|WL.K12.AH.1.1:|| Demonstrate understanding of extended speech and short lectures on a variety of topics. |
|WL.K12.AH.1.2:|| Demonstrate understanding of the main ideas on both concrete and abstract topics. |
|WL.K12.AH.1.3:|| Analyze the speaker’s perspective, tone and style as well as differentiate viewpoints heard in a variety of situations. |
|WL.K12.AH.1.4:|| Demonstrate understanding of the message and purpose of essential authentic sources found in the target culture such as TV, radio, podcasts, and videos. |
|WL.K12.AH.1.5:|| Understand and critique most films on historical, political, or scientific topics as well as make inferences and predictions from a variety of spoken sources. |
|WL.K12.AH.1.6:|| Follow extended speech and complex lines of arguments when the direction of the talk is clearly stated by the speaker. |
|WL.K12.AH.2.1:|| Make appropriate inferences and recognize literary elements from a variety of culturally authentic sources. |
|WL.K12.AH.2.2:|| Interpret and synthesize meaning from a variety of fictional works and recognize the author’s purpose. |
|WL.K12.AH.2.3:|| Analyze the primary argument and supporting details in written texts. |
|WL.K12.AH.2.4:|| Demonstrate understanding of idiomatic expressions, proverbs, and sayings from a variety of texts and derive meaning from unknown words by using context clues. |
|WL.K12.AH.3.1:|| Express self with fluency, flexibility, and precision on concrete and abstract topics. |
|WL.K12.AH.3.2:|| Communicate with native speakers in a variety of settings, types of discourse, topics, and registers. |
|WL.K12.AH.3.3:|| Express personal perspectives and support opinions clearly and precisely in order to persuade others or negotiate a compromise. |
|WL.K12.AH.3.4:|| Develop and defend complex information during debates or meetings. |
|WL.K12.AH.3.5:|| Exchange, develop, and synthesize complex information about personal, academic, and professional tasks. |
|WL.K12.AH.3.6:|| Provide structured arguments and develop and support hypotheses, working around occasional difficulties. |
|WL.K12.AH.3.7:|| Exchange detailed information on matters within and beyond academic fields of interest, personal needs, and desires. |
|WL.K12.AH.3.8:|| Prepare for and participate effectively in a discussion expressing solutions clearly and persuasively. |
|WL.K12.AH.4.1:|| Deliver a clear and precise presentation that engages and informs a specific type of audience. |
|WL.K12.AH.4.2:|| Communicate with accuracy, clarity, and precision on many concrete and abstract topics. |
|WL.K12.AH.4.3:|| Deliver and defend a viewpoint on an academic or professional issue. |
|WL.K12.AH.4.4:|| Deliver planned and impromptu presentations to a variety of audiences using appropriate multimedia resources. |
|WL.K12.AH.4.6:|| Incorporate with ease appropriate idiomatic and culturally authentic expression in presentations. |
|WL.K12.AH.5.1:|| Write with fluency and clarity well-structured documents on complex topics. |
|WL.K12.AH.5.2:|| Create well-structured and easily readable reports, summaries, or articles on complex topics that have been revised and edited for correct use of grammar, varied sentence structure, punctuation, and capitalization. |
|WL.K12.AH.5.3:|| Write with precision and detail about abstract topics synthesizing and summarizing information gathered from various authentic sources (written and oral). |
|WL.K12.AH.5.4:|| Incorporate, with accuracy, idioms and culturally authentic expressions in writing with ease. |
|WL.K12.AH.5.5:|| Write a narrative about an experience in a clear, fluent style appropriate to different genres. |
|WL.K12.AH.5.6:|| Write about a variety of topics and apply appropriate strategies to evaluate and refine the final draft. |
|WL.K12.AH.5.7:|| Write creative pieces (poetry, narratives, and plays) using effective imagery and the appropriate literary devices to genre. |
|WL.K12.AH.6.1:|| Discuss practices and perspectives of the culture(s) studied and describe how they are interrelated to topics of philosophy, social issues, regionalisms, and traditions of cultures other than own. |
|WL.K12.AH.6.2:|| Analyze aspects of the target language that are expressions of culture. |
|WL.K12.AH.6.3:|| Summarize the impact of influential people and events, and their contributions to the global community. |
|WL.K12.AH.6.4:|| Analyze diverse cultural products among groups in other societies (e.g., celebrations, literature, architecture, music, dance, theater, political systems, economic systems, number systems, social systems, belief systems). |
|WL.K12.AH.7.1:|| Synthesize information from different subject areas through the target language to further knowledge of own language and culture. |
|WL.K12.AH.7.2:|| Analyze and synthesize information gathered in the target language to make connections to other content areas and complex real world situations. |
|WL.K12.AH.8.1:|| Analyze the form, meaning, and importance of perspectives, practices, and products of the target culture and compare it to own culture. |
|WL.K12.AH.8.2:|| Investigate regional and national sound pattern differences (e.g., pronunciation, intonation, word stress) within the target language and own. |
|WL.K12.AH.8.3:|| Research cultural traditions and celebrations that exist in the target cultures and other cultures and evaluate the viewpoints behind them. |
|WL.K12.AH.9.1:|| Use language skills and cultural understanding beyond immediate environment for personal growth. |
|WL.K12.AH.9.2:|| Access organizations or individuals through different types of communication to request information about professional activities (such as job opportunities) available in the target language. |
|LAFS.1112.RH.1.2 (Archived Standard):|| Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. |
|LAFS.1112.SL.1.1 (Archived Standard):|| Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. |
- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
- Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
- Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
|LAFS.1112.SL.1.3 (Archived Standard):|| Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. |
|LAFS.1112.SL.2.4 (Archived Standard):|| Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
|LAFS.1112.WHST.1.1 (Archived Standard):|| Write arguments focused on discipline-specific content. |
- Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
- Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
- Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding statement or section that follows from or supports the argument presented.
|LAFS.1112.WHST.1.2 (Archived Standard):|| Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
- Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
- Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
- Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
- Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
- Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |