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 LanguageStandard 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
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| | 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 | | | Topic | Conversational 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 |
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| | 2. | Uses basic vocabulary to describe assorted objects (e.g., toys, dress, types of dwellings, foods) in everyday environmentsci
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 |
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| | 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 | | | Topic | Conversational 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 |
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| | 4. | Gives and follows simple instructions in the target language (e.g., in games, with partners or groups, giving 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 |
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| | 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)
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 |
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| | 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 | | | Topic | Conversational 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 |
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| | 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 | | | Topic | Conversational 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 |
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| | 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)
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 |
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| | 9. | Asks and answers questions in the target language (e.g., clarifies word meaning, asks for assistance, answers questions about self or family)
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 |
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| | 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 | | | Topics | 1. 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 |
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| | 2. | Uses the target language to plan events and activities with others (e.g., using authentic schedules, 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 |
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| | 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)
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 |
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| | 4. | Uses appropriate verbal strategies and cues (e.g., rephrasing, circumlocution, repetition, tone, stress, intonation) to communicate spoken messages and maintain listening comprehension
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 |
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| | 5. | Uses and responds to culturally appropriate nonverbal cues (e.g., gestures, physical distance, eye contact) to communicate spoken messages and maintain listening comprehension
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 |
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| | 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)
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 |
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| | 7. | Uses appropriate vocabulary to acquire goods and services through basic negotiation of procedures and exchange of monies (e.g., 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 |
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| | 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)
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 |
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| | 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
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 |
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| | 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)
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 |
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| | 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 | | | Topic | Conversational 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 |
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| | 4. | Uses appropriate vocabulary to exchange opinions and perspectives on issues of contemporary and historical interest in the target and native cultures
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 |
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| | 5. | Uses appropriate verbal strategies and cues (e.g., rephrasing, circumlocution, 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 |
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| | 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
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 |
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| | 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)
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 |
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| | 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)
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 |
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| | 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
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 |
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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 LanguageStandard 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
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| | 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)
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 |
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| | 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)
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 |
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| | 3. | Understands the main ideas of ability-appropriate video or 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 |
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| | 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 | | | | | | | 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 |
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| | 5. | Understands brief written messages and personal notes on familiar topics (e.g., everyday school and 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 |
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| | 6. | Understands common phrase groupings and 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 |
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| | 7. | Understands common cognates and borrowed words 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 |
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| | 8. | Understands oral and 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 |
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| | 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 | | | Topics | 1. 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 |
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| | 2. | Understands the content of ability-appropriate primary sources on familiar topics (e.g., personal letters, pamphlets, illustrated newspaper and magazine articles, 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 |
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| | 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)
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 |
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| | 4. | Understands nonverbal and verbal cues when listening to or 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 |
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| | 5. | Understands various phrase groupings and structures in spoken forms of the target language (e.g., expressions, questions, polite commands)
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 |
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| | 6. | Uses context clues (e.g., known language, diagrams, text features, 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 |
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| | 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 | | | | | | | 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 |
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| | 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
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 |
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| | 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
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 |
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| | 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 | | | Topics | 1. 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 |
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| | 4. | Understands author’s style, point of view, and 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 |
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| | 5. | Understands the main ideas and significant details of culturally significant songs, folk tales, comedy, and 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 |
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| | 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)
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 |
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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 LanguageStandard 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
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| | 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
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 |
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| | 2. | Recites poetry, songs, proverbs, or short 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 |
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| | 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 | | | | | | | 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 |
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| | 4. | Uses audio tapes and video tapes to present information about family, school events, and 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 |
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| | 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 | | | Topics | 1. 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 |
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| | 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)
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 |
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| | 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)
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 |
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| | 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 | | | | | | | 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 |
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| | 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 | | | | | | | 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 |
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| | 5. | Summarizes the plot and provides brief descriptions of characters in selected poems, short stories, folk tales, and 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 |
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| | 6. | Uses repetition, rephrasing, and 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 |
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| | 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 | | | Topics | 1. 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 |
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| | 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 | | | | | | | 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 |
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| | 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)
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 |
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| | 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
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 |
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| | 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)
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 |
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| | 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 | | | Topics | 1. 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 |
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| | 6. | Uses a dictionary or thesaurus written entirely in the target language to select appropriate words for use in preparing written and 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 |
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| | 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 | | | Topics | 1. 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 |
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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 LanguageStandard 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
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| | 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 | | | | | | | 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 |
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| | 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
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 |
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| | 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
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 |
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| | 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
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 |
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| | 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 | | | Topic | Cultural 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 |
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| | 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 | | | | | | | 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 |
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| | 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 | | | Topic | History, 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 |
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| | 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 | | | Topic | History, 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 |
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| | 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)
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 |
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| | 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 | | | | | | | 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)
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 |
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| | 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 | | | Topic | Expressive 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 | | | Topic | Expressive 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 |
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| | 6. | Understands the general relationship between cultural perspectives and expressive products (e.g., music, visual arts, literature) in the target and native cultures
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
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 |
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| | 8. | Knows how "local" opinions of various aspects of the native culture compare with 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 |
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| | 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 | | | | | | | 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 |
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| | 10. | Knows historical and cultural figures from the target culture and their 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 |
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| | 11. | Knows chronological order and 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
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 |
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| | 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)
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 |
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| | 2. | Understands the connections 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 |
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| | 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 | | | Topic | Expressive 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 |
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| | 4. | Draws conclusions about the relationship and mutual influence between perspectives and practices in the target and native cultures
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 | | | Topic | Expressive 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 |
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| | 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 | | | Topics | 1. 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 |
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| | 7. | Understands contrasting ways in which information about national and 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 |
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| | 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 | | | Topic | Cultural 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 |
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| | 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 | | | Topic | Cultural 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
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 |
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| | 11. | Knows significant political, military, intellectual, and cultural figures and how they 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)
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 |
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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 LanguageStandard 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
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 |
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| | 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
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 |
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| | 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 | | | Topic | Linguistic 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 |
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| | 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)
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 |
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| | 2. | Draws conclusions about the relationship among languages (e.g., based on cognates and 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 |
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| | 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 | | | | | | | 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 |
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| | 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 | | | Topic | Linguistic 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 |
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| | 2. | Understands that the ability to comprehend language surpasses the ability to produce language
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 |
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| | 3. | Understands similar and different meanings of cognates in different languages and how this 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 |
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| | 4. | Understands the nature of the writing systems in the target, native, and other languages (e.g., logographic, syllabic, alphabetic)
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 |
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