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.