Communication Associating with others through language Communities Cultures Using language for selfenjoyment and enrichment Understanding others' customs and traditions Comparisons Reflecting on multiple ways to view our world World Languages Connections Understanding links to other disciplines World Languages Philosophy The Epping School District World Language Program seeks to encourage and support the maximum number of students as they engage in the magnificent adventure of discovering a new language, culture and world vision. During this voyage, students connect their newfound knowledge to other disciplines leading to enriched experiences in their school and community. Goals for World Language We encourage as many students as possible to pursue and master a second language. We expect our students to become proficient in communicating in their target language. We expect our students to develop a deep appreciation of the cultures where the target language is spoken. We encourage our students to share their learning with their classmates, with other students in the school as well as with the wider community. World Language Competencies Communication – Students will demonstrate the ability to communicate in meaningful and appropriate ways with users of other languages. Cultures –Students will gain knowledge and understanding of other cultures by mastering the cultural contexts in which the language occurs. Connections – Students will demonstrate the ability to connect with other disciplines and acquire information that may be unavailable to the monolingual English speaker. Comparisons –Students will develop insight into the nature of language and the concept of culture and realize that there are multiple ways of viewing the world. Communities – Students will demonstrate the ability to participate in multilingual communities at home and around the world in a variety of contexts and in culturally appropriate ways. How do World Language Students Think? Plan o To decide which strategy to use Listen o To gain understanding Infer o To gain a deeper meaning Synthesize o To build upon ideas Reflect o To evaluate and apply the day’s learning activities Is this page about students? Is it repeated in the following page? Does it need to be included? Efficient Language Learning Strategies One of the most frequently used strategies by all second language students is that of MAKING CONNECTIONS: - Refer to one’s native language to identify similarities and differences between the two languages. Another common strategy is that of VISUALIZING: - Create visual models of sentence and grammatical structures. Learners often use the strategy of ASKING QUESTIONS: - Ask how to apply new information and grammatical rules learned. Learners also use MAKING INFERENCES: - Learn to read the foreign language by making predictions, using vocabulary in context, and gaining deeper understanding of the texts. - Use cognates appropriately. Students build upon new ideas by SYNTHESIZING: - Stimulate prior knowledge of native language skills to build upon and create new or similar skills in second language. Finally students IDENTIFY STRATEGIES USED: - Identifying the learning strategies that will help students make conscious decisions about the learning process and the strategies that are best adapted to personal learning styles. World Language Sequence of Topics Levels 1 – 4/5 Area 1: Communication Level 1 1.1 – Interpersonal Communication: Students will be able to: greet others and respond to greetings; share likes and dislikes with each other; make requests; introduce people and respond to instructions; obtain and give information in the present and near future; talk about and describe aspects of target language world (in English) 1.2 – Interpretive Communication: Students will be able to: Follow instructions in target language related to daily classroom activities; Demonstrate an understanding of oral and written statements; Read and listen to descriptions and identify corresponding Level 2 Level 3 Level 4/5 Students will be able to: Students will be able to: Students will be able to: greet others and respond to greeting; share opinions, preferences and feelings with others; make requests and receive information; discuss basic ideas from reading selections, songs and videos from target language cultures; exchange information in the present, past, and near future; give and follow instructions engage in conversation in the presents, past and future; share opinions preferences and feelings; make requests and ask for and comprehend clarification; discuss and share opinions about reading selections, audio, and video from target language cultures; narrate and understand narration in the present, past, and future initiate, engage, and close a conversation; give and understand advice and suggestions; use target language to problem solve in real life situations; explain and support and opinion Students will be able to: Students will be able to: Students will be able to: Follow instructions in target language related to daily classroom activities; Demonstrate an understanding of oral and written statements; Read or listen to short reading selections or oral narratives from target language cultures; Read texts accessible to teenage readers such as: magazines articles, short stories; Listen to level appropriate spoken and recorded materials such as songs and videos Analyze plots, characters and themes in target language literary works such as poetry and short novels; Listen to authentic spoken and recorded materials images and illustrations; Understand simple songs, videos, and brief written or spoken messages Understand information from simple target language materials 1.3 Presentational Communication Students will be able to: Students will be able to: Students will be able to: Students will be able to: Prepare and present short personal descriptions Prepare short announcements such as dates, times and weather Prepare brief reports or original materials Create and present original works on a variety of topics in target language; Prepare, illustrate, and present reports in target language; Dramatize short reading selections in target language. Create and present original works on a variety of topics in target language; Prepare, illustrate, and present reports in target language; Dramatize short reading selections in target language Evaluate, analyze, and critique the content of authentic printed material, video, or dramatic production in target language Area 2 – Cultures Level 1 Level 2 Level 3 Level 4/5 2.1 – Practices of Culture: Students will be able to: Students will be able to: Students will be able to: Students will be able to: Use appropriate gestures and expressions; Identify social customs Observe and use appropriate verbal and non-verbal greetings in conversation; Participate in age appropriate cultural activities; Be aware of the diversity of social customs in the target language world Observe and use appropriate verbal and non-verbal greetings in conversation; Participate in age appropriate cultural activities; Be aware of the diversity of social customs in the target language world; Identify similarities and differences between their own Discuss cultural generalizations; Analyze social, economic, geographic, and historical factors that affect cultural practices in various target language cultures region and one or more target language regions. Discuss cultural generalizations 2.2 – Products of Culture: Students will be able to: Students will be able to: Students will be able to: Students will be able to: Identify and recognize symbols of the target language world; Recognize and experience the products of target language cultures Identify and recognize products reflecting the lifestyles of people in target language world; Recognize contributions from target language cultures in areas such as art, music, film, fashion, science Identify and explore the functions of products reflecting the lifestyles of people in target language world; Explore and discuss contributions from target language cultures in areas such as art, music, film, fashion, science Explore social, economic, political, and scientific institutions of target language cultures; Identify, discuss, and analyze major target language social, political, intellectual and economic contributions Area 3 – Connections Level 1 Level 2 Level 3 Level 4/5 3.1 – Making Connections Students will be able to: Students will be able to: Students will be able to: Students will be able to: Expand their understanding of topics covered in other classes Discuss topics from other school subjects; Read simple articles or view video segments from other school subjects Discuss topics from other school subjects in target language; Read simple articles or view video segments from other school subjects; Read simple articles or view video segments from other school subjects in target language Discuss topics from other school subjects in target language; Read simple articles or view video segments from other school subjects; Read simple articles or view video segments from other school subjects in target language 3.2 – Acquiring Information Students will be able to: Students will be able to: Students will be able to: Students will be able to: Compare and contrast another culture with their own; Recognize target language songs, videos, and texts Read, listen to, and talk about target language folk tales written for young people; Gather information from authentic target language materials Read, listen to, and talk about target language short stories and poems that have been written for young people; Use target language to broaden their knowledge of other subject areas; Gather information from authentic target language materials Use target language to expand their knowledge of other subject areas; Gather and use information from authentic target language materials to produce personal documents Area 4: Comparisons Level 1 Level 2 Level 3 Level 4/5 4.1 – Language Comparisons Students will be able to: Demonstrate an awareness of formal and informal forms of greeting, leave takings, and expressions of politeness in target language; Cite examples of target language words used in English and viceversa; Show awareness of cognates; Identify differences and similarities between the sound and writing systems of English and target language; Recognize the existence of grammatical gender; Recognize differences in word order Students will be able to: Demonstrate an awareness of formal and informal forms of greeting, leave takings, and expressions of politeness in target language; Recognize cognates as well as idiomatic expressions; Demonstrate how English and target language have their critical sound distinctions that must be mastered to communicate meaning; Compare target language grammatical structure to those of English Students will be able to: Accurately use cognates as well as idiomatic expressions; Compare target language and English linguistic elements; Compare target language and English word order Students will be able to: Accurately use rich vocabulary and demonstrate control of structures and idioms; Compare target language and English linguistic elements 4.2 – Cultural Comparisons Students will be able to: Compare common American patterns of interaction with those of target culture societies; Identify differences and significance of gestures; Compare and contrast American v. target culture products Students will be able to: Compare aspects of target language and American daily life such as school schedules, weekend activities, and vacations; Compare and contrast holidays in target language countries to those in the United States Students will be able to: Use target language to compare American and target language cultural practices in areas such as sports, daily life, education, and national holidays. Identify and describe target language qualities of a product, film, work of art, and literature Students will be able to: Use target language to compare American and target language cultural practices in areas such as sports, daily life, education, and national holidays. Describe in detail target language qualities of a product, film, work of art, and literature Level 2 Level 3 Level 4/5 Students will be able to: Perform in target language for a classroom or a larger setting; Communicate in target language in a limited manner with people outside of the classroom Students will be able to: Perform in target language for a classroom or a larger setting; Discuss in target language in a limited manner topics of mutual interest with people outside of the classroom; Explore ways in which target language can be used in the “real world” Students will be able to: Perform in target language for a classroom or a larger setting; Discuss in target language topics of mutual interest with people outside of the classroom; Explore ways in which target language can be used in the “real world” Students will be able to: Participate in typical target language activities and pastimes; Participate in target language celebrations; Appreciate and prepare target language foods Students will be able to: Describe how the study of target language has enriched their lives Students will be able to: Describe how the study of target language has enriched their lives. Participate in target language activity Area 5: Communities Level 1 5.1 – School and Community Students will be able to: Perform in target language for a classroom or a larger setting; Communicate in target language in a limited manner with people outside of the classroom 5.2 – Lifelong Learning Students will be able to: Participate in typical target language activities and pastimes; Participate in target language celebrations; Appreciate and prepare target language foods