New York State Languages Other Than English Standard 1

comprehend language consisting of simple vocabulary and structures in face-to-face conversation with peers and familiar adults
comprehend the main idea of more extended conversations with some unfamiliar vocabulary and structures as well as cognates of English words
call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English
use appropriate strategies to initiate and engage in simple conversations with more fluent or native speakers of the same age group, familiar adults, and providers of common public services.

comprehend messages and short conversations when listening to peers, familiar adults, and providers of public services either in face-to-face interactions or on the telephone
understand the main idea and some discrete information in television, radio, or live presentations
initiate and sustain conversations, face to face or on the phone, with native-speaking or more fluent individuals
select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers
exhibit spontaneity in their interactions, particularly when the topic is familiar, but often rely on familiar utterances
use repetition and circumlocution as well as gestures and other nonverbal cues to sustain conversation.

understand standard speech delivered in most authentic settings
understand the main ideas and significant relevant details of extended discussions or presentations, and of recorded songs, feature programs on radio and television, movies, and other media designed for use by native speakers.
draw on a wide range of language forms, vocabulary, idioms, and structures learned in class as well as those acquired through independent exposure to the language
comprehend subtler, nuanced details of meaning with some repetition and rephrasing
engage in extended discussions with native or fluent speakers on a broad range of topics that extend beyond their daily lives and are of general interest to the target cultures.

Modern Languages:

Key Idea 2

Reading and writing are used in languages other than English for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action.

Performance Indicators (Benchmarks)

understand the main idea and some details of simple informative materials written for native speakers
compose short, informal notes and messages to exchange information with members of the target culture.

read and comprehend materials written for native speakers when the topic and language are familiar.
use cognates and contextual and visual cues to derive meaning from texts that contain unfamiliar words, expressions, and structures
read simple materials independently, but may have to guess at meanings of longer or more complex material
write short notes, uncomplicated personal and business letters, brief journals, and short reports
write brief analyses of more complex content when given the opportunity for organization and advance preparation, though errors may occur more frequently
produce written narratives and expressions of opinion about radio and television programs, newspaper and magazine articles, and selected stories, songs, and literature of the target language.

comprehend the content of most texts of interest to native speakers
draw on a broad range of learned vocabulary, idioms, and structures, including the full range of time frames, as well as language acquired through independent reading
write multi-paragraphed essays, journals, personal and business letters, and creative texts in which their thoughts are unified and presented in an organized fashion; errors in form may occur, particularly when the students are writing about complex themes or issues requiring the expression of opinions, or when the topic is outside their realm of experiences
use culturally appropriate learned vocabulary and structures associated with a broad range of topics, and structures such as simple and complex sentences to communicate through the full range of time frames.

Latin:

Key Idea 1

Reading is the most important skill that students acquire in learning Latin for it is the vehicle through which communication with the ancient world is possible, and it is also the tool, along with writing, through which students become more aware of their own and other languages.

Performance Indicators (Benchmarks)

read and understand simple connected materials written in Latin
write simple responses to oral, visual, or written stimuli
demonstrate an awareness of the vocabulary, grammar, derivation, and word structure of English.

understand composed Latin and passages adapted from Latin authors
respond in simple written Latin and in English to questions based on composed Latin and on passages adapted from Latin authors
demonstrate a knowledge of basic Latin vocabulary and language structures and an increased English vocabulary based on Latin.

read and understand selected authors of prose and poetry with some assistance
express in English the general and specific meaning of Latin passages of prose or poetry, assisted by glosses, and can demonstrate a controlled, but increasing, ability to write Latin
read aloud Latin prose and poetry with attention to features such as the correct metrical structure
demonstrate an expanding knowledge of Latin vocabulary and language structures, and an increased English vocabulary based on it.

Latin:

Key Idea 2

Listening and speaking support the reading skills in Latin.

Performance Indicators (Benchmarks)

recognize and comprehend simple spoken Latin statements and questions based on classroom situations
articulate simple Latin phrases and convey meaning in controlled situations.

comprehend simple spoken Latin statements and questions based on a classroom situation or a simple Latin passage read aloud.
read familiar Latin aloud and speak Latin with accurate pronunciation, appropriate phrase grouping, voice inflection, and expression in controlled classroom situations.

recognize and appreciate the linguistic and artistic qualities of oral Latin prose and poetry when read aloud
read aloud Latin prose and poetry with attention to features such as the correct metrical structure.

American Sign Language:

Key Idea 1

Visual-gestural skills provide a means of communication with Deaf people in the context of the Deaf culture.

Performance Indicators (Benchmarks)

use receptive skills to comprehend simple statements and questions in standard dialect
express basic needs and compose statements, questions and short messages to signers of the same age group and to familiar adults
initiate and engage in simple face-to-face conversations.

Check Point B Students:

comprehend messages and short conversations when they contain frequently used grammatical features and word order patterns
understand some main ideas and some discrete information when watching signed television broadcasts, instructional videotapes, and films on topics of interest to them or to the general public
express themselves with confidence on a range of topics that include issues related to everyday life, the content of programs on television and videotapes; the content of articles in newspapers or magazines for the general public; and stories and excerpts from Deaf literature
engage in extended discourse with native ASL signers on a broad range of topics that extends beyond the students’ interests to those of general interest to members of the Deaf culture.

understand a wide range of registers delivered with some repetition and paraphrasing by fluent ASL signers, comprehension may be hindered when the topics are unfamiliar or when more advanced signed communication is being used
organize presentations on everyday topics
express complex ideas with confidence.

American Sign Language:

Key Idea 2

Interactive communication is possible with Deaf people through the use of signs.

Performance Indicators (Benchmarks)

Native American Languages:

converse with confidence
engage in extended discourse with native ASL signers on a broad range of topics including those of general interest to the Deaf culture.

Key Idea 1

Communication in Native languages takes place primarily to share expression of ideas, thoughts, and feelings to preserve Native cultural ideology.

Performance Indicators (Benchmarks)

comprehend simple statements and questions in the context of the classroom and the main ideas of more extended messages and conversations
initiate and respond to simple face-to face conversations.

comprehend messages and short conversations when listening to Native speakers; repetition may be necessary for full understanding
initiate and sustain conversations with some hesitation and difficulty in pronunciation in short and familiar communicative situations
produce an extended communication through a series of short connected utterances, using repetition as needed
comprehend the meaning of myths and legends told to them repeatedly by Native speakers.

Native American Languages:

understand speech delivered with some repetitions and rewording by competent Native speakers
understand the essential points of discussion or presentations on familiar topics in lengthy messages and presentations
handle most communicative situations with confidence but may need help with complicated, unfamiliar topics.

Key Idea 2

Writing systems, and therefore reading, are recent introductions to Native languages and are used primarily to encourage functional communication in the listening and speaking skills.

Performance Indicators (Benchmarks)

comprehend the main ideas of materials containing simple structure and syntax
compose short messages on familiar topics or to express basic personal needs.

understand simple narrative and descriptive authentic materials and edited texts within a familiar context
read Native texts or stories aloud with accurate pronunciation and attention to dialogue
write short communications that are comprehensible to Native speakers used to dealing with students. Difficulties still occur when expressing more complex thoughts.