DLI Student Expectations: Kindergarten

Quarter 1

Quarter 2

Quarter 3

Quarter 4

ACADEMICS:

• Understanding and identifying basic vocab in the target language (me, my school, my family)
• Understanding basic instructions and commands related to routines
• Identifying vowel sounds and initial sounds
• Decoding syllables m/p

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BEHAVIOR:

• Struggling to follow rules/routines (due to language acquisition process)

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EMOTIONAL:

• Frustration, confusion

ACADEMICS:

• Understanding and identifying topic vocabulary
• Understanding instructions
• Decoding syllables
• Demonstrating pre-reading behaviors
• Reading vocabulary books (level A books)
• Attempting to communicate in the target language

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BEHAVIOR:

• Following rules and routines
• Showing engagement during instruction

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EMOTIONAL:

• Very little confusion
• Some frustration when trying to produce (speaking/ writing)
• Sense of achievement from realizing their ability to understand (listening/speaking)

ACADEMICS:

• Using topic vocabulary in simple sentences
• Reading leveled books
• Communicating in the target language using simple sentences

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BEHAVIOR:

• Following rules and routines
• Showing engagement during instruction

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EMOTIONAL:

• Some frustration when trying to produce (speaking/ writing)
• Sense of achievement from communicating in the target language
• Showing interest in foreign language and foreign culture

ACADEMICS:

• Using topic vocabulary in simple sentences
• Reading leveled books
• Communicating in the target language using simple sentences
• Writing simple sentences with the help of writing prompts

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BEHAVIOR:

• Following rules and routines
• Showing engagement during instruction

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EMOTIONAL:

• Eager to communicate orally in the target language
• Sense of achievement from communicating in the target language
• Showing interest in foreign language and foreign culture

DLI Student Expectations: First Grade

Quarter 1

Quarter 2

Quarter 3

Quarter 4

ACADEMICS:

• Using basic vocab in the target language orally and written in simple sentences with the help of sentence stems
• Decoding basic syllable (combinations of CV sounds) and some blends (CCV sounds)
• Reading in the target language (level C/D) with appropriate intonation and rhythm

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BEHAVIOR:

• Struggling to follow rules/routines (students new to the program)

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EMOTIONAL:

• Frustration, confusion (students new to the program)

ACADEMICS:

• Communicating orally and in writing using complete sentences and topic vocabulary
• Decoding blends and three/four syllable words fluently
• Reading in the target language (level E/F) with appropriate intonation and rhythm

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BEHAVIOR:

• Consistently following rules and routines
• Showing engagement towards learning the target language

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EMOTIONAL:

• Sense of achievement from realizing their ability to communicate in the target language

ACADEMICS:

• Communicating orally and in writing using complete sentences and topic vocabulary
• Decoding blends and three/four syllable words fluently
• Reading in the target language (level F/G) with appropriate intonation and rhythm
• Expanding vocabulary bank and making connections between L1/L2

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BEHAVIOR:

• Consistently following rules and routines
• Showing engagement towards learning the target language

​

EMOTIONAL:

• Sense of achievement from realizing their ability to communicate in the target language

ACADEMICS:

• Using complete and complex sentences and topic vocabulary to communicate orally and in writing
• Decoding fluently
• Reading in the target language (level H/I) with appropriate intonation and rhythm
• Expanding vocabulary bank and making connections between L1/L2

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BEHAVIOR:

• Consistently following rules and routines
• Showing engagement towards learning the target language

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EMOTIONAL:

• Sense of achievement from realizing their ability to communicate in the target language

DLI Student Expectations: Second Grade

Quarter 1

Quarter 2

Quarter 3

Quarter 4

ACADEMICS:

• Using complete and complex sentences and topic vocabulary to communicate orally and in writing
• Decoding blends and three/four syllable words fluently
• Reading in the target language (level I/J) with appropriate intonation and rhythm
• Expanding vocabulary bank and making connections between L1/L2

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BEHAVIOR:

• Smooth adaptation to following rules/routines
• Showing engagement towards learning the target language

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EMOTIONAL:

• Sense of curiosity towards language, and achievement from realizing their ability to use the target language

ACADEMICS:

• Using complete and complex sentences and topic vocabulary to communicate orally and in writing
• Decoding fluently
• Reading in the target language (level J/K) with appropriate intonation and rhythm
• Expanding vocabulary bank and making connections between L1/L2

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BEHAVIOR:

• Consistently following rules and routines
• Showing engagement towards learning the target language

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EMOTIONAL:

• Sense of achievement from realizing their ability to communicate in the target language

ACADEMICS:

• Using complete and complex sentences and topic vocabulary to communicate orally and in writing
• Decoding fluently
• Reading in the target language (level K/L) with appropriate intonation and rhythm
• Expanding vocabulary bank and making connections between L1/L2

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BEHAVIOR:

• Consistently following rules and routines
• Showing engagement towards learning the target language

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EMOTIONAL:

• Sense of achievement from realizing their ability to communicate in the target language

ACADEMICS:

• Using complete and complex sentences and topic vocabulary to communicate orally and in writing
• Decoding fluently
• Reading in the target language (level L/M) with appropriate intonation and rhythm
• Expanding vocabulary bank and making connections between L1/L2
• Understanding linguistic processes and comparing L1/L2
• Use of conversational Spanish aligned to listening, speaking, and interpersonal skills towards a language proficiency assessment (such as the AAPPL)

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BEHAVIOR:

• Consistently following rules and routines
• Showing engagement towards learning the target language

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EMOTIONAL:

• Sense of achievement from realizing their ability to communicate in the target language

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DLI Student Expectations: Grades 3-5

Quarter 1

Quarter 2

ACADEMICS:

• Understand simple grammar features, concepts, and rules
• Using complete and complex sentences and academic vocabulary to communicate orally and in writing
• Decoding fluently, accurately, and with grade level expectations in reading comprehension
• Reading in the target language (reading level at grade level expectations) with appropriate intonation and rhythm
• Expanding vocabulary bank and making connections between L1/L2
• Understanding linguistic processes and comparing L1/L2
• Acquiring language proficiency

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BEHAVIOR:

• Consistently following rules and routines
• Showing engagement towards learning the target language

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EMOTIONAL:

• Sense of achievement from realizing their ability to
• communicate in the target language
• Showing empathy, tolerance, and respect towards other languages and cultures

ACADEMICS:

• Understand simple grammar features, concepts and rules
• Using complete and complex sentences and academic vocabulary to communicate orally and in writing
• Decoding fluently, accurately, and with grade level expectations in reading comprehension
• Reading in the target language (reading level at grade level expectations) with appropriate intonation and rhythm
• Expanding vocabulary bank and making connections between L1/L2
• Understanding linguistic processes and comparing L1/L2
• Acquiring proficiency levels in the target language in the areas of listening, speaking, writing and reading comprehension

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BEHAVIOR:

• Consistently following rules and routines
• Showing engagement towards learning the target language

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EMOTIONAL:

• Sense of achievement from realizing their ability to communicate in the target language
• Showing empathy, tolerance, and respect towards other languages and cultures

DLI Student Expectations: Grades 3-5

Quarter 3

Quarter 4

ACADEMICS:

• Starting to understand more complex grammar features, concepts, and rules
• Using complete and complex sentences and academic vocabulary to communicate orally and in writing
• Decoding fluently, accurately, and with grade level expectations in reading comprehension
• Reading in the target language (reading level at grade level expectations) with appropriate intonation and rhythm
• Expanding vocabulary bank and making connections between L1/L2
• Acquiring language proficiency
• Reflecting on linguistic processes and comparing L1/L2

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BEHAVIOR:

• Consistently following rules and routines
• Showing engagement towards learning the target language

​

EMOTIONAL:

• Sense of achievement from realizing their ability to communicate in the target language
• Showing empathy, tolerance, and respect towards other languages and cultures

ACADEMICS:

• Understanding more complex grammar features, concepts, and rules
• Using complete and complex sentences and academic vocabulary to communicate orally and in writing
• Decoding fluently, accurately, and with grade level expectations in reading comprehension
• Reading in the target language, at grade level expectations, with appropriate intonation and rhythm
• Expanding vocabulary bank and making connections between L1/L2
• Acquiring language proficiency
• Consistently reflecting on linguistic processes and comparing L1/L2
• Use of Spanish aligned to ACTFL language skills towards a language proficiency assessment (such as he AAPPL).

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BEHAVIOR:

• Consistently following rules and routines
• Showing engagement towards learning the target language

​

EMOTIONAL:

• Sense of achievement from realizing their ability to communicate in the target language
• Showing empathy, tolerance, and respect towards other languages and cultures