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Chinese K-5 Grade Level Expectations

Student Linguistic and Cultural Profile


Grade 5

Listening Speaking Reading Writing


(SOPA/ELLOPA) JIM JIL

(NOELLA) Benchmark IV-V Benchmark IV-V Benchmark III Benchmark III


(IL-IM) (IL-IM) (NH) (NH)

CHINESE GRADE 5 EXPECTATIONS

Listening Speaking Reading Writing Culture


• Carry out general • Maintain conversations Based on a small number • Produce learned words • Become familiar with the
commands without in a limited number of of learned, high frequency and phrases in Chinese six geographical regions
prompting everyday social and hanzi as appear in selected characters by handwriting of China
• Understand predictable academic contexts print or online materials: or key boarding, with • Compare and contrast
questions • Identify general significant errors in geographical and cultural
• Demonstrate • Make brief and simple information with visual writing characters or features of my school and
understanding of main idea oral presentations on support; choosing the correct my sister school’s region
and some specific familiar topics • Infer some meaning characters for use (字写错 • Explore in greater depth
information on familiar from context; and 写错字) holiday traditions and
topics; • Start to create sentences, • Extract simple or partial • Use Chinese characters celebrations in Chinese
• Understand sentence-level although with message for communicative cultures.
speech at a normal rate of grammatical purposes such as in labels, • Learn the rhythmic
speech although slow- inaccuracies signs, lists, or notes, pattern of simple Tang
downs or repetitions may frequently resort to poems
be necessary for unfamiliar • Demonstrate some ease homonyms or pinyin • Demonstrate
topics; and confidence in understanding of basic
• Understand the gist of speech that is elements of water color
longer conversations and comprehensible to art (poem, painting,
narratives in familiar native speakers of stamp)
contexts from selected Chinese • Sing or perform some
audiovisual or multimedia age-appropriate poems,
materials for children songs and folk dance
• Produce simple water

2007 © Center for Applied Linguistics and National K-12 Foreign Language Resource Chinese K-5 Curriculum 5.20.07 1
Chinese K-5 Grade Level Expectations

color paintings with a


calligraphy brush
• Create simple stamps
inspired by different
styles of calligraphy

2007 © Center for Applied Linguistics and National K-12 Foreign Language Resource Chinese K-5 Curriculum 5.20.07 2
Chinese K-5 Grade Level Expectations

Student Linguistic and Cultural Profile


Grade 4

Listening Speaking Reading Writing


SOPA/ELLOPA JIL JIL
NOELLA Benchmark IV Benchmark IV Benchmark II Benchmark II
(IL) (IL) (NM) (NM)

CHINESE GRADE 4 EXPECTATIONS

Listening Speaking Reading Writing Culture


• Carry out general • Maintain simple Based on a small number • Produce learned words • Identify and compare
commands with or without conversations in a of learned, high and phrases in Chinese famous landmarks and
some prompting limited number of frequency hanzi as characters by geographical features in
• Understand predictable everyday social and appeared in printed or handwriting or key China and the US
questions academic contexts; online materials: boarding, with • Become familiar with
• Demonstrate • Identify general significant errors in the geographical and
understanding of main idea Make brief and simple information with writing characters or cultural features of the
on familiar topics oral presentations on visual support choosing the correct region where our sister
• Understand sentence-level learned topics • Infer some meaning characters for use (字写 school’s town/city is
speech at a normal rate of from context; 错 and 写错字) located
speech combined with Start to create sentences, • Extract simple or • Use Chinese characters • Describe important
gestures, visual support, although with partial message for communicative holiday traditions and
slow-downs or repetitions grammatical inaccuracies purposes such as in celebrations in American
• Understand the gist of labels, signs, cards, and and Chinese cultures;
conversations and • Demonstrate some ease lists, frequently resort to • Identify cultural
narratives in familiar and confidence in homonyms or pinyin significance of selected
contexts from selected speech that is colors, food, symbols,
audiovisual or multimedia comprehensible to and customs
materials for children native speakers of • Recognize that Chinese
Chinese calligraphy characters
may be represented by
different styles
• Learn the use of a brush
to create simple

2007 © Center for Applied Linguistics and National K-12 Foreign Language Resource Chinese K-5 Curriculum 5.20.07 3
Chinese K-5 Grade Level Expectations

characters in calligraphy
• Sing or perform some
popular children’s songs,
rhymes, games, poems,
and/or dance

2007 © Center for Applied Linguistics and National K-12 Foreign Language Resource Chinese K-5 Curriculum 5.20.07 4
Chinese K-5 Grade Level Expectations

Student Linguistic and Cultural Profile


Grade 3

Listening Speaking Reading Writing


SOPA/ELLOPA JNH-JIL JNH
NOELLA Benchmark III-IV Benchmark III Benchmark II Benchmark II
(NH-IL) (NH) (NM) (NM)

CHINESE GRADE 3 EXPECTATIONS

Listening Speaking Reading Writing Culture


• Carry out general • Maintain simple Based on a small number • Produce learned words • Recognize some famous
commands with prompt conversations with of learned Chinese and phrases in Chinese landmarks and
• Understand predictable memorized expressions characters as appeared in characters by geographical features in
questions on familiar in familiar daily printed or online handwriting, with China
topics contexts; materials: significant errors in • Recognize the
• Demonstrate partial • Make simple oral • Identify some writing characters or community where our
understanding of basic presentations on learned information with choosing the correct town/city is located
conversations and topics visual support characters for use (字写 • Compare my and my
statements on familiar • Start to show signs of • Infer some meaning 错 and 写错字) sister school’s
topics creating sentences, from context; • Use Chinese characters communities
• Understand sentence-level although with for communicative • Compare and contrast
utterances at a fairly grammatical purposes such as in traditions associated
normal rate of speech inaccuracies and labels, signs, and cards, with important holidays
combined with strong hesitation frequently resort to and celebrations of
contextual support, • Demonstrate some homonyms or pinyin American and Chinese
gestures, visuals, slow- confidence in speech cultures;
downs, rephrasing, and that is comprehensible • Identify cultural
repetitions to native speakers of significance of selected
• Figure out the topics from Chinese colors, foods, and
conversations and customs
narratives in familiar • Begin to recognize the
contexts from selected basic rules of stroke
audiovisual or multimedia order
materials for children • Recognize that pinyin is

2007 © Center for Applied Linguistics and National K-12 Foreign Language Resource Chinese K-5 Curriculum 5.20.07 5
Chinese K-5 Grade Level Expectations

a phonetic system to
help pronounce Chinese
• Sing or perform some
popular children’s songs,
rhymes, games, poems,
and/or dance
• Create, decorate, and
display or use a popular
artifact (such as kites)

2007 © Center for Applied Linguistics and National K-12 Foreign Language Resource Chinese K-5 Curriculum 5.20.07 6
Chinese K-5 Grade Level Expectations

Student Linguistic and Cultural Profile


Grade 2

Listening Speaking Reading Writing


SOPA/ELLOPA JNM-JNH JNM
NOELLA Benchmark Benchmark Benchmark I Benchmark I

CHINESE GRADE 2 EXPECTATIONS

Listening Speaking Reading Writing Culture


• Carry out basic commands • Carry on simple Based on a limited • Produce learned words • Recognize the
with prompt conversations with number of learned and phrases in Chinese community where our
• Understand simple memorized expressions Chinese characters as characters by town/city is located
questions on learned topics in familiar daily appeared in printed or handwriting, may show • Compare my and my
with strong contextual contexts; online materials: significant errors in sister school’s
support • Make simple oral • Identify some writing characters (字写 communities
• Demonstrate basic presentations on information with 错) • Give a few examples of
understanding of simple learned topics visual support • Use Chinese characters the traditions associated
conversations and • Attempt to combine • Infer some meaning for communicative with important holidays
statements on learned memorized chunks in from context purposes such as in and celebrations of
topics creating sentences, labels, signs, and cards American and Chinese
• Understand phrases and although with cultures;
short sentences at a fairly significant grammatical • Identify cultural
normal rate of speech inaccuracies and significance of selected
combined with strong hesitation colors and foods
contextual support, • Produce basic speech • Recognize that Chinese
gestures, visuals, slow- with hesitation, but characters provide
downs, and repetitions comprehensible to information on meaning
• Figure out the topics from sympathetic native and/or sound beyond
conversations and speakers of Chinese pictures
narratives in learned • Sing or perform some
contexts from selected popular children’s songs,
audiovisual or multimedia rhymes, poems, games,
materials for children and/or dance
• Create and decorate a

2007 © Center for Applied Linguistics and National K-12 Foreign Language Resource Chinese K-5 Curriculum 5.20.07 7
Chinese K-5 Grade Level Expectations

traditional artifact and


identify its use (such as a
paper lantern)

2007 © Center for Applied Linguistics and National K-12 Foreign Language Resource Chinese K-5 Curriculum 5.20.07 8
Chinese K-5 Grade Level Expectations

Student Linguistic and Cultural Profile


Grade 1

Listening Speaking Reading Writing


SOPA/ELLOPA JNM JNM
NOELLA Benchmark Benchmark Benchmark I Benchmark I

CHINESE GRADE 1 EXPECTATIONS

Listening Speaking Reading Writing Culture


• Carry out a limited number • Participate in basic Based on a limited • Differentiate Chinese • Identify where sister
of commands with prompt conversations on number of learned characters from English schools are located in
• Understand basic questions learned topics by Chinese characters as writing China
on learned topics responding to appeared in printed or • Recognize that Chinese • Recognize the
• Demonstrate basic questions, using online materials: characters are written neighborhood where our
understanding of simple memorized expressions • Identify learned following a prescribed town/city is located
statements on learned • Make short oral characters in context sequence • Compare my and my
topics presentations on • Recognize and write 5- sister school’s
• Understand phrases and learned topics 10 Chinese pictographic neighborhoods
expressions at a slower • Produce basic characters/radicals. • Know the important
than normal rate of speech, utterances with • Use Chinese characters holidays that my school
combined with strong hesitation, but to express good wishes and my sister school
contextual support, comprehensible to and feelings, e.g., make celebrate;
gestures, visuals, and sympathetic native greeting cards. • Recognize Chinese has
repetitions speakers of Chinese tones.
• Become more familiar
with famous Chinese
legends and folktales
• Sing or perform some
popular children’s songs,
rhymes, poems, games,
and/or dance
• Create and decorate a
traditional artifact and
identify its use (such as

2007 © Center for Applied Linguistics and National K-12 Foreign Language Resource Chinese K-5 Curriculum 5.20.07 9
Chinese K-5 Grade Level Expectations

paper fans, their shape,


material, and decoration
determined by gender)

2007 © Center for Applied Linguistics and National K-12 Foreign Language Resource Chinese K-5 Curriculum 5.20.07 10
Chinese K-5 Grade Level Expectations

Student Linguistic and Cultural Profile


Grade K

Listening Speaking Reading Writing


SOPA/ELLOPA JNL-JNM JNL-JNM
NOELLA Benchmark Benchmark Pre-Reading Pre-Writing

CHINESE KINDERGARTEN EXPECTATIONS

Listening Speaking Reading Writing Culture


• Carry out a limited number • Produce isolated words Based on a limited • Trace and copy Chinese • Identify where China is
of commands with prompt and high frequency number of learned characters by hand on a globe
• Understand basic questions expressions within Chinese characters as • Trace, copy, and write • Understand Chinese is
on learned topics predictable topic areas appeared in printed or the numbers 1-10 in spoken in many parts
• Demonstrate basic • Produce basic online materials: Chinese characters of the world
understanding of high utterances with • Identify isolated • Compare Chinese and
frequency expressions on hesitation, but Chinese characters American holidays
learned topics comprehensible to • Know the date, food, and
• Understand high frequency teachers of Chinese celebration associated
words and expressions at a with Moon Festival,
slower than normal rate of Chinese New Year and
speech, combined with Dragon Boat Festivals;
strong contextual support, • Familiar with a few
gestures, visuals, and famous Chinese
repetitions legends
• Recognize a few key
Chinese pictographs
• Sing or perform some
popular children’s songs,
rhymes, poems, games,
and/or dance

2007 © Center for Applied Linguistics and National K-12 Foreign Language Resource Chinese K-5 Curriculum 5.20.07 11

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