Haitian Creole for Haitian Creole Speakers 3 Honors (#0700320) 

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The course was/will be terminated at the end of School Year 2018 - 2019

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.AL.1.1: Demonstrate understanding of extended speech on familiar and unfamiliar topics.
WL.K12.AL.1.2: Follow presentations on familiar and unfamiliar topics in different situations.
WL.K12.AL.1.3: Demonstrate understanding of factual information about everyday life, study, or work- related topics.
WL.K12.AL.2.1: Demonstrate understanding of viewpoints expressed in literary and non-literary texts from a variety of culturally authentic sources.
WL.K12.AL.2.2: Make inferences and predictions from a written source.
WL.K12.AL.3.1: Communicate with moderate fluency and spontaneity on familiar topics, even in complex situations.
WL.K12.AL.3.2: Express and connect ideas when engaged in a lengthy conversation.
WL.K12.AL.3.3: Justify personal preferences, needs and feelings in order to persuade others.
WL.K12.AL.3.4: Engage comfortably in extended conversations and discussions on a wide variety of topics related to daily life.
WL.K12.AL.4.1: Deliver a short presentation on social, academic, or work topics with appropriate complexity for the target audience.
WL.K12.AL.4.2: Explain viewpoints on an issue of interest, giving advantages and disadvantages of various options.
WL.K12.AL.4.3: Speak using different time frames and appropriate mood with good control.
WL.K12.AL.5.1: Express, in writing, ideas on a variety of topics presented in clear, organized texts.
WL.K12.AL.5.2: Write work-related documents (fill out an application, prepare a resume, write a business letter).
WL.K12.AL.5.3: Write well-organized essays, summaries, and reports on a broad range of topics including those that have been personally researched using authentic texts.
WL.K12.AL.5.4: Use idioms and idiomatic expressions in writing.
WL.K12.AL.6.1: Compare and contrast cultural practices and perspectives among cultures with the same language in order to dispel stereotyping.
WL.K12.AL.6.2: Explain why the target language has value in culture and in a global society.
WL.K12.AL.7.1: Apply knowledge gained in the target language to make connections to other content areas.
WL.K12.AL.8.1: Apply new structural patterns acquired in the target language.
WL.K12.AL.9.1: Apply knowledge gained in the target language to make presentations as part of extra curricular activities beyond the school setting.
WL.K12.IH.1.1: Demonstrate understanding of the main idea and supporting details in conversations, presentations, and short discussions, on familiar topics.
WL.K12.IH.1.2: Demonstrate understanding of the main idea and supporting details on familiar and unfamiliar topics.
WL.K12.IH.1.3: Follow informal presentations on a variety of topics.
WL.K12.IH.1.4: Confirm understanding of the message and purpose of a variety of authentic sources found in the target culture such as TV, radio, podcasts and videos.
WL.K12.IH.1.5: Identify the main idea and supporting details from discussions and interviews on familiar topics.
WL.K12.IH.1.6: Demonstrate understanding of complex directions and instructions in unfamiliar settings.
WL.K12.IH.2.1: Demonstrate understanding of the main idea and supporting details in texts on familiar and unfamiliar topics.
WL.K12.IH.2.2: Demonstrate understanding of the main idea and supporting details in fictional literary texts containing unfamiliar vocabulary that can be interpreted in context.
WL.K12.IH.2.3: Demonstrate understanding of general written information presented through a variety of sources and intended for practical applications in academic and workplace contexts.
WL.K12.IH.2.4: Demonstrate understanding of the main idea and supporting details when gathering information from texts that contain unfamiliar vocabulary when reading for information.
WL.K12.IH.3.1: State and support different points of views and take an active part in discussions.
WL.K12.IH.3.2: Sustain a conversation in uncomplicated situations on a variety of topics.
WL.K12.IH.3.3: Express degrees of emotion and respond appropriately to the feelings and emotions of others.
WL.K12.IH.3.4: Exchange detailed information related to areas of mutual interest including careers of choice, job opportunities, etc.
WL.K12.IH.3.5: Initiate, maintain, and end a conversation on a variety of familiar topics.
WL.K12.IH.3.6: Often use circumlocution when faced with unfamiliar vocabulary and difficult language structures.
WL.K12.IH.3.7: Ask for, follow, and give directions in complex situations.
WL.K12.IH.3.8: Describe and elaborate on a personal situation or problem using details.
WL.K12.IH.4.1: Present information on familiar topics with clarity and detail using multimedia resources.
WL.K12.IH.4.2: Present viewpoints on an issue and support opinions with clarity and detail.
WL.K12.IH.4.3: Describe personal experiences and interests with clarity and detail.
WL.K12.IH.4.4: Produce reports and multimedia compositions in order to present a group project.
WL.K12.IH.4.5: Use paraphrasing, circumlocution, and illustrations to make self more clearly understood when relating experiences and retelling a story.
WL.K12.IH.4.6: Formulate and deliver a presentation on an assigned topic using multimedia resources to support the presentation.
WL.K12.IH.5.1: Write communications, narratives, descriptions, and explanations on familiar topics using connected, detailed paragraphs.
WL.K12.IH.5.2: Describe, in writing, personal experiences and interests with clarity and detail.
WL.K12.IH.5.3: Present, in writing, viewpoints on an issue and support opinion with clarity and detail.
WL.K12.IH.5.4: Provide clear and detailed information in writing on academic and work topics with clarity and detail.
WL.K12.IH.5.5: Describe, in writing, events in chronological order.
WL.K12.IH.5.6: Write about a story and describe reactions with clarity and detail.
WL.K12.IH.5.7: Write a short essay or biography using descriptive details and a variety of sentence structure.
WL.K12.IH.6.1: Investigate practices and perspectives of past and contemporary life in the target culture through a variety of media.
WL.K12.IH.6.2: Apply language and behaviors that are appropriate to the target culture in an authentic situation.
WL.K12.IH.6.3: Discuss historical or current contributions of groups representing other languages or cultures (e.g., explorers, historical figures, artists, inventors, etc.)
WL.K12.IH.6.4: Describe various products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature).
WL.K12.IH.7.1: Gather and interpret information from various disciplines in the target language to reinforce academic knowledge.
WL.K12.IH.7.2: Gather and interpret information on historic and or contemporary influences from the target language and culture and transfer this information to the language classroom and other disciplines.
WL.K12.IH.8.1: Compare similarities and differences between the target language and own language.
WL.K12.IH.8.2: Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and own.
WL.K12.IH.8.3: Compare the cultural traditions and celebrations that exist in the target cultures and other cultures with own.
WL.K12.IH.9.1: Use knowledge acquired in the target language to reach out to the community to discuss a variety of topics and present point of view.
WL.K12.IH.9.2: Participate in activities where communication in the target language is expected (i.e., writing a letter to the editor or engaging in an online discussion on a community issue).
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.
  1. 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.
  2. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
  3. 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.
  4. 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.
  1. 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.
  2. 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.
  3. 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.
  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  5. 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.
  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.

General Course Information and Notes


Major Concepts/Content:
The purpose of this course is to enable students whose heritage language is Haitian Creole to develop, maintain, and enhance proficiency in their heritage language by reinforcing and expanding skills in listening, speaking, reading, and writing, as well as Haitian Creole grammar skills acquired in Haitian Creole for Haitian Creole Speakers 2. Students are exposed to a variety of Haitian Creole literary genres and authors from a variety of cultural authentic sources. Language Arts Standards are also included in this course to enable students to become literate in Haitian Creole and gain a better understanding of the nature of their own language as well as other languages to be acquired.

The course content will continue reflecting the cultural values of Haitian Creole language and societies.

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


As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any field when certification reflects a bachelor or higher degree with locally documented proficiency in Haitian Creole.

General Information

Course Number: 0700320 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: World Languages > SubSubject: Haitian Creole >
Abbreviated Title: HAITIAN CREOLE 3 HON
Number of Credits: One (1) credit
Course Attributes:
  • Honors
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Type: Elective Course Course Level: 3
Course Status: Terminated
Grade Level(s): 9,10,11,12

Educator Certifications

Haitian Creole (Elementary and Secondary Grades K-12)

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