Connecticut



Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. (Interpersonal)

|K-2 |3-4 |5-6 |7-8 |9-10 |11-12 |

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|Interpersonal Communication |Interpersonal Communication |Interpersonal Communication |Interpersonal Communication |Interpersonal Communication) |Interpersonal Communication |

|Greet and respond to simple greetings and |Give simple commands or instructions to |Expand conversational ability based on new |Respond to factual and interpretive questions|Expand on idioms (e.g., “I know it like the |Restate facts from an oral interview. |

|farewells, match time of day (morning, afternoon,|classmates and teacher, (e.g., stand up, sit |information (e.g., climate, seasons, school |audibly and clearly, varying pace, tone, and |back of my hand.”). |Obtain information on another’s thoughts and |

|evening) with pictured activity. |down, come here, raise your hand please, |schedules, etc.) |stress to enhance meaning. |Defend position on given social topic. |opinions (e.g., current social, political, or |

|Perform simple commands, (e.g., sit down, stand |write your name) |Take part in longer exchanges with others |Orally express own thoughts, ideas, opinions |Preview video without sound and write own |environmental issue). |

|up, line up, get your pencil, open your books, |Relate favorite pastimes (sports and |using more interrogation (e.g., What, When, |and emotions (e.g., express approval, |dialog. |Use transitional words or phrases to sustain |

|etc) |hobbies). |Which, Where, Who, How many, How much, How |disapproval, wants, preferences, ask and |Debate the value of specific cultural |conversa-tions (e.g., “vamos a ver,” “pues,” |

|Identify necessity and need with courtesy |Give time framework (hour, day, month, today,|and Why) and ask about clubs, sports, |answer what one likes best, give and respond |traditions. |“eh bien”). |

|phrases, (e.g., bathroom please, pencil sharpener|yesterday, tomorrow) for when activities are |favorite musicians, movies, etc.) |to compliments. | |Sequence items presented visually. |

|please, thank you). |performed (go to school, go to church, |Discuss with a partner or group details of |Describe themselves, a best friend, a |Interpersonal Communication | |

|Name the days of the week and identify them on a |sports, camp, meals). Describe daily |plans and people, (e.g., dream home, ideal |favorite celebrity, etc. |Respond to a series of instructions that |Interpersonal Communication |

|calendar. |routines. |vacation, ideal friend, etc. |Demonstrate an awareness of dialects and |involve interrelated tasks (e.g., how to drive | |

|Imitate feelings, match feeling with picture and |Ask and respond in simple conversations to |Talk with others about personal activities |regional variations. |a car, change a tire, etc.) |Teach others to accomplish a given task. |

|ask classmates how they feel, (e.g., I’m happy, |questions about peers and teachers. (e.g., |(e.g., school, home, scouts, sports, etc.) | |Participate in an interview (e.g., with a guest|Analyze and critique social and political |

|I’m sad, I’m fine, I’m sick). |How are you? Where do you live? What time do |Acquire goods and services through basic |Interpersonal Communication) |speaker, local celebrity, etc.) |events, music, literary, or artistic |

|Introduce and describe themselves, family members|you eat lunch? How many …. in your family do |conversational skills (e.g., order food in a |Respond with simple, appropriate social |Initiate and maintain discussions where some |performances, etc. |

|and pets, (e.g., me, my sister, my brother, my |you have)? |restaurant, exchange currency, purchase |expressions (e.g., idioms such as “I have |responses may be unpredictable (e.g., |Debate both sides of an issue |

|mother, my father, my grandfather, my grandmother|Identify and describe themselves and members |school supplies). |hunger” vs. “I am hungry”, “It makes cold” |scenarios). |Discuss information presented visually. |

|and my pets). |of immediate and extended family, (e.g., I am|Exchange opinions, feelings and emotions |vs. “It is cold out)”. |Express own thoughts and opinions on topics of | |

|Respond to simple questions about themselves and |short, my uncle is tall, my aunt is blonde). |(e.g., I’m proud, I admire the hero, I hate |Describe a conflict/present a solution. |social and personal interests such as music, | |

|surroundings (e.g., weather, places in city, |Ask and state location of places and things, |drugs etc). |Relate the sequence of a movie video without |literature, the arts, and the sciences. | |

|beach, zoo, etc.). |(e.g., “Where is the zoo? The zoo is near the|Accept and decline an invitation. |the sound. |Engage in extended conversa-tions on a variety | |

|Identify dates, (months, days |park.”). | |Identify customs from target cultures that |of topics. | |

|and numbers), tell birthdays and |Express likes and dislikes on a variety of | |have been assimilated to daily life in the |Interpret information presented visually | |

|ages. |topics (e.g., animals, sports, foods). | |U.S. (e.g., Taco Bell, Piñata at parties). |(through art, drama, etc. | |

| | | | |Discuss advantages and disadvantages of an idea| |

| | | | |or proposed course of action (e.g., the | |

| | | | |year-round school, raising the age for getting | |

| | | | |a driver’s license to 18). | |

Students will understand and interpret spoken and written language on a variety of topics. (Interpretive)

|K-2 |3-4 |5-6 |7-8 |9-10 |11-12 |

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|Interpretive Communication |Interpretive Communication |Interpretive Communication |Interpretive Communication |Interpretive Communication |Interpretive Communication |

|Recognize classroom objects in oral and written |Understand and use correctly interaction, |Read aloud authentic materials with correct |Read and respond creatively to texts |Read and respond creatively to texts by |Read a play and demonstrate comprehension |

|forms (e.g., clock, door, pencil sharpener.) |pronunciation and stress (e.g., recites |intona-tion, pronunciation and stress. |(designing a poster, making a graph, etc.) |scripting a skit. |through various tasks (e.g., restating |

|Orally supply missing word(s) to a song, rhyme, |aloud). |Demonstrate understanding of written or oral |Express viewpoint on authentic magazine or |Write an editorial on a current issue. |storyline, identifying antagonist/ protagonist|

|game or story at correct time (e.g., An apple a |Decode new vocabulary using contextual clues |text by summarizing or paraphrasing (e.g., |newspaper article. |Characterize the tone, mood, and/ or point of |describing setting, etc.) |

|day keeps the __________ away). |and drawing on words and phrases from prior |setting characters plot etc.) |Summarize or establish the sequence of events|view of one or ore speakers. |Read aloud plays and poetry with fluency and |

|Draw pictures to demonstrate comprehension of |studies. |Read simple texts in target language and |in a familiar recorded new story (e.g., Tour |Create class web page. |confident delivery. |

|simple stories |Use a simple picture dictionary. |answer simple questions (e.g., weather |de France). |Read a story and represent the sequence of |Infer a writer’s assumptions, purpose, or |

|Comprehend greetings, farewells and statements of|Read aloud a familiar passage with correct |report, travel poster or brochure, T.V. |Continue to explore cultural components of |events through pictures, words, music, or drama |point of view in an editorial. |

|feelings. |interaction and pronunciation (e.g., language|Guide, etc.) |Internet. |(e.g., comic strip). |Analyze the social context of a spoken |

|Listen to, imitate and use gestures in simple |ladder or simple rhymes). |Use primary bilingual dictionary, picture | |Identify organizational features of texts (e.g.,|exchange (e.g., a coach’s pep talk, a |

|songs, rhymes and stories (whenever possible they|Read short narrative texts (if possible |dictionary or glossary to access information.|Interpretive Communication |paragraphs, diagrams, titles, headings, table of|student’s conference with a guidance |

|should be culturally authentic). |culturally authentic) and retell the main |Obtain information from short messages (oral |Read and respond creatively to texts by |contents, references). |counselor, a conversation at the refund |

|Identify letters, symbols, or common characters |storyline in their own words. |or written) (e.g., invitations, directions, |writing a simple rhyming poem (e.g., nonsense| |counter of a department store). |

|in alphabetic, phonetic or syllabic systems. |Comprehend main idea of an oral or written |announcements, appointments). |rhyming). |Interpretive Communication |Interpret information presented visually. |

|Identify beginning letters of posted classroom |announcement using contextual clues. | |Read and summarize an authentic magazine or |Comprehend unfamiliar text using contextual | |

|words |Read and prepare simple activity involving a | |newspaper article. |clues (e.g., including words with more than one |Interpretive Communication |

|Demonstrate comprehension of main idea or |series of steps (e.g., recipe, science | |Watch and answer questions on taped sporting |meaning). |Read a poem and demonstrate understanding |

|principal message in highly illustrated |experiment or Gouin series). | |or other social activities. |Read a story and represent sequence of events |through various tasks (e.g., identifying the |

|culturally based texts in which cognates, | | |Establish contact with target language school|through pictures, words, music, drama (e.g., |theme). |

|repetition, predictability and rhythm are used | | |or person via the Internet. |comic strip). |Apply skills of critical analysis to oral |

|including stories, simple advertisements and/or | | |Read aloud familiar and unfamiliar texts with|Use target language to validate choice of |communication. |

|other literacy sources. | | |fluency and competent delivery. |vocabulary. |Read an authentic historical text and relate |

|Comprehend the main idea of orally related | | |Examine and discuss socio-cultural elements |Obtain information through email. |it to the historical period. |

|personal anecdotes, songs, rhymes, familiar fairy| | |represented in text (e.g., values, attitudes |Use authentic documents to compare costs of | |

|tales and other narratives (familiar and/or | | |and beliefs). |goods and services in the home (e.g., gasoline, | |

|culturally related) based on well known age | | |Use a dictionary to validate choice of |food, shelter, etc.) | |

|appropriate themes. | | |language. |Examine and discuss socio-cultural elements | |

|Distinguish differences between simple binary | | | |represented via the Internet. | |

|(polar) opposites (e.g., tall/short, hot/cold, | | | | | |

|black/white). | | | | | |

|Read aloud familiar words demonstrating initial | | | | | |

|awareness of pronunciation, interaction, and | | | | | |

|stress | | | | | |

|Comprehend simple questions and commands on | | | | | |

|classroom topics by responding correctly either | | | | | |

|orally or physically (e.g., Where is the flag? | | | | | |

|Response could be, “It’s over there.” or child | | | | | |

|points to it). | | | | | |

|Make connections between illustration and simple | | | | | |

|written texts (e.g., use picture dictionary, | | | | | |

|match illustrations with short phrases or | | | | | |

|sentences). | | | | | |

|Find key words in song, rhymes, story or game. | | | | | |

Students will present information, concepts and ideas to listeners or readers on a variety of topics. (Presentational)

|K-2 |3-4 |5-6 |7-8 |9-10 |11-12 |

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|Presentational Communication |Presentational Communication |Presentational Communication |Presentational Communication |Presentational Communication |Presentational Communication |

|Pronounce proper nouns. |Spell common words correctly and take written |Take written dictation on unfamiliar text that |Fill in authentic forms (e.g., magazine |Extract information from timetables, menus, |Identify and understand organizational elements of|

|Identify and label vocabulary connected to the|dictation. |is orthographically predictable. |subscriptions, invitations). |advertisements. |writing (e.g., titles, paragraphs, bibliography). |

|lesson theme. |Create and perform short skits, puppet shows |Write, review, and edit own writing with teacher|Take notes from recorded phone messages. |Write an editorial based on teacher-designed |Write a well-organized composition. |

|Complete simple sentences, phrases and/or |and role play. |guidance. |Write and act out a commercial with a group. |topic. |Approximate native-like pronunciation, intonation,|

|short dialogues to accompany illustrations. |Produce and use basic print, capitalization |Write a personal letter applying conventions, |Write brief paraphrases and summaries on |Respond in writing to personal questions. |and inflection. |

|Talk about pictures based on simple stories, |and punctuation conventions (e.g., inverted |accurately (e.g., layout, headings, |teacher-given topics. |Write and present an original story. |Speak audibly and clearly, varying pace, tone, and|

|rhymes or songs. |Spanish question marks, quotation marks, lower|punctuation). Address the envelope. |Narrate/give an oral report in present, past | |stress to engage the audience. |

|Predict orally or through illustrations events|case for days of the week, etc.). |Create and present short skit/play involving |and future times. |Presentational Communication |Presentational Communication |

|in a story. |Begin to write for different purposes (e.g., |more than two characters. May use videotape, |Represent information visually. |Complete authentic forms and documents (e.g., |Proofread compositions, checking for cohesiveness,|

|Trace, copy words or characters from various |post cards, phone messages, informal notes, |props, costumes and scenery. | |passport, driver’s license, job application). |flow of ideas, and clarity of meaning. |

|sources |birthday invitation, etc.). |Prepare and present brief reports on thematic |Presentational Communication |Take detailed notes on given topic via video. |Present to class information learned from research|

|Begin to write familiar words, phrases and |Write and record a message (e.g., |topics (e.g., weather report, commercial, etc.) |Design own form(s) of announcements. |Retell events of a video using detailed notes.|paper using technology (e.g., video, etc.). |

|simple sentences in a meaningful context. |advertisement, weather reports, phone |using a variety of formats (e.g., brochures, |Write simple letters about self and school. |Write a well-organized paragraph. |Engage in exchanges with the audience (e.g., take |

|Perform short conversation (e.g., skits, |messages, etc.). |dioramas, puppets, travel posters, etc.) |Create original poem and illustrate it on a |Proofread and peer-edit paragraphs. |and answer questions). |

|puppet shows, role play, etc.) |Summarize orally the plot of a folktale (e.g.,|Identify orally the setting, main characters and|poster. |Adjust spoken presentation to suit the |Write about a variety of trips related to |

|Use information from a text or oral story to |the beginning, the middle, and the end). |events in narrative texts (e.g., linear and |Write a simple narrative or description on a |audience. |personal, social, and school needs, using |

|draw or label pictures, diagrams, or charts. |Use a picture dictionary or other sources to |circular story mapping). |given topic (e.g., an account of an event, a |Write a business letter. |appropriate specialized vocabulary. |

|Contribute to teacher directed shared writing |create an alphabet based on a theme (e.g., |Create written journals in response to teacher |problem, etc.). | |Give a formal, well-organized, and sustained oral |

|activities (e.g., Gouin series, story mapping,|food alphabet, animal alphabet, cultural |prompt | | |presentation. |

|“word snake” and concrete poetry). |alphabet, etc.). | | | | |

| |Fill in text based on words from known song or| | | | |

| |story. (written or orally – “The farmer in the| | | | |

| |_________”. | | | | |

| |Write simple descriptive sentences, given two | | | | |

| |choices (e.g., John is tall, short). | | | | |

Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.

|K-2 |3-4 |5-6 |7-8 |9-10 |11-12 |

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|Practices of Culture |Practices of Culture |Practices of Culture |Practices of Culture |Practices of Culture |Practices of Culture |

|Respond to cultural expressions and gestures |Use cultural expressions (using formal and |Identify roles and responsibilities of men, |Identify subculture(s) within the target |Recognize and discuss cultural differences in |Recognize and readjust behavior in response to |

|for greetings and farewells in appropriate |informal modes of discourse) and appropriate |women and children in the target culture(s). |culture(s) (e.g., differences in “Spanish” |educational requirements, grades, and |nonverbal cues. |

|social situations. (e.g., bowing, shaking |body language of greetings, farewells and |Explain attitudes toward concept of time in the |cultures among Spain, Mexico, Puerto Rico, |attitudes in the target culture(s) and the |Respond to and use humor appropriately. |

|hands, Mr., Mrs., Miss). |introductions in a variety of situations. |target culture(s) (e.g., Spanish siesta, Swiss |etc.). |U.S. |Interpret and explain a political cartoon, |

|Introduce self, family and/or teacher and |Demonstrate understanding that families meet |punctuality, etc.). |Use appropriate etiquette in initiating and |Discuss how the roles of men and women and |situation comedy or joke in the target culture. |

|respond to introductions. |basic needs in a variety of ways (e.g., how |Identify and name selected occupations that are |responding to telephone communication. |their occupations are changing. |Identify cultural factors that affect meaning. |

|Initiate and respond to routine courtesy |climate effects type of dwelling, food, |specific to target culture(s) (e.g., matador, |Identify the status of various occupations in|Describe attitudes toward money in the target | |

|exchanges (e.g., excuse me, thank you, please)|mealtime, etc.) |chocolate maker, shaman, etc.) |target cultures(s) (e.g., status of teachers |culture(s). |Products of Culture |

|and make polite requests. |Make request in a variety of social situations|Role play patterns of behavior and interactions |in Japan and Germany, status of nurses, |Identify practices and beliefs with regard to |Analyze the literature and arts that depict |

|Respond physically and/or orally to |(e.g., asking a peer for a snack at a |of everyday settings in the target culture(s) |engineers, etc. in western cultures). |body hygiene. |cultural products, practices and perspectives. |

|demonstrate respect and/or courtesy (e.g., in |celebration, asking permission of an adult, |(e.g., French practice of closing doors in |Demonstrate understanding of purchasing power| |Study and explain the role of different social, |

|South America the principal walks in room and |etc.) |house; standing up for school |of the currency of the target culture. |Products of Culture |political, and economic institutions of the target|

|students stand up; in Germany, students rap on|Identify chores of each member of the family |principals/teachers when they enter classroom, |Identify and describe various values |Research a cultural region of the target |culture. |

|desks to express approval). |in the target culture. |etc. |reflected in food, clothing, and shelter in |culture(s). |Study and analyze the cultural perspectives and |

|Listen and share in reading/reciting authentic|Plan for and participate in a cultural |Describe staples and dishes unique to target |the target culture(s) e.g. kosher taboos, |Compare the contributions in sports between |practices in the films of the target culture. |

|fairytales, folktales, nursery rhymes, etc. |activity (e.g., holidays, birthday, |culture(s) and indicate order in which these are|French herbal teas, extended family living |the target culture(s) and the U.S. |Gather information about sub-cultural perspectives|

|Identify and imitate characters. |graduation) using customs of target |served (e.g., soup at end of Chinese course, |quarters. |Identify the architectural and city planning |through reading subculture texts and analyzing |

|Participate in cultural activities and |culture(s). (e.g., decoration, ceremony, |salad and cheese at end of meal in France). | |contributions that the target culture(s) |their art. |

|traditions (e.g., holidays, birthday, Saint’s |eating habits, etc. |Accept/ refuse appropriately offers of food. |Products of Culture |make(s) to American society and the world. |Analyze and discuss the challenges that the target|

|day, celebrations). |Identify and name selected commercial |Demonstrate a basic knowledge of the history and|Recognize the regions of the target |Identify and analyze the role of television in|culture’s economy faces. |

|Name and experience foods and eating customs |establishments in the target culture(s) (e.g.,|geography at the people/countries of the target |culture(s). |shaping attitudes and values in the target | |

|of the target culture (e.g., typical foods, |role play shopping). |culture(s). |Identify the sports activities in the target |culture(s). |Practices of Culture |

|table manners, chopsticks, samovar tea |Recognize and write numbers according to |Use appropriate etiquette in initiating and |culture(s). |Describe how people in the target culture(s) |Self-monitor and self-evaluate language use |

|ceremony etc.) |cultural custom (e.g., one: 1, seven 7). When |responding to telephone conversations, e-mail |Describe styles of architecture used to |interact with their physical and social |according to audience. |

|Participate in the creation of a group story |appropriate, count on fingers the way of |and other types of communication. |design monuments. |environment (e.g., living space, commercial |Rephrase or reword an utterance when it results in|

|on a cultural theme |target culture (e.g., starting with thumb, |Role play shopping practices in target cultures |Identify and categorize television programs |and business space, parks and recreational |cultural misunderstanding. |

|Describe selected ingredients in meals of the |little finger, etc.) |(e.g., bargaining in marketplace, bartering in |available in the target culture(s). |space, open air markets, plazas, walled houses|Use elements of humor, irony and satire of the |

|target culture. |Demonstrate the use of symbols and signs as a |Amazon rainforest, etc.) |Identify how people in the target culture(s) |and cities, modes of transportation). |target language in written and oral presentations.|

|Match animals with sounds perceived by target |way of communication in the target culture(s) |Identify how people in the target culture(s) |interact with their environment (e.g., living|Compare how artists use universal themes in |Interpret meaning through knowledge of cultural |

|culture (e.g., rooster said “Cocorico” in |(e.g., directions, warnings, street sign, |interact with their environment (e.g., living |space, modes of transportation, recreational |the U.S. and in the target culture(s) (e.g., |factors that effect meaning (e.g., word choice, |

|France, “Quiquiriqui” in Spain, “Cucuricul” in|etc.) |space according to available materials, modes of|space). |love, grief, friendship, beauty). |intonation, setting, etc.) |

|Sweden |Describe tangible products of everyday living,|transportation – metro, chivitas,, recreational |Identify and name forms of government and |Compare form(s) of government in the roles of |Decide when use of slang is appropriate. |

| |such as housing, food and dress, (e.g., |space, etc.) |major political leaders in the target |the major political leaders in the target |Determine appropriate topics for |

|Products of Culture |hacienda, villas, sushi, fondue, toga, |Interpret military/train station time (hours |culture(s) (e.g., monarchy, social democracy,|culture(s) with those of the U.S. |interaction/social conversation. |

|Listen and respond to stories, songs, and |lederhosen). |only) e.g., The train leaves at 22:00 – 10:00 |dictatorships). |Identify emigration and immigration patterns | |

|rhymes of the target culture(s). |Name and identify capitals and major |pm). | |to and from target culture country. |Products of Culture |

|Participate in children’s games representative|topographical features of countries from | |Practices of Culture | |Identify and describe how artists and writers have|

|of the target culture(s). |target culture(s) on maps written in target |Products of Culture |Identify and describe elements of |Practices of Culture |influenced the history of the target culture (J.J.|

|Identify and color flags and a few landmarks |language (e.g., on map of Chile divided in |Identify ways of life, family structures and |subculture(s) within the target culture(s) |Identify the perspectives and practices in |Rousseau, Voltaire, Picasso, Delacroix, Goya, |

|of the target culture(s). |half as in Chilean classroom, identify |pastimes from written, oral, and visual texts |(e.g., music genre, poems, dress, and |regard to what causes and/or cures illness or |Rockwell). |

|Identify artwork (visual and performing arts) |Santiago, Anders, Alacama desert, Antarctica |(e.g., video clips from a Mexican or Puerto |folktales). |death. |Read with understanding written materials in |

|as a reflection of the target culture(s). |and Pacific Ocean). |Rican quinceañera celebration). |Use appropriate etiquette in public places |Demonstrate an understanding of ways to give |target language(s) (e.g., current periodicals) |

|Dramatize simplified authentic folktales from |Read, listen to, observe, and perform |Identify and discuss significant |Describe attitudes of general population |and receive compliments, show gratitude, |about social, political and economic is-sues |

|the target culture(s). |expressions of the target culture(s) (e.g., |individuals/heroes and events in the target |toward police, fire and other public service |apologize, express anger, impatience, in |pertinent to the target culture. |

|Create a calendar with cultural holidays. |children’s literature, music, art, dance, |culture(s). (e.g., Rigoberta Menchu from |institutions (e.g., public vs. private). |target culture. |Create a video/film that reflects the cultural |

|Celebrate selected target culture national |etc.) |Guatemala, four historical events in Spain the |Name technology present in daily lives in |Exchange opinions with classmates on social |practices and/or perspectives of the target |

|holiday with games, dances, songs, food, etc | |year of 1492). |target culture(s) (e.g., MINITEL, TV, radio,|issues from the target culture. |culture. |

|Identify utilitarian and/or esthetic objects | |Recognize age appropriate fantasy |banks and exchanges). |Recognize elements of humor, irony, and satire|Suggest possible solutions to the economic and |

|of the target culture(s) (e.g., chopsticks, | |heroes/heroines from the target culture(s) |Compare shopping practices in the target |in the target language and culture. |environmental challenges faced by the target |

|Russian dolls, boleadoras). | |(e.g., Astérix, Mafaldo, Zorro, etc.) |culture(s) (e.g., bartering, bargaining, a |Recognize use of slang, dialectics, and |culture(s). |

|Name and explain the significance of some | |Recognize and/or taste/make foods and crafts |set price). |regionalisms in conversations. |Describe the challenges that religion and |

|national and/or festivals from the culture(s) | |from target culture(s) (e.g., crêpes, job de |Identify culturally appropriate wording in |Interpret and respond appropriately t |religious institutions currently face in the |

|(e.g., flags, currency, commercial products, | |Dies, origami). |formal correspondence. |nonverbal cues and body language. |target culture. |

|signs). | |Identify and participate in sports activities |Exchange opinions with pen pals from the |Determine the appropriate distance to maintain| |

|Access target culture(s) cookbooks to make | |and/or recess games typical of the target |target culture(s) on social issues (e.g., |while talking to someone, depending on the | |

|traditional holidays foods. | |culture(s) (e.g., “chueca”, the sport of the |dating practices, current fashions, movies, |situation. | |

| | |Mapuches, “pomme, pêche, poire” from France, |pastimes). | | |

| | |“Doña Ana” from Puerto Rico. |Identify sociocultural elements represented |Products of Culture | |

| | |Identify architectural and/or engineering |in texts (e.g., idioms, proverbs, humor, |Study and experience the literature and arts | |

| | |accomplishments of the target culture(s) (e.g.,,|etc.) |that depict target cultural products, | |

| | |Eiffel Tower, Chichén Itzá, Inca highway, The | |practices, and perspectives. | |

| | |Great Wall of China, etc.) |Products of Culture |Study and analyze the forms of government and | |

| | |Describe cultural achievements and/or symbols of|Prepare a timeline to compare important |political leaders in the target culture(s). | |

| | |the target culture(s) (e.g., Mona Lisa, Statutes|events within a limited period of time in US |Research the role of film (movie) in the | |

| | |of Simon Bolivar, Fados of Portugal, castles, |history and the target culture’s history. |target culture. | |

| | |cathedrals, pyramids and fountains). |Describe the regions of the target |Identify and recreate products and practices | |

| | | |culture(s). |that represent subculture(s) of the target | |

| | | |Compare and contrast the role of television |culture (e.g., Creole food, Algerian clothing,| |

| | | |in the target culture(s) and the US. |reggae music). | |

| | | | |Identify the economic situation of the target | |

| | | | |culture country and its position in the global| |

| | | | |economy. | |

| | | | |Explore the role religion and religious | |

| | | | |institutions play in the target culture. | |

Students will reinforce and expand their knowledge of other areas of study through the world language. (Interdisciplinary)

|K-2 |3-4 |5-6 |7-8 |9-10 |11-12 |

| | | | | | |

|Connecting wth Other Disciplines |Connecting wth Other Disciplines |Connecting wth Other Disciplines |Connecting with Other Disciplines |Connecting with Other Disciplines |Connecting with Other Disciplines |

|On a primary map or globe, point to |Count to 100 by 1’s, 5’s, and 10’s. |Count and use numbers between 0 and 1000 to do|Tell time according to the 24-hour clock. |Demonstrate ability to use large numbers in |Use authentic documents to compare costs of |

|country/region where the target language is |Count foreign currency and make simple |the four operations (add, subtract, multiply |Explore health, nutrition, and physical |real life situations (e.g., buying a car, |goods and services, wages/salaries, etc., in |

|spoken. |(rounded off) conversions (e.g., 3 to 1 |and divide). |fitness issues of adolescents in the target|taking a trip, renting a house). |the home and target culture(s). |

|Identify eight colors using clothing of children |conversion). |Complete simple operations with fractions – |culture. |Examine and describe unusual weather patterns |Use a map to retrace the military |

|and pictures. |Tell time orally (hour and half hour). |half, quarter, third, eighth (e.g.,¼ * ¼ = ½). |Use metric system to describe personal |(e.g., el Niño, le Mistral). |campaigns/journeys of famous |

|Classify selected objects by color, size and |Use a thermometer to determine C( or F( scale|Tell time orally and in writing (hour, half |attributes/abilities (e.g., height, weight,|Examine 20th century developments in the areas |historical/regentary figures (e.g., |

|shape (e.g., small, red, triangle, etc.). |(up to 100( F). |hour, quarter hour, minutes and military time).|athletic record, etc.). |of arts, music, and literature in the target |Charlemagne, Columbus, Napoleon, Aeneas, |

|Match animals with their food, homes, body parts,|Use a centimeter ruler to measure classroom |Count with ordinal numbers up to the “tenth | |culture(s). |Odysseus, etc.). |

|etc. (e.g., horse eats grass, bird lives in next,|objects and/or children in class. Explore |one” using items from another domain (e.g., the|Connecting with Other Disciplines |Examine how target culture immigrants to the |Give examples of social, political and |

|elephant has trunk, etc.) |some other measuring instruments (e.g., weigh|fifth musician is Brahms, the second musician |Use numbers to 1 million |U.S. preserve their cultural traditions. |economic interdependence of the home and |

|Identify unique characteristics of self and |children in kilos, measure volume, etc.) |is Beethoven). |Observe and record weather forecasts. | |target culture(s). |

|others, such as name, age, address and telephone |Classify foods according to colors, shapes |Convert foreign currency of target countries, |Connect professions with their |Connecting with Other Disciplines | |

|number. |and food groups (e.g., the orange is orange, |checking for accuracy with a calculator. |qualifications (e.g., apprenticeships, |Use authentic documents to compare costs of |Connecting with Other Disciplines |

|Count 0 – 31, match and identify numbers on |round, fruit). |Perform geometric functions in the target |higher education, degrees, skills and |goods and services, wages/salaries, etc., in |Compare/Classify information using technical |

|timeline and calendar. |Create an original work of art using shapes, |language (e.g., area, volume, etc.) and measure|interests, etc.). |the home and target culture(s). |vocabulary (e.g., take an advanced math class |

|Calculate/solve simple math problems using |sizes, and colors. Then, describe it in the |the distance between objects (e.g., in the |Identify how music, art, and literature |Use a map to retrace the military |or a history course in the target language). |

|numbers 1 – 10. |target language to others. (e.g., The pine |solar system, between famous monuments, etc.) |reflect the target culture. |campaigns/journeys of famous |Write a persuasive essay about a controversial|

|Name seven days of week in culturally correct |tree is a triangle. It is green.) |Convert or authentic recipe from metric | |historical/regentary figures (e.g., |issue. |

|order. Name 12 months of the year in order.. |Recognize and describe geographic features of|measurement to standard and then make recipe | |Charlemagne, Columbus, Napoleon, Aeneas, |Discuss topics from other school subjects in |

|Identify the four seasons, relating weather |the target country(s) (e.g., capital, big |for class. | |Odysseus, etc.). |the target language, including political and |

|expressions to each one. Make connections |cities, rivers, mountains, oceans). Point |Create a classroom model, label it and describe| |Give examples of social, political and economic|historical concepts, worldwide health issues, |

|between months, seasons and holidays. |out relative locations (e.g., the ocean is |with simple target language (e.g., solar | |interdependence of the home and target |and environmental concerns. |

|View authentic artifacts, works of art and |west of the capital, the equator is north, |system, a Roman villa, an outdoor market, an | |culture(s). |Use target language including appropriate |

|illustrations in children’s literature drawn from|etc.) |architectural landmark, etc.) | | |figures of speech and literary devices to |

|the target culture and will use adjectives to |Recognize some famous figures whose native |Observe and record weather forecasts using | | |analyze literature and explore universal |

|describe what they see. (e.g., Teacher asks “What|language is the target language. Make a |authentic newspapers and/or video weather | | |themes (e.g., death, love, war, etc.). |

|color is the llama?” _____ “brown”. “Is the |collage to include picture of person, origin,|reports. | | |Explore and analyze how people in the target |

|flower pretty or ugly? _____”pretty”.) |occupation and/or reason for being a |Label and/or create several types of maps of | | |culture(s) solve societal issues (e.g., |

|Identify geometric shapes in works of art and |celebrity. |target countries (e.g., political, | | |terrorism, welfare, unemploy-ment, and health |

|illustrations from authentic children’s |Explore and describe simple patterns found in|topographical, linguistic, products, natural | | |care). |

|literature (e.g., square, triangle, circle, |music, nature, art and literature. |resources, ethnic groups, etc.) | | | |

|etc.). |Answer questions orally regarding concepts |Recognize contemporary music of the target | | | |

|Match puzzle-type shapes and places of five or |covered in content related or content based |language (e.g., Selena, Inti Illimani, Céline | | | |

|six regions or countries of target culture(s) on |units. (e.g., the sloth lives in the canopy |Dion, etc.) | | | |

|primary map of the world. |of the rainforest. Castles change(d) from |Recognize characteristics/ style of three to | | | |

|Sing and dance to children’s music from target |fortresses to luxurious homes. |five famous artists/musicians and draw or paint| | | |

|culture(s). |Complete simple writing exercises in target |a picture or make music/rhythm in this style | | | |

|Play authentic instruments of target culture(s) |language that cover main ideas of concepts |(e.g., French Impressionists, Mexican | | | |

|to explore music and rhythms. |covered in content related or content- based |Muralists, etc.) | | | |

|Dress in authentic or imitation clothing of |units. (e.g., The quetzal is a bird. “Hola”|Use simple social studies vocabulary to | | | |

|target culture(s) in either fashion show, |and “ola” are homophones (homo(oros). |identify historical concepts and events and/or | | | |

|folkloric dance representation or dramatic | |make a time line (e.g., Rise and Fall of the | | | |

|program. | |Roman Empire, Slavery and the Underground | | | |

|Follow simple directions through total physical | |Railroad in the Caribbean Island, etc.) | | | |

|response for activities typical of a physical | |Recognize the style of an author or poet from | | | |

|education class (e.g., jump, run in place, crab | |the target culture(s) and retell story/poem in | | | |

|walk, etc.) | |own words with proper sequence, typing to | | | |

|Respond to folktales, fables and legends known to| |imitate style/rhythm. | | | |

|children of target culture(s). | |Design an imaginary trip to a target country | | | |

|Identify select list of flowers, fruits and/or | |(maybe planned as a group). Include passports,| | | |

|vegetables from target culture(s). | |suitcase with clothes and camera, money, | | | |

|Use five senses to observe environment (native | |tickets, etc. Itinerary may include meeting a | | | |

|and/or school setting) and will acquire simple | |famous person, seeing the sites, sample | | | |

|vocabulary to describe what they are seeing, | |products of the country, etc. | | | |

|hearing, smelling, tasting and touching. | |Participate in cultural market as buyer and | | | |

| | |seller of typical goods. (e.g., I need 2 kg. | | | |

| | |of rice. How much does it cost?) | | | |

Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. (Intradisciplinary)

|K-2 |3-4 |5-6 |7-8 |9-10 |11-12 |

| | | | | | |

|Accessing Information in the Target Language |Accessing Information in the Target Language |Accessing Information in the Target Language |Accessing Information in the Target |Accessing Information in the Target Language |Accessing Information in the Target Language |

|Through cassettes, videos, CDs, etc. listen |Use “Key pals” from target culture(s) to exchange |Use target language sales notices to make |Language |Research, record, and report scores of an athletic|Read literary texts and relate them to the |

|to authentic music, folktales, fables and |holiday information |purchases within a specific budget. |Read a TV schedule train, train, and bus |event. |historical period about which or in which |

|legends known to children of target culture. |Research and make a typical craft of the native |Review typical current TV commercial clips and |schedule from the target culture |Use the Internet to record a log of weather |they were written. |

|Retell a modified version of an authentic |culture(s) (e.g., Mardi Gras or African Mask, |create a simplified advertisement for a product|Identify jobs from American classified ads|conditions in the target country. |Research, discuss, and debate a controversial|

|story (fable, legend and/or folktale) using |origami, piñata, etc.) |from the target culture. |that require the target language. |Use the Internet to find employment opportunities |ecological issue. |

|multimedia sources. |Research and create a menu of one meal (either |Listen to recordings of contemporary music from|Use popular magazines from the target |in the target culture. |Locate information appropriate to assignment |

|Watch videos of dances, children’s folkloric |breakfast, lunch, dinner or assorted desserts) |target language musicians and identify three |culture to identify and describe social |Read, listen to and view works of literature and |in text or other reference material. |

|fashion shows and/or celebrations in the |typical of the target culture(s). |different styles and/or musicians. |conventions about adolescents. |arts that describe contemporary life in the target| |

|target culture in preparation for their own |Explore everyday events (e.g., school, sports, |Complete authentic travel document forms (e.g.,|Use TV shows, videos, etc. to explore |culture. |Accessing Information in the Target Language |

|celebration. |shopping) which occur in the target country(s) using |pass-port, visa, customs form, etc. |aesthetic concepts of the target culture. | |Participate in a debate in which a current |

|Receive and share informa-tion about the |multiple sources. |Use maps, charts, and globes in target language| |Accessing Information in the Target Language |event/issue is discussed from the perspective|

|members of local families from the target |Conduct and interview with an immigrant or exchange |to identify weather/climate, patterns, natural |Accessing Information in the Target |Access and organize information through authentic |of people in the target and home cultures. |

|culture(s) (e.g., native speakers in |student from the target culture(s). |resources, native products, modes of |Language |language text and media to contribute to a topic |Communicate (via letters, e-mail, etc.) with |

|traditional costumes present with realia). |Research and create a display (showcase or bulletin |transportation, etc. |Plan a daily schedule based on a weather |being discussed in a different class |peers in the target country and exchange |

|Examine native crafts and either make a few |board) of figures (e.g., people in native costume, |Read and interpret authentic, fairly current |forecast. |Research current weather conditions in target |information/ideas, opinions relating to |

|simplified versions or prepare poster with |musical instruments, crafts, toys, children’s |schedules (e.g., TV music, train, plane, bus, |Use the Internet t access current events |language countries via Internet |common societal issues. |

|pictures of crafts, using information |literature, etc.) May use pictures and text from |etc |from the target culture. |Observe and record information about societal | |

|accessed through technology and/or library. |computer technology, library and/or realia from home |Use the Internet to access current events in |Complete an authentic job application from|issues in the target culture through a variety of | |

| |or teachers). |target language from Target culture(s). |the target culture. |authentic texts and media. | |

| |Research and retell a folktale using a multimedia | | | | |

| |approach. | | | | |

| |Using Internet, newspaper, or other sources, record | | | | |

| |and graph in target language, the weather in capital | | | | |

| |city or other town of target country for 1 week. | | | | |

Students will demonstrate an understanding of the nature of language through comparison of that world language and their own.

|K-2 |3-4 |5-6 |7-8 |9-10 |11-12 |

| | | | | | |

|Language Comparisons |Language Comparisons |Language Comparisons |Language Comparisons |Language Comparisons |Language Comparisons |

|Compare names in English with closest equivalent |Recognize sounds and short words from target |Cite and use examples of words and roots |Cite and use borrowed words from other |Compare grammatical structures between the |Use idiomatic expressions appropriate to a |

|in target language. |language that do not exist in English (e.g., |borrowed from the target language used in |languages and hypothesize why languages in |native and the target language (e.g., word |given situation in the target language. |

|Address the World language teacher appropriately |students hear “llama” pronounced in English |English and English words that are currently |general need to borrow words. |order, verb tenses, noun cases, number, etc.). |Select, use, and compare appropriate terms f |

|in the target language using courteous language |and Spanish and they distinguish which is L1 |used in the target language. Illustrate some |Collect and list examples showing differences|Demonstrate differences in writing systems. |address between the target and native |

|and body language, followed by addressing the |and which is L2.) |of these words, (e.g., rodeo, kindergarten, |in the grammar structure of the two languages|Identify idiomatic expressions appropriate to a |languages. |

|classroom teacher appropriately and courteously |Recognize simple cognates. Identify through |etc.) |(e.g., word order, gender, agreement, tense, |given situation in the target language. |Identify and compare telephone etiquette for |

|in English. |listening and reading which words from a list|Compare nuances of meanings and pronunciation|etc.) |Recognize noun and verb forms and how they |different purposes in both target language and|

|Identify and use (in greetings) titles for school|are cognates. |of cognates. Discuss false cognates and draw |Identify the use different titles of address |function in the target language in relation to |native language (e.g., business, school, |

|personnel (e.g., Mr., Mrs., Miss for principal, |Identify simple indicators of gender and |two different meanings (e.g., “trampa” in |used in the target country and the U.S. |comparable elements in English. |social, etc.). |

|librarian, etc. |number in target language that is different |Spanish and “tramp” in English). |Initiate telephone conversation and compare |Recognize that vocabulary conveys different |Use appropriate words in a given situation to |

|Answer the phone using appropriate expression in |from English (e.g., in Spanish, usually male |Compare concept of gender in English and |differences in telephone etiquette in the |meanings in various contexts within different |illustrate cultural differences. |

|the target language (e.g., “Wer” in Chinese, |people and animals end in “o”, and female |target language (e.g., “lion and lioness” |target and their own cultures. (e.g., state |cultures. |Compare and contrast rhetorical and oratorical|

|“Mashi – Moshi” in Japanese, “Allô” in French, |people and animals end in “a”. |versus “le lion et la lionne.” |one’s identity, ask to speak to someone, ask |Recognize the existence of language varieties |techniques used in different languages. |

|etc.) |Compare word order in simple phrase or |Compare and contrast differences and |when someone will return, state that they |within cultures through dialect comparisons. |Examine various genres of literature and oral |

|Recognize the writing system (alphabet and |expression (e.g., red car, car red, beautiful|similarities in the pronunciation systems. |will call again, conclude a call). | |communication to hypothesize the world views |

|numbers) of the target language (e.g., kanji in |Mexico, “Mexico lindo” |Give examples that are more complicated than | |Language Comparisons |of different cultures. |

|Japanese, Chinese characters, Cyrillic alphabet, |Compare suffixes that denote simple concepts |in earlier years. (e.g., “esdrujulas” in |Language Comparisons |Identify idiomatic expressions appropriate to a | |

|some differences in European languages, such as |such as size, affection, beauty, etc.(e.g., |Spanish, diphthongs and triphthongs in many |Demonstrate how idiomatic expressions reflect|given situation in the target language. |Language Comparisons |

|cross F’s, accents, etc.) |“into” and “on” Spanish; “chen” in German, |languages). |culture. |Select and use appropriate title of address in |Identify and understand a range of linguistic |

|Recognize some differences in the sound systems |etc. |Discuss how idiomatic expressions work in |Generate idiomatic expressions in both the |the target language in a given situation. |and structural features in different text |

|of the English language and target language |Recognize differences in writing systems |general and practice in a meaningful way. |native language and the target language and |Identify and compare differences in telephone |types. |

|(e.g., “n” in Spanish, “zh” in Chinese, “eu” in |(e.g., print, symbols, syllabic, alphabets, |Incorporate into oral and written |discuss how idiomatic expressions work in |etiquette in the target and native languages. |Use and explain idiomatic expressions |

|French). |characters, orientation of written language, |communication. |general. |List and compare corresponding words with their |appropriate to a given situation in the target|

|Recognize roots in two languages and compare |and punctuation conventions (e.g., read right|Identify language characteristics which may |Recognize that vocabulary conveys different |social meanings in their particular cultures. |language. |

|cognates. |to left in Hebrew, use upside down |or may not be present in English (e.g., |meanings in various contexts. | |Explain how various languages are interrelated|

|Recognize that languages are inter-related and |exclamation points in Spanish, etc.) |formalities, levels of politeness, formal and| | |in terms of word origin and text structures. |

|belong to language family(s), (e.g., Count to ten|Recognize that letters/ characters can |informal language, different registers of | | |Demonstrate language varieties within cultures|

|in two or three related languages and compare). |represent different sounds in target language|language, etc.) | | |through comparison of regional and/or social |

|Practice writing simple words in target language |and in English (e.g., Vowels, Key consonants,|Illustrate proverbs and compare with | | |dialects. |

|(e.g., names, label for classroom objects, |etc.). Read aloud simple monosyllabic and |equivalent translation in English (e.g., | | | |

|animals to label drawings, etc. |bi-syllabic words demonstrating capacity to |“It’s raining cats and dogs” with Spanish | | | |

|Respond to alphabet cards in L1 and L2 |closely reproduce sounds and comprehension of|version, “Está lloviendo a chuzo/a cántaros”.| | | |

|identifying which are from L1 and which are from |which letters/ characters represent those |(It’s raining spears/jarfuls). | | | |

|L2. Respond similarly to eight or ten flash cards|specific sounds. |Give examples of words borrowed from one | | | |

|from theme (e.g., animals, classroom objects) | |language and used in another and develop an | | | |

|that portray both picture and word in L1 and | |understanding of the process of borrowing. | | | |

|duplicate picture with word in L2. | | | | | |

Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.

|K-2 |3-4 |5-6 |7-8 |9-10 |11-12 |

| | | | | | |

|Cultural Comparisons |Cultural Comparisons |Cultural Comparisons |Cultural Comparisons |Cultural Comparisons |Cultural Comparisons |

|Imitate common gestures of the target |Recognize selected food from target culture(s) |List, identify and describe with simple |Describe appropriate clothing and |Compare and contrast seasons and weather |Compare nuances meanings of words, idioms, and |

|culture(s) (e.g., bowing, hand-shaking, |related to holidays and seasons of the year and |adjectives ten daily activities in the native |celebration activities for different |conditions of the target countries. |vocal inflections in the target language and |

|kissing on cheeks, embracing, etc.) Imitate |compare with food served in US at similar |and target cultures (e.g., In the US the |holidays/ceremonies (e.g., gifts, etc.) |Compare and contrast the concept of “snacks” in |their own. |

|greeting and farewell behaviors appropriate to|occasions (e.g., trick or treat candy for |boy/girl wakes up at 7:00 a.m. in ___________ |Choose a profession and tell about the |the two cultures. |Identify and explain the relationship between |

|target culture(s). |Halloween as compared to sugar skills, |(country) the boy/ girl wakes up at ______a.m.,|career in both cultures. |Discuss the similarities and differences between|weather and cultural activities/practices in |

|Recognize the similarities and differences in |“calaveras de azúcar” for The Day of the Dead in|etc. | |one’s own culture and the target culture as |different countries. |

|the representa-tion of animal sounds in the |Mexico). |Compare and contrast the role of selected |Cultural Comparisons |represented in the media and/or literature. |Compare and contrast a typical “lunch” at home |

|two languages/cultures (e.g., rooster is |Compare songs and instruments used during |family members in both cultures (e.g., the |Describe a leisure activity in both native| |and in the target culture. |

|perceived as making different sounds – in |holiday celebrations in target culture(s) and in|grandmother in USA often lives far away/the |and target culture using the target |Cultural Comparisons |Compare and contrast tangible products of the |

|English “cock-a-doodle-doo”, in French |US (e.g., at Christmas time, people go caroling |grandmother in __________ lives with the |culture. |Compare nuances meanings of words, idioms, and |target cultures and their own (e.g., dress, |

|“cocorico,” in Spanish “Quiquiriqui.”) |“Parranda” in Puerto Rico using “maracas”, |family). Present to class in target language |Describe an article or outfit in modern or|vocal inflections in the target language and |toys, sports, equipment, etc.). |

|Recognize the similarities and differences in |“guiro”, “cuatro” and guitar singing |with pictures. |traditional dress using the target |their own. |Compare and contrast career choices and social |

|the representation of environmental sounds in |“aguinaldos” such as “Los Tres Santos Reyes” as |Company and contrast school and family life in |language. |Identify and explain the relationship between |roles in the target cultures and their own. |

|the two languages/cultures (e.g., train is |compared to usually no instruments for carolers |the target culture and the USA (e.g., extended |Describe a particular myth associated with|weather and cultural activities/practices in |Analyze the relationship between cultural |

|perceived as “clac-clac-clac” in Spanish, |who sing “We Three Kings of Orient Are.” Also, |family living under one roof or getting |a celebration in both cultures that |different countries. |stereotyping and its implications in different |

|“hong-long, hong-long” in Chinese and |climatic difference, hence, clothing difference |together every weekend, respect for parents, |incorporates symbolism. |Compare and contrast a typical “lunch” at home |cultures. |

|“choo-choo” in English). |for caroling activity. |teachers, etc.) | |and in the target culture. |Recognize the contributions of other parallel |

|Celebrate a holiday or birthday according to |Compare weather and consequences (dress, sports,|Illustrate/write about how birthday, Saint’s | |Compare and contrast tangible products of the |cultures (e.g., Native American, African, and |

|the customs of the target culture(s) and |foods, houses, etc.) in a target culture |Day or “coming of age” is celebrated in both | |target cultures and their own (e.g., dress, |European) to the target culture. |

|compare simple aspects with customs of USA |city/town with Connecticut city/town. Make |cultures (e.g., compare “quinceañera” party in | |toys, sports, equipment, etc.). | |

|(e.g., a birthday party at a roller skating |collage/poster of weather comparison |Mexico with Bas Mitzvah in CT). | |Compare and contrast career choices and social |Cultural Comparisons |

|rink in USA versus mariachis serenading a |highlighting a theme (e.g., hot weather in |Describe orally and in written language a | |roles in the target cultures and their own. |Explain the meaning of non-verbal behavior in |

|Mexican child singing “Las Mañanitas” or |southern Mexico – women wear huipil/men wear |holiday in US and a similar celebration in | |Analyze the relationship between cultural |different cultures. |

|piñata.) |light cotton shirts, pants and sandals as |target culture explaining similarities and | |stereotyping and its implications in different |Identify and explain the economic impact of |

|Recognize pictures of target country peers in |compared to four seasons in Connecticut with |differences (e.g., On New Year’s eve in Spain | |cultures. |weather on different cultures. |

|their school or everyday clothes (e.g., school|appropriate clothing). |each family member eats twelve grapes/in US | |Recognize the contributions of other parallel |Discuss the relationship between cultural |

|uniform in some public schools abroad versus |Express personal preferences in the target |people watch TV or go to parties. | |cultures (e.g., Native American, African, and |perspectives and practices (e.g., holiday, |

|T-shirts and blue jeans in Connecticut). |language regarding sports and activities of |Create a “mock” marketplace typical of target | |European) to the target culture. |celebrations, work habits, play) by analyzing |

|Identify dolls, pictures and/or photos of |target culture(s) and of Connecticut. |countries) and assign rolls to students to | | |the target cultures and their own. |

|people in traditional/folkloric clothing at |Compare and contrast through Venn diagrams how |represent vendors and customers. Buy and sell | | |Compare and contrast various institutions in |

|the target culture(s) and compare with |selected holidays are celebrated in target |with play target currency. Bargain and/or | | |different cultures (e.g., family education, |

|costumes for American traditions/folklore |culture(s) and in US (e.g., on Independence Day |trade according to norms of culture. Recognize | | |religion, health care, etc.). |

|(e.g., costumes of Veracruz and square dancing|in both US and Chile, people eat |and identify inventory that is typical of | | |Identify and analyze cultural perspectives as |

|outfits). |picnics/cook-outs but, in US the menu is usually|target culture that would not usually be | | |reflected in a variety literary genres. |

|Experience/taste fruit or deserts/pastries are|hotdogs and hamburgers, whereas in Chile people |present in a US supermarket. | | | |

|native to target culture(s) and compare with |usually eat “empanadas”. |Compare and contrast beliefs regarding sickness| | | |

|fruits/desserts/pastries typical of USA (e.g.,|Compare and contrast meals and eating |and ___?______ (e.g., role play US doctor | | | |

|mango vs. apple/crepe vs. cookie). |styles/practices in the target culture(s) with |attending to broken arm and Chinese | | | |

|Identify toys and/or games of the target |North American equivalents (e.g., cheese is |acupuncturist attending to patient’s pain). | | | |

|culture and compare with toys/games of |served before meal in US and after meal in |Compare and contrast folktales and animal | | | |

|children from the United States (e.g., “el |France). |stories in US children’s literature and | | | |

|trompo” and “el emboque” are toys from many |Plan a menu associated with two similar holidays|authentic cultural literature in simplified | | | |

|Latin American countries composed to marbles, |in two cultures (e.g., cut and past pictures as |language (e.g., Simple Simon and Juan | | | |

|pegs or the latest fad in children’s toys). |a group project and present in target language).|Bobo/image of fox in both cultures). | | | |

|Identify pictures of houses and stores typical|Compare and contrast dress (e.g., modern/urban |Compare and contrast male and female heroes | | | |

|of target culture(s) and of Connecticut. |and clothing for special holidays) in two |from both cultures and how people celebrate | | | |

|Compare two versions of a |cultures. Draw pictures and label in target |their heroes (e.g., equestrian statutes, | | | |

|folktale/song/game/nursery rhyme through |language. Present to class. |legends, pictures, etc.) | | | |

|pictures and hearing text read aloud from the |Compare and contrast work activities of people |Compare and contrast music or art from same | | | |

|US and target culture. (e.g., “The Farmer in |in US with similar and different occupations in |time period/style in US and target cultures). | | | |

|the Dell: ends in English with “the cheese |target cultures (e.g., doctors and nurses in |(e.g., French Impressionists and US | | | |

|stands alone” and in French with “le fromage |both countries; however bullfighter in Spain as |Impressionists). | | | |

|est battu.”) |compared to basketball player in US). |Compare and contrast cultural meaning of | | | |

| |Compare daily living in both cultures (e.g., |proverbs, sayings, jokes, riddles in target | | | |

| |food, school, leisure, grocery shopping, etc.) |language/culture(s) and US. This may be | | | |

| |Discuss in very simple target language, the |carried out partly in English. (e.g., “You move| | | |

| |roles of men, women, and children in their own |your feet and you lose your seat./”El que se va| | | |

| |cultures (e.g., the father works in the office; |a Sevilla/melipilla, pierde su silla”/”Celui | | | |

| |the mother sells at the market; the children go |qui va à la chasse, perd sa place.” | | | |

| |to school and help in the market). |Identify cultural activities/sports that take | | | |

| |Compare and contrast superstitions in target |place according to seasons and compare with | | | |

| |language/culture(s) and in USA. (e.g., bad luck |similar US activities/sports. (e.g., skiing | | | |

| |on Friday 13th or Tuesday 13th a South American |takes place in both Germany and US in winter, | | | |

| |good luck brought by rabbit’s foot or chimney |hiking in summer activity, more prevalent in | | | |

| |sweep in Germany and Switzerland or Ekeko in |Germany then USA.) | | | |

| |Bolivia). | | | | |

Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.

|K-2 |3-4 |5-6 |7-8 |9-10 |11-12 |

| | | | | | |

|School and Community |School and Community |School and Community |School and Community |School and Community |School and Community |

|Introduce themselves in the target language to |Imitate communication in the target with |Identify and describe professions in the US |Observe, take notes, and write a summary of|Write to international corpora-tions requesting |Develop a resume in the target language studied. |

|native – speaker peers in their school and |native-speaking peers of the target culture |which require proficiency in the target |an interview with a speaker of the target |information on job qualifications that include a |Gather statistics on import/export of U.S. |

|community. |(e.g., Sister School exchange, pen pals with |language studied. |language. |second language. |products and products from countries of the |

|Recognize local neighborhoods where the language |videotaping, etc.) |Develop an interview questionnaire/interview a | |Compile a list of local part-time positions that |language studied. |

|is spoken (through sister school field trips, |Visit local establishments/ social clubs |native-speaker (preferably close to same age) |Personal Enrichment |have a need for proficiency in the target |Analyze potential stock or bond investments. |

|pen-pals, photographs, etc.) |owned and managed by native speakers. |in the target language. |Compare cost of previous year’s imaginary |language. |Familiarize a native-speaker of the target |

|Recognize words in the target language heard/seen|Engage in simple conversations with |Plan an imaginary trip to a country of the |travel to cost of same travel in current |Re-enact famous target culture tales and stories |language with the community at large. |

|outside of school (e.g., on TV – “Sesame Street”,|native-speaker personnel at site visited |language that includes itinerary, budget, |year. |for younger students. | |

|on cereal boxes, etc.) |(e.g., How are you? What is your name? |transportation, etc. |Exchange information with foreign pen-pal | |Personal Enrichment |

|Interact/work/play through school project (e.g., |Where do you come from? etc.) |Use the country’s currency on the imaginary |on topics of personal interest, community |Personal Enrichment |Create a portfolio showing involvement in at |

|Sister Schools, Multicultural grant, etc.) with |Use community resources to explore target |trip. |interests, and world concerns. |Write or give a review of a cultural |least 20 leisure activities where the language |

|children/adults from target culture(s). |cultures |Perform a story/play TV program in the target |Participate in a language immersion |event/performance attended. |studied was heard, read, or spoken by the |

|Celebrate with children from community where |Write to embassies/ consulates/cultural |language to be presented to the community. |experience (e.g., language, camp, travel). |Explore international shopping market on the |student. |

|target language is spoken (e.g., dance |centers of target culture/countries and |Design/prepare thematic bulletin board/showcase| |Internet. |Continue exploring an area of interest on the |

|performance, art display etc.) |request cultural materials. |display of an aspect of target culture with |School and Community |Explore opportunities to live and study in a |Internet (chat lines, etc.). |

| | |labels in target language (e.g., dolls, |Establish and maintain communication with |target language culture. |Bookmark Internet sources in area of interest. |

|Personal Enrichment |Personal Enrichment |postcards, musical instruments, etc.) |peers in the target culture. | | |

|Look at pictures/read simple text in authentic |Attend/participant activity in target culture|Prepare article for school newspaper in target | |School and Community |School and Community |

|story book and/or picture dictionary. |festival. |language about cultural aspects of target |Personal Enrichment |Use target language to request information about |Write a cover letter and resume in the target |

|Listen to/sing/recite songs and nursery rhymes |Attend children’s movie/theater/sports event |countries. |Watch and listen to TV or radio broadcasts |employment and career opportunities for bilingual |language and mail them to possible employers. |

|from target culture(s). |delivered in target language with customs |Exchange information about school, town and |in the language studied. |speakers. |Post resume on international Internet. |

|Attend multicultural/international four with |from target culture. |state with foreign pen pals or pen pals from |Attend at least two plays, concerts, or |Read and discuss articles in the target language |Analyze the impact of statistics gathered |

|parents/friends and will participate in | |Sister School in state where target language is|cultural celebrations. |on the global market |relative to the global economy. |

|activities such as making crafts, dance, eating, | |spoken. | |Host a native speaker of the target language |“Chat” on the Internet. |

|etc. | |Take on identity of famous native speaker and | |Exhibit familiarity with stock and bond markets of|Do volunteer work in the community using the |

| | |present to class. | |the target country. |target language. |

| | | | |Teach some of the target language to peers or | |

| | |Personal Enrichment | |younger children. |Personal Enrichment |

| | |Collect and read advertisements of | |Familiarize native speaker of the target language |Create a portfolio showing involvement in at |

| | |products/video clips from target | |with the school community in the target language. |least 25 leisure activities where the language |

| | |language/culture(s). | | |studied was heard, read and spoken by the |

| | |Explore cultural components of the Internet. | |Personal Enrichment |student. |

| | |Go with family to ethnic restaurants with menus| |Create a portfolio showing involvement in at least|Create a web page in the target language for the |

| | |in target language and speak to waiter in | |10 leisure activities where the target language |school’s web site. |

| | |target language. | |was heard/ read/spoken by the student. | |

| | |Travel (true or vicarious trip) with family on | |Explore an area of interest on the Internet. | |

| | |vacation to a country where target language is | | | |

| | |spoken. Attend museum with target culture | | | |

| | |exhibit on display | | | |

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CONTENT STANDARD 1: Communication

CONTENT STANDARD 2: Communication

CONTENT STANDARD 3: Communication

CONTENT STANDARD 4: Cultures

CONTENT STANDARD 5: Connections

CONTENT STANDARD 6: Connections

CONTENT STANDARD 7: Comparison Among Languages

CONTENT STANDARD 8: Comparison Among Cultures

CONTENT STANDARD 9: Communities

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