Strand: Communication Content Standard 1: Students will interpret written, and visual messages in the target language. (interpretive) Modern Languages I Modern Languages II Modern Languages III Modern Languages IV CCSS ELA-Literacy Alignment CMC.1.MLI.10 Identify central idea(s) and specific information from a variety of auditory sources with or without visual cues CMC.1.MLII.10 Analyze a variety of auditory sources with or without visual cues for central idea key details point of view purpose CMC.1.MLIII.10 Analyze, with or without visual cues, a variety of authentic auditory sources for audience central idea genre key details point of view purpose theme and cite evidence CMC.1.MLIV.10 Explain, in the target language with or without visual cues, a variety of authentic auditory sources for audience central idea genre key details of view purpose theme and cite evidence SL.CCR.2, 3 CMC.1.MLI.11 Interpret authentic materials CMC.1.MLII.11 Summarize information contained in authentic materials The SLE is not appropriate for this level/course. The SLE is not appropriate for this level/course. R.CCR.1, 2, 4, 5 SL.CCR.4, 5, 6 CMC.1.MLI.12 Draw conclusions from a variety of simple oral, visual, and textual sources, citing evidence CMC.1.MLII.12 Make inferences from a variety of oral, visual, and textual sources, citing evidence CMC.1.MLIII.12 Identify common themes and elements among a variety of authentic oral, visual, and textual sources CMC.1.MLIV.12 Examine common themes and elements among a variety of authentic oral, visual, and textual sources R.CCR.1, 2, 4, 5, 8 SL.CCR.4, 5, 6
Strand: Communication Content Standard 2: Students will interact by speaking and writing in the target language. (interpersonal) Modern Languages I Modern Languages II Modern Languages III Modern Languages IV CCSS ELA-Literacy Alignment CMC.2.MLI.1 Interact effectively in a range of conversations and collaborations in the appropriate time frames CMC.2.MLII.1 Initiate conversations and collaborations, in the appropriate tenses Engage in unrehearsed conversations and collaborations in the appropriate tenses CMC.2.MLIV.1 Engage in extended, unrehearsed conversations and collaborations in the appropriate tenses W.CCR.4, 10 SL.CCR.1, 4 L.CCR.1 CMC.2.MLI.2 Engage in simple conversations using cultural conventions and social conventions courtesy phrases culturally appropriate greetings and farewells gestures introductions learned phrases idiomatic expressions CMC.2.MLII.2 Engage in conversations using cultural conventions and social conventions courtesy phrases culturally appropriate greetings and farewells gestures introductions learned phrases idiomatic expressions CMC.2.MLIII.2 Engage in conversations using cultural conventions and social conventions (e.g., interviews, problem solving) CMC.2.MLIV.2 Engage in conversations about abstract, complex, and unfamiliar topics (e.g., negotiation, reporting incidents, emergencies) W.CCR.2, 3, 4, 10 SL.CCR.1, 3 L.CCR.1, 2, 5
Strand: Communication Content Standard 2: Students will interact by speaking and writing in the target language. (interpersonal) Modern Languages I Modern Languages II Modern Languages III Modern Languages IV CCSS ELA-Literacy Alignment CMC.2.MLI.4 conversational strategies to increase understanding in rehearsed, familiar situations ask basic questions (e.g., who, what, when, where, why, how, how much, how many) ask for repetition request clarification CMC.2.MLII.4 Apply conversational strategies to increase understanding in unrehearsed, familiar situations ask basic questions ask for repetition request clarification CMC.2.MLIII.4 Apply conversational strategies to increase understanding in unfamiliar situations ask detailed questions ask for repetition or paraphrase request clarification CMC.2.MLIV.4 Apply conversational strategies to increase understanding in a variety of complex situations W.CCR.2, 7 SL.CCR.5, 6 L.CCR.4 CMC.2.MLI.5 Use survival phrases and gestures to meet basic needs (e.g., directions, simple requests) CMC.2.MLII.5 Use survival phrases, gestures, and circumlocution to acquire goods, services, and information CMC.2.MLIII.5 Use survival phrases, gestures, and circumlocution to acquire services, and information CMC.2.MLIV.5 Engage in connected discourse on a variety of topics in multiple moods and tenses (e.g., beauty and aesthetics, science and technology, family and community, personal and public identities, global challenges) W.CCR.1, 2, 3, 10 SL.CCR.1, 6 L.CCR.3, 6 CMC.2.MLI.6 Apply numeric concepts in context age cardinal numbers dates time CMC.2.MLII.6 numeric concepts in context cardinal numbers ordinal numbers CMC.2.MLIII.6 Demonstrate command of numeric concepts in context cardinal numbers ordinal numbers The SLE is not appropriate for this level/course. W.CCR.1, 2, 3, 5, 6 SL.CCR.1, 2, 3, 4
Strand: Communication Content Standard 3: Students will present information in the target language. (presentational) Modern Languages I Modern Languages II Modern Languages III Modern Languages IV CCSS ELA-Literacy Alignment CMC.3.MLI.5 Use elements of the target language effectively according to language development about simple familiar topics (e.g., grammar, pronunciation, orthography/spelling, syntax) CMC.3.MLII.5 Use elements of the target language effectively according to language development level about simple familiar and unfamiliar topics (e.g., grammar, pronunciation, orthography/spelling, syntax) CMC.3.MLIII.5 Use elements of the target language effectively according to language development level about detailed familiar and unfamiliar topics (e.g., grammar, pronunciation, orthography/spelling, syntax) CMC.3.MLIV.5 Use elements of the target language effectively according to language development level about complex familiar and unfamiliar topics (e.g., grammar, pronunciation, orthography/spelling, syntax) W.CCR.4 SL.CCR.6 L.CCR.1, 2, 3 The SLE is not appropriate for this level/course. The SLE is not appropriate for this The SLE is not appropriate for this level/course. CMC.3.MLIV.6 Synthesize information from a variety of sources R.CCR.7, 9, 10 W.CCR.2, 3, 5, 8, 9 SL.CCR.2 The SLE is not appropriate for this The SLE is not appropriate for this level/course. The SLE is not appropriate for this level/course. CMC.3.MLIV.7 Adapt register to a variety of contexts and communicative tasks W.CCR.4 SL.CCR.6
Strand: Culture Content Standard 4: Students will investigate the practices, products, and perspectives of the target culture(s). Modern Languages I Modern Languages II Modern Languages III Modern Languages IV CCSS ELA-Literacy Alignment CLT.4.MLI.2 Identify the products of the target culture(s) global influences (e.g., automobiles, composers, fashion, fireworks, dance, sports) intangible products (e.g., philosophy, law, entertainment, educational systems) tangible products (e.g., architecture, art, food, clothing, technology) CLT.4.MLII.2 Discuss products of the target culture(s) global influences (e.g., automobiles, composers, fashion, fireworks, dance, sports) intangible products (e.g., philosophy, law, entertainment, educational systems) tangible products (e.g., architecture, art, food, clothing, technology) CLT.4.MLIII.2 Analyze the effects of products of the target culture(s) global influences (e.g., automobiles, composers, fashion, fireworks, dance, sports) intangible products (e.g., philosophy, law, entertainment, educational systems) tangible products (e.g., architecture, art, food, clothing, technology) CLT.4.MLIV.2 Evaluate, in the target language, the effects of products of the target culture(s) global influences (e.g., automobiles, composers, fashion, fireworks, dance, sports, personal technology) intangible products (e.g., philosophy, law, entertainment, educational systems, political systems) tangible products (e.g., architecture, art, food, clothing, technology) R.CCR.1, 2, 4, 6, 7, 9, 10 W.CCR.1, 2, 4, 6, 7, 8, 9, 10 SL.CCR.1, 2, 4, 5, 6 L.CCR.1, 2, 3, 4, 5, 6
Strand: Comparisons Content Standard 7: Students will explain the similarities and differences between the target language and the students’ primary language. Modern Languages I Modern Languages II Modern Languages III Modern Languages IV CCSS ELA-Literacy Alignment CMP.7.MLI.5 Compare writing systems (e.g., accent marks, punctuation, characters, symbols, numbers, handwriting) CMP.7.MLII.5 Explain similarities and differences in writing systems (e.g., accent marks, punctuation, characters, symbols, numbers, handwriting, keyboard differences) CMP.7.MLIII.5 Differentiate between writing systems in authentic texts (e.g., accent marks, punctuation, characters, symbols, numbers, handwriting, keyboard differences) CMP.7.MLIV.5 Use aspects of the target language writing system (e.g., accent marks, punctuation, characters, symbols, numbers, handwriting, keyboard differences) R.CCR.4,10 W.CCR.4,5,6 L.CCR.1,2 CMP.7.MLI.6 Compare linguistic sounds (e.g., sound-letter correspondence, tones, pitch, intonation) CMP.7.MLII.6 Use linguistic sounds (e.g., correspondence, contextualized tones, inflection, repeated syllables) CMP.7.MLIII.6 Analyze similarities and differences in linguistic sounds (e.g., sound-letter correspondence, contextualized tones, inflection, repeated syllables) CMP.7.MLIV.6 Explain similarities and differences in linguistic sounds (e.g., sound-letter correspondence, contextualized tones, inflection, repeated syllables) SL.CCR.2, 5 L.CCR.3
Appendix 2: German – Exceptions This appendix contains exceptions that apply to the teaching of German within the Modern Languages I-IV Frameworks. These exceptions apply to the level of study and the student learning expectation (SLE) indicated. SLE Exception CMC.1.MLI.2 Add “understanding the difference in usage between ß and ss based on the length of the preceding vowel” CMC.2.MLI.1 Add “and apply the word sequence rule of ‘verb second’ for statements” CMC.2.MLI.2 Add “understanding regional differences in greetings, salutations, and farewells (e.g., Grüss Gott, Servus)” CMC.2.MLI.2 Add “understanding ‘good luck’ gestures (e.g., pressing the thumbs instead of crossing the fingers)” CMC.2.MLI.5 Add “using finger signals to indicate quantities in a restaurant context (e.g., thumb and forefinger instead of forefinger and middle finger)” CMC.3.MLI.1 Add “using adjectives correctly as both attributives and predicate adjectives” CMC.3.MLI.1 Add “noting the position of the verb at the end of an infinitive phrase (e.g., Fußball spielen)” CLT.4.MLI.1 Add “noting the special importance of a very firm handshake with both greetings and farewells” CLT.4.MLI.1 Add “noting the customary removal of shoes upon entering a private home” CLT.4.MLI.1 Add “noting that doors inside a private home are normally kept closed to conserve energy, not to keep people out” CLT.4.MLI.1 Add “noting the illegality and absolute unacceptability of the display of any symbols or gestures relating to Nazism” CLT.4.MLI.5 Add “noting that traditional dress differs from region to region” CMC.1.MLII.2 Add “understanding the difference in usage between ß and ss based on the length of the preceding vowel” CLT.4.MLII.4 Add “noting the particular influence of mountainous terrain on the development of the cultures of Alpine areas (e.g., yodeling, Alphorns)”
Appendix 3: Russian – Exceptions This appendix contains exceptions that to the teaching of Russian within the Modern Languages I-IV Frameworks. These exceptions apply to the level of study, strand, standard, and student learning expectation (SLE) indicated. SLE Exception CMC.3.MLIII.5 Add “declension and cases of nouns, pronouns, and adjectives, tenses and aspects of verbs” CLT.4.MLIII.4 Add “evaluating the special influence of the Mongol invasion tsarist rule the 1917 revolution (or ‘Great October Socialist Revolution’, Великая Октябрьская Cоциалистическая Pеволюция) and civil war Stalinism the Second World War (or ‘Great Patriotic War’, Великая Отчественная Война)” CMC.2.MLIV.1 Add “appropriate aspects” with “appropriate tenses”; add “employ prefixes, suffixes, and infixes to show aspect” CMC.3.MLIV.5 Add “declension and cases of nouns, pronouns, and adjectives, tenses and aspects of verbs” CLT.4.MLIV.4 Add “evaluating, in Russian, the special influence of the Mongol invasion tsarist rule the 1917 revolution (or ‘Great October Socialist Revolution’, Великая Октябрьская Cоциалистическая Pеволюция) and civil war Stalinism the Second World War (or ‘Great Patriotic War’, Великая Отчественная Война)”