Spreadsheet: 01a866f4-2106-4381-bfb5-a5c4202017cb
Sheet: 2012

 | 2012 EDITION |  | 2003 EDITION--PURPLE BOOK
INTERPRETIVE 1 | Derive meaning from simple messages and texts using listening, reading and viewing strategies.
INTERPRETIVE 1 a | Focus on the overall meaning of the message or text to avoid stumbling on unknown words and expressions. | COMPARISONS B | Recognize that linguistic structures carry meaning and vary across languages.
 |  | COMMUNICATION G | Decode words, phrases and sentences using knowledge of letter/symbol-sound correspondences and contextual cues.
INTERPRETIVE 1 b | Understand new words, phrases or the main idea with the help of visuals and graphics that accompany texts. | COMMUNICATION G | Decode words, phrases and sentences using knowledge of letter/symbol-sound correspondences and contextual cues.
INTERPRETIVE 1 c | Make use of print and digital resources to understand the meaning of new words and expressions. | CONNECTIONS A | Describe concepts and use skills from across disciplines.
 |  | COMMUNICATION G | Decode words, phrases and sentences using knowledge of letter/symbol-sound correspondences and contextual cues.
INTERPRETIVE 1 d | Gain and utilize knowledge of word families/characters and cognates to figure out the meaning of new words and expressions. | COMMUNICATION G | Decode words, phrases and sentences using knowledge of letter/symbol-sound correspondences and contextual cues.
INTERPRETIVE 1 e | Use knowledge of the situation, the purpose of communication or context cues to understand simple messages. | COMMUNICATION G | Decode words, phrases and sentences using knowledge of letter/symbol-sound correspondences and contextual cues.
INTERPRETIVE 1 f | Interpret gestures, intonation and tone to comprehend simple verbal and non-verbal messages. | COMMUNICATION E | [NAME] appropriately to requests accompanied by gestures and other visual or auditory cues, and follow directions.
INTREPRETIVE 2 | Develop an understanding that authentic sources convey viewpoints and learn to use authentic sources critically.
INTERPRETIVE 2 a | Differentiate between authentic and non-authentic sources by identifying the unique characteristics of each. | CONNECTIONS B | Identify viewpoints of the target culture through authentic sources and expressive products.
INTERPRETIVE 2 b | Recognize the viewpoint of an authentic source by identifying who produced the text, when, why and for whom. | CONNECTIONS B | Identify viewpoints of the target culture through authentic sources and expressive products.
INTERPRETIVE 2 c | Examine a topic, event or viewpoint as it is presented in different authentic sources and determine if it is treated similarly or differently across those sources. | CONNECTIONS B | Identify viewpoints of the target culture through authentic sources and expressive products.
INTREPRETIVE 2 d | Use basic information and viewpoints from authentic sources to inform or enhance a simple conversation, presentation or expression of creativity. | CONNECTIONS B | Identify viewpoints of the target culture through authentic sources and expressive products.
 |  | COMMUNITIES A | Present information about the target language and culture to others.
INTERPRETIVE 3 | Comprehend and interpret basic information in authentic messages and informational texts.
INTERPRETIVE 3 a | Follow simple instructions, directions and requests. | COMMUNICATION E | [NAME] appropriately to requests accompanied by gestures and other visual or auditory cues, and follow directions.
INTERPRETIVE 3 b | Answer simple questions about authentic messages and informational texts | COMMUNICATION A | Ask and answer questions and share preferences on familiar topics.
INTERPRETIVE 3 c | Identify, arrange and sort people, places, things or events based on simple descriptions. | COMMUNICATION F | Identify people and objects based on descriptions.
INTERPRETIVE 3 d | Identify the essential elements of written informational texts and use them to identify the main idea and basic details. | COMMUNICATION H | Identify the main idea and describe characters and setting in oral, signed or written narratives.
INTERPRETIVE 3 e | Draw simple conclusions based on the most important ideas and details derived from authentic messages and informational texts. | COMMUNICATION H | Identify the main idea and describe characters and setting in oral, signed or written narratives.
INTERPRETIVE 3 f | Use basic information from authentic sources to solve simple problems, complete basic tasks or reinforce concepts across the curriculum. | CONNECTIONS A | Describe concepts and use skills from across disciplines.
 |  | CONNECTIONS B | Identify viewpoints of the target culture through authentic sources and expressive products.
INTREPRETIVE 4 | Comprehend and interpret basic information about the main idea and relevant details in authentic  literary texts.
INTERPRETIVE 4 a | Answer simple questions about literary texts. | COMMUNICATION H | Identify the main idea and describe characters and setting in oral, signed or written narratives.
INTERPRETIVE 4 b | Sequence events in familiar children’s stories. | COMMUNICATION J | Tell or retell stories.
INTERPRETIVE 4 c | Provide simple descriptions of characters and settings. | COMMUNICATION H | Identify the main idea and describe characters and setting in oral, signed or written narratives.
INTERPRETIVE 4 d | Predict the outcome of a story or fable. | COMMUNICATION K | Present information orally, signed or in writing.
INTERPRETIVE 4 e | Demonstrate comprehension of key elements of literary texts through the creation of simple artistic and/or technology-enhanced representations. | COMMUNICATION H | Identify the main idea and describe characters and setting in oral, signed or written narratives.
 |  | COMMUNICATION I | Dramatize songs, short stories, poetry or activities.
INTERPRETIVE 4 f | Demonstrate understanding by participating in moderated discussions about aspects of short literary pieces. | COMMUNICATION K | Present information orally, signed or in writing.
 |  | COMMUNICATION H | Identify the main idea and describe characters and setting in oral, signed or written narratives.
INTREPRETIVE 4 g | Identify common literary genres and classify short literary pieces by genre. | CONNECTIONS A | Describe concepts and use skills from across disciplines.
INTERPERSONAL 1 | Negotiate meaning using simple requests, clarifications and conversation strategies.
INTERPERSONAL 1 a | Use simple expressions to make requests and seek clarification. | COMMUNICATION A | Ask and answer questions and share preferences on familiar topics.
 |  | COMMUNICATION C | Request clarification.
INTERPERSONAL 1 b | Respond to questions seeking clarification. | COMMUNICATION A | Ask and answer questions and share preferences on familiar topics.
 |  | COMMUNICATION C | Request clarification.
INTERPERSONAL 1 c | Ask simple questions to seek clarification. | COMMUNICATION C | Request clarification.
INTERPERSONAL 1 d | Observe or use simple nonverbal clues to help clarify meaning. | COMMUNICATION C | Request clarification.
 |  | COMMUNICATION G | Decode words, phrases and sentences using knowledge of letter/symbol-sound correspondences and contextual cues.
INTERPERSONAL 1 e | Use simple conversation strategies to steer interactions. | COMMUNICATION A | Ask and answer questions and share preferences on familiar topics.
 |  | COMMUNICATION C | Request clarification.
INTERPERSONAL 2 | Interact with others using culturally appropriate language and gestures on familiar topics.
INTERPERSONAL 2 a | Engage in greetings, introductions and leave-takings. | COMMUNICATION B | Exchange personal information.
INTERPERSONAL 2 b | Ask and answer simple questions on personal and familiar topics. | COMMUNICATION A | Ask and answer questions and share preferences on familiar topics.
 |  | COMMUNICATION B | Exchange personal information.
INTERPERSONAL 2 c | Give and follow sequences of simple directions, requests or instructions to engage in basic social, educational and cultural tasks and activities. | COMMUNICATION D | Give and follow a short sequence of instructions.
INTERPERSONAL 2 d | Share simple descriptions of people, places, things and events. | COMMUNICATION F | Identify people and objects based on descriptions.
INTERPERSONAL 2 e | Initiate, carry on and conclude short, simple conversations and interviews on basic personal, general knowledge, academic and interdisciplinary topics and issues. | COMMUNICATION A | Ask and answer questions and share preferences on familiar topics.
 |  | COMMUNITIES C | Exchange information with people locally or around the world.
INTERPERSONAL 2 f | Use language to acquire basic goods, services or information. | COMMUNICATION A | Ask and answer questions and share preferences on familiar topics.
 |  | COMMUNITIES C | Exchange information with people locally or around the world.
INTERPERSONAL 2 g | Provide basic information or services using knowledge of the target language and culture. | COMMUNITIES A | Present information about the target language and culture to others.
 |  | COMMUNITIES F | Organize and present basic information about various careers, including those that require understanding of another language and culture.
INTERPERSONAL 2 h | Collaborate to accomplish simple tasks or to propose solutions to simple problems affecting local and global communities. | COMMUNITIES G | Work cooperatively in groups to accomplish a task.
INTERPERSONAL 3 | Express preferences, feelings, emotions and opinions about familiar topics.
INTERPERSONAL 3 a | Express basic feelings and emotions in reaction to an announcement, a surprise or an event. | COMMUNICATION B | Exchange personal information.
INTERPERSONAL 3 b | Ask and answer simple questions about feelings, emotions and preferences. | COMMUNICATION A | Ask and answer questions and share preferences on familiar topics.
 |  | COMMUNICATION B | Exchange personal information.
INTERPERSONAL 3 c | Give and react to opinions and share basic preferences on familiar personal and academic topics. | COMMUNICATION A | Ask and answer questions and share preferences on familiar topics.
INTERPERSONAL 3 d | Give simple advice to a peer or family member and consider how to adjust advice, if necessary, based on his/her emotional response or counter-argument. | COMMUNICATION B | Exchange personal information.
 |  | CONNECTIONS A | Describe concepts and use skills from across disciplines.
PRESENTATIONAL 1 | Convey simple meaning using writing processes and presentation strategies.
PRESENTATIONAL 1 a | Plan basic texts and presentations by brainstorming ideas and choosing vocabulary, phrases and sentence patterns. | COMMUNICATION L | Apply age-appropriate writing process strategies to write short, guided paragraphs on various topics.
 |  | COMMUNITIES G | Work cooperatively in groups to accomplish a task.
PRESENTATIONAL 1 b | Organize thoughts and choose resources. | COMMUNICATION L | Apply age-appropriate writing process strategies to write short, guided paragraphs on various topics.
PRESENTATIONAL 1 c | Produce initial drafts/presentations while keeping audience, context and purpose in mind. | COMMUNICATION L | Apply age-appropriate writing process strategies to write short, guided paragraphs on various topics.
PRESENTATIONAL 1 d | Revise and edit texts/presentations using tools that focus attention on meaning, form and mechanics. | COMMUNICATION L | Apply age-appropriate writing process strategies to write short, guided paragraphs on various topics.
PRESENTATIONAL 1 e | Produce final drafts/presentations with aesthetic appeal using tools that help to convey meaning. | COMMUNICATION L | Apply age-appropriate writing process strategies to write short, guided paragraphs on various topics.
PRESENTATIONAL 1 f | Rehearse presentations using simple delivery strategies. | COMMUNICATION K | Present information orally, signed or in writing.
PRESENTATIONAL 1 g | Develop awareness of the need to cite sources and avoid plagiarism. | COMMUNICATION L | Apply age-appropriate writing process strategies to write short, guided paragraphs on various topics.
 |  | CONNECTIONS A | Describe concepts and use skills from across disciplines.
PRESENTATIONAL 2 | Present information, concepts and viewpoints on familiar topics from across disciplines.
PRESENTATIONAL 2 a | Create and present simple lists and classifications. | CONNECTIONS A | Describe concepts and use skills from across disciplines.
PRESENTATIONAL 2 b | Tell a simple personal story or anecdote. | COMMUNICATION J | Tell or retell stories.
PRESENTATIONAL 2 c | Describe people, places or things in simple terms to educate or entertain others. | COMMUNICATION K | Present information orally, signed or in writing.
 |  | COMMUNITIES A | Present information about the target language and culture to others.
 |  | COMPARISONS D | Identify and describe products of the target culture and students’ own culture.
PRESENTATIONAL 2 d | Explain a simple process or concept. | COMMUNICATION K | Present information orally, signed or in writing.
PRESENTATIONAL 2 e | Provide or demonstrate basic rules, regulations and/or policies. | COMMUNICATION K | Present information orally, signed or in writing.
PRESENTATIONAL 2 f | Publicize an event, program or recent success by providing basic details in simple terms. | COMMUNITIES A | Present information about the target language and culture to others.
PRESENTATIONAL 2 g | Recognize and name common products and services and promote favorites to an audience of peers and/or family members. | CONNECTIONS A | Describe concepts and use skills from across disciplines.
PRESENTATIONAL 2 h | Motivate a peer to meet or exceed a personal or shared goal. | COMMUNICATION K | Present information orally, signed or in writing.
 |  | COMMUNITIES G | Work cooperatively in groups to accomplish a task.
PRESENTATIONAL 2 i | Propose solutions to a simple issue or problem. | COMMUNITIES G | Work cooperatively in groups to accomplish a task.
PRESENTATIONAL 2 j | Advise others about an option, idea, plan or perspective using simple language. | COMMUNITIES A | Present information about the target language and culture to others.
PRESENTATIONAL 2 k | Create and present a simple persuasive statement in support of or against an issue of shared concern. | COMMUNITIES A | Present information about the target language and culture to others.
PRESENTATIONAL 2 l | Synthesize basic interdisciplinary information and content to create and present simple reports, presentations and/or projects. | COMMUNITIES A | Present information about the target language and culture to others.
 |  | CONNECTIONS A | Describe concepts and use skills from across disciplines.
 |  | CONNECTIONS B | Identify viewpoints of the target culture through authentic sources and expressive products.
 |  | COMMUNICATION K | Present information orally, signed or in writing.
PRESENTATIONAL 3 | Present simple literary, creative and artistic endeavors to audiences near or far.
PRESENTATIONAL 3 a | Recite or retell adapted short stories, folktales, poems and rhymes containing memorized or highly practiced phrases with appropriate body movements. | COMMUNICATION I | Dramatize songs, short stories, poetry or activities.
PRESENTATIONAL 3 b | Dramatize or perform authentic songs, dances, skits or plays containing memorized or highly practiced phrases with appropriate body movements. | COMMUNICATION I | Dramatize songs, short stories, poetry or activities.
 |  | COMMUNITIES B | Perform for a school or community event.
PRESENTATIONAL 3 c | Play music or produce an art/craft of the target culture and share basic information about it with others. | COMMUNITIES A | Present information about the target language and culture to others.
 |  | COMMUNITIES B | Perform for a school or community event.
PRESENTATIONAL 3 d | Write and perform a simple, original rhyme, story, poem, song, skit or dance. | COMMUNICATION I | Dramatize songs, short stories, poetry or activities.
 |  | COMMUNICATION K | Present information orally, signed or in writing.
 |  | COMMUNITIES A | Present information about the target language and culture to others.
 |  | COMMUNITIES B | Perform for a school or community event.
PRESENTATIONAL 3 e | Use basic visuals and sound to enhance simple performances. | COMMUNITIES B | Perform for a school or community event.
 |  | COMMUNICATION K | Present information orally, signed or in writing.
CULTURES 1 | Identify relationships among common products, practices and perspectives and compare them across cultures.
CULTURES 1 a | Recognize and imitate patterns of behavior. | COMPARISONS C | Identify and describe patterns of behavior in various cultural settings.
 |  | CULTURES A | Observe, identify and describe simple patterns of behavior of the target culture.
CULTURES 1 b | Identify how people may meet their basic needs in different ways. | CULTURES A | Observe, identify and describe simple patterns of behavior of the target culture.
CULTURES 1 c | Identify and compare products, practices and perspectives of the U.S. and target cultures. | CULTURES A | Observe, identify and describe simple patterns of behavior of the target culture.
 |  | CULTURES C | Observe, identify, describe and reproduce objects, images and symbols of the target culture.
 |  | COMPARISONS C | Identify and describe patterns of behavior in various cultural settings.
 |  | COMPARISONS D | Identify and describe products of the target culture and students’ own culture.
CULTURES 1 d | Identify examples of how the availability of products and services is not always uniform across cultures. | COMPARISONS D | Identify and describe products of the target culture and students’ own culture.
CULTURES 1 e | Identify and name/list major institutions, contemporary and historical figures, contributions and time periods of the target culture(s). | CULTURES D | Identify distinctive contributions made by people in the target culture.
CULTURES 1 f | Recognize that languages and cultures interact with, influence or change each other over time. | COMPARISONS C | Identify and describe patterns of behavior in various cultural settings.
 |  | COMPARISONS D | Identify and describe products of the target culture and students’ own culture.
CULTURES 1 g | Identify basic variations in products, practices and perspectives among target language communities. | COMPARISONS C | Identify and describe patterns of behavior in various cultural settings.
 |  | COMPARISONS D | Identify and describe products of the target culture and students’ own culture.
CULTURES 1 h | Recognize cultural perspectives as they are portrayed in the media and other sources. | CONNECTIONS A | Describe concepts and use skills from across disciplines.
CULTURES 1 i | Solve basic problems and complete simple tasks while learning to recognize and consider different cultural perspectives. | COMMUNITIES G | Work cooperatively in groups to accomplish a task.
 |  | CULTURES A | Observe, identify and describe simple patterns of behavior of the target culture.
CULTURES 1 j | Recognize basic global competency skills. | COMMUNITIES C | Exchange information with people locally or around the world.
CULTURES 1 k | Begin using basic global competency skills online and/or in person to build positive collaborative relationships with peers and others. | COMMUNITIES C | Exchange information with people locally or around the world.
[NAME] 2 | Experience the target language and culture(s) and share information or personal reactions with others.
CULTURES 2 a | Attend, view or participate in cross-cultural activities and target culture events. | COMMUNITIES E | Attend, participate in or view target culture events and share with others.
CULTURES 2 b | Experience and react to simple expressive products. | COMMUNITIES D | Use various products and media from the target culture and language for personal enjoyment.
 |  | CULTURES C | Observe, identify, describe and reproduce objects, images and symbols of the target culture.
CULTURES 2 c | Identify, describe and create replicas of important objects, images and symbols. | CULTURES C | Observe, identify, describe and reproduce objects, images and symbols of the target culture.
CULTURES 2 d | Use authentic digital and print media. | CULTURES C | Observe, identify, describe and reproduce objects, images and symbols of the target culture.
CULTURES 2 e | Develop awareness of and experience target community organizations and their resources. | COMMUNITIES C | Exchange information with people locally or around the world.
 |  | COMMUNITIES E | Attend, participate in or view target culture events and share with others.
CULTURES 2 f | Interact with target language speakers around common interests. | COMMUNITIES C | Exchange information with people locally or around the world.
 |  | COMMUNITIES E | Attend, participate in or view target culture events and share with others.
CULTURES 2 g | Identify and begin using appropriate levels of formality or informality when interacting with members of the target culture(s). | COMMUNITIES C | Exchange information with people locally or around the world.
 |  | COMPARISONS C | Identify and describe patterns of behavior in various cultural settings.
 |  | CULTURES B | Identify and imitate gestures and oral expressions to participate in age- appropriate cultural activities.
CULTURES 2 h | Develop an understanding that people in other cultures might view aspects of U.S. mainstream culture differently than the majority of U.S. residents view them. | COMPARISONS C | Identify and describe patterns of behavior in various cultural settings.