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Spanish 2 Standards

Skills developed in Level 2 - Georgia Performance Standards

Skills developed in Level 2 

 

 Interpersonal Skills - What students need to do to communicate in the target language

  •  MLII.IP1A           Express needs and preferences.
  • MLII.IP1B           Express feelings and emotions.
  • MLII.IP1C           Request help and clarification.
  • MLII.IP1D           Give descriptions.
  • MLII.IP1E           Give and follow directions and instructions.
  • MLII.IP1F           Ask questions and provide responses based on topics such as self, others, and the immediate environment.
  • MLII.IP1G           Ask questions and provide responses about plans and events.
  • MLII.IP2A           Initiate, participate in, and close an oral or written exchange.
  • MLII.IP2B           Use simple paraphrasing to convey and comprehend messages.
  • MLII.IP2C           Use gestures and body language to convey and comprehend messages.
  • MLII.IP2D           Demonstrate Novice-Mid to Novice-High proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.
Interpretive Skills - What students need to do to understand the target language.
  • MLII.INT1A        Identify main ideas and essential details when reading and listening.
  • MLII.INT1B         Interpret culturally authentic materials and information.
  • MLII.INT1C        Comprehend and follow oral and written instructions.
  • MLII.INT1D        Demonstrate Novice-Mid to Novice-High proficiency in listening, viewing, and reading comprehension.
  • MLII.INT2A        Differentiate among increasingly complex statements, questions, and exclamations.
  • MLII.INT2B         Interpret basic gestures, body language, and intonation that clarify a message.

Presentational Skills- What students need to do to show what they have understood

  • MLII.P1A            Relate main ideas and essential details from level-appropriate print or non-print material.
  • MLII.P1B            Give brief, organized oral presentations, using visual and technological support as appropriate.
  • MLII.P1C            Write short, organized compositions, using visual and technological support as appropriate.
  •  MLII.P1D            Demonstrate Novice-Mid to Novice-High proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.
  • MLII.P2A            Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and intonation when presenting material.
  • MLII.P2B            Demonstrate comprehension of material.
Cultural Awareness- What students need to do to begin to understand a culture
  • MLII.CU1A         Participate in real or simulated cultural events, such as family activities and holiday celebrations.
  • MLII.CU1B          Identify patterns of behavior typically associated with cultures, such as eating and shopping customs, leisure activities, and celebration of national holidays.
  • MLII.CU1C         Examine the influence of the geography of the countries studied on cultural elements such as food, clothing, dwellings, transportation, language, and art.

Comparisons, Connections, Awareness of multilingual communities- What students need to do to compare cultures, make connections with other disciplines, and begin to develop ways to participate in multilingual communities at home and around the world.

  • MLII.CCC1A       Give examples of the influence of the target language and culture(s) on other subject areas, such as foreign words in the English language.
  • MLII.CCC1B        Relate information acquired in other subjects discussed in the language class, such as use of the metric system.
  • MLII.CCC2A       Compare and contrast traditions, such as holidays, foods, and celebrations.
  • MLII.CCC2B        Compare and contrast social conventions of the target culture(s) with the students’ own cultures, such as handshaking and kissing on the cheek.
  • MLII.CCC2C       Compare and contrast the geography of countries of the target language and the students’ own country and discuss its impact on culture.
  • MLII.CCC3A       Compare vocabulary usage and structural patterns of the target language with English.
  • MLII.CCC3B        Use level-appropriate idiomatic expressions in the target language.
  • MLII.CCC4A       Give information regarding major current events of the target culture(s).
  • MLII.CCC4B        Understand the impact of major current events of the target culture(s).
  • MLII.CCC5A       Develop and apply target language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes.
  • MLII.CCC5B        Illustrate how the target language and culture(s) studied are evident in and through media, entertainment, and technology.
  • MLII.CCC5C       Locate and use resources in the target language, such as individuals and organizations accessible through the community

>Language Proficiency Goal for Level 2 (ACTFL, GPS)

 Level 2: Novice Mid to Novice High

NOVICE MID

Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor=s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.

NOVICE HIGH

Speakers at the Novice-High level are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects and a limited number of activities, preferences and immediate needs. Novice-High speakers respond to simple, direct questions or requests for information; they are able to ask only a very few formulaic questions when asked to do so. Novice-High speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Their utterances, which consist mostly of short and sometimes incomplete sentences in the present, may be hesitant or inaccurate. On the other hand, since these utterances are frequently only expansions of learned material and stock phrases, they may sometimes appear surprisingly fluent and accurate. These speakers= first language may strongly influence their pronunciation, as well as their vocabulary and syntax when they attempt to personalize their utterances. Frequent misunderstandings may arise but, with repetition or rephrasing, Novice-High speakers can generally be understood by sympathetic interlocutors used to non-natives. When called on to handle simply a variety of topics and perform functions pertaining to the Intermediate level, a Novice-High speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence level discourse.

8 ACTFL, Inc.,1999