| Standard 1 | |
| COMMUNICATION: Write and speak in a language other than English | |
| Learners engage in written and spoken conversations on a variety of topics. (Interpersonal) | |
| 8.1.1 | Accurately use multiple greetings and farewells in new social situations. |
|
8.1.2 |
Accurately state information about self, family, and friends. |
| Example: Personality characteristics | |
| 8.1.3 | Accurately express a variety of feelings and preferences of self, family, and friends. |
| Examples: Likes and dislikes | |
| 8.1.4 | Exchange familiar information and opinions in brief conversations. |
| 8.1.5 | Exchange familiar information and opinions in written form with greater independence. |
| Examples: Letters, e-mails, etc. | |
| 8.1.6 | Make requests and ask different types of questions. |
| Example: Use of the simple imperative | |
| 8.1.7 | Recognize and use situation-appropriate non-verbal communication. |
|
8.1.8 |
Use speaking and listening strategies to facilitate communication. |
| Standard 2 | |
| COMMUNICATION: Interpret information in a language other than English | |
| Learners interpret written and spoken language on a variety of topics. (Interpretive) | |
|
8.2.1 |
Respond accurately to classroom requests, commands, and directions. |
| 8.2.2 | Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks. |
| Example: Illustrate the main idea of a short selection | |
| 8.2.3 | Make educated guesses about meaning in simple, unfamiliar contexts, using cognates and familiar vocabulary. |
| Standard 3 | |
| COMMUNICATION: Present information in a language other than English | |
| Learners present to an audience of listeners or readers on a variety of topics. (Presentational) | |
|
8.3.1 |
Recite developmentally appropriate rhymes, proverbs, and poetry of the target cultures. |
|
8.3.2 |
Present prepared material and student-created material on selected topics. |
| Examples: Dialogues, skits, plays, etc. | |
| 8.3.3 | Read passages aloud to practice appropriate intonation and pronunciation with increasing accuracy. |
| 8.3.4 | Compose simple cohesive written information using appropriate formats with teacher guidance. |
| Examples: Poetry, messages, descriptions, simple narratives, cartoons, etc. | |
|
8.3.5
|
Sing developmentally appropriate songs of the target language and cultures. |
| 8.3.6 | Describe objects, self, family, and friends in written and spoken language more independently and with greater detail. |
| Standard 4 | |
| CULTURES: Develop awareness of other cultures | |
| Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied. | |
| 8.4.1 | Investigate and report on basic social practices of the target cultures. |
| Examples: Celebrations and holidays unique to the target cultures, fashion, sports, etc. | |
| 8.4.2 | Examine products, perspectives, and symbols of the target cultures through guided participation. |
| 8.4.3 | Examine factors that influence practices, products, and perspectives. |
| Examples: Geography, weather, demographics, etc. | |
| 8.4.4 | Describe contributions from other cultures. |
| Examples: Art, literature, famous people, etc. | |
| Standard 5 | |
| CONNECTIONS: Make connections to other content areas | |
| Learners use target language to expand their knowledge of and make connections among multiple content areas. | |
| 8.5.1 | Investigate and report on objects and concepts from other content areas. |
| Examples: Probability (refers to Mathematics 5.6.4), body parts and exercise (refers to Science 4.4.9), map skills (refers to Social Studies 6.3.2) | |
| 8.5.2 | Integrate content area concepts and skills through relevant activities. |
| Examples: Report on survey results in the target language, identify and describe body parts used for various activities, use a map or locational technology to identify locations | |
| Standard 6 | |
| CONNECTIONS: Access and connect information through various media | |
| Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources. | |
| 8.6.1 | Use digital media and culturally authentic resources to build vocabulary, improve reading ability, and encourage cultural awareness. |
| Examples: Electronic dictionaries, language websites, TV programs, etc. | |
| 8.6.2 | Use digital media and culturally authentic resources to study target cultures. |
| Examples: Short video clips, advertisements, etc. | |
| Standard 7 | |
| COMPARISONS: Investigate the nature of language and culture | |
| Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own. | |
| 8.7.1 | Use cognates and word families to guess meaning. |
| 8.7.2 | Recognize and use simple language structures. |
| Examples: Question formation, negative constructions | |
| 8.7.3 | Compare and use idiomatic and colloquial expressions in the target language. |
| 8.7.4 | Compare and use authentic forms of address in social situations. |
| 8.7.5 | Compare the social patterns of other cultures and the learner’s own culture. |
| Examples: Compare school settings, role-play meeting new people, discuss dating, etc. | |
| Standard 8 | |
| COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple settings | |
| Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement. | |
| 8.8.1 | Share experiences from the world language classroom within the school and/or community. |
| Example: Make presentations to peers and school community | |
| 8.8.2 | Investigate and share with others the influences of the target language and cultures on the community. |
| Examples: Architecture, special events, stores and shops, etc. | |
| 8.8.3 | Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment. |
| Example: Establish e-pal or pen pal connections with native speakers | |