Foreign Language
Foreign Language Standards and Benchmarks
STANLEY MIDDLE SCHOOL
FOREIGN LANGUAGE STANDARDS AND BENCHMARKS
Below you’ll find an overview of standards and benchmarks for our foreign language classes (French, German, Spanish; Mandarin is a different category language.)
We are striving to reach these goals but there are differences due to the nature of each language. We also included descriptors for more advanced levels to indicate the general progression at the high school level. This document is a work in progress!
OVERVIEW OF THE STANDARDS AND BENCHMARKS
Standard 1: Students Will Communicate in Languages Other than English
(Communication)
Benchmark 1.1 -- Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Benchmark 1.2 -- Students understand and interpret written language on a variety of topics
Benchmark 1.3 -- Students understand and interpret spoken language on a variety of topics
Benchmark 1.4 -- Students convey information, concepts, and ideas to listeners for a variety of purposes
Benchmark 1.5 -- Students convey information, concepts, and ideas to readers for a variety of purposes
Standard 2: Students Will Develop Insight into Linguistics and its Relationship to Culture (Comparisons)
Benchmark 2.1 -- Students recognize that different languages use different grammatical structures to communicate and can apply this knowledge to their own language(s) and to the target language
Benchmark 2.2 -- Students identify how culture is reflected in the language
Standard 3: Students Will Gain Knowledge, Understanding, and Respect of Other Cultures
(Cultures)
Benchmark 3.1 -- Students recognize and respect the fact that cultures use different patterns of interaction and can apply this knowledge to their own culture
Benchmark 3.2 -- Students understand the relationship between perspectives (attitudes, values, ideas) and practices and use this knowledge to interact effectively in cultural contexts
Benchmark 3.3 -- Students understand the relationship between perspectives (attitudes, values, ideas) and products/contributions (books, tools, food, art, laws, music, games) of the cultures studied
Standard 4: Students Will Connect with Other Disciplines and Acquire Information
(Connections)
Benchmark 4.1 -- Students reinforce and further their knowledge of other disciplines through foreign languages
Benchmark 4.2 -- Students acquire information and cultural perspectives through authentic materials in the foreign languages and within the cultures
Standard 5: Students Will Participate in Multilingual Communities at Home and Around the World
(Communities)
Benchmark 5.1 -- Students will show evidence of becoming lifelong learners by applying language skills and cultural knowledge both within and beyond the school setting
Level 1a refers to the first year of language study at the middle school level; level 1b to the second year. Levels 2, 3 and 4 refer to high school language classes.
Standard 1: Students Will Communicate in Languages Other than English
Benchmark 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Engage in basic conversation and begin to incorporate gestures |
Incorporate appropriate gestures into conversations |
Incorporate appropriate gestures into conversations with greater ease |
Converse using language and behaviors that are appropriate to the setting |
Express basic personal needs |
Begin to elaborate on personal needs
Begin to interact in basic survival situations |
Elaborate on personal needs
Interact in basic survival situations |
Manage unforeseen circumstances and complicated situations |
Describe self and familiar topics |
Describe self and familiar topics with greater ease and begin to compare |
Create simple descriptions within a context and compare with greater ease |
Create detailed oral descriptions within a context and compare |
Express likes and dislikes (in Spanish without gustar) |
Define and qualify likes and dislikes (in Spanish without gustar) |
Define and qualify likes and dislikes with greater ease |
Exchange personal feelings and ideas for the purpose of persuading others |
Express agreement and disagreement |
State and briefly support an opinion |
State and briefly support an opinion with greater ease |
Express individual perspectives and defend opinions |
|
|
Describe a problem |
Collaborate to develop and propose solutions to problems |
|
Make suggestions and recommendations |
Make suggestions and recommendations with greater ease |
Negotiate a compromise |
Ask and answer simple questions |
Ask and answer more elaborate questions |
Provide and request clarification within a limited range of topics |
Ask and respond to open-ended questions |
Begin to use different ways to express the same idea (circumlocution) |
Use different ways to express the same idea (circumlocution) |
Use different ways to express the same idea (circumlocution) with greater ease |
Use a variety of language strategies to convey meaning (short, responsive comments; pause fillers; circumlocution) |
Make simple requests and respond to commands |
Follow directions in a familiar context |
Give and follow directions in a familiar context |
Give and follow directions in an unfamiliar situation |
Recognize and pronounce some sounds of the target language with formulaic fluency |
Articulate most sounds of the target language with some degree of clarity and fluency |
Articulate most sounds of the target language with a higher degree of clarity and fluency |
Converse with clarity and fluency |
Standard 1: Students Will Communicate in Languages Other than English
Benchmark 1.2 Students understand and interpret written language on a variety of topics
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Respond appropriately to simple written directions, instructions, and/or commands |
Respond appropriately to more elaborate written directions, instructions, and/or commands |
Respond appropriately to a series of directions, instructions, and commands |
Respond appropriately to complex directions, and commands intended for native speakers |
Identify a person or object based on simple written descriptions |
Identify a person or object based on more elaborate written descriptions |
Respond appropriately to complex written descriptions |
Analyze information based on complex written descriptions |
Read and respond to developmentally appropriate materials; begin to understand simple authentic materials |
Demonstrate understanding of selected authentic materials |
Demonstrate understanding of selected authentic materials with greater ease |
Interpret and analyze readings from authentic material in a variety of literary genres, including fiction and nonfiction |
Identify visual and context clues |
Identify visual and context clues with greater ease |
Use visual and context clues to derive meaning |
Apply diverse strategies to derive meaning and details from unfamiliar material |
Use phonetic analysis strategies to acquire meaning from text
Use structural analysis strategies to acquire meaning |
Use phonetic analysis strategies to acquire meaning from text with greater ease
Use structural analysis strategies to acquire meaning |
Continue development of phonetic analysis
Use structural analysis to identify increasingly complex word families and patterns |
Use a variety of comprehension strategies to decipher and interpret text |
Comprehend and respond to simple personal written communications such as notes, invitations, or letters |
Comprehend and respond to more elaborate personal written communications such as notes, invitations, or letters |
Comprehend and respond to formal written communications such as business or official documents |
Respond appropriately to mood and implied meaning (i.e., sarcasm, humor, irony) of written communication |
Identify main ideas, words, and some details in written material |
Identify main ideas and words in written material with greater ease and begin to identify supporting details |
Identify the main idea with supporting details in written material |
Interpret and analyze the main idea and significant details from authentic materials and a variety of written sources
Research and synthesize information from a variety of written sources |
Use a bilingual dictionary or glossary to facilitate comprehension |
Use a bilingual dictionary or glossary to facilitate comprehension
Begin to use a monolingual dictionary |
Use bilingual and monolingual dictionaries to facilitate comprehension |
Use a monolingual dictionary to facilitate comprehension |
Standard 1: Students Will Communicate in Languages Other than English
Benchmark 1.3 Students understand and interpret spoken language on a variety of topics
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Respond appropriately to simple spoken instructions and commands |
Respond appropriately to more elaborate spoken instructions and commands |
Respond appropriately to a series of instructions and commands |
Respond appropriately to complex instructions and commands intended for native speakers |
Respond appropriately to simple oral descriptions |
Respond appropriately to more complex oral descriptions |
Respond appropriately to complex oral descriptions |
Analyze information based on complex oral descriptions |
Respond to live unrehearsed speech of peers and familiar adults on a familiar topic |
Respond to live unrehearsed speech of persons sympathetic to second-language learners |
Respond to live unrehearsed speech of persons sympathetic to second-language learners with greater ease |
Respond to live unrehearsed speech of native speakers who are not used to communicating with second-language learners |
Identify auditory, visual, and context clues in oral presentations and/or recorded material |
Identify auditory, visual, and context clues in oral presentations and/or recorded material with greater ease |
Use auditory, visual, and context clues to derive meaning from oral presentations and/or recorded materials |
Apply varied strategies to derive meaning and details from oral and/or recorded presentations on unfamiliar topics |
Identify main ideas and key words in oral material with some repetition |
Comprehend speech on familiar topics with some repetition |
Comprehend speech on familiar and some new topics with some repetition |
Summarize or restate secondary conversations |
Standard 1: Students Will Communicate in Languages Other than English
Benchmark 1.4 Students convey information, concepts, and ideas to listeners for a variety of purposes
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Provide a very limited explanation based on some prior knowledge and/or experience |
Provide a limited explanation based on some prior knowledge and/or experience |
Explain a process based on prior knowledge and/or experience |
Explain a complex process incorporating detailed instructions |
Give a description orally using simple sentences |
Give a description orally using more complex sentences and begin to compare |
Give a description orally using complex sentences and compare with greater ease |
Give a description orally using complex sentences and supporting details and compare |
Summarize main idea of selected authentic and/or contextualized material using key words only |
Summarize main idea of selected authentic and/or contextualized material |
Summarize and interpret information from authentic material and present it to an audience |
Analyze and present authentic media and literay samples to an audience
Formulate and defend a position on a researched issue |
Speak spontaneously on simple familiar topics |
Speak spontaneously on familiar topics
Briefly narrate present, past, and future events |
Speak spontaneously on familiar topics with greater ease
Narrate present, past, and future events |
Speak spontaneously on current events or issues
Elaborate on present, past, and future events |
Standard 1: Students Will Communicate in Languages Other than English
Benchmark 1.5 Students convey information, concepts, and ideas to readers for a variety of purposes
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Write simple instructions |
Write more elaborate commands and instructions |
Describe, in writing, a process based on prior knowledge and/or experience |
Describe, in writing, a complex process incorporating detailed instructions |
Write a description using simple sentences and a variety of adjectives |
Write a description using a combination of simple and more complex sentences and a variety of adjectives and begin to compare |
Write a description using complex sentences and a variety of adjectives and compare with greater ease |
Write a description using complex, detailed paragraphs with a variety of adjectives and compare |
Write a brief personal communication, such as a note, letter or aninvitation |
Write various types of paragraphs and letters |
Write formal and informal paragraphs and letters |
Write a multi-paragraph composition and/or short essays |
Write the main idea of selected authentic and/or contextualized materials using key words only
|
Summarize in writing the main idea of selected authentic and/or contextualized materials |
Write and present a summary which interprets information from authentic materials to an audience |
Write an analysis of authentic media or literary samples and present it to an audience
Formulate and defend a position on a researched issue |
Spontaneously write simple texts using the present on familiar topic |
Spontaneously write about present, past, and future events |
Spontaneously write and begin to elaborate on present, past, and future events |
Elaborate on present, past, and future events |
Present a simple statement of opinion |
Present a more elaborate statement of opinion |
Establish and support a position, opinion, or focus |
Establish, support, and elaborate a position, opinion, or focus |
Use phonetic strategies to spell; spell high frequency words correctly |
Apply standard phonetic spelling patterns; spell high-frequency words correctly on daily written work |
Use standard phonetic spelling patterns; spell high-frequency words correctly on daily written work |
Correctly spell specialized content area vocabulary in written assignments |
Use a bilingual dictionary or glossary to facilitate correct spelling
Edit assignments for correct spelling |
Use bilingual and monolingual dictionaries to facilitate correct spelling
Edit assignments for correct spelling |
Use bilingual and monolingual dictionaries to facilitate correct spelling
Edit assignments for correct spelling |
Spell correctly with limited use of a dictionary
Edit assignments for correct spelling |
Standard 2: Students Will Develop Insight into Linguistics and its Relationship to Culture
Benchmark 2.1 Students recognize that different languages use different grammatical structures to communicate and can apply this knowledge to their own language(s) and to the target language
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Identify and use the basic sound patterns of the target language and compare them to the students’ own language(s) (Pronunciation) |
Apply, within limited context, the sound patterns of the target language |
Apply the sound patterns of the language |
Apply, in a variety of contexts, the sound patterns of the target language |
Identify and use, within limited context, the grammatical structures of the target language and compare them to the students’ own language(s) (Grammar and Usage) |
Begin to apply more complex grammatical structures of the target language |
Continue to apply more complex grammatical structures of the target language |
Use knowledge of grammatical structures in both the target language and the students’ own language(s) to communicate effectively |
Identify and use simple idiomatic expressions of the target language |
Identify and use simple idiomatic expressions of the target language with greater ease |
Use idiomatic expressions of the target language and begin to integrate them into correct context |
Use idiomatic expressions of the target language in the correct context |
Identify connections among languages (Linguistics) |
Identify connections among languages with greater ease |
Explain the changing nature of languages |
Describe how languages influence each other |
Standard 2: Students Will Develop Insight into Linguistics and its Relationship to Culture
Benchmark 2.2 Students identify how culture is reflected in the language
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Identify instances in the target language that reflect cultural practices |
Be more familiar with instances in the target language that reflect cultural practices |
Be familiar with instances in the target language that reflect cultural practices |
Be very familiar with instances in the target language that reflect cultural practices |
Standard 3: Students Will Gain Knowledge, Understanding, and Respect of Other Cultures
Benchmark 3.1 -- Students recognize and respect the fact that cultures use different patterns of interaction and can apply this knowledge to their own culture
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Respectfully identify and begin to analyze the similarities and differences between the target culture(s) and the students’ own culture(s) |
Respectfully identify and analyze the similarities and differences between the target culture(s) and the students’ own culture(s) |
Respectfully analyze the similarities and differences between the target culture(s) and the students’ own culture(s) with greater ease |
Respectfully explain the significance of the similarities and differences between the target culture(s) and the students’ own culture(s) |
Identify and understand similar and different behavioral patterns between the target culture(s) and the students’ own culture(s) |
Compare and contrast similar and different behavioral patterns between the target culture(s) and the students’ own culture(s) |
Compare and contrast similar and different behavioral patterns between the target culture(s) and the students’ own culture(s) with greater ease |
Use knowledge of similar and different behavioral patterns to interact effectively in a variety of social contexts in the target culture(s) and the students’ own culture(s) |
Standard 3: Students Will Gain Knowledge, Understanding, and Respect of Other Cultures
Benchmark 3.2 -- Students understand the relationship between perspectives (attitudes, values, ideas) and practices and use this knowledge to interact effectively in cultural contexts
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Identify and respectfully react to cultural perspectives and practices in the culture(s) studied |
Identify and respectfully react to cultural perspectives and practices in the culture(s) studied with greater ease |
Respectfully describe and begin to analyze cultural characteristics and behaviors of everyday life
Identify differences in cultural practices among same-language cultures |
Respectfully analyze the development of different cultural practices
Compare and contrast cultural practices among same-language cultures |
Recognize, interpret, and begin to produce language and behavior that is appropriate to the target culture(s) |
Recognize, interpret, and continue to produce language and behavior that is appropriate to the target culture(s) |
Produce language and behavior that is appropriate to the target culture(s) with greater ease |
Apply language and behavior that is appropriate to the target culture(s) in an authentic situation |
Respectfully identify and begin to analyze some commonly held generalizations and stereotypes about the culture(s) studied |
Respectfully identify and continue to analyze some commonly held generalizations and stereotypes about the culture(s) studied |
Respectfully identify and analyze many commonly held generalizations and stereotypes with respect about the culture(s) studied to a greater degree |
Continue to respectfully identify and analyze many commonly held generalizations and stereotypes with respect about the culture(s) studied to a greater degree |
Identify and respectfully discuss social and geographic factors that impact cultural practices |
Continue to identify and respectfully discuss social and geographic factors that impact cultural practices |
Analyze social and geographic factors that impact cultural practices to a greater degree |
Continue to analyze social and geographic factors that impact cultural practices to a greater degree |
Identify common words, phrases, and idioms that reflect the culture(s) |
Identify common words, phrases, and idioms that reflect the culture(s) with greater ease |
Understand the cultural connotations of common words, phrases, and idioms and begin to use them |
Integrate culturally embedded words, phrases, and idioms into everyday communication |
Standard 3: Students Will Gain Knowledge, Understanding, and Respect of Other Cultures
Benchmark 3.3 -- Students understand the relationship between perspectives (attitudes, values, ideas) and products/contributions (books, tools, food, art, laws, music, games) of the cultures studied
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Recognize and identify expressive products of the target culture(s) (i.e. art, literature, music, dance) |
Recognize and identify some major works of art, music, and/or literature of the target culture(s) |
Recognize and identify many major works of art, music, and/or literature of the target culture(s) |
Discuss expressive products of the target culture(s) (i.e.visual arts, architecture, literature, dance, and music) |
Identify objects, images, and symbols of the target culture(s) |
Identify and explain some objects, images, and symbols of the target culture(s) |
Identify and explain objects, images, and symbols of the target culture(s) to a greater degree |
Analyze the cultural significance of objects, images, and symbols of the target culture(s) |
Identify the products of the target country/countries |
Identify the products of the target country/countries to a greater degree |
Identify the economic/social impact of products on the world market |
Assess the economic/social impact of products on the world market |
Identify and explain how the needs, behaviors and beliefs of the culture(s) are reflected in the products and contributions of the culture |
Identify and explain how the needs, behaviors and beliefs of the culture(s) are reflected in the products and contributions of the culture to a greater degree |
Discuss and analyze internal and external factors which affect products and contributions
Analyze contributions of diverse groups within the target culture(s) |
Discuss and analyze internal and external factors which affect products and contributions to a greater degree
Analyze contributions of diverse groups within the target culture(s) to a greater degree |
Identify the contributions of the target culture(s) to the students’ own culture(s) |
Identify the contributions of the target culture(s) to the students’ own culture(s) to a greater degree |
Identify the impact of the contributions of the target culture(s) on the students’ own culture(s) |
Analyze the impact of the contributions of the target culture(s) on the students’ own culture(s)
Identify the ways in which various cultures interact within the student’s own community |
Standard 4: Students Will Connect With Other Disciplines and Acquire Information
Benchmark 4.1 Students reinforce and further their knowledge of other disciplines through foreign languages
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Explain in simple terms basic concepts from other subject areas |
Explain in more elaborate terms basic concepts from other subject areas |
Exchange information about topics from other school subjects in the target language |
Discuss topics from other school subjects in the target language |
Find foreign language resources for use in other disciplines
|
Find foreign language resources for use in other disciplines and begin to gather information |
Analyze the information gathered through foreign language resources for use in other disciplines |
Locate foreign language resources and synthesize information for use in other disciplines |
Identify and apply, within a familiar context, information and skills common to the foreign language classroom in other disciplines |
Identify and apply, within a familiar context, information and skills common to the foreign language classroom in other disciplines to a greater degree |
Transfer and apply, within a limited context, information and skills common to the foreign language classroom in other disiplines |
Apply, within an unfamiliar context, information and skills common to the foreign language classroom in other disciplines |
Standard 4: Students Will Connect with Other Disciplines and Acquire Information
Benchmark 4.2 Students aquire information and perspectives through authentic materials in the foreign languages and within the cultures
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Find basic information in authentic materials |
Find more elaborate information in authentic materials |
Analyze and apply information from authentic materials |
Acquire and synthesize information from authentic materials |
Begin to identify perspectives of the target culture(s) using authentic sources |
Identify perspectives of the target culture(s) using authentic sources |
Analyze perspectives of the target culture(s) using authentic sources
|
Evaluate perspectives of the target culture(s) using authentic sources
|
Standard 5: Students Will Participate in Multilingual Communities at Home and Around the World
Benchmark 5.1 Students show evidence of becoming lifelong learners by applying language skills and cultural knowledge both within and beyond the school setting
Students are able to:
Level 1a: Beginning |
Level 1b |
Level 2: Developing |
Level 3 and 4: Expanding |
Identify the target language in their daily lives |
Provide a limited response to the target language encountered in their daily lives |
Respond to the target language encountered in their daily lives |
Interact appropriately in the target language in real-life situations |
Locate connections with the target culture through the use of technology, media, and authentic sources |
Investigate connections with the target culture through the use of technology, media, clubs, community organizations, and authentic sources |
Investigate connections with the target culture through the use of technology, media, clubs, community, organizations, and authentic sources with greater ease |
Establish connections with the target culture through the use of technology, media, clubs, community organizations, and authentic sources
Understand the role of the United States in the world arena as viewed by other cultures using authentic sources
Understand the interdependence that exists between the students’ own culture(s) and the world |
Show some evidence of becoming a lifelong learner by participating in multilingual and/or multi-cultural activities |
Show more evidence of becoming a lifelong learner by participating in multilingual and/or multi-cultural activities |
Show evidence of becoming a lifelong learner by participating often in multilingual and/or multi-cultural activities |
Show strong evidence of becoming a lifelong learner by participating very often in multilingual and/or multi-cultural activities |
Susan Olson | ex: 1211 | Mandarin |
Launa Parnas | ex: 1603 | Spanish 1A |
Katie Pitts | ex: 1602 | SPANISH 1A & 1B |
Jenny Sousa | ex: 1601 | ELD & Spanish 1B |
Claudia Windfuhr | ex: 1604 | German 1A/German 1B/French 1A/French 1B/Wheel 6 |
Department Awards
The World Languages Department is very pleased to bestow our students with awards each year.
We have two types of awards:
1) The student of the year award
Each language teacher selects the out-standing students of the year in each of the languages and the different levels.
2) The special World Languages Polyglot award
Some years, the department as a whole gives the special World Languages Polyglot award to one out-standing student who has successfully taken more than one language in our department.
Below you will find our speeches for these festive occasions.
Student of the year award:
The World Languages Department honors and congratulates the following spectacular young citizens of the world. These dynamic students have certainly excelled academically, but they also understand that German, French, Mandarin and Spanish are more than “just classes” -- they are the key to a new way of communication. They are eager to practice their newly acquired language skills outside the classroom, and they don’t worry about making a few mistakes. They enjoy finding patterns and making connections between languages. Some of these outstanding students are on their third language, and others plan to undertake even more in high school and in college. They have willingly and consistently gone out of their way to help others also be successful. They have shown respect and enthusiasm for new languages and cultures. They are open-minded and tolerant, and they are always striving to learn more. Now more than ever it is important to learn a foreign language, and these students have done so with enthusiasm, zest and vigor! For these reasons and more, we salute these stellar young linguists, these open-minded, tolerant, and global citizens of our world.
The special World Languages Polyglot Award
This award is a special 8th grade award that isn't given every year: The World Languages Polyglot award.
A polyglot is someone who speaks multiple languages.
The entire foreign language department would like to honor a very special student and polyglot who has excelled in multiple languages during the last two years at Stanley. The student has successfully acquired knowledge in various languages and cultures and has shown a special enthusiasm for being a polyglot. We salute this special stellar young linguist, this open-minded, tolerant, and global citizen of our world.