Virginia World Language Standards of Learning (2021)
FL4K’s Alignment with VA World Language Standards of Learning
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:
Investigate Intercultural Products, Practices and Perspectives through Interpretive Communication (Interpretive Mode
Compare Intercultural Behaviors
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
Investigate Intercultural Products, Practices and Perspectives (Interpersonal Mode)
Interact with Culturally Appropriate Language and Behaviors (Interpersonal Mode)
Exchange Information and Ideas
Meet Personal Needs or Address Situations
Express, React to and Support Preferences, Opinions, or Viewpoints
Investigate Intercultural Products, Practices and Perspectives (Presentational Mode)
Communicate with Culturally Appropriate Language and Behaviors (Presentational Mode)
Inform, Describe, Explain, or Provide Instructions
Narrate About Life, Events, or Experiences
Support Preferences, Opinions or Viewpoints
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
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
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
❖ Novice Benchmarks
❖ Intermediate Benchmarks
❖ 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).
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.
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:
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. This meets the VA Intermediate Intercultural and Communication benchmark:
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. This meets VA benchmark:
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.
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, Dual Immersion and Heritage Learner Standards are outlined.
FL4K is differentiated so that heritage learners and dual immersion learners have the ability to work at their own level.