Core Curriculum Content Standards

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World Languages Standard – Intermediate-Low - All Strands

7.1 World Languages All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
Interpretive Mode

Proficiency Level

Content Statement

CPI #

Cumulative Progress Indicator (CPI)

Intermediate-Low

Linguistic:
The Intermediate-Low language learner understands and communicates at the sentence level and can use simple sentences independently to:

  • Identify the main idea and some supporting details when reading.
  • Understand the gist and some supporting details of conversations dealing with everyday life.
  • Infer the meaning of some unfamiliar words when used in familiar contexts.

Cultural:

  • Immigration changes both the community of origin and the new community. (Topics that assist in the development of this understanding should include, but are not limited to: current and past immigration patterns, the impact of immigration on society, and related issues.)

 

  • The study of another language and culture deepens understanding of where and how people live and why events occur. (Content areas that assist in the development of this understanding should include, but are not limited to: history, science, economics, and geography.)
  • Due to globalization and advances in technology, the products and practices of a culture change over time, and these changes may impact cultural perspectives. (Content areas that assist in the development of this understanding should include, but are not limited to: science, technology, history, social sciences, the visual and performing arts, and world literature.)

 

  • Human and animal migration are often related to the availability of resources and the ability to adapt to the environment. (Topics that assist in the development of this understanding should include, but are not limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
  • Personal preferences and skills are key factors to consider when making decisions about postsecondary plans. (Topics that assist in the development of this understanding should include, but are not limited to: personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and preparation.)

 

  • The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the development of this understanding should include, but are not limited to: likes/dislikes, pastimes, schedules, and travel.)
  • Wellness practices may vary across cultures. (Topics that assist in the development of this understanding should include, but are not limited to: sports and physical fitness activities and common health conditions/problems and remedies.)

 

  • Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current information on perspectives of the target culture on local, national, and global problems/issues. (Topics that assist in the development of this understanding should include, but are not limited to: current events and contemporary and emerging global issues, problems, and challenges [e.g., population growth and migration; environmental degradation and protection; discrimination and other conflicts; and the allocation of scarce resources].)
  • Current trends and issues influence popular culture. (Topics that assist in the development of this understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)

7.1.IL.A.1

Identify the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to targeted themes.

7.1.IL.A.2

Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.

7.1.IL.A.3

Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.

7.1.IL.A.4

Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions.

7.1.IL.A.5

Demonstrate comprehension of conversations and written information on a variety of topics.

7.1.IL.A.6

Identify the main idea, theme, and most supporting details in readings from age- and level-appropriate, culturally authentic materials.

7.1.IL.A.7

Infer the meaning of a few unfamiliar words in some new contexts.

7.1.IL.A.8

Compare and contrast unique linguistic elements in English and the target language.

Interpersonal Mode

Proficiency Level

Content Statement

CPI #

Cumulative Progress Indicator (CPI)

Intermediate-Low

Linguistic:
The Intermediate-Low language learner understands and communicates at the sentence level and can use simple sentences independently to:

  • Ask and answer questions related to everyday life.
  • Handle simple transactions related to everyday life:
    • Initiate, maintain, and end a conversation.
    • Ask for and give permission.
    • Express needs.
    • Give reasons.
    • Request, suggest, and make arrangements.
    • Extend, accept, and decline an invitation.
    • Express an opinion and preference.


Cultural:
The Intermediate-Low Cultural Content Statements remain the same for all the strands.    

7.1.IL.B.1

Use digital tools to participate in short conversations and to exchange information related to targeted themes.

7.1.IL.B.2

Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities.

7.1.IL.B.3

Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations.

7.1.IL.B.4

Ask and respond to factual and interpretive questions of a personal nature or on school-related topics.

7.1.IL.B.5

Engage in short conversations about personal experiences or events and/or topics studied in other content areas.

Presentational Mode

Proficiency Level

Content Statement

CPI #

Cumulative Progress Indicator (CPI)

Intermediate-Low

Linguistic:
The Intermediate-Low language learner understands and communicates at the sentence level and can use simple sentences independently to:

  • Handle simple transactions related to everyday life:
    • Express needs.
    • Give reasons.
    • Express an opinion and preference.
    • Request and suggest.


Cultural:
The Intermediate-Low Cultural Content Statements remain the same for all the strands.     

7.1.IL.C.1

Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience.

7.1.IL.C.2

Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.

7.1.IL.C.3

Use language creatively to respond in writing to a variety of oral or visual prompts.

7.1.IL.C.4

Compare and contrast age- and level-appropriate culturally authentic materials orally and in writing.

7.1.IL.C.5

Compare and contrast cultural products and cultural practices associated with the target culture(s) and one’s own culture, orally, in writing, or through simulation.

7.1.IL.C.6

Summarize requirements for professions/careers that require proficiency in a language other than English based on exploration of the 16 Career Clusters.