| 300-450 Comparative Summary | Speaking | Speaking | ||
| 300 (VI) | 350 (VII) | 400 (VIII) | 450 (IX) | |
| Polite Interaction | S1.1 The student is able to initiate, maintain and close a brief formal conversation. | S1.1 The student is able to effectively maintain control of a conversation, resuming after interruption and changing topic as desired. | S1.1 The student can introduce a guest to a large, unfamiliar group. | S1.1 The student is able to appropriately express and respond to expressions of respect and friendliness. |
| S1.2 The student is able to formally introduce an outside guest to a small defined group (class or workmates). | S1.2 The student is able to formally introduce an outside guest to a large defined group. | S1.2 The student is able to respond appropriately to minor complaints. | S1.2 The student is able to effectively manage/direct small formal discussion groups. | |
| S1.3 The student is able to make and cancel appointments | S1.3 The student is able to appropriately express and respond to expressions of appreciation, complaint, and hope. | S1.3 The student is able to comfort a person in emotional or physical distress. | ||
| S1.4 The student is able to make and receive apologies within formal contexts. | S1.4 The student is able to effectively manage a conversation, encouraging others to participate and keeping the conversation going. | |||
| S1.5 During conversation, the student is able to interrupt and make affirming/eliciting comments within acceptable norms of polite interaction. | ||||
| Exigency/Instructions | S2 The student is able to give multiple part instructions, concerning common tasks, which are not necessarily in a simple linear format. | S2 The student is able to give clear, moderately complex directions/instructions dealing with familiar topics. | S2 The student is able to relay information on established technical and non-technical processes | S2 The student is able to clearly relay detailed information on established technical and non-technical processes |
| Information Exchange | S3.1 The student is able to leave and accept basic phone messages with at least three details. | S3.1 The student is able to take real phone messages with several (5-7) details. | S3.1 The student is able to make extended oral presentations based on research, using simple visual aids as effective support. | S3.1 The student is able to make extended oral presentations (15-20 minutes) based on research, using simple visual aids as effective support. |
| S3.2 The student is able to relate an event from the past, offering explanations and consequences as appropriate. | S3.2 The student is able to tell a hypothetical future event. | S3.2 The student is able to request and provide detailed information related to a wide variety of personal and work related activities. | S3.2 The student is able to participate effectively in the exchange and discussion of complex opinions and information during coordinative meetings. | |
| S3.3 The student is able to describe and compare people, places and common objects. | S3.3 The student is able to describe and compare two events or procedures. | S3.3 The student is able to participate in formal debates/discussions on abstract but familiar topics. | ||
| S3.4 The student is able to participate in small group non-personal conversations on familiar topics, expressing opinion, degree of certainty, obligation and ability. | S3.4 The student is able to participate in small group non-personal conversations expressing and qualifying opinion, approval and disapproval. | S3.4 The student is able to and analyze both feelings and opinions, expressing concerns and supporting a given position. | ||
| S3.5 The student is able to ask about and understand simple expressions of possibility. | ||||
| S3.6 The student is able to ask about and provide detailed information needed for either personal or work related tasks. | ||||
| Practical Tasks | S4.1 The student is able to make formal suggestions which are supported by reasons. | S4 The student is able to make and request an extended suggestion/warning. | S4 The student is able to present both problems and solutions for familiar issues. | S4 The student is able to make a formal proposal to an individual or group in authority. |
| S4.2 The student is able to request items. | ||||
| S4.3 The student is able to make simple predictions of the consequences of proposed actions. | ||||
| 300-450 Comparative Summary | Listening | Listening | ||
| 300 (VI) | 350 (VII) | 400 (VIII) | 450 (IX) | |
| Polite Interaction | L1.1 Within well-structured dialogues, the student is able to identify specific details through both stated and inferred meaning. | L1 The student is able to pro-actively identify important stated and non-stated details of conversations dealing with approval, gratitude, complaint and hope. | L1 The student is able to identify stated, unstated, and inferred details about mood, attitude and formality within oral texts dealing with formal salutations, congratulations, and sympathy. | L1 Within complex formal social contexts, the student is able to adequately identify relationship and comparative status of speakers. |
| L1.2 Withing well-structured dialogues, the student is able to identify both mood and attitude of the participants. | ||||
| Exigency/Instructions | L2 The student is able to demonstrate clear understanding of multiple part instructions, concerning common tasks, which are not necessarily in a simple linear format. | L2 During phone conversations, the student is able to understand simple instructions. | L2 The student is able to follow extended directions for both technical and non-technical familiar procedures. | L2 The student is able to synthesize various oral texts for the purpose of carrying out multi-step instructions. |
| Information Exchange | L3 The student is able to identify main ideas, supporting details and examples within varied spoken texts such as oral presentations or formal meetings. | L3 Within legal contexts, student is able to demonstrate understanding of details and non-stated purpose. | L3.1 Within spoken discourse, the student is able to non-stated main idea, other important ideas and supporting details. | L3.1 Within the context of formal presentations, the student is able to identify how main ideas are appropriately supported by support information. |
| L3.2 Within abstract conversations on familiar topics, the student is able to identify fact/opinions/attitudes. | L3.2 The student is able to summarize and critically evaluate arguments between several speakers. | |||
| Practical Tasks | L4 The student is able to infer a speakers purpose through supporting detail of advice, suggestions and requests. | L4.1 The student is able to demonstrate understanding of both factual details and inferred meaning in an extended narrative which is not told in chronological order. | L4 The student is able to identify both stated and non-stated meaning in extended warnings, threats and recommendations. | L4 The student is able to evaluate suggestions and proposals in terms of the appropriateness for audience and purpose. |
| L4.2 The student is able to identify and express understanding of both explicit and rhetorical time markers, comparison/contrast indicators, and cause/effect indicators within natural discourse. | ||||
| 300-450 Comparative Summary | Reading | Reading | ||
| 300 (VI) | 350 (VII) | 400 (VIII) | 450 (IX) | |
| Polite Interaction | R1 The student is able to identify facts in a wide range of moderately complex written texts: e-mails, letters, announcement; in which the primary goal is to cancel arrangements or make apologies. | R1 The student is able to identify both facts and inferred meanings in a wide range of moderately complex written texts expressing appreciation, hope and satisfaction. | R1 The student is able to extract both factual details and inferred meanings from moderately complex letters/e-mails and notes expressing opinion, sympathy or situational assessment/commentary. | R1 The student is able to identify point of view and attitude in editorial articles, personal essays and short fictional stories. |
| Exigency/Instructions | R2 The student is able to demonstrate clear understanding of multiple part instructions (7-10 parts), concerning common tasks, which are not necessarily in a simple linear format. | R2 The student is able to demonstrate clear understanding of extended multiple part instructions (11-13 parts), concerning common technical and non-technical tasks. | R2 The student is able to follow extended sets of multistep directions for established standard processes and academic purposes. | R2 The student is able to synthesize various bits of written information to demonstrate understanding of procedural and instructional texts. |
| Information Exchange | R3.1 The student is able to demonstrate understanding of a moderately complex one-page (five paragraph) narrative on a familiar topic. | R3.1 The student is able to demonstrate understanding of a moderately complex one and a half page (7-8 paragraphs) narrative on a familiar topic. | R3.1 The student is able to draw conclusions based on both factual details and inferred meanings in extended texts, even when events are not reported sequentially. | R3.1 The student is able to demonstrate understanding of the ways main ideas are supported withing complex texts, by converting the same into an outline. |
| R3.2 The student is able to demonstrate understand of moderately complex timetables and charts. | R3.2 Using standard electronic resources, students are able to find and compare at least four separate sources of information on the same topic. | R3.2 The student is able to express ideas found in charts,graphs etc . . .in various other forms. | R3.2 The student is able to express ideas found in complex charts,graphs etc . . .in various other forms. | |
| R3.3 Using standard electronic resources, students are able to find and compare at least three separate sources of information on the same topic. | ||||
| Practical Tasks | R4 The student is able to identify facts and inferred meanings in moderately complex written texts containing requests, suggestions or advice. | R4.1 The student is able to identify facts and inferred meanings in moderately complex written texts containing assessments/evaluations. | R4.1 The student is able to identify both factual and inferred meanings in formal texts dealing with proposals, statements of behavioral norms (laws/regulations/policies) | R4 The student is able to complete business tasks by synthesizing related information from a variety of complex texts. |
| R4.2 Given a task, the student is able to find at least three separate pieces of information in a moderately complex formatted document. | R4.2 Given a task, the student is able to find at least four separate pieces of information in a moderately complex formatted document. | R4.2 Using moderately complex formatted texts, the student is able to usefully synthesize 3-4 bits of related information. | ||
| 300-450 Comparative Summary | Writing | Writing | ||
| 300 (VI) | 350 (VII) | 400 (VIII) | 450 (IX) | |
| Polite Interaction | W1 The student is able to write one-two paragraph formal e-mails and letters in which he/she expresses various areas of common interaction such as congratulations, thanks, offers of assisstance and apologies. | W1 The student is able to write one-two paragraph formal e-mails and letters in which he/she expresses various areas of common interaction such as appreciation, satisfaction and hope. | W1 The student is able to write short formal letters/emails expressing/responding to sympathy and conflict resolution. | W1.1 The student is able to write business notes expressing thanks and acknowledgement. |
| W1.2 Within business contexts, the student is able to write notes to schedule/reschedule/cancel appointments with appropriate explanation. | ||||
| Exigency/Instructions | W2 The student is able to accurately take notes on moderately complex written and spoken texts of an instructional or informative nature. | W2.1 The student is able to accurately take notes on from answering machine/voice mail messages with several (7-10) details. | W2.1 The student is able to write orderly instructions based on audio/oral texts. | W2.1 The student is able to write a summative report of a meeting. |
| W2.2 The student is able to write both outlines and summaries of larger texts. | W2.2 The student is able to effectively outline and summarize extended texts. | |||
| Information Exchange | W3 The student is able to write one-two paragraph texts for a variety of purposes: a description and comparison of two people, places or objects, a personal narrative, describing a process. | W3 The student is able to write 2-3 paragraph texts for a variety of purposes: a description and comparison of two people, places or objects, a personal past narrative (both real and fictional), describing a process. | W3.1 The student is able to write 3-4 paragraph texts expressing detailed opinions on concrete and familiar abstract contexts, telling stories, and giving explanations. | W3.1 The student is able to write essays and stories relating: past events, descriptions and comparisons of complex ideas, and responding to an anterior text. |
| W3.2 The student is able to write a short text (1-2 paragraphs) explaining tables, graphs, diagrams, etc . . . | ||||
| Practical Tasks | W4.1 The student is able to convey business related information in short, standard written format such as a memorandum. | W4.1 The student is able to convey business related messages, passing on information or making requests. | W4 The student is able to relay business related messages in a wide variety of standard formats: notes, memos, log entries, etc . . | W4 The student is able to write business letters to do the following: request and respond to requests for information, give directions, offer clarification, and express approval of proposed actions. |
| W4.2 The student is able to fill out moderately complex forms such as medical histories. | W4.2 The student is able to fill out moderately complex forms for a variety of purposes. | |||
| Note that when categories are included such as satisfaction, they automatically include their opposites. | ||||