World Languages
Proficiency Document
Level 1
The Salt Lake City School District does not discriminate on the basis of age, color, disability, gender, gender identity, national origin, pregnancy, race, religion, or sexual
orientation in its programs and activities, except where appropriate and allowed by law. The following person has been designated to handle inquiries and complaints
regarding prohibited discrimination, harassment, and retaliation: Kathleen Christy, Assistant Superintendent, 440 East 100 South, Salt Lake City, Utah 84111, (801) 5788251. You may also contact the Office for Civil Rights, Denver, CO, (303) 844-5695.
SLCSD August 2012
LEVEL 1
Theme(s): Communication and Media
Unit: Getting to know each other
Essential Question: How is getting to know a person from a different country different or similar from getting to know somebody from your own country?
INTERPRETIVE/RECEPTIVE
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
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Build vocabulary and make connections between
what they know and what they are learning.
Understand and respond to speech at the
learner’s comprehension level and authentic
speech using resources from textbook(s),
internet (current events), social media, radio,
television, podcasts, songs and film clips, as well
as maps, charts and photographs.
Understand some everyday words, phrases and
questions about me, my personal experiences,
and my surroundings, when people speak slowly
and clearly or there is repetition.
Understand familiar words, phrases, and simple
sentences.
Read and comprehend basic meaning of simple
texts: brochures, surveys, e-mail, blogs, and
websites.
Answer questions about familiar topics and
understand information previously received.
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
SLCSD August 2012
INTERPERSONAL/INTERACTIVE
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…
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
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Ask and answer basic questions to get to
know another person.
Ask and answer basic questions about what
they read/heard about a person.
Discuss and evaluate basic information
about name, age, likes, dislikes, basic
personal information.
Compare/contrast the USA with views in
studied cultures in regards to register
(formal vs. informal), greetings and farewells
in different regions, dialect, and basic
personal information.
PRESENTATIONAL/PRODUCTIVE
Speaking/Writing
Spoken/Written Presentational Communication
Students can…
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

Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Introduce self and others using speaking and
writing skills in a variety of settings (dialogues,
skits, plays, speeches, simulated interviews,
demonstrations, power point presentations,
etc.)
Produce text using a variety of techniques
(poster, informal letter/post card, e-mail, a
blog, website, speech, etc.)
LEVEL 1
Theme(s): Family and Community
Unit: Family Life
Essential Question: How is family life the same or different in other countries?
INTERPRETIVE/RECEPTIVE
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and authentic
speech using resources from textbook(s),
internet (current events), radio, television,
podcasts, songs and film clips, as well as
maps, charts and photographs.
 Read and comprehend a variety of texts:
brochures, surveys, e-mail, magazine
articles, graphics, blogs, and websites.
 Answer questions and restate information.
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
SLCSD August 2012
INTERPERSONAL/INTERACTIVE
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…





Ask and answer questions about family
life.
Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (family unit, chores and
responsibilities, family traditions,
holidays).
Apply personal perspective and describe
their own family life
PRESENTATIONAL/PRODUCTIVE
Speaking/Writing
Spoken/Written Presentational Communication
Students can…
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



Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Describe family life.
Express hopes and desires
Develop speaking skills in a variety of settings
(dialogues, skits, plays, speeches, simulated
interviews, demonstrations, power point
presentations, etc.)
Produce a type of text using a variety of
techniques (pamphlet, poster, informal
letter/post card, personal journal entry,
informational brochure, e-mail, a blog,
website, etc.)
LEVEL 1
Theme(s): Customs & Traditions
Unit: Holidays
Essential Question: How do holidays influence our lives?
INTERPRETIVE/RECEPTIVE
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and authentic
speech using resources from textbook(s),
internet (current events), radio, television,
podcasts, songs and film clips, as well as
maps, charts and photographs.
 Read and comprehend a variety of texts:
brochures, surveys, e-mail, magazine
articles, graphics, blogs, websites,
informational texts, online newspaper
sources, short stories and literary excerpts.
 Answer questions and restate information.
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
SLCSD August 2012
INTERPERSONAL/INTERACTIVE
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…




Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (holidays, traditions,
celebrations, religious and social events,
and art depicting holidays and
traditions).
Apply personal perspective and describe
what they would do in similar
circumstances
PRESENTATIONAL/PRODUCTIVE
Speaking/Writing
Spoken/Written Presentational Communication
Students can…




Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Discuss issue as it affects the world
Develop speaking skills in a variety of
settings (dialogues, skits, plays, speeches,
debates, simulated interviews,
demonstrations, poem readings, power
point presentations, etc.)
Produce a type of text using a variety of
techniques (pamphlet, poster,
advertisement, informal letter/post card,
informational brochure, e-mail, a blog,
website, etc.)
LEVEL 1
Theme(s): Leisure
Unit: Leisure Activities
Essential Question: How do people in different countries use their leisure time?
INTERPRETIVE/RECEPTIVE
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and authentic
speech using resources from textbook(s),
internet (current events), radio, television,
podcasts, songs and film clips, as well as
maps, charts and photographs.
 Read and comprehend a variety of texts:
brochures, surveys, e-mail, magazine
articles, graphics, blogs, websites,
informational texts, online newspaper
sources.
 Answer questions and restate information.
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
SLCSD August 2012
INTERPERSONAL/INTERACTIVE
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…




Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (hobbies, sports,
sporting events, gaming by age group,
gender, social status, etc.)
Apply personal perspective and describe
what they would do in similar
circumstances
PRESENTATIONAL/PRODUCTIVE
Speaking/Writing
Spoken/Written Presentational Communication
Students can…





Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Describe and discuss differences and
similarities concerning leisure activities
Develop speaking skills in a variety of
settings (dialogues, skits, plays, speeches,
simulated interviews, power point
presentations, etc.)
Produce a type of text using a variety of
techniques (pamphlet, poster,
advertisement, informal letter/post card,
personal journal entry, informational
brochure, e-mail, a blog, website, a speech,
etc.)
Synthesize, analyze, hypothesize, and
evaluate through written and oral response.
LEVEL 1
Theme(s): Health
Unit: My healthy body
Essential Question: How can we maintain a healthy body?
INTERPRETIVE/RECEPTIVE
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary (body parts, basic food
items, exercise options) and make
connections between what they know and
what they are learning.
 Understand and respond to speech at the
learner’s comprehension level and authentic
speech using resources from textbook(s),
internet (current events), radio, television,
podcasts, songs and film clips, as well as
maps, charts and photographs.
 Read and comprehend a variety of texts:
brochures, surveys, e-mail, magazine
articles, graphics, blogs, websites,
informational texts, and online newspaper
sources.
 Answer questions and restate information.
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
SLCSD August 2012
INTERPERSONAL/INTERACTIVE
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…





Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (what is a healthy body,
body image, food items, exercise)
Explain the concept, its effects on the
world
Apply personal perspective and describe
what they do to maintain a healthy body
PRESENTATIONAL/PRODUCTIVE
Speaking/Writing
Spoken/Written Presentational Communication
Students can…






Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Describe what will or might be.
Express hopes and desires
Discuss issue as it affects the world
Develop speaking skills in a variety of
settings (dialogues, skits, plays, speeches,
simulated interviews, demonstrations,
power point presentations, etc.)
Produce a type of text using a variety of
techniques (pamphlet, poster,
advertisement, informal letter/post card,
personal journal entry, informational
brochure, e-mail, a blog, website, a speech,
etc.)
LEVEL 1
Theme(s): Science & Technology
Unit: The role of technology in our life
Essential Question: How does technology influence our life?
INTERPRETIVE/RECEPTIVE
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and authentic
speech using resources from textbook(s),
internet (current events), radio, television,
podcasts, songs and film clips, as well as
maps, charts and photographs.
 Read and comprehend a variety of texts:
brochures, surveys, e-mail, magazine
articles, graphics, blogs, websites,
informational texts, and online newspaper
sources.
 Answer questions and restate information.
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
SLCSD August 2012
INTERPERSONAL/INTERACTIVE
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…





Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures
Explain the concept, its effects on the
world
Apply personal perspective and describe
what they would do in similar
circumstances
PRESENTATIONAL/PRODUCTIVE
Speaking/Writing
Spoken/Written Presentational Communication
Students can…






Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Describe what will or might be.
Express hopes and desires
Discuss issue as it affects the world
Develop speaking skills in a variety of
settings (dialogues, skits, plays, speeches,
debates, simulated interviews,
demonstrations, poem readings with
analysis, power point presentations, etc.)
Produce a type of text using a variety of
techniques (pamphlet, persuasive essay,
poster, newspaper article, advertisement, a
letter to a government agency, letter to the
editor, informal letter/post card,
informational brochure, e-mail, a blog,
website, etc.)
LEVEL 1
Theme(s): Global issues
Unit: Places around the world
Essential question: How do our surroundings influence us?
INTERPRETIVE/RECEPTIVE
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning in terms of countries, languages
spoken, as well as words that describe the
environment.
 Understand and respond to speech at the
learner’s comprehension level and authentic
speech using resources from textbook(s),
internet (current events), radio, television,
podcasts, songs and film clips, as well as
maps, charts and photographs.
 Read and comprehend a variety of texts:
brochures, surveys, e-mail, magazine
articles, graphics, blogs, websites,
informational texts, online newspaper
sources.
 Answer questions and restate information.
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
SLCSD August 2012
INTERPERSONAL/INTERACTIVE
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…




Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (countries, languages
spoken, environment/nature)
Apply personal perspective and describe
how their surroundings influence
themselves
PRESENTATIONAL/PRODUCTIVE
Speaking/Writing
Spoken/Written Presentational Communication
Students can…





Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Describe what will or might be.
Express hopes and desires
Develop speaking skills in a variety of
settings (dialogues, skits, plays, simulated
interviews, demonstrations, power point
presentations, etc.)
Produce a type of text using a variety of
techniques (pamphlet, poster, informal
letter/post card, personal journal entry,
informational brochure, e-mail, a blog,
website, etc.).
LEVEL 1
Theme(s): Cultural Diversity / Self Identity
Unit: Diversity and Stereotypes
Essential Question: How does diversity influence our lives?
INTERPRETIVE/RECEPTIVE
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and authentic
speech using resources from textbook(s),
internet (current events), radio, television,
podcasts, songs and film clips, as well as
maps, charts and photographs.
 Read and comprehend a variety of texts:
brochures, surveys, e-mail, magazine
articles, graphics, blogs, websites,
informational texts, online newspaper
sources, short stories and literary excerpts.
 Answer questions and restate information.
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
SLCSD August 2012
INTERPERSONAL/INTERACTIVE
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…




Ask questions about what they
read/heard.
Discuss and evaluate information.
Compare/contrast the USA with views in
studied cultures (stereotypes, language
diversity, religious diversity, population
diversity, and non-verbal
communication)
Apply personal perspective and describe
themselves in terms of diversity
PRESENTATIONAL/PRODUCTIVE
Speaking/Writing
Spoken/Written Presentational Communication
Students can…





Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Describe what will or might be.
Express hopes and desires.
Develop speaking skills in a variety of
settings (dialogues, skits, plays, speeches,
debates, simulated interviews,
demonstrations, power point presentations,
etc.)
Produce a type of text using a variety of
techniques (pamphlet, poster, informal
letter/post card, personal journal entry,
informational brochure, e-mail, a blog,
website, etc.)