WICSD LOTE Outcomes

Checkpoint Outcomes

 

Below is a sampling of WICSD LOTE Outcomes.  The New York State Standards for LOTE are Standard 1 - Communication and Standard 2 - Cultural Understanding.

 

 

Checkpoint

 

A

B

C

Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

Students verbalize instructions.

Students give detailed directions or instructions.

Students develop and propose solutions to issues of problems.

Students understand and interpret written and spoken language on a variety of topics.

Students respond to simple commands and directions in the target language.

Students follow instructions in the target language given in multi-step segments.

Students organize information and concepts based on written or spoken language.

Students present information, concepts, and ideas, in spoken or written form, on a variety of topics.

Students describe people, activities, objects, etc. in the target language.

Students describe familiar topics with some detail and structural accuracy.

Students describe and elaborate on a variety of basic and/or complex topics.

Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.

Students describe important current events of the target country.

Students elaborate on current events and issues of the target country.

Students compare, contrast, and summarize current issues in the target country with an awareness of broader world issues.

Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.

Students locate and name countries where the target language is spoken.

Students can describe and discuss, and organize information specific to a country where the target language is spoken.

Students compare and contrast the products and practices for the target country with those of the United States.

Students reinforce and further their general knowledge, including that of other disciplines, through the target language.

Students demonstrate and understanding of concepts in other subject areas in the target language.

Students discuss topics from other school subjects in the target language.

Students acquire, analyze, and present information as related to other coursework from a variety of sources in the target language.

Students use the target language to demonstrate knowledge and understanding of a variety of career options.

Students use the target language vocabulary to identify common occupations.

Students use the target language to describe activities and characteristics of selected occupations, including those careers in which the language is beneficial.

Students use the target language to compare roles, status, and qualifications of various careers.

Students demonstrate understanding of the nature of language through comparisons of the target language and their own.

Students discuss idiomatic expressions in both their native language and the target language.

Students compare idiomatic expressions and hypothesize about their relationship.

Students comprehend and use phrases and idioms that do not translate directly from the target language to their native language.

Students demonstrate an understanding of the concept of culture through comparisons of the culture studied and their own.

Students compare simple patterns of behavior or interaction in various cultural settings.

Students contrast verbal and non-verbal behavior in the target cultures and their own.

Students analyze the relationship of perspectives and practices in the target cultures, comparing and contrasting these with their own culture.

Students use the target language both within and beyond the school setting.

Students share and explain information and knowledge about the language and culture with others.

Students interact with and relate to members of the local community to determine how the target language can be used in work or personal lives.

Students use community resources to research and/or present a topic related to the target language and culture.

Students use the target language for personal enjoyment and enrichment.

Students experience the culture by viewing media, listening to music, singing songs, playing instruments, etc.

Students use varied media from the target language and culture for entertainment.

Students attend or view media, cultural events, and social activities for their own entertainment and/or personal growth.


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