Academic & Student Services
Model Academic Standards - Foreign Language
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Foreign Language |
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By the end of grade eight, students will: |
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| A1: Sustain a conversation including descriptions on selected topics about themselves and their state or country | C. 2. Speaking: A student who demonstrates competency in speaking can participate in discussion about familiar topics | ||
| A2: Ask and answer a variety of questions, giving reasons for their answers |
C.1.
Speaking: A student who demonstrates competency in speaking can respond
appropriately to an inquiry
C.4. Speaking: A student who demonstrates competency in speaking can address everyday problems by asking pertinent, contextually-appropriate questions and making suggestions |
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| A3: State personal preferences and feelings with some explanation |
C.
2. Speaking: A student who demonstrates competency in speaking can participate
in discussion about familiar topics
C. 3. Speaking: A student who demonstrates competency in speaking can use the target language to accomplish everyday tasks |
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| A4: Give possible solutions to a problem related to a personal need |
C.
3. Speaking: A student who demonstrates competency in speaking can use
the target language to accomplish everyday tasks
C.4. Speaking: A student who demonstrates competency in speaking can address everyday problems by asking pertinent, contextually-appropriate questions and making suggestions |
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| A5: Ask for simplification and suggest alternative words to ensure understanding |
C.4.
Speaking: A student who demonstrates competency in speaking can address
everyday problems by asking pertinent, contextually-appropriate questions
and making suggestions
C.1. Speaking: A student who demonstrates competency in speaking can respond appropriately to an inquiry |
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By the end of grade twelve, students will: |
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| AI: Discuss or debate a wide variety of topics from the local to the international level, hypothesizing convincing, persuading, and negotiating to reach a conclusion | |||
| A2: Ask and answer a variety of questions that require elaboration and substantiation of opinions | |||
| A3: Defend personal preferences, feelings, and opinions with substantive arguments | |||
| A4: Suggest options and negotiate to solve a problem | |||
| A5: Ask for clarification and be able to paraphrase to ensure understanding | |||
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By the end of grade eight, students will: |
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| B1: Understand selected written materials on topics of personal interest | E.1. Reading: A student who demonstrates competency in reading can comprehend authentic written materials on familiar topics | ||
| B2: Begin to derive meaning through use of prediction, prefixes, suffixes, root words, words similar to English, contextual clues, and word orders | Yes | ||
| B3: Understand spoken and written language that incorporates familiar vocabulary and structures |
D.1.
Listening: A student who demonstrates competency in listening can understand
and respond to native or near-native speech in familiar situations and
on familiar topics
E.1. Reading: A student who demonstrates competency in reading can comprehend authentic written materials on familiar topics |
Yes | |
| B4: Comprehend the main idea and some supporting ideas of selected authentic materials | E.2. Reading: A student who demonstrates competency in reading can extract particular information from a variety of authentic documents and make reasonable comments about style, tone, purpose, and audience | Yes | |
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By the end of grade twelve, students will: |
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| B1: Understand written materials on a wide variety of topics | Yes | ||
| B2: Use word forms, word order, contextual clues, and prediction to derive meaning | Yes | ||
| B3: Use extensive listening and reading strategies to understand a wide variety of topics | Yes | ||
| B4: Comprehend the main ideas and supporting ideas of authentic materials | Yes | ||
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By the end of grade eight, students will: |
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| C1: Present student-created and/or authentic short plays and skits | |||
| C2: Write and deliver a short presentation about their school or community | B.1. Writing: A student who demonstrates competency in writing can communicate information on familiar topics in the target language | ||
| C3: Give simple directions to a classmate in order to complete a task | |||
| C4: Tell a story incorporating some description and detail | |||
| C5: Write short compositions and letters | B.1. Writing: A student who demonstrates competency in writing can communicate information on familiar topics in the target language | ||
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By the end of grade twelve, students will: |
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| C1: Present student-created works and authentic literature | |||
| C2: Write and present a speech on a substantive topic | |||
| C3: Give a series of detailed instructions to someone | |||
| C4: Create a story with substantive description and detail | |||
| C5: Write formal compositions and letters for a variety of purposes | |||
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By the end of grade eight, students will: |
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| D1: Interact with culturally appropriate patterns of behavior in everyday situations | |||
| D2: Compare and contrast activities from other cultures to their own | |||
| D3: Identify some common beliefs and attitudes within the cultures studied and compare then to their own beliefs and attitudes | |||
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By the end of grade twelve, students will: |
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| D1: Interact in a variety of cultural contexts with sensitivity and respect | |||
| D2: Examine how beliefs, perspectives, and attitudes affect behaviors within the cultures studied | |||
| D3: Explain how beliefs, perspectives, and attitudes affect behaviors within the cultures studied | |||
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By the end of grade eight, students will: |
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| E1: Compare objects and symbols, such as flags or currency, from other cultures to those found in their own culture | |||
| E2: Identify major contributions and historical figures from the cultures studied that are significant in the world today | |||
| E3: Identify some historical and contemporary influences from other cultures that impact today's society, such as the democratic form of government and environmental concerns | |||
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By the end of grade twelve, students will: |
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| E.1: Connect objects and symbols of other cultures to the underlying beliefs and perspectives | |||
| E2: Examine the role and significance of the contributions of other cultures in today's world | |||
| E3: Discuss how historical and contemporary influences from other cultures shape people's views of the world and their own attitudes toward issues facing the world | |||
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Elementary, middle, and high school students will: |
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| F1: Use topics and skills from other school subjects to discuss and/or write in the language studied | |||
| F2: Read material, listen to and/or watch programs in the language studied topics from other classes |
C.
2. Speaking: A student who demonstrates competency in speaking can participate
in discussion about familiar topics
D.1. Listening: A student who demonstrates competency in listening can understand and respond to native or near-native speech in familiar situations and on familiar topics E.1. Reading: A student who demonstrates competency in reading can comprehend authentic written materials on familiar topics |
Yes | |
| F3: Access resources in the language studied on topics being discussed or researched in other classes | |||
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Elementary, middle, and high school students will: |
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| G1: Read, view, listen to, and talk about subjects contained in popular media from other countries to gain a perspective on other cultures | |||
| G2: Access information in the language studied to gain greater insight about other cultures and/or their Own | |||
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Elementary, middle, and high school students will: |
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| H1: Identify cognates (words similar to English) word roots, prefixes, suffixes, and sentence Structure to derive meaning | |||
| H2: Identify expressions that cannot be translated word for word in order to derive meaning | Yes | ||
| H3: Identify words and expressions that have no equivalent in another language | |||
| H4: Identify cultural characteristics of language such as formalities, levels of politeness, information and formal language | Yes | ||
| H5: Compare the sound-symbol association of English to that of the language studied | |||
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Elementary, middle, and high school students will: |
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| I1: Discuss the meaning of perspectives, products, and practices in different cultures | |||
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I2:
Compare the form, meaning, and importance of certain perspectives, products,
and practices in different cultures
I3: Understand the concept of culture as they compare other cultures to their own |
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Elementary, middle, and high school students will: |
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| J1: Provide service to their school and community through such activities as tutoring, teaching, translating, interpreting, and assisting speakers of other languages | |||
| J2: Participate in activities where the ability to communicate in a second language may be beneficial, including business internships, exchange programs, and sister city projects | |||
| J3: Exchange information with people locally and around the world through avenues such as penpals, e-mail, videos, speeches, and publications | |||
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Elementary, middle, and high school students will: |
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| K1: Use various media in the language studied for study, work, or pleasure | |||
| K2: Investigate careers where skills in another language and/or cross-cultural understanding are needed | |||
| K3: Deepen their understanding of other cultures through various avenues such as cuisine, sports, theatre, dance, and art | |||
| K4: Look for opportunities to learn more about languages and cultures | |||
| K5: Travel to communities where the language studied is spoken and/or host someone from a country where the language studied is spoken | |||
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This
document was last revised on October 14, 1999. ©January 1999 Board of Regents
of the University of Wisconsin System, All Rights Reserved.
dpi\new matrix\foreign language model-cba-placement.doc