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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 use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures. Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad.
This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-English backgrounds should also have opportunities to develop further proficiencies in their first language.
Impact, Influence, and Future Directions.Abstract. Writing instruction in New Zealand occurs in a context with potential for variability in curriculum and delivery. The national curriculum is broad; self governing schools are to interpret and apply as appropriate to their local context.
The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural competence to participate in multilingual communities at home and around the world.
Writing standards for first grade define the knowledge and skills needed for writing proficiency at this grade level. By understanding first grade writing standards, parents can be more effective in helping their children meet grade level expectations.
Public Achievement Information research Project. Evaluation Associates was commissioned in and to carry out research into the first two years of the Public Achievement Initiative (PAI).
The school assesses your child's reading, writing and maths skills against National Standards.
They will report to you twice a year on whether your child has gained the skills needed to meet the standards for their particular year. Based in current research in writing and writing pedagogy, the Framework was written and reviewed by two- and four-year college and high school writing faculty nationwide and is endorsed by the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project.