Riada American School

Foreign Language Scope and Sequence









1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information

Foreign Language

Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information

Foreign Language

Standard 1 : Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information

Reference code: NDE,38;ME,31;NE,42

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade K-4)
   1. Uses the target language to express likes, dislikes, and personal preferences (e.g., objects, people, events, favorite activities, food, celebrations) in everyday environments
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level II (Grade K-4)
  Benchmark 1.Uses the target language to express likes, dislikes, and personal preferences (e.g., objects, people, events, favorite activities, food, celebrations) in everyday environments
   Vocabulary terms
A.  expressing likes (in target language)
B.  expressing dislikes (in target language)
C.  expressing preferences (in target language)
  Knowledge/skill statements
  1. Uses the target language to express likes   
  2. Uses the target language to express dislikes   
  3. Uses the target language to express personal preferences   
  4. Uses the target language make expressions about objects   
  5. Uses the target language to make expressions about people   
  6. Uses the target language to make expressions about events   
  7. Uses the target language to make expressions about activities   
  8. Uses the target language to make expressions about food   
  9. Uses the target language to make expressions about celebrations   


Citation Log: BP(NDE,18;​AE,24;​EE,31,35,45;​ME,31;​NE,42,66)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Uses basic vocabulary to describe assorted objects (e.g., toys, dress, types of dwellings, foods) in everyday environmentsci
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level II (Grade K-4)
  Benchmark 2.Uses basic vocabulary to describe assorted objects (e.g., toys, dress, types of dwellings, foods) in everyday environmentsci
   Vocabulary terms
A.  describing objects (in target language)
  Knowledge/skill statements
  1. Uses basic vocabulary to describe different toys   
  2. Uses basic vocabulary to describe types of dress   
  3. Uses basic vocabulary to describe types of dwellings   
  4. Uses basic vocabulary to describe different foods   


Citation Log: BP(NE,42)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Uses vocabulary for a wide range of topics (e.g., basic subject area terms, such as story elements, animals, weather, geographical concepts; categories such as numbers, shapes, colors, size)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level II (Grade K-4)
  Benchmark 3.Uses vocabulary for a wide range of topics (e.g., basic subject area terms, such as story elements, animals, weather, geographical concepts; categories such as numbers, shapes, colors, size)
   Vocabulary terms
A.  discussing topics (in target language)
  Knowledge/skill statements
  1. Uses basic subject area terms, such as story elements, in simple discussions   
  2. Uses basic subject area terms, such as story animals, in simple discussions   
  3. Uses basic subject area terms, such as weather, in simple discussions   
  4. Uses basic subject area terms, such as geographical concepts, in simple discussions   
  5. Uses basic number vocabulary in simple discussions   
  6. Uses basic shape vocabulary in simple discussions   
  7. Uses basic color vocabulary in simple discussions   
  8. Uses basic vocabulary related to size in simple discussions   


Citation Log: BP(EE,49;​NE,55)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Gives and follows simple instructions in the target language (e.g., in games, with partners or groups, giving commands suggested by a picture)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level II (Grade K-4)
  Benchmark 4.Gives and follows simple instructions in the target language (e.g., in games, with partners or groups, giving commands suggested by a picture)
   Vocabulary terms
A.  giving simple instructions (in target language)
B.  following simple instructions (in target language)
  Knowledge/skill statements
  1. Gives simple instructions in the target language    
  2. Follows simple instructions in the target language    
  3. Gives and follows simple instructions in games    
  4. Gives and follows simple instructions with partners or groups   
  5. Gives commands suggested by a picture   


Citation Log: BP(NDE,18;​EE,45;​ME,32;​NE,42)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Uses and responds to culturally appropriate nonverbal cues and body language (e.g., to clarify a verbal message, to engage a listener’s attention, to express humor, for social interactions)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicVerbal and nonverbal communication
   Level II (Grade K-4)
  Benchmark 5.Uses and responds to culturally appropriate nonverbal cues and body language (e.g., to clarify a verbal message, to engage a listener’s attention, to express humor, for social interactions)
   Vocabulary terms
A.  culturally appropriate cue
B.  culturally appropriate body language
  Knowledge/skill statements
  1. Uses culturally appropriate nonverbal cues    
  2. Responds to culturally appropriate nonverbal cues    
  3. Uses culturally appropriate body language    
  4. Responds to culturally appropriate body language    


Citation Log: BP(NDE,18;​EE,31,35,39,61;​NE,50,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Uses the target language to exchange information about general events (e.g., classes, meetings, concerts, meals) and transportation (e.g., place, date, time)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level II (Grade K-4)
  Benchmark 6.Uses the target language to exchange information about general events (e.g., classes, meetings, concerts, meals) and transportation (e.g., place, date, time)
   Vocabulary terms
A.  exchanging information about general events (in target language)
B.  exchanging information about transportation (in target language)
  Knowledge/skill statements
  1. Uses the target language to exchange information about general events    
  2. Uses the target language to exchange information about classes   
  3. Uses the target language to exchange information about meetings   
  4. Uses the target language to exchange information about concerts   
  5. Uses the target language to exchange information about meals   
  6. Uses the target language to exchange information about transportation   
  7. Uses the target language to exchange details about transportation, such as place, date, and time   


Citation Log: BP(NDE,18;​AE,24;​EI,31;​ME,31;​NI,42)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Uses appropriate vocabulary, gestures, and oral expressions for greetings, introductions, leave takings, and other common or familiar interactions (e.g., exchanging name, address, phone number, place of origin, general health/state of being; giving and asking for permission; using the telephone; making and responding to requests)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level II (Grade K-4)
  Benchmark 7.Uses appropriate vocabulary, gestures, and oral expressions for greetings, introductions, leave takings, and other common or familiar interactions (e.g., exchanging name, address, phone number, place of origin, general health/state of being; giving and asking for permission; using the telephone; making and responding to requests)
   Vocabulary terms
A.  culturally appropriate gesture
B.  culturally appropriate expressions
C.  greetings (in target language)
D.  introductions (in target language)
E.  leave takings (in target language)
F.  exchanging personal information (in target language)
G.  giving permission (in target language)
H.  asking permission (in target language)
J.  using the telephone (in target language)
K.  making requests (in target language)
L.  responding to requests (in target language)
  Knowledge/skill statements
  1. Uses appropriate vocabulary, gestures, or oral expressions for greetings   
  2. Uses appropriate vocabulary, gestures, or oral expressions for introductions   
  3. Uses appropriate vocabulary, gestures, or oral expressions for leave takings   
  4. Uses appropriate vocabulary, gestures, and oral expressions for a variety of familiar interactions   
  5. Uses appropriate vocabulary, gestures, or oral expressions to exchange one’s name   
  6. Uses appropriate vocabulary, gestures, or oral expressions to exchange one’s address   
  7. Uses appropriate vocabulary, gestures, or oral expressions to exchange one’s phone number   
  8. Uses appropriate vocabulary, gestures, or oral expressions to exchange one’s place of origin   
  9. Uses appropriate vocabulary, gestures, or oral expressions to exchange one’s general health or state of being   
  10. Uses appropriate vocabulary, gestures, or oral expressions to give and ask for permission   
  11. Uses appropriate vocabulary, gestures, or oral expressions when using the telephone   
  12. Uses appropriate vocabulary, gestures, or oral expressions to make and respond to requests   


Citation Log: BC(NDE,18;​AE,24;​EE,31,57;​ME,31,40;​NE,42,50,59,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Uses the target language to express needs, feelings, and ideas related to everyday situations (e.g., enjoyment while playing a game, personal response to a movie, agreement or disagreement on a topic)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level II (Grade K-4)
  Benchmark 8.Uses the target language to express needs, feelings, and ideas related to everyday situations (e.g., enjoyment while playing a game, personal response to a movie, agreement or disagreement on a topic)
   Vocabulary terms
A.  expressing needs (in target language)
B.  expressing feelings (in target language)
C.  expressing ideas (in target language)
  Knowledge/skill statements
  1. Uses the target language to express needs to everyday situations    
  2. Uses the target language to express feelings related to everyday situations    
  3. Uses the target language to express ideas related to everyday situations    
  4. Uses the target language to express enjoyment while playing a game   
  5. Uses the target language to express personal response to a movie   
  6. Uses the target language to express agreement or disagreement on a topic   


Citation Log: BP(NDE,19;​EE,31,35;​ME,31,34;​NI,42)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   9. Asks and answers questions in the target language (e.g., clarifies word meaning, asks for assistance, answers questions about self or family)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level II (Grade K-4)
  Benchmark 9.Asks and answers questions in the target language (e.g., clarifies word meaning, asks for assistance, answers questions about self or family)
   Vocabulary terms
A.  asking questions (in target language)
B.  answering questions (in target language)
C.  clarifying meanings (in target language)
D.  asking for assistance (in target language)
  Knowledge/skill statements
  1. Asks questions in the target language    
  2. Answers questions in the target language    
  3. Clarifies word meaning in the target language   
  4. Asks for assistance in the target language   
  5. Answers questions about self or family in the target language   


Citation Log: BP(NDE,19;​EE,31,35,39,45;​ME,31)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 5-8)
   1. Uses verbal and written exchanges to share personal data, information, and preferences (e.g., events in one’s life, past experiences, significant details related to topics that are of common interest, preferred leisure activities, likes, dislikes, needs)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
Topics1. Conversational vocabulary; 2. Written expression
   Level III (Grade 5-8)
  Benchmark 1.Uses verbal and written exchanges to share personal data, information, and preferences (e.g., events in one’s life, past experiences, significant details related to topics that are of common interest, preferred leisure activities, likes, dislikes, needs)
   Vocabulary terms
A.  sharing information verbally (in target language)
B.  sharing information in writing (in target language)
  Knowledge/skill statements
  1. Uses verbal exchanges to share personal data, information, and preferences   
  2. Uses written exchanges to share personal data, information, and preferences   
  3. Uses verbal exchanges to share events in one’s life   
  4. Uses written exchanges to share events in one’s life   
  5. Uses verbal exchanges to share past experiences   
  6. Uses written exchanges to share past experiences   
  7. Uses verbal exchanges to share significant details related to topics that are of common interest   
  8. Uses written exchanges to share significant details related to topics that are of common interest   
  9. Uses verbal exchanges to share preferred leisure activities   
  10. Uses written exchanges to share preferred leisure activities   
  11. Uses verbal exchanges to share likes and dislikes   
  12. Uses written exchanges to share likes and dislikes   
  13. Uses verbal exchanges to share needs   
  14. Uses written exchanges to share needs   


Citation Log: BP(NDE,18;​EE,71,75,83;​ME,31;​NI,42,66)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Uses the target language to plan events and activities with others (e.g., using authentic schedules, budgets)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level III (Grade 5-8)
  Benchmark 2.Uses the target language to plan events and activities with others (e.g., using authentic schedules, budgets)
   Vocabulary terms
A.  planning events (in target language)
B.  planning activities (in target language)
  Knowledge/skill statements
  1. Uses the target language to plan events with others    
  2. Uses the target language to plan activities with others    
  3. Uses the target language to make plans with others using authentic schedules   
  4. Uses the target language to make plans with others using budgets   


Citation Log: BC(NDE,18;​EE,71;​NI,42)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Uses vocabulary and cultural expressions to express the failure to understand the message or to request additional information (e.g., requests that the speaker restate the message, asks appropriate questions for clarification)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
Topics1. Conversational vocabulary; 2. Verbal and nonverbal communication
   Level III (Grade 5-8)
  Benchmark 3.Uses vocabulary and cultural expressions to express the failure to understand the message or to request additional information (e.g., requests that the speaker restate the message, asks appropriate questions for clarification)
   Vocabulary terms
A.  expressing failure to understand (in target language)
B.  requesting additional information (in target language)
  Knowledge/skill statements
  1. Uses vocabulary to express the failure to understand the message    
  2. Uses cultural expressions to express the failure to understand the message   
  3. Uses vocabulary to request additional information   
  4. Uses cultural expressions to request additional information   
  5. Requests that the speaker restate the message   
  6. Asks appropriate questions for clarification   


Citation Log: BC(NDE,18;​EE,71,79,83;​ME,31;​NI,42;​NPI,21,40)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Uses appropriate verbal strategies and cues (e.g., rephrasing, circumlocution, repetition, tone, stress, intonation) to communicate spoken messages and maintain listening comprehension
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicVerbal and nonverbal communication
   Level III (Grade 5-8)
  Benchmark 4.Uses appropriate verbal strategies and cues (e.g., rephrasing, circumlocution, repetition, tone, stress, intonation) to communicate spoken messages and maintain listening comprehension
   Vocabulary terms
A.  verbal strategies (in target language)
B.  verbal cues (in target language)
C.  rephrasing (in target language)
D.  circumlocution (in target language)
E.  repetition (in target language)
  Knowledge/skill statements
  1. Uses appropriate verbal strategies to communicate spoken messages    
  2. Uses appropriate verbal strategies to maintain listening comprehension   
  3. Uses appropriate verbal cues to communicate spoken messages and maintain listening comprehension   
  4. Uses appropriate verbal cues to maintain listening comprehension   
  5. Uses rephrasing appropriately    
  6. Uses circumlocution appropriately    
  7. Uses repetition appropriately    
  8. Uses tone appropriately    
  9. Uses stress appropriately    
  10. Uses intonation appropriately    


Citation Log: BP(NDE,18;​EE,79,103,145;​NI,50,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Uses and responds to culturally appropriate nonverbal cues (e.g., gestures, physical distance, eye contact) to communicate spoken messages and maintain listening comprehension
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicVerbal and nonverbal communication
   Level III (Grade 5-8)
  Benchmark 5.Uses and responds to culturally appropriate nonverbal cues (e.g., gestures, physical distance, eye contact) to communicate spoken messages and maintain listening comprehension
   Vocabulary terms
A.  nonverbal cues to communicate
B.  nonverbal cues to maintain listening
C.  personal space
D.  eye contact
  Knowledge/skill statements
  1. Uses culturally appropriate nonverbal cues to communicate spoken messages    
  2. Uses culturally appropriate nonverbal cues to maintain listening comprehension   
  3. Responds to culturally appropriate nonverbal cues to maintain listening comprehension   
  4. Uses and responds to gestures appropriately   
  5. Uses and responds to physical distance appropriately   
  6. Uses and responds to eye contact appropriately   


Citation Log: BP(NDE,18;​EE,72,79,99;​NI,50,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Gives and follows oral and written directions in the target language (e.g., for travel, for other tasks, for a recipe, for a word maze)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
Topics1. Conversational vocabulary; 2. Critical listening; 3. Written expression; 4. Critical reading
   Level III (Grade 5-8)
  Benchmark 6.Gives and follows oral and written directions in the target language (e.g., for travel, for other tasks, for a recipe, for a word maze)
   Vocabulary terms
A.  giving oral directions (in target language)
B.  following oral directions (in target language)
C.  giving written directions (in target language)
D.  following written directions (in target language)
  Knowledge/skill statements
  1. Gives oral directions in the target language    
  2. Follows oral directions in the target language    
  3. Gives written directions in the target language    
  4. Follows written directions in the target language    
  5. Gives and follows oral directions for travel situations   
  6. Gives and follows written directions for travel situations   
  7. Gives and follows oral directions for tasks   
  8. Gives and follows written directions for tasks   
  9. Gives and follows oral directions for a recipe   
  10. Gives and follows written directions for a recipe   
  11. Gives and follows oral directions for a word maze   
  12. Gives and follows written directions for a word maze   


Citation Log: BC(NDE,18;​EI,83;​ME,32;​NI,42)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Uses appropriate vocabulary to acquire goods and services through basic negotiation of procedures and exchange of monies (e.g., shopping in a supermarket)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level III (Grade 5-8)
  Benchmark 7.Uses appropriate vocabulary to acquire goods and services through basic negotiation of procedures and exchange of monies (e.g., shopping in a supermarket)
   Vocabulary terms
A.  acquiring goods and services (in target language)
B.  exchanging money (in target language)
C.  shopping procedures (in target language)
  Knowledge/skill statements
  1. Uses appropriate vocabulary to acquire goods and services through basic negotiation of procedures    
  2. Uses appropriate vocabulary to acquire goods and services through exchange of monies    
  3. Uses appropriate vocabulary in tasks to acquire goods and services, such as shopping in a supermarket    


Citation Log: BC(NDE,18;​EE,71;​NI,43)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Uses verbal and written exchanges to express opinions in the target language (e.g., concerning current events, about topics of personal or community interest)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
Topics1. Conversational vocabulary; 2. Written expression
   Level III (Grade 5-8)
  Benchmark 8.Uses verbal and written exchanges to express opinions in the target language (e.g., concerning current events, about topics of personal or community interest)
   Vocabulary terms
A.  expressing opinions verbally (in target language)
B.  expressing opinions in writing (in target language)
  Knowledge/skill statements
  1. Uses verbal exchanges to express opinions in the target language   
  2. Uses written exchanges to express opinions in the target language   
  3. Expresses opinions concerning current events, in both verbal and written forms, in the target language    
  4. Expresses opinions concerning topics of personal or community interest, in both verbal and written forms, in the target language    


Citation Log: BP(AI,25;​EE,71,75;​ME,31;​NE,65)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Uses the target language to express one’s point of view through the exchange of personal feelings and ideas with members of the target culture
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level IV (Grade 9-12)
  Benchmark 1.Uses the target language to express one’s point of view through the exchange of personal feelings and ideas with members of the target culture
   Vocabulary terms
A.  expressing point of view (in target language)
  Knowledge/skill statements
  1. Uses the target language to express one’s point of view    
  2. Expresses one’s point of view through the exchange of feelings with members of the target culture   
  3. Expresses one’s point of view through the exchange of ideas with members of the target culture   


Citation Log: BP(NDE,19;​AE,26;​EE,109,113,121;​ME,31;​NI,43;​NPE,33)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Uses appropriate vocabulary to exchange information about national and international topics (e.g., information from newspaper or magazine articles; programs on television, radio, or video)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level IV (Grade 9-12)
  Benchmark 2.Uses appropriate vocabulary to exchange information about national and international topics (e.g., information from newspaper or magazine articles; programs on television, radio, or video)
   Vocabulary terms
A.  discussing national topics (in target language)
B.  discussing international topics (in target language)
  Knowledge/skill statements
  1. Uses appropriate vocabulary to exchange information about national topics    
  2. Uses appropriate vocabulary to exchange information about international topics    
  3. Uses appropriate vocabulary to exchange information about information from newspaper or magazine articles   
  4. Uses appropriate vocabulary to exchange information about programs on television, radio, or video   


Citation Log: BP(NDE,19;​EI,109;​ME,31;​ NI,43;​NPE,33,34)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Uses appropriate vocabulary (e.g., literary terms such as setting, character, plot, conflict, resolution, theme) to express personal reactions and feelings about authentic literary texts (e.g., poems, plays, short stories, novels)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level IV (Grade 9-12)
  Benchmark 3.Uses appropriate vocabulary (e.g., literary terms such as setting, character, plot, conflict, resolution, theme) to express personal reactions and feelings about authentic literary texts (e.g., poems, plays, short stories, novels)
   Vocabulary terms
A.  expressing reactions to literature (in target language)
B.  expressing feelings about literature (in target language)
  Knowledge/skill statements
  1. Uses appropriate vocabulary to express personal reactions to authentic literary texts, such as poems, plays, short stories, or novels   
  2. Uses appropriate vocabulary to express personal feelings about authentic literary texts, such as poems, plays, short stories, or novels   
  3. Uses literary terms, such as setting, character, plot, conflict, resolution, or theme to discuss authentic literary texts   


Citation Log: BP(NDE,19;​AI,26;​EE,113;​ME,31-32;​NE,43-44;​NPI,33)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Uses appropriate vocabulary to exchange opinions and perspectives on issues of contemporary and historical interest in the target and native cultures
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level IV (Grade 9-12)
  Benchmark 4.Uses appropriate vocabulary to exchange opinions and perspectives on issues of contemporary and historical interest in the target and native cultures
   Vocabulary terms
A.  discussing contemporary issues (in target language)
B.  discussing historical issues (in target language)
  Knowledge/skill statements
  1. Uses appropriate vocabulary to exchange opinions about issues of contemporary interest in the target culture   
  2. Uses appropriate vocabulary to exchange perspectives on issues of contemporary interest in the target culture   
  3. Uses appropriate vocabulary to exchange opinions about issues of historical interest in the target culture   
  4. Uses appropriate vocabulary to exchange perspectives on issues of historical interest in the target culture   


Citation Log: BP(AE,26;​EE,109;​ME,31;​NE,43)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Uses appropriate verbal strategies and cues (e.g., rephrasing, circumlocution, summarization) to communicate a message in the target language
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicVerbal and nonverbal communication
   Level IV (Grade 9-12)
  Benchmark 5.Uses appropriate verbal strategies and cues (e.g., rephrasing, circumlocution, summarization) to communicate a message in the target language
   Vocabulary terms
A.  summarization (in target language)
  Knowledge/skill statements
  1. Uses appropriate verbal strategies to communicate a message in the target language   
  2. Uses appropriate verbal cues to communicate a message in the target language   
  3. Uses rephrasing to communicate a message in the target language   
  4. Uses circumlocution to communicate a message in the target language   
  5. Uses summarization to communicate a message in the target language   


Citation Log: BP(NDE,19;​EE,109,121,145,149;​ME,31,41;​NPI,19,21)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Uses culturally appropriate nonverbal cues and body language (e.g., eye contact, personal space, gestures) to communicate a message in the target language and maintain listening comprehension
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicVerbal and nonverbal communication
   Level IV (Grade 9-12)
  Benchmark 6.Uses culturally appropriate nonverbal cues and body language (e.g., eye contact, personal space, gestures) to communicate a message in the target language and maintain listening comprehension
   Vocabulary terms
A.  body language to communicate
B.  body language to maintain listening
  Knowledge/skill statements
  1. Uses culturally appropriate nonverbal cues to communicate a message in the target language    
  2. Uses culturally appropriate body language to communicate a message in the target language    
  3. Uses culturally appropriate body language to maintain listening comprehension   
  4. Uses culturally appropriate eye contact    
  5. Uses culturally appropriate personal space    
  6. Uses culturally appropriate gestures    


Citation Log: BP(EE,109,145;​NPE,19)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Uses appropriate vocabulary to acquire goods and services in the target language for personal needs and leisure (e.g., locating items in a pharmacy, finding a hotel or train station, repairing a tape recorder, asking for information)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level IV (Grade 9-12)
  Benchmark 7.Uses appropriate vocabulary to acquire goods and services in the target language for personal needs and leisure (e.g., locating items in a pharmacy, finding a hotel or train station, repairing a tape recorder, asking for information)
   Vocabulary terms
A.  acquiring goods and services for personal need (in target language)
B.  acquiring goods and services for leisure (in target language)
  Knowledge/skill statements
  1. Uses appropriate vocabulary to acquire goods and services in the target language for personal needs    
  2. Uses appropriate vocabulary to acquire goods and services in the target language for leisure    
  3. Uses appropriate vocabulary in the target language for locating items in a pharmacy   
  4. Uses appropriate vocabulary in the target language for finding a hotel or train station   
  5. Uses appropriate vocabulary to acquire goods and services in the target language for repairing a tape recorder   
  6. Uses appropriate vocabulary in the target language to ask for information related to personal needs and leisure   


Citation Log: BP(NDE,19;​EE,109;​NE,42,43,)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Uses appropriate cultural responses in diverse exchanges (e.g., expressing gratefulness, extending and receiving invitations, apologizing, communicating preferences, making an appointment, closing a conversation, negotiating solutions to problems)
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level IV (Grade 9-12)
  Benchmark 8.Uses appropriate cultural responses in diverse exchanges (e.g., expressing gratefulness, extending and receiving invitations, apologizing, communicating preferences, making an appointment, closing a conversation, negotiating solutions to problems)
   Vocabulary terms
A.  using cultural response in diverse exchanges
B.  expressing gratefulness (in target language)
C.  extending invitations (in target language)
D.  receiving invitations (in target language)
E.  apologizing (in target language)
F.  making appointments (in target language)
G.  closing conversations (in target language)
H.  negotiating solutions (in target language)
  Knowledge/skill statements
  1. Uses appropriate cultural responses when expressing gratefulness   
  2. Uses appropriate cultural responses when extending or receiving invitations   
  3. Uses appropriate cultural responses when apologizing   
  4. Uses appropriate cultural responses when communicating preferences   
  5. Uses appropriate cultural responses when making an appointment   
  6. Uses appropriate cultural responses when closing a conversation   
  7. Uses appropriate cultural responses when negotiating solutions to problems   


Citation Log: BP(AE,26;​EE,109,121,139;​ME,31;​NE,43)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   9. Uses the target language to exchange information about current or past events and aspirations in one’s personal life and in those of family, friends, and community
Foreign Language 
 Standard 1.Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  
TopicConversational vocabulary
   Level IV (Grade 9-12)
  Benchmark 9.Uses the target language to exchange information about current or past events and aspirations in one’s personal life and in those of family, friends, and community
   Vocabulary terms
A.  discussing current events (in target language)
B.  discussing past events (in target language)
C.  discussing aspirations (in target language)
  Knowledge/skill statements
  1. Uses the target language to exchange information about current or past events    
  2. Uses the target language to exchange information about aspirations in one’s personal life    
  3. Uses the target language to exchange information about aspirations of family, friends, and community members   


Citation Log: BP(NDE,19;​CE,7;​EE,109;​NI,43;​NPI,33)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
2.Understands and interprets written and spoken language on diverse topics from diverse media

Foreign Language

Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media

Foreign Language

Standard 2 : Understands and interprets written and spoken language on diverse topics from diverse media

Reference code: NDE,20;ME,32;NE,43

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade K-4)
   1. Understands the basic ideas of oral messages and short conversations based on simple or familiar topics appropriate at this developmental level (e.g., favorite activities, personal anecdotes, simple instructions)
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
TopicCritical listening
   Level II (Grade K-4)
  Benchmark 1.Understands the basic ideas of oral messages and short conversations based on simple or familiar topics appropriate at this developmental level (e.g., favorite activities, personal anecdotes, simple instructions)
   Vocabulary terms
A.  basic idea of oral message (in target language)
B.  basic idea of short conversation (in target language)
  Knowledge/skill statements
  1. Understands the basic ideas of oral messages based on simple or familiar topics appropriate at this developmental level    
  2. Understands the basic ideas of short conversations based on simple or familiar topics appropriate at this developmental level    
  3. Understands the basic ideas of oral messages and short conversations based on favorite activities   
  4. Understands the basic ideas of oral messages and short conversations based on personal anecdotes   
  5. Understands the basic ideas of oral messages and short conversations based on simple instructions   


Citation Log: BD(NDE,20;​AE,24;​EI,35;​ME,32;​NE,43)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the main ideas in ability-appropriate, highly illustrated texts that use many words that are similar to those in one’s native language (e.g., stories, newspaper articles, advertisements)
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
TopicCritical reading
   Level II (Grade K-4)
  Benchmark 2.Understands the main ideas in ability-appropriate, highly illustrated texts that use many words that are similar to those in one’s native language (e.g., stories, newspaper articles, advertisements)
   Vocabulary terms
A.  main idea of simple literature (in target language)
  Knowledge/skill statements
  1. Understands the main ideas in ability-appropriate, highly illustrated texts    
  2. Understands the main ideas in stories that use many words that are similar to those in one’s native language   
  3. Understands the main ideas in newspaper articles that use many words that are similar to those in one’s native language   
  4. Understands the main ideas in advertisements that use many words that are similar to those in one’s native language   


Citation Log: BD(AE,24;​EI,35;​NE,44)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the main ideas of ability-appropriate video or television programs on familiar topics
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
Topics1. Critical viewing; 2. Critical listening
   Level II (Grade K-4)
  Benchmark 3.Understands the main ideas of ability-appropriate video or television programs on familiar topics
   Vocabulary terms
A.  main idea of video (in target language)
B.  main idea of television program (in target language)
  Knowledge/skill statements
  1. Understands the main ideas of ability-appropriate videos on familiar topics   
  2. Understands the main ideas of ability-appropriate television programs on familiar topics   


Citation Log: BD(NDE,20;​AE,24;​EI,35;​MI,32)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the main ideas and basic literary elements (e.g., principal characters, sequence of events, simple themes) in written poems, short folk tales, fairy tales, or illustrated stories that are appropriate at this developmental level
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
TopicCritical reading
   Level II (Grade K-4)
  Benchmark 4.Understands the main ideas and basic literary elements (e.g., principal characters, sequence of events, simple themes) in written poems, short folk tales, fairy tales, or illustrated stories that are appropriate at this developmental level
   Vocabulary terms
A.  main idea of simple literature (in target language)
B.  basic elements of literature (in target language)
C.  main idea of poems (in target language)
D.  main idea of short folk tales (in target language)
E.  main idea of fairy tales (in target language)
F.  main idea of illustrated stories (in target language)
  Knowledge/skill statements
  1. Understands the main idea in ability-appropriate written poems    
  2. Understands the basic literary elements, such as characters, events, or themes, in ability-appropriate written poems    
  3. Understands the main idea in ability-appropriate folk tales   
  4. Understands the basic literary elements, such as characters, events, or themes, in ability-appropriate folk tales    
  5. Understands the main idea in ability-appropriate fairy tales   
  6. Understands the basic literary elements, such as characters, events, or themes, in ability-appropriate fairy tales   
  7. Understands the main idea in ability-appropriate illustrated stories   
  8. Understands the basic literary elements, such as characters, events, or themes, in ability-appropriate illustrated stories   


Citation Log: BD(AE,24;​EE,35,49;​ME,32;​NE,44)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands brief written messages and personal notes on familiar topics (e.g., everyday school and home activities)
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
TopicCritical reading
   Level II (Grade K-4)
  Benchmark 5.Understands brief written messages and personal notes on familiar topics (e.g., everyday school and home activities)
   Vocabulary terms
A.  main idea of written message (in target language)
  Knowledge/skill statements
  1. Understands brief written messages on familiar topics    
  2. Understands brief written personal notes on familiar topics    
  3. Understands brief written messages or notes about everyday school activities   
  4. Understands brief written messages or notes about everyday home activities   


Citation Log: BD(NE,44)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands common phrase groupings and voice inflection in simple spoken sentences
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
Topics1. Critical listening; 2. Linguistic and grammatical concepts
   Level II (Grade K-4)
  Benchmark 6.Understands common phrase groupings and voice inflection in simple spoken sentences
   Vocabulary terms
A.  common phrase groupings (in target language)
B.  common voice inflections (in target language)
  Knowledge/skill statements
  1. Understands common phrase groupings in simple spoken sentences   
  2. Understands common voice inflection in simple spoken sentences   


Citation Log: BD(NDE,20;​NI,44)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Understands common cognates and borrowed words in the target and native languages
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
Topics1. Critical listening; 2. Linguistic and grammatical concepts
   Level II (Grade K-4)
  Benchmark 7.Understands common cognates and borrowed words in the target and native languages
   Vocabulary terms
A.  common cognates (in target language)
B.  common expressions (in target language)
  Knowledge/skill statements
  1. Understands common cognates in the target and native languages   
  2. Understands common expressions in the target and native languages   


Citation Log: BD(NE,58;​NPI,32,36)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Understands oral and written descriptions of people and objects in the environment
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
Topics1. Critical listening; 2. Critical reading
   Level II (Grade K-4)
  Benchmark 8.Understands oral and written descriptions of people and objects in the environment
   Vocabulary terms
A.  oral description (in target language)
B.  written description (in target language)
  Knowledge/skill statements
  1. Understands oral descriptions of people and objects in the environment   
  2. Understands written descriptions of people and objects in the environment   


Citation Log: BC(NE,43)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 5-8)
   1. Understands the main ideas, themes, and basic details from diverse, authentic, ability-appropriate spoken media (e.g., radio, television, film, live presentation) on topics of personal interest or interest to peers in the target culture
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
Topics1. Critical listening; 2. Critical viewing
   Level III (Grade 5-8)
  Benchmark 1.Understands the main ideas, themes, and basic details from diverse, authentic, ability-appropriate spoken media (e.g., radio, television, film, live presentation) on topics of personal interest or interest to peers in the target culture
   Vocabulary terms
A.  main idea of spoken media (in target language)
B.  theme of spoken media (in target language)
C.  basic details of spoken media (in target language)
  Knowledge/skill statements
  1. Understands the main ideas from ability-appropriate spoken media on topics of personal interest or interest to peers in the target culture   
  2. Understands the themes from ability-appropriate spoken media on topics of personal interest or interest to peers in the target culture   
  3. Understands the basic details from ability-appropriate spoken media on topics of personal interest or interest to peers in the target culture   
  3. Understands the main ideas, themes, and basic details from radio programs   
  4. Understands the main ideas, themes, and basic details from television programs   
  5. Understands the main ideas, themes, and basic details from films   
  6. Understands the main ideas, themes, and basic details from live presentations   


Citation Log: BD(AE,25;​EI,75;​ME,32;​NE,44)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the content of ability-appropriate primary sources on familiar topics (e.g., personal letters, pamphlets, illustrated newspaper and magazine articles, advertisements)
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
TopicCritical reading
   Level III (Grade 5-8)
  Benchmark 2.Understands the content of ability-appropriate primary sources on familiar topics (e.g., personal letters, pamphlets, illustrated newspaper and magazine articles, advertisements)
   Vocabulary terms
A.  primary source content (in target language)
  Knowledge/skill statements
  1. Understands the content of ability-appropriate personal letters    
  2. Understands the content of ability-appropriate pamphlets   
  3. Understands the content of ability-appropriate illustrated newspapers   
  4. Understands the content of ability-appropriate illustrated magazine articles   
  5. Understands the content of ability-appropriate advertisements   


Citation Log: BD(NDE,21;​AE,25;​EE,75;​ME,32;​NI,44)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands spoken announcements and messages from peers and adults on a variety of familiar topics or topics of personal interest (e.g., favorite activities, popular events, school subjects)
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
TopicCritical listening
   Level III (Grade 5-8)
  Benchmark 3.Understands spoken announcements and messages from peers and adults on a variety of familiar topics or topics of personal interest (e.g., favorite activities, popular events, school subjects)
   Vocabulary terms
A.  spoken announcements (in target language)
B.  spoken messages (in target language)
  Knowledge/skill statements
  1. Understands spoken announcements from peers and adults on a variety of familiar topics or topics of personal interest   
  2. Understands spoken messages from peers and adults on a variety of familiar topics or topics of personal interest   
  3. Understands spoken announcements and messages about favorite activities   
  4. Understands spoken announcements and messages about popular events   
  5. Understands spoken announcements and messages about school subjects   


Citation Log: BD(NDE,21;​AI,25;​EE,75;​NI,44)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands nonverbal and verbal cues when listening to or observing a user of the target language
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
Topics1. Verbal and nonverbal communication; 2. Critical listening
   Level III (Grade 5-8)
  Benchmark 4.Understands nonverbal and verbal cues when listening to or observing a user of the target language
   Vocabulary terms
A.  nonverbal cues (in target language)
B.  verbal cues (in target language)
  Knowledge/skill statements
  1. Understands nonverbal cues when listening to a user of the target language   
  2. Understands verbal cues when listening to a user of the target language   
  3. Understands nonverbal cues when observing a user of the target language   
  4. Understands verbal cues when observing a user of the target language   


Citation Log: BC(NDE,21;​NI,50,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands various phrase groupings and structures in spoken forms of the target language (e.g., expressions, questions, polite commands)
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
Topics1. Critical listening; 2. Linguistic and grammatical concepts
   Level III (Grade 5-8)
  Benchmark 5.Understands various phrase groupings and structures in spoken forms of the target language (e.g., expressions, questions, polite commands)
   Vocabulary terms
A.  phrase groupings (in target language)
B.  language structures (in target language)
C.  expressions (in target language)
D.  questions (in target language)
E.  polite commands (in target language)
  Knowledge/skill statements
  1. Understands various phrase groupings in spoken forms of the target language    
  2. Understands various structures in spoken forms of the target language    
  3. Understands various expressions in the target language    
  4. Understands various questions in the target language    
  5. Understands various polite commands in the target language    


Citation Log: BD(NDE,21;​AE,25;​ME,32;​NPI,32)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Uses context clues (e.g., known language, diagrams, text features, graphics) to decode unfamiliar words and phrases in complex messages or texts
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
TopicCritical reading
   Level III (Grade 5-8)
  Benchmark 6.Uses context clues (e.g., known language, diagrams, text features, graphics) to decode unfamiliar words and phrases in complex messages or texts
   Vocabulary terms
A.  context clue
B.  decoding unfamiliar words (in target language)
C.  decoding unfamiliar phrases (in target language)
  Knowledge/skill statements
  1. Uses context clues to decode unfamiliar words in complex messages or texts   
  2. Uses context clues to decode unfamiliar phrases in complex messages or texts   
  3. Uses known language to decode unfamiliar words and phrases in complex messages or texts   
  4. Uses text features to decode unfamiliar words and phrases in complex messages or texts   
  5. Uses graphics to decode unfamiliar words and phrases in complex messages or texts   


Citation Log: BP(NDE,21;​EE,79,87;​NI,44;​NPI,21,33,36)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Understands the main ideas, themes, principal characters, and significant details of ability-appropriate authentic literature (e.g., narratives, shorts stories, poems, plays)
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
TopicCritical reading
   Level III (Grade 5-8)
  Benchmark 7.Understands the main ideas, themes, principal characters, and significant details of ability-appropriate authentic literature (e.g., narratives, shorts stories, poems, plays)
   Vocabulary terms
A.  main idea of literature (in target language)
B.  theme of literature (in target language)
C.  principal characters in literature (in target language)
D.  significant details of literature (in target language)
  Knowledge/skill statements
  1. Understands the main ideas of ability-appropriate authentic literature    
  2. Understands the themes of ability-appropriate authentic literature    
  3. Understands the principal characters of ability-appropriate authentic literature    
  4. Understands the significant details of ability-appropriate authentic literature    
  5. Understands the main ideas, themes, principal characters, and significant details of narratives   
  6. Understands the main ideas, themes, principal characters, and significant details of short stories   
  7. Understands the main ideas, themes, principal characters, and significant details of poems   
  8. Understands the main ideas, themes, principal characters, and significant details of plays   


Citation Log: BD(NDE,40;​AE,25;​EE,75;​ME,32;​NE,44)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands the main ideas and significant details of extended discussions, lectures, formal presentations, and various forms of media (e.g., radio or television programs, movies) that are appropriate at this developmental level
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
Topics1. Critical viewing; 2. Critical listening
   Level IV (Grade 9-12)
  Benchmark 1.Understands the main ideas and significant details of extended discussions, lectures, formal presentations, and various forms of media (e.g., radio or television programs, movies) that are appropriate at this developmental level
   Vocabulary terms
A.  main idea of discussions (in target language)
B.  significant details of discussions (in target language)
C.  main idea of lectures (in target language)
D.  significant details of lectures (in target language)
E.  main idea of presentations (in target language)
F.  significant details of presentations (in target language)
  Knowledge/skill statements
  1. Understands the main ideas and significant details of extended discussions that are appropriate at this developmental level   
  2. Understands the main ideas and significant details of lectures that are appropriate at this developmental level   
  3. Understands the main ideas and significant details of formal presentations that are appropriate at this developmental level   
  4. Understands the main ideas and significant details of various forms of media that are appropriate at this developmental level   


Citation Log: BD(NDE,21,22;​AE,26;​EE,113;​ME,32,33;​NE,44;​NPI,19,31,45;​NPE,35-36,46)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the main ideas and significant details of expository texts (e.g., full length feature articles in newspapers and magazines) on topics of current and historical importance to members of the target culture
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
TopicCritical reading
   Level IV (Grade 9-12)
  Benchmark 2.Understands the main ideas and significant details of expository texts (e.g., full length feature articles in newspapers and magazines) on topics of current and historical importance to members of the target culture
   Vocabulary terms
A.  main idea of expository text (in target language)
B.  significant details of expository text (in target language)
  Knowledge/skill statements
  1. Understands the main ideas of expository texts on topics of current and historical importance to members of the target culture   
  2. Understands the significant details of expository texts on topics of current and historical importance to members of the target culture   
  3. Understands the main ideas and significant details of full length feature articles    


Citation Log: BD(NDE,40;​ AE,26;​EE,113;​ME,32;​NE,44;​NPI,19,31,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands story elements (e.g., main plot and sub-plots; appearance, roles, and significance of characters; theme, setting) in authentic, ability-appropriate written literature (e.g., short stories, poems)
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
Topics1. Critical reading; 2. Story/literary elements
   Level IV (Grade 9-12)
  Benchmark 3.Understands story elements (e.g., main plot and sub-plots; appearance, roles, and significance of characters; theme, setting) in authentic, ability-appropriate written literature (e.g., short stories, poems)
   Vocabulary terms
A.  story elements of written literature (in target language)
B.  main plot of written literature (in target language)
B.  sub-plot of written literature (in target language)
  Knowledge/skill statements
  1. Understands main plot and sub-plots in authentic, ability-appropriate written literature    
  2. Understands appearance, roles, and significance of characters in authentic, ability-appropriate written literature    
  3. Understands theme in authentic, ability-appropriate written literature    
  4. Understands setting in authentic, ability-appropriate written literature    
  5. Understands story elements in ability-appropriate short stories   
  6. Understands story elements in ability-appropriate poems   


Citation Log: BD(NDE,40;​AE,26;​;​EE,113;​ME,32,33;​NE,44;​NPI,31,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands author’s style, point of view, and purpose in target-language literature that is appropriate at this developmental level
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
TopicCritical reading
   Level IV (Grade 9-12)
  Benchmark 4.Understands author’s style, point of view, and purpose in target-language literature that is appropriate at this developmental level
   Vocabulary terms
A.  author’s style in literature (in target language)
B.  author’s point of view in literature (in target language)
C.  author’s purpose in literature (in target language)
  Knowledge/skill statements
  1. Understands author’s style in target-language literature that is appropriate at this developmental level   
  2. Understands author’s point of view in target-language literature that is appropriate at this developmental level   
  3. Understands author’s purpose in target-language literature that is appropriate at this developmental level   


Citation Log: BD(NDE,22;​MI,33;​NI,45;​NPE,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands the main ideas and significant details of culturally significant songs, folk tales, comedy, and anecdotes in the target culture
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
TopicCritical listening
   Level IV (Grade 9-12)
  Benchmark 5.Understands the main ideas and significant details of culturally significant songs, folk tales, comedy, and anecdotes in the target culture
   Vocabulary terms
A.  main idea of songs (in target language)
B.  significant details of songs (in target language)
C.  main idea of folk tales (in target language)
D.  significant details of folk tales (in target language)
E.  main idea of comedies (in target language)
F.  significant details of comedies (in target language)
G.  main idea of anecdotes (in target language)
H.  significant details of anecdotes (in target language)
  Knowledge/skill statements
  1. Understands the main idea of culturally significant songs in the target culture   
  2. Understands the significant details of culturally significant songs in the target culture   
  3. Understands the main idea of culturally significant folk tales in the target culture   
  4. Understands the significant details of culturally significant folk tales in the target culture   
  5. Understands the main idea of culturally significant comedies in the target culture   
  6. Understands the significant details of culturally significant comedies in the target culture   
  7. Understands the main idea of culturally significant anecdotes in the target culture   
  8. Understands the significant details of culturally significant anecdotes in the target culture   


Citation Log: BD(NDE,22;​NI,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands cultural nuances of meaning (e.g., word choice, idioms, intonation, inflection, formal and informal usage) in written and spoken language and in expressive products of the culture (e.g., literary genres, visual arts)
Foreign Language 
 Standard 2.Understands and interprets written and spoken language on diverse topics from diverse media
  
Topics1. Critical listening; 2. Critical reading; 3. Linguistic and grammatical concepts
   Level IV (Grade 9-12)
  Benchmark 6.Understands cultural nuances of meaning (e.g., word choice, idioms, intonation, inflection, formal and informal usage) in written and spoken language and in expressive products of the culture (e.g., literary genres, visual arts)
   Vocabulary terms
A.  cultural nuances of meaning (in target language)
  Knowledge/skill statements
  1. Understands cultural nuances of meaning in written language    
  2. Understands cultural nuances of meaning in spoken language    
  3. Understands cultural nuances of meaning in expressive products of the culture   
  4. Understands word choice in written and spoken language and in expressive products of the culture   
  5. Understands idioms in written and spoken language and in expressive products of the culture   
  6. Understands intonation in spoken language and in expressive products of the culture   
  7. Understands inflection in spoken language and in expressive products of the culture   
  8. Understands formal and informal usage in written and spoken language and in expressive products of the culture   


Citation Log: BP(EE,61,149;​ME,46;​NE,61;​NPE,19,36,46)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics

Foreign Language

Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics

Foreign Language

Standard 3 : Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics

Reference code: NDE,22;ME,34;NE,45

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade K-4)
   1. Presents simple oral reports or presentations about family members and friends, objects present in the everyday environment, and common school and home activities
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicOral presentations
   Level II (Grade K-4)
  Benchmark 1.Presents simple oral reports or presentations about family members and friends, objects present in the everyday environment, and common school and home activities
   Vocabulary terms
A.  presenting simple oral reports (in target language)
  Knowledge/skill statements
  1. Presents simple oral reports or presentations about family members and friends   
  2. Presents simple oral reports or presentations about objects present in the everyday environment   
  3. Presents simple oral reports or presentations about common school and home activities   


Citation Log: BP(NDE,22;​ME,34;​NI,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Recites poetry, songs, proverbs, or short anecdotes or narratives that are commonly known by same-age members of the target culture
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicOral presentations
   Level II (Grade K-4)
  Benchmark 2.Recites poetry, songs, proverbs, or short anecdotes or narratives that are commonly known by same-age members of the target culture
   Vocabulary terms
A.  reciting poetry (in target language)
B.  reciting songs (in target language)
C.  reciting proverbs (in target language)
D.  reciting anecdotes (in target language)
  Knowledge/skill statements
  1. Recites poetry that is commonly known by same age members of the target culture   
  2. Recites songs that are commonly known by same age members of the target culture   
  3. Recites proverbs that are commonly known by same age members of the target culture   
  4. Recites anecdotes or narratives that are commonly known by same age members of the target culture   


Citation Log: BP(NDE,41;​EE,39;​NE,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Writes in a variety of forms (e.g., short, informal notes or messages, lists, letters, e-mail) to describe or provide information about oneself, friends and family, or school activities
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicWritten expression
   Level II (Grade K-4)
  Benchmark 3.Writes in a variety of forms (e.g., short, informal notes or messages, lists, letters, e-mail) to describe or provide information about oneself, friends and family, or school activities
   Vocabulary terms
A.  writing to provide information (in target language)
B.  writing to provide descriptions (in target language)
C.  writing short notes (in target language)
D.  writing lists (in target language)
E.  writing letters (in target language)
F.  writing email (in target language)
  Knowledge/skill statements
  1. Writes short, informal notes or messages to describe or provide information about oneself, friends and family, or school activities   
  2. Writes lists to describe or provide information about oneself, friends and family, or school activities   
  3. Writes letters to describe or provide information about oneself, friends and family, or school activities   
  4. Writes e-mail to describe or provide information about oneself, friends and family, or school activities   


Citation Log: BP(NDE,23;​AE,24;​EE,31;​ME,34;​NI,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Uses audio tapes and video tapes to present information about family, school events, and celebrations
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicOral presentations
   Level II (Grade K-4)
  Benchmark 4.Uses audio tapes and video tapes to present information about family, school events, and celebrations
   Vocabulary terms
A.  presenting on audio tape (in target language)
B.  presenting on video tape (in target language)
  Knowledge/skill statements
  1. Uses audio or video tapes to present information about family   
  2. Uses audio or video tapes to present information about school events   
  3. Uses audio or video tapes to present information about celebrations   


Citation Log: BP(NDE,40;​AE,24;​EE,57;​ME,34;​NI,45,64)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Uses language conventions and style (e.g., phrases, structures, grammar, spelling, mechanics, commands, vocabulary, dialect, slang, idioms, humor, pronunciation, intonation, tone, stress) appropriate for different audiences (e.g., peers, adults) and settings (e.g., formal, informal, social, academic)
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
Topics1. Oral presentations; 2. Linguistic and grammatical concepts
   Level II (Grade K-4)
  Benchmark 5.Uses language conventions and style (e.g., phrases, structures, grammar, spelling, mechanics, commands, vocabulary, dialect, slang, idioms, humor, pronunciation, intonation, tone, stress) appropriate for different audiences (e.g., peers, adults) and settings (e.g., formal, informal, social, academic)
   Vocabulary terms
A.  language conventions
B.  language style
C.  audience-appropriate language
D.  setting-appropriate language
E.  phrasing (in target language)
F.  structures (in target language)
G.  grammar (in target language)
H.  spelling (in target language)
I.  mechanics (in target language)
J.  commands (in target language)
K.  vocabulary (in target language)
L.  dialects (in target language)
M.  slang (in target language)
N.  idioms (in target language)
O.  humor (in target language)
P.  pronunciation (in target language)
Q.  intonation (in target language)
R.  tone (in target language)
S.  stress (in target language)
  Knowledge/skill statements
  1. Uses phrases appropriate for different audiences or settings   
  2. Uses structures appropriate for different audiences or settings   
  3. Uses grammar appropriate for different audiences or settings   
  4. Uses spelling appropriate for different audiences or settings   
  5. Uses mechanics appropriate for different audiences or settings   
  6. Uses commands appropriate for different audiences or settings   
  7. Uses vocabulary appropriate for different audiences or settings   
  8. Uses dialect appropriate for different audiences or settings   
  9. Uses slang appropriate for different audiences or settings   
  10. Uses idioms appropriate for different audiences or settings   
  11. Uses humor appropriate for different audiences or settings   
  12. Uses pronunciation appropriate for different audiences or settings   
  13. Uses intonation appropriate for different audiences or settings   
  14. Uses tone appropriate for different audiences or settings   
  15. Uses stress appropriately for different audiences or settings   
  16. Uses appropriate language conventions and style for a peer audience   
  17. Uses appropriate language conventions and style for an adult audience   
  18. Uses appropriate language conventions and style for a formal setting   
  19. Uses appropriate language conventions and style for an informal setting   
  20. Uses appropriate language conventions and style for a social setting   
  21. Uses appropriate language conventions and style for an academic setting   


Citation Log: BP(AE,24;​EE,39,57,61,65)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 5-8)
   1. Presents information in the target language on topics of shared personal interest in one’s daily life at home or school (e.g., brief reports to the class, tape or video recorded messages)
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicOral presentations
   Level III (Grade 5-8)
  Benchmark 1.Presents information in the target language on topics of shared personal interest in one’s daily life at home or school (e.g., brief reports to the class, tape or video recorded messages)
   Vocabulary terms
A.  presenting information of personal interest (in target language)
  Knowledge/skill statements
  1. Presents information in the target language on topics of shared personal interest    
  2. Presents brief reports to the class on topics of shared personal interest   
  3. Presents tape or video recorded messages on topics of shared personal interest   


Citation Log: BP(NDE,23;​EI,75;​ME,34;​NE,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Presents cultural and literary works in the target language that are appropriate at this developmental level (e.g., presents short plays and skits, recites selected poems and anecdotes, performs songs)
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicOral presentations
   Level III (Grade 5-8)
  Benchmark 2.Presents cultural and literary works in the target language that are appropriate at this developmental level (e.g., presents short plays and skits, recites selected poems and anecdotes, performs songs)
   Vocabulary terms
A.  presenting cultural works (in target language)
B.  presenting literary works (in target language)
  Knowledge/skill statements
  1. Presents cultural works in the target language that are appropriate at this developmental level   
  2. Presents literary works in the target language that are appropriate at this developmental level   
  3. Presents developmentally appropriate plays and skits    
  4. Recites developmentally appropriate poems and anecdotes    
  5. Performs developmentally appropriate songs    


Citation Log: BP(NDE,41;​E,79;​NE,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Writes in the target language in a variety of formats (e.g., notes, short letters, e-mail, business letters, thank you letters, descriptions, narrations, personal essays, poems, short stories, plays, songs, journals)
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicWritten expression
   Level III (Grade 5-8)
  Benchmark 3.Writes in the target language in a variety of formats (e.g., notes, short letters, e-mail, business letters, thank you letters, descriptions, narrations, personal essays, poems, short stories, plays, songs, journals)
   Vocabulary terms
A.  writing in a variety of formats (in target language)
B.  writing business letters (in target language)
C.  writing thank you letters (in target language)
D.  writing narrations (in target language)
E.  writing personal essays (in target language)
F.  writing poems (in target language)
G.  writing short stories (in target language)
H.  writing plays (in target language)
I.  writing songs (in target language)
J.  writing journals (in target language)
  Knowledge/skill statements
  1. Writes notes in the target language   
  2. Writes short letters in the target language   
  3. Writes emails in the target language   
  4. Writes business letters in the target language   
  5. Writes thank you letters in the target language   
  6. Writes descriptions in the target language   
  7. Writes narrations in the target language   
  8. Writes personal essays in the target language   
  9. Writes poems in the target language   
  10. Writes short stories in the target language   
  11. Writes plays in the target language   
  12. Writes songs in the target language   
  13. Writes journals in the target language   


Citation Log: BP(NDE,23;​EE,71,75,95;​ME,34;​NI,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Writes to peers on topics of shared personal interest (e.g., everyday events, activities at home or in school)
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicWritten expression
   Level III (Grade 5-8)
  Benchmark 4.Writes to peers on topics of shared personal interest (e.g., everyday events, activities at home or in school)
   Vocabulary terms
A.  writing about topics of interest (in target language)
  Knowledge/skill statements
  1. Writes to peers about everyday events   
  2. Writes to peers about activities at home or in school   


Citation Log: BP(NDE,23;​ME,34;​NI,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Summarizes the plot and provides brief descriptions of characters in selected poems, short stories, folk tales, and anecdotes
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicCritical reading
   Level III (Grade 5-8)
  Benchmark 5.Summarizes the plot and provides brief descriptions of characters in selected poems, short stories, folk tales, and anecdotes
   Vocabulary terms
A.  summarizing plots of literary works (in target language)
B.  describing characters of literary works (in target language)
  Knowledge/skill statements
  1. Summarizes the plot in selected poems   
  2. Summarizes the plot in selected short stories   
  3. Summarizes the plot in selected folk tales   
  4. Summarizes the plot in selected anecdotes   
  5. Describes the characters in selected poems   
  6. Describes the characters in selected short stories   
  7. Describes the characters in selected folk tales   
  8. Describes the characters in selected anecdotes   


Citation Log: BP(NDE,23;​EE,87;​ME,34;​NI,46)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Uses repetition, rephrasing, and gestures effectively to assist in presenting oral reports or presentations
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicOral presentations
   Level III (Grade 5-8)
  Benchmark 6.Uses repetition, rephrasing, and gestures effectively to assist in presenting oral reports or presentations
   Vocabulary terms
A.  repetition in oral presentations (in target language)
B.  rephrasing in oral presentations (in target language)
C.  gestures in oral presentations (in target language)
  Knowledge/skill statements
  1. Uses repetition effectively to assist in presenting oral reports or presentations   
  2. Uses rephrasing effectively to assist in presenting oral reports or presentations   
  3. Uses gestures effectively to assist in presenting oral reports or presentations   


Citation Log: BC(NDE,23;​NI,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Uses language conventions and style (e.g., complex grammatical structures, slang, humor, idioms, small talk, polite forms and status indicators, vernacular dialects, content area vocabulary) appropriate to different audiences and settings (e.g., formal, informal, social, academic, ceremonial)
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
Topics1. Oral presentations; 2. Linguistic and grammatical concepts
   Level III (Grade 5-8)
  Benchmark 7.Uses language conventions and style (e.g., complex grammatical structures, slang, humor, idioms, small talk, polite forms and status indicators, vernacular dialects, content area vocabulary) appropriate to different audiences and settings (e.g., formal, informal, social, academic, ceremonial)
   Vocabulary terms
A.  complex grammatical structures (in target language)
B.  small talk (in target language)
C.  polite forms (in target language)
D.  status indicators (in target language)
E.  vernacular dialects (in target language)
F.  content area vocabulary (in target language)
  Knowledge/skill statements
  1. Uses complex grammatical structures appropriate to different audiences and settings    
  2. Uses small talk appropriate to different audiences and settings    
  3. Uses polite forms appropriate to different audiences and settings    
  4. Uses status indicators appropriate to different audiences and settings    
  5. Uses vernacular dialects appropriate to different audiences and settings    
  6. Uses content area vocabulary appropriate to different audiences and settings    
  7. Uses appropriate language conventions and style for ceremonial settings   


Citation Log: BP(AE,25;​EE,79,83,95,103;​ME,31,40;​NE,59)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Writes in the target language in a variety of forms (e.g., personal essays, poems, plays, shorts stories, songs, dialogue, business and personal letters, invitations, drama, journals, e-mail, articles for student publications, factual reports)
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicWritten expression
   Level IV (Grade 9-12)
  Benchmark 1.Writes in the target language in a variety of forms (e.g., personal essays, poems, plays, shorts stories, songs, dialogue, business and personal letters, invitations, drama, journals, e-mail, articles for student publications, factual reports)
   Vocabulary terms
A.  writing dialogues (in target language)
B.  writing personal letters (in target language)
C.  writing invitations (in target language)
D.  writing articles (in target language)
E.  writing factual reports (in target language)
F.  writing dramatic works (in target language)
  Knowledge/skill statements
  1. Writes dialogue in the target language   
  2. Writes personal letters in the target language   
  3. Writes invitations in the target language   
  4. Writes dramatic works in the target language   
  5. Writes articles for student publications in the target language   
  6. Writes factual reports in the target language   


Citation Log: BP(AE,26;​NDE,23;​EE,109,113,139;​ME,34;​NE,45,46,65;​NPI,20)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Writes in the target language for a variety of audiences (e.g., pen-pals, peers, friends, adults, native speakers of the target language) on different topics (e.g., current events of mutual interest)
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicWritten expression
   Level IV (Grade 9-12)
  Benchmark 2.Writes in the target language for a variety of audiences (e.g., pen-pals, peers, friends, adults, native speakers of the target language) on different topics (e.g., current events of mutual interest)
   Vocabulary terms
A.  writing to a variety of audiences
  Knowledge/skill statements
  1. Writes to pen-pals in the target language about a variety of topics   
  2. Writes to peers in the target language about a variety of topics   
  3. Writes to friends in the target language about a variety of topics   
  4. Writes to adults in the target language about a variety of topics   
  5. Writes to native speakers of the target language about a variety of topics   


Citation Log: BP(NDE,23;​EE,109,139)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Summarizes orally or in writing the content of various expository texts appropriate at this developmental level (e.g., feature magazine or newspaper articles) on topics of current or historical interest to members of the target culture
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
Topics1. Oral presentations; 2. Written expression
   Level IV (Grade 9-12)
  Benchmark 3.Summarizes orally or in writing the content of various expository texts appropriate at this developmental level (e.g., feature magazine or newspaper articles) on topics of current or historical interest to members of the target culture
   Vocabulary terms
A.  summarizing expository texts orally (in target language)
B.  summarizing expository texts in writing (in target language)
  Knowledge/skill statements
  1. Summarizes orally the content of various expository texts appropriate at this developmental level   
  2. Summarizes in writing the content of various expository texts appropriate at this developmental level   
  3. Summarizes orally feature magazine or newspaper articles   
  4. Summarizes in writing feature magazine or newspaper articles   


Citation Log: BP(NDE,23;​EE,127;​NI,46)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Presents cultural and literary works in the target language that are appropriate at this developmental level (e.g., performs scenes from plays, recites poems or excerpts from short stories)
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
TopicOral presentations
   Level IV (Grade 9-12)
  Benchmark 4.Presents cultural and literary works in the target language that are appropriate at this developmental level (e.g., performs scenes from plays, recites poems or excerpts from short stories)
   Vocabulary terms
A.  presenting cultural works (in target language)
B.  presenting literary works (in target language)
  Knowledge/skill statements
  1. Presents cultural works in the target language that are appropriate at this developmental level    
  2. Presents literary works in the target language that are appropriate at this developmental level    
  3. Performs scenes from plays that are appropriate at this developmental level   
  4. Recites poems or excerpts from short stories that are appropriate at this developmental level   


Citation Log: BP(NDE,42;​EE,117;​NE,46)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Presents information orally or in writing on literary and cultural topics that are appropriate at this developmental level (e.g., presents the plot, character descriptions and development, and themes found in authentic literary works; expresses opinions and appreciation for various forms of literature, radio programs, songs, films, visual works)
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
Topics1. Oral presentations; 2. Written expression
   Level IV (Grade 9-12)
  Benchmark 5.Presents information orally or in writing on literary and cultural topics that are appropriate at this developmental level (e.g., presents the plot, character descriptions and development, and themes found in authentic literary works; expresses opinions and appreciation for various forms of literature, radio programs, songs, films, visual works)
   Vocabulary terms
A.  presenting information on literary topics orally (in target language)
B.  presenting information on cultural topics orally (in target language)
C.  presenting information on literary topics in writing (in target language)
D.  presenting information on cultural topics in writing (in target language)
  Knowledge/skill statements
  1. Presents information orally on literary topics that are appropriate at this developmental level   
  2. Presents information orally on cultural topics that are appropriate at this developmental level   
  3. Presents information in writing on literary topics that are appropriate at this developmental level   
  4. Presents information in writing on cultural topics that are appropriate at this developmental level   
  5. Presents information about authentic literary works, such as the plot, character descriptions and development, and themes   
  6. Expresses opinions and appreciation for various forms of literature, radio programs, songs, films, and visual works   


Citation Log: BP(NDE,23;​EI,135;​ME,34;​NI,46)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Uses a dictionary or thesaurus written entirely in the target language to select appropriate words for use in preparing written and oral reports
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
Topics1. Oral presentations; 2. Written expression
   Level IV (Grade 9-12)
  Benchmark 6.Uses a dictionary or thesaurus written entirely in the target language to select appropriate words for use in preparing written and oral reports
   Vocabulary terms
A.  target language dictionary
B.  target language thesaurus
  Knowledge/skill statements
  1. Uses a dictionary written entirely in the target language to prepare written reports   
  2. Uses a thesaurus written entirely in the target language to prepare written reports   
  3. Uses a dictionary written entirely in the target language to prepare oral reports   
  4. Uses a thesaurus written entirely in the target language to prepare oral reports   


Citation Log: BP(NDE,23;​EE,117)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Uses language, content, and style of speech (e.g., advanced grammatical structures; specialized vocabulary, including political concepts, historical concepts, environmental terms; humor; sarcasm; irony; idiomatic speech) appropriate to different purposes (e.g., job interview, debate, formal meeting, business and friendly transactions)
Foreign Language 
 Standard 3.Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  
Topics1. Oral presentations; 2. Linguistic and grammatical concepts
   Level IV (Grade 9-12)
  Benchmark 7.Uses language, content, and style of speech (e.g., advanced grammatical structures; specialized vocabulary, including political concepts, historical concepts, environmental terms; humor; sarcasm; irony; idiomatic speech) appropriate to different purposes (e.g., job interview, debate, formal meeting, business and friendly transactions)
   Vocabulary terms
A.  appropriate language for purpose
B.  appropriate content for purpose
C.  appropriate style for purpose
D.  advanced grammatical structures (in target language)
E.  specialized vocabulary (in target language)
F.  sarcasm (in target language)
G.  irony (in target language)
H.  idiomatic speech (in target language)
  Knowledge/skill statements
  1. Uses language appropriate to different purposes   
  2. Uses content appropriate to different purposes   
  3. Uses style of speech appropriate to different purposes   
  4. Uses advanced grammatical structures appropriate to purpose   
  5. Uses specialized vocabulary appropriate to purpose   
  6. Uses humor appropriate to purpose   
  7. Uses sarcasm appropriate to purpose   
  8. Uses irony appropriate to purpose   
  9. Uses idiomatic speech appropriate to purpose   
  10. Uses appropriate language, content, and style of speech for job interviews   
  11. Uses appropriate language, content, and style of speech for debates   
  12. Uses appropriate language, content, and style of speech for formal meetings   
  13. Uses appropriate language, content, and style of speech for business transactions   
  14. Uses appropriate language, content, and style of speech for friendly transactions   


Citation Log: BP(EE,117,139;​NE,55;​NPI,20-22;​NPE,33,38,41,47)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture

Foreign Language

Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture

Foreign Language

Standard 4 : Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture

Reference code: NDE,27;ME,40;NI,50,51

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade K-4)
   1. Knows various age-appropriate cultural activities practiced in the target culture (e.g., games, songs, birthday celebrations, story telling, dramatizations, role playing)
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural practices
   Level II (Grade K-4)
  Benchmark 1.Knows various age-appropriate cultural activities practiced in the target culture (e.g., games, songs, birthday celebrations, story telling, dramatizations, role playing)
   Vocabulary terms
A.  age-appropriate cultural activities
  Knowledge/skill statements
  1. Knows age-appropriate games of the target culture    
  2. Knows age-appropriate songs of the target culture    
  3. Knows how birthdays are celebrated in the target culture    
  4. Knows age-appropriate stories told in the target culture    
  5. Knows age-appropriate dramatizations of the target culture    


Citation Log: BD(NDE,46;​EI,35;​MI,40;​NI,50)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows simple patterns of behavior and interaction in various settings in the target culture (e.g., school, family, community) and how these patterns compare to those in one’s native culture
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural practices
   Level II (Grade K-4)
  Benchmark 2.Knows simple patterns of behavior and interaction in various settings in the target culture (e.g., school, family, community) and how these patterns compare to those in one’s native culture
   Vocabulary terms
A.  simple behavior patterns in target culture
B.  simple interaction patterns in target culture
C.  simple behavior patterns in native culture
D.  simple interaction patterns in native culture
  Knowledge/skill statements
  1. Knows simple patterns of behavior in various settings in the target culture    
  2. Knows simple patterns of interaction in various settings in the target culture    
  3. Knows how behavioral patterns of the target culture compare to those in one’s native culture   
  4. Knows how patterns of interaction of the target culture compare to those in one’s native culture   


Citation Log: BD(NDE,27;​ME,48;​NE,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows familiar utilitarian forms of the target culture (e.g., toys, dress, types of dwellings, typical foods, currency) and how they compare to those in one’s native culture
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicExpressive and utilitarian forms of culture
   Level II (Grade K-4)
  Benchmark 3.Knows familiar utilitarian forms of the target culture (e.g., toys, dress, types of dwellings, typical foods, currency) and how they compare to those in one’s native culture
   Vocabulary terms
A.  familiar utilitarian forms of target culture
B.  familiar utilitarian forms of native culture
  Knowledge/skill statements
  1. Knows familiar utilitarian forms of the target culture   
  2. Knows toys in the target culture   
  3. Knows the typical dress in the target culture   
  4. Knows different types of dwellings in the target culture   
  5. Knows typical foods of the target culture   
  6. Knows the currency of the target culture   
  7. Knows how utilitarian forms of the target culture compare to those in one’s native culture   


Citation Log: BD(NE,51,60;​ME,40)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows basic expressive forms of the target culture (e.g., children’s songs, simple selections from authentic children’s literature, types of artwork or graphic representations enjoyed or produced by the peer group in the culture studied, dances) and how they compare to those in one’s native culture
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicExpressive and utilitarian forms of culture
   Level II (Grade K-4)
  Benchmark 4.Knows basic expressive forms of the target culture (e.g., children’s songs, simple selections from authentic children’s literature, types of artwork or graphic representations enjoyed or produced by the peer group in the culture studied, dances) and how they compare to those in one’s native culture
   Vocabulary terms
A.  basic expressive forms of target culture
B.  basic expressive forms of native culture
  Knowledge/skill statements
  1. Knows basic expressive forms of the target culture    
  2. Knows children’s songs of the target culture    
  3. Knows simple selections from authentic children’s literature of the target culture    
  4. Knows types of artwork or graphic representations enjoyed or produced by peer groups in the culture studied   
  5. Knows dances of the target culture   
  6. Knows how expressive forms of the target culture compare to those in one’s native culture   


Citation Log: BD(NE,51,60;​ME,40)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Knows basic cultural beliefs and perspectives of people in both native and target cultures relating to family, school, work, and play
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural perspectives
   Level II (Grade K-4)
  Benchmark 5.Knows basic cultural beliefs and perspectives of people in both native and target cultures relating to family, school, work, and play
   Vocabulary terms
A.  beliefs of native culture
B.  perspectives of native culture
C.  beliefs of target culture
D.  perspectives of target culture
  Knowledge/skill statements
  1. Knows basic cultural beliefs of people in the native culture relating to family, school, work, and play   
  2. Knows perspectives of people in the native culture relating to family, school, work, and play   
  3. Knows basic cultural beliefs of people in the target culture relating to family, school, work, and play   
  4. Knows perspectives of people in the target culture relating to family, school, work, and play   


Citation Log: BD(NDE,28;​EE,35;​ME,48;​NI,51)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Knows professions that require proficiency in the target language
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural practices
   Level II (Grade K-4)
  Benchmark 6.Knows professions that require proficiency in the target language
   Vocabulary terms
A.  profession
B.  language requirement
  Knowledge/skill statements
  1. Knows that some professions requires proficiencies in specific languages   


Citation Log: BP(NE,65)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Knows distinctive contributions made by people in the target culture
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicHistory, geography, and demographics of the target culture
   Level II (Grade K-4)
  Benchmark 7.Knows distinctive contributions made by people in the target culture
   Vocabulary terms
A.  contributions of target culture
  Knowledge/skill statements
  1. Knows that people from different cultures have made important contributions   


Citation Log: BD(ME,40)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Knows basic geographical aspects of countries where the target language is spoken (e.g., major cities, rivers, mountains, climate)
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicHistory, geography, and demographics of the target culture
   Level II (Grade K-4)
  Benchmark 8.Knows basic geographical aspects of countries where the target language is spoken (e.g., major cities, rivers, mountains, climate)
   Vocabulary terms
A.  basic geography of target culture
  Knowledge/skill statements
  1. Knows major cities of countries where the target language is spoken    
  2. Knows major rivers of countries where the target language is spoken    
  3. Knows major mountain ranges of countries where the target language is spoken    
  4. Knows the general climate of countries where the target language is spoken    


Citation Log: BD(ME,40)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 5-8)
   1. Knows various age-appropriate cultural activities practiced in the target culture (e.g., adolescents’ games such as card games, board games, and outdoor games; sports-related activities; music; television)
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural practices
   Level III (Grade 5-8)
  Benchmark 1.Knows various age-appropriate cultural activities practiced in the target culture (e.g., adolescents’ games such as card games, board games, and outdoor games; sports-related activities; music; television)
   Vocabulary terms
A.  age-appropriate cultural activities
  Knowledge/skill statements
  1. Knows age-appropriate card games, board games, and outdoor games of the target culture   
  2. Knows age-appropriate sports activities of the target culture   
  3. Knows age-appropriate music of the target culture   
  4. Knows age-appropriate television programs of the target culture   


Citation Log: BD(NDE,28;​EI,75;​NI,50)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows cultural traditions and celebrations that exist in the target culture and how these traditions and celebrations compare with those of the native culture (e.g., holidays, birthdays, "coming of age" celebrations, seasonal festivals, religious ceremonies, recreational gatherings)
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural practices
   Level III (Grade 5-8)
  Benchmark 2.Knows cultural traditions and celebrations that exist in the target culture and how these traditions and celebrations compare with those of the native culture (e.g., holidays, birthdays, "coming of age" celebrations, seasonal festivals, religious ceremonies, recreational gatherings)
   Vocabulary terms
A.  traditions of target culture
B.  celebrations of target culture
C.  traditions of native culture
D.  celebrations of native culture
  Knowledge/skill statements
  1. Knows traditions that exist in the target culture    
  2. Knows celebrations that exist in the target culture    
  3. Knows how traditions of the target culture compare with those of the native culture   
  4. Knows how celebrations of the target culture compare with those of the native culture   
  5. Knows how holiday celebrations in the target culture compare to holidays in the native culture   
  6. Knows how birthday celebrations in the target culture compare to birthdays in the native culture   
  7. Knows how "coming of age" celebrations in the target culture compare to celebrations in the native culture   
  8. Knows how seasonal festivals in the target culture compare to festivals in the native culture   
  9. Knows how religious ceremonies in the target culture compare to ceremonies in the native culture   
  10. Knows how recreational gatherings in the target culture compare to gatherings in the native culture   


Citation Log: BD(NDE,37;​EE,75;​ME,48;​NI,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. NDE,28;Knows patterns of behavior or interaction typical of one’s age group in various settings in the target culture (e.g., dating, telephone usage, etiquette)
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural practices
   Level III (Grade 5-8)
  Benchmark 3.NDE,28;Knows patterns of behavior or interaction typical of one’s age group in various settings in the target culture (e.g., dating, telephone usage, etiquette)
   Vocabulary terms
A.  age-appropriate behavior patterns of target culture
B.  age-appropriate interaction patterns of target culture
  Knowledge/skill statements
  1. Knows patterns of behavior typical of one’s age group in various settings in the target culture    
  2. Knows patterns of interaction typical of one’s age group in various settings in the target culture    
  3. Knows patterns of behavior or interaction typical of one’s age group in dating situations   
  4. Knows patterns of behavior or interaction typical of one’s age group when using the telephone   
  5. Knows the etiquette typical of one’s age group in the target culture    


Citation Log: BD(EE,71,103;​ME,40;​NE,50)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows a variety of age-appropriate utilitarian forms of the target culture (e.g., educational institutions or systems, means of transportation, various rules as they apply to the peer group in the culture being studied), their significance, and how these forms have influenced the larger community
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicExpressive and utilitarian forms of culture
   Level III (Grade 5-8)
  Benchmark 4.Knows a variety of age-appropriate utilitarian forms of the target culture (e.g., educational institutions or systems, means of transportation, various rules as they apply to the peer group in the culture being studied), their significance, and how these forms have influenced the larger community
   Vocabulary terms
A.  age-appropriate utilitarian forms of target culture
  Knowledge/skill statements
  1. Knows a variety of age-appropriate utilitarian forms of the target culture   
  2. Knows a variety of age-appropriate utilitarian forms of the target culture, such as educational institutions or systems   
  3. Knows a variety of age-appropriate utilitarian forms of the target culture, such as means of transportation   
  4. Knows a variety of age-appropriate utilitarian forms of the target culture, such as various rules as they apply to the peer group in the culture being studied   
  5. Knows the significance of various utilitarian forms of the target culture   
  6. Knows how various utilitarian forms of the target culture have influenced the larger community   


Citation Log: BD(NDE,28;​MI,48;​NI,52,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Knows a variety of age-appropriate expressive forms of the culture (e.g., popular music and dance; appropriate authentic texts, such as children’s magazines, comic books, children’s literature, folktales; the use of color; common or everyday artwork such as designs typical of the culture’s clothing, pottery, ceramics, paintings, architectural structures) and how these expressive forms compare with those of the native culture
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicExpressive and utilitarian forms of culture
   Level III (Grade 5-8)
  Benchmark 5.Knows a variety of age-appropriate expressive forms of the culture (e.g., popular music and dance; appropriate authentic texts, such as children’s magazines, comic books, children’s literature, folktales; the use of color; common or everyday artwork such as designs typical of the culture’s clothing, pottery, ceramics, paintings, architectural structures) and how these expressive forms compare with those of the native culture
   Vocabulary terms
A.  age-appropriate expressive forms of target culture
B.  age-appropriate expressive forms of native culture
  Knowledge/skill statements
  1. Knows a variety of age-appropriate expressive forms of the culture   
  2. Knows a variety of age-appropriate expressive forms of the culture, such as popular music and dance   
  2. Knows how expressive forms of the target culture compare with those of the native culture   
  3. Knows a variety of age-appropriate expressive forms of the culture, such as authentic texts   
  4. Knows a variety of age-appropriate expressive forms of the culture, such as the use of color   
  5. Knows a variety of age-appropriate expressive forms of the culture, such as common or everyday artwork   


Citation Log: BD(NDE,28;​ME,48;​NE,52,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands the general relationship between cultural perspectives and expressive products (e.g., music, visual arts, literature) in the target and native cultures
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
Topics1. Expressive and utilitarian forms of culture ; 2. Cultural perspectives
   Level III (Grade 5-8)
  Benchmark 6.Understands the general relationship between cultural perspectives and expressive products (e.g., music, visual arts, literature) in the target and native cultures
   Vocabulary terms
A.  relationship between perspectives and expressive products in target culture
B.  relationship between perspectives and expressive products in native culture
  Knowledge/skill statements
  1. Understands the general relationship between cultural perspectives and expressive products in the target culture    
  2. Understands the general relationship between cultural perspectives and expressive products in the native culture   
  3. Understands the general relationship between cultural perspectives and music in the target culture   
  4. Understands the general relationship between cultural perspectives and music in the native culture   
  5. Understands the general relationship between cultural perspectives and visual arts in the target culture   
  6. Understands the general relationship between cultural perspectives and visual arts in the native culture   
  7. Understands the general relationship between cultural perspectives and literature in the target culture   
  8. Understands the general relationship between cultural perspectives and literature in the native culture   


Citation Log: BD(ME,40;​NE,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Understands the general relationship between cultural perspectives and practices (e.g., holidays, celebrations, work habits, play) in the target and native cultures
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
Topics1. Cultural practices; 2. Cultural perspectives
   Level III (Grade 5-8)
  Benchmark 7.Understands the general relationship between cultural perspectives and practices (e.g., holidays, celebrations, work habits, play) in the target and native cultures
   Vocabulary terms
A.  relationship between perspectives and practices in target culture
B.  relationship between perspectives and practices in native culture
  Knowledge/skill statements
  1. Understands the general relationship between cultural perspectives and practices in the target    
  2. Understands the general relationship between cultural perspectives and practices in the native cultures   
  3. Understands there is a relationship between holidays and celebrations in cultures   
  4. Understands there is a relationship between work habits and play in cultures   


Citation Log: BD(NE,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Knows how "local" opinions of various aspects of the native culture compare with the views of peers from the target culture
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural perspectives
   Level III (Grade 5-8)
  Benchmark 8.Knows how "local" opinions of various aspects of the native culture compare with the views of peers from the target culture
   Vocabulary terms
A.  point of view from target culture
B.  point of view from native culture
  Knowledge/skill statements
  1. Knows how "local opinions" of the native culture are similar to the views of peers from the target culture   
  2. Knows how "local opinions" of the native culture are different from the views of peers from the target culture   


Citation Log: BD(NDE,37;​NI,52,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   9. Knows how various community members use the target language in their work
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural practices
   Level III (Grade 5-8)
  Benchmark 9.Knows how various community members use the target language in their work
   Vocabulary terms
A.  target language in the work force
  Knowledge/skill statements
  1. Know how the target language is utilized in the larger community   


Citation Log: BC(NE,65)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   10. Knows historical and cultural figures from the target culture and their contributions
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicHistory, geography, and demographics of the target culture
   Level III (Grade 5-8)
  Benchmark 10.Knows historical and cultural figures from the target culture and their contributions
   Vocabulary terms
A.  historical figures of target culture
B.  cultural figures of target culture
  Knowledge/skill statements
  1. Knows historical figures from the target culture    
  2. Knows the contributions of historical figures from the target culture    
  3. Knows cultural figures from the target culture    
  4. Knows the contributions of cultural figures from the target culture    


Citation Log: BD(ME,40)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   11. Knows chronological order and significance of important historical events in the target culture
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicHistory, geography, and demographics of the target culture
   Level III (Grade 5-8)
  Benchmark 11.Knows chronological order and significance of important historical events in the target culture
   Vocabulary terms
A.  historical events of target culture
  Knowledge/skill statements
  1. Knows the chronological order of important historical events in the target culture   
  2. Understands the significance of important historical events in the target culture   


Citation Log: BD(ME,40)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   12. Knows the location(s) and major geographic features of countries where the target language is/was used
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicHistory, geography, and demographics of the target culture
   Level III (Grade 5-8)
  Benchmark 12.Knows the location(s) and major geographic features of countries where the target language is/was used
   Vocabulary terms
A.  geographic features of target culture
B.  geographic location of target culture
  Knowledge/skill statements
  1. Knows the location(s) of countries where the target language is/was used   
  2. Knows the major geographic features of countries where the target language is/was used   


Citation Log: BD(ME,40)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands various patterns of behavior or interaction that are typical of one’s age group (e.g., extra-curricular activities, social engagements)
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural practices
   Level IV (Grade 9-12)
  Benchmark 1.Understands various patterns of behavior or interaction that are typical of one’s age group (e.g., extra-curricular activities, social engagements)
   Vocabulary terms
A.  age-appropriate behavior patterns of target culture
B.  age-appropriate interaction patterns of target culture
  Knowledge/skill statements
  1. Understands various patterns of behavior that are typical of one’s age group    
  2. Understands various patterns of interaction that are typical of one’s age group   
  3. Understands various patterns of behavior or interaction that are typical of one’s age group when involved extra curricular activities   
  4. Understands various patterns of behavior or interaction that are typical of one’s age group when involved in social engagements   


Citation Log: BD(EE,113,145,149;​ME,41;​NE,51;​NPI,20)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the connections between socially-approved behavioral patterns and cultural perspectives
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
Topics1. Cultural practices; 2. Cultural perspectives
   Level IV (Grade 9-12)
  Benchmark 2.Understands the connections between socially-approved behavioral patterns and cultural perspectives
   Vocabulary terms
A.  socially-approved behavior pattern
  Knowledge/skill statements
  1. Knows socially-approved behavioral patterns in the target culture   
  2. Knows a relationship exists between socially-approved behavioral patterns and cultural perspectives   


Citation Log: BD(ME,41;​NE,51;​NPE,20,33,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows age-appropriate utilitarian forms of the target culture (e.g., social, economic, and political institutions; laws), how they are reflected in American culture, and their significance
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicExpressive and utilitarian forms of culture
   Level IV (Grade 9-12)
  Benchmark 3.Knows age-appropriate utilitarian forms of the target culture (e.g., social, economic, and political institutions; laws), how they are reflected in American culture, and their significance
   Vocabulary terms
A.  age-appropriate utilitarian forms of target culture
B.  American culture
  Knowledge/skill statements
  1. Knows age-appropriate utilitarian forms of the target culture, such as social institutions   
  2. Knows age-appropriate utilitarian forms of the target culture, such as economic institutions   
  3. Knows age-appropriate utilitarian forms of the target culture, such as political institutions   
  4. Knows age-appropriate utilitarian forms of the target culture, such as laws   
  5. Knows how utilitarian forms of the target culture are reflected in American culture   
  6. Knows the significance of utilitarian forms of the target culture    


Citation Log: BD(NDE,28;​EI,113;​NI,52;​NPI,20)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Draws conclusions about the relationship and mutual influence between perspectives and practices in the target and native cultures
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
Topics1. Cultural perspectives; 2. Cultural practices
   Level IV (Grade 9-12)
  Benchmark 4.Draws conclusions about the relationship and mutual influence between perspectives and practices in the target and native cultures
   Vocabulary terms
A.  relationship between perspectives and practices in target culture
B.  relationship between perspectives and practices in native culture
  Knowledge/skill statements
  1. Draws conclusions about the relationship between perspectives and practices in the target culture   
  2. Draws conclusions about the relationship between perspectives and practices in the native culture   
  3. Draws conclusions about the mutual influence between perspectives and practices in the target culture   
  4. Draws conclusions about the mutual influence between perspectives and practices in the native culture   


Citation Log: BP(NE,61;​NPE,20,33,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands age-appropriate expressive forms of the target culture (e.g., literature; popular books; periodicals; videos; commercials; fine arts such as music, dance, design, painting, theater) and their significance in the larger community
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicExpressive and utilitarian forms of culture
   Level IV (Grade 9-12)
  Benchmark 5.Understands age-appropriate expressive forms of the target culture (e.g., literature; popular books; periodicals; videos; commercials; fine arts such as music, dance, design, painting, theater) and their significance in the larger community
   Vocabulary terms
A.  age-appropriate expressive forms of target culture
  Knowledge/skill statements
  1. Understands age-appropriate expressive forms of the target culture    
  2. Understands age-appropriate expressive forms of the target culture, such as literature   
  3. Understands age-appropriate expressive forms of the target culture, such as popular books   
  4. Understands age-appropriate expressive forms of the target culture, such as periodicals   
  5. Understands age-appropriate expressive forms of the target culture, such as videos   
  6. Understands age-appropriate expressive forms of the target culture, such as commercials   
  7. Understands age-appropriate expressive forms of the target culture, such as fine arts   
  8. Understands the significance of utilitarian forms of the target culture in the larger community   


Citation Log: BD(NDE,28-29;​EI,113;​ME,41,47;​NE,52;​NPI,20)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Draws conclusions about the relationship and mutual influence between perspectives and expressive products (e.g., literature, periodicals, music, theater, visual arts) in the target and native cultures
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
Topics1. Expressive and utilitarian forms of culture ; 2. Cultural perspectives
   Level IV (Grade 9-12)
  Benchmark 6.Draws conclusions about the relationship and mutual influence between perspectives and expressive products (e.g., literature, periodicals, music, theater, visual arts) in the target and native cultures
   Vocabulary terms
A.  relationship between perspectives and expressive products in target culture
B.  relationship between perspectives and expressive products in native culture
  Knowledge/skill statements
  1. Draws conclusions about the relationship between perspectives and expressive products in the target culture   
  2. Draws conclusions about the relationship between perspectives and expressive products in the native culture   
  3. Draws conclusions about the mutual influence between perspectives and expressive products in the target culture    
  4. Draws conclusions about the mutual influence between perspectives and expressive products in the native culture   
  5. Know expressive products of the target culture, such as literature, periodicals, music, theater and visual arts   
  6. Know expressive products of the native culture, such as literature, periodicals, music, theater and visual arts   


Citation Log: BP(ME,41;​NE,61;​NPE,20,33,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Understands contrasting ways in which information about national and international events is reported in the target culture and the native culture
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural perspectives
   Level IV (Grade 9-12)
  Benchmark 7.Understands contrasting ways in which information about national and international events is reported in the target culture and the native culture
   Vocabulary terms
A.  reporting national events in target culture
B.  reporting national events in native culture
C.  reporting international events in target culture
D.  reporting international events in native culture
  Knowledge/skill statements
  1. Understands contrasting ways in which information about national events is reported in the target culture and the native culture   
  2. Understands contrasting ways in which information about international events is reported in the target culture and the native culture   


Citation Log: BD(NDE,19;​ME 48)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Understands contrasting ways in which familial, economic, environmental, and political issues are reflected through oral, written, and artistic expression in the native and target cultures
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural perspectives
   Level IV (Grade 9-12)
  Benchmark 8.Understands contrasting ways in which familial, economic, environmental, and political issues are reflected through oral, written, and artistic expression in the native and target cultures
   Vocabulary terms
A.  contemporary issues in target culture
B.  contemporary issues in native culture
C.  oral expression in target culture
D.  written expression in target culture
E.  artistic expression in target culture
F.  oral expression in native culture
G.  written expression in native culture
H.  artistic expression in native culture
  Knowledge/skill statements
  1. Understands contrasting ways in which familial issues are reflected through oral, written, and artistic expression in the native and target cultures   
  2. Understands contrasting ways in which economic issues are reflected through oral, written, and artistic expression in the native and target cultures   
  3. Understands contrasting ways in which environmental issues are reflected through oral, written, and artistic expression in the native and target cultures   
  4. Understands contrasting ways in which political issues are reflected through oral, written, and artistic expression in the native and target cultures   


Citation Log: BD(NDE,37;​EI,113;​ME,41,48,49;​NI,61)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   9. Understands how other cultures view the role of the native culture in the world arena
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural perspectives
   Level IV (Grade 9-12)
  Benchmark 9.Understands how other cultures view the role of the native culture in the world arena
   Vocabulary terms
A.  world role of native culture
B.  world arena
  Knowledge/skill statements
  1. Understands that other cultures have their own view of the role of the native culture in the world    


Citation Log: BP(ME,48)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   10. Knows career options that require knowledge of the target culture and proficiency in the target language
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicCultural practices
   Level IV (Grade 9-12)
  Benchmark 10.Knows career options that require knowledge of the target culture and proficiency in the target language
   Vocabulary terms
A.  career options related to target culture
  Knowledge/skill statements
  1. Knows career options that require knowledge of the target culture    
  2. Knows career options that require proficiency in the target language   


Citation Log: BC(NI,65)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   11. Knows significant political, military, intellectual, and cultural figures and how they shaped historical events and the target culture's perspectives
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicHistory, geography, and demographics of the target culture
   Level IV (Grade 9-12)
  Benchmark 11.Knows significant political, military, intellectual, and cultural figures and how they shaped historical events and the target culture's perspectives
   Vocabulary terms
A.  political figures of target culture
B.  military figures of target culture
C.  intellectual figures of target culture
D.  cultural figures of target culture
  Knowledge/skill statements
  1. Knows significant political figures of the target culture   
  2. Knows significant military figures of the target culture   
  3. Knows significant intellectual figures of the target culture   
  4. Knows significant cultural figures of the target culture   
  5. Knows how significant political figures shaped historical events and the target culture’s perspectives   
  6. Knows how significant military figures shaped historical events and the target culture’s perspectives   
  7. Knows how significant intellectual figures shaped historical events and the target culture’s perspectives   
  8. Knows how significant cultural figures shaped historical events and the target culture’s perspectives   


Citation Log: BD(ME,41)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   12. Knows graphic and statistical information about the target and native cultures (e.g., population, income)
Foreign Language 
 Standard 4.Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  
TopicHistory, geography, and demographics of the target culture
   Level IV (Grade 9-12)
  Benchmark 12.Knows graphic and statistical information about the target and native cultures (e.g., population, income)
   Vocabulary terms
A.  demographics of target culture
B.  demographics of native culture
  Knowledge/skill statements
  1. Knows graphic and statistical information about the target culture   
  2. Knows graphic and statistical information about the native culture   
  3. Knows information about the population of the target culture   
  4. Knows information about the population of the native culture   
  5. Knows information about the income of the target culture   
  6. Knows information about the income of the native culture   


Citation Log: BD(ME,48)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
5.Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages

Foreign Language

Standard 5.Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages

Foreign Language

Standard 5 : Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages

Reference code: NDE,36;ME,46;NI,58

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade K-4)
   1. Knows words that have been borrowed from one language to another and how these word borrowings may have developed
Foreign Language 
 Standard 5.Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages
  
TopicNature of language
   Level II (Grade K-4)
  Benchmark 1.Knows words that have been borrowed from one language to another and how these word borrowings may have developed
   Vocabulary terms
A.  word borrowing
  Knowledge/skill statements
  1. Knows words that have been borrowed from one language to another    
  2. Knows how word borrowings among languages may have developed   


Citation Log: BD(NDE,36;​ME,46;​NI,58)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows basic elements of the sound and writing systems of the target language and how these elements differ from the same elements of one’s native language
Foreign Language 
 Standard 5.Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages
  
TopicNature of language
   Level II (Grade K-4)
  Benchmark 2.Knows basic elements of the sound and writing systems of the target language and how these elements differ from the same elements of one’s native language
   Vocabulary terms
A.  sound system of target language
B.  writing system of target language
C.  sound system of native language
D.  writing system of native language
  Knowledge/skill statements
  1. Knows basic elements of the sound system of the target language    
  2. Knows basic elements of the writing system of the target language    
  3. Knows how the elements of the sound system of the target language differ from the same elements of one’s native language   
  4. Knows how the elements of the writing system of the target language differ from the same elements of one’s native language   


Citation Log: BD(EI,49;​ME,46;​NE,55)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands that an idea may be expressed in multiple ways in the target language
Foreign Language 
 Standard 5.Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages
  
TopicLinguistic and grammatical concepts
   Level II (Grade K-4)
  Benchmark 3.Understands that an idea may be expressed in multiple ways in the target language
   Vocabulary terms
A.  expressing ideas (in target language)
  Knowledge/skill statements
  1. Knows that ideas can be expressed in more than one way   


Citation Log: BD(EE,39;​NE,58)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 5-8)
   1. Understands how idiomatic expressions have an impact on communication and reflect culture (e.g., anticipates larger units of meaning rather than individual word equivalencies)
Foreign Language 
 Standard 5.Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages
  
TopicLinguistic and grammatical concepts
   Level III (Grade 5-8)
  Benchmark 1.Understands how idiomatic expressions have an impact on communication and reflect culture (e.g., anticipates larger units of meaning rather than individual word equivalencies)
   Vocabulary terms
A.  idiomatic expression
  Knowledge/skill statements
  1. Understands how idiomatic expressions have an impact on communication    
  2. Understands how idiomatic expressions reflect culture    
  3. Anticipates larger units of meaning rather than individual word equivalencies   


Citation Log: BD(NDE,36;​ME,46;​NI,59,61)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Draws conclusions about the relationship among languages (e.g., based on cognates and idioms)
Foreign Language 
 Standard 5.Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages
  
Topics1. Nature of language ; 2. Linguistic and grammatical concepts
   Level III (Grade 5-8)
  Benchmark 2.Draws conclusions about the relationship among languages (e.g., based on cognates and idioms)
   Vocabulary terms
A.  relationships among languages
  Knowledge/skill statements
  1. Understands that there are underlying relationships among languages   
  2. Draws conclusions about relationships among languages based on cognates    
  3. Draws conclusions about relationships among languages based on idioms   


Citation Log: BP(NE,59)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands that languages have critical sound distinctions that convey meaning
Foreign Language 
 Standard 5.Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages
  
TopicNature of language
   Level III (Grade 5-8)
  Benchmark 3.Understands that languages have critical sound distinctions that convey meaning
   Vocabulary terms
A.  meaning through sound distinctions
  Knowledge/skill statements
  1. Knows there is a relationship between how a word sounds and the meaning it conveys   


Citation Log: BD(NE,59)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Knows various linguistic elements of the target language (e.g., time, tense, gender, syntax, style) and how these elements compare to linguistic elements in one’s native language
Foreign Language 
 Standard 5.Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages
  
TopicLinguistic and grammatical concepts
   Level IV (Grade 9-12)
  Benchmark 1.Knows various linguistic elements of the target language (e.g., time, tense, gender, syntax, style) and how these elements compare to linguistic elements in one’s native language
   Vocabulary terms
A.  linguistic elements of target language
B.  element of time
C.  element of tense
D.  element of gender
E.  element of syntax
F.  element of style
G.  linguistic elements of native language
  Knowledge/skill statements
  1. Knows the linguistic elements of the target language, such as time   
  2. Knows the linguistic elements of the target language, such as tense   
  3. Knows the linguistic elements of the target language, such as gender   
  4. Knows the linguistic elements of the target language, such as syntax   
  5. Knows the linguistic elements of the target language, such as style   
  6. Knows how linguistic elements of the target language compare to linguistic elements in one’s native language   


Citation Log: BD(NDE,36;​ME,47;​NE,59)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands that the ability to comprehend language surpasses the ability to produce language
Foreign Language 
 Standard 5.Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages
  
TopicNature of language
   Level IV (Grade 9-12)
  Benchmark 2.Understands that the ability to comprehend language surpasses the ability to produce language
   Vocabulary terms
A.  language comprehension
B.  language production
  Knowledge/skill statements
  1. Understands that producing language is not the same as comprehending it   
  2. Understands that one can produce language without fully comprehending it   


Citation Log: BD(NDE,19;​NI,59)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands similar and different meanings of cognates in different languages and how this relates to the evolution of language
Foreign Language 
 Standard 5.Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages
  
Topics1. Nature of language ; 2. Linguistic and grammatical concepts
   Level IV (Grade 9-12)
  Benchmark 3.Understands similar and different meanings of cognates in different languages and how this relates to the evolution of language
   Vocabulary terms
A.  meanings of cognates among languages
B.  evolution of language
  Knowledge/skill statements
  1. Understands similar meanings of cognates in different languages    
  2. Understands different meanings of cognates in different languages    
  3. Understands how the similar and different meanings of cognates relates to the evolution of language   


Citation Log: BD(ME,41;​NE,59)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the nature of the writing systems in the target, native, and other languages (e.g., logographic, syllabic, alphabetic)
Foreign Language 
 Standard 5.Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages
  
TopicNature of language
   Level IV (Grade 9-12)
  Benchmark 4.Understands the nature of the writing systems in the target, native, and other languages (e.g., logographic, syllabic, alphabetic)
   Vocabulary terms
A.  logographic writing system
B.  syllabic writing system
C.  alphabetic writing system
  Knowledge/skill statements
  1. Understands the nature of the writing system in the target language    
  2. Understands the nature of the writing system in the native language    
  3. Understands the nature of the writing systems in other languages    
  4. Understands the nature of a logographic writing system   
  5. Understands the nature of a syllabic writing system   
  6. Understands the nature of an alphabetic writing system   


Citation Log: BD(NE,59)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   College Board: Articulation and Achievement
E   TESOL: ESL Standards for PreK-12 Students
M   Massachusetts Foreign Languages Framework
N   NSFLEP: Standards for Foreign Language Learning (2006)
ND   NSFLEP: Draft Standards for Foreign Language Learning (1995)
NP   NAEP: 2003 Foreign Language Framework

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document