Spreadsheet: 03af34c6-f004-447b-9530-a5450abc322c
Sheet: 2012

 | 2012 EDITION | 2003 EDITION--PURPLE BOOK
INTERPRETIVE 1 | Derive meaning from more detailed 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. | COMMUNICATION G | Use a variety of reading and listening strategies to derive meaning from texts.
INTERPRETIVE 1 b | Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts. | COMMUNICATION G | Use a variety of reading and listening strategies to derive meaning from texts.
INTERPRETIVE 1 c | Make use of print and digital resources to understand the meaning of new words and expressions. | COMMUNICATION G | Use a variety of reading and listening strategies to derive meaning from texts.
INTERPRETIVE 1 d | Utilize knowledge of word families/characters and cognates to figure out the meaning of new words and expressions. | COMMUNICATION G | Use a variety of reading and listening strategies to derive meaning from texts.
INTERPRETIVE 1 e | Use knowledge of the situation, the purpose of communication or context cues to understand more detailed messages. | COMMUNICATION G | Use a variety of reading and listening strategies to derive meaning from texts.
INTERPRETIVE 1 f | Interpret gestures, intonation and tone to comprehend more detailed verbal and non-verbal messages. | COMMUNICATION E | Interact in a wide range of situations using culturally authentic language and gestures.
INTERPRETIVE 2 | Analyze how authentic sources convey viewpoints and use authentic sources critically.
INTERPRETIVE 2 a | Identify authentic sources and evaluate their suitability for specific tasks. | CONNECTIONS B | Investigate, analyze and present information and viewpoints from the target culture using authentic sources, and apply understandings across disciplines.
INTERPRETIVE 2 b | Explain the viewpoint of an authentic source by summarizing in some detail who produced the text, when, why and for whom. | CONNECTIONS B | Investigate, analyze and present information and viewpoints from the target culture using authentic sources, and apply understandings across disciplines.
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. | CONNECTIONS B | Investigate, analyze and present information and viewpoints from the target culture using authentic sources, and apply understandings across disciplines.
INTERPRETIVE 2 d | Use information and viewpoints from authentic sources to inform or enhance a more sophisticated conversation, presentation or expression of creativity. | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
 |  | COMMUNITIES D | Report information about and personal reactions to various products, media and services of the target culture.
 |  | CONNECTIONS B | Investigate, analyze and present information and viewpoints from the target culture using authentic sources, and apply understandings across disciplines.
INTERPRETIVE 3 | Comprehend and interpret detailed information in authentic messages and informational texts.
INTERPRETIVE 3 a | Follow complex instructions, directions and requests. | COMMUNICATION F | Follow complex oral, signed or written directions and requests.
INTERPRETIVE 3 b | Provide more detailed answers to questions about authentic messages and informational texts. | COMMUNICATION A | Interact using extended spoken, signed or written communication by providing and obtaining information.
INTERPRETIVE 3 c | Identify, sequence and classify people, places, things or events based on detailed descriptions. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
INTERPRETIVE 3 d | Examine essential elements of written informational texts to differentiate the main idea and relevant details from extraneous information. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
INTERPRETIVE 3 e | Draw conclusions and justify inferences based on more nuanced ideas and details derived from authentic messages and informational texts. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
INTERPRETIVE 3 f | Synthesize information from authentic sources to solve more complex problems, complete multi-step tasks or reinforce concepts across the curriculum. | CONNECTIONS A | Investigate, analyze and present concepts from across disciplines.
 |  | CONNECTIONS B | Investigate, analyze and present information and viewpoints from the target culture using authentic sources, and apply understandings across disciplines.
INTREPRETIVE 4 | Comprehend and interpret detailed information about the main idea and relevant details in authentic literary texts.
INTREPRETIVE 4 a | Answer more detailed questions about literary texts. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
INTREPRETIVE 4 b | Analyze the sequence of events in literary texts to understand how each event led to the next. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
INTREPRETIVE 4 c | Provide detailed descriptions of characters and settings. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
INTREPRETIVE 4 d | Predict the outcomes of literary texts and justify the rationale for the predictions. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
INTREPRETIVE 4 e | Demonstrate comprehension of literary texts through the creation of somewhat more sophisticated artistic and/or technology-enhanced representations. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
 |  | COMMUNICATION I | Create presentations on a range of original or authentic expressive products.
 |  | COMMUNICATION J | Present information and ideas on a range of topics.
INTREPRETIVE 4 f | Relate texts to self, current or historical events or world issues through discussions, journaling and/or artistic or expressive representations. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
 |  | COMMUNICATION I | Create presentations on a range of original or authentic expressive products.
INTREPRETIVE 4 g | Compare and contrast two or more literary selections that share the same topic but represent different genres. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
 |  | CONNECTIONS A | Investigate, analyze and present concepts from across disciplines.
INTERPERSONAL 1 | Negotiate meaning using more sophisticated   requests, clarifications and conversation strategies.
INTERPERSONAL 1 a | Use a range of expressions to make requests and seek clarification. | COMMUNICATION A | Interact using extended spoken, signed or written communication by providing and obtaining information.
 |  | COMMUNICATION C | Use a wide range of strategies to negotiate meaning.
INTERPERSONAL 1 b | Ask and answer a range of questions to seek or clarify information. | COMMUNICATION A | Interact using extended spoken, signed or written communication by providing and obtaining information.
 |  | COMMUNICATION C | Use a wide range of strategies to negotiate meaning.
INTERPERSONAL 1 c | Paraphrase, elaborate, or use circumlocution to clarify meaning and ambiguities. | COMMUNICATION C | Use a wide range of strategies to negotiate meaning.
INTERPERSONAL 1 d | Observe or use more sophisticated nonverbal clues to help clarify meaning. | COMMUNICATION C | Use a wide range of strategies to negotiate meaning.
INTERPERSONAL 1 e | Use a variety of conversation strategies to steer interactions. | COMMUNICATION A | Interact using extended spoken, signed or written communication by providing and obtaining information.
 |  | COMMUNICATION C | Use a wide range of strategies to negotiate meaning.
INTERPERSONAL 2 | Interact with others using culturally appropriate language and gestures on familiar and some unfamiliar topics.
INTERPERSONAL 2 a | Engage in greetings, introductions and leave-taking. | COMMUNICATION E | Interact in a wide range of situations using culturally authentic language and gestures.
INTERPERSONAL 2 b | Ask complex questions and provide detailed answers on a variety of topics. | COMMUNICATION A | Interact using extended spoken, signed or written communication by providing and obtaining information.
 |  | COMMUNICATION B | Express a wide range of feelings and emotions, and discuss and support opinions.
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. | COMMUNICATIONS D | Give and follow a series of complex directions.
INTERPERSONAL 2 d | Share detailed descriptions of people, places, things and events. | COMMUNICATION E | Interact in a wide range of situations using culturally authentic language and gestures.
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 A | Interact using extended spoken, signed or written communication by providing and obtaining information.
 |  | COMMUNITIES C | Sustain communication with people locally and around the world.
INTERPERSONAL 2 f | Use language to acquire a variety of goods, services or information. | COMMUNICATION A | Interact using extended spoken, signed or written communication by providing and obtaining information.
 |  | COMMUNITIES C | Sustain communication with people locally and around the world.
INTERPERSONAL 2 g | Provide more detailed information or a variety of services using knowledge of the target language and culture. | COMMUNICATION A | Interact using extended spoken, signed or written communication by providing and obtaining information.
 |  | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
 |  | COMMUNITIES F | Evaluate and discuss how understanding of another language and culture enhances job skills and career options.
INTERPERSONAL 2 h | Collaborate to accomplish more sophisticated tasks or to propose solutions to more complex problems affecting local and global communities. | COMMUNITIES G | Develop evaluative tools and implement group strategies to complete tasks and solve problems.
INTERPERSONAL 3 | Express preferences, feelings, emotions and opinions about familiar and some unfamiliar topics.
INTERPERSONAL 3 a | Express a range of feelings and emotions in reaction to an announcement, a surprise or an event. | COMMUNICATION B | Express a wide range of feelings and emotions, and discuss and support opinions.
INTERPERSONAL 3 b | Ask and answer nuanced questions about feelings, emotions and preferences. | COMMUNICATION A | Interact using extended spoken, signed or written communication by providing and obtaining information.
 |  | COMMUNICATION B | Express a wide range of feelings and emotions, and discuss and support opinions.
INTERPERSONAL 3 c | Exchange, compare and justify preferences and opinions about personal, academic, professional and contemporary or historical topics. | COMMUNICATION B | Express a wide range of feelings and emotions, and discuss and support opinions.
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 B | Express a wide range of feelings and emotions, and discuss and support opinions.
PRESENTATIONAL 1 | Convey increasingly sophisticated meaning using writing processes and presentation strategies.
PRESENTATIONAL 1 a | Plan more sophisticated texts and presentations by brainstorming ideas and choosing vocabulary, phrases and sentence patterns. | COMMUNICATION K | Apply age-appropriate writing process strategies to produce a variety of documents for publication.
 |  | COMMUNITIES G | Develop evaluative tools and implement group strategies to complete tasks and solve problems.
PRESENTATIONAL 1 b | Organize thoughts and choose resources. | COMMUNICATION K | Apply age-appropriate writing process strategies to produce a variety of documents for publication.
PRESENTATIONAL 1 c | Produce initial drafts/presentations while keeping audience, context and purpose in mind. | COMMUNICATION K | Apply age-appropriate writing process strategies to produce a variety of documents for publication.
PRESENTATIONAL 1 d | Revise and edit texts/presentations using tools that promote reflection on meaning, form and mechanics. | COMMUNICATION K | Apply age-appropriate writing process strategies to produce a variety of documents for publication.
PRESENTATIONAL 1 e | Produce final drafts/presentations with aesthetic appeal using tools that help to convey meaning. | COMMUNICATION J | Present information and ideas on a range of topics.
PRESENTATIONAL 1 f | Rehearse presentations using a range of delivery strategies. | COMMUNICATION J | Present information and ideas on a range of topics.
PRESENTATIONAL 1 g | Use appropriate techniques to cite sources and avoid plagiarism. | COMMUNICATION K | Apply age-appropriate writing process strategies to produce a variety of documents for publication.
PRESENTATIONAL 2 | Present information, concepts and viewpoints on familiar and some unfamiliar topics from across disciplines.
PRESENTATIONAL 2 a | Create and present more extensive lists and classifications. | CONNECTIONS A | Investigate, analyze and present concepts from across disciplines.
PRESENTATIONAL 2 b | Tell a more detailed personal story or anecdote. | COMMUNICATION J | Present information and ideas on a range of topics.
PRESENTATIONAL 2 c | Describe people, places, things, actions or ideas in detail to educate or entertain others. | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
 |  | COMPARISONS D | Discuss the concept of culture through analysis of products, practices and perspectives of the target culture and students’ own culture.
 |  | CULTURES C | Analyze, discuss and report on a wide variety of products and perspectives of the target culture.
PRESENTATIONAL 2 d | Explain a more complex process or concept. | COMMUNICATION J | Present information and ideas on a range of topics.
PRESENTATIONAL 2 e | Provide or demonstrate more complex rules, regulations and/or policies. | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
PRESENTATIONAL 2 f | Publicize an event, program or recent success by providing more extensive details. | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
PRESENTATIONAL 2 g | Advocate for and against the purchase or sale of products and/or services to a variety of audiences. | CONNECTIONS A | Investigate, analyze and present concepts from across disciplines.
PRESENTATIONAL 2 h | Motivate others to meet or exceed personal or shared goals. | COMMUNITIES G | Develop evaluative tools and implement group strategies to complete tasks and solve problems.
PRESENTATIONAL 2 i | Propose solutions to a range of issues or problems. | COMMUNITIES G | Develop evaluative tools and implement group strategies to complete tasks and solve problems.
PRESENTATIONAL 2 j | Advise others about options, ideas, plans or perspectives using more complex language. | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
PRESENTATIONAL 2 k | Present a formal, persuasive argument for or against a current or past issue or course of action. | COMMUNICATION J | Present information and ideas on a range of topics.
PRESENTATIONAL 2 l | Synthesize detailed interdisciplinary information and content to create and present more extensive reports, presentations and/or projects. | COMMUNICATION J | Present information and ideas on a range of topics.
 |  | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
 |  | CONNECTIONS A | Investigate, analyze and present concepts from across disciplines.
 |  | CONNECTIONS B | Investigate, analyze and present information and viewpoints from the target culture using authentic sources, and apply understandings across disciplines.
PRESENTATIONAL 3 | Present a range of literary, creative and artistic endeavors to audiences near or far.
PRESENTATIONAL 3 a | Recite or retell authentic stories, folktales, poems,  rhymes and legends using appropriate gestures. | COMMUNICATION J | Present information and ideas on a range of topics.
 |  | COMMUNICATION E | Interact in a wide range of situations using culturally authentic language and gestures.
PRESENTATIONAL 3 b | Dramatize or perform authentic songs, dances, skits, plays, monologues or scenes from literature using appropriate gestures. | COMMUNICATION J | Present information and ideas on a range of topics.
 |  | COMMUNITIES B | Perform original or authentic works for a school or community event.
PRESENTATIONAL 3 c | Play music or produce an art/craft of the target culture and share more detailed information about it with others. | COMMUNICATION J | Present information and ideas on a range of topics.
 |  | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
 |  | COMMUNITIES B | Perform original or authentic works for a school or community event.
PRESENTATIONAL 3 d | Write and perform an original rhyme, story, poem, song, skit, dance, cartoon, monologue or play. | COMMUNICATION I | Create presentations on a range of original or authentic expressive products.
 |  | COMMUNICATION J | Present information and ideas on a range of topics.
 |  | COMMUNITIES B | Perform original or authentic works for a school or community event.
PRESENTATIONAL 3 e | Use more sophisticated visuals and sound to enhance more elaborate performances. | COMMUNICATION J | Present information and ideas on a range of topics.
 |  | COMMUNITIES B | Perform original or authentic works for a school or community event.
CULTURES 1 | Analyze and explain relationships among products, practices and perspectives and compare them across cultures.
CULTURES 1 a | Investigate, explain and demonstrate patterns of behavior. | CULTURES A | Analyze, discuss and report on a wide variety of practices and perspectives of the target culture.
 |  | COMPARISONS C | Analyze and discuss how products, practices and perspectives of the students’ own culture and the target culture overlap and differ.
CULTURES 1 b | Analyze why people meet their basic needs in different ways and share findings with others. | CULTURES A | Analyze, discuss and report on a wide variety of practices and perspectives of the target culture.
CULTURES 1 c | Analyze and compare a variety of products, practices and perspectives of the U.S. and target cultures. | CULTURES A | Analyze, discuss and report on a wide variety of practices and perspectives of the target culture.
 |  | CULTURES C | Analyze, discuss and report on a wide variety of products and perspectives of the target culture.
 |  | COMPARISONS C | Analyze and discuss how products, practices and perspectives of the students’ own culture and the target culture overlap and differ.
 |  | COMPARISONS D | Discuss the concept of culture through analysis of products, practices and perspectives of the target culture and students’ own culture.
CULTURES 1 d | Analyze and present factors that affect the availability and affordability of products and services across cultures. | CULTURES C | Analyze, discuss and report on a wide variety of products and perspectives of the target culture.
 |  | COMPARISONS D | Discuss the concept of culture through analysis of products, practices and perspectives of the target culture and students’ own culture.
CULTURES 1 e | Investigate and describe a variety of institutions, contemporary and historical figures, contributions and time periods of the target culture(s). | CULTURES D | Analyze, discuss and report on significant contributions from the target culture.
CULTURES 1 f | Investigate and share how languages and cultures interact with, influence or change each other over time. | COMPARISONS C | Analyze and discuss how products, practices and perspectives of the students’ own culture and the target culture overlap and differ.
 |  | COMPARISONS D | Discuss the concept of culture through analysis of products, practices and perspectives of the target culture and students’ own culture.
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. | COMPARISONS C | Analyze and discuss how products, practices and perspectives of the students’ own culture and the target culture overlap and differ.
 |  | COMPARISONS D | Discuss the concept of culture through analysis of products, practices and perspectives of the target culture and students’ own culture.
 |  | CULTURES B | Participate in and discuss a wide variety of cultural practices.
 |  | CULTURES C | Analyze, discuss and report on a wide variety of products and perspectives of the target culture.
CULTURES 1 h | Examine cultural perspectives as they are portrayed in the media and other sources and share them with others. | COMMUNITIES D | Report information about and personal reactions to various products, media and services of the target culture.
 |  | CULTURES A | Analyze, discuss and report on a wide variety of practices and perspectives of the target culture.
CULTURES 1 i | Solve more complex problems and complete more elaborate tasks while taking into consideration diverse cultural perspectives. | CULTURES A | Analyze, discuss and report on a wide variety of practices and perspectives of the target culture.
 |  | COMMUNITIES G | Develop evaluative tools and implement group strategies to complete tasks and solve problems.
CULTURES 1 j | Explain or demonstrate how having global competency skills enables people to build collaborative relationships with others. | COMMUNITIES C | Sustain communication with people locally and around the world.
 |  | COMMUNITIES F | Evaluate and discuss how understanding of another language and culture enhances job skills and career options.
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 C | Sustain communication with people locally and around the world.
 |  | COMMUNITIES F | Evaluate and discuss how understanding of another language and culture enhances job skills and career options.
[NAME] 2 | Experience the target language and culture(s) and share information and personal reactions with others.
CULTURES 2 a | Attend, view or participate in a variety of cross-cultural activities and target culture events. | COMMUNITIES E | Attend, participate in or view target culture events and describe to others.
CULTURES 2 b | Experience and react to a variety of expressive products. | COMMUNITIES D | Report information about and personal reactions to various products, media and services of the target culture.
 |  | CULTURES C | Analyze, discuss and report on a wide variety of products and perspectives of the target culture.
CULTURES 2 c | Analyze, explain and create replicas of important objects, images and symbols. | CULTURES C | Analyze, discuss and report on a wide variety of products and perspectives of the target culture.
CULTURES 2 d | Use authentic digital and print media. | CULTURES C | Analyze, discuss and report on a wide variety of products and perspectives of the target culture.
CULTURES 2 e | Investigate and experience target community organizations and their resources. | COMMUNITIES C | Sustain communication with people locally and around the world.
 |  | COMMUNITIES E | Attend, participate in or view target culture events and describe to others.
CULTURES 2 f | Interact and collaborate with a variety of target language speakers around a variety of interests. | COMMUNITIES C | Sustain communication with people locally and around the world.
 |  | COMMUNITIES E | Attend, participate in or view target culture events and describe to others.
 |  | CULTURES B | Participate in and discuss a wide variety of cultural practices.
CULTURES 2 g | Use appropriate levels of formality or informality when interacting with members of the target culture(s). | COMMUNITIES C | Sustain communication with people locally and around the world.
 |  | CULTURES B | Participate in and discuss a wide variety of cultural practices.
 |  | COMPARISONS C | Analyze and discuss how products, practices and perspectives of the students’ own culture and the target culture overlap and differ.
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. | COMPARISONS C | Analyze and discuss how products, practices and perspectives of the students’ own culture and the target culture overlap and differ.
 |  | COMPARISONS D | Discuss the concept of culture through analysis of products, practices and perspectives of the target culture and students’ own culture.