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Arizona
Standards
Foreign Language Standards
(Adopted 4/27/98)
Standard 1: Communication
Students understand and interpret written
and spoken communication on a variety of topics in the target
language.
Students know and are able to do
the following:
READINESS (Kindergarten)
- Respond to simple commands
- Read and understand simple words
and expressions
- Comprehend short conversations/stories
on familiar topics
- Identify people and objects based
on oral and written descriptions
- Interpret gestures, intonation and
other visual or auditory cues
- Comprehend the main ideas and identify
the principal characters of short stories or children's literature
FOUNDATIONS (Grades 1-3)
- Comprehend and interpret a brief
narrative or poem
- Comprehend brief written messages
and short personal notes
- Comprehend simple recorded material
- Follow simple written instructions
- Identify parts of a short story,
e.g., climax, main idea, conflict
- Comprehend the main ideas or themes
and identify and describe the main characters in selected literary
texts
ESSENTIALS (Grades 4-8)
- Comprehend the main idea in authentic
oral and written materials on a familiar topic
- Comprehend well-developed paragraphs
containing complex sentences and idiomatic expressions
- Comprehend, interpret and analyze
the style of a short piece of fiction or essay on familiar topics
- Identify characteristics of a variety
of literary genres, e.g., short stories, plays, essays
- Identify emotions and feelings from
selected reading material
- Read a poem and analyze its components
PROFICIENCY (Grades 9-12)
- Comprehend the main ideas and significant
details in both oral presentations and written text
- Comprehend authentic newspapers
and magazine articles
- Identify characteristics of a variety
of literary genres including poetry
- Identify and comprehend cultural
nuances, including humor, in written and spoken language
- Analyze and determine the significance
of the principal themes and characteristics of a major literary
text
- Analyze the styles of two or more
authors within one genre
DISTINCTION
(Honors) (Note: This level description applies to each of
the three standards for the Communication Strand.)
- Discuss ideas, events or texts successfully
with native speakers in conversation or as a presentation to
a group
- Debate, argue and negotiate on a
variety of issues
- Write analyses of literary works,
noting stylistic conventions and cultural nuances
- Conduct a comparative analysis of
two or more authentic written or recorded works in the target
language
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Standard 2: Communication
Students engage in oral and written
exchanges which include providing and obtaining information, expressing
feelings and preferences, and exchanging ideas and opinions in
the target language.
Students know and are able to do
the following:
READINESS (Kindergarten)
- Greet people, make small talk and
close conversations
- Give and follow simple instructions
and ask and answer questions
- Express likes and dislikes
- Describe people, places and things
in their daily lives
- Identify occupations in the target
language
FOUNDATIONS (Grades 1-3)
- Express feelings
- Give and follow directions to carry
out a specific task and ask questions for clarification
- Exchange information about personal
events and memorable experiences
- State opinions about objects, people
and events present in their everyday lives
- Acquire goods or information through
interaction
ESSENTIALS (Grades 4-8)
- Express and react to a variety of
feelings
- Develop and propose solutions to
issues and problems cooperatively with other students
- Support opinions with factual information
- Use idiomatic expressions in oral
and written communication
PROFICIENCY (Grades 9-12)
- Express and support opinions on
a variety of topics, concepts and ideas
- Use complex sentences with connective
expressions and idioms in oral and written communication
- Compare and contrast ideas, people,
places and things
- Narrate anecdotes and original stories
DISTINCTION (Honors)
(See Standard
1)
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Standard 3: Communication
Students present information and ideas
in the target language on a variety of topics to listeners and
readers.
Students know and are able to do
the following:
READINESS (Kindergarten)
- Recite short and simple materials
(i.e., stories, songs, poems, advertisements and popular sayings)
with appropriate expression
- Write or orally present short messages
- Present descriptions of familiar
people, places and things to a group
- Read and recite short poems or stories
with appropriate expression
FOUNDATIONS (Grades 1-3)
- Perform short plays, poems and songs
- Write or orally present brief messages
which provide information
- Present basic (biographical) information
about self or others in front of a group
- Read and recite short poems with
appropriate expression and rhythm
- Share their interpretations, reactions
and feelings about a piece of literature
ESSENTIALS (Grades 4-8)
- Present understandable written reports
and summaries
- Perform short, student-created skits
and scenes
- Present a brief speech (monologue)
- Prepare tape- (audio)
or video-recorded materials
- Retell a story
PROFICIENCY (Grades 9-12)
- Present persuasive arguments effectively
on a range of topics
- Present a research project orally
or publish it in writing or in a video
- Present a humorous story, anecdote
or joke
DISTINCTION (Honors)
(See Standard
1)
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Standard 4: Culture
Students know "what to do when"
and "what to say while doing it" in the culture and
use this knowledge to interact appropriately. They also understand
the relationships between cultural perspectives, products and
practices within cultures.
Students know and are able to do
the following:
READINESS (Kindergarten)
- Use appropriate gestures and oral
expressions for greetings, leave-takings and courtesy phrases
- Participate in age-appropriate cultural
activities such as games, songs, celebrations and short dialogues
- Identify and describe a variety
of objects from the cultures, e.g., toys, dress, buildings,
foods
- Identifying parts of the world where
the target language is spoken
FOUNDATIONS (Grades 1-3)
- Identify and discuss (in English,
if necessary) typical behaviors from the target culture in a
variety of specific settings
- Identify on a map the countries
where the target language is spoken and the major cities and
geographical features
- Use culturally appropriate language
and behaviors in basic school and social situations
- Interpret cultural messages expressed
in signs, symbols, advertisements, etc., in the target language
ESSENTIALS (Grades 4-8)
- Investigate and participate in age-appropriate
cultural practices related to business, sports and entertainment
- Use and respond appropriately to
idiomatic verbal and nonverbal expressions
- Identify, experience or produce
expressive products of the culture, e.g., advertisements, stories,
poems
- Recognize simple themes, ideas or
perspectives of the culture and the relationships to socially
acceptable behavior
- Identify the areas in the U.S. where
the target language is most commonly spoken, noting the impacts
- Recognize how the target language
and its culture add to the richness of our own cultural diversity
- Recognize when to switch between
formal and informal language
PROFICIENCY (Grades 9-12)
- Explain how the target language
and its culture add to the richness of our cultural diversity
- Use formal and informal language
appropriately in a variety of settings
- Identify, analyze and discuss various
patterns of behavior or interactions typical of the culture
studied
- Investigate and explain the function
of products of the culture (e.g., institutions, crafts, laws,
music) and their relationship to cultural perspectives
- Identify the target language's literary
masterpieces and their authors
DISTINCTION (Honors)
- Identify, discuss and analyze products
of the culture (e.g., social, economic and political institutions)
and the relationships between these institutions and the perspectives
of the culture
- Experience, discuss and analyze
expressive products of the culture including selections from
various literary genres and the visual arts
- Recognize the similarities and differences
in literary style among well-known authors within the target
language from one or more historical periods
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Standard 5: Connections
Students use the target
language and authentic sources to reinforce and/or learn other
content from the other subject areas.
Students know and are able to do
the following:
READINESS (Kindergarten)
- Explore topics related to other
school subjects in the target language including weather terms,
math facts, measurements, animals or geographical concepts
- Read or listen to and talk about
age-appropriate folk tales, short stories, poems and songs that
are written for native speakers
FOUNDATIONS (Grades 1-3)
- Discuss topics in other school subjects
in the target language including geographical terms, historical
facts, mathematical terms and problems, and scientific information
- Comprehend articles or short videos
in the target language on topics being studied in other classes
ESSENTIALS (Grades 4-8)
- Present reports in the target language
orally and/or in writing on topics being studied in other classes
- Generate reports for other content
areas using information acquired through sources in the target
language
PROFICIENCY (Grades 9-12)
- Discuss topics from other school
subjects or the workplace in the target language including political
and historical concepts, world-wide health issues and environmental
concerns
- Acquire information
from a variety of sources written in the target language about
a topic being studied in other subjects
- Use a variety of
authentic sources in the target language to prepare reports
for other content subject areas
DISTINCTION (Honors)
- Study successfully one or more content
areas in the target language
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Standard 6: Comparisons
Students develop insights into their
own language and their own culture through the study of the target
language.
Students know and are able to do
the following:
READINESS (Kindergarten)
- Recognize that words are borrowed
from one language by another
- Make basic comparisons between the
celebrations of the target culture and their own culture (e.g.,
Halloween and Dia de los Muertos; Bastille Day and Independence
Day)
- Recognize that cultures have artifacts,
such as symbols, advertisements and songs, that serve similar
purposes
FOUNDATIONS (Grades 1-3)
- Identify and compare (in English,
if necessary) cultural perspectives of people in both their
own culture and the culture being studied relating to family,
school, work and play
- Recognize (in English, if necessary)
the process of word/idea borrowing from one language by another
- Distinguish between the sound system
and the writing system of the target language and the same elements
in their own language
- Compare appropriate gestures in
the target language and culture studied to their own
ESSENTIALS (Grades 4-8)
- Understand how idiomatic expressions
impact communication and reflect culture
- Demonstrate an awareness that there
is more than one way to express ideas across languages
- Recognize that there are linguistic
and cultural concepts that exist in one language and not in
another
- Compare and contrast a variety of
art forms (e.g., music, dance, visual arts, drama) with their
own culture through oral and/or written descriptions and/or
performance
PROFICIENCY (Grades 9-12)
- Compare and contrast various elements
of the target language, such as time or tense, with parallel
linguistic elements in English
- Use idiomatic expressions in appropriate
contexts
- Compare and contrast the treatment
of current issues in both the target culture and the student's
culture by drawing on authentic texts
DISTINCTION (Honors)
- Provide an in-depth analysis of
another culture's perception of the United States within the
world arena
- Compare and contrast the use of
English and the target language and culture to carry out specific
communicative purposes (e.g., motivating others, telling a story,
conducting business)
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Standard 7: Communities
Students use the target
language within and beyond the school setting.
Students know and are able to do
the following:
READINESS (Kindergarten)
- Participate in a school or community
celebration
- Perform a song or skit in the target
language for an audience
- Understand and listen to presentations
about occupations and careers
FOUNDATIONS (Grades 1-3)
- Use the library to select books,
magazines, CDs, etc., in the target language; share their content
with others
- Identify people in the community
who use the target language in their work; invite them to share
information with the class and ask them questions
- Create original materials
(e.g., short stories, poems, crafts) to exchange with classes
in other communities or countries
- Present information to others (in
English, if necessary) about the target language and culture
ESSENTIALS (Grades 4-8)
- Research and present
a topic related to the target language or culture, using resources
available outside the classroom
- Write letters or
electronic messages to native speakers
- Interview community members who
speak the target language on topics of personal or professional
interest; report the results orally or in writing
- Write letters to U.S. communities
and other countries where the target language is used to request
information on topics of interest; report orally or in writing
about the information received
- Identify and select written or oral
materials of individual interest; report on them to others
PROFICIENCY (Grades 9-12)
- Research topics of
personal, global or community interest, using resources produced
for native speakers
- Interview speakers of the target
language on historical or current topics of cultural or professional
interest
- Produce written or
oral materials that present American cultural topics; share
them with students in other countries via technology or mail
- Serve as a guide or informal interpreter
for visitors from other countries
- Perform a short play in the target
language for parents, visitors or a community group
DISTINCTION (Honors)
- Translate written materials for
a local business, bank, school, etc.
- Publish an original article or story
- Serve as interpreter to assist native
speakers who require help, such as the elderly or disabled
- Tutor students from other countries
who need help with school subjects in their native language
while they are learning English
- Co-host a cultural festival in conjunction
with the community
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