satandards

Please Note: This document will be revised during the 2000-2001 school year to reflect the implementation of World Languages study in the elementary grades.

NJ = New Jersey Core Standards. The number following “NJ” indicates the numerical designation for a particular standard.

ACTFL = Performance Guidelines from American Council on the Teaching of Foreign Languages.

The letters “FL” following the “CK”, indicate the subject area to which the reference is referring. The number following the letters indicates the numerical designation for a particular standard. Thus, CK FL 3 translates Foreign Language Standard # 3 in Content Knowledge.

Standard CH 4: 1

The student uses the target language to engage in conversation, express feelings and emotions, and exchange opinions and information.

(NJ 7.1; ACTFL; CK FL 1)

Benchmarks (Novice Level)

q Expresses likes, dislikes, and preferences in everyday situations

q Uses basic vocabulary to describe people, places, and things

q Gives and follows simple instructions in the target language

q Asks for and provides personal information

q Uses appropriate oral expressions for common, familiar interactions

q Requests clarification to a message

q Requests additional information when necessary

Standard CH 4: 2

The student presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

(NJ 7.1; ACTFL; CK FL 1, CK FL 3)

Benchmarks (Novice Level)

q Gives simple oral presentations on familiar topics

q Recites or sings materials commonly known by members of the target culture

q Writes short, informal, personal notes or messages

q Presents personal information using a variety of media resources

Standard CH 4: 3

The student comprehends and interprets written and spoken language on familiar topics from various sources.

(NJ 7.1; CK FL 2)

Benchmarks (Novice Level)

q Recognizes non-verbal language to clarify a verbal message when vocabulary is limited

q Understands the main ideas in texts enhanced by visual cues

q Understands main ideas in audio and visual programs

q Uses context clues and cognates to enhance comprehension

Standard CH 4: 4

The student demonstrates knowledge and understanding of the practices, perspectives, and products of the target culture through comparisons of the culture’s studies with his/her own.

(NJ 7.2; ACTFL; CK FL1, CK FL 3)

Benchmarks (Novice Level)

q Compares cultural activities and beliefs in the target culture with his/her own.

q Identifies simple patterns of social behaviors in various settings in the target culture, and identifies how these patterns compare to those in his/her native culture

q Recognizes cultural traditions and celebrations that exist in the target culture, and how these traditions and celebrations compare with those of the native culture

q Understands various patterns of behavior that are typical of one’s age group

Standard CH 4: 5

The student demonstrates an understanding of the nature of language through comparisons of the language studied with his/her own.

(NJ 7.1, 7.2; ACTFL; CK FL1, CK Fl 5)

Benchmarks (Novice Level)

q Identifies words that have been borrowed from other languages

q Produces basic elements of the sound and writing systems of the target language in comparison to his/her native language

q Understands that an idea may be expressed in multiple ways in the target language

Standard CH 4: 6

The student applies knowledge of the target language and culture to reinforce the study of other disciplines and interests.

(NJ 7.2; ACTFL; CK FL 4)

Benchmarks (Novice Level)

q Connects concepts learned in other subject areas with those in the target language

Standard CH 4: 7

The student uses the language both within and beyond the school setting.

( NJ 7.1; ACTFL; CK FL2, CK FL 4)

Benchmarks (Novice Level)

q Identifies professions that require proficiency in the target language

q Reads materials and uses media from the target language and culture for personal enrichment

q Consults various sources in the target culture to obtain information on topics of personal interest

· Marzano, R.J., & Kendall, J.S. (1997) Content Knowledge, A Compendium of Standards and Benchmarks for K-12 Education. Aurora, Colorado: Mid-continent Regional Laboratory. Alexandria, Virginia: Association for Supervision and Curriculum Development. *

· American Council on the Teaching of Foreign Languages. (1998) Performance Guidelines for K-12 Learners. Yonkers, New York: Author.

· New Jersey Department of Education. (1996). Core Standards. Trenton, New Jersey.

The information contained in this resource represents seven years of work on the part of many who worked on the McREL project. Its purpose was to survey and consolidate the many national and state-level efforts to identify what K-12 students should know and be able to do in a variety of subject areas. To accomplish this goal, McREL researchers consulted 116 national and state-level documents that address standards and benchmarks in various subject domains. The effort resulted in 255 standards with their accompanying 3,968 benchmarks which are detailed in fourteen different categories, one of which is World Languages.

American Council on the Teaching of Foreign Language. Performance guidelines for K-12 Learners. Yonkers, New York: Author.

Board of Education, Commonwealth of Virginia. (1995, June) Standards of Learning for Virginia Public Schools. Richmond, VA: Author.

California Department of Education. (1994). Standards Framework for California Public Schools. Sacramento, CA: Author.

Center for Advanced Research on Language Acquisition. (1997) The Minnesota Articulation Project. Minneapolis, MN: University of Minnesota Press.

Edison Project. (1994b) Student Standards for the Junior Academy. New York: Author.

Edison Project. (1994c) Student Standards for the Primary Academy. New York: Author.

Educational resources Information Center. (1998) K-12 Foreign Language Education. Washington, DC: Office of Educational Research and Improvement.

Eisenhower National Clearinghouse. (2000) Assessment That Informs Practice. Columbus, Ohio: Ohio State University Press.

Hirsch, E.D. Jr. (1996) The Schools We Need and Why We Do Not Have Them. New York: Doubleday.

International Baccalaureate. Middle Years Programme: Humanities. Geneva, Switzerland: Author.

National Standards in Foreign Language Education. (1995, April) Standards for Foreign Language Learning: Preparing for the 21^st Century. Yonkers, New York: Author.

Secretary’s Commission on Achieving Necessary Skills (SCANS). (1991) What Work Requires of Schools: A SCANS Report for America 2000. Washington, DC: US Department of Labor.

Speech Communication Association. (1996) Speaking, Listening and Media Literacy Standards for K-12 Education. Annandale, Virginia: Author.

World Languages: Novice Level CH Life Skill Standards 4:1 – 4:7 *(Click on a standard to view its list of benchmarks)*
CH 4: 1	The student uses the target language to engage in conversation, express feelings and emotions. And exchange opinions and information.
CH 4: 2	The student presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CH 4: 3	The student comprehends and interprets written and spoken language on diverse topics from various sources.
CH 4: 4	The student comprehends knowledge and understanding of the practices, perspectives, and products of the target culture through comparisons of the culture studied and his/her own.
CH 4: 5	The student applies knowledge of the target language through comparisons of the language with his/her own.
CH 4: 6	The student applies knowledge of the target language and culture to reinforce the study of other disciplines and interests.
CH 4: 7	The student uses the language both within and beyond the school setting.

World Languages: Novice Level