Illinois Learning Standards

Stage I - Foreign Language



Descriptors



28A —

 Students who meet this standard can understand oral communication in the target language.
  1. Demonstrate comprehension (e.g., summarize main ideas and supporting details, answer guided questions) of material on familiar topics and some unfamiliar topics.
  2. Demonstrate understanding of longer, more complex presentations (e.g., movies, T.V., plays, radio programs) in a variety of contexts.
  3. Recognize a speaker's use of paraphrase and restatement cues used to convey the message.

28B —

Students who meet this standard can interact in the target language in various settings.
  1. Employ a variety of discourse strategies (e.g., turn-taking, circumlocution, linguistic fillers) to sustain conversation.
  2. Recognize errors and attempt to self-correct.
  3. Use pronunciation, intonation, and inflection effectively to express nuances of meaning.
  4. Recognize and use appropriate nonverbal cues in various formal and informal settings.

28C —

Students who meet this standard can understand written passages in the target language.
  1. Demonstrate comprehension of key vocabulary as well as the main message of complex written materials without the help of visuals, but with the use of other print sources (e.g., dictionary, thesaurus).
  2. Demonstrate understanding of main ideas and significant details on a variety of topics presented in authentic material (e.g., newspapers, magazines, books) from the culture.
  3. Demonstrate ability to use graphic organizers (e.g., outlines, flow charts, Venn diagrams).
  4. Organize information and concepts in a brief essay about an issue important to a country where the target language is spoken.
  5. Compare the use of vocabulary in idiomatic phrases in one or more languages and in the target language.

28D  —

Students who meet this standard can use the target language to present information, concepts and ideas for a variety of purposes to different audiences.
  1. Apply increasingly complex vocabulary and structures to write complete expository pieces (e.g., book, movie or concert review, editorial, commentary on a current issue).
  2. Write a complete expository piece that includes a description of the situation, a definition of the issues, and an analysis of options for action (e.g., dress code in high school).
  3. Use documentation from target language sources to make a persuasive case for or against an important issue.
  4. Compare points of view and perspective on an issue.
  5. Prepare and present a short original piece (e.g., essay, story, poem) on a given theme using guidelines.

29A —

Students who meet this standard can understand manners and customs of various target language societies.
  1. Demonstrate awareness (e.g., role-play, illustrate, discuss) of interpersonal conventions and behaviors in social and business contexts (e.g., dress, punctuality, personal space).
  2. Use appropriate vocabulary and level of formality in addressing those of different ages, roles, and status in social and business situations.

29B —

Students who meet this standard can understand music, dance, folk art, visual art, drama, and architecture related to the target language societies.
  1. Compare themes in selected works of art that are representative of various areas where the target language is spoken.
  2. Analyze similarities and differences between the art forms studied.

29C —

Students who meet this standard can understand literature and various media of target language societies.
  1. Compare and contrast the characters, setting, themes, and plot of two or more literary works with a presentation (e.g., play, story, video, report, news article, multimedia presentation).
  2. Describe characteristics and author's styles of various literary forms.
  3. Demonstrate understanding of the main ideas of selected samples of authentic media from the target language culture(s) and how they relate to everyday life.

29D —

Students who meet this standard can understand history of areas where the target language is spoken.
  1. Write or present a report comparing and contrasting the influence of two historical figures or events.
  2. Compare and contrast the influences of a historical figure from a country where the target language is spoken to a person from the U.S. who held a similar place in history (e.g., a founding father).

29E —

Students who meet this standard can understand geography of various target language societies.
  1. Write or present a report contrasting geographic and demographic features (e.g., average annual income, population density, mortality rate, literacy rate) of countries where the target language is spoken to each other or to the U.S.
  2. Compare development and use of resources (e.g., imports and exports, uses of bodies of water) in selected areas where the target language is spoken.

30A —

Students who meet this standard can use the target language to reinforce and further knowledge of other disciplines.
  1. Research and present information on the role of natural and human resources within the target language areas in determining employment opportunities (e.g., industry, agriculture, service, technology).
  2. Interpret data from timetables, schedules, charts, and graphs to analyze and solve math problems.
  3. Analyze the impact of human activity (e.g., population density, pollution) on a country where the target language is spoken.
  4. Describe and compare daily diet, nutrition, and physical fitness regimens in areas where the target language is spoken.

30B —

Students who meet this standard can use the target language to demonstrate knowledge and understanding of a variety of career options.
  1. Compare various occupations in terms of their roles, status, and qualifications in areas where the target language is spoken to similar occupations in the U.S.
  2. Analyze connections between specific businesses and industries in the U.S. and in a country where the target language is spoken.

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