Colorado Academic World Languages Standards-4 Cs

What do the 2010 Colorado Academic Standards-the 4 Cs mean in the classroom?

1. Communication: Communication in Languages Other Than English

1.1 Interpersonal mode: Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions 1.2 Interpretive mode: Understand and interpret written and spoken language on a variety of topics 1.3 Presentational mode: Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics

2. Cultures: Knowledge and Understanding of Other Cultures

2.1 Cultural practices and perspectives: Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied 2.2 Cultural products and perspectives: Demonstrate an understanding of the relationship between the products and perspectives of the cultures studied

3. Connections: Connections with Other Disciplines and Information Acquisition

3.1 Connections to other disciplines: Reinforce and further knowledge of other disciplines through the foreign language 3.2 Acquiring new information: Acquire information and recognize the distinct viewpoints that are only available through the foreign language and its cultures.

4. Comparisons: Comparisons to Develop Insight into the Nature of Language and Culture
4.1 Language comparisons: Demonstrate understanding of the nature of language through comparisons of the language studied and their own 4.2 Cultural comparisons: Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own

So what do the standards mean?

Standard 1: Communication 1.1 Students listen and respond, engage in conversations, provide and obtain information, express feelings, emotions and preferences, and exchange opinions. (Interpersonal) The person-to-person communication standard identifies the content and range of skills that students demonstrate when they exchange information with another person. In person-to-person communication students demonstrate their ability to initiate, sustain, and close a conversation or an interactive written communication. This standard focuses on the skills that students need to develop in order to maintain an interactive communication with another person. Standard 1: Communication 1.2 Students understand and interpret written and spoken language on a variety of topics when listening, writing, and viewing. (Interpretive) The comprehension and interpretation of written or oral communication is the second communication standard within the range of skills that students develop to demonstrate communicative competence. The ability to understand spoken and written language is indicated by the level of comprehension of a text and the interpretation of other visual and auditory cues given by the speaker or writer. This standard is one-way communication and focuses on what students can comprehend. 1.3 Students present information, concepts, and ideas to listeners or readers on a variety of topics. (Presentational) This standard focusing on communicative competence centers on the ability of a student to present information to an audience either orally or in writing. This set of skills calls for the student to be able to organize thoughts and deliver presentations to a variety of audiences. These skills involve mostly prepared presentations. Standard 2: Cultures 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied. Understanding the culture of the speakers of the language is an integral part of learning a language. Students demonstrate their understanding of the links between language and culture by developing an understanding of the perspectives or viewpoints and practices of the culture(s). The in-depth understanding of these elements of culture improves the students ability to interact appropriately with native speakers of the language and to function successfully within that cultural setting. 2.2 Students demonstrate an understanding of the relationship between products and perspectives of the cultures studied. Understanding the culture of the speakers of the language is an integral part of learning a language. Students demonstrate their understanding of the link between language and culture by developing an understanding of the perspectives or viewpoints and products of the culture(s). The in-depth understanding of these elements of culture improves the students ability to interact appropriately with native speakers of the language and to function successfully within that cultural setting. Standard 3: Connections 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. The topics addressed in the world language classroom provide an opportunity for students to connect information about the language and its culture(s) they are learning with concepts studied in other subject areas. This reinforcement of curricular concepts increases students in-depth understanding of the total curriculum. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Students are able to enhance their knowledge of other subject areas by accessing additional information available to them in the foreign language. This enhancement of curricular concepts increases students in-depth understanding of the total curriculum. Standard 4: Comparisons 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. The process of language learning causes students to reflect on their own language in a way that increases their understanding of the nature of language in general and of elements of their native language and culture. Students increase their own skills in their native language as they make comparisons between the foreign language and their own. The insight students develop into the way their own culture is reflected in language helps them increase their awareness and openness to people who speak other languages and have different worldviews. 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. The insight students develop into their own culture helps them to increase their awareness and openness to people who speak other languages and who may view the world from a different perspective.

Unlike other Colorado Academic Content Standards areas, the world languages standard is benchmarked by proficiency levels, rather than grade levels. The development of these proficiency levels was informed by the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners (ACTFL, 1998), the ACTFL Proficiency GuidelinesSpeaking (ACTFL, 1999), and the ACTFL Proficiency GuidelinesWriting (ACTFL, 2001). Ranges-PreK-13 Ranges: What students are able to know, understand and be able to do? (Resources: ACTFL Proficiency Guidelines/ACTFL Performance Guidelines) Targeted proficiency ranges for TSD classes Elementary programs-Novice-Low (approaching Novice-Mid at Truscott and Coyote Ridge) 6th grade-Novice Low (approaching Novice-Mid) Levels 1A, 1B, Level 1-Novice-Mid Level 2-Novice-Mid (approaching Novice-High) Level 3: Novice-High (approaching Intermediate-Low) Level 4: Intermediate Low Level 5 (AP/IB) Intermediate-Mid Language Characteristics by Levels Here are four primary proficiency levels as defined by the American Council on the Teaching of Foreign Languages, Novice, Intermediate, Advanced, Superior. With the exception of "Superior", each level is divided into three sublevels The following is a brief list of characteristics of learner language production at various levels. These characteristics will be very important when creating presentational writing prompts based on works of art. Novice Low - identify with lists, produce isolated words, repeat memorized items Novice Mid - identify with phrases, combine words, express ideas with simple phrases and expressions Novice High - describe with phrases, identify with short sentences in present time frame Intermediate Low - describe with sentences, use strings of sentences, express own thoughts in single time frame Intermediate Mid - describe with strings of sentences, combine time frames, create with language Intermediate High - write paragraph-length texts, combine of time frames, use limited idiomatic expressions Advanced Low - describe and narrate in paragraph and longer-length texts, combine time frame

The Colorado World Languages Academic Standards levels are summarily reflected in the following proficiency range statements: Novice-Low Range: Students communicate using isolated words and some high-frequency phrases with very limited communicative ability. Novice-Mid Range: Students communicate using memorized words and phrases to talk about familiar topics related to school, home, and the community. Students are able to speak and write using short sentences that contain learned words and phrases. They are able to understand the target language when it is spoken in short, simple phrases and sentences and contain many cognates and memorized phrases and words.. They are able to read very brief texts with comprehension based on basic common themes such as family, school, activities, etc. . Comprehension is further enhanced when the spoken language and written text are supported by visual cues and gestures. Novice-High Range: Students communicate using words, lists, and simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. Students are able to speak and write using short sentences that contain learned words and phrases. They are able to understand the target language when it is spoken in short, simple phrases and sentences. They are able to read brief texts with comprehension. Comprehension is further enhanced when the spoken language and written text are supported by visual cues and gestures. Intermediate-Low Range: Students communicate using simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. Students are able to participate in simple conversational situations using sentences and groups of sentences. They can create with the target language by combining and recombining learned phrases and words. They can write simple messages, read authentic texts dealing with familiar topics, and understand the main ideas when listening to conversations dealing with familiar topics or themes. At this range is when students begin to autonomously create with the target language for the first time. Intermediate-Mid Range: Students communicate using strings of sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. Students can initiate and sustain conversations by making statements, asking questions, and giving appropriate responses. They can communicate using appropriate time frames on everyday topics both orally and in writing. Students are able to compose cohesive paragraphs related to familiar topics and personal experiences. They are able to understand the main ideas and significant details in extended discussions and presentations, both live and recorded. They are able to acquire new knowledge and information from authentic texts including short literary texts and media.

ACTFL Performance Guidelines Range

LEARNER TARGETS: Spanish 1-A-Novice-mid

Unit 1: Meet/Greet and Provide/Obtain Personal Information
INTERPRETIVE MODE Listening I can recognize some common greetings and expressions. understand someone talking about their age, where they are from, their phone number and birthday. understand when someone describes themselves or someone else. understand when someone talks about activities they like/dislike. Reading I can understand basic personal information from various communications. identify cognates and punctuation that help me understand the meaning. understand some personal information found in short readings. understand basic information about activities people like or dont like. INTERPERSONAL MODE (Spontaneous Person-to-Person) Speaking & Writing I can greet and say goodbye to people. introduce myself and ask someone their name. tell someone the date. answer questions about my name, age, origin, phone number, and birthday. answer questions about personality and simple likes and dislikes. ask questions to find out basic information about someone else. answer questions about my likes and dislikes. react to someone elses likes or dislikes. PRESENTATIONAL MODE Prepared Speaking I can greet and say goodbye. tell my age, birthday, and origin. tell dates tell my telephone number. introduce myself. describe my personality. express my basic likes/dislikes about activities. Prepared Writing I can greet people and introduce myself. write an introduction of myself. write my age, birthday, and origin. write dates write my telephone number. write about my personality. write about my basic likes/dislikes about activities.

Unit 2: School Life

INTERPRETIVE MODE Listening I can understand what people say about school subjects, schedules, class supplies, and class activities. understand classroom directions. understand someone telling time. understand someone talking about location of items and people within a classroom. Reading I can understand information about supplies for class. understand short readings that describe classes, school schedules, and teachers. understand short readings about schools in other countries. INTERPERSONAL MODE (Spontaneous Person-to-Person) Speaking & Writing I can speak with another person about my school day. ask another person about his/her school day. say/describe my classes and teachers and when I have them. say what materials I have and need for each class. describe where items and people are located in the classroom. PRESENTATIONAL MODE Prepared Speaking I can talk about my school schedule. tell what school supplies I have and need. describe my classes and teachers. describe what my school is like. Prepared Writing I can write information about my class schedule. write a description of my classes and teachers. describe my classroom and identify the location of classroom item and people.

Unit 3: Sports and Leisure Activities

INTERPRETIVE MODE Listening I can understand when people talk about sports and leisure activities and where they do them. understand simple questions about activities I do. understand when, where, why, and how often people participate in activities. Reading I can understand when people talk about what activities they do. understand basic descriptions of the weather. understand when, where, why, and how often people participate in activities. understand what people are going to do in the near future. INTERPERSONAL MODE (Spontaneous Person-to-Person) Speaking & Writing I can ask and answer questions about activities including what, when, why, with whom, and how often. describe my plans for the near future. accept/decline an invitation to do something. describe my activities in e-mails, texts, short conversations, letters, etc. PRESENTATIONAL MODE Prepared Speaking I can talk about activities I do. say when, where, how often, and with whom I do activities. tell someone my plans for the near future. tell what the weather is like. Prepared Writing I can write about what activities I do. write why I like or dislike activities. write about when, where, how often, and with whom I do activities. write about how I feel when I do a certain activity. write about what the weather is like when I do activities.

Unit 4: Food and Restaurant

INTERPRETIVE MODE Listening I can understand basic conversations about food and healthy lifestyles. understand a basic restaurant dialogue. Reading I can understand descriptions of meals. understand descriptions of healthy lifestyles. understand some of what I read on a menu. INTERPERSONAL MODE (Spontaneous Person-to-Person) Speaking & Writing I can discuss food preferences and healthy lifestyles. talk about what my food is like. order food and drink in a restaurant. use appropriate restaurant etiquette. ask for and understand my bill. PRESENTATIONAL MODE Prepared Speaking I can talk about foods and healthy lifestyles role-play a scenario in a restaurant. Prepared Writing I can write about foods and a healthy lifestyle. create a menu with descriptions.