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<root>
<h0 ref ="0" label="New York Learning Standards for Languages Other Than English">
<h1 ref ="1" label="Standard 1 - Communication Skills: Checkpoint B">
<h2 ref ="2" label="1. Listening and speaking are primary communicative goals in modern language learning. These skills are used for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action. Students can:">
<h3 ref ="3" label="comprehend messages and short conversations when listening to peers, familiar adults, and providers of public services either in face-to-face interactions or on the telephone"></h3>
<h3 ref ="4" label="understand the main idea and some discrete information in television, radio, or live presentations"></h3>
<h3 ref ="5" label="initiate and sustain conversations, face to face or on the phone, with native-speaking or more fluent individuals"></h3>
<h3 ref ="6" label="select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers"></h3>
<h3 ref ="7" label="exhibit spontaneity in their interactions, particularly when the topic is familiar, but often rely on familiar utterances"></h3>
<h3 ref ="8" label="use repetition and circumlocution as well as gestures and other nonverbal cues to sustain conversation."></h3></h2>
<h2 ref ="9" label="2. Reading and writing are used in languages other than English for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action. Students can:">
<h3 ref ="10" label="read and comprehend materials written for native speakers when the topic and language are familiar"></h3>
<h3 ref ="11" label="use cognates and contextual and visual cues to derive meaning from texts that contain unfamiliar words, expressions, and structures"></h3>
<h3 ref ="12" label="read simple materials independently, but may have to guess at meanings of longer or more complex material"></h3>
<h3 ref ="13" label="write short notes, uncomplicated personal and business letters, brief journals, and short reports"></h3>
<h3 ref ="14" label="write brief analyses of more complex content when given the opportunity for organization and advance preparation, though errors may occur more frequently"></h3>
<h3 ref ="15" label="produce written narratives and expressions of opinion about radio and television programs, newspaper and magazine articles, and selected stories, songs, and literature of the target language."></h3></h2></h1>
<h1 ref ="16" label="Standard 2 - Cultural Understanding: Checkpoint B">
<h2 ref ="17" label="1. Effective communication involves meanings that go beyond words and require an understanding of perceptions, gestures, folklore, and family and community dynamics. All of these elements can affect whether and how well a message is received. Students can:">
<h3 ref ="18" label="exhibit more comprehensive knowledge of cultural traits and patterns"></h3>
<h3 ref ="19" label="draw comparisons between societies"></h3>
<h3 ref ="20" label="recognize that there are important linguistic and cultural variations among groups that speak the same target language"></h3>
<h3 ref ="21" label="understand how words, body language, rituals, and social interactions influence communication."></h3></h2></h1>
<h1 ref ="22" label=""></h1></h0></root>