Realidades, Level Correlated to: California World Language Standards, Stage 2
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1 Content As students become literate in the target language, they acquire relevant content through various topics. This in turn expands their access to information from around the globe. At the same time, students use the language to participate in everyday social interactions with members of California s diverse communities. Moreover, the content students acquire in the language classroom enables them to make connections and reinforce knowledge from other content areas of the curriculum. As they progress along the Language Learning Continuum, students address a wide variety of content that is age and stage appropriate. 2.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines. SE/TE: 6, 16, 25, 44, 55, 83, , , 128, 141, 145, 156, 171, 173, 184, 197, 210, 223, 238, , 252, 254, , 264, 279, 292, 304, 340, 346, 372, 383, , 400, 416, 423, 450, 463, 474, , , Students address topics related to self and the immediate environment, including: a. Social relationships SE/TE: 32, 84, 120, 212, 217 b. People in the community SE/TE: 131, 137, c. Zoo and farm animals, fables SE/TE: , 481 d. Care of the home, interacting with people in the community SE/TE: 61, 85, 148, 153, 158, 172, 212, 356 e. Holiday customs and transition points in life SE/TE: 84, , , , 235 f. Climate SE/TE: 92, 399 g. Cultural and leisure-time activities, outdoor, recreational activities, music h. Transportation, lodging, itineraries, geographical features and landmarks i. Curricular and extra-curricular interests and events SE/TE: 8-12, 42-43, 46-55, 57, 61-63, 69, 86, 90-91, 204, 280, , , 303, 308, , , 392, SE/TE: 135, 144, 154, , 162, 165, 169, 247, 384, 386, , , , 423, , , 435, 440, , 447 SE/TE: xvi-xxix, 6, 14-15, 16, 42-43, 46-54, 61-63, 69, 86, 90-91, , , , 303, , 481, 490, 494, 497 j. Significant historical figures SE/TE: 16, 25, 44, 156, 210, 264, 292, 346, 450 k. Professions and the working world SE/TE: 33, 115, 173, 227, 333, 388, 439, , 463, 471, 473, 491 l. Cuisine and recipes SE/TE: 220, 230, 232, 344, , , , , 371, 374, , 392 m. Clothing and fashion SE/TE: 70, 72, 79, 92-93, , , , 121, 125 n. Health, medical care SE/TE: 83, , 289, 416 o. Technological advances and innovation SE/TE: 60 1
2 Communication In order to achieve communicative competence, students convey and receive messages effectively. Students actively use language to transmit meaning while responding to real situations. Moreover, they process language in linguistically and culturally appropriate ways while interacting with a wide variety of audiences. As they progress along the Language Learning Continuum, students engage in communication that is age and stage appropriate. 2.0 Students use created language (sentences and strings of sentences). 2.1 Engage in oral, written, or signed (ASL) conversations. 2.2 Interpret written, spoken, or signed (ASL) language. 2.3 Present to an audience of listeners, readers, or ASL viewers. Functions 2.4 Initiate, participate in, and close a conversation, ask and answer questions. SE/TE: 3-7, 12-15, 22-24, 26, 28, 33, 41, 43, 52, 54, 55, 57-59, 65, 71, 78, 81-84, 87-88, 98, , 112, 117, 121, 139, 141, 145, 155, 163, 171, 173, 177, 183, 190, 198, 201, , 222, , 231, 236, 244, 247, 249, 255, , 281, 285, 299, 307, 324, 327, , 335, 339, 357, , 365, , 383, 388, 393, 398, 406, , 412, , 437, , 445, 449, , 461, 486, 495 SE/TE: 7, 11, 22-23, 26, 28, 32-33, 42, 51, 54, 57, 59, 69, 71, 78-79, 82, 109, 112, 115, 121, 125, , 148, 153, 165, 167, 172, , 195, , , , 224, 231, 235, , 251, 259, , 275, 278, 289, 300, 326, 334, 343, , 387, 398, , 411, 414, 457, 464, 482, 485, 488 SE/TE: 36-37, 54, 93, 149, 205, 309, 313, 363, 367, , 417, 421, 471, 491 TE only: 14-a, 70-a, 87, 94, 119, 136, 175, 182-a, 236-a, 243, , 290-a, 344-a, 398- a, 399, 448-a 2
3 2.5 Demonstrate understanding of the general meaning, key ideas, and some details in authentic texts. 2.6 Produce and present a simple written, oral, or signed (ASL) product in a culturally authentic way. Cultures SE/TE: 2, 8, 11, 30, 35, 41, 49, 59, 61, 63, 69, 77, 85, 91, 97, 105, 119, 125, 133, 136, 143, 147, 151, 153, 161, 167, 175, 179, 181, 189, 203, 207, 209, 215, 227, 229, 233, 235, 241, 243, 250, 253, 257, 261, 263, 269, 275, 280, 283, 286, 297, 299, 301, 311, 315, 317, 323, 335, 337, 341, 343, 351, 362, 365, 369, 371, 377, 389, 391, 395, 397, 405, , 419, 423, 429, 432, 435, 443, 447, 455, 465, 469, 473, 479, 483, 493, 497 SE/TE: 36-37, 54, 93, 149, 205, 309, 313, 363, 367, , 417, 421, 471, 491 TE only: 14-a, 70-a, 87, 94, 119, 136, 175, 182-a, 236-a, 243, , 290-a, 344-a, 398- a, 399, 448-a In order to understand the connection between language and culture, students discern how a culture views the world. Students comprehend the ideas, attitudes, and values that shape the target culture. These shared common perspectives, practices, and products incorporate not only formal aspects of a culture such as contributions of literature, the arts and science, but also the daily living practices, shared traditions, and common patterns of behavior acceptable to a society. As they progress along the Language Learning Continuum, students demonstrate understanding of cultural perspectives by behaving in culturally appropriate ways. 2.0 Students choose an appropriate response to a variety of situations. 2.1 Demonstrate understanding of the roles products, practices, and perspectives play in the culture. 2.2 State similarities and differences within the target cultures and among students own cultures. SE/TE: 7, 11, 22-24, 51-52, 54, 57-59, 71, 78-79, 82, 87, 89, 98-99, 107, 109, , , 127, , 139, 143, 153, 163, 165, 167, 169, 172, 183, , 195, , , , , , , 278, 289, 306, , 329, 332, , 343, , 361, 379, , , 411, 414, 431, 436, , 461, 464, 482, 485, 488 SE/TE: Found throughout the text. See, for example: xxxii, 1, 16-17, 30, 32-33, 35, 51, 54, 61, 63-64, 69, 72, 79-80, 85, 91, 109, 120, , 125, 137, , 148, 169, 172, , 178, , 204, 206, 218, 220, , 228, 245, 247, 278, 280, 284, 301, 308, , , 318, 332, 334, , 352, 355, 358, 366, 368, 378, 381, 384, 387, , 394, 407, 409, 412, 420, 424, 431, 433, 436, 440, 458, 466, 481, 483, 485 SE/TE: 16, 32, 72, 79, 84, 120, 218, 220, , , 235, 352, 355, 358, 378, 381, State reasons for cultural borrowings. Opportunities to address this standard can be found on the following pages: SE/TE: 85, 113 3
4 Structures Languages vary considerably in the structures that learners use to convey meaning; therefore, the following standards are general in order to apply to all languages. It is expected that the curriculum will feature language specific structures essential to accurate communication. As they acquire vocabulary in the target language, students grasp the associated concepts, and comprehend the structures the language uses to convey meaning. Moreover, they discover patterns in the language system. A language system consists of not only grammar rules and vocabulary, but also such elements as gestures and other forms of nonverbal communication. A language system also includes discourse, whereby speakers learn what to say to whom and when. As they progress along the Language Learning Continuum, students use linguistically and grammatically appropriate structures to comprehend and produce messages. Students identify similarities and differences among the languages they know. 2.0 Students use sentence level elements (morphology and/or syntax) to understand concrete and factual topics. 2.1 Use sentence level elements (morphology and/or syntax) to produce informal communications. 2.2 Identify similarities and differences in the sentence level elements (morphology and/or syntax) of the languages the students know. Settings SE/TE: 25, 35, 38, 59, 66, 90-91, 94-95, , , , 176, , 223, , , , , , 338, 361, 366, , 415, , , , 465, , 489, SE/TE: Found throughout the text. See, for example: 3-7, 12-15, 22-24, 26, 28, 33, 41, 43, 52, 54, 55, 57-59, 65, 71, 78, 81-84, 87-88, 98, , 112, 117, 121, 139, 141, 145, 155, 163, 171, 173, 177, 183, 190, 198, 201, , 222, , 231, 236, 244, 247, 249, 255, , 281, 285, 299, 307, 324, 327, , 335, 339, 357, , 365, , 383, 388, 393, 398, 406, , 412, , 437, , 445, 449, , 461, 486, 495 SE/TE: 3, 9, 31, 53, 60, 71, 80, 88, 110, 114, 138, 166, 168, 194, 199, 331, 356, 382, 410, 460 In order for students to communicate effectively, they use elements of language appropriate for a given situation. Language conveys meaning best when the setting, or context, in which it is used, is known. This knowledge of context assists students not only in comprehending meaning but also in using language that is culturally appropriate. Context also helps define and clarify the meaning of language that is new to the learner. As they progress along the Language Learning Continuum, students carry out tasks in stage and age appropriate situations that reflect the target culture. 2.0 Students use language in interpersonal settings. 4
5 2.1 Participate in age appropriate cultural or language use opportunities outside the classroom. SE/TE: 61, 85, 137, 201, 307, 363, 417, 467 5
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