance, visual arts, drama) with their own culture through oral and/or written descriptions and/or performance
Language Ability
Proficiency
Students know and are able to do all of the above and the following:
6FL-P1
Compare and contrast various elements of the target language, such as tie or tense, with parallel linguistic elements in English
6FL-P2
Use idiomatic expressions in appropriate contexts
6FL-P3
Compare and contrast the treatment of current issues in both the target culture and the student's culture by drawing on authentic texts
Language Ability
Distinction
Students know and are able to do all of the above and the following:
6FL-D1
Provide an in-depth analysis of another culture's perception of the United States within the world arena
6FL-D2
Compare and contrast the use of English and the target language and culture to carry out specific communicative purposes (e.g., motivating others, telling a story, conducting business)
7:
Standard
Communities
Students use the target language within and beyond the school setting.
Language Ability
Rediness
Students know and are able to do the following:
7FL-R1
Participate in a school or community celebration
7FL-R2
Perform a song or skit in the target language for an audience
7FL-R3
Understand and listen to presentations about occupations and careers
Language Ability
Foundations
Students know and are able to do all of the above and the following:
7FL-F1
Use the library to select books, magazines, CDs, etc., in the target language; share their content with others
7FL-F2
Identify people in the community who use the target language in their work; invite them to share information with the class and ask the questions
7FL-F3
Create original materials (e.g., short stories, poems, crafts) to exchange with classes in other communities or countries
7FL-F4
Present information to others (in English, if necessary) about the target language and culture
Language Ability
Essentials
Students know and are able to do all of the above and the following:
7FL-E1
Research and present a topic related to the target language or culture, using resources available outside the classroom
7FL-E2
Write letters or electronic messages to native speakers
7FL-E3
Interview community members who speak the target language on topics of personal or professional interest; report the results orally or in writing
7FL-E4
Write letters to U.S. communities and other countries where the target language is used to request information on topics of interest; report orally or in writing about the information received
7FL-E5
Identify and select written or oral materials of individual interest; report on them to others
Language Ability
Proficiency
Students know and are able to do all of the above and the following:
7FL-P1
Research topics of personal, global or community interest, using resources produced for native speakers
7FL-P2
Interview speakers of the target language on historical or current topics of cultural or professional interest
7FL-P3
Serve as a guide or informal interpreter for visitors from other countries
7FL-P4
Perform a short play in the target language for parents, visitors or a community group
Language Ability
Distinction
Students know and are able to do all of the above and the following:
7FL-D1
Translate written materials for a local business, bank, school, etc.
7FL-D2
Publish an original article or story
7FL-D3
Serve as interpreter to assist native speakers who require help, such as the elderly or disabled
7FL-D4
Tutor students from other countries who need help with school subjects in their native language while they are learning English
7FL-D5
Co-host a cultural festival in conjunction with the community