Spreadsheet: 08f5a812-9e51-4fdb-8f6a-f3afff17a7da
Sheet: 2012

2012 EDITION |  | 2003 EDITION--PURPLE BOOK
INTERPRETIVE 1 | Derive meaning from 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 | Gain and 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 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 verbal and non-verbal messages. | COMMUNICATION E | Interact in a wide range of situations using culturally authentic language and gestures.
INTERPRETIVE 2 | Identify 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 determining 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 | Examine topics, events or viewpoints as they are presented in different authentic sources and compare how those sources treat the same topic, event or viewpoint. | 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 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 information in authentic messages and informational texts.
INTERPRETIVE 3 a | Follow multi-step instructions, directions and requests. | COMMUNICATION F | Follow complex oral, signed or written directions and requests.
INTERPRETIVE 3 b | Answer 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 descriptions with some detail. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
INTERPRETIVE 3 d | Identify and use the essential elements of written informational texts to summarize and relate the main idea and relevant details. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
INTERPRETIVE 3 e | Examine essential elements of written informational texts to differentiate the main idea and basic 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 f | Draw conclusions and make inferences based on the 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 g | Use information from authentic sources to solve problems, complete multi-step tasks or reinforce concepts across the curriculum. | 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 information about the main idea and relevant details in authentic literary texts.
INTREPRETIVE 4 a | Answer a range of questions, from simple to detailed, 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 | Sequence events in literary texts and analyze that sequence 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 descriptions of characters and settings that include some details. | 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 provide a basic rationale for those 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 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 | Demonstrate understanding about aspects of literary pieces by participating in moderated discussions, journaling and/or creating 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 | Relate texts to self, current or historical events or world issues. | COMMUNICATION H | Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts.
INTREPRETIVE 4 h | Identify characteristics that explain genre classifications and classify familiar literary selections by genre. | 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.
INTREPRETIVE 4 i | 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 requests, clarifications and conversation strategies.
INTERPERSONAL 1 a | Use a range of common 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 nonverbal clues to help clarify meaning. | COMMUNICATION C | Use a wide range of strategies to negotiate meaning.
INTERPERSONAL 1 e | Use a range 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 questions and provide answers on a range 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 basic multi-step instructions, directions or requests to engage in a variety of social, educational, cultural and job-related tasks and activities. | COMMUNICATIONS D | Give and follow a series of complex directions.
INTERPERSONAL 2 d | Share 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, participate in and conclude conversations, interviews and debates on a limited range of personal, general knowledge, academic, interdisciplinary and job-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 information or 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 tasks or to propose solutions to 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 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 support 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 co-workers on a problem, concern or personal matters and adjust advice, if necessary, based on emotional response and/or counter-argument. | COMMUNICATION B | Express a wide range of feelings and emotions, and discuss and support opinions.
PRESENTATIONAL 1 | Convey meaning using writing processes and presentation strategies.
PRESENTATIONAL 1 a | Plan a range of 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 lists and classifications. | CONNECTIONS A | Investigate, analyze and present concepts from across disciplines.
PRESENTATIONAL 2 b | Tell a personal story or anecdote that relates some details. | COMMUNICATION J | Present information and ideas on a range of topics.
PRESENTATIONAL 2 c | Describe people, places or things in some 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 process or concept. | COMMUNICATION J | Present information and ideas on a range of topics.
PRESENTATIONAL 2 e | Provide or demonstrate rules, regulations and/or policies that range in complexity. | 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 relevant 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 a range of simple to somewhat 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 | Create and present a basic opening statement and closing argument in support of or against an issue of shared concern. | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
PRESENTATIONAL 2 l | Synthesize basic and somewhat detailed interdisciplinary information and content to create and present 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, legends, poems and rhymes 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 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 f | Use visuals and sound to enhance a range of basic to 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 describe relationships among products, practices and perspectives and compare them across cultures.
CULTURES 1 a | Recognize, identify, imitate, describe, investigate, 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 | Identify, examine and demonstrate how people meet their basic needs in different ways. | CULTURES A | Analyze, discuss and report on a wide variety of practices and perspectives of the target culture.
CULTURES 1 c | Identify, examine and compare 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 | Identify, compare and show 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 | Identify, investigate and describe 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 | Recognize and identify instances of when languages and cultures have interacted with, influenced or changed each other over time and share with others. | 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 | Identify and compare 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 | Identify cultural perspectives as they are portrayed in the media and other sources and share them with others. | CULTURES A | Analyze, discuss and report on a wide variety of practices and perspectives of the target culture.
 |  | COMMUNITIES D | Report information about and personal reactions to various products, media and services of the target culture.
CULTURES 1 i | Solve and complete a range of problems and 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 | Identify global competency skills, relate them to possible career pathways and 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 | Develop global competency skills 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 range 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 | Identify, examine, describe, 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 | Identify, classify, 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 target language speakers around a variety of interests. | CULTURES B | Participate in and discuss a wide variety of cultural practices.
 |  | 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 g | Identify and 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 | 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 | Analyze and discuss how products, practices and perspectives of the students’ own culture and the target culture overlap and differ.
CULTURES 2 i | 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 investigate why people in different cultures 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.