Proficiency Level

Content Statement

CPI #

Cumulative Progress Indicator (CPI)

Intermediate-High

Linguistic:
The Intermediate-High language learner has progressed from understanding and communicating at the sentence level to understanding and communicating at the paragraph level and can use connected sentences and paragraphs independently to:

• Analyze written and oral text.
• Synthesize written and oral text.
• Identify most supporting details in written and oral text.
• Infer meaning of unfamiliar words in new contexts.
• Infer and interpret author’s intent.
• Identify some cultural perspectives.
• Identify the organizing principle in written and oral text.

Cultural:

• Collecting, sharing, and analyzing data related to global issues, problems, and challenges lead to an understanding of the role cultural perspectives play in how these issues are perceived and how they are addressed. (Topics that assist in the development of this understanding should include, but are not limited to: current events and contemporary and emerging global issues, problems, and challenges [e.g., population growth and migration; environmental degradation and protection; discrimination and other conflicts; and the allocation of scarce resources].)

• Being able to view one’s own culture through the lens of others assists in understanding global issues. (Topics that assist in the development of this understanding should include, but are not limited to: freedom of speech and other civil, international, and human rights, as they relate to a variety of issues.)

• Observing and/or participating in the four art forms, across and within cultures, lead to an understanding of the shared human experience. (Topics/activities that assist in the development of this understanding should include, but are not limited to: aesthetics and the creation and performance of dance, music, theater, and visual arts.)

• Citizens who can communicate in more than one language have unprecedented career opportunities, marketability, and earning potential. (Topics that assist in the development of this understanding should include, but are not limited to: career awareness, exploration, and preparation and business, financial, economic, and entrepreneurial literacy.)

• Modifying a Personalized Student Learning Plan requires an understanding of one’s own skill set and preferences, knowing one’s proficiency level in a second language, and developing transfer skills to prepare for careers. (Topics that assist in the development of this understanding should include, but are not limited to: career awareness, exploration, and preparation and business, financial, economic, and entrepreneurial literacy.)

• Examination of the roles of race, ethnicity, gender, and religion through world history and across cultures assists in understanding the current sociopolitical landscape. (Topics that assist in the development of this understanding should include, but are not limited to: history, social sciences, and world literatures.)

7.1.IH.A.1

Analyze and critique information contained in culturally authentic materials using electronic information sources related to a variety of familiar and some unfamiliar topics.

7.1.IH.A.2

Demonstrate comprehension of spoken and written language, as expressed by speakers of the target language in formal and informal settings, through appropriate responses.

7.1.IH.A.3

Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.

7.1.IH.A.4

Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.

7.1.IH.A.5

Synthesize information from oral and written discourse dealing with a variety of topics.

7.1.IH.A.6

Analyze and critique readings from culturally authentic materials.

7.1.IH.A.7

Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.

7.1.IH.A.8

Analyze structures of the target language and comparable linguistic structures in English.

Interpersonal Mode

Proficiency Level

Content Statement

CPI #

Cumulative Progress Indicator (CPI)

Intermediate-High

Linguistic:
The Intermediate-High language learner has progressed from understanding and communicating at the sentence level to understanding and communicating at the paragraph level and can use connected sentences and paragraphs independently to:

• Infer meaning of unfamiliar words in new contexts.
• Identify some cultural perspectives.
• Narrate and describe across a wide-range of topics.
• Compare and contrast.
• Offer and support opinions.
• Persuade someone to change a point of view.
• Make and change plans.
• Offer advice.
• Handle a situation with a complication.

Cultural:
The Intermediate-High Cultural Content Statements remain the same for all the strands.    

7.1.IH.B.1

Use digital tools to participate in extended conversations using a variety of timeframes to exchange information.

7.1.IH.B.2

Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests.

7.1.IH.B.3

Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.

7.1.IH.B.4

Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.

7.1.IH.B.5

Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas.

7.1.IH.B.6

Use language in a variety of settings to further personal and/or academic goals.

Presentational Mode

Proficiency Level

Content Statement

CPI #

Cumulative Progress Indicator (CPI)

Intermediate-High

Linguistic:
The Intermediate-High language learner has progressed from understanding and communicating at the sentence level to understanding and communicating at the paragraph level and can use connected sentences and paragraphs independently to:

• Synthesize written and oral text.
• Identify some cultural perspectives.
• Narrate and describe across a wide-range of topics.
• Compare and contrast.
• Offer and support opinions.
• Persuade someone to change a point of view.
• Offer advice.

Cultural:
The Intermediate-High Cultural Content Statements remain the same for all the strands.     

7.1.IH.C.1

Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.

7.1.IH.C.2

Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s).

7.1.IH.C.3

Use language creatively in writing for a variety of purposes.

7.1.IH.C.4

Explain the structural elements and/or cultural perspectives found in culturally authentic materials.

7.1.IH.C.5

Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture.

7.1.IH.C.6

Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.