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Archived Information

Foreign Language Curriculum Frameworks

Appendix F: Stage 2 Learning Standard
Components and Topics

Stage 2

Sample Expected Outcomes

Students are expected to reach Stage 2 at the end of...

  • grade 8 in a PreK - 8 sequence
  • grade 10 in a grade 6 - 10 sequence
  • grade 12 in a grade 9 - 12 sequence

Communication Strand: Learning Standard Components

Using sentences and strings of sentences, and recombinations of learned words, phrases, and expressions, with frequency of errors proportionate to the complexity of the communicative task, students will

  • Greet and respond to greetings*
  • Perform Stage 1 Learning Standard Components
  • Ask and respond to questions to clarify information
  • Exchange opinions about people, activities, or events
  • Discuss class reading*
  • Follow directions such as for a recipe, a word maze or a logic problem
  • Read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures*
  • Understand important ideas and details in highly contextualized authentic and adapted texts*
  • Understand learned expressions, sentences, questions and polite commands in messages*
  • Identify themes in fictional and nonfictional works and relate them to personal experiences*
  • Write simple paragraphs
  • Write greeting cards, notes, letters and e-mails*
  • Describe story elements of characters, events, and settings*
  • Give presentations on planned activities or on cultural topics*

*applies to classical language learning

Topics

Stage 1 Topics and...
professions and work , gender roles social relationships maps, geographical features mass media presentations (T.V., radio, cinema, Internet)
extracurricular interests memories landmarks
transportation and travel literature such as short stories and poetry important historical events
historical and cultural figures topics from other disciplines: topography, geography, problem solving, folklore, the environment, the arts, world events important historical / cultural figures
places and events vacations school / vacation / meal schedules of target culture
fashion parties / celebrations  

Cultures Strand: Learning Standard Components

Using sentences and strings of sentences, and recombinations of learned words, phrases, and expressions, with frequency of errors proportionate to the complexity of the communicative task, and English when necessary, students will

  • Identify patterns of social behavior that are typical of the target culture*
  • Interact appropriately in social and cultural activities, such as
    • for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
    • for classical languages: in triumphal marches, weddings, and/or funerals*
  • Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and videos, and relate these to the cultural perspectives of the target culture*
  • Identify historical and/or cultural figures from the target culture and describe their contributions*
  • Identify, place in chronological order, and describe the significance of important historical evens in the target culture*
  • Identify, on maps and globes, the location(s) and major geographic features of countries where the target language is or was used

*applies to classical language learning

Comparisons Strand: Learning Standard Components

Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and English when necessary, students will ...

  • Compare, contrast and exchange views on an aspect of the target language*
  • Identify words in the target language that are used frequently in English*
  • Analyze how idiomatic expressions work in both languages*
  • Compare and contrast similarities/differences of sounds in rhythm and rhyme in poetry*
  • Recognize grammatical categories such as tense, gender, agreement in the target language and English*
  • Give examples of words or word parts from the target language that have been adopted into the English language*
  • Analyze differences and similarities between the writing systems of both languages*
  • Discuss basic needs of people for food, clothing, and shelter, and compare how they have been met in various cultures*
  • Compare and contrast examples of music, visual arts, dance and theatre from the target culture with examples from their own culture*
  • Compare, contrast and report on cultural traditions and celebrations*
  • Compare folktales from the target culture and the students' own culture*

*applies to classical language learning

Connections Strand: Learning Standard Components

Using sentences and strings of sentences, and recombinations of learned words, phrases, and expressions, with frequency of errors proportionate to the complexity of the communicative task, students will...

  • Obtain information and knowledge related to other disciplines from sources in the target language*
    Examples of this include:
    • obtaining political and economic information from newspapers, other print sources, and interactive CD roms in the target language and using this information to achieve the learning standards of the Civics and Government and Economics Strands of the History and Social Science Framework
    • gathering demographic information from the target culture and analyzing it using the learning standards from the Statistics and Probability Strand of the Mathematics Framework to its analysis
    • learning song lyrics written in the target language and applying the learning standards of the Music Strand of the Arts Framework when singing and the Language Strand of the English Language Arts Framework when discussing the meaning of the lyrics

*applies to classical language learning

Communities Strand: Learning Standard Components

Using sentences and strings of sentences, and recombinations of learned words, phrases, and expressions, with frequency of errors proportionate to the complexity of the communicative task, students will...

  • Apply knowledge of the target language and culture beyond the classroom setting*
    Examples of this include:
    • conversing with speakers of the target language; or
    • reading and writing e-mail or letters; or
    • making and exchanging videotapes, newsletters, photographs, and artwork and discussing them orally or in letters and e-mail with students in another community in Massachusetts, the United States, or another country

*applies to classical language learning





Last Updated: January 1, 1999
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