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:

STANDARD 1:

Investigate Intercultural Products, Practices and Perspectives through Interpretive Communication (Interpretive Mode

STANDARD 2:

Compare Intercultural Behaviors

STANDARD 3:

Comprehend Authentic Texts that are Spoken, Written, or Signed

3.2 Comprehend Fictional Media or Content

3.3 Follow Instructions

3.4 Comprehend Conversations that are Overheard, Observed, or Written

STANDARD 4:

Investigate Intercultural Products, Practices and Perspectives (Interpersonal Mode)

STANDARD 5:

Interact with Culturally Appropriate Language and Behaviors (Interpersonal Mode)

STANDARD 6:

Exchange Information and Ideas

STANDARD 7:

Meet Personal Needs or Address Situations

STANDARD 8:

Express, React to and Support Preferences, Opinions, or Viewpoints

STANDARD 9:

Investigate Intercultural Products, Practices and Perspectives (Presentational Mode)

STANDARD 10:

Communicate with Culturally Appropriate Language and Behaviors (Presentational Mode)

STANDARD 11:

Inform, Describe, Explain, or Provide Instructions

STANDARD 12:

Narrate About Life, Events, or Experiences

STANDARD 13:

Support Preferences, Opinions or Viewpoints

STANDARD 14:

Develop Interpretive Literacy

14.1 Infer Meaning and Nuances of Texts

14.2 Recognize and Use Organizational Features of Texts

14.3 Apply Self-Questioning Skills

14.4 Make Text Connections

14.5 Select, Use and Cite Resources

STANDARD 15:

Develop Interpersonal Literacy

15.1 Communicate, React and Show Interest

15.2 Continue and Extend Conversations

15.3 Increase Comprehensibility and Clarity of Expression

15.4 Infer Meaning of Unfamiliar Language

15.5 Select, Use and Cite Resources

STANDARD 16:

Develop Presentational Literacy

16.1 Choose Relevant, Authentic Content and Concepts

16.2 Organize Information

16.3 Increase Comprehensibility and Clarity of Expression

16.4 Maintain and Increase Audience Interest

16.5 Select, Use and Cite Resources

• FL4K 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. Our culture component brings relevant, interesting information to students and allows them to engage in various modes. (Standards 1, 2, 4, 5, 9, and 10)

• Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. This aligns to the VA Interpersonal benchmarks (Standards 3, 14, 15):

• Communicate in spontaneous spoken, written, or signed conversations on very familiar, everyday topics.

• Request and provide information using a variety of practiced or familiar words, phrases, simple sentences, and questions.

• Through FL4K reading, culture cards, practice questions, rapid review on videos, video comprehensible input and hands-on activities, learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. This is aligned with the VA Interpretive benchmarks (Standards 3, 14, 15, 16):

• In each unit of FL4k, the vocabulary and culture is embedded and scaffolded so that 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. This aligns with the VA Presentational benchmarks (Standards 10, 11, 12, 13, 14, 15 and 16):

• Present prepared or spontaneous information on very familiar, everyday topics through written, spoken, or signed language.

• Inform, narrate, and express preferences and opinions using a variety of practiced or familiar words, phrases, simple sentences, and questions.

❖ Novice Benchmarks

• Comprehend spoken, written, or signed information in very familiar, everyday contexts from authentic texts presented through a variety of media and based on familiar topics.

• Identify the general topic and basic information from words, phrases and simple sentences in authentic informational and fictional texts and overheard or observed conversations.

❖ Intermediate Benchmarks

• Comprehend information in a variety of familiar contexts from authentic texts that are spoken, written or signed.

• Understand the main idea and related information from connected sentences and short paragraphs in authentic informational and fictional texts and overheard or observed conversations.

❖ Using Can Do statements, 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.

❖ FL4K is aligned to the core ideas and performance expectations of the 5 C’s (Communication, Cultures, Connections, Comparisons, Communities, ACTFL 2012).

Virginia:

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.

FL4K:

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.

FL4K has been designed with WL teachers, Supervisors and Administrators to ensure that best practices for language learning are met. Language acquisition takes into account the VA Literacy benchmarks as well as other disciplines:

• Use literacy skills to comprehend authentic texts that are spoken, written, or signed.

• Use interpersonal skills to interact, negotiate meaning, and communicate effectively.

• Use presentational skills to communicate effectively.

Virginia:

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.

FL4K:

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. This meets the VA Intermediate Intercultural and Communication benchmark:

• Make comparisons between products and practices to help make connections to and understand perspectives in native and other cultures using the target language.

• Interact at a functional level in familiar contexts with people in and from other cultures using the target language and appropriate learned behaviors.

Virginia:

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.

FL4K:

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. This meets VA benchmark:

• Identify typical products and practices to help make connections to and understand perspectives in native and other cultures using the target language.

• Interact at a survival level in everyday contexts with people in and from other cultures using the target language and appropriate rehearsed behaviors.

Virginia:

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.

FL4K:

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.

Virginia:

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)

FL4K:

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.

Virginia:

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.

FL4K:

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.

Virginia:

Elementary, Dual Immersion and Heritage Learner Standards are outlined.

FL4K:

FL4K is differentiated so that heritage learners and dual immersion learners have the ability to work at their own level.