This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. World Languages ● Unpacked Content for Classical Language Programs For the new Essential Standards that will be effective in all North Carolina schools in the 2012-13 school year. What is the purpose of this document? To increase student achievement by ensuring educators understand what a student must know and be able to do, as expressed in the Essential Standards and their Clarifying Objectives. What is in this document? What is “unpacked” content? Descriptions of what each standard means a student will know and be able to do by the end of the program or course. The “unpacking” of the standards done in this document is an effort to answer a simple question “What does this mean that a student must know and be able to do?” An explanation of each Essential Standard is followed by its Clarifying Objectives, which are organized by year or course in a program. The goal is to provide a document that can be used in professional development, and create pacing guides, plan classroom curriculum, etc. Specific program and language notes are included in this document, but additional information, such as a detailed description of each program’s exit proficiency expectations and Assessment Prototypes for various programs and languages, wil l be shared in future documents. How do I send feedback? We intend for the explanations and examples currently included in this document to be helpful. However, we know that as it is used teachers and administrators will find ways in which the unpacking can be improved and made even more useful. Please send feedback to us at [email protected]and we will use your input to refine our unpacking of the standards. Thank You! Where are the standards alone and the other supporting documents? The World Language Essential Standards are posted online at http://www.ncpublicschools.org/acre/standards/phase2/ and http://seclang.ncwiseowl.org/curriculum___instruction/essential_standards/ . The standards were approved by the State Board of Education (SBE) in September 2010 and are scheduled to be implemented during the 2012-13 school year. Supporting documents and resources, such as the World Language Essential Standards Crosswalk, additional components of the Instructional Toolkit, professional development materials, etc., will be posted online as they become available.
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Transcript
This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are
continually updating and improving these tools to better serve teachers.
World Languages ● Unpacked Content for Classical Language Programs
For the new Essential Standards that will be effective in all North Carolina schools in the 2012-13 school year.
What is the purpose of this document?
To increase student achievement by ensuring educators understand what a student must know and be able to do, as expressed in the
Essential Standards and their Clarifying Objectives.
What is in this document? What is “unpacked” content?
Descriptions of what each standard means a student will know and be able to do by the end of the program or course. The “unpacking” of
the standards done in this document is an effort to answer a simple question “What does this mean that a student must know and be able to
do?” An explanation of each Essential Standard is followed by its Clarifying Objectives, which are organized by year or course in a
program. The goal is to provide a document that can be used in professional development, and create pacing guides, plan classroom
curriculum, etc. Specific program and language notes are included in this document, but additional information, such as a detailed
description of each program’s exit proficiency expectations and Assessment Prototypes for various programs and languages, will be shared
in future documents.
How do I send feedback?
We intend for the explanations and examples currently included in this document to be helpful. However, we know that as it is used
teachers and administrators will find ways in which the unpacking can be improved and made even more useful. Please send feedback to us
at [email protected] and we will use your input to refine our unpacking of the standards. Thank You!
Where are the standards alone and the other supporting documents?
The World Language Essential Standards are posted online at http://www.ncpublicschools.org/acre/standards/phase2/ and
http://seclang.ncwiseowl.org/curriculum___instruction/essential_standards/. The standards were approved by the State Board of Education
(SBE) in September 2010 and are scheduled to be implemented during the 2012-13 school year. Supporting documents and resources, such
as the World Language Essential Standards Crosswalk, additional components of the Instructional Toolkit, professional development
materials, etc., will be posted online as they become available.
Strands organize the ES and encompass the other three national standards: Comparisons, Connections, and Communities. Our
strands are:
Connections to Language & Literacy – CLL (Comparisons) - helps students develop a greater understanding and insight
into the nature of language and culture, including their native or first language. These comparisons, along with the three
communication modes, blend together to focus students on language and literacy.
Connections to Other Disciplines – COD (Connections) – involves students in making connections with other academic
disciplines, formally and informally, particularly with the language arts (reading, writing, speaking, listening), but also with
math, social studies, the arts, health, physical education, science, career and technical skills, and technology.
Communities – CMT (Communities) – prepares students to access knowledge and information from other communities,
including ancient civilizations, and use that information to work and learn with people from diverse backgrounds.
The COs are identified using a uniform labeling system with four parts:
The label in the example above shows it is at the Novice Low (NL) proficiency level, in the Connections to Language & Literacy (CLL)
Strand, from Essential Standard #3 (Presentational Communication Mode), and indicates that it is the first Clarifying Objective in that set.
In future documents, Assessment Prototypes (AP), sample activities or prototypical performance assessments, will be shared and will include
classroom strategies that address differentiation, needs of students with disabilities, etc. Publications like the Latin Curriculum Guide from
1998 will be updated and aligned with the World Language Essential Standards. These documents will also provide APs that increase the
specificity of the CO and provide evidence of the learning taking place. They can be thought of as example assignments or tasks that could be
given to students to show mastery. Some APs could be used in any world language program, while others will be specific to a program or a
language. APs can be formative, benchmark or summative in nature, and include evaluation criteria.
abbreviation of the proficiency level 3-letter Strand code ES number CO number
NL – Novice Low CLL – Connections to Language & Literacy 3 1
NL.CLL.3.1
NL.CLL.3.1 Use single words and simple, memorized phrases in presentations to identify the names of people, places, and things.
4
Proficiency Outcome Expectations in the World Language Essential Standards Mastering a language requires developing competency or proficiency in communication skills. The proficiency level achieved is directly
linked to the amount of time spent learning the language. There are a number of ways that students might advance their proficiency level in a
language skill, including:
reading literature from the target culture,
taking a language course measured in instructional hours,
interacting with others learning the language, in a virtual or traditional classroom,
participating in intensive study programs,
and many other possibilities.
Proficiency Outcome Expectations, or exit proficiency expectations as they are called in the World Language Essential Standards document,
are included for each program and are sometimes differentiated based on the model being used or the language being learned. These
expectations are a guide to focus classroom instruction on measurable student outcomes at the end of a course or gradespan and will also
assist with placement of students who have acquired language proficiency outside of the classroom environment. These expectations are
based on research conducted around the globe. Expertise from the field and various organizations, such as the Title VI language resource
centers, was used to set challenging, yet reasonable, expectations for proficiency-based language learning in North Carolina.
The proficiency outcome expectations were compiled based on the best information available in order to establish measurable student
outcomes. Using multiple measures of proficiency within a comprehensive, balanced assessment system enables students, teachers,
administrators, parents, and other stakeholders to show annual student progress in world language programs. However, as the World
Language Essential Standards are implemented and program outcome data is collected, the proficiency expectations may need to be adjusted
in future revisions.
The most efficient way to measure proficiency is to use a proficiency scale. The American Council on the Teaching of Foreign Languages
(ACTFL) has established a national proficiency scale which currently has 10 levels of proficiency:
1. Novice Low (NL)
2. Novice Mid (NM)
3. Novice High (NH)
4. Intermediate Low (IL)
5. Intermediate Mid (IM)
6. Intermediate High (IH)
7. Advanced Low (AL)
8. Advanced Mid (AM)
9. Advanced High (AH)
10. Superior (S)
* Distinguished
* Native
5
* Two higher levels may be added at the upper end of the ACTFL scale in the near future, so they are included here, but they do not currently
have accompanying descriptions.
The writers and reviewers of the World Language Essential Standards, as well as the stakeholders who provided feedback on the drafts,
agreed that K-12 World Language program proficiency expectations should extend through Advanced Mid (AM). There may be students
who reach the Advanced High (AH) or Superior (S) proficiency levels, but the program proficiency expectations, or student outcomes, for the
programs and courses are designed to be challenging, yet reasonable, goals for the K-12 group of language learners.
In the ACTFL K-12 Performance and Proficiency Guidelines, each proficiency level has a description of what students can do with language
at each level and with each skill. Skills progress at different levels, due to a number of factors, like student motivation, continuity and quality
of instruction, informal exposure to the language through travel abroad, accessing online resources for individual practice, etc. World
language programs across the state, and within districts and individual schools, take many forms and are offered at different points in the K-
12 continuum, which sometimes allows students to study multiple world languages. Some programs start in elementary or middle school,
while others begin at the high school, so there are multiple entry points. In order to account for these variations and embed multiple entry
points, it was decided that the World Language Essential Standards would be organized by proficiency level, rather than by grade level.
Classical Language programs involve the study of Latin and Ancient Greek, languages that are no longer a native or first language for any
population. However, both languages are accessible to 21st Century students through literature and have a significant impact on learning in
other disciplines, such as modern languages, art, law, government, medicine, and so on. The primary focus in Classical Language learning is
the development of Interpretive Reading skills. Interpretive Listening, as well as Presentational Speaking and Writing, are ancillary skills that
support language learning. These modalities are of particular value for students with different learning styles and of various ages.
Since the focus of Classical Languages is on the written and not the spoken word, the following differences appear in the way the exit
proficiency expectations are written:
Classics students will spend little time on Presentational Speaking beyond the Novice Level. While it is important that students
appreciate the fact that Classical Languages were once used to communicate orally, there is little point in becoming proficient in
speaking a Classical Language with the goal of Interpersonal communication. Nevertheless, oral use of the language can be useful as
a support to mastery of grammar, syntax, and style.
Since the primary focus is Interpretive Reading, students progress more quickly in their reading skills, and, if they continue to study
the language, they will be able to read original authors such as Caesar, Vergil, Ovid, Catullus and others.
An increased use of oral techniques appears in the Intermediate and Advanced Levels in the study of poetry and oratory, where sound
is intentionally designed to enhance the meaning of the literature.
In addition, many have recognized that the study of the culture of ancient Greece and Rome provides Americans the background to
understand the customs, values, and ideas that we have in common with Europe and North and South America.
6
K-5 Classical Language Programs, though few in number, typically have as their goal to introduce students to the learning of classical
languages and civilizations as a springboard to further study. Some programs, like modern language FLES (Foreign Language in the
Elementary School) programs, focus on oral interaction, dialogues, stories, songs, and games, while others create cultural awareness by
comparing classical civilization with our own or use Latin and perhaps Greek as a strategy for strengthening English language skills.
Middle school (grades 6-8) Classical Language Programs focus on learning about vocabulary, language patterns, and Greco-Roman culture at
both the beginning and continuing levels. These programs are scheduled in various ways and designed to develop the skills necessary to
articulate fully to a high school Classical or Modern Language Program.
Exploratory (FLEX) programs, sometimes referred to as part of the “wheel” for short 6-9 week exposure to a world language, potentially lay
the foundation for future interest in proficiency-based language study. FLEX programs are focused on goals such as introducing basic
vocabulary for one or more languages and teaching students about different cultures. FLEX programs do not build proficiency.
High school (grades 9-12) Classical Language Programs are geared toward reading, understanding and interpreting Latin and/or Ancient
Greek and gaining knowledge of the Greco-Roman culture. Traditional programs that begin at Level I and continue to a possible Level VI are
the most common, and sometimes incorporate additional components such as the College Board’s Advanced Placement (AP) Program or the
International Baccalaureate (IB) Diploma Program. As of 2007, high school credit courses can be offered to middle school students, based
on local programming and/or virtual course offerings.
The AP program is an opportunity for students to pursue college level studies while in secondary schools. The AP program offers Latin:
Vergil for students who have reached the upper levels of classical language study. This course emphasizes the analysis and interpretation of
authentic Latin texts and is geared toward helping students prepare for the AP examination and post-secondary classical studies.
The International Baccalaureate (IB) Programme is a rigorous two-year curriculum leading to examinations, including Latin. The general
objectives of the program are to provide students with a balanced education, to facilitate geographic and cultural mobility, and to promote
international understanding through a shared academic experience. In recent years, the pre-IB programs offered at the elementary level
(Primary Years Programme) and middle school (Middle Years Programme) have also grown in popularity and prepare students to be
successful at the next level.
Because taking a course for high school credit means that time is measured in clock hours and directed by a teacher, the proficiency level
outcomes are also calculated with cumulative hours of instruction (See North Carolina State Board of Education Policy GCS-M-001).
vocabulary in terms of the main ideas and supporting details.
NH.CLL.2.4 Compare simple fiction texts with non-fiction
texts about familiar topics.
Co
nn
ecti
on
s to
Oth
er D
iscip
lin
es
(CO
D)
NL.COD.2.1 Understand how to respond to simple, memorized questions in the target language that focus on key
concepts in classroom activities and different content areas.
NL.COD.2.2 Compare the vocabulary of the target and
students’ language in different content areas.
NL.COD.2.3 Recognize words in groups from other
disciplines.
NM.COD.2.1 Classify memorized words and phrases in the target language by key academic concepts.
NM.COD.2.2 Understand how the basic terms from other content areas may be different from the students’ language.
NM.COD.2.3 Interpret short, non-fiction passages from academic content areas using context clues (signs, charts,
graphs, etc.).
NH.COD.2.1 Understand spoken and written commands about other disciplines in the target language.
NH.COD.2.2 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas
and supporting details.
NH.COD.2.3 Interpret simple processes from other disciplines
using the target language.
Com
mu
nit
ies
(CM
T)
NL.CMT.2.1 Recognize single words and simple, memorized
phrases from media in the language community.
NL.CMT.2.2 Recall simple, spoken expressions and
memorized phrases commonly used in target language communities.
NM.CMT.2.1 Understand the meaning of memorized words
and phrases used in the community.
NM.CMT.2.2 Infer meaning from familiar texts by using
visual cues, such as signs, charts, graphs, etc., that reflect the target culture.*
NM.CMT.2.3 Recall common expressions and phrases about familiar topics used in target language communities.
NH.CMT.2.1 Understand practices, products, and perspectives
on familiar topics from simple texts.
NH.CMT.2.2 Understand the meaning of short messages used
in the target culture or by communities of learners of the same target language.
17
Interpretive Communication: Classical Languages
High School Credit Courses (Listening), Levels III-VI
Included for those Classical Language Programs that choose to include an oral component.
Levels III, IV, V, and VI
Intermediate Low (IL) – Intermediate Mid (IM)
Con
nec
tion
s to
Lan
gu
age
&
Lit
eracy
(CL
L)
IL.CLL.2.1 Summarize main ideas and a few details in short conversations and some forms of media.
IL.CLL.2.2 Summarize main ideas and a few details in texts that contain familiar vocabulary.
IL.CLL.2.3 Recognize that ideas and expressions may be presented differently in the target
language than the students’ language.
IL.CLL.2.4 Compare fiction texts and non-fiction texts about familiar topics.
IM.CLL.2.1 Understand the main idea and many details of familiar topics in a series of connected sentences, conversations, presentations, and messages.
IM.CLL.2.2 Understand the main idea and many details in texts that contain familiar
vocabulary.
IM.CLL.2.3 Summarize texts containing unfamiliar vocabulary in terms of the main idea and some details.
Co
nn
ecti
on
s to
Oth
er
Dis
cip
lin
es
(CO
D)
IL.COD.2.1 Analyze the relationship between words from the target language and the students’
language to expand vocabulary related to academic topics.
IL.COD.2.2 Differentiate the structural patterns of the target language and the students’
language.
IL.COD.2.3 Understand main ideas and a few details in class discussions and some forms of
media.
IL.COD.2.4 Understand main ideas and a few details in academic texts that contain familiar
vocabulary.
IL.COD.2.5 Remember expanded vocabulary and language structures essential to
comprehension in academic class discussions and presentations.
IM.COD.2.1 Understand spoken information about familiar academic topics expressed in a
series of connected sentences.
IM.COD.2.2 Analyze texts that contain familiar academic vocabulary and main ideas in terms
of important and relevant details.
IM.COD.2.3 Identify the main idea and some details from texts containing unfamiliar academic
vocabulary.
Co
mm
un
itie
s
(CM
T)
IL.CMT.2.1 Understand practices, products, and perspectives from texts about familiar topics
with some details.
IL.CMT.2.2 Understand the meaning of messages on familiar topics displayed in the
community or created by peers learning the same target language.
IM.CMT.2.1 Recognize information about practices, products, and perspectives presented in
texts on familiar and unfamiliar topics.
IM.CMT.2.2 Understand the meaning of longer messages on familiar and unfamiliar topics
displayed in the community or created by communities of learners of the same target language.
* Examples of familiar texts for Classical Languages would include historical inscriptions or graffiti. Program-specific interpretations such as this will be included in future documents with the Assessment
Prototypes.
18
Note: Clarifying Objective numbers do not necessarily articulate across proficiency levels.
Interpretive Communication: Classical Languages
High School Credit Courses (Reading), Levels I-III
vocabulary in terms of the main ideas and supporting
details.
NH.CLL.2.4 Compare simple fiction texts with non-fiction
texts about familiar topics.
IL.CLL.2.1 Summarize main ideas and a few details in short
conversations and some forms of media.
IL.CLL.2.2 Summarize main ideas and a few details in texts that
contain familiar vocabulary.
IL.CLL.2.3 Recognize that ideas and expressions may be
presented differently in the target language than the students’
language.
IL.CLL.2.4 Compare fiction texts and non-fiction texts about
familiar topics.
IM.CLL.2.1 Understand the main idea and many details of
familiar topics in a series of connected sentences,
conversations, presentations, and messages.
IM.CLL.2.2 Understand the main idea and many details in
texts that contain familiar vocabulary.
IM.CLL.2.3 Summarize texts containing unfamiliar
vocabulary in terms of the main idea and some details.
Co
nn
ecti
on
s to
Oth
er
Dis
cip
lin
es
(CO
D)
NH.COD.2.1 Understand spoken and written commands about other disciplines in the target language.
NH.COD.2.2 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas
and supporting details.
NH.COD.2.3 Interpret simple processes from other
disciplines using the target language.
IL.COD.2.1 Analyze the relationship between words from the target language and the students’ language to expand vocabulary
related to academic topics.
IL.COD.2.2 Differentiate the structural patterns of the target
language and the students’ language.
IL.COD.2.3 Understand main ideas and a few details in class
discussions and some forms of media.
IL.COD.2.4 Understand main ideas and a few details in academic
texts that contain familiar vocabulary.
IL.COD.2.5 Remember expanded vocabulary and language
structures essential to comprehension in academic class
discussions and presentations.
IM.COD.2.1 Understand spoken information about familiar academic topics expressed in a series of connected
sentences.
IM.COD.2.2 Analyze texts that contain familiar academic
vocabulary and main ideas in terms of important and
relevant details.
IM.COD.2.3 Identify the main idea and some details from
texts containing unfamiliar academic vocabulary.
Com
mu
nit
ies
(CM
T)
NH.CMT.2.1 Understand practices, products, and perspectives on familiar topics from simple texts.
NH.CMT.2.2 Understand the meaning of short messages used in the target culture or by communities of learners of
the same target language.
IL.CMT.2.1 Understand practices, products, and perspectives from texts about familiar topics with some details.
IL.CMT.2.2 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the
same target language.
IM.CMT.2.1 Recognize information about practices, products, and perspectives presented in texts on familiar and
unfamiliar topics.
IM.CMT.2.2 Understand the meaning of longer messages on
familiar and unfamiliar topics displayed in the community or
created by communities of learners of the same target language.
19
Interpretive Communication: Classical Languages
High School Credit Courses (Reading), Levels IV-VI
Level IV Level V & Level VI
Intermediate High (IH) Advanced Mid (AM)
Con
nec
tion
s to
Lan
gu
age
& L
iter
acy
(CL
L)
IH.CLL.2.1 Understand extended conversations or speech
involving a combination of familiar and unfamiliar topics, live
or via media.
IH.CLL.2.2 Understand many different types of texts that
contain unfamiliar vocabulary.
IH.CLL.2.3 Understand how to differentiate between adapted
and authentic texts.
IH.CLL.2.4 Summarize texts that contain increasingly
complex language structures and unfamiliar vocabulary.
AL.CLL.2.1 Understand extended speech on unfamiliar topics,
live or via media.
AL.CLL.2.2 Understand the subtleties and stylistic features of
texts on familiar topics.
AL.CLL.2.3 Understand how to interpret texts on unfamiliar
topics.
AM.CLL.2.1 Analyze extended, complex speeches and
lectures for multiple viewpoints and opinions.
AM.CLL.2.2 Understand the subtleties and stylistic features of
texts on unfamiliar topics.
AM.CLL.2.3 Understand how to interpret long, complex texts.
AM.CLL.2.4 Compare literary and technical writing styles.
Con
nec
tion
s to
Oth
er
Dis
cip
lin
es
(CO
D)
IH.COD.2.1 Understand extended discussions or lectures involving a combination of familiar and unfamiliar academic
topics, live or via media.
IH.COD.2.2 Understand detailed, factual information from
many different types of academic texts and resources that
contain unfamiliar vocabulary.
AL.COD.2.1 Understand detailed information in texts on unfamiliar academic topics.
AL.COD.2.2 Understand the subtleties and stylistic features of texts on familiar academic topics.
AL.COD.2.3 Understand how to interpret texts on unfamiliar academic topics.
AM.COD.2.1 Understand multiple viewpoints and opinions in long, complex texts on unfamiliar academic topics.
AM.COD.2.2 Compare technical writing styles relevant to academic and professional topics.
Co
mm
un
itie
s
(CM
T)
IH.CMT.2.1 Extrapolate information about practices,
products, and perspectives presented in many different types
of texts and media about familiar and unfamiliar topics.
IH.CMT.2.2 Understand the meaning of messages on familiar
and unfamiliar topics used or displayed in the community or created by peers learning the same target language.
AL.CMT.2.1 Analyze information about practices, products,
and perspectives presented in texts and media about various
topics.
AL.CMT.2.2 Understand the meaning of lengthy messages on
various topics used or displayed in the community or created by peers learning the same target language.
AM.CMT.2.1 Evaluate practices, products, and perspectives
related to social and professional topics.
AM.CMT.2.2 Understand the meaning of messages on social
and professional topics used or displayed in the community.
Note: Clarifying Objective numbers do not necessarily articulate across proficiency levels.
20
Unpacking the Presentational Communication Essential Standard
Essential Standard #3: Use the language to present information.
Presentational skills involve preparing information to be shared formally or informally with an audience, either through speaking or writing.
Students have time to draft, revise, and practice presentations that show their use of language.
Presentational Skills within the Connections to Language & Literacy (CLL) Strand
Presentational communication involves speaking and writing about the ancient world to communicate understanding to audiences,
including presentations (in the classical language or in English), recitations of (the original) poetry or other classical literature, and
written oral translations into English. Students develop greater understanding and insight into the nature of language and culture,
including a broader appreciation for the syntax and structure of English.
Presentational Skills within the Connections to Other Disciplines (COD) Strand
Presentational communication involves students using their knowledge of the classical language to share information as they present
adapted and authentic works which relate to other subject areas: mathematics, economics, social studies, the arts, health, physical
education, science, career and technical skills, technology, etc. It also provides opportunities for interdisciplinary experiences across
the curriculum.
Presentational Skills within the Communities (CMT) Strand
Presentational communication involves sharing information about the Greco-Roman culture and applying that knowledge to a diverse
world. Knowledge of a classical language and civilization based on 2,500 years of human experience enables students to develop a
fuller understanding and appreciation of classical influences in the modern world as they encounter new language learning situations
and communities. Students use that information to become knowledgeable global citizens.
For curriculum planning purposes, please review the Presentational Communication Clarifying Objectives (CO) on the following pages.
Charts for Classical Languages – High School Credit Courses have been organized to show the proficiency expectations for each course
level by skill.
Speaking Page 21
Writing Page 22 – 23
21
Presentational Communication: Classical Languages
High School Credit Courses (Speaking), Levels I-VI
Included for those Classical Language Programs that choose to include a speaking component.
Level I Level II Level III, IV, V, & VI
Novice Low (NL) Novice Mid (NM) Novice High (NH)
Con
nec
tion
s to
Lan
gu
age
&
Lit
eracy
(CL
L)
NL.CLL.3.1 Use single words and simple, memorized phrases in presentations to identify the names of people, places, and
things.
NL.CLL.3.2 Use the language to recite memorized poetry and
songs from the target culture.
NL.CLL.3.3 Use appropriate pronunciation to present
memorized phrases.
NM.CLL.3.1 Use memorized words and phrases in presentations on familiar topics, such as likes, dislikes,
emotions, everyday activities, and immediate surroundings.
NM.CLL.3.2 Use the language to recite and act out simple
poetry and songs from the target culture.
NM.CLL.3.3 Use appropriate pronunciation and voice
inflection in spoken presentations.
NH.CLL.3.1 Create simple phrases and short sentences in spoken or written presentations to provide information about
familiar topics.
NH.CLL.3.2 Use the language to recite and act out poetry,
songs, and simple stories from the target culture.
NH.CLL.3.3 Produce simple dialogues and short skits using
familiar structures and vocabulary.
Co
nn
ecti
on
s to
Oth
er
Dis
cip
lin
es
(CO
D)
NL.COD.3.1 Use single words and simple, memorized
phrases, such as those for weather, days of the week, months, seasons, numbers and daily classroom activities, to present to
an audience.
NL.COD.3.2 Use single words and simple, memorized phrases
to name common objects and actions related to other
disciplines.
NL.COD.3.3 Use readily available technology tools and
digital literacy skills to present in the target language.
NM.COD.3.1 Use memorized words and phrases about the
weather, date, seasons, numbers, and daily classroom activities to give a spoken or written presentation.
NM.COD.3.2 Use memorized words and phrases to describe common objects and actions related to other disciplines.
NM.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the
target language.
NH.COD.3.1 Use the target language to give short spoken or
written presentations about familiar academic topics.
NH.COD.3.2 Produce a sequence of simple phrases and short
sentences relating common themes in other disciplines.
NH.COD.3.3 Use readily available technology tools and
digital literacy skills to present academic information in the target language.
Co
mm
un
itie
s
(CM
T)
NL.CMT.3.1 Identify arts, sports, games and media from the
target culture.
NL.CMT.3.2 Understand roles in school or community
traditions related to the target culture.
NM.CMT.3.1 Use memorized words and phrases to describe
arts, sports, games, and media from the target culture.
NM.CMT.3.2 Use memorized words and phrases to participate
in school or community events related to the target culture.
NH.CMT.3.1 Use simple phrases and short sentences to
describe arts, sports, games, and media from the target culture.
NH.CMT.3.2 Use simple phrases and short sentences to
present information in school or community events related to the target culture.
22
Note: Clarifying Objective numbers do not necessarily articulate across proficiency levels.
23
Presentational Communication: Classical Languages
High School Credit Courses (Writing), Levels I-III
Level I Level II Level III
Novice Mid (NM) Novice High (NH) Intermediate Low (IL)
Con
nec
tion
s to
Lan
gu
age
& L
iter
acy
(CL
L)
NM.CLL.3.1 Use memorized words and phrases in
presentations on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.
NM.CLL.3.2 Use the language to recite and act out simple
poetry and songs from the target culture.
NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.
NH.CLL.3.1 Create simple phrases and short sentences in
spoken or written presentations to provide information about familiar topics.
NH.CLL.3.2 Use the language to recite and act out poetry,
songs, and simple stories from the target culture.
NH.CLL.3.3 Produce simple dialogues and short skits using familiar structures and vocabulary.
IL.CLL.3.1 Use a series of phrases and sentences to create
descriptions with some details about familiar topics and experiences.
IL.CLL.3.2 Use the language to act out and summarize poetry,
lyrics, prose, and other literature from the target culture.
IL.CLL.3.3 Use a series of phrases and sentences to give spoken and written presentations about familiar topics,
situations, and experiences with some details.
IL.CLL.3.4 Create dialogues and skits to present with some
details about familiar topics.
Co
nn
ecti
on
s to
Oth
er D
iscip
lin
es
(CO
D)
NM.COD.3.1 Use memorized words and phrases about the
weather, date, seasons, numbers, and daily classroom activities to give a spoken or written presentation.
NM.COD.3.2 Use memorized words and phrases to describe
common objects and actions related to other disciplines.
NM.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the
target language.
NH.COD.3.1 Use the target language to give short spoken or
written presentations about familiar academic topics.
NH.COD.3.2 Produce a sequence of simple phrases and short
sentences relating common themes in other disciplines.
NH.COD.3.3 Use readily available technology tools and
digital literacy skills to present academic information in the target language.
IL.COD.3.1 Use academic content terminology in a series of
phrases and sentences with a few details to give spoken or written presentations in the target language on familiar topics.
IL.COD.3.2 Produce a series of phrases and sentences about
familiar themes related to other disciplines.
IL.COD.3.3 Use readily available technology tools and digital literacy skills to present in the target language about other
disciplines.
Co
mm
un
itie
s
(CM
T)
NM.CMT.3.1 Use memorized words and phrases to describe
arts, sports, games, and media from the target culture.
NM.CMT.3.2 Use memorized words and phrases to participate
in school or community events related to the target culture.
NH.CMT.3.1 Use simple phrases and short sentences to
describe arts, sports, games, and media from the target culture.
NH.CMT.3.2 Use simple phrases and short sentences to
present information in school or community events related to the target culture.
IL.CMT.3.1 Use a series of phrases and sentences to describe
arts, sports, games, and media from the target culture.
IL.CMT.3.2 Use limited dialogue to participate in school or
community activities related to the target culture.
Note: Clarifying Objective numbers do not necessarily articulate across proficiency levels.
24
Presentational Communication: Classical Languages
High School Credit Courses (Writing), Levels IV-VI
Level IV, Level V, and Level VI
Intermediate Mid (IM) Intermediate High (IH)
Con
nec
tion
s to
Lan
gu
age
&
Lit
eracy
(CL
L)
IM.CLL.3.1 Use a series of connected sentences in presentations to describe experiences,
events, and opinions.
IM.CLL.3.2 Use the language to make simple, factual presentations, narrate or act out poetry,
lyrics, stories, and other literature from the target culture.
IM.CLL.3.3 Summarize familiar topics with many details in order to describe and/or explain.
IH.CLL.3.1 Create clear, detailed descriptions for presentations about events, experiences, and
personal interests.
IH.CLL.3.2 Use the language to provide and support personal viewpoints and opinions.
IH.CLL.3.3 Use detailed narratives, descriptions and explanations about familiar and unfamiliar topics to give spoken and written presentations.
IH.CLL.3.4 Implement consistent pronunciation and appropriate voice inflection in spoken communication.
Con
nec
tion
s to
Oth
er D
iscip
lin
es
(CO
D)
IM.COD.3.1 Summarize academic content with many details to give spoken or written
presentations about familiar topics.
IM.COD.3.2 Describe events and opinions using a series of connected sentences to present
familiar content from other disciplines.
IM.COD.3.3 Use readily available technology tools and digital literacy skills to present
academic information in the target language.
IH.COD.3.1 Use the language to give spoken and written presentations on a variety of familiar
and some unfamiliar academic topics.
IH.COD.3.2 Summarize personal views related to academic content with supporting details.
IH.COD.3.3 Explain familiar and new concepts related to other academic content areas using detailed descriptions and narratives.
IH.COD.3.4 Use readily available technology tools and digital literacy skills to present academic information in the target language.
Co
mm
un
itie
s
(CM
T)
IM.CMT.3.1 Use a series of connected sentences to describe arts, sports, games, and media from the target culture.
IM.CMT.3.2 Use the language in school or community activities related to the target culture.
IH.CMT.3.1 Use detailed narratives to describe arts, sports, games, and media from the target culture.
IH.CMT.3.2 Use the language in school or community activities related to academic pursuits
and career interests.
IH.CMT.3.3 Use the language to analyze the target culture in terms of traditions, activities,
viewpoints, and opinions.
Note: Clarifying Objective numbers do not necessarily articulate across proficiency levels.
25
Unpacking the Culture Essential Standard
Essential Standard #4: Compare the students’ culture and the target culture.
Studying a classical language enables students to understand the Greco-Roman culture on its own terms. The connections between the culture that
was lived and the language that was spoken can only be realized by those who possess knowledge of both. Learners need to develop an awareness of
the ancient world’s views, ways of life, and patterns of behavior, as well as to understand the contributions of the Greco-Roman culture to the
modern world and its impact on the issues that challenge people in every country.
Culture is composed of three, interrelated components of a society, referred to as the 3 P’s:
Perspectives, or the way people perceive things (their beliefs, attitudes, values, ideas, etc.),
Practices, or what people do (their patterns of social interactions), and
Products, or what people create (their books, tools, laws, foods, etc.).
Just as the perspectives of a society influence the social practices and the products created by that society, often the practices and products influence
one another, as illustrated in the figure above.
Culture within the Connections to Language & Literacy (CLL) Strand
Language is inextricably linked to cultural understanding and awareness, a concept called interculturality, or knowing how messages were
said, to whom, and when. Within language and literacy, this involves understanding the cultural nuances associated with practices,
perspectives, and products when communicating.
Culture within the Connections to Other Disciplines (COD) Strand
Culture within classroom and academic environments involves understanding the cultural nuances associated with practices, perspectives, and
products when communicating about learning or within discipline-specific topics. Students make cultural connections when communicating
about other academic disciplines during both language and academic instruction.
Culture within the Communities (CMT) Strand
Culture within communities, whether the Greco-Roman civilization or communities of learners of the same classical language, involves
understanding the cultural nuances associated with practices, perspectives, and products when communicating about topics and events that
impact people as a group or community.
Notes on Culture for Classical Languages
The Culture Essential Standard is somewhat different from the Essential Standards based on communication modes (Interpretive and Presentational)
in that it is not as dependent on course levels or other time accumulation, and may progress quite quickly in the beginning, just as Interpretive
26
Reading does. The Clarifying Objectives for the Culture Essential Standard are organized in a similar manner, because of the way they support the
development of interculturality and the understanding of practices, perspectives, and products.
The Culture COs can also be further adapted for use beyond the Classical Language program, especially at the K-8 level, in various ways: aligned to
unit or grade level themes, connected to global or international topics being explored as a school or district, correlated with social studies or other
content area standards or curricula, etc.
Culture: Classical Languages
High School Credit Courses, Level I
Level I
Novice Low (NL) Novice Mid (NM) Novice High (NH)
Con
nec
tion
s to
Lan
gu
age
&
Lit
eracy
(CL
L)
NL.CLL.4.1 Compare behaviors, such as gestures and greetings, in
the target culture and the students’ culture.
NL.CLL.4.2 Recognize cultural expectations of people in both the
target culture and the students’ culture.
NL.CLL.4.3 Recognize examples of cognates and loan words.
NM.CLL.4.1 Compare basic cultural practices of people in
the target culture and the students’ culture.
NM.CLL.4.2 Exemplify instances of cognates and loan
words.
NM.CLL.4.3 Compare the language conventions of the
students’ language and the target language.
NH.CLL.4.1 Classify basic cultural practices of people in the target
culture and the students’ culture.
NH.CLL.4.2 Use learned cognates and loan words to express ideas
on familiar topics.
NH.CLL.4.3 Analyze the language conventions from simple written
and spoken texts in the target language.
Co
nn
ecti
on
s to
Oth
er D
iscip
lin
es
(CO
D)
NL.COD.4.1 Identify tangible products related to the home and the
classroom in both the students’ and target cultures.
NL.COD.4.2 Recognize examples of cognates and loan words from
the target language in other disciplines.
NM.COD.4.1 Compare tangible products related to the home
and the classroom from the students’ and the target cultures.
NM.COD.4.2 Identify information about target culture
perspectives and practices.
NH.COD.4.1 Understand cultural practices and perspectives from
the target culture.
NH.COD.4.2 Identify the products of the target culture.
Com
mu
nit
ies
(CM
T)
NL.CMT.4.1 Recognize simple language that communicates
knowledge of the target language and cultures to others.
NL.CMT.4.2 Use simple, appropriate gestures, body language, and
cultural practices.
NL.CMT.4.3 Recognize simple patterns of behavior or interaction
from the target culture.
NL.CMT.4.4 Identify products from the target cultures that are used
globally.
NM.CMT.4.1 Recognize aspects of the target culture and
language in the students’ culture and language.
NM.CMT.4.2 Identify products made and used by members
of the target culture and the students’ culture.
NM.CMT.4.3 Differentiate gestures for appropriateness in the
target culture.
NM.CMT.4.4 Identify how knowledge of the target language
is useful in a global economy.
NH.CMT.4.1 Compare traditions and events of the target culture
and the students’ culture.
NH.CMT.4.2 Identify examples of products, practices, and
perspectives in the community related to the target culture.
NH.CMT.4.3 Identify key characteristics of target culture traditions.
27
Culture: Classical Languages
High School Credit Courses, Level II-III
Level II Level III
Intermediate Low (IL) Intermediate Mid (IM) Intermediate High (IH)
Con
nec
tion
s to
Lan
gu
age
& L
iter
acy
(CL
L)
IL.CLL.4.1 Classify cultural practices of people in the target
culture and the students’ culture using familiar topics,
situations, and experiences.
IL.CLL.4.2 Use cognates, loan words, and some idiomatic
expressions to express information about familiar topics.
IL.CLL.4.3 Analyze the language conventions in authentic
written and spoken texts.
IM.CLL.4.1 Use cultural practices to analyze familiar topics,
situations, and experiences.
IM.CLL.4.2 Analyze media and identify idiomatic expressions
that add cultural relevancy.
IM.CLL.4.3 Deconstruct written and spoken texts for cultural
attitudes, viewpoints and values.
IH.CLL.4.1 Identify dialectical differences in media from
various cultures.
IH.CLL.4.2 Evaluate texts and presentations for cultural
viewpoints, values, and bias.
Con
nec
tion
s
to O
ther
Dis
cip
lin
es
(CO
D)
IL.COD.4.1 Analyze cultural practices and perspectives from
the target culture with the students’ culture.
IL.COD.4.2 Understand how prominent citizens and events impact(ed) the target culture and the students’ culture.
IM.COD.4.1 Understand how geography and history impact
the development of the target culture and its civilization.
IM.COD.4.2 Understand how practices and perspectives impact the target culture.
IH.COD.4.1 Understand how geography and history impact
the development of global culture and civilization.
IH.COD.4.2 Analyze the target culture and its civilizations in terms of how products, perspectives, and practices are
interdependent.
Co
mm
un
itie
s
(CM
T)
IL.CMT.4.1 Integrate traditions and activities of the target
culture and the students’ culture.
IL.CMT.4.2 Create resources in the target language for use in
the community.
IL.CMT.4.3 Coordinate events or presentations that share the
target language and culture with the community.
IM.CMT.4.1 Understand the influence of the target culture on
literature, media, and global concerns.
IM.CMT.4.2 Explain how events in the target culture’s history
have impacted contemporary perspectives, practices, and
products.
IM.CMT.4.3 Evaluate the traditions of the target culture and
the students’ culture.
IH.CMT.4.1 Explain the influence of the target culture on
literature, media, and global concerns.
IH.CMT.4.2 Understand the impact of the target culture on
contemporary perspectives, practices, and products of the
global economy.
Note: Clarifying Objective numbers do not necessarily articulate across proficiency levels.
28
Culture: Classical Languages
High School Credit Courses, Level IV-VI
Level IV, Level V, and Level VI
Advanced Low (AL) Advanced Mid (AM)
Con
nec
tion
s to
Lan
gu
age
&
Lit
eracy
(CL
L)
AL.CLL.4.1 Compare dialectical differences in media from various target cultures.
AL.CLL.4.2 Compare target culture perspectives in texts and presentations with students’
culture perspectives.
AM.CLL.4.1 Use dialectical differences to adapt and give presentations.
AM.CLL.4.2 Produce media for distribution that is culturally responsible and sensitive.
Con
nec
tion
s to
Oth
er
Dis
cip
lin
es
(CO
D)
AL.COD.4.1 Contrast the historical views of public and private life in the target culture and its
civilizations with world views.
AL.COD.4.2 Identify examples of the target culture and its civilizations in contemporary media
and entertainment.
AM.COD.4.1 Explain the influence of the target culture perspectives on products and practices.
AM.COD.4.2 Explain how social and political events affected the perspectives, practices, and products of the target culture.
Co
mm
un
itie
s
(CM
T)
AL.CMT.4.1 Critique the influence of the target culture in literature, media, and global
concerns.
AL.CMT.4.2 Differentiate the effect of events in the target culture’s history on its
contemporary perspectives, practices, and products.
AM.CMT.4.1 Critique the influence of the target culture on global philosophy and professional
discourse.
AM.CMT.4.2 Critique the effect of events in the target culture’s history on perspectives,
practices, and products of global interest.
Note: Clarifying Objective numbers do not necessarily articulate across proficiency levels.