[{"name":"TESOL Grades 1-3","level2":[{"name":"Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.","level3":[{"name":"G1-3.S1-Level 1: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Directions; Instructions\nMimic responses to one-step oral commands supported by gestures, songs, or realia\n\nTopic: Feelings; Emotions; Needs\nRespond to everyday oral requests or questions from a partner\n\nTopic: Messages; Information\nMatch icons of home, school, or community with individual words with a partner\n\nTopic: Social, cultural, school traditions\nLabel or match names of peers, teachers, or family members in person or photographs","rsFoundations":{"online":"Most online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and all K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Most Workbook and all K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S1-Level 2: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Directions; Instructions\nFollow one- to two-step oral commands supported by gestures, songs, or realia\n\nTopic: Feelings; Emotions; Needs\nMake requests, ask questions, or state reactions to everyday events, situations, or cultural experiences with a partner\n\nTopic: Messages; Information\nAssociate icons of home, school, or community with phrases or short sentences expressing their functions (e.g., \"Cars stop here.\") with a partner\n\nTopic: Social, cultural, school traditions\nCreate illustrated lists by brainstorming special events or celebrations at school, home, or home country with a partner or in small groups","rsFoundations":{"online":"Most online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and all K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Most Workbook and all K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S1-Level 3: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Directions; Instructions\nFollow a series of oral commands supported by gestures, songs, or realia\n\nTopic: Feelings; Emotions; Needs\nDescribe or recount reactions to everyday events, situations, or cultural experiences in small groups\n\nTopic: Messages; Information\nAnswer or select questions related to icons, illustrated announcements, invitations, or memos (e.g., \"When is the fair?\") with a partner\n\nTopic: Social, cultural, school traditions\nDescribe special events or celebrations at school, home, or home country using drawings or graphic organizers","rsFoundations":{"online":"Most online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and all K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Most Workbook and all K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In many Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S1-Level 4: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Directions; Instructions\nFollow multistep commands within oral discourse supported by gestures or realia\n\nTopic: Feelings; Emotions; Needs\nElaborate, using details or examples, reactions to events, situations, or cultural experiences\n\nTopic: Messages; Information\nConnect facts or ideas in illustrated announcements, invitations, or memos to new situations with a partner\n\nTopic: Social, cultural, school traditions\nExplain and give details of special events or celebrations at school, home, or in the home country using drawings or graphic organizers","rsFoundations":{"online":"Most online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In most Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Most Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In many Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S1-Level 5: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Directions; Instructions\nFollow multistep commands within oral discourse in various contexts\n\nTopic: Feelings; Emotions; Needs\nPresent skits reflecting reactions to events, situations, or cultural experience\n\nTopic: Messages; Information\nInfer facts or ideas in illustrated announcements, invitations, or memos\n\nTopic: Social, cultural, school traditions\nProduce stories about special events or celebrations and share with peers","rsFoundations":{"online":"Most online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In most Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Most Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In most Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}}]},{"name":"Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts.","level3":[{"name":"G1-3.S2-Level 1: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Phonics; Phonemic awareness\nIdentify sounds, syllables, or compound words nonverbally (e.g., by clapping) in small groups\n\nTopic: Rhyming words\nPractice saying illustrated word pairs with a partner (e.g., \"The boy has a toy.\")\n\nTopic: Story grammar\nIdentify story elements with visual support by names (characters) or places (settings)\n\nTopic: Homophones; Compound words\nFill in vocabulary in context from illustrations with a partner","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook and K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S2-Level 2: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Phonics; Phonemic awareness\nDiscriminate between regular and irregular words (e.g., count nouns or past tense) through gestures in oral sentences with a partner\n\nTopic: Rhyming words\nRepeat phrases or chants with illustrated referents in large or small groups\n\nTopic: Story grammar\nCategorize story elements with visual support using graphic organizers by description of characters, settings, or events\n\nTopic: Homophones; Compound words\nContribute vocabulary or match to illustrated word charts, games, or other materials with a partner","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook and K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S2-Level 3: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Phonics; Phonemic awareness\nIdentify affixes, root words, and derivational endings through gestures in oral discourse with a partner\n\nTopic: Rhyming words\nCreate sentences or chants based on familiar word families or topics in small groups\n\nTopic: Story grammar\nSequence story events with visually supported text by beginning, middle, and end\n\nTopic: Homophones; Compound words\nUse vocabulary to design visually supported games, word walls, puzzles, or patterns with a partner","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook and K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In many Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S2-Level 4: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Phonics; Phonemic awareness\nReplicate through gestures, stress, and intonation patterns of rhymes, prose, or poetry with a partner\n\nTopic: Rhyming words\nPerform rhymes, raps, or verses developed with a partner\n\nTopic: Story grammar\nMatch transition words (e.g., \"finally\") or phrases with sequence, main ideas, or details in visually supported stories\n\nTopic: Homophones; Compound words\nProduce visually supported prose or lyrics from vocabulary banks or resources with a partner","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In many Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S2-Level 5: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Phonics; Phonemic awareness\nIdentify the musical elements of literary language (e.g., rhymes, repeated sounds, or onomatopoeia) through simulation\n\nTopic: Rhyming words\nRecite original raps, verses, or poetry\n\nTopic: Story grammar\nIdentify and order main ideas and details, using modified grade-level stories\n\nTopic: Homophones; Compound words\nCreate original prose or lyrics from vocabulary resources (e.g., computer tools)","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In many Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}}]},{"name":"Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics.","level3":[{"name":"G1-3.S3-Level 1: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Time (digital and analog)\nDraw or show on clocks responses to oral directions (e.g., \"Put the big hand on the 5.\")\n\nTopic: Money; Whole numbers; Estimation\nIdentify and sort (e.g., by size, value) coins and bills (from the United States and other countries) or numerals with a partner\n\nTopic: Basic operations\nIdentify words associated with symbols for addition, subtraction, or multiplication with a partner (e.g., + goes with \"and\" or \"plus\")\n\nTopic: Two-dimensional shapes\nLabel shapes of everyday, real-life examples","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook and K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In many Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S3-Level 2: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Time (digital and analog)\nRole-play activities associated with different times of day in response to oral statements (e.g., \"I go to bed at half past 8.\")\n\nTopic: Money; Whole numbers; Estimation\nExchange information about prices from visually supported materials (e.g., newspapers in L1 or L2) with a partner\n\nTopic: Basic operations\nLocate or sort phrases associated with symbols for addition, subtraction, or multiplication with a partner (e.g., \"Twelve take away two is ten.\")\n\nTopic: Two-dimensional shapes\nGenerate lists of everyday illustrated examples of shapes (e.g., rectangles: windows, doors, books)","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook and K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S3-Level 3: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Time (digital and analog)\nIllustrate, by drawing or using clocks, responses to oral questions or statements (e.g., \"Show me a time between 6 and 9 o'clock\" or \"When do we eat lunch?\")\n\nTopic: Money; Whole numbers; Estimation\nSimulate buying and selling merchandise using coins or bills (e.g., \"What can you buy for about $75?\") with a partner\n\nTopic: Basic operations\nSelect and categorize by operation equivalent phrases or sentences in illustrated text with a partner\n\nTopic: Two-dimensional shapes\nDescribe features of everyday illustrated examples of shapes (e.g., \"A door has four sides.\")","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook and K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In many Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S3-Level 4: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Time (digital and analog)\nEstimate elapsed amount of time from oral word problems using visual or graphic support\n\nTopic: Money; Whole numbers; Estimation\nCompare prices of items across stores in the United States or between the United States and other countries with a partner\n\nTopic: Basic operations\nArrange sentences in logical order to create illustrated story problems with a partner\n\nTopic: Two-dimensional shapes\nCreate descriptive paragraphs using features from everyday illustrated examples of shapes","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":null}},{"name":"G1-3.S3-Level 5: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Time (digital and analog)\nMake inferences from oral grade-level story problems or classroom narratives\n\nTopic: Money; Whole numbers; Estimation\nMake hypothetical purchases and discuss value in the United States or other countries (e.g., \"What would you buy if you had $100 and why?\")\n\nTopic: Basic operations\nAnalyze extended text to find clues for problem solving (e.g., \"There are six red balls and two green balls. How many balls are there in all?\")\n\nTopic: Two-dimensional shapes\nProduce stories using features from everyday examples of shapes","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":null}}]},{"name":"Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science.","level3":[{"name":"G1-3.S4-Level 1: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Astronomy\nDraw or identify objects in the sky from models and pictures according to oral directions (e.g., \"The sun is a round, yellow ball.\")\n\nTopic: Motion\nLocate and name materials and supplies for investigating familiar moving objects (soccer ball, tennis ball) with a partner\n\nTopic: Life cycles; Water cycle; Organisms and environments\nMatch pictures with labels (e.g., tadpoles/frogs, caterpillars/butterflies)\n\nTopic: Plants; Animals\nDraw and label local plant or animal species from real-life observations, experiences, or pictures","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook and K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S4-Level 2: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Astronomy\nDraw and position objects in the sky from models or maps according to oral directions (e.g., \"Draw the sun in the middle of the page.\")\n\nTopic: Motion\nState uses for materials or supplies for investigating moving objects with a partner\n\nTopic: Life cycles; Water cycle; Organisms and environments\nSequence phases of cycles or associate pictures with phases using graphic support\n\nTopic: Plants; Animals\nDraw and describe physical attributes of local plant or animal species from real-life observations, experiences, or pictures","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide and K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook and K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":null}},{"name":"G1-3.S4-Level 3: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Astronomy\nLocate objects in the sky from videos or maps according to oral descriptions (e.g., \"Pluto looks small because it is the farthest planet from the sun.\")\n\nTopic: Motion\nOutline steps for investigating moving objects with a partner\n\nTopic: Life cycles; Water cycle; Organisms and environments\nDraw or select responses to visually or graphically supported descriptive paragraphs about phases or stages in cycles\n\nTopic: Plants; Animals\nCompare physical attributes of local plant or animal species from real-life observations, experiences, or pictures, using graphic support","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide and K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook and K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":null}}]},{"name":"Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.","level3":[{"name":"G1-3.S5-Level 1: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Land forms; Globes; Maps\nMark or point to major physical features according to color or other attributes from oral commands (e.g., \"Find the oceans; they are blue.\")\n\nTopic: Communities; Local governments; Cultural heritage\nIdentify landmarks or people from pictures or field trips\n\nTopic: Time and chronology\nSort events or historical figures from then and now using visual support\n\nTopic: Needs of groups, societies, and cultures\nLabel coins or illustrated representations of global economies with a partner","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook and K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S5-Level 2: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Land forms; Globes; Maps\nVisualize and point to physical features or places from different perspectives, following oral commands (e.g., \"Find your state on the map and globe.\")\n\nTopic: Communities; Local governments; Cultural heritage\nDescribe national identities, customs, or traditions using visual support (e.g., flags)\n\nTopic: Time and chronology\nCategorize events or historical figures in the past, present, or future using visual and graphic support\n\nTopic: Needs of groups, societies, and cultures\nDraw and list ways in which people use money, supported by realia or other visuals, and share in small groups","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook and K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S5-Level 3: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Land forms; Globes; Maps\nFollow directions to locate places described orally using legends, icons, or the compass rose\n\nTopic: Communities; Local governments; Cultural heritage\nRelate aspects of local or cultural histories to a partner using artifacts or other realia\n\nTopic: Time and chronology\nSequence events or historical figures using graphic support (e.g., time lines)\n\nTopic: Needs of groups, societies, and cultures\nDescribe personal ways to earn, spend, and save money, and share in small groups","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide and K-2 Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook and K-2 Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S5-Level 4: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Land forms; Globes; Maps\nInterpret representations of major physical features from oral statements (e.g., \"Show me the most mountainous region.\")\n\nTopic: Communities; Local governments; Cultural heritage\nCompare aspects of local or cultural histories using visual support (e.g., multicultural picture books)\n\nTopic: Time and chronology\nLink events, figures, or ideas in relational terms portraying historical perspectives (e.g., years, decades, or centuries) using graphic support\n\nTopic: Needs of groups, societies, and cultures\nExplain and give examples of how families around the world use money, and share in small groups","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G1-3.S5-Level 5: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Land forms; Globes; Maps\nBuild models from examples based on a set of oral directions\n\nTopic: Communities; Local governments; Cultural heritage\nInterview persons, summarize, and report historical or cultural information from local sources\n\nTopic: Time and chronology\nInterpret how historical figures, events, and ideas have changed over time from modified grade-level materials\n\nTopic: Needs of groups, societies, and cultures\nCompare how families or businesses around the world need and use money (e.g., in narrative or expository genres)","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}}]}]},{"name":"TESOL Grades 4-5","level2":[{"name":"Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.","level3":[{"name":"G4-5.S1-Level 1: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Body language/gestures\nAttend to and respond to nonverbal cues in small groups\n\nTopic: Tone; Volume; Stress; Intonation; Register\nRepeat phrases according to audience or situation\n\nTopic: Strategies\nUse illustrations to decipher words or phrases in small groups\n\nTopic: Interests; Opinions; Preferences; Wishes\nList or draw preferred everyday activities from illustrations or visually supported print","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S1-Level 2: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Body language/gestures\nShow examples of nonverbal behavior common to own and new cultures in small groups\n\nTopic: Tone; Volume; Stress; Intonation; Register\nRespond to formulaic questions and statements according to audience or situation\n\nTopic: Strategies\nUse context and illustrations at the sentence level in small groups\n\nTopic: Interests; Opinions; Preferences; Wishes\nDescribe favorite activities, games, foods, or music from illustrations, ads, or demonstrations","rsFoundations":{"online":"Most online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Most Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In many Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S1-Level 3: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Body language/gestures\nShare examples of nonverbal behavior from different cultures through role play\n\nTopic: Tone; Volume; Stress; Intonation; Register\nBegin to use speech patterns according to audience and situation (e.g., in addressing peers, adults)\n\nTopic: Strategies\nUse punctuation and cohesion markers in visually supported, paragraph-level text when reading to a partner\n\nTopic: Interests; Opinions; Preferences; Wishes\nRecommend activities, games, books, movies, food, or music from ads or real-life examples","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S1-Level 4: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Body language/gestures\nCompare examples of nonverbal behavior across cultures through role play\n\nTopic: Tone; Volume; Stress; Intonation; Register\nAdjust speech, when reminded by adults, according to audience and situation\n\nTopic: Strategies\nUse self-monitoring and self-correction in contextualized discourse when reading to a partner\n\nTopic: Interests; Opinions; Preferences; Wishes\nMake choices and provide reasons for selection of activities, games, books, movies, food, or music","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S1-Level 5: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Body language/gestures\nExpress cross-cultural communication through nonverbal behavior\n\nTopic: Tone; Volume; Stress; Intonation; Register\nVary speech patterns appropriate to audience and situation\n\nTopic: Strategies\nMake inferences from cues in decontextualized text\n\nTopic: Interests; Opinions; Preferences; Wishes\nEvaluate pros and cons for choosing activities, games, books, movies, food, or music, and justify selection","rsFoundations":{"online":null,"teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":null,"supplemental":null}}]},{"name":"Standard 2:  English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts.","level3":[{"name":"G4-5.S2-Level 1: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Strategies; Phonemes/phonology\nPoint at graphic representations of sounds (e.g., letter combinations) in response to teachers' reading of illustrated multicultural stories\n\nTopic: Point of view\nDescribe self with words and gestures, using visual support\n\nTopic: Affixes; Root words; Text structure and organization\nFollow/point out repetitive word patterns from leveled, illustrated books or magazines\n\nTopic: Main ideas and details\nProduce word lists of personal preferences from visual or graphic sources (e.g., picture dictionaries)","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S2-Level 2: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Strategies; Phonemes/phonology\nFollow directions (e.g., sorting long vowel sounds) in response to teachers' reading of illustrated multicultural stories\n\nTopic: Point of view\nCompare physical traits of self or others with pictures of familiar persons\n\nTopic: Affixes; Root words; Text structure and organization\nIdentify sentence patterns from leveled books, illustrated trade books, or magazines\n\nTopic: Main ideas and details\nCreate memos or notes on topics of personal interest from models of writing","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S2-Level 3: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Strategies; Phonemes/phonology\nRespond nonverbally (e.g., thumbs-up, thumbs-down) for rhyming words or affixes during shared reading of illustrated multicultural text\n\nTopic: Point of view\nCompare physical traits of self with graphic depictions of characters in familiar fiction\n\nTopic: Affixes; Root words; Text structure and organization\nSort illustrated narrative and expository materials according to discourse features (e.g., \"once upon a time\")\n\nTopic: Main ideas and details\nDesign short, personal writings with thesis statements from models of writing","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S2-Level 4: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Strategies; Phonemes/phonology\nIdentify targeted vocabulary nonverbally (e.g., pointing out cognates) during guided reading of visually supported multicultural text\n\nTopic: Point of view\nCompare/contrast character traits or points of view of self with those of characters in fiction\n\nTopic: Affixes; Root words; Text structure and organization\nInterpret or evaluate illustrated narrative and expository materials according to discourse features\n\nTopic: Main ideas and details\nDevelop personal pieces of writing with themes and elaboration in collaboration with peers","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In many Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S2-Level 5: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Strategies; Phonemes/phonology\nRole-play reading of multicultural, grade-level text (e.g., in literature circles)\n\nTopic: Point of view\nExplain differences in character traits or points of view in characters portrayed in fiction\n\nTopic: Affixes; Root words; Text structure and organization\nCompare discourse features from modified grade-level narrative and expository text\n\nTopic: Main ideas and details\nEdit and revise personal pieces of writing for various purposes and audiences","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":null}}]},{"name":"Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics.","level3":[{"name":"G4-5.S3-Level 1: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Patterns; Relations; Functions\nIdentify algebraic symbols or elements from oral commands with visual support\n\nTopic: Basic operations (addition, subtraction, multiplication, division)\nState and confirm operation, represented visually, with a partner (in L1)\n\nTopic: Three-dimensional shapes; Polygons; Angles\nSort figures by characteristics and properties from labeled visuals or objects (e.g., three sides, four angles)\n\nTopic: Data analysis\nLabel variables or sets from graphs, tables, or charts working with a partner","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":null}},{"name":"G4-5.S3-Level 2: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Patterns; Relations; Functions\nMatch phrases to algebraic symbols or elements from visually supported oral statements\n\nTopic: Basic operations (addition, subtraction, multiplication, division)\nRelate how to solve problems from models with a partner (e.g., \"I need to put groups together.\")\n\nTopic: Three-dimensional shapes; Polygons; Angles\nMatch characteristics and properties from visuals, objects, and phrases (e.g., the corner or right angle of the square)\n\nTopic: Data analysis\nFormulate and answer wh- questions from graphs, tables, or charts working with a partner","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":null}},{"name":"G4-5.S3-Level 3: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Patterns; Relations; Functions\nFind relationships between algebraic symbols or functions according to oral descriptions with visual support\n\nTopic: Basic operations (addition, subtraction, multiplication, division)\nUse sequential language to outline steps to solve everyday problems, and share with a partner\n\nTopic: Three-dimensional shapes; Polygons; Angles\nDistinguish among figures from visually supported descriptions\n\nTopic: Data analysis\nOrganize, display, and describe information in graphs, tables, or charts with a partner","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":null}}]},{"name":"Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science.","level3":[{"name":"G4-5.S4-Level 1: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Health; Body systems; Living systems\nMatch words with labels on diagrams or models based on oral commands\n\nTopic: Earth's materials; Natural resources\nName common natural phenomena from collections or pictures\n\nTopic: Properties of matter; Energy sources\nFind examples of forms of energy from billboards, magazines, and newspapers\n\nTopic: Solar system; Earth's history\nReplicate labeled representations or models of the planets or solar system","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S4-Level 2: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Health; Body systems; Living systems\nSelect examples of body parts from magazines, models, or other visuals based on oral directions (e.g., \"Find a skull.\")\n\nTopic: Earth's materials; Natural resources\nDescribe natural phenomena from collections or pictures (e.g., seashells or sponges)\n\nTopic: Properties of matter; Energy sources\nSequence steps of energy use and depletion from phrases and illustrations\n\nTopic: Solar system; Earth's history\nMake notes from observations from videos or illustrations","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}}]},{"name":"Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.","level3":[{"name":"G4-5.S5-Level 1: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Prehistoric animals; Tools\nIdentify artifacts or creatures of the past in pictures and illustrations from oral descriptions\n\nTopic: Legends, scales, maps, globes; U.S. regions; Topography\nState directions or locations using realia or gestures with guidance from peers\n\nTopic: Explorers; Historical leaders\nMatch time frames, places, or events to people using charts or illustrations\n\nTopic: Immigration; Colonization; Cross-cultural experiences\nList family members or historical figures with countries of origin, using maps or charts","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S5-Level 2: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Prehistoric animals; Tools\nMatch artifacts or creatures of the past with their environments from oral descriptions in videos or movies\n\nTopic: Legends, scales, maps, globes; U.S. regions; Topography\nIdentify features of places (e.g., \"Chicago is on Lake Michigan.\") using realia in small groups\n\nTopic: Explorers; Historical leaders\nAssociate traits, cultures, or contributions of people using graphic organizers or illustrations\n\nTopic: Immigration; Colonization; Cross-cultural experiences\nCreate personal or historical family trees using graphic organizers and photographs","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In many Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S5-Level 3: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Prehistoric animals; Tools\nPlace artifacts or creatures presented in oral readings in chronological order using pictures or time lines\n\nTopic: Legends, scales, maps, globes; U.S. regions; Topography\nLocate and describe places using realia through interaction with peers (e.g., two-way tasks)\n\nTopic: Explorers; Historical leaders\nAnalyze traits, cultures, and contributions of people using graphic organizers or illustrations\n\nTopic: Immigration; Colonization; Cross-cultural experiences\nProduce illustrated family or group histories through albums, journals, diaries, or travelogues","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S5-Level 4: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Prehistoric animals; Tools\nReenact scenes from the past involving artifacts or creatures based on videos, movies, or oral readings\n\nTopic: Legends, scales, maps, globes; U.S. regions; Topography\nExplore and compare locations of places using realia and other resources (e.g., the Internet) in cooperative groups\n\nTopic: Explorers; Historical leaders\nSummarize information about people and their contributions from multiple illustrated sources\n\nTopic: Immigration; Colonization; Cross-cultural experiences\nResearch (e.g., by conducting interviews) and report family or historical journeys","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G4-5.S5-Level 5: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Prehistoric animals; Tools\nInterpret videos, movies, or oral readings about the work of paleontologists and anthropologists through role play\n\nTopic: Legends, scales, maps, globes; U.S. regions; Topography\nGive presentations about places using visual support (e.g., computer slide shows) in cooperative groups\n\nTopic: Explorers; Historical leaders\nDraw conclusions about people and their contributions based on multiple, modified grade-level sources\n\nTopic: Immigration; Colonization; Cross-cultural experiences\nDiscuss, in paragraph form, cause/effect, historical patterns, or impact of movement of peoples from nation to nation","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}}]}]},{"name":"TESOL Grades 6-8","level2":[{"name":"Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.","level3":[{"name":"G6-8.S1-Level 1: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: School behaviors or activities\nFollow one-step oral commands supported by visuals or gestures\n\nTopic: School life; Social interaction\nRespond to and offer formulaic greetings, introductions, compliments, and farewells with peers or family members\n\nTopic: Information gathering at school or at home; Multiculturalism\nSearch for and identify topics of personal interest using illustrations (from L1, Internet, or newspapers)\n\nTopic: Negotiating solutions to problems; Interpersonal or cultural misunderstandings\nIdentify examples of common cultural misunderstandings among family and friends from videos or class discussions (in L1) with a partner","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G6-8.S1-Level 2: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: School behaviors or activities\nFollow multistep oral directions supported by visuals or gestures\n\nTopic: School life; Social interaction\nAsk and answer questions to exchange information with peers or family members\n\nTopic: Information gathering at school or at home; Multiculturalism\nIndicate preferences by rank-ordering or classifying illustrated topics of personal interest\n\nTopic: Negotiating solutions to problems; Interpersonal or cultural misunderstandings\nList examples of common cultural misunderstandings (e.g., chores or responsibilities) using visual or graphic support","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G6-8.S1-Level 3: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: School behaviors or activities\nRole-play situations in small groups based on dialogues, video clips, or field trips\n\nTopic: School life; Social interaction\nInitiate or engage in conversations with peers or in small groups (e.g., \"Please tell me tonight's homework.\")\n\nTopic: Information gathering at school or at home; Multiculturalism\nGather and sort illustrated information according to topics of interest or diverse perspectives\n\nTopic: Negotiating solutions to problems; Interpersonal or cultural misunderstandings\nCreate descriptions or narrations of issues or cultural misunderstandings using visual or graphic support","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G6-8.S1-Level 4: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: School behaviors or activities\nSimulate scenarios in small groups based on broadcasts or multimedia presentations\n\nTopic: School life; Social interaction\nRespond to or engage in conversations involving nuances, idiomatic expressions, or slang\n\nTopic: Information gathering at school or at home; Multiculturalism\nArrange illustrated information from multiple, diverse sources in logical order\n\nTopic: Negotiating solutions to problems; Interpersonal or cultural misunderstandings\nProvide advice, rephrase, or offer possible solutions for cultural misunderstandings using visual models of writing (e.g., in newspapers)","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G6-8.S1-Level 5: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: School behaviors or activities\nCreate or enact skits or short plays based on videos, assemblies, or multimedia presentations\n\nTopic: School life; Social interaction\nExpress or respond to humor or sarcasm in conversations (e.g., \"Sure I plan to study all weekend.\")\n\nTopic: Information gathering at school or at home; Multiculturalism\nCreate original displays of information (e.g., posters, graphic organizers, brochures) from multiple, diverse sources\n\nTopic: Negotiating solutions to problems; Interpersonal or cultural misunderstandings\nCreate guidelines for a group, class, or school on conflict resolution","rsFoundations":{"online":null,"teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":null,"supplemental":null}}]},{"name":"Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts.","level3":[{"name":"G6-8.S2-Level 1: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Synonyms; Antonyms; Metaphors; Similes\nFind words that are the same or opposite (e.g., \"big-huge,\" \"night-day\") represented by objects or illustrations according to oral directions\n\nTopic: Multiple meanings\nIdentify common words represented by objects or illustrations (e.g., table, cell phone)\n\nTopic: Comprehension strategies; Technical texts\nMatch objects or diagrams with written labels with a partner to construct meaning\n\nTopic: Use of resources; Editing; Multimedia\nProduce words or phrases using bilingual or picture dictionaries","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G6-8.S2-Level 2: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Synonyms; Antonyms; Metaphors; Similes\nMatch oral phrases involving figures of speech or vocabulary with visual representation (e.g., \"as big as a house\")\n\nTopic: Multiple meanings\nProduce phrases or sentences with common words represented by objects or illustrations in two contexts (e.g., \"table of contents\" and \"times table\")\n\nTopic: Comprehension strategies; Technical texts\nUse headings, bold print, diagrams, and charts with a partner to construct meaning\n\nTopic: Use of resources; Editing; Multimedia\nCheck language structures, conventions, or spelling using computers, peers, or models","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G6-8.S2-Level 3: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Synonyms; Antonyms; Metaphors; Similes\nIdentify figures of speech or vocabulary within visually supported oral discourse\n\nTopic: Multiple meanings\nGive examples of words or phrases represented by objects or illustrations in multiple contexts (e.g., \"base price,\" \"first base,\" \"base of a triangle\")\n\nTopic: Comprehension strategies; Technical texts\nUse context clues with graphically and visually supported text with a partner to construct meaning\n\nTopic: Use of resources; Editing; Multimedia\nPeer edit and revise drafts using checklists, models, or other resources","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G6-8.S2-Level 4: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Synonyms; Antonyms; Metaphors; Similes\nRole-play scenes involving figures of speech or vocabulary based on oral descriptions (e.g., \"The room was like an oven.\")\n\nTopic: Multiple meanings\nExplain differences in use of words or phrases with multiple meanings in varied contexts\n\nTopic: Comprehension strategies; Technical texts\nUse an array of strategies with visually supported text with a partner to infer meaning\n\nTopic: Use of resources; Editing; Multimedia\nSelf-edit and revise drafts using teacher feedback or other resources (e.g., thesauruses or reference books)","rsFoundations":{"online":null,"teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":null,"supplemental":null}}]},{"name":"Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics.","level3":[{"name":"G6-8.S3-Level 1: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Statistics; Metric units; Measure of central tendency\nIdentify tools and units of measurement as described orally with visual depictions\n\nTopic: Area; Volume; Three-dimensional shapes\nName figures or dimensions from real objects or diagrams\n\nTopic: Data sets; Plots; Data interpretation\nIdentify variables or integers represented in charts and graphs with a partner\n\nTopic: Probability; Ratio\nRecord outcomes of hands-on activities (e.g., with tallies)","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":null}}]},{"name":"Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.","level3":[{"name":"G6-8.S5-Level 1: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Maps; Longitude; Latitude; Time zones\nFind individual features or locations named orally on maps with a partner\n\nTopic: Rights and responsibilities; Freedom and democracy; Slavery\nRespond to questions with words or phrases related to illustrated historical scenes\n\nTopic: Revolution; Bill of Rights; U.S. Constitution\nMatch words or phrases about actions or events with photographs or illustrations\n\nTopic: Cultural perspectives and frames of reference; Countries; Continents; Ancient/medieval civilizations\nList characteristics of people, places, or time periods using visual or graphic cultural references","rsFoundations":{"online":"Many online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Many Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G6-8.S5-Level 2: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Maps; Longitude; Latitude; Time zones\nClassify features or locations on maps (e.g., places in the Northern or Southern Hemisphere) from oral statements with a partner\n\nTopic: Rights and responsibilities; Freedom and democracy; Slavery\nMake general statements about illustrated historical scenes (e.g., \"Women do vote now. Women did not vote in 1900.\")\n\nTopic: Revolution; Bill of Rights; U.S. Constitution\nClassify or categorize visually supported statements about actions or events by time frames (e.g., before, during, after war)\n\nTopic: Cultural perspectives and frames of reference; Countries; Continents; Ancient/medieval civilizations\nDescribe people, places, or time periods using visual or graphic cultural references (e.g., map of Southeast Asia or artifacts from Ming Dynasty)","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G6-8.S5-Level 3: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Maps; Longitude; Latitude; Time zones\nIdentify features of locations on maps from a series of oral statements with a partner (e.g., in two-way tasks)\n\nTopic: Rights and responsibilities; Freedom and democracy; Slavery\nDescribe or enact historical scenarios based on illustrations or historical cartoons\n\nTopic: Revolution; Bill of Rights; U.S. Constitution\nOrder paragraphs describing actions or events using visual or graphic support (e.g., a time line)\n\nTopic: Cultural perspectives and frames of reference; Countries; Continents; Ancient/medieval civilizations\nCompare/contrast people, places, or time periods using visual or graphic cultural references (e.g., Aztec, Mayan and Egyptian pyramids)","rsFoundations":{"online":null,"teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":null,"supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}}]}]},{"name":"TESOL Grades 9-12","level2":[{"name":"Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.","level3":[{"name":"G9-12.S1-Level 1: All Domains","descriptor":"Sample Performance Indicators\n\nTopic: Idiomatic expressions; Slang; Humor; Sarcasm\nFollow one-step instructions or requests supported by gestures from peers (e.g., \"Wait way back there.\")\n\nTopic: Interpersonal issues; Misunderstandings\nShare potential cross-cultural misunderstandings in small groups (using L1)\n\nTopic: Strategies\nPreview visually supported text to glean basic information (e.g., menus, schedules, announcements)\n\nTopic: Advice; Suggestions; Recommendations\nList topics of common personal interest with a classmate","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G9-12.S1-Level 2: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Idiomatic expressions; Slang; Humor; Sarcasm\nAttend to and respond nonverbally to short dialogues or conversations supported by gestures for familiar speakers\n\nTopic: Interpersonal issues; Misunderstandings\nGive examples of cross-cultural misunderstandings in small groups (confirming through L1)\n\nTopic: Strategies\nConnect information from visually supported text to self and personal experiences\n\nTopic: Advice; Suggestions; Recommendations\nCompare key points about topics of common personal interest using graphic organizers","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G9-12.S1-Level 3: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Idiomatic expressions; Slang; Humor; Sarcasm\nRespond nonverbally to slang or idiomatic expressions, especially when interacting with peers (e.g., through facial expressions or actions)\n\nTopic: Interpersonal issues; Misunderstandings\nPresent and pose solutions to cross-cultural misunderstandings in small groups or with a partner\n\nTopic: Strategies\nScan visually or graphically supported text to obtain information\n\nTopic: Advice; Suggestions; Recommendations\nProduce or respond to e-mails, notes, or memos from teachers or peers using appropriate register","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G9-12.S1-Level 4: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Idiomatic expressions; Slang; Humor; Sarcasm\nRespond to nuances elicited by unfamiliar speakers (after clarifying or verifying with peers)\n\nTopic: Interpersonal issues; Misunderstandings\nNegotiate solutions to resolve cross-cultural misunderstandings with a partner\n\nTopic: Strategies\nSkim visually or graphically supported text to confirm or verify information\n\nTopic: Advice; Suggestions; Recommendations\nCreate or respond to everyday issues (e.g., advice columns, editorials in school or local papers) using appropriate register and language forms","rsFoundations":{"online":null,"teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":null,"supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G9-12.S1-Level 5: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Idiomatic expressions; Slang; Humor; Sarcasm\nProvide appropriate responses to nuances in a variety of contexts and situations\n\nTopic: Interpersonal issues; Misunderstandings\nOffer suggestions and guidance on how to reach compromise or agreement on cross-cultural misunderstandings\n\nTopic: Strategies\nRevise thinking or draw conclusions from information in modified grade-level text\n\nTopic: Advice; Suggestions; Recommendations\nCompose personal or business forms of correspondence using appropriate register and language forms (e.g., letters, applications, essays)","rsFoundations":{"online":null,"teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":null,"supplemental":"In some Focused Reading activities, learners have the opportunity to meet this standard in all domains."}}]},{"name":"Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts.","level3":[{"name":"G9-12.S2-Level 1: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Bias; Author's perspective; Points of view\nIdentify topics or themes presented in media sources (e.g., TV, films, videos) with a partner\n\nTopic: Critical commentaries\nState facts related to personal or cultural preferences using visually supported materials (e.g., in dating)\n\nTopic: Literary genres\nMatch type of genre to short descriptions (in L1 or L2) with a partner\n\nTopic: Autobiographical and biographical narratives\nLabel personal photographs, artifacts, or drawings with words or phrases","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G9-12.S2-Level 2: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Bias; Author's perspective; Points of view\nDifferentiate fact from opinion from media sources (e.g., TV, films, videos) with a partner\n\nTopic: Critical commentaries\nGive opinions on personal or cultural issues using realia or visual support\n\nTopic: Literary genres\nSort short segments of dramatic, poetic, or narrative works according to typical characteristics (in L1 or L2) with a partner\n\nTopic: Autobiographical and biographical narratives\nList life events sequentially or along a time line using phrases or short sentences","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In many Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G9-12.S2-Level 3: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Bias; Author's perspective; Points of view\nCompare and contrast varying stances presented in media sources with a group\n\nTopic: Critical commentaries\nOffer pros and cons of issues using visual or graphic support\n\nTopic: Literary genres\nCategorize types of works from a variety of genres (in L1 or L2) with a partner\n\nTopic: Autobiographical and biographical narratives\nSummarize life events organized by time period using personal resources (e.g., albums, birth certificates)","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G9-12.S2-Level 4: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Bias; Author's perspective; Points of view\nDraw conclusions about various stances from speakers using visually supported material in group projects (e.g., on prejudice)\n\nTopic: Critical commentaries\nDiscuss and summarize current critical issues using visual or graphic support\n\nTopic: Literary genres\nIdentify the purposes and uses of particular genres with a partner\n\nTopic: Autobiographical and biographical narratives\nCreate personal essays using as models familiar autobiographies or memoirs read (in L1 or L2)","rsFoundations":{"online":null,"teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":null,"supplemental":"In many Focused Reading activities, learners have the opportunity to meet this standard in all domains."}},{"name":"G9-12.S2-Level 5: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Bias; Author's perspective; Points of view\nDeduce stances by integrating information from various speakers\n\nTopic: Critical commentaries\nDeliver multimedia presentations on controversial topics\n\nTopic: Literary genres\nAnalyze excerpts or favorite genres from modified grade-level material\n\nTopic: Autobiographical and biographical narratives\nCompose autobiographical essays or memoirs","rsFoundations":{"online":null,"teachers":null,"workbook":null,"supplemental":"In some Focused Reading activities, learners have the opportunity to meet this standard in all domains."}}]},{"name":"Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics.","level3":[{"name":"G9-12.S3-Level 1: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Quadrilaterals\nIdentify properties of figures (e.g., opposite sides or angles) in small groups based on visual representations and oral statements\n\nTopic: Problem solving\nState or repeat steps in problem solving using manipulatives or visual support\n\nTopic: Data displays; Data interpretation\nMatch data in graphic representations from everyday sources (e.g., newspapers, magazines) to text with a partner\n\nTopic: Algebra\nCopy and label equations, inequalities, or expressions from overheads or models","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":null}}]},{"name":"Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.","level3":[{"name":"G9-12.S5-Level 1: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Supreme Court cases; Federal, civil, and individual rights; Social issues and inequities\nFind basic information in photographs or illustrations as described in oral statements (e.g., dates, people, or titles in newspapers or magazines)\n\nTopic: Human populations\nExchange facts about the peoples, languages, or cultures of local communities or native countries with a partner (using L1 or L2)\n\nTopic: Global economy; Supply and demand; Money and banking\nMake connections between areas on maps or globes and their products or monetary units using illustrated sources\n\nTopic: Cultural diversity and cohesion; International and multinational organizations\nBrainstorm and record examples of multicultural institutions, or symbols (e.g., the Red Cross) in small groups","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In many Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G9-12.S5-Level 2: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Supreme Court cases; Federal, civil, and individual rights; Social issues and inequities\nIdentify topics or political issues in photographs or illustrations based on oral description\n\nTopic: Human populations\nShare personal experiences and reactions to migration/immigration with a partner\n\nTopic: Global economy; Supply and demand; Money and banking\nGlean information about places, products, or monetary units from newspapers, charts, and graphs\n\nTopic: Cultural diversity and cohesion; International and multinational organizations\nList and define multicultural issues, institutions, or symbols in small groups","rsFoundations":{"online":"Some online Course lessons model vocabulary and language structures to provide learners with the language to apply this standard in all domains.","teachers":"In some Teacher's Guide activities, learners have the opportunity to meet this standard in all domains.","workbook":"Some Workbook activities practice vocabulary and language structures to provide learners with the language to apply this standard in the domains of reading and writing.","supplemental":"In some Supplemental Reading activities, learners have the opportunity to meet this standard in the domains of reading and writing."}},{"name":"G9-12.S5-Level 3: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Supreme Court cases; Federal, civil, and individual rights; Social issues and inequities\nCompare oral summaries of political situations with visual representation (e.g., video of Dr. Martin Luther King's \"I Have a Dream\" speech)\n\nTopic: Human populations\nDiscuss demographic shifts, migration/immigration patterns, languages or cultures in small groups\n\nTopic: Global economy; Supply and demand; Money and banking\nDetect trends or fluctuations in monetary values or production from summaries and information presented in charts, tables, and graphs\n\nTopic: Cultural diversity and cohesion; International and multinational organizations\nCompare what \"is\" to what \"should be\" in regard to multicultural issues or institutions using graphic organizers","rsFoundations":{"online":null,"teachers":null,"workbook":null,"supplemental":"In some Focused Reading activities, learners have the opportunity to meet this standard in all domains."}},{"name":"G9-12.S5-Level 4: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Supreme Court cases; Federal, civil, and individual rights; Social issues and inequities\nInterpret peers' reenactments or presentations on political situations as seen in the media\n\nTopic: Human populations\nExplain the impact of demographic shifts or migration/immigration patterns, languages, or cultures in small groups\n\nTopic: Global economy; Supply and demand; Money and banking\nPredict future trends in monetary values or production presented in graphically supported text\n\nTopic: Cultural diversity and cohesion; International and multinational organizations\nState and defend a stance or position on multicultural issues or institutions using feedback from a peer","rsFoundations":{"online":null,"teachers":null,"workbook":null,"supplemental":"In some Focused Reading activities, learners have the opportunity to meet this standard in all domains."}},{"name":"G9-12.S5-Level 5: All Domains","descriptor":"Sample Performance Indicator\n\nTopic: Supreme Court cases; Federal, civil, and individual rights; Social issues and inequities\nEvaluate mock trials or political speeches by peers\n\nTopic: Human populations\nGive multimedia demonstrations, speeches, or presentations on characteristics, distribution, and migration of peoples, their languages, and their cultures\n\nTopic: Global economy; Supply and demand; Money and banking\nInterpret economic trends based on modified grade-level materials (e.g., business reports, magazine articles)\n\nTopic: Cultural diversity and cohesion; International and multinational organizations\nProduce essays, poems, or brochures that address or pose creative solutions to multicultural issues","rsFoundations":{"online":null,"teachers":null,"workbook":null,"supplemental":"In some Focused Reading activities, learners have the opportunity to meet this standard in all domains."}}]}]}]