Non-Native Language Grade Expectations – Grades 9-10

NNL9-10:1

Students show skill development in interpersonal communication

by…

· Participating in conversations, improvised dialogues, interviews,

etc.

· Asking clarifying questions.

· Expressing self on various topics using a variety of transitions,

sentence structures and time frames.

· Describing and comparing self with others, using details.

· Creating oral and written texts, using familiar vocabulary,

oral and written texts to obtain information or reply to requests,

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

invitations, and cards).

NNL9-10:2

Students show skill development in presentational communication

by...

· Performing short skits, plays, recitations.

· Narrating, with some precision, events and stories using a

variety of structures and details.

· Using a greater number of characters.

· Creating a variety of presentations (e.g., a short report, journal

entry, letter) using a variety of structures, and details.

· Applying writing and speaking strategies.

NNL9-10:3

Students show skill development in interpretive communication

by…

· Recognizing more sound/symbol/meaning relationships.

· Answering and generating questions and making detailed

responses and statements about presented material.

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

situations.

· Applying reading strategies for comprehension of the main

idea (e.g., guessing words from context, using prior knowledge,

using format and illustrations, scanning and skimming).

· Analyzing presented material on various topics by ranking,

giving a personal response, categorizing, identifying causes

and effects.

NNL9-10:4

Students demonstrate understanding of the customs, beliefs,

cultural differences, and traditions by…

· Comparing and contrasting products and practices in target

culture and own culture by asking and answering questions

(e.g., dating, family relationships, special foods).

· Identifying and describing the meaning (aspects) of cultural

practices and symbols of cultural expression (e.g., education,

weddings, mourning).

· Recognizing and using acronyms and abbreviations.

NNL9-10:5

Students demonstrate skills representative of the customs,

beliefs, and traditions of another culture by…

· Identifying aspects of culture in different media (e.g., TV,

films, advertisements, literature, songs).

· Using authentic words and gestures in cultural games, role

plays and skits, including folktales and proverbs.

· Raising questions and obtaining information about difference

and various aspects of the culture.

NNL9-10:6

Students access new information through the language and

culture by…

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

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

instruments).

· Identifying the historical reasons for the variety of countries

of the target language (e.g., colonization, wars of independence).

· Using target language for learning another academic discipline

(e.g., completing a research project on an individual

country or historical figure).

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

to research information needed in other disciplines.

· Discussing possible relationship between cultural perspectives

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

forms of literature, etc.).

· Researching using the Web, resource materials and original

sources in the language or from native informants.

· Engaging in a short conversation or correspondence about an

assigned topic with a native or fluent speaker.

· Discussing literature and art works from a variety of viewpoints

(e.g., historical, aesthetic, cultural, technical, political).

NNL9-10:7

Students demonstrate understanding of the nature of language

through comparisons of the language studied and their own

by…

· Comparing different ranges of meaning in the two languages

(e.g., temporal differences, idioms).

· Using correctly grammatical notions of agreement (gender,

number, subject, verb).

· Identifying different forms of language (dialect, slang, informal

expressions).

· Identifying characteristics of cognates (common root or affixes),

(e.g., -ity words in English are -itée, in French or -idad,

in Spanish; -itä t in German).

· Comparing and contrasting verbal and non-verbal behavior

patterns.

NNL9-10:8

Students show understanding of how knowing another language

and culture influences lifelong choices by…

· Participating in authentic activities (e.g., music, crafts, reading

comics, magazines, shopping), attending or viewing a

cultural event, exploring international websites, communicating

with individual(s) from target culture, 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, persevering

when not understood or understanding taking risks,

examining ethnocentrism).

· Using a variety of strategies/techniques to address those

challenges (e.g., using technology, reading and writing,

categorizing, classifying, observing 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, meeting deadlines, prioritizing responsibilities).

NNL9-10:9

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 and collaborating constructively as members of

a partnership, group and audience.