K-8 World Languages

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

World Languages K-8

World Languages instruction in the York School Department occurs in grades 7 through 12. Because the Maine Learning Results (parameters of essential instruction) are designed for a Pre-K through grade 12 sequence, the York World Languages curriculum has been aligned to the state's Pre-K through 12 framework to demonstrate the concepts and skillls presented in the 7-12 instructional model. 

*Color-Coded Roman numerals below performance indicators indicate the levels at which instruction occurs.

SUBJECT AREA: World Languages 
GRADE: PreK-2

Content Standards

Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. Communication: Students communicate in the target language.
A.1. Interpersonal
Students engage in simple interactions to provide and obtain information using single words or learned phrases
I                                              
Modern and Classical
a.  Use some culturally and age appropriate courtesy expressions. (L)
Employ culturally appropriate greetings and conversational exchanges.


  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
b.  Participate in brief guided exchanges related to likes and dislikes. (L)
Use learned expressions to ask and answer questions about personal likes and dislikes.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
c.  Make age-appropriate introductions of classmates, family members, and friends.
Introduce classmates, family, and friends using learned expressions.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
d.  Ask and answer simple learned questions. (L)
Ask and answer personal questions for information on weather, school, food, time, sports, activities, friends, etc.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
A.2.  Interpretive
Students comprehend and respond to simple spoken/signed language in a classroom setting.                                 I  
Modern and Classical
a. Respond to simple oral/signed directions, commands, and routine requests in the classroom. (L)
Comprehend and execute target language classroom routines.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
b. Demonstrate comprehension of oral/signed descriptions by identifying people and objects. (L)
Identify people and objects from oral descriptions.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
A.3. Presentational
Students use memorized words or phrases and visuals in short oral/signed presentations.                                     (I-FR/GM) (II- SP)
Modern and Classical
a. Provide simple descriptions of people, places, and objects.
Create and describe a dream house/room or represent and describe our town (FR & GM), or describe objects (SP).
Describe one's family.
Create and present a visual representation of personal interests.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
A.4. Language Comparisons
No performance Indicator
B. Cultures: Students demonstrate an understanding of a culture(s) where the target language is spoken.
B.1. Practices and Perspectives
Students identify and imitate some basic culturally- appropriate practices.
                                                            
I
Modern and Classical
a. Use culturally-appropriate courtesy expressions, and demonstrate greeting and leave-taking.
Use formal and informal speech and gestures appropriately with students and the teacher.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
b. Recognize cultural differences including dress, mealtime practices, gestures, and/or celebrations.
Simulate celebrations and mealtime practices.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
B.2. Products and perspectives
No performance indicator
B.3. Comparisons With Own Culture
No performance indicator
C. Connections: Students expand their knowledge by connecting their study of a language (s) with other content areas.
C.1. Knowledge of Other Content Areas
Students identify basic language connections between the target language and/or a culture(s) where the target language is spoken and other content areas through their study of the target language. (L)                               I
Modern and Classical
a. Identify numbers for counting.
Employ numbers during classroom routines and use appropriate gestures.
  • tests/quizzes
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  • projects
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  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
b. Identify common greetings.
Employ and respond appropriately to greetings, and use appropriate gestures.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
C.2. Distinctive Viewpoints
No performance indicator
D.  Communities:  Students encounter and use the language both in and beyond the classroom for personal enjoyment and lifelong learning.
D.1. Communities
Students include family, friends or peers in activities using the target language.
I                                       
Teach songs, games, and/or simple expressions to family members, friends, and/or younger children.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages



YORK SCHOOL DEPARTMENT

SUBJECT AREA: World Languages GRADES: 3-5 
            

Content Standards

Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. Communication: Students communicate in the target language.
A.1. Interpersonal
Students engage in simple conversations to provide and obtain information using learned phrases and simple sentences
Modern and Classical
a.  Recognize and use appropriate forms of address and courtesy expressions in a variety of situations.  (L)                        II
Recognize and use appropriate forms of address and courtesy expressions in a variety of situations.  
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
b.  Ask and answer simple questions regarding familiar activities                                    II
Ask and answer questions about personal information, weather, school, food, time, sports, activities, friends, etc.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
c.  Give and respond to simple oral/signed directions and commands, and make routine requests in the classroom (L)
                            I
Request permission.
Make commands and respond to directions and commands, as part of the classroom routines.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
Modern only
d.  Participate in brief guided conversations related to needs, interests, likes, dislikes, and states of being.                                     I
Engage in cloze activities, respond to prompts, and role-play.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
e. Express basic agreement and disagreement.
                                 I
Express agreement and disagreement using learned expressions.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
A.2.  Interpretive
Students comprehend and respond to simple signed or spoken and written language in familiar contexts.                              I II
Modern only
a. Comprehend isolated words, phrases and simple sentences in print materials using familiar content. (L)
View and interpret advertisements, menus and other authentic materials.
Identify learned words in simple conversations.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
b. Respond to simple written directions. (L)
Respond to directions on written classroom activities.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
c.  Respond to oral/signed directions, commands, and routine requests. (L)
Respond to oral classroom routines.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
d. Demonstrate comprehension of oral/signed and written descriptions by identifying people and objects. (L)
Identify people and objects from oral descriptions in games and written activities.
Carry out commands.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
Classical only
e. Identify people and objects based on written descriptions.
f. Demonstrate comprehension of simple texts.
A.3. Presentational
Students use phrases and simple sentences in rehearsed signed or oral and written presentations on familiar topics.                     I II
Modern and Classical
a. Write/sign familiar words and phrases, and short messages, descriptions or simple poems.

Create original song, poem, self-description, or informational description, such as weather broadcast.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
Modern only
b. Provide simple signed or oral and written descriptions of people, places, and objects.
Describe family members and pets.
Describe an ideal home or our town.
Describe famous people.
Describe clothing.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
c. Present very simple short plays/skits and/or very simple short written texts.
Present skits and role-plays such as in a restaurant, advice giving, on the telephone, and vacation plans.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
Classical only
d. Read aloud from an adapted text.
A.4. Language Comparisons
Students recognize a variety of similarities and differences between the target language and their own.                          I II
Modern and Classical
a.Recognize word borrowings and cognates among languages.
Identify borrowed words and cognates from everyday life, including maps.

  • tests/quizzes
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  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
b. Recognize differences in the writing systems among languages*
Identify punctuation, capitalization, accents, and spelling differences.
  • tests/quizzes
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  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
c.Recognize some idiomatic expressions of the target language.
Recognize idioms in everyday conversations.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
B. Cultures: Students demonstrate an understanding of a culture(s) where the target language is spoken.
B.1. Practices and Perspectives
Students identify and demonstrate some basic culturally-appropriate practices of daily life.            I II
Modern and Classical
a. Understand and use culturally-appropriate polite requests and courtesy expressions, and demonstrate greeting and leave-taking behaviors in a variety of age-appropriate social situations.
Employ culturally appropriate greetings and conversational exchanges in a variety of social situations.

  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
b. Recognize age-appropriate similarities and differences related to cultural practices of a culture(s) where the target language is spoken. (L)
Compare American cultural practices with those of target language culture(s).
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
B.2. Products and Perspectives
Students identify products of a culture(s) where the target language is spoken.
                         I II
Identify food, clothing, art, traditional artifacts, music, dance, etc., through activities such as singing songs, reading and making recipes, creating art galleries, and dancing.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
B.3. Comparisons With Own Culture
Students compare some common culturally-appropriate products and practices of daily life of a culture(s) where the target language is spoken to those of their own culture.                   I  II
Modern and Classical
a. Compare daily activities of their own lives to daily activities of individuals in a culture(s) where the target language is spoken. (L)
Correspond about daily activities with pen pals, native language or target language speakers.
Create personal schedules from the point of view of a target language perspective.
Create a menu based on authentic menus.
Role-play shopping.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
b. Compare foods, celebrations, dress, and/or dwellings from a culture(s) where the target language is spoken with those of their own culture.
Simulate celebrations and mealtime practices.  
Compare one's ideal house with a house from a target language culture. Compare our town with a French town.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
C. Connections: Students expand their knowledge by connecting their study of a language (s) with other content areas.
C.1. Knowledge of Other Content Areas
Students identify connections between the target language and/or a culture(s) where the target language is spoken and other content areas. (L)           I   II III
Modern and Classical
a.Identify common expressions and traditions.
Identify common expressions, such asGesundheit, and traditions, like the Christmas tree, adopted by our culture.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
b. Identify examples of the visual/performing arts.
Label examples of art, music, and/or dance from the target language cultures.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
c. Identify products important to livelihood of the people.
Recognize major products from the target culture(s).
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
d. Identify the earth's major geographical features.
Label the geographic features of target language regions or countries.
  • tests/quizzes
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  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
C.2. Distinctive Viewpoints
Students recognize some distinctive viewpoints available only through sources from the target language and associated culture(s).                        IV V
Modern and Classical
a. Identify examples of simple narrative selections from a culture(s) where the target language is spoken.
Recognize authors and/or cultural perspectives in literature and media.
  • tests/quizzes
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  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
Classical only
b. Identify information about the Roman/Greek world by reading passages with culturally authentic settings. (L)
D.  Communities:  Students encounter and use the language both in and beyond the classroom for personal enjoyment and lifelong learning.
D.1. Communities
Students demonstrate understanding and use of the target language and their knowledge of a culture(s) where the target language is spoken through community involvement.
Modern and Classical
a. Demonstrate use of oral/signed and /or written forms of the target language with family, friends, or peers. (L)
II
Teach songs, games,  and simple expressions to family members, friends, or younger children.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
b. Participate in activities using the target language which can benefit the school or broader community. (L)
II III IV V
Participate in World Languages Week and/or in the teach-ins on current issues.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
c. Ask questions and share knowledge about various aspects of a culture(s) where the target language is spoken that demonstrate an interest in the target language and an associated culture(s).          
Query guest speaker(s) and exchange students in the target language, when possible.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages
d. Access various aspects of a culture(s) where the target language is spoken available through online resources or in the community. (L)
II III IV
Research cultural aspects through Web Quests and Internet searches.
  • tests/quizzes
  • common assessments
  • projects
  • performances
  • displays
  • presentations
  • recitations
  • teacher observations
  • teacher checklists
  • rubrics
  • group projects
  • student-student interviews teacher-student interviews
  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages



YORK SCHOOL DEPARTMENT

SUBJECT AREA: World Languages GRADES: 6-8 
  

Content Standards

Performance Indicators
Instructional Practice
Student Outcomes
Assessment Tools
Reporting Tools
A. Communication: Students communicate in the target language.
A.1. Interpersonal
Students engage in simple conversations to provide and obtain information , and to express feelings and emotions by creating simple sentences and/or strings of sentences.  Modern Language students use pronunciation and intonation patterns, or appropriate facial expressions and non-manual markers (ASL) that are comprehensible to speakers accustomed to interacting with language learners.
Modern and Classical
a.  Ask and answer a variety of questions on familiar topics using sign language or orally and in writing.
II
Structure questions and responses on topics such as personal information, family, friends, school, sports and activities, preferences, and meals.
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Modern only
b.  Participate in conversations on a variety of everyday topics and to meet personal needs. (L)
II
Engage in short conversations regarding topics such as personal information, family, friends, school, sports & activities, preferences, and meals.
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c. Give and respond to directions and commands using sign language or orally and in writing. (L)            
II III
Construct directions, recognize directions and commands, and locate specific areas based on directional vocabulary. (G)
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Classical only
d. Exchange information in writing about familiar topics. (L)


A.2.  Interpretive
Students comprehend and respond to brief conversations, narratives, and recorded material in familiar contexts.
Modern and Classical
a. Demonstrate comprehension of short narrative texts. (L)
II
Summarize and/or complete short response items to demonstrate understanding of ads, letters, directions, and short pieces of text.
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Modern only
b. Identify main ideas, topics, and some details from simple signed or oral and written texts or passages. (L)     
II
Identify  the main ideas, topics, and some details from simple texts or passages by summarizing or completing short response items.
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Classical only
c. Identify main ideas, topics, and some details from simple written texts.


A.3. Presentational
Students use simple sentences and strings of simple sentences to produce short signed or oral and written presentations based on familiar topics with some accuracy in form and pronunciation.
Modern only
a. Write/sign messages using a prescribed, culturally appropriate format. (L)                           
I  II
Produce simple journal entries, notes, letters, schedules, and report cards.
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b. Produce and present simple creative works using sign language or orally and in writing.
II
Design, create, and present children's books, films and podcasts using media technology, catalogues, flyers, comic strips and stories.
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c. Convey personal preferences or information pertaining to everyday life using sign language or orally and in writing (L)                           
II
Create and present collages, podcasts. or videos about likes and dislikes,  preferences and personal information pertaining to everyday life.
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Classical only
d. Create written products based on a given topic. (L)


e. Read aloud from adapted texts with appropriate intonation and pronunciation. (L)


A.4. Language Comparisons
Students compare the target language with their own language in order to better understand language systems.
Modern and Classical
a.Compare basic grammatical structures and syntax between languages. (L)
II
Identify similarities and differences between English and the target language grammatical structures and syntax, employing Venn diagrams, charts, and English texts to compare grammatical structures and syntax.
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b. Compare idiomatic expressions between languages. (L)
II
Interpret the culturally significant meanings of idiomatic expressions in the target language and demonstrate understanding by using dictionaries to illustrate idioms.
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c. Compare pronunciation systems between languages.* (L)
II

Recite the target language alphabet and compare the sounds to English.
Spell words and write words dictated using the target language alphabet.

Participate in pronunciation games, drills, and activities (all)
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d. Recognize that there are regional and/or historical variations in spoken/signed language.
II III IV V
Recognize regional and historical variations in language and dialect experienced through films, videos, music, and listening comprehension activities.
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e. Recognize connections between languages through the identification of cognates. (L)
II
Recognize cognates as a reading strategy.
Complete a cognate scavenger hunt or searches.

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B. Cultures: Students demonstrate an understanding of a culture(s) where the target language is spoken.
B.1. Practices and Perspectives
students describe perspectives of a culture(s) where the target language is spoken.
Modern and Classical
a. Describe examples of beliefs common to a culture(s) where the target language is spoken. (L)
III IV V

Discuss societal values and beliefs of the target language culture(s) and compare them to American ones.
Match the belief(s)/values to the target language culture(s).
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b. Describe attitudes common to a culture(s) where the target language is spoken. (L)
II III







Identify practices:  meals, school systems, social interactions, daily schedules, holidays, religions, and formality and familiarity.
Interpret perspectives such as the importance of family and community and how different language communities show respect for others.

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c. Describe common similarities and differences related to practices of a culture(s) in which the target language is spoken.
II III
Compare and discuss cultural similarities and differences, using a Venn diagram or other graphic organizer.
Share and discuss cultural anecdotes.
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B.2. Products and Perspectives
Students identify objects used in daily life, works of art or historical artifacts that reflect the perspectives of a culture(s) where the target language is spoken.
                                       
I  II III IV V
Identify everyday objects, works of art, monuments,  buildings, or other historical artifacts; state underlying cultural perspective(s).
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B.3. Comparisons With Own Culture
Students compare perspectives related to products and practices of a culture(s) where the target language is spoken to their own cultural perspectives.
Modern and Classical
a. Explain how verbal and non-verbal communication in a culture(s) where the target language is spoken differs from the students' own culture.  (L)    
II III
Integrate and explain culturally appropriate gestures with the target language in classroom routines, movies, skits, assessments, and other classroom activities.
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b. Recognize contributions of a culture(s) where the target language is spoken to life in the United States including foods, celebrations, dress and/or architecture.
II III IV V


Recognize the influences and differences of the target language culture(s) in foods, celebrations, dress, art, architecture, and people.
Prepare traditional food, clothing, and/or presentations of famous people of the target culture(s).
View target language media & discuss cultural contributions.
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C. Connections: Students expand their knowledge by connecting their study of a language (s) with other content areas
C.1. Knowledge of Other Content Areas
Students apply information acquired in other content areas to further their knowledge and skills in the target language.       
II III IV
Modern and Classical
a.Use the writing process learned in English Language Arts when writing for the target language class.* (L)


Produce journals, responses, movie scripts, comic strips, letters, ads, commercials,  catalogues, etc., employing strategies from English Language Arts such as brainstorming, rough drafts, editing, etc.

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b. Apply research skills to further their knowledge in the target language.
Research online through simple searches and WebQuests.

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c. Apply knowledge from other content areas including literature, social studies, science and technology, and/or the visual and performing arts to tasks in the language classroom. (L)
Employ prior knowledge such as the metric system, geography, time, math, and technology to explore the target language.
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C.2. Distinctive Viewpoints
Students locate resources and identify ideas about a culture(s) where the target language is spoken, available only through sources in the target language and associated cultures(s).   
                                                              IVV
Modern and Classical
a. Access media or other authentic sources from the target language and a culture(s) where the target language is spoken to gain information and identify a cultural perspective different from the students' own viewpoints.
Analyze and interpret media, (i.e., flyers, movies, television, websites) in the target language.
Compare viewpoints of the target language with those of their own.
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D.  Communities:  Students encounter and use the language both in and beyond the classroom for personal enjoyment and lifelong leaning.
D.1. Communities
Students use their knowledge of the target language to communicate with target language speakers to obtain information on familiar topics, and to gain understanding of diverse culture(s).
Modern and Classical
a. Participate in and recount school/community events related to the target language or associated culture(s). II

Plan, research, prepare, and create  a cultural dish for a school-wide International Luncheon celebrated during World Language Week.. (YMS)

Participate in World Languages Week and in the teach-ins on current issues. (YHS)
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b. Identify community and online resources useful for research in the target language or associated culture(s).                                      II
Research online through simple searches and Web Quests.
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c. Communicate with students of the target language.
II III IV V

Engage in conversations in the target language with guests, peers,  or others in school, on field trips, in the community, and/or on vacation.

Share movies or other student products with other students or language speaking communities.

Create products of the target language to share with other classes or other language speaking communities.
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d. Describe language skills and cultural insights gained through real or virtual travel.
                       
III IV V
Summarize and reflect on experiences through discussions, evaluations, presentations, and/or scrapbooks.

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YORK SCHOOL DEPARTMENT

SUBJECT AREA: World Languages GRADES: 9-12

Content Standards

Performance Indicators
Instructional Practice
Student Outcomes
Assessment Tools
Reporting Tools
A. Communication: Students communicate in the target language..
A.1. Interpersonal
Students express their own thoughts and opinions about familiar topics and elicit the thoughts and opinions of others by using strings of sentences and/or short paragraphs.  Students of modern languages  use pronunciation and intonation patterns or use appropriate non-manual markers (ASL), which would be comprehensible to a native speaker accustomed to interacting with language learners.
                                                       
III IV
Modern only
a.  Interact in a variety of social situations including formal and informal personal exchanges and/or phone inquiries.
Write and perform skits, or role-play social situations such as telephone calls, store purchases, restaurant scenes, and asking for directions.
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  • My Passion Project - Interview
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  • World Languages
b.  Provide and exchange detailed information on familiar topics, orally or in sign language, and in writing.
Generate questions and construct answers (family, friends, past-times, vacations, school subjects and activities, health, preferences, meals).
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c.  Describe and explain states of being, orally or in sign language,  and in writing.
Distinguish between states of being & states of mind by using the appropriate verb(s).
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d.  Express agreement and disagreement, orally or in sign language, and in writing, supporting opinions with simple reasoning.
Engage in discussions, debates, and conversations using idiomatic expressions.
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Classical only
e. Exchange information in writing on identified topics.
A.2.  Interpretive
Students comprehend  conversations, narratives, and recorded material in familiar contexts that are longer and/or more complex than those in the 6-8 grade span.     
For classical languages only, the 9-12 indicators may be accomplished in the target language or English.
                                                      
 IV V
Modern and Classical
a. Identify main ideas, topics and specific information in a variety of authentic written/signed materials.
Comprehend and respond to letters, ads, literature, websites, news articles, directions, etc.
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Modern only
b. Identify main ideas, topics, and specific information in authentic films.
Comprehend and respond to films, film clips, and/or spoken narratives.  
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c.  Identify main ideas, topics and specific information in a variety of authentic oral/signed materials.
Predict, analyze, and interpret main ideas and details.
Discuss topics and summarize.
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Classical only
d.  Interpret the author's use of literary devices evident in prose and poetry.
A.3. Presentational  
Students express their own thoughts to describe and narrate in oral/signed and written presentations using strings of sentences and/or short paragraphs and with sufficient accuracy in form and pronunciation that could be understood by native speakers accustomed to interacting with language learners.          
                                                      
III IV V
Modern and Classical
a.  Read authentic passages aloud with appropriate pronunciation, phrasing, and intonation.
Read literature, newspaper articles, or Internet information out loud to the class or a partner.
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Modern only
b.  Relate a story about a personal experience or event orally or in  sign language.
Give a speech with visuals, prepare a podcast or create a digital story on a personal collection, a vacation, a passion, and/or record an oral presentation, like a radio ad, debate, or speech.
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c.  Paraphrase and/or summarize texts orally or in sign language, and in writing using a presentational format.
Create news articles, interviews, fairy tales, legends, condense authentic texts, and/or use literary circles when discussing texts.
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d.  Write/sign brief narrative compositions and expository/informational compositions.
Write a Wikipedia entry or informational compositions about cultural topics such as poetry, authors, artists, historical events, or holidays.
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e.  Give oral/signed presentations on familiar subjects related to a culture(s) in which the target language is spoken.
Give speeches or participate in discussions about cultural topics such as holidays, artists, etc.
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  • World Languages
Classical only
f. Paraphrase and/or summarize texts orally or in writing in a presentational format using the target language or English.
A.4. Language Comparisons
Students use their understanding of the nature of language to enhance their communication in the target language.
For both modern and classical languages, indicators may be accomplished in the target language or English.
                                                   
III IV V         
Modern and Classical
a.Compare a variety of grammatical structures and syntax between languages.
Compare syntax and structures such as reflexive verbs, commands, object pronouns, subjunctive mood, and articles.
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  • World Languages
b. Identify examples of vocabulary, in both languages, that do not translate directly from one language to another.

Identify cognates and false cognates.
Create mnemonic devices.
Brainstorm and produce idiomatic expressions in the target language.
Apply the recognition of cognates as a reading strategy.

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c. Use idiomatic expressions and/or Proverbs in the target language.
Use idiomatic expressions in classroom interactions, recordings, written work.
Identify idiomatic expressions in authentic texts.
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  • World Languages
d. Identify examples of vocabulary (in English and the target language) that convey different meanings in different contexts.
Discuss variations in meaning of vocabulary used in different contexts from English and the target language.
Use appropriate vocabulary in context.
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  • National Honor Society
  • World Languages
B. Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.
B.1. Practices and Perspectives
Students identify and explain how perspectives of a culture(s) are related to cultural practices of a culture(s) in which the target language is spoken.
For classical languages only, indicators may be accomplished in the target language or English.
                                              
III  IV V
Modern and Classical
a. Identify and explain the reason behind significant practices of a culture(s) in which the target language is spoken.
Identify practices:  meals, school systems, social interactions, daily schedules, holidays, religions, and formality and familiarity.
Interpret perspectives such as the importance of family and community and how different language communities show respect for others.
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b. Describe stereotypes associated with perspectives of a culture(s) in which the target language is spoken.
Recognize and discuss cultural stereotypes of target language speakers, as well as stereotypes of American culture.
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c.  Identify differences in cultural practices among peoples that speak the same language.
Compare practices across cultures in authentic texts, films, and other media which relate art, history, and traditions.
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B.2. Products and Perspectives
Students explain how political structures, historical artifacts, literature, and/or visual and performing arts reflect the perspectives of a culture(s) in which the target language is spoken.
For classical languages only, indicators may be accomplished in the target language or English.
                                      
 III  IV V
Read authentic texts, interpret perspectives, and create stories.
Participate in round table discussions speaking from the target language perspective.
Experience dance or other art forms, and explain its cultural perspective.

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B.3. Comparisons With Own Culture
Students explain how products, practices, and perspectives of a culture(s) in which the target language is spoken contribute to the culture in which the student lives.   
For classical languages only, indicators may be accomplished in the target language or English.
                                    
III  IV V
Modern and Classical
a. Identify and compare influential figures from the two cultures.
Research immigrants, artists,
or historical figures, and present their life and importance through oral reports, digital storytelling, or PowerPoint; and participate in a question/answer dialogue or round table discussions.
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  • World Languages
b. Explain the reasons for a variety of similarities and differences between the culture in which the student lives and the culture(s) in which the target language is spoken.
Interpret the why behind products and practices by tracing the contributions to American culture from the target language culture(s); and/or examine waves of immigrants and their assimilation into American culture; discuss the traditions adopted by the American culture.



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Modern only
c.  Use the target language in a manner that would be considered appropriate by native speakers and explain what makes it appropriate communication.
Use formal and informal forms appropriately.
Use the appropriate level of language (slang, familiar, and neutral).
Use appropriate topics for level of familiarity.
Recognize the use of regional differences.
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C. Connections: Students expand their knowledge by connecting their study of a language (s) with other content areas.
C.1. Knowledge of Other Learning Results Content Areas
Students use the target language to enhance their knowledge of other Learning Results content areas.
For classical languages only, indicators may be accomplished in the target language or English.
                                                    

I II III IV V
Modern and Classical
a. Provide examples of grammatical knowledge acquired in the target language that are used to achieve a better understanding of grammatical structures in English.
Identify and label parts of speech and verb tenses.
Compare word order.
Utilize a dictionary (target language and English).

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b. Provide examples of information gathered through target language resources that are applied in other Learning Results content areas.
Research traditional customs, arts, foods, and history from target language speaking regions using the Internet and print sources.
Create and/or view video and PowerPoint presentations.
Discuss various events of historical significance (e.g., immigration, war),
Discuss nuances of cultural meaning from literary texts.
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  • awards
  • National Honor Society
  • World Languages
C.2. Distinctive Viewpoints
Students locate authentic resources and describe ideas about the target language and associated culture(s) that are available only through sources in the target language.  
For classical languages only, indicators may be accomplished in the target language or English.
                                                         
IV V
Modern and Classical
a. Interpret short prose, poetry or plays in the target language that reflect the culture(s) in which the target language is spoken and make connections to the viewpoints of the culture associated with the target language(s).

Read and experience authentic literature or songs; interpret and comprehend the cultural viewpoint(s).
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  • National Honor Society
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b.  Locate selected magazines, newspapers, authentic entertainment media and electronic media in the target language and use these media as the basis for describing the viewpoints of the culture associated with the target language(s).
Read news articles or view  news programs from target language regions.
Discuss and compare the news broadcasts' format, content, and commercials from the target language regions and the U.S.    
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c.  Locate selected magazines, newspapers, authentic entertainment media and electronic media in the target language and describe viewpoints of a culture(s) in which the target language is spoken.
Listen to or watch contemporary media and/or films in the target language; identify & discuss cultural viewpoint(s).
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  • National Honor Society
  • World Languages
D.  Communities:  Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.
D.1. Communities
Students demonstrate and understanding and use their  knowledge of the target language to communicate with target language speakers and to understand the importance of culture and language in the 21st century.
For classical languages only, performance indicators may be accomplished in the target language or in English.
                                              
IV  VI
Modern and Classical
a. Interact with people, either in the community or online, who use  the target language in their professions.
Communicate with target language speakers in the fields of travel, health care, hospitality, and commerce.

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b. Independently access a variety of target language sources for one's own entertainment or enrichment.
View films, listen to music,
attend performances, and/or research in target language.
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  • National Honor Society
  • World Languages
c. Explain how personal, educational, and career opportunities are expanded and enhanced by knowledge of the target language and associated culture(s).
Relate anecdotes.
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Modern only
d. Communicate with target language speakers using the target language.

Converse with exchange students, guest speakers & pen pals.
Converse with target language speakers through travel and work experiences.
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  • parent conferences
  • power school
  • teacher blogs/websites
  • phone calls
  • awards
  • National Honor Society
  • World Languages

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.