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Spanish 3 Standards

Skills developed in Level 3 - Georgia Performance Standards

Skills Developed in Level III

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

  • MLIII.IP1A          Express needs and desires.
  • MLIII.IP1B          Share feelings and emotions.
  • MLIII.IP1C          Exchange opinions and preferences.
  • MLIII.IP1D          Give detailed descriptions.
  • MLIII.IP1E          Give and follow detailed directions and instructions.
  • MLIII.IP1F          Ask questions and provide responses on topics and events found in a variety of print and non-print sources.
  • MLIII.IP2A          Participate in extended oral and written activities reflecting the present.
  • MLIII.IP2B          Begin to participate in oral and written activities reflecting the future and past.
  • MLIII.IP2C          Exchange information through conversations, notes, letters, or e-mail on familiar topics.
  • MLIII.IP2D          Use paraphrasing, some circumlocution, and body language to convey and comprehend messages.
  • MLIII.IP2E          Begin to self-correct.
  • MLIII.IP2F          Demonstrate Novice-High to Intermediate-Low 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.

  • MLIII.INT1A       Identify main ideas and supporting details from a variety of sources.  
  • MLIII.INT1B        Understand culturally authentic materials and information.  
  • MLIII.INT1C       Demonstrate comprehension of current events and issues presented through print and electronic media.
  • MLIII.INT1D       Follow instructions given in the target language.
  • MLIII.INT1E        Understand simple connected discourse.
  • MLIII.INT1F        Demonstrate Novice-High to Intermediate-Low proficiency in listening, viewing, and reading comprehension.

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

  • MLIII.P1A           Summarize and communicate main ideas and supporting details from a variety of authentic language materials.
  • MLIII.P1B           Produce brief oral presentations in the present with increasing proficiency, using visual and technological support as appropriate.
  • MLIII.P1C           Write short, organized compositions in the present with increasing accuracy, using visual and technological support as appropriate.
  • MLIII.P1D           Begin to prepare presentations in the past and future.
  • MLIII.P1E           Demonstrate Novice-High to Intermediate-Low proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.
  • MLIII.P2A           Prepare and present culturally authentic poetry, skits, or stories.  
  • MLIII.P2B           Prepare and present original essays, poetry, skits, or stories in the target language.

Cultural Awareness- What students need to do to begin to understand a culture

  • MLIII.CU1A        Participate in real or simulated cultural events.
  • MLIII.CU1B         Discuss patterns of behavior typically associated with culture(s).  
  • MLIII.CU1C        Investigate the role of geography in the history and development of the culture(s) studied.

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.

  • MLIII.CCC1A      Understand the role of major contemporary and historical figures and events from the culture(s) studied.
  • MLIII.CCC1B       Relate topics studied in other subject areas to those studied in the target language class.
  • MLIII.CCC1C      Recognize how the viewpoints of people in countries where the target language is spoken are reflected in their practices and products, such as political systems, art, architecture, music, and literature.
  • MLIII.CCC2A      Discuss the influences of events and issues on the relationships between countries where the target language is spoken and the students’ own culture.
  • MLIII.CCC2B       Compare and contrast social conventions of the target cultures with the students’ own culture.
  • MLIII.CCC2C      Compare aspects of the cultures studied, such as language, clothing, foods, dwellings, and recreation, with the students’ own culture.
  • MLIII.CCC3A      Demonstrate understanding that language and meaning do not transfer directly from one language to another.
  • MLIII.CCC3B       Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the language studied.
  • MLIII.CCC4A      Extend target language skills and cultural knowledge through the use of media, entertainment, and technology.
  • MLIII.CCC4B       Locate and use resources in the target language, such as individuals and organizations accessible through the community or the Internet, to reinforce cultural knowledge.  

>Language Proficiency Goal for Level 3 (ACTFL,GPS)

Level 3: Novice High to Intermediate Low 

INTERMEDIATE LOW

Speakers at the Intermediate-Low level are able to handle successfully a limited number of uncomplicated communicative tasks by  creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target language culture. These topics relate to basic personal information covering, for example, self and family, some daily activities and personal preferences, as well as to some immediate needs, such as ordering food and making simple purchases. At the Intermediate-Low level, speakers are primarily reactive and struggle to answer direct questions or requests for information, but they are also able to ask a few appropriate questions. Intermediate-Low speakers express personal meaning by combining and recombining into short statements what they know and what they hear from their interlocutors. Their utterances are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language but, in spite of frequent misunderstandings that require repetition or rephrasing, Intermediate-Low speakers can generally be understood by sympathetic interlocutors, particularly by those accustomed to dealing with non-natives.

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