Interpretive Mode of Communication

Novice Low learners identify a limited number of memorized or familiar words, symbols, or characters in very familiar contexts when they are supported by visuals in informational and fictional texts.

Core Idea of Interpretive Mode: Learning a language involves interpreting meaning from listening, viewing, and reading culturally authentic materials in the target language.

• 7.1.NL.IPRET.1: Identify a few memorized and practiced words contained in oral, viewed, and written chunks of language in culturally authentic materials when supported by visual cues such as pictures and gestures and text support such as bolded words, bulleted lists, and/or captions.

• 7.1.NL.IPRET.2: Respond with physical actions and/or gestures to simple oral directions, commands, and requests.

• 7.1.NL.IPRET.3: Recognize a few common gestures associated with the target culture(s).

• 7.1.NL.IPRET.4: Recognize a few memorized words related to weather and climate in the target culture(s) and in students’ own cultures in highly contextualized oral texts.

FL4K learners: recognize simple vocabulary that is carefully scaffolded and repeated throughout a video and accompanying culture program that includes interactive online dialogues, practice questions, games designed specifically to foster oral proficiency in the world language classroom, and auto-graded assessments.

FL4K Performance Expectation: Elementary and Middle School students have the opportunity to listen to and view nine different educational videos that are accompanied by social media-like culture posts for 11 different countries that reinforce the language learning in the videos and include spectacular visuals, interactive features of polling and voting, as well as collaborative features to fascinate and engage the Gen Z student. High School students have a full 11-country culture program option that includes all of the above online features leveled for Novice Low-Intermediate Mid proficiency targets.

• FL4K: Elementary and Middle School students will be able to identify words used in the video program that are bolded and repeated in the culture program, reinforcing proficiency while learning dynamic cultural information, while High School students will be able to learn basic language structures within the context of culture.

• FL4K: provides a complete guide to hands-on activities that reinforce learning gestures, oral directions, commands, including gestures associated with the target culture.

• FL4K: teaches about weather, climate, and geography in the context of the target culture including comparisons with the student's own culture as it relates to 11 different countries.

• FL4K: Please see how we meet NJSLS for intercultural topics through the three modes of communication for varying proficiency levels at the end of this document.

Interpersonal Mode of Communication

Novice Low learners: communicate using practiced and memorized words and phrases. They answer some formulaic questions on very familiar topics and express personal needs with memorized words and phrases. Novice Low learners often use gestures and pictures to convey meaning.

Core Idea of Interpersonal: Interpersonal communication is the exchange of information and the negotiation of meaning between and among individuals.

• 7.1.NL.IPERS.1: Respond to a few simple questions on very familiar topics using memorized words and phrases that have been repeatedly practiced.

• 7.1.NL.IPERS.2: With the help of gestures and/or visuals, share with others basic needs on very familiar topics using memorized words and phrases that have been repeatedly practiced.

• 7.1.NL.IPERS.3: Tell others a few basic preferences and/or feelings using memorized words and phrases, often supported by gestures or visuals.

• 7.1.NL.IPERS.4: React to a few procedural instructions, directions, and commands in classroom situations.

• 7.1.NL.IPERS.5: Enact a few culturally authentic gestures when greeting others and during leave takings.

• 7.1.NL.IPERS.6: Share with others the names of a few memorized and practiced words and phrases related to climate change in the target culture(s) and in students’ own cultures. Intercultural Statements Possible Topics Through the target language, learners recognize and identify the names of a few typical products related to everyday life in the target culture and in the learners’ own culture. Family members, school supplies, pets, weather. Learners recognize and identify a few typical practices of the target culture. Greetings based on different levels of language formality, school supplies in target culture and in the United States, authentic songs and dances as a reflection of target-language people.

FL4K learners: communicate in innovative and interactive ways using digitized practice questions, dialogues, and polls that reinforce memorized words and phrases based on very familiar topics presented in the videos and an accompanying culture curriculum. Students use images in interactive dialogues, practice questions, and hands-on activities throughout the program to convey meaning.

FL4K performance expectation: Students learn to exchange information through the digital features of voting on the most and least interesting cultural site, polling with regard to preferences, participating in digitized simulated conversations, dialogues, role playing, and partner activities in person.

• FL4K: The practice questions that include audio, visual, and written prompts give students ample built-in practice responding to simple questions based on what they have listened to and read.

FL4K: Our hands-on curriculum guide provides interpersonal activities and games for students to practice sharing with others their basic needs on familiar topics using memorized words, questions, and phrases that are repeatedly recycled in the program.

FL4K: Students have the opportunity to vote on which cultural posts are most interesting to them using a unique online voting process that provides instant polling or voting results for the whole class to see.

FL4K: Hands-on activity guide gives ideas about how to practice reacting to directions and commands in classroom situations.

FL4K: Dialogues that accompany each unit help teachers to provide partner activities that mimic real world communication.

FL4K: provides a complete bank of music and songs that range from teacher-created to authentic resources.

Presentational Mode of Communication

Novice Low learners express basic information about themselves using memorized words and phrases, with the help of gestures or visuals. Core Idea Performance Expectations Presentational communication involves presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

• 7.1.NL.PRSNT.1: Present very familiar personal information using memorized words and phrases that have been repeatedly practiced, often using gestures and visuals to support communication.

• 7.1.NL.PRSNT.2: Express a few basic preferences and/or feelings using memorized words and phrases that are supported by gestures or visuals.

• 7.1.NL.PRSNT.3: Imitate a few culturally authentic gestures when greeting others and during leave takings.

• 7.1.NL.PRSNT.4: State the names of a few memorized and practiced words and phrases related to climate change in the target culture(s) and in students’ own cultures. Intercultural Statements Possible Topics Through the target language, learners recognize and identify the names of a few typical products related to everyday life in the target culture and in the learners’ own culture. Family members, school supplies, pets, weather. Learners recognize and identify a few typical practices of the target culture. Greetings based on different levels of language formality, school supplies in target culture and in the United States, authentic songs and dances as a reflection of target-language people.

FL4K learners: have the opportunity with each unit to assume a leadership role; one might be the photographer, the director of health and safety, the nature guide, etc. According to the cultural posts and the age of the students, the leader will get alerts to share with classmates to help when the class votes on what is most interesting or desirable about the culture or the leader will be asked to investigate some pertinent information with regard to voting and polling the class about interest level in this cultural information.

• FL4K: Hands-on activity guide supports teachers in providing creative ideas for presentations relating to the videos and/or culture curriculum.

• FL4K: Students learn to react to the culture and each other throughout the curriculum through the polls and voting opportunities that are provided.

• FL4K: Videos teach basic greeting and leave taking vocabulary while a hands-on activities guide provides ideas about authentic gestures.

• FL4K: Students learn about products, practices, and perspectives and must present information to their classmates in such a way to help the class make informed decisions about what they want to see or do while exploring the target culture

Interpretive Mode of Communication

Novice Mid learners: understand and communicate at the word, phrase, and simple sentence level and can independently identify and recognize memorized words and phrases that bring meaning to text.

Core Idea Performance Expectation: Learning a language involves interpreting meaning from listening, viewing, and reading culturally authentic materials in the target language.

• 7.1.NM.IPRET.1: Identify familiar spoken and written words, phrases, and simple sentences contained in culturally authentic materials and other resources related to targeted themes.

• 7.1.NM.IPRET.2: Respond with actions and/or gestures to oral and written directions, commands, and requests that relate to familiar and practiced topics.

• 7.1.NM.IPRET.3: Identify familiar people, places, objects in daily life based on simple oral and written descriptions.

• 7.1.NM.IPRET.4: Report on the content of short messages that they hear, view, and read in predictable culturally authentic materials.

• 7.1.NM.IPRET.5: Demonstrate comprehension of brief oral and written messages found in short culturally authentic materials on global issues, including climate change.

FL4K learners: begin to understand and communicate at the word, phrase, and simple sentence level using vocabulary that is carefully scaffolded and repeated throughout a video program and accompanying culture program that includes interactive online dialogues, practice questions, games designed specifically to foster oral proficiency in the world language classroom, and auto-graded assessments

FL4K Performance Expectation: Students listen to and view nine different educational videos as well as read related social media-like culture posts about 11 countries that reinforce the language learning in the videos and include spectacular visuals, interactive features of polling and voting, as well as collaborative features to fascinate and engage the Gen Z student. High School students have a full 11-country culture program option that includes all of the above online features leveled for Novice Low-Intermediate Mid proficiency targets.

• FL4K: Students will be able to identify words and simple sentences used in the video program that are bolded and repeated in the culture program, reinforcing proficiency while learning dynamic cultural information related to products, practices, and perspectives.

• FL4K: A complete guide to hands-on activities that teach students to respond to oral directions, commands, requests, and gestures associated with the target culture accompanies the program.

• FL4K: includes climate and weather within the context of culture, highlighting other global issues that prompt students to investigate using authentic resources and present discoveries to others.

• FL4K: Each culture post is a short segment that mimics social media helping the Gen Z student relate better to the information.

• FL4K: Please see how we meet NJSLS for intercultural topics through the three modes of communication for varying proficiency levels at the end of this document.

Interpersonal Mode of Communication

Novice Mid learners: understand and communicate at the word and phrase level independently when responding to learned questions, ask memorized questions, state needs and preferences, and briefly describe people, place, and things. They have no real functional abilities and, therefore, cannot participate in true exchanges of information.

Core Idea Performance Expectations: Interpersonal communication is the exchange of information and the negotiation of meaning between and among individuals.

• 7.1.NM.IPERS.1: Request and provide information by asking and answering simple, practiced questions, using memorized words and phrases.

• 7.1.NM.IPERS.2: Share basic needs on very familiar topics using words, phrases, and short memorized, formulaic sentences practiced in class.

• 7.1.NM.IPERS.3: Express one’s own and react to others’ basic preferences and/or feelings using memorized words, phrases, and simple memorized sentences that are supported by gestures and visuals.

• 7.1.NM.IPERS.4: Give and follow simple oral and written directions, commands, and requests when participating in classroom and cultural activities.

• 7.1.NM.IPERS.5: Imitate gestures and intonation of the target culture(s) native speakers when greeting others, during leave-takings, and in daily interactions.

FL4K learners: understand and communicate at the word and phrase level independently in innovative and interactive ways when responding to digital practice questions, dialogues with unique recording and feedback features, and polls that reinforce memorized words and phrases based on very familiar topics presented in both the videos and accompanying culture program.

FL4K Performance Expectation: FL4K provides a multitude of resources for guiding interpersonal communication in the classroom from dice games, partner activities, interactive dialogues and practice activities at every level, and digital commenting features embedded in the culture program to mimic social media.

• FL4K: includes audio, visual, and written prompts that give students ample built-in practice to learn to ask simple questions based on what they have listened to and read

FL4K: Our hands-on curriculum guide provides interpersonal activities and games for students to practice sharing with others their basic needs on familiar topics using memorized words, questions, and phrases that are repeatedly recycled in the program.

• FL4K: Students learn to express their likes and dislikes and personal needs through the video program and/or culture program that includes activities and games that have been carefully scaffolded for proficiency levels and include words, phrases, and short memorized formulaic sentences reinforced through role playing, dialogues, and other interpersonal activities provided in the hands-on activity guide.

• FL4K: Students have the opportunity to vote on which cultural posts are most interesting to them using a unique online voting process that provides instant polling or voting results for the whole class to see followed by online commenting within the program to express their reactions to other’s basic preferences.

• FL4K: Students learn commands like explore, investigate, and imagine through the culture program and participate in hands-on activities that require them to make requests and give simple commands to others.

• FL4K: Students participate in authentic digital dialogues with playback features that allow them to assess their own accents and record as many times as they want to satisfy their own expectations. The hands-on activities guide that accompanies each unit helps teachers to provide partner activities that mimic real world communication.

• FL4K: Please see how we meet NJSLS for intercultural topics through the three modes of communication for varying proficiency levels at the end of this document.

Presentational Mode of Communication

Novice Mid learners: understand and communicate at the word and phrase level and can use memorized words and phrases independently when stating needs and preferences. They can describe people, places, and things with a combination of memorized words and phrases and a few simple sentences formed by combining and recombining learned language.

Core Idea Performance Expectations: Presentational communication mode involves presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

• 7.1.NM.PRSNT.1: Present basic personal information, interests, and activities using memorized words, phrases, and a few simple sentences on targeted themes.

• 7.1.NM.PRSNT.2: State basic needs on very familiar topics using words, phrases, and short memorized, formulaic sentences practiced in class.

• 7.1.NM.PRSNT.3: Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.

• 7.1.NM.PRSNT.4: Copy/write words, phrases, or simple guided texts on familiar topics.

• 7.1.NM.PRSNT.5: Present information from age- and level-appropriate, culturally authentic materials orally or in writing.

FL4K learners: understand and communicate at the word and phrase level and can use memorized words and phrases independently when stating needs and preferences. They can describe people, places, and things with a combination of memorized words and phrases and a few simple sentences formed by combining and recombining learned language.

FL4K Performance Expectations: Upper elementary, Middle School, and High School students have the opportunity with each unit to assume a leadership role; one might be the photographer, the director of health and safety, the nature guide, etc. According to the cultural posts and the age of the students, the leader will get alerts to share with classmates to help when the class votes on what is most interesting or desirable about the culture or depending on age-appropriateness, the leader may be asked to investigate some pertinent information with regard to voting and polling the class about the popularity of exploring a site.

• FL4K: Hands-on activity guide provides details about how to organize activities that correspond to the curriculum and allows for presentational opportunities at all different skill levels throughout the program including stating basic needs using words, phrases, and short memorized, formulaic sentences. Activities include songs, imitation and dramatization of scenarios from videos, dialogues, and culminating activities such as presenting the pride of a culture in poster form.

• FL4K: Students have the opportunity to answer practice questions in writing.

• FL4K: Students learn about products, practices, and perspectives and must present information to their classmates in such a way to help the class make informed decisions through an online voting feature about what they want to see or do while exploring the target culture

• FL4K: Please see how we meet NJSLS for intercultural topics through the three modes of communication for varying proficiency levels at the end of this document.

Interpretive Mode of Communication

Novice High learners: sometimes understand information from sentence-length speech in basic personal and social contexts where there is contextual support, though comprehension may often be very uneven. They are able to understand speech and writing dealing with areas of practical need such as highly standardized messages, phrases, or instructions, if the vocabulary has been learned.

Core Idea Performance Expectations: Learning a language involves interpreting meaning from listening, viewing, and reading culturally authentic materials in the target language.

• 7.1.NH.IPRET.1: Identify familiar words and phrases in culturally authentic materials related to targeted themes.

• 7.1.NM.IPRET.2: Respond with actions and/or gestures to oral and written directions, commands, and requests that relate to familiar and practiced topics.

• 7.1.NH.IPRET.2: Understand the main idea and occasionally infer the meaning of some highly contextualized, unfamiliar spoken or written words, phrases, and short sentences in culturally authentic materials related to targeted themes.

• 7.1.NH.IPRET.3: Respond and act on a series of oral and written instructions, directions, and commands.

• 7.1.NH.IPRET.4: Recognize some common gestures and cultural practices associated with target culture(s).

• 7.1.NH.IPRET.5: Identify some unique linguistic elements in the target culture.

• 7.1.NH.IPRET.6: Interpret some common cultural practices associated with the target culture(s).

• 7.1.NH.IPRET.7: Comprehend some familiar questions and statements from short conversations and brief written messages from informational and fictional texts that are spoken, viewed and written.

FL4K learners: sometimes understand information from sentence-length speech in basic personal and social contexts where there is contextual support through the videos and culture posts, though comprehension may often be very uneven. They are able to understand speech and writing dealing with areas of practical need such as highly standardized messages, phrases, or instructions that have been carefully presented and scaffold throughout the program.

FL4K Performance Expectation: Students listen to and view nine different educational videos as well as reading and interacting with related social media-like culture posts relating to 11 different Spanish-speaking countries that reinforce the language learning in the videos and include spectacular visuals, interactive features of polling and voting, as well as collaborative features to fascinate and engage the Gen Z students. High School students have a full 11-country culture program option that includes all of the above online features leveled for Novice Low-Intermediate Mid proficiency targets.

• FL4K: Culturally authentic materials will be either linked to the program or provided in the ancillary resources.

• FL4K: A complete guide to hands-on activities that reinforce learning gestures, oral directions, commands, and requests, including ones related to the target culture will accompany the program.

• FL4K: Students learn about other languages and maybe even a few regional words that are spoken in the target culture.

• FL4K: Prompts provide students with opportunities to compare cultural practices in the target culture to their own.

• FL4K: reading program presents students with opportunities to listen and read short descriptions of character development from the videos. Students then complete reading comprehension through digital practice questions.

• FL4K: Please see how we meet NJSLS for intercultural topics through the three modes of communication for varying proficiency levels at the end of this document.

Interpersonal Mode of Communication

Novice High learners: understand and communicate at the phrase and sentence level and can use words, lists, and simple sentences independently when talking about everyday life. They can handle a few uncomplicated communicative tasks when the situations are straightforward and the contexts familiar. Conversation is limited to basic personal information, basic objects, and a limited number of activities, preferences, and needs. Novice High learners understand and respond to simple direct questions and requests and can independently ask a few formulaic questions. They rely on learned language that they begin to recombine to express their own ideas and needs. Novice High learners use sentence-level speech but often revert to words and phrases.

Core Idea Performance Expectations: Interpersonal communication between and among people is the exchange of information and the negotiation of meaning.

• 7.1.NH.IPERS.1: Exchange basic information by recombining memorized words, phrases, and sentences on topics related to self and targeted themes to express original ideas and information.

• 7.1.NH.IPERS.2: Ask and respond to questions on practiced topics and on information from other subjects.

• 7.1.NH.IPERS.3: Make requests and express preferences in classroom settings and in various social situations.

• 7.1.NH.IPERS.4: Give and follow a series of oral and written directions, commands, and requests for participating in classroom and cultural activities.

• 7.1.NH.IPERS.5: Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.

• 7.1.NH.IPERS.6: Using information from brief oral and written messages on global issues, exchange information with classmates and others about global issues, including climate change. Intercultural Statements Possible Topics Through the target language, learners identify and investigate some typical products related to everyday life in the target culture(s) and in the learners’ own culture. They begin to infer perspectives (attitudes, values, beliefs, the way a native speaker living in the target culture interprets meaning) of the target culture society. Communities, animals and their habitats, technology, geography, climate, fine and performing arts.

FL4K learners: understand and communicate at the phrase and sentence level and can use words, lists, and simple sentences independently when talking about everyday life. They can handle a few uncomplicated communicative tasks when the situations are straightforward and the contexts familiar. Conversation is limited to basic personal information, basic objects, and a limited number of activities, preferences, and needs. Novice High learners understand and respond to simple direct questions and requests and can independently ask a few formulaic questions. They rely on learned language that they begin to recombine to express their own ideas and needs. Novice High learners use sentence-level speech but often revert to words and phrases.

FL4K Performance Expectation: Our hands-on activities and resources guide teachers through many activities that promote interpersonal communication between and among students based on the vocabulary and structures that are provided throughout the video and culture programs.

• FL4K: The practice questions that include audio, visual, and written prompts give students ample built-in practice to ask and respond to simple questions based on what they have listened to and read.

• FL4K: Our hands-on curriculum guide provides interpersonal activities and games for students to practice sharing with others their basic needs on familiar topics using memorized words and phrases that are repeatedly recycled in the program

• FL4K: Students have the opportunity to express preferences by a unique online voting process that provides instant polling or voting results for the whole class; for NH students there can be some follow-up discussion about the results

• FL4K: Provides dialogues with playback recording features that that accompany each unit to help students mimic real world communication

• FL4K: Provides a complete bank of music and songs that range from teacher-created to authentic resources.

Presentational Mode of Communication

Novice High learners: present information using words, phrases, and some sentences to talk about themselves, their interests, their preferences, and other topics of interest. They begin to speak and write at the sentence level on familiar topics, yet their communication is often a mixture of words, phrases, and simple sentences.

Core Idea Performance Expectations: Presentational communication involves presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

• 7.1.NH.PRSNT.1: Recombine basic information at the phrase and sentence level related to everyday topics and themes.

• 7.1.NH.PRSNT.2: Create and present brief messages using familiar vocabulary orally or in writing.

• 7.1.NH.PRSNT.3: Describe orally and in writing people and things from the home and school environment.

•7.1.NH.PRSNT.4: Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.

• 7.1.NH.PRSNT.5: When speaking and writing, use simple sentences and try to connect them with a few transition words.

• 7.1.NH.PRSNT.6: Tell or write a few details about the impact of climate change in the target language regions of the world and compare those impacts with climate change in the student's community and/or different regions in the United States.

FL4K learners: present information using words, phrases, and some sentences to talk about themselves, their interests, their preferences, and other topics of interest. They begin to speak and write at the sentence level on familiar topics, yet their communication is often a mixture of words, phrases, and simple sentences.

FL4K Performance Expectations: students have the opportunity with each unit to assume a leadership role; one might be the photographer, the director of health and safety, the nature guide, etc. According to the cultural posts and the age of the students, the leader will get alerts to share with classmates to help when the class votes on what is most interesting or desirable about the culture or the leader will be asked to investigate some pertinent information (5-8 and high school students) with regard to voting and polling the class about a possible explore in the country.

• FL4K: Hands-on activity guide provides activities that correspond to the curriculum and allow for presentational opportunities including making posters that represent the pride of the countries they are studying.

• FL4K: Students learn to react to the culture and each other throughout the curriculum both in writing and speaking through a unique digital commenting feature embedded in the culture program.

• FL4K: Students learn about products, practices, and perspectives and must present information to their classmates in such a way to help the class make informed decisions about what they want to see or do while exploring the target culture.

• FL4K: Students learn carefully scaffolded connector words throughout the program, empowering them to eventually begin connecting sentences, moving them into an intermediate proficiency level.

• FL4K: Please see how we meet NJSLS for intercultural topics through the three modes of communication for varying proficiency levels at the end of this document.

Intercultural Topics: Interpretive mode

Novice Low: Through the target language, learners recognize and identify the names of a few typical products related to everyday life in the target culture and in the learners’ own culture. Family members, pets, school supplies, animals, weather. Learners recognize and identify a few typical practices of the target culture. Greetings based on different levels of language formality within the family, similarities and differences of school supplies in the target culture and in students’ own cultures, authentic songs and dances as a reflection of target culture people.

Novice Mid: Through the target language, learners recognize and identify the names of a few typical products related to everyday life in the target culture and in the learners’ own culture. Family, school supplies and routines, pets, weather. Learners recognize and identify a few typical practices of the target culture. Respect for different family members and other individuals in a society, similarities and differences of school routines and expectations, animals in the target culture(s) compared to those in the students’ own culture(s), the effects of weather patterns in target language regions of the world and in the students’ own regions.

Novice High: Through the target language, learners identify and investigate some typical products related to everyday life in the target culture(s) and in the learners’ own culture. They begin to infer perspectives (attitudes, values, beliefs, the way a native speaker living in the target culture interprets meaning) of the target culture Society. Communities, animals and their habitats, technology, geography, climate, fine and performing arts. Learners recognize and identify a few typical practices of the target culture. Community life, reasons and patterns of animal migration, changes to human life because of technology, impact of geography on individuals, the outcomes of climate change on the target.

FL4K: A culture program that focuses on 9 countries and introduces students to products, practices, and perspectives of each culture that includes cultural comparisons, authentic songs and dances, and the following topics: weather expressions, nature, animals, foods, geography and climate, authentic lodging, local communities, the people and places of geographical and historical interest, as well as unique points of interest related to local culture. FL4K does this with the ACTFL World Readiness Standards as a guide for including the 5C’s and levels the language for various proficiency targets through Intermediate Low and including discussion questions for older students of Intermediate Mid and High levels. The interpretive mode is well represented in this program with short dynamic cultural segments for reading and listening, interactive dialogues and practice activities, as well as games especially designed for world language students.

Intercultural Topics: Interpersonal Mode

Novice Low : Through the target language, learners recognize and identify the names of a few typical products related to everyday life in the target culture and in the learners’ own culture. Family members, school supplies, pets, weather. Learners recognize and identify a few typical practices of the target culture. Greetings based on different levels of language formality, school supplies in target culture and in the United States, authentic songs and dances as a reflection of target-language People.

Novice mid: Through the target language, learners recognize and identify the names of a few typical products related to everyday life in the target culture and in the learners’ own culture. Family, food, school supplies, pets, preferences, weather, authentic songs and dances. Learners recognize and identify a few typical practices of the target culture. Respect for different family members and other individuals in a society, school routines and expectations, typical pets in the target culture(s) and in the students’ own culture, a few weather conditions in target language regions of the world and in the students’ own regions.

Novice High: Through the target language, learners identify and investigate some typical products related to everyday life in the target culture(s) and in the learners’ own culture. They begin to infer perspectives (attitudes, values, beliefs, the way a native speaker living in the target culture interprets meaning) of the target culture society. Communities, animals and their habitats, technology, geography, climate, fine and performing arts. Learners recognize and identify a few typical practices of the target culture. Community life compared to life and citizenry in the U.S., reasons for and patterns of animal migration, changes to human life because of technology, impact of geography on individuals, the outcomes of climate change on the target people, reflection of a society in its fine and practical arts.

FL4K: A culture program that focuses on 9 countries and introduces students to products, practices, and perspectives of each culture that includes cultural comparisons, authentic songs and dances, and the following topics: weather expressions, nature, animals, foods, geography and climate, authentic lodging, local communities, the people and places of geographical and historical interest, as well as unique points of interest related to local culture. FL4K does this with the ACTFL World Readiness Standards as a guide for including the 5C’s and levels the language for various proficiency targets through Intermediate Low and including discussion questions for older students of Intermediate Mid and High levels. The interpersonal mode is well-represented in our voice recording features for dialogues and higher level discussion questions for high school students and dozens of teacher-created hands-on activities that include partner exercises, dice games for every level, and many ways to get your students up, moving, and interacting.

Intercultural Topics: Presentational Mode

Novice Low: Through the target language, learners recognize and identify the names of a few typical products related to everyday life in the target culture and in the learners’ own culture. Family members, school supplies, pets, weather. Learners recognize and identify a few typical practices of the target culture. Greetings based on different levels of language formality, school supplies in target culture and in the United States, authentic songs and dances as a reflection of target-language people.

Novice Mid: Through the target language, learners recognize and identify the names of a few typical products related to everyday life in the target culture and in the learners’ own culture. Family, food, school supplies, pets, preferences, weather, authentic songs and dances. Learners recognize and identify a few typical practices of the target culture. Showing respect for different family members and other individuals in the target language societies and in the students’ own culture, school routines and expectations in the target language societies and in the students’ own culture, typical pets in the target culture(s) and in the students’ own culture, a few weather conditions in target language regions of the world and in the students’ own regions.

Novice High: Through the target language, learners identify and investigate some typical products related to everyday life in the target culture(s) and in the learners’ own culture. They begin to infer perspectives (attitudes, values, beliefs, the way a native speaker living in the target culture interprets meaning) of the target culture Society. Communities, animals and their habitats, technology, geography, climate, fine and performing arts. Learners recognize and identify a few typical practices of the target culture. Community life and expectations of citizens compared to life and citizenry in the United States, reasons for and patterns of animal migration, changes to human life because of technology, impact of geography on individuals, the outcomes of climate change on the target people, reflection of a society in its fine and practical arts.

FL4K: A culture program that focuses on 9 countries and introduces students to products, practices, and perspectives of each culture that includes cultural comparisons, authentic songs and dances, and the following topics: weather expressions, nature, animals, foods, geography and climate, authentic lodging, local communities, the people and places of geographical and historical interest, as well as unique points of interest related to local culture. FL4K does this with the ACTFL World Readiness Standards as a guide for including the 5C’s and levels the language for various proficiency targets through Intermediate Low and including discussion questions for older students of Intermediate Mid and High levels. The presentational mode is well-represented in our roles program for Novice High Students where they are assigned a role to present information to the class about health and safety and nature alerts, etc. Novice High-Intermediate Mid students have the opportunity to research according to prompts that the program provides.Other presentational activities include: voice recording features for dialogues, cultural explorations, and dozens of teacher-created hands-on activities that include culminating presentations such as posters that reflect the pride of the culture and rubrics for skill-level evaluation.