Modern Classical Languages Subject Specific Matrices
FRENCH
DESE Subject
Area Standard
FRN
201
FRN
202
FRN
311
FRN
312
FRN
313
FRN
314
FRN
326
FRN
FRN
382
FRN
410
FRN
412
FRN
415
FRN
435
FRN
525
FRN
535
381
1. Linguistics
1.1. high level of
proficiency in the
linguistic
elements of the
target language
system, including
pronunciation
and intonation
(phonology),
grammar
(morphology and
syntax), forms of
discourse,
vocabulary,
culturally and
socially
appropriate
forms of
communication
(socio-linguistics).
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
1.2. recognizing
and explaining
the key
differences in
varieties of the
target language.
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
1.3. recognizing
errors and error
patterns in
examples of the
target language,
such as basic
grammatical
errors,
pronunciation
errors, register,
false cognates,
and idiomatic
expressions.
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
1.4. describing
and explaining
the changing
nature of
language.
x
x
x
2.1. grasping
main ideas and
significant details
from utterances
involving
personal
interests,
activities,
background, and
needs in order to
make appropriate
responses in the
present, past and
future tenses and
in all moods
(indicative,
subjunctive,
conditional, and
imperative).
x
x
x
2.2. exhibiting
phonemic
analysis and
discrimination,
understanding of
idiomatic
expressions,
familiarity with
vocabulary and
structures typical
of conversational
forms of the
target language,
and
comprehension
of relevant
cultural
information
contained in the
spoken material.
x
x
x
2.3. beginning,
sustaining,
closing, and
summarizing
conversations
(e.g., statements
and questions) in
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
2. Language
Proficiency
x
x
a variety of
contexts and on a
variety of topics
(e.g., personal
needs, social
conversations,
and everyday
tasks) and in all
major time
frames and all
moods
(indicative,
subjunctive,
conditional, and
imperative).
2.4.
comprehending
the main ideas,
organization,
details, implied
content, and use
of language in a
variety of
authentic
materials (e.g.,
print and nonprint sources,
news items,
social notices,
periodicals, the
internet,
advertisements,
and literary
texts).
2.5. meeting
basic work
and/or academic
writing needs,
producing
routine social
correspondence,
writing about
familiar topics by
means of
narratives and
descriptions of a
factual nature in
all major tenses
and in all moods
(indicative,
subjunctive,
conditional, and
imperative),
exhibiting
sufficient
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
accuracy and
clarity to be
understood by
native speakers
of the target
language and/or
educated
nonnative
readers of the
language.
3. Culture
3.1. recognizing
and analyzing the
target culture in
its geographical
and historical
contexts.
x
x
x
x
x
x
x
x
x
x
x
x
3.2. describing
relationships
among the
perspectives
(attitudes, values,
and ideas) of the
target culture,
including
patterns of social
interaction and
institutional and
artistic products.
x
x
x
x
x
x
x
x
x
3.3. recognizing
the value and
role of literary
and cultural texts
and using them
to interpret and
reflect upon the
target culture.
x
x
x
x
x
x
x
x
x
3.4. integrating
knowledge of
other disciplines,
such as art,
history,
geography,
literature, into
the target
language
x
x
x
x
x
x
x
x
x
x
x
4. Language
Acquisition
4.1.
understanding
x
x
x
x
x
x
the
developmental
stages and
processes
involved in
second language
acquisition.
4.2. creating a
positive and
supportive
classroom
environment that
emphasizes use
of the target
language and
provides students
with interactive
opportunities
within the target
language,
including targetlanguage input
and opportunities
for negotiation of
meaning.
x
x
4.3. recognizing
second-language
acquisition
theory,
methodology,
and their
relationship to
diverse student
needs and
learning styles.
4.4. explaining
the similarities
and differences
between taught
language and
other languages.
x
x
x
x
x
x
x
x
x
x
x
GR
M
GR
M
GR
M
GR
M
x
GERMAN
DESE Subject
Area
GR
M
GR
M
GR
M
GR
M
GR
M
GR
M
GR
M
GR
M
GR
M
LLT
22
LLT
27
Standard
201
202
311
312
320
325
415
455
465
475
485
525
535
5
1
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
1. Linguistics
1.1. high level
of proficiency in
the linguistic
elements of the
target language
system,
including
pronunciation
and intonation
(phonology),
grammar
(morphology
and syntax),
forms of
discourse,
vocabulary,
culturally and
socially
appropriate
forms of
communication
(sociolinguistics).
x
1.2. recognizing
and explaining
the key
differences in
varieties of the
target
language.
1.3. recognizing
errors and error
patterns in
examples of the
target
language, such
as basic
grammatical
errors,
pronunciation
errors, register,
false cognates,
and idiomatic
expressions.
x
x
x
1.4. describing
and explaining
the changing
nature of
language.
x
x
x
x
x
2. Language
Proficiency
2.1. grasping
main ideas and
significant
details from
utterances
involving
personal
interests,
activities,
background,
and needs in
order to make
appropriate
responses in
the present,
past and future
tenses and in
all moods
(indicative,
subjunctive,
conditional,
and
imperative).
x
x
x
2.2. exhibiting
phonemic
analysis and
discrimination,
understanding
of idiomatic
expressions,
familiarity with
vocabulary and
structures
typical of
conversational
forms of the
target
language, and
comprehension
of relevant
cultural
information
contained in
the spoken
material.
x
x
x
2.3. beginning,
sustaining,
closing, and
summarizing
conversations
(e.g.,
statements and
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
questions) in a
variety of
contexts and on
a variety of
topics (e.g.,
personal needs,
social
conversations,
and everyday
tasks) and in all
major time
frames and all
moods
(indicative,
subjunctive,
conditional,
and
imperative).
2.4.
comprehending
the main ideas,
organization,
details, implied
content, and
use of language
in a variety of
authentic
materials (e.g.,
print and nonprint sources,
news items,
social notices,
periodicals, the
internet,
advertisements
, and literary
texts).
2.5. meeting
basic work
and/or
academic
writing needs,
producing
routine social
correspondenc
e, writing about
familiar topics
by means of
narratives and
descriptions of
a factual nature
in all major
tenses and in
all moods
(indicative,
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
subjunctive,
conditional,
and
imperative),
exhibiting
sufficient
accuracy and
clarity to be
understood by
native speakers
of the target
language
and/or
educated
nonnative
readers of the
language.
3. Culture
3.1. recognizing
and analyzing
the target
culture in its
geographical
and historical
contexts.
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
3.2. describing
relationships
among the
perspectives
(attitudes,
values, and
ideas) of the
target culture,
including
patterns of
social
interaction and
institutional
and artistic
products.
x
3.3. recognizing
the value and
role of literary
and cultural
texts and using
them to
interpret and
reflect upon
the target
culture.
x
x
x
x
x
x
3.4. integrating
knowledge of
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
other
disciplines, such
as art, history,
geography,
literature, into
the target
language
4. Language
Acquisition
4.1.
understanding
the
developmental
stages and
processes
involved in
second
language
acquisition.
x
4.2. creating a
positive and
supportive
classroom
environment
that
emphasizes use
of the target
language and
provides
students with
interactive
opportunities
within the
target
language,
including
target-language
input and
opportunities
for negotiation
of meaning.
x
4.3. recognizing
secondlanguage
acquisition
theory,
methodology,
and their
relationship to
diverse student
needs and
learning styles.
x
x
x
x
x
x
x
4.4. explaining
the similarities
and differences
between taught
language and
other
languages.
x
x
x
x
x
x
SPANISH
DESE
Subject
Area
Standard
SP
N
20
1
SP
N
202
SP
N
205
SP
N
312
SP
N
314
SP
N
320
SP
N
324
SP
N
325
SP
N
326
SP
N
410
SP
N
415
SP
N
450
SP
N
460
SP
N
510
SP
N
525
SP
N
535
1.1. high level
of proficiency
in the linguistic
elements of
the target
language
system,
including
pronunciation
and intonation
(phonology),
grammar
(morphology
and syntax),
forms of
discourse,
vocabulary,
culturally and
socially
appropriate
forms of
communication
(sociolinguistics).
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
1.2. recognizing
and explaining
the key
differences in
varieties of the
target
language.
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
1. Linguistics
1.3. recognizing
errors and
error patterns
in examples of
the target
language, such
as basic
grammatical
errors,
pronunciation
errors, register,
false cognates,
and idiomatic
expressions.
x
x
x
x
1.4. describing
and explaining
the changing
nature of
language.
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
2. Language
Proficiency
2.1. grasping
main ideas and
significant
details from
utterances
involving
personal
interests,
activities,
background,
and needs in
order to make
appropriate
responses in
the present,
past and future
tenses and in
all moods
(indicative,
subjunctive,
conditional,
and
imperative).
x
x
x
2.2. exhibiting
phonemic
analysis and
discrimination,
understanding
of idiomatic
expressions,
familiarity with
vocabulary and
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
structures
typical of
conversational
forms of the
target
language, and
comprehension
of relevant
cultural
information
contained in
the spoken
material.
2.3. beginning,
sustaining,
closing, and
summarizing
conversations
(e.g.,
statements and
questions) in a
variety of
contexts and
on a variety of
topics (e.g.,
personal
needs, social
conversations,
and everyday
tasks) and in all
major time
frames and all
moods
(indicative,
subjunctive,
conditional,
and
imperative).
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
2.4.
comprehendin
g the main
ideas,
organization,
details, implied
content, and
use of language
in a variety of
authentic
materials (e.g.,
print and nonprint sources,
news items,
social notices,
periodicals, the
internet,
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
advertisements
, and literary
texts).
2.5. meeting
basic work
and/or
academic
writing needs,
producing
routine social
correspondenc
e, writing
about familiar
topics by
means of
narratives and
descriptions of
a factual
nature in all
major tenses
and in all
moods
(indicative,
subjunctive,
conditional,
and
imperative),
exhibiting
sufficient
accuracy and
clarity to be
understood by
native speakers
of the target
language
and/or
educated
nonnative
readers of the
language.
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
3. Culture
3.1. recognizing
and analyzing
the target
culture in its
geographical
and historical
contexts.
3.2. describing
relationships
among the
perspectives
(attitudes,
x
x
x
x
x
x
x
values, and
ideas) of the
target culture,
including
patterns of
social
interaction and
institutional
and artistic
products.
3.3. recognizing
the value and
role of literary
and cultural
texts and using
them to
interpret and
reflect upon
the target
culture.
x
x
x
x
x
x
x
x
x
3.4. integrating
knowledge of
other
disciplines,
such as art,
history,
geography,
literature, into
the target
language
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
4. Language
Acquisition
4.1.
understanding
the
developmental
stages and
processes
involved in
second
language
acquisition.
x
4.2. creating a
positive and
supportive
classroom
environment
that
emphasizes use
of the target
language and
provides
x
x
x
x
x
x
x
x
x
x
x
students with
interactive
opportunities
within the
target
language,
including
targetlanguage input
and
opportunities
for negotiation
of meaning.
4.3. recognizing
secondlanguage
acquisition
theory,
methodology,
and their
relationship to
diverse student
needs and
learning styles.
4.4. explaining
the similarities
and differences
between
taught
language and
other
languages.
x
x
x
x
x