GermanHandbook_2011

FRANKFURT INTERNATIONAL SCHOOL

Frankfurt International School

International School Wiesbaden

Our mission is to be the leading, culturally diverse and family-oriented international school with

English as the principal language of instruction.

We inspire individuals to develop their intellect, creativity and character to become independent,

adaptable, socially responsible and internationally minded citizens, by ensuring a dynamic, inquiry-

driven education of the highest standard.


1

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Facts & Figures About Language Learning at FIS . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Bilingual Education at FIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Language Pro� ciency Teaching and Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

PS/ES German Course Sequences & Explanations . . . . . . . . . . . . . . . . . . . . . . . 6 - 7

Elementary School Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 - 17

Sample Continuums in the Primary and Elementary School . . . . . . . . . . . . . . 18 - 22

Upper School Course Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Upper School Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 - 35

Why Learn German? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 - 38

INDEX

3

INTRODUCTION

FIS is driven by its mission statement and beliefs. � ese have produced a strategic plan which guides the school’s future expansion and provides direction for its academic courses. Language learning is an integral part of the strategic plan.

From the FIS Strategic Plan 2005-2010

Action Plan #4: We will ensure that students develop and increase pro� ciency in English and additional languages, taking into account demographic changes.

Speci� c Result 4.5: Students will have a clearly articulated, cohesive German learning program which re� ects best practices for each developmental level.

� e school’s policy manual contains four statements which deal directly with the importance of learning German at all levels.

Extract from Policy 7.5043.As host country language, German is o� ered at all levels throughout the school at a su� cient number of pro� ciency levels to meet the educational needs of all students.

3.1In general, all students are expected to be enrolled in German language classes unless they have special educational needs, identi� ed by quali� ed faculty, which speci� cally preclude such study.

3.2Students who are German citizens and/or permanent legal residents of Germany are generally required to attend German classes throughout the period of their enrollment at FIS. Such classes may be o� ered within the regular German program or by means of dual language, immersion or bilingual classes.

3.3Other students in grades 9-12 may choose an alternative language course once they have met what the school determines to be the minimum pro� ciency requirements in German by means of an appropriate test. In some cases, permission may be granted to a student who enters grades 9-12 who does not met minimum pro� ciency requirements in German to choose an alternative language course in order to ful� ll the requirements of the International Baccalaureate program for the entry requirements of a particular institution of higher or further education.

4

� e school focuses on results. It is committed to the expansion of its language programs

and it is proud of the achievement of its students.

• As of the 2009/2010 school year, there are 12 languages being studied at FIS: English,

German, French, Spanish, Japanese, Korean, Swedish, Dutch, Chinese, Norwegian,

Farsi and Slovene.

• 70% of our students are non-native English speakers. � e vast majority are able to

attend mainstream English classes after just two years of ESL instruction.

• All students learn in an English immersion environment. All take English language

arts courses and 99% are enrolled in German language arts.

• 75% of elementary school students who began learning German in grade 2 or earlier

are able to attend German classes at (near) native level by grade 8.

• 40% of all FIS students speak three or more languages.

• 70% of FIS students graduate with the International Baccalaureate Bilingual Diploma.

• 95% of all students applying with the IB Bilingual Diploma to the Kultusministerium

for Abitur equivalence were awarded a grade of 2 or higher.

• Over the past years, our students have a 100% pass rate in IB mother tongue

examinations.

• FIS also o� ers adult education classes in ESL, German and Italian as a foreign language

and German, Spanish and French as part of the REAL (after-school) program.

FACTS AND FIGURES ABOUT LANGUAGE LEARNING

5

� e bene� ts of a bilingual education have been known for many years. Students perform just as well and often better than monolinguals on standardized tests; they are able to communicate with more people in more places; bilinguals exhibit greater nonverbal problem-solving abilities and more � exible thinking; the bilingual learner’s brain is exercised more- both hemispheres are active when using more than one language; there are fewer memory lapses with older people and the risk of Alzheimer’s disease is lowered.

At our Wiesbaden Campus, an integrated German program is part of the curriculum in grades one to three. Teachers present aspects of the Units of Inquiry of the PYP program in German and di� erentiate their instruction according to the pro� ciency level of the student in mixed German language ability homeroom classes. In grades four and � ve, all children receive German language arts instruction three times a week and content-based instruction twice a week in leveled groups.

In the primary school at FIS, there is an integrated program in which art is taught in German and English to children in primary through grade 1. Beginning in the 2009/2010 school year in the elementary school, the current “immersion” program will be phased out over a three-year period. It will be replaced by daily content-based German language arts classes in leveled groups and by an optional “integrated German” program in grade three followed by an optional two-year English/German bilingual program in grades 4 and 5 where half the curriculum is presented in each language. Admission to the integrated and bilingual programs depends on the pro� ciency level of the student’s English and German. In grades 6, 7 and 8, there is an optional integrated German program for suitable applicants where one complete academic course is taught in German. To date, this has been either humanities or science.

At the end of grade 12, if a student has passed the IB diploma with German and English as Language A1 and A2 (as well as either a science or mathematics at higher level), s/he is awarded a bilingual diploma which is recognized by the German Kultusministerium as the equivalent of the Abitur.

BILINGUAL EDUCATION AT FIS

6

Pro� ciency means what one can do with a language in the areas of speaking, listening, reading and writing. Students are regularly tested in these areas by means of standardized tests which indicate what their pro� ciency levels are according to grids developed by the American Council on the Teaching of Foreign Languages (ACTFL) and by the Center for Applied Linguistics (CAL). Furthermore, students are also placed on a continuum for German, established by the teachers at FIS, which was modeled on the language learning continuums by the well-known researcher Bonnie Campbell Hill. A continuum indicates to teachers and parents the steps a learner has taken in improving his/her language learning and the steps still to be taken.

What follows are the sequences and the desired pro� ciency objectives of German courses at FIS.

LANGUAGE PROFICIENCY TEACHING AND ASSESSMENT

Pre-Primary Primary Grade 1Heritage Learner German German Advanced/FluentForeign Learner German German Beginner/IntermediateBilingual Learner German German Beginner/IntermediateForeign Learner German German Beginner/Intermediate

PS/ES GERMAN COURSE SEQUENCESfrom entry point in each grade

Primary School

Grade 2 Grade 3 Grade 4 Grade 5Heritage Learner Fluent Fluent Fluent FluentForeign Learner Intermediate 1 Intermediate 2 Intermediate 3 Advanced/FluentBilingual Learner Intermediate 1/2 Intermediate 2/3 Intermediate 3/Adv. Advanced/FluentForeign Learner Intermediate 1 Intermediate 2 Intermediate 2 Intermediate 3Foreign Learner Beginner Intermediate 1 Intermediate 2 Intermediate 2/3Foreign Learner Beginner Intermediate 1 Intermediate 2Foreign Learner Beginner Intermediate 1Foreign Learner Beginner

Elementary School

7

By the end of this course, the beginning learner will be able to:

• Listening: o follow two-step directions and respond to familiar questions

• Speaking: o respond to questions using German phrases; communicate with simple language patterns.

By the end of this course, the advanced learner will be able to:

• Listening: o understand detailed questions and follow multi-step directions

• Speaking: o speak con� dently and use vocabulary � exibly; name with complex phrases (everyday language)

By the end of this course, the learner will be able to:

• Reading: o read topic related words with guidance; describe story line and make predictions

• Writing: o write 1-2 sentences about a familiar topic using key vocabulary, familiar words and resources provided

PRE-PRIMARY, PRIMARY, GRADE 1 - BEGINNERS

PRE-PRIMARY, PRIMARY - ADVANCED/FLUENT

GRADE 1 - ADVANCED/FLUENT

8

� e learner will:

• Oral communication: o understand simple questions and commands about familiar topics o show comprehension when read or spoken to o follow directions with familiar instructions o use a limited number of isolated words, simple phrases or memorized expressions o ask and answer simple questions

• Reading: o read simple words with correct pronunciation o comprehend the meaning of simple written material o follow simple written instructions

• Writing: o copy words and phrases with accuracy o begin to spell basic words correctly o write simple words and familiar phrases

� e learner will:

• Oral communication: o understand familiar and some new sentence-level language with contextual support o use basic language in a limited number of everyday social and academic situations o begin to conjugate present tense of regular verbs

• Reading: o read with correct pronunciation o demonstrate comprehension of written material

• Writing: o write short, simple sentences about prepared topics o use present tense of regular verbs o spell basic vocabulary accurately

GRADE 2 GERMAN – BEGINNERS

GRADE 2 GERMAN – INTERMEDIATE 1

9

� e learner will:

• Oral communication: o understand and respond to speech in familiar and new contexts, with some contextual support o use basic vocabulary to discuss personal and prepared academic topics o use sentence level speech o conjugate regular verbs in present tense

• Reading: o read with correct pronunciation o demonstrate comprehension of written material

• Writing: o write sentences about personal and prepared academic topics o use present tense forms of regular and irregular verbs o spell basic vocabulary accurately

� e learner will:

• Oral communication: o understand and respond to connected speech about familiar and unfamiliar topics o use varied vocabulary to describe personal and academic topics o begin to use connected speech in everyday social and academic situations o conjugate regular verbs in present tense and attempt past tense

• Reading: o read with correct pronunciation o demonstrate comprehension of easy readers with guidance

• Writing: o write sentences about personal and prepared academic topics o conjugate regular and irregular verbs in present tense and attempt past tense o spell basic vocabulary accurately



10

� e learner will:

• Oral communication: o comprehend main ideas and most details in connected speech on a variety of topics o communicate ideas and thoughts clearly and con� dently o use age appropriate vocabulary when talking about general and academic topics o show good control of present and past tenses

• Reading: o decode written material successfully using context, grammar and phonic cues o read early reader books with � uency o learn and share information from reading o begin to interpret meaning with guidance

• Writing: o write several sentences on a topic o use present and past tense correctly o begin to apply punctuation and capitalization rules o spell basic words correctly

� e learner will:

• Oral communication: o understand simple questions and commands about familiar topics o show comprehension when read or spoken to o follow directions with familiar instructions o use a limited number of isolated words, simple phrases or memorized expressions

• Reading: o read simple words with correct pronunciation o comprehend the meaning of simple written materials o follow written instructions

• Writing: o copy words and phrases with accuracy o write simple words and familiar phrases o spell basic words correctly o begin to capitalize nouns

GRADE 2 GERMAN – ADVANCED/FLUENT


11

� e learner will:


• Reading: o write short simple sentence about prepared topics o demonstrate comprehension of written material o use reference materials

• Writing: o write short simple sentences about prepared topics o use present tense of regular verbs o spell basic vocabulary accurately

� e learner will:


• Reading: o read with correct pronunciation o demonstrate comprehension of written material o use reference materials

• Writing: o write sentences about personal and academic topics o use present tense of regular and some irregular verbs o spell basic vocabulary accurately



12

� e learner will:

• Oral communication: o understand and respond to connected speech about familiar and unfamiliar topics o use varied vocabulary to describe personal and academic topics o begin to use connected speech in everyday social and academic situations o conjugate regular verbs in present tense and attempt past tense

• Reading: o read with correct pronunciation o demonstrate comprehension of easy readers o use reference materials

• Writing: o write connected sentences about personal and academic topics o conjugate regular and some irregular verbs in present tense and attempt past tense o begin to apply basic spelling rules

� e learner will:


• Reading: o decode written material successfully using context, grammar and phonic cues o read easy chapter books with � uency o learn and share information from reading o interpret meaning (sequence, characters) with guidance

• Writing: o write short � ction, descriptions and poetry with guidance o use present and past tense correctly o edit for capitalization and punctuation o apply basic spelling rules



13

� e learner will:

• Oral communication: o understand simple questions and commands about familiar topics o show comprehension when read or spoken to o follow directions with familiar instructions o use a limited number of isolated words, simple phrases or memorized expressions o ask and answer simple questions


• Writing: o copy words and phrases with accuracy o write simple words and familiar phrases o spell basic words correctly o capitalize nouns with guidance o begin to apply grammatical rules

� e learner will:


• Reading: o read with correct pronunciation o demonstrate comprehension of written material o use reference materials

• Writing: o write short simple sentences about prepared topics o use present tense of regular verbs o begin to use correct word order o spell basic vocabulary accurately



14

� e learner will:


• Reading: o read with correct pronunciation o demonstrate comprehension of written materials o use reference materials

• Writing: o Write sentences about topics of personal interest and prepared academic topics o Use present tense of regular verbs and some irregular verbs o Use correct word order o Apply connectors

� e learner will:

• Oral communication: o understand and respond to speech about familiar and unfamiliar topics o use varied vocabulary to describe personal and academic topics o begin to use connected speech in everyday social and academic situations o conjugate regular verbs in present tense and attempt past tense

• Reading: o read with correct pronunciation o demonstrate comprehension of written materials o use reference materials

• Writing: o write sentences about personal topics and academic topics o conjugate verbs in present tense and begin to use past tense o use correct word order and apply connectors o begin to apply spelling rules



15

� e learner will:


• Reading: o read medium level chapter books with � uency o begin to expand knowledge of di� erent genres o gather information from texts with guidance o discuss setting, plot, characters, and point of view with guidance

• Writing: o write organized � ction and non � ction pieces with guidance o use present and past tenses correctly o revise for clarity and details with guidance o apply spelling rules

� e learner will:

• Oral communication: o understand simple questions and commands about familiar topics o show comprehension when read or spoken to o follow directions with familiar instructions o use a limited number of isolated words, simple phrases or memorized expressions o ask and answers simple questions


• Writing: o copy words and phrases with accuracy o write simple words and familiar phrases o spell basic words correctly o capitalize nouns with guidance o begin to apply grammatical rules



16

� e learner will:


• Reading: o read simple words with correct pronunciation o demonstrate comprehension of written material o use reference materials

• Writing: o write short simple sentences on prepared topics o use present tense of regular verbs o begin to use correct word order o spell basic vocabulary accurately

� e learner will:


• Reading: o read with correct pronunciation o demonstrate comprehension of written material o use reference materials • Writing: o write sentences about personal and academic topics o use present tense of regular and some irregular verbs o use correct word order o apply connectors o begin to apply spelling rules



17

� e learner will:

• Oral communication: o understand and respond to connected speech about familiar and unfamiliar topics o use varied vocabulary to discuss describe personal and academic topics o begin to use connected speech in everyday social and academic situations o conjugate regular verbs in present tense and attempt past tense

• Reading: o read with correct pronunciation o demonstrate comprehension of easy readers o use reference materials

• Writing: o write sentences about personal and academic topics independently o conjugate verbs in present tense and begin to use past tense o use correct word order and apply connectors o apply spelling rules

� e learner will:

• Oral communication: o Comprehend main ideas and most details in connected speech on a variety of topics o Communicate ideas and thoughts clearly and con� dently o Use age appropriate vocabulary when talking about general and academic topics o Show good control of present and past tenses

• Reading: o read challenging children’s literature with � uency o expand knowledge of di� erent genres o gather information from texts independently o begin to gain deeper meaning through interpretation with guidance

• Writing: o begin to write organized � ction and non � ction pieces independently o use present and past tenses correctly o revise for clarity, details and word choice o apply correct spelling



18

ps/e

s d

euts

ch

rea

din

g c

on

tin

uu

m

Prec

onve

ntio

nal

(Nov

ice)

Emer

ging

(Nov

ice)

Deve

lopi

ng(In

t. Lo

w)

Begi

nnin

g(In

t. M

id)

Expa

ndin

g(In

t. Hi

gh)

•Be

gins

to c

hoos

e re

adin

g m

ater

ials

(e.g

., bo

oks,

mag

azin

es, a

nd c

hart

s)

and

has f

avor

ites.

•Sh

ows i

nter

est i

n re

adin

g sig

ns,

labe

ls, a

nd lo

gos (

envi

ronm

enta

l pr

int).

•Re

cogn

izes o

wn

nam

e in

prin

t.•

Hol

ds b

ook

and

turn

s pag

es

corr

ectly

.•

Show

s beg

inni

ng/e

nd o

f boo

k or

sto

ry.

•K

now

s som

e le

tter n

ames

.•

Liste

ns a

nd re

spon

ds to

lite

ratu

re•

Com

men

ts on

illu

strat

ions

in

book

s.•

Part

icip

ates

in g

roup

read

ing

(boo

ks, r

hym

es, p

oem

s, an

d so

ngs)

.

•M

emor

izes p

atte

rn b

ooks

, poe

ms,

and

fam

iliar

boo

ks.

•Be

gins

to re

ad si

gns,

labe

ls, a

nd

logo

s (en

viro

nmen

tal p

rint).

•D

emon

strat

es e

ager

ness

to re

ad.

•Pr

eten

ds to

read

.•

Use

s illu

strat

ions

to te

ll sto

ries.

•Re

ads t

op to

bot

tom

, lef

t to

right

, an

d fro

nt to

bac

k w

ith g

uida

nce.

•K

now

s mos

t let

ter n

ames

and

som

e le

tter s

ound

s.•

Reco

gnize

s som

e na

mes

and

wor

ds

in c

onte

xt.

•M

akes

mea

ning

ful p

redi

ctio

ns w

ith

guid

ance

.•

Rhy

mes

and

pla

ys w

ith w

ords

.•

Part

icip

ates

in re

adin

g of

fam

iliar

bo

oks a

nd p

oem

s.•

Con

nect

s boo

ks re

ad a

loud

to o

wn

ex

perie

nces

with

gui

danc

e.

•Re

ads b

ooks

with

sim

ple

patte

rns.

•Be

gins

to re

ad o

wn

writ

ing.

•Be

gins

to re

ad in

depe

nden

tly fo

r sh

ort p

erio

ds (5

-10

min

utes

).•

Relie

s on

illus

trat

ions

and

prin

t.•

Use

s fi n

ger-

prin

t-voi

ce m

atch

ing.

•K

now

s mos

t let

ter s

ound

s and

lette

r cl

uste

rs.

•Re

cogn

izes s

impl

e w

ords

.•

Use

s gro

win

g aw

aren

ess o

f sou

nd

segm

ents

(e.g

., ph

onem

es, s

ylla

bles

, rh

ymes

) to

read

wor

ds.

•Be

gins

to m

ake

mea

ning

ful

pred

ictio

ns.

•Id

entifi

es t

itles

and

aut

hors

in

liter

atur

e (te

xt fe

atur

es).

•Re

tells

mai

n ev

ent o

r ide

a in

lit

erat

ure.

•Se

es se

lf as

read

er.

•Ex

plai

ns w

hy li

tera

ture

is li

ked/

disli

ked

durin

g cl

ass d

iscus

sions

w

ith g

uida

nce.

•Re

ads e

arly

read

er b

ooks

.•

Read

s and

follo

ws s

impl

e w

ritte

n di

rect

ions

with

gui

danc

e.

•Id

entifi

es b

asic

gen

res (

e.g.

, fi c

tion,

no

nfi c

tion,

and

poe

try)

.•

Use

s bas

ic p

unct

uatio

n w

hen

read

ing

oral

ly.•

Read

s ind

epen

dent

ly (1

0-15

m

inut

es).

•C

hoos

es re

adin

g m

ater

ials

inde

pend

ently

.•

Lear

ns a

nd sh

ares

info

rmat

ion

from

re

adin

g.•

Use

s mea

ning

cue

s (co

ntex

t).•

Use

s sen

tenc

e cu

es (g

ram

mar

).•

Use

s let

ter/

soun

d cu

es a

nd p

atte

rns

(pho

nics

).•

Reco

gnize

s wor

d en

ding

s, co

mm

on

cont

ract

ions

, and

man

y hi

gh

frequ

ency

wor

ds.

•Be

gins

to se

lf-co

rrec

t.•

Rete

lls b

egin

ning

, mid

dle,

and

end

w

ith g

uida

nce.

•D

iscus

ses c

hara

cter

s and

stor

y ev

ents

with

gui

danc

e.•

Iden

tifi e

s ow

n re

adin

g be

havi

ors

with

gui

danc

e.

•Re

ads e

asy

chap

ter b

ooks

.•

Cho

oses

, rea

ds, a

nd fi

nish

es a

va

riety

of m

ater

ials

at a

ppro

pria

te

leve

l with

gui

danc

e.•

Begi

ns to

read

alo

ud w

ith fl

uenc

y.•

Read

s sile

ntly

for i

ncre

asin

gly

long

er p

erio

ds (1

5-30

min

utes

)•

Disc

usse

s fav

orite

read

ing

mat

eria

l w

ith o

ther

s.•

Use

s rea

ding

stra

tegi

es

appr

opria

tely,

dep

endi

ng o

n th

e te

xt a

nd p

urpo

se.

•U

ses w

ord

struc

ture

cue

s (e.

g.,

root

wor

ds, p

refi x

es, s

uffi x

es,

wor

d ch

unks

) whe

n en

coun

terin

g un

know

n w

ords

.•

Incr

ease

s voc

abul

ary

by u

sing

mea

ning

cue

s (co

ntex

t).•

Self-

corr

ects

for m

eani

ng.

•Fo

llow

s writ

ten

dire

ctio

ns.

•Id

entifi

es c

hapt

er ti

tles a

nd ta

ble

of

cont

ents

(text

org

anize

rs).

•Su

mm

arize

s and

rete

lls st

ory

even

ts in

sequ

entia

l ord

er.

•Re

spon

ds to

and

mak

es p

erso

nal

conn

ectio

ns w

ith fa

cts,

char

acte

rs,

and

situa

tions

in li

tera

ture

.•

Com

pare

s and

con

tras

ts ch

arac

ters

an

d sto

ry e

vent

s.•

Begi

ns to

inte

rpre

t mea

ning

with

gu

idan

ce.

•Pa

rtic

ipat

es in

gui

ded

liter

atur

e di

scus

sions

.•

Iden

tifi e

s ow

n re

adin

g str

ateg

ies

and

sets

goal

s with

gui

danc

e.

19

ps/e

s d

euts

ch

rea

din

g c

on

tin

uu

m (c

ontin

ued)

Brid

ging

(Adv

ance

d)Fl

uent

(Deu

tsch

)Pr

ofici

ent (

Norm

)(D

euts

ch)

•Re

ads m

ediu

m le

vel c

hapt

er b

ooks

.•

Cho

oses

read

ing

mat

eria

ls at

ap

prop

riate

leve

l. •

Expa

nds k

now

ledg

e of

diff

eren

t ge

nres

(e.g

., re

alist

ic fi

ctio

n,

histo

rical

fict

ion,

and

fant

asy)

. •

Read

s alo

ud w

ith e

xpre

ssio

n.

•U

ses r

esou

rces

(e.g

., en

cycl

oped

ias,

CD

-RO

Ms,

and

nonfi

ctio

n te

xts)

to

loca

te a

nd so

rt in

form

atio

n w

ith

guid

ance

. •

Gat

hers

info

rmat

ion

by u

sing

the

tabl

e of

con

tent

s, ca

ptio

ns, g

loss

ary,

and

inde

x (te

xt o

rgan

izers

) with

gu

idan

ce.

•G

athe

rs a

nd u

ses i

nfor

mat

ion

from

gr

aphs

, cha

rts,

tabl

es, a

nd m

aps

with

gui

danc

e.•

Incr

ease

s voc

abul

ary

by u

sing

cont

ext

cues

, oth

er re

adin

g str

ateg

ies, a

nd

reso

urce

s (e.g

., di

ctio

nary

and

thes

auru

s) w

ith g

uida

nce.

•D

emon

strat

es u

nder

stand

ing

of th

e di

ffere

nce

betw

een

fact

and

opi

nion

w

ith g

uida

nce.

•Fo

llow

s mul

ti-ste

p w

ritte

n di

rect

ions

inde

pend

ently

.•

Disc

usse

s set

ting,

plo

t, ch

arac

ters

, an

d po

int o

f vie

w (l

itera

ry

elem

ents)

with

gui

danc

e.•

Resp

onds

to is

sues

and

idea

s in

liter

atur

e as

wel

l as f

acts

or st

ory

even

ts.•

Mak

es co

nnec

tions

to o

ther

auth

ors,

book

s, an

d pe

rspec

tives

. •

Part

icip

ates

in sm

all g

roup

lit

erat

ure

disc

ussio

ns w

ith g

uida

nce.

•U

ses r

easo

ns an

d ex

ampl

es to

supp

ort

idea

s and

opi

nion

s with

gui

danc

e.

•Re

ads c

halle

ngin

g ch

ildre

n’s

liter

atur

e.

•Se

lect

s, re

ads,

and

finish

es a

wid

e va

riety

of g

enre

s with

gui

danc

e.•

Begi

ns to

dev

elop

stra

tegi

es a

nd

crite

ria fo

r sel

ectin

g re

adin

g m

ater

ials.

•

Read

s alo

ud w

ith fl

uenc

y, ex

pres

sion,

and

con

fiden

ce.

•Re

ads s

ilent

ly fo

r ext

ende

d pe

riods

(3

0-40

min

.).

•Be

gins

to u

se re

sour

ces (

e.g.

, en

cycl

oped

ias,

artic

les,

Inte

rnet

, an

d no

nfict

ion

text

s) to

loca

te

info

rmat

ion.

•

Gat

hers

info

rmat

ion

usin

g th

e ta

ble

of c

onte

nts,

capt

ions

, gl

ossa

ry, a

nd in

dex

(text

org

anize

rs)

inde

pend

ently

.•

Begi

ns to

use

reso

urce

s (e.

g.,

dict

iona

ry a

nd th

esau

rus)

to

incr

ease

voc

abul

ary

in d

iffer

ent

subj

ect a

reas

. •

Begi

ns to

disc

uss l

itera

ture

with

re

fere

nce

to se

tting

, plo

t, ch

arac

ters

, an

d th

eme

(lite

rary

ele

men

ts), a

nd

auth

or’s

craf

t.

•G

ener

ates

thou

ghtfu

l ora

l and

w

ritte

n re

spon

ses i

n sm

all g

roup

lit

erat

ure

disc

ussio

ns w

ith g

uida

nce.

•

Begi

ns to

use

new

voc

abul

ary

in

diffe

rent

subj

ects

and

in o

ral a

nd

writ

ten

resp

onse

to li

tera

ture

.•

Begi

ns to

gai

n de

eper

mea

ning

th

roug

h in

terp

reta

tion.

•Be

gins

to se

t goa

ls an

d id

entifi

es

str

ateg

ies t

o im

prov

e re

adin

g.

•Re

ads c

ompl

ex c

hild

ren’s

lite

ratu

re.

•Re

ads a

nd u

nder

stand

s inf

orm

atio

nal

text

s (e.

g., w

ant a

ds, b

roch

ures

, sc

hedu

les,

cata

logs

, man

uals)

with

gu

idan

ce.

•D

evel

ops s

trat

egie

s and

crit

eria

fo

r sel

ectin

g re

adin

g m

ater

ials

inde

pend

ently

. •

Use

s res

ourc

es (e

.g.,

ency

clope

dias

, ar

ticles

, Int

erne

t, an

d no

nfict

ion

text

s) to

loca

te in

form

atio

n in

depe

nden

tly.

•G

athe

rs a

nd a

naly

zes i

nfor

mat

ion

from

gra

phs,

char

ts, ta

bles

, and

map

s w

ith g

uida

nce.

•

Inte

grat

es in

form

atio

n fro

m m

ultip

le

nonfi

ctio

n so

urce

s to

deep

en

unde

rsta

ndin

g of

a to

pic

with

gu

idan

ce.

•U

ses r

esou

rces

(e.g

., di

ctio

nary

and

th

esau

rus)

to in

crea

se v

ocab

ular

y in

depe

nden

tly.

•Id

entifi

es li

tera

ry d

evic

es (e

.g.,

simile

s, m

etap

hors

, per

soni

ficat

ion,

an

d fo

resh

adow

ing)

with

gui

danc

e.•

Disc

usse

s lite

ratu

re w

ith re

fere

nce

to

them

e, a

utho

r’s p

urpo

se, a

nd st

yle

(lite

rary

ele

men

ts), a

nd a

utho

r’s c

raft.

•

Begi

ns to

gen

erat

e in

-dep

th re

spon

ses

in sm

all g

roup

lite

ratu

re d

iscus

sions

. •

Begi

ns to

gen

erat

e in

-dep

th w

ritte

n re

spon

ses t

o lit

erat

ure.

•

Use

s inc

reas

ingl

y co

mpl

ex v

ocab

ular

y in

diff

eren

t sub

ject

s and

in o

ral a

nd

writ

ten

resp

onse

to li

tera

ture

.•

Use

s rea

sons

and

exa

mpl

es to

supp

ort

idea

s and

con

clus

ions

•Pr

obes

for d

eepe

r mea

ning

by

read

ing

betw

een

the l

ines

” /th

roug

h in

terp

reta

tion

in re

spon

se to

lite

ratu

re.

20

ps/e

s d

euts

ch

wr

itin

g c

on

tin

uu

m

Prec

onve

ntio

nal

(Nov

ice)

Emer

ging

(Nov

ice)

Deve

lopi

ng(In

t. Lo

w)

Begi

nnin

g(In

t. M

id)

Expa

ndin

g(In

t. Hi

gh)

•Re

lies p

rimar

ily o

n pi

ctur

es to

co

nvey

mea

ning

. •

Begi

ns to

labe

l and

add

“wor

ds”

to

pict

ures

.•

Writ

es fi

rst n

ame.

•D

emon

strat

es a

war

enes

s tha

t prin

t co

nvey

s mea

ning

. •

Mak

es m

arks

oth

er th

an d

raw

ing

on p

aper

(scr

ibbl

es).

•W

rites

rand

om re

cogn

izabl

e le

tters

to

repr

esen

t wor

ds.

•Te

lls a

bout

ow

n pi

ctur

es a

nd

writ

ing.

•U

ses p

ictu

res a

nd p

rint t

o co

nvey

m

eani

ng.

•W

rites

wor

ds to

des

crib

e or

supp

ort

pict

ures

. •

Cop

ies s

igns

, lab

els,

nam

es, a

nd

wor

ds (e

nviro

nmen

tal p

rint).

•D

emon

strat

es u

nder

stand

ing

of

lette

r/so

und

rela

tions

hip.

•

Prin

ts w

ith u

pper

cas

e le

tters

. •

Mat

ches

lette

rs to

soun

ds.

•U

ses b

egin

ning

con

sona

nts t

o m

ake

wor

ds.

•U

ses b

egin

ning

and

end

ing

cons

onan

ts to

mak

e w

ords

. •

Pret

ends

to re

ad o

wn

writ

ing.

•Se

es se

lf as

writ

er.

•Ta

kes r

isks w

ith w

ritin

g.

•W

rites

1-2

sent

ence

s abo

ut a

topi

c.

•W

rites

nam

es a

nd fa

mili

ar w

ords

. •

Gen

erat

es o

wn

idea

s for

writ

ing.

•W

rites

from

top

to b

otto

m, l

eft t

o rig

ht, a

nd fr

ont t

o ba

ck.

•In

term

ixes

upp

er a

nd lo

wer

cas

e le

tters

.•

Expe

rimen

ts w

ith c

apita

ls.•

Expe

rimen

ts w

ith p

unct

uatio

n.

•Be

gins

to u

se sp

acin

g be

twee

n w

ords

. •

Use

s gro

win

g aw

aren

ess o

f sou

nd

segm

ents

(e.g

., ph

onem

es, s

ylla

bles

, rh

ymes

) to

writ

e w

ords

.•

Spel

ls w

ords

on

the

basis

of s

ound

s w

ithou

t reg

ard

for c

onve

ntio

nal

spel

ling

patte

rns.

•U

ses b

egin

ning

, mid

dle,

and

en

ding

soun

ds to

mak

e w

ords

. •

Begi

ns to

read

ow

n w

ritin

g.

•W

rites

seve

ral s

ente

nces

abo

ut a

to

pic.

•W

rites

abo

ut o

bser

vatio

ns a

nd

expe

rienc

es.

•W

rites

shor

t non

fi ctio

n pi

eces

(s

impl

e fa

cts a

bout

a to

pic)

with

gu

idan

ce.

•C

hoos

es o

wn

writ

ing

topi

cs.

•Re

ads o

wn

writ

ing

and

notic

es

mist

akes

with

gui

danc

e.

•Re

vise

s by

addi

ng d

etai

ls w

ith

guid

ance

. •

Use

s spa

cing

bet

wee

n w

ords

co

nsist

ently

.•

Form

s mos

t let

ters

legi

bly.

•W

rites

pie

ces t

hat s

elf a

nd o

ther

s ca

n re

ad.

•U

ses p

hone

tic sp

ellin

g to

writ

e in

depe

nden

tly.

•Sp

ells

simpl

e w

ords

, “G

rund

wor

tscha

tz”

units

and

topi

c re

late

d vo

cabu

lary

cor

rect

ly.•

Begi

ns to

use

per

iods

and

cap

ital

lette

rs, q

uesti

on m

arks

and

ex

clam

atio

n m

arks

cor

rect

ly.•

Shar

es o

wn

writ

ing

with

oth

ers.

•W

rites

shor

t fi c

tion

and

poet

ry w

ith

guid

ance

.•

Writ

es a

var

iety

of s

hort

non

fi ctio

n pi

eces

(e.g

., fa

cts a

bout

a to

pic,

le

tters

, list

s) w

ith g

uida

nce.

•

Writ

es w

ith a

cen

tral

idea

.•

Writ

es u

sing

com

plet

e se

nten

ces.

•O

rgan

izes i

deas

in a

logi

cal

sequ

ence

in fi

ctio

n an

d no

nfi c

tion

writ

ing

with

gui

danc

e.

•Be

gins

to re

cogn

ize i

nter

estin

g la

ngua

ge.

•Be

gins

to u

se in

tere

sting

lang

uage

.•

Use

s sev

eral

pre

writ

ing

strat

egie

s (e

.g.,

web

, bra

insto

rm) w

ith

guid

ance

. •

Liste

ns to

oth

ers’

writ

ing

and

off e

rs

feed

back

.•

Begi

ns to

con

sider

sugg

estio

ns fr

om

othe

rs a

bout

ow

n w

ritin

g.

•Ad

ds d

escr

iptio

n an

d de

tail

with

gu

idan

ce.

•Ed

its fo

r cap

itals

and

punc

tuat

ion

with

gui

danc

e.•

Publ

ishes

ow

n w

ritin

g w

ith

guid

ance

.•

Writ

es le

gibl

y.•

Spel

ls m

ost “

Gru

ndw

ortsc

hatz

” un

its a

nd to

pic

rela

ted

voca

bula

ry

corr

ectly

and

mov

es to

war

d co

nven

tiona

l spe

lling

.•

Iden

tifi e

s ow

n w

ritin

g str

ateg

ies

and

sets

goal

s with

gui

danc

e.

21

ps/e

s d

euts

ch

wr

itin

g c

on

tin

uu

m (c

ontin

ued)

Brid

ging

(Adv

ance

d)Fl

uent

(Deu

tsch

)Pr

ofici

ent (

Norm

)(D

euts

ch)

•W

rites

abo

ut fe

elin

gs a

nd o

pini

ons.

•W

rites

fict

ion

with

cle

ar b

egin

ning

, m

iddl

e, a

nd e

nd.

•W

rites

poe

try

usin

g ca

refu

lly

chos

en la

ngua

ge w

ith g

uida

nce.

•

Writ

es o

rgan

ized

nonfi

ctio

n pi

eces

(e

.g.,

repo

rts,

lette

rs, a

nd li

sts) w

ith

guid

ance

. •

Begi

ns to

use

“Abs

ätze

” to

org

anize

id

eas.

•U

ses i

nter

estin

g ve

rbs,

lang

uage

, an

d di

alog

ue w

ith g

uida

nce.

•Se

eks f

eedb

ack

on w

ritin

g.•

Revi

ses f

or c

larit

y w

ith g

uida

nce.

•Re

vise

s to

enha

nce

idea

s by

addi

ng

desc

riptio

n an

d de

tail.

•

Use

s res

ourc

es (e

.g.,

thes

auru

s and

w

ord

lists)

to m

ake

writ

ing

mor

e eff

ectiv

e w

ith g

uida

nce.

•

Edits

for p

unct

uatio

n, sp

ellin

g, a

nd

gram

mar

.•

Publ

ishes

writ

ing

in p

olish

ed

form

at w

ith g

uida

nce.

•

Incr

ease

s use

of v

isual

stra

tegi

es,

spel

ling

rule

s, an

d kn

owle

dge

of

wor

d pa

rts t

o sp

ell c

orre

ctly.

•

Use

s crit

eria

for e

ffect

ive

writ

ing

to se

t ow

n w

ritin

g go

als w

ith

guid

ance

.

•Be

gins

to w

rite

orga

nize

d fic

tion

and

nonfi

ctio

n (e

.g.,

repo

rts,

lette

rs,

biog

raph

ies,

and

auto

biog

raph

ies)

.•

Dev

elop

s sto

ries w

ith p

lots

that

in

clud

e pr

oble

ms a

nd so

lutio

ns

with

gui

danc

e.•

Cre

ates

cha

ract

ers i

n sto

ries w

ith

guid

ance

.•

Writ

es p

oetr

y us

ing

care

fully

ch

osen

lang

uage

. •

Begi

ns to

exp

erim

ent w

ith se

nten

ce

leng

th a

nd c

ompl

ex se

nten

ce

struc

ture

. •

Varie

s lea

ds a

nd e

ndin

gs w

ith

guid

ance

. •

Use

s des

crip

tion,

det

ails,

and

sim

iles w

ith g

uida

nce.

•

Use

s dia

logu

e w

ith g

uida

nce.

•

Use

s a ra

nge

of st

rate

gies

for

plan

ning

writ

ing.

•Ad

apts

writ

ing

for p

urpo

se a

nd

audi

ence

with

gui

danc

e.•

Revi

ses f

or sp

ecifi

c w

ritin

g tr

aits

(e.g

., id

eas,

orga

niza

tion,

wor

d ch

oice

, sen

tenc

e flu

ency

, voi

ce, a

nd

conv

entio

ns) w

ith g

uida

nce.

•

Inco

rpor

ates

sugg

estio

ns fr

om

othe

rs a

bout

ow

n w

ritin

g w

ith

guid

ance

. •

Edits

for p

unct

uatio

n, sp

ellin

g, a

nd

gram

mar

with

gre

ater

pre

cisio

n.

•U

ses t

ools

(e.g

., di

ctio

narie

s, w

ord

lists,

and

spel

l che

cker

s) to

edi

t w

ith g

uida

nce.

•D

evel

ops c

riter

ia fo

r effe

ctiv

e w

ritin

g in

diff

eren

t gen

res w

ith

guid

ance

•W

rites

per

suas

ivel

y ab

out i

deas

, fe

elin

gs, a

nd o

pini

ons.

•C

reat

es p

lots

with

pro

blem

s and

so

lutio

ns.

•Be

gins

to d

evel

op th

e m

ain

char

acte

rs a

nd d

escr

ibe

deta

iled

setti

ngs.

•Be

gins

to w

rite

orga

nize

d an

d flu

ent n

onfic

tion,

incl

udin

g sim

ple

bibl

iogr

aphi

es.

•Be

gins

to u

se tr

ansit

iona

l sen

tenc

es

to c

onne

ct “A

bsät

ze”.

•Va

ries s

ente

nce

struc

ture

, lea

ds, a

nd

endi

ngs.

•Be

gins

to u

se d

escr

iptiv

e la

ngua

ge,

deta

ils, a

nd si

mile

s ind

epen

dent

ly.•

Use

s voi

ce to

evo

ke e

mot

iona

l re

spon

se fr

om re

ader

s.•

Begi

ns to

inte

grat

e in

form

atio

n on

a

topi

c fro

m a

var

iety

of s

ourc

es.

•U

ses t

ools

(e.g

., di

ctio

narie

s, w

ord

lists,

spel

l che

cker

s) to

edi

t in

depe

nden

tly.

•Se

lect

s and

pub

lishe

s writ

ing

in

polis

hed

form

at in

depe

nden

tly.

•Be

gins

to se

t goa

ls an

d id

entif

y str

ateg

ies t

o im

prov

e w

ritin

g in

di

ffere

nt g

enre

s.

22

ger

ma

n a

s a

n a

dd

itio

na

L La

ng

ua

ge

List

enin

g &

spe

aK

ing

co

nti

nu

um

new

to g

erm

anea

rly a

cqui

sito

nB

ecom

ing

Fam

iliar

•Li

stens

atte

ntiv

ely

to a

Ger

man

spea

ker w

ith g

uida

nce

•Fo

llow

s one

-ste

p di

rect

ions

•U

ses c

onte

xt c

ues t

o re

spon

ds a

ppro

pria

tely

to c

lass

room

ro

utin

es•

Resp

onds

to g

reet

ings

with

nod

s and

ges

ture

s•

Resp

onds

to si

mpl

e qu

estio

ns w

ith g

uida

nce

•Ex

pres

ses n

eeds

in G

erm

an w

ith si

ngle

wor

ds a

nd g

estu

res

•Re

spon

ds d

urin

g cl

assr

oom

disc

ussio

ns w

ith n

ods a

nd g

estu

res

•Pa

rtic

ipat

es n

on-v

erba

lly in

the

clas

sroo

m•

Nam

es si

mpl

e ob

ject

s with

gui

danc

e•

Repe

ats G

erm

an w

ords

and

phr

ases

with

gui

danc

e•

Echo

es si

ngle

wor

ds a

nd/o

r sho

t phr

ases

•Pr

oduc

es si

ngle

wor

ds a

nd/o

r sto

ck p

hras

es w

ith g

uida

nce

•D

emon

strat

es e

nthu

siasm

abo

ut le

arni

ng G

erm

an

•Be

gins

to fo

llow

illu

strat

ed st

orie

s and

cla

ssro

om in

struc

tion

•Fo

llow

s tw

o-ste

p di

rect

ions

•Re

spon

ds to

gre

etin

gs w

ith si

ngle

wor

ds a

nd/o

r phr

ases

•Be

gins

to re

spon

d to

sim

ple

ques

tions

with

one

-wor

k an

swer

s•

Begi

ns to

exp

ress

nee

ds a

nd g

ive

basic

info

rmat

ion

(e.g

. “I’m

fi n

e” a

nd “t

his c

ar”)

•Pa

rtic

ipat

es o

rally

in c

lass

room

disc

ussio

ns w

ith g

uida

nce

•U

ses s

ome

basic

cla

ssro

om v

ocab

ular

y•

Und

ersta

nds e

very

day

clas

sroo

m a

nd su

bjec

t are

a la

ngua

ge w

ith

guid

ance

•Be

gins

to re

peat

new

Ger

man

wor

ds a

nd p

hras

es c

lear

ly•

Begi

ns to

com

mun

icat

e us

ing

shor

t phr

ases

and

sim

ple

lang

uage

pa

ttern

s, pr

oduc

ing

tele

grap

hic

sent

ence

s (e.

g. “

I wan

t to

go

shop

buy

toy”

)•

Prac

tices

Ger

man

and

trie

s new

wor

ds a

nd p

hras

es

•Be

gins

to li

sten

atte

ntiv

ely

to a

Ger

man

spea

ker

•Fo

llow

s mul

ti-ste

p di

rect

ions

•Be

gins

to u

se G

erm

an in

soci

al si

tuat

ions

•Re

spon

ds to

gre

etin

gs w

ith p

hras

es•

Resp

onds

to si

mpl

e qu

estio

ns w

ith m

ore

than

one

-wor

d an

swer

s•

Use

s diff

eren

t lan

guag

e fu

nctio

ns in

disc

ussio

ns (e

.g. p

redi

ctin

g an

d de

scrib

ing)

with

gui

danc

e•

Part

icip

ates

in c

lass

room

disc

ussio

ns a

nd o

ff ers

opi

nion

s and

fe

edba

ck w

ith g

uida

nce

•Be

gins

to u

nder

stand

cla

ssro

om a

nd su

bjec

t are

a la

ngua

ge•

Begi

ns to

use

exp

andi

ng v

ocab

ular

y th

at is

less

con

text

.-bou

nd•

Begi

ns to

spea

k G

erm

an c

lear

ly•

Com

mun

icat

es u

sing

shor

t phr

ases

and

sim

ple

lang

uage

pat

tern

s•

Begi

ns to

use

con

nect

ed d

iscou

rse

(e.g

. “Ye

sterd

ay I

go p

ool a

nd

I sw

am”)

Bec

omin

g c

ompe

tent

Bec

omin

g Fl

uent

Flue

nt

•Be

gins

to c

ontr

ibut

e to

gro

up d

iscus

sions

and

off e

r opi

nion

s an

d/or

feed

back

dur

ing

disc

ussio

ns•

Para

phra

ses o

ral i

nfor

mat

ion

with

gui

danc

e•

Use

s Ger

man

in so

cial

situ

atio

ns•

Begi

ns to

resp

ond

to m

ore

com

plex

que

stion

s•

Expr

esse

s nee

ds a

nd g

ives

info

rmat

ion

inde

pend

ently

•Be

gins

to a

sk q

uesti

ons t

o cl

arify

con

tent

and

mea

ning

•Be

gins

to u

se m

ore

com

plex

lang

uage

func

tions

(e.g

. hy

poth

esizi

ng a

nd re

ason

ing)

with

in a

n ac

adem

ic c

onte

xt•

Begi

ns to

use

an

exte

nsiv

e vo

cabu

lary

, usin

g so

me

abstr

act a

nd

spec

ializ

ed su

bjec

t are

a w

ords

•U

nder

stand

s cla

ssro

om a

nd su

bjec

t are

a la

ngua

ge w

ith

repe

titio

n, re

phra

sing,

or c

larifi

cat

ion

•Sp

eaks

Ger

man

cle

arly

•Pr

oduc

es lo

nger

, mor

e co

mpl

ex u

ttera

nces

usin

g ph

rase

s, cl

ause

s, an

d se

quen

ce w

ords

(e.g

. “ne

xt”

and

“the

n”)

•Be

gins

to u

se c

orre

ct fo

rm w

hen

aski

ng q

uesti

ons

•Be

gins

to u

se co

rrect

ver

b te

nse t

o ex

pres

s pre

sent

, pas

t, an

d fu

ture

•Sh

ows i

nter

est i

n im

prov

ing

lang

uage

skill

s and

acc

urac

y

•Li

stens

atte

ntiv

ely

to a

Ger

man

spea

ker

•Li

stens

to o

ther

s and

off e

rs o

pini

ons a

nd/o

r fee

dbac

k•

Begi

ns to

par

aphr

ase

oral

info

rmat

ion

•U

ses l

angu

age

appr

opria

tely

acr

oss t

he c

urric

ulum

for d

iff er

ent

purp

oses

and

aud

ienc

es•

Resp

onds

to c

ompl

ex q

uesti

ons i

ndep

ende

ntly

•As

ks q

uesti

ons t

o cl

arify

con

tent

and

mea

ning

•D

evel

ops a

war

enes

s tha

t the

re a

re a

ppro

pria

te fo

rms a

nd st

yles

of

lang

uage

for d

iff er

ent p

urpo

ses a

nd a

udie

nces

•Be

gins

to sp

eak

with

con

fi den

ce in

fron

t of a

gro

up•

Use

s mor

e ex

tens

ive

voca

bula

ry, u

sing

abstr

act a

nd sp

ecia

lized

su

bjec

t are

a w

ords

inde

pend

ently

•U

nder

stand

s cla

ssro

om a

nd su

bjec

t are

a la

ngua

ge a

t nea

rly

norm

al sp

eed

•Sp

eaks

Ger

man

with

nea

r-na

tive

fl uen

cy; a

ny h

esita

tion

does

not

in

terfe

re w

ith c

omm

unic

atio

n•

Begi

ns to

var

y sp

eech

app

ropr

iate

ly u

sing

into

natio

n/str

ess

•U

ses c

orre

ct fo

rm w

hen

aski

ng q

uesti

ons

•Sp

eaks

con

fi den

tly a

nd u

ses n

ew v

ocab

ular

y fl e

xibl

y

•C

ontr

ibut

es to

gro

up d

iscus

sion

with

idea

s and

app

ropr

iate

su

gges

tions

•Pa

raph

rase

s ora

l inf

orm

atio

n in

depe

nden

tly•

Com

mun

icat

es c

ompe

tent

ly in

soci

al a

nd a

cade

mic

setti

ngs

•Pa

rtic

ipat

es a

nd p

erfo

rms c

ompe

tent

ly in

all

subj

ect a

reas

•Em

ploy

s a fu

ll ra

nge

of la

ngua

ge fu

nctio

ns in

depe

nden

tly, u

sing

abstr

act a

nd c

ompl

ex la

ngua

ge to

exp

ress

idea

s and

opi

nion

s ap

prop

riate

to a

ge•

Spea

ks w

ith c

onfi d

ence

in fr

ont o

f a g

roup

•U

nder

stand

s a w

ide

rang

e of

cla

ssro

om a

nd su

bjec

t are

a la

ngua

ge

with

nat

ive

com

pete

nce

•U

ses v

ocab

ular

y ap

prox

imat

ing

that

of a

nat

ive

spea

ker

•Sp

eaks

as fl

uen

tly a

s a n

ativ

e sp

eake

r•

Varie

s spe

ech

appr

opria

tely

usin

g in

tona

tion

and

stres

s in

depe

nden

tly•

Use

s a w

ide

rang

e of

lang

uage

pat

tern

s and

com

plex

com

poun

d te

nses

to c

reat

e pr

oper

ly c

onne

cted

disc

ours

e (e

.g. “

Tom

orro

w I

will

be

goin

g on

a lo

ng tr

ip a

nd I

will

see

my

good

frie

nd,.”

)

23

upp

er s

ch

oo

L g

erm

an

co

ur

se s

eQu

enc

es (f

rom

ent

ry p

oint

in e

ach

grad

e)

Grad

e 6

Grad

e 7

Grad

e 8

Deu

tsch

6D

eutsc

h 7

Deu

tsch

8

““

“

Adva

nced

6Ad

vanc

ed 7

Adva

nced

8

Inte

rmed

iate

6Ad

vanc

ed 7

Adva

nced

8

“In

term

edia

te 7

Adva

nced

8

““

Inte

rmed

iate

8

““

“

Begi

nner

s 6In

term

edia

te 7

Adva

nced

8

““

Inte

rmed

iate

8

““

“

“Be

ginn

ers 7

“

Begi

nner

s 7In

term

edia

te 8

Begi

nner

s 8

Grad

e 9

Grad

e 10

Grad

e 11

Grad

e 12

Deu

tsch

9D

eutsc

h 10

IBD

P A1

Yea

r 1IB

DP

A1 Y

ear 2

““

IBD

P A2

Yea

r 1IB

DP

A2 Y

ear 2

A2 P

rep

Year

1A2

Pre

p Ye

ar 2

IBD

P A2

Yea

r 1IB

DP

A2 Y

ear 2

A2 P

rep

Year

1A2

Pre

p Ye

ar 2

IBD

P A2

Yea

r 1IB

DP

A2 Y

ear 2

A2 P

rep

Year

1A2

Pre

p Ye

ar 2

IBD

P A2

Yea

r 1IB

DP

A2 Y

ear 2

Ger

man

3B

Prep

IBD

P SL

Lan

g B

IBD

P H

L La

ng B

Ger

man

2G

erm

an 3

B Pr

epIB

DP

SL L

ang

B

A2 P

rep

Year

1A2

Pre

p Ye

ar 2

IBD

P A2

Yea

r 1IB

DP

A2 Y

ear 2

Ger

man

3B

Prep

IBD

P SL

Lan

g B

IBD

P H

L La

ng B

Ger

man

2G

erm

an 3

B Pr

epIB

DP

SL L

ang

B

Ger

man

3B

Prep

IBD

P SL

Lan

g B

IBD

P H

L La

ng B

Ger

man

3B

Prep

IBD

P SL

Lan

g B

IBD

P H

L La

ng B

Ger

man

2G

erm

an 3

B Pr

epIB

DP

SL L

ang

B

Ger

man

1G

erm

an 2

Ger

man

3IB

DP

SL L

ang

B

Ger

man

1IB

DP

Ab In

itio

Year

1G

erm

an 2

IBD

P Ab

Initi

o Ye

ar 2

24

UPPER SCHOOL BEGINNERS GRADES 6-12

After completion of German 1 – Beginners – a student should have reached the stage of Novice-Mid.

SpeakingStudent is able to satisfy immediate needs using learned utterances. Demonstrates limited ability to create original sentences or cope with simple survival situations. Can ask questions or make memorized utterances or formulae. Vocabulary is limited to common areas in various everyday situations. Grammar shows only a few parts of speech. Verbs are generally in the present tense. Errors may be frequent and may severely inhibit communication. Speakers may have di� culties expressing basic needs.

ListeningStudent is able to understand short, learned utterances and some sentence-length phrases, particularly where context strongly supports understanding and speech is clearly audible. Comprehends words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. May require repetition, rephrasing and/or a slowed rate of speech for comprehension.

ReadingStudent has su� cient control of the writing system to interpret written language in areas of practical need. Where vocabulary has been learned, can read for instructional and directional purposes standardized messages, phrases or expressions. At times, but not on a consistent basis, the reader may be able to derive meaning from material at a slightly higher level where context is supportive.

WritingStudent is able to write simple � xed expressions and limited memorized material. Can supply basic information. Can write limited learned vocabulary for common objects, short phrases and simple lists. Writes in sentences or short phrases using very basic subject/verb/object word order. Can ask or answer very simple yes/no or information questions using limited memorized or very familiar sentence patterns, with frequent misspellings and inaccuracies. Has a concept of gender. Can sometimes create own sentences in the language but often uses memorized material or transformations of familiar patterns.

OBJECTIVES

25

PROFICIENCY GUIDELINES FOR GERMAN 2 - INTERMEDIATE

After completion of German 2 – Intermediate – a student should have reached the stage of Intermediate-Mid.

SpeakingStudent is able to handle successfully a variety of uncomplicated, basic and communicative tasks and social situations. Can ask and answer questions, initiate and respond to simple statements and maintain conversation, although in a highly restricted manner and with much linguistic inaccuracy. Within these limitations student can perform simple everyday tasks. Utterance length increases slightly compared to German 1. Vocabulary is adequate to express the most elementary needs. Pronunciation may continue to be in� uenced by � rst language. Misunderstandings frequently arise, but with repetition, can generally be understood by a sympathetic interlocutor.

ListeningStudent is able to understand sentence-length utterances which consist of recombination of learned phrases on a variety of topics. Content continues to refer primarily to basic personal background and needs, social conventions and somewhat more complex tasks. Additional content areas include some personal interests and activities and a greater diversity of instructions and directions. Listening tasks not only pertain to spontaneous conversations but also to short routine conversations and some deliberate speech.

ReadingStudent is able to get ideas and main information from basic texts featuring description and narration. He/she is able to read consistently with increased understanding of simple texts dealing with a variety of basic and social needs. Able to make suppositions about basic information to which the reader brings personal interest and/or personal knowledge. Student may have to read material several times for understanding.

WritingStudent is able meet a number of practical writing needs. Can write short and simple texts. Can create statements or questions within the scope of limited language experience. Material produced consists of recombination of learned vocabulary and structures into simple sentences on very familiar topics. Writing tends to be a loose collection of sentences or sentence fragments.

OBJECTIVES

26

UPPER SCHOOL PROFICIENCY GUIDELINES FOR GERMAN 3 – ADVANCED

After completion of German 3 – Advanced – a student should have reached the stage of Advanced.

SpeakingStudent is able to satisfy the requirements of everyday situations. He/she can handle complicated tasks and social situations with con� dence. Can narrate and describe with some details, linking sentences together smoothly. Can communicate facts and talk casually about topics of current public and personal interest, using general vocabulary. � e Advanced-level speaker can generally be understood without di� culty.

ListeningStudent is able to understand main ideas of connected discourse on a variety of topics. Comprehension may be uneven due to a variety of linguistic or extra-linguistic factors. Listener is aware of cohesive devices and may occasionally follow the sequence of thought in texts that frequently involve description and narration in di� erent time frames or aspects.

ReadingStudent is able to read paragraphs of certain length, particularly if presented with a clear underlying structure. Reader gets the main ideas and facts and misses some details. Comprehension derives not only from situational and subject matter knowledge but from increasing command of the language.

WritingStudent is able to write simple discourse of at least several paragraphs in length on familiar topics. Has su� cient writing vocabulary to express self simply with some circumlocution. He/she may still make errors in punctuation, grammar and spelling. Uses a limited number of cohesive devices accurately. Writing may resemble literal translations from the native language, but a sense of organization is emerging.

OBJECTIVES

27

PROFICIENCY GUIDELINES FOR B PREP GERMAN (GRADE 10-12)

After completion of IB prep German, a student should have reached the following level in the four language skills:

SpeakingStudent is able to communicate clearly and e� ectively in a range of situations. He/she should understand and use accurately oral forms of the language that are commonly encountered in a range of situations and select a register that is generally appropriate to the situation. Ideas are expressed with general clarity and some � uency. Student can understand and respond appropriately to spoken material of average di� culty.

ListeningStudent is able to recognize the sounds of the language that are essential for e� ective communication. Student can recognize and interpret correctly. He/she can understand grammatical structures that belong to natural, idiomatic speech. � e student can understand language spoken at average pace within a su� cient range of vocabulary.

ReadingStudent is able to identify a range of types of text and register. Student can understand sentence structure and see how linguistic cohesion is maintained in a written text. Student can understand information that is explicitly stated and how ideas relate to each other. Student can extract key points of the text as well as textual details.

WritingStudent is able to understand and use accurately written forms of the language that are commonly encountered in a range of situations. Student can understand and respond appropriately to written material of average di� culty. Student can write in a range of types of text (literacy, non-literary) and can use a range of vocabulary appropriately. Student can imply ideas through the choice of language and indicate personal attitude. Student can convey information clearly.

OBJECTIVES

28

PROFICIENCY GUIDELINES FOR DEUTSCH

By the end of the school year students are expected to have reached the following profi ciencies:

SpeakingStudent is able to speak � uently in coherent sentences and to pronounce familiar words accurately. Uses di� erentiated vocabulary and correct syntax. Articulates ideas and opinions clearly. Narrates events and experiences at appropriate speed. Can re-tell plots of stories read at home or in class. Can give short, connected speeches using notes and can recite memorized poetry.

ListeningStudent is able to follow instructions. He/she can understand main ideas of all types of speech and texts. Can take down dictations given at appropriate speed and with logical/syntactical pauses.

ReadingStudent is able to read at appropriate speed familiar and non-familiar texts. Can read and comprehend texts.

WritingStudent is able to spell familiar words correctly. Can spell most unfamiliar words phonetically correctly. Di� erentiates between simple, compound and complex sentence structures. Uses tenses, cases, mode and voice properly. Can write narrative essays, reports, characterizations, plot summaries, descriptions and is able to describe events.

OBJECTIVES

29

INTERNATIONAL BACCALAUREATE GERMAN LANGUAGE A1GRADES 11-12 (native speakers)

Higher Level

Having followed the language A1 program at Higher Level (HL) candidates will be expected to demonstrate:

• an ability to engage in independent literary criticism in a manner which reveals a personal response to literature

• an ability to express ideas with clarity, coherence, conciseness, precision and � uency in both written and oral communication

• a command of the language appropriate for the study of literature and a discriminating appreciation of the need for an e� ective choice of register and style in both written and oral communication

• a sound approach to literature through consideration of the works studied

• a thorough knowledge both of the individual works studied and of the relationships between groups of works studied

• an appreciation of the similarities and di� erences between literary works from di� erent ages and/or cultures

• an ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing

• a wide-ranging appreciation of structure, technique and style as employed by authors, and of their e� ects of the reader

• an ability to structure ideas and arguments, both orally and in writing, in a logical, sustained and persuasive way, and to support them with precise and relevant examples

OBJECTIVES

30

INTERNATIONAL BACCALAUREATE GERMAN LANGUAGE A1GRADES 11-12 (native speakers)

Standard Level

Having followed the Language A1 program at Standard Level (SL) candidates will be expected to demonstrate:

• an ability to approach works in an independent manner which reveals a personal response to literature

• an ability to express ideas with clarity, coherence, conciseness, precision and � uency in both written and oral communication

• a command of the language appropriate for the study of literature and an appreciation of the need for an e� ective choice of register and style in both written and oral communication

• a sound approach to literature through consideration of the works studied

• a thorough knowledge both of the individual works studied and of the relationships between groups of works studied

• an appreciation of the similarities and di� erences between literary works from di� erent ages and/or cultures

• an ability to comment on the language, content, structure, meaning and signi� cance of both familiar and unfamiliar pieces of writing

• an awareness of the e� ects of structure, technique and style as employed by authors

• an ability to structure ideas and arguments, both orally and in writing, in a sustained and logical way, and to support them with precise and relevant examples

OBJECTIVES

31

INTERNATIONAL BACCALAUREATE GERMAN LANGUAGE A2GRADES 11-12 (near-native speakers)

Higher Level

� e bold text denotes the di� erences between higher level and standard level.

At the end of the language A2 course higher level candidates are expected to:

• communicate clearly, � uently and e� ectively in a wide range of situations

• understand and use accurately the oral and written forms of the language, in a range of styles and situations

• understand and use an extensive range of vocabulary and idiom

• select a register and style that are consistently appropriate to the situation

• express ideas with a clarity and � uency

• structure arguments in a focused, coherent and persuasive way, and support them with relevant examples

• assimilate and make use of complex written and spoken texts

• engage in detailed, critical examination of a wide range of texts in di� erent forms, styles and registers

• appreciate the subtleties of technique and style employed by writers and speakers of the language

• show sensitivity to the culture(s) related to the language studied

OBJECTIVES

32

INTERNATIONAL BACCALAUREATE GERMAN LANGUAGE A2GRADES 11-12 (near-native speakers)

Standard Level


• communicate clearly, � uently and e� ectively in a wide range of situations

• understand and use accurately the oral and written forms of the language, in a range of styles and situations

• understand and use a broad range of vocabulary and idiom

• select a register and style that are generally appropriate to the situation

• express ideas with clarity and � uency

• structure arguments in a focused and coherent way, and support them with relevant examples

• understand and make use of moderately complex written and spoken texts

• engage in critical examination of a wide range of texts in di� erent forms, styles and registers

• appreciate some subtleties of technique and style employed by writers and speakers of the language

• show sensitivity to the culture(s) related to the language studied

OBJECTIVES

33

INTERNATIONAL BACCALAUREATE GERMAN LANGUAGE B GRADES 11-12 (foreign language)

Higher Level


At the end of the language B course higher level candidates are expected to demonstrate an ability to:

• communicate clearly and e� ectively in a wide range of situations

• understand and use accurately oral and written forms of the language that are essential for e� ective communication in a range of styles and situations

• understand and use a wide range of vocabulary

• select a register and style that are appropriate to the situation

• express idea with general clarity and � uency

• structure arguments in a clear, coherent and convincing way

• understand and analyse moderately complex written and spoken material

• assess subtleties of the language in a wide range of forms, styles and registers

• show an awareness of, and sensitivity to, the culture(s) related to the language studied

OBJECTIVES

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INTERNATIONAL BACCALAUREATE GERMAN LANGUAGE B GRADES 11-12 (foreign language)

Standard Level


• communicate clearly and e� ectively in range of situations

• understand and use accurately oral and written forms of the language that are commonly encountered in a range of situations

• understand and use a range of vocabulary in common usage

• select a register that is generally appropriate to the situation

• express ideas with general clarity and some � uency

• structure arguments in a generally clear, coherent and convincing way

• understanding and respond appropriately to written and spoken material of average di� culty

• assess some subtleties of the language in a range of forms, styles and registers

• show an awareness of, and sensitivity to, some elements of the culture(s) related to the language studied

OBJECTIVES

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INTERNATIONAL BACCALAUREATE LANGUAGE AB INITIO GRADES 11-12 (Beginners)

The overall objective of this course is for students to achieve communicative competence in a variety of everyday situations.

At the end of the language ab initio course, candidates will be expected to demonstrate an ability to:

• communicate information and some basic ideas clearly and e� ectively, in a limited range of situations

• understand and use accurately the essential spoken and written forms of the language in a limited range of situations

• understand and use a limited range of vocabulary in common usage

• use a register that is generally appropriate to the situation

• show an awareness of some elements of the culture(s) related to the language studied

OBJECTIVES

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Here are eight reasons for learning German:

1. German is the most widely spoken foreign language in Europe. More people speak German as their native language than any other language in Europe. It’s no wonder,

since Germany’s 83 million inhabitants make it the most populous European nation. But not only the residents of Germany speak German. It is also an o� cial language of Austria, Switzerland, Luxembourg, and Liechtenstein. It is the native language of a signi� cant portion of the population in northern Italy, eastern Belgium, the Netherlands, Denmark, eastern France, parts of Poland, the Czech Republic, Russia, and Romania, as well as in other parts of Europe.

While learning German can connect you to 120 million native speakers around the globe, remember that

many people also learn German as a second language. It is the third most popular foreign language taught worldwide and the second most popular in Europe and Japan, after English.

2. Knowing German creates business opportunities. Germany has one of the strongest economies in the world. Germany’s economic strength equals business

opportunities. Multinational business opportunities exist throughout the European Union and in Eastern European countries, where German is the second most spoken language after Russian. Companies like BMW, Daimler, Siemens, Lufthansa, SAP, Bosch, In� neon, BASF, and many others need international partners. � e Japanese, who have the world’s second strongest economy, understand the business advantages that a knowledge of German will bring them: 68% of Japanese students study German.

3. Germans are innovators. From Gutenberg’s printing press to Hertz’s discovery of electromagnetic waves, from Ehrlich’s development

of chemotherapy to Einstein’s theory of relativity, to Brandenburg’s creation of the MP3 digital music format, throughout history Germans have proven themselves time and again to be great innovators. � at trend continues today. Four of the world’s 10 most innovative companies are located in Germany and at 12.7% of the world’s patent applications, the country ranks 3rd in the world. Consequently, 200,000 businesses introduce new products on the market each year.

As a nation committed to research and development, Germans are on the frontline of new technologies.

Germany exports more high-tech products than any other country except the U.S. and more than 600 � rms are active in the cutting-edge � eld of biotechnology. 115 of these are located in Munich alone. � e East German city of Dresden has become Europe’s microchip center with its more than 765 semiconductor � rms.

WHY LEARN GERMAN?

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Given the Germans’ commitment to innovation, it is perhaps not surprising that two-thirds of the world’s

leading international trade fairs take place in Germany. � ese include CeBIT, the world’s largest trade fair for information and communications technology, and the IFA consumer electronics trade fair.

Such cultural mainstays as kindergarten, the Christmas tree, hot dogs and hamburgers were introduced by

German immigrants to America. � ey founded multiple breweries, created Levi’s jeans, invented ketchup, and created Hershey’s chocolate. Germans had such a fundamental presence at the time of the founding of the United States that a German language version of the Declaration of Independence was printed only a few days after it was adopted.

4. The German presence on the Internet supersedes most others. Considering what great innovators the Germans are, it’s not at all surprising that they maintain a dominant

Internet presence. With 8 million Internet domains, Germany’s top-level country domain .de is second only to the extension .com. � at makes German domain names even more popular than those with .net, .org, .info, and .biz extensions. Even the second-place country extension .uk trails far behind at 3.7 million domain names.

5. One in ten books in the world is published in German. German is not only a language of the past. As proli� c researchers and scholars, German speakers produce

nearly 80,000 new book titles each year. � e only language markets that produce more books annually are the Chinese and English publishing industries. In number of books published, Munich is second in the world only to New York. Since only a small percentage of German books are translated into other languages (for instance, approximately 10% into Korean and Chinese, just over 5% into English), only a knowledge of German will give you access to a vast majority of these titles.

6. German-speaking countries have a rich cultural heritage. Apart from their many contributions to American culture, German speakers have a rich cultural heritage in

their own right. Germany is often referred to as the land of “Dichter und Denker” - of poets and thinkers. And rightly so, because German contributions to the arts and human thought have been nothing short of profound.

Johann Wolfgang von Goethe, � omas Mann, Franz Kafka, and Hermann Hesse are just a few authors whose names and works are well-known internationally. 10 Nobel prizes for literature have been awarded to German, Austrian, and Swiss German authors. � e world of classical music is inseparable from the names of Mozart, Bach, Beethoven, Strauss, and Wagner to name only a few renowned German-speaking composers. Vienna remains an international center of music today. From the magni� cent architecture of medieval buildings to the avant garde Bauhaus movement, from Dürer’s woodcuts to the expressionist masterpieces of Nolde, Kirchner, and Kokoschka, Germans have made substantial contributions to world art and architecture.

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Philosophy and the sciences would also be unthinkable without the contributions of German speakers. � e philosophies of Kant, Hegel, Marx, Nietzsche, and numerous others have had lasting in� uences on modern society. � e psychologists Freud and Jung forever changed the way we think about human behavior. Scientists from the three major German-speaking countries have won dozens of Nobel prizes in physics, chemistry, and medicine.

Knowing German allows you to access the works of these people in their original language and to fully understand the culture whence they derived. Anyone interested in these � elds automatically expands her knowledge and skill by knowing German.

7. German is required or recommended by many undergraduate and graduate programs.

German speakers’ strong contributions in such a broad array of � elds make the language an important asset in many disciplines. At the University of California, for instance, more majors recommend a knowledge of German as an important supplement than any other language (German: 56 majors, French: 43 majors, Spanish: 21 majors, Japanese: 7 majors). � ese majors include a wide range of subjects -- from biology, physics, and chemistry to linguistics, religious studies, and art history.

Considering the importance of the German language in the � elds of publishing and research, it’s not surprising that many graduate schools want their graduates to have at least a reading knowledge of German. Knowing German gives graduates access to important research published in German books and professional journals.

8. Hidden advantages If you are a foreign visitor, learning German will enable you to get more out of your stay in Germany and

more out of your travels in other German-speaking countries. You will make friends more easily and have greater insight into another culture.

If you are a native German speaker, continuing to learn German will introduce you further to your cultural heritage. Furthermore, research has shown that keeping up the study of your mother tongue enables you to learn other languages more quickly and more e� ciently!

And Finally... for further information about language teaching and courses at FIS, please contact the language coordinator

at 06171-2024-0.

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Frankfurt International School e. V. • An der Waldlust 15 • 61440 Oberursel • Germany • Tel: +49 (0) 6171-2024-0 • www.� s.edu

Desktop Publishing: BT Zimpel • Layout: Michele Weimar • Photos: BT Zimpel, Mathieu Corivaud

Print: MediaPrint Taunusdruck GmbH • Berner Straße 111 • 60437 Frankfurt am Main

September 2009

At FIS we care about the environment. All our publications are printed on recycled paper using vegetal ink.


BELIEFSWe Believe � at:

• Honesty, integrity and respect are essential for building trusting relationships.

• Each person is unique and has equal worth.

• All people are responsible for their actions.

• Open-mindedness, empathy and compassion are essential for living in a diverse

community.

• Developing head, heart and hand is necessary to realize one’s potential.

• Leading a healthy and active lifestyle improves the quality of life.

• Expectations that are challenging lead to higher levels of performance and

improve results.

• Commitment, enthusiasm and perseverance lead to success.

• Education is a shared responsibility of students, family and school.

• Contributing positively to society and the environment is our shared

responsibility.

• Our lives and the life of the community are enriched by diversity.

• Nurturing curiosity and creativity stimulates exploration and discovery

throughout life.

Frankfurt International School

An der Waldlust 15

61440 Oberursel

Germany

t: +49 (0) 6171-2024-0

f: +49 (0) 6171-2024-384

www.� s.edu

GermanHandbook_2011

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