M/J French, Intermediate (#0701010) 


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Course Standards

Note: Connections, Comparisons and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards.
Name Description
WL.K12.IL.1.1: Use context cues to identify the main idea and essential details on familiar topics expressed in short conversations, presentations, and messages.
WL.K12.IL.1.2: Demonstrate understanding of the main idea and essential details of short conversations and oral presentations.
WL.K12.IL.2.1: Use context clues and background knowledge to demonstrate understanding of the main idea and essential details in texts that contain familiar themes.
WL.K12.IL.2.2: Interpret written literary text in which the writer tells or asks about familiar topics.
WL.K12.IL.2.3: Determine the meaning of a message and identify the author’s purpose through authentic written texts such as advertisements and public announcements.
WL.K12.IL.2.4: Demonstrate understanding of vocabulary used in context when following written directions.
WL.K12.IL.3.1: Initiate and engage in a conversation on familiar topics.
WL.K12.IL.3.2: Interact with others in everyday situations.
WL.K12.IL.3.3: Express and react to feelings and emotions in real life situations.
WL.K12.IL.3.4: Exchange information about familiar academic and social topics including participation in an interview.
WL.K12.IL.3.5: Initiate a conversation to meet basic needs in everyday situations both in and outside the classroom.
WL.K12.IL.4.1: Present information on familiar topics using a series of sentences with sufficient details.
WL.K12.IL.4.2: Describe people, objects, and situations using a series of sequenced sentences.
WL.K12.IL.4.3: Express needs, wants, and plans using a series of sentences that include essential details.
WL.K12.IL.4.4: Provide a logical sequence of instructions on how to make something or complete a task.
WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details.
WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details
WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences.
WL.K12.IL.5.4: Compare and contrast information, concepts, and ideas.
WL.K12.IL.6.1: Recognize similarities and differences in practices and perspectives used across cultures (e.g., holidays, family life) to understand one’s own and others’ ways of thinking.
WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.
WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.
WL.K12.IL.6.4: Identify products of culture (e.g., food, shelter, clothing, transportation, toys, music, art, sports and recreation, language, customs, traditions).
WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge.
WL.K12.IL.7.2: Access new information on historic and/or contemporary influences that underlie selected cultural practices from the target language and culture to obtain new knowledge in the content areas.
WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture.
WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different.
WL.K12.IL.8.3: Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature.
WL.K12.IL.9.1: Use the target language to participate in different activities for personal enjoyment and enrichment.
WL.K12.NH.1.3: Demonstrate understanding of short, simple messages and announcements on familiar topics.
WL.K12.NH.1.4: Demonstrate understanding of key points on familiar topics presented through a variety of media.
WL.K12.NH.1.5: Demonstrate understanding of simple stories or narratives.
WL.K12.NH.1.6: Follow directions or instructions to complete a task when expressed in short conversations.
WL.K12.NH.2.3: Demonstrate understanding of signs and notices in public places.
WL.K12.NH.2.4: Identify key detailed information needed to fill out forms.
WL.K12.NH.3.5: Exchange information about meeting someone including where to go, how to get there, and what to do and why.
WL.K12.NH.3.6: Use basic language skills supported by body language and gestures to express agreement and disagreement.
WL.K12.NH.3.7: Ask for and give simple directions to go somewhere or to complete a task.
WL.K12.NH.3.8: Describe a problem or a situation with sufficient details in order to be understood.
WL.K12.NH.4.3: Describe familiar experiences or events using both general and specific language.
WL.K12.NH.4.4: Present personal information about one’s self and others.
WL.K12.NH.4.5: Retell the main idea of a simple, culturally authentic story in the target language with prompting and support.
WL.K12.NH.4.6: Use verbal and non verbal communication when making announcements or introductions.
WL.K12.NH.5.3: Write a description of a familiar experience or event.
WL.K12.NH.5.4: Write short personal notes using a variety of media.
WL.K12.NH.5.5: Request information in writing to obtain something needed.
WL.K12.NH.5.6: Prepare a draft of an itinerary for a personal experience or event (such as for a trip to a country where the target language is spoken).
WL.K12.NH.5.7: Pre-write by generating ideas from multiple sources based upon teacher- directed topics.
WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.)
WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target culture(s).
WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge.
WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture.
WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target language and own language.
WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food, celebrations, etc.)
WL.K12.NH.9.1: Use key target language vocabulary to communicate with others within and beyond the school setting.
WL.K12.NH.9.2: Use communication tools to establish a connection with a peer from a country where the target language is spoken.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

General Notes

Major Concepts/Content:
M/J French Intermediate introduces students to the target language and its culture. Students will learn beginning skills in listening and speaking and an introduction to basic skills in reading and writing. Also, culture, connections, comparisons, and communities are included in this one-year course.

This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. It also must reflect appropriate state academic standards (SAS).

Special Note. Course content requirements for the two-course sequence M/J French Beginning (0701000) and Intermediate (0701010) are equivalent to French 1 (0701320). Course content requirements for the three-course sequence that includes M/J French Beginning (0701000), Intermediate (0701010), and Advanced (0701020) may be equivalent to the two-course sequence French 1 (0701320) and French 2 (0701330).

It is each district's school board's responsibility to determine high school world languages placement policies for those students who complete the M/J French sequences in middle school.

The standards and benchmarks listed for this course are aligned with the expected levels of language proficiency, rather than grade levels.

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf


General Information

Course Number: 0701010 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: World Languages > SubSubject: French >
Abbreviated Title: M/J FRENCH INTERM
Course Attributes:
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Level: 2
Course Status: State Board Approved
Grade Level(s): 6,7,8



Educator Certifications

French (Secondary Grades 7-12)
French (Elementary and Secondary Grades K-12)
Classical Education - Restricted (Elementary and Secondary Grades K-12)

Section 1012.55(5), F.S., authorizes the issuance of a classical education teaching certificate, upon the request of a classical school, to any applicant who fulfills the requirements of s. 1012.56(2)(a)-(f) and (11), F.S., and Rule 6A-4.004, F.A.C. Classical schools must meet the requirements outlined in s. 1012.55(5), F.S., and be listed in the FLDOE Master School ID database, to request a restricted classical education teaching certificate on behalf of an applicant.



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