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Parsippany-Troy Hills School District
WLA544 – AP Spanish Language & Culture
GRADES 11 - 12
A World Language Course Outline
Approved by the Board of Education
__September 12, 2013_____
Developed: February 1993
Revised: September 1997, August 2009, January 2013
Approved:September 2013
WLA 544 – AP Spanish Language & Culture
Page 2
Table of Contents
MISSION STATEMENT ............................................................................................................................................................................................................................................. 3
RATIONALE ................................................................................................................................................................................................................................................................. 4
THE LIVING CURRICULUM .................................................................................................................................................................................................................................... 5
AFFIRMATIVE ACTION ........................................................................................................................................................................................................................................... 5
GENERAL GOALS ....................................................................................................................................................................................................................................................... 6
CURRICULUM THEMES AND SUGGESTED CONTEXTS ................................................................................................................ Error! Bookmark not defined.
COURSE PROFICIENCIES AND GRADING PROCEDURES ........................................................................................................................................................................... 9
I.
GLOBAL CHALLENGES ................................................................................................................................................................. Error! Bookmark not defined.
II.
SCIENCE AND TECHNOLOGY ............................................................................................................................................................................................................... 17
III.
FAMILIES AND COMMUNITIES .......................................................................................................................................................................................................... 18
IV.
BEAUTY AND AESTHETICS .................................................................................................................................................................................................................. 20
V.
CONTEMPORARY LIFE ........................................................................................................................................................................................................................... 22
VI.
PERSONAL AND PUBLIC IDENTITIES.............................................................................................................................................................................................. 23
BIBLIOGRAPHY ....................................................................................................................................................................................................................................................... 24
APPENDIX A
SAMPLE AUTHENTIC ASSESSMENT ....................................................................................................................................................................... 26
AUTHENTIC ASSESSMENT 1 ............................................................................................................................................................................................................................. 27
AUTHENTIC ASSESSMENT 2 ............................................................................................................................................................................................................................. 28
AUTHENTIC ASSESSMENT 3 ............................................................................................................................................................................................................................. 29
APPENDIX B
Rubrics................................................................................................................................................................................................................................ 30
APPENDIX C
STUDENT SELF REFLECTION .................................................................................................................................................................................... 34
APPENDIX D
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR WORLD LANGUAGES .................................................................... 37
APPENDIX E NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR TECHNOLOGY .................................................................................. 94
Page 3
WLA 544 – AP Spanish Language & Culture
MISSION STATEMENT
In an increasingly interdependent world, teachers, school administrators and curriculum supervisors must cooperate in preparing students for world
citizenship. The ability to communicate in languages other than English, as well as to understand other customs, traditions and points of view are
important components of a global perspective. Fostering that ability is the special responsibility of World Language teachers. Communication skills
in a language other than English provide an understanding of the culture and peoples of the world. The World Language Program of Parsippany-Troy
Hills believes that second language proficiency is an important component in the education of today’s students as they prepare for a productive and
rewarding life. The main goals of today’s World Language classroom, therefore, are first the acquisition of the ability to communicate in everyday
situations and the workplace and second, an awareness of the many cultures of the Spanish-speaking world.
In addition to the practical application of communication skills, the benefits derived from the study of a second language are many and contribute to
the attainment of our goals for elementary and secondary education by:
 fostering a sense of humanity and friendship
 increasing a student’s adaptability to different environments and modes of acting and thinking
 developing an understanding of thinking patterns, cultures and social institutions of other peoples
 giving insights into the human mind and language itself
 preparing students for a world in which nations and peoples are increasingly interdependent
 developing skills and habits that are inherent in the learning process and that result in creative inquiry, critical thinking and self-reflection
 helping students to be empathetic by increasing their sensitivity to and understanding of the language, values, customs and traditions of
others
 enabling them to discover and examine their own personal values
 being an additional asset to professional advancement
This course was developed as a result of the revised AP Spanish Language & Culture course and exam released by the College Board.
Page 4
WLA 544 – AP Spanish Language & Culture
RATIONALE
The World Languages Program of Parsippany-Troy Hills is a sequential grade 6-12 program that is based upon specific proficiencies that were
developed as a result of a national movement that, in turn, became the basis for the proficiencies and standards agreed upon by the State of New Jersey.
It is to be noted, however, that these proficiencies should not be thought of as the acquisition of specific points of grammar or vocabulary, but as tasks
that the student can accomplish in the language studied. They, in turn, become the foundation upon which we base our scope and sequence of
instruction. The proficiencies are developed through the study of specific topics. The same topic can usually be explored at virtually any level of
proficiency in a spiraling fashion. For example, the topic of “the family” can be discussed differently at various levels of proficiencies. Novice-Mid
students might be able to enumerate the members of their families, but say very little else about them. In the next plateau, the Novice-High speaker,
the student might give a brief description of family members or mention some of their activities or interests, whereas speakers at an Intermediate level
can talk about their family members in detail, recount events that the family shared together, or talk about future plans. At an even more advanced
level, more abstract topics such as societal forces that threaten family life, the issues surrounding family planning, or the role of the family in the target
language might be discussed. Thus, the depth and breadth of the discussion and the precision and sophistication with which it is handled will differ
from one level of proficiency to the next. We are indebted to The American Council of the Teaching of Foreign Languages (ACTFL) and to the State
of New Jersey’s Core Curriculum Content Standards for providing us with their constantly updated criteria upon which to base our expectations.
In addition, the district has drawn up its own sets of proficiencies, specific to certain courses, for the four overlapping linguistic skills of speaking,
listening, reading and writing, and for those skills inherent in second language training that increase efficiency in the workplace. Finally, there is a set
of proficiencies designed as measures of technological literacy.
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WLA 544 – AP Spanish Language & Culture
THE LIVING CURRICULUM
Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can
serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as
implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.
AFFIRMATIVE ACTION
During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race,
religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the
content, the texts and the instruction inherent in this course.
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WLA 544 – AP Spanish Language & Culture
GENERAL GOALS
Parsippany-Troy Hills School District World Languages Curriculum for Level 5 AP Spanish Language & Culture
This course of study is designed for a full-year program. The curriculum is based on six broad instructional themes: Global Challenges, Personal and
Public Identities, Contemporary Life, Science and Technology, Families and Communities, and Beauty and Aesthetics. Each theme overlaps with
multiple tasks in a series of thematic units, providing practice in all modes of communication. The underpinnings of this course are the district’s
proficiencies for the six modes of communication set forth in the College Board course and exam description: Interpretive Reading, Interpretive
Listening, Interpersonal Writing, Interpersonal Speaking, Presentational Writing and Presentational Speaking. These modes are course-specific
elaborations on the Intermediate High to Pre-Advanced proficiency level set out in the New Jersey Core Curriculum Content Standards for World
Languages:
7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret
spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of
other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied
with their own, and participate in home and global communities.
Consistent with the recommendations of the World Languages Curriculum Framework, rather than each step in the language course having a
grammatical structure as its focus, there is an emphasis on increasing proficiency in communication on a variety of familiar and unfamiliar topics
relevant to the student’s personal world and community, and the world community at large. Also fostered, through an increased use of authentic
materials such as magazines, newspapers, communiqués, radio and television broadcasts, podcasts, videos, are an awareness of and knowledge of the
culture of countries where the target language is spoken. Students learn to improve their two-way communication and persuasive writing skills, while
learning the underlying grammatical features and structures that are necessary to make possible developmentally accurate original spoken and written
expression. Thematic units will be designed, adapted or expanded to reflect integrated themes in other content areas such as Language Arts, Science
and Social Studies, Math and the Performing Arts so that students will have the vocabulary to research, read and discuss these topics in the target
language.
The main goal of the curriculum is that students increase confidence in speaking, listening, reading and writing Spanish combined with practice in
utilizing Spanish in a variety of practical and hypothetical activities so that they are prepared for the demands of employment in an increasingly bilingual
workplace. In addition, through personal research and exposure to authentic materials from many different countries, the students will become aware
of the great cultural diversity and richness of the Spanish-speaking world.
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WLA 544 – AP Spanish Language & Culture
APPENDIX A
PARSIPPANY-TROY HILLS WORLD LANGUAGES
AP Spanish Language & Culture Course Themes and Suggested Contexts
I.
GLOBAL CHALLENGES
A.
B.
C.
D.
E.
F.
II.
SCIENCE AND TECHNOLOGY
A.
B.
C.
D.
E.
F.
III.
Economic Issues
Environmental Issues
Philosophical Thought and Religion
Population and Demographics
Social Welfare
Social Conscience
Access to Technology
Effects of Technology on Self and Society
Health Care and Medicine
Innovations
Natural Phenomena
Science and Ethics
CONTEMPORARY LIFE
A.
B.
C.
D.
E.
F.
G.
Education and Careers
Entertainment
Travel and Leisure
Lifestyles
Relationships
Social Customs and Values
Volunteerism
AP Spanish Language and Culture Themes (cont’d.)
WLA 544 – AP Spanish Language & Culture
IV.
PERSONAL AND PUBLIC IDENTITIES
A.
B.
C.
D.
E.
F.
V.
FAMILIES AND COMMUNITIES
A.
B.
C.
D.
E.
F.
VI.
Alienation and Assimilation
Heroes and Historical Figures
National and Ethnic Identities
Personal Beliefs
Personal Interests
Self-Image
Customs and Values
Education Communities
Family Structure
Global Citizenship
Human Geography
Social Networking
BEAUTY AND AESTHETICS
A.
B.
C.
D.
E.
F.
Architecture
Defining Beauty
Defining Creativity
Fashion and Design
Language and Literature
Visual and Performing Arts
Page 8
Page 9
WLA 544 – AP Spanish Language & Culture
PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS
COURSE PROFICIENCIES AND GRADING PROCEDURES
COURSE #: WLA 544
TITLE: AP SPANISH LANGUAGE & CULTURE
IN ACCORDANCE WITH DISTRICT POLICY AS MANDATED BY THE NEW JERSEY ADMINISTRATIVE CODE AND THE NEW
JERSEY CORE CURRICULUM CONTENT STANDARDS, THE FOLLOWING ARE PROFICIENCIES REQUIRED FOR THE
SUCCESSFUL COMPLETION OF THE ABOVE NAMED COURSE.
Students will be able to:
1. engage in the oral exchange of information, opinions, and ideas in a variety of time frames in formal situations.
2. engage in the oral exchange of information opinions, and ideas in a variety of time frames in informal situations.
3. elicit information and clarify meaning by using a variety of strategies.
4. state and support opinions in oral interactions.
5. initiate and sustain interaction through the use of various verbal and nonverbal strategies.
6. understand and use a variety of vocabulary, including idiomatic and culturally appropriate expressions.
7. self-monitor and adjust language production.
8. demonstrate an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, or political).
9. demonstrate knowledge and understanding of content across disciplines.
10. engage in the written exchange of information, opinions, and ideas in a variety of time frames in formal situations.
11. engage in the written exchange of information, opinions, and ideas in a variety of time frames in informal situations.
12. state and support opinions in written interactions.
13. initiate and sustain interaction during written interpersonal communication in a variety of media.
14. demonstrate comprehension of content from authentic audio and/or video resources.
15. demonstrate the purpose of a message and the point of view of its author.
16. identify the distinguishing features (e.g., type of resource, intended audience, purpose) of authentic audio, visual, and audiovisual
resources.
17. demonstrate critical viewing or listening of audio, visual, and audiovisual resources in target culture context.
18. examine, compare, and reflect on products, practices, and perspectives of the target cultures.
19. evaluate similarities and differences in the perspectives of the target cultures and his or her own culture(s) as found in audio, visual,
and audiovisual resources.
20. demonstrate comprehension of content from authentic written and print resources.
WLA 544 – AP Spanish Language & Culture
Page 10
21. demonstrate critical reading of written and print resources in the target cultural context.
22. evaluate similarities and differences in the perspectives of the target cultures and his or her own culture(s) as found in written and
print resources.
23. produce a variety of creative oral presentations (e.g., original story, personal narrative, speech, performance).
24. retell or summarize information in narrative form, demonstrating a consideration of audience.
25. create and give persuasive speeches.
26. use reference tools, acknowledge sources, and cite them appropriately.
27. self-monitor and adjust language production.
28. produce a variety of creative writings (e.g., original story, personal narrative, script).
29. produce persuasive essays.
30. produce expository writing, including researched reports.
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WLA 544 – AP Spanish Language & Culture
GRADING POLICY
WORLD LANGUAGES
GRADES 9-12
HOMEWORK 10%
May include but is not limited to:



Comprehension activities based on
articles and textbook readings
Written Activities
Research
CLASS PERFORMANCE AND
PARTICIPATION 25%
May include but is not limited to:
 Taking notes
 Participating in group activities
 Presenting material orally in class
 Volunteering answers and
demonstrating understanding
 Demonstrating understanding by written
response
 Participating in cultural or guided
conversations
 Working individually and cooperatively
with others to achieve class goals
 Participating in Peer Editing
FORMAL EVALUATION 65%
May include but is not limited to:







Tests
Quizzes
Projects
Formal writing assignments, i.e. essays,
research papers, letters, dialogue,
journals
Formal individual presentations
Formal group presentations
Formal debates
Final Grade – Full Year Course
Full Year Course
 Each marking period shall count as
20% of the final grade
Quarterly Exams
 Quarterly exams shall count as 4% in
marking periods 1 and 3
 Quarterly exams shall count as 6% in
marking periods 2 and 4
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WLA 544 – AP Spanish Language & Culture
APPENDIX B UNITS OF STUDY
UNIT
1
TOPIC
GLOBAL CHALLENGES
Suggested timeframe: 4-6
weeks
2
SCIENCE AND TECHNOLOGY
Suggested timeframe: 3 – 4
weeks
3
FAMILIES AND COMMUNITIES
Suggested Timeframe: 3 -4
weeks
ESSENTIAL QUESTIONS
ENDURING UNDERSTANDINGS
NJCCCS
What environmental, political and social issues
pose challenges to societies throughout the
world? What are the origins of those issues?
What are possible solutions to those challenges?
Understanding of cultural variations in products,
practices and perspectives is necessary in order to
compare the target cultures with the student’s own
culture(s).
7.1.AL.A3
How do developments in science and technology
affect our lives? What factors have driven
innovation and discovery in the fields of science
and technology? What role does ethics play in
scientific advancement?
Attitudes toward science and technology are based
on cultural and historical factors, unique to each
culture.
7.1.AL.A4
7.1.IH.C5
What constitutes a family in different societies?
How do individuals contribute to the well-being
of communities? How do the roles that families
and communities assume differ in societies
around the world?
The definition of and relationship between families
and communities depends on the particular culture
involved.
7.1.IH.C4
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WLA 544 – AP Spanish Language & Culture
UNITS OF STUDY (cont’d.)
TOPIC
4
BEAUTY AND AESTHETICS
Suggested timeframe: 3-4
weeks
5
CONTEMPORARY LIFE
Suggested Timeframe: 4-5
weeks
6
PERSONAL AND PUBLIC
IDENTITIES
Suggested timeframe: 4-5
weeks
ESSENTIAL QUESTIONS
ENDURING UNDERSTANDINGS
How are perceptions of beauty and creativity
established? How do ideals of beauty and
aesthetics influence daily life? How do the arts
both challenge and reflect cultural perspectives?
Society’s concept of beauty causes individuals and
communities to act differently in different cultures.
How do societies and individuals define quality of
life? How is contemporary life influenced by
cultural products, practices and perspectives?
What are the challenges of contemporary life?
People in various societies behave in different ways
based on cultural influence.
How are aspects of identity expressed in various
situations? How do language and culture
influence identity? How does one’s identity
develop over time?
Public and personal identities are similar yet
different across cultures, influenced by the products,
practices and perspectives of each one.
NJCCCS
7.1.IH.C4
7.1.AL.A3
7.1.AL.A5
7.1.AL.B1
7.1.IH.A4
It should be noted that the goals and suggested activities listed below are not intended to be isolated, nor are they in a prescribed order.
Rather, they should be implemented as part of various thematic units that incorporate the six modes of communication, using authentic
resources. As an example, a unit on celebrations might include reading a newspaper article (Interpretive Written), followed by listening to a
podcast (Interpretive Listening) in one lesson, continuing with an on-line discussion forum among students on the topic (Interpersonal
Writing) as a homework assignment. A subsequent lesson might consist of a class debate on the comparison of celebrations among various
cultures (Interpersonal Speaking), which could serve as a formative assessment. The unit might progress with a simulated speech to a group
of exchange students on the differences in celebrations (Presentational Speaking) and conclude with a summative assessment consisting of a
persuasive essay explaining why one country’s celebrations would be more practical to adopt (Presentational Writing).
It is anticipated that the course will be monolingual, both for teachers and students, and will be conducted exclusively in Spanish.
Page 14
WLA 544 – AP Spanish Language & Culture
I
GLOBAL CHALLENGES
Essential Question(s):
What environmental, political and social issues pose challenges to societies throughout the
world? What are the origins of those issues? What are possible solutions to those challenges?
Enduring
Understanding(s):
Understanding of cultural variations in products, practices and perspectives is necessary in
order to compare the target cultures with the student’s own culture(s).
Suggested Timeframe: 4-6 week
PROFICIENCIES/OBJECTIVES
The students will be able to:
1. engage in the oral exchange of
information, opinions, and
ideas in a variety of time
frames in formal situations.
2.
Engage in the oral exchange of
information opinions, and
ideas in a variety of time
frames in informal situations.
Standards
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
The students will:
7.1.AL.B.1
7.1.AL.B.2
7.1.AL.B.5
 participate in a debate on
global warming, comparing
attitudes in Hispanic cultures
with their own.
7.1.IH.B.1
7.1.IH.B.3
8.1.8.A.5
 participate in a guided
simulated conversation based
on the price of gasoline.
7.1.AL.A.1
7.1.AL.A.5
7.1.AL.A.7
8.1.P.E.1
8.1.4.E.1
 discuss recycling efforts in
various Hispanic cultures and
the United States, after reading
an article and listening to a
podcast.
Open-ended questions
Student responses to teacherfacilitated discussion
7.1.IH.C.5
 simulate a press conference
about an Hispanic country’s
efforts to reduce pollution.
Role playing
Oral Activity
Brainstorming
Student participation in group
debate
Continued use of Pronunciation,
grammar structure and
vocabulary
Teacher prepared rubric
Guided conversation
Role playing
AP Test Prep, page 143 to
144
Page 15
WLA 544 – AP Spanish Language & Culture
PROFICIENCIES/OBJECTIVES
The students will be able to:
3. elicit information and clarify
5.
6.
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
The students will:
7.1.AL.B.3
7.1.IH.B.4
8.1.8.A.5
 engage in conversation about
religious customs in Hispanic
countries as compared to their
own culture(s).
Continued use of Vocabulary,
grammar structure and
pronunciation
Combine with
presentational speaking:
compare religious
celebrations
state and support opinions in
oral interactions.
7.1.IH.A.1
7.1.AL.B.1
7.1.AL.B.2
7.1.AL.B.5
8.1.P.E.1
 engage in debate on voter
Student participation in debate
Brain storming
Group discussions
Combine with
presentational speaking:
Compare government
voting procedures and
fraud.
initiate and sustain interaction
through the use of various
verbal and nonverbal
strategies.
7.1.IH.B.4
7.1.IH.B.5
 discuss the reasons for
Student Suggestions
Group conversations
Matching lists
Combine with interpretive
print: Read
unemployment statistic
charts and graphs
understand and use a variety
of vocabulary, including
idiomatic and culturally
appropriate expressions.
7.1.IH.A.2
7.1.IH.A.5
7.1.IH.A.6
 read authentic selection,
Teacher questions and answer;
teacher observation
7.1.AL.A.1
7.1.AL.A.5
7.1.AL.A.7
8.1.P.E.1
8.1.4.E.1
 listen to podcast on scientific
Listening comprehension
Expansion of vocabulary and
expressions in original
statements or questions
Combine with
presentational writing:
Persuasive essay on
benefits of extended life.
meaning by using a variety of
strategies.
4.
Standards
participation in Hispanic
countries and the United
States, following
interpretation of a survey.
varying unemployment rates
in Hispanic countries and the
United States.
“Nosotros, no” and analyze
idiomatic expressions.
attempts to slow aging in rates
and discuss vocabulary and
expressions
Page 16
WLA 544 – AP Spanish Language & Culture
II.
SCIENCE AND TECHNOLOGY
Essential Question(s):
How do developments in science and technology affect our lives? What factors have driven
innovation and discovery in the fields of science and technology? What role does ethics play in
scientific advancement?
Enduring
Understanding(s):
Suggested Timeframe: 3-4
weeks
PROFICIENCIES/OBJECTIVES
The students will be able to:
7. self-monitor and adjust
language production.
8.
9.
Cultural variations in language grammar and structure are necessary to communicate precise
meanings
Standards
7.1.IH.C.1
7.1.IH.C.5
SUGGESTED ACTIVITY
The students will:
 record a two minute cultural
comparison on health care
systems
demonstrate an
understanding of the features
of target culture communities
(e.g., geographic, historical,
artistic, social, or political).
7.1.IH.A.2
7.1.IH.A.5
7.1.IH.B.1
8.1.4.C.1
 discuss in an electronic forum
demonstrate knowledge and
understanding of content
across disciplines.
7.1.IH.A.1
7.1.IH.A.5
7.1.IH.C.3
7.1.IH.C.4
7.1.IH.C.5
 Write an essay comparing
opinions about cloning after
reading related articles
EVALUATION/
ASSESSMENT
TEACHER
NOTES
AP Rubric for Presentational
Speaking
Recording
Combine with interpretive
print and audio (articles)
Correction of grammar and
structure
Combine with persuasive
essay about ethics of
cloning
Written Essay
Brain storming
availability and purpose of
technology to youths in
Hispanic countries and the U.S.
via interpretive reading and
listening
Combine with interpretive
print and audio (articles)
Page 17
WLA 544 – AP Spanish Language & Culture
PROFICIENCIES/OBJECTIVES
The students will be able to:
10. engage in the written
exchange of information,
opinions, and ideas in a variety
of time frames in formal
situations.
Standards
7.1.IH.C.3
7.1.IH.C.4
7.1.IH.C.5
7.1.AL.B.1
7.1.AL.B.3
7.1.AL.B.6
8.1.8.A.5
SUGGESTED ACTIVITY
The students will:
 write a formal letter to the
customer service department
of a technology company
seeking redress for a
malfunctioning product.
write an e-mail message in
response to a job offer in a
chemical laboratory.
EVALUATION/
ASSESSMENT
AP Interpersonal Writing rubric
Formal Letter
AP Interpersonal Writing rubric
Open ended questions
TEACHER
NOTES
Role play agent and
respond to letters
Page 18
WLA 544 – AP Spanish Language & Culture
III
FAMILIES AND COMMUNITIES
Essential Question(s):
What constitutes a family in different societies? How do individuals contribute to the well-being of
communities? How do the roles that families and communities assume differ in societies around the
world?
Enduring
Understanding(s):
Successful communication is knowing how, when and why to convey a message to different audiences.
Suggested Timeframe: 3-4 weeks
CONTENT OUTLINE
The students will be able to:
11. engage in the written
exchange of information,
opinions, and ideas in a
variety of time frames in
informal situations.
Standards
in written interactions.
EVALUATION/
ASSESSMENT
TEACHER
NOTES
 write periodic entries about family
Teacher prepared Rubric
Journal Writing
Use correction codes
 participate in discussions of the
Grammatical structures and
vocabulary use over time
Oral Activity
 discuss and comment on daily
Speaking activity
Pronunciation
Grammar structure
Student responses
The students will:
7.1.IH.C.2
7.1.IH.C.3
7.1.IH.B.1
7.1.IH.A.1
7.1.IH.A.5
8.2.2.E.1
12. state and support opinions
SUGGESTED ACTIVITY
7.1.IH.B.1
7.1.IH.B.3
7.1.IH.B.5
8.1.8.A.5
and club/organization affiliations in
an ongoing journal using a variety of
time frames and structures
meaning of community in an
electronic forum, after reading
articles from selected Hispanic
countries
customs in correspondence with
pen pal from a Spanish speaking
country
Groups.google.com
Office of Education,
Spanish Embassy
Page 19
WLA 544 – AP Spanish Language & Culture
CONTENT OUTLINE
The students will be able to:
13. initiate and sustain
Standards
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
The students will:
7.1.IH.B.1
7.1.IH.B.3
7.1.IH.B.5
8.1.8.A.5
 participate in an electronic
Teacher participation, monitoring
and correction of written
grammatical structures
Groups.google.com
7.1.IH.B.3
7.1.IH.B.4
8.1.P.E.1
comment on a video about the role of
women in certain Hispanic
communities
Class Discussion
Listening Comprehension
Continued use of whole phrase
and not just individual words
http://www.youtube.
com/watch?v=cWoqG0jjv8
15. demonstrate the purpose of
7.1.AL.A.1
7.1.AL.A.2
7.1.AL.C.2
write a reaction paper to a
commentary in the local community
newspaper from a Spanish speaking
country
Teacher prepared Rubric
Written Reaction/Feedback
www.clarin.com
www.elmundo.es
16. identify the distinguishing
7.1.AL.A.1
7.1.AL.A.2
7.1.AL.B.4
7.1.AL.B.1
engage in classroom discussion after
reading a chart detailing student dropout rates in various parts of the world
and listening to a conversation about a
student who dropped out of university
Chart interpretation
Note-taking
Guided conversation
College Board, practice
exam
interaction during written
interpersonal
communication in a variety
of media.
14. demonstrate
comprehension of content
from authentic audio and/or
video resources.
a message and the point of
view of its author
features (e.g., type of
resource, intended audience,
purpose) of authentic audio,
visual, and audiovisual
resources.
discussion forum about policies and
events in school
Page 20
WLA 544 – AP Spanish Language & Culture
IV
BEAUTY AND AESTHETICS
Essential Question(s):
How are perceptions of beauty and creativity established? How do ideals of beauty and aesthetics influence
daily life? How do the arts both challenge and reflect cultural perspectives?
Enduring
Understanding(s):
Society’s concept of beauty causes individuals and communities to act differently in different cultures.
Suggested Timeframe: 3-4 weeks
PROFICIENCY/OBJECTIVE
The students will be able to:
17. demonstrate critical
viewing or listening of
audio, visual, and
audiovisual resource in
target culture context.
18. examine, compare, and
reflect on products,
practices, and perspectives
of the target cultures.
19. evaluate similarities and
differences in the
perspectives of the target
cultures and his or her own
culture(s) as found in
audio, visual, and
audiovisual resources.
Standards
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Listening Comprehension
Activity
Multiple lists
Univision
TVE, Spain
Telefe, Argentina
The students will:
7.1.IH.A.1
7.1.IH.A.2
7.1.IH.B.5
8.1.8.A.5
7.1.IH.A.1
7.1.IH.A.2
8.1.8.A.5
 view television commercials or videos
7.1.IH.B.1
7.1.IH.B.3
8.1.8.A.5
7.1.IH.C.5
7.1.IH.C.4
 engage in a simulated conversation about
AP Rubric
Role playing
 give a two minute oral presentation
7.1.IH.A.1
7.1.IH.A.2
7.1.IH.B.5
8.2.2.B.2
 view two videos on methods to reverse the
Impromptu presentation
Timed presentation
Speaking Activity
AP Rubric
Listening comprehension
Forced-choice & open-ended
Class discussion
about beauty products from different
countries and compare in class discussion
 listen to a podcast about architecture and
answer comprehension questions
proper attire for formal events
comparing a Spanish zarzuela and an
American musical comedy
effects of aging, then compare the reasons
for the differences in a classroom
conversation
Listening Comprehension
Teacher prepared questions
Por siempre joven,
Part I and II, You
Tube
Page 21
WLA 544 – AP Spanish Language & Culture
SUGGESTED ACTIVITY
EVALUATION/
ASSESSMENT
TEACHER
NOTES
 read short story El árbol de oro and answer
Reading comprehension
Teacher prepared questions
Abriendo Paso
Lectura
7.1.AL.A.1
7.1.AL.A.2
7.1.AL.A.4
7.1.AL.B.1
 read an article about beauty pageants and
discuss in an on-line forum their agreement
or disagreement with the author’s point of
view
Monitor and participate in
group discussion
Note-taking
AP Test Prep, page
109
22. evaluate similarities and
7.1.AL.A.1
7.1.AL.A.2
7.1.IH.C.1
 read articles about tattoos in Hispanic
23. produce a variety of
7.1.IH.C.2
7.1.IH.C.4
PROFICIENCY/OBJECTIVE
The students will be able to:
20. demonstrate
comprehension of content
from authentic written and
print resources.
21. demonstrate critical
reading of written and print
resources in the target
cultural context.
differences in the
perspectives of the target
cultures and his or her own
culture(s) as found in
written and print
resources.
creative oral presentations
(e.g., original story,
personal narrative, speech,
performance).
Standards
The students will:
7.1.AL.A.6
comprehension questions
Written Activity
countries and write a comparison, including Teacher prepared rubric
reasons for varying attitudes
put on and narrate a fashion show featuring
different types of clothes from various
cultures
Info-gap (teacher
observation); presentation
of findings with class
discussion
Multiple lists
Google.es
Page 22
WLA 544 – AP Spanish Language & Culture
V
CONTEMPORARY LIFE
Essential Question(s):
How do societies and individuals define quality of life? How is contemporary life influenced by cultural
products, practices and perspectives? What are the challenges of contemporary life?
Enduring
Understanding(s):
People in various societies behave in different ways based on cultural influence.
Suggested Timeframe: 4-5 weeks
PROFICIENCY/OBJECTIVE
The students will be able to:
24. retell or summarize
information in narrative form,
demonstrating a
consideration of audience.
Standards
speeches.
26. use reference tools,
acknowledge sources, and cite
them appropriately.
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Teacher prepared rubric
Written Program Review
Critique
Univision
The students will:
7.1.AL.C.3
7.1.AL.C.5
7.1.AL.A.2
7.1.AL.C.3
7.1.AL.C.5
7.1.AL.A.2
25. create and give persuasive
SUGGESTED ACTIVITY
 write a review of a Spanish language
television program, play or movie
 write a travel folder for American
tourists to a Spanish speaking country,
focusing on different customs,
schedules and foods.
7.1.IH.C.3
7.1.AL.C.2
 give speeches to convince an audience
7.1.IH.C.3
7.1.AL.C.2
 give speeches to convince classmates of
7.1.IH.A.1
7.1.IH.A.2
7.1.IH.C.5
8.1.P.E.1
 research the history and status of the
of the personal and civic benefits of
volunteerism
the importance of studying world
languages in college
siesta and write an expository essay
citing sources
Pamphlet
Teacher prepared rubric
Lists of customs, schedules and
foods
Persuasive Speech
Teacher model followed by
student activity with teacher
observation
Role playing
Persuasive speech
Written Activity
Research information
Teacher prepared rubric
Combine with
interpretive tables,
graphs, etc.
La historia y cultura
de España, La siesta
Page 23
WLA 544 – AP Spanish Language & Culture
8.1.8.A.5
VI
PERSONAL AND PUBLIC IDENTITIES
Essential Question(s): 1. How are aspects of identity expressed in various situations? How do language and culture influence
identity? How does one’s identity develop over time?
Enduring
Understanding(s):
Public and personal identities are similar yet different across cultures, influenced by the products, practices
and perspectives of each one.
2.
Suggested Timeframe: 2-3 weeks
PROFICIENCY/OBJECTIVE
27. self-monitor and adjust
language production.
Standards
7.1.IH.A.8
writings (e.g., original story,
personal narrative, script).
29. produce persuasive essays.
EVALUATION/
ASSESSMENT
TEACHER
NOTES
 peer and self-edit a persuasive
Persuasive essay
Peer editing
AP Rubric
Self-assessment form
essay about the dangers of total
assimilation into society.
7.1.IH.A.8
28. produce a variety of creative
SUGGESTED ACTIVITY
 correct errors in journal entries
about instances of high or low
self-esteem
7.1.IH.C.3
7.1.IH.C.4
7.1.IH.C.5
 write a letter to the editor of a
7.1.AL.A.1
7.1.AL.A.2
7.1.IH.C.1
Read an article and a table on
languages in danger of
extinction and then write a
persuasive essay on why steps
Spanish language newspaper
suggesting that a living or
historical figure be recognized
as a national hero
Journal writing
Teacher prepared rubric
Peer editing
Error correction codes
Written assignment: Letter to
the editor
Teacher prepared rubric
Persuasive writing
Preliminary discussion of
what constitutes a hero
Persuasive essay
AP Rubric
AP Test Prep, page 155
Page 24
WLA 544 – AP Spanish Language & Culture
PROFICIENCY/OBJECTIVE
30. produce expository writing,
including researched reports.
Standards
7.1.AL.A.4
8.1.4.E.1
SUGGESTED ACTIVITY
should be taken to avoid further
loss
 research information necessary
to write a report on Hispanic
identity in the United States
EVALUATION/
ASSESSMENT
TEACHER
NOTES
Brainstorming
Teacher prepared rubric
Informative writing activity
Google.es
BIBLIOGRAPHY
While the text books listed below have been adopted and should be used at times, the vast majority of sources for this course are derived from authentic
publications, newscasts, announcements, podcasts, video broadcasts and other communications found on the Internet. The list below is intended to be
a guide to assist teachers in locating suitable, appropriate sources and is by no means all inclusive.
I
SOURCES
New Jersey Core Curriculum Content Standards for Technological Literacy
New Jersey Core Curriculum Content Standards for World Languages
The American Council for the Teaching of Foreign Language: http://www.actfl.org
II
TEXTBOOKS
Couch, James, Una vez más. New York, New York: Pearson, 2004.
Díaz, José, Abriendo Paso Gramática. New York, New York: Pearson 2005
Díaz, José, Abriendo Paso Lectura. New York, New York: Pearson 2005
III.
SUPPLEMENTAL TEXTBOOK MATERIALS:
Duhl, Jay and Mercado, Felipe. AP Test Prep: Mastering the Spanish Language Exam, Minneapolis, Minnesota: EMC Publishing 2007
IV.
WEBSITES
http://www.rae.es/rae.html (Real Academia Española)
http://www.bbcmundo.com
WLA 544 – AP Spanish Language & Culture
http://www.google.es
http://www.tierramerica.com
http://www.el-mundo.es
http://www.canalplus.es
http://www.cnn.com/espanol
http://www.elmundo.es/index/html
http://www.elpais.com/global
http://www.audiria.com
http://www.univision.com
http://www.prensaescrita.com
http://lanic.uteas.edu/la/region/news/indexesp.html
http://www.unmultimedia.org/radio/spanish
U.N. Radio Broadcasts
Websites (cont’d).
http://www.ver-taal.com
http://www.20minutos.es
http://www.un.org/spanish/News
http://www.cronica.com.mx
http://www.emol.com
http://www.un.org.es/multimedia
http://cienciaes.com
http://www.ecartelera.com/videos
http://www.rtve.es
U.N. News Center
La Crónica de Hoy (México)
El Mercurio
U.N. Podcasts
Page 25
Page 26
WLA 544 – AP Spanish Language & Culture
APPENDIX A
SAMPLE AUTHENTIC ASSESSMENT
WLA 544 – AP Spanish Language & Culture
Page 27
AUTHENTIC ASSESSMENT 1
Cultural Comparison – Art
CURRICULAR THEME:
BEAUTY AND AESTHETICS
OBJECTIVE:
The student will make a comparison of a Spanish speaking culture and his or her own community via a formal oral
presentation
TASK:
You are asked to make a presentation to your art class, which is studying how art reflects a society. As a Spanish AP
student, you are selected by the teacher to make a comparison of how art reflects the culture of a community. In your
presentation, compare your own community to an area of the Spanish-speaking world with which you are familiar.
You should demonstrate your understanding of cultural features of the Spanish-speaking world. You should also
organize your presentation clearly.
PROCEDURE:
Students have four minutes to prepare and plan their presentations, then two minutes to present.
ASSESSMENT:
Teacher evaluation and self-assessment are based on AP Rubric provided by The College Board. See “Rubrics” section.
WLA 544 – AP Spanish Language & Culture
Page 28
AUTHENTIC ASSESSMENT 2
Insurance Claim
CURRICULAR THEME:
CONTEMPORARY LIFE
OBJECTIVE:
The student will respond to a business letter requesting more information, via Interpersonal Writing.
TASK:
You have recently been in an automobile accident. Although no one was hurt, there is damage to the car. You have
notified the insurance company, and you now receive an e-mail message reply asking for more information. Respond
appropriately and provide the requested information. Your reply should include a greeting and a closing ad should
respond to all the questions and requests in the message. In your reply, you should also ask for more details about
something mentioned in the message. Also, you should use a formal form of address.
PROCEDURE:
Students have 15 minutes to read and respond to the e-mail message.
ASSESSMENT:
Teacher evaluation and self-assessment are based on AP Rubric provided by The College Board. See “Rubrics” section.
WLA 544 – AP Spanish Language & Culture
Page 29
AUTHENTIC ASSESSMENT 3
Cell Phones in School
CURRICULAR THEME:
SCIENCE AND TECHNOLOGY
OBJECTIVE:
After reading an article and listening to a broadcast, the student will try to effect a change in policy via Presentational
Writing.
TASK:
As president of your class, it falls on you to write an article for the town newspaper in which you call upon the Board of
Education to allow the use of cell phones during the school day. You must first read the accompanying article and listen
to the broadcast. In your persuasive essay, you should present the sources’ different viewpoints on the topic and then
express your desire for change, defending it thoroughly. Be sure to organize your essay into coherent paragraphs and
pay attention to grammatical accuracy.
PROCEDURE:
Students have six minutes to read the print material followed by the audio. They then have 40 minutes to prepare and
write their formal essay.
ASSESSMENT:
Teacher evaluation and self-assessment are based on AP Rubric provided by The College Board. See “Rubrics” section.
Page 30
WLA 544 – AP Spanish Language & Culture
APPENDIX B
Rubrics
WLA 544 – AP Spanish Language & Culture
Page 31
AP Scoring Guidelines
Interpersonal Writing – Email Reply
5: STRONG
4: GOOD
3: FAIR
2: WEAK
1: POOR
0:
UNACCEPTABLE
Maintains the exchange with a response that is clearly appropriate within the context of the task
• Provides required information (e.g., responses to questions, request for details) with frequent
elaboration
• Fully understandable, with ease and clarity of expression; occasional errors do not impede
comprehensibility
• Varied and appropriate vocabulary and idiomatic language
• Accuracy and variety in grammar, syntax, and usage, with few errors
• Mostly consistent use of register appropriate for the situation; control of cultural conventions
appropriate for formal correspondence (e.g., greeting, closing), despite occasional errors
• Variety of simple and compound sentences, and some complex sentences
• Maintains the exchange with a response that is generally appropriate within the context of the task
• Provides required information (e.g., responses to questions, request for details) with some elaboration
• Fully understandable, with some errors which do not impede comprehensibility
• Varied and generally appropriate vocabulary and idiomatic language
• General control of grammar, syntax, and usage
• Generally consistent use of register appropriate for the situation, except for occasional shifts; basic
control of cultural conventions appropriate for formal correspondence (e.g., greeting, closing)
• Simple, compound, and a few complex sentences
• Maintains the exchange with a response that is somewhat appropriate but basic within the context of
the task
• Provides required information (e.g., responses to questions, request for details)
• Generally understandable, with errors that may impede comprehensibility
• Appropriate but basic vocabulary and idiomatic language
• Some control of grammar, syntax, and usage
• Use of register may be inappropriate for the situation with several shifts; partial control of conventions
for formal correspondence (e.g., greeting, closing) although these may lack cultural appropriateness
• Simple and a few compound sentences
• Partially maintains the exchange with a response that is minimally appropriate within the context of the
task
• Provides some required information (e.g., responses to questions, request for details)
• Partially understandable, with errors that force interpretation and cause confusion for the reader
• Limited vocabulary and idiomatic language
• Limited control of grammar, syntax, and usage
• Use of register is generally inappropriate for the situation; includes some conventions for formal
correspondence (e.g., greeting, closing) with inaccuracies
• Simple sentences and phrases
• Unsuccessfully attempts to maintain the exchange by providing a response that is inappropriate within
the context of the task
• Provides little required information (e.g., responses to questions, request for details)
• Barely understandable, with frequent or significant errors that impede comprehensibility
• Very few vocabulary resources
• Little or no control of grammar, syntax, and usage
• Minimal or no attention to register; includes significantly inaccurate or no conventions for formal
correspondence (e.g., greeting, closing)
• Very simple sentences or fragments
• Mere restatement of language from the stimulus
• Completely irrelevant to the stimulus
• “I don’t know,” “I don’t understand,” or equivalent in any language
• Not in the language of the exam
• Blank (no response)
WLA 544 – AP Spanish Language & Culture
Presentational Writing – Persuasive Essay
5: STRONG
4: GOOD
3: FAIR
2: WEAK
1: POOR
0:
UNACCEPTABLE
Page 32
• Effective treatment of topic within the context of the task
• Demonstrates a high degree of comprehension of the sources’ viewpoints, with very few minor
inaccuracies
• Integrates content from all three sources in support of the essay
• Presents and defends the student’s own viewpoint on the topic with a high degree of clarity; develops a
persuasive argument with coherence and detail
• Organized essay; effective use of transitional elements or cohesive devices
• Fully understandable, with ease and clarity of expression; occasional errors do not impede
comprehensibility
• Varied and appropriate vocabulary and idiomatic language
• Accuracy and variety in grammar, syntax, and usage, with few errors
• Develops paragraph-length discourse with a variety of simple and compound sentences, and some
complex sentences
• Generally effective treatment of topic within the context of the task
• Demonstrates comprehension of the sources’ viewpoints; may include a few inaccuracies
• Summarizes, with limited integration, content from all three sources in support of the essay
• Presents and defends the student’s own viewpoint on the topic with clarity; develops a persuasive
argument with coherence
• Organized essay; some effective use of transitional elements or cohesive devices
• Fully understandable, with some errors which do not impede comprehensibility
• Varied and generally appropriate vocabulary and idiomatic language
• General control of grammar, syntax, and usage
• Develops mostly paragraph-length discourse with simple, compound and a few complex sentences
• Suitable treatment of topic within the context of the task
• Demonstrates a moderate degree of comprehension of the sources’ viewpoints; includes some
inaccuracies
• Summarizes content from at least two sources in support of the essay
• Presents and defends the student’s own viewpoint on the topic; develops a somewhat persuasive
argument with some coherence
• Some organization; limited use of transitional elements or cohesive devices
• Generally understandable, with errors that may impede comprehensibility
• Appropriate but basic vocabulary and idiomatic language
• Some control of grammar, syntax, and usage
• Uses strings of mostly simple sentences, with a few compound sentences
• Unsuitable treatment of topic within the context of the task
• Demonstrates a low degree of comprehension of the sources’ viewpoints; information may be limited or
inaccurate
• Summarizes content from one or two sources; may not support the essay
• Presents, or at least suggests, the student’s own viewpoint on the topic; develops an unpersuasive
argument somewhat incoherently
• Limited organization; ineffective use of transitional elements or cohesive devices
• Partially understandable, with errors that force interpretation and cause confusion for the reader
• Limited vocabulary and idiomatic language
• Limited control of grammar, syntax, and usage
• Uses strings of simple sentences and phrases
• Almost no treatment of topic within the context of the task
• Demonstrates poor comprehension of the sources’ viewpoints; includes frequent and significant
inaccuracies
• Mostly repeats statements from sources or may not refer to any sources
• Minimally suggests the student’s own viewpoint on the topic; argument is undeveloped or incoherent
• Little or no organization; absence of transitional elements and cohesive devices
• Barely understandable, with frequent or significant errors that impede comprehensibility
• Very few vocabulary resources
• Little or no control of grammar, syntax, and usage
• Very simple sentences or fragments
• Mere restatement of language from the prompt
• Clearly does not respond to the prompt; completely irrelevant to the topic
• “I don’t know,” “I don’t understand,” or equivalent in any language
• Not in the language of the exam
• Blank (no response)
WLA 544 – AP Spanish Language & Culture
Interpersonal Speaking – Conversation
5: STRONG
4: GOOD
Page 33
• Maintains the exchange with a series of responses that is clearly appropriate within the context of the
task
• Provides required information (e.g., responses to questions, statement, and support of opinion) with
frequent elaboration
• Fully understandable, with ease and clarity of expression; occasional errors do not impede
comprehensibility
• Varied and appropriate vocabulary and idiomatic language
• Accuracy and variety in grammar, syntax, and usage, with few errors
• Mostly consistent use of register appropriate for the conversation
• Pronunciation, intonation, and pacing make the response comprehensible; errors do not impede
comprehensibility
• Clarification or self-correction (if present) improves comprehensibility
• Maintains the exchange with a series of responses that is generally appropriate within the context of the
task
• Provides required information (e.g., responses to questions, statement, and support of opinion) with
some elaboration
• Fully understandable, with some errors which do not impede comprehensibility
• Varied and generally appropriate vocabulary and idiomatic language
• General control of grammar, syntax, and usage
• Generally consistent use of register appropriate for the conversation, except for occasional shifts
• Pronunciation, intonation, and pacing make the response mostly comprehensible errors do not impede
comprehensibility
• Clarification or self-correction (if present) usually improves comprehensibility
3: FAIR
2: WEAK
1: POOR
0:
UNACCEPTABLE
• Maintains the exchange with a series of responses that is somewhat appropriate within the context of
the task
• Provides required information (e.g., responses to questions, statement, and support of opinion)
• Generally understandable, with errors that may impede comprehensibility
• Appropriate but basic vocabulary and idiomatic language
• Some control of grammar, syntax, and usage
• Use of register may be inappropriate for the conversation with several shifts
• Pronunciation, intonation, and pacing make the response generally comprehensible; errors occasionally
impede comprehensibility
• Clarification or self-correction (if present) sometimes improves comprehensibility
• Partially maintains the exchange with a series of responses that is minimally appropriate within the
context of the task
• Provides some required information (e.g., responses to questions, statement, and support of opinion)
• Partially understandable, with errors that force interpretation and cause confusion for the listener
• Limited vocabulary and idiomatic language
• Limited control of grammar, syntax, and usage
• Use of register is generally inappropriate for the conversation
• Pronunciation, intonation, and pacing make the response difficult to comprehend at times; errors
impede comprehensibility
• Clarification or self-correction (if present) usually does not improve comprehensibility
• Unsuccessfully attempts to maintain the exchange by providing a series of responses that is
inappropriate within the context of the task
• Provides little required information (e.g., responses to questions, statement, and support of opinion)
• Barely understandable, with frequent or significant errors that impede comprehensibility
• Very few vocabulary resources
• Little or no control of grammar, syntax, and usage
• Minimal or no attention to register
• Pronunciation, intonation, and pacing make the response difficult to comprehend; errors impede
comprehensibility
• Clarification or self-correction (if present) does not improve comprehensibility
• Mere restatement of language from the prompts
• Clearly does not respond to the prompts
• “I don’t know,” “I don’t understand,” or equivalent in any language
• Not in the language of the exam
• Blank (no response although recording equipment is functioning)
WLA 544 – AP Spanish Language & Culture
Presentational Speaking – Cultural Comparison
5: STRONG
4: GOOD
3: FAIR
2: WEAK
1: POOR
0:
UNACCEPTABLE
Page 34
• Effective treatment of topic within the context of the task
• Clearly compares the student’s own community with the target culture, including supporting details and relevant
examples
• Demonstrates understanding of the target culture, despite a few minor inaccuracies
• Organized presentation; effective use of transitional elements or cohesive devices
• Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility
• Varied and appropriate vocabulary and idiomatic language
• Accuracy and variety in grammar, syntax, and usage, with few errors
• Mostly consistent use of register appropriate for the presentation
• Pronunciation, intonation, and pacing make the response comprehensible; errors do not impede
comprehensibility
• Clarification or self-correction (if present) improves comprehensibility
• Generally effective treatment of topic within the context of the task
• Compares the student’s own community with the target culture, including some supporting details and mostly
relevant examples
• Demonstrates some understanding of the target culture, despite minor inaccuracies
• Organized presentation; some effective use of transitional elements or cohesive devices
• Fully understandable, with some errors which do not impede comprehensibility
• Varied and generally appropriate vocabulary and idiomatic language
• General control of grammar, syntax, and usage
• Generally consistent use of register appropriate for the presentation, except for occasional shifts
• Pronunciation, intonation, and pacing make the response mostly comprehensible; errors do not impede
comprehensibility
• Clarification or self-correction (if present) usually improves comprehensibility
• Suitable treatment of topic within the context of the task
• Compares the student’s own community with the target culture, including a few supporting details and examples
• Demonstrates a basic understanding of the target culture, despite inaccuracies
• Some organization; limited use of transitional elements or cohesive devices
• Generally understandable, with errors that may impede comprehensibility
• Appropriate but basic vocabulary and idiomatic language
• Some control of grammar, syntax, and usage
• Use of register may be inappropriate for the presentation with several shifts
• Pronunciation, intonation, and pacing make the response generally comprehensible; errors occasionally impede
comprehensibility
• Clarification or self-correction (if present) sometimes improves comprehensibility
• Unsuitable treatment of topic within the context of the task
• Presents information about the student’s own community and the target culture, but may not compare them;
consists mostly of statements with no development
• Demonstrates a limited understanding of the target culture; may include several inaccuracies
• Limited organization; ineffective use of transitional elements or cohesive devices
• Partially understandable, with errors that force interpretation and cause confusion for the listener
• Limited vocabulary and idiomatic language
• Limited control of grammar, syntax, and usage
• Use of register is generally inappropriate for the presentation
• Pronunciation, intonation, and pacing make the response difficult to comprehend at times; errors impede
comprehensibility
• Clarification or self-correction (if present) usually does not improve comprehensibility
• Almost no treatment of topic within the context of the task
• Presents information only about the student’s own community or only about the target culture, and may not
include examples
• Demonstrates minimal understanding of the target culture; generally inaccurate
• Little or no organization; absence of transitional elements and cohesive devices
• Barely understandable, with frequent or significant errors that impede comprehensibility
• Very few vocabulary resources
• Little or no control of grammar, syntax, and usage
• Minimal or no attention to register
• Pronunciation, intonation, and pacing make the response difficult to comprehend; errors impede
comprehensibility
• Clarification or self-correction (if present) does not improve comprehensibility
• Mere restatement of language from the prompt
• Clearly does not respond to the prompt; completely irrelevant to the topic
• “I don’t know,” “I don’t understand,” or equivalent in any language
• Not in the language of the exam
• Blank (no response although recording equipment is functioning)
WLA 544 – AP Spanish Language & Culture
Page 35
WLA 544 – AP Spanish Language & Culture
APPENDIX C STUDENT SELF REFLECTION
Page 36
Page 37
WLA 544 – AP Spanish Language & Culture
STUDENT SELF-EVALUATION: WORK FOLDERS
Autoevaluación - español
Mirando tus trabajos de este cuarto, usa la escala que sigue a continuación para analizar to progreso. Usa los números para indicar tu nivel
de entendimiento en cuanto a las destrezas indicadas.
1. Tengo mucha dificultad y necesito atención privada
2. Comprendo algo, pero los errores repetidos impiden mi progreso. Mi comprensión no está completa y necesito ayuda para mejorarla.
3. Comprensión mediana de la lengua cuando aplico las destrezas a la comunicación. Los errores que cometo se pueden evitar estudiando,
practicando y participando en la clase más.
4. Buena comprensión de los temas estudiados en la clase y buena aplicación de las destrezas. Puedo comunicarme mejor analizando más
cuidadosamente la lengua. Me comunico (hablo, escribo, interpreto) apropiadamente para este nivel.
5. Demuestro dominio para este nivel de los temas estudiados en la clase. Me comunico (hablo, escribo, interpreto) apropiadamente para
este nivel.
Interpretación de texto y comunicación escrita
5___________________________________________________________________________________________________
4_________________________________________________________________________ __________________________
3___________________________________________________________________________________________________
2___________________________________________________________________________________________________
1___________________________________________________________________________________________________
Uso de
Conjugación
Estructura
Comprensión
Ortografía Organización
Claridad de
vocabulario de verbos
de texto/mensaje
de escritura
mensaje
Comunicación auditiva y oral
5
____________________________________________________________________________________________________
__________________________
4
____________________________________________________________________________________________________
__________________________
3
____________________________________________________________________________________________________
___________________________
Para dominar la lengua, puedo . .
2
___estudiar el vocabulario más
___completar todas las tareas
__pedir ayuda
____________________________________________________________________________________________________
___________________________
--corregir el trabajo de la clase
__participar en la clase
__participar activamente
1 __corregir las tareas
__trabajar mejor en los grupos
__trabajar mejor en la clase
____________________________________________________________________________________________________
___________________________
__estudiar las lecciones diariamente __corregir los proyectos
__reflexionar sobre las destrezas
necesarias para tener éxito
STUDENT SELF-EVALUATION (Cont’d.)
WLA 544 – AP Spanish Language & Culture
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Algunas cosas que pienso empezar a hacer son . . .
1. ______________________________________________________________ 3. _____________________________________________
2. ______________________________________________________________ 4. _____________________________________________
Nombre __________________________Cuarto Nº __________________
Formulario de evaluación
¿Cuál ha sido el mayor desafío? ¿Por qué?
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________
¿En qué me he mejorado este año? ¿Cómo?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
¿Qué necesito mejorar? Explica cómo piensas mejorarlo.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Basado en los trabajos de este cuarto, menciona las destrezas que necesitan mejorarse.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Page 39
WLA 544 – AP Spanish Language & Culture
APPENDIX D
NEW JERSEY CORE CURRICULUM CONTENT
STANDARDS FOR WORLD LANGUAGES
WLA 544 – AP Spanish Language & Culture
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New Jersey Core Curriculum Content Standard
for
World Languages
INTRODUCTION
World Languages Education in the 21st Century
New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered on the creation and communication
of knowledge and ideas across geographical, cultural, and linguistic borders. Individuals who effectively communicate in more than one
language, with an appropriate understanding of cultural contexts, are globally literate and possess the attributes reflected in the mission and
vision for world languages education that follow:
Mission: The study of another language and culture enables individuals, whether functioning as citizens or workers, to communicate face-toface and by virtual means in appropriate ways with people from diverse cultures.
Vision: An education in world languages fosters a population that:
 Communicates in more than one language with the levels of language proficiency that are required to function in a variety of
occupations and careers in the contemporary workplace.
 Exhibits attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and that enhance
cross-cultural communication.
 Values language learning as a global literacy as well as for its long-term worth in fostering personal, work-related, and/or financial
success in our increasingly interconnected world.
Intent and Spirit of the World Languages Standard
The study of world languages is spiraling and recursive and aligned to appropriate proficiency targets that ultimately enable the attainment of
proficiency at the Novice-High level or above, which is a requirement for high school graduation. All students have regular, sequential instruction
in one or more world languages beginning in preschool or kindergarten and continuing at least through the freshman year of high school. Further,
N.J.A.C. 6A:8-5.1(b)4 directs districts to actively encourage all students who otherwise meet the current-year requirements for high school
graduation to accrue, during each year of enrollment, five credits in world languages aimed at preparation for entrance into postsecondary
programs or 21st-century careers. Opportunities to develop higher levels of proficiency should be based on personal and career interests and
should be encouraged in Personalized Student Learning Plans.
The number of years spent studying a language and the frequency of instruction impact the level of proficiency acquired in the language. This
principle has historically been supported by research in the United States and abroad. However, as part of a three-year grant project (2005-08),
the New Jersey Department of Education collected data from New Jersey schools that further support these research findings. Data from the
WLA 544 – AP Spanish Language & Culture
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federally funded project that assessed the language proficiency of 60,000 8 th-grade students present compelling evidence for the need to develop
programs that offer all students the opportunity to meet the state-designated proficiency level of Novice-High. The data show that programs
offering a minimum of 540 hours of articulated instruction in classes that meet at least three times a week throughout the academic year produce
a majority of students who can speak at the Novice-High proficiency level or higher. Consequently, the establishment and/or maintenance of
quality, well articulated language programs at the elementary and middle-school levels, as required by New Jersey Administrative Code, is
critical for building the capacity of high school students to achieve the Novice-High level of language proficiency required for graduation.
Language Proficiency Levels
Unlike other New Jersey Core Curriculum Content Standards areas, the world languages standard is benchmarked by proficiency levels, rather
than grade levels. The development of these proficiency levels was informed by the American Council on the Teaching of Foreign Languages
(ACTFL) Performance Guidelines for K-12 Learners (ACTFL, 1998), the ACTFL Proficiency Guidelines—Speaking (ACTFL, 1999), and the
ACTFL Proficiency Guidelines—Writing (ACTFL, 2001). The levels are fully defined in the World Languages Performance Level Descriptors
Table and are summarily reflected in the following proficiency statements:
 Novice-Mid Level: Students communicate using memorized words and phrases to talk about familiar topics related to school, home,
and the community.
 Novice-High Level: Students communicate using words, lists, and simple sentences to ask and answer questions, to handle simple
transactions related to everyday life, and to talk about subject matter studied in other classes.
 Intermediate-Low Level: Students communicate using simple sentences to ask and answer questions, to handle simple transactions
related to everyday life, and to talk about subject matter studied in other classes.
 Intermediate-Mid Level: Students communicate using strings of sentences to ask and answer questions, to handle simple
transactions related to everyday life, and to talk about subject matter studied in other classes.
 Intermediate-High Level: Students communicate using connected sentences and paragraphs to handle complicated situations on a
wide-range of topics.
 Advanced-Low Level: Students communicate using paragraph-level discourse to handle complicated situations on a wide-range of
topics.
Realistic Grade-Level Targets for Benchmarked Proficiency Levels
Language learners can be expected to move through levels of proficiency at different rates. In addition, language learners may demonstrate
differing proficiencies depending upon the communicative mode in which they are functioning (interpersonal, interpretive, or presentational).
However, according to ACTFL, the proficiency levels generally align with grade-level achievement as follows:
 Novice-Mid Level: Students beginning the study of a second language in preschool or kindergarten in a program that meets a
minimum of three times a week for 30 minutes should meet the cumulative progress indicators for the Novice-Mid level by the end
of grade 2.
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 Novice-High Level: Students beginning the study of a second language in preschool or kindergarten in a program that meets a
minimum of three times a week for 30 minutes, and continuing the study of that language in subsequent grades in a program tha t
meets for the same amount of time, should meet the cumulative progress indicators for the Novice-High level by the end of grade 5.
 Intermediate-Low Level: Students beginning the study of a second language in a program that meets a minimum of three times a
week for 30 minutes during elementary school, and continuing the study of that language through middle school in a program that
meets a minimum of five times a week for 40 minutes, should meet the cumulative progress indicators for the Intermediate -Low
level by the end of grade 8.
 Intermediate-Mid Level: Students beginning the study of a second language in a program that meets a minimum of three times a
week for 30 minutes during elementary school and a minimum of five times a week for 40 minutes during middle school and high
school, should meet the cumulative progress indicators for the Intermediate-Mid level by the end of grade 10.
 Intermediate-High Level: Students beginning the study of a second language in a program that meets a minimum of three times a
week for 30 minutes during elementary school and a minimum of five times a week for 40 minutes during middle school and high
school, should meet the cumulative progress indicators for the Intermediate-High level by the end of grade 12.
 Advanced-Low Level: Heritage students and students who have significant experiences with the language outside of the classroom
should meet the cumulative progress indicators for the Advanced-Low level by the end of grade 12.
A Note About Preschool Learners: Like other young learners, preschool students learn world languages with the goal of reaching the NoviceMid level by second grade. However, the focus of language learning for preschool students may differ from the focus of language learning for
students in grades K-2. To learn more about language learning at the preschool level, see the Preschool Teaching & Learning Standards.
ACTFL Anticipated Performance Outcomes
The graphic that follows provides a visual representation of anticipated student performance outcomes (ACTFL, 1998).
Visual Representation of Anticipated Performance Outcomes as described in the
ACTFL Performance Guidelines for K-12 Learners
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WLA 544 – AP Spanish Language & Culture
Philosophy and Goals
The New Jersey world languages standard and indicators reflect the philosophy and goals found in the national Standards for Foreign Language
Learning in the 21st Century (National Standards in Foreign Language Education Project, 2006). They were developed by consulting standards
in the United States and internationally, as well as by examining the latest research and best practices on second-language acquisition. The revised
world languages standard is generic in nature, designed as a core subject, and is meant to be inclusive for all languages taught in New Jersey
schools. With regard to the implementation of the world languages standard for particular languages or language groups:
 American Sign Language (ASL): Students and teachers of American Sign Language (ASL) communicate thoughts and ideas through
three-dimensional visual communication. They engage in all three modes of communication—interpersonal, interpretive, and
presentational—by using combinations of hand-shapes, palm orientations, and movements of the hands, arms, and body. ASL differs
from other spoken languages in that the vocal cords are not used for communication.
 Classical languages: The study of classical languages focuses primarily on the interpretive mode using historical contexts.
Occasionally, some attention may be given to oral dimensions of classical languages, such as by asking students to make
presentations in the language of study as a way of strengthening their language knowledge and use.
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 Heritage-languages: Heritage-language students may be (1) newly-arrived immigrants to the United States, (2) first-generation
students whose home language is not English and who have been schooled primarily in the United States, or (3) second- or thirdgeneration students who have learned some aspects of a heritage language at home. These students have varying abilities and
proficiencies in their respective heritage languages; they often carry on fluent and idiomatic conversations (interpersonal m ode), but
require instruction that allows them to develop strengths in reading (interpretive mode) and in formal speaking and writing
(presentational mode). These students are held to the same standards for world languages as their English-speaking peers, and they
should be provided with opportunities for developing skills in their native languages that are both developmentally supportive and
rigorous. Designing curriculum to maintain and further develop native-language skills ensures that the skills of these students do not
erode over time as English becomes their dominant language.
Revised Standard
The world languages standard lays the foundation for creating local curricula and related assessments. Changes that led to the revised 2009
standard are as follows:
 The communication and culture standards have been combined into one standard that continues to be organized by proficiency levels,
but now also encompasses a broader spectrum of proficiency levels.
 World languages content is both linguistic and cultural, and includes personal and social topics and concepts as well as ideas from other
content areas. Both linguistic and cultural content statements have been added for each strand to provide a context for the c umulative
progress indicators (CPIs) at each proficiency level.
 Linguistic content varies and is dependent on the mode of language use. Proficiency does not occur at the same rate for all students in all
skill areas. (See the results of the Foreign Language Assistance Program Grant Project, which are contained in the report, Policy,
Assessment, and Professional Development: Results from a Statewide Study.) For example, a student may perform at the Novice-High
level in reading and the Intermediate-Low level in speaking.
 Cultural content recurs across the modes of communication because communication always occurs within a cultural context. The 21stcentury themes identified in the Partnership for 21st Century Skills Framework are incorporated in many of these content statements.
Students spiral through this content with increasing depth and sophistication as they attain higher levels of language proficiency.
Therefore, the extent to which a theme is addressed at a given point in time depends on age- and developmental appropriateness as well
as on proficiency level.
 Integration of technology within the CPIs necessitates its use as a tool in instruction and assessment.
One World Languages Standard
The reorganization of the previous world languages standards into one revised standard reflects the framework, graphically depicted below, that
was developed for the 2004 National Association of Educational Progress (NAEP) in foreign languages.
WLA 544 – AP Spanish Language & Culture
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The NAEP graphic illustrates that the overarching goal of language instruction is the development of students’ communicative skills (the central
“C” of five Cs in the graphic is for “communication”). Students should be provided ample opportunities to engage in conversations, present
information to a known audience, and interpret authentic materials in the language of study. In addition, to develop linguistic proficiency, a
meaningful context for language use must be established. The four Cs in the outer ring of the graphic (cultures, connections, comparisons, and
communities) provide this meaningful context for language learning. These contexts stress (1) the teaching of culture; (2) the study and
reinforcement of content from other disciplines; (3) the comparison of target and native languages and cultures; and (4) opportunities to interact
with native speakers of languages. As such, the four context Cs serve as the basis for instructional activities and are fully embedded within the
world languages communication objectives.
View two videos (#12 and #30) that illustrate the integration of the five Cs.
Three Strands
The revised world languages standard continues to include three strands, one for each of the three modes of communication: interpretive,
interpersonal, and presentational (in the NAEP graphic, these are shown around the inner triangle).
Strand A reflects the Interpretive Mode of communication, in which students demonstrate understanding of spoken and written communication
within appropriate cultural contexts. Examples of this kind of “one-way” reading or listening include cultural interpretations of printed texts,
videos, online texts, movies, radio and television broadcasts, and speeches. Beyond the Novice level, “interpretation” differs from
“comprehension” because it implies the ability to read or listen “between the lines” and “beyond the lines.” For more on the interpretive mode
of communication:
 Click Teaching Foreign Languages K-12 Workshop to view a video on the interpretive mode (scroll down to video #1).
 Click Wisconsin Project: Modes of Communication.
WLA 544 – AP Spanish Language & Culture
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Strand B reflects the Interpersonal Mode of communication, in which students engage in direct oral and/or written communication with others.
Examples of this “two-way” communication include conversing face-to-face, participating in online discussions or videoconferences, instant
messaging and text messaging, and exchanging personal letters or e-mail messages. For more on the interpersonal mode of communication:
 Click Teaching Foreign Languages K-12 Workshop to view a video on the interpersonal mode (scroll down to video #2.
 Click Wisconsin Project: Modes of Communication.
Strand C reflects the Presentational Mode of communication, in which students present, orally and/or in writing, information, concepts and
ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this “one-to-many” mode of communication
include a presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and writing an article for a
newspaper.
 Click Teaching Foreign Languages K-12 Workshop to view a video on the presentational mode (scroll down to video #3)
 Click Wisconsin Project: Modes of Communication.
The Role of Grammar in the World Languages Class
While knowledge of the grammar of a language (e.g., rules for syntax, tense, and other elements of usage) is not an explicit goal of the revised
New Jersey World Languages standard, grammar plays a supporting role in allowing students to achieve the stated linguistic proficiency goals.
Grammar is one tool that supports the attainment of the stated linguistic goals; other tools include knowledge of vocabulary, sociolinguistic
knowledge, understanding of cultural appropriateness, and grasp of communication strategies.
Students who are provided with ample opportunities to create meaning and use critical thinking skills in a language of study achieve linguistic
proficiency. Research has established that all grammar learning must take place within a meaningful context, with the focus on producing
structures to support communication.
Education in World Languages: Advocacy and Resources



Information regarding federal grants for implementing standards-based world languages programs may be found on the Foreign
Language Assistance Program (FLAP) or the Joint National Committee for Languages (JNCL) websites. JNCL also provides advocacy
materials.
The American Council on the Teaching of Foreign Languages (ACTFL) provides extensive research related to the ways that language
learning benefits students by supporting academic achievement, cognitive development, and positive attitudes and beliefs about
languages and cultures.
An Annotated Glossary With Resources, instructions for How To Select Culturally Authentic Materials Based On Proficiency Level,
and a World Languages Performance-Level Descriptors Table were designed in connection with the World Languages standard to
support implementation of world languages instruction.
WLA 544 – AP Spanish Language & Culture
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 The most comprehensive report compiled on the status of world languages education in New Jersey’s public schools (2005), A Report on
the State of World Languages Implementation in New Jersey, is available on the New Jersey Department of Education World Languages
homepage.
 The state language organization—Foreign Language Educators of New Jersey (FLENJ)—offers links to a variety of language resources,
professional development opportunities, and information about student and professional awards and scholarships.
References
American Council on the Teaching of Foreign Languages. (1998). ACTFL performance guidelines for K-12 learners. Yonkers, NY:
Author.
American Council on the Teaching of Foreign Languages. (1999). ACTFL proficiency guidelines—speaking. Retrieved January 8, 2009,
from http://www.actfl.org/files/public/Guidelinesspeak.pdf
American Council on the Teaching of Foreign Languages. (1999). ACTFL proficiency guidelines—writing. Retrieved January 8, 2009,
from http://www.actfl.org/files/public/writingguidelines.pdf
Asia Society. (2008). Putting the world into world-class education: State innovations and opportunities. Retrieved July 20, 2009,
from http://www.asiasociety.org/files/stateinnovations.pdf
Falsgraf, C. (Ed.). (2007). Foreign language units for all proficiency levels. Washington, DC: International Society for Technology in
Education.
Jensen, J., Sandrock, P., & Franklin, J. (2007). The essentials of world languages, grades K-12: Effective curriculum, instruction and
assessment: Priorities in practice. Alexandria, VA: Association for Supervision and Curriculum Development.
Lightbown, P., & Spada, N. (2006). How languages are learned. Oxford, England: Oxford Press.
Met, M. (2001). Why language learning matters. Educational Leadership, 59(2), 36-40.
National Assessment Governing Board. (2000). Framework for the 2004 foreign language National Assessment of Educational Progress.
Washington, DC: Author. Online: http://www.nagb.org/publications/frameworks/FinalFrameworkPrePubEdition1.pdf
WLA 544 – AP Spanish Language & Culture
Page 48
National Standards in Foreign Language Education Project. (2006). Standards for foreign language learning in the 21st century.
Lawrence, KS: Allen Press, Inc.
New Jersey State Department of Education. (1999). New Jersey world languages curriculum framework. Trenton, NJ: Author.
New Jersey State Department of Education. (2004). Core curriculum content standards. Trenton, NJ: Author.
New Jersey State Department of Education. (2005). A report on the state of world languages implementation in New Jersey. Trenton, NJ:
Author. Online: http://www.state.nj.us/education/aps/cccs/wl/stateofwl.pdf
New Jersey State Department of Education & Center for Applied Second Language Studies. (2008). Policy, assessment, and professional
development: Results from a statewide study. Trenton, NJ: Author. Online:
http://www.state.nj.us/education/aps/cccs/wl/g8assess/njflap2.htm
Partnership for 21st Century Skills. (2005). Framework for 21st century learning. Online: http://www.21stcenturyskills.org
Wong, W., & Van Patten, B. (2003). The evidence is in, drills are out. Foreign Language Annals, 36(3), 403-423.
Page 49
WLA 544 – AP Spanish Language & Culture
Content Area
Standard
Strand
Proficiency
Level
Novice-Mid
World Languages
7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to
understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of
the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and
culture studied with their own, and participate in home and global communities.
A. Interpretive Mode
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Linguistic:
o
The Novice-Mid language learner understands and
communicates at the word level and can independently
identify and recognize memorized words and phrases that
bring meaning to text.
7.1.NM.A.1
Cultural:
o
Personal identity is developed through experiences that
occur within one’s family, one’s community, and the
culture at large. (Topics that assist in the development of
this understanding should include, but are not limited to:
self, friends, family, pets, physical/personality
descriptions, school, likes/dislikes, and pastimes.)
7.1.NM.A.3
o
Observing and participating in culturally authentic
activities contribute to familiarization with cultural
products and practices. (Topics and activities that assist
in the development of this understanding should include,
but are not limited to: authentic celebrations, songs, and
dances.)
o
Healthy eating habits and fitness practices may vary
across cultures. (Topics that assist in the development of
this understanding should include, but are not limited to:
foods, shopping, eating at home or in restaurants, and
wellness practices.)
o
Many products and practices related to home and
community are shared across cultures; others are
7.1.NM.A.2
7.1.NM.A.4
7.1.NM.A.5
Recognize familiar spoken or written words and phrases
contained in culturally authentic materials using electronic
information sources related to targeted themes.
Demonstrate comprehension of simple, oral and written
directions, commands, and requests through appropriate
physical response.
Recognize a few common gestures and cultural practices
associated with the target culture(s).
Identify familiar people, places, and objects based on simple
oral and/or written descriptions.
Demonstrate comprehension of brief oral and written
messages using age- and level-appropriate, culturally
authentic materials on familiar topics.
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WLA 544 – AP Spanish Language & Culture
culture-specific. (Topics that assist in the development of
this understanding should include, but are not limited to:
home life, places in the community, activities within the
community, and travel.)
o
What is perceived as “basic needs” varies among and
within cultures. (Topics that assist in the development of
this understanding should include, but are not limited to:
safety, food, shelter, and purchase and sale of goods such
as toys, games, travel, and luxury items.)
o
Maps, graphs, and other graphic organizers facilitate
understanding of information on a wide range of topics
related to the world and global issues. They make
complex concepts more accessible to second-language
learners who have limited proficiency in the language.
(Content areas that assist in the development of this
understanding should include, but are not limited to:
history, economics, science, and geography.)
Learning about age- and developmentally appropriate
content that is of high interest to students and has a
direct connection to the cultural contexts of the target
language cultivates an awareness of the shared human
experience. (Content that assists in the development of
this understanding should include, but is not limited to:
all content areas and popular culture.)
Linguistic:
The Novice-High language learner has progressed from
understanding and communicating at the word level to
understanding and communicating at the sentence level and
can use words, lists, and simple sentences independently to:
o
Identify the main idea and some supporting details when
reading.
o
Understand the gist and some supporting details of
conversations dealing with everyday life.
o
Infer the meaning of some unfamiliar words when used
in familiar contexts.
o
Novice-High
7.1.NH.A.1
7.1.NH.A.2
7.1.NH.A.3
7.1.NH.A.4
Recognize familiar words and phrases, understand the main
idea, and infer the meaning of some highly contextualized,
unfamiliar spoken or written words contained in culturally
authentic materials using electronic information sources
related to targeted themes.
Demonstrate comprehension of a series of oral and written
directions, commands, and requests through appropriate
physical response.
Recognize some common gestures and cultural practices
associated with target culture(s).
Identify people, places, objects, and activities in daily life
based on oral or written descriptions.
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WLA 544 – AP Spanish Language & Culture
Cultural:
o
Immigration changes both the community of origin and
the new community. (Topics that assist in the
development of this understanding should include, but
are not limited to: current and past immigration patterns,
the impact of immigration on society, and related issues.)
o
The study of another language and culture deepens
understanding of where and how people live and why
events occur. (Content areas that assist in the
development of this understanding should include, but
are not limited to: history, science, economics, and
geography.)
o
Due to globalization and advances in technology, the
products and practices of a culture change over time, and
these changes may impact cultural perspectives. (Content
areas that assist in the development of this
understanding should include, but are not limited to:
science, technology, history, social sciences, the visual
and performing arts, and world literature.)
o
Human and animal migration are often related to the
availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of
this understanding should include, but are not limited to:
habitats, animals, weather, science, geography, social
sciences, and distribution of resources.)
o
Personal preferences and skills are key factors to
consider when making decisions about postsecondary
plans. (Topics that assist in the development of this
understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences,
academic record, and career awareness, exploration and
preparation.)
o
The amount of leisure time available and how it is spent
varies among cultures. (Topics that assist in the
7.1.NH.A.5
7.1.NH.A.6
Demonstrate comprehension of short conversations and
brief written messages on familiar topics.
Identify the main idea and other significant ideas in readings
from age- and level-appropriate, culturally authentic
materials.
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WLA 544 – AP Spanish Language & Culture
development of this understanding should include, but
are not limited to: likes/dislikes, pastimes schedules, and
travel.)
o
Wellness practices may vary across cultures. (Topics that
assist in the development of this understanding should
include, but are not limited to: sports and physical fitness
activities and common health conditions/problems and
remedies.)
o
Online newspapers, magazines, blogs, wikis, podcasts,
videos, and government websites provide current
information on perspectives of the target culture on local,
national, and global problems/issues. (Topics that assist
in the development of this understanding should include,
but are not limited to: current events and contemporary
and emerging global issues, problems, and challenges
[e.g., population growth and migration; environmental
degradation and protection; discrimination and other
conflicts; and the allocation of scarce resources].)
Current trends and issues influence popular culture.
(Topics that assist in the development of this
understanding should include, but are not limited to:
fashion, style, popular music, art, and pastimes.)
Linguistic:
The Intermediate-Low language learner understands and
communicates at the sentence level and can use simple
sentences independently to:
o
Identify the main idea and some supporting details when
reading.
o
Understand the gist and some supporting details of
conversations dealing with everyday life.
o
Infer the meaning of some unfamiliar words when used
in familiar contexts.
o
IntermediateLow
Cultural:
o
Immigration changes both the community of origin and
the new community. (Topics that assist in the
7.1.IL.A.1
7.1.IL.A.2
7.1.IL.A.3
7.1.IL.A.4
7.1.IL.A.5
Identify the main idea and most supporting details
contained in culturally authentic materials using electronic
information sources related to targeted themes.
Demonstrate comprehension of oral and written
instructions connected to daily activities through
appropriate responses.
Compare and contrast the use of verbal and non-verbal
etiquette (i.e., the use of gestures, intonation, and cultural
practices) in the target culture(s) and in one’s own culture.
Use the target language to describe people, places, objects,
and daily activities learned about through oral or written
descriptions.
Demonstrate comprehension of conversations and written
information on a variety of topics.
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WLA 544 – AP Spanish Language & Culture
development of this understanding should include, but
are not limited to: current and past immigration patterns,
the impact of immigration on society, and related issues.)
o
The study of another language and culture deepens
understanding of where and how people live and why
events occur. (Content areas that assist in the
development of this understanding should include, but
are not limited to: history, science, economics, and
geography.)
o
Due to globalization and advances in technology, the
products and practices of a culture change over time, and
these changes may impact cultural perspectives. (Content
areas that assist in the development of this
understanding should include, but are not limited to:
science, technology, history, social sciences, the visual
and performing arts, and world literature.)
o
Human and animal migration are often related to the
availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of
this understanding should include, but are not limited to:
habitats, animals, weather, science, geography, social
sciences, and distribution of resources.)
o
Personal preferences and skills are key factors to
consider when making decisions about postsecondary
plans. (Topics that assist in the development of this
understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences,
academic record, and career awareness, exploration and
preparation.)
o
The amount of leisure time available and how it is spent
varies among cultures. (Topics that assist in the
development of this understanding should include, but
are not limited to: likes/dislikes, pastimes schedules, and
travel.)
7.1.IL.A.6
7.1.IL.A.7
7.1.IL.A.8
Identify the main idea, theme, and most supporting details in
readings from age- and level-appropriate, culturally
authentic materials.
Infer the meaning of a few unfamiliar words in some new
contexts.
Compare and contrast unique linguistic elements in English
and the target language.
Page 54
WLA 544 – AP Spanish Language & Culture
o
Wellness practices may vary across cultures. (Topics that
assist in the development of this understanding should
include, but are not limited to: sports and physical fitness
activities and common health conditions/problems and
remedies.)
o
Online newspapers, magazines, blogs, wikis, podcasts,
videos, and government websites provide current
information on perspectives of the target culture on local,
national, and global problems/issues. (Topics that assist
in the development of this understanding should include,
but are not limited to: current events and contemporary
and emerging global issues, problems, and challenges
[e.g., population growth and migration; environmental
degradation and protection; discrimination and other
conflicts; and the allocation of scarce resources].)
Current trends and issues influence popular culture.
(Topics that assist in the development of this
understanding should include, but are not limited to:
fashion, style, popular music, art, and pastimes.)
Linguistic:
The Intermediate-Mid language learner understands and
communicates at the sentence level and can use strings of
sentences independently to:
o
Identify the main idea and some supporting details when
reading.
o
Understand the gist and some supporting details of
conversations dealing with everyday life.
o
Infer the meaning of some unfamiliar words when used
in familiar contexts.
o
IntermediateMid
Cultural:
o
Immigration changes both the community of origin and
the new community. (Topics that assist in the
development of this understanding should include, but
are not limited to: current and past immigration patterns,
the impact of immigration on society, and related issues.)
7.1.IM.A.1
7.1.IM.A.2
7.1.IM.A.3
7.1.IM.A.4
7.1.IM.A.5
7.1.IM.A.6
Compare and contrast information contained in culturally
authentic materials using electronic information sources
related to targeted themes.
Demonstrate comprehension of oral and written
instructions connected to daily activities and to some
unfamiliar situations through appropriate responses.
Analyze the use of verbal and non-verbal etiquette (i.e.,
gestures, intonation, and cultural practices) in the target
culture(s) to determine the meaning of a message.
Use target language to paraphrase what is heard or read in
oral or written descriptions of people, places, objects, and
daily activities.
Comprehend conversations and written information on a
variety of familiar and some unfamiliar topics.
Compare and contrast the main idea, theme, main
characters, and setting in readings from age- and levelappropriate, culturally authentic materials.
Page 55
WLA 544 – AP Spanish Language & Culture
7.1.IM.A.7
o
The study of another language and culture deepens
understanding of where and how people live and why
events occur. (Content areas that assist in the
development of this understanding should include, but
are not limited to: history, science, economics, and
geography.)
o
Due to globalization and advances in technology, the
products and practices of a culture change over time, and
these changes may impact cultural perspectives. (Content
areas that assist in the development of this
understanding should include, but are not limited to:
science, technology, history, social sciences, the visual
and performing arts, and world literature.)
o
Human and animal migration are often related to the
availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of
this understanding should include, but are not limited to:
habitats, animals, weather, science, geography, social
sciences, and distribution of resources.)
o
Personal preferences and skills are key factors to
consider when making decisions about postsecondary
plans. (Topics that assist in the development of this
understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences,
academic record, and career awareness, exploration and
preparation.)
o
The amount of leisure time available and how it is spent
varies among cultures. (Topics that assist in the
development of this understanding should include, but
are not limited to: likes/dislikes, pastimes schedules, and
travel.)
o
Wellness practices may vary across cultures. (Topics that
assist in the development of this understanding should
7.1.IM.A.8
Infer the meaning of some unfamiliar words in some new
contexts.
Use knowledge of structures of the target language to
deduce meaning of new and unfamiliar structures.
Page 56
WLA 544 – AP Spanish Language & Culture
include, but are not limited to: sports and physical fitness
activities and common health conditions/problems and
remedies.)
o
Online newspapers, magazines, blogs, wikis, podcasts,
videos, and government websites provide current
information on perspectives of the target culture on local,
national, and global problems/issues. (Topics that assist
in the development of this understanding should include,
but are not limited to: current events and contemporary
and emerging global issues, problems, and challenges
[e.g., population growth and migration; environmental
degradation and protection; discrimination and other
conflicts; and the allocation of scarce resources].)
Current trends and issues influence popular culture.
(Topics that assist in the development of this
understanding should include, but are not limited to:
fashion, style, popular music, art, and pastimes.)
Linguistic:
The Intermediate-High language learner has progressed from
understanding and communicating at the sentence level to
understanding and communicating at the paragraph level and
can use connected sentences and paragraphs independently to:
o
Analyze written and oral text.
o
Synthesize written and oral text.
o
Identify most supporting details in written and oral text.
o
Infer meaning of unfamiliar words in new contexts.
o
Infer and interpret author’s intent.
o
Identify some cultural perspectives.
o
Identify the organizing principle in written and oral text.
o
IntermediateHigh
Cultural:
o
Collecting, sharing, and analyzing data related to global
issues, problems, and challenges lead to an
understanding of the role cultural perspectives play in
how these issues are perceived and how they are
addressed. (Topics that assist in the development of this
7.1.IH.A.1
7.1.IH.A.2
7.1.IH.A.3
7.1.IH.A.4
7.1.IH.A.5
7.1.IH.A.6
7.1.IH.A.7
Analyze and critique information contained in culturally
authentic materials using electronic information sources
related to a variety of familiar and some unfamiliar topics.
Demonstrate comprehension of spoken and written
language, as expressed by speakers of the target language in
formal and informal settings, through appropriate responses.
Compare and contrast the use of verbal and non-verbal
etiquette to perform a variety of functions (such as
persuading, negotiating, or offering advice) in the target
culture(s) and in one’s own culture.
Analyze historical and political contexts that connect or have
connected famous people, places, and events from the target
culture(s) with the United States.
Synthesize information from oral and written discourse
dealing with a variety of topics.
Analyze and critique readings from culturally authentic
materials.
Infer the meaning of some unfamiliar words and phrases in
new formal and informal contexts.
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WLA 544 – AP Spanish Language & Culture
understanding should include, but are not limited to:
current events and contemporary and emerging global
issues, problems, and challenges [e.g., population growth
and migration; environmental degradation and
protection; discrimination and other conflicts; and the
allocation of scarce resources].)
o
Being able to view one’s own culture through the lens of
others assists in understanding global issues. (Topics that
assist in the development of this understanding should
include, but are not limited to: freedom of speech and
other civil, international, and human rights, as they relate
to a variety of issues.)
o
Observing and/or participating in the four art forms,
across and within cultures, lead to an understanding of
the shared human experience.
(Topics/activities that assist in the development of this
understanding should include, but are not limited to:
aesthetics and the creation and performance of dance,
music, theater, and visual arts.)
o
Citizens who can communicate in more than one
language have unprecedented career opportunities,
marketability, and earning potential. (Topics that assist
in the development of this understanding should include,
but are not limited to: career awareness, exploration,
and preparation and business, financial, economic, and
entrepreneurial literacy.)
o
Modifying a Personalized Student Learning Plan requires
an understanding of one’s own skill set and preferences,
knowing one’s proficiency level in a second language, and
developing transfer skills to prepare for careers. (Topics
that assist in the development of this understanding
should include, but are not limited to: career awareness,
exploration, and preparation and business, financial,
economic, and entrepreneurial literacy.)
7.1.IH.A.8
Analyze structures of the target language and comparable
linguistic structures in English.
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WLA 544 – AP Spanish Language & Culture
Examination of the roles of race, ethnicity, gender, and
religion through world history and across cultures assists
in understanding the current sociopolitical landscape.
(Topics that assist in the development of this
understanding should include, but are not limited to:
history, social sciences, and world literatures.)
Linguistic:
The Advanced-Low language learner understands and
communicates at the paragraph level and can use paragraphlevel discourse independently to:
o
Analyze written and oral text.
o
Synthesize written and oral text.
o
Identify most supporting details in written and oral text.
o
Infer meaning of unfamiliar words in new contexts.
o
Infer and interpret author’s intent.
o
Identify some cultural perspectives.
o
Identify the organizing principle in written and oral text.
o
Advanced-Low
Cultural:
o
Collecting, sharing, and analyzing data related to global
issues, problems, and challenges lead to an
understanding of the role cultural perspectives play in
how these issues are perceived and how they are
addressed. (Topics that assist in the development of this
understanding should include, but are not limited to:
current events and contemporary and emerging global
issues, problems, and challenges [e.g., population growth
and migration; environmental degradation and
protection; discrimination and other conflicts; and the
allocation of scarce resources].)
o
Being able to view one’s own culture through the lens of
others assists in understanding global issues. (Topics that
assist in the development of this understanding should
include, but are not limited to: freedom of speech and
other civil, international, and human rights, as they relate
to a variety of issues.)
7.1.AL.A.1
7.1.AL.A.2
7.1. AL.A.3
7.1.AL.A.4
7.1.AL.A.5
7.1.AL.A.6
7.1.AL.A.7
7.1.AL.A.8
Analyze and critique the validity of culturally authentic
materials using electronic information sources related to
targeted themes.
Demonstrate comprehension of spoken and written language
and nuances of culture, as expressed by speakers of the target
language, in informal and some formal settings.
Analyze the use of verbal and non-verbal etiquette in the
target culture(s) and in one’s own culture to develop an
understanding of how cultural perspectives are reflected in
cultural products and cultural practices.
Evaluate, from multiple cultural perspectives, the historical,
political, and present-day contexts that connect or have
connected famous people, places, and events from the target
culture(s) with the United States.
Evaluate information from oral and written discourse
dealing with a variety of topics.
Analyze and critique readings on less familiar topics using a
variety of culturally authentic texts and genres.
Infer the meaning of some unfamiliar words and phrases in
academic and formal contexts.
Analyze elements of the target language that do not have a
comparable linguistic element in English.
WLA 544 – AP Spanish Language & Culture
Content Area
Standard
Strand
o
Observing and/or participating in the four art forms,
across and within cultures, lead to an understanding of
the shared human experience.
(Topics/activities that assist in the development of this
understanding should include, but are not limited to:
aesthetics and the creation and performance of dance,
music, theater, and visual arts.)
o
Citizens who can communicate in more than one
language have unprecedented career opportunities,
marketability, and earning potential. (Topics that assist
in the development of this understanding should include,
but are not limited to: career awareness, exploration,
and preparation and business, financial, economic, and
entrepreneurial literacy.)
o
Modifying a Personalized Student Learning Plan requires
an understanding of one’s own skill set and preferences,
knowing one’s proficiency level in a second language, and
developing transfer skills to prepare for careers. (Topics
that assist in the development of this understanding
should include, but are not limited to: career awareness,
exploration, and preparation and business, financial,
economic, and entrepreneurial literacy.)
o
Examination of the roles of race, ethnicity, gender, and
religion through world history and across cultures assists
in understanding the current sociopolitical landscape.
(Topics that assist in the development of this
understanding should include, but are not limited to:
history, social sciences, and world literatures.)
Page 59
World Languages
7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to
understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of
the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and
culture studied with their own, and participate in home and global communities.
B. Interpersonal Mode
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WLA 544 – AP Spanish Language & Culture
Proficiency
Level
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Novice-Mid
Linguistic:
The Novice-Mid language learner understands and communicates
at the word level and can use memorized words and phrases
independently to:
o
Respond to learned questions.
o
Ask memorized questions.
o
State needs and preferences.
o
Describe people, places, and things.
7.1.NM.B.1
Cultural:
o
Personal identity is developed through experiences that
occur within one’s family, one’s community, and the culture
at large. (Topics that assist in the development of this
understanding should include, but are not limited to: self,
friends, family, pets, physical/personality descriptions,
school, likes/dislikes, and pastimes.)
7.1.NM.B.4
Use digital tools to exchange basic information at the word
and memorized-phrase level related to self and targeted
themes.
Give and follow simple oral and written directions,
commands, and requests when participating in ageappropriate classroom and cultural activities.
Imitate appropriate gestures and intonation of the target
culture(s)/language during greetings, leave-takings, and
daily interactions.
Ask and respond to simple questions, make requests, and
express preferences using memorized words and phrases.
Exchange information using words, phrases, and short
sentences practiced in class on familiar topics or on topics
studied in other content areas.
o
Observing and participating in culturally authentic activities
contribute to familiarization with cultural products and
practices. (Topics and activities that assist in the
development of this understanding should include, but are
not limited to: authentic celebrations, songs, and dances.)
o
Healthy eating habits and fitness practices may vary across
cultures. (Topics that assist in the development of this
understanding should include, but are not limited to: foods,
shopping, eating at home or in restaurants, and wellness
practices.)
o
Many products and practices related to home and
community are shared across cultures; others are culturespecific. (Topics that assist in the development of this
understanding should include, but are not limited to: home
life, places in the community, activities within the
community, and travel.)
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.B.5
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WLA 544 – AP Spanish Language & Culture
o
What is perceived as “basic needs” varies among and within
cultures. (Topics that assist in the development of this
understanding should include, but are not limited to: safety,
food, shelter, and purchase and sale of goods, such as toys,
games, travel, and luxury items.)
o
Maps, graphs, and other graphic organizers facilitate
understanding of information on a wide range of topics
related to the world and global issues. They make complex
concepts more accessible to second-language learners who
have limited proficiency in the language. (Content areas that
assist in the development of this understanding should
include, but are not limited to: history, economics, science,
and geography).
Learning about age- and developmentally appropriate
content that is of high interest to students and has a direct
connection to the cultural contexts of the target language
cultivates an awareness of the shared human experience.
(Content that assists in the development of this
understanding should include, but is not limited to: all
content areas and popular culture.)
Linguistic:
The Novice-High language learner has progressed from
understanding and communicating at the word level to
understanding and communicating at the sentence level and can
use words, lists, and simple sentences independently to:
o
Ask and answer questions related to everyday life.
o
Handle simple transactions related to everyday life:
 Initiate, maintain, and end a conversation.
 Ask for and give permission.
 Express needs.
 Give reasons.
 Request, suggest, and make arrangements.
 Extend, accept, and decline an invitation.
 Express an opinion and preference.
o
Novice-High
Cultural:
7.1.NH.B.1
7.1.NH.B.2
7.1.NH.B.3
7.1.NH.B.4
7.1.NH.B.5
Use digital tools to exchange basic information by
recombining memorized words, phrases, and sentences on
topics related to self and targeted themes.
Give and follow a series of oral and written directions,
commands, and requests for participating in age- and
level- appropriate classroom and cultural activities.
Imitate appropriate gestures, intonation, and common
idiomatic expressions of the target culture(s)/language
during daily interactions.
Ask and respond to questions, make requests, and express
preferences in various social situations.
Converse on a variety of familiar topics and/or topics
studied in other content areas.
WLA 544 – AP Spanish Language & Culture
o
Immigration changes both the community of origin and the
new community. (Topics that assist in the development of
this understanding should include, but are not limited to:
current and past immigration patterns, the impact of
immigration on society, and related issues.)
o
The study of another language and culture deepens
understanding of where and how people live and why
events occur. (Content areas that assist in the development
of this understanding should include, but are not limited to:
history, science, economics, and geography.)
o
Due to globalization and advances in technology, the
products and practices of a culture change over time, and
these changes may impact cultural perspectives. (Content
areas that assist in the development of this understanding
should include, but are not limited to: science, technology,
history, social sciences, the visual and performing arts, and
world literature.)
o
Human and animal migration are often related to the
availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this
understanding should include, but are not limited to:
habitats, animals, weather, science, geography, social
sciences, and distribution of resources.)
o
Personal preferences and skills are key factors to consider
when making decisions about postsecondary plans. (Topics
that assist in the development of this understanding should
include, but are not limited to: personal likes/dislikes,
subject-area preferences, academic record, and career
awareness, exploration, and preparation.)
o
The amount of leisure time available and how it is spent
varies among cultures. (Topics that assist in the
development of this understanding should include, but are
not limited to: likes/dislikes, pastimes, schedules, and
travel.)
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WLA 544 – AP Spanish Language & Culture
o
Wellness practices may vary across cultures. (Topics that
assist in the development of this understanding should
include, but are not limited to: sports and physical fitness
activities and common health conditions/problems and
remedies.)
o
Online newspapers, magazines, blogs, wikis, podcasts,
videos, and government sites provide current information
on perspectives of the target culture on local, national, and
global problems/issues. (Topics that assist in the
development of this understanding should include, but are
not limited to: current events and contemporary and
emerging global issues, problems, and challenges [e.g.,
population growth and migration; environmental
degradation and protection; discrimination and other
conflicts; and the allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics
that assist in the development of this understanding should
include, but are not limited to: fashion, style, popular music,
art, and pastimes.)
Linguistic:
The Intermediate-Low language learner understands and
communicates at the sentence level and can use simple sentences
independently to:
o
Ask and answer questions related to everyday life.
o
Handle simple transactions related to everyday life:
 Initiate, maintain, and end a conversation.
 Ask for and give permission.
 Express needs.
 Give reasons.
 Request, suggest, and make arrangements.
 Extend, accept, and decline an invitation.
 Express an opinion and preference.
o
IntermediateLow
Cultural:
o
Immigration changes both the community of origin and the
new community. (Topics that assist in the development of
7.1.IL.B.1
7.1.IL.B.2
7.1.IL.B.3
7.1.IL.B.4
7.1.IL.B.5
Use digital tools to participate in short conversations and
to exchange information related to targeted themes.
Give and follow a series of oral and written directions,
commands, and requests for participating in age- and
level-appropriate classroom and cultural activities.
Use appropriate gestures, intonation, and common
idiomatic expressions of the target culture(s)/language in
familiar situations.
Ask and respond to factual and interpretive questions of a
personal nature or on school-related topics.
Engage in short conversations about personal experiences
or events and/or topics studied in other content areas.
WLA 544 – AP Spanish Language & Culture
this understanding should include, but are not limited to:
current and past immigration patterns, the impact of
immigration on society, and related issues.)
o
The study of another language and culture deepens
understanding of where and how people live and why
events occur. (Content areas that assist in the development
of this understanding should include, but are not limited to:
history, science, economics, and geography.)
o
Due to globalization and advances in technology, the
products and practices of a culture change over time, and
these changes may impact cultural perspectives. (Content
areas that assist in the development of this understanding
should include, but are not limited to: science, technology,
history, social sciences, the visual and performing arts, and
world literature.)
o
Human and animal migration are often related to the
availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this
understanding should include, but are not limited to:
habitats, animals, weather, science, geography, social
sciences, and distribution of resources.)
o
Personal preferences and skills are key factors to consider
when making decisions about postsecondary plans. (Topics
that assist in the development of this understanding should
include, but are not limited to: personal likes/dislikes,
subject-area preferences, academic record, and career
awareness, exploration, and preparation.)
o
The amount of leisure time available and how it is spent
varies among cultures. (Topics that assist in the
development of this understanding should include, but are
not limited to: likes/dislikes, pastimes, schedules, and
travel.)
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WLA 544 – AP Spanish Language & Culture
IntermediateMid
o
Wellness practices may vary across cultures. (Topics that
assist in the development of this understanding should
include, but are not limited to: sports and physical fitness
activities and common health conditions/problems and
remedies.)
o
Online newspapers, magazines, blogs, wikis, podcasts,
videos, and government sites provide current information
on perspectives of the target culture on local, national, and
global problems/issues. (Topics that assist in the
development of this understanding should include, but are
not limited to: current events and contemporary and
emerging global issues, problems, and challenges [e.g.,
population growth and migration; environmental
degradation and protection; discrimination and other
conflicts; and the allocation of scarce resources].)
o
Current trends and issues influence popular culture. (Topics
that assist in the development of this understanding should
include, but are not limited to: fashion, style, popular music,
art, and pastimes.)
Linguistic:
The Intermediate-Mid language learner understands and
communicates at the sentence level and can use strings of
sentences independently to:
o
Ask and answer questions related to everyday life.
o
Handle simple transactions related to everyday life:
 Initiate, maintain, and end a conversation.
 Ask for and give permission.
 Express needs.
 Give reasons.
 Request, suggest, and make arrangements.
 Extend, accept, and decline an invitation.
 Express an opinion and preference.
Cultural:
o
Immigration changes both the community of origin and the
new community. (Topics that assist in the development of
7.1.IM.B.1
7.1.IM.B.2
7.1.IM.B.3
7.1.IM.B.4
7.1.IM.B.5
Use digital tools to participate in short conversations and
to exchange information related to a variety of familiar
topics and some unfamiliar topics.
Give and follow a series of oral and written directions,
commands, and requests for participating in age- and
level-appropriate classroom and cultural activities in
familiar and some unfamiliar situations.
Use appropriate gestures, intonation, and common
idiomatic expressions of the target culture(s)/language in
familiar and some unfamiliar situations.
Ask and respond to factual and interpretive questions of a
personal nature, on school-related topics, and on some
unfamiliar topics and situations.
Engage in short conversations about personal experiences
or events, topics studied in other content areas, and some
unfamiliar topics and situations.
WLA 544 – AP Spanish Language & Culture
this understanding should include, but are not limited to:
current and past immigration patterns, the impact of
immigration on society, and related issues.)
o
The study of another language and culture deepens
understanding of where and how people live and why
events occur. (Content areas that assist in the development
of this understanding should include, but are not limited to:
history, science, economics, and geography.)
o
Due to globalization and advances in technology, the
products and practices of a culture change over time, and
these changes may impact cultural perspectives. (Content
areas that assist in the development of this understanding
should include, but are not limited to: science, technology,
history, social sciences, the visual and performing arts, and
world literature.)
o
Human and animal migration are often related to the
availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this
understanding should include, but are not limited to:
habitats, animals, weather, science, geography, social
sciences, and distribution of resources.)
o
Personal preferences and skills are key factors to consider
when making decisions about postsecondary plans. (Topics
that assist in the development of this understanding should
include, but are not limited to: personal likes/dislikes,
subject-area preferences, academic record, and career
awareness, exploration, and preparation.)
o
The amount of leisure time available and how it is spent
varies among cultures. (Topics that assist in the
development of this understanding should include, but are
not limited to: likes/dislikes, pastimes, schedules, and
travel.)
Page 66
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WLA 544 – AP Spanish Language & Culture
o
Wellness practices may vary across cultures. (Topics that
assist in the development of this understanding should
include, but are not limited to: sports and physical fitness
activities and common health conditions/problems and
remedies.)
o
Online newspapers, magazines, blogs, wikis, podcasts,
videos, and government sites provide current information
on perspectives of the target culture on local, national, and
global problems/issues. (Topics that assist in the
development of this understanding should include, but are
not limited to: current events and contemporary and
emerging global issues, problems, and challenges [e.g.,
population growth and migration; environmental
degradation and protection; discrimination and other
conflicts; and the allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics
that assist in the development of this understanding should
include, but are not limited to: fashion, style, popular music,
art, and pastimes.)
Linguistic:
The Intermediate-High language learner has progressed from
understanding and communicating at the sentence level to
understanding and communicating at the paragraph level and
can use connected sentences and paragraphs independently to:
o
Infer meaning of unfamiliar words in new contexts.
o
Identify some cultural perspectives.
o
Narrate and describe across a wide-range of topics.
o
Compare and contrast.
o
Offer and support opinions.
o
Persuade someone to change a point of view.
o
Make and change plans.
o
Offer advice.
o
Handle a situation with a complication.
o
IntermediateHigh
Cultural:
o
Collecting, sharing, and analyzing data related to global
issues, problems, and challenges lead to an understanding of
7.1.IH.B.1
7.1.IH.B.2
7.1.IH.B.3
7.1.IH.B.4
7.1.IH.B.5
7.1.IH.B.6
Use digital tools to participate in extended conversations
using a variety of timeframes to exchange information.
Give, respond to, and ask for clarification on detailed oral
and written directions, commands, and requests.
Interact in a variety of familiar situations using culturally
appropriate verbal and non-verbal communication
strategies.
Ask and respond to questions as part of a group discussion
of topics and situations of a personal, academic, or social
nature.
Engage in oral and/or written discourse in a variety of
timeframes on topics of personal or social interest or on
topics studied in other content areas.
Use language in a variety of settings to further personal
and/or academic goals.
WLA 544 – AP Spanish Language & Culture
the role cultural perspectives play in how these issues are
perceived and how they are addressed. (Topics that assist in
the development of this understanding should include, but
are not limited to: current events and contemporary and
emerging global issues, problems, and challenges [e.g.,
population growth and migration; environmental
degradation and protection; discrimination and other
conflicts; and the allocation of scarce resources].)
o
Being able to view one’s own culture through the lens of
others assists in understanding global issues. (Topics that
assist in the development of this understanding should
include, but are not limited to: freedom of speech and other
civil, international, and human rights, as they relate to a
variety of issues.)
o
Observing and/or participating in the four art forms, across
and within cultures, lead to an understanding of the shared
human experience. (Topics/activities that assist in the
development of this understanding should include, but are
not limited to: aesthetics and the creation and performance
of dance, music, theater, and visual arts.)
o
Citizens who can communicate in more than one language
have unprecedented career opportunities, marketability,
and earning potential. (Topics that assist in the development
of this understanding should include, but are not limited to:
career awareness, exploration, and preparation and
business, financial, economic, and entrepreneurial literacy.)
o
Modifying a Personalized Student Learning Plan requires an
understanding of one’s own skill set and preferences,
knowing one’s proficiency level in a second language, and
developing transfer skills to prepare for careers. (Topics
that assist in the development of this understanding should
include, but are not limited to: career awareness,
exploration, and preparation and business, financial,
economic, and entrepreneurial literacy.)
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WLA 544 – AP Spanish Language & Culture
Examination of the roles of race, ethnicity, gender, and
religion through world history and across cultures assists in
understanding the current sociopolitical landscape. (Topics
that assist in the development of this understanding should
include, but are not limited to: history, social sciences, and
world literatures.)
Linguistic:
The Advanced-Low language learner understands and
communicates at the paragraph level and can use paragraphlevel discourse independently to:
o
Infer meaning of unfamiliar words in new contexts.
o
Identify some cultural perspectives.
o
Narrate and describe across a wide-range of topics.
o
Compare and contrast.
o
Offer and support opinions.
o
Persuade someone to change a point of view.
o
Make and change plans.
o
Offer advice.
o
Handle a situation with a complication.
o
Advanced-Low
Cultural:
o
Collecting, sharing, and analyzing data related to global
issues, problems, and challenges lead to an understanding of
the role cultural perspectives play in how these issues are
perceived and how they are addressed. (Topics that assist in
the development of this understanding should include, but
are not limited to: current events and contemporary and
emerging global issues, problems, and challenges [e.g.,
population growth and migration; environmental
degradation and protection; discrimination and other
conflicts; and the allocation of scarce resources].)
o
Being able to view one’s own culture through the lens of
others assists in understanding global issues. (Topics that
assist in the development of this understanding should
include, but are not limited to: freedom of speech and other
civil, international, and human rights, as they relate to a
variety of issues.)
7.1.AL.B.1
7.1.AL.B.2
7.1.AL.B.3
7.1.AL.B.4
7.1.AL.B.5
7.1.AL.B.6
Use digital tools to participate in extended conversations
on topics of a personal, academic, or social nature using a
variety of timeframes to exchange information.
Give, respond to, and ask for clarification on detailed and
complex oral and written directions, commands, and
indirect requests.
Interact in a variety of familiar and a few unfamiliar
situations using culturally appropriate verbal and nonverbal communication strategies.
Ask and respond to questions as part of a group discussion
on topics of a personal, academic, or social nature in
informal and some formal settings.
Engage in oral and/or written discourse in a variety of
timeframes on topics of personal or social interest, topics
studied in other content areas, and some unfamiliar topics.
Use language in a variety of settings to further personal,
academic, and career goals.
WLA 544 – AP Spanish Language & Culture
o
Observing and/or participating in the four art forms, across
and within cultures, lead to an understanding of the shared
human experience. (Topics/activities that assist in the
development of this understanding should include, but are
not limited to: aesthetics and the creation and performance
of dance, music, theater, and visual arts.)
o
Citizens who can communicate in more than one language
have unprecedented career opportunities, marketability,
and earning potential. (Topics that assist in the development
of this understanding should include, but are not limited to:
career awareness, exploration, and preparation and
business, financial, economic, and entrepreneurial literacy.)
o
Modifying a Personalized Student Learning Plan requires an
understanding of one’s own skill set and preferences,
knowing one’s proficiency level in a second language, and
developing transfer skills to prepare for careers. (Topics
that assist in the development of this understanding should
include, but are not limited to: career awareness,
exploration, and preparation and business, financial,
economic, and entrepreneurial literacy.)
o
Examination of the roles of race, ethnicity, gender, and
religion through world history and across cultures assists in
understanding the current sociopolitical landscape. (Topics
that assist in the development of this understanding should
include, but are not limited to: history, social sciences, and
world literatures.)
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WLA 544 – AP Spanish Language & Culture
Content Area
Standard
Strand
Proficiency
Level
Novice-Mid
World Languages
7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to
understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of
the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and
culture studied with their own, and participate in home and global communities.
C. Presentational Mode
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Linguistic:
The Novice-Mid language learner understands and
communicates at the word level and can use memorized words
and phrases independently to:
o
Make lists.
o
State needs and preferences.
o
Describe people, places, and things.
7.1.NM.C.1
Cultural:
o
Personal identity is developed through experiences that
occur within one’s family, one’s community, and the
culture at large. (Topics that assist in the development of
this understanding should include, but are not limited to:
self, friends, family, pets, physical/personality
descriptions, school, likes/dislikes, and pastimes.)
7.1.NM.C.4
o
Observing and participating in culturally authentic
activities contribute to familiarization with cultural
products and practices. (Topics and activities that assist
in the development of this understanding should include,
but are not limited to: authentic celebrations, songs, and
dances.)
o
Healthy eating habits and fitness practices may vary
across cultures. (Topics that assist in the development of
this understanding should include, but are not limited to:
foods, shopping, eating at home or in restaurants, and
wellness practices.)
o
Many products and practices related to home and
community are shared across cultures; others are
7.1.NM.C.2
7.1.NM.C.3
7.1.NM.C.5
Use basic information at the word and memorized-phrase
level to create a multimedia-rich presentation on targeted
themes to be shared virtually with a target language
audience.
Imitate, recite, and/or dramatize simple poetry, rhymes,
songs, and skits.
Copy/write words, phrases, or simple guided texts on
familiar topics.
Present information from age- and level-appropriate,
culturally authentic materials orally or in writing.
Name and label tangible cultural products and imitate
cultural practices from the target culture(s).
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WLA 544 – AP Spanish Language & Culture
culture-specific. (Topics that assist in the development of
this understanding should include, but are not limited to:
home life, places in the community, activities within the
community, and travel.)
o
What is perceived as “basic needs” varies among and
within cultures. (Topics that assist in the development of
this understanding should include, but are not limited to:
safety, food, shelter, and purchase and sale of goods, such
as toys, games, travel, and luxury items.)
o
Maps, graphs, and other graphic organizers facilitate
understanding of information on a wide range of topics
related to the world and global issues. They make
complex concepts more accessible to second-language
learners who have limited proficiency in the language.
(Content areas that assist in the development of this
understanding should include, but are not limited to:
history, economics, science, and geography.)
Learning about age- and developmentally appropriate
content that is of high interest to students and has a
direct connection to the cultural contexts of the target
language cultivates an awareness of the shared human
experience. (Content that assists in the development of
this understanding should include, but is not limited to:
all content areas and popular culture.)
Linguistic:
The Novice-High language learner has progressed from
understanding and communicating at the word level to
understanding and communicating at the sentence level and
can use words, lists, and simple sentences independently to:
o Handle simple transactions related to everyday life:
 Express needs.
 Give reasons.
 Express an opinion and preference.
 Request and suggest.
o
Novice-High
7.1.NH.C.1
7.1.NH.C.2
7.1.NH.C.3
7.1.NH.C.4
Recombine basic information at the word and sentence level
related to self and targeted themes to create a multimediarich presentation to be shared virtually with a target
language audience.
Create and present brief messages, poems, rhymes, songs,
short plays, or role-plays using familiar vocabulary orally or
in writing.
Describe in writing people and things from the home and
school environment.
Tell or retell stories from age- and level-appropriate,
culturally authentic materials orally or in writing.
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WLA 544 – AP Spanish Language & Culture
Cultural:
o
Immigration changes both the community of origin and
the new community. (Topics that assist in the
development of this understanding should include, but
are not limited to: current and past immigration patterns,
the impact of immigration on society, and related issues.)
o
The study of another language and culture deepens
understanding of where and how people live and why
events occur. (Content areas that assist in the
development of this understanding should include, but
are not limited to: history, science, economics, and
geography.)
o
Due to globalization and advances in technology, the
products and practices of a culture change over time, and
these changes may impact cultural perspectives. (Content
areas that assist in the development of this
understanding should include, but are not limited to:
science, technology, history, social sciences, the visual
and performing arts, and world literature.)
o
Human and animal migration are often related to the
availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of
this understanding should include, but are not limited to:
habitats, animals, weather, science, geography, social
sciences, and distribution of resources.)
o
Personal preferences and skills are key factors to
consider when making decisions about postsecondary
plans. (Topics that assist in the development of this
understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences,
academic record, and career awareness, exploration, and
preparation.)
o
The amount of leisure time available and how it is spent
varies among cultures. (Topics that assist in the
7.1.NH.C.5
Tell or write about cultural products associated with the
target culture(s), and simulate common cultural practices.
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WLA 544 – AP Spanish Language & Culture
development of this understanding should include, but
are not limited to: likes/dislikes, pastimes, schedules, and
travel.)
o
Wellness practices may vary across cultures. (Topics that
assist in the development of this understanding should
include, but are not limited to: sports and physical fitness
activities and common health conditions/problems and
remedies.)
o
Online newspapers, magazines, blogs, wikis, podcasts,
videos, and government websites provide current
information on perspectives of the target culture on local,
national, and global problems/issues. (Topics that assist
in the development of this understanding should include,
but are not limited to: current events and contemporary
and emerging global issues, problems, and challenges
[e.g., population growth and migration; environmental
degradation and protection; discrimination and other
conflicts; and the allocation of scarce resources].)
Current trends and issues influence popular culture.
(Topics that assist in the development of this
understanding should include, but are not limited to:
fashion, style, popular music, art, and pastimes.)
Linguistic:
The Intermediate-Low language learner understands and
communicates at the sentence level and can use simple
sentences independently to:
o
Handle simple transactions related to everyday life
 Express needs.
 Give reasons.
 Express an opinion and preference.
 Request and suggest.
o
IntermediateLow
Cultural:
o
Immigration changes both the community of origin and
the new community. (Topics that assist in the
7.1.IL.C.1
7.1.IL.C.2
7.1.IL.C.3
7.1.IL.C.4
7.1.IL.C.5
Use knowledge about cultural products and cultural
practices to create a multimedia-rich presentation on
targeted themes to be shared virtually with a target
language audience.
Present student-created and/or authentic short plays, skits,
poems, songs, stories, or reports.
Use language creatively to respond in writing to a variety of
oral or visual prompts.
Compare and contrast age- and level-appropriate culturally
authentic materials orally and in writing.
Compare and contrast cultural products and cultural
practices associated with the target culture(s) and one’s
own culture, orally, in writing, or through simulation.
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WLA 544 – AP Spanish Language & Culture
development of this understanding should include, but
are not limited to: current and past immigration patterns,
the impact of immigration on society, and related issues.)
o
The study of another language and culture deepens
understanding of where and how people live and why
events occur. (Content areas that assist in the
development of this understanding should include, but
are not limited to: history, science, economics, and
geography.)
o
Due to globalization and advances in technology, the
products and practices of a culture change over time, and
these changes may impact cultural perspectives. (Content
areas that assist in the development of this
understanding should include, but are not limited to:
science, technology, history, social sciences, the visual
and performing arts, and world literature.)
o
Human and animal migration are often related to the
availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of
this understanding should include, but are not limited to:
habitats, animals, weather, science, geography, social
sciences, and distribution of resources.)
o
Personal preferences and skills are key factors to
consider when making decisions about postsecondary
plans. (Topics that assist in the development of this
understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences,
academic record, and career awareness, exploration, and
preparation.)
o
The amount of leisure time available and how it is spent
varies among cultures. (Topics that assist in the
development of this understanding should include, but
are not limited to: likes/dislikes, pastimes, schedules, and
travel.)
7.1.IL.C.6
Summarize requirements for professions/careers that
require proficiency in a language other than English based
on exploration of the 16 Career Clusters.
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WLA 544 – AP Spanish Language & Culture
o
Wellness practices may vary across cultures. (Topics that
assist in the development of this understanding should
include, but are not limited to: sports and physical fitness
activities and common health conditions/problems and
remedies.)
o
Online newspapers, magazines, blogs, wikis, podcasts,
videos, and government websites provide current
information on perspectives of the target culture on local,
national, and global problems/issues. (Topics that assist
in the development of this understanding should include,
but are not limited to: current events and contemporary
and emerging global issues, problems, and challenges
[e.g., population growth and migration; environmental
degradation and protection; discrimination and other
conflicts; and the allocation of scarce resources].)
Current trends and issues influence popular culture.
(Topics that assist in the development of this
understanding should include, but are not limited to:
fashion, style, popular music, art, and pastimes.)
Linguistic:
The Intermediate-Mid language learner understands and
communicates at the sentence level and can use strings of
sentences independently to:
o
Handle simple transactions related to everyday life
 Express needs.
 Give reasons.
 Express an opinion and preference.
 Request and suggest.
o
Intermediate-Mid
Cultural:
o
Immigration changes both the community of origin and
the new community. (Topics that assist in the
development of this understanding should include, but
are not limited to: current and past immigration patterns,
the impact of immigration on society, and related issues.)
7.1.IM.C.1
7.1.IM.C.2
7.1.IM.C.3
7.1.IM.C.4
7.1.IM.C.5
Synthesize information related to the cultural products,
cultural practices, and cultural perspectives associated with
targeted culture(s) to create a multimedia-rich presentation
on targeted themes to be shared virtually with a target
language audience.
Dramatize student-created and/or authentic short plays,
skits, poems, songs, stories, or reports.
Use language creatively to respond in writing to a variety of
oral or visual prompts about familiar and some unfamiliar
situations.
Synthesize information found in age- and level-appropriate
culturally authentic materials.
Compare the cultural perspectives of the target culture(s)
with those of one’s own culture, as evidenced through the
cultural products and cultural practices associated with
each.
WLA 544 – AP Spanish Language & Culture
o
The study of another language and culture deepens
understanding of where and how people live and why
events occur. (Content areas that assist in the
development of this understanding should include, but
are not limited to: history, science, economics, and
geography.)
o
Due to globalization and advances in technology, the
products and practices of a culture change over time, and
these changes may impact cultural perspectives. (Content
areas that assist in the development of this
understanding should include, but are not limited to:
science, technology, history, social sciences, the visual
and performing arts, and world literature.)
o
Human and animal migration are often related to the
availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of
this understanding should include, but are not limited to:
habitats, animals, weather, science, geography, social
sciences, and distribution of resources.)
o
Personal preferences and skills are key factors to
consider when making decisions about postsecondary
plans. (Topics that assist in the development of this
understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences,
academic record, and career awareness, exploration, and
preparation.)
o
The amount of leisure time available and how it is spent
varies among cultures. (Topics that assist in the
development of this understanding should include, but
are not limited to: likes/dislikes, pastimes, schedules, and
travel.)
o
Wellness practices may vary across cultures. (Topics that
assist in the development of this understanding should
include, but are not limited to: sports and physical fitness
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WLA 544 – AP Spanish Language & Culture
activities and common health conditions/problems and
remedies.)
o
Online newspapers, magazines, blogs, wikis, podcasts,
videos, and government websites provide current
information on perspectives of the target culture on local,
national, and global problems/issues. (Topics that assist
in the development of this understanding should include,
but are not limited to: current events and contemporary
and emerging global issues, problems, and challenges
[e.g., population growth and migration; environmental
degradation and protection; discrimination and other
conflicts; and the allocation of scarce resources].)
Current trends and issues influence popular culture.
(Topics that assist in the development of this
understanding should include, but are not limited to:
fashion, style, popular music, art, and pastimes.)
Linguistic:
The Intermediate-High language learner has progressed from
understanding and communicating at the sentence level to
understanding and communicating at the paragraph level and
can use connected sentences and paragraphs independently to:
o
Synthesize written and oral text.
o
Identify some cultural perspectives.
o
Narrate and describe across a wide-range of topics.
o
Compare and contrast.
o
Offer and support opinions.
o
Persuade someone to change a point of view.
o
Offer advice.
o
IntermediateHigh
Cultural:
o
Collecting, sharing, and analyzing data related to global
issues, problems, and challenges lead to an
understanding of the role cultural perspectives play in
how these issues are perceived and how they are
addressed. (Topics that assist in the development of this
understanding should include, but are not limited to:
current events and contemporary and emerging global
7.1.IH.C.1
7.1.IH.C.2
7.1.IH.C.3
7.1.IH.C.4
7.1.IH.C.5
7.1.IH.C.6
Explain and compare how a cultural perspective led to the
development of a cultural product or cultural practice in the
target culture(s) and in one’s own culture, through a
multimedia-rich presentation to be shared virtually with a
target language audience.
Create and perform stories, poems, short plays, or oral
reports based on personal experiences and/or that reflect
cultural perspectives associated with the target culture(s).
Use language creatively in writing for a variety of purposes.
Explain the structural elements and/or cultural perspectives
found in culturally authentic materials.
Explain cultural perspectives associated with the target
culture(s), as evidenced by the cultural products and
cultural practices associated with the target culture(s), and
compare these perspectives with those of one’s own culture.
Explain/demonstrate cross-cultural skills needed for a
variety of professions and careers within the global
workforce.
WLA 544 – AP Spanish Language & Culture
issues, problems, and challenges [e.g., population growth
and migration; environmental degradation and
protection; discrimination and other conflicts; and the
allocation of scarce resources].)
o
Being able to view one’s own culture through the lens of
others assists in understanding global issues. (Topics that
assist in the development of this understanding should
include, but are not limited to: freedom of speech and
other civil, international, and human rights, as they relate
to a variety of issues.)
o
Observing and/or participating in the four art forms,
across and within cultures, lead to an understanding of
the shared human experience. (Topics/activities that
assist in the development of this understanding should
include, but are not limited to: aesthetics and the creation
and performance of dance, music, theater, and visual
arts.)
o
Citizens who can communicate in more than one
language have unprecedented career opportunities,
marketability, and earning potential. (Topics that assist in
the development of this understanding should include,
but are not limited to: career awareness, exploration, and
preparation and business, financial, economic, and
entrepreneurial literacy.)
o
Modifying a Personalized Student Learning Plan requires
an understanding of one’s own skill set and preferences,
knowing one’s proficiency level in a second language, and
developing transfer skills to prepare for careers. (Topics
that assist in the development of this understanding
should include, but are not limited to: career awareness,
exploration, and preparation and business, financial,
economic, and entrepreneurial literacy.)
o
Examination of the roles of race, ethnicity, gender, and
religion through world history and across cultures assists
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WLA 544 – AP Spanish Language & Culture
Advanced-Low
in understanding the current sociopolitical landscape.
(Topics that assist in the development of this
understanding should include, but are not limited to:
history, social sciences, and world literatures.)
Linguistic:
The Advanced-Low language learner understands and
communicates at the paragraph level and can paragraph-level
discourse independently to:
o
Synthesize written and oral text.
o
Identify some cultural perspectives.
o
Narrate and describe across a wide-range of topics.
o
Compare and contrast.
o
Offer and support opinions.
o
Persuade someone to change a point of view.
o
Offer advice.
Cultural:
o
Collecting, sharing, and analyzing data related to global
issues, problems, and challenges lead to an
understanding of the role cultural perspectives play in
how these issues are perceived and how they are
addressed. (Topics that assist in the development of this
understanding should include, but are not limited to:
current events and contemporary and emerging global
issues, problems, and challenges [e.g., population growth
and migration; environmental degradation and
protection; discrimination and other conflicts; and the
allocation of scarce resources].)
o
Being able to view one’s own culture through the lens of
others assists in understanding global issues. (Topics that
assist in the development of this understanding should
include, but are not limited to: freedom of speech and
other civil, international, and human rights, as they relate
to a variety of issues.)
o
Observing and/or participating in the four art forms,
across and within cultures, lead to an understanding of
the shared human experience. (Topics/activities that
7.1.AL.C.1
7.1.AL.C.2
7.1.AL.C.3
7.1.AL.C.4
7.1.AL.C.5
7.1.AL.C.6
Create a research-based multimedia-rich presentation to be
shared virtually with a target language audience.
Create a research-based analysis of a current global
problem/issue showing cultural perspectives associated
with the target culture(s) and another world culture.
Use language creatively in writing for personal, career, or
academic purposes.
Compare and contrast the structural elements and/or
cultural perspectives found in culturally authentic materials
with those found in selections in English.
Analyze how cultural perspectives about a specific cultural
product or cultural practice associated with the target
culture(s) change over time, and compare with changing
perspectives in one’s own culture.
Create an electronic portfolio in the target language with
artifacts documenting language proficiency, cross-cultural
awareness and experiences, and other qualifications that
support the goals of the Personalized Student Learning Plan.
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WLA 544 – AP Spanish Language & Culture
assist in the development of this understanding should
include, but are not limited to: aesthetics and the creation
and performance of dance, music, theater, and visual
arts.)
o
Citizens who can communicate in more than one
language have unprecedented career opportunities,
marketability, and earning potential. (Topics that assist in
the development of this understanding should include,
but are not limited to: career awareness, exploration, and
preparation and business, financial, economic, and
entrepreneurial literacy.)
o
Modifying a Personalized Student Learning Plan requires
an understanding of one’s own skill set and preferences,
knowing one’s proficiency level in a second language, and
developing transfer skills to prepare for careers. (Topics
that assist in the development of this understanding
should include, but are not limited to: career awareness,
exploration, and preparation and business, financial,
economic, and entrepreneurial literacy.)
o
Examination of the roles of race, ethnicity, gender, and
religion through world history and across cultures assists
in understanding the current sociopolitical landscape.
(Topics that assist in the development of this
understanding should include, but are not limited to:
history, social sciences, and world literatures.)
HOW TO SELECT CULTURALLY AUTHENTIC MATERIALS BASED ON PROFICIENCY LEVEL
NOVICE-MID TEXTS
Novice-Mid-level students require short texts related to everyday personal experiences. Texts that are highly contextualized, supported by visual cues,
and contain repetition of key words and phrases are appropriate for Novice-Mid-level learners. Interpretive tasks designed at the Novice-Mid level ask
students to recognize key words and to identify important words, phrases, and main ideas.
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WLA 544 – AP Spanish Language & Culture
NOVICE-HIGH TO INTERMEDIATE-MID TEXTS
The same texts may be used for Novice-High-level students through Intermediate-Midlevel students; however, the task changes. At the Intermediate
level, students continue to look for main ideas, but also identify supporting details and derive meaning from context.
INTERMEDIATE-HIGH TEXTS
Text used at the previous levels may also be used with Intermediate-High-level students; however, the task changes. At the Intermediate-High level,
students continue to look for main ideas, identify supporting details, and derive meaning from context, while they also begin to infer meaning, identify
the author’s perspective, compare cultural perspectives, and recognize the organizing principle of a text.
ADVANCED-LOW TEXTS
Text used at the previous levels may also be used with Advanced-Low level students; however, the task changes. At the Advanced-Low level, students
continue to infer meaning, identify the author’s perspective, compare cultural perspectives, and recognize the organizing principle of the text while
they also begin to analyze and evaluate text for facts and opinions.
Suggested culturally authentic texts for interpretive reading tasks:
Novice-Mid Level
 Blogs
 Brochures
 Calendars and schedules
 Children’s stories and poems related to novice contexts
 Directions
 Highly contextualized advertisements from a target country publication (print or online)
 ID cards
 Maps
 Menus
 Movie schedules
 Online weather reports
 Report cards
 Simple biographies from a target culture magazine (print or online)
 Simple letters or email correspondence
 Social networking sites
 Sports schedules
 Stories/songs
WLA 544 – AP Spanish Language & Culture

Student schedules
Novice-High Through Intermediate-Mid Level
In addition to the above Novice-Mid level texts:
 Advice columns
 Photo stories with captions
 Simple stories
Intermediate-High Level
In addition to all above texts:
 Authentic short stories
 Contextualized comic strips
 Essays or editorials from newspapers
 Personal letters
Advanced-Low Level
In addition to all above texts:
 Editorials
 Novels
Suggested culturally authentic texts for interpretive listening/viewing tasks:
Novice-Mid Level
 Commercials from television, radio, Internet
 Podcasts
 Simple interviews, conversations, or surveys related to Novice content
 Songs related to Novice content
 Straightforward public service announcements from television, radio, Internet
 Video clips
Novice-High Through Intermediate-Mid Level
In addition to the above Novice-Mid level texts:
 Movie trailers
 Selected clips from movies
 Simple segments from television programs, such as soap operas or talk shows
Intermediate-High Level
In addition to all above texts:
 Contextualized animated cartoons
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WLA 544 – AP Spanish Language & Culture

Television shows on familiar topics
Advanced-Low Level
In addition to all above texts:
 Full-length movies
NOVICE-MID
Words, phrases, and
memorized simple
sentences
NOVICE-MID
Accurate when producing
memorized language
WORLD LANGUAGES PERFORMANCE LEVEL DESCRIPTORS*
TEXT TYPE
Quantity of Language Produced
NOVICE-HIGH
INTERMEDIATE-LOW
INTERMEDIATE- MID
INTERMEDIATE-HIGH
Words, lists, and
Simple sentences
Strings of sentences
Connected sentences
simple sentences
and paragraphs
NOVICE-HIGH
Inconsistently accurate
Most accurate when
expressing one’s own
ideas on previously
studied and familiar
topics
Minimally accurate as
creativity in language
and/or production
increases
NOVICE-MID
Comprehends and
produces vocabulary
related to common
objects and actions in
familiar categories
NOVICE-HIGH
Comprehends and
produces an expanding
amount of vocabulary
from previously
studied themes
LANGUAGE CONTROL
Grammatical Accuracy
INTERMEDIATE-LOW
INTERMEDIATE-MID
Inconsistently accurate Evidence of control of
grammar when using
Most accurate when
simple sentences and
expressing one’s own
basic verb forms
ideas on previously
studied and familiar
Demonstrates some
topics
ability to use
grammatical and
Minimally accurate as
stylistically cohesive
creativity in language
elements
and/or production
increases
VOCABULARY USE
INTERMEDIATE-LOW
INTERMEDIATE-MID
Comprehends and
Comprehends and
produces vocabulary
produces vocabulary on
from a limited number
a wider range of
of themes not
everyday themes
previously studied
Understands and uses
some idiomatic
INTERMEDIATE-HIGH
Generally accurate when
narrating and describing
in present time
Less accurate in past
and future time
Applies familiar
structures to new
situations
INTERMEDIATE-HIGH
Comprehends and
produces vocabulary
from an expanding
variety of themes
Understands and uses
idiomatic expressions
ADVANCED-LOW
Paragraph-level
discourse
ADVANCED-LOW
Sustained control of
simple target-language
sentence structures and
partial control of more
complex structures
Grammatical
unevenness with some
control of aspect
Some grammatical
errors in control of
aspect
ADVANCED-LOW
Comprehends and
produces vocabulary on
an expanding variety of
themes, including some
abstract topics related
to interest and aptitude
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WLA 544 – AP Spanish Language & Culture
Uses words and phrases
primarily as lexical items
without awareness of
grammatical structure
Understands and uses a
few memorized
idiomatic expressions
Understands and uses a
limited number of
idiomatic expressions
expressions and
culturally authentic
expressions
Uses false cognates (for
languages that contain
English cognates)
Uses false cognates (for
languages that contain
English cognates)
Searches for adequate
vocabulary
and culturally authentic
expressions
Uses specialized and
precise vocabulary for a
limited number of topics
Understands and uses
idiomatic expressions
and culturally authentic
expressions
Uses specialized and
precise vocabulary for a
wider range of topics
Employs generic
vocabulary
COMMUNICATION STRATEGIES
Techniques to understand and to be understood
As students progress through proficiency levels, they gain stronger control of the strategies acquired at previous levels while beginning to use new strategies
characteristic of the targeted proficiency level.
INTERPRETIVE
NOVICE-MID
NOVICE-HIGH
INTERMEDIATE-LOW
INTERMEDIATE-MID
INTERMEDIATE-HIGH
ADVANCED-LOW
Identifies a limited
Identifies some
Identifies a wide range
Uses knowledge of own
Identifies the organizing Handles linguistic
number of cognates and
cognates, loanwords,
of cognates, loanwords, culture and target
principle(s) of oral or
challenges with a
loanwords to aid
word families, roots,
word families, roots,
culture to deduce
written text
complication or handles
comprehension
prefixes, and suffixes to prefixes, and suffixes to meaning
an unexpected turn of
aid comprehension
aid comprehension
Infers and interprets the events within familiar
Uses visual cues to aid
Derives meaning by
intent of the author
contexts and routine
comprehension
Skims and scans
Infers meaning of
examining familiar and
situations
unfamiliar words to aid unfamiliar structures
Uses background
Infers meaning of some comprehension
experience to enhance
unfamiliar words to aid
Effectively uses
comprehension
comprehension
resources, such as target
Uses contextual clues
language dictionaries
Predicts
and online resources, to
Occasionally uses some aid comprehension
resources such as
target language
dictionaries and online
resources to aid
comprehension
Rereads
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WLA 544 – AP Spanish Language & Culture
May paraphrase when
reading or listening;
asks questions of self
about text
Identifies type of text
(narrative, expository,
persuasive)
Synthesizes
Summarizes
Evaluates
NOVICE-MID
Uses gestures and
sometimes resorts to
English
NOVICE-HIGH
Generally, but not
always:
Skips over unfamiliar
words (in order to be
successful,
reader/listener must
already have a wide
range of known
vocabulary to use this
strategy)
INTERPERSONAL
INTERMEDIATE-LOW
INTERMEDIATE-MID
Minimally:
Consistently:
Asks for clarification
Asks for clarification
Uses some cohesive
devices
Uses some cohesive
devices
Uses limited
circumlocution
Uses circumlocution
Asks for clarification
Repeats
Is understood by
sympathetic speakers
used to dealing with
language learners
Uses limited
circumlocution
Self-corrects when
not understood
Repeats and asks for
repetition
Self-corrects when
not understood
Occasionally selfcorrects when not
needed for
comprehension
INTERMEDIATE-HIGH
Uses cohesive devices
ADVANCED-LOW
Rephrases
Probes for details in
order to clarify meaning
Conveys message
without
misrepresentation or
confusion
Uses circumlocution
Self-corrects even when
not needed for
comprehension
Is generally understood
by native speakers of the
target language
Is understood by native
speakers unaccustomed
to dealing with nonnatives
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WLA 544 – AP Spanish Language & Culture
Paraphrases
NOVICE-MID
Uses gestures and
sometimes resorts to
English
Repeats
Is understood by
sympathetic speakers
used to dealing with
language learners.
Repeats and asks for
repetition
Imitates modeled
words
Paraphrases
States lack of
understanding
Imitates modeled
words
Is understood by
sympathetic speakers
used to dealing with
non-natives
States lack of
understanding
NOVICE-HIGH
Generally, but not
always:
Uses limited
circumlocution
unaccustomed to
dealing with non-natives
Is generally understood
by sympathetic
speakers, particularly
by those accustomed to
dealing with nonnatives
PRESENTATIONAL
INTERMEDIATE-LOW
INTERMEDIATE-MID
Minimally:
Consistently:
INTERMEDIATE-HIGH
Uses circumlocution
ADVANCED-LOW
Rephrases
Uses limited
circumlocution
Uses cohesive devices to
organize presentation
Conveys message
without
misrepresentation or
confusion
Repeats
Uses some cohesive
devices
Paraphrases
Repeats
Self-corrects when not
understood
Paraphrases
Is understood by
sympathetic speakers
used to dealing with
non-natives
Is understood by
sympathetic native
speakers accustomed to
dealing with non-natives
Self-corrects when not
understood
Is generally understood
by sympathetic
speakers, particularly
by those accustomed to
Uses circumlocution
Uses some cohesive
devices
Occasionally selfcorrects when not
needed for
comprehension
Is understood by
sympathetic native
speakers accustomed to
dealing with non-natives
Self-corrects even when
not needed for
comprehension
Is generally understood
by native speakers of the
target language
unaccustomed to
dealing with non-natives
Is understood by native
speakers unaccustomed
to dealing with nonnatives
WLA 544 – AP Spanish Language & Culture
Page 88
dealing with nonnatives
* The ACTFL Performance Guidelines for K-12 Learners (ACTFL, 1998), ACTFL Proficiency Guidelines - Speaking (ACTFL, 1999), and ACTFL Proficiency Guidelines Writing (ACTFL, 2001) were used to inform the development World Languages Performance Level Descriptors table.
Annotated Glossary With Resources
Accommodations: Modifications made in instruction and/or assessment that address the specific needs of individual students.

Click Teaching Foreign Languages K-12 Workshop to view a video on how to meet the needs of all learners in the world languages class. Scroll down
to video #6.

The 1996 New Jersey World Languages Curriculum Framework contains several chapters related to accommodations:
Instructional Strategies and Student Learning Characteristics
Instructional Adaptations for Students with Diverse Needs
Instructional Strategies
 Click http://daretodifferentiate.wikispaces.com/ for an interactive wiki site dedicated to differentiation strategies.
Advanced-Low Level Learners: Students communicate using paragraph-level discourse to handle complicated situations on a wide-range of topics.
Articulation: The smooth transition from one level of proficiency to the next along the continuum of language learning.
Authentic Assessment: Assessment tasks that evoke demonstration of knowledge and skills in ways that they are applied in the “real world.”
 Click Teaching Foreign Languages K-12 Workshop to view a video on how to assess the modes of communication. Scroll down to video #7.

Click Teaching Foreign Languages K-12: A Library of Classroom Practices to view assessment in practice. Scroll down to video #30.

Click CAPS TOAS to access Thematically Organized Assessments categorized by themes, topics, and levels of proficiency.

Click Wisconsin Project for information related to world language assessment.
Career Clusters: Postsecondary education and career pathways.
The Center for Applied Linguistics: Resources of interest to world language educators, including many related to assessment.
Circumlocution: Talking around a word or phrase through definition or description.
WLA 544 – AP Spanish Language & Culture
Page 89
Cognate: A word that looks like a word in another language and has a similar meaning.
Communities: The goal area of the Standards for Foreign Language Learning in the 21st Century that targets participation in multilingual
communities at home and around the world.

Click Teaching Foreign Languages K-12 Workshop to view how to address communities. Scroll down to video #8.

Click Teaching Foreign Languages K-12: A Library of Classroom Practices to view how communities are included in a lesson in practice. Scroll
down to video #14.
Comprehensible Input: Language that a learner already knows plus some new language made understandable through intentional and targeted
strategies.

Click Teaching Foreign Languages K-12: A Library of Classroom Practices to view an example of how to provide comprehensible input. Scroll down
to video #4.
Comprehensible Output Hypothesis: The supposition that second language acquisition depends on more than just comprehensible input and requires
learners to produce language.
Continuum: The ongoing process of developing proficiency in the target language.
Cultural Content: Content that is reinforced or enhanced through the language studied.
Cultural Perspectives: Popular beliefs, commonly held values, folk ideas, shared values, and assumptions widely held by members of a culture.

The perspectives of a culture sanction the cultural practices and create a need for the products.

The perspectives provide the reason for “why they do it that way” and the explanation for “how can they possibly think that?”

Since practices and products not only derive from perspectives, but sometimes interact to change perspectives, this fundamental component of
culture must be incorporated to meet the world languages standard.
Cultural Practices: Practices of a culture that include patterns of acceptable behaviors for interacting with members of other cultures. Two examples
from the American culture of the practice of expressing congratulations would be slapping a teammate on the back after a winning touchdown, but shaking
the presenter’s hand after an excellent speech. The cultural content focuses on practices derived from the perspectives (traditional ideas, attitudes, and
values) of the culture studied.
Cultural Products: Tangible (e.g., paintings, wedding veils, boiled peanuts, a pair of chopsticks) or intangible (e.g., street raps, systems of education,
graveside eulogies) products that reflect the perspectives (attitudes, values, and beliefs) of the culture studied.
Culturally authentic material: Books, tapes, videos, games, and realia that have been produced for use by native speakers of the target language (also
see How to Select Culturally Authentic Materials).
WLA 544 – AP Spanish Language & Culture
Page 90
Edutopia: An interactive site that contains an archive of continually updated best practices.
ELL: Acronym for English language learners who are developing their listening, speaking, reading, and writing abilities in English.
E-pals: An electronic platform that enables students, teachers, and classrooms in the global community to communicate about issues and topics, to
collaborate on a variety of projects, and to engage in problem solving that incorporates multiple perspectives.
Formal and informal settings: The degree to which a setting requires adherence to specific communication procedures, rules, and decorum (with
formal settings being more prescriptive than informal settings).
Formative Assessment: Ongoing evaluation of a student’s progress during a learning activity that is used to inform instruction and assists in tracking
student progress. It is often referred to as assessment for learning.

Click Wisconsin Project or New Jersey World Languages Curriculum Framework for information related to world languages assessment.
Four art forms: Dance, music, theatre, and the visual arts.
Geography: Area of study comprised of human geography, which focuses on the human-made environment and how space is created; physical
geography, which examines the natural environment and interactions among climate, vegetation, soil, water, landforms, and life; and/or environmental
geography, which includes both physical and human geography and also examines the interactions between the environment and humans.
Global Issues: Issues that have a significant impact, transcend political and geographical boundaries, are enduring, and are interconnected.
Graphic organizers: Visual representations of knowledge, concepts, or ideas that promote learning.

Click New Jersey World Languages Curriculum Framework, Eduplace, and Teacher Vision for examples of graphic organizers.
Gouin Series: A series of short statements describing a logical sequence of actions within a specific context.
Holistic rating/scoring: A scoring procedure yielding a single score based upon a set of predetermined criteria, which generally puts the emphasis on
what is done well rather than deficiencies.
Independently: What the learner can communicate spontaneously without guidance or support.
Information Gap Activity: An activity in which one person has information that another needs but does not have, and in which the answers are
unknown to the questioner.
Integrated curriculum: Tasks that utilize students’ abilities to apply concepts, principles, and processes from two or more subject areas to a central
question, theme, issue, or problem.
WLA 544 – AP Spanish Language & Culture

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Click Teaching Foreign Languages K-12 Workshop to view a video on how to integrate content into a world languages lesson. Scroll down to video
#4.
Interdisciplinary: A curricular approach that applies knowledge from more than one discipline to examine a problem or topic.

Click Teaching Foreign Languages K-12: A Library of Classroom Practices to observe this concept in practice. Scroll down to videos #5 and #15.
Intermediate-High Level Learner: Students communicate using connected sentences and paragraphs to handle complicated situations on a widerange of topics.
Intermediate-Low Level Learner: Students communicate using simple sentences to ask and answer questions, to handle simple transactions related
to everyday life, and to talk about subject matter studied in other classes.
Intermediate-Mid Level Learner: Students communicate using strings of sentences to ask and answer questions, to handle simple transactions related
to everyday life, and to talk about subject matter studied in other classes.
Interpersonal Mode: The mode of communication in which students engage in direct oral and/or written communication with others (e.g., conversing
face-to-face, participating in online discussions or videoconferences, instant messaging and text messaging, exchanging personal letters or e-mail
messages).

Click Teaching Foreign Languages K-12 Workshop to view a video on the Interpersonal Mode. Scroll down to video #2.

Click Wisconsin Project: Modes of Communication for information related to the modes of communication.
Interpretive Mode: The mode of communication in which students demonstrate understanding of spoken and written communication within the
appropriate cultural context. Examples of “one-way” reading or listening include cultural interpretations of print, video, and online texts, movies, radio
and television broadcasts, and speeches. Interpretation beyond the Novice level differs from comprehension because it implies the ability to read or
listen “between the lines” and “beyond the lines.”

Click Teaching Foreign Languages K-12 Workshop to view a video on the Interpretive Mode. Scroll down to video #1.

Click Wisconsin Project: Modes of Communication for information related to the modes of communication.
KWL Chart: A graphic organizer that assists in managing and organizing information around a specific theme or topic with K representing prior
knowledge, W representing what one wants to learn, and L representing what one has learned.
Langsource: A searchable, annotated bibliographic database of language and culture resources. It can be used by both teachers and learners at all
levels in a variety of languages including Arabic, Chinese, German, Hausa, Hindi, Japanese, Korean, Quechua, Spanish, Tamil, and Yoruba.
Language Function: That which can be done with language to meet a communicative purpose. Greeting, leave taking, describing, and persuading are
some examples of language functions.
WLA 544 – AP Spanish Language & Culture
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Learning styles: Individual student cognitive, affective, and physiological behaviors that indicate how the student learns.
Linguafolio: A portfolio assessment instrument designed to support language learners in setting and achieving their goals for learning languages.
Loan words: Words taken from another language.
Merlot: An online education resource for teaching and learning languages where educators are encouraged to contribute and share lessons.
Modeling: The act of providing an example of what to do and how to do it; modeling helps to ensure that practice will take place as planned.
Multiple entry points: The grade levels at which students are given the opportunity to begin the study of a world language or add the study of another
world language.
Multiple intelligences: A theory that individuals can learn in multiple ways and may demonstrate strength in one or more learning modalities.
National Foreign Language Resource Centers: Resource centers that promote the learning and teaching of foreign languages in the United States by
creating language-learning materials, offering professional development, and conducting research on foreign language learning. Some centers focus on
specific areas while others focus on foreign languages in general.
New Jersey World Languages Curriculum Framework:

Click K-4 Learning Scenarios for Novice-Mid level learners.

Click 5-8 Learning Scenarios for Novice-High level learners.

Click 9-12 Learning Scenarios for Novice-High/Pre-Advanced (Intermediate-High) level learners.
Novice language learners: All beginner language learners regardless of what age or grade level they start the study of a world language.
Novice-High Level Learner: Students communicate using words, lists, and simple sentences to ask and answer questions, to handle simple
transactions related to everyday life, and to talk about subject matter studied in other classes.
Novice-Mid Level Learner: Students communicate using memorized words and phrases to talk about familiar topics related to school, home, and the
community.
Novice Writing Tasks: A form or document in which students supply simple requested information is an appropriate format for Novice students.
Some examples of such forms include schedules, driver license applications, passport applications, e-pal applications, surveys, shopping lists, Venn
diagrams, and story maps. Using strategies such as brainstorming and picture prompts help to bring learned vocabulary and structures to the working
memory table.
Online Glossary: A resource that contains additional terms related to world languages.
WLA 544 – AP Spanish Language & Culture
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PACE Model: A model for teaching grammar in context that consists of presentation of meaningful language, attention to form, co-construction of an
explanation, and an extension activity with real-world application.
Performance Level Descriptors: Narrative descriptions of student performance representative of each performance level (e.g., Novice Mid, Novice
High, and Intermediate Low). They provide a picture of “how well” students are able to use language. They assist educators, parents, and students in
tracking progress and may be used to inform future instruction.
Physical Response: TPR (Total Physical Response) is an example of an instructional strategy that uses physical response.

Click TPR and New Jersey Frameworks for additional information.
Population Reference Bureau: A website that offers resources related to global issues. Because the site provides links to graphics, these resources
make complex topics accessible to language learners of all proficiency levels.
Portfolios: A purposeful, varied collection of evidence pertaining to student learning over time. They contain documentation of a range of student
knowledge and skills
Pre-Instructional Strategies: Teaching strategies that assist in language instruction. Some examples include: choosing authentic material appropriate
for the theme and context as well as the proficiency and cognitive level of the students; planning engaging tasks that allow students to practice language
in situations they might encounter in the real world; and tapping into students’ interests and prior knowledge.
Presentational Mode: The mode of communication in which students present, through oral and/or written communications, information, concepts
and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this “one-to-many” mode of communication
are making a presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and writing an article for a
newspaper.

Click Teaching Foreign Languages K-12 Workshop to view a video on the Presentational Modes. Scroll down to video #3.

Click Wisconsin Project: Modes of Communication for information related to the modes of communication.
Proficiency: The level of communicative competence. It refers to what an individual is able to do with language in all skill areas.
Role-playing: An activity in which students dramatize characters, solve a problem, or work through a situation.
Rubric: A scoring guide consisting of a set of general criteria used to evaluate a student’s performance in a given outcome area. Rubrics have a fixed
measurement scale, a list of criteria that describe the characteristics of products or performances for each score point, and sample responses that
illustrate the various score points on the scale.

Click CAPS Rubrics to access rubrics used to rate student work from the Thematically Organized Assessments.

Click New Jersey World Languages Curriculum Framework for additional information on rubrics.
Scaffolding: A strategy used to provide support to another speaker or writer that facilitates successful communication.
WLA 544 – AP Spanish Language & Culture
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Second language acquisition: The process of internalizing the second language as opposed to simply memorizing the vocabulary and structures of the
language; a process similar to the way children develop ability in their native language.
Signaling: A visible means of showing understanding. Two examples are thumbs up/thumbs down and indicating by the number of fingers shown how
well one understands a concept. Three fingers may indicate complete understanding while one finger may indicate little understanding.
Story form: A strategy that engages students in meaningful, culturally authentic rich language. Use of story forms in the world language classroom
assists students in making sense of language while tapping into their imagination.
Student work: Click CAPS Student Work to access student work from Thematically Organized Assessments.
Summative assessment: The process of evaluating and assigning a grade to student learning at the end of a unit of study. It is often referred to as
assessment of learning. Click New Jersey World Languages Framework for additional information.
Talk aloud: A strategy that involves reporting how a task is approached and completed.
Target culture: The culture (e.g. history, literature, art, foods, politics, media, and social viewpoints) of the people who speak the target language.

Click Teaching Foreign Languages K-12 Workshop to view how the teaching of culture is integrated into a language lesson. Scroll down to videos #5
and #12.
Target language: The language being learned.
Thematic Unit: A lesson of study that integrates several content areas while examining a broad topic of study centered around a particular theme.
TPS: Think-Pair-Share, a strategy that allows wait and think time and provides the teacher and the learner with immediate feedback.
Twenty-first Century Technologies: Technologies for students to interact with people from other cultures and to experience authentic cultural
products and practices. The use of technology as an instructional strategy is therefore no longer an option; rather it is an indispensable tool that enables
students to develop a growing understanding of cultural perspectives and the inextricable link between language and culture.

Digital Tools in the context of a world languages class, include applications and software that aid in communication. Some examples include video
conferencing, texting, and IMing.

Electronic Information Sources consist of audio, video, and text available through a virtual format. Some examples include podcasts, videocasts,
audio clips, and websites.
 Multimedia Rich Presentations contain a combination of text, audio, still images, video, interactivity and animation.

Virtual Sharing requires the use of digital tools and may be done through electronic information sources such as a social community/educational
site, electronic poster, or webpage.
WLA 544 – AP Spanish Language & Culture
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TWPS: Think-Write-Pair-Share, a variation of Think-Pair-Share strategy that involves the written word.
Webbing: A strategy for developing and organizing ideas; the major topic is usually centered, with lines drawn to details, subtopics, etc.

Click New Jersey World Languages Framework for additional information.
Wordchamp: A website that contains rollover definitions in more than 10 languages.
World Languages Framework Learning Scenarios Project:

Click Animal Migration Unit for Novice-Mid level learners.

Click The Monarch Unit for Novice-High level learners.

Click Urban Parks Unit for Novice-High level learners.

Click The Migration Unit for Intermediate Low/Pre-Advanced (Intermediate-High) level learners.
Whiteboards: Individual boards that students use to write responses allowing the teacher to quickly assess understanding and provide students with
immediate feedback
Wiki: A collection of web pages dedicated to a specific topic that allows those with access to contribute and modify content.
 Click to view a technology wiki created as a result of participation in the World Languages Technology Institute.

Click to access a Web 2.0 wiki.

Click to access the Flat Classroom Project wiki.
Word Reference: A free online translator available in many languages that also contains a discussion forum.
Wyoming 6-8 Spanish: An online curriculum project for middle school Spanish that contains resources for Novice-Mid to Novice-High students.
WLA 544 – AP Spanish Language & Culture
APPENDIX E
NEW JERSEY CORE CURRICULUM CONTENT
STANDARDS FOR TECHNOLOGY
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WLA 544 – AP Spanish Language & Culture
Page 97
New Jersey Core Curriculum Content Standards
for
Technology
INTRODUCTION
Technology in the 21st Century
Technology is uniquely positioned to transform learning, to foster critical thinking, creativity, and innovation, and to prepare students
to thrive in the global economy. As engaged digital learners, students are able to acquire and apply content knowledge and skills through
active exploration, interaction, and collaboration with others across the globe, challenging them to design the future as envisioned in the
statements that follow:
Mission: Technology enables students to solve real world problems, enhance life, and extend human capability as they meet the
challenges of a dynamic global society.
Vision: The systematic integration of technology across the curriculum and in the teaching and learning process fosters a
population that leverages 21st century resources to:





Apply information-literacy skills to access, manage, and communicate information using a range of emerging technological
tools.
Think critically and creatively to solve problems, synthesize and create new knowledge, and make informed decisions that
affect individuals, the world community, and the environment.
Gain enhanced understanding of global interdependencies as well as multiple cultural perspectives, differing points of view,
and diverse values.
Employ a systemic approach to understand the design process, the designed world, and the interrelationship and impact of
technologies.
Model digital citizenship.
WLA 544 – AP Spanish Language & Culture
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Intent and Spirit of the Technology Standards
All students acquire content area knowledge and skills in: (1) Visual and Performing Arts, (2) Comprehensive Health and Physical
Education, (3) Language Arts Literacy, (4) Mathematics, (5) Science, (6) Social Studies, (7) World Languages, (8) Educational
Technology, Technology Education, Engineering, and Design, and (9) 21st Century Life and Careers. As they do so, they are supported
by the ongoing, transparent, and systematic integration of technology from preschool to grade 12 in preparation for postsecondary
education and the workplace.
In Preschool, technology offers versatile learning tools that can support children’s development in all domains. For example, electronic
storybooks can “read” stories to children in multiple languages; adventure games foster problem-solving skills; story-making programs
encourage literacy and creativity; math-related games can help children count and classify; and science activities promote inquiry and
an understanding of the world through the eyes of a child. When preschoolers are encouraged to work together with electronic devices
and computers, social skills are tapped as children negotiate turn-taking. However, technology should not replace the concrete, real-life
experiences that are critical to a young child’s learning; it must always be used in balance with other meaningful activities and routines.
Technology should be embedded into children’s learning centers and should enhance their learning and development during choice time
as well as in small-group experiences.
In grades K-2, students are formally introduced to the basic features and functions of computers and demonstrate
understanding that technology enables them to communicate beyond the classroom on a variety of topics. K-2 students
are also exposed to elements of the design process, design systems, and a variety of technology resources, and
understand the importance of safety when using technological tools.
In grades 3-4, students understand the purpose of, and are able to use, various computer applications. They continue to develop
information-literacy skills and increasingly use technology to communicate with others in support of learning, while also
recognizing the need for cyber safety and acceptable use policies. Students in grades 3-4 also investigate the impact of
technology systems, understand the design process, and use it for problem solving.
In grades 5-8, students expand their capacity to use operations and applications, apply information-literacy skills, and select the
appropriate tools and resources to accomplish a variety of tasks, as they develop digital citizenship. As students participate in online
learning communities, collaborating in the design of products that address local and global issues across the curriculum, they build
understanding of the perspectives of learners from other countries. Students at this level can apply the design process in the development
of products; understand impact constraints, trade-offs, and resource selection; and solve a design challenge and/or build a prototype
using the design process. Students can explain why human-designed systems, products, and environments need to be monitored,
maintained, and improved, and they recognize the interdependence of subsystems as parts of a system.
In grades 9-12, students demonstrate advanced computer operation and application skills by publishing products related to real-world
situations (e.g., digital portfolios, digital learning games and simulations), and they understand the impact of unethical use of digital
tools. They collaborate adeptly in virtual environments and incorporate global perspectives into problem solving at home, at school, and
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WLA 544 – AP Spanish Language & Culture
in structured learning experiences, with the growing realization that people in the 21st century are interconnected economically, socially,
and environmentally and have a shared future.
High School Specialization in technology enables students to design, create, and reverse-engineer technology products or systems,
document the application of the design process, and understand its impact—including ethical considerations, costs, trade-offs, risks,
benefits, and choice of resources. Students develop products that address local and global issues and challenges, which are disseminated
for peer review.
Revised Standards
The 2009 standards provide the foundation for creating local curricula and authentic performance assessments and emulate the
philosophy and goals contained in documents produced by national technology organizations, including the Partnership for the 21st
Century Skills and the New Jersey Educational Technology Plan. The organization of the strands in standards 8.1 and 8.2, as well as
the content and skills within each strand, has been reconceptualized to address emerging technologies and technological applications
that are needed for life and work in the global age.
 Standard 8.1, Educational Technology, is aligned to the International Society for Technology in Education (ISTE) standards
and the Partnership for the 21st Century Skills framework.
 Standard 8.2, formerly Technology Education, is renamed Technology Education, Engineering, and Design and is aligned with
the goals of the International Technology Education Association (ITEA) and the Partnership for 21st Century Skills
framework.
National, International, and State Advocacy
The Partnership for 21st Century Skills, ISTE, and the American Association of School Libraries (AASL) provide leadership and
service to improve teaching and learning by advancing the effective use of technology in education. The ITEA promotes technological
literacy by supporting the teaching of technology. The Consortium for School Networking (CoSN) is an organization for K-12
technology leaders who use technology strategically to improve learning.
At the state level, the New Jersey Technology Education Association (NJTEA) fosters the development of technological literacy
through Technology Education Programs. The New Jersey Association for Educational Technology (NJAET)and the New Jersey
Educational Computing Cooperative (NJECC), Inc., promote and support the integration of technology in education as it applies to
student learning, professional development, and instructional planning.
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WLA 544 – AP Spanish Language & Culture
Resources
American Association of School Librarians. (2007). Standards for the 21st century learner. Online:
http://www.aasl.org
International Society for Technology in Education. (2002). National educational technology standards for administrators.
Online:
http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/2009Standards/NETS_for_Administrators_2009
.htm
International Society for Technology in Education. (2007). National educational technology standards for students (2nd Ed.).
Online: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
WLA 544 – AP Spanish Language & Culture
Page 101
International Society for Technology in Education. (2008). National educational technology standards for teachers (2nd Ed.).
Online: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
International Technology Education Association. (2003). Advancing excellence in technological literacy: Student assessment,
professional development, and program standards. Online: http://www.iteaconnect.org/TAA/PDFs/AETL.pdf
International Technology Education Association. (2007). Standards for technological literacy. Online:
http://www.iteaconnect.org/TAA/PDFs/xstnd.pdf
Partnership for 21st Century Skills. (2005). Framework for 21st century learning. Online:
http://www.21stcenturyskills.org
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WLA 544 – AP Spanish Language & Culture
Content Area
Standard
Strand
By the
end of
grade
Preschool
Technology
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaboratively and to create and communicate knowledge.
A. Technology Operations and Concepts
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
8.1.P.A.1
The use of technology and
digital tools requires
knowledge and appropriate
use of operations and related
applications.
8.1.P.A.2
8.1.P.A.3
Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard.
8.1.P.A.4
Recognize that the number keys are in a row on the top of the keyboard.
8.1.P.A.5
Use basic technology terms in conversations (e.g., digital camera,
battery, screen, computer, Internet, mouse, keyboards, and printer).
Turn smart toys on and off.
8.1.P.A.6
8.1.2.A.1
2
4
The use of technology and
digital tools requires
knowledge and appropriate
use of operations and related
applications.
The use of technology and
digital tools requires
knowledge and appropriate
use of operations and related
applications.
Use the mouse to negotiate a simple menu on the screen (e.g., to print a
picture).
Use electronic devises (e.g., computer) to type name and to create
stories with pictures and letters/words.
8.1.2.A.2
8.1.2.A.3
8.1.2.A.4
8.1.2.A.5
8.1.4.A.1
8.1.4.A.2
8.1.4.A.3
8.1.4.A.4
8.1.4.A.5
Identify the basic features of a computer and explain how to use them
effectively.
Use technology terms in daily practice.
Discuss the common uses of computer applications and hardware and
identify their advantages and disadvantages.
Create a document with text using a word processing program.
Demonstrate the ability to navigate in virtual environments that are
developmentally appropriate.
Demonstrate effective input of text and data using an input device.
Create a document with text formatting and graphics using a word
processing program.
Create and present a multimedia presentation that includes graphics.
Create a simple spreadsheet, enter data, and interpret the information.
Determine the benefits of a wide range of digital tools by using them to
solve problems.
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WLA 544 – AP Spanish Language & Culture
8.1.8.A.1
8
The use of technology and
digital tools requires
knowledge and appropriate
use of operations and related
applications.
8.1.8.A.2
8.1.8.A.3
8.1.8.A.4
8.1.8.A.5
8.1.12.A.1
12
The use of technology and
digital tools requires
knowledge and appropriate
use of operations and related
applications.
8.1.12.A.2
8.1.12.A.3
8.1.12.A.4
Create professional documents (e.g., newsletter, personalized learning
plan, business letter or flyer) using advanced features of a word
processing program.
Plan and create a simple database, define fields, input data, and produce
a report using sort and query.
Create a multimedia presentation including sound and images.
Generate a spreadsheet to calculate, graph, and present information.
Select and use appropriate tools and digital resources to accomplish a
variety of tasks and to solve problems.
Construct a spreadsheet, enter data, and use mathematical or logical
functions to manipulate data, generate charts and graphs, and interpret
the results.
Produce and edit a multi-page document for a commercial or
professional audience using desktop publishing and/or graphics
software.
Participate in online courses, learning communities, social networks, or
virtual worlds and recognize them as resources for lifelong learning.
Create a personalized digital portfolio that contains a résumé,
exemplary projects, and activities, which together reflect personal and
academic interests, achievements, and career aspirations.
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WLA 544 – AP Spanish Language & Culture
Content Area
Standard
Strand
By the
end of
grade
Preschool
2
4
8
12
Technology
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaboratively and to create and communicate knowledge.
B. Creativity and Innovation
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
The use of digital tools and
media-rich resources enhances
creativity and the construction
of knowledge.
8.1.P.B.1
Use a digital camera to take a picture.
The use of digital tools and
media-rich resources enhances
creativity and the construction
of knowledge.
The use of digital tools and
media-rich resources enhances
creativity and the construction
of knowledge.
The use of digital tools and
media-rich resources enhances
creativity and the construction
of knowledge.
The use of digital tools and
media-rich resources enhances
creativity and the construction
of knowledge.
8.1.2.B.1
Illustrate and communicate original ideas and stories using digital tools
and media-rich resources.
8.1.4.B.1
Produce a media-rich digital story about a significant local event or issue
based on first-person interviews.
8.1.8.B.1
Synthesize and publish information about a local or global issue or event
on a collaborative, web-based service (also known as a shared hosted
service).
8.1.12.B.1
Design and pilot a digital learning game to demonstrate knowledge and
skills related to one or more content areas or a real world situation.
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WLA 544 – AP Spanish Language & Culture
Content Area
Standard
Technology
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaboratively and to create and communicate knowledge.
C. Communication and Collaboration
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Strand
By the
end of
grade
Preschool Digital tools and environments
support the learning process
and foster collaboration in
solving local or global issues
and problems.
2
4
8
12
Digital tools and environments
support the learning process
and foster collaboration in
solving local or global issues
and problems.
Digital tools and environments
support the learning process
and foster collaboration in
solving local or global issues
and problems.
Digital tools and environments
support the learning process
and foster collaboration in
solving local or global issues
and problems.
Digital tools and environments
support the learning process
and foster collaboration in
solving local or global issues
and problems.
8.1.P.C.1
8.1.P.C.2
Operate frequently used, high-quality, interactive games or activities in
either screen or toy-based formats.
Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette
tape, CD-Rom, DVD, or other storage device and press “play” and “stop.”
8.1.2.C.1
Engage in a variety of developmentally appropriate learning activities with
students in other classes, schools, or countries using electronic tools.
8.1.4.C.1
Engage in online discussions with learners in the United States or from
other countries to understand their perspectives on a global problem or
issue.
8.1.8.C.1
Participate in an online learning community with learners from other
countries to understand their perspectives on a global problem or issue,
and propose possible solutions.
8.1.12.C.1
Develop an innovative solution to a complex, local or global problem or
issue in collaboration with peers and experts, and present ideas for
feedback in an online community.
WLA 544 – AP Spanish Language & Culture
Page 106
Content Area Technology
Standard
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaboratively and to create and communicate knowledge.
Strand
D. Digital Citizenship
By the
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
end of
grade
Technological advancements
8.1.2.D.1
Model legal and ethical behaviors when using both print and non-print
2
create societal concerns
information by citing resources.
regarding the practice of safe,
legal, and ethical behaviors.
8.1.4.D.1
Explain the need for each individual, as a member of the global
community, to practice cyber safety, cyber security, and cyber ethics when
Technological advancements
using existing and emerging technologies.
create societal concerns
4
regarding the practice of safe,
8.1.4.D.2
Analyze the need for and use of copyrights.
legal, and ethical behaviors.
8.1.4.D.3
Explain the purpose of an acceptable use policy and the consequences of
inappropriate use of technology.
8.1.8.D.1
Model appropriate online behaviors related to cyber safety, cyber bullying,
Technological advancements
8
cyber security, and cyber ethics.
create societal concerns
regarding the practice of safe,
8.1.8.D.2
Summarize the application of fair use and Creative Commons guidelines.
legal, and ethical behaviors.
8.1.8.D.3
Demonstrate how information on a controversial issue may be biased.
8.1.12.D.1 Evaluate policies on unauthorized electronic access (i.e., hacking) and
Technological advancements
disclosure and on dissemination of personal information.
12
create societal concerns
8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use and Creative
regarding the practice of safe,
Commons guidelines.
legal, and ethical behaviors.
8.1.12.D.3 Compare and contrast international government policies on filters for
censorship.
8.1.12.D.4 Explain the impact of cyber crimes on society.
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WLA 544 – AP Spanish Language & Culture
Content Area Technology
Standard
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaboratively and to create and communicate knowledge.
Strand
E. Research and Information Literacy
By the
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
end of
grade
Preschool Effective use of digital tools
8.1.P.E.1
Use the Internet to explore and investigate information with a teacher’s
assists in gathering and
support.
managing information.
2
4
8
Effective use of digital tools
assists in gathering and
managing information.
Effective use of digital tools
assists in gathering and
managing information.
Effective use of digital tools
assists in gathering and
managing information.
8.1.2.E.1
Use digital tools and online resources to explore a problem or issue
affecting children, and discuss possible solutions.
8.1.4.E.1
Investigate a problem or issue found in the United States and/or another
country from multiple perspectives, evaluate findings, and present possible
solutions, using digital tools and online resources for all steps.
Evaluate the accuracy of, relevance to, and appropriateness of using print
and non-print electronic information sources to complete a variety of
tasks.
Gather and analyze findings using data collection technology to produce a
possible solution for a content-related or real-world problem.
8.1.4.E2
8.1.8.E.1
8.1.12.E.1
12
Effective use of digital tools
assists in gathering and
managing information.
8.1.12.E.2
Develop a systematic plan of investigation with peers and experts from
other countries to produce an innovative solution to a state, national, or
worldwide problem or issue.
Predict the impact on society of unethical use of digital tools, based on
research and working with peers and experts in the field.
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WLA 544 – AP Spanish Language & Culture
Content Area Technology
Standard
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaboratively and to create and communicate knowledge.
Strand
F. Critical Thinking, Problem Solving, and Decision-Making
By the
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
end of
grade
Preschool Information accessed through 8.1.P.F.1
Navigate the basic functions of a browser, including how to open or close
the use of digital tools assists
windows and use the “back” key.
in generating solutions and
making decisions.
2
4
8
12
Information accessed through
the use of digital tools assists
in generating solutions and
making decisions.
Information accessed through
the use of digital tools assists
in generating solutions and
making decisions.
Information accessed through
the use of digital tools assists
in generating solutions and
making decisions.
Information accessed through
the use of digital tools assists
in generating solutions and
making decisions.
8.1.2.F.1
Use mapping tools to plan and choose alternate routes to and from various
locations.
8.1.4.F.1
Select and apply digital tools to collect, organize, and analyze data that
support a scientific finding.
8.1.8.F.1
Use an electronic authoring tool in collaboration with learners from other
countries to evaluate and summarize the perspectives of other cultures
about a current event or contemporary figure.
8.1.12.F.1
Select and use specialized databases for advanced research to solve realworld problems.
Analyze the capabilities and limitations of current and emerging
technology resources and assess their potential to address educational,
career, personal, and social needs.
8.1.12.F.2
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WLA 544 – AP Spanish Language & Culture
Content Area
Standard
Strand
By the
end of
grade
Technology
8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and
impact of technology, engineering, technological design, and the designed world, as they relate to the individual,
global society, and the environment.
A. Nature of Technology: Creativity and Innovation
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
2
Technology products and
systems impact every aspect
of the world in which we live.
4
Technology products and
systems impact every aspect of
the world in which we live.
8
12
Technology products and
systems impact every aspect of
the world in which we live.
Technology products and
systems impact every aspect of
the world in which we live.
8.2.2.A.1
Describe how technology products, systems, and resources are useful at
school, home, and work.
8.2.8.A.1
Investigate factors that influence the development and function of
technology products and systems.
Using a digital format, compare and contrast how a technology product has
changed over time due to economic, political, and/or cultural influences.
Explain the impact of globalization on the development of a technological
system over time.
8.2.12.A.1
Design and create a technology product or system that improves the quality
of life and identify trade-offs, risks, and benefits.
8.2.4.A.1
8.2.4.A.2
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WLA 544 – AP Spanish Language & Culture
Content Area
Standard
Strand
By the
end of
grade
2
Technology
8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and
impact of technology, engineering, technological design, and the designed world, as they relate to the individual,
global society, and the environment.
B. Design: Critical Thinking, Problem Solving, and Decision-Making
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
The design process is a
systematic approach to
solving problems.
The design process is a
systemic approach to solving
problems.
4
8.2.2.B.1
8.2.2.B.2
8.2.4.B.1
8.2.4.B.2
8.2.4.B.3
8.2.4.B4
The design process is a
systemic approach to solving
problems.
8
8.2.8.B.1
8.2.8.B.2
8.2.8.B.3
The design process is a
systemic approach to solving
problems.
8.2.12.B.1
12
8.2.12.B.2
Brainstorm and devise a plan to repair a broken toy or tool using the design
process.
Investigate the influence of a specific technology on the individual, family,
community, and environment.
Develop a product using an online simulation that explores the design
process.
Design an alternative use for an existing product.
Explain the positive and negative effect of products and systems on humans,
other species, and the environment.
Compare and contrast how technology transfer happens within a
technology, among technologies, and among other fields of study.
Design and create a product that addresses a real-world problem using the
design process and working with specific criteria and constraints.
Identify the design constraints and trade-offs involved in designing a
prototype (i.e., how the prototype might fail and how it might be improved)
by completing a design problem and reporting results in a multimedia
presentation.
Solve a science-based design challenge and build a prototype using science
and math principles throughout the design process.
Design and create a product that maximizes conservation and sustainability
of a scarce resource, using the design process and entrepreneurial skills
throughout the design process.
Design and create a prototype for solving a global problem, documenting
how the proposed design features affect the feasibility of the prototype
through the use of engineering, drawing, and other technical methods of
illustration.
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WLA 544 – AP Spanish Language & Culture
8.2.12.B.3
Content Area
Standard
Strand
By the
end of
grade
2
4
8
12
Analyze the full costs, benefits, trade-offs, and risks related to the use of
technologies in a potential career path.
Technology
8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and
impact of technology, engineering, technological design, and the designed world, as they relate to the individual,
global society, and the environment.
C. Technological Citizenship, Ethics, and Society
Content Statement
CPI #
Knowledge and understanding of human,
cultural, and societal values are
fundamental when designing technology
systems and products in the global
society.
Knowledge and understanding of human,
cultural, and societal values are
fundamental when designing technology
systems and products in the global
society.
8.2.2.C.1
8.2.4.C.1
8.2.4.C.2
8.2.4.C.3
Knowledge and understanding of human, 8.2.8.C.1
cultural, and societal values are
8.2.8.C.2
fundamental when designing technology
systems and products in the global
society.
Knowledge and understanding of human, 8.2.12.C.1
cultural, and societal values are
fundamental when designing technology
Cumulative Progress Indicator (CPI)
Demonstrate how reusing a product affects the local and global
environment.
Explain the impact of disposing of materials in a responsible way.
Explain the purpose of trademarks and the impact of trademark
infringement on businesses.
Examine ethical considerations in the development and
production of a product from its inception through production,
marketing, use, maintenance, and eventual disposal by
consumers.
Explain the need for patents and the process of registering one.
Compare and contrast current and past incidences of ethical and
unethical use of labor in the United States or another country and
present results in a media-rich presentation.
Analyze the ethical impact of a product, system, or environment,
worldwide, and report findings in a web-based publication that
elicits further comment and analysis.
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WLA 544 – AP Spanish Language & Culture
systems and products in the global
society.
8.2.12.C.2
8.2.12.C.3
Evaluate ethical considerations regarding the sustainability of
resources that are used for the design, creation, and maintenance
of a chosen product.
Evaluate the positive and negative impacts in a design by
providing a digital overview of a chosen product and suggest
potential modifications to address the negative impacts.
Content Area
Standard
Strand
By the
end of
grade
2
4
8
12
Technology
8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and
impact of technology, engineering, technological design, and the designed world, as they relate to the individual,
global society, and the environment.
D. Research and Information Fluency
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Information-literacy skills,
research, data analysis, and
prediction provide the basis
for the effective design of
technology systems.
Information-literacy skills,
research, data analysis, and
prediction provide the basis for
the effective design of
technology systems.
Information-literacy skills,
research, data analysis, and
prediction provide the basis for
the effective design of
technology systems.
Information-literacy skills,
research, data analysis, and
prediction provide the basis for
Collect and post the results of a digital classroom survey about a problem or
issue and use data to suggest solutions.
8.2.2.D.1
Analyze responses collected from owners/users of a particular product and
suggest modifications in the design of the product based on their responses.
8.2.4.D.1
8.2.8.D.1
8.2.12.D.1
Evaluate the role of ethics and bias on trend analysis and prediction in the
development of a product that impacts communities in the United States
and/or other countries.
Reverse-engineer a product to assist in designing a more eco-friendly
version, using an analysis of trends and data about renewable and
sustainable materials to guide your work.
WLA 544 – AP Spanish Language & Culture
the effective design of
technology systems.
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WLA 544 – AP Spanish Language & Culture
Content Area
Standard
Strand
By the
end of
grade
2
4
Technology
8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and
impact of technology, engineering, technological design, and the designed world, as they relate to the individual,
global society, and the environment.
E. Communication and Collaboration
Content Statement
CPI #
Digital tools facilitate local and
global communication and
8.2.2.E.1
collaboration in designing products
and systems.
Digital tools facilitate local and global
communication and collaboration in 8.2.4.E.1
designing products and systems.
8
Digital tools facilitate local and global
communication and collaboration in 8.2.8.E.1
designing products and systems.
12
Digital tools facilitate local and global
communication and collaboration in 8.2.12.E.1
designing products and systems.
Cumulative Progress Indicator (CPI)
Communicate with students in the United States or other countries
using digital tools to gather information about a specific topic and
share results.
Work in collaboration with peers to produce and publish a report that
explains how technology is or was successfully or unsuccessfully used
to address a local or global problem.
Work in collaboration with peers and experts in the field to develop a
product using the design process, data analysis, and trends, and
maintain a digital log with annotated sketches to record the
development cycle.
Use the design process to devise a technological product or system
that addresses a global issue, and provide documentation through
drawings, data, and materials, taking the relevant cultural
perspectives into account throughout the design and development
process.
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WLA 544 – AP Spanish Language & Culture
Content Area
Standard
Strand
By the
end of
grade
2
4
8
12
Technology
8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and
impact of technology, engineering, technological design, and the designed world, as they relate to the individual,
global society, and the environment.
F. Resources for a Technological World
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Technological products and
systems are created through
the application and
appropriate use of
technological resources.
Technological products and
systems are created through the
application and appropriate use
of technological resources.
Technological products and
systems are created through the
application and appropriate use
of technological resources.
Identify the resources needed to create technological products and systems.
8.2.2.F.1
8.2.4.F.1
8.2.4.F.2
8.2.8.F.1
8.2.8.F.2
8.2.12.F.1
Technological products and
systems are created through the 8.2.12.F.2
application and appropriate use
of technological resources.
8.2.12.F.3
Describe how resources are used in a technological product or system.
Explain how resources are processed in order to produce technological
products and systems.
Explain the impact of resource selection and processing in the development
of a common technological product or system.
Explain how the resources and processes used in the production of a
current technological product can be modified to have a more positive
impact on the environment (e.g., by using recycled metals, alternate energy
sources) and the economy.
Determine and use the appropriate application of resources in the design,
development, and creation of a technological product or system.
Explain how material science impacts the quality of products.
Select and utilize resources that have been modified by digital tools (e.g.,
CNC equipment, CAD software) in the creation of a technological product or
system.
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WLA 544 – AP Spanish Language & Culture
Content Area
Standard
Strand
By the
end of
grade
2
4
8
12
Technology
8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and
impact of technology, engineering, technological design, and the designed world, as they relate to the individual,
global society, and the environment.
G. The Designed World
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
The designed world is the
product of a design process
that provides the means to
convert resources into
products and systems.
The designed world is the
product of a design process that
provides the means to convert
resources into products and
systems.
8.2.2.G.1
8.2.2.G.2
8.2.4.G.1
8.2.4.G.2
8.2.4.G.3
The designed world is the
8.2.8.G.1
product of a design process that
provides the means to convert
resources into products and
8.2.8.G.2
systems.
The designed world is the
product of a design process that
provides the means to convert 8.2.12.G.1
resources into products and
systems.
Describe how the parts of a common toy or tool interact and work as part of
a system.
Explain the importance of safety in the use and selection of appropriate
tools and resources for a specific purpose.
Examine a malfunctioning tool and use a step-by-step process to
troubleshoot and present options to repair the product.
Explain the functions of a system and subsystems.
Evaluate the function, value, and esthetics of a technological product,
system, or environment from the perspective of the user and the producer.
Explain why human-designed systems, products, and environments need to
be constantly monitored, maintained, and improved.
Explain the interdependence of a subsystem that operates as part of a
system.
Analyze the interactions among various technologies and collaborate to
create a product or system demonstrating their interactivity.
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WLA 544 – AP Spanish Language & Culture
Glossary:
Basic technology terms for preschool: Examples digital camera, battery, screen, computer, Internet, mouse, keyboard, and printer.
Controversial issue: For example, global warming, scarcity of water, alternative energy sources, election campaigns.
Current and emerging technology resources: For example, cell phones, GPS, online communities using wikis, blogs, vlogs, and/or Nings.
Data-collection technology: For example, probes, handheld devices, and geographic mapping systems.
Digital learning game: For example, Alice, Lively.
Developmentally appropriate: Students’ developmental levels prescribe the learning environment and activities that are used.
Digital tools for grade 2: For example, computers, digital cameras, software..
Digital tools for grades 4, 8, and 12: For example, computers, digital cameras, probing devices, software, cell phones, GPS, online communities,
VOIP, and virtual conferences.
Electronic authoring tools: Software that facilitates online book development (e.g., multimedia electronic book).
Mapping tools: For example, Google earth, Yahoo maps, and Google maps.
Media-rich: Multiple forms of digital applications in one product (e.g., graphic design, word processing, and spreadsheet).
Multimedia presentation: For example, movie, podcast, vlog.
Online discussion: UNICEF, Oracle, i-Earn, blogs, wikis.
Online learning community: For example, i-Earn, Ning, blogs, wikis, Second Life.
Operations and related applications: For example, saving a word processing file to a network drive, printing a spreadsheet.
Reverse engineer: To isolate the components of a completed system.
Shared hosted services: For example, podcasts, videos, or vlogs.
Technologies: Medical, agricultural, and related biotechnologies, energy and power technologies, information and communications technologies,
transportation technologies, manufacturing technologies, and construction technologies.
Virtual environments: For example, games, simulations, websites, blogs.
Web-based publication: For example, web pages, wikis, blogs, ezines.