East Meadow Public SchoolsEast Meadow, NY

Grade 11 Curriculum Area ProjectSchool Year 2012-2013

Mr. Louis R. DeAngeloSuperintendent

W.T. Clarke High SchoolMr. Timothy Voels, Principal

East Meadow High SchoolMr. Richard Howard, Principal

Department of Languages Other Than English

Spanish 4 Advanced Placement

Writers: Jennifer Mangino Maria Miller

Project Facilitator: Maria Miller CAP Coordinator: Kelly M. O’Brien

Board of Education

Joseph Parisi, President

Walter Skinner, Vice President

Joseph Danenza, Trustee

Corey Fanelli, Trustee

Brian O'Flaherty, Trustee

Jeffrey Rosenking, Trustee

Marcee Rubinstein, Trustee

Administration

Louis R. DeAngelo, Superintendent of schools

Robert P. Gorman, Asst. Superintendent for Business and Finance

Anthony Russo, Asst. Superintendent for Human Resources

Cindy Munter, Asst. Superintendent for Curriculum and Instruction

Patrick Pizzo, Director of School Facilities and Operations

Table of Contents

Abstract page 4

Rationale page 5

Understanding by Design lesson plans for selected units

I. La familia y las comunidades pages 6-8

Resources pages 9-10

Appendix A - Scope and Sequence for Spanish 4AP page 11-15

Appendix B - New Exam Outline page 16-18

Appendix C - New Achievement Level Descriptions page 19-38

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Abstract

This guide presents a curriculum for the Languages Other Than English

instruction of Spanish students in the Level 4 AP Spanish Language and

Culture course. The course is designed for students who have completed

Spanish Level 3 successfully and have opted to further their linguistic and

cultural understanding of the Spanish-speaking world at the 11th grade level.

It is the first year of a two year Advanced Placement course that will

culminate with the Advanced Placement Spanish Language and Culture

Exam in May 2014. This course incorporates the New York State

Standards and the National Standards in Foreign Language Education.

These standards include “The Five C’s of Foreign Language Education:”

Communication, Cultures, Connections, Comparisons and Communities.

The AP Spanish Language and Culture course provides students with

opportunities to exhibit their proficiency in each of the three modes of

communication (Interpersonal, Interpretive, and Presentational).

The new curriculum framework centers around six essential themes to

integrate language, content, and culture into an interrelated series of

lessons and activities. Each theme will be explored through essential

questions intended to engage learners and to guide learning activities and

performance assessments.

Every effort is made to provide the students with as many authentic

materials/situations to familiarize them with the target language and culture.

Literary and journalistic texts, advertisements, and authentic audio materials

are used to further language acquisition and cultural understanding. The

LOTE department has chosen to use various textbooks that we believe will

best prepare the students to achieve the goals of the new AP exam and the

state and national standards.

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Rationale

It is the intent of this Curriculum Area Project to create a specific curriculum

and scope and sequence for a Spanish 4 AP Spanish Language and

Culture course. This new curriculum is warranted due to the revision of the

Spanish AP Language and Culture Exam, commencing in May 2014. The

new curriculum reflects the use of themes and essential questions that allow

students to investigate and express different views on real world issues,

make connections to other disciplines and compare aspects of the target

culture(s) to their own. In addition there are key revisions to the exam: all

exam tasks are contextualized and feature a greater variety of authentic

print and audio materials which reflect the linguistic and cultural diversity of

a Spanish-speaking world. The new curriculum is aligned with the standards

set forth by the New York State Board of Regents and the National

Standards in Foreign Language Education.

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Selected Lesson Plans

I. Las familias y las comunidades

Stage 1—Desired Results

Content Standard(s):

COMMUNICATION:(1.2) Students understand and interpret written and spoken language on a variety of topics.(1.3) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURAL UNDERSTANDING: (2.2) Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

CONNECTIONS: (3.1) Students reinforce and further their knowledge of other disciplines through the foreign language.

COMPARISONS: (4.2) Students demonstrate understanding of the concept of culture through comparisons of the cultures studied on their own. Understanding(s):

Students will understand… The cultural differences in

traditions and values. The structure of the family. Their global responsibility as

citizens. That there are consequences for a

person’s actions. That peer influence is sometimes

stronger than family influence. That there are some behaviors that

cannot be forgiven. The different roles of men and

women in society and the family. The different ways that men and

women perceive each other.

Essential Question(s): What constitutes a family in different

societies? How do individuals contribute to the

well-being of communities? How do the roles that families and

communities assume differ in societies around the world?

What are the responsibilities of a parent to his/her child?

What are the responsibilities of a child to his/her parent?

How can peer influence affect a child’s life both positively and negatively?

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Students will know… The vocabulary necessary to discuss

feelings, emotions, daily routines, physical and emotional descriptions and personal traits.

The cultural differences in the make up of nuclear and extended families.

The cultural differences in philosophy of parents in raising their children.

The definition of pride and the importance of pride in the Hispanic culture.

How to use the Subjunctive in adjective clauses.

How to use reflexive verbs. The uses of por and para.

Students will be able to… Understand what constitutes a family in

different societies. Give their opinions about how

individuals can contribute to the well-being of global communities.

Discuss the different roles that men and women play in the family and in society.

Ask and advise about relationships with parents.

Discuss how to raise and educate responsible children.

Give advice to a friend in trouble. Define what makes a juvenile

delinquent. Understand the complexity of family

relationships. Understand the concepts of machismo

and marianismo.

Stage 2—Assessment Evidence

Performance Task(s):

Create a T-chart listing the bad actions of the opposite sex that can contribute to the failure of a marriage or a friendship.

Create a Venn diagram comparing and contrasting a Hispanic society vs. a North American society using the Mimio.

Create a comic strip demonstrating the miscommunication between a parent and a child or a husband and a wife.

Read the story: “No oyes ladrar los perros” by Juan Rulfo. Use the story as a point of discussion for the topics of family relationships, love, feelings of anger and compassion, family values and ties and peer influence.

Perform a simulated conversation

Other Evidence:

Write a journal entry about how their life would change if they were a member of the opposite sex.

Take written vocabulary quizzes on related vocabulary.

Write a poem about someone they love or care about.

Listen to authentic audio materials similar to those on the new AP Exam.

Assess their understanding of grammatical structures, vocabulary, and cultural points by means of written exams.

Write an essay of more than 200 words using authentic sources of both printed and audio materials on the topic: Is it possible to reform a juvenile delinquent?

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with a peer asking advice about a problem with their parents.

Summarize a reading source and a listening source and present a two minute oral presentation on how to raise and educate responsible children.

Write a note of apology to your parents for an inappropriate action.

Write a note to a friend giving advice about a personal problem.

Stage 3—Learning Plan

Learning Activities:

Vocabulary will be presented by using Smart board and Mimio. Working in cooperative groups, students will read articles and short stories demonstrating

family relationships and the dynamics of gender roles. Students will fill out a graphic organizer stating what love means to them. They will be

instructed that this could include parental love, love of a sibling, platonic love. Class will review as a whole their graphic organizers and “brainstorm” their beliefs about love and the importance of love in their everyday lives.

Present grammatical structures of the subjunctive mood in adjective clauses, reflexive verbs, and the uses of por and para.

Websites:http://abriendopaso.heinle.comhttp://www.apcentral.collegeboard.comhttp://voices.thomsoncustom.com

Resources

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Armen, Judy. Abriendo Puertas: Lenguaje. Evanston, Illinois: Mc Dougal Littell, 2007.

Blanco, José A. and C. Cecilia Tocaimaza-Hatch. Imagina: español sin barreras.Boston, Massachusetts: Vista Higher Learning, 2007.

Couch, James H., Rebecca D. McCann, Carmel Rodríguez-Walter, and Angel Rubio-Maroto. Una Vez Más. Segunda ed. New York: Longman Publishing Group,1993. Díaz, José M. AP Spanish: Preparing for the Language Examination. Third ed.Boston, Massachusetts: Pearson Prentice Hall, 2007.

Díaz. José M. and María F. Nadel Abriendo Paso – Gramática. Boston, Massachusetts: Pearson Prentice Hall, 2012.

Díaz. José M. and María F. Nadel Abriendo Paso – Lectura. Boston, Massachusetts: Pearson Prentice Hall, 2012.

Díaz, José M., María Nadel and Stephen J. Collins. Abriendo Paso – Lectura. Boston, Massachusetts: Pearson Prentice Hall, 2007.

Duhl, Jay and Felipe Mercado. AP Test Prep: Mastering the Advanced Placement Spanish Language Exam. St. Paul, Minnesota: EMC Publishing, 2008.

McVey Gill, Mary, Brenda Wegmann and Teresa Méndez-Faith. En Contacto – Gramática en acción. Boston, Massachusetts: Thomson-Heinle, 2007.

McVey Gill, Mary, Brenda Wegmann and Teresa Méndez-Faith. En Contacto – Lecturas intermedias. Boston, Massachusetts: Thomson-Heinle, 2007.

Renjilian-Burgy, Joy and Rebecca M. Valette. Album. Third ed. Boston Massachusetts: Houghton Mifflin Company, 2005.

Rusch, Debbie, Marcela Domínguez and Lucía Caycedo-Garner. Fuentes: Conversación y gramática. Third ed. Boston, Massachusetts: Houghton Mifflin Company, 2005.

Tuten, Donald N., Lucía Caycedo-Garner and Carmelo Esterrich. Fuentes: Lectura y redacción. Third ed. Boston, Massachusetts: Houghton Mifflin Company, 2005.

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Zayas-Bazán, Eduardo, Susan M. Bacon and Dulce M. García. Conexiones – Comunicación y Cultura. Fourth ed. New Jersey: Prentice-Hall, Inc., 2010.

Videos

Diarios de motocicleta

Infórmate con CNN

La lengua de las mariposas

Cortometrajes from Imagina:

Momentos de estación

Adiós mamá

Encrucijada

Raíz

Espíritu deportivo

VideoRed from Conexiones:

Esas modas pasajeras

La química del amor

Nota sobre el clavado en la quebrada

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APPENDIX A

Scope and Sequence for 4 AP Spanish Language and Culture

Spanish 4 AP Scope and Sequence

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I. Tema - La Vida Contemporánea

Essential Questions:

1. How do societies and individuals define quality of life?2. How is contemporary life influenced by cultural products?3. What are the challenges of contemporary life?

A. Las Relaciones Personales: La amistad El amor Gramática: Ser vs. Estar; Present Tense (Regular/irregular/stem-changing) Cortometraje: “Momentos de estación” Lectura: “El Décimo” (Abriendo Paso: Lectura)

Resources:Imagina - Chapter 1 “Sentir y Vivir”, pp. 3-39Abriendo Paso Lectura - “El décimo” pp. 40-57

B. La Educación: La vida universitaria Estilos de la vida estudiantil El sistema escolar Historia de la enseñanza hispánica Gramática: The Present Subjunctive Formation and Uses Film: “La lengua de la mariposa”

Resources:En contacto gramática - “Vivir y aprender”, pp. 118-137En contacto lectura - “Vivir y aprender”, pp. 78-95Civilización y Cultura (Copeland) - “La educación en el mundo hispánico”, Unit 9 - pp. 135-137

C. Las Carreras: El mundo del trabajo y las finanzas Las carreras El internet y su influencia en el mundo actual Gramática: The Present Perfect Tense (Indicative and Subjunctive) Cortometraje - “El hombre que volaba un poquito”

Resources:Imagina - Chapter 7 - “Perspectivas laborales”, pp. 132-266

D. Entretenimiento y La Diversión:

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Los medios de comunicación La prensa y su influencia La gente en los medios Las diversiones (los deportes y el tiempo libre) Gramática: commands, object pronouns, subjunctive in adverbial clauses (p. 210) Cortometraje - “Espíritu deportivo”

Resources:Imagina - Chapter 3 “La influencia de los medios”, pp. 79-117

Chapter 9 “Escapar y divertirse”, pp. 303-335

E. Los Viajes y el Ocio Las vacaciones Actividades turísticas Consejos para el viajero norteamericano Lectura: “Vuelva usted mañana” (En Contacto) Selected readings de la prensa Film: “Los diarios de la motocicleta”

Resources: En contacto gramática - Chapter 6 “De viaje”, p. 146En contacto lectura - Chapter 6 “De viaje”, p. 96Abriendo Paso Lectura - De la prensa, pp. 280 - 357 (Selected readings)

II. Tema - Las familias y las comunidades

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Essential Questions:

1. What constitutes a family in different societies?2. How do individuals contribute to the well-being of communities?3. How do the roles that families and communities assume differ in societies around the world?

A. La Familia Las tradiciones y los valores de la familia La relación entre el hombre y la mujer (machismo/marianismo) en el mundo actual Una comparación de la familia hispana y la familia norteamericana La brecha generacional Cortometraje: “Raíz” Film: “ La lengua de la mariposa” Gramática: Reflexive verbs; por vs para;

Resources:

Imagina - Chapter 4 “Generaciones en movimiento”En contacto lectura y gramática - Chapter 2 “Vejez y juventud”Pasajes Lectura y Pasajes Cultura - Chapter 6 - “La relación entre el hombre y la mujer” (Selected Readings). Fuentes: Literatura - Chapter 10 pp. 182-191Abriendo Paso Lectura: “No oyes ladrar los perros”, pp. 117-133

III. Tema - La Belleza y la estética

Essential Questions:

1. How are perceptions of beauty and creativity established?2. How do ideals of beauty and aesthetics influence daily life?3. How do the arts both challenge and reflect cultural perspectives?

A. La moda y el diseño

La ropa y el trabajo La movida madrileña La moda duradera Definiciones de la creatividad Definiciones de la belleza Las artes visuales y escénicas Gramática: Preterit; Imperfect; Preterit vs Imperfect Lectura: “ Nosotros No”

Resources: Conexiones - Chapter 1- “Esas modas que van y vienen”, pp. 3-37Abriendo Paso Lectura – “Nosotros no”, pp. 97-115

AP Practice Activities

I. Tema: La Educación

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Listening Practice: EMC AP Test Preparation p. 5, Exercise 7 (Short Dialogue) p. 9, Exercise 2 (Short Dialogue) CNN p. 31 “ El mundo estudiantil y el profesional”

Speaking Practice: Preparing for the Spanish Language AP Exam (Diaz)

Section 7 and Section 13 Opiniones - Unidad 3 (3.1) – “ la Universidad”

Writing Practice: Abriendo Paso Gramática (New Edition)

Interpersonal Writing #8Interpersonal Writing #16

EMC AP Test Preparation p. 83, Exercise 12

II. Tema: Las Relaciones Personales

Listening Practice: EMC AP Test Preparation p. 6, Exercise 13 (Short Dialogue)

Writing Practice:

Abriendo Paso Gramática – p. 312, Exercise #1 p. 318, Exercise #19

III. Tema: La Familia

Listening Practice: Abriendo Paso Lectura – p. 133, Selection #1

Writing Practice: Abriendo Paso Lectura – “No oyes ladrar los perros”

IV. Tema: La Belleza

Listening Practice: Abriendo Paso Lectura – p. 115- “ Nosotros No “ , Selection 1, 2

Writing Practice: Abriendo Paso Lectura – p. 114, Mensaje 1

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APPENDIX B

New Exam Outline

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AP Spanish Language and Culture Exam

Exam InformationThe AP Spanish Language and Culture Exam assesses students’proficiencies in the Interpersonal, Interpretive, and Presentationalmodes of communication. The exam is 3 hours long and includes botha 95-minute multiple-choice section and an 85-minute free-responsesection. The multiple-choice section accounts for half of the student’sexam grade, and the free-response section accounts for the other half.Section I, the multiple-choice section, primarily assesses InterpretiveCommunication by asking students to identify main points, significantdetails, purpose, and intended audience of a variety of texts and tomake inferences and predictions based on them. Some questionsrequire students to show understanding of cultural or interdisciplinaryinformation contained in the text. Each selection is accompanied by apreview that provides contextual information.Section I, Part A, consists of a variety of authentic print materials (e.g.,journalistic and literary texts, announcements, advertisements, letters,maps, and tables). Section I, Part B, consists of a variety of authentic audiomaterials, including interviews, podcasts, public service announcements,conversations, and brief presentations. This section is divided into twosubsections. The first subsection includes audio texts that are paired withprint materials; the second consists solely of audio texts. Students will havetime to read the preview and skim the questions before listening to theaudio. All audio texts will be played twice.Section II, the free-response section, assesses Interpersonal andPresentational Communication by requiring students to produce writtenand spoken responses.In the writing portion, students demonstrate their ability to write in theInterpersonal mode by reading and replying to an e-mail message. Thenusing the Presentational mode, they write a persuasive essay based onthree sources that present different viewpoints on a topic. Students readan article, study a table or graphic, and listen twice to a related audio.Then they have 40 minutes to write an essay in response to a prompt usingthe information from all three sources to present and defend their ownviewpoint. Students have access to the print sources and any notes theymay take on the audio during the entire 40-minute writing period.The speaking portion assesses speaking in the Interpersonal modeby asking students to respond to questions as part of a simulatedconversation. Students are provided a preview of the conversation,including an outline of each exchange. This portion also assesses speakingin the Presentational mode by requiring students to make a 2-minutepresentation in response to a prompt on a cultural topic. In theirpresentation, students compare cultural features of their own communityto those found in an area of the Spanish-speaking world with which theyare familiar. Students are encouraged to cite examples from materials

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they’ve read, viewed, and listened to, as well as from personal experiencesand observations.You will hear the audio upon clicking on the audio icon ( ).The sample exam questions in this curriculum framework include anAnswer Key and an indication of the learning objective(s) targeted by eachquestion.Section Number ofTimeSection I: Multiple Choice Approx. 95 Minutes

Part A

Interpretive Communication: Print Texts 30 questions 50% Approx. 40 minutes

Part B

Interpretive Communication: Print and Audio Texts (combined) 35 questions Approx. 55 minutes

Interpretive Communication: Audio Texts

Section II: Free Response Approx. 85 Minutes

A. Interpersonal Writing: E-mail Reply 1 prompt 50% 15 minutes

B. Presentational Writing: Persuasive Essay 1 prompt Approx. 55minutes

C. Interpersonal Speaking: Conversation 5 prompts 20 seconds for each response

D. Presentational Speaking: Cultural Comparison 1 prompt 2 minutes to respond

© 2011 The College Board.

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APPENDIX C

New Achievement Level Descriptions

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AP Spanish Language and Culture Curriculum Framework

Achievement Level Descriptions for SpokenInterpersonal CommunicationAchievement Level 5(a) Interaction. Students at Achievement Level 5 initiate, maintain, andclose conversations on familiar topics in a culturally appropriatemanner most of the time. They understand and usually use culturallyappropriate expressions and gestures.(b) Strategies. Students at this level use a variety of communicationstrategies as necessary to maintain communication (e.g.,circumlocution, paraphrasing, requesting clarification or information).They often use questions to maintain the conversation and use contextto deduce meaning of unfamiliar words. They often recognize errorsand self-correct.(c) Opinions. They state opinions and demonstrate some ability to supportopinions on topics of personal interest.(d) Language structures. These students use a variety of simple andcompound sentences and some complex sentences on familiar topics,and they narrate and describe in all time frames, with a few errors thatdo not impede comprehensibility.(e) Vocabulary. They understand and use vocabulary on a variety offamiliar topics, including some beyond those of personal interest.(f) Register. Their choice of register is usually appropriate for theaudience, and its use is consistent despite occasional errors.(g) Pronunciation. Their pronunciation and intonation patterns, pacing,and delivery are comprehensible to an audience unaccustomed tointeracting with language learners; their pronunciation is consistent,with few errors that do not impede comprehensibility.(h) Cultures, connections, and comparisons. These students identify therelationships among products, practices, and perspectives in the targetculture(s) and compare them with their own culture. They compareand contrast a variety of geographic, historical, artistic, social, orpolitical features of target culture communities.Achievement Level 4(a) Interaction. Students at Achievement Level 4 initiate, maintain,and close conversations on familiar topics. They usually interact in aculturally appropriate manner and may understand and use culturallyappropriate expressions and gestures.(b) Strategies. These students use some communication strategiesto maintain communication (e.g., circumlocution, paraphrasing,restatement, asking for clarification or information). They use contextto deduce meaning of unfamiliar words. They recognize some errors

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and self-correct.(c) Opinions. They provide opinions on familiar topics with limited abilityto provide support.(d) Language structures. They use simple and compound sentences and afew complex sentences with some accuracy. They narrate and describein all time frames, demonstrating the most accuracy in present timeand some accuracy in the past and future.(e) Vocabulary. These students understand and use vocabulary on avariety of familiar topics, including some culturally appropriate andidiomatic expressions related to topics of personal interest.(f) Register. Their choice of register is usually appropriate for thesituation, yet some shifts between formal and informal registers occur.(g) Pronunciation. Their pronunciation and intonation arecomprehensible to an audience accustomed to interacting withlanguage learners; errors do not impede comprehensibility.(h) Cultures, connections, and comparisons. These students describein some detail products or practices of the target culture(s) and mayidentify perspectives of the target culture(s) with some inaccuracies.They compare and contrast some geographic, historical, artistic, social,or political features of target culture communities.Achievement Level 3(a) Interaction. Students at Achievement Level 3 initiate, maintain, andclose conversations on familiar topics and sometimes interact in aculturally appropriate manner.(b) Strategies. These students occasionally use communication strategies,such as circumlocution and paraphrasing. Students at this levelof achievement often seek clarification of meaning by asking forrepetition. They use context to deduce meaning of unfamiliar words.Students may recognize errors; attempts at correction are onlyoccasionally successful.(c) Opinions. These students state opinions on topics of personal interest,and they understand and respond to questions and statements onfamiliar topics.(d) Language structures. Their narrations and descriptions arecharacterized by strings of simple sentences and a few compoundsentences, with the most accuracy in the present time and someaccuracy in other time frames.(e) Vocabulary. They understand and use vocabulary from familiarthematic word groups, including occasionally some culturallyappropriate and idiomatic expressions.(f) Register. Choice of register may be inappropriate for the intendedaudience, and shifts between formal and informal registers occur.(g) Pronunciation. Their pronunciation and intonation arecomprehensible to an audience accustomed to interacting withlanguage learners, yet errors occasionally impede comprehensibility.(h) Cultures, connections, and comparisons. They identify some culturalproducts or practices of the target culture(s) and may identify a few

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common perspectives. They identify some geographic, historical,artistic, social, or political features of target culture communities.Achievement Level 2(a) Interaction. Students at Achievement Level 2 initiate and closeconversations on topics of personal interest and maintain them bymaking basic statements. Comprehension of messages on familiartopics is limited, and they have little ability to interact in a culturallyappropriate manner. Their communication often requires interventionfrom others to attain comprehensibility.(b) Strategies. They may seek clarification by asking for basic informationor repetition. They seldom recognize errors, and attempts at self correctionusually fail.(c) Opinions. When stating opinions, they are limited to expressing likesand dislikes.(d) Language structures. These students produce simple sentences withsome accuracy in the present time.(e) Vocabulary. They understand and use a limited range of vocabularyfrom familiar thematic word groups, including memorized phrases anda few idiomatic expressions.(f) Register. These students communicate mainly using the familiarregister.(g) Pronunciation. Their pronunciation and intonation are mostlycomprehensible to an audience accustomed to interacting withlanguage learners; errors impede comprehensibility.(h) Cultures, connections, and comparisons. These students identifya few common cultural products or practices and a few geographic,historical, artistic, social, or political features of target culturecommunities.Achievement Level 1Students at Achievement Level 1 demonstrate performances that are lessproficient than those outlined for Level 2.Learning Objectives for Written InterpersonalCommunicationPrimary Objective: The student engages in written interpersonalcommunications.▶▶ The student engages in the written exchange of information, opinions,and ideas in a variety of time frames in formal situations.▶▶ The student engages in the written exchange of information, opinions,and ideas in a variety of time frames in informal situations.▶▶ The student writes formal correspondence in a variety of media usingappropriate formats and conventions.▶▶ The student writes informal correspondence in a variety of mediausing appropriate formats and conventions.▶▶ The student elicits information and clarifies meaning by using a varietyof strategies.▶▶ The student states and supports opinions in written interactions.

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▶▶ The student initiates and sustains interaction during writteninterpersonal communication in a variety of media.▶▶ The student understands a variety of vocabulary, including idiomaticand culturally appropriate expressions.▶▶ The student uses a variety of vocabulary, including idiomatic andculturally appropriate expressions on a variety of topics.▶▶ The student self-monitors and adjusts language production.▶▶ The student demonstrates an understanding of the features of targetculture communities (e.g., geographic, historical, artistic, social, orpolitical).▶▶ The student demonstrates knowledge and understanding of contentacross disciplines.Achievement Level Descriptions for WrittenInterpersonal CommunicationAchievement Level 5(a) Interaction. Students at Achievement Level 5 initiate, maintain, andclose written exchanges in formal and informal communications withgood control of culturally appropriate conventions. They understandand respond to questions on familiar topics with some elaboration anddetail.(b) Strategies. These students use a variety of communication strategies asnecessary in order to maintain communication (e.g., circumlocution,paraphrasing, requesting clarification or information). They use contextto deduce meaning of unfamiliar words and often recognize errors andself-correct.(c) Opinions. They state opinions and demonstrate some ability to supportopinions on topics of personal interest.(d) Language structures. These students use a variety of simple andcompound sentences and some complex sentences on familiar topics,and they narrate and describe in all time frames, with a few errors thatdo not impede comprehensibility. They use transitional phrases andcohesive devices.(e) Writing conventions. Their writing is marked by consistent use ofstandard conventions of the written language (e.g., capitalization,orthography, accents) as appropriate for the medium of communication(e.g., online chat, e-mail, letters, blogs, bulletin boards).(f) Vocabulary. They understand and use vocabulary on a variety offamiliar topics, including some beyond those of personal interest.They understand and use some culturally appropriate vocabulary andidiomatic expressions.(g) Register. Their choice of register is usually appropriate for theaudience, and its use is consistent despite occasional errors.(h) Cultures, connections, and comparisons. These students identify therelationships among products, practices, and perspectives in the targetculture(s) and compare them with their own culture. They compareand contrast a variety of geographic, historical, artistic, social, or

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political features of target culture communities.Achievement Level 4(a) Interaction. Students at Achievement Level 4 initiate, maintain, andclose written exchanges in formal and informal communications,although control of culturally appropriate conventions is inconsistent.They understand and respond to questions and statements on familiartopics with some elaboration and detail.(b) Strategies. These students use communication strategies (e.g.,circumlocution, paraphrasing, asking for clarification or information)to maintain communication. They use context to deduce meaning ofunfamiliar words. They recognize some errors and self-correct.(c) Opinions. They provide opinions on familiar topics with limited abilityto provide support.(d) Language structures. They are usually accurate when writing aboutfamiliar topics using a variety of simple, compound, and a few complexsentences in all time frames, demonstrating the most accuracy inpresent time and some accuracy in the past and future. They use sometransitional phrases and cohesive devices.

(e) Writing conventions. Their writing is generally consistent inthe use of standard conventions of the written language (e.g.,capitalization, orthography, accents) as appropriate for the mediumof communication (e.g., online chat, e-mail, letters, blogs, bulletinboards).(f) Vocabulary. These students understand and use vocabulary on avariety of familiar topics, including some culturally appropriate andidiomatic expressions related to topics of personal interest.(g) Register. Their choice of register is usually appropriate for thesituation, yet some shifts between formal and informal registers occur.(h) Cultures, connections, and comparisons. These students describein some detail products or practices of the target culture(s) and mayidentify perspectives of the target culture(s) with some inaccuracies.They compare and contrast some geographic, historical, artistic, social,or political features of target culture communities.Achievement Level 3(a) Interaction. Students at Achievement Level 3 initiate, maintain, andclose written exchanges on familiar topics. They understand andrespond to questions and statements on familiar topics.(b) Strategies. These students occasionally use communication strategies(e.g., circumlocution, restatement, requesting clarification orinformation) when interacting on familiar topics, and they occasionallyuse context to deduce meaning of unfamiliar words. They often seekclarification of meaning by asking for repetition. They may recognizeerrors; attempts at self-editing are occasionally successful.(c) Opinions. They state opinions on topics of personal interest.(d) Language structures. They produce strings of simple sentences and afew compound sentences, with the most accuracy in the present time

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and some accuracy in other time frames.(e) Writing conventions. Their writing shows inconsistent use ofstandard conventions of the written language (e.g., capitalization,orthography, accents) as appropriate for the medium ofcommunication (e.g., online chat, e-mail, letters, blogs, bulletinboards) that sometimes interferes with meaning.(f) Vocabulary. These students understand and use vocabulary fromfamiliar thematic word groups and occasionally incorporate someculturally appropriate and idiomatic expressions.(g) Register. Their choice of register may be inappropriate for the intendedaudience, and shifts between formal and informal registers occur.

(h) Cultures, connections, and comparisons. These students identify somecultural products or practices of the target culture(s) and may identifya few common perspectives. They identify some geographic, historical,artistic, social, or political features of target culture communities.Achievement Level 2(a) Interaction. Students at Achievement Level 2 respond to questions andstatements on topics of personal interest in written exchanges.(b) Strategies. These students may seek clarification by asking for basicinformation. They seldom recognize errors, and attempts at self-editingusually fail.(c) Opinions. When stating opinions, they are limited to expressing likesand dislikes.(d) Language structures. They produce simple sentences with someaccuracy in the present time. There is inconsistent control of basicstructures.(e) Writing conventions. Their writing shows little use of standardconventions of the written language (e.g., capitalization, orthography,accents) as appropriate for the medium of communication (e.g., onlinechat, e-mail, letters, blogs, bulletin boards).(f) Vocabulary. They understand and use a limited range of vocabularyfrom familiar thematic word groups, including memorized phrases anda few idiomatic expressions.(g) Register. These students communicate mainly using the familiarregister.(h) Cultures, connections, and comparisons. These students identifya few common cultural products or practices and a few geographic,historical, artistic, social, or political features of target culturecommunities.Achievement Level 1Students at Achievement Level 1 demonstrate performances that are lessproficient than those outlined for Level 2.Interpretive CommunicationThe Interpretive Mode is characterized by the appropriate culturalinterpretation of meanings that occur in written and spoken form wherethere is no recourse to the active negotiation of meaning with the writer or

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speaker.Learning Objectives for Audio, Visual, and AudiovisualInterpretive CommunicationPrimary Objective: The student synthesizes information from avariety of authentic audio, visual, and audiovisual resources.▶▶ The student demonstrates comprehension of content from authenticaudio resources.▶▶ The student demonstrates comprehension of content from authenticvisual resources.▶▶ The student demonstrates comprehension of content from authenticaudiovisual resources.▶▶ The student demonstrates understanding of a variety of vocabulary,including idiomatic and culturally authentic expressions.▶▶ The student understands the purpose of a message and the point ofview of its author.▶▶ The student identifies the distinguishing features (e.g., type of resource,intended audience, purpose) of authentic audio, visual, and audiovisualresources.▶▶ The student demonstrates critical viewing or listening of audio, visual,and audiovisual resources in the target cultural context.▶▶ The student monitors comprehension and uses other sources toenhance understanding.▶▶ The student examines, compares, and reflects on products, practices,and perspectives of the target culture(s).▶▶ The student evaluates similarities and differences in the perspectivesof the target culture(s) and his or her own culture(s) as found in audio,visual, and audiovisual resources.▶▶ The student demonstrates an understanding of the features of targetculture communities (e.g., geographic, historical, artistic, social, orpolitical).▶▶ The student demonstrates knowledge and understanding of contentacross disciplines.Achievement Level Descriptions for Audio, Visual, andAudiovisual Interpretive CommunicationAchievement Level 5(a) Comprehension of content. When listening to or viewing a varietyof authentic audio, visual, and audiovisual resources, students atAchievement Level 5 identify main ideas, some significant details, andthe intended audience on a range of topics. These students use contextto deduce the meaning of unfamiliar words and usually infer impliedmeanings.(b) Critical viewing and listening. These students identify significantdistinguishing features (e.g., type of resource, intended audience,purpose) of authentic audio, visual, and audiovisual resources.

(c) Vocabulary. They comprehend a variety of vocabulary, including

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culturally appropriate vocabulary and some idiomatic expressionsrelated to topics of personal interest and limited unfamiliar topics.(d) Cultures, connections, and comparisons. These students identify therelationship among products, practices, and perspectives in the targetculture(s) and demonstrate understanding of most of the content offamiliar interdisciplinary topics presented in the resource material.They compare and contrast geographic, historical, artistic, social, orpolitical features of target culture communities.Achievement Level 4(a) Comprehension of content. When listening to or viewing a varietyof authentic audio, visual, and audiovisual resources, students atAchievement Level 4 identify most main ideas and some significantdetails on familiar topics. These students use context to deduce themeaning of unfamiliar words and make some inferences.(b) Critical viewing and listening. They identify some distinguishingfeatures (e.g., type of resource, intended audience, purpose) ofauthentic audio, visual, and audiovisual resources.(c) Vocabulary. These students comprehend most vocabulary, includingsome culturally appropriate and idiomatic expressions related to topicsof personal interest.(d) Cultures, connections, and comparisons. These students identifythe products, practices, and some perspectives of the target culture(s)and demonstrate understanding of some content of familiarinterdisciplinary topics presented in the resource material. Theycompare and contrast some geographic, historical, artistic, social, orpolitical features of target culture communities.Achievement Level 3(a) Comprehension of content. When listening to or viewing a varietyof authentic audio, visual, and audiovisual resources, students atAchievement Level 3 identify some main ideas and details on familiartopics. They respond accurately to basic information questions (e.g.,Who? What? When? Where?) and can sometimes use context todeduce meaning of unfamiliar words and make limited inferences.(b) Critical viewing and listening. They identify a few distinguishingfeatures (e.g., type of resource, intended audience, purpose) ofauthentic audio, visual, and audiovisual resources.(c) Vocabulary. They comprehend a variety of vocabulary on topics ofpersonal interest.

(d) Cultures, connections, and comparisons. These students are ableto identify the cultural products and practices and demonstrateunderstanding of basic content of familiar interdisciplinary topicspresented in the resource material. They are also able to identify a fewgeographic, historical, artistic, social, or political features of targetculture communities.Achievement Level 2(a) Comprehension of content. When listening to or viewing a variety

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of authentic audio, visual, and audiovisual resources, students atAchievement Level 2 identify a few main ideas or details and aresometimes unable to respond to basic information questions.(b) Critical viewing and listening. These students identify fewdistinguishing features (e.g., type of resource, intended audience,purpose) of authentic audio, visual, and audiovisual resources.(c) Vocabulary. They understand a limited range of vocabulary fromfamiliar thematic word groups, including memorized phrases and a fewidiomatic expressions.(d) Cultures, connections, and comparisons. These students identify afew common cultural products or practices of the target culture(s) anddemonstrate limited understanding of the basic content of familiarinterdisciplinary topics presented in the resource material. They areable to identify a few geographic, historical, artistic, social, or politicalfeatures of target culture communities.Achievement Level 1Students at Achievement Level 1 demonstrate performances that are lessproficient than those outlined for Level 2.Learning Objectives for Written and Print InterpretiveCommunicationPrimary Objective: The student synthesizes information from avariety of authentic written and print resources.▶▶ The student demonstrates comprehension of content from authenticwritten and print resources.▶▶ The student demonstrates understanding of a variety of vocabulary,including idiomatic and culturally authentic expressions.▶▶ The student understands the purpose of a message and the point ofview of its author.▶▶ The student identifies the distinguishing features (e.g., type of resource,intended audience, purpose) of authentic written and print resources.▶▶ The student demonstrates critical reading of written and printresources in the target cultural context.▶▶ The student monitors comprehension and uses other sources toenhance understanding.▶▶ The student examines, compares, and reflects on products, practices,and perspectives of the target culture(s).▶▶ The student evaluates similarities and differences in the perspectives ofthe target culture(s) and his or her own culture(s) as found in writtenand print resources.▶▶ The student demonstrates an understanding of the features of targetculture communities (e.g., geographic, historical, artistic, social, orpolitical).▶▶ The student demonstrates knowledge and understanding of contentacross disciplines.Achievement Level Descriptions for Written and PrintInterpretive Communication

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Achievement Level 5(a) Comprehension of content. When reading a variety of authenticwritten and print resources, students at Achievement Level 5 identifymain ideas and supporting details on a range of topics. They usecontext to deduce the meaning of unfamiliar words and usually inferimplied meanings.(b) Critical reading. They demonstrate critical reading skills and usuallydifferentiate facts from opinions. These students identify the intendedaudience, source, and purpose and describe the basic context of theresource material.(c) Vocabulary. These students comprehend a variety of vocabulary,including culturally appropriate vocabulary and some idiomaticexpressions related to topics of personal interest and limited unfamiliartopics.(d) Cultures, connections, and comparisons. These students identify therelationship among products, practices, and perspectives in the targetculture(s) and demonstrate understanding of most of the content of theinterdisciplinary topics presented in the resource material. They alsocompare and contrast geographic, historical, artistic, social, or politicalfeatures of target culture communities.Achievement Level 4(a) Comprehension of content. When reading a variety of authenticwritten and print resources, students at Achievement Level 4 identifymost main ideas and some supporting details on familiar topics. Theyuse various reading strategies to aid in the literal comprehension of thetext. These students make some inferences and use context to deducethe meaning of unfamiliar words.(b) Critical reading. These students identify the intended audience,source, and purpose of the resource.(c) Vocabulary. They comprehend most vocabulary, including someculturally appropriate and idiomatic expressions related to topics ofpersonal interest.(d) Cultures, connections, and comparisons. These students identify theproducts, practices, and some perspectives of the target culture(s) anddemonstrate understanding of some content of the interdisciplinarytopics presented in the resources. They compare and contrast somegeographic, historical, artistic, social, or political features of targetculture communities.Achievement Level 3(a) Comprehension of content. When reading a variety of authenticwritten and print resources, students at Achievement Level 3 identifysome main ideas and supporting details on familiar topics. Theyrespond accurately to basic information questions (e.g., Who? What?When? Where?), make limited inferences, and use contextual clues toassist in the literal comprehension. They can sometimes use context todeduce meaning of unfamiliar words.(b) Critical reading. These students identify the source and purpose of the

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resource.(c) Vocabulary. They comprehend a variety of vocabulary on topics ofpersonal interest.(d) Cultures, connections, and comparisons. They are able to identifythe products and practices of the target culture(s) and demonstrateunderstanding of basic content of familiar interdisciplinary topicspresented in the resource material. They are also able to identify a fewgeographic, historical, artistic, social, or political features of targetculture communities.Achievement Level 2(a) Comprehension of content. When reading a variety of authenticwritten and print resources, students at Achievement Level 2 identifysome main ideas and details, but they are sometimes unable to respondto basic information questions. They occasionally use contextual cluesfor basic comprehension.(b) Critical reading. They identify the source of the resource.(c) Vocabulary. They understand a limited range of vocabulary fromfamiliar thematic word groups, including memorized phrases and a fewidiomatic expressions.(d) Cultures, connections, and comparisons. These students identifya few common cultural products or practices of the target culture(s)and demonstrate limited understanding of basic content of familiarinterdisciplinary topics presented in the resource material. They areable to identify a few geographic, historical, artistic, social, or politicalfeatures of target culture communities.Achievement Level 1Students at Achievement Level 1 demonstrate performances that are lessproficient than those outlined for Level 2.Presentational CommunicationThe Presentational Mode is characterized by the creation of messages ina manner that facilitates interpretation by members of the target culturewhere no direct opportunity for the active negotiation of meaning exists.Learning Objectives for Spoken PresentationalCommunicationPrimary Objective: The student plans, produces, and presents spokenpresentational communications.▶▶ The student produces a variety of creative oral presentations (e.g.,original story, personal narrative, speech, performance).▶▶ The student retells or summarizes information in narrative form,demonstrating a consideration of audience.▶▶ The student creates and gives persuasive speeches.▶▶ The student expounds on familiar topics and those requiring research.▶▶ The student uses reference tools, acknowledges sources, and cites themappropriately.▶▶ The student self-monitors and adjusts language production.▶▶ The student demonstrates an understanding of the features of target

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culture communities (e.g., geographic, historical, artistic, social, orpolitical).▶▶ The student demonstrates knowledge and understanding of contentacross disciplines.Achievement Level Descriptions for SpokenPresentational CommunicationAchievement Level 5(a) Discourse and development. When planning, producing, andpresenting spoken presentational communications, students atAchievement Level 5 use paragraph-length discourse with mostlyappropriate use of cohesive devices to report, explain, and narrate ona range of familiar topics. They develop ideas by showing evidence ofsynthesis and interpretation of background information.(b) Strategies. These students employ a variety of strategies to clarify andelaborate content of presentation; self-correction is mostly successful.(c) Language structures. These students use a variety of simple andcompound sentences and some complex sentences in major timeframes. Errors do not impede comprehensibility.(d) Vocabulary. These students use vocabulary on a variety of familiartopics, including some beyond those of personal interest. They usesome culturally appropriate vocabulary and idiomatic expressions.(e) Pronunciation. Their pronunciation and intonation patterns, pacing,and delivery are comprehensible to an audience unaccustomed tointeracting with language learners.(f) Register. Their choice of register is usually appropriate for theaudience, and its use is consistent despite occasional errors.(g) Cultures, connections, and comparisons. These students identify therelationship among products, practices, and perspectives in the targetculture(s) and demonstrate understanding of most of the content of theinterdisciplinary topics presented in the resource material. They alsocompare and contrast geographic, historical, artistic, social, or politicalfeatures of target culture communities.Achievement Level 4(a) Discourse and development. When planning, producing, andpresenting spoken presentational communications, students atAchievement Level 4 use mostly paragraph-length discourse withappropriate use of some cohesive devices to explain, express opinions,describe, and narrate on familiar topics. Their work shows someevidence of ideas that are developed and supported with examples.(b) Strategies. These students may employ some communication strategiesappropriately, such as paraphrasing and clarification; self-correction isoften successful.(c) Language structures. They use simple and compound sentences anda few complex sentences with some accuracy; errors do not impedecomprehensibility.(d) Vocabulary. They use vocabulary on a variety of familiar topics,

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including some culturally appropriate and idiomatic expressionsrelated to topics of personal interest.(e) Pronunciation. Their pronunciation, intonation, pacing, and deliveryare mostly comprehensible to an audience accustomed to interactingwith language learners; errors do not impede comprehensibility.(f) Register. Their choice of register is usually appropriate for theaudience, yet some shifts between formal and informal registers occur.(g) Cultures, connections, and comparisons. These students describe, insome detail, products or practices of the target culture(s), yet they mayidentify perspectives of the target culture(s) with some inaccuracies.They may compare and contrast some geographic, historical, artistic,social, or political features of target culture communities.Achievement Level 3(a) Discourse and development. When planning, producing, andpresenting spoken presentational communications, students atAchievement Level 3 use strings of sentences and a few basic cohesivedevices to express personal opinions, describe, and narrate on familiartopics. They show evidence of some development of ideas and basicstructural organization (introduction, argument, and conclusion).(b) Strategies. These students employ limited communication strategies,such as repetition and emphasis; self-correction is occasionallysuccessful.(c) Language structures. They produce simple and compound sentenceswith the most accuracy in the present time and some accuracy in othertime frames. Errors may impede comprehensibility.(d) Vocabulary. These students use vocabulary from familiar thematicword groups and occasionally incorporate some culturally appropriateand idiomatic expressions.(e) Pronunciation. Their pronunciation and intonation arecomprehensible to an audience accustomed to interacting withlanguage learners, yet errors occasionally impede comprehensibility.(f) Register. Their choice of register may be inappropriate for the intendedaudience, and shifts between formal and informal registers occur.(g) Cultures, connections, and comparisons. They identify some culturalproducts and practices of the target culture(s) and may identify a fewcommon perspectives. They are also able to identify a few geographic,historical, artistic, social, or political features of target culturecommunities.Achievement Level 2(a) Discourse and development. When planning, producing, andpresenting spoken presentational communications, students atAchievement Level 2 use strings of sentences to express personalopinions, describe, and narrate on topics of personal interest. There islittle evidence of development of ideas, and structural organization maybe lacking.(b) Strategies. They seldom recognize errors, and attempts at self correctionusually fail.

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(c) Language structures. They produce simple sentences with someaccuracy in the present time. Their control of basic structures isinconsistent; errors impede comprehensibility.(d) Vocabulary. Students at this level use vocabulary from familiarthematic word groups, including memorized phrases and a fewidiomatic expressions.(e) Pronunciation. Their pronunciation and intonation are mostlycomprehensible to an audience accustomed to interacting withlanguage learners; errors impede comprehensibility.(f) Register. These students communicate mainly using the familiarregister.(g) Cultures, connections, and comparisons. These students identifya few common cultural products or practices and a few geographic,historical, artistic, social, or political features of target culturecommunities.Achievement Level 1Students at Achievement Level 1 demonstrate performances that are lessproficient than those outlined for Level 2.Learning Objectives for Written PresentationalCommunicationPrimary Objective: The student plans and produces writtenpresentational communications.▶▶ The student produces a variety of creative writings (e.g., original story,personal narrative, script).▶▶ The student retells or summarizes information in narrative form,demonstrating a consideration of audience.▶▶ The student produces persuasive essays.▶▶ The student produces expository writing, including researched reports.▶▶ The student uses reference tools, acknowledges sources, and cites themappropriately.▶▶ The student self-edits written work for content, organization, andgrammar.▶▶ The student demonstrates an understanding of the features of targetculture communities (e.g., geographic, historical, artistic, social, orpolitical).▶▶ The student demonstrates knowledge and understanding of contentacross disciplines.

Achievement Level Descriptions for WrittenPresentational CommunicationAchievement Level 5(a) Discourse and development. When planning, producing, andpresenting written presentational communications, students at

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Achievement Level 5 use paragraph-length discourse with mostlyappropriate use of cohesive devices to report, explain, and narrate on arange of familiar topics. They integrate content from multiple sourcesto support their presentation.(b) Strategies. These students employ a variety of strategies to clarify andelaborate the content of the presentation; self-correction is mostlysuccessful.(c) Language structures. These students use a variety of simple andcompound sentences and some complex sentences in major timeframes. Errors do not impede comprehensibility.(d) Vocabulary. These students use vocabulary on a variety of familiartopics, including some beyond those of personal interest. They usesome culturally appropriate vocabulary and idiomatic expressions.(e) Writing conventions. They demonstrate consistent use of standardconventions of the written language (e.g., capitalization, orthography,accents). Errors do not impede comprehensibility.(f) Register. Their choice of register is appropriate for the audience, and itsuse is consistent despite occasional errors.(g) Cultures, connections, and comparisons. These students identify therelationship among products, practices, and perspectives in the targetculture(s) and demonstrate understanding of most of the content of theinterdisciplinary topics presented in the resource material. They alsocompare and contrast geographic, historical, artistic, social, or politicalfeatures of target culture communities.Achievement Level 4(a) Discourse and development. When planning, producing, andpresenting written presentational communications, students atAchievement Level 4 use mostly paragraph-length discoursewith appropriate use of some cohesive devices to explain, expressopinions, describe, and narrate on familiar topics. They summarizemultiple sources with limited integration of content to support theirpresentation.(b) Strategies. These students employ some communication strategiesappropriately, such as paraphrasing and clarification; self-editing isoften successful.(c) Language structures. They use simple and compound sentences anda few complex sentences with some accuracy; errors do not impedecomprehensibility.(d) Vocabulary. They use vocabulary on a variety of familiar topics,including some culturally appropriate and idiomatic expressions relatedto topics of personal interest.(e) Writing conventions. They demonstrate generally consistent use ofstandard conventions of the written language (e.g., capitalization,orthography, accents); errors do not impede comprehensibility.(f) Register. Errors in choice of register are infrequent, yet shifts betweenformal and informal registers may occur.(g) Cultures, connections, and comparisons. They describe in some

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detail products or practices of the target culture(s), yet they mayidentify perspectives of the target culture(s) with some inaccuracies.They may compare and contrast some geographic, historical, artistic,social, or political features of target culture communities.Achievement Level 3(a) Discourse and development. When planning, producing, andpresenting written presentational communications, students atAchievement Level 3 use strings of sentences and a few basic cohesivedevices to express personal opinions, describe, and narrate on familiartopics. They summarize content from sources to support theirpresentation.(b) Strategies. These students may employ some communication strategiesappropriately, such as paraphrasing and clarification; self-editing isoccasionally successful.(c) Language structures. They produce simple and compound sentenceswith the most accuracy in the present time and some accuracy in othertime frames. Errors may impede comprehensibility.(d) Vocabulary. These students use vocabulary from familiar thematicword groups and occasionally incorporate some culturally appropriateand idiomatic expressions.(e) Writing conventions. Their use of standard conventions of the writtenlanguage (e.g., capitalization, orthography, accents) is inconsistent,which may cause confusion for the reader.(f) Register. Their choice of register may be inappropriate for the intendedaudience, and shifts between formal and informal registers occur.(g) Cultures, connections, and comparisons. They identify some culturalproducts and practices of the target culture(s) and may identify a fewcommon perspectives. They are also able to identify a few geographic,historical, artistic, social, or political features of target culturecommunities.Achievement Level 2(a) Discourse and development. When planning, producing, andpresenting written presentational communications, students atAchievement Level 2 use strings of sentences to express personalopinions, describe, and narrate on topics of personal interest. Theysummarize sources without supporting the presentation.(b) Strategies. These students employ limited presentational strategies toclarify meaning; efforts at self-editing usually fail.(c) Language structures. They produce simple sentences with someaccuracy in the present time. Their control of basic structures isinconsistent; errors impede comprehensibility.(d) Vocabulary. Students at this level use vocabulary from familiarthematic word groups, including memorized phrases and a fewidiomatic expressions.(e) Writing conventions. Their writing shows little use of standardconventions of the written language (e.g., capitalization, orthography,accents).

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(f) Register. These students communicate mainly using the familiarregister.(g) Cultures, connections, and comparisons. These students identifya few common cultural products or practices and a few geographic,historical, artistic, social, or political features of target culturecommunities.Achievement Level 1Students at Achievement Level 1 demonstrate performances that are lessproficient than those outlined for Level 2.

© 2011 The College Board.

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