Performance GRADES K-8 Benchmarks, LANGUAGES AND NATIVE CLASSICAL

New Mexico

Content

Standards,

Benchmarks,

and

Performance

Standards GRADESK-8

MODERN, CLASSICAL, AND NATIVE

LANGUAGES

MCNL

Modern, Classical and Native Languages Content Standards

“The person who learns two languages is worth two people.” – Miguel de Cervantes Saavedra

The Standards for Excellence set expectations for New Mexico students, and clearly state the proficiency in English is of the highest importance. These Modern, Classical and Native Languages Standards with Benchmarks align with the Standards for Excellence by supporting the use of a student’s primary or home language, as appropriate, for teaching and learning while the student acquires proficiency in English.

The Content Standards for Modern, Classical and Native Languages were adopted as regulation by the New Mexico State Board of Education for grades K-8, and for elective courses chosen by students and their parents for grades 9-12. The Benchmarks are recommended for curricular guidance; they should be integrated with the curriculum of the local school district.

1. By speaking, writing, and/or signing, etc., students will express themselves in a culturally appropriate manner for many purposes.

2. By listening, observing, reading and discussing, students will comprehend and interpret oral, written, and visual messages on a variety of topics.

3. Students will understand the relationship between language and culture.

4. Students will develop an understanding of other cultures, including such elements as: their value systems, languages, traditions, and individual perspectives.

5. Students will understand how languages work.

6. Students will use the languages studied to reinforce and expand knowledge of other disciplines.

7. Students will use the languages studied for personal enjoyment, personal enrichment, and employability.

INTRODUCTIONA. ACKNOWLEDGMENTS

Members of the Performance Standards Writing Committee met on September 2-3 and 12, 1997 to complete the attached draft of Performance Standards. We wish to thank Margo Chavez-Charles, Mary De López, Celeste Guillebaud, Nancy Lawrence, and Joanna Manygoats for their dedication and gracious assistance in working on this document. We also wish to thank Tina Lopez Snideman for her assistance in providing a work space.

Guidance provided by the following three documents was most helpful: [The national] Standards for Foreign Language Learning: Preparing for the 21st Century (1996), College Board. Articulation and Achievement: Connecting Standards, Performance, and Assessment in Foreign Language (1996), and Maine Department of Education. Standards for Modern and Classical Languages (Internet publication).

B. UNIFYING CONCEPTS IN MODERN, CLASSICAL AND NATIVE LANGUAGES EDUCATION

The Writing Committee of the New Mexico Content Standards and Benchmarks expressed the following statements for Modern, Classical, and Native Languages. They were published in the initial drafts of those Content Standards and Benchmarks. Because they were not part of the regulation of the New Mexico Content Standards and Benchmarks, we feel it is advisable to publish them again as part of this curriculum guidance document.

Unifying Concepts in Modern, Classical and Native Languages Education

1. Learning languages is important.

Language and communication are at the heart of human experience. The skills of understanding and communicating with diverse linguistic and cultural groups are important for survival today, but they will be vital in the 21st century. While these abilities will be essential for business, government, intellectual, and social interactions, the knowledge of languages also enhances learning in other disciplines and enriches life. All students should develop and maintain proficiency in English and in at least one other language.

2. Culture is an integral part of communication.

Language learning must include the study of culture and its effects on communication. All students should communicate successfully in a linguistically and culturally appropriate manner.

MCNL

3. Languages are a community resource.

The multicultural and multilingual communities of New Mexico provide rich and diverse resources for learning languages. New Mexicans must recognize, understand, and value the unique qualities of various languages and cultures, especially those native to the state: Native American languages, including Tewa, Tiwa, Towa, Keres, Zuni, and variants of Apache and Navajo; Spanish; and English.

4. Successful acquisition of language is the product of a long-term, articulated program of study.

To be effective, a language program should span Kindergarten through Twelfth Grade and/or post-secondary levels of education.

C. AUTHENTIC COMMUNICATION

(This section has been adapted from pages 97 and 98 of the National Standards for Foreign Language Learning: Preparing for the 21st Century, 1996.)

In the past, “foreign” language instruction focused primarily on the memorization of words and grammar rules. Unfortunately, as generations of language students have taught us, grammar by itself does not produce individuals who can speak or understand the language that they study. “Foreign”/second languages are not acquired when students learn an ordered set of facts about the language (e.g., grammar facts, vocabulary). Students need to be able to use the target language for real communication; that is, to carry out a complex interactive process that involves speaking and understanding what others say in the target language as well as reading and interpreting written materials and cultural aspects. Grammar is, nevertheless, important in the study of a language. For example, Content Standard 5 (“Students will understand how languages work.”) focuses on students’ understanding of the nature of linguistic systems.

D. INSTRUCTIONAL GUIDEPOSTS

In order to achieve a communicative setting for language learners, teachers must create dynamic learning activities which focus attention on the functions of authentic (“real-world”) language. Quality in student performance is best attained in this type of interactive classroom. These activities also lend themselves to research-based proven strategies.

Effective approaches include:

• structured cooperative small group work, or partner/peer learning activities which facilitate negotiation of meaning; • content which is cognitively challenging and presented through “sheltered” techniques, such as the use of a variety of visuals and realia; guarded vocabulary and accurate language modeling; small group tasks which require problem-solving and discovery learning; and hands-on learning experiences using concrete examples to illustrate abstract concepts; • focused, brief direct instruction of concepts and skills, complemented by abundant individual and collaborative student-centered practice; • language activities which address many learning styles including TPR (“Total Physical Response” – an approach to language learning that emphasizes a dramatic association of the whole body with language learning), multi-sensory projects (e.g., art, drama, music), “whole-to-part” and “part-to- whole” instruction and activities, and the making of graphs, charts, and tables; • notational/ functional and thematic approaches, which integrate vocabulary and grammar acquisition into the communication needs of students; • use of learning/study strategies such as mental rehearsal, researching, making inferences, positive self-talk, collaboration, and questioning for clarification. The New Mexico Modern, Classical and Native Languages Content Standards require a much broader definition of language study in which students are given opportunities to explore, develop, and use communication strategies, learning strategies, and critical thinking skills, as well as the appropriate elements of the language system and culture.

MCNL

Content Standards For Modern, ClassicalAnd Native Languages Education

Content Standard 1: By speaking, writing, and/or signing, etc., students will express themselves in a culturally appropriate manner for many purposes.

Content Standard 2: By listening, observing, reading and discussing, students will comprehend and interpret oral, written, and visual messages on a variety of topics.

Content Standard 3: Students will understand the relationship between language and culture.

Content Standard 4: Students will develop an understanding of other cultures, including such elements as: their value systems, languages, traditions, and individual perspectives.

Content Standard 5: Students will understand how languages work.

Content Standard 6: Students will use the languages studied to reinforce and expand knowledge of other disciplines.

Content Standard 7: Students will use the languages studied for personal enjoyment, personal enrichment, and employability.

CONTENT STANDARD 1: By speaking, writing, and/or signing, students will express themselves in a culturally appropriate manner for many purposes.Grade K-4

BENCHMARK PERFORMANCE STANDARDS

In the language(s) studied, students will:

A. Express likes and dislikes on topics that are of concern and interest to them, with their peers and in the classroom.

1. Converse, write briefly, and ask/ answer simple questions about themselves and their immediate environment:

a. Participate in oral “show and tell” exercises. b. Play games. c. Talk with classmates about pets, favorite foods, families, etc. d. Compile a bilingual dictionary.

B. Participate in and recognize various forms of cultural expression such as: music, art, speech, writing, traditions, and other products of the culture.

1. Participate in various forms of cultural expression including: music and dance, art, storytelling, writing, traditional celebrations, and making artifacts of a culture (foods, costumes, games, toys, books, etc.):

a. Perform a dance or song from the culture studied. b. Use a work of visual art from the language/ culture studied as the basis for a written descriptive paragraph and/or a poem. c. Tell a story in the language studied orally and in writing. d. Use a literary work from the language/ culture studied to create a drama, a song, or a dance. e. Produce and share a meal from the culture studied. f. Participate in and describe a traditional celebration of the culture studied including: foods, language, costume, music, drama, etc. g. Play games of the culture studied. h. Observe arts and/or crafts of the culture studied, participate in making samples of them.

MCNL

Grade 5-8BENCHMARK PERFORMANCE STANDARDS


A. Express thoughts on topics that are of concern and interest to them within their school and community.

1. Converse and write about; ask and answer questions about; and compare and contrast things and events in their school life, in school subjects, and in their local community:

a. Create a map of one’s own neighborhood and describe it to the class. b. Keep a diary on a day at school. c. In correspondence with a pen pal, compare daily lives. d. Plan and carry out an extracurricular activity with the class. e. Make a videotape or photographic program about a tradition of the culture studied. f. Design, draw and discuss one’s house plan or a diorama of one’s town.

B. Participate in and interpret various forms of Cultural expression such as: music, art, speech, writing, traditions, and other products of a culture.

1. Express orally or in writing what was learned by participating in a cultural event:

a. In a group, research and report in writing and orally about an important tradition of the culture studied. b. In a group, plan and carry out a school “Culture Fair Day.” c. Memorize and recite a poem from the culture studied and explain what it is about.

CONTENT STANDARD 2: By listening, observing, reading and discussing, students will comprehend and interpret oral, written, and visual messages on a variety of topics.Grade K-4



A. Comprehend information on topics of concern and interest to them.

1. Using a variety of sources, observe and correctly interpret information presented in the language studied:

a. Observe/listen to and explain/retell simple narratives presented in a variety of formats such as newspapers, letters, literature, newscasts, videos, musical recordings and conversations. b. Repeat, follow, and give directions. c. Recognize and identify names of objects.

B. Recognize forms of cultural expression such as: music art, speech, writing, traditions, and other products of a culture.

1. Identify and associate the language studied with many forms of cultural expression, including: dress, holidays, food, and music of an appropriate country or region:

a. Perform a song or tell a folktale in the language studied. b. Prepare a typical meal of the region or country and prepare a menu in the language studied. c. Identify types of art works, crafts, or graphic representations enjoyed or made by the student’s peer group within the culture studied.

C. Demonstrate awareness of different elements of communication, both verbal and non-verbal:

1. Correctly interpret information, using language and facial, voice (tone and intonation), expressions, dress, gestures and other body language:

a. Model/mimic/imitate common gestures from the language/cultures studied. b. Respond appropriately to a variety of oral commands, questions, and nonverbal messages.

MCNL



A. Comprehend information on topics of concern and interest to them, their school and their community.

1. Obtain information from “authentic resources” (e.g., resources that portray or are derived from real life experiences and original sources of the language/culture studied), acquire new knowledge about people, events, and cultures, and demonstrate comprehension by means of presentations in written, oral and/or other artistic forms:

a. Read a newspaper in the language studied and summarize in oral/written/ or sign language what was read. b. Observe an event or dramatization, live or via a media form, and write or illustrate a report about it. c. Read a pen pal’s letter in the language studied, and report to class. Compare and contrast the information with information about the student’s home, school, and community.

B. Recognize and interpret more complex forms of cultural expression.

1. Observe, describe, and discuss patterns of behavior, of artistic expression, and of use of materials of the culture studied:

a. Compare and contrast behavior typical of the student’s peer group in the culture studied. b. Identify heroes, heroines, and myths of the culture studied. c. Describe, compare and contrast objects and decor in a peer’s bedroom in the culture studied.

CONTENT STANDARD 3: Students will understand the relationship between language and culture.Grade K-4



A. Demonstrate simple language patterns, gestures and oral expressions in common interactions.

1. Use appropriate courtesy expressions for simple everyday tasks, such as: greetings, introductions, gestures, behavior during meals, etc. This includes use of formal and informal language, intonations, etc.:

a. Role-play appropriate greetings and introductions. b. Role-play ordering a meal.

B. Recognize socially and culturally acceptable language and behavior.

1. Presented with a variety of social behaviors, select behaviors appropriate for the culture and situation:

a. Identify the appropriate form of address to use with an elder. b. Use appropriate gestures in a formal situation. c. Use appropriate language and gestures when eating a meal.

MCNL



A. Use appropriate language and gestures which reflect cultural understanding and meaning.

1. Observe, recognize, compare and contrast, and use appropriate behavior including gestures, personal space, body language, and age-, class-, and gender-appropriate behaviors for the culture studied:

a. Role-play making a request of peers or elders. b. Write a “Dear Abbie” letter describing a misunderstanding resulting from culturally inappropriate behavior. c. Compile and illustrate a dictionary of cultural gestures.

B. Demonstrate how language influences culture.

1. Use appropriate language reflecting culture, including: register, formal/informal address, distinctions of time, gender, age, and human/non-human status:

a. Create cartoon strips to illustrate slang expressions. b. Write a poem using words that distinguish between humans and animals. c. Research and discuss taboos of language and/or gestures of the language and culture studied. d. Use appropriate language when addressing teachers, guests, and peers in the classroom.

CONTENT STANDARD 4: Students will develop an understanding of other cultures, including such elements as: value systems, languages, traditions,and individual perspectives.Grade K-4



A. Recognize and demonstrate the elements of a cultural system.

1. Identify/describe elements of culture (i.e., what identifies members of a cultural group):

a. Tell/re-tell stories. b. Role-play a family meal. c. Role-play shopping/ exchange of goods. d. Role-play a celebration of the culture studied, using appropriate dress and behavior. e. Participate in dances, sports and games of the culture studied. f. Illustrate “a day in the life” of a peer in the culture studied, showing house, family tree, geography, environment, transportation, value systems (by items in the house), humor style, and other social practices (such as gift-giving).

B. Recognize the cultural variations within a linguistic group.

1. Recognize differences in ways of life/ “lifestyles” within one language group:

a. Compare celebrations in two countries or regions that share the same language. b. Compare foods in two countries or regions that share the same language. c. Compile a dictionary of slang or regional dialect for two countries or regions that share the same formal language. d. Identify and describe the geographical locations and environments of two different countries or regions that share the same language.

MCNL



A. Expand and apply knowledge of the elements of a cultural system.

1. Investigate stereotypes of a culture using different forms of media/communication:

a. Use e-mail/ Internet to survey members of a culture. b. Investigate stereotypes of a culture by keeping a journal of observations about the culture as published in the mass media. c. Research and report on (compare and contrast) traditions and institutions of two different cultures regarding: governments, schools, religions, art forms, forms of work, forms of child- rearing, societal rules, and/or leisure activities including sports. d. Produce a videotape about stereotypes of a culture. e. Research and report on current trends and events in the culture studied, especially those in popular media describing the student’s own age group. f. Research and report on the archaeology, history and/or biography of a culture (“Who are/ who were important people and why?”). g. Research and report on the geography and biology of the culture studied.

B. Expand and use knowledge of the cultural variations within a linguistic group.

1. Compare and contrast differences and similarities between speakers of the same language by researching and reporting on their history(ies),societal rules and roles:

a. Using books, periodical articles, videotapes, films, or field trips, observe and report on differences and similarities of men and women in their daily lives in two countries or regions that share the same language. b. Record and compare differences and similarities-in dialect, idioms, and other language styles-of storytellers from two countries or regions that share the same language.

2. Produce written and illustrated materials that are aimed at a particular population as the audience, using the language studied:

a. Write and produce a public service announcement for a particular population audience using the language and dialect studied. b. Write and deliver a political campaign speech that is aimed at a particular population audience, using the language and dialect studied. c. Design an advertising campaign that uses local dialect in the slogans.

CONTENT STANDARD 5: Students will understand how languages work.Grade K-4



A. Recognize that different languages use different patterns to communicate.

1. Listen, read, and respond appropriately in the language studied to conversations, commands, and questions that use different patterns from the first language:

a. Role-play appropriate greetings and introductions. b. Role-play ordering a meal. c. Role-play a visit to the doctor.

2. Listen, read, and respond appropriately in the language studied to folk and other literary works that use different patterns from the first language:

a. Role-play stories and dialogues. b. Tell and retell stories. c. Draw interpretations of stories and poems from the language studied.

3. Compare and contrast linguistic and literary elements in the language studied with those in the student’s home language:

a. Compare idioms, proverbs, and other folk sayings in the language studied with those of the first language. b. Listen, read, retell and illustrate stories, poems, proverbs and other folk literature from the language studied in the student’s first language. c. Compare intonation patterns of the language studied with the intonation patterns of the first language. d. Compose a musical piece or poem using the intonation patterns of the language studied.

MCNL


B. Become aware of the various levels and styles of language.

1. Listen, read, and respond appropriately in the language studied to conversation and presentations that use styles and levels that are different from those of the student’s first language:

a. Listen to, read, and compare folk and fairy tales from the language studied and the student’s first language. b. View, listen to, and respond appropriately to questions about a soap opera or drama performed in the language studied. c. View, listen to, and respond appropriately to questions about an advertisement presented in the language studied. d. Write a letter to a pen pal in the language studied.

C. Compare the critical elements of the language systems studied with the elements of the student’s own language.

1. Compare sounds and rules of the language studied with those of the first language:

a. Interpret idioms of the language studied. b. Respond to questions without making a literal translation. c. Compare alphabets, their pronunciation and application, and writing forms used in the two languages. d. Compare expressions for weather, feelings, time, states of being, actions, and uses of articles, pronouns, etc. in the two languages.



A. Recognize and use the most common patterns of the languages studied.

1. Use different sentence modes in conversation (imperative, interrogative, declarative, exclamatory).

a. Create a skit and perform it (live, on radio or on a videotape). b. Interview a native speaker correctly using questions in the language studied.

B. Recognize and use the appropriate levels and styles of language in various contexts

1. Write dialogues for and perform characters in dramatizations showing different contexts/situations:

a. Observe soap opera video segments to analyze levels and styles of the language studied, such as greetings in different situations, roles, etc. b. Read selections of dialogues and determine roles and situations. c. Listen to, read, and write ballads in the language studied. d. Using the language studied, write a formal letter inquiring on a subject of interest to a consulate or embassy.

MCNL


C. Interpret and apply critical elements of the language systems studied to communicate meaning.

1. Comprehend and use correctly critical elements of the language studied, including:

a. phonemes, tense markers, b. mood markers, c. voice, d. person, e. syntax-word order and placement, f. patterns, g. number, h. gender, i. diacritical marks, j. punctuation, k. mechanics, l. word functions, m. intonation, n. cadence, o. pronunciation.

CONTENT STANDARD 6: Students will use the languages studied to reinforce and expand knowledge of other disciplines.Grade K-4



A. Apply information from the languages studied to other content areas.

1. Tell/show/teach vocabulary from the language studied when studying other content areas:

a. Count numbers. b. Create a word-picture vocabulary book/dictionary showing the use of words in a related subject. c. Explain the use of words from the language studied in a story or information presentation in another subject. d. Apply words from the language studied in experiments, games, geography, role-playing, making a bilingual illustration, stories, poems, recipe book, menu, science classifications, etc.

B. Connect experiences and new knowledge from other content areas to what is being learned in the languages studied.

1. Make posters, displays, dioramas, and other media products in the language studied:

a. Write and make a public service announcement for health or other community benefit, using the language studied. b. Design an advertising campaign to sell a product or service, using the language studied in the slogans.

2. Connect experiences and concepts learned in other content areas to learning in the language culture studied:

a. Connect social experiences and knowledge of family customs, arts, traditions, and etiquette to enhance learning in the language/ culture studied. b. Design and present a menu, dictionary, or glossary of terms in a related subject that uses words and/or concepts from the language/ culture studied. c. Using geographical resources such as globes, maps, atlases and gazetteers, identify and describe the location and environment of one country or region where the language studied is spoken.

MCNL



A. Access and use information from the languages studied in other content areas.

1. Using information/ media sources written or spoken in the language studied, access and present information about topics in other content areas:

a. Listen to and report on radio and television news reports of current events delivered in the language studied. b. Interview a native speaker about a hobby of mutual interest. c. Participate in a group interdisciplinary project that incorporates the language studied, such as a problem-solving project on environment, economics, history, art, music, medicine, engineering, architecture, etc. Use the language studied in the project. d. Plan and go on a field trip for another subject to a region that speaks the language studied. Design a map of the area using the language studied, and use the language in the logging of field notes. e. Compile and present an illustrated program about the influence of the language studied on culinary arts, visual arts, on political science and government (e.g., French: “crème de la crème,” “chef,” “trompe l’oeuil,” “Coup d’etat,”etc.


B. Compare experiences and new knowledge from other content areas to what is being learned in the languages studied.

1. Compare folk and written literatures of the language studied with the literature of the student’s first language:

a. Trace the development of urban legends in the language studied and compare and contrast them with urban legends in the first language. b. Compare periodicals or national propaganda from one country that uses the language studied with similar literature from a country of the student’s first language. c. Compare popular songs and dances from the country/language studied with songs and dances of the country of the student’s first language, etc.

2. Apply concepts, vocabulary and information from other content areas to learning in the language studied:

a. Use terms from the arts or sciences to explain and illustrate vocabulary and word roots in the language studied. b. Use concepts, vocabulary, information, and processes from technology and media production in the presentation of programs about the language studied.

MCNL

CONTENT STANDARD 7: Students will use the language studied for personal enjoyment, personal enrichment, and employability.Grade K-4



A. Use languages and knowledge of cultures to share personal experiences, feelings, and decisions.

1. Share one’s own knowledge, feelings, and skills in studying language and culture:

a. Show and tell about one’s own family life, celebrations, traditions, crafts, and skills and compare them to the language/ culture studied. b. Write or produce a slide-tape or videotape version of an autobiography. c. Learn/ teach songs from their culture and from the culture studied. d. Write concrete poems in the language studied expressing each student’s likes and dislikes.

B. Apply languages and knowledge of cultures for recreation, creative expression, and social interaction beyond the instructional setting.

1. Share celebration of the arts of the culture studied:

a. Teach songs, dances and vocabulary they have learned to their families. b. Bring products of creative expression to share at home. c. Present a public performance using the language studied. d. Participate in field trips to community agencies, museums and events of the culture studied. e. Listen and retell folktales from/in the language studied. f. Record stories told in the language studied.

C. Use languages and knowledge of cultures to become aware of career opportunities.

1. Learn about careers using the language studied:

a. Interview visitors/ guest speakers. b. Make picture books about careers as part of researching about them using library resources. c. Write to pen pals about careers in other cultures. d. Role-play careers in the language studied and play career charades.



A. Expand the understanding of languages and cultures through learning about the experiences, values, feelings, and decisions of others.

1. Share with others and community resources their knowledge, feelings, and skills in studying language and culture:

a. Interview guest speakers. b. Read and report on travel literature. c. Research and report on locales to visit, including study of architecture, environment, social systems and practices. d. Participate in field trips to cultural events, museums, galleries, etc.

B. Integrate languages and knowledge of cultures into their lives for personal enjoyment through recreation, creative expression, and social activities.

1. Share in the sports, arts, and other social organizations and activities related to the language studied:

a. Participate in games and sports utilizing the languages/ cultures studied. b. Attend movies and restaurants using the language studied. c. Participate in arts experiences (painting, etc.) using the language studied. d. Participate in music and dance groups and events related to the language/ culture studied. e. Participate in language clubs.

C. Use languages and knowledge of cultures to explore career opportunities in diverse and changing economies. 1. Use a variety of sources of information about careers:

a. Research job markets, using information resources such as the Internet, newspapers in the language studied, CD-ROM databases, Biography Index, etc. b. Write to embassies and consulates concerning career opportunities. c. Attend and organize career fairs /college fairs including representatives of languages/cultures studied.

MCNL

Modern, Classical and Native Languages Glossary

Age-Appropriate Activities, resources, and assessments that are designed for the cognitive level of a particular developmental age group.

Benchmarks A statement of what all students should know and be able to do in a content area by the end of designated grades or levels. The grade groupings used for this purpose are kindergarten-grade 4; grade 5-grade 8; and grade 9-grade 12 checkpoints for evaluating progress towards achieving the content standards.

Content Standards A broad description of the knowledge and skills students should acquire in a particular subject area.

Cumulative The overall accrued total of skills, knowledge, or items.Language System A means for learning the following: communication using the language,

cultural understanding, connection of the language with other disciplines. The language system includes all of the elements of meaning to be used by and with a language: pronunciation, intonation, vocabulary, grammar and word use rules, syntax, writing, non-verbal communication including gestures and other non-verbal behavior), status and discourse style, “learning what to say to whom and when”, and other aspects of cultural understanding.

Level-Appropriate Activities, resources, and assessments that are designed for the cognitive level of a particular school grade or cluster of grades.

Multiple Entry Points The entry curriculum that may be used with a wide range of ages or levels of students. This is particularly needed in the learning of languages, since students may enter the beginning stage at very different maturity/ cognitive levels (early childhood, elementary, middle, high school, or adult).

Performance Standards

Concrete examples and explicit definitions of what students have to know and be able to do to demonstrate that such students are proficient in the skills and knowledge framed in the content standards:

• degree or quality of student performance within content standards students are expected to achieve at grades K-4, 5-8, and 9-12; and • how adept or competent a student demonstration must be to indicate attainment of the benchmarks on the way to the content standard.

Register The level of formality used in communication. The choice of a communicative mode by a speaker or writer, which should match the context of his/her expression, such as: the interpersonal mode (an informal conversation), the interpretive mode (reception of a mediated communication), and the presentational mode (expression ina one-to-many mode).

Student-Generated Assessments

Assessment in many formats that is based upon student input. Emphasis on student reflection and evaluation of their learning. Portfolio assessment is a natural format for a focus on the development of student abilities in self-evaluation.

Documents

Performance GRADES K-8 Benchmarks, LANGUAGES AND NATIVE CLASSICAL