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School City of Hobart |
| Communication |
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Standard 1
The learner will be able to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal).
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1.1.1
The learner will be able to participate in brief guided conversations related to needs, interests, likes, and dislikes.
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1.1.2
The learner will be able to understand and use appropriate forms of address in courtesy expressions. Example: Greet and take leave of people appropriately, e.g., an elderly gentleman, a woman with her infant daughter, a doctor, a classmate. Example: Respond with an appropriate wish or comment in interpersonal situations, e.g., someone sneezes, someone is celebrating a birthday, someone is leaving on an extended trip. .
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1.1.3
The learner will be able to make introductions, presenting classmates, family members, and friends.
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1.1.4
The learner will be able to ask and answer simple questions Example: Ask simple questions to solve problems, e.g., not understanding an assignment not hearing a direction. .
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1.1.5
The learner will be able to make routine requests in the classroom and in public places. Example: Ask permission to go to the restroom, to sharpen a pencil, etc. .
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1.1.6
The learner will be able to describe state of being in simple phrases. Example: Ask and respond appropriately to questions, such as, How are you? or How do you feel? and I'm fine., I'm happy., I'm hungry., I'm sleepy., I'm mad. .
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1.1.7
The learner will be able to express basic agreement and disagreement. Example: Agree or disagree with others' preferences with expressions such as yes, me too, and me neither. .
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Standard 2
The learner will be able to understand and interpret written and spoken language on a variety of topics. (Interpretive).
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1.2.1
The learner will be able to read isolated words and phrases in situational contexts, e.g., menus, signs, schedules. Example: Demonstrate comprehension of written signs through appropriate actions, e.g., push, pull, enter, exit. .
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1.2.2
The learner will be able to comprehend and respond to brief written directions and information. Example: Demonstrate comprehension of directions to a specific place by drawing arrows on a map. .
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1.2.3
The learner will be able to read short narrative texts on simple topics. Example: Read "books" written and illustrated by classmates on familiar topics, e.g., houses, families, favorite foods. .
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1.2.4
The learner will be able to respond to simple oral directions and commands. Example: Perform the appropriate action in response to commands, e.g., Jump., Run., Walk., Go to the chalkboard., Return to your seat and sit down. .
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1.2.5
The learner will be able to respond to routine requests in the classroom and in public places. Example: Respond appropriately through physical action to requests, e.g., Put your book on the desk., Go to the blackboard., Open your book to page 45., Take out paper and pencil. .
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1.2.6
The learner will be able to identify people and objects based on oral and written descriptions. Example: Demonstrate comprehension of written vocabulary by appropriate physical response, e.g., pointing to a corresponding picture, object, etc. .
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Standard 3
The learner will be able to present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational).
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1.3.1
The learner will be able to write familiar words and phrases.
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1.3.2
The learner will be able to sing simple foreign culture songs.
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1.3.3
The learner will be able to write a simple poem, e.g., haiku, cinquain, concrete poetry.
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1.3.4
The learner will be able to give simple commands, directions, and instructions. Example: Direct classmates to perform routine classroom tasks. .
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1.3.5
The learner will be able to provide simple descriptions of people, places, and objects.
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1.3.6
The learner will be able to present short plays and skits.
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1.3.7
The learner will be able to write short messages, e.g., postcards, personal notes.
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1.3.8
The learner will be able to read aloud a familiar poem.
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1.3.9
The learner will be able to write short paragraphs on familiar topics.
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1.3.10
The learner will be able to write short descriptions or messages.
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| Cultures |
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Standard 4
The learner will be able to demonstrate an understanding of the relationship between the practices and perspectives of the culture.
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1.4.1
The learner will be able to demonstrate greeting and leave-taking behaviors in a variety of social situations. Example: Respond appropriately to different forms of greeting and leave-taking. .
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1.4.2
The learner will be able to make and respond to introductions. Example: Role-play introductions, employing appropriate social register. .
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1.4.3
The learner will be able to use appropriate courtesy expressions, e.g., please, thank you, excuse me, etc.
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1.4.4
The learner will be able to make simple polite requests.
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1.4.5
The learner will be able to recognize cultural differences, e.g., dress, foods, dwellings, gestures, concept of time, holiday celebrations. Example: Interpret dates and times, e.g., 5/7/99 means July 5, 1999 and not May 7, 1999; 21.30 means 9:30 p.m. Example: Identify major holidays and celebrations unique to the foreign culture. Example: Identify similarities and differences in occupations in the foreign culture and students' own culture. Example: Describe what is occurring in a video of a cultural celebration. .
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Standard 5
The learner will be able to students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
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1.5.1
The learner will be able to identify the major products of the foreign culture. Example: Create a map that illustrates products of the foreign country and their respective areas of production. Example: Create a scrapbook of realia from the foreign culture and include personal reactions to each item, e.g., product labels, magazine ads, movie ads, newspaper articles. .
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| Connections |
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Standard 6
The learner will be able to reinforce and further their knowledge of other disciplines through the foreign language.
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1.6.1
The learner will be able to demonstrate knowledge of the major geographical features (e.g., mountains, rivers, major cities, etc.) of identified countries or regions where the foreign language is spoken.
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1.6.2
The learner will be able to apply mathematical skills in the foreign language. Example: Prepare food using appropriate units of measure, by following a recipe from the foreign culture. Example: Convert Celsius temperatures on a foreign culture weather map to Fahrenheit. Example: Role-play a shopping situation, employing mathematical skills to convert foreign currency. .
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1.6.3
The learner will be able to identify typical cuisine of the foreign culture.
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1.6.4
The learner will be able to demonstrate an awareness of music and art in the foreign culture. Example: Perform popular children's songs from the foreign culture, e.g., singing, playing a musical instrument. .
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Standard 7
The learner will be able to acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.
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1.7.1
The learner will be able to read identified selections of children's literature.
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1.7.2
The learner will be able to extract identified information from selected authentic sources. Example: Examine authentic movie ads and TV guides from the foreign culture to become familiar with current entertainment trends in contemporary society. Example: Examine a collection of advertisements from the foreign culture media to determine popular items in the culture. .
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| Comparisons |
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Standard 8
The learner will be able to demonstrate understanding of the nature of language through comparisons of the language studied and their own.
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1.8.1
The learner will be able to recognize word borrowings among languages. Example: Study a map of Indiana and identify the locations (e.g., cities, rivers, etc.) that have a name derived from the foreign language. Example: Identify dictionary words that come from the foreign language. .
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1.8.2
The learner will be able to identify different titles of address used in the foreign country.
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1.8.3
The learner will be able to recognize differences in the writing systems among languages.
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1.8.4
The learner will be able to recognize that other languages and/or dialects may be spoken by large groups of people within the foreign culture.
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Standard 9
The learner will be able to demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
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1.9.1
The learner will be able to compare daily living patterns in the foreign culture with students' own culture. Example: Identify similarities and differences in school subjects and class schedules in the foreign culture. Example: Describe similarities and differences of modern dress in the foreign culture. Example: Describe shopping patterns in the foreign culture. Example: Identify similarities and differences in verbal and non-verbal behavior between the foreign culture and students' culture. Example: Identify foods in students' culture that are originally from the culture being studied, e.g., sushi from Japan, crepes from France, gyros from Greece, couscous from Morocco, etc. .
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1.9.2
The learner will be able to discuss cultural stereotyping.
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| Communities |
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Standard 10
The learner will be able to use the language both within and beyond the school setting.
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1.10.1
The learner will be able to discover applications and uses of the foreign language within the local community. Example: Identify occupations in want ads and Internet job searches for which the foreign language would be helpful. .
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1.10.2
The learner will be able to practice oral or written use of the foreign language with family, friends, or peers. Example: "Try out" the language at home with parents or siblings, by sharing what was learned in class that day. Example: Initiate a conversation or respond to questions from the teacher in the foreign language outside the classroom. .
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1.10.3
The learner will be able to write and illustrate paragraphs on familiar topics to present to school and community.
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1.10.4
The learner will be able to recreate for the school or community an event or product from the foreign culture.
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1.10.5
The learner will be able to participate in foreign language club activities which benefit the school or community.
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| Personal Enjoyment |
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Standard 11
The learner will be able to show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
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1.11.1
The learner will be able to express interest in various aspects of the foreign culture. Example: Identify examples representative of the foreign culture in the community, e.g., decorative arts, architecture, cuisine, products sold, etc. Example: Identify countries and regions on a world map where the foreign language is spoken. Read about the foreign culture in a variety of media sources. .
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1.11.2
The learner will be able to appreciate samples of cuisine, art, literature, and music from the foreign culture. Example: Visit a restaurant operated by speakers of the foreign language and order in the foreign language. .
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