FL4K and Maryland Student Learning Standards at a Glance

Maryland World Readiness Standards for Learning Languages

FL4K’s Alignment with MD World Readiness Standards for Learning Languages

Consider how they can design learning experiences that will enable their students to develop language skills in conjunction with each of the goal areas in standards 1-5:


1.1 Interpersonal

1.2 Interpretive

1.3 Presentational


2.1 Relating Cultural Practices to Perspectives

2.2 Relating Cultural Products to Perspectives


3.1 Making Connections

3.2 Acquiring information and Diverse Perspectives


4.1 Language Comparisons

4.2 Cultural Comparisons


5.1 School and Global Communities

5.2 Lifelong Learning

❖ Aligned to the core ideas and performance expectations of the 5 C’s (Communication, Cultures, Connections, Comparisons, Communities, ACTFL 2012).

  • Provides opportunities to compare, connect, and communicate through cultural contexts using authentic resources and offers ideas for teachers and students on how to interact with local and international communities.

  • Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions

  • Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

  • Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

  • Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement moving towards proficiency and an achievement on the Seal of Biliteracy.

❖ Aligned to the core ideas and performance expectations of the 5 C’s (Communication, Cultures, Connections, Comparisons, Communities, ACTFL 2012).


Consider twenty-first century themes and skills integrated into all content standards areas Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. (3.1)


Provides opportunities for collaboration, promoting leadership, critical thinking and problem solving, decision-making, developing technology and media literacy skills, encouraging accountability and responsibility, and developing interculturality and global citizenship. Aligns with ACTFL 21st Century World Readiness Standards.


Reflect the NCSSFL-ACTFL Can-Do Statements Proficiency Benchmarks:

Learners identify and investigate some typical products related to everyday life in the target culture(s) and in the learners’ own culture. They begin to infer perspectives (attitudes, values, beliefs, the way a native speaker living in the target culture interprets meaning) of the target culture society. Communities, animals and their habitats, technology, geography, climate, fine and performing arts. Learners recognize and identify a few typical practices of the target culture.


Presents products, practices, and perspectives of 11 Hispanic cultures with opportunities for investigation and interaction. The program includes cultural comparisons, reflection questions, polls, and opportunities for critical thinking, problem solving, and decision making with regard to the following topics: geography and climate, citizens, languages, sites of interest, transportation, animals, food, lodging, nature, adventures, contemporary topics, and the arts.


Promote an acquisition process that is research-based, spiraling and recursive, and aligned to appropriate proficiency targets that are designed to ultimately enable learners to attain Novice-High level proficiency or above.


Fosters an acquisition process with proficiency targets that lead to a student feeling comfortable and confident with the target language, with the goal of reaching a Novice-High or higher level of proficiency.


Provide learners with the essential language skills and cultural understandings in languages other than English necessary to live and work in a global, culturally diverse world. Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own. (4.1)


Provides an engaging and fun language acquisition and intercultural awareness program possible for today’s student so that they can communicate naturally and spontaneously, including Interpretive, Interpersonal, and Presentational skill-building with a complete video program interwoven with an intercultural curriculum, authentic resources, reading program, hands-on activities, online practice questions, and games specifically designed to build oral proficiency.


Set clear expectations that guide users by giving performance examples describing what students can do with the language they are learning at the targeted level. The guide is sequential, organized as a continuum toward higher levels of proficiency. (Novice low – Advanced)


Offers Can-Do Statements with built-in recording features for students to provide evidence of what they can do as they progress on a continuum of proficiency according to skill in an interwoven language and culture program with a seven-level intercultural curriculum for differentiation including heritage speakers.


Cultivate communication and cultural understanding. Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.


Cultivates cultural understanding and awareness of what it means to be a global citizen. Relevant, interesting cultural resources are used to help students embrace diversity and open their eyes to other perspectives.


Elementary STEM modules


Levels integrate some of the STEM concepts listed in the K-5 modules, example: Your House and Mine, Rainforest Friends, Healthy Living, Change Can Be Good.