Spreadsheet: 03af34c6-f004-447b-9530-a5450abc322c
Sheet: 2003

2003 EDITION--PURPLE BOOK
COMMUNICATION A | Interact using extended spoken, signed or written communication by providing and obtaining information.
INTERPRETIVE 3 b | Provide more detailed answers to questions about authentic messages and informational texts.
INTERPERSONAL 1 a | Use a range of expressions to make requests and seek clarification.
INTERPERSONAL 1 b | Ask and answer a range of questions to seek or clarify information.
INTERPERSONAL 1 e | Use a variety of conversation strategies to steer interactions.
INTERPERSONAL 2 b | Ask complex questions and provide detailed answers on a variety of topics.
INTERPERSONAL 2 f | Use language to acquire a variety of goods, services or information.
INTERPERSONAL 2 g | Provide more detailed information or a variety of services using knowledge of the target language and culture.
INTERPERSONAL 3 b | Ask and answer nuanced questions about feelings, emotions and preferences.
INTERPERSONAL 2 e | Initiate, sustain and conclude conversations, interviews and debates on a range of personal, general knowledge, academic, interdisciplinary and work-related topics and issues.
COMMUNICATION B | Express a wide range of feelings and emotions, and discuss and support opinions.
INTERPERSONAL 1 e | Use a variety of conversation strategies to steer interactions.
INTERPERSONAL 3 a | Express a range of feelings and emotions in reaction to an announcement, a surprise or an event.
INTERPERSONAL 3 b | Ask and answer nuanced questions about feelings, emotions and preferences.
INTERPERSONAL 3 c | Exchange, compare and justify preferences and opinions about personal, academic, professional and contemporary or historical topics.
INTERPERSONAL 3 d | Advise peers, family members or coworkers on a problem or personal matter and adjust advice, if necessary, based on his/her emotional response or counter-argument.
COMMUNICATION C | Use a wide range of strategies to negotiate meaning.
INTERPERSONAL 1 a | Use a range of expressions to make requests and seek clarification.
INTERPERSONAL 1 b | Ask and answer a range of questions to seek or clarify information.
INTERPERSONAL 1 c | Paraphrase, elaborate, or use circumlocution to clarify meaning and ambiguities.
INTERPERSONAL 1 d | Observe or use more sophisticated nonverbal clues to help clarify meaning.
INTERPERSONAL 1 e | Use a variety of conversation strategies to steer interactions.
COMMUNICATION D | Give and follow a series of complex directions.
INTERPERSONAL 2 c | Give and follow sequences of multistep directions, requests or instructions to engage in a variety of social, educational, cultural and work-related tasks and activities.
COMMUNICATION E | Interact in a wide range of situations using culturally authentic language and gestures.
INTERPRETIVE 1 f | Interpret gestures, intonation and tone to comprehend more detailed verbal and non-verbal messages.
INTERPERSONAL 2 a | Engage in greetings, introductions and leave-taking.
INTERPERSONAL 2 d | Share detailed descriptions of people, places, things and events.
PRESENTATIONAL 3 a | Recite or retell authentic stories, folktales, poems,  rhymes and legends using appropriate gestures.
COMMUNICATION F | Follow complex oral, signed or written directions and requests.
INTERPRETIVE 3 a | Follow complex instructions, directions and requests.
COMMUNICATION G | Use a variety of reading and listening strategies to derive meaning from texts.
INTERPRETIVE 1 a | Focus on the overall meaning of the message or text to avoid stumbling on unknown words and expressions.
INTERPRETIVE 1 b | Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts.
INTERPRETIVE 1 c | Make use of print and digital resources to understand the meaning of new words and expressions.
INTERPRETIVE 1 d | Utilize knowledge of word families/characters and cognates to figure out the meaning of new words and expressions.
INTERPRETIVE 1 e | Use knowledge of the situation, the purpose of communication or context cues to understand more detailed messages.
COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
INTERPRETIVE 3 c | Identify, sequence and classify people, places, things or events based on detailed descriptions.
INTERPRETIVE 3 d | Examine essential elements of written informational texts to differentiate the main idea and relevant details from extraneous information.
INTERPRETIVE 3 e | Draw conclusions and justify inferences based on more nuanced ideas and details derived from authentic messages and informational texts.
INTREPRETIVE 4 b | Analyze the sequence of events in literary texts to understand how each event led to the next.
INTREPRETIVE 4 c | Provide detailed descriptions of characters and settings.
INTREPRETIVE 4 d | Predict the outcomes of literary texts and justify the rationale for the predictions.
INTREPRETIVE 4 e | Demonstrate comprehension of literary texts through the creation of somewhat more sophisticated artistic and/or technology-enhanced representations.
INTREPRETIVE 4 f | Relate texts to self, current or historical events or world issues through discussions, journaling and/or artistic or expressive representations.
INTREPRETIVE 4 g | Compare and contrast two or more literary selections that share the same topic but represent different genres.
INTREPRETIVE 4 a | Answer more detailed questions about literary texts.
COMMUNICATION I | Create presentations on a range of original or authentic expressive products.
INTREPRETIVE 4 e | Demonstrate comprehension of literary texts through the creation of somewhat more sophisticated artistic and/or technology-enhanced representations.
INTREPRETIVE 4 f | Relate texts to self, current or historical events or world issues through discussions, journaling and/or artistic or expressive representations.
PRESENTATIONAL 3 d | Write and perform an original rhyme, story, poem, song, skit, dance, cartoon, monologue or play.
COMMUNICATION J | Present information and ideas on a range of topics.
INTREPRETIVE 4 e | Demonstrate comprehension of literary texts through the creation of somewhat more sophisticated artistic and/or technology-enhanced representations.
PRESENTATIONAL 1 e | Produce final drafts/presentations with aesthetic appeal using tools that help to convey meaning.
PRESENTATIONAL 1 f | Rehearse presentations using a range of delivery strategies.
PRESENTATIONAL 2 b | Tell a more detailed personal story or anecdote.
PRESENTATIONAL 2 d | Explain a more complex process or concept.
PRESENTATIONAL 2 k | Present a formal, persuasive argument for or against a current or past issue or course of action.
PRESENTATIONAL 2 l | Synthesize detailed interdisciplinary information and content to create and present more extensive reports, presentations and/or projects.
PRESENTATIONAL 3 a | Recite or retell authentic stories, folktales, poems,  rhymes and legends using appropriate gestures.
PRESENTATIONAL 3 b | Dramatize or perform authentic songs, dances, skits, plays, monologues or scenes from literature using appropriate gestures.
PRESENTATIONAL 3 c | Play music or produce an art/craft of the target culture and share more detailed information about it with others.
PRESENTATIONAL 3 d | Write and perform an original rhyme, story, poem, song, skit, dance, cartoon, monologue or play.
PRESENTATIONAL 3 e | Use more sophisticated visuals and sound to enhance more elaborate performances.
COMMUNICATION K | Apply age-appropriate writing process strategies to produce a variety of documents for publication.
PRESENTATIONAL 1 a | Plan more sophisticated texts and presentations by brainstorming ideas and choosing vocabulary, phrases and sentence patterns.
PRESENTATIONAL 1 b | Organize thoughts and choose resources.
PRESENTATIONAL 1 c | Produce initial drafts/presentations while keeping audience, context and purpose in mind.
PRESENTATIONAL 1 d | Revise and edit texts/presentations using tools that promote reflection on meaning, form and mechanics.
PRESENTATIONAL 1 g | Use appropriate techniques to cite sources and avoid plagiarism.
CULTURES A | Analyze, discuss and report on a wide variety of practices and perspectives of the target culture.
CULTURES 1 a | Investigate, explain and demonstrate patterns of behavior.
CULTURES 1 b | Analyze why people meet their basic needs in different ways and share findings with others.
CULTURES 1 c | Analyze and compare a variety of products, practices and perspectives of the U.S. and target cultures.
CULTURES 1 h | Examine cultural perspectives as they are portrayed in the media and other sources and share them with others.
CULTURES 1 i | Solve more complex problems and complete more elaborate tasks while taking into consideration diverse cultural perspectives.
CULTURES B | Participate in and discuss a wide variety of cultural practices.
CULTURES 1 g | Investigate and explain how a variety of factors results in regional variations in products, practices and perspectives among and within target language communities.
CULTURES 2 f | Interact and collaborate with a variety of target language speakers around a variety of interests.
CULTURES 2 g | Use appropriate levels of formality or informality when interacting with members of the target culture(s).
CULTURES C | Analyze, discuss and report on a wide variety of products and perspectives of the target culture.
PRESENTATIONAL 2 c | Describe people, places, things, actions or ideas in detail to educate or entertain others.
CULTURES 1 c | Analyze and compare a variety of products, practices and perspectives of the U.S. and target cultures.
CULTURES 1 d | Analyze and present factors that affect the availability and affordability of products and services across cultures.
CULTURES 1 g | Investigate and explain how a variety of factors results in regional variations in products, practices and perspectives among and within target language communities.
CULTURES 2 b | Experience and react to a variety of expressive products.
CULTURES 2 c | Analyze, explain and create replicas of important objects, images and symbols.
CULTURES 2 d | Use authentic digital and print media.
CULTURES D | Analyze, discuss and report on significant contributions from the target culture.
CULTURES 1 e | Investigate and describe a variety of institutions, contemporary and historical figures, contributions and time periods of the target culture(s).
CONNECTIONS A | Investigate, analyze and present concepts from across disciplines.
INTERPRETIVE 3 f | Synthesize information from authentic sources to solve more complex problems, complete multi-step tasks or reinforce concepts across the curriculum.
INTREPRETIVE 4 g | Compare and contrast two or more literary selections that share the same topic but represent different genres.
PRESENTATIONAL 2 a | Create and present more extensive lists and classifications.
PRESENTATIONAL 2 g | Advocate for and against the purchase or sale of products and/or services to a variety of audiences.
PRESENTATIONAL 2 l | Synthesize detailed interdisciplinary information and content to create and present more extensive reports, presentations and/or projects.
CONNECTIONS B | Investigate, analyze and present information and viewpoints from the target culture using authentic sources, and apply understandings across disciplines.
INTERPRETIVE 2 a | Identify authentic sources and evaluate their suitability for specific tasks.
INTERPRETIVE 2 b | Explain the viewpoint of an authentic source by summarizing in some detail who produced the text, when, why and for whom.
INTERPRETIVE 2 c | Synthesize information about the same topic or event from multiple authentic sources, noting important similarities and differences in the points of view they represent.
INTERPRETIVE 2 d | Use information and viewpoints from authentic sources to inform or enhance a more sophisticated conversation, presentation or expression of creativity.
INTERPRETIVE 3 f | Synthesize information from authentic sources to solve more complex problems, complete multi-step tasks or reinforce concepts across the curriculum.
PRESENTATIONAL 2 l | Synthesize detailed interdisciplinary information and content to create and present more extensive reports, presentations and/or projects.
COMPARISONS C | Analyze and discuss how products, practices and perspectives of the students’ own culture and the target culture overlap and differ.
CULTURES 1 a | Investigate, explain and demonstrate patterns of behavior.
CULTURES 1 c | Analyze and compare a variety of products, practices and perspectives of the U.S. and target cultures.
CULTURES 1 f | Investigate and share how languages and cultures interact with, influence or change each other over time.
CULTURES 1 g | Investigate and explain how a variety of factors results in regional variations in products, practices and perspectives among and within target language communities.
CULTURES 2 h | Identify aspects of U.S. mainstream culture that might be viewed differently by people in other cultures from the way the majority of U.S. residents might view them and explain why people in different cultures might have differing viewpoints on a variety of issues.
CULTURES 2 g | Use appropriate levels of formality or informality when interacting with members of the target culture(s).
COMPARISONS D | Discuss the concept of culture through analysis of products, practices and perspectives of the target culture and students’ own culture.
PRESENTATIONAL 2 c | Describe people, places, things, actions or ideas in detail to educate or entertain others.
CULTURES 1 c | Analyze and compare a variety of products, practices and perspectives of the U.S. and target cultures.
CULTURES 1 d | Analyze and present factors that affect the availability and affordability of products and services across cultures.
CULTURES 1 f | Investigate and share how languages and cultures interact with, influence or change each other over time.
CULTURES 1 g | Investigate and explain how a variety of factors results in regional variations in products, practices and perspectives among and within target language communities.
CULTURES 2 h | Identify aspects of U.S. mainstream culture that might be viewed differently by people in other cultures from the way the majority of U.S. residents might view them and explain why people in different cultures might have differing viewpoints on a variety of issues.
COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
INTERPRETIVE 2 d | Use information and viewpoints from authentic sources to inform or enhance a more sophisticated conversation, presentation or expression of creativity.
INTERPERSONAL 2 g | Provide more detailed information or a variety of services using knowledge of the target language and culture.
PRESENTATIONAL 2 c | Describe people, places, things, actions or ideas in detail to educate or entertain others.
PRESENTATIONAL 2 e | Provide or demonstrate more complex rules, regulations and/or policies.
PRESENTATIONAL 2 f | Publicize an event, program or recent success by providing more extensive details.
PRESENTATIONAL 2 j | Advise others about options, ideas, plans or perspectives using more complex language.
PRESENTATIONAL 2 l | Synthesize detailed interdisciplinary information and content to create and present more extensive reports, presentations and/or projects.
PRESENTATIONAL 3 c | Play music or produce an art/craft of the target culture and share more detailed information about it with others.
COMMUNITIES B | Perform original or authentic works for a school or community event.
PRESENTATIONAL 3 b | Dramatize or perform authentic songs, dances, skits, plays, monologues or scenes from literature using appropriate gestures.
PRESENTATIONAL 3 c | Play music or produce an art/craft of the target culture and share more detailed information about it with others.
PRESENTATIONAL 3 d | Write and perform an original rhyme, story, poem, song, skit, dance, cartoon, monologue or play.
PRESENTATIONAL 3 e | Use more sophisticated visuals and sound to enhance more elaborate performances.
COMMUNITIES C | Sustain communication with people locally and around the world.
INTERPERSONAL 2 e | Initiate, sustain and conclude conversations, interviews and debates on a range of personal, general knowledge, academic, interdisciplinary and work-related topics and issues.
INTERPERSONAL 2 f | Use language to acquire a variety of goods, services or information.
CULTURES 1 j | Explain or demonstrate how having global competency skills enables people to build collaborative relationships with others.
CULTURES 1 k | Hone global competency for use in college, career and beyond by engaging in collaborative activities online and/or in person with members of diverse communities at home and in the target culture(s).
CULTURES 2 e | Investigate and experience target community organizations and their resources.
CULTURES 2 f | Interact and collaborate with a variety of target language speakers around a variety of interests.
CULTURES 2 g | Use appropriate levels of formality or informality when interacting with members of the target culture(s).
COMMUNITIES D | Report information about and personal reactions to various products, media and services of the target culture.
INTERPRETIVE 2 d | Use information and viewpoints from authentic sources to inform or enhance a more sophisticated conversation, presentation or expression of creativity.
CULTURES 1 h | Examine cultural perspectives as they are portrayed in the media and other sources and share them with others.
CULTURES 2 b | Experience and react to a variety of expressive products.
COMMUNITIES E | Attend, participate in or view target culture events and describe to others.
CULTURES 2 a | Attend, view or participate in a variety of cross-cultural activities and target culture events.
CULTURES 2 e | Investigate and experience target community organizations and their resources.
CULTURES 2 f | Interact and collaborate with a variety of target language speakers around a variety of interests.
COMMUNITIES F | Evaluate and discuss how understanding of another language and culture enhances job skills and career options.
INTERPERSONAL 2 g | Provide more detailed information or a variety of services using knowledge of the target language and culture.
CULTURES 1 j | Explain or demonstrate how having global competency skills enables people to build collaborative relationships with others.
CULTURES 1 k | Hone global competency for use in college, career and beyond by engaging in collaborative activities online and/or in person with members of diverse communities at home and in the target culture(s).
COMMUNITIES G | Develop evaluative tools and implement group strategies to complete tasks and solve problems.
INTERPERSONAL 2 h | Collaborate to accomplish more sophisticated tasks or to propose solutions to more complex problems affecting local and global communities.
PRESENTATIONAL 1 a | Plan more sophisticated texts and presentations by brainstorming ideas and choosing vocabulary, phrases and sentence patterns.
PRESENTATIONAL 2 h | Motivate others to meet or exceed personal or shared goals.
PRESENTATIONAL 2 i | Propose solutions to a range of issues or problems.
CULTURES 1 i | Solve more complex problems and complete more elaborate tasks while taking into consideration diverse cultural perspectives.