CCSD Curriculum Elements

Georgia Standards

COMMUNICATION – INTERPERSONAL MODE (IP)

MLI.IP1: The students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.

A.       Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms

B.       Express likes, dislikes, emotions, agreement and disagreement.

C.       Make simple requests.

D.       Ask for clarification.

E.        Give simple descriptions.

F.        Comprehend basic directions.

G.       Ask questions and provide responses based on topics such as self, family, school, etc.

H.       Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 100 in context.

MLI.IP2: The students demonstrate skills necessary to sustain brief oral and written exchanges in the target language.

A.       Initiate, participate in, and close a brief oral or written exchange.

B.       Use formal and informal forms of address.

C.       Demonstrate Novice-Mid proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.

 

COMMUNICATION – INTERPRETIVE MODE (INT)

MLI.INT1: The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on topics such as self, family, school, etc.

A.       Identify main ideas and some details when reading and listening.

B.       Comprehend simple, culturally authentic announcements, messages, and advertisements.

C.       Understand simple instructions, such as classroom procedures.

D.       Demonstrate Novice-Mid proficiency in listening and reading comprehension.

MLI.INT2: The students interpret verbal and non-verbal cues to understand simple spoken and written messages in the target language.

A.       Differentiate among statements, questions and exclamations.

B.       Recognize basic gestures, body language, and intonation that clarify a message.

 

COMMUNICATION - PRESENTATIONAL MODE (P)

MLI.P1: The students present information orally and in writing that contains a variety of vocabulary, phrases, and patterns.

A.       Present information gathered from a variety of sources such as informal conversations, class presentations, interviews, readings, and media.

B.       Give basic information about self and others including school, family, activities, etc.

C.       Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.

MLI.P2: The students present brief, rehearsed material in the target language, such as dialogues, skits, poetry, and songs.

A.       Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material.

B.       Demonstrate comprehension of rehearsed material.

 

CULTURAL PERSPECTIVES, PRACTICES, AND PRODUCTS (CU)

MLI.CU1: The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken.

A.       Demonstrate knowledge of contributions of target culture(s) to civilization.

B.       Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals.

C.       Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

CONNECTIONS

COMPARISONS

COMMUNITIES

MLI.CCC1: The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another.

A.       Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken.

B.       Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g. using basic math skills).

C.       Identify examples of vocabulary, phrases, proverbs, and symbols from the target language that are used in other subjects.

D.       Relate content from other subject areas to topics discussed in the language class, such as the influence of explorers and settlers on various regions of the United States.

MLC.CCC2: The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture.

A.       Compare patterns of behavior and interaction in the students’ own culture with those of the target language.

B.       Demonstrate an awareness of elements of the students’ own culture.

MLI.CCC3: The students compare basic elements of the target language to the English language.

A.       Recognize similarities and differences in sound systems, writing systems, cognates, gender, and level appropriate idioms.

B.       Recognize basic sound distinctions and intonation patterns and their effect on communicating meaning.

MLI.CCC4: The students demonstrate an awareness of current events in the target culture(s).

A.       Give information regarding major current events of the target culture(s).

B.       Understand the impact of current events of the target culture(s).

MLI.CCC5: The students identify situations and resources in which target language skills and cultural knowledge may be applied beyond the classroom setting, for recreational, educational, and occupational purposes.

A.       Identify examples of the target language and the culture(s) studied that are evident in and through media, entertainment, and technology.

B.       Identify resources, such as individuals and organizations accessible through the community or the Internet, that provide basic cultural information about the culture(s) studied.

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Georgia Standards

COMMUNICATION – INTERPERSONAL MODE (IP)

MLI.IP1: The students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.

A.       Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms

B.       Express likes, dislikes, emotions, agreement and disagreement.

C.       Make simple requests.

D.       Ask for clarification.

E.        Give simple descriptions.

F.        Comprehend basic directions.

G.       Ask questions and provide responses based on topics such as self, family, school, etc.

H.       Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 100 in context.

MLI.IP2: The students demonstrate skills necessary to sustain brief oral and written exchanges in the target language.

A.       Initiate, participate in, and close a brief oral or written exchange.

B.       Use formal and informal forms of address.

C.       Demonstrate Novice-Mid proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.

 

COMMUNICATION – INTERPRETIVE MODE (INT)

MLI.INT1: The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on topics such as self, family, school, etc.

A.       Identify main ideas and some details when reading and listening.

B.       Comprehend simple, culturally authentic announcements, messages, and advertisements.

C.       Understand simple instructions, such as classroom procedures.

D.       Demonstrate Novice-Mid proficiency in listening and reading comprehension.

MLI.INT2: The students interpret verbal and non-verbal cues to understand simple spoken and written messages in the target language.

A.       Differentiate among statements, questions and exclamations.

B.       Recognize basic gestures, body language, and intonation that clarify a message.

 

COMMUNICATION - PRESENTATIONAL MODE (P)

MLI.P1: The students present information orally and in writing that contains a variety of vocabulary, phrases, and patterns.

A.       Present information gathered from a variety of sources such as informal conversations, class presentations, interviews, readings, and media.

B.       Give basic information about self and others including school, family, activities, etc.

C.       Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.

MLI.P2: The students present brief, rehearsed material in the target language, such as dialogues, skits, poetry, and songs.

A.       Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material.

B.       Demonstrate comprehension of rehearsed material.

 

CULTURAL PERSPECTIVES, PRACTICES, AND PRODUCTS (CU)

MLI.CU1: The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken.

A.       Demonstrate knowledge of contributions of target culture(s) to civilization.

B.       Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals.

C.       Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

CONNECTIONS

COMPARISONS

COMMUNITIES

MLI.CCC1: The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another.

A.       Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken.

B.       Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g. using basic math skills).

C.       Identify examples of vocabulary, phrases, proverbs, and symbols from the target language that are used in other subjects.

D.       Relate content from other subject areas to topics discussed in the language class, such as the influence of explorers and settlers on various regions of the United States.

MLC.CCC2: The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture.

A.       Compare patterns of behavior and interaction in the students’ own culture with those of the target language.

B.       Demonstrate an awareness of elements of the students’ own culture.

MLI.CCC3: The students compare basic elements of the target language to the English language.

A.       Recognize similarities and differences in sound systems, writing systems, cognates, gender, and level appropriate idioms.

B.       Recognize basic sound distinctions and intonation patterns and their effect on communicating meaning.

MLI.CCC4: The students demonstrate an awareness of current events in the target culture(s).

A.       Give information regarding major current events of the target culture(s).

B.       Understand the impact of current events of the target culture(s).

MLI.CCC5: The students identify situations and resources in which target language skills and cultural knowledge may be applied beyond the classroom setting, for recreational, educational, and occupational purposes.

A.       Identify examples of the target language and the culture(s) studied that are evident in and through media, entertainment, and technology.

B.       Identify resources, such as individuals and organizations accessible through the community or the Internet, that provide basic cultural information about the culture(s) studied.

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Georgia Standards

COMMUNICATION – INTERPERSONAL MODE (IP)

MLI.IP1: The students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.

A.       Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms

B.       Express likes, dislikes, emotions, agreement and disagreement.

C.       Make simple requests.

D.       Ask for clarification.

E.        Give simple descriptions.

F.        Comprehend basic directions.

G.       Ask questions and provide responses based on topics such as self, family, school, etc.

H.       Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 100 in context.

MLI.IP2: The students demonstrate skills necessary to sustain brief oral and written exchanges in the target language.

A.       Initiate, participate in, and close a brief oral or written exchange.

B.       Use formal and informal forms of address.

C.       Demonstrate Novice-Mid proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.

 

COMMUNICATION – INTERPRETIVE MODE (INT)

MLI.INT1: The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on topics such as self, family, school, etc.

A.       Identify main ideas and some details when reading and listening.

B.       Comprehend simple, culturally authentic announcements, messages, and advertisements.

C.       Understand simple instructions, such as classroom procedures.

D.       Demonstrate Novice-Mid proficiency in listening and reading comprehension.

MLI.INT2: The students interpret verbal and non-verbal cues to understand simple spoken and written messages in the target language.

A.       Differentiate among statements, questions and exclamations.

B.       Recognize basic gestures, body language, and intonation that clarify a message.

 

COMMUNICATION - PRESENTATIONAL MODE (P)

MLI.P1: The students present information orally and in writing that contains a variety of vocabulary, phrases, and patterns.

A.       Present information gathered from a variety of sources such as informal conversations, class presentations, interviews, readings, and media.

B.       Give basic information about self and others including school, family, activities, etc.

C.       Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.

MLI.P2: The students present brief, rehearsed material in the target language, such as dialogues, skits, poetry, and songs.

A.       Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material.

B.       Demonstrate comprehension of rehearsed material.

 

CULTURAL PERSPECTIVES, PRACTICES, AND PRODUCTS (CU)

MLI.CU1: The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken.

A.       Demonstrate knowledge of contributions of target culture(s) to civilization.

B.       Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals.

C.       Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

CONNECTIONS

COMPARISONS

COMMUNITIES

MLI.CCC1: The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another.

A.       Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken.

B.       Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g. using basic math skills).

C.       Identify examples of vocabulary, phrases, proverbs, and symbols from the target language that are used in other subjects.

D.       Relate content from other subject areas to topics discussed in the language class, such as the influence of explorers and settlers on various regions of the United States.

MLC.CCC2: The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture.

A.       Compare patterns of behavior and interaction in the students’ own culture with those of the target language.

B.       Demonstrate an awareness of elements of the students’ own culture.

MLI.CCC3: The students compare basic elements of the target language to the English language.

A.       Recognize similarities and differences in sound systems, writing systems, cognates, gender, and level appropriate idioms.

B.       Recognize basic sound distinctions and intonation patterns and their effect on communicating meaning.

MLI.CCC4: The students demonstrate an awareness of current events in the target culture(s).

A.       Give information regarding major current events of the target culture(s).

B.       Understand the impact of current events of the target culture(s).

MLI.CCC5: The students identify situations and resources in which target language skills and cultural knowledge may be applied beyond the classroom setting, for recreational, educational, and occupational purposes.

A.       Identify examples of the target language and the culture(s) studied that are evident in and through media, entertainment, and technology.

B.       Identify resources, such as individuals and organizations accessible through the community or the Internet, that provide basic cultural information about the culture(s) studied.

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Georgia Standards

COMMUNICATION – INTERPERSONAL MODE (IP)

MLI.IP1: The students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.

A.       Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms

B.       Express likes, dislikes, emotions, agreement and disagreement.

C.       Make simple requests.

D.       Ask for clarification.

E.        Give simple descriptions.

F.        Comprehend basic directions.

G.       Ask questions and provide responses based on topics such as self, family, school, etc.

H.       Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 100 in context.

MLI.IP2: The students demonstrate skills necessary to sustain brief oral and written exchanges in the target language.

A.       Initiate, participate in, and close a brief oral or written exchange.

B.       Use formal and informal forms of address.

C.       Demonstrate Novice-Mid proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.

 

COMMUNICATION – INTERPRETIVE MODE (INT)

MLI.INT1: The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on topics such as self, family, school, etc.

A.       Identify main ideas and some details when reading and listening.

B.       Comprehend simple, culturally authentic announcements, messages, and advertisements.

C.       Understand simple instructions, such as classroom procedures.

D.       Demonstrate Novice-Mid proficiency in listening and reading comprehension.

MLI.INT2: The students interpret verbal and non-verbal cues to understand simple spoken and written messages in the target language.

A.       Differentiate among statements, questions and exclamations.

B.       Recognize basic gestures, body language, and intonation that clarify a message.

 

COMMUNICATION - PRESENTATIONAL MODE (P)

MLI.P1: The students present information orally and in writing that contains a variety of vocabulary, phrases, and patterns.

A.       Present information gathered from a variety of sources such as informal conversations, class presentations, interviews, readings, and media.

B.       Give basic information about self and others including school, family, activities, etc.

C.       Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.

MLI.P2: The students present brief, rehearsed material in the target language, such as dialogues, skits, poetry, and songs.

A.       Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material.

B.       Demonstrate comprehension of rehearsed material.

 

CULTURAL PERSPECTIVES, PRACTICES, AND PRODUCTS (CU)

MLI.CU1: The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken.

A.       Demonstrate knowledge of contributions of target culture(s) to civilization.

B.       Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals.

C.       Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

CONNECTIONS

COMPARISONS

COMMUNITIES

MLI.CCC1: The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another.

A.       Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken.

B.       Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g. using basic math skills).

C.       Identify examples of vocabulary, phrases, proverbs, and symbols from the target language that are used in other subjects.

D.       Relate content from other subject areas to topics discussed in the language class, such as the influence of explorers and settlers on various regions of the United States.

MLC.CCC2: The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture.

A.       Compare patterns of behavior and interaction in the students’ own culture with those of the target language.

B.       Demonstrate an awareness of elements of the students’ own culture.

MLI.CCC3: The students compare basic elements of the target language to the English language.

A.       Recognize similarities and differences in sound systems, writing systems, cognates, gender, and level appropriate idioms.

B.       Recognize basic sound distinctions and intonation patterns and their effect on communicating meaning.

MLI.CCC4: The students demonstrate an awareness of current events in the target culture(s).

A.       Give information regarding major current events of the target culture(s).

B.       Understand the impact of current events of the target culture(s).

MLI.CCC5: The students identify situations and resources in which target language skills and cultural knowledge may be applied beyond the classroom setting, for recreational, educational, and occupational purposes.

A.       Identify examples of the target language and the culture(s) studied that are evident in and through media, entertainment, and technology.

B.       Identify resources, such as individuals and organizations accessible through the community or the Internet, that provide basic cultural information about the culture(s) studied.

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ISTE StandardsThe International Society for Technology in Education - ISTE® is a worldwide nonprofit organization of educators and education leaders committed to empowering connected learners in a connected world. The family of ISTE Standards works in concert to support students, educators and leaders with clear guidelines for the skills, knowledge and approaches they need to succeed in the digital age. 

Click on the links below to download the standards for each group:

Content from http://www.iste.org/

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Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Interpersonal NH  CCSD WL Modes Interpersonal WL Proficiency NL 

   

NOVICE LOW:

I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

I can greet my peers.

·  I can say hello and goodbye.

I can introduce myself to someone.

· I can tell someone my name.

I can answer a few simple questions.

· I can respond to yes/no questions.

· I can answer an either/or question.

· I can respond to who, what, when, where questions

 

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Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Speaking  CCSD WL Modes Interpersonal WL Proficiency NM 

 

NOVICE MID:

I can communicate on very familiar topics using a variety of words and phrases that I have practiced and memorized.

I can greet and leave people in a polite way.

· I can say hello and goodbye to someone my age or younger.

· I can say hello and goodbye to my teacher, professor, or supervisor. I can say hello and goodbye to an adult.

· I can say hello and goodbye to a person I do not know.

I can introduce myself and others.

·  I can introduce myself and provide basic personal information.

· I can introduce someone else. I can respond to an introduction.

I can answer a variety of simple questions.

· I can answer questions about what I like and dislike.

· I can answer questions about what I am doing and what I did.

· I can answer questions about where I’m going or where I went.

· I can answer questions about something I have learned.

I can make some simple statements in a conversation.

· I can tell someone what I am doing.

· I can say where I went. I can say whom I am going to see.

· I can express a positive reaction, such as “Great!”

I can ask some simple questions.

· I can ask who, what, when, where questions.

· I can ask questions about something that I am learning.

I can communicate basic information about myself and people I know.

· I can say my name and ask someone’s name.

· I can say or write something about the members of my family and ask about someone’s family.

· I can say or write something about friends and classmates or co-workers.

I can communicate some basic information about my everyday life.

· I can give times, dates, and weather information.

· I can talk about what I eat, learn, and do.

· I can talk about places I know. I can ask and understand how much something costs.

· I can tell someone the time and location of a community event.

 

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Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Speaking  CCSD WL Modes Interpersonal WL Proficiency NH 

   

NOVICE HIGH:

I can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language.

I can usually handle short social interactions in everyday situations by asking and answering simple questions.

I can exchange some personal information.

· I can ask and say a home address and e-mail address.

· I can ask and say someone’s nationality.

· I can ask and talk about family members and their characteristics.

· I can ask and talk about friends, classmates, teachers, or co-workers.

 I can exchange information using texts, graphs, or pictures.

· I can ask about and identify familiar things in a picture from a story.

· I can ask about and identify important information about the weather using a map.

· I can ask and respond to simple questions about dates, times, places, and events on schedules, posters, and tickets.

· I can respond to simple questions based on graphs or visuals that provide information containing numbers or statistics.

I can ask for and give simple directions.

· I can ask for directions to a place.

· I can tell someone how to get from one place to another, such as go straight, turn left, or turn right.

· I can tell someone where something is located, such as next to, across from, or in the middle of.

I can make plans with others.

· I can accept or reject an invitation to do something or go somewhere.

· I can invite and make plans with someone to do something or go somewhere.

· I can exchange information about where to go, such as to the store, the movie theatre, a concert, a restaurant, the lab, or when to meet.

I can interact with others in everyday situations.

· I can order a meal.

· I can make a purchase.

· I can buy a ticket.

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Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Speaking  CCSD WL Modes Interpersonal WL Proficiency IL 

   

INTERMEDIATE LOW:

I can participate in conversations on a number of familiar topics using simple sentences.

I can handle short social interactions in everyday situations by asking and answering simple questions.

I can have a simple conversation on a number of everyday topics.

·  I can talk with someone about family or household tasks.

·  I can talk with someone about hobbies and interests.

·  I can talk with someone about school or work.

 I can ask and answer questions on factual information that is familiar to me.

·  I can ask and answer questions related to subjects such as geography, history, art, music, math, science, language, or literature.

 I can use the language to meet my basic needs in familiar situations.

·  I can ask for help at school, work, or in the community.

·  I can make a reservation.

·  I can arrange for transportation, such as by train, bus, taxi, or a ride with friends.

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Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Speaking  CCSD WL Modes Interpersonal WL Proficiency IM 

   

INTERMEDIATE MID:

 I can participate in conversations on familiar topics using sentences and series of sentences. I can handle short social interactions in everyday situations by asking and answering a variety of questions. I can usually say what I want to say about myself and my

I can start, maintain, and end a conversation on a variety of familiar topics.

·  I can be the first to start a conversation.

·  I can ask for information, details, and explanations during a conversation.

·  I can bring a conversation to a close.

·  I can interview someone for a project or a publication.

I can talk about my daily activities and personal preferences.

·  I can talk about my daily routine.

·  I can talk about my interests and hobbies.

·  I can give reasons for my preferences.

·  I can give some information about activities I did.

·  I can give some information about something I plan to do.

·  I can talk about my favorite music, movies, and sports.

I can use my language to handle tasks related to my personal needs.

·  I can request services, such as repair for a phone, computer, or car.

·  I can schedule an appointment.

·  I can inquire about membership in an organization or club.

I can exchange information about subjects of special interest to me.

·  I can talk about artists from other countries.

·  I can talk about historical events.

·  I can talk about a mathematics, technology, or science project.

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Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Speaking  CCSD WL Modes Interpersonal WL Proficiency IH 

 

INTERMEDIATE HIGH:

 I can participate with ease and confidence in conversations on familiar topics. I can usually talk about events and experiences in various time frames. I can usually describe people, places, and things. I can handle social interactions in everyday situations, sometimes even when there is an unexpected complication.

I can exchange information related to areas of mutual interest.

·  I can ask for and provide information about specific events.

·  I can ask for and provide information about a hobby or lifestyle, such as bicycling, vegetarianism, video games, or sports.

·  I can ask for and provide descriptions of places I know and also places I would like to visit.

·  I can talk about my family history.

·  I can talk about jobs and career plans.

 I can use my language to do a task that requires multiple steps.

·  I can give the basic rules of a game or sport and answer questions about them.

·  I can ask for, follow, and give instructions for preparing food.

·  I can ask for and follow directions to get from one place to another.

·  I can tell someone how to access information online.

·  I can explain basic rules, policies, or laws that affect us and answer questions about them.

 I can use my language to handle a situation that may have a complication.

·  I can arrange for a make-up exam or reschedule an appointment.

·  I can return an item I have purchased to a store.

·  I can plan an outing with a group of friends.

   

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Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Speaking  CCSD WL Modes Interpersonal WL Proficiency AL 

 

INTERMEDIATE HIGH:

 I can participate with ease and confidence in conversations on familiar topics. I can usually talk about events and experiences in various time frames. I can usually describe people, places, and things. I can handle social interactions in everyday situations, sometimes even when there is an unexpected complication.

I can exchange information related to areas of mutual interest.

·  I can ask for and provide information about specific events.

·  I can ask for and provide information about a hobby or lifestyle, such as bicycling, vegetarianism, video games, or sports.

·  I can ask for and provide descriptions of places I know and also places I would like to visit.

·  I can talk about my family history.

·  I can talk about jobs and career plans.

 I can use my language to do a task that requires multiple steps.

·  I can give the basic rules of a game or sport and answer questions about them.

·  I can ask for, follow, and give instructions for preparing food.

·  I can ask for and follow directions to get from one place to another.

·  I can tell someone how to access information online.

·  I can explain basic rules, policies, or laws that affect us and answer questions about them.

 I can use my language to handle a situation that may have a complication.

·  I can arrange for a make-up exam or reschedule an appointment.

·  I can return an item I have purchased to a store.

·  I can plan an outing with a group of friends.

   

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Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Speaking NH 100px  CCSD WL Speaking WL Proficiency NL 

   

NOVICE LOW:

I can present information about myself and some other very familiar topics using single words or memorized phrases.

I can recite words and phrases that I have learned.

·  I can count from 1-10.

·  I can say the date and the day of the week.

·  I can list the months and seasons

 

I can state the names of familiar people, places, and objects in pictures and posters using words or memorized phrases.

·  I can name famous landmarks and people.

·  I can name countries on a map.

·  I can list items I see every day.

 

I can introduce myself to a group.

·  I can state my name, age, and where I live.

·  I can give my phone number, home address, and email address.

 

I can recite short memorized phrases, parts of poems, and rhymes.

·  I can sing a short song.

·  I can recite a nursery rhyme.

·  I can recite a simple poem

 

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Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Speaking NH 100px  CCSD WL Speaking WL Proficiency NM 

   

NOVICE MID:

I can present information about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions.

I can present information about myself and others using words and phrases.

·  I can say what I look like.

·  I can say what I am like.

·  I can say what someone looks like.

·  I can say what someone is like.

I can express my likes and dislikes using words, phrases, and memorized expressions.

·  I can say which sports I like and don’t like.

·  I can list my favorite free-time activities and those I don’t like.

·  I can state my favorite foods and drinks and those I don’t like.

I can present information about familiar items in my immediate environment.

·  I can talk about my house.

·  I can talk about my school or where I work.

·  I can talk about my room or office and what I have in it.

·  I can present basic information about my community, town/city, state, or country.

I can talk about my daily activities using words, phrases, and memorized expressions.

·  I can list my classes and tell what time they start and end.

·  I can name activities and their times in my daily schedule.

·  I can talk about what I do on the weekends.

I can present simple information about something I learned using words, phrases, and memorized expressions.

·  I can talk about holiday celebrations based on pictures or photos.

·  I can name the main cities on a map.

·  I can talk about animals, colors, foods, historical figures, or sports based on pictures or photos.

 

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Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Speaking NH 100px  CCSD WL Speaking WL Proficiency NH 

   

NOVICE HIGH:

I can present basic information on familiar topics using language I have practiced using phrases and simple sentences.

I can present information about my life using phrases and simple sentences.

· I can describe my family and friends.

· I can describe my school.

· I can describe where I work and what I do

I can tell about a familiar experience or event using phrases and simple sentences.

· I can tell what I do in class or at work.

· I can tell about what I do during the weekend.

· I can tell about what happens after school or work.

I can present basic information about a familiar person, place, or thing using phrases and simple sentences.

· I can describe a useful website.

· I can talk about my favorite musical group, actor, or author.

· I can describe a landmark, vacation location, or a place I visit.

· I can talk about a famous person from history.

I can present information about others using phrases and simple sentences.

· I can talk about others’ likes and dislikes.

· I can talk about others’ free-time activities.

· I can give basic biographical information about others.

I can give basic instructions on how to make or do something using phrases and simple sentences.

· I can tell how to prepare something simple to eat.

· I can describe a simple routine, like getting lunch in the cafeteria.

· I can give simple directions to a nearby location or to an online resource.

I can present basic information about things I have learned using phrases and simple sentences.

· I can describe a simple process like a science experiment.

· I can present a topic from a lesson based on pictures or photos.

· I can present information about something I learned in a class or at work

· I can present information about something I learned in the community.

 

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