| Curricular Competency |
Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens |
Japanese 6 |
Personal and social awareness |
| Keyword: cultural lens |
Elaboration: e.g., values, practices, traditions, perceptions |
|
| Curricular Competency |
Share information using the presentation format best suited to their own and others’ diverse abilities |
Japanese 6 |
Thinking and communicating |
| Keyword: presentation format |
Elaboration: e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media |
|
| Curricular Competency |
Seek clarification of meaning using common statements and questions |
Japanese 6 |
Thinking and communicating |
| Keyword: Seek clarification |
Elaboration: Request or provide repetition, word substitution, reformulation, or reiteration (e.g., わかりません[wakarimasen]). |
|
| Curricular Competency |
Exchange ideas and information, both orally and in writing |
Japanese 6 |
Thinking and communicating |
| Keyword: Exchange ideas |
Elaboration: with peers, teachers, and members of the wider community; can include virtual/online conversations |
|
| Curricular Competency |
Respond to questions, simple commands, and instructions |
Japanese 6 |
Thinking and communicating |
|
| Curricular Competency |
Interpret non-verbal cues to increase understanding |
Japanese 6 |
Thinking and communicating |
| Keyword: non-verbal cues |
Elaboration: e.g., gestures, facial expressions, pictures, props |
|
| Curricular Competency |
Use language-learning strategies |
Japanese 6 |
Thinking and communicating |
| Keyword: language-learning strategies |
Elaboration: e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates |
|
| Curricular Competency |
Comprehend high-frequency words and patterns in slow, clear speech and other texts |
Japanese 6 |
Thinking and communicating |
|
| Curricular Competency |
Comprehend stories |
Japanese 6 |
Thinking and communicating |
|
| Curricular Competency |
Identify key information in slow, clear speech and other simple texts |
Japanese 6 |
Thinking and communicating |
| Keyword: texts |
Elaboration: “Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Curricular Competency |
Recognize the relationships between Japanese characters and sounds, including intonation, tone of voice, and meaning |
Japanese 6 |
Thinking and communicating |
| Keyword: intonation, tone of voice |
Elaboration: For example:differentiate between a statement and a questionrecognize the emotion of the speaker and how it relates to his or her message |
|
| Big Ideas |
Knowing about diverse communities helps us develop cultural awareness. |
Korean 7 |
No CCG |
|
| Big Ideas |
Stories help us to acquire language and understand the world around us. |
Korean 7 |
No CCG |
| Keyword: Stories |
Elaboration: Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. |
| Keyword: understand the world |
Elaboration: by exploring, for example, thoughts, feelings, knowledge, culture, and identity |
|
| Big Ideas |
Reciprocal interactions help us understand and acquire language. |
Korean 7 |
No CCG |
| Keyword: Reciprocal |
Elaboration: involving back-and-forth participation |
|
| Big Ideas |
We can explore identity and place through increased understanding of a new language. |
Korean 7 |
No CCG |
|