Non-Native Language Grade Expectations – Grades 5-6

NNL5-6:1

Students show skill development in interpersonal communication

by…

· Asking and answering a greater variety* of personal questions

using familiar vocabulary (e.g., likes/dislikes, giving

simple examples).

[*NOTE: This variety is based on local curriculum decisions]

· Expressing self in the present and with memorized connectors.

NNL5-6:2

Students show skill development in presentational communication

by...

· Performing short skits, plays, puppet shows using familiar

or memorized vocabulary.

· Describing using simple language.

· Using a greater number of characters.

· Creating simple sentences to convey a message, story,

information in meaningful contexts.

NNL5-6:3

Students show skill development in interpretive communication

by…

· Responding to increasingly complex prompts by labeling,

matching, dramatization, drawing, retelling.

· Recognizing more sound/symbol/meaning relationships.

· Responding with details to content questions about presented

material (i.e. who, what, when, where).

· Demonstrating/providing personal interpretations.

NNL5-6:4

Students demonstrate understanding of the customs, beliefs,

cultural differences, and traditions by…

· Identifying and listing products and practices specific to

the target culture (e.g., holidays, rituals, dining, apparel)

without value judgment.

· Identifying and describing characteristics of diverse expressions

of target language cultures and locate them

(e.g., food and celebrations in Québec, Sénégal, France).

· Recognizing acronyms and abbreviations (e.g., S.V.P., le

prof).

NNL5-6:5

Students demonstrate skills representative of the customs,

beliefs, and traditions of another culture by…

· Dramatizing, or presenting a cultural practice (e.g., poster,

illustration, skit).

· Using authentic words and gestures in cultural games, role

plays and skits from script, including folktales and proverbs.

· Demonstrating use of authentic cultural objects and practices

in specific context and purposes (e.g., cake, birthday

celebrations, gift giving).

NNL5-6:6

Students access new information through the language and

culture by…

· Participating in interdisciplinary activities (e.g., singing,

dancing, painting, counting, creating visual art, using musical

instruments).

· Identifying increasing number of places where language is

spoken and some capitals (e.g., drawing maps and flags of

regions/countries).

· Using target language for learning another academic discipline,

(e.g., identifying currency and making change).

· Identifying cultural context of children’s books, movies,

magazines, and TV programs, etc.

· Using authentic material from the culture for discovery.

· Greeting and introducing native speakers.

NNL5-6:7

Students demonstrate understanding of the nature of language

through comparisons of the language studied and

their own by…

· Recognizing word order differences.

· Identifying grammatical notions of gender.

· Using formal and informal language in predictable,

teacher directed situations.

· Identifying and translating cognates.

· Identifying non-verbal behavior patterns (e.g., shrugs, eye

contact, use of personal space).

NNL5-6:8

Students show understanding of how knowing another language

and culture influences lifelong choices by…

· Participating in authentic games, sports, and activities

(music, crafts) attending or viewing a cultural event to

foster enjoyment of learning the language.

· Responding creatively to learning challenges (e.g., art,

music, re-enactments, poems, etc.).

· Appreciating and accepting challenges inherent in the

learning (e.g., trying multiple times, using different methods,

coping with frustration, being willing to accept limited

communication and to take risks).

· Using a variety of strategies/techniques to address those

challenges (e.g., visual representation, mnemonic devices,

repetition, flash cards, computers, role plays).

· Applying problem solving skills (e.g., using words that are

familiar, accessing prior knowledge, using authentic resources;

communicating directly in target language).

NNL5-6:9

Students employ appropriate social strategies in language

learning by---

· Using peers and advanced or native speakers to practice

and validate language use.

· Cooperating in a group or partnership to maintain an environment

of safety, confidence, mutual esteem, and support.

· Responding constructively as members of a partnership,

group and audience.