Spreadsheet: 031629d6-1c05-4424-a993-6f42a4746676
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 | Derive meaning using aural, visual and contextual clues.
INTERPRETIVE 1 b | Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts. | COMMUNICATION G | Derive meaning using aural, visual and contextual clues.
INTERPRETIVE 1 c | Make use of print and digital resources to understand the meaning of new words and expressions. | COMMUNICATION G | Derive meaning using aural, visual and contextual clues.
INTERPRETIVE 1 d | Utilize knowledge of word families/characters and cognates to figure out the meaning of new words and expressions. | COMMUNICATION G | Derive meaning using aural, visual and contextual clues.
INTERPRETIVE 1 e | Use knowledge of the situation, the purpose of communication or context cues to understand messages. | COMMUNICATION G | Derive meaning using aural, visual and contextual clues.
INTERPRETIVE 1 f | Interpret gestures, intonation and tone to comprehend verbal and non-verbal messages. | COMMUNICATION G | Derive meaning using aural, visual and contextual clues.
INTERPRETIVE 2 | Identify how authentic sources convey viewpoints and use authentic sources critically.
INTERPRETIVE 2 a | Identify authentic sources and examine their suitability for specific tasks. | CONNECTIONS B | Obtain information and discuss viewpoints from the target culture using authentic sources, and apply understandings to concepts from across disciplines.
INTERPRETIVE 2 b | Explain the viewpoint of an authentic source by summarizing who produced the text, when, why and for whom. | CONNECTIONS B | Obtain information and discuss viewpoints from the target culture using authentic sources, and apply understandings to concepts from across disciplines.
INTERPRETIVE 2 c | Compare and demonstrate how different authentic sources treat the same topic, event or viewpoint. | CONNECTIONS B | Obtain information and discuss viewpoints from the target culture using authentic sources, and apply understandings to concepts from 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 | Exchange information about, and personal reactions to, various products and media of the target culture.
 |  | CONNECTIONS B | Obtain information and discuss viewpoints from the target culture using authentic sources, and apply understandings to concepts from across disciplines.
INTREPRETIVE 3 | Comprehend and interpret information in authentic messages and informational texts.
INTERPRETIVE 3 a | Follow multi-step instructions, directions and requests. | COMMUNICATION F | Follow multistep directions.
INTERPRETIVE 3 b | Answer questions about authentic messages and informational texts. | COMMUNICATION A | Engage in oral, written or signed conversation on familiar topics.
INTERPRETIVE 3 c | Identify, sequence and classify people, places, things or events based on somewhat detailed descriptions. | COMMUNICATION H | Identify a speaker’s or author’s purpose and discuss the main idea, characters and supporting details in a variety of media.
INTERPRETIVE 3 d | Use the essential elements of written informational texts to summarize and relate the main idea and relevant details. | COMMUNICATION H | Identify a speaker’s or author’s purpose and discuss the main idea, characters and supporting details in a variety of media.
INTERPRETIVE 3 e | Draw conclusions and make inferences based on the ideas and details derived from authentic messages and informational texts. | COMMUNICATION H | Identify a speaker’s or author’s purpose and discuss the main idea, characters and supporting details in a variety of media.
INTERPRETIVE 3 f | Share information from authentic sources to solve problems, complete tasks or reinforce concepts across the curriculum. | CONNECTIONS A | Investigate and report on concepts from across disciplines.
 |  | CONNECTIONS B | Obtain information and discuss viewpoints from the target culture using authentic sources, and apply understandings to concepts from across disciplines.
INTREPRETIVE 4 | Comprehend and interpret information about the main idea and relevant details in authentic literary texts.
INTERPRETIVE 4 a | Answer questions about literary texts. | COMMUNICATION H | Identify a speaker’s or author’s purpose and discuss the main idea, characters and supporting details in a variety of media.
INTERPRETIVE 4 b | Sequence events in literary texts. | COMMUNICATION H | Identify a speaker’s or author’s purpose and discuss the main idea, characters and supporting details in a variety of media.
INTERPRETIVE 4 c | Provide descriptions of characters and settings that include some basic details. | COMMUNICATION H | Identify a speaker’s or author’s purpose and discuss the main idea, characters and supporting details in a variety of media.
INTERPRETIVE 4 d | Predict the outcomes of stories, fables and narratives. | COMMUNICATION H | Identify a speaker’s or author’s purpose and discuss the main idea, characters and supporting details in a variety of media.
INTERPRETIVE 4 e | Demonstrate comprehension of literary texts through the creation of artistic and/or technology-enhanced representations. | COMMUNICATION H | Identify a speaker’s or author’s purpose and discuss the main idea, characters and supporting details in a variety of media.
 |  | COMMUNICATION I | Narrate an event, a personal experience or an original story.
 |  | COMMUNICATION J | Present original work and cultural material.
INTERPRETIVE 4 f | Demonstrate understanding by participating in moderated discussions about aspects of literary pieces. | COMMUNICATION H | Identify a speaker’s or author’s purpose and discuss the main idea, characters and supporting details in a variety of media.
 |  | COMMUNICATION I | Narrate an event, a personal experience or an original story.
INTERPRETIVE 4 g | Identify characteristics that explain genre classifications and classify familiar literary selections by genre. | CONNECTIONS A | Investigate and report on concepts from across disciplines.
INTERPERSONAL 1 | Negotiate meaning using requests, clarifications and conversation strategies.
INTERPERSONAL 1 a | Use common expressions to make requests and seek clarification. | COMMUNICATION A | Engage in oral, written or signed conversation on familiar topics.
 |  | COMMUNICATION C | Request and provide clarification.
INTERPERSONAL 1 b | Ask and answer questions to clarify information. | COMMUNICATION A | Engage in oral, written or signed conversation on familiar topics.
 |  | COMMUNICATION C | Request and provide clarification.
INTERPERSONAL 1 c | [NAME] or provide additional details to clarify meaning and ambiguities. | COMMUNICATION C | Request and provide clarification.
INTERPERSONAL 1 d | Observe or use nonverbal clues to help clarify meaning. | COMMUNICATION C | Request and provide clarification.
 |  | COMMUNICATION G | Derive meaning using aural, visual and contextual clues.
INTERPERSONAL 1 e | Use a limited variety of conversation strategies to steer interactions. | COMMUNICATION A | Engage in oral, written or signed conversation on familiar topics.
 |  | COMMUNICATION C | Request and provide clarification.
INTERPERSONAL 2 | Interact with others using culturally appropriate language and gestures on a wider range of familiar topics.
INTERPERSONAL 2 a | Engage in greetings, introductions and leave-taking. | COMMUNICATION E | Use culturally appropriate language and gestures in a variety of social settings.
INTERPERSONAL 2 b | Ask and answer simple and somewhat more complex questions on personal and familiar topics. | COMMUNICATION A | Engage in oral, written or signed conversation on familiar topics.
 |  | COMMUNICATION B | Express personal preferences and feelings, and support opinions.
INTERPERSONAL 2 c | Give and follow sequences of simple and somewhat more complex directions, requests or instructions to engage in a limited variety of social, educational and cultural tasks and activities. | COMMUNICATION D | Give and follow multistep directions.
INTERPERSONAL 2 d | Share somewhat more detailed descriptions of people, places, things and events. | COMMUNICATION E | Use culturally appropriate language and gestures in a variety of social settings.
INTERPERSONAL 2 e | Initiate, carry on and conclude increasingly longer conversations and interviews on a limited range of personal, general knowledge, academic and interdisciplinary topics and issues. | COMMUNICATION A | Engage in oral, written or signed conversation on familiar topics.
 |  | COMMUNITIES C | Engage in communication with people locally and around the world.
INTERPERSONAL 2 f | Use language to acquire goods, services or information. | COMMUNICATION A | Engage in oral, written or signed conversation on familiar topics.
 |  | COMMUNITIES C | Engage in communication with people locally and around the world.
INTERPERSONAL 2 g | Provide information or services using knowledge of the target language and culture. | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
 |  | COMMUNITIES F | Identify and present information about various careers that require understanding of another language and culture.
INTERPERSONAL 2 h | Collaborate to accomplish tasks or to propose solutions to common problems affecting local and global communities. | COMMUNITIES G | Prepare and implement tools to facilitate group projects.
INTERPERSONAL 3 | Express preferences, feelings, emotions and opinions about a wider range of familiar topics
INTERPERSONAL 3 a | Express feelings and emotions in reaction to an announcement, a surprise or an event. | COMMUNICATION B | Express personal preferences and feelings, and support opinions.
INTERPERSONAL 3 b | Ask and answer questions about feelings, emotions and preferences. | COMMUNICATION A | Engage in oral, written or signed conversation on familiar topics.
 |  | COMMUNICATION B | Express personal preferences and feelings, and support opinions.
INTERPERSONAL 3 c | Exchange, compare and support preferences and opinions about personal, academic and contemporary or historical topics. | COMMUNICATION B | Express personal preferences and feelings, and support opinions.
INTERPERSONAL 3 d | Advise a peer or family member on a problem or personal matter and adjust advice, if necessary, based on his/her emotional response or counter-argument. | COMMUNICATION B | Express personal preferences and feelings, and support opinions.
PRESENTATIONAL 1 | Convey meaning using writing processes and presentation strategies.
PRESENTATIONAL 1 a | Plan texts and presentations by brainstorming ideas and choosing vocabulary, phrases and sentence patterns. | COMMUNICATION K | Apply age-appropriate writing process strategies to publish a document for a range of audiences.
 |  | COMMUNITIES G | Prepare and implement tools to facilitate group projects.
PRESENTATIONAL 1 b | Organize thoughts and choose resources. | COMMUNICATION K | Apply age-appropriate writing process strategies to publish a document for a range of audiences.
PRESENTATIONAL 1 c | Produce initial drafts/presentations while keeping audience, context and purpose in mind. | COMMUNICATION K | Apply age-appropriate writing process strategies to publish a document for a range of audiences.
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 publish a document for a range of audiences.
PRESENTATIONAL 1 e | Produce final drafts/presentations with aesthetic appeal using tools that help to convey meaning. | COMMUNICATION J | Present original work and cultural material.
PRESENTATIONAL 1 f | Rehearse presentations using delivery strategies. | COMMUNICATION J | Present original work and cultural material.
PRESENTATIONAL 1 g | Use appropriate techniques to cite sources and avoid plagiarism. | COMMUNICATION K | Apply age-appropriate writing process strategies to publish a document for a range of audiences.
PRESENTATIONAL 2 | Present information, concepts and viewpoints on a wider range of familiar topics from across disciplines.
PRESENTATIONAL 2 a | Create and present lists and classifications. | CONNECTIONS A | Investigate and report on concepts from across disciplines.
PRESENTATIONAL 2 b | Tell a personal story or anecdote that relates basic details. | COMMUNICATION I | Narrate an event, a personal experience or an original story.
PRESENTATIONAL 2 c | Describe people, places or things 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 | Compare and contrast products and perspectives of the target culture and students’ own culture.
 |  | CULTURES C | Investigate, discuss and report on products and perspectives of the target culture.
PRESENTATIONAL 2 d | Explain a process or concept. | COMMUNICATION J | Present original work and cultural material.
PRESENTATIONAL 2 e | Provide or demonstrate 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 the most 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 or against common products and services to an audience of peers and/or family members. | CONNECTIONS A | Investigate and report on concepts from across disciplines.
PRESENTATIONAL 2 h | Motivate others to meet or exceed personal or shared goals. | COMMUNICATION J | Present original work and cultural material.
 |  | CONNECTIONS A | Investigate and report on concepts from across disciplines.
PRESENTATIONAL 2 i | Propose solutions to common issues or problems. | COMMUNITIES G | Prepare and implement tools to facilitate group projects.
 |  | CONNECTIONS A | Investigate and report on concepts from across disciplines.
PRESENTATIONAL 2 j | Advise others about an option, idea, plan or perspective using a combination of simple and 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 an opening statement or closing argument that could be used to initiate or conclude a longer oral argument on a current or past 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 original work and cultural material.
 |  | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
 |  | CONNECTIONS A | Investigate and report on concepts from across disciplines.
 |  | CONNECTIONS B | Obtain information and discuss viewpoints from the target culture using authentic sources, and apply understandings to concepts from across disciplines.
PRESENTATIONAL 3 | Present literary, creative and artistic endeavors to audiences near or far.
PRESENTATIONAL 3 a | Recite or retell authentic short stories, folktales, poems and rhymes using appropriate gestures. | COMMUNICATION E | Use culturally appropriate language and gestures in a variety of social settings.
 |  | COMMUNICATION J | Present original work and cultural material.
PRESENTATIONAL 3 b | Dramatize or perform authentic songs, dances, skits or plays using appropriate gestures. | COMMUNICATION J | Present original work and cultural material.
 |  | 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 information about it with others. | COMMUNICATION J | Present original work and cultural material.
 |  | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
 |  | COMMUNITIES B | Perform for a school or community event.
PRESENTATIONAL 3 d | Write and perform an original rhyme, story, poem, song, skit or dance. | COMMUNICATION J | Present original work and cultural material.
 |  | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
 |  | COMMUNITIES B | Perform for a school or community event.
PRESENTATIONAL 3 e | Use visuals and sound to enhance performances. | COMMUNITIES A | Provide information or services to individuals, the school or the community using knowledge of the target language and culture.
 |  | COMMUNITIES B | Perform for a school or community event.
CULTURES 1 | Examine and describe relationships among products, practices and perspectives and compare them across cultures.
CULTURES 1 a | Identify, describe and demonstrate patterns of behavior. | CULTURES A | Investigate, discuss and report on practices and perspectives of the target culture.
 |  | COMPARISONS C | Compare and contrast practices and perspectives of the target culture and students’ own culture.
CULTURES 1 b | Examine and demonstrate how people meet their basic needs in different ways. | CULTURES A | Investigate, discuss and report on practices and perspectives of the target culture.
CULTURES 1 c | Examine and compare products, practices and perspectives of the U.S. and target cultures. | COMPARISONS C | Compare and contrast practices and perspectives of the target culture and students’ own culture.
 |  | COMPARISONS D | Compare and contrast products and perspectives of the target culture and students’ own culture.
 |  | CULTURES A | Investigate, discuss and report on practices and perspectives of the target culture.
 |  | CULTURES C | Investigate, discuss and report on products and perspectives of the target culture.
CULTURES 1 d | Compare and show the availability and affordability of products and services across cultures. | CULTURES C | Investigate, discuss and report on products and perspectives of the target culture.
 |  | COMPARISONS D | Compare and contrast products and perspectives of the target culture and students’ own culture.
CULTURES 1 e | Identify and describe institutions, contemporary and historical figures, contributions and time periods of the target culture(s). | CULTURES D | Identify significant contributions and historical figures from the target culture.
CULTURES 1 f | Identify examples of instances when languages and cultures have interacted with, influenced or changed each other over time and summarize for others. | COMPARISONS C | Compare and contrast practices and perspectives of the target culture and students’ own culture.
 |  | COMPARISONS D | Compare and contrast products and perspectives of the target culture and students’ own culture.
CULTURES 1 g | Compare variations in products, practices and perspectives among and within target language communities. | COMPARISONS C | Compare and contrast practices and perspectives of the target culture and students’ own culture.
 |  | COMPARISONS D | Compare and contrast products and perspectives of the target culture and students’ own culture.
 |  | CULTURES B | Participate in and discuss age-appropriate cultural practices.
 |  | CULTURES C | Investigate, discuss and report on 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. | COMMUNITIES D | Exchange information about, and personal reactions to, various products and media of the target culture.
 |  | CULTURES A | Investigate, discuss and report on practices and perspectives of the target culture.
CULTURES 1 i | Solve increasingly complex problems and complete tasks while taking into consideration different cultural perspectives. | COMMUNITIES G | Prepare and implement tools to facilitate group projects.
 |  | CULTURES A | Investigate, discuss and report on practices and perspectives of the target culture.
CULTURES 1 j | Identify global competency skills and relate them to possible career pathways. | COMMUNITIES C | Engage in communication with people locally and around the world.
 |  | COMMUNITIES F | Identify and present information about various careers that require understanding of another language and culture.
CULTURES 1 k | Develop global competency skills 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 | Engage in communication with people locally and around the world.
 |  | COMMUNITIES F | Identify and present information about various careers that require understanding of another language and culture.
[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 describe to others.
CULTURES 2 b | Experience and react to expressive products. | CULTURES C | Investigate, discuss and report on products and perspectives of the target culture.
 |  | COMMUNITIES D | Exchange information about, and personal reactions to, various products and media of the target culture.
CULTURES 2 c | Examine, describe and create replicas of important objects, images and symbols. | CULTURES C | Investigate, discuss and report on products and perspectives of the target culture.
CULTURES 2 d | Use authentic digital and print media. | CULTURES C | Investigate, discuss and report on products and perspectives of the target culture.
CULTURES 2 e | Classify and experience target community organizations and their resources. | COMMUNITIES C | Engage in 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 common interests. | COMMUNITIES C | Engage in 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 age-appropriate cultural practices.
CULTURES 2 g | Use appropriate levels of formality or informality when interacting with members of the target culture(s). | COMMUNITIES C | Engage in communication with people locally and around the world.
 |  | CULTURES B | Participate in and discuss age-appropriate cultural practices.
 |  | COMPARISONS C | Compare and contrast practices and perspectives of the target culture and students’ own culture.
CULTURES 2 h | Identify and share 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. | COMPARISONS C | Compare and contrast practices and perspectives of the target culture and students’ own culture.
 |  | COMPARISONS D | Compare and contrast products and perspectives of the target culture and students’ own culture.