General Learning Outcome 6

German Language Arts, K – S4 Specific Learning Component / 71

SPECIFICLANGUAGECOMPONENT

The Specific Language Component provides a framework for thepresentation and sequencing of the linguistic elements of theGerman language that students are expected to acquire at variousgrade levels. The linguistic elements that are addressed includethe sound-symbol system, vocabulary, grammatical features,mechanical features, and discourse features. The SpecificLanguage Component also provides descriptors of proficiency ateach grade level in the areas of listening, speaking, reading,writing, viewing, and representing, as well as learning outcomesfor sociocultural context and strategic learning.

General LearningOutcome

The following General Learning Outcome outlines the keylearnings that the Specific Language Component of the LanguageArts section is designed to support.

General Learning Outcome 6

Students will use German confidently and competently in avariety of situations for communication, personal satisfaction,and further learning.

72 / General Learning Outcome 6 German Language Arts, K – S4

6.1 Linguistic Elements

Kindergarten Grade 1 Grade 2 Grade 3

By the end of each grade, students will be able to:

Soun

d-Sy

mbo

lSy

stem

1. listen to, identify,and produce basicsounds of thelanguage; connectsoundsappropriately to allletters including ä,ö, ü, ß

1. identify andproduce all Germansounds and connectthem to theappropriate vowelcombinations,consonant blends,diphthongs, anddigraphs

1. use, in modeledoral and writtensituations, allelements of thesound-symbolsystem

1. use, in structuredand oral situations,all elements of thesound-symbolsystem

Voc

abul

ary

2. repeat andrecognize basicvocabulary andexpressions used inthe immediateenvironment

2. use simplevocabulary andexpressions in dailysituations

2. experiment withand use vocabularyand expressions in avariety of contextsin the classroomand schoolenvironment

2. use vocabulary andexpressionsappropriately invarious contexts inthe classroom andschool environment

Gra

mm

atic

alFe

atur

es

3. (see page 74) 3. (see page 74) 3. (see page 74) 3. (see page 74)

Mec

hani

cal

Feat

ures

4. imitate simple,basic Germanmechanical features

4. imitate andexperiment withbasic Germanmechanical features

4. experiment withand use basicGerman mechanicalfeatures

4. use basic Germanmechanical features

Dis

cour

seFe

atur

es*

5. imitate simple,basic Germandiscourse featuresin oral interactionsin the classroom

5. imitate andexperiment withbasic Germandiscourse featuresin oral interactionsin the classroom

5. experiment withand use basicGerman discoursefeatures in oral,written, and visualtexts

5. use basic Germandiscourse featuresin oral, written, andvisual texts

____________________*Refer to Glossary in the Appendix for definition and examples.

General Learning Outcome 6Students will use German confidently and competently in a variety of situations forcommunication, personal satisfaction, and further learning.

German Language Arts, K – S4 General Learning Outcome 6 / 73

Modeled Situations: This term is used to describe learning situations where a model of specific linguisticelements is consistently provided and immediately available. Students in such situations will have anemerging awareness of the linguistic elements and be able to apply them in very limited situations.Limited fluency and confidence characterize student language.

Structured Situations: This term is used to describe learning situations where a familiar context for theuse of specific linguistic elements is provided and students are guided in their use. Students in suchsituations will have increased awareness and emerging control of the linguistic elements, and be able toapply them in familiar contexts with teacher guidance. Student language is characterized by increasingfluency and confidence.

Independent Situations: This term is used to describe learning situations where students use specificlinguistic elements in a variety of contexts with limited teacher guidance. Students in such situations willhave consistent control of the linguistic elements and be able to apply them in a variety of contexts withlimited teacher guidance. Fluency and confidence characterize student language.


Kindergarten Grade 1 Grade 2 Grade 3By the end of each grade, students will be able to:

Use

, in

mod

eled

situ

atio

ns,

the

follo

win

g gr

amm

atic

al e

lem

ents

:• sein & haben (1st, 2nd,

and 3rd personsingular, presenttense)

• dürfen, können (1st

person singular,present tense)

• correct definitenominative articles offamiliar nouns

• sein & haben (1st, 2nd,3rd person singularand plural, presenttense)

• dürfen, können &müssen (1st, 2nd, 3rd

person singular,present tense)

• simple questionsusing wer, wie, was,wo

• plural of nouns• correct indefinite

nominative articlesand possessivepronouns mein anddein

• compound nouns• negation (nicht, kein)• noun and verb

agreement for pluralnouns

• prepositions to definespatial relationships

• verbs (infinitive and1st person singular,present tense)

• verbs mögen,möchten, wollen,sollen

• possessive pronounssein and ihr

• verbs (completeconjugation)

• inversion forquestions (Hastdu. . .?) and adverbsof time and place(Heute ist es. . .)

• verb position insubordinate clause(dass, weil)

• comparison ofadjectives

Use

, in

stru

ctur

ed si

tuat

ions

,th

e fo

llow

ing

gram

mat

ical

ele

men

ts:

• correct definitenominative articles offamiliar nouns

• sein, haben, dürfen,können, müssen(present tense)

• simple questionsusing wer, wie, was,wo

• plural of nouns• correct indefinite

nominative articlesand possessivepronouns mein anddein

• compound nouns• negation (nicht, kein)• noun and verb

agreement for pluralnouns

• prepositions todefine spatialrelationships

• verbs (infinitive)• sein and haben

(present tense)

Gra

mm

atic

al F

eatu

res

Use

, in

inde

pend

ent

situ

atio

ns, t

he fo

llow

ing

gram

mat

ical

ele

men

ts:

• connect articles tofamiliar nouns in thedefinite nominativecase

Grammatical elements, which the student is able to use independently and consistently, areto be maintained for the duration of the student’s bilingual programming.



Grade 4 Grade 5 Grade 6


Soun

d-Sy

mbo

lSy

stem

1. consistently use, instructured situations, allelements of the sound-symbol system

1. use, independently, in oraland written situations, allelements of the sound-symbol system

1. consistently andindependently use allelements of the sound-symbol system

Voc

abul

ary

2. experiment with and usevocabulary and expressionsin a variety of classroom,school, and communitycontexts

2. use vocabulary andexpressions appropriately inclassroom, school, andcommunity contexts

2. recognize that one word mayhave multiple meanings, andrecognize that various wordsand expressions may expressthe same idea

Gra

mm

atic

alFe

atur

es

3. (see following page) 3. (see following page) 3. (see following page)

Mec

hani

cal

Feat

ures

4. use basic Germanmechanical features andexplore their use for effect

4. use basic Germanmechanical features andapply these features foreffect

4. use basic Germanmechanical featureseffectively

Dis

cour

seFe

atur

es*

5. use basic German discoursefeatures in oral, written, andvisual texts, and explore theiruse for effect

5. use basic German discoursefeatures in oral, written, andvisual texts, and apply thesefeatures for effect

5. use basic German discoursefeatures in oral, written, andvisual texts, and apply thesefeatures independently foreffect




Grade 4 Grade 5 Grade 6By the end of each grade, students will be able to:

Use

, in

mod

eled

situ

atio

ns,

the

follo

win

g gr

amm

atic

al e

lem

ents

:• tense: present perfect

(Perfekt: bin gegangen, habegesehen) and past tense(Präteritum: ging, sah)

• prepositions with accusativeonly and dative only

• sentence structure (subjectand direct object)

• imperative (singular – geh,plural – geht)

• personal pronouns in theaccusative and dative

• familiar separable verbs• possessive pronouns (unser,

euer, ihre)

• future tense• prepositions with both dative

and accusative• sentence structure (subject,

direct object, and indirectobject)

• formal address (Gehen Sie. . .)

• adjectival endings• all possessive pronouns in

accusative and dative• relative clauses in nominative

(Die Katze, die. . .)

Use

, in

stru

ctur

ed si

tuat

ions

,th

e fo

llow

ing

gram

mat

ical

ele

men

ts:

• verb position in subordinateclause (dass, weil)

• possessive pronouns (mein,dein, sein, ihr)

• verbs (complete conjugationincluding modals in presenttense)

• comparison of adjectives• inversion for questions (Hast

du . . .?) and adverbs of timeand place (Heute ist es . . .)

• verb position in subordinateclause (dass, weil, als)

• tense: present perfect (Perfekt:bin gegangen, habe gesehen)and past tense (Präteritum:ging, sah) including modals

• inversion for questions (Hastdu. . . ?) and adverbs of timeand place (Heute ist es. . .)


• sentence structure (subject anddirect object)

• comparison of adjectives• imperative (singular-geh,

plural-geht)• personal pronouns (accusative

and dative)• familiar separable verbs• possessive pronouns (all)

• prepositions with dative andaccusative

• imperative (singular, plural,and formal)

• personal pronouns (accusativeand dative)

• familiar separable verbs• future tense• verb conjugation including

modals in present, perfect, andpast tenses

• formal address• sentence structure (subject,

object, and indirect object)

Gra

mm

atic

al F

eatu

res

Use

, in

inde

pend

ent

situ

atio

ns, t

he fo

llow

ing

gram

mat

ical

ele

men

ts:

• correct definite and indefinitearticles in the nominative andaccusative

• prepositions to define spatialrelationships

• plural of nouns


• comparison of adjectives• verb position in subordinate

clause (dass, weil, als)• verb conjugation including

modals in present tense• imperative (singular – geh,

plural – geht)




Grade 7 Grade 8 Senior 1


Soun

d-Sy

mbo

lSy

stem

1. understand and accuratelyuse the sound-symbol system

1. apply knowledge of thesound-symbol system to avariety of contexts

1. accurately apply knowledgeof the sound-symbol system

Voc

abul

ary 2. use multiple words or

phrases to express the sameidea

2. select the most appropriateor effective words or phrasesto express ideas accurately

2. ensure the precision ofmessages by accessingneeded vocabulary

Gra

mm

atic

alFe

atur

es


Mec

hani

cal

Feat

ures

4. use German mechanicalfeatures effectively



Dis

cour

seFe

atur

es*

5. use German discoursefeatures in oral, written, andvisual texts, and apply thesefeatures independently foreffect






Grade 7 Grade 8 Senior 1By the end of each grade, students will be able to:

Use

, in

mod

eled

situ

atio

ns,

the

follo

win

g gr

amm

atic

al e

lem

ents

: • adjectival endings• genitive case

• reflexive verbs • passive forms

Use

, in

stru

ctur

ed si

tuat

ions

,th

e fo

llow

ing

gram

mat

ical

ele

men

ts:

• possessive pronouns inaccusative and dative

• relative clauses in nominative• prepositions with accusative

and dative• imperative (singular, plural,

and formal)• personal pronouns (accusative

and dative)• separable verbs• future tense• verb conjugation, including

modals in past tense• sentence structure (subject,

object, indirect object)

• adjectival endings• possessive pronouns in

accusative and dative• genitive case• relative clauses in nominative

and accusative• prepositions with accusative

and dative• personal pronouns

(accusative and dative)• sentence structure (subject,

objective, indirect object)

• adjectival endings• possessive pronouns in

accusative, dative, andgenitive

• genitive case• relative clauses in

nominative and accusative• prepositions with accusative

and dative• reflexive verbs

Gra

mm

atic

al S

truct

ures

Use

, in

inde

pend

ent s

ituat

ions

, the

follo

win

g gr

amm

atic

al e

lem

ents

:

• formal address• present, perfect, and past

tense

• imperative (singular, plural,formal)

• separable verbs• future tense• verbal conjugation including

modals in past tense

• personal pronouns(accusative and dative)

• sentence structure (subject,objective, indirect object)




Senior 2 Senior 3 Senior 4


Soun

d-Sy

mbo

lSy

stem

1. accurately apply knowledgeof the sound-symbol systemin a variety of contexts

1. accurately and effectivelyapply knowledge of thesound-symbol system

1. accurately and effectivelyapply knowledge of thesound-symbol in a variety ofcontexts

Voc

abul

ary 2. ensure the precision of

messages by independentlyaccessing needed vocabulary

2. use vocabulary andexpressions correctly andappropriately in a variety ofcontexts

2. correctly, appropriately, andeffectively use vocabularyand expressions in a varietyof contexts

Gra

mm

atic

alFe

atur

es


Mec

hani

cal

Feat

ures




Dis

cour

seFe

atur

es*

5. expand repertoire and useGerman discourse featuresindependently



____________________ *Refer to Glossary for definition and examples.



Senior 2 Senior 3 Senior 4By the end of each grade, students will be able to:

Use

, in

mod

eled

situ

atio

ns,

the

follo

win

g gr

amm

atic

al e

lem

ents

: • subjunctive (wäre, hätte) andconditional (würde)

• all subordinating conjunctions

• subject-object inversion

Use

, in

stru

ctur

ed si

tuat

ions

,th

e fo

llow

ing

gram

mat

ical

ele

men

ts: • adjectival endings

• relative clauses in nominative,accusative, and dative

• prepositions with accusative,dative, and genitive

• passive forms

• relative clauses in nominative,accusative, dative, and genitive

• passive forms• subjunctive (wäre, hätte)

(würde) and conditional• all subordinating conjunctions

• subjunctive forms (wäre,hätte) and conditional (würde)

Gra

mm

atic

al F

eatu

res

Use

, in

inde

pend

ent s

ituat

ions

, the

follo

win

g gr

amm

atic

al e

lem

ents

:

• possessive pronoun inaccusative, dative, andgenitive

• genitive case• reflexive verbs

• adjectival endings • relative clauses in all cases• prepositions with accusative,

dative, genitive• passive forms• all subordinating conjunctions



6.2 Language Competence



List

enin

g

1. listen to andunderstand simple oralsentences in aclassroomenvironment

1. listen to andunderstand simple oralsentences in a varietyof familiar contexts

1. listen to andunderstand a series oforal sentences or ashort oral presentationon a familiar topic instructured situations

1. listen to andunderstand a short oralpresentation on afamiliar topic instructured andunstructured situations

Spea

king

2. repeat and createsimple oral phrases inthe classroomenvironment

2. produce, orally, simplesentences in astructured situation

2. produce,spontaneously andwith guidance, simpleoral sentences in avariety of familiarcontexts

2. produce, sometimesspontaneously and/orwith guidance, a seriesof interrelated ideas ona familiar topic

Rea

ding

3. recognize letters andtheir correspondingsounds; recognizesome familiar words

3. recognize andunderstand simplewords and sentences ina structured situation

3. read and understand aseries of sentences or ashort text on a familiartopic

3. read and understand aseries of interrelatedideas on a familiartopic

Writ

ing

4. write upper and lowercase letters; copywords

4. write simple wordsand sentences in astructured situation

4. write simple wordsand sentences onfamiliar topics in astructured situation

4. produce, sometimesspontaneously and/orwith guidance, asimple text on afamiliar topic in astructured situation

Vie

win

g

5. view and respond tofamiliar events and/orrepresentations in theclassroom context

5. view and understandsimple, familiarevents, and/orrepresentations in theclassroom context

5. view and understandsimple, familiarevents, and/orrepresentations

5. view and understandsimple events and/orrepresentations

Rep

rese

ntin

g

6. imitate and/or createsimple representationsof familiar ideas,events, andinformation

6. create simplerepresentations offamiliar ideas, events,and information

6. use a variety of formsto create simplerepresentations ofideas, events, andinformation

6. use a variety of formsto createrepresentations ofideas, events, andinformation






List

enin

g

1. listen to and understand themain points of an oralpresentation on a familiartopic in structured andunstructured situations

1. listen to and understand themain points of an extendedoral or media presentation ona familiar topic in structuredand unstructured situations

1. listen to and understand themain points of an extendedoral or media presentation ona variety of familiar topics instructured and unstructuredsituations

Spea

king

2. produce, spontaneouslyand/or with guidance, a shortoral presentation on a familiartopic in a structured situation

2. deliver, orally, a prepared orspontaneous presentation on afamiliar topic in a structuredsituation

2. deliver, orally, a prepared orspontaneous presentation on afamiliar topic in a structuredor unstructured situation

Rea

ding

3. read and understand a seriesof interrelated ideas dealingwith a familiar topic instructured and unstructuredsituations

3. read and understand anextended series of interrelatedideas dealing with a familiartopic in structured andunstructured situations

3. read and understand anextended series of interrelatedideas dealing with familiarand unfamiliar topics instructured and unstructuredsituations

Writ

ing

4. produce, spontaneously andwith guidance, a simple texton a familiar topic instructured and unstructuredsituations

4. produce, spontaneously andwith guidance, a series ofinterrelated ideas on afamiliar topic in structuredand unstructured situations

4. produce, spontaneouslyand/or with preparation, alengthy series of interrelatedideas dealing with a familiartopic in structured andunstructured situations

Vie

win

g

5. view and understand a varietyof simple events and/orrepresentations

5. view and understand a seriesof simple events and/orrepresentations

5. view and understand eventsand/or representations withinand beyond the schoolcontext

Rep

rese

ntin

g

6. create multiplerepresentations of the samefamiliar ideas, events, and/orinformation

6. create multiplerepresentations of the sameideas, events, and/orinformation

6. use a variety of forms tocreate representations ofideas, events, and/orinformation






List

enin

g

1. listen to and understand themain points of an oral ormedia presentation containingsimple and complex ideasdealing with a variety offamiliar topics in structuredand unstructured situations



Spea

king

2. produce a prepared orspontaneous oral presentationon a familiar topic instructured and unstructuredsituations

2. produce a prepared orspontaneous oral presentationon a familiar or unfamiliartopic in structured andunstructured situations

2. produce a coherent oralpresentation on familiar andunfamiliar topics in a varietyof structured and unstructuredsituations

Rea

ding

3. read and understand textscontaining simple andcomplex ideas on a variety offamiliar topics in structuredsituations

3. read and understand textscontaining simple andcomplex ideas on a variety offamiliar topics in structuredand unstructured situations

3. read and understand textscontaining simple andcomplex ideas on familiar andunfamiliar topics

Writ

ing

4. produce, spontaneouslyand/or with preparation, alengthy series of simple andcomplex ideas on a familiartopic in structured andunstructured situations

4. produce, spontaneouslyand/or with preparation, alengthy series of simple andcomplex ideas on a variety offamiliar topics in structuredand unstructured situations

4. organize and develop ideascoherently on familiar andunfamiliar topics,spontaneously and/or withpreparation

Vie

win

g

5. view and understand complexrepresentations of familiarideas, events, and information

5. view and understand complexrepresentations of ideas,events, and information

5. view and understand a varietyof complex representations ofideas, events, and information

Rep

rese

ntin

g

6. create complexrepresentations of familiarideas, events, and information

6. create complexrepresentations of ideas,events, and information

6. use a variety of forms tocreate complexrepresentations of ideas,events, and information






List

enin

g

1. understand main points andsupporting details of orallectures, presentations, andmedia on familiar topics

1. understand main points andsupporting details of orallectures, presentations, andmedia on familiar andunfamiliar topics

1. understand main points andsupporting details of orallectures, presentations, andmedia on familiar andunfamiliar topics

Spea

king

2. present and support thoughtsand ideas on familiar topics

2. present and support thoughtsand ideas coherently onfamiliar and unfamiliar topics

2. present and support thoughtsand ideas on familiar andunfamiliar topicsspontaneously, coherently,and effectively

Rea

ding

3. understand main points andsupporting details of texts onfamiliar topics

3. understand main points andsupporting details of texts onfamiliar and unfamiliar topics

3. understand main points andsupporting details of texts onfamiliar and unfamiliar topics

Writ

ing

4. with preparation, organizeand develop ideas coherentlyand effectively in writing on arange of topics

4. organize and develop ideas,mainly with preparation,coherently and effectively inwriting on a range of topics

4. organize and develop ideascoherently and effectively inwriting on a range of topics

Vie

win

g




Rep

rese

ntin

g

6. create effectiverepresentations of ideas,events, and information

6. create coherent and effectiverepresentations of ideas,events, and information

6. create coherent and effectiverepresentations of a variety ofideas, events, and information



6.3 Sociocultural/Sociolinguistic Elements



Reg

iste

r

1. speak at a volumeappropriate toclassroom situations

1. respond to tone ofvoice

1. distinguish betweenformal and informalsituations

1. recognize that sometopics, words, orintonations areinappropriate incertain texts

Idio

mat

icEx

pres

sion

s 2. imitate age-appropriate idiomaticexpressions

2. imitate age-appropriate idiomaticexpressions

2. understand and usesome simple idiomaticexpressions as setphrases

2. understand and use avariety of simpleidiomatic expressionsas set phrases

Var

iatio

ns in

Lang

uage

3. experience a varietyof voices, e.g., maleand female, youngand old

3. experience a varietyof voices

3. acknowledgeindividual differencesin speech

3. accept individualdifferences in speech

Soci

alC

onve

ntio

ns

4. imitate simple routinesocial interactions

4. use basic socialexpressionsappropriate to theclassroom

4. use basic politenessconventions

4. use appropriate oralforms of address forpeople frequentlyencountered

Non

-Ver

bal

Com

mun

icat

ion 5. imitate some common

non-verbal behavioursused in the Germanculture

5. understand themeaning of andimitate some commonnon-verbal behavioursused in the Germanculture

5. experiment with usingsome simple non-verbal means ofcommunication

5. recognize that somenon-verbal behavioursmay be inappropriatein certain contexts






Reg

iste

r

1. experiment with formal andinformal uses of language infamiliar contexts

1. use formal and informallanguage in familiar situations

1. identify socially appropriatelanguage in specific situations

Idio

mat

icEx

pres

sion

s 2. use learned idiomaticexpressions in new contexts

2. use learned idiomaticexpressions to enhancecommunication

2. correctly use learnedidiomatic expressions in newcontexts

Var

iatio

ns in

Lang

uage

3. experience a variety of accentsand variations in speech

3. experience a variety of regionalvariations in language

3. recognize some commonregional variations inlanguage

Soci

alC

onve

ntio

ns

4. recognize verbal behaviours thatare considered impolite

4. recognize simple socialconventions in informalconversation, e.g., for turn-taking

4. recognize important socialconventions in everydayinteractions, e.g., shakinghands

Non

-Ver

bal

Com

mun

icat

ion 5. recognize appropriate non-

verbal behaviours for peoplefrequently encountered, e.g.,inter-personal space andphysical contact

5. use appropriate non-verbalbehaviours in a variety offamiliar contexts, e.g., eyecontact

5. use appropriate non-verbalbehaviours in a variety offamiliar contexts, e.g., inter-personal space and physicalcontact






Reg

iste

r 1. explore formal and informaluses of language in a variety ofcontexts

1. use suitable simple formallanguage in a variety ofcontexts

1. explore differences in registerbetween spoken and written texts

Idio

mat

icEx

pres

sion

s 2. use learned idiomaticexpressions in a variety ofcontexts

2. examine the role of idiomaticexpressions in culture

2. identify influences on idiomaticexpressions, e.g., region, age,occupation

Var

iatio

ns in

Lang

uage

3. recognize other influencesresulting in variations inlanguage



Soci

al Co

nven

tions

4. interpret the use of socialconventions encountered in oraland written texts

4. interpret and use importantsocial conventions ininteractions

4. interpret and use appropriate oraland written forms of addresswith a variety of audiences

Non

-Ver

bal

Com

mun

icat

ion 5. recognize non-verbal behaviours

that are considered impolite5. avoid non-verbal behaviours

that are considered impolite5. recognize a variety of non-verbal

communication techniques in avariety of contexts






Reg

iste

r 1. identify differences in registerbetween spoken and writtentexts

1. adjust language to suit audienceand purpose

1. use the appropriate level offormality with a variety ofpeople in a variety of contexts

Idio

mat

icEx

pres

sion

s 2. interpret unfamiliar idiomaticexpressions in a variety ofcontexts

2. explore and interpret idiomaticexpressions in popular,contemporary culture

2. interpret unfamiliar and uselearned idiomatic expressionsappropriately in a variety ofsituations

Var

iatio

ns in

Lang

uage

3. identify some common regionalor other variations in language

3. experiment with some variationsin language

3. adapt to some variations inlanguage

Soci

alC

onve

ntio

ns

4. use politeness conventions in avariety of contexts, e.g., usesuitable language to engagelisteners’ attention whenbeginning to speak

4. use politeness conventions in avariety of contexts, e.g., how tointerrupt politely in aconversation

4. interpret and use a variety ofsocial conventions in a variety ofsituations

Non

-Ver

bal

Com

mun

icat

ion 5. use non-verbal communication

techniques in a variety ofcontexts

5. use non-verbal communicationtechniques in a variety ofcontexts

5. interpret and use a variety ofnon-verbal communicationtechniques in a variety ofcontexts



6.4 Language Learning Strategies



Cog

nitiv

e

1. use simple cognitivestrategies, withguidance, to enhancelanguage learning,e.g., listen attentively,do actions to matchwords of a song, story,or rhyme

1. use simple cognitivestrategies, withguidance, to enhancelanguage learning,e.g., learn shortrhymes or songsincorporating newvocabulary orsentence patterns,imitate sounds andintonation patterns

1. use simple cognitivestrategies, withguidance, to enhancelanguage learning,e.g., memorize newwords by repeatingthem silently or aloud

1. use a variety of simplecognitive strategies,with guidance, toenhance languagelearning, e.g., makepersonal dictionaries,experiment withvarious elements ofthe language

Met

acog

nitiv

e

2. use simplemetacognitivestrategies, withguidance, to enhancelanguage learning,e.g., reflect onlearning tasks with theguidance of theteacher

2. use simplemetacognitivestrategies, withguidance, to enhancelanguage learning,e.g., make choicesabout how they learn

2. use simplemetacognitivestrategies, withguidance, to enhancelanguage learning,e.g., rehearse or role-play language

2. use a variety of simplemetacognitivestrategies, withguidance, to enhancelanguage learning,e.g., decide in advanceto attend to thelearning task

Soci

al/A

ffec

tive

3. use simple social andaffective strategies,with guidance, toenhance languagelearning, e.g., initiateor maintain interactionwith others

3. use simple social andaffective strategies,with guidance, toenhance languagelearning, e.g.,participate in sharedreading experiences

3. use simple social andaffective strategies,with guidance, toenhance languagelearning, e.g., seek theassistance of a friendto interpret a text

3. use a variety of simplesocial and affectivestrategies, withguidance, to enhancelanguage learning,e.g., reread familiarself-chosen texts toenhanceunderstanding andenjoyment






Cog

nitiv

e

1. identify and use a variety ofcognitive strategies to enhancelanguage learning, e.g., usemental images to remember newinformation, repeat words orphrases in the course ofperforming a language task

1. identify and use a variety ofcognitive strategies to enhancelanguage learning, e.g., grouptogether sets of things(vocabulary, structures) withsimilar characteristics, identifysimilarities and differencesbetween aspects of the languagebeing learned and their ownlanguage

1. identify and use a variety ofcognitive strategies to enhancelanguage learning, e.g., look forpatterns and relationships, usepreviously acquired knowledgeto facilitate a learning task

Met

acog

nitiv

e

2. identify and use a variety ofmetacognitive strategies toenhance language learning, e.g.,make a plan in advance abouthow to approach a languagelearning task

2. identify and use a variety ofmetacognitive strategies toenhance language learning, e.g.,reflect on the listening, reading,and writing process, checkcopied writing for accuracy

2. identify and use a variety ofmetacognitive strategies toenhance language learning, e.g.,decide in advance to attend tospecific aspects of input, listenor read for key words

Soci

al/A

ffec

tive

3. identify and use a variety ofsocial and affective strategies toenhance language learning, e.g.,work co-operatively with peersin small groups

3. identify and use a variety ofsocial and affective strategies toenhance language learning, e.g.,understand that making mistakesis a natural part of languagelearning, experiment withvarious forms of expression,note their acceptance or non-acceptance by more experiencedspeakers

3. identify and use a variety ofsocial and affective strategies toenhance language learning, e.g.,participate actively inconferencing and brainstormingas a pre- and post-writingexercise






Cog

nitiv

e

1. select and use a variety ofcognitive strategies to enhancelanguage learning, e.g., associatenew words or expressions withfamiliar ones, either in thelanguage being learned or intheir own language

1. select and use a variety ofcognitive strategies to enhancelanguage learning, e.g., findinformation using referencematerials like dictionaries,textbooks, grammar referencebooks; use availabletechnological aids to supportlanguage learning

1. select and use appropriatecognitive strategies to enhancelanguage learning in a variety ofsituations, e.g., use word maps,mind maps, diagrams, charts, orother graphic representations tomake information easier tounderstand and remember

Met

acog

nitiv

e

2. select and use a variety ofmetacognitive strategies toenhance language learning, e.g.,evaluate their own performanceor comprehension at the end of atask, keep a learning log

2. select and use a variety ofmetacognitive strategies toenhance language learning, e.g.,experience various methods oflanguage acquisition andidentify one or more theyconsider particularly usefulpersonally

2. select and use appropriatemetacognitive strategies toenhance language learning in avariety of situations, e.g., beaware of the potential of learningthrough direct exposure to thelanguage, know how strategiesmay enable them to cope withtexts containing unknownelements

Soci

al/A

ffec

tive

3. select and use a variety of socialand affective strategies toenhance language learning, e.g.,use self-talk to make themselvesfeel competent to do the task

3. select and use a variety of socialand affective strategies toenhance language learning, e.g.,be willing to take risks, tryunfamiliar tasks and approaches

3. select and use appropriate socialand affective strategies toenhance language learning in avariety of situations, e.g., repeatback new words and expressionswhich occur in conversations inwhich they participate, make useof them as soon as appropriate






Cog

nitiv

e

1. select and use appropriatecognitive strategies to enhancelanguage learning in a variety ofsituations, e.g., place new wordsor expressions in a context tomake them easier to remember

1. effectively use appropriatecognitive strategies to enhancelanguage learning in a variety ofsituations, e.g., use induction togenerate rules governinglanguage use

1. effectively use appropriatecognitive strategies to enhancelanguage learning in a variety ofcontexts, e.g., seek outopportunities outside of class topractise and observe

Met

acog

nitiv

e

2. select and use appropriatemetacognitive strategies toenhance language learning in avariety of situations, e.g.,identify problems that mighthinder successful completion ofa task and seek solutions

2. effectively use appropriatemetacognitive strategies toenhance language learning in avariety of situations, e.g.,monitor own speech and writingto check for persistent errors

2. effectively use appropriatemetacognitive strategies toenhance language learning in avariety of contexts, e.g., beaware of own strengths andweaknesses, identify own needsand goals, and organizestrategies and proceduresaccordingly

Soci

al/A

ffec

tive

3. select and use appropriate socialand affective strategies toenhance language learning in avariety of situations, e.g.,reduce anxiety by using mentaltechniques

3. effectively use appropriate socialand affective strategies toenhance language learning in avariety of situations, e.g., workwith others to solve problems,get feedback on tasks

3. effectively use appropriate socialand affective strategies toenhance language learning in avariety of contexts, e.g., providepersonal motivation byarranging rewards forthemselves when successful



6.5 Language Use Strategies



Inte

ract

ive

1. use simple interactivestrategies withguidance, e.g., usewords from their firstlanguage to get theirmeaning across,acknowledge beingspoken to

1. use simple interactivestrategies withguidance, e.g.,interpret and use avariety of non-verbalclues to communicate

1. use simple interactivestrategies withguidance, e.g.,indicate lack ofunderstandingverbally or non-verbally

1. use a variety of simpleinteractive strategieswith guidance, e.g.,ask for clarification orrepetition when theydo not understand

Inte

rpre

tive

2. use simple interpretivestrategies withguidance, e.g., usegestures, intonation,visual supports to aidcomprehension

2. use simple interpretivestrategies withguidance, e.g., makeconnections betweentexts, priorknowledge, andpersonal experience

2. use simple interpretivestrategies withguidance, e.g., useillustrations to aidreadingcomprehension

2. use a variety of simpleinterpretive strategieswith guidance, e.g.,determine the purposeof listening, listen orlook for key words

Prod

uctiv

e

3. use simple productivestrategies withguidance, e.g., mimicwhat the teacher says,use non-verbal meansto communicate

3. use simple productivestrategies withguidance, e.g., copywhat others say orwrite, use words thatare visible in theimmediateenvironment

3. use simple productivestrategies withguidance, e.g., usefamiliar repetitivepatterns from stories,songs, rhymes, ormedia

3. use a variety of simpleproductive strategieswith guidance, e.g.,use illustrations toprovide detail whenproducing their owntexts






Inte

ract

ive

1. identify and use a variety ofinteractive strategies, e.g., usethe other speaker’s words insubsequent conversation

1. identify and use a variety ofinteractive strategies, e.g., assessfeedback from conversationpartner to recognize when themessage has not beenunderstood

1. identify and use a variety ofinteractive strategies, e.g., startagain using a different tacticwhen communication breaksdown, use a simple word similarto the concept they want toconvey and invite correction

Inte

rpre

tive

2. identify and use a variety ofinterpretive strategies, e.g.,listen selectively based onpurpose, make predictionsabout what they expect to hearor read based on priorknowledge and personalexperience

2. identify and use a variety ofinterpretive strategies, e.g., useknowledge of the sound-symbolsystem to aid readingcomprehension

2. identify and use a variety ofinterpretive strategies, e.g., inferprobable meaning of unknownwords or expressions fromcontextual clues

Prod

uctiv

e

3. identify and use a variety ofproductive strategies, e.g., usevarious techniques to exploreideas at the planning stage

3. identify and use a variety ofproductive strategies, e.g., useknowledge of sentence patternsto form new sentences

3. identify and use a variety ofproductive strategies, e.g., beaware of and use the steps of thewriting process






Inte

ract

ive

1. select and use a variety ofinteractive strategies, e.g., inviteothers into the discussion, askfor confirmation that a formused is correct

1. select and use a variety ofinteractive strategies, e.g., use arange of fillers and hesitationdevices to sustain conversations,use circumlocution tocompensate for lack ofvocabulary

1. select and use appropriateinteractive strategies in a varietyof situations, e.g., repeat backpart of what someone has said toconfirm mutual understanding

Inte

rpre

tive

2. select and use a variety ofinterpretive strategies, e.g.,prepare questions or a guide tonote down information found inthe text

2. select and use a variety ofinterpretive strategies, e.g., usekey content words or discoursefeatures to follow an extendedtext

2. select and use appropriateinterpretive strategies in avariety of situations, e.g., rereadseveral times to understandcomplex ideas

Prod

uctiv

e

3. select and use a variety ofproductive strategies, e.g., useresources to increase vocabulary

3. select and use a variety ofproductive strategies, e.g., takenotes when reading or listeningto assist in producing their owntext

3. select and use appropriateproductive strategies in a varietyof situations, e.g., use a varietyof resources to correct texts






Inte

ract

ive

1. select and use appropriateinteractive strategies in avariety of situations, e.g.,summarize the point reached ina discussion to help focus thetalk

1. effectively use appropriateinteractive strategies in avariety of situations, e.g., askfollow-up questions to checkfor understanding

1. effectively use appropriateinteractive strategies in avariety of contexts, e.g., usesuitable phrases to intervene ina discussion, self-correct iferrors lead tomisunderstandings

Inte

rpre

tive

2. select and use appropriateinterpretive strategies in avariety of situations, e.g.,summarize informationgathered

2. effectively use appropriateinterpretive strategies in avariety of situations, e.g., assesstheir own information needsbefore listening, viewing, orreading

2. effectively use appropriateinterpretive strategies in avariety of contexts, e.g., useskimming and scanning tolocate key information in texts

Prod

uctiv

e

3. select and use appropriateproductive strategies in avariety of situations, e.g.,proofread and edit final versionof text, apply grammar rules toimprove accuracy at thecorrection stage

3. effectively use appropriateproductive strategies in avariety of situations, e.g., usecircumlocution and definitionto compensate for gaps invocabulary

3. effectively use appropriateproductive strategies in avariety of contexts, e.g.,compensate for avoidingdifficult structures byrephrasing



6.6 General Learning Strategies



Cog

nitiv

e

1. use simple cognitivestrategies to enhancegeneral learning, e.g.,classify objects, ideasaccording to theirattributes

1. use simple cognitivestrategies to enhancegeneral learning, e.g.,use models

1. use simple cognitivestrategies to enhancegeneral learning, e.g.,connect what theyalready know withwhat they are learning

1. use simple cognitivestrategies to enhancegeneral learning, e.g.,experiment with andconcentrate on onething at a time

Met

acog

nitiv

e

2. use simplemetacognitivestrategies to enhancegeneral learning, e.g.,reflect on learningtasks with theguidance of theteacher

2. use simplemetacognitivestrategies to enhancegeneral learning, e.g.,choose from amonglearning options

2. use simplemetacognitivestrategies to enhancegeneral learning, e.g.,discover how theirefforts can affect theirlearning

2. use simplemetacognitivestrategies to enhancegeneral learning, e.g.,decide in advance toattend to the learningtask

Soci

al/A

ffec

tive

3. use simple social andaffective strategies toenhance generallearning, e.g., watchothers’ actions andimitate them

3. use simple social andaffective strategies toenhance generallearning, e.g., seekhelp from others

3. use simple social andaffective strategies toenhance generallearning, e.g., followtheir natural curiosityand intrinsicmotivation to learn

3. use simple social andaffective strategies toenhance generallearning, e.g.,participate in co-operative grouplearning tasks






Cog

nitiv

e

1. identify and use a variety ofcognitive strategies to enhancegeneral learning, e.g., focus onand complete learning tasks

1. identify and use a variety ofcognitive strategies to enhancegeneral learning, e.g., writedown key words and concepts inabbreviated form (verbal,graphic, or numerical) to assistperformance of a learning task

1. identify and use a variety ofcognitive strategies to enhancegeneral learning, e.g., use mentalimages to remember newinformation

Met

acog

nitiv

e

2. identify and use a variety ofmetacognitive strategies toenhance general learning, e.g.,divide an overall learning taskinto a number of sub-tasks

2. identify and use a variety ofmetacognitive strategies toenhance general learning, e.g.,make a plan in advance abouthow to approach a task

2. identify and use a variety ofmetacognitive strategies toenhance general learning, e.g.,identify their own needs andinterests

Soci

al/A

ffec

tive

3. identify and use a variety ofsocial and affective strategies toenhance general learning, e.g.,choose learning activities thatenhance understanding andenjoyment

3. identify and use a variety ofsocial and affective strategies toenhance general learning, e.g.,encourage themselves to try,even though they might makemistakes

3. identify and use a variety ofsocial and affective strategies toenhance general learning, e.g.,take part in group decision-making processes






Cog

nitiv

e

1. select and use a variety ofcognitive strategies to enhancegeneral learning, e.g.,distinguish between fact andopinion when using a variety ofsources of information

1. select and use a variety ofcognitive strategies to enhancegeneral learning, e.g., formulatekey questions to guide research

1. select and use appropriatecognitive strategies to enhancegeneral learning in a variety ofsituations, e.g., makeinferences, identify and justifythe evidence on which theirinferences are based

Met

acog

nitiv

e

2. select and use a variety ofmetacognitive strategies toenhance general learning, e.g.,manage the physicalenvironment in which theyhave to work

2. select and use a variety ofmetacognitive strategies toenhance general learning, e.g.,keep a learning journal such asa diary or a log

2. select and use appropriatemetacognitive strategies toenhance general learning in avariety of situations, e.g., workwith others to monitor theirown learning

Soci

al/A

ffec

tive

3. select and use a variety ofsocial and affective strategies toenhance general learning, e.g.,use support strategies to helppeers persevere at learningtasks

3. select and use a variety ofsocial and affective strategies toenhance general learning, e.g.,take part in group problem-solving processes

3. select and use appropriatesocial and affective strategies toenhance general learning in avariety of situations, e.g., bewilling to take risks, tryunfamiliar tasks andapproaches






Cog

nitiv

e

1. select and use appropriatecognitive strategies to enhancegeneral learning in a variety ofsituations, e.g., use word maps,mind maps, diagrams, charts, orother graphic representations tomake information easier tounderstand and remember

1. select and use appropriatecognitive strategies to enhancegeneral learning in a variety ofsituations, e.g., seekinformation through a networkof sources including libraries,the world wide web,individuals, and agencies

1. effectively use appropriatecognitive strategies to enhancegeneral learning in a variety ofcontexts, e.g., use previouslyacquired knowledge or skills toassist with a new learning task

Met

acog

nitiv

e

2. select and use appropriatemetacognitive strategies toenhance general learning in avariety of situations, e.g.,develop criteria for evaluatingtheir own work

2. select and use appropriatemetacognitive strategies toenhance general learning in avariety of situations, e.g.,reflect upon their thinkingprocesses and how they learn

2. effectively use appropriatemetacognitive strategies toenhance general learning in avariety of contexts, e.g., takeresponsibility for planning,monitoring, and evaluatinglearning experiences

Soci

al/A

ffec

tive

3. select and use appropriatesocial and affective strategies toenhance general learning in avariety of situations, e.g., useself-talk to make themselvesfeel competent to do the task

3. select and use appropriatesocial and affective strategies toenhance general learning in avariety of situations, e.g.,monitor their level of anxietyabout learning tasks and takemeasures to lower it ifnecessary

3. effectively use appropriatesocial and affective strategies toenhance general learning in avariety of contexts, e.g., usesocial interaction skills toenhance group learning tasks


Documents

General Learning Outcome 6