STATE GOAL 28: Use the target language to communicate within and beyond the

classroom setting.

Why This Goal Is Important: At the core of foreign language learning is mastery of the four
basic communication skills: listening, speaking, reading and writing. In modern languages, the
ultimate goal is to attain the ability and confidence necessary to interact with fluency in oral and
written contexts with native speakers. This communication may occur both in person and through
technology. This interaction in the target language is central to all curriculum and instruction in
the modern languages. On the other hand, in classical languages, the goal is to focus more on
linguistic structures and textual studies with much less emphasis on oral communication.

A. Understand oral communication in the target language.

STAGE ONE STAGE TWO STAGE THREE STAGE FOUR STAGE FIVE
BEGINNING BEGINNING INTERMEDIATE ADVANCED ADVANCED
INTERMEDIATE INTERMEDIATE
28.A.1a Recognize 28.A.2a Comprehend 28.A.3a Comprehend 28.A.4 Comprehend 28.A.5 Comprehend a
basic language illustrated stories, main messages of details of oral and variety of oral and
patterns (e.g., forms of audiovisual programs simple oral and audio audio presentations audio presentations in
address, questions, or websites. presentations with unsupported by visual academic, technical,
case). assistance from aids. social or work
resources (e.g., environments.
glossaries, guided
questions, outlines).
28.A.1b Respond 28.A.2b Follow 28.A.3b Follow
appropriately to simple instructions in the instructions in the
commands in the target language, given target language as
target language. one step at a time, for given in multistep
a wide range of segments for
activities. assignments and
activities in and out of
the classroom.

B. Interact in the target language in various settings.

STAGE ONE STAGE TWO STAGE THREE STAGE FOUR STAGE FIVE
BEGINNING BEGINNING INTERMEDIATE ADVANCED ADVANCED
INTERMEDIATE INTERMEDIATE
28.B.1a Respond to 28.B.2a Pose 28.B.3a Respond to 28.B.4a Engage in 28.B.5a Discuss and
and ask simple questions open-ended questions extended defend a position on
questions with spontaneously in and initiate conversations in a an issue in a
prompts. structured situations. communication in variety of situations. discussion.
various situations.
28.B.1b Imitate 28.B.2b Produce 28.B.3b Produce 28.B.4b Express 28.B.5b Approximate
pronunciation, language using proper language with differences of meaning native-like
intonation and pronunciation, improved using proper pronunciation,
inflection including intonation and pronunciation, pronunciation, intonation and
sounds unique to the inflection. intonation and intonation and inflection.
target language. inflection. inflection.
28.B.2c Comprehend 28.B.3c Use 28.B.4c Recognize
gestures and body appropriate non-verbal and use nonverbal
language often used in cues common in areas cues in various formal
everyday interaction in where the target and informal settings.
the target language. language is spoken.
C. Understand written passages in the target language.
STAGE ONE STAGE TWO STAGE THREE STAGE FOUR STAGE FIVE
BEGINNING BEGINNING INTERMEDIATE ADVANCED ADVANCED
INTERMEDIATE INTERMEDIATE
28.C.1a Recognize 28.C.2a Comprehend 28.C.3a Comprehend 28.C.4a Comprehend 28.C.5a Comprehend,
the written form of written classroom the main message of a key vocabulary as well with little or no
familiar spoken directions, read simple variety of written as the main message support, a variety of
language and predict passages, infer materials with the help of complex written materials intended for
meaning of key words meaning of cognates of resources (e.g., materials without the native speakers in
in a simple story, and recognize loan dictionary, thesaurus, help of visuals. academic, social and
poem or song. words. software, Internet, e- work situations.
mail) to expand
vocabulary.
28.C.1b Infer meaning 28.C.2b Decode new 28.C.3b Compare 28.C.4b Demonstrate 28.C.5b Distinguish
of cognates from vocabulary using con- word use, phrasing understanding of nuances of meaning in
context. textual clues and and sentence written materials by a variety of contexts
drawing on words and structures of the target organizing information (e.g., layers of
phrases from prior language with those and concepts (e.g., meaning in poetry and
lessons. used in one or more outlines, flow charts). prose).
other languages.
28.C.4c Compare the 28.C.5c Explain how
target language with various languages are
one or more interrelated in terms of
languages in terms of word origin and text
vocabulary, word use, structures.
phrase and sentence
structure and complete
text structures.

D. Use the target language to present information, concepts and ideas for a variety of
purposes to different audiences.
STAGE ONE STAGE TWO STAGE THREE STAGE FOUR STAGE FIVE
BEGINNING BEGINNING INTERMEDIATE ADVANCED ADVANCED
INTERMEDIATE INTERMEDIATE
28.D.1a Copy/write 28.D.2a Write on 28.D.3a Write 28.D.4a Write 28.D.5a Write
words, phrases and familiar topics using compositions and complete expository documents in a variety
simple sentences. appropriate grammar, reports with a specific pieces that include of forms with
punctuation and focus, supporting description, definition supporting evidence
capitalization. details, logical and analysis for a from electronic and
sequence and variety of situations. print sources to meet
conclusion. academic, social and
work needs.
28.D.1b Describe 28.D.2b Present a 28.D.3b Present 28.D.4b Make a 28.D.5b Make
people, activities and simple written or oral findings from research persuasive impromptu
objects from school report on familiar on unfamiliar topics presentation with presentations in a
and home. topics. (e.g., the Roman army, documentation (e.g., variety of academic,
the French chateaux, visuals, interviews, social and work
origins of chocolate). quotes) from target situations.
language sources.
28.D.2c Present an 28.D.3c Present a 28.D.4c Present a 28.D.5c Present an
original production simple, original poem short original piece original piece (e.g.,
(e.g., TV commercials, or story based on a (e.g., essay, story, essay, story, poem) on
ads, skits, songs) model. poem) on a given a theme of their choice
using known theme with some with minimal
vocabulary and guidelines. guidance.
grammatical
structures.