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NORTH CAROLINA WORLD LANGUAGE ESSENTIAL STANDARDS:CLASSICAL LANGUAGES, DUAL & HERITAGE LANGUAGES, MODERN LANGUAGES

Introduction to Classical Language ProgramsClassical Language programs involve the study of Latin and Ancient Greek, languages that are no longer a native or first language for any population. However, both languages are accessible to 21st Century students through literature and have a significant impact on learning in other disciplines, such as modern languages, art, law, government, medicine, and so on. The primary focus in Classical Language learning is the development of Interpretive Reading skills. Interpretive Listening, as well as Presentational Speaking and Writing, are ancillary skills that support language learning. These modalities are of particular value for students with different learning styles and of various ages.

Since the focus of Classical Languages is on the written and not the spoken word, the following differences appear in the way the exit proficiency expectations are written:

Classics students will spend little time on Presentational Speaking beyond the Novice Level. While it is important that students appreciate the fact that Classical Languages were once used to communicate orally, there is little point in becoming proficient in speaking a Classical Language.

An increased use of oral techniques appears in the Intermediate Levels in the study of poetry and oratory, where sound adds to the meaning of the literature.

Since the primary focus is Interpretive Reading, students progress more quickly in their reading skills, and, if they continue to study the language, they will be able to read original authors such as Caesar, Vergil, Ovid, Catullus and others.

Classical Language Exit Proficiency Expectations for Ancient Greek and LatinLevel and

total hoursI or

135-150 hoursII or

270-300 hoursIII or

405-450hours

IV or 540-600

hours

V or 675-750

hours

VI or 810-900

hoursMODE & SkillINTERPRETIVEListening

NoviceLow - Mid

NoviceMid - High

IntermediateLow-Mid

INTERPRETIVEReading

Novice High – Intermediate Low

IntermediateLow

IntermediateMid

IntermediateHigh Advanced Mid

PRESENTATIONALSpeaking

NoviceLow

NoviceMid

NoviceHigh

PRESENTATIONALWriting

NoviceMid

NoviceHigh

Intermediate Low IntermediateMid - High

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Introduction to Dual & Heritage Language Programs – Dual Language/Immersion ProgramsThe focus of dual language/immersion programs is to help students become proficient in a target language, in addition to English. These students master subject content from other disciplines, using the target language or both languages.

Research shows: • All students develop high levels of proficiency in the target language and English. • Academic performance of students is at or above grade level.• Students demonstrate positive cross-cultural attitudes and behaviors.

Four different models of dual language/immersion programs exist in North Carolina for students to become bilingual, biliterate, and bicultural. Specific program models vary, based on how instruction is scheduled between the target language and English, with varying levels of proficiency upon completion of the program(s):

Two-Way programs group native speakers of English with native speakers of the target language. The mix is approximately 50% of each group. Content is delivered in the target language and in English.

Full Immersion programs primarily serve native speakers of English in an environment where the target language is used exclusively. Content is delivered in the target language. English Language Arts is typically introduced around grade 2.

Partial Immersion programs primarily serve native speakers of English in an environment where the target language is used for some portion of the day. Content is delivered in the target language and in English.

Developmental Bilingual programs are designed to help non-English speakers learn English, as well as to maintain and improve their native or heritage language skills. Content is delivered in English and in the heritage language.

Please go to http://seclang.ncwiseowl.org/resources/dual_language__immersion_programs/ for more information about these models.

Proficiency expectations are presented as ranges to accommodate the different models of dual language/immersion programs and the varying amounts of time spent learning content in the target language. Proficiency would be assessed at the end of each gradespan.

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http://seclang.ncwiseowl.org/resources/dual_language__immersion_programs/

Dual Language/Immersion Exit Proficiency Expectations for Alphabetic Languages, such as Cherokee, French, German, Greek, Spanish, etc.Gradespan and Exit level for assessment

K-2 →2nd grade

3-5 →5th grade

6-8 →8th grade

9-12 →12th grade

MODE & SkillINTERPRETIVEListening

Novice High IntermediateLow-Mid

IntermediateMid-High

AdvancedLow-Mid

INTERPRETIVEReading



AdvancedLow-Mid

INTERPERSONALPerson-to-Person



Intermediate High-Advanced Mid


Novice Mid IntermediateLow-Mid


AdvancedLow-Mid


Novice Mid IntermediateLow-Mid


AdvancedLow-Mid

Dual Language/Immersion Exit Proficiency Expectations for Logographic Languages, such as Mandarin Chinese, Japanese, etc.Gradespan and Exit level for assessment

K-2 →2nd grade

3-5 →5th grade

6-8 →8th grade

9-12 →12th grade




AdvancedLow- Mid

INTERPRETIVEReading

Novice Mid Novice High-Intermediate Low

IntermediateLow-Mid

Intermediate High-Advanced Low








AdvancedLow-Mid


Novice Mid Novice High-Intermediate Low

IntermediateLow-Mid


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Introduction to Dual & Heritage Language Programs – Heritage Language ProgramsThe national ACTFL Standards for Foreign Language Learning address the issue of heritage language students or those students who have home backgrounds in a language other than English or come from other immersion experiences, formal or informal.

These students need instruction that allows them to maintain strengths in their heritage language, while developing new ones, particularly in academic vocabulary and literacy skills or the areas of reading and writing. With such support, they will become knowledgeable global citizens with the skills to be multilingual and multi-literate in a way that honors their need to simultaneously identify and communicate with:

their heritage, home, or immersion culture(s) and; the mainstream culture(s) in which they live and work.

The expansion of the global community and workplace challenges the United States to produce a workforce that not only communicates in many languages, but that also understands the nuances of the many cultures. The educated heritage speaker is an authentic resource who will have expanded career opportunities in the 21st Century.

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Heritage Language courses are designed to serve as a bridge into advanced modern language courses.

Using Spanish as an example for alphabetic languages, heritage language students can enroll in Spanish for Native Speakers I and Spanish for Native Speakers II, which is an honors course, because it is equivalent to a Level III course in proficiency expectations. Upon completion of these two courses, students can proceed to Spanish IV and/or Advanced Placement (AP) Spanish, where they will be joined by fourth- and/or fifth-year students who are studying Spanish as a modern language.

Heritage Language Exit Proficiency Expectations for Alphabetic Languages or Programs, such as French for Native Speakers, German for Native Speakers, Spanish for Native Speakers, etc.

Level and total hours Level I or 135-150 hours Level II or 270-300 hours


Intermediate Low Intermediate Mid

INTERPRETIVEReading

Novice Mid-High Intermediate Low




Novice Mid-High Intermediate Low


Novice Mid Novice High

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Using Mandarin Chinese as an example for logographic languages, heritage language students can enroll in Mandarin Chinese for Native Speakers I and Mandarin Chinese for Native Speakers II, which is an honors course because it is equivalent to a Level III course in proficiency expectations. Upon completion of these two courses, students can proceed to Mandarin Chinese IV and/or Advanced Placement (AP) Mandarin Chinese, where they will be joined by fourth-and/or fifth-year students who are studying Mandarin Chinese as a modern language.

Heritage Language Exit Proficiency Expectations for Logographic Languages or Programs, such as Mandarin Chinese for Native Speakers, Japanese for Native Speakers, etc.

Level and total hours Level I or 135-150 hours Level II or 270-300 hours


Novice High Intermediate Low

INTERPRETIVEReading

Novice Low-Mid Novice High




Novice Mid-High Novice High-Intermediate Low


Novice Low-Mid Novice Mid-High

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Introduction to Modern Language ProgramsModern Language programs involve the study of languages that are a first or native language in use today somewhere in the world. In North Carolina, the following modern languages are currently being studied: American Sign Language (ASL), Arabic, Cherokee, French, German, Greek, Hebrew, Italian, Japanese, Mandarin Chinese, Russian, and Spanish. Additional languages can be added at any time.

Modern language instruction is a vital part of a global-ready curriculum. Proficiency-based instruction is aligned with the characteristics of a 21 st Century learner, in that it acknowledges that the student may progress from one level to another, independent of the course in which he or she is enrolled, and that proficiency may vary in each of the four skill areas: listening, speaking, reading, and writing.

The focus of proficiency-based curriculum is on day-to-day communication that accommodates learners who begin learning a language at any age. There are four different models of modern language programs offered in North Carolina, depending on the age of the beginning learner:

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1. Elementary grades K-6 have language-focused and/or content-enriched FLES (Foreign Language Elementary School), also called Early Start Programs. These programs focus on developing oral proficiency and can involve reinforcing core content knowledge. Therefore, emphasis is placed on Interpersonal Skills, along with Interpretive Listening and Presentational Speaking.

Helena Curtain and Carol Ann Dahlberg, who co-wrote Languages and Children - Making the Match: New Languages for Young Learners, Grades K-8 (2010), describe best practices for proficiency-based FLES programs. Minimally, students need to be learning a language for 90 minutes per week or having class sessions of 30-40 minutes held 3-5 times per week. There are programs that exceed 90 minutes per week, which is the reason ranges are given in the proficiency expectations chart below.

Modern Language Exit Proficiency Expectations for FLES/Early Start Programs of 90 minutes per week or more for Alphabetic and Logographic Languages

Proficiency Assessment End of 2nd year of study

End of 3rd year of study

End of 4th year of study




Novice Mid Novice High Intermediate Low Intermediate Mid

INTERPRETIVEReading

Novice Low-Mid

Novice Mid–High



Novice Mid Novice High Novice High-Intermediate Low



Novice Low-Mid

Novice Mid–High

Novice High-Intermediate Low

Intermediate Low Intermediate Low–Mid


Novice Low-Mid

Novice Mid–High Novice High – Intermediate Low

2. FLES program variations that do not meet the 90 minutes per week minimum are actually foreign language exploratory or FLEX programs, which are not designed to build proficiency. K-8 FLEX programs, sometimes referred to as part of the “wheel,” potentially lay the foundation for future interest in proficiency-based language study. Exploratory programs are focused on goals, such as introducing basic vocabulary for one or more languages and teaching students about different cultures.

3. Middle School grades 6-8 have language-focused beginning and continuing programs. These programs are designed to develop all the skills necessary to articulate fully to a high school modern language program.

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In June 2007, the State Board of Education took action on a policy that affected middle school language study. Middle school students in grades 6-8, beginning with the 2007-2008 school year, may earn high school graduation credit for world language courses, if the course meets the high school level standards and consists of 150 clock hours of instruction in a traditional schedule or a minimum of 135 clock hours of instruction in a block schedule. While the course(s) will count toward graduation requirements, the student GPA will be computed with courses taken during high school years. Middle schools have flexibility to offer one level over two academic years, so that students receive 0.5 credit for Part I and 0.5 credit for Part II to receive the full credit.

4. High school grades 9-12 have language-focused programs. These are intended to develop proficiency in the modern language, to articulate to college-level language courses, and to provide the credits students need to meet and exceed college entrance requirements, like the University of North Carolina system’s Minimum Admissions Requirement of two credits in the same second language or demonstration of proficiency in a language other than English.

Modern Language Exit Proficiency Expectations for Alphabetic Languages, such as Arabic, Cherokee, French, German, Greek, Hebrew, Italian, Russian, Spanish, etc.

Level and total hours

I or *135-150

hours

II or *270-300

hours

III or *405-450

hours

IV or 540-600

hours

V or 675-750

hours

VI or 810-900

hours

VII or 945-1050

hours

VIII or 1080-1200

hoursMODE & Skill

INTERPRETIVEListening

NoviceMid

Novice High

Int. Low Int. Mid Int. High Adv. Low Advanced Mid

INTERPRETIVEReading

NoviceMid

Novice High


INTERPERSONALPerson to Person

NoviceMid

Novice High



NoviceLow

NoviceMid

Novice High

Int. Low Int. Mid Int. High Adv. Low Adv. Mid


NoviceMid

Novice High


* Indicates accumulation of instructional hours that may vary for FLES and middle school programs, based on the structure of the program and the developmental level of the students. This will impact initial placement into courses earning high school graduation credit.

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Modern Language Exit Proficiency Expectations for Logographic Languages, such as Mandarin Chinese, Japanese, etc.

Level with total hours

I or *135-150

hours

II or *270-300

hours

III or *405-450

hours

IV or 540-600

hours

V or 675-750

hours

VI or 810-900

hours

VII or 945-1050

hours

VIII or 1080-1200

hours


NoviceLow

NoviceMid

NoviceHigh

Int. Low Int. Mid Int. High Advanced Low

INTERPRETIVEReading

NoviceLow

NoviceMid

NoviceHigh


INTERPERSONALPerson to Person

NoviceMid

Novice High



NoviceLow

NoviceMid

NoviceMid-High


Intermediate Low-Mid

Int. Mid-High


NoviceLow

NoviceMid

NoviceMid-High


Intermediate Low-Mid

Int.Mid-High


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Introduction to Modern Language Programs – VisualAmerican Sign Language (ASL) is a vibrant language used by people of all ages to communicate everyday life experiences, needs, thoughts, and abstract ideas but in a visual way. ASL has a rich culture and heritage. ASL is the predominant language most commonly used by the Deaf community in the United States and Canada. In addition, other countries have their own signed languages, like Mexican Sign Language and French Sign Language (LSF).

In 2007, the General Assembly of North Carolina passed legislation (§ 115C-81.3) recognizing ASL as a modern language that fulfills the UNC Minimum Admissions requirement for foreign language at our state’s colleges and universities. Manually Coded English (MCE) systems, such as Signing Exact English and Seeing Essential English (SEE), do not meet the requirement.

Since ASL is a visual language, the communication modes involve different skills: Interpretive Listening is labeled Interpretive Receptive, meaning that information is received visually, not auditorially. Interpretive Reading is fingerspelling, which is a series of individual hand shapes that represent the alphabet and letter combinations. Presentational Speaking is Presentational Expressive, because information is being conveyed visually through signs, not verbally. Presentational Writing is now Presentational Glossing or writing ASL on paper. Glossing is a written system to indicate which signs and

other non-manual makers, such as facial expressions and body movements, should be used.

Modern Language Exit Proficiency Expectations for Visual Languages such as ASLLevel and

total hoursI or

*135-150 hours

II or *270-300

hours

III or *405-450

hours

IV or 540-600

hours

V or 675-750

hours

VI or 810-900

hours

VII or 945-1050

hours

VIII or 1080-1200

hoursMODE & SkillINTERPRETIVEReceptive

Novice High

Int. Low Intermediate Mid Int. High Adv. Low Advanced Mid

INTERPRETIVEReceptive-Fingerspelling

Novice Mid

Novice High

Intermediate Low Int. Mid Intermediate High Adv. Low

INTERPERSONALInteractive

Novice Mid

Novice High

Intermediate Low Int. Mid Int. High Advanced Low

PRESENTATIONALExpressive

Novice Mid

Novice High

Intermediate Low Int. Mid Int. High Adv. Low Adv. Mid

PRESENTATIONALGlossing

Novice Low

Novice Mid

Novice High



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North Carolina Essential Standards World LanguagesNote on Numbering:NL – Novice Low Proficiency Level

Note on Strands:CLL - Connections to Language & Literacy COD – Connections to Other Disciplines CMT – Communities

Note: The North Carolina World Language Essential Standards are organized by proficiency level, rather than grade level or gradespan, to embed the multiple entry points for language learning across the K-12 spectrum. Exit proficiency expectations have been determined that show what a student is expected to be able to do with the language at the end of a specific program or particular class. The proficiency expectations charts are included with the program descriptions in the previous pages.

CLL: Connections to Language & Literacy

Essential Standard Clarifying Objectives Classical Languages Dual & Heritage Languages Modern Languages

Use the language to engage in interpersonal communication.

NL.CLL.1.1 Use single words and simple, memorized phrases to express needs, preferences, and feelings.

No Assessment Example needed.

Interpersonal Communication is not a component of Classical Language Programs.

Assessment Examples needed for: K-2 Dual

Language/Immersion programs

Level I Heritage Language programs

Assessment Examples needed for: K-5 FLES/Early Start

programs 6-8 Beginning Middle

School programs K-8 Exploratory

programs LevelsI-II High School

Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

NL.CLL.1.2 Use culturally appropriate greetings, farewells, apologies, and expressions of courtesy.

NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling.

Understand words and concepts

NL.CLL.2.1 Understand the meaning of simple, spoken greetings,

Assessment Examples needed for:



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presented in the language.

words, and phrases, when accompanied by visual clues and/or prompts, as needed.

K-8 Beginning and Middle School programs

Level I High School Credit Courses

K-2 Dual Language/Immersion programs


K-5 FLES/Early Start programs

6-8 Beginning Middle School programs

K-8 Exploratory programs

Levels I-II High School Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

NL.CLL.2.2 Understand the meanings of spoken words that are similar to those in the students’ language.

NL.CLL.2.3 Identify written words and phrases that are similar to words and phrases in the students’ language.

NL.CLL.2.4 Interpret phrases, commands, simple questions and descriptions that are presented with accompanying gestures, intonations, and other visual and auditory clues.

NL.CLL.2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language.

Use the language to present information to an audience.

NL.CLL.3.1 Use single words and simple, memorized phrases in presentations to identify the names of people, places, and things.

Assessment Examples needed for: K-8 Beginning and

Middle School programs








programs Levels I-II High

School Credit Courses that are applicable to all three language types: alphabetic, logographic and

NL.CLL.3.2 Use the language to recite memorized poetry and songs from the target culture.

NL.CLL.3.3 Use appropriate pronunciation to present memorized phrases.

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visual.

Compare the students’ culture and the target culture.

NL.CLL.4.1 Compare behaviors, such as gestures and greetings, in the target culture and the students’ culture.












School Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the students’ culture.

NL.CLL.4.3 Recognize examples of cognates and loan words.

COD: Connections to Other Disciplines

Essential Standard Clarifying Objectives Classical Languages Dual & Heritage

Languages Modern Languages


NL.COD.1.1

Carry out simple exchanges of information using memorized content vocabulary.





Level I Heritage




NL.COD.1.2

Use single words and simple, memorized phrases to express classroom needs, preferences, and feelings.

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Language programs programs Levels I-II High


Understand words and concepts presented in the language.

NL.COD.2.1

Understand how to respond to simple, memorized questions in the target language that focus on key concepts in classroom activities and different content areas.












NL.COD.2.2

Compare the vocabulary of the target and students’ language in different content areas.

NL.COD.2.3

Recognize words in groups from other disciplines.


NL.COD.3.1

Use single words and simple, memorized phrases, such as those for weather, days of the week, months, seasons, numbers and daily classroom activities, to present to an audience.







School programsNL.COD.3. Use single words and simple,

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2 memorized phrases to name common objects and actions related to other disciplines.




Levels I-II High School Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

NL.COD.3.3

Use readily available technology tools and digital literacy skills to present in the target language.


NL.COD.4.1

Identify tangible products related to the home and the classroom in both the students’ and target cultures.













NL.COD.4.2

Recognize examples of cognates and loan words from the target language in other disciplines.

CMT: Communities

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NL.CMT.1.1 Use single words and simple, memorized phrases to carry out simple interactions with people from the target culture or with communities of learners of the same target language.











NL.CMT.1.2 Use simple communication strategies from the target culture, such as greetings and expressions of courtesy.


NL.CMT.2.1 Recognize single words and simple, memorized phrases from media in the language community.












NL.CMT.2.2 Recall simple, spoken expressions and memorized phrases commonly used in target language communities.

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visual.


NL.CMT.3.1 Identify arts, sports, games and media from the target culture.












NL.CMT.3.2 Understand roles in school or community traditions related to the target culture.


NL.CMT.4.1 Recognize simple language that communicates knowledge of the target language and cultures to others.













NL.CMT.4.2 Use simple, appropriate gestures, body language, and cultural practices.

NL.CMT.4.3 Recognize simple patterns of behavior or interaction from the target culture.

NL.CMT.4.4 Identify products from the target cultures that are used globally.

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visual.

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North Carolina Essential StandardsWorld Languages

Note on Numbering:NM – Novice Mid Proficiency Level


Note: The North Carolina World Language Essential Standards are organized by proficiency level, rather than grade level or gradespan, to embed the multiple entry points for language learning across the K-12 spectrum. Exit proficiency expectations have been determined that show what a student is expected to be able to do with the language at the end of a specific program or particular class. The proficiency expectations charts are included with the program descriptions in the preamble.




NM.CLL.1.1 Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.





Levels I-II Heritage Language programs


programs 6-8 Beginning &

Continuing Middle School programs

Levels I-III High School Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

NM.CLL.1.2 Use memorized responses to simple questions, statements, commands, or other stimuli.

Understand words NM.CLL.2.1 Understand the meaning of Assessment Examples Assessment Examples Assessment Examples

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and concepts presented in the language.

memorized phrases and questions about familiar topics and surroundings.

needed for: K-8 Beginning and



needed for: K-2 Dual



needed for: K-5 FLES/Early Start



LevelsI-III High School Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.

NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).

NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.

NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of speech) that are used in the target language.


NM.CLL.3.1 Use memorized words and phrases in presentations on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.



Levels I-I I High School Credit Courses







Levels I-III High School Credit Courses that are applicable to all three language

NM.CLL.3.2 Use the language to recite and act out simple poetry and songs from the target culture.

NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken

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presentations. types: alphabetic, logographic and visual.


NM.CLL.4.1 Compare basic cultural practices of people in the target culture and the students’ culture.











NM.CLL.4.2 Exemplify instances of cognates and loan words.

NM.CLL.4.3 Compare the language conventions of the students’ language and the target language.




NM.COD.1.1

Use memorized words and phrases to exchange information about the classroom and school environment.








Continuing Middle NM.COD.1.2

Use memorized responses to simple academic questions,

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statements, commands, or other stimuli.

School programs LevelsI-III High



NM.COD.2.1

Classify memorized words and phrases in the target language by key academic concepts.











NM.COD.2.2

Understand how the basic terms from other content areas may be different from the students’ language.

NM.COD.2.3

Interpret short, non-fiction passages from academic content areas using context clues (signs, charts, graphs, etc.).


NM.COD.3.1

Use memorized words and phrases about the weather, date, seasons, numbers, and daily classroom activities to give a spoken or written presentation.










Levels I-III High

NM.COD.3.2

Use memorized words and phrases to describe common objects and actions related to

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other disciplines. School Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

NM.COD.3.3

Use readily available technology tools and digital literacy skills to present academic information in the target language.


NM.COD.4.1

Compare tangible products related to the home and the classroom from the students’ and the target cultures.











NM.COD.4.2

Identify information about target culture perspectives and practices.

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CMT: Communities



NM.CMT.1.1 Use memorized words and phrases to ask and answer simple questions on familiar topics.










NM.CMT.1.2 Use memorized words and phrases on familiar topics to interact with communities of learners of the same target language.


NM.CMT.2.1 Understand the meaning of memorized words and phrases used in the community.










Levels I-III High School Credit Courses that are applicable to all three language types: alphabetic, logographic and

NM.CMT.2.2 Infer meaning from familiar texts by using visual cues, such as road signs, charts, graphs, etc., that reflect the target culture.

NM.CMT.2.3 Recall common expressions and phrases about familiar topics used in target language communities.

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visual.


NM.CMT.3.1 Use memorized words and phrases to describe arts, sports, games, and media from the target culture.











NM.CMT.3.2 Use memorized words and phrases to participate in school or community events related to the target culture.


NM.CMT.4.1 Recognize aspects of the target culture and language in the students’ culture and language.











NM.CMT.4.2 Identify products made and used by members of the target culture and the students’ culture.

NM.CMT.4.3 Differentiate gestures for appropriateness in the target culture.

NM.CMT.4.4 Identify how knowledge of the target language is useful in a global economy.

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Note on Numbering:NH – Novice High Proficiency Level






NH.CLL.1.1 Use simple phrases and short sentences to exchange information about familiar topics.



Assessment Examples needed for: K-2 and 3-5 Dual






LevelsI-IV High School Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

NH.CLL.1.2 Generate conversations using familiar vocabulary and structures in short social interactions.

NH.CLL.1.3 Generate responses to familiar questions, statements, commands, or other stimuli.

NH.CLL.1.4 Use simple questions about familiar topics to acquire needed information.

Understand words NH.CLL.2.1 Understand ideas on familiar Assessment Examples Assessment Examples Assessment Examples

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topics expressed in short sentences and frequently used expressions.



Levels I-II High School Credit Courses

needed for: K-2 and 3-5 Dual






Levels I-IV High School Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

NH.CLL.2.2 Summarize spoken messages and announcements about familiar topics.

NH.CLL.2.3 Summarize simple texts containing familiar vocabulary in terms of the main ideas and supporting details.

NH.CLL.2.4 Compare simple fiction texts with non-fiction texts about familiar topics.


NH.CLL.3.1 Create simple phrases and short sentences in spoken or written presentations to provide information about familiar topics.











NH.CLL.3.2 Use the language to recite and act out poetry, songs, and simple stories from the target culture.

NH.CLL.3.3 Produce simple dialogues and short skits using familiar structures and vocabulary.


NH.CLL.4.1 Classify basic cultural practices of people in the target culture and the students’ culture.




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NH.CLL.4.2 Use learned cognates and loan words to express ideas on familiar topics.

NH.CLL.4.3 Analyze the language conventions from simple written and spoken texts in the target language.




NH.COD.1.1 Use simple phrases and short sentences to exchange information about topics in other disciplines.









Levels I-IV High School Credit Courses that are applicable to all three language types: alphabetic,

NH.COD.1.2 Generate simple responses to questions, statements, commands, or other stimuli in various classes across the disciplines.

NH.COD.1.3 Understand how to ask simple questions about familiar topics to acquire needed information for classes in other disciplines.

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logographic and visual.


NH.COD.2.1 Understand spoken and written commands about other disciplines in the target language.











NH.COD.2.2 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting details.

NH.COD.2.3 Interpret simple processes from other disciplines using the target language.


NH.COD.3.1 Use the target language to give short spoken or written presentations about familiar academic topics.










Levels I-IV High School Credit Courses that are applicable to all three language types: alphabetic,

NH.COD.3.2 Produce a sequence of simple phrases and short sentences relating common themes in other disciplines.

NH.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

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NH.COD.4.1 Understand cultural practices and perspectives from the target culture.











NH.COD.4.2 Identify the products of the target culture.

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CMT: Communities



NH.CMT.1.1

Use simple phrases and short sentences in short social interactions.










NH.CMT.1.2

Carry out short interactions on familiar topics, such as family, friends, and activities, with people from the target culture or communities of learners of the same target language.


NH.CMT.2.1

Understand practices, products, and perspectives on familiar topics from simple texts.










Levels I-IV High School Credit Courses that are applicable to all three language types: alphabetic, logographic and

NH.CMT.2.2

Understand the meaning of short messages used in the target culture or by communities of learners of the same target language.

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visual.


NH.CMT.3.1

Use simple phrases and short sentences to describe arts, sports, games, and media from the target culture.











NH.CMT.3.2

Use simple phrases and short sentences to present information in school or community events related to the target culture.


NH.CMT.4.1

Compare traditions and events of the target culture and the students’ culture.











NH.CMT.4.2

Identify examples of products, practices, and perspectives in the community related to the target culture.

NH.CMT.4.3

Identify key characteristics of target culture traditions.

33


Note on Numbering:IL – Intermediate Low Proficiency Level






IL.CLL.1.1 Carry out unrehearsed conversations on familiar topics with some details.









Levels II-V High School Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

IL.CLL.1.2 Use questions to exchange information in familiar situations.

Understand words and IL.CLL.2.1 Summarize main ideas and a Assessment Examples Assessment Examples Assessment Examples

34


concepts presented in the language.

few details in short conversations and some forms of media.




needed for: K-2 and 3-5 Dual







IL.CLL.2.2 Summarize main ideas and a few details in texts that contain familiar vocabulary.

IL.CLL.2.3 Recognize that ideas and expressions may be presented differently in the target language than the students’ language.

IL.CLL.2.4 Compare fiction texts and non-fiction texts about familiar topics.


IL.CLL.3.1 Use a series of phrases and sentences to create descriptions with some details about familiar topics and experiences.



Levels II-III High School Credit Courses








IL.CLL.3.2 Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture.

IL.CLL.3.3 Use a series of phrases and sentences to give spoken and written presentations about familiar topics, situations, and experiences with some details.

IL.CLL.3.4 Create dialogues and skits to present with some details about familiar topics.


IL.CLL.4.1 Classify cultural practices of people in the target culture and the students’ culture using




35


familiar topics, situations, and experiences.








IL.CLL.4.2 Use cognates, loan words, and some idiomatic expressions to express information about familiar topics.

IL.CLL.4.3 Analyze the language conventions in authentic written and spoken texts.




IL.COD.1.1 Understand how to start and continue unrehearsed conversations on a limited number of academic topics.









Levels II-V High School Credit Courses that are applicable to all three language types: alphabetic, logographic and

IL.COD.1.2 Understand how to ask and answer questions and exchange information on academic topics.

36


visual.


IL.COD.2.1 Analyze the relationship between words from the target language and the students’ language to expand vocabulary related to academic topics.











IL.COD.2.2 Differentiate the structural patterns of the target language and the students’ language.

IL.COD.2.3 Understand main ideas and a few details in class discussions and some forms of media.

IL.COD.2.4 Understand main ideas and a few details in academic texts that contain familiar vocabulary.

IL.COD.2.5 Remember expanded vocabulary and language structures essential to comprehension in academic class discussions and presentations.


IL.COD.3.1 Use academic content terminology in a series of phrases and sentences with a few details to give spoken or written presentations in the target language on familiar topics.










Levels II-V High School Credit Courses that are applicable to

IL.COD.3.2 Produce a series of phrases and sentences about familiar themes related to other disciplines.

37


all three language types: alphabetic, logographic and visual.

IL.COD.3.3 Use readily available technology tools and digital literacy skills to present in the target language about other disciplines.


IL.COD.4.1 Analyze cultural practices and perspectives from the target culture with the students’ culture.











IL.COD.4.2 Understand how prominent citizens and events impact(ed) the target culture and the students’ culture.

38

CMT: Communities



IL.CMT.1.1 Carry out unrehearsed interactions in familiar situations with people from the target culture or communities of learners of the same target language.










IL.CMT.1.2 Use the language to exchange information with people from the target culture about shared experiences.


IL.CMT.2.1 Understand practices, products, and perspectives from texts about familiar topics with some details.










Levels II-V High School Credit Courses that are applicable to all three language types: alphabetic, logographic and

IL.CMT.2.2 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same target language.

39


visual.


IL.CMT.3.1 Use a series of phrases and sentences to describe arts, sports, games, and media from the target culture.











IL.CMT.3.2 Use limited dialogue to participate in school or community activities related to the target culture.


IL.CMT.4.1 Integrate traditions and activities of the target culture and the students’ culture.











IL.CMT.4.2 Create resources in the target language for use in the community.

IL.CMT.4.3 Coordinate events or presentations that share the target language and culture with the community.

North Carolina Essential Standards40

World Languages

Note on Numbering:IM – Intermediate Mid Proficiency Level






IM.CLL.1.1

Carry out and continue conversations involving personal views on familiar topics with many details and in uncomplicated settings.



Assessment Examples needed for: Grades 3-5 and 6-8

Dual Language/Immersion programs


Assessment Examples needed for: Grades 3-5

FLES/Early Start programs

6-8 Continuing Middle School programs

Levels III-VI High School Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

IM.CLL.1.2

Use conversation skills to join and participate in a spontaneous discussion on a variety of familiar topics.

IM.CLL.1.3

Use questions with some detail to exchange information in uncomplicated situations.

Understand words IM.CLL.2. Understand the main idea and Assessment Examples Assessment Examples Assessment Examples 41



1 many details of familiar topics in a series of connected sentences, conversations, presentations, and messages.

needed for: Levels I-III High

School Credit Courses

needed for: Grades 3-5 and 6-8



needed for: Grades 3-5




IM.CLL.2.2

Understand the main idea and many details in texts that contain familiar vocabulary.

IM.CLL.2.3

Summarize texts containing unfamiliar vocabulary in terms of the main idea and some details.


IM.CLL.3.1

Use a series of connected sentences in presentations to describe experiences, events, and opinions.

Assessment Examples needed for: Levels III-VI High









IM.CLL.3.2

Use the language to make simple, factual presentations, narrate or act out poetry, lyrics, stories, and other literature from the target culture.

IM.CLL.3.3

Summarize familiar topics with many details in order to describe and/or explain.

Compare the IM.CLL.4. Use cultural practices to Assessment Examples Assessment Examples Assessment Examples

42


students’ culture and the target culture.

1 analyze familiar topics, situations, and experiences.

needed for: Levels II-VI High


needed for: Grades 3-5 and 6-8



needed for: Grades 3-5




IM.CLL.4.2

Analyze media and identify idiomatic expressions that add cultural relevancy.

IM.CLL.4.3

Deconstruct written and spoken texts for cultural attitudes, viewpoints and values.




IM.COD.1.1 Understand how to participate in discussions on familiar academic topics and in uncomplicated settings.









Levels III-VI High School Credit Courses

IM.COD.1.2 Understand how to ask and answer questions with some detail about various academic topics in uncomplicated situations.

43


that are applicable to all three language types: alphabetic, logographic and visual.


IM.COD.2.1 Understand spoken information about familiar academic topics expressed in a series of connected sentences.

Assessment Examples needed for: Levels I-III High









IM.COD.2.2 Analyze texts that contain familiar academic vocabulary and main ideas in terms of important and relevant details.

IM.COD.2.3 Identify the main idea and some details from texts containing unfamiliar academic vocabulary.


IM.COD.3.1 Summarize academic content with many details to give spoken or written presentations about familiar topics.









Levels III-VI High School Credit Courses

IM.COD.3.2 Describe events and opinions using a series of connected sentences to present familiar content from other disciplines.

IM.COD.3.3 Use readily available technology tools and digital

44


literacy skills to present academic information in the target language.

that are applicable to all three language types: alphabetic, logographic and visual.


IM.COD.4.1 Understand how geography and history impact the development of the target culture and its civilization.

Assessment Examples needed for: Levels II-VI High









IM.COD.4.2 Understand how practices and perspectives impact the target culture.

CMT: Communities



IM.CMT.1.1 Carry out spontaneous interactions on familiar topics with people from the target culture or communities of


Interpersonal



45


learners of the same target language.

Communication is not a component of Classical Language Programs.






IM.CMT.1.2 Use the language to exchange information with people from the target culture about familiar topics and personal opinions in uncomplicated situations.


IM.CMT.2.1 Recognize information about practices, products, and perspectives presented in texts on familiar and unfamiliar topics.

Assessment Examples needed for: Levels I-III High









IM.CMT.2.2 Understand the meaning of longer messages on familiar and unfamiliar topics displayed in the community or created by communities of learners of the same target language.


IM.CMT.3.1 Use a series of connected sentences to describe arts, sports, games, and media from the target culture.




46


School Credit Courses Dual Language/Immersion programs





IM.CMT.3.2 Use the language in school or community activities related to the target culture.


IM.CMT.4.1 Understand the influence of the target culture on literature, media, and global concerns.










IM.CMT.4.2 Explain how events in the target culture’s history have impacted contemporary perspectives, practices, and products.

IM.CMT.4.3 Evaluate the traditions of the target culture and the students’ culture.

47


Note on Numbering:IH – Intermediate High Proficiency Level






IH.CLL.1.1 Understand how to state and support personal views in discussions about familiar topics in complicated settings.



Assessment Examples needed for: Grades 3-5, 6-8 and

9-12 Dual Language/Immersion programs

Level II Heritage Language programs




Levels IV-VIII High School Credit Courses that are applicable to all three language types: alphabetic, logographic and

IH.CLL.1.2 Understand how to communicate detailed factual information in social situations.

IH.CLL.1.3 Understand how to ask and answer questions related to areas of personal interest.

48


visual.


IH.CLL.2.1 Understand extended conversations or speech involving a combination of familiar and unfamiliar topics, live or via media.









Levels IV-VIII High School Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

IH.CLL.2.2 Understand many different types of texts that contain unfamiliar vocabulary.

IH.CLL.2.3 Understand how to differentiate between adapted and authentic texts.

IH.CLL.2.4 Summarize texts that contain increasingly complex language structures and unfamiliar vocabulary.


IH.CLL.3.1 Create clear, detailed descriptions for presentations about events, experiences, and personal interests.









Levels IV-VIII High School Credit Courses that are applicable to all three language types:

IH.CLL.3.2 Use the language to provide and support personal viewpoints and opinions.

IH.CLL.3.3 Use detailed narratives, descriptions and explanations about familiar and unfamiliar topics to give spoken and written presentations.

IH.CLL.3.4 Implement consistent pronunciation and appropriate voice inflection in spoken

49


communication. alphabetic, logographic and visual.


IH.CLL.4.1 Identify dialectical differences in media from various cultures.










IH.CLL.4.2 Evaluate texts and presentations for cultural viewpoints, values, and bias.




IH.COD.1.1 Understand how to take an active part in discussions about a variety of familiar academic topics in complicated settings.


Interpersonal Communication is not a

Assessment Examples needed for: Grades 3-5, 6-8 and 9-

12 Dual


FLES/Early Start

50


component of Classical Language Programs.



programs 6-8 Continuing



IH.COD.1.2 Understand how to communicate detailed, factual information in academic situations.

IH.COD.1.3 Understand how to ask and answer questions related to academic pursuits and career interests.


IH.COD.2.1 Understand extended discussions or lectures involving a combination of familiar and unfamiliar academic topics, live or via media.




12 Dual Language/Immersion programs






IH.COD.2.2 Understand detailed, factual information from many different types of academic texts and resources that contain unfamiliar vocabulary.


IH.COD.3.1 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic topics.



12 Dual


FLES/Early Start

51


School Credit Courses Language/Immersion programs


programs 6-8 Continuing



IH.COD.3.2 Summarize personal views related to academic content with supporting details.

IH.COD.3.3 Explain familiar and new concepts related to other academic content areas using detailed descriptions and narratives.

IH.COD.3.4 Use readily available technology tools and digital literacy skills to present academic information in the target language.


IH.COD.4.1 Understand how geography and history impact the development of global culture and civilization.










IH.COD.4.2 Analyze the target culture and its civilizations in terms of how products, perspectives, and practices are interdependent.

52

CMT: Communities



IH.CMT.1.1

Carry out extended interactions on familiar and some unfamiliar topics with people from the target culture or communities of learners of the same target language.










IH.CMT.1.2

Use the language to exchange detailed factual information with people from the target culture about familiar and unfamiliar topics, as well as personal views, in complicated situations.


IH.CMT.2.1

Extrapolate information about practices, products, and perspectives presented in many different types of texts and media about familiar and unfamiliar topics.









Levels IV-VIII High School Credit Courses that are applicable to all three language types: alphabetic,

IH.CMT.2.2

Understand the meaning of messages on familiar and unfamiliar topics used or displayed in the community or created by peers learning the same target language.

53




IH.CMT.3.1

Use detailed narratives to describe arts, sports, games, and media from the target culture.










IH.CMT.3.2

Use the language in school or community activities related to academic pursuits and career interests.

IH.CMT.3.3

Use the language to analyze the target culture in terms of traditions, activities, viewpoints, and opinions.


IH.CMT.4.1

Explain the influence of the target culture on literature, media, and global concerns.









Levels IV-VIII High School Credit Courses that are applicable to all three language types: alphabetic,

IH.CMT.4.2

Understand the impact of the target culture on contemporary perspectives, practices, and products of the global economy.

54



55

North Carolina Essential Standards World Languages

Note on Numbering:AL – Advanced Low Proficiency Level






AL.CLL.1.1 Understand how to express personal viewpoints on a variety of familiar and unfamiliar topics.





Assessment Examples needed for: Levels V-VIII High


AL.CLL.1.2 Understand how to communicate ideas and information in lengthy conversations.

AL.CLL.1.3 Understand how to ask about, paraphrase, and describe ideas in unfamiliar situations.


AL.CLL.2.1 Understand extended speech on unfamiliar topics, live or via media.




Dual Language/Immersion


School Credit Courses that are applicable to

AL.CLL.2.2 Understand the subtleties and stylistic features of texts on familiar topics.

56


programs all three language types: alphabetic, logographic and visual.

AL.CLL.2.3 Understand how to interpret texts on unfamiliar topics.


AL.CLL.3.1 Create presentations on a variety of topics that are comprehensible to specified audiences.

Assessment Examples needed for: Levels IV-VI High






AL.CLL.3.2 Analyze texts to produce clear and organized summaries of ideas.

AL.CLL.3.3 Use language to modify presentations for some specific audiences.

AL.CLL.3.4 Use accurate pronunciation and appropriate voice inflection in spoken presentations.


AL.CLL.4.1 Compare dialectical differences in media from various target cultures.







AL.CLL.4.2 Compare target culture perspectives in texts and presentations with students’ culture perspectives.


57



AL.COD.1.1

Understand how to participate in lengthy discussions on a variety of familiar and unfamiliar academic topics.







AL.COD.1.2

Understand how to communicate ideas and information about academics and coursework in lengthy conversations.

AL.COD.1.3

Understand how to ask about, paraphrase, and describe discipline-specific ideas in unfamiliar situations.


AL.COD.2.1

Understand detailed information in texts on unfamiliar academic topics.







AL.COD.2.2

Understand the subtleties and stylistic features of texts on familiar academic topics.

AL.COD.2.3

Understand how to interpret texts on unfamiliar academic topics.


AL.COD.3.1

Use language to modify presentations about academic content area topics for some specific audiences.







AL.COD.3.2

Use readily available technology tools and digital literacy skills to present discipline-specific information in the target language.

58



AL.COD.4.1

Contrast the historical views of public and private life in the target culture and its civilizations with world views.







AL.COD.4.2

Identify examples of the target culture and its civilizations in contemporary media and entertainment.

CMT: Communities



AL.CMT.1.1 Use the language in a variety of familiar and unfamiliar situations.







AL.CMT.1.2 Carry out lengthy interactions on familiar and unfamiliar topics with people from the target culture or communities of learners of the same target language.


AL.CMT.2.1 Analyze information about practices, products, and perspectives presented in texts and media about various topics.


School Credit


Dual


School Credit

59


Courses Language/Immersion programs

Courses that are applicable to all three language types: alphabetic, logographic and visual.

AL.CMT.2.2 Understand the meaning of lengthy messages on various topics used or displayed in the community or created by peers learning the same target language.


AL.CMT.3.1 Use the language to share information about a variety of topics with some specific audiences.







AL.CMT.3.2 Use the language in school or community events on familiar and unfamiliar topics.


AL.CMT.4.1 Critique the influence of the target culture in literature, media, and global concerns.







AL.CMT.4.2 Differentiate the effect of events in the target culture’s history on its contemporary perspectives, practices, and products.

60

North Carolina Essential Standards World Languages

Note on Numbering:AM – Advanced Mid Proficiency Level






AM.CLL.1.1 Understand how to engage in extended, complex conversations about concrete, social and professional topics with fluency and flexibility.



Assessment Examples needed for: Grades 9-12 Dual


Assessment Examples needed for: Levels VI-VIII High


AM.CLL.1.2 Understand how to ask and answer questions to solve an unexpected or unfamiliar complication.


AM.CLL.2.1 Analyze extended, complex speeches and lectures for multiple viewpoints and opinions.






School Credit Courses that are applicable to all three language

AM.CLL.2.2 Understand the subtleties and stylistic features of texts on unfamiliar topics.

61


types: alphabetic, logographic and visual.

AM.CLL.2.3 Understand how to interpret long, complex texts.

AM.CLL.2.4 Compare literary and technical writing styles.


AM.CLL.3.1 Create clearly articulated presentations on personal, academic, and professional topics.

No Assessment Examples needed for this proficiency level.





AM.CLL.3.2 Produce clear, well-organized texts for a variety of audiences on concrete, social and professional topics.

AM.CLL.3.3 Use accurate pronunciation and suitable stylistic elements in spoken presentations.

AM.CLL.3.4 Use the language with fluency and flexibility to provide, compare, and support multiple viewpoints and opinions.


AM.CLL.4.1 Use dialectical differences to adapt and give presentations.







AM.CLL.4.2 Produce media for distribution that is culturally responsible and sensitive.

62




AM.COD.1.1 Understand how to engage in extended, complex conversations about concrete, social and professional topics with fluency and flexibility.







AM.COD.1.2 Understand how to conduct or participate in interviews related to academic and professional topics of personal interest.


AM.COD.2.1 Understand multiple viewpoints and opinions in long, complex texts on unfamiliar academic topics.







AM.COD.2.2 Compare technical writing styles relevant to academic and professional topics.


AM.COD.3.1 Use specialized and precise language to design presentations about academic or professional topics.






AM.COD.3.2 Produce clear, well-organized texts related to academic and professional topics appropriate for a variety of audiences.

AM.COD.3.3 Use readily available

63


technology tools and digital literacy skills to present academic and professional information in the target language.


AM.COD.4.1 Explain the influence of the target culture perspectives on products and practices.







AM.COD.4.2 Explain how social and political events affected the perspectives, practices, and products of the target culture.

CMT: Communities



AM.CMT.1.1 Use the language in a variety of situations with fluency and flexibility.







AM.CMT.1.2 Carry out extended, complex interactions on various topics in almost any situation with people from the target culture or communities of learners of the same target language.

Understand words and concepts

AM.CMT.2.1 Evaluate practices, products, and perspectives related to




64


presented in the language.

social and professional topics.

Levels IV-VI High School Credit Courses

Grades 9-12 Dual Language/Immersion programs

Levels VI-VIII High School Credit Courses that are applicable to all three language types: alphabetic, logographic and visual.

AM.CMT.2.2 Understand the meaning of messages on social and professional topics used or displayed in the community.


AM.CMT.3.1 Use the language to share information about concrete, social and professional topics in a variety of settings.






AM.CMT.3.2 Use specialized and precise language in school and community events.


AM.CMT.4.1 Critique the influence of the target culture on global philosophy and professional discourse.







AM.CMT.4.2 Critique the effect of events in the target culture’s history on perspectives, practices, and products of global interest.

65

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