World Language Curriculum Grades PreK-5 - November 2009

FREEHOLD BOROUGH PUBLIC SCHOOLS
Curriculum Management System

World Language
Grade Pre‐K through 5

Board Approved: November 2009
Freehold Borough Public Schools
World Languages

Freehold Borough Board of Education
Mrs. Annette Jordan, President

Mr. Adam Reich, Vice President
Mrs. Audrey Evans Mrs. Maureen MacCutcheon

Mr. James Keelan Dr. Eileen McGough
Dr. Michael Lichardi Mr. Ronald Reich, Esq
Daniel Xavier

District Administration
Mrs. Elizabeth O'Connell, Superintendent
Mr. Patrick DeGeorge, Business Administrator Mrs. Claudia Pohlke, Supervisor of Instruction
Mr. Thomas W. Tramaglini, Director of Curriculum & Mr. Joseph Jerabek, Principal Park Avenue Elementary
Instruction Mrs. Ronnie Dougherty, Principal, Freehold Learning Center
Mrs. Joy Forrest, Director of Special Programs Mr. Nelson Ribon, Principal, Freehold Intermediate School
Mr. Robert Dingle, Director of Technology & Assessment

Curriculum Committee
Ms. Diana Suarez
Dr. Denise Furlong
Mrs. Angela Isaacs

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World Language Pre-K through Grade 5

World Language Curriculum Philosophy
The world language program in the Freehold Borough School District was developed as a part of a curriculum system
acknowledges the nature of the learner, the nature of knowledge, and a progressive philosophy working to prepare our diverse
community for the 21st century. Curricula are developed that are student‐centered and support other content domains.
Assessment is an integral part of the pre‐k through grade 8 program. In each grade level, we utilize a scientific, problem‐based,
data‐driven approach to pedagogy by measuring knowledge, skills, and growth through various methods, such as using pre/post
tests, formative, authentic, and problem‐based assessments. Further, we aim to connect to our children culturally by matching
experiences of the students within Freehold Borough to other contexts. The hope is to not only develop outstanding use of world
language content, but to provide a whole child education, which is healthy for all children growing up in the 21st century
Goals:
 To build background and active world language vocabulary of our students
 To infuse and raise educational and assistive technology literacy
 To develop lessons and units that challenge our children
 To build global perspective through lessons which build meaning and understanding of our students
 To effectively use data to drive curriculum, assessment, and instruction

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Scope and Sequence
Pre‐K/Kindergarten: Meeting 1 Grade: Making New (furry) 2nd Grade: What is it like
st
3rd grade: ¿Quiénes son ellos?
new friends friends outside on this special day?
Greetings Pledge of Allegiance Introductions Introductions/ greetings
Feelings Introductions State of Being /farewells.
Primary Colors State of Being Formal/Informal Commands
Shapes (basic) Greetings/Farewells Numbers 1‐20* weather in complete sentences
Fruits numbers 1‐10 Hispanic Heritage Month family (extended)
Weather/Seasons Hispanic Heritage month Colors* Professions
Pets Holidays days/months* Hispanic Heritage month
Numbers 1‐10 days of the week* Seasons Day of the Dead
Face Parts introduce months Family plants and necessary elements
Family weather (more detail) Insects/Bugs for growth.
Holiday colors* day of dead places in city/town*
day of the dead Food. day of the dead
classroom objects To like verb in 1st person. Vegetables
shapes * gender and articles (el, la, los,
body parts las)
Farm animals tener 1st person
Fruits 1st and 2nd person singular
animals of the rainforest
poem
Action verbs.
Cinco de Mayo

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4th grade: Visiting my Vacation Home 5th grade: Pasaporte al mundo Latino
Introduction expressions and responses
greetings (more in detail) numbers 1‐100
haber w/ clothing clothing
rooms of the house (verb estar (1st, and 3rd person of singular in telling time
complete sentences) Hispanic Heritage Month
Dónde esta? schedule /classes/courses
Hispanic Heritage Month Day of the Dead
como es? (adjectives) Holidays
introduce masc./fem adjectives physical characteristics (verb to be)
day of dead Argentina
poem Cunas
Classroom supplies ( Haber verb) Mola Project (open project)
Clothing (articles la, el, las and los) Cinco de Mayo
Food: Breakfast, Lunch and Dinner Map of South America
likes/dislikes (food)
body parts (including me duele/me duelen)
Cinco de Mayo

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Grade: Pre‐K/ Kindergarten Theme: Meeting New Friends
Specific Learning Objective(s): NJCCCS Cumulative Proficiency Standards (CPI)
Students will be able to: 7.1.NM.A.3:
 Utilize knowledge of language to generate very basic Recognize a few common gestures and cultural practices associated
greeting, farewell and courtesy phrases. with the target culture(s).
 Model and replicate questions. 7.1.NM.A.5:
 Synthesize information and answer practical questions Demonstrate comprehension of brief oral and written messages
with yes/no, either/or and learned words and phrases. using age‐ and level‐appropriate, culturally authentic materials on
 Understand short, practiced classroom directions in familiar topics.
Spanish with repetition and associate with visual support. 7.1.NM.B.3:
 Listen to and recognize practiced words, phrases and Imitate appropriate gestures and intonation of the target
questions, and utilize in situational learning activtiies culture(s)/language during greetings, leave‐takings, and daily
 Observe modeled songs and utilize authentic children’s interactions.
songs, and poems. 7.1.NM.C.5:
 Recognize, synthesize, and associate words similar in the Name and label tangible cultural products and imitate cultural
Spanish and English. practices from the target culture(s).
 Translate greetings (dual language) and say good‐bye to
native Spanish speakers, including the foreign language
teacher, on occasions beyond the classroom setting.
 Choose to participate with family or friends in community
cultural events or activities such as: attend cultural
festivals, choose library media materials about the target
culture, taste culturally‐authentic foods, listen to
authentic music of the target culture.
Essential Question(s):
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What appropriate social, cultural, and language content, process and product underlie meeting new friends?

Underlying questions:
How do we greet each other in Spanish?
How do we say “Good morning, how are you?”
How do we say “yes” and “no”?
How do we identify and express specific colors in Spanish?
How do we express the words for different shapes in Spanish?
How do we express the words for our mother, father, brother and sister in Spanish?
How do we count to in Spanish?
How do we express the words for our friend’s face parts in Spanish?
How do Spanish speaking people of the world celebrate holidays?
How do we describe fruits (by color)?

Suggested Learning Activities/
Suggested Assessment(s)
Resources/Materials/21st Century Skills/Links
 Play authentic games.  Oral assessments.
 Sign authentic songs.  Ability to fulfill objectives implied in essential questions and to
 Role‐playing. express vocabulary as part of concept understandings.
 TPR.  Classroom participation.
 Paired activities.
 View media presentations (Pictures, videos, etc).
 Pictures and/or realia of various objects associated with
theme.
 Song charts; visuals/ realia of objects associated with
theme.
 Mis primeros colores, by Barrons series.
 Mis Cinco Sentidos, by Perma‐Bound.
 Mi familia (Big book).

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Grade: 1st Grade Theme: Making New (furry) friends
 Utilize knowledge of language to generate basic greetings, Recognize familiar spoken or written words and phrases contained
farewell and courtesy phrases. in culturally and authentic materials.
 Answer yes/no, either/or and practiced information 7.1.NM.A.3:
questions with memorized words and phrases. Recognize a few common gestures and cultural practices associated
 Understand and generate high frequency classroom with the target culture(s).
phrases and simple directions in Spanish with repetition 7.1.NM.B.4:
and visual support. Ask and respond to simple questions, make requests, and express
 Critique calendar and weather phrases as part of preferences using memorized words and phrases.
classroom routine. 7.1.NM.C.3:
 Evaluate content and connect vocabulary and concepts Copy/write words, and phrases, on familiar topics.
studied in science, math and social studies (fused
curriculum)
 Use different clues (e.g., visual, oral) to produce
vocabulary words.
 Recall numbers 0‐10 in sequence.

What contexts can be attributed to promote and support healthy relationships using world languages?

Driving question
How do we ask someone what their name is?
How do we answer when someone asks our name?
How do we say “Hello, how are you?”
How do we respond when someone asks us “How are you?”?
How do we say good‐bye to someone?
How do we say “See you tomorrow”?
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What are the flags colors of Spanish speaking countries?
How do we describe shapes in terms of color and size?
How do we count to in Spanish?
How do we say how old we are?
How do we say and sing “Happy Birthday”?
How do we express the weather in Spanish?
How do we express the words for the days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday in
Spanish?
Which additional holidays are celebrated in Spanish speaking countries, apart from those that are celebrated in America?
How do we express basic classroom objects in Spanish?
How do we express the words for farm animals in Spanish?
How do we express the words for some of our friend’s body parts in Spanish?

theme.
theme.
 Puzzles
 Small group activities.

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Grade:2nd Grade Theme: What is it like outside on this special day?
 Interpret and produce answers regarding questions about Recognize familiar spoken or written words and phrases contained
state of being and basic emotions (feliz, triste, cansado) . in culturally authentic materials using electronic information
 Answer simple personal information questions. sources related to targeted themes.
 Name family members. 7.1.NM.A.2:
 State vocabulary words from a visual cue. Demonstrate comprehension of simple, oral and written directions,
 Identify and discuss characteristics regarding the day and commands, and requests through appropriate physical response.
date. 7.1.NM.B.2:
 Identify and discuss characteristics regarding the day’s Give and follow simple oral and written directions, commands, and
weather conditions. requests when participating in age‐appropriate classroom and
 Listen and recognize numbers 0‐15 in sequence. cultural activities.
 Understand high frequency classroom phases and 2‐step 7.1.NM.C.3:
directions in Spanish with repetition and visual support. Copy/write words, phrases, or simple guided texts on familiar
 Listen to and recognize practiced words, phrases and topics.
questions.
 Listen and participate in authentic children's songs, music
and games.
 Recognize Holidays and festivals important in Mexico to
build cultural literacy
 Recognize pictures or realia that depict persons important
to the Hispanic Community.
 Connect to vocabulary and concepts studied in science,
math and social studies.

How does cultural understanding contribute to personal understanding?
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Driving questions:
How do we praise someone?
What are the words for different family members?
How do we describe our families in terms of size?.
What is the difference between senor, senora, senorita?
How do we say “please” and “thank you”?
When do we use a friendly (informal) greeting?
When do we use a polite (formal)
greeting?
How do we express the names of the four seasons in Spanish?
How do we talk about the weather in Spanish?
How do Spanish speaking people of the world celebrate holidays?
How do we express the words for objects and people in the classroom(in Spanish)?
How do we express the words for the colors: red, orange, yellow, green, blue, purple, white, black, brown, pink
and grey?
How do we express the words for the different months of the year? (January, February, March, April, May, June, July, August,
September, October, November, December)
How do we express the date in Spanish?
What are the names of the different seasons? (Fall, Winter, Spring, Summer).

theme.
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theme.
 Puzzles

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Grade:3rd Grade Theme: ¿Quiénes son ellos?
 Generate greetings appropriate to the time of day, Recognize familiar spoken or written words and phrases contained
farewell and courtesy phrases. in culturally authentic materials using electronic information
 Generate very familiar questions on familiar topics with sources related to targeted themes.
memorized words, phrases and short sentences. 7.1.NM.A.2:
 Incorporate different calendar information as part of the Demonstrate comprehension of simple, oral and written directions,
classroom routine. commands, and requests through appropriate physical response.
 Critique short simple interactions between teacher and 7.1.NM.A.4:
peers that use memorized vocabulary. Identify familiar people, places, and objects based on simple oral
 Listen to and recognize practiced words, phrases, and/or written descriptions.
questions and simple sentences. 7.1.NM.B.2:
 Listen to and identify numbers 0‐20 out of order. Give and follow simple oral and written directions, commands, and
 Read and comprehend very familiar vocabulary in very requests when participating in age‐appropriate classroom and
simple sentences. cultural activities.
 Generate familiar words in writing with correct spelling. 7.1.NM.B.3:
 Recognize Holidays and festivals important in the Hispanic Imitate appropriate gestures and intonation of the target
Community. culture(s)/language during greetings, leave‐takings, and daily
interactions.
 Recognize pictures or realia that depict persons important
7.1.NM.C.3:
to the Hispanic Community.
Copy/write words, phrases, or simple guided texts on familiar
 Participate in culturally authentic children's games.
topics.
 Compare climates of regions of Mexico/ Colombia to

regions in the United States.

 Share skills or knowledge with family members.
 Greet and say goodbye in Spanish to native speakers who
are in school.
 List family members.
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How does cultural communication contribute to personal communication?

Driving questions:
How do we say good‐bye in different ways (good‐bye, see you tomorrow, see you later)?
What is a friendly way to greet people in Spanish?
What is a polite way to greet people?
What is the weather like today?
How do we express the words for rainforest animals in Spanish?
How do we talk about community and community helpers and what they do in Spanish?
How do I express how I feel today?
What is my family like?
How can I tell others what I like and don’t like?

 Sign authentic songs.  Ability to fulfill objectives implied in essential questions and
 Role‐playing. to express vocabulary as part of concept understandings.
 TPRS.
theme.
 Song charts; visuals/ realia of objects associated with theme.
 Puzzles
 Create a poster on specific theme
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Grade:4th grade Theme: Visiting my Vacation Home
Recognize familiar spoken or written words and phrases contained
 Generate and employ questions using mental memory in culturally authentic materials using electronic information
 Recognize calendar information as part of the classroom sources related to targeted themes.
routine. 7.1.NM.A.2:
 Listen to and recognize practiced words, phrases, Demonstrate comprehension of simple, oral and written directions,
questions and simple sentences. commands, and requests through appropriate physical response.
 Transpose the day and date from a visual cue. 7.1.NM.A.4:
 Recognize festivals and events important to Mexico/South Identify familiar people, places, and objects based on simple oral
America and/or written descriptions.
 Identify cultural and geographical information about 7.1.NM.B.2:
Mexico/South America.(may include artists, sports figures, Give and follow simple oral and written directions, commands, and
holidays and cuisine) and compare to our cultural in the requests when participating in age‐appropriate classroom and
United States. cultural activities.
 Identify and communicate food likes and dislikes when 7.1.NM.B.3:
asked. Imitate appropriate gestures and intonation of the target
 Indicate and communicate how they feel feel: well, very culture(s)/language during greetings, leave‐takings, and daily
well, not well and different parts of the body hurt. interactions.
 Identify parts of the house. 7.1.NM.C.3:
 Answer “Is in the” in response to the house item question.
topics.
Express where items are found in a house

 Answer “Is in the” in response to the house item question.

 Recall and critique vocabulary words from visual cues.
 Share learning with family.
 Present calendar information, including day, date and
weather condition.
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What means of expression can be used for different contexts (e.g., classroom commands, names, greetings)?

Driving questions:
Can we understand simple classroom commands?
Which holidays are not celebrated in Spanish speaking countries?
What are our Spanish names?
How do we express how we feel: well, very well, not well, different parts of the body hurt?
What is a friendly way to greet people in Spanish?
What is a polite way to greet people?
How can ask “Where is?” (house items).
What do the Hispanic community people eat during breakfast, lunch and dinner?
What is the meaning of the word “siesta” for some of the people in South America?
 Play authentic games. Student evaluation will consist of, but not be limited to:
 Sign authentic songs.
 Role‐playing.  Oral assessments.
 TPR.  Ability to fulfill objectives implied in essential questions and to
 TPRS. express vocabulary as part of concept understandings.
 Paired activities.  Classroom participation.
 View media presentations (Pictures, videos, etc).  Collection of homework/class activities
 Pictures and/or realia of various objects associated with  Oral Participation
theme.  Teacher Observation
 Song charts; visuals/ realia of objects associated with  Simple Sentences/ Vocabulary Memorization.
theme.
 Puzzles
 Create a poster on specific theme.

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Grade:5th Grade Theme: Pasaporte al mundo Latino
 Recognize time to the hour, ½ hour, ¼ hour and time to 7.1.NM.A.1:
minutes after the hour. Recognize familiar spoken or written words and phrases contained
 Synthesize language and identify numbers from 0‐30. in culturally authentic materials using electronic information
 Locate some of South American countries on a map. sources related to targeted themes.
 Recognize cognates common to Spanish and English 7.1.NM.A.2:
 Choose to participate with family or friends in community Demonstrate comprehension of simple, oral and written directions,
activities such as: attend cultural festivals; choose library commands, and requests through appropriate physical response.
media materials about the target language culture; taste 7.1.NM.A.4:
culturally‐authentic foods; listen to authentic music of the Identify familiar people, places, and objects based on simple oral
target language culture. and/or written descriptions.
 Explore festivals and events important to Argentina, and 7.1.NM.B.2:
extrapolate personal meaning to content Give and follow simple oral and written directions, commands, and
 Listen to and recognize practiced words, phrases, requests when participating in age‐appropriate classroom and
questions and simple sentences. cultural activities.
 Identify the use of gender in articles. 7.1.NM.B.3:
 Recognize, compare, and synthesize the use of adjectives Imitate appropriate gestures and intonation of the target
in Spanish and English. culture(s)/language during greetings, leave‐takings, and daily
interactions.
 Compare and contrast aspects of Argentina city with New
7.1.NM.C.3:
Jersey. Critique the differences
 Explore meaning and communication by sharing skills or
topics.
knowledge with family members.

 Understand routine classroom directions with repetition

and visual support.

How does understanding the similarities and differences between Spanish and non‐Spanish speaking nations help develop
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knowledge?

Driving questions:
What are the flags of Spanish speaking countries?
How do we express that we like an activity or don’t like an activity?
How do we ask, “What is this?”
How do we answer when someone asks, “What is this”
How do we answer if someone asks the time?
What people in Argentina like to do for fun?
How many countries are in South America?
Are Argentinean Americans?
How do we talk about our daily schedule in Spanish?
 Play authentic games. Student evaluation will consist of, but not be limited to:
 Sign authentic songs.
 Role‐playing.  Oral assessments.
 TPR.  Ability to fulfill objectives implied in essential questions and to
 TPRS. express vocabulary as part of concept understandings.
 Paired activities.  Classroom participation.
 View media presentations (Pictures, videos, etc).  Collection of homework/class activities
 Pictures and/or realia of various objects associated with  Projects
theme.  Oral Participation
 Song charts; visuals/ realia of objects associated with  Teacher Observation
theme.  Simple Sentences/ Vocabulary Memorization
 Puzzles
 Create a poster on specific theme.

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New Jersey Core Curriculum Standards (NJCCCS) – Revised and Approved 2009

7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an
understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas,
compare the language and culture studied with their own, and participate in home and global communities.
A. Interpretive Mode
B. Interpersonal Mode
C. Presentational Mode

Language Proficiency Levels

Unlike other New Jersey Core Curriculum Content Standards areas, the world languages standard is benchmarked by proficiency
levels, rather than grade levels. The development of these proficiency levels was informed by the American Council on the Teaching
of Foreign Languages (ACTFL) Performance Guidelines for K‐12 Learners (ACTFL, 1998), the ACTFL Proficiency Guidelines—Speaking
(ACTFL, 1999), and the ACTFL Proficiency Guidelines—Writing (ACTFL, 2001). The levels are fully defined in the World Languages
Performance Level Descriptors Table and are summarily reflected in the following proficiency statements:

 Novice‐Mid Level: Students communicate using memorized words and phrases to talk about familiar topics related to school,
home, and the community.
 Novice‐High Level: Students communicate using words, lists, and simple sentences to ask and answer questions, to handle
simple transactions related to everyday life, and to talk about subject matter studied in other classes.
 Intermediate‐Low Level: Students communicate using simple sentences to ask and answer questions, to handle simple
transactions related to everyday life, and to talk about subject matter studied in other classes.
 Intermediate‐Mid Level: Students communicate using strings of sentences to ask and answer questions, to handle simple
transactions related to everyday life, and to talk about subject matter studied in other classes.
 Intermediate‐High Level: Students communicate using connected sentences and paragraphs to handle complicated situations on
a wide‐range of topics.
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 Advanced‐Low Level: Students communicate using paragraph‐level discourse to handle complicated situations on a wide‐range
of topics.

Language learners can be expected to move through levels of proficiency at different rates. In addition, language learners may
demonstrate differing proficiencies depending upon the communicative mode in which they are functioning (interpersonal,
interpretive, or presentational). However, according to ACTFL, the proficiency levels generally align with grade‐level achievement as
follows:

 Novice‐Mid Level: Students beginning the study of a second language in preschool or kindergarten in a program that meets a
minimum of three times a week for 30 minutes should meet the cumulative progress indicators for the Novice‐Mid level by the
end of grade 2.
 Novice‐High Level: Students beginning the study of a second language in preschool or kindergarten in a program that meets a
minimum of three times a week for 30 minutes, and continuing the study of that language in subsequent grades in a program
that meets for the same amount of time, should meet the cumulative progress indicators for the Novice‐High level by the end of
grade 5.
 Intermediate‐Low Level: Students beginning the study of a second language in a program that meets a minimum of three times
a week for 30 minutes during elementary school, and continuing the study of that language through middle school in a program
that meets a minimum of five times a week for 40 minutes, should meet the cumulative progress indicators for the Intermediate‐
Low level by the end of grade 8.
 Intermediate‐Mid Level: Students beginning the study of a second language in a program that meets a minimum of three times a
week for 30 minutes during elementary school and a minimum of five times a week for 40 minutes during middle school and
high school, should meet the cumulative progress indicators for the Intermediate‐Mid level by the end of grade 10.
 Intermediate‐High Level: Students beginning the study of a second language in a program that meets a minimum of three times
a week for 30 minutes during elementary school and a minimum of five times a week for 40 minutes during middle school and
high school, should meet the cumulative progress indicators for the Intermediate‐High level by the end of grade 12.
 Advanced‐Low Level: Heritage students and students who have significant experiences with the language outside of the
classroom should meet the cumulative progress indicators for the Advanced‐Low level by the end of grade 12.

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Revised Standard

The world languages standard lays the foundation for creating local curricula and related assessments. Changes that led to the
revised 2009 standard are as follows:

 The communication and culture standards have been combined into one standard that continues to be organized by proficiency
levels, but now also encompasses a broader spectrum of proficiency levels.
 World languages content is both linguistic and cultural, and includes personal and social topics and concepts as well as ideas
from other content areas. Both linguistic and cultural content statements have been added for each strand to provide a context
for the cumulative progress indicators (CPIs) at each proficiency level.
 Linguistic content varies and is dependent on the mode of language use. Proficiency does not occur at the same rate for all
students in all skill areas. (See the results of the Foreign Language Assistance Program Grant Project, which are contained in the
report, Policy, Assessment, and Professional Development: Results from a Statewide Study.) For example, a student may perform
at the Novice‐High level in reading and the Intermediate‐Low level in speaking.
 Cultural content recurs across the modes of communication because communication always occurs within a cultural context. The
21st‐century themes identified in the Partnership for 21st Century Skills Framework are incorporated in many of these content
statements. Students spiral through this content with increasing depth and sophistication as they attain higher levels of language
proficiency. Therefore, the extent to which a theme is addressed at a given point in time depends on age‐ and developmental
appropriateness as well as on proficiency level.
 Integration of technology within the CPIs necessitates its use as a tool in instruction and assessment.

One World Languages Standard

The reorganization of the previous world languages standards into one revised standard reflects the framework, graphically depicted
below, that was developed for the 2004 National Association of Educational Progress (NAEP) in foreign languages.

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The NAEP graphic illustrates that the overarching goal of language instruction is the development of students’ communicative skills
(the central “C” of five Cs in the graphic is for “communication”). Students should be provided ample opportunities to engage in
conversations, present information to a known audience, and interpret authentic materials in the language of study. In addition, to
develop linguistic proficiency, a meaningful context for language use must be established. The four Cs in the outer ring of the graphic
(cultures, connections, comparisons, and communities) provide this meaningful context for language learning. These contexts stress
(1) the teaching of culture; (2) the study and reinforcement of content from other disciplines; (3) the comparison of target and
native languages and cultures; and (4) opportunities to interact with native speakers of languages. As such, the four context Cs serve
as the basis for instructional activities and are fully embedded within the world languages communication objectives.

View two videos (#12 and #30) that illustrate the integration of the five Cs.

Three Strands

The revised world languages standard continues to include three strands, one for each of the three modes of communication:
interpretive, interpersonal, and presentational (in the NAEP graphic, these are shown around the inner triangle).

Strand A reflects the Interpretive Mode of communication, in which students demonstrate understanding of spoken and written
communication within appropriate cultural contexts. Examples of this kind of “one‐way” reading or listening include cultural
interpretations of printed texts, videos, online texts, movies, radio and television broadcasts, and speeches. Beyond the Novice level,
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“interpretation” differs from “comprehension” because it implies the ability to read or listen “between the lines” and “beyond the
lines.” For more on the interpretive mode of communication:

 Click Teaching Foreign Languages K‐12 Workshop to view a video on the interpretive mode (scroll down to video #1).
 Click Wisconsin Project: Modes of Communication.

Strand B reflects the Interpersonal Mode of communication, in which students engage in direct oral and/or written communication
with others. Examples of this “two‐way” communication include conversing face‐to‐face, participating in online discussions or
videoconferences, instant messaging and text messaging, and exchanging personal letters or e‐mail messages. For more on the
interpersonal mode of communication:

 Click Teaching Foreign Languages K‐12 Workshop to view a video on the interpersonal mode (scroll down to video #2.

Strand C reflects the Presentational Mode of communication, in which students present, orally and/or in writing, information,
concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this “one‐to‐
many” mode of communication include a presentation to a group, posting an online video or webpage, creating and posting a
podcast or videocast, and writing an article for a newspaper.

 Click Teaching Foreign Languages K‐12 Workshop to view a video on the presentational mode (scroll down to video #3)

The Role of Grammar in the World Languages Class

While knowledge of the grammar of a language (e.g., rules for syntax, tense, and other elements of usage) is not an explicit goal of
the revised New Jersey World Languages standard, grammar plays a supporting role in allowing students to achieve the stated
linguistic proficiency goals. Grammar is one tool that supports the attainment of the stated linguistic goals; others tools include
knowledge of vocabulary, sociolinguistic knowledge, understanding of cultural appropriateness, and grasp of communication
strategies.

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Students who are provided with ample opportunities to create meaning and use critical thinking skills in a language of study achieve
linguistic proficiency. Research has established that all grammar learning must take place within a meaningful context, with the
focus on producing structures to support communication.

Education in World Languages: Advocacy and Resources

 Information regarding federal grants for implementing standards‐based world languages programs may be found on the Foreign
Language Assistance Program (FLAP) or the Joint National Committee for Languages (JNCL) websites. JNCL also provides
advocacy materials.
 The American Council on the Teaching of Foreign Languages (ACTFL) provides extensive research related to the ways that
language learning benefits students by supporting academic achievement, cognitive development, and positive attitudes and
beliefs about languages and cultures.
 An Annotated Glossary With Resources, instructions for How To Select Culturally Authentic Materials Based On Proficiency Level,
and a World Languages Performance‐Level Descriptors Table were designed in connection with the World Languages standard to
support implementation of world languages instruction.
 The most comprehensive report compiled on the status of world languages education in New Jersey’s public schools (2005), A
Report on the State of World Languages Implementation in New Jersey, is available on the New Jersey Department of Education
World Languages homepage.
 The state language organization—Foreign Language Educators of New Jersey (FLENJ)—offers links to a variety of language
resources, professional development opportunities, and information about student and professional awards and scholarships.

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World Language Curriculum Grades PreK-5 - November 2009

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World Language Curriculum Grades PreK-5 - November 2009

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Mrs. Annette Jordan, President

Mrs. Audrey Evans Mrs. Maureen MacCutcheon

Mrs. Elizabeth O'Connell, Superintendent

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