Spreadsheet: 08f5a812-9e51-4fdb-8f6a-f3afff17a7da
Sheet: Sheet3

2003 EDITION--PURPLE BOOK
COMMUNICATION A | Interact using extended spoken, signed or written communication by providing and obtaining information.
INTERPRETIVE 3 b | Answer questions about authentic messages and informational texts.
INTERPERSONAL 1 a | Use a range of common 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 range of conversation strategies to steer interactions.
INTERPERSONAL 2 b | Ask questions and provide answers on a range of topics.
INTERPERSONAL 2 f | Use language to acquire a variety of goods, services or information.
INTERPERSONAL 2 g | Provide information or services using knowledge of the target language and culture.
INTERPERSONAL 3 b | Ask and answer questions about feelings, emotions and preferences.
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 B | Express a wide range of feelings and emotions, and discuss and support opinions.
INTERPERSONAL 2 b | Ask questions and provide answers on a range of topics.
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 questions about feelings, emotions and preferences.
INTERPERSONAL 3 c | Exchange, compare and support preferences and opinions about personal, academic, professional and contemporary or historical topics.
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 C | Use a wide range of strategies to negotiate meaning.
INTERPERSONAL 1 a | Use a range of common 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 nonverbal clues to help clarify meaning.
INTERPERSONAL 1 e | Use a range of conversation strategies to steer interactions.
COMMUNICATION D | Give and follow a series of complex directions.
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.
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 verbal and non-verbal messages.
INTERPERSONAL 2 a | Engage in greetings, introductions and leave-taking.
INTERPERSONAL 2 d | Share descriptions of people, places, things and events.
PRESENTATIONAL 3 a | Recite or retell authentic stories, folktales, legends, poems and rhymes using appropriate gestures.
INTERPRETIVE 3 a | Follow multi-step 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 | Gain and 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 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 descriptions with some detail.
INTERPRETIVE 3 d | Identify and use the essential elements of written informational texts to summarize and relate the main idea and relevant details.
INTERPRETIVE 3 e | Examine essential elements of written informational texts to differentiate the main idea and basic relevant details from extraneous information.
INTERPRETIVE 3 f | Draw conclusions and make inferences based on the ideas and details derived from authentic messages and informational texts.
INTREPRETIVE 4 b | Sequence events in literary texts and analyze that sequence to understand how each event led to the next.
INTREPRETIVE 4 c | Provide descriptions of characters and settings that include some details.
INTREPRETIVE 4 d | Predict the outcomes of literary texts and provide a basic rationale for those predictions.
INTREPRETIVE 4 e | Demonstrate comprehension of literary texts through the creation of artistic and/or technology-enhanced representations.
INTREPRETIVE 4 f | Demonstrate understanding about aspects of literary pieces by participating in moderated discussions, journaling and/or creating artistic or expressive representations.
INTREPRETIVE 4 g | Relate texts to self, current or historical events or world issues.
INTREPRETIVE 4 h | Identify characteristics that explain genre classifications and classify familiar literary selections by genre.
INTREPRETIVE 4 i | Compare and contrast two or more literary selections that share the same topic but represent different genres.
INTREPRETIVE 4 a | Answer a range of questions, from simple to detailed, 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 artistic and/or technology-enhanced representations.
INTREPRETIVE 4 f | Demonstrate understanding about aspects of literary pieces by participating in moderated discussions, journaling and/or creating 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 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 personal story or anecdote that relates some details.
PRESENTATIONAL 2 d | Explain a process or concept.
PRESENTATIONAL 2 l | Synthesize basic and somewhat detailed interdisciplinary information and content to create and present reports, presentations and/or projects.
PRESENTATIONAL 3 a | Recite or retell authentic stories, folktales, legends, poems and rhymes 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 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 f | Use visuals and sound to enhance a range of basic to more elaborate performances.
COMMUNICATION K | Apply age-appropriate writing process strategies to produce a variety of documents for publication.
PRESENTATIONAL 1 a | Plan a range of 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 | Recognize, identify, imitate, describe, investigate, and demonstrate patterns of behavior.
CULTURES 1 b | Identify, examine and demonstrate how people meet their basic needs in different ways.
CULTURES 1 c | Identify, examine and compare products, practices and perspectives of the U.S. and target cultures.
CULTURES 1 h | Identify cultural perspectives as they are portrayed in the media and other sources and share them with others.
CULTURES 1 i | Solve and complete a range of problems and tasks while taking into consideration diverse cultural perspectives.
CULTURES B | Participate in and discuss a wide variety of cultural practices.
CULTURES 1 g | Identify and compare variations in products, practices and perspectives among and within target language communities.
CULTURES 2 f | Interact and collaborate with target language speakers around a variety of interests.
CULTURES 2 g | Identify and 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 or things in some detail to educate or entertain others.
CULTURES 1 c | Identify, examine and compare products, practices and perspectives of the U.S. and target cultures.
CULTURES 1 d | Identify, compare and show factors that affect the availability and affordability of products and services across cultures.
CULTURES 1 g | Identify and compare variations in products, practices and perspectives among and within target language communities.
CULTURES 2 b | Experience and react to a range of expressive products.
CULTURES 2 c | Identify, examine, describe, 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 | Identify, investigate and describe institutions, contemporary and historical figures, contributions and time periods of the target culture(s).
CONNECTIONS A | Investigate, analyze and present concepts from across disciplines.
INTREPRETIVE 4 h | Identify characteristics that explain genre classifications and classify familiar literary selections by genre.
INTREPRETIVE 4 i | Compare and contrast two or more literary selections that share the same topic but represent different genres.
PRESENTATIONAL 2 a | Create and present 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 basic and somewhat detailed interdisciplinary information and content to create and present 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 determining who produced the text, when, why and for whom.
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.
INTERPRETIVE 2 d | Use information and viewpoints from authentic sources to inform or enhance a conversation, presentation or expression of creativity.
INTERPRETIVE 3 g | Use information from authentic sources to solve problems, complete multi-step tasks or reinforce concepts across the curriculum.
PRESENTATIONAL 2 l | Synthesize basic and somewhat detailed interdisciplinary information and content to create and present 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 | Recognize, identify, imitate, describe, investigate, and demonstrate patterns of behavior.
CULTURES 1 c | Identify, examine and compare products, practices and perspectives of the U.S. and target cultures.
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.
CULTURES 1 g | Identify and compare variations in products, practices and perspectives among and within target language communities.
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.
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.
CULTURES 2 g | Identify and 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 or things in some detail to educate or entertain others.
CULTURES 1 c | Identify, examine and compare products, practices and perspectives of the U.S. and target cultures.
CULTURES 1 d | Identify, compare and show factors that affect the availability and affordability of products and services across cultures.
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.
CULTURES 1 g | Identify and compare variations in products, practices and perspectives among and within target language communities.
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.
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 conversation, presentation or expression of creativity.
INTERPERSONAL 2 g | Provide information or services using knowledge of the target language and culture.
PRESENTATIONAL 2 c | Describe people, places or things in some detail to educate or entertain others.
PRESENTATIONAL 2 e | Provide or demonstrate rules, regulations and/or policies that range in complexity.
PRESENTATIONAL 2 f | Publicize an event, program or recent success by providing relevant details.
PRESENTATIONAL 2 j | Advise others about options, ideas, plans or perspectives using a range of simple to somewhat more complex language.
PRESENTATIONAL 2 k | Create and present a basic opening statement and closing argument in support of or against an issue of shared concern.
PRESENTATIONAL 2 l | Synthesize basic and somewhat detailed interdisciplinary information and content to create and present reports, presentations and/or projects.
PRESENTATIONAL 3 c | Play music or produce an art/craft of the target culture and share 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 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 f | Use visuals and sound to enhance a range of basic to more elaborate performances.
COMMUNITIES C | Sustain communication with people locally and around the world.
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.
INTERPERSONAL 2 f | Use language to acquire a variety of goods, services or information.
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.
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).
CULTURES 2 e | Identify, classify, investigate and experience target community organizations and their resources.
CULTURES 2 f | Interact and collaborate with target language speakers around a variety of interests.
CULTURES 2 g | Identify and 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 conversation, presentation or expression of creativity.
CULTURES 1 h | Identify 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 range 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 | Identify, classify, investigate and experience target community organizations and their resources.
CULTURES 2 f | Interact and collaborate with 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 information or services using knowledge of the target language and culture.
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.
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 G | Develop evaluative tools and implement group strategies to complete tasks and solve problems.
INTERPERSONAL 2 h | Collaborate to accomplish tasks or to propose solutions to problems affecting local and global communities.
PRESENTATIONAL 1 a | Plan a range of 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 and complete a range of problems and tasks while taking into consideration diverse cultural perspectives.