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Browse Georgia State Standards
Grade: Grade 5
Standards: Students
1. Read for enjoyment using the second language.
2. Read linguistically and developmentally appropriate passages including, but not limited to articles, stories, and other texts.
3. Read to find needed information.
4. Write using sentences or clusters of language.
5. Write short texts on topics of personal interest, such as letters and illustrated stories.
6. Summarize personal information or research that they have done, based on templates or models in the target language
7. Demonstrate comprehension of extended written and oral discourse.
8. Begin self- or peer-editing for a variety of purposes.
9. Retell or paraphrase main elements of a story or passage
10. Use the target language for a variety of extended spoken activities, such as skits, dialogues, plays, poems, and research reports for a variety of audiences.
11. Share information of their choice with audiences outside the classroom.
12. Ask for information and make requests of teachers and other language speakers.
13. Provides information and responds to requests from teachers and other language speakers.
14. Communicate orally and in writing using sentences, as appropriate, with some use of extended discourse.
15. Follow and give complex instructions.
16. Demonstrate an understanding of a variety of speech sources (teacher, peers, native speakers, other target language speakers, tapes, CD-ROMs, and videos).
17. Recognize the target language even when spoken in a variety of dialects and respond with efforts to communicate as appropriate.
18. Identify geographic areas where the target language is spoken.
19. Identify examples or influences of the target language and cultures in their own community.
20. Identify, compare, and contrast diverse cultural practices and products, including language, emphasizing similarities as well as differences.
21. Begin to recognize underlying cultural perspectives reflected in the products and the practices of the target language.
22. Identify selected works of art, music, and literature of the target cultures.
23. Use culturally appropriate language and behavior in both formal and informal target language situations (greeting, leave-taking, eating customs, travel, school, etc.).
24. Use the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature, and fine arts.
25. Maintain simple conversations in the present tense at the sentence level on a variety of familiar topics, with some efforts at expressing past and future tense
26. Actively participate in classroom experiences with music, sports, games, songs, dance, or musical instruments from the target culture, and extends these experiences into their personal lives.
27. Use information obtained through the target language and cultures to satisfy personal needs and interests.
28. Identify work-related applications of language proficiency.
29. Create with language at the sentence level, making attempts at circumlocution and elaboration.
30. Draw from a basic vocabulary that permits discussions of a personal nature and on simple academic topics.
31. Demonstrate understanding of natural classroom speech at a normal rate of speed, without artificial nonverbal support.
32. Recognize linguistic patterns that occur in the foreign language and compare them with native language patterns.
33. Use linguistic patterns in limited monitoring of speech and writing. NOTE: This does not imply analytical treatment of grammar, or a focus on grammatical drill.