1 | Wisconsin students will... | Novice Low - High | Spanish Class Covered | German Class Covered | Intermediate Low - High | Spanish Class Covered | German Class Covered | Advanced Low - High | College Level | Wisconsin World Language Standards | Google Doc of World Language Standards | |||||
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2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Novice Low - High Students identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. | Intermediate Low - High Students demonstrate understanding of the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed. | Advanced Low - High Students demonstrate understanding of the main message and supporting details on a wide variety of familiar and general interest topics across various time frames from complex, organized texts that are spoken, written, or signed. | ||||||||||
3 | WL.IT.1.a.n1 Identify memorized or familiar words when they are supported by gestures or visuals in informational texts. | Exploratory, 1 | Exploratory | WL.IT.1.a.i4 Identify the topic and related information from simple sentences in short informational texts. | 3 | 3 | WL.IT.1.a.a7 Identify the underlying message and some supporting details across major time frames in descriptive informational texts. | |||||||||
4 | WL.IT.1.a.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in informational texts. | 1 | 1 | WL.IT.1.a.i5 Demonstrate understanding of the main idea and key information in short straightforward informational texts. | 4 | 4 | WL.IT.1.a.a8 Demonstrate understanding of the underlying message and most supporting details across major time frames in descriptive informational texts. | |||||||||
5 | WL.IT.1.a.n3 Identify the topic and some isolated facts from simple sentences in informational texts. | 2 | 2 | WL.IT.1.a.i6 Follow the main message in various time frames in straightforward, and sometimes descriptive, paragraph length informational texts. | 5 | 5 | WL.IT.1.a.a9 Follow the flow of ideas and infer meaning from complex language on unfamiliar, abstract topics within informational texts. | |||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.n1 Identify memorized or familiar words when they are supported by gestures or visuals in fictional texts. | Exploratory, 1 | Exploratory | WL.IT.1.b.i4 Identify the topic, and related information from simple sentences in short fictional texts | 3 | 3 | WL.IT.1.b.a7 Follow the main story, and some supporting detail across major time frames in fictional texts. | ||||||||
7 | WL.IT.1.b.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in fictional texts. | 1 | 1 | WL.IT.1.b.i5 Demonstrate understanding of the main idea, and key information in short straightforward fictional texts. | 4 | 4 | WL.IT.1.b.a8 Identify the underlying message and some supporting details across major time frames in descriptive informational texts. | |||||||||
8 | WL.IT.1.b.n3 Identify the topic and some isolated elements from simple sentences in short fictional texts | 2 | 2 | WL.IT.1.b.i6 Follow the main story and actions expressed in various time frames in paragraph-length fictionaltexts. | 5 | 5 | WL.IT.1.b.a9 Follow the flow of ideas and some nuances from different viewpoints in most fictionaltexts. | |||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.n1 Demonstrate understanding of memorized or familiar words when they are supported by gestures or visuals in conversations. | Exploratory, 1 | Exploratory | WL.IT.1.c.i4 Identify the main idea in short conversations. | 3 | 3 | WL.IT.1.c.a7 Demonstrate understanding of the main message and some supporting details across major time frames in conversations and discussions | ||||||||
10 | WL.IT.1.c.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in conversations. | 1 | 1 | WL.IT.1.c.i5 Identify the main idea and key information in short, straightforward conversations. | 4 | 4 | WL.IT.1.c.a8 Demonstrate understanding of the main message and most supporting details across major time frames in conversations and discussions. | |||||||||
11 | WL.IT.1.c.n3 Demonstrate understanding of familiar questions and statements from simple sentences in conversations. | 2 | 2 | WL.IT.1.c.i6 Demonstrate understanding of the main idea and flow of events expressed in various time frames in conversations and discussions. | 5 | 5 | WL.IT.1.c.a9 Follow the flow of ideas and some nuances from different viewpoints in conversations and discussions. | |||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Novice Low - High Students communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. | Intermediate Low - High Students participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions. | Advanced Low - High Students maintain spontaneous spoken, written, or signed conversations and discussions across various time frames on familiar, as well as unfamiliar, concrete topics, using series of connected sentences and probing questions. | |||||||||||
13 | WL.IP.2.a.n1 Provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals. | Exploratory, 1 | Exploratory, 1 | WL.IP.2.a.i4 Request and provide information in conversations on familiar topics by creating simple sentences and asking appropriate follow-up questions. | 4 | 4 | WL.IP.2.a.a7 Exchange information and ideas in discussions on a variety of familiar and concrete academic and social topics, using a few simple paragraphs across major time frames. | |||||||||
14 | WL.IP.2.a.n2 Request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences. | 2 | 2 | WL.IP.2.a.i5 Exchange information in conversations on familiar topics and some researched topics, creating sentences and series of sentences and asking a variety of follow-up questions. | 5 | 5 | WL.IP.2.a.a8 Conduct and sustain discussions on a wide variety of familiar and unfamiliar concrete topics of personal and general interest, and sometimes academic, social, or professional topics, by using probing questions and providing detailed responses across major time frames. | |||||||||
15 | WL.IP.2.a.n3 Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. | 3 | 3 | WL.IP.2.a.i6 Exchange information in conversations, and some discussions on a variety of familiar and some concrete topics that have been researched, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | - | WL.IP.2.a.a9 Discuss, and sometimes debate, a variety of complex concrete and some abstract academic, social, and professional topics and often deal with related issues hypothetically, using precise questions and explanations. | ||||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.n1 Express some basic needs, using practiced or memorized words and phrases, with the help of gestures or visuals. | Exploratory, 1 | Exploratory,1 | WL.IP.2.b.i4 Interact with others to meet basic needs in familiar situations by creating simple sentences and asking appropriate follow-up questions. | 4 | 4 | WL.IP.2.b.a7 Interact and negotiate to resolve an unexpected complication that arises in a familiar situation, using a few simple paragraphs across major time frames. | ||||||||
17 | WL.IP.2.b.n2 Express basic needs related to familiar and everyday activities, using a mixture of practiced or memorized words, phrases, and questions. | 2 | 2 | WL.IP.2.b.i5 Interact with others to meet basic needs in a variety of familiar situations, creating sentences and series of sentences and asking a variety of follow up questions. | 5 | 5 | WL.IP.2.b.a8 Interact and negotiate to resolve an unexpected complication that arises in a familiar situation, providing detailed explanations and offering a variety of resolutions across major time frames. | |||||||||
18 | WL.IP.2.b.n3 Interact with others to meet basic needs related to routine everyday activities, using simple sentences and questions most of the time. | 3 | 3 | WL.IP.2.b.i6 Interact with others to meet individual needs in a variety of situations, sometimes involving a complication, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | - | - | WL.IP.2.b.a9 Interact and negotiate to resolve an unexpected complication in a situation that is generally unfamiliar. | |||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.n1 Express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals. | Exploratory, 1 | Exploratory,1 | WL.IP.2.c.i4 Express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics, by creating simple sentences and asking appropriate follow-up questions. | 4 | 4 | WL.IP.2.c.a7 Conduct and sustain conversations by providing explanations and comparisons of preferences, opinions, and advice on familiar and concrete academic and social topics using a few simple paragraphs across major time frames. | ||||||||
20 | WL.IP.2.c.n2 Express one’s own preferences or feelings and react to those of others, using a mixture of practiced or memorized words, phrases, and questions. | 2 | 1,2 | WL.IP.2.c.i5 Exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar topics, creating sentences and series of sentences and asking a variety of follow-up questions. | 5 | 5 | WL.IP.2.c.a8 Conduct and sustain extended conversations by supporting, reacting to, and comparing preferences and opinions and expressing advice and emotions in detail across major time frames, and by asking probing questions. | |||||||||
21 | WL.IP.2.c.n3 Express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic. | 3 | 2 | WL.IP.2.c.i6 Explain preferences, opinions, and emotions, and provide advice on a variety of familiar and some concrete topics that have been researched, using connected sentences in discourse that may combine to form paragraphs and asking a variety of questions, often across various time frames. | - | WL.IP.2.c.a9 Discuss, support, and sometimes debate, opinions and advice on a variety of complex concrete topics, often addressing hypothetical or abstract issues, and asking precise questions. | ||||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Novice Low - High Students present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language. | Intermediate Low - High Students communicate information, make presentations, and express thoughts about familiar topics, using sentences and series of connected sentences through poken, written, or signed language. | Advanced Low - High Students deliver detailed and organized presentations on familiar, as well as unfamiliar, concrete topics in aragraphs and using various time frames through spoken, written, or signed language. | |||||||||||
23 | WL.PS.3.a.n1 Introduce self, using practiced or memorized words and phrases, with the help of gestures or visuals. | Exploratory, 1 | Exploratory, 1 | WL.PS.3.a.i4 Present personal information about life, activities, and events, using simple sentences. | 3 | 3 | WL.PS.3.a.a7 Tell stories about school and community events, and personal experiences using paragraphs across major time frames. | |||||||||
24 | WL.PS.3.a.n2 Present information about interests and activities using a mixture of practiced or memorized words, phrases, and simple sentences. | 2 | 1,2 | WL.PS.3.a.i5 Tell a story about life, activities, events, and other social experiences, using sentences and series of connected sentences. | 4 | 4 | WL.PS.3.a.a8 Tell stories based on concrete experiences in academic, social, and professional topics of interest, using organized paragraphs across major time frames. | |||||||||
25 | WL.PS.3.a.n3 Present personal information about life and activities, using simple sentences most of the time. | 3 | 3 | WL.PS.3.a.i6 Tell stories about school and community events and personal experiences, using a few short paragraphs, often across various time frames. | 5 | 5 | WL.PS.3.a.a9 Give complex detailed narrations beyond the concrete, often addressing abstract experiences or hypothetical issues. | |||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.n1 Express likes and dislikes using practiced or memorized words and phrases, with the help of gestures or visuals. | Exploratory, 1 | Exploratory | WL.PS.3.b.i4 Express and explain preferences on familiar and everyday topics of interest using simple sentences. | 3 | 3 | WL.PS.3.b.a7 State a viewpoint with supporting evidence on some concrete academic, social, and professional topics of interest using paragraphs across major time frames. | ||||||||
27 | WL.PS.3.b.n2 Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases, and simple sentences. | 2 | 2 | WL.PS.3.b.i5 State a viewpoint about familiar topics and give some reasons to support it, using sentences and series of connected sentences. | 4 | 4 | WL.PS.3.b.a8 Present an argument with supporting evidence, based on a variety of concrete academic, social, and professional topics of interest, using organized paragraphs across major time frames. | |||||||||
28 | WL.PS.3.b.n3 Express preferences on familiar and everyday topics of interest, using simple sentences most of the time. | 3 | 3 | WL.PS.3.b.i6 State a viewpoint on familiar or researched topics and provide reasons to support it, using a few short paragraphs, often across various time frames. | 5 | 5 | WL.PS.3.b.a9 Clearly and accurately present an argument, which may be hypothetical, with supporting evidence on complex concrete issues. | |||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.n1 Name very familiar people, places, and objects using practiced or memorized words and phrases with the help of gestures or visuals. | Exploratory | Exploratory | WL.PS.3.c.i4 Present on familiar and everyday topics using simple sentences. | 3 | 3 | WL.PS.3.c.a7 Deliver presentations on some concrete academic, social, and professionaltopics of interest using paragraphs across major time frames. | ||||||||
30 | WL.PS.3.c.n2 Present on very familiar and everyday topics using a mixture of practiced or memorized words, phrases, and simple sentences. | 1 | 1 | WL.PS.3.c.i5 Research and give straightforward presentations on a variety of familiar topics and some concrete topics using sentences and series of connected sentences. | 4 | 4 | WL.PS.3.c.a8 Deliver detailed presentations and elaborate on a variety of concrete academic, social, and professionaltopics of interest using organized paragraphs across major time frames. | |||||||||
31 | WL.PS.3.c.n3 Present on familiar and everyday topics using simple sentences most of the time. | 2 | 2 | WL.PS.3.c.i6 Research and give detailed presentations on a variety of familiar topics and some concrete topics using a few short paragraphs, often across various time frames. | 5 | 5 | WL.PS.3.c.a9 Deliver cohesive presentations on a variety of complex, concrete topics, which may be hypothetical, related to community interests and some specialized fields. | |||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Novice Low - High Students investigate cultural products and practices of their own and other cultures to build understanding of perspectives. | Intermediate Low - High Students compare cultural products and practices of their own and other cultures to deepen understanding of perspectives. | Advanced Low - High Students explain cultural products and practices in their own and other cultures and how they relate to cultural perspectives. | ||||||||||
33 | WL.IC.4.a.n+ Identify, in my own and other cultures, some typical products related to familiar everyday life. | 1-5 | 1-5 | WL.IC.4.a.i+ Compare, in my own and other cultures, products related to everyday life and personal interests or studies. | `1-5 | 1-5 | WL.IC.4.a.a+ Explain how, in my own and other cultures, a variety of products of public and personal interest are related to perspectives. | |||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.n+ Identify some typical practices, in my own and other cultures, related to familiar everyday life. | 1, 5 | 1, 5 | WL.IC.4.b.i+ Compare practices, in my own and other cultures, related to everyday life and personal interests. | 1-5 | 1-5 | WL.IC.4.b.a+ Explain how practices in familiar and social situations, in my own and other cultures, relate to perspectives. | ||||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Novice Low - High Students interact at a language survival level in some familiar everyday contexts. | Intermediate Low - High Students interact at a functional level in some familiar contexts. | Advanced Low - High Students interact at a competent level in familiar and some unfamiliar contexts. | ||||||||||||
36 | WL.IC.4.c.n+ Communicate with others from the target culture in familiar, everyday situations using memorized language and showing basic cultural and linguistic awareness. | 1-5 | 1-5 | WL.IC.4.c.i+ Converse with others from the target culture in familiar situations at school, work, or play, and show interest in cultural and linguistic similarities and differences. | 1-5 | WL.IC.4.c.a+ Converse comfortably with others from the target culture in familiar, and some unfamiliar situations, with responsiveness to cultural and linguistic attributes. | ||||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.n+ Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar, everyday situations. | 1-5 | 1-5 | WL.IC.4.d.i+ Recognize that significant differences in behaviors exist among cultures and use appropriate learned behaviors for successful intercultural communication. | 1-5 | WL.IC.4.d.a+ Transition smoothly from formal to informal styles of behavior and respond effectively to nonverbal cues and mediate situations of cultural misunderstanding with empathy. | |||||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Novice Low-High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | Advanced Low - High Students narrate, describe, and reflect on past, present, and future experiences and events, and can use he language and cultural insights to address local and global issues. | |||||||||||
39 | WL.GCE.5.a.n+ Use evidence from domestic and international sources to address a question with significance to their local and global community. | 1-5 | 1-5 | WL.GCE.5.a.i+ Pose a research question, examine and assess domestic and international sources for evidence, and develop an informed position on an issue of local and global significance. | 1-5 | 1-5 | WL.GCE.5.a.a+ Identify and pursue a research project, using domestic and international sources on an issue of local and global significance. | |||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.n+ Identify different personal and community perspectives on an issue of local and global significance. | 1-5 | 1-5 | WL.GCE.5.b.i+ Compare one’s position and perspectives on an issue of local and global significance with those of others. | 1-5 | 1-5 | WL.GCE.5.b.a+ Present and analyze ways varying perspectives influence behaviors and impact issues of local and global significance. | ||||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | Advanced Low - High Students narrate, describe, and reflect on past, present, and future experiences and events, and can use he language and cultural insights to address local and global issues. | ||||||||||||
42 | WL.GCE.5.c.n+ Exchange information and perspectives on an issue of local and global significance in linguistically and culturally appropriate ways. | 1-5 | 1-5 | WL.GCE.5.c.i+ Exchange diverse positions and perspectives on an issue of local and global significance in linguistically and appropriate ways. | 1-5 | 1-5 | WL.GCE.5.c.a+ Personalize a presentation of a research project on an issue of local and global significance in ways that are responsive to the target audience. | |||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.n+ Identify options, plan, take steps, and reflect on actions targeting an issue of local and global significance. | 1-5 | 1-5 | WL.GCE.5.d.i+ Assess options, plan, take steps, and reflect on impact of personal and group actions addressing an issue of local and global significance. | 1-5 | 1-5 | WL.GCE.5.d.a+ Plan, execute, and reflect on a research or service project designed to improve conditions related to an issue of local and global significance. | ||||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | Advanced Low - High Students narrate, describe, and reflect on past, present, and future experiences and events, and can use he language and cultural insights to address local and global issues. | ||||||||||||
45 | WL.GCE.5.e.n+ Choose goals for language learning and use for personal or community life, and then monitor and reflect on progress toward those goals. | 1-5 | 1-5 | WL.GCE.5.e.i+ Identify goals for language learning and use for personal or community life, and then reflect on progress in order to plan next steps. | 1-5 | 1-5 | WL.GCE.5.e.a+ Compare goals for and progress with language learning and use for personal or community life with others to identify common challenges and helpful strategies to inform next steps. | |||||||||
1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||
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2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Novice Low - High Students identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. | |||||
3 | WL.IT.1.a.n1 Identify memorized or familiar words when they are supported by gestures or visuals in informational texts. Construct and execute algorithms (sets of step-by-step instructions), which include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device. | x | x | x | x | x | |||
4 | WL.IT.1.a.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in informational texts. | x | x | x | |||||
5 | WL.IT.1.a.n3 Identify the topic and some isolated facts from simple sentences in informational texts. | ||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.n1 Identify memorized or familiar words when they are supported by gestures or visuals in fictional texts. | x | x | x | ||||
7 | WL.IT.1.b.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in fictional texts. | x | x | x | |||||
8 | WL.IT.1.b.n3 Identify the topic and some isolated elements from simple sentences in short fictional texts | ||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.n1 Demonstrate understanding of memorized or familiar words when they are supported by gestures or visuals in conversations. | x | x | x | ||||
10 | WL.IT.1.c.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in conversations. | x | x | x | |||||
11 | WL.IT.1.c.n3 Demonstrate understanding of familiar questions and statements from simple sentences in conversations. | ||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Novice Low - High Students communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. | ||||||
13 | WL.IP.2.a.n1 Provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals. | x | X | X | |||||
14 | WL.IP.2.a.n2 Request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
15 | WL.IP.2.a.n3 Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. | ||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.n1 Express some basic needs, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
17 | WL.IP.2.b.n2 Express basic needs related to familiar and everyday activities, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
18 | WL.IP.2.b.n3 Interact with others to meet basic needs related to routine everyday activities, using simple sentences and questions most of the time. | ||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.n1 Express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
20 | WL.IP.2.c.n2 Express one’s own preferences or feelings and react to those of others, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
21 | WL.IP.2.c.n3 Express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic. | ||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Novice Low - High Students present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language. | ||||||
23 | WL.PS.3.a.n1 Introduce self, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
24 | WL.PS.3.a.n2 Present information about interests and activities using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
25 | WL.PS.3.a.n3 Present personal information about life and activities, using simple sentences most of the time. | ||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.n1 Express likes and dislikes using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
27 | WL.PS.3.b.n2 Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
28 | WL.PS.3.b.n3 Express preferences on familiar and everyday topics of interest, using simple sentences most of the time. | ||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.n1 Name very familiar people, places, and objects using practiced or memorized words and phrases with the help of gestures or visuals. | |||||||
30 | WL.PS.3.c.n2 Present on very familiar and everyday topics using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
31 | WL.PS.3.c.n3 Present on familiar and everyday topics using simple sentences most of the time. | ||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Novice Low - High Students investigate cultural products and practices of their own and other cultures to build understanding of perspectives. | |||||
33 | WL.IC.4.a.n+ Identify, in my own and other cultures, some typical products related to familiar everyday life. | ||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.n+ Identify some typical practices, in my own and other cultures, related to familiar everyday life. | |||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Novice Low - High Students interact at a language survival level in some familiar everyday contexts. | |||||||
36 | WL.IC.4.c.n+ Communicate with others from the target culture in familiar, everyday situations using memorized language and showing basic cultural and linguistic awareness. | ||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.n+ Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar, everyday situations. | |||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Novice Low-High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | ||||||
39 | WL.GCE.5.a.n+ Use evidence from domestic and international sources to address a question with significance to their local and global community. | ||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.n+ Identify different personal and community perspectives on an issue of local and global significance. | |||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
42 | WL.GCE.5.c.n+ Exchange information and perspectives on an issue of local and global significance in linguistically and culturally appropriate ways. | ||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.n+ Identify options, plan, take steps, and reflect on actions targeting an issue of local and global significance. | |||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
45 | WL.GCE.5.e.n+ Choose goals for language learning and use for personal or community life, and then monitor and reflect on progress toward those goals. | ||||||||
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1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||
|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Novice Low - High Students identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. | |||||
3 | WL.IT.1.a.n1 Identify memorized or familiar words when they are supported by gestures or visuals in informational texts. Construct and execute algorithms (sets of step-by-step instructions), which include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device. | ||||||||
4 | WL.IT.1.a.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in informational texts. | ||||||||
5 | WL.IT.1.a.n3 Identify the topic and some isolated facts from simple sentences in informational texts. | ||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.n1 Identify memorized or familiar words when they are supported by gestures or visuals in fictional texts. | |||||||
7 | WL.IT.1.b.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in fictional texts. | ||||||||
8 | WL.IT.1.b.n3 Identify the topic and some isolated elements from simple sentences in short fictional texts | ||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.n1 Demonstrate understanding of memorized or familiar words when they are supported by gestures or visuals in conversations. | |||||||
10 | WL.IT.1.c.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in conversations. | ||||||||
11 | WL.IT.1.c.n3 Demonstrate understanding of familiar questions and statements from simple sentences in conversations. | ||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Novice Low - High Students communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. | ||||||
13 | WL.IP.2.a.n1 Provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
14 | WL.IP.2.a.n2 Request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
15 | WL.IP.2.a.n3 Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. | ||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.n1 Express some basic needs, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
17 | WL.IP.2.b.n2 Express basic needs related to familiar and everyday activities, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
18 | WL.IP.2.b.n3 Interact with others to meet basic needs related to routine everyday activities, using simple sentences and questions most of the time. | ||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.n1 Express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
20 | WL.IP.2.c.n2 Express one’s own preferences or feelings and react to those of others, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
21 | WL.IP.2.c.n3 Express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic. | ||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Novice Low - High Students present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language. | ||||||
23 | WL.PS.3.a.n1 Introduce self, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
24 | WL.PS.3.a.n2 Present information about interests and activities using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
25 | WL.PS.3.a.n3 Present personal information about life and activities, using simple sentences most of the time. | ||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.n1 Express likes and dislikes using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
27 | WL.PS.3.b.n2 Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
28 | WL.PS.3.b.n3 Express preferences on familiar and everyday topics of interest, using simple sentences most of the time. | ||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.n1 Name very familiar people, places, and objects using practiced or memorized words and phrases with the help of gestures or visuals. | |||||||
30 | WL.PS.3.c.n2 Present on very familiar and everyday topics using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
31 | WL.PS.3.c.n3 Present on familiar and everyday topics using simple sentences most of the time. | ||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Novice Low - High Students investigate cultural products and practices of their own and other cultures to build understanding of perspectives. | |||||
33 | WL.IC.4.a.n+ Identify, in my own and other cultures, some typical products related to familiar everyday life. | ||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.n+ Identify some typical practices, in my own and other cultures, related to familiar everyday life. | |||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Novice Low - High Students interact at a language survival level in some familiar everyday contexts. | |||||||
36 | WL.IC.4.c.n+ Communicate with others from the target culture in familiar, everyday situations using memorized language and showing basic cultural and linguistic awareness. | ||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.n+ Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar, everyday situations. | |||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Novice Low-High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | ||||||
39 | WL.GCE.5.a.n+ Use evidence from domestic and international sources to address a question with significance to their local and global community. | ||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.n+ Identify different personal and community perspectives on an issue of local and global significance. | |||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
42 | WL.GCE.5.c.n+ Exchange information and perspectives on an issue of local and global significance in linguistically and culturally appropriate ways. | ||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.n+ Identify options, plan, take steps, and reflect on actions targeting an issue of local and global significance. | |||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
45 | WL.GCE.5.e.n+ Choose goals for language learning and use for personal or community life, and then monitor and reflect on progress toward those goals. | ||||||||
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1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||
|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Novice Low - High Students identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. | |||||
3 | WL.IT.1.a.n1 Identify memorized or familiar words when they are supported by gestures or visuals in informational texts. Construct and execute algorithms (sets of step-by-step instructions), which include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device. | ||||||||
4 | WL.IT.1.a.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in informational texts. | ||||||||
5 | WL.IT.1.a.n3 Identify the topic and some isolated facts from simple sentences in informational texts. | ||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.n1 Identify memorized or familiar words when they are supported by gestures or visuals in fictional texts. | |||||||
7 | WL.IT.1.b.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in fictional texts. | ||||||||
8 | WL.IT.1.b.n3 Identify the topic and some isolated elements from simple sentences in short fictional texts | ||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.n1 Demonstrate understanding of memorized or familiar words when they are supported by gestures or visuals in conversations. | |||||||
10 | WL.IT.1.c.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in conversations. | ||||||||
11 | WL.IT.1.c.n3 Demonstrate understanding of familiar questions and statements from simple sentences in conversations. | ||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Novice Low - High Students communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. | ||||||
13 | WL.IP.2.a.n1 Provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
14 | WL.IP.2.a.n2 Request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
15 | WL.IP.2.a.n3 Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. | ||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.n1 Express some basic needs, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
17 | WL.IP.2.b.n2 Express basic needs related to familiar and everyday activities, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
18 | WL.IP.2.b.n3 Interact with others to meet basic needs related to routine everyday activities, using simple sentences and questions most of the time. | ||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.n1 Express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
20 | WL.IP.2.c.n2 Express one’s own preferences or feelings and react to those of others, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
21 | WL.IP.2.c.n3 Express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic. | ||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Novice Low - High Students present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language. | ||||||
23 | WL.PS.3.a.n1 Introduce self, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
24 | WL.PS.3.a.n2 Present information about interests and activities using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
25 | WL.PS.3.a.n3 Present personal information about life and activities, using simple sentences most of the time. | ||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.n1 Express likes and dislikes using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
27 | WL.PS.3.b.n2 Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
28 | WL.PS.3.b.n3 Express preferences on familiar and everyday topics of interest, using simple sentences most of the time. | ||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.n1 Name very familiar people, places, and objects using practiced or memorized words and phrases with the help of gestures or visuals. | |||||||
30 | WL.PS.3.c.n2 Present on very familiar and everyday topics using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
31 | WL.PS.3.c.n3 Present on familiar and everyday topics using simple sentences most of the time. | ||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Novice Low - High Students investigate cultural products and practices of their own and other cultures to build understanding of perspectives. | |||||
33 | WL.IC.4.a.n+ Identify, in my own and other cultures, some typical products related to familiar everyday life. | ||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.n+ Identify some typical practices, in my own and other cultures, related to familiar everyday life. | |||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Novice Low - High Students interact at a language survival level in some familiar everyday contexts. | |||||||
36 | WL.IC.4.c.n+ Communicate with others from the target culture in familiar, everyday situations using memorized language and showing basic cultural and linguistic awareness. | ||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.n+ Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar, everyday situations. | |||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Novice Low-High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | ||||||
39 | WL.GCE.5.a.n+ Use evidence from domestic and international sources to address a question with significance to their local and global community. | ||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.n+ Identify different personal and community perspectives on an issue of local and global significance. | |||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
42 | WL.GCE.5.c.n+ Exchange information and perspectives on an issue of local and global significance in linguistically and culturally appropriate ways. | ||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.n+ Identify options, plan, take steps, and reflect on actions targeting an issue of local and global significance. | |||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
45 | WL.GCE.5.e.n+ Choose goals for language learning and use for personal or community life, and then monitor and reflect on progress toward those goals. | ||||||||
1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Novice Low - High Students identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. | |||||||||||||
3 | WL.IT.1.a.n1 Identify memorized or familiar words when they are supported by gestures or visuals in informational texts. Construct and execute algorithms (sets of step-by-step instructions), which include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device. | ||||||||||||||||
4 | WL.IT.1.a.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in informational texts. | ||||||||||||||||
5 | WL.IT.1.a.n3 Identify the topic and some isolated facts from simple sentences in informational texts. | ||||||||||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.n1 Identify memorized or familiar words when they are supported by gestures or visuals in fictional texts. | |||||||||||||||
7 | WL.IT.1.b.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in fictional texts. | ||||||||||||||||
8 | WL.IT.1.b.n3 Identify the topic and some isolated elements from simple sentences in short fictional texts | ||||||||||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.n1 Demonstrate understanding of memorized or familiar words when they are supported by gestures or visuals in conversations. | |||||||||||||||
10 | WL.IT.1.c.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in conversations. | ||||||||||||||||
11 | WL.IT.1.c.n3 Demonstrate understanding of familiar questions and statements from simple sentences in conversations. | ||||||||||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Novice Low - High Students communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. | ||||||||||||||
13 | WL.IP.2.a.n1 Provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||||||||||
14 | WL.IP.2.a.n2 Request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||||||||||
15 | WL.IP.2.a.n3 Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. | ||||||||||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.n1 Express some basic needs, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||||||||||
17 | WL.IP.2.b.n2 Express basic needs related to familiar and everyday activities, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||||||||||
18 | WL.IP.2.b.n3 Interact with others to meet basic needs related to routine everyday activities, using simple sentences and questions most of the time. | ||||||||||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.n1 Express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||||||||||
20 | WL.IP.2.c.n2 Express one’s own preferences or feelings and react to those of others, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||||||||||
21 | WL.IP.2.c.n3 Express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic. | ||||||||||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Novice Low - High Students present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language. | ||||||||||||||
23 | WL.PS.3.a.n1 Introduce self, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||||||||||
24 | WL.PS.3.a.n2 Present information about interests and activities using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||||||||||
25 | WL.PS.3.a.n3 Present personal information about life and activities, using simple sentences most of the time. | ||||||||||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.n1 Express likes and dislikes using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||||||||||
27 | WL.PS.3.b.n2 Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||||||||||
28 | WL.PS.3.b.n3 Express preferences on familiar and everyday topics of interest, using simple sentences most of the time. | ||||||||||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.n1 Name very familiar people, places, and objects using practiced or memorized words and phrases with the help of gestures or visuals. | |||||||||||||||
30 | WL.PS.3.c.n2 Present on very familiar and everyday topics using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||||||||||
31 | WL.PS.3.c.n3 Present on familiar and everyday topics using simple sentences most of the time. | ||||||||||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Novice Low - High Students investigate cultural products and practices of their own and other cultures to build understanding of perspectives. | |||||||||||||
33 | WL.IC.4.a.n+ Identify, in my own and other cultures, some typical products related to familiar everyday life. | ||||||||||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.n+ Identify some typical practices, in my own and other cultures, related to familiar everyday life. | |||||||||||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Novice Low - High Students interact at a language survival level in some familiar everyday contexts. | |||||||||||||||
36 | WL.IC.4.c.n+ Communicate with others from the target culture in familiar, everyday situations using memorized language and showing basic cultural and linguistic awareness. | ||||||||||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.n+ Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar, everyday situations. | |||||||||||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Novice Low-High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | ||||||||||||||
39 | WL.GCE.5.a.n+ Use evidence from domestic and international sources to address a question with significance to their local and global community. | ||||||||||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.n+ Identify different personal and community perspectives on an issue of local and global significance. | |||||||||||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||||||||||
42 | WL.GCE.5.c.n+ Exchange information and perspectives on an issue of local and global significance in linguistically and culturally appropriate ways. | ||||||||||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.n+ Identify options, plan, take steps, and reflect on actions targeting an issue of local and global significance. | |||||||||||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||||||||||
45 | WL.GCE.5.e.n+ Choose goals for language learning and use for personal or community life, and then monitor and reflect on progress toward those goals. | ||||||||||||||||
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1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||
|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Novice Low - High Students identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. | |||||
3 | WL.IT.1.a.n1 Identify memorized or familiar words when they are supported by gestures or visuals in informational texts. Construct and execute algorithms (sets of step-by-step instructions), which include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device. | ||||||||
4 | WL.IT.1.a.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in informational texts. | ||||||||
5 | WL.IT.1.a.n3 Identify the topic and some isolated facts from simple sentences in informational texts. | ||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.n1 Identify memorized or familiar words when they are supported by gestures or visuals in fictional texts. | |||||||
7 | WL.IT.1.b.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in fictional texts. | ||||||||
8 | WL.IT.1.b.n3 Identify the topic and some isolated elements from simple sentences in short fictional texts | ||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.n1 Demonstrate understanding of memorized or familiar words when they are supported by gestures or visuals in conversations. | |||||||
10 | WL.IT.1.c.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in conversations. | ||||||||
11 | WL.IT.1.c.n3 Demonstrate understanding of familiar questions and statements from simple sentences in conversations. | ||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Novice Low - High Students communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. | ||||||
13 | WL.IP.2.a.n1 Provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
14 | WL.IP.2.a.n2 Request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
15 | WL.IP.2.a.n3 Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. | ||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.n1 Express some basic needs, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
17 | WL.IP.2.b.n2 Express basic needs related to familiar and everyday activities, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
18 | WL.IP.2.b.n3 Interact with others to meet basic needs related to routine everyday activities, using simple sentences and questions most of the time. | ||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.n1 Express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
20 | WL.IP.2.c.n2 Express one’s own preferences or feelings and react to those of others, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
21 | WL.IP.2.c.n3 Express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic. | ||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Novice Low - High Students present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language. | ||||||
23 | WL.PS.3.a.n1 Introduce self, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
24 | WL.PS.3.a.n2 Present information about interests and activities using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
25 | WL.PS.3.a.n3 Present personal information about life and activities, using simple sentences most of the time. | ||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.n1 Express likes and dislikes using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
27 | WL.PS.3.b.n2 Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
28 | WL.PS.3.b.n3 Express preferences on familiar and everyday topics of interest, using simple sentences most of the time. | ||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.n1 Name very familiar people, places, and objects using practiced or memorized words and phrases with the help of gestures or visuals. | |||||||
30 | WL.PS.3.c.n2 Present on very familiar and everyday topics using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
31 | WL.PS.3.c.n3 Present on familiar and everyday topics using simple sentences most of the time. | ||||||||
32 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Intermedate Low - High Students demonstrate understanding of the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed. | |||||
33 | WL.IT.1.a.i4 Identify the topic and related information from simple sentences in short informational texts. | x | x | x | x | x | |||
34 | WL.IT.1.a.i5 Demonstrate understanding of the main idea and key information in short straightforward informational texts. | ||||||||
35 | WL.IT.1.a.i6 Follow the main message in various time frames in straightforward, and sometimes descriptive, paragraph length informational texts. | ||||||||
36 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.i4 Identify the topic, and related information from simple sentences in short fictional texts | |||||||
37 | WL.IT.1.b.i5 Demonstrate understanding of the main idea, and key information in short straightforward fictionaltexts. | ||||||||
38 | WL.IT.1.b.i6 Follow the main story and actions expressed in various time frames in paragraph-length fictionaltexts. | ||||||||
39 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.i4 Identify the main idea in short conversations. | |||||||
40 | WL.IT.1.c.i5 Identify the main idea and key information in short, straightforward conversations. | ||||||||
41 | WL.IT.1.c.i6 Demonstrate understanding of the main idea and flow of events expressed in various time frames in conversations and discussions. | ||||||||
42 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Intermediate Low - High Students participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions. | ||||||
43 | WL.IP.2.a.i4 Request and provide information in conversations on familiar topics by creating simple sentences and asking appropriate follow-up questions. | ||||||||
44 | WL.IP.2.a.i5 Exchange information in conversations on familiar topics and some researched topics, creating sentences and series of sentences and asking a variety of follow-up questions. | ||||||||
45 | WL.IP.2.a.i6 Exchange information in conversations, and some discussions on a variety of familiar and some concrete topics that have been researched, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
46 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.i4 Interact with others to meet basic needs in familiar situations by creating simple sentences and asking appropriate follow-up questions. | |||||||
47 | WL.IP.2.b.i5 Interact with others to meet basic needs in a variety of familiar situations, creating sentences and series of sentences and asking a variety of follow up questions. | ||||||||
48 | WL.IP.2.b.i6 Interact with others to meet individual needs in a variety of situations, sometimes involving a complication, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
49 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.i4 Express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics, by creating simple sentences and asking appropriate follow-up questions. | |||||||
50 | WL.IP.2.c.i5 Exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar topics, creating sentences and series of sentences and asking a variety of follow-up questions. | ||||||||
51 | WL.IP.2.c.i6 Explain preferences, opinions, and emotions, and provide advice on a variety of familiar and some concrete topics that have been researched, using connected sentences in discourse that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
52 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Intermediate Low - High Students communicate information, make presentations, and express thoughts about familiar topics, using sentences and series of connected sentences through poken, written, or signed language. | ||||||
53 | WL.PS.3.a.i4 Present personal information about life, activities, and events, using simple sentences. | ||||||||
54 | WL.PS.3.a.i5 Tell a story about life, activities, events, and other social experiences, using sentences and series of connected sentences. | ||||||||
55 | WL.PS.3.a.i6 Tell stories about school and community events and personal experiences, using a few short paragraphs, often across various time frames. | ||||||||
56 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.i4 Express and explain preferences on familiar and everyday topics of interest using simple sentences. | |||||||
57 | WL.PS.3.b.i5 State a viewpoint about familiar topics and give some reasons to support it, using sentences and series of connected sentences. | ||||||||
58 | WL.PS.3.b.i6 State a viewpoint on familiar or researched topics and provide reasons to support it, using a few short paragraphs, often across various time frames. | ||||||||
59 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.i4 Present on familiar and everyday topics using simple sentences. | |||||||
60 | WL.PS.3.c.i5 Research and give straightforward presentations on a variety of familiar topics and some concrete topics using sentences and series of connected sentences. | ||||||||
61 | WL.PS.3.c.i6 Research and give detailed presentations on a variety of familiar topics and some concrete topics using a few short paragraphs, often across various time frames. | ||||||||
62 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Novice Low - High Students investigate cultural products and practices of their own and other cultures to build understanding of perspectives. | |||||
63 | WL.IC.4.a.n+ Identify, in my own and other cultures, some typical products related to familiar everyday life. | ||||||||
64 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.n+ Identify some typical practices, in my own and other cultures, related to familiar everyday life. | |||||||
65 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Novice Low - High Students interact at a language survival level in some familiar everyday contexts. | |||||||
66 | WL.IC.4.c.n+ Communicate with others from the target culture in familiar, everyday situations using memorized language and showing basic cultural and linguistic awareness. | ||||||||
67 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.n+ Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar, everyday situations. | |||||||
68 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Novice Low-High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | ||||||
69 | WL.GCE.5.a.n+ Use evidence from domestic and international sources to address a question with significance to their local and global community. | ||||||||
70 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.n+ Identify different personal and community perspectives on an issue of local and global significance. | |||||||
71 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
72 | WL.GCE.5.c.n+ Exchange information and perspectives on an issue of local and global significance in linguistically and culturally appropriate ways. | ||||||||
73 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.n+ Identify options, plan, take steps, and reflect on actions targeting an issue of local and global significance. | |||||||
74 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
75 | WL.GCE.5.e.n+ Choose goals for language learning and use for personal or community life, and then monitor and reflect on progress toward those goals. | ||||||||
76 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Intermediate Low - High Students compare cultural products and practices of their own and other cultures to deepen understanding of perspectives. | |||||
77 | WL.IC.4.a.i+ Compare, in my own and other cultures, products related to everyday life and personal interests or studies. | ||||||||
78 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.i+ Compare practices, in my own and other cultures, related to everyday life and personal interests. | |||||||
79 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Intermediate Low - High Students interact at a functional level in some familiar contexts. | |||||||
80 | WL.IC.4.c.i+ Converse with others from the target culture in familiar situations at school, work, or play, and show interest in cultural and linguistic similarities and differences. | ||||||||
81 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.i+ Recognize that significant differences in behaviors exist among cultures and use appropriate learned behaviors for successful intercultural communication. | |||||||
82 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | ||||||
83 | WL.GCE.5.a.i+ Pose a research question, examine and assess domestic and international sources for evidence, and develop an informed position on an issue of local and global significance. | ||||||||
84 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.i+ Compare one’s position and perspectives on an issue of local and global significance with those of others. | |||||||
85 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | |||||||
86 | WL.GCE.5.c.i+ Exchange diverse positions and perspectives on an issue of local and global significance in linguistically and appropriate ways. | ||||||||
87 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.i+ Assess options, plan, take steps, and reflect on impact of personal and group actions addressing an issue of local and global significance. | |||||||
88 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | |||||||
89 | WL.GCE.5.e.i+ Identify goals for language learning and use for personal or community life, and then reflect on progress in order to plan next steps. | ||||||||
1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||
|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Intermedate Low - High Students demonstrate understanding of the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed. | |||||
3 | WL.IT.1.a.i4 Identify the topic and related information from simple sentences in short informational texts. | ||||||||
4 | WL.IT.1.a.i5 Demonstrate understanding of the main idea and key information in short straightforward informational texts. | ||||||||
5 | WL.IT.1.a.i6 Follow the main message in various time frames in straightforward, and sometimes descriptive, paragraph length informational texts. | ||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.i4 Identify the topic, and related information from simple sentences in short fictional texts | |||||||
7 | WL.IT.1.b.i5 Demonstrate understanding of the main idea, and key information in short straightforward fictionaltexts. | ||||||||
8 | WL.IT.1.b.i6 Follow the main story and actions expressed in various time frames in paragraph-length fictionaltexts. | ||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.i4 Identify the main idea in short conversations. | |||||||
10 | WL.IT.1.c.i5 Identify the main idea and key information in short, straightforward conversations. | ||||||||
11 | WL.IT.1.c.i6 Demonstrate understanding of the main idea and flow of events expressed in various time frames in conversations and discussions. | ||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Intermediate Low - High Students participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions. | ||||||
13 | WL.IP.2.a.i4 Request and provide information in conversations on familiar topics by creating simple sentences and asking appropriate follow-up questions. | ||||||||
14 | WL.IP.2.a.i5 Exchange information in conversations on familiar topics and some researched topics, creating sentences and series of sentences and asking a variety of follow-up questions. | ||||||||
15 | WL.IP.2.a.i6 Exchange information in conversations, and some discussions on a variety of familiar and some concrete topics that have been researched, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.i4 Interact with others to meet basic needs in familiar situations by creating simple sentences and asking appropriate follow-up questions. | |||||||
17 | WL.IP.2.b.i5 Interact with others to meet basic needs in a variety of familiar situations, creating sentences and series of sentences and asking a variety of follow up questions. | ||||||||
18 | WL.IP.2.b.i6 Interact with others to meet individual needs in a variety of situations, sometimes involving a complication, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.i4 Express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics, by creating simple sentences and asking appropriate follow-up questions. | |||||||
20 | WL.IP.2.c.i5 Exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar topics, creating sentences and series of sentences and asking a variety of follow-up questions. | ||||||||
21 | WL.IP.2.c.i6 Explain preferences, opinions, and emotions, and provide advice on a variety of familiar and some concrete topics that have been researched, using connected sentences in discourse that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Intermediate Low - High Students communicate information, make presentations, and express thoughts about familiar topics, using sentences and series of connected sentences through poken, written, or signed language. | ||||||
23 | WL.PS.3.a.i4 Present personal information about life, activities, and events, using simple sentences. | ||||||||
24 | WL.PS.3.a.i5 Tell a story about life, activities, events, and other social experiences, using sentences and series of connected sentences. | ||||||||
25 | WL.PS.3.a.i6 Tell stories about school and community events and personal experiences, using a few short paragraphs, often across various time frames. | ||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.i4 Express and explain preferences on familiar and everyday topics of interest using simple sentences. | |||||||
27 | WL.PS.3.b.i5 State a viewpoint about familiar topics and give some reasons to support it, using sentences and series of connected sentences. | ||||||||
28 | WL.PS.3.b.i6 State a viewpoint on familiar or researched topics and provide reasons to support it, using a few short paragraphs, often across various time frames. | ||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.i4 Present on familiar and everyday topics using simple sentences. | |||||||
30 | WL.PS.3.c.i5 Research and give straightforward presentations on a variety of familiar topics and some concrete topics using sentences and series of connected sentences. | ||||||||
31 | WL.PS.3.c.i6 Research and give detailed presentations on a variety of familiar topics and some concrete topics using a few short paragraphs, often across various time frames. | ||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Intermediate Low - High Students compare cultural products and practices of their own and other cultures to deepen understanding of perspectives. | |||||
33 | WL.IC.4.a.i+ Compare, in my own and other cultures, products related to everyday life and personal interests or studies. | ||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.i+ Compare practices, in my own and other cultures, related to everyday life and personal interests. | |||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Intermediate Low - High Students interact at a functional level in some familiar contexts. | |||||||
36 | WL.IC.4.c.i+ Converse with others from the target culture in familiar situations at school, work, or play, and show interest in cultural and linguistic similarities and differences. | ||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.i+ Recognize that significant differences in behaviors exist among cultures and use appropriate learned behaviors for successful intercultural communication. | |||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | ||||||
39 | WL.GCE.5.a.i+ Pose a research question, examine and assess domestic and international sources for evidence, and develop an informed position on an issue of local and global significance. | ||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.i+ Compare one’s position and perspectives on an issue of local and global significance with those of others. | |||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | |||||||
42 | WL.GCE.5.c.i+ Exchange diverse positions and perspectives on an issue of local and global significance in linguistically and appropriate ways. | ||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.i+ Assess options, plan, take steps, and reflect on impact of personal and group actions addressing an issue of local and global significance. | |||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | |||||||
45 | WL.GCE.5.e.i+ Identify goals for language learning and use for personal or community life, and then reflect on progress in order to plan next steps. | ||||||||
1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Intermedate Low - High Students demonstrate understanding of the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed. | |||||||||||||
3 | WL.IT.1.a.i4 Identify the topic and related information from simple sentences in short informational texts. | ||||||||||||||||
4 | WL.IT.1.a.i5 Demonstrate understanding of the main idea and key information in short straightforward informational texts. | ||||||||||||||||
5 | WL.IT.1.a.i6 Follow the main message in various time frames in straightforward, and sometimes descriptive, paragraph length informational texts. | ||||||||||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.i4 Identify the topic, and related information from simple sentences in short fictional texts | |||||||||||||||
7 | WL.IT.1.b.i5 Demonstrate understanding of the main idea, and key information in short straightforward fictionaltexts. | ||||||||||||||||
8 | WL.IT.1.b.i6 Follow the main story and actions expressed in various time frames in paragraph-length fictionaltexts. | ||||||||||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.i4 Identify the main idea in short conversations. | |||||||||||||||
10 | WL.IT.1.c.i5 Identify the main idea and key information in short, straightforward conversations. | ||||||||||||||||
11 | WL.IT.1.c.i6 Demonstrate understanding of the main idea and flow of events expressed in various time frames in conversations and discussions. | ||||||||||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Intermediate Low - High Students participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions. | ||||||||||||||
13 | WL.IP.2.a.i4 Request and provide information in conversations on familiar topics by creating simple sentences and asking appropriate follow-up questions. | ||||||||||||||||
14 | WL.IP.2.a.i5 Exchange information in conversations on familiar topics and some researched topics, creating sentences and series of sentences and asking a variety of follow-up questions. | ||||||||||||||||
15 | WL.IP.2.a.i6 Exchange information in conversations, and some discussions on a variety of familiar and some concrete topics that have been researched, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.i4 Interact with others to meet basic needs in familiar situations by creating simple sentences and asking appropriate follow-up questions. | |||||||||||||||
17 | WL.IP.2.b.i5 Interact with others to meet basic needs in a variety of familiar situations, creating sentences and series of sentences and asking a variety of follow up questions. | ||||||||||||||||
18 | WL.IP.2.b.i6 Interact with others to meet individual needs in a variety of situations, sometimes involving a complication, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.i4 Express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics, by creating simple sentences and asking appropriate follow-up questions. | |||||||||||||||
20 | WL.IP.2.c.i5 Exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar topics, creating sentences and series of sentences and asking a variety of follow-up questions. | ||||||||||||||||
21 | WL.IP.2.c.i6 Explain preferences, opinions, and emotions, and provide advice on a variety of familiar and some concrete topics that have been researched, using connected sentences in discourse that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Intermediate Low - High Students communicate information, make presentations, and express thoughts about familiar topics, using sentences and series of connected sentences through poken, written, or signed language. | ||||||||||||||
23 | WL.PS.3.a.i4 Present personal information about life, activities, and events, using simple sentences. | ||||||||||||||||
24 | WL.PS.3.a.i5 Tell a story about life, activities, events, and other social experiences, using sentences and series of connected sentences. | ||||||||||||||||
25 | WL.PS.3.a.i6 Tell stories about school and community events and personal experiences, using a few short paragraphs, often across various time frames. | ||||||||||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.i4 Express and explain preferences on familiar and everyday topics of interest using simple sentences. | |||||||||||||||
27 | WL.PS.3.b.i5 State a viewpoint about familiar topics and give some reasons to support it, using sentences and series of connected sentences. | ||||||||||||||||
28 | WL.PS.3.b.i6 State a viewpoint on familiar or researched topics and provide reasons to support it, using a few short paragraphs, often across various time frames. | ||||||||||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.i4 Present on familiar and everyday topics using simple sentences. | |||||||||||||||
30 | WL.PS.3.c.i5 Research and give straightforward presentations on a variety of familiar topics and some concrete topics using sentences and series of connected sentences. | ||||||||||||||||
31 | WL.PS.3.c.i6 Research and give detailed presentations on a variety of familiar topics and some concrete topics using a few short paragraphs, often across various time frames. | ||||||||||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Intermediate Low - High Students compare cultural products and practices of their own and other cultures to deepen understanding of perspectives. | |||||||||||||
33 | WL.IC.4.a.i+ Compare, in my own and other cultures, products related to everyday life and personal interests or studies. | ||||||||||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.i+ Compare practices, in my own and other cultures, related to everyday life and personal interests. | |||||||||||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Intermediate Low - High Students interact at a functional level in some familiar contexts. | |||||||||||||||
36 | WL.IC.4.c.i+ Converse with others from the target culture in familiar situations at school, work, or play, and show interest in cultural and linguistic similarities and differences. | ||||||||||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.i+ Recognize that significant differences in behaviors exist among cultures and use appropriate learned behaviors for successful intercultural communication. | |||||||||||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | ||||||||||||||
39 | WL.GCE.5.a.i+ Pose a research question, examine and assess domestic and international sources for evidence, and develop an informed position on an issue of local and global significance. | ||||||||||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.i+ Compare one’s position and perspectives on an issue of local and global significance with those of others. | |||||||||||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | |||||||||||||||
42 | WL.GCE.5.c.i+ Exchange diverse positions and perspectives on an issue of local and global significance in linguistically and appropriate ways. | ||||||||||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.i+ Assess options, plan, take steps, and reflect on impact of personal and group actions addressing an issue of local and global significance. | |||||||||||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | |||||||||||||||
45 | WL.GCE.5.e.i+ Identify goals for language learning and use for personal or community life, and then reflect on progress in order to plan next steps. | ||||||||||||||||
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1 | Wisconsin students will... | Unit 1 (The Importance of Learning a Foreign Language) | Unit 2 (Greetings/Intros/Polite Responses/Goodbyes) | Unit 3 (Emotions) | Unit 4 (Día de los Muertos) | Unit 5 (Alphabet) | Unit 6 (Spanish Speaking Countries) | Unit 7 (Colors) | Unit 8 (Numbers) | Unit 9 (Calendar/Writing Dates) | Unit 10 (Weather) | |||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Novice Low - High Students identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. | ||||||||||
3 | WL.IT.1.a.n1 Identify memorized or familiar words when they are supported by gestures or visuals in informational texts. Construct and execute algorithms (sets of step-by-step instructions), which include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device. | x | x | x | x | x | x | x | x | x | ||||
4 | WL.IT.1.a.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in informational texts. | x | x | x | x | x | x | x | x | x | ||||
5 | WL.IT.1.a.n3 Identify the topic and some isolated facts from simple sentences in informational texts. | |||||||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.n1 Identify memorized or familiar words when they are supported by gestures or visuals in fictional texts. | x | x | x | x | x | x | x | x | x | |||
7 | WL.IT.1.b.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in fictional texts. | |||||||||||||
8 | WL.IT.1.b.n3 Identify the topic and some isolated elements from simple sentences in short fictional texts | |||||||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.n1 Demonstrate understanding of memorized or familiar words when they are supported by gestures or visuals in conversations. | x | x | x | x | x | x | x | x | x | |||
10 | WL.IT.1.c.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in conversations. | x | x | x | x | x | x | x | x | x | ||||
11 | WL.IT.1.c.n3 Demonstrate understanding of familiar questions and statements from simple sentences in conversations. | |||||||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Novice Low - High Students communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. | |||||||||||
13 | WL.IP.2.a.n1 Provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals. | x | x | x | x | x | x | x | x | x | ||||
14 | WL.IP.2.a.n2 Request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences. | x | x | x | x | x | x | x | x | x | ||||
15 | WL.IP.2.a.n3 Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. | |||||||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.n1 Express some basic needs, using practiced or memorized words and phrases, with the help of gestures or visuals. | ? | |||||||||||
17 | WL.IP.2.b.n2 Express basic needs related to familiar and everyday activities, using a mixture of practiced or memorized words, phrases, and questions. | ? | ||||||||||||
18 | WL.IP.2.b.n3 Interact with others to meet basic needs related to routine everyday activities, using simple sentences and questions most of the time. | |||||||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.n1 Express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals. | x | x | x | |||||||||
20 | WL.IP.2.c.n2 Express one’s own preferences or feelings and react to those of others, using a mixture of practiced or memorized words, phrases, and questions. | |||||||||||||
21 | WL.IP.2.c.n3 Express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic. | |||||||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Novice Low - High Students present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language. | |||||||||||
23 | WL.PS.3.a.n1 Introduce self, using practiced or memorized words and phrases, with the help of gestures or visuals. | x | x | |||||||||||
24 | WL.PS.3.a.n2 Present information about interests and activities using a mixture of practiced or memorized words, phrases, and simple sentences. | |||||||||||||
25 | WL.PS.3.a.n3 Present personal information about life and activities, using simple sentences most of the time. | |||||||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.n1 Express likes and dislikes using practiced or memorized words and phrases, with the help of gestures or visuals. | x | |||||||||||
27 | WL.PS.3.b.n2 Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases, and simple sentences. | |||||||||||||
28 | WL.PS.3.b.n3 Express preferences on familiar and everyday topics of interest, using simple sentences most of the time. | |||||||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.n1 Name very familiar people, places, and objects using practiced or memorized words and phrases with the help of gestures or visuals. | x | |||||||||||
30 | WL.PS.3.c.n2 Present on very familiar and everyday topics using a mixture of practiced or memorized words, phrases, and simple sentences. | |||||||||||||
31 | WL.PS.3.c.n3 Present on familiar and everyday topics using simple sentences most of the time. | |||||||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Novice Low - High Students investigate cultural products and practices of their own and other cultures to build understanding of perspectives. | ||||||||||
33 | WL.IC.4.a.n+ Identify, in my own and other cultures, some typical products related to familiar everyday life. | |||||||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.n+ Identify some typical practices, in my own and other cultures, related to familiar everyday life. | ||||||||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Novice Low - High Students interact at a language survival level in some familiar everyday contexts. | ||||||||||||
36 | WL.IC.4.c.n+ Communicate with others from the target culture in familiar, everyday situations using memorized language and showing basic cultural and linguistic awareness. | |||||||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.n+ Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar, everyday situations. | ||||||||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Novice Low-High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||||||
39 | WL.GCE.5.a.n+ Use evidence from domestic and international sources to address a question with significance to their local and global community. | |||||||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.n+ Identify different personal and community perspectives on an issue of local and global significance. | ||||||||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | ||||||||||||
42 | WL.GCE.5.c.n+ Exchange information and perspectives on an issue of local and global significance in linguistically and culturally appropriate ways. | |||||||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.n+ Identify options, plan, take steps, and reflect on actions targeting an issue of local and global significance. | ||||||||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | ||||||||||||
45 | WL.GCE.5.e.n+ Choose goals for language learning and use for personal or community life, and then monitor and reflect on progress toward those goals. | |||||||||||||
1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||
|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Novice Low - High Students identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. | x | ||||
3 | WL.IT.1.a.n1 Identify memorized or familiar words when they are supported by gestures or visuals in informational texts. Construct and execute algorithms (sets of step-by-step instructions), which include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device. | x | |||||||
4 | WL.IT.1.a.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in informational texts. | x | |||||||
5 | WL.IT.1.a.n3 Identify the topic and some isolated facts from simple sentences in informational texts. | ||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.n1 Identify memorized or familiar words when they are supported by gestures or visuals in fictional texts. | x | ||||||
7 | WL.IT.1.b.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in fictional texts. | x | |||||||
8 | WL.IT.1.b.n3 Identify the topic and some isolated elements from simple sentences in short fictional texts | ||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.n1 Demonstrate understanding of memorized or familiar words when they are supported by gestures or visuals in conversations. | x | ||||||
10 | WL.IT.1.c.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in conversations. | x | |||||||
11 | WL.IT.1.c.n3 Demonstrate understanding of familiar questions and statements from simple sentences in conversations. | ||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Novice Low - High Students communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. | x | |||||
13 | WL.IP.2.a.n1 Provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals. | x | |||||||
14 | WL.IP.2.a.n2 Request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences. | x | |||||||
15 | WL.IP.2.a.n3 Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. | x? | |||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.n1 Express some basic needs, using practiced or memorized words and phrases, with the help of gestures or visuals. | x | ||||||
17 | WL.IP.2.b.n2 Express basic needs related to familiar and everyday activities, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
18 | WL.IP.2.b.n3 Interact with others to meet basic needs related to routine everyday activities, using simple sentences and questions most of the time. | ||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.n1 Express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
20 | WL.IP.2.c.n2 Express one’s own preferences or feelings and react to those of others, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
21 | WL.IP.2.c.n3 Express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic. | ||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Novice Low - High Students present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language. | ||||||
23 | WL.PS.3.a.n1 Introduce self, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
24 | WL.PS.3.a.n2 Present information about interests and activities using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
25 | WL.PS.3.a.n3 Present personal information about life and activities, using simple sentences most of the time. | ||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.n1 Express likes and dislikes using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
27 | WL.PS.3.b.n2 Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
28 | WL.PS.3.b.n3 Express preferences on familiar and everyday topics of interest, using simple sentences most of the time. | ||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.n1 Name very familiar people, places, and objects using practiced or memorized words and phrases with the help of gestures or visuals. | |||||||
30 | WL.PS.3.c.n2 Present on very familiar and everyday topics using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
31 | WL.PS.3.c.n3 Present on familiar and everyday topics using simple sentences most of the time. | ||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Novice Low - High Students investigate cultural products and practices of their own and other cultures to build understanding of perspectives. | |||||
33 | WL.IC.4.a.n+ Identify, in my own and other cultures, some typical products related to familiar everyday life. | ||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.n+ Identify some typical practices, in my own and other cultures, related to familiar everyday life. | |||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Novice Low - High Students interact at a language survival level in some familiar everyday contexts. | |||||||
36 | WL.IC.4.c.n+ Communicate with others from the target culture in familiar, everyday situations using memorized language and showing basic cultural and linguistic awareness. | ||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.n+ Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar, everyday situations. | |||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Novice Low-High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | ||||||
39 | WL.GCE.5.a.n+ Use evidence from domestic and international sources to address a question with significance to their local and global community. | ||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.n+ Identify different personal and community perspectives on an issue of local and global significance. | |||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
42 | WL.GCE.5.c.n+ Exchange information and perspectives on an issue of local and global significance in linguistically and culturally appropriate ways. | ||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.n+ Identify options, plan, take steps, and reflect on actions targeting an issue of local and global significance. | |||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
45 | WL.GCE.5.e.n+ Choose goals for language learning and use for personal or community life, and then monitor and reflect on progress toward those goals. | ||||||||
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1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||
|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Novice Low - High Students identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. | |||||
3 | WL.IT.1.a.n1 Identify memorized or familiar words when they are supported by gestures or visuals in informational texts. Construct and execute algorithms (sets of step-by-step instructions), which include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device. | ||||||||
4 | WL.IT.1.a.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in informational texts. | ||||||||
5 | WL.IT.1.a.n3 Identify the topic and some isolated facts from simple sentences in informational texts. | ||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.n1 Identify memorized or familiar words when they are supported by gestures or visuals in fictional texts. | |||||||
7 | WL.IT.1.b.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in fictional texts. | ||||||||
8 | WL.IT.1.b.n3 Identify the topic and some isolated elements from simple sentences in short fictional texts | ||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.n1 Demonstrate understanding of memorized or familiar words when they are supported by gestures or visuals in conversations. | |||||||
10 | WL.IT.1.c.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in conversations. | ||||||||
11 | WL.IT.1.c.n3 Demonstrate understanding of familiar questions and statements from simple sentences in conversations. | ||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Novice Low - High Students communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. | ||||||
13 | WL.IP.2.a.n1 Provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
14 | WL.IP.2.a.n2 Request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
15 | WL.IP.2.a.n3 Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. | ||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.n1 Express some basic needs, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
17 | WL.IP.2.b.n2 Express basic needs related to familiar and everyday activities, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
18 | WL.IP.2.b.n3 Interact with others to meet basic needs related to routine everyday activities, using simple sentences and questions most of the time. | ||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.n1 Express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
20 | WL.IP.2.c.n2 Express one’s own preferences or feelings and react to those of others, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
21 | WL.IP.2.c.n3 Express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic. | ||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Novice Low - High Students present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language. | ||||||
23 | WL.PS.3.a.n1 Introduce self, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
24 | WL.PS.3.a.n2 Present information about interests and activities using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
25 | WL.PS.3.a.n3 Present personal information about life and activities, using simple sentences most of the time. | ||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.n1 Express likes and dislikes using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
27 | WL.PS.3.b.n2 Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
28 | WL.PS.3.b.n3 Express preferences on familiar and everyday topics of interest, using simple sentences most of the time. | ||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.n1 Name very familiar people, places, and objects using practiced or memorized words and phrases with the help of gestures or visuals. | |||||||
30 | WL.PS.3.c.n2 Present on very familiar and everyday topics using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
31 | WL.PS.3.c.n3 Present on familiar and everyday topics using simple sentences most of the time. | ||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Novice Low - High Students investigate cultural products and practices of their own and other cultures to build understanding of perspectives. | |||||
33 | WL.IC.4.a.n+ Identify, in my own and other cultures, some typical products related to familiar everyday life. | ||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.n+ Identify some typical practices, in my own and other cultures, related to familiar everyday life. | |||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Novice Low - High Students interact at a language survival level in some familiar everyday contexts. | |||||||
36 | WL.IC.4.c.n+ Communicate with others from the target culture in familiar, everyday situations using memorized language and showing basic cultural and linguistic awareness. | ||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.n+ Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar, everyday situations. | |||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Novice Low-High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | ||||||
39 | WL.GCE.5.a.n+ Use evidence from domestic and international sources to address a question with significance to their local and global community. | ||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.n+ Identify different personal and community perspectives on an issue of local and global significance. | |||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
42 | WL.GCE.5.c.n+ Exchange information and perspectives on an issue of local and global significance in linguistically and culturally appropriate ways. | ||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.n+ Identify options, plan, take steps, and reflect on actions targeting an issue of local and global significance. | |||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
45 | WL.GCE.5.e.n+ Choose goals for language learning and use for personal or community life, and then monitor and reflect on progress toward those goals. | ||||||||
1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||
|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Novice Low - High Students identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. | |||||
3 | WL.IT.1.a.n1 Identify memorized or familiar words when they are supported by gestures or visuals in informational texts. Construct and execute algorithms (sets of step-by-step instructions), which include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device. | ||||||||
4 | WL.IT.1.a.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in informational texts. | ||||||||
5 | WL.IT.1.a.n3 Identify the topic and some isolated facts from simple sentences in informational texts. | ||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.n1 Identify memorized or familiar words when they are supported by gestures or visuals in fictional texts. | |||||||
7 | WL.IT.1.b.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in fictional texts. | ||||||||
8 | WL.IT.1.b.n3 Identify the topic and some isolated elements from simple sentences in short fictional texts | ||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.n1 Demonstrate understanding of memorized or familiar words when they are supported by gestures or visuals in conversations. | |||||||
10 | WL.IT.1.c.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in conversations. | ||||||||
11 | WL.IT.1.c.n3 Demonstrate understanding of familiar questions and statements from simple sentences in conversations. | ||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Novice Low - High Students communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. | ||||||
13 | WL.IP.2.a.n1 Provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
14 | WL.IP.2.a.n2 Request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
15 | WL.IP.2.a.n3 Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. | ||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.n1 Express some basic needs, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
17 | WL.IP.2.b.n2 Express basic needs related to familiar and everyday activities, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
18 | WL.IP.2.b.n3 Interact with others to meet basic needs related to routine everyday activities, using simple sentences and questions most of the time. | ||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.n1 Express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
20 | WL.IP.2.c.n2 Express one’s own preferences or feelings and react to those of others, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
21 | WL.IP.2.c.n3 Express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic. | ||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Novice Low - High Students present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language. | ||||||
23 | WL.PS.3.a.n1 Introduce self, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
24 | WL.PS.3.a.n2 Present information about interests and activities using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
25 | WL.PS.3.a.n3 Present personal information about life and activities, using simple sentences most of the time. | ||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.n1 Express likes and dislikes using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
27 | WL.PS.3.b.n2 Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
28 | WL.PS.3.b.n3 Express preferences on familiar and everyday topics of interest, using simple sentences most of the time. | ||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.n1 Name very familiar people, places, and objects using practiced or memorized words and phrases with the help of gestures or visuals. | |||||||
30 | WL.PS.3.c.n2 Present on very familiar and everyday topics using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
31 | WL.PS.3.c.n3 Present on familiar and everyday topics using simple sentences most of the time. | ||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Novice Low - High Students investigate cultural products and practices of their own and other cultures to build understanding of perspectives. | |||||
33 | WL.IC.4.a.n+ Identify, in my own and other cultures, some typical products related to familiar everyday life. | ||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.n+ Identify some typical practices, in my own and other cultures, related to familiar everyday life. | |||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Novice Low - High Students interact at a language survival level in some familiar everyday contexts. | |||||||
36 | WL.IC.4.c.n+ Communicate with others from the target culture in familiar, everyday situations using memorized language and showing basic cultural and linguistic awareness. | ||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.n+ Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar, everyday situations. | |||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Novice Low-High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | ||||||
39 | WL.GCE.5.a.n+ Use evidence from domestic and international sources to address a question with significance to their local and global community. | ||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.n+ Identify different personal and community perspectives on an issue of local and global significance. | |||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
42 | WL.GCE.5.c.n+ Exchange information and perspectives on an issue of local and global significance in linguistically and culturally appropriate ways. | ||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.n+ Identify options, plan, take steps, and reflect on actions targeting an issue of local and global significance. | |||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
45 | WL.GCE.5.e.n+ Choose goals for language learning and use for personal or community life, and then monitor and reflect on progress toward those goals. | ||||||||
1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||
|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Novice Low - High Students identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. | |||||
3 | WL.IT.1.a.n1 Identify memorized or familiar words when they are supported by gestures or visuals in informational texts. Construct and execute algorithms (sets of step-by-step instructions), which include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device. | ||||||||
4 | WL.IT.1.a.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in informational texts. | ||||||||
5 | WL.IT.1.a.n3 Identify the topic and some isolated facts from simple sentences in informational texts. | ||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.n1 Identify memorized or familiar words when they are supported by gestures or visuals in fictional texts. | |||||||
7 | WL.IT.1.b.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in fictional texts. | ||||||||
8 | WL.IT.1.b.n3 Identify the topic and some isolated elements from simple sentences in short fictional texts | ||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.n1 Demonstrate understanding of memorized or familiar words when they are supported by gestures or visuals in conversations. | |||||||
10 | WL.IT.1.c.n2 Identify some basic facts from memorized words and phrases when they are supported by gestures or visuals in conversations. | ||||||||
11 | WL.IT.1.c.n3 Demonstrate understanding of familiar questions and statements from simple sentences in conversations. | ||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Novice Low - High Students communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. | ||||||
13 | WL.IP.2.a.n1 Provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
14 | WL.IP.2.a.n2 Request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
15 | WL.IP.2.a.n3 Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. | ||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.n1 Express some basic needs, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
17 | WL.IP.2.b.n2 Express basic needs related to familiar and everyday activities, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
18 | WL.IP.2.b.n3 Interact with others to meet basic needs related to routine everyday activities, using simple sentences and questions most of the time. | ||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.n1 Express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
20 | WL.IP.2.c.n2 Express one’s own preferences or feelings and react to those of others, using a mixture of practiced or memorized words, phrases, and questions. | ||||||||
21 | WL.IP.2.c.n3 Express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic. | ||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Novice Low - High Students present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language. | ||||||
23 | WL.PS.3.a.n1 Introduce self, using practiced or memorized words and phrases, with the help of gestures or visuals. | ||||||||
24 | WL.PS.3.a.n2 Present information about interests and activities using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
25 | WL.PS.3.a.n3 Present personal information about life and activities, using simple sentences most of the time. | ||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.n1 Express likes and dislikes using practiced or memorized words and phrases, with the help of gestures or visuals. | |||||||
27 | WL.PS.3.b.n2 Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
28 | WL.PS.3.b.n3 Express preferences on familiar and everyday topics of interest, using simple sentences most of the time. | ||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.n1 Name very familiar people, places, and objects using practiced or memorized words and phrases with the help of gestures or visuals. | |||||||
30 | WL.PS.3.c.n2 Present on very familiar and everyday topics using a mixture of practiced or memorized words, phrases, and simple sentences. | ||||||||
31 | WL.PS.3.c.n3 Present on familiar and everyday topics using simple sentences most of the time. | ||||||||
32 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Intermedate Low - High Students demonstrate understanding of the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed. | |||||
33 | WL.IT.1.a.i4 Identify the topic and related information from simple sentences in short informational texts. | ||||||||
34 | WL.IT.1.a.i5 Demonstrate understanding of the main idea and key information in short straightforward informational texts. | ||||||||
35 | WL.IT.1.a.i6 Follow the main message in various time frames in straightforward, and sometimes descriptive, paragraph length informational texts. | ||||||||
36 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.i4 Identify the topic, and related information from simple sentences in short fictional texts | |||||||
37 | WL.IT.1.b.i5 Demonstrate understanding of the main idea, and key information in short straightforward fictionaltexts. | ||||||||
38 | WL.IT.1.b.i6 Follow the main story and actions expressed in various time frames in paragraph-length fictionaltexts. | ||||||||
39 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.i4 Identify the main idea in short conversations. | |||||||
40 | WL.IT.1.c.i5 Identify the main idea and key information in short, straightforward conversations. | ||||||||
41 | WL.IT.1.c.i6 Demonstrate understanding of the main idea and flow of events expressed in various time frames in conversations and discussions. | ||||||||
42 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Intermediate Low - High Students participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions. | ||||||
43 | WL.IP.2.a.i4 Request and provide information in conversations on familiar topics by creating simple sentences and asking appropriate follow-up questions. | ||||||||
44 | WL.IP.2.a.i5 Exchange information in conversations on familiar topics and some researched topics, creating sentences and series of sentences and asking a variety of follow-up questions. | ||||||||
45 | WL.IP.2.a.i6 Exchange information in conversations, and some discussions on a variety of familiar and some concrete topics that have been researched, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
46 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.i4 Interact with others to meet basic needs in familiar situations by creating simple sentences and asking appropriate follow-up questions. | |||||||
47 | WL.IP.2.b.i5 Interact with others to meet basic needs in a variety of familiar situations, creating sentences and series of sentences and asking a variety of follow up questions. | ||||||||
48 | WL.IP.2.b.i6 Interact with others to meet individual needs in a variety of situations, sometimes involving a complication, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
49 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.i4 Express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics, by creating simple sentences and asking appropriate follow-up questions. | |||||||
50 | WL.IP.2.c.i5 Exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar topics, creating sentences and series of sentences and asking a variety of follow-up questions. | ||||||||
51 | WL.IP.2.c.i6 Explain preferences, opinions, and emotions, and provide advice on a variety of familiar and some concrete topics that have been researched, using connected sentences in discourse that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
52 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Intermediate Low - High Students communicate information, make presentations, and express thoughts about familiar topics, using sentences and series of connected sentences through poken, written, or signed language. | ||||||
53 | WL.PS.3.a.i4 Present personal information about life, activities, and events, using simple sentences. | ||||||||
54 | WL.PS.3.a.i5 Tell a story about life, activities, events, and other social experiences, using sentences and series of connected sentences. | ||||||||
55 | WL.PS.3.a.i6 Tell stories about school and community events and personal experiences, using a few short paragraphs, often across various time frames. | ||||||||
56 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.i4 Express and explain preferences on familiar and everyday topics of interest using simple sentences. | |||||||
57 | WL.PS.3.b.i5 State a viewpoint about familiar topics and give some reasons to support it, using sentences and series of connected sentences. | ||||||||
58 | WL.PS.3.b.i6 State a viewpoint on familiar or researched topics and provide reasons to support it, using a few short paragraphs, often across various time frames. | ||||||||
59 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.i4 Present on familiar and everyday topics using simple sentences. | |||||||
60 | WL.PS.3.c.i5 Research and give straightforward presentations on a variety of familiar topics and some concrete topics using sentences and series of connected sentences. | ||||||||
61 | WL.PS.3.c.i6 Research and give detailed presentations on a variety of familiar topics and some concrete topics using a few short paragraphs, often across various time frames. | ||||||||
62 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Novice Low - High Students investigate cultural products and practices of their own and other cultures to build understanding of perspectives. | |||||
63 | WL.IC.4.a.n+ Identify, in my own and other cultures, some typical products related to familiar everyday life. | ||||||||
64 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.n+ Identify some typical practices, in my own and other cultures, related to familiar everyday life. | |||||||
65 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Novice Low - High Students interact at a language survival level in some familiar everyday contexts. | |||||||
66 | WL.IC.4.c.n+ Communicate with others from the target culture in familiar, everyday situations using memorized language and showing basic cultural and linguistic awareness. | ||||||||
67 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.n+ Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar, everyday situations. | |||||||
68 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Novice Low-High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | ||||||
69 | WL.GCE.5.a.n+ Use evidence from domestic and international sources to address a question with significance to their local and global community. | ||||||||
70 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.n+ Identify different personal and community perspectives on an issue of local and global significance. | |||||||
71 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
72 | WL.GCE.5.c.n+ Exchange information and perspectives on an issue of local and global significance in linguistically and culturally appropriate ways. | ||||||||
73 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.n+ Identify options, plan, take steps, and reflect on actions targeting an issue of local and global significance. | |||||||
74 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Novice Low - High Students use words, memorized phrases, images, and lists to interpret, exchange, and present ideas and information in culturally appropriate ways to address questions related to local and global issues. | |||||||
75 | WL.GCE.5.e.n+ Choose goals for language learning and use for personal or community life, and then monitor and reflect on progress toward those goals. | ||||||||
76 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Intermediate Low - High Students compare cultural products and practices of their own and other cultures to deepen understanding of perspectives. | |||||
77 | WL.IC.4.a.i+ Compare, in my own and other cultures, products related to everyday life and personal interests or studies. | ||||||||
78 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.i+ Compare practices, in my own and other cultures, related to everyday life and personal interests. | |||||||
79 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Intermediate Low - High Students interact at a functional level in some familiar contexts. | |||||||
80 | WL.IC.4.c.i+ Converse with others from the target culture in familiar situations at school, work, or play, and show interest in cultural and linguistic similarities and differences. | ||||||||
81 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.i+ Recognize that significant differences in behaviors exist among cultures and use appropriate learned behaviors for successful intercultural communication. | |||||||
82 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | ||||||
83 | WL.GCE.5.a.i+ Pose a research question, examine and assess domestic and international sources for evidence, and develop an informed position on an issue of local and global significance. | ||||||||
84 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.i+ Compare one’s position and perspectives on an issue of local and global significance with those of others. | |||||||
85 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | |||||||
86 | WL.GCE.5.c.i+ Exchange diverse positions and perspectives on an issue of local and global significance in linguistically and appropriate ways. | ||||||||
87 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.i+ Assess options, plan, take steps, and reflect on impact of personal and group actions addressing an issue of local and global significance. | |||||||
88 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | |||||||
89 | WL.GCE.5.e.i+ Identify goals for language learning and use for personal or community life, and then reflect on progress in order to plan next steps. | ||||||||
1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||
|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Intermedate Low - High Students demonstrate understanding of the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed. | |||||
3 | WL.IT.1.a.i4 Identify the topic and related information from simple sentences in short informational texts. | ||||||||
4 | WL.IT.1.a.i5 Demonstrate understanding of the main idea and key information in short straightforward informational texts. | ||||||||
5 | WL.IT.1.a.i6 Follow the main message in various time frames in straightforward, and sometimes descriptive, paragraph length informational texts. | ||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.i4 Identify the topic, and related information from simple sentences in short fictional texts | |||||||
7 | WL.IT.1.b.i5 Demonstrate understanding of the main idea, and key information in short straightforward fictionaltexts. | ||||||||
8 | WL.IT.1.b.i6 Follow the main story and actions expressed in various time frames in paragraph-length fictionaltexts. | ||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.i4 Identify the main idea in short conversations. | |||||||
10 | WL.IT.1.c.i5 Identify the main idea and key information in short, straightforward conversations. | ||||||||
11 | WL.IT.1.c.i6 Demonstrate understanding of the main idea and flow of events expressed in various time frames in conversations and discussions. | ||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Intermediate Low - High Students participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions. | ||||||
13 | WL.IP.2.a.i4 Request and provide information in conversations on familiar topics by creating simple sentences and asking appropriate follow-up questions. | ||||||||
14 | WL.IP.2.a.i5 Exchange information in conversations on familiar topics and some researched topics, creating sentences and series of sentences and asking a variety of follow-up questions. | ||||||||
15 | WL.IP.2.a.i6 Exchange information in conversations, and some discussions on a variety of familiar and some concrete topics that have been researched, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.i4 Interact with others to meet basic needs in familiar situations by creating simple sentences and asking appropriate follow-up questions. | |||||||
17 | WL.IP.2.b.i5 Interact with others to meet basic needs in a variety of familiar situations, creating sentences and series of sentences and asking a variety of follow up questions. | ||||||||
18 | WL.IP.2.b.i6 Interact with others to meet individual needs in a variety of situations, sometimes involving a complication, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.i4 Express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics, by creating simple sentences and asking appropriate follow-up questions. | |||||||
20 | WL.IP.2.c.i5 Exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar topics, creating sentences and series of sentences and asking a variety of follow-up questions. | ||||||||
21 | WL.IP.2.c.i6 Explain preferences, opinions, and emotions, and provide advice on a variety of familiar and some concrete topics that have been researched, using connected sentences in discourse that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Intermediate Low - High Students communicate information, make presentations, and express thoughts about familiar topics, using sentences and series of connected sentences through poken, written, or signed language. | ||||||
23 | WL.PS.3.a.i4 Present personal information about life, activities, and events, using simple sentences. | ||||||||
24 | WL.PS.3.a.i5 Tell a story about life, activities, events, and other social experiences, using sentences and series of connected sentences. | ||||||||
25 | WL.PS.3.a.i6 Tell stories about school and community events and personal experiences, using a few short paragraphs, often across various time frames. | ||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.i4 Express and explain preferences on familiar and everyday topics of interest using simple sentences. | |||||||
27 | WL.PS.3.b.i5 State a viewpoint about familiar topics and give some reasons to support it, using sentences and series of connected sentences. | ||||||||
28 | WL.PS.3.b.i6 State a viewpoint on familiar or researched topics and provide reasons to support it, using a few short paragraphs, often across various time frames. | ||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.i4 Present on familiar and everyday topics using simple sentences. | |||||||
30 | WL.PS.3.c.i5 Research and give straightforward presentations on a variety of familiar topics and some concrete topics using sentences and series of connected sentences. | ||||||||
31 | WL.PS.3.c.i6 Research and give detailed presentations on a variety of familiar topics and some concrete topics using a few short paragraphs, often across various time frames. | ||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Intermediate Low - High Students compare cultural products and practices of their own and other cultures to deepen understanding of perspectives. | |||||
33 | WL.IC.4.a.i+ Compare, in my own and other cultures, products related to everyday life and personal interests or studies. | ||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.i+ Compare practices, in my own and other cultures, related to everyday life and personal interests. | |||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Intermediate Low - High Students interact at a functional level in some familiar contexts. | |||||||
36 | WL.IC.4.c.i+ Converse with others from the target culture in familiar situations at school, work, or play, and show interest in cultural and linguistic similarities and differences. | ||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.i+ Recognize that significant differences in behaviors exist among cultures and use appropriate learned behaviors for successful intercultural communication. | |||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | ||||||
39 | WL.GCE.5.a.i+ Pose a research question, examine and assess domestic and international sources for evidence, and develop an informed position on an issue of local and global significance. | ||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.i+ Compare one’s position and perspectives on an issue of local and global significance with those of others. | |||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | |||||||
42 | WL.GCE.5.c.i+ Exchange diverse positions and perspectives on an issue of local and global significance in linguistically and appropriate ways. | ||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.i+ Assess options, plan, take steps, and reflect on impact of personal and group actions addressing an issue of local and global significance. | |||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | |||||||
45 | WL.GCE.5.e.i+ Identify goals for language learning and use for personal or community life, and then reflect on progress in order to plan next steps. | ||||||||
1 | Wisconsin students will... | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | |||
|---|---|---|---|---|---|---|---|---|---|
2 | Goal Area: Communication (CM—Students communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. | Standard 1: Interpretive Communication (IT)- Students will use the language and cultural knowledge to interpret, analyze, and demonstrate understanding of authentic speech, texts, media, or signed language on topics relevant to their lives and broader communities. | 1.a Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic informational texts from diverse communities and contexts. | Intermedate Low - High Students demonstrate understanding of the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed. | |||||
3 | WL.IT.1.a.i4 Identify the topic and related information from simple sentences in short informational texts. | ||||||||
4 | WL.IT.1.a.i5 Demonstrate understanding of the main idea and key information in short straightforward informational texts. | ||||||||
5 | WL.IT.1.a.i6 Follow the main message in various time frames in straightforward, and sometimes descriptive, paragraph length informational texts. | ||||||||
6 | 1.b Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic fictional texts from diverse communities and contexts. | WL.IT.1.b.i4 Identify the topic, and related information from simple sentences in short fictional texts | |||||||
7 | WL.IT.1.b.i5 Demonstrate understanding of the main idea, and key information in short straightforward fictionaltexts. | ||||||||
8 | WL.IT.1.b.i6 Follow the main story and actions expressed in various time frames in paragraph-length fictionaltexts. | ||||||||
9 | 1.c Students use and improve linguistic and cultural knowledge as they interpret, analyze, and demonstrate understanding of authentic conversations and discussions from diverse communities and contexts. | WL.IT.1.c.i4 Identify the main idea in short conversations. | |||||||
10 | WL.IT.1.c.i5 Identify the main idea and key information in short, straightforward conversations. | ||||||||
11 | WL.IT.1.c.i6 Demonstrate understanding of the main idea and flow of events expressed in various time frames in conversations and discussions. | ||||||||
12 | Standard 2: Interpersonal Communication (IP)—Students use the target language and cultural knowledge to negotiate meaning through the exchange of information, ideas, reactions, feelings, and opinions in spoken, written, or signed interactions relevant to their lives and broader communities. | 2.a Students exchange information, and ideas about relevant issues and diverse topics in linguistically and culturally responsive interactions. | Intermediate Low - High Students participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions. | ||||||
13 | WL.IP.2.a.i4 Request and provide information in conversations on familiar topics by creating simple sentences and asking appropriate follow-up questions. | ||||||||
14 | WL.IP.2.a.i5 Exchange information in conversations on familiar topics and some researched topics, creating sentences and series of sentences and asking a variety of follow-up questions. | ||||||||
15 | WL.IP.2.a.i6 Exchange information in conversations, and some discussions on a variety of familiar and some concrete topics that have been researched, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
16 | 2.b Students meet their needs or address situations related to relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.b.i4 Interact with others to meet basic needs in familiar situations by creating simple sentences and asking appropriate follow-up questions. | |||||||
17 | WL.IP.2.b.i5 Interact with others to meet basic needs in a variety of familiar situations, creating sentences and series of sentences and asking a variety of follow up questions. | ||||||||
18 | WL.IP.2.b.i6 Interact with others to meet individual needs in a variety of situations, sometimes involving a complication, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
19 | 2.c. Students express, react to, and support ideas, preferences, and opinions about relevant issues and diverse topics in linguistically and culturally responsive interactions. | WL.IP.2.c.i4 Express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics, by creating simple sentences and asking appropriate follow-up questions. | |||||||
20 | WL.IP.2.c.i5 Exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar topics, creating sentences and series of sentences and asking a variety of follow-up questions. | ||||||||
21 | WL.IP.2.c.i6 Explain preferences, opinions, and emotions, and provide advice on a variety of familiar and some concrete topics that have been researched, using connected sentences in discourse that may combine to form paragraphs and asking a variety of questions, often across various time frames. | ||||||||
22 | Standard 3: Presentational Communication (PS)—Students use the target language and cultural knowledge to present information, concepts, and ideas on topics of relevance to their lives and broader communities to inform, explain, persuade, and narrate for diverse audiences within and beyond the learning environment | 3.a Students present information and ideas in linguistically and culturally responsive ways to describe their lives, experiences, and events | Intermediate Low - High Students communicate information, make presentations, and express thoughts about familiar topics, using sentences and series of connected sentences through poken, written, or signed language. | ||||||
23 | WL.PS.3.a.i4 Present personal information about life, activities, and events, using simple sentences. | ||||||||
24 | WL.PS.3.a.i5 Tell a story about life, activities, events, and other social experiences, using sentences and series of connected sentences. | ||||||||
25 | WL.PS.3.a.i6 Tell stories about school and community events and personal experiences, using a few short paragraphs, often across various time frames. | ||||||||
26 | 3.b Students present information and ideas in linguistically and culturally responsive ways to convey a preference, opinion, or persuasive argument. | WL.PS.3.b.i4 Express and explain preferences on familiar and everyday topics of interest using simple sentences. | |||||||
27 | WL.PS.3.b.i5 State a viewpoint about familiar topics and give some reasons to support it, using sentences and series of connected sentences. | ||||||||
28 | WL.PS.3.b.i6 State a viewpoint on familiar or researched topics and provide reasons to support it, using a few short paragraphs, often across various time frames. | ||||||||
29 | 3.c. Students present information and ideas in linguistically and culturally responsive ways to inform, describe, or explain. | WL.PS.3.c.i4 Present on familiar and everyday topics using simple sentences. | |||||||
30 | WL.PS.3.c.i5 Research and give straightforward presentations on a variety of familiar topics and some concrete topics using sentences and series of connected sentences. | ||||||||
31 | WL.PS.3.c.i6 Research and give detailed presentations on a variety of familiar topics and some concrete topics using a few short paragraphs, often across various time frames. | ||||||||
32 | Goal Area: Cultural and Global Competence (CGC)—Students interact with cultural and global competence. | Standard 4: Intercultural Communication (IC)—Students use the target language and cultural knowledge to investigate, compare, explain, interact, and reflect on the relationships between the products, practices, and perspectives of diverse and dynamic cultures within their local and global communities | 4.a Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural products and perspectives. | Intermediate Low - High Students compare cultural products and practices of their own and other cultures to deepen understanding of perspectives. | |||||
33 | WL.IC.4.a.i+ Compare, in my own and other cultures, products related to everyday life and personal interests or studies. | ||||||||
34 | 4.b Students use and improve their linguistic and cultural skills to investigate, explain, and reflect on the relationship between cultural practices and perspectives. | WL.IC.4.b.i+ Compare practices, in my own and other cultures, related to everyday life and personal interests. | |||||||
35 | 4.c Students use the language to interact with members of their local and global community in linguistically and culturally responsive ways. | Intermediate Low - High Students interact at a functional level in some familiar contexts. | |||||||
36 | WL.IC.4.c.i+ Converse with others from the target culture in familiar situations at school, work, or play, and show interest in cultural and linguistic similarities and differences. | ||||||||
37 | 4.d Students use culturally appropriate behaviors as they interact with members of their local and global communities. | WL.IC.4.d.i+ Recognize that significant differences in behaviors exist among cultures and use appropriate learned behaviors for successful intercultural communication. | |||||||
38 | Standard 5: Global Competence and Community Engagement (GCE)—Students use the target language and cultural knowledge to investigate the world, recognize diverse perspectives, interact and exchange ideas with people from diverse backgrounds, and engage with others to improve conditions within their local and global communities. | 5.a Students use and improve their language skills and cultural knowledge to examine, compare, and draw conclusions about local and global issues and events. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | ||||||
39 | WL.GCE.5.a.i+ Pose a research question, examine and assess domestic and international sources for evidence, and develop an informed position on an issue of local and global significance. | ||||||||
40 | 5.b Students use and improve their language skills and cultural knowledge as they examine and integrate diverse perspectives and worldviews. | WL.GCE.5.b.i+ Compare one’s position and perspectives on an issue of local and global significance with those of others. | |||||||
41 | 5.c Students use and improve their language skills and cultural knowledge as they interact and exchange ideas across boundaries of language, culture, and identity. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | |||||||
42 | WL.GCE.5.c.i+ Exchange diverse positions and perspectives on an issue of local and global significance in linguistically and appropriate ways. | ||||||||
43 | 5.d Students use and improve their language skills and cultural knowledge as they engage with others to improve conditions toward sustainable development and collective well-being. | WL.GCE.5.d.i+ Assess options, plan, take steps, and reflect on impact of personal and group actions addressing an issue of local and global significance. | |||||||
44 | 5.e Students set goals and reflect on their use of language and intercultural skills to maximize life-long learning, personal enrichment, and benefit to self and community. | Intermediate Low - High Students use language creatively as they interpret, exchange, and present ideas and information in culturally appropriate ways. Students use the language to ask, and answer questions on familiar topics and can manage daily interactions and transactions related to local and global issues. | |||||||
45 | WL.GCE.5.e.i+ Identify goals for language learning and use for personal or community life, and then reflect on progress in order to plan next steps. | ||||||||