Thompson School District World Language - K-12 Competencies Aug 2017

World Language
Graduation Competencies
Scoring Criteria for K - 12th grade
The personalization of learning is not just pretending kids have choices in what they
are going to learn. Rather, it is building environments in which teachers have the time
and skill to know their students and can adjust the pace, the materials, and the
surroundings so they can meet the needs of all learners.
~George Wood
2017 Thompson School District, All rights reserved.

World Languages Scoring Criteria
Thompson School District World Languages Competencies and Scoring Criteria
Learning languages prepares students to connect to the multilingual world we share. These TSD World Language standards and competencies
provide a roadmap to guide students to communicate effectively and interact with global competence while participating in communities locally
and globally. These standards focus on communication, literacy, real-world application and 21st century skills of critical thinking, creativity and
problem-solving. Knowing how, when, and why to say what to whom. is the essence for language learning and communication.
As students move across the proficiency continuum with supporting learner targets (novice-low to intermediate-high) the content and context
becomes more complex in the domains of: language functions, vocabulary, text type, language control, communication strategies and cultural
competence. Students demonstrate what they know, understand and can do by performing in the three modes at the targeted proficiency
ranges indicated for each class or level.
Unlike other Colorado Academic Content Standards areas, proficiency levels, rather than grade levels, benchmark the world language
standards. The following resources informed the development of these proficiency levels: ACTFL Proficiency Guidelines, NCSSFL-ACTFL Can-
Do Statements and the ACTFL Performance Descriptors. There are about multiple entry points, including the availability of languages at all
levels K-12.
**Use these charts below to identify the targeted proficiency range for each level along the proficiency continuum. **
TSD Targeted Proficiency Level Competencies for the Dual Language Immersion Elementary
Proficiency level listed below meets the targeted.
Levels Interpretive Interpretive Reading Interpersonal and Interpersonal and
Listening Presentational Writing Presentational Speaking
Grade K Novice-mid Novice-low Novice-low Novice-low
Grade 1 Novice-mid Novice-mid Novice-mid Novice-mid
Grade 2 Novice-high Novice-mid Novice-mid Novice-mid
Grade 3 Intermediate-low Novice-high Novice-high Novice-high
Grade 4 Intermediate-low Intermediate-low Novice-high Novice-high
Grade 5 Intermediate-mid Intermediate-low Intermediate-low Intermediate-low
TSD Targeted Proficiency Level Competencies-FLES Elementary Levels-Meet twice a week for 30 min.
Levels Emerging Progressing Meets (Progress indicator) Exemplary
Grade 1 Pre-novice-low 1 Pre-novice-low 2 Novice-low Novice-mid
Grade 3 Pre-novice-low 2 Novice-low Novice-mid Novice-high
TSD Targeted Proficiency Level Competencies for the Middle School Levels
Level 1A Pre-novice-low 2 Novice-low Novice-mid Novice-high
Level 1B Pre-novice-low 2 Novice-low Novice-mid Novice-high
TSD Targeted Proficiency Level Competencies for the High School Levels
Level I Pre-novice-low 2 Novice-low Novice-mid Novice-high
Level II Novice-low Novice-low Novice-mid Novice-high
Level III Novice-low Novice-mid Novice-high Intermediate-low
Level IV Novice-mid Novice-high Intermediate-low Intermediate-mid
Level V Novice-high Intermediate-low Intermediate-mid Intermediate-high
8.3.2017 Page 1 of 13
Standard 1: Communication: Communicate effectively in more than one language in order to function in a variety of situations and
for multiple purposes.
Graduation Competency #1. Performance Indicators level World Language (K-12)
# 1: Interpersonal Speaking Mode: Learners interact and negotiate meaning in spoken communication to share information, reactions, feelings
and opinions using the target language.
Performance Indicators Scoring Criteria for World Languages Competency #1
Pre-Novice-Low1 Pre-Novice-Low2 Novice-Low Novice-Mid Novice-High
a. No functional proficiency. a. The student can understand a. The student can understand a. The student can ask and answer a. The student can ask and answer
and answer a few simple and answer a few simple a few simple, practiced practiced and some original
questions on very familiar questions on very familiar questions on very familiar and questions on familiar and
topics, using practiced or topics, using practiced or everyday topics, using a mixture everyday topics, using simple
memorized words. memorized words and of memorized words and sentences most of the time.
phrases. phrases
b. The student can express b. The student can express b. The student can express basic b. The student can interact with
some basic needs using some basic needs using needs related to familiar and others to meet basic needs
practiced or memorized practiced or memorized words everyday activities using a related to everyday activities,
words and phrases. mixture of practiced and using simple sentences most of
memorized words and phrases. the time.
c. The student can express c. The student can express basic c. The student can express c. The student can express, ask
basic preferences or feelings preferences or feelings using personal preferences or feelings about, and react to preferences,
using practiced or practiced or memorized words and react to those of others opinions, or feelings, using
memorized words. and phrases. using a mixture of practiced or simple sentences most of the
memorized words and phrases. time and asking questions to
keep the conversation on topic.
Intermediate-Low Intermediate-Mid Intermediate-High
a. The student can request and provide information on a. The student can participate in conversations on familiar a. The student can participate in conversations and some
familiar topics by creating questions and simple topics and some researched topics using a variety of discussions on a variety of familiar and some concrete
sentences. original questions, sentences, and series of sentences. topics that I have researched, using connected sentences
often across various time frames.
b. The student can interact with others to meet basic b. The student can interact with others to meet needs in a b. The student can interact with others to meet needs in a
needs in familiar situations using simple sentences. variety of familiar situations using sentences and series variety of situations, sometimes even when they may have
of sentences. a complication, using connected sentences in some
extended conversations.
c. The student can express, ask about, and react with c. The student can interact with others to meet needs in a c. The student can participate in conversations about
some details to preferences, opinions, or feelings, by variety of familiar situations using sentences and series preferences, provide basic advice, and express emotions
creating short sentences and asking appropriate of sentences. on a variety of familiar and some concrete topics that have
follow-up questions been researched, using connected sentences that often
combine to form paragraphs and asking a variety of
questions.
8.3.2017 Page 2 of 13
# 2: Interpersonal Writing Mode: Learners interact and negotiate meaning in written communication to share information, reactions, feelings
and opinions using the target language.
a. No functional proficiency. a. The student can understand a. The student can understand a. The student can ask and answer a. The student can ask and answer
and answer a few simple and answer a few simple a few simple, practiced practiced and some original
questions on very familiar questions on very familiar questions on very familiar and questions on familiar and
topics, using practiced or topics, using practiced or everyday topics, using a mixture everyday topics, using simple
memorized words in written memorized words and of memorized words and sentences most of the time in
exchanges. phrases in written exchanges. phrases in written exchanges. written exchanges.
b. No functional proficiency. b. The student can express b. The student can express b. The student can express basic b. The student can interact with
some basic needs using some basic needs using needs related to familiar and others to meet basic needs
practiced or memorized practiced or memorized words everyday activities using a related to everyday activities,
words in written exchanges. and phrases in written mixture of practiced and using simple sentences most of
exchanges. memorized words and the time in written exchanges.
phrases.in written exchanges.
c. No functional proficiency. c. The student can express c. The student can express basic c. The student can express c. The student can express, ask
basic preferences or feelings preferences or feelings using personal preferences or feelings about, and react to preferences,
using practiced or practiced or memorized words and react to those of others opinions, or feelings, using
memorized words in written and phrases in written using a mixture of practiced or simple sentences most of the
exchanges. exchanges. memorized words and time and asking questions to
phrases.in written exchanges. keep the conversation on topic
in written exchanges.
a. The student can request and provide information on a. The student can anticipate in written exchanges on a. The student can participate in written exchanges and some
familiar topics by creating questions and simple familiar topics and some researched topics using a discussions on a variety of familiar and some concrete
sentences in written exchanges. variety of original questions, sentences, and series of topics that I have researched, using connected sentences
sentences in written exchanges. often across various time frames.
b. The student can interact with others to meet basic b. The student can interact with others to meet needs in a b. The student can interact with others to meet needs in a
needs in familiar situations using simple sentences in variety of familiar situations using sentences and series variety of situations, sometimes even when they may have
written exchanges. of sentences in written exchanges. a complication, using connected sentences in some written
exchanges.
c. The student can express, ask about, and react with c. The student can interact with others to meet needs in a c. The student can participate in written exchanges about
some details to preferences, opinions, or feelings, by variety of familiar situations using sentences and series preferences, provide basic advice, and express emotions
creating short sentences and asking appropriate of sentences in written exchanges. on a variety of familiar and some concrete topics that have
follow-up questions in written exchanges. been researched, using connected sentences that often
combine to form paragraphs and asking a variety of
questions.
8.3.2017 Page 3 of 13
# 3: Interpretive Reading Mode: Learners understand, interpret, and analyze what is read or viewed on a variety of topics.
a. No functional proficiency. a. The student can identify a. The student can identify a. The student can identify some a. The student can identify the
memorized or familiar single memorized or familiar words basic facts from memorized topic and some isolated facts
words when they are when they are supported by words and phrases, especially from simple sentences in
supported by visuals in visuals in informational texts. when they are supported by informational texts.
informational texts. visuals in informational texts.
b. No functional proficiency. b. The student can understand b. The student can identify b. The student can identify some a. The student can identify the
words especially when they when they are supported by words and phrases, especially from simple sentences in
are supported by visuals in visuals in fictional texts. when they are supported by fictional texts.
fictional texts. visuals in fictional texts.
c. No functional proficiency. c. The student can understand c. The student can identify some c. The student can express b. The student can understand
memorized or familiar single basic facts from memorized preferences or feelings and familiar questions and
words especially when they words and phrases, especially react to those of others using a statements from simple
are supported by visuals in when they are supported by mixture of practiced or sentences in conversations.
conversations. visuals in conversations. memorized words and phrases
especially when they are
supported by visuals in
conversations.
a. The student can identity the topic and related a. The student can understand the main idea and key a. The student can easily understand the flow of ideas
information from simple sentences in short information in short straightforward informational texts. and events in paragraph-length informational texts
informational texts. expressed in one or more timeframes.
b. The student can identity the topic and related b. The student can understand the main idea and key b. The student can easily understand the flow of ideas
information from simple sentences in short fictional information in short straightforward fictional texts. and events in paragraph-length informational texts
texts. expressed in one or more timeframes.
c. The student can identify the main idea and related c. The student can understand the main idea and key c. The student can easily understand the flow of ideas
information in short conversations. information in short straightforward conversations. and events expressed in one or more timeframes.
8.3.2017 Page 4 of 13

# 4: Interpretive Listening Mode: Learners understand, interpret, and analyze what is heard or viewed on a variety of topics.
a. No functional proficiency. a. The student can identify a. The student can identify a. The student can identify some a. The student can identify the
words when they are when they are supported by words and phrases, especially from simple sentences in
supported by visuals in visuals in informational texts. when they are supported by informational texts.
informational texts. visuals in informational texts.
b. No functional proficiency. b. The student can understand b. The student can identify b. The student can identify some c. The student can identify the
words especially when they when they are supported by words and phrases, especially from simple sentences in
are supported by visuals in visuals in fictional texts. when they are supported by fictional texts.
fictional texts. visuals in fictional texts.
c. No functional proficiency. c. The student can understand c. The student can identify some c. The student can express d. The student can understand
memorized or familiar single basic facts from memorized preferences or feelings and familiar questions and
words especially when they words and phrases, especially react to those of others using a statements from simple
are supported by visuals in when they are supported by mixture of practiced or sentences in conversations.
conversations. visuals in conversations. memorized words and phrases
especially when they are
supported by visuals in
conversations.
a. The student can identity the topic and related a. The student can understand the main idea and key a. The student can easily understand the flow of ideas
information from simple sentences in short information in short straightforward informational texts. and events in paragraph-length informational texts
informational texts. expressed in one or more timeframes.
b. The student can identity the topic and related b. The student can understand the main idea and key c. The student can easily understand the flow of ideas
information from simple sentences in short fictional information in short straightforward fictional texts. and events in paragraph-length informational texts
texts. expressed in one or more timeframes.
c. The student can identify the main idea and related c. The student can understand the main idea and key c. The student can easily understand the flow of ideas
information in short conversations. information in short straightforward conversations. and events expressed in one or more timeframes.
8.3.2017 Page 5 of 13
# 5: Presentational Speaking Mode: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of
topics using appropriate media and adapting to various audiences of listeners.
a. No functional proficiency. a. The student can introduce a. The student can introduce a. The student can present a. The student can present
oneself, using practiced or oneself, using practiced or information about oneself, ones personal information about
memorized words with the memorized words and interests and ones activities ones life and activities, using
help of visuals. phrases, and with the help of using a mixture of practiced or simple sentences most of the
visuals. memorized words phrases and time.
simple sentences.
b. No functional proficiency. b. The student can express b. The student can express likes b. The student can express likes b. The student can express
likes and dislikes, using and dislikes, using practiced and dislikes on very familiar preferences on familiar and
practiced or memorized or memorized words and everyday topics of interest, everyday topics of interest,
words and phrases, and with phrases, and with the help of using a mixture of practiced or using simple sentences most of
the help of visuals. visuals. memorized words, phrases and the time.
simple sentences.
c. No functional proficiency. c. The student can name very c. The student can name very c. The student can present on very c. The student can present on
familiar people, places, familiar people, places, and familiar and everyday topics familiar and everyday topics,
and objects, using objects, using practiced or using a mixture of practiced or using simple sentences most of
memorized words and memorized words, phrases and the time.
practiced or memorized
phrases, and with the help of simple sentences phrases.
words with the help of visuals.
visuals.
a. The student can present personal information about a. The student can tell stories or narratives about ones life, a. The student can tell stories or narratives about school and
ones life, activities and events, using simple activities, events and other social experiences, using community, events and personal experiences, using a few
sentences. sentences and series of connected sentences. short paragraphs, often across various time frames as
needed.
b. The student can express preferences on familiar and b. The student can state viewpoints in written form about b. The student can state viewpoints on familiar or researched
everyday topics of interest and explain why using familiar topics and give some reasons to support it, using topics and provide reasons to support it, using a few short
simple sentences. sentences and series of connected sentences. paragraphs, often across various time frames.
c. The student can present on familiar and everyday c. The student can give straightforward presentations on a c. The student can give formal and informal presentations
topics, using simple sentences. variety of familiar topics and some concrete topics that on a variety of familiar topics and some concrete
have been researched, using sentences and series of topics that have been researched using a few short
connected sentences. paragraphs, often across various time frames.
8.3.2017 Page 6 of 13
# 6: Presentational Writing Mode: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of
topics using appropriate media and adapting to various audiences of readers and viewers.
a. No functional proficiency. a. The student can introduce a. The student can introduce a. The student can present a. The student can present
oneself, using practiced or oneself, using practiced or information about oneself, ones personal information about
memorized words with the memorized words and interests and ones activities ones life and activities, using
help of visuals. phrases, and with the help of using a mixture of practiced or simple sentences most of the
visuals. memorized words phrases and time.
simple sentences.
b. No functional proficiency. b. The student can express b. The student can express likes b. The student can express likes b. The student can express
likes and dislikes, using and dislikes, using practiced and dislikes on very familiar preferences on familiar and
practiced or memorized or memorized words and everyday topics of interest, everyday topics of interest,
words and phrases, and with phrases, and with the help of using a mixture of practiced or using simple sentences most of
the help of visuals. visuals. memorized words, phrases and the time.
simple sentences.
c. No functional proficiency. c. The student can name very c. The student can name very c. The student can present on very c. The student can present on
familiar people, places, familiar people, places, and familiar and everyday topics familiar and everyday topics,
and objects, using objects, using practiced or using a mixture of practiced or using simple sentences most of
memorized words and memorized words, phrases and the time.
practiced or memorized
phrases, and with the help of simple sentences phrases.
words with the help of visuals.
visuals.
a. The student can present personal information about a. The student can tell stories or narratives about ones life, a. The student can tell stories or narratives about school and
ones life, activities and events, using simple activities, events and other social experiences, using community, events and personal experiences, using a few
sentences. sentences and series of connected sentences. short paragraphs, often across various time frames as
needed.
b. The student can express preferences on familiar and b. The student can state viewpoints about familiar topics b. The student can state viewpoints on familiar or researched
everyday topics of interest and explain why using and give some reasons to support it, using sentences topics and provide reasons to support it, using a few short
simple sentences. and series of connected sentences. paragraphs, often across various time frames.
c. The student can present on familiar and everyday c. The student can give straightforward presentations on a c. The student can give formal and informal presentations on
topics, using simple sentences. variety of familiar topics and some concrete topics that a variety of familiar topics and some concrete topics that
have been researched, using sentences and series of have been researched using a few short paragraphs, often
connected sentences. across various time frames.
8.3.2017 Page 7 of 13

Communication Standard: Essential questions for the three modes to guide learning and instruction.
Interpersonal Speaking and Writing Interpretive Listening and Reading Presentational Speaking and Writing
How can I share information and ideas? How can I understand informational How can I present information to narrate
texts? about my life, experiences and events?
How can I meet my needs? How can I understand informational How can I present information to give a
texts? preference, opinion or persuasive
argument?
How can I express, react to and support How can I understand conversations How can I explain information to inform
preferences and opinions? and discussions? and explain?
8.3.2017 Page 8 of 13
The following standards (Standards 2, 3 and 4,) are not competencies, but rather the content and context that support second
language acquisition in the three modes of the Communication Standard 1 when using the target language to function in personal
life and academic and career-related situations in order to participate in multilingual communities at home and in other countries.
Students use the language in the three modes as they move across the proficiency continuum with supporting learning targets
(novice-low to intermediate-high) in the following domains: language functions, vocabulary, content and contexts, text type,
language control, communication strategies and cultural competence. Students demonstrate what they know, understand and
can do by performing in the three modes at the targeted proficiency ranges indicated for each class or level. It is about using the
language and not just knowing the language.
Standard 2: Culture: Interact with cultural competence and understanding.

Standard 3:Connections: Connect with other disciplines and acquire information and diverse perspectives in order to use the
language to function in academic and career-related situations.
Standard 4: Comparisons: Develop insight into the nature of language and culture in order to interact with cultural competence.

Essential questions for the three modes to guide learning and instruction.
How can I use my target language skills to investigate the world beyond my immediate environment?
How can I use my target language skills to recognize and understand others ways of thinking as well as my own?
How can I use my target language skills and cultural understandings to interact in a cultural context other than my own?
Standard 3: Connections: Connect with other disciplines and acquire information and diverse
perspectives in order to use the language to function in academic and career-related situations.
How can I connect with other disciplines in order to use the target language to function in academic and career-related
situations?
How can I acquire information and diverse perspectives in order to use the target language to function in academic and
career-related situations?
Standard 4: Comparisons: Develop insight into the nature of language and culture in order to interact
with cultural competence.
How can I develop insight into the nature of language in order to interact with cultural competence?
How can I develop insight into the nature of culture in order to interact with cultural competence?
8.3.2017 Page 9 of 13
Performance Indicators Scoring Criteria for World Languages Competency
Novice Ranges Novice Ranges

2.1: Cultural practices and perspectives: Relating cultural practices 2.2: Cultural products and perspectives: Cultural products and
to perspectives: Learners use the language in the three modes to perspectives: Relating cultural practices to perspectives: Learners use the
investigate, explain, and reflect on the relationship between the practices language in the three modes to investigate, explain, and reflect on the
and perspectives of the cultures studied. relationship between the products and perspectives of the cultures studied.
When using the target language in the three modes at the novice- When using the target language in the three modes at the novice-low,
low, novice-mid or novice-high ranges, the student can novice-mid or novice-high ranges, the student can
a. Identify some practices of cultures. a. Identify some products of cultures.

b. Identify some common practices related to home and community life b. Identify some common products related to home and community life of other
of other cultures and ones own culture. cultures and ones own culture.
c. Identify some basic cultural beliefs and values. c. Identify some characteristics of national identity.
d. Identify some beliefs and values related to age, gender, social class d. Identify ways in which cultures are globalized.
and ethnicity. e. Function at a survival level in an authentic cultural context.
e. Identify ways in which cultures are globalized. f. Use memorized and high frequency language with basic cultural knowledge
f. Function at a survival level in an authentic cultural context. to interact with others.
g. Use memorized and high frequency language with basic cultural g. Use basic knowledge of the culture to accomplish simple, routine tasks.
knowledge to interact with others.
h. Imitate some simple patterns of behavior in familiar settings across
cultures.
i. Use very basic knowledge of cultural practices to accomplish simple,
routine tasks.
j.
Intermediate Ranges Intermediate Ranges
2.1: Cultural practices and perspectives: Relating cultural practices 2.2: Cultural products and perspectives: Relating cultural products to
to perspectives: Learners use the language in the three modes to perspectives: Learners use the language in the three modes to investigate,
investigate, explain, and reflect on the relationship between the practices explain, and reflect on the relationship between the products and perspectives of
and perspectives of the cultures studied. the cultures studied.
When using the target language in the three modes at the When using the target language in the three modes at the intermediate-
intermediate-low, intermediate-mid or intermediate-high ranges, the low, intermediate-mid or intermediate-high ranges, the student can
student can
a. Identify common patterns in the products of a culture.
a. Identify common patterns in the practices of a culture. b. Explore and reference current and past examples of authentic cultural
b. Explore and reference current and past examples of authentic cultural products.
practices. c. Compare and contrast some common products in other cultures with ones
c. Compare and contrast some behaviors or practices in other cultures own culture.
with ones own culture. d. Describe basic cultural viewpoints and perspectives around cultural
d. Describe some basic cultural viewpoints and perspectives around products.
cultural practices. e. Make some generalizations about a culture.
e. Make some generalizations about a culture. f. Interact at a functional level in familiar cultural contexts.
f. Interact at a functional level in familiar cultural contexts. g. Handle short interactions with peers and colleagues in familiar situations at
g. Handle short interactions with peers and colleagues in familiar school, work, or play.
situations at school, work, or play. h. Recognize and refer to cultural products in elements of traditional and pop
h. Recognize and refer to cultural practices in elements of traditional culture.
and pop culture.
i. Sometimes recognize when s/he causes a cultural misunderstanding
and then s/her can try to correct it.
8.3.2017 Page 10 of 13
Standard 3. Connections: Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function
in academic and career-related situations.
Performance Indicators Scoring Criteria for World Languages

3.1: Connections to other disciplines: Making connections: Learners 3.2: Acquiring new information: Acquiring information and diverse
build, reinforce, and expand their knowledge of other disciplines while using perspectives: Learners access and evaluate information and diverse
the language in the three modes to develop critical thinking and to solve perspectives that are available through the language in the three modes and
problems creatively. its cultures.
When using the target language in the three modes at the novice-low, When using the target language in the three modes at the novice-low,
novice-mid or novice-high ranges, the student can novice-mid or novice-high ranges, the student can
a. Identify and/or apply selected information and skills from other content a. Extract information about the target cultures from selected authentic
areas in experiences related to the target language and cultures. sources.
b. Reinforce and/or expand learning in other content areas using b. Use authentic target language sources to gain insight about the distinctive
authentic target language resources. perspectives of the target culture.

build, reinforce, and expand their knowledge of other disciplines while using perspectives: Learners use the language in the three modes to investigate,
the language in the three modes to develop critical thinking and to solve explain, and reflect on the relationship between the products and perspectives
problems creatively. of the cultures studied.
When using the target language in the three modes at the targeted When using the target language in the three modes at the targeted
intermediate-low, intermediate-mid or intermediate-high ranges, the intermediate-low, intermediate-mid or intermediate-high ranges, the
student can student can
a. Transfer and apply information and skills from other content areas to a. Seek out authentic target language sources, analyze the content, and
experiences related to the target language and cultures. acquire unique information available only through the target language and
b. Apply information gathered through target language resources to other its cultures.
content areas in order to supplement learning.
b. Use authentic sources to explore the distinctive perspectives of the target
cultures.
8.3.2017 Page 11 of 13
Standard 4. Comparisons: Develop insight into the nature of language and culture in order to interact with cultural competence.
Performance Indicators Scoring Criteria for World Languages

4.1: Language comparisons: Learners use the language in the three 4.2: Cultural comparisons: Learners use the language in the three modes to
modes to investigate, explain, and reflect on the nature of language through investigate, explain, and reflect on the concept of culture through comparisons
comparisons of the language studied and their own. of the cultures studied and their own.
When using the target language in the three modes at the novice-low, When using the target language in the three modes at the novice-low,
novice-mid or novice-high ranges, the student can novice-mid or novice-high ranges, the student can
a. Use examples of words that are similar in the target language and ones a. Identify similarities and differences in verbal and non-verbal behavior
own. between cultures.
b. Recognize identified idiomatic expressions that cannot be directly
translated into ones own language. b. Recognize cross-cultural similarities and differences in the practices and
c. Identify differences in formal and informal requirements for language perspectives of the target culture.
between the target language and ones own language. c. Recognize cross-cultural similarities and differences in the products and
d. Use basic grammatical structures in context and recognize similarities perspectives of the target culture.
and differences in ones own language.
e. Identify and compare the sound and writing systems of the target
language with ones own language, including stress, intonation and
punctuation.

build, reinforce, and expand their knowledge of other disciplines while using perspectives: Learners use the language in the three modes to investigate,
the language in the three modes to develop critical thinking and to solve explain, and reflect on the relationship between the products and perspectives
problems creatively. of the cultures studied,
When using the target language in the three modes at the When using the target language in the three modes at the intermediate-
intermediate-low, intermediate-mid or intermediate-high ranges, the low, intermediate-mid or intermediate-high ranges, the student can
student can
a. Give simple descriptions of the similarities and differences on verbal and
a. Compare similarities and differences in the target language and ones non-verbal behavior between cultures.
own language.
b. Give basic descriptions of cross-cultural similarities and differences in the
b. Use appropriate idiomatic expressions in limited settings. practices and perspectives of the target culture.
c. Notice how different time frames are expressed in the target language. c. Give basic descriptions of cross-cultural similarities and differences in the
products and perspectives of the target culture.
d. Use knowledge of sound and writing systems in the target language to
better understand ones own language.
8.3.2017 Page 12 of 13

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World Language

Scoring Criteria for K - 12th grade

2017 Thompson School District, All rights reserved.

Performance Indicators Scoring Criteria for World Languages Competency #1

Pre-Novice-Low1 Pre-Novice-Low2 Novice-Low Novice-Mid Novice-High

Intermediate-Low Intermediate-Mid Intermediate-High

Performance Indicators Scoring Criteria for World Languages Competency #2

Pre-Novice-Low1 Pre-Novice-Low2 Novice-Low Novice-Mid Novice-High

Intermediate-Low Intermediate-Mid Intermediate-High

Performance Indicators Scoring Criteria for World Languages Competency #3

Pre-Novice-Low1 Pre-Novice-Low2 Novice-Low Novice-Mid Novice-High

Intermediate-Low Intermediate-Mid Intermediate-High

Performance Indicators Scoring Criteria for World Languages Competency #4

Pre-Novice-Low1 Pre-Novice-Low2 Novice-Low Novice-Mid Novice-High

Intermediate-Low Intermediate-Mid Intermediate-High

Performance Indicators Scoring Criteria for World Languages Competency #5

Pre-Novice-Low1 Pre-Novice-Low2 Novice-Low Novice-Mid Novice-High

Intermediate-Low Intermediate-Mid Intermediate-High

Performance Indicators Scoring Criteria for World Languages Competency #6

Pre-Novice-Low1 Pre-Novice-Low2 Novice-Low Novice-Mid Novice-High

Intermediate-Low Intermediate-Mid Intermediate-High

Standard 2: Culture: Interact with cultural competence and understanding.

Standard 2: Culture: Interact with cultural competence and understanding.

Standard 2: Culture: Interact with cultural competence and understanding.

Performance Indicators Scoring Criteria for World Languages Competency

Novice Ranges Novice Ranges

a. Identify some practices of cultures. a. Identify some products of cultures.

Performance Indicators Scoring Criteria for World Languages

Novice Ranges Novice Ranges

Intermediate Ranges Intermediate Ranges

Performance Indicators Scoring Criteria for World Languages

Novice Ranges Novice Ranges

Intermediate Ranges Intermediate Ranges

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