Non-Native Language Grade Expectations – Grades 7-8

NNL7-8:1

Students show skill development in interpersonal communication

by…

· Asking and answering a greater variety of personal questions

using familiar vocabulary (e.g., What are your weekend

plans?).

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

· Expressing self in the present and with other basic sentence

structures using some details.

· Describing self and others using some details.

· Creating short oral and written texts, using familiar vocabulary

(e.g., emails, personal letters, telephone messages

invitations, and cards, short conversations).

NNL7-8:2

Students show skill development in presentational communication

by...

· Performing short skits, plays, puppet shows, recitations.

· Describing using more details and more precision.

· Narrating a simple story .

· Using a greater number of characters.

· Creating, in meaningful context, more detailed sentences

and short paragraphs using adjectives, connecting words,

adverbs.

· Applying writing and speaking strategies.

NNL7-8:3 Students show skill development in interpretive

communication by…

· Responding to increasingly complex prompts by labeling,

dramatization, drawing, retelling, graphing and mapping,

ranking.

· Recognizing more sound/symbol/meaning relationships.

· Responding to questions about presented material in detail

(who, what, when, where, how and why ).

· Giving simple personal reactions to events, actions, attitudes,

situations.

· Applying reading strategies (e.g., guessing words from

context, using prior knowledge, format and illustrations).

· Providing personal and technical interpretations.

NNL7-8:4

Students demonstrate understanding of the customs, beliefs,

cultural differences, and traditions by…

· Describing, comparing and contrasting products and practices

in target culture and own culture (e.g., use of money,

school schedules, vacations).

· Identifying and describing symbols of cultural expression.

(e.g., eagle on Mexican flag; fleur de lis; rising sun).

· Recognizing acronyms and abbreviations.

NNL7-8:5

Students demonstrate skills representative of the customs,

beliefs, and traditions of another culture by…

· Dramatizing, or presenting various products and practices

(e.g., a meal, a celebration).

· Using authentic words and gestures in cultural games, role

plays and skits, including folktales and proverbs.

· Demonstrating use of authentic cultural objects and practices

related to presented materials and activities.

NNL7-8:6

Students access new information through the language and

culture by…

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

dancing, painting, computing, creating visual art, playing

musical instruments).

· Identifying for regions/countries where target language is

spoken: capitals and other key cities; important geographic

features, and bordering countries.

· Using target language for learning another academic discipline

(e.g., converting weights and measures; researching

famous people).

· Using technology (the World Wide Web) in the target

language to research information needed in other disciplines.

· Discussing historical and present day interaction for loanwords

(e.g., karaoke, rodeo).

· Discussing possible relationship between cultural perspectives

and expressive products (e.g., music, visual arts, and

appropriate forms of literature, etc.).

· Using reference materials in the language for academic

and practical purposes.

· Greeting, introducing, asking questions of, and corresponding

with native speakers.

· Experiencing and discussing literature and arts.

NNL7-8:7

Students demonstrate understanding of the nature of language

through comparisons of the language studied and

their own by…

· Comparing syntax and sentence structure.

· Identifying grammatical notions of agreement (gender,

number, subject, verb).

· Using formal and informal language in appropriate contexts.

· Identifying words borrowed from the target language and

their meaning.

· Identifying and using root words (e.g., venir/ bienvenue).

· Demonstrating verbal and non-verbal behavior patterns.

NNL7-8:8

Students show understanding of how knowing another language

and culture influences lifelong choices by…

· Participating in authentic games, sports and activities

(music, crafts) planning a trip, attending or viewing a

cultural event, exploring international websites, 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,

recognizing frustration as a component of learning,

being willing to accept limited communication, taking

risks, recognizing ethnocentrism, participating in simulated

cultural environment).

· Using a variety of strategies/techniques to address those

challenges (e.g., technology, role playing, dance, art, music,

media, reading and writing, categorizing, classifying,

associations, roots, synonyms, antonyms).

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

are familiar, accessing prior knowledge, consulting authentic

resources; communicating directly in target language).

· Taking responsibility for setting and adjusting goals for

self (e.g., managing time and meeting deadlines).

NNL7-8:9

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.