Spanish 1
Georgia Performance Standards for Modern Languages Level I
Georgia Performance Standards with Elements
I. Communication
Interpersonal Mode of Communication (IP)
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MLI.IP1 The students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate. The students:
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Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms.
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Express likes, dislikes, emotions, agreement and disagreement.
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Make simple requests.
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Ask for clarification.
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Give simple descriptions.
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Comprehend basic directions.
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Ask questions and provide responses based on topics such as self, family, school,
etc.
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Use sequenced information, such as the alphabet, days of the week, months,
seasons, and numbers 0 to 100 in context.
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MLI.IP2 The students demonstrate skills necessary to sustain brief oral and written exchanges in the target language. The students:
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Initiate, participate in, and close a brief oral or written exchange.
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Use formal and informal forms of address.
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Demonstrate Novice-Mid proficiency in oral and written exchanges with respect
to proper pronunciation, intonation, and writing mechanics.
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Interpretive Mode of Communication (INT)
MLI.INT1
MLI.INT2
The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on topics such as self, family, school, etc. The students:
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Identify main ideas and some details when reading and listening.
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Comprehend simple, culturally authentic announcements, messages, and
advertisements.
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Understand simple instructions, such as classroom procedures.
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Demonstrate Novice-Mid proficiency in listening and reading comprehension.
The students interpret verbal and non-verbal cues to understand simple spoken and written messages in the target language. The students:
-
Differentiate among statements, questions and exclamations.
-
Recognize basic gestures, body language, and intonation that clarify a message.
Georgia Performance Standards for Modern Languages Level I Presentational Mode of Communication (P)
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MLI.P1 The students present information orally and in writing that contains a variety of vocabulary, phrases, and patterns. The students:
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Present information gathered from a variety of sources such as informal conversations, class presentations, interviews, readings, and media.
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Give basic information about self and others including school, family, activities, etc.
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Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.
-
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MLI.P2 The students present brief, rehearsed material in the target language, such as dialogues, skits, poetry, and songs. The students:
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Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material.
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Demonstrate comprehension of rehearsed material.
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II. Cultural Perspectives, Practices, and Products (CU)
MLI.CU1 The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken. The students:
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Demonstrate knowledge of contributions of target culture(s) to civilization.
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Identify commonly held viewpoints of the cultures, such as those relating to time,
education, and meals.
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Describe customs and traditions of the cultures such as greetings, celebrations
and courtesies.
III. Connections, Comparisons, and Communities (CCC)
MLI.CCC1
The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. The students:
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Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken.
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Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g. using basic math skills).
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Identify examples of vocabulary, phrases, proverbs, and symbols from the target language that are used in other subjects.
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Relate content from other subject areas to topics discussed in the language class, such as the influence of explorers and settlers on various regions of the United States.
MLI.CCC2
MLI.CCC3
MLI.CCC4
MLI.CCC5
Georgia Performance Standards for Modern Languages Level I
The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture. The students:
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Compare patterns of behavior and interaction in the students’ own culture with those of the target language.
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Demonstrate an awareness of elements of the students’ own culture.
The students compare basic elements of the target language to the English language. The students:
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Recognize similarities and differences in sound systems, writing systems, cognates, gender, and level appropriate idioms.
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Recognize basic sound distinctions and intonation patterns and their effect on communicating meaning.
The students demonstrate an awareness of current events in the target culture(s). The students:
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Give information regarding major current events of the target culture(s).
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Understand the impact of current events of the target culture(s).
The students identify situations and resources in which target language skills and cultural knowledge may be applied beyond the classroom setting, for recreational, educational, and occupational purposes. The students:
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Identify examples of the target language and the culture(s) studied that are evident in and through media, entertainment, and technology.
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Identify resources, such as individuals and organizations accessible through the community or the Internet, that provide basic cultural information about the culture(s) studied.
Spanish 2
Modern Languages Level II
MLII.IP1
The students exchange spoken and written information in the target language, utilizing cultural references where appropriate. The students:
MLII.IP2
The students demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in the target language. The students:
-
Initiate, participate in, and close an oral or written exchange.
-
Use simple paraphrasing to convey and comprehend messages.
-
Use gestures and body language to convey and comprehend messages.
-
Demonstrate Novice-Mid to Novice-High proficiency in oral and written
exchanges with respect to proper pronunciation, intonation, and writing mechanics.
A. B. C. D. E. F.
G.
Express needs and preferences. Express feelings and emotions. Request help and clarification. Give descriptions.
Give and follow directions and instructions.
Ask questions and provide responses based on topics such as self, others, and the immediate environment.
Ask questions and provide responses about plans and events.
Interpretive Mode of Communication (INT)
MLII.INT1
MLII.INT2
The students understand spoken and written language on new and familiar topics presented through a variety of media in the target language, including authentic materials. The students:
A. Identify main ideas and essential details when reading and listening.
B. Interpret culturally authentic materials and information.
C. Comprehend and follow oral and written instructions.
D. Demonstrate Novice-Mid to Novice-High proficiency in listening and reading
comprehension.
The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language. The students:
A. Differentiate among increasingly complex statements, questions, and exclamations.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Modern LanguagesLevel II
rev. March 2009Page 3 of 8 Copyright 2009 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for Modern Languages Level II
Georgia Performance Standards with Elements
I. Communication
Interpersonal Mode of Communication (IP)
MLII.CU1
The students understand perspectives, practices, and products of the cultures where the target language is spoken and how they are interrelated. The students:
-
Participate in real or simulated cultural events, such as family activities and holiday celebrations.
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Identify patterns of behavior typically associate with cultures, such as eating and shopping customs, leisure activities, and celebration of national holidays.
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Examine the influence of the geography of the countries studied on cultural elements such as food, clothing, dwellings, transportation, language, and art.
III. Connections, Comparisons, and Communities (CCC)
MLII.CCC1
The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. The students:
-
Give examples of the influence of the target language and culture(s) on other subject areas, such as foreign words in the English language.
-
Relate information acquired in other subjects discussed in the language class, such as the use of the metric system.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Modern LanguagesLevel II
rev. March 2009Page 4 of 8 Copyright 2009 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for Modern Languages Level II
B. Interpret basic gestures, body language, and intonation that clarify a message.
Presentational Mode of Communication (P)
-
MLII.P1 The students present information orally and in writing using familiar and newly- acquired vocabulary, phrases, and patterns. The students:
-
Relate main ideas and essential details from level-appropriate print or non- print material.
-
Give brief, organized oral presentations, using visual and technological support as appropriate.
-
Write short, organized compositions, using visual and technological support as appropriate.
-
Demonstrate Novice-Mid to Novice-High proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.
-
-
MLII.P2 The students present rehearsed and unrehearsed material in the target language, such as skits, poems, short narratives, and songs. The students:
-
Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and intonation when presenting material.
-
Demonstrate comprehension of material.
-
II. Cultural Perspectives, Practices, and Products (CU)
MLII.CCC2
MLII.CCC3
MLII.CCC4
MLII.CCC5
Georgia Performance Standards for Modern Languages Level II
The students demonstrate an understanding of the similarities and differences between the culture(s) studied and those of the students’ own culture. The students:
-
Compare and contrast traditions, such as holidays, foods, and celebrations.
-
Compare and contrast social conventions of the target culture(s) with the
students’ own cultures, such as handshaking and kissing on the cheek.
-
Compare and contrast the geography of the countries of the target language and
the students’ own country and discuss its impact on culture.
The students develop a better understanding of the English language through the study of the target language. The students:
-
Compare vocabulary usage and structural patterns of the target language with English.
-
Use level-appropriate idiomatic expressions in the target language.
The students identify current events and issues in the target culture(s). The students:
-
Give information regarding major current events of the target culture(s).
-
Understand the impact of major current events on the target culture(s).
The students develop and apply target language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes. The students:
-
Illustrate how the target language and culture(s) studied are evident in and through media, entertainment, and technology.
-
Locate and use resources in the target language, such as individuals and organizations accessible through the community or the Internet to reinforce basic cultural knowledge.
One Stop Shop For Educators
Georgia Department of Education Kathy Cox, State Superintendent of Schools Modern LanguagesLevel II
rev. March 2009Page 5 of 8 Copyright 2009 © All Rights Reserved
Georgia Performance Standards for Modern Languages Level II
Modern Languages Level II: Summary of Skills Developed
Typical Level II students will exhibit varying levels of proficiency. The following list is intended to guide instruction and to assist teachers with their planning by providing a two-page reference to the elements described in the Georgia Performance Standards for Modern Languages, Level II.
Skills developed in Level II
The students:
MLII.IP1A MLII.IP1B MLII.IP1C MLII.IP1D MLII.IP1E MLII.IP1F
MLII.IP1G MLII.IP2A MLII.IP2B MLII.IP2C MLII.IP2D
MLII.INT1A MLII.INT1B MLII.INT1C MLII.INT1D
MLII.INT2A
MLII.INT2B MLII.P1A
MLII.P1B MLII.P1C MLII.P1D
MLII.P2A
MLII.P2B MLII.CU1A
MLII.CU1B
Express needs and preferences. Express feelings and emotions. Request help and clarification. Give descriptions.
Give and follow directions and instructions.
Ask questions and provide responses based on topics such as self, others, and the immediate environment.
Ask questions and provide responses about plans and events.
Initiate, participate in, and close an oral or written exchange.
Use simple paraphrasing to convey and comprehend messages.
Use gestures and body language to convey and comprehend messages. Demonstrate Novice-Mid to Novice-High proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.
Identify main ideas and essential details when reading and listening.
Interpret culturally authentic materials and information.
Comprehend and follow oral and written instructions.
Demonstrate Novice-Mid to Novice-High proficiency in listening, viewing, and reading comprehension.
Differentiate among increasingly complex statements, questions, and exclamations.
Interpret basic gestures, body language, and intonation that clarify a message. Relate main ideas and essential details from level-appropriate print or non- print material.
Give brief, organized oral presentations, using visual and technological support as appropriate.
Write short, organized compositions, using visual and technological support as appropriate.
Demonstrate Novice-Mid to Novice-High proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.
Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and intonation when presenting material.
Demonstrate comprehension of material.
Participate in real or simulated cultural events, such as family activities and holiday celebrations.
Identify patterns of behavior typically associated with cultures, such as eating and shopping customs, leisure activities, and celebration of national holidays.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Modern LanguagesLevel II
rev. March 2009Page 6 of 8 Copyright 2009 © All Rights Reserved
MLII.CU1C
MLII.CCC1A
MLII.CCC1B
MLII.CCC2A MLII.CCC2B
MLII.CCC2C MLII.CCC3A
MLII.CCC3B MLII.CCC4A MLII.CCC4B MLII.CCC5A
MLII.CCC5B MLII.CCC5C
Examine the influence of the geography of the countries studied on cultural elements such as food, clothing, dwellings, transportation, language, and art. Give examples of the influence of the target language and culture(s) on other subject areas, such as foreign words in the English language.
Relate information acquired in other subjects discussed in the language class, such as use of the metric system.
Compare and contrast traditions, such as holidays, foods, and celebrations. Compare and contrast social conventions of the target culture(s) with the students’ own cultures, such as handshaking and kissing on the cheek. Compare and contrast the geography of countries of the target language and the students’ own country and discuss its impact on culture.
Compare vocabulary usage and structural patterns of the target language with English.
Use level-appropriate idiomatic expressions in the target language.
Give information regarding major current events of the target culture(s). Understand the impact of major current events of the target culture(s). Develop and apply target language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes. Illustrate how the target language and culture(s) studied are evident in and through media, entertainment, and technology.
Locate and use resources in the target language, such as individuals and organizations accessible through the community.
One Stop Shop For Educators
Georgia Performance Standards for Modern Languages Level II
Georgia Department of Education Kathy Cox, State Superintendent of Schools Modern LanguagesLevel II
rev. March 2009Page 7 of 8 Copyright 2009 © All Rights Reserved
Georgia Performance Standards for Modern Languages Level II Modern Languages Level II: Suggested Topics
The following topics are strongly suggested for the Level II course. These topics should be combined into coherent thematic units and taught in context. The GPS for Modern Languages encourage language taught in communicative context and discourage language taught in isolation.
All Level I Topics
Buildings
Correspondence: Letters, E-mails, Invitations Daily Routine
Directions
Health
Holidays
Money
Professions
Social Occasions
Telephone Communication and Courtesy
Travel and Transportation
Georgia Department of Education Kathy Cox, State Superintendent of Schools Modern LanguagesLevel II
rev. March 2009Page 8 of 8 Copyright 2009 © All Rights Reserved