Commack School District

Excellence in Education

Common Core

Alignment of the National Standards

Learning Languages with the Common Core State Standards

Performance Expectations

The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science, and Technical Subjects contains four strands: Reading, Writing, Speaking and Listening, and Language. These four strands are represented in the National Standards for Learning Languages by the Communication standards (interpersonal, interpretive, and presentational) and the level of proficiency demonstrated.

In addition, the other four goal areas for learning languages - Cultures, Connections, Comparisons, and Communities - also support and are aligned with the Common Core. These standards describe the expectations to ensure all students are college-, career-, and world-ready.

The Common Core strands of Reading, Writing, Speaking and Listening are captured in the standards for the learning languages' goal area of Communication, by emphasizing the purpose behind the communication:

Interpersonal (speaking + listening or writing + reading)
Interpretive (reading, listening, viewing)
Presentational (writing, speaking, visually representing)

In the description of Reading in the Common Core document, the use of both literary and informational texts is suggested. This same balance is identified in the Standards for Learning Languages.

In the description of Writing in the Common Core document, a balance of writing to explain, to persuade, and to convey experience is suggested. These same purposes for writing are identified in the Standards for Learning Languages.

The Common Core strand of Language is described for language learners through proficiency levels that outline three key benchmarks achieved in world language programs given sufficient instruction over time:

Novice (the beginning level, regardless of age or grade)
Intermediate
Advanced

Many factors influence the rate of progress through these three proficiency levels and the level learners acquire by the end of high school. Chief among those factors are time and the degree of immersion in the second language. Students who begin study of a language in middle school or high school generally acquire an intermediate level of proficiency.