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Schools are asked to use these standards as the basis of conversations about how
to help all students to be successful language and culture learners. Through
discussions of how standards can guide program design and influence instructional
choices, improvements in language education can provide the educational benefits
that all of Hawaii’s students will need to become effective communicators in this
global society.
1
About the Standards
“The standards The standards are not listed in order of importance. However, the communication
standards play a central role since it is only through effective communication that
selected for world the other standards can be fully met.
languages are based
on the national Each standard leads toward the development of the General Learner Outcomes.
standards, which Students become more responsible for their own learning as they become better at
will help the Hawai‘i Communication. They increase understanding that it is essential for human beings
to work together through the Cultures standard, which promotes understanding
document fit in to a and tolerance for individual, cultural and language differences. Students apply
nationally accepted complex thinking and problem solving through making Comparisons of how
framework for different language and culture systems operate. Developing cultural and language
language teaching proficiency is a process that provides many opportunities to evaluate whether one
in the next century.” is performing well enough to make Connections and interact effectively in
Communities which use the language.
DR. NANCY RHODES,
CENTER FORAPPLIED LINGUISTICS,
1999
2
Content Standards — At-A-Glance
3
About the Standards
4
About the Standards
Students need different language competencies for each of these modes. They
must use a wide variety of effective strategies for reading and listening, for speaking
and writing, in order to convey and receive messages of many different types. The
ability to apply their knowledge of the structural patterns and grammatical features
of the language is necessary for participation in the Communicative Modes.
This chart from the National Standards document illustrates the three modes and
the link between language and culture.
• Author or creator of
visual or recorded
material not known
personally to
listener or reader.
KNOWLEDGE OF THE LINGUISTIC SYSTEM The use of grammatical, lexical, phonological, seman-
tic, pragmatic, and discourse features necessary for participation in the Communicative Modes. 5
About the Standards
Although the three Stages mentioned earlier organize the benchmarks, they are What students should
actually presented in four grade level clusters to guide program development
know and be able
beginning at kindergarten. The clusters — K-3, 4-5, 6-8, and 9-12 — serve to
provide teachers, students, and others with the vision of what all students should to do by the end of
know and be able to do by the end of certain points in their education. They certain points in
further explain the standards and provide a framework for the course of study their education.
to attain progressive levels of competency required by the 1998 Legislation.
Stage I:
This is the Beginning stage of learning in which the learner has just entered formal The K-5 program is
language instruction, and may occur at any age. It describes learning achieved by a sequential program
students in sequential elementary programs or a two-year middle school or high leading to the develop-
school sequence. Students at this stage use a limited supply of memorized words,
phrases and short sentences meet simple practical needs. They comprehend general ment of communica-
information, vocabulary and messages on familiar topics with contextual and visual tive proficiency in a
support; and are able to imitate culturally appropriate gestures and words. language other than
English. It lays the
foundation for further
language study in
Understanding Stage I and upcoming years.
the Benchmarks for Elementary Grades
7
About the Standards
Stage II
In Stage II, the Intermediate sequence, the focus is on the ongoing, progressive
development of language proficiency which allows students to perform the basic
functions of the language in increasingly complex situations.
Students communicate orally and in writing with their peers and others using
more complex language. They can tell or retell a story, present skits, songs,
poetry and personalized statements to a variety of audiences.
8
About the Standards
Stage III
Through an extended experience of language learning, the learners at The benchmarks for
Stage III, the Expanding Stage, show limited facility with narration and grades 9–12 describe
description. They will often be able to use connected sentences and short
paragraphs.
expectations of students
who are in a continu-
They interact freely with other speakers, using language confidently and with ing sequence which
ease in most simple social contexts. Learners are able to meet most of their began in grade K and
own practical writing needs. They can also make some longer oral and written reflect the sequential
presentations showing sustained control of the key structures of the language.
nature of language
They comprehend main ideas and most details on a variety of topics beyond development.
the immediate situation. They use knowledge acquired in other settings and
understand significant details from a variety of topics found in authentic material.
The current practice of beginning language instruction in high school does not
provide students sufficient opportunity to develop the proficiencies described at
Stage III.
Understanding the
Benchmarks for Grade 12
In Stage III, the Expanding sequence, the primary goal is the progressive acquisition
of cultural knowledge, and the increasing ability to apply language and culture in an
authentic setting.
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World Languages Content Standards
and Grade Cluster Benchmarks
CONTENT Stage I
STANDARDS
K - 3 4 - 5
2. Students understand and • Understand main ideas of selected songs and • Understand main ideas of spoken material
segments of television programming. such as stories read aloud, segments of high
interpret written and interest programming for general audiences
spoken language on • Understand and abide by posted school including news/weather reports, sports,
signs in the target language, such as commercials.
a variety of topics. "Girls Bathroom”.
(Interpretive) • Understand and restate main ideas of high
• Understand main ideas and identify interest materials such as stories, product
characters in illustrated stories. descriptions, advertisements and magazines.
3. Students present • Recite poetry, songs, proverbs or short • Prepare and give brief oral presentations
anecdotes or narratives that are commonly such as songs, skits, short stories, and brief
information, concepts, know by peers in the target culture. reports of personal experiences.
and ideas to an
• Present orally (such as in a show and tell • Prepare a flier or a letter for a school
audience of listeners or format) simple information about family publication.
readers on a variety of members, friends and objects in the everyday
environment.
topic. (Presentational)
• Prepare written communication, such as
a poster on a given theme.
10
CONTENT Stage II Stage III
STANDARDS
6 - 8 9 - 12
2. Students understand and • Understand main ideas and some supporting • Understand main ideas and most supporting
detail of general broadcast about which the detail of broadcast or published materials on
interpret written and student has some knowledge or personal a wide variety of topics.
spoken language on experience.
• Comprehend and comment on age
a variety of topics. • Understand main ideas of public appropriate authentic literature of the
(Interpretive) announcements intended for a wide target culture.
audience.
• Learn about culture, events, and issues from
• Understand main ideas and some supporting a wide range of broadcast or published
detail of published materials such as simple materials.
stories or reports relating to familiar
experiences or events.
3. Students present • Prepare and present orally a narrative, • Prepare and make an oral report about a
descriptive, or factual report relating to significant event or topic including reasons
information, concepts, personal or familiar experiences and events. for their opinions and feelings about it.
and ideas to an
• Prepare a story or report about a familiar • Prepare a detailed story or a report to
audience of listeners or event or personal experience for a student describe a significant event for an
readers on a variety of publication or a Web page. appropriate venue such as a student
publication or a web page.
topic. (Presentational)
11
World Languages Content Standards
and Grade Cluster Benchmarks
CONTENT Stage I
STANDARDS
K - 3 4 - 5
CULTURES • Identify and express opinion about key • Identify and use appropriate gestures and
other forms of non-verbal communication.
similarities and differences between the
dress, toys, celebrations, food, and music • Recognize distinctive aspects of daily life and
4. Students demonstrate an of the target culture and their own. routines in the target culture through media,
understanding of culture pictures and stories.
• Participate appropriately in cultural activities,
through the study of the such as games, songs, celebrations, • Identify and produce artwork, crafts, or
graphic representations of the culture being
relationship among storytelling, and dramatizations of the studied.
practices, perspectives, target culture.
• Identify and tell the major features of mutual
and products of another • Identify gestures and greetings that are contributions such as food, songs, customs,
culture. and the arts of the target culture and one’s
common to the culture studied.
own culture.
• Understand and use a limited set of
high-frequency abstract ideas from the target
culture("It is important to play fair”) in the
school context.
12
CONTENT Stage II Stage III
STANDARDS
6 - 8 9 - 12
• Comprehend main ideas of short video • Use target language sources to find
CONNECTIONS AND materials in the target language on topics information about a topic being studied
COMMUNITIES being studied in other classes (health, in other school subject (climate change,
environment, etc.). government structure, public health).
6. Students use the • Present oral or simple written reports in the • Determine ways in which the language
target language on topics being studied in studied can enhance activities that benefit
language to connect other classes (nutrition, communities, the school or community such as preparing
with other disciplines, transportation, etc.). informational flyers about school or
community events and visits to elder homes.
access information
through authentic
language sources, and
explore opportunities to
interact in multicultural
settings.
13
About the Refinement Process
14
Implementation Issues
15
Implementation Issues
Grade K 6 Stage I
Grade K 9 Stage II
Grade K 13 Stage III
Next Steps
The standards provide the guide and vision for language learning in the state and
show what we can expect our students to accomplish when given the educational
opportunities they need.
Many schools may begin by focusing their discussions on ways to ensure that their
curricular choices enable students meet the standards in the existing programs.
Other schools may need to discuss what it means to start a program. Consider-
ations including staff availability, time for planning, time in the school day,
articulation with other schools, and a range of details will require the support
of a planning team dedicated to success.
In all cases, examining the details of how we can provide language learning
experiences to all students will require coordinated planning.
Schools are asked to begin their discussions of what it will take to bring
these opportunities to all students. For further discussion or information
on implementing standards, please contact Anita Bruce, the state educational
specialist for World Languages, at 394-1322, or through Lotus Notes at
anita_bruce@notes.k12.hi.us.
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Resources
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Glossary
ACTFL: the American Council on the Entry point: grade level at which
Teaching of Foreign Languages. a student begins the study of a world
language in a school or district.
Acquisition/Learning: “acquisition
of a second language” refers to the nat- Expressive products: stories, poetry,
ural way one acquires a first language music, paintings, dance , drama or
through meaningful communication other creative representations of a
whereas learning a second language culture.
implies the formal study of a language
including grammatical rules. Framework: broad organizing struc-
ture for the essential knowledge and
Articulation: seamless transition skills in a program area.
from one level to the next.
Function: use of the language for
Authentic literature: materials, or an intended purpose; communication
sources of information, written origi- tasks such as asking and answering
nally in a language other than English questions, giving and obtaining infor-
for native speakers and readers of that mation, expressing opinions, etc.
language. Includes fiction, advertise-
ments, films etc. Genre: form or type of literary
content, such as a novel, tragedy,
Benchmarks: indicate developmentally comedy or poem.
appropriate content knowledge and
skills at specific grade levels or at a Interpret: to have or show one’s
cluster of grade levels. own understanding of the meaning.
18
Glossary
19
Notes
20
Notes
21
Notes
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Foreword
Research on effective schools tells us that one of the most important elements
in improving the results of education is being clear about standards, what it is
that students are expected to learn. The refined “Hawai‘i Content and
Performance Standards, HCPS II”, provides such standards for Hawaii’s
students in kindergarten through grade twelve in ten academic content areas.
This document describes the content standards for World Languages. The content
standards are clear, broad statements of important ideas, concepts, skills and
dispositions to be taught and learned in a content area and answer the question
“What should students know, be able to do, and care about?” The K-12 content
standards are clarified by benchmark standards that indicate developmentally
appropriate content knowledge and skills at a cluster of grade levels. For World
Languages, the grade level clusters include K-3, 4-5, 6-8, and 9-12.
To follow and support these content standards, performance standards, that answer
questions like “What does good performance look like?” and “How good is good
enough?” will be described on a website. They will be developed in collaboration
with teachers and other educators in the coming year and will clarify the content
standards by describing what evidence is acceptable in determining whether
content standards have been met.
Equally important to learning academic content is developing the knowledge, skills
and attitudes that all students need to lead full and productive lives. Four General
Learner Outcomes serve as the essential, overarching goals for all of the content
and performance standards. They must be an integral and vital part of all teaching
and learning. All teachers in all grades and in all subjects must contribute to the
development of the General Learner Outcomes while promoting the learning of
subject matter as well. The General Learner Outcomes are:
• The ability to be responsible for one’s own learning.
• The understanding that it is essential for human beings to work together.
• The ability to be involved in complex thinking and problem solving.
• The ability to recognize and produce quality performance and
quality products.
The real test of the standards is their applicability and usefulness in the classroom
to improve student learning. Raising our expectations is but the first step; it’s
what we do with the standards - living up to them - that will ultimately make us
a performance oriented system.
We are about to embark on an important journey that will challenge how we think,
feel and act in regards to teaching and learning. Begin your discussions on what it
will take to implement these standards. Give us feedback on the effectiveness and
usefulness of the content standards, work with us in developing the performance
standards, and always keep the General Learner Outcomes in the forefront.
Let us work together with common purpose and mutual obligation and affirm
our responsibility to educate all students and to do so to the same high standards.
Office of Accountability
and School Instructional
Support/School
Renewal Group
Department of Education
State of Hawai‘i
RS 00-0098
August 1999