PDE Academic Standards for World Languages

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PDE Academic Standards for World Languages

• Content Standards
• Performance Indicators
• Stages

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Content Standards

• NOTE THESE IMPORTANT TERMS
• Target language (language being studied other
  than English)
• World Languages (language currently spoken by
  members of global community)
• Classical World Languages (Ancient Greek or
  Latinmostly available in written form)

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Standards differentiate between

• The alphabet system
• Languages using Roman letters such as Spanish or
  French are expected to achieve greater levels of
  language acquisition within similar time devoted
  to language study than languages whose alphabets
  are not based on the Roman alphabet like
  Russian, Chinese or Arabic.

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Standards differentiate between

• World languages and Classical World languages
• World languages goals are rated according to
  proficiency levels.
• Classical world languages are assessed using
  traditional measures (grammar/ translation/compreh
  ension assessments)

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PDE Stages of Proficiency

• STAGE 1 up through Novice High
• STAGE 2 up through Intermediate Low
• STAGE 3 up through Intermediate Mid
• STAGE 4 up through Intermediate Mid
• These are not years of study, but rather
  represent levels of achievement (content
  knowledge and language skill)

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PDE Content Standards

• State specific skills students should acquire
  among four stages
• STAGE 1-Know the basic sound system and spelling
  patterns of the target language
• STAGE 2-Refine knowledge of the sound system and
  spelling patterns of the target language

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PDE Content Standards

• STAGE 3-Know details of the sound system and
  spelling patterns of the target language
• STAGE 4-Know and compare distinct regional
  accents of the sound system of the target language

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PDE Content Standards

• are closely related to the Five Cs standards
• differentiate between modern and classical world
  languages
• specify specific skill areas in three categories
  for each type of world language Communication,
  Culture, Community
• incorporate Connections and Comparisons within
  these three categories

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PDE Performance Indicators

• Performance standards indicate how students can
  demonstrate achievement of the content area
  skills specified
• STAGE 1-Recite target language alphabet and
  associated sounds and basic words with proper
  accentuation

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Comparing Content with Performance

• PDE Content STAGE 1-Know the basic sound system
  and spelling patterns of the target language
• PDE Performance STAGE 1- Recite target language
  alphabet and associated sounds and basic words
  with proper accentuation

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Comparing Content with Performance

• PDE Content STAGE 2-Refine knowledge of the sound
  system and spelling patterns of the target
  language
• PDE Performance STAGE 2- Speak and model phrases
  and sentences with accepted pronunciation, rhythm
  and intonation with survival level proficiency

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Comparing Content with Performance

• PDE Content STAGE 3-Know details of the sound
  system and spelling patterns of the target
  language
• PDE Performance STAGE 3- Speak and model phrases
  and sentences with refined pronunciation, rhythm
  and intonation with accuracy and cultural
  understanding

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Comparing Content with Performance

• PDE Content STAGE 4-Know and compare distinct
  regional accents of the sound system of the
  target language PDE 12.1.4A
• PDE Performance STAGE 4- Listen to, model,
  interpret, and discuss distinct regional accents
  as heard in conversation by native speakers PDE
  P 12.1.1.4A

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PDE coding system
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PDE coding system
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Hopefully this illustrates for you the importance
of code development among the standards for use
in lesson planning
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You should specify a coding system for standards
who do not have codes indicated.Identify your
method. Provide a copy with your plans.Stick
to those codes within your plans.
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