Okla. Admin. Code § 210:15-3-138

Current through Vol. 42, No. 8, January 2, 2025

Section 210:15-3-138 - Communication

(a)Standard: Interpretive Communication. Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

(1)Interpretive Listening.

(A)Novice Level Range. Oklahoma Learner Targets for students of world languages are designed from a student perspective. The novice level Oklahoma Learner Targets for Interpretive Listening are:

(i)Novice Low Level. I can identify memorized or familiar words when they are supported by modified input, gestures, or visuals when heard, viewed within texts.

(ii)Novice Mid Level. I can identify some basic facts from memorized or familiar words and phrases when heard or viewed within texts; these may be supported by modified input, gestures, or visuals.

(iii)Novice High Level.

(I) I can identify the topic, some details, and/or familiar questions from simple sentences when heard, signed, viewed within texts.

(B)Intermediate Level Range. The intermediate level Oklahoma Learner Targets for Interpretive Listening are:

(i)Intermediate Low Level.

(I) I can identify the topic and related information in short and simple texts, conversations, or presentations on familiar topics when heard, signed or viewed.

(ii)Intermediate Mid Level.

(I) I can identify the topic and related information in texts, spontaneous conversations, or presentations on a variety of topics related to everyday life and personal interests and studies when heard, signed or viewed.

(iii)Intermediate High Level.

(I) I can usually follow and summarize the main message and flow of events expressed in spontaneous conversations, discussions, and presentations on a variety of topics related to everyday life and personal interests and studies in paragraph-length text when heard, signed, or viewed.

(II) I can sometimes follow events and experiences in various time frames when heard, signed, or viewed.

(III) I can usually understand a few details even when something unexpected is expressed in spontaneous conversations, discussions, and presentations

(C)Advanced Level Range. The advanced level Oklahoma Learner Targets for Interpretive Listening are:

(i)Advanced Low Level.

(I) I can identify, follow, and summarize the main message and some supporting details across major time frames in spontaneous conversations, discussions, and presentations in a variety of genres on familiar topics even when something unexpected is expressed when heard, signed, or viewed.

(ii)Advanced Mid Level.

(I) I can identify, understand, and summarize the main message and most supporting details across major time frames in spontaneous conversations, discussions, and presentations when heard, signed, or viewed in most genre, even when I'm unfamiliar with the topic.

(iii)Advanced High Level.

(I) I can follow the flow of ideas and infer meaning from complex language on unfamiliar, abstract topics.

(II) I can follow the flow of ideas and some nuances from different viewpoints in most fictional, and most authentic discourse.

(III) I can follow the flow of ideas and some nuances from different viewpoints in unplanned conversations, discussions, and presentations when heard, signed, or viewed.

(2)Interpretive Reading.

(A)Novice Level Range. The novice level Oklahoma Learner Targets for Interpretive Reading are:

(i)Novice Low Level.

(I) I can identify memorized or familiar words when they are supported by modified input, gestures, or visuals when heard, viewed, or read within texts.

(ii)Novice Mid Level.

(I) I can identify some basic facts from memorized or familiar words and phrases when viewed or read within texts; these may be supported by modified input, gestures, or visuals.

(iii)Novice High Level.

(I) I can identify the topic, some details, and/or familiar questions from simple sentences when read within texts.

(II) I can sometimes understand the main idea of what I have read.

(B)Intermediate Level Range. The intermediate level Oklahoma Learner Targets for Interpretive Reading are:

(i)Intermediate Low Level. I can identify the topic and related information in short and simple texts on familiar topics when read.

(ii)Intermediate Mid Level. I can identify the topic and related information in texts on a variety of topics related to everyday life and personal interests and studies when heard, viewed or read.

(iii)Intermediate High Level.

(I) I can usually follow and summarize the main message and actions related to everyday life, personal interests, and studies expressed in various time frames in paragraph-length text.

(II) I can sometimes follow stories and descriptions about events and experiences in various time frames.

(C)Advanced Level Range. The advanced level Oklahoma Learner Targets for Interpretive Reading are:

(i)Advanced Low Level.

(I) I can identify, follow, and summarize the main message and some supporting details across major time frames in various genres on a variety of topics of personal and general interest in texts.

(ii)Advanced Mid Level.

(I) I can identify, follow, and summarize the main topic and most supporting details across major time frames in texts in most genre even when I'm unfamiliar with the topic.

(iii)Advanced High Level.

(I) I can follow the flow of ideas and infer meaning from complex language on unfamiliar, abstract topics within informational texts and materials.

(II) I can follow the flow of ideas and some nuances from different viewpoints in most texts and materials.

(b)Standard: Interpersonal Communication. Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

(1)Novice Level Range. Oklahoma Learner Targets for students of world languages are designed from a student perspective. The novice level Oklahoma Learner Targets for Interpersonal Communication are:

(A)Novice Low Level. I can communicate about very familiar topics using a variety of words and phrases that I have practiced and memorized to share information, reactions, opinions and feelings, as well as explore opportunities for future career paths.

(B)Novice Mid Level. I can request and provide information about very familiar topics using a variety of words and phrases that I have practiced and memorized to share information, reactions, opinions and feelings, as well as explore opportunities for future career paths.

(C)Novice High Level.

(i) I can request and provide information about familiar topics using -a variety of words and phrases practiced and memorized to share information, reactions, opinions, feelings, as well as explore opportunities for future career paths.

(ii) I can usually handle short social interactions in everyday situations by asking and answering simple questions.

(2)Intermediate Level Range. The intermediate level Oklahoma Learner Targets for Interpersonal Communication are:

(A)Intermediate Low Level.

(i) I can participate in conversations on a number of familiar topics using simple sentences.

(ii) I can handle short social interactions in everyday situations by asking and answering simple questions.

(B)Intermediate Mid Level.

(i) I can participate in conversations on familiar topics using sentences and series of sentences.

(ii) I can handle short social interactions in everyday situations by asking and answering a variety of questions.

(iii) I can usually say or sign what I want to about myself and my everyday life.

(C)Intermediate High Level.

(i) I can participate with spontaneity and fluency in conversations on familiar topics.

(ii) I can usually talk or sign about events and experiences in various time frames.

(iii) I can usually describe people, places, and things with some detail.

(iv) I can handle social interactions in everyday situations, sometimes even when there is an unexpected complication.

(3)Advanced Level Range. The advanced level Oklahoma Learner Targets for Interpersonal Communication are:

(A)Advanced Low Level.

(i) I can exchange information and ideas in discussions on a variety of familiar and concrete academic and social topics, using a few simple paragraphs across major time frames.

(ii) I can talk in an organized way and with some detail about events and experiences in various time frames.

(iii) I can describe people, places, and things in an organized way with varied details.

(iv) I can handle a familiar situation with an unexpected complication.

(B)Advanced Mid Level.

(i) I can express myself fully not only on familiar topics but also on some concrete social, academic, and professional topics.

(ii) I can talk or sign in detail and in an organized way about events and experiences by using probing questions and providing detailed responses across various time frames.

(iii) I can confidently handle routine situations with an unexpected complication.

(iv) I can share my point of view discussions on some complex issues.

(C)Advanced High Level.

(i) I can express myself fully not only on familiar topics but also on a variety of complex concrete, social, academic, and professional topics.

(ii) I can express myself in detail and in an organized way about events and experiences by using precise questions and providing detailed explanations across various time frames, often addressing hypothetical or abstract issues.

(iii) I can interact and negotiate to resolve an unexpected complication in a situation that is generally unfamiliar.

(iv) I can share my point of view in discussions and sometimes debate opinions on a variety of complex concrete topics.

(c)Standard: Presentational Communication. Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

(1)Presentational Speaking.

(A)Novice Level Range. The novice level Oklahoma Learner Targets for Presentational Speaking are:

(i)Novice Low Level.

(a) I can present information about myself and other very familiar topics of immediate interest in highly predictable settings using single words, memorized phrases, or signs relying upon repetition, visual aids, and gestures.

(b) I can reporoduce some familiar words, phrases, or signs in culturally accepted ways.

(ii)Novice Mid Level.

(a) I can present information about myself and some other very familiar topics of immediate interest in highly predictable settings using single words, memorized phrases or signs relying upon repetition, visual aids, and gestures.

(b) I can reproduce some familiar words, phrases, or signs in culturally accepted ways.

(iii)Novice High Level. I can present basic information on familiar topics that relate to me in a variety of settings, sometimes relying upon clarification and circumlocution, using language I have practiced using phrases and simple sentences.

(B)Intermediate Level Range. The intermediate level Oklahoma Learner Targets for Presentational Speaking are:

(i)Intermediate Low Level.

(I) I can present information on most familiar topics that relate to me and my immediate environment in a variety of settings, using a series of simple sentences, sometimes relying upon clarification and circumlocution.

(II) I can present information, raise awareness, and express personal preferences in culturally appropriate ways.

(ii)Intermediate Mid Level.

(I) I can present information about myself and other very familiar topics of immediate interest in highly predictable settings using single words, memorized phrases or signs relying upon repetition, visual aids, and gestures.

(II) I can reproduce some familiar words, phrases or signs in culturally accepted ways.

(iii)Intermediate High Level.

(I) I can make presentations on a wide variety of familiar topics that relate to me and my environment, in a variety of settings, creating series of connected sentences, sometimes relying upon clarification and circumlocution.

(II) I can communicate information, raise awareness, and express personal preferences in culturally appropriate ways.

(C)Advanced Level Range. The advanced level Oklahoma Learner Targets for Presentational Speaking are:

(i)Advanced Low Level.

(I) I can deliver organized presentations appropriate to my audience on a variety of concrete topics of personal, general, social, or academic interest, in a wide variety of settings, producing cohesive, organized paragraphs, in a way that speakers/signers of the target language understand.

(II) I can apply understanding of my cultural context, topic, sources, myself, and my audiences to adapt a presentation to a variety of settings.

(III) I can present detailed and organized information, raise awareness, and question assumptions.

(IV) I can apply relevant resources to examine and defend a viewpoint.

(V) I can describe, narrate, and compare across all major time frames through spoken, written, or signed language.

(ii)Advanced Mid Level.

(I) I can deliver well organized presentations on a wide variety of complex, concrete topics of personal, general, social, academic, or professional significance, in a wide variety of settings, producing series of connected paragraphs, in a way that speakers/signers of the language easily understand.

(II) I can apply understanding of my cultural context, topic, sources, myself, and my audience to adapt a presentation to a variety of settings in various time frames.

(iii)Advanced High Level.

(I) I can deliver well organized presentations on a wide variety of complex, hypothetical, and abstract topics, in a variety of general and specialized settings, using extended discourse composed of purposefully organized, and connected discourse, in a way that speakers/signers of the language easily understand.

(II) I can apply understanding of my cultural context, topic, sources, myself, and my audience to adapt a presentation to a variety of audiences, cultures, communities, and contexts.

(III) I can present rich, complex, detailed, organized, and culturally relevant information.

(IV) I can clearly, accurately, and cohesively deliver an argument supported by credible, authentic resources.

(V) I can describe, narrate, and compare across all major time frames, in a rich, organized, complex, and detailed manner through spoken or signed language.

(VI) I can provide detailed, reasonable hypotheses and speculations.

(2)Presentational Writing.

(A)Novice Level Range. Oklahoma Learner Targets for students of world languages are designed from a student perspective. The novice level Oklahoma Learner Targets for Presentational Writing are:

(i)Novice Low Level.

(I) I can present information about myself and other very familiar topics of immediate interest in highly predictable settings using single words or memorized phrases relying visual aids.

(II) I can reproduce some familiar words, characters, or phrases in culturally appropriate ways.

(ii)Novice Mid Level.

(I) I can present information about myself and some other very familiar topics of immediate interest in highly predictable settings using a variety of words or phrases, and memorized expressions often relying upon visual aids

(II) I can write lists and memorized phrases on familiar topics in culturally appropriate ways.

(iii)Novice High Level.

(I) I can present basic information on familiar topics.

(II) I can compose short messages and notes on familiar topics related to everyday life in culturally appropriate ways.

(B)Intermediate Level Range. The intermediate level Oklahoma Learner Targets for Presentational Writing are:

(i)Intermediate Low Level.

(I) I can compose brief pieces about most familiar topics and present information using a series of simple sentences.

(II) I can present information, raise awareness, and express personal preferences in culturally appropriate ways.

(ii)Intermediate Mid Level.

(I) I can write on a wide variety of familiar topics that relate to me and my environment in a variety of settings, creating series of connected sentences.

(II) I can present information, raise awareness, and express personal preferences in culturally appropriate ways.

(iii)Intermediate High Level.

(I) I can write on a wide variety of familiar topics that relate to me and my environment in a variety of settings, creating series of connected sentences, sometimes relying upon clarification and circumlocution.

(II) I can communicate information, raise awareness, and express personal preferences in culturally appropriate ways.

(C)Advanced Level Range. The advanced level Oklahoma Learner Targets for Presentational Writing are:

(i)Advanced Low Level.

(I) I can compose organized work appropriate to my audience on a variety of concrete topics of personal, general, social, or academic interest, in a wide variety of settings, producing cohesive, organized paragraphs, in a way that readers of the target language understand.

(II) I can apply understanding of my cultural context, topic, sources, myself, and my audiences to adapt a written work to a variety of settings.

(III) I can present detailed and organized information, raise awareness, and question assumptions.

(IV) I can apply relevant resources to examine and defend a viewpoint.

(V) I can describe, narrate, and compare across all major time frames when, writing.

(ii)Advanced Mid Level.

(I) I can compose well organized material presentations on a wide variety of complex, concrete topics of personal, general, social, academic, or professional significance, in a wide variety of settings, producing series of connected paragraphs, in a way that readers of the language easily understand.

(II) I can apply understanding of my cultural context, topic, sources, myself, and my audience to adapt material to a variety of settings in various time frames.

(III) I can present complex, detailed, organized, and culturally relevant information.

(IV) I can apply multiple relevant authentic resources to construct complex, detailed, organized, and respectful arguments that offer possible solutions to general societal issues.

(V) I can describe, narrate, and compare across all major time frames, in a rich, organized, complex, and detailed manner.

(iii)Advanced High Level.

(I) I can compose well organized rich, complex, detailed, organized and culturally relevant presentations on a wide variety of complex, hypothetical, and abstract topics, in a variety of general and specialized settings, using extended discourse composed of purposefully organized, and connected paragraphs, in a way that speakers of the language easily understand.

(II) I can apply understanding of my cultural context, topic, sources, myself, and my audience to adapt material a presentation to a variety of audiences, cultures, communities, and contexts

(III) I can clearly, accurately, and cohesively deliver an argument supported by credible, authentic resources.

(IV) I can describe, narrate, and compare across all major time frames, in a rich, organized, complex, and detailed manner.

(V) I can provide detailed, reasonable hypotheses and speculations.

(d)Communication Goal for Classical Languages. Classical languages (Latin and ancient Greek) focus most strongly on interpretive reading. In this skill, students may attain a reading proficiency level in the novice to intermediate range during the first year of instruction at the secondary level. Interpretive listening, presentational writing, and presentational speaking-which support reading-generally remain in the novice level range through the first few years of instruction. Because the vocabulary for Latin and Greek courses is based on historical texts, teachers will need to adapt the "Can-Do Benchmarks of this goal area, particularly for the three supportive skills. The interpersonal mode of communication is optional for these languages.

(e)Communication Goal for Native American Languages. Native American Languages place a very strong emphasis on the interpersonal mode, as well as on presentational speaking and interpretive listening. For interpretive reading and presentational writing, most Native American languages use a phonetic system (a notable exception is the Cherokee syllabary). Most Native American languages tend to add new meanings to existing words and may utilize descriptive language or incorporate "English" for contemporary spoken and written discourse. Students at the secondary level are expected to achieve a novice level of proficiency in each of the four language skills after two years of study. Students that have engaged in a sequential program of instruction prior to high school are expected to achieve an intermediate level of proficiency in listening and speaking by the end of two additional years in high school.

Okla. Admin. Code § 210:15-3-138

Adopted by Oklahoma Register, Volume 32, Issue 22, August 3, 2015, eff. 8/13/2015

Amended by Oklahoma Register, Volume 40, Issue 5, November 15, 2022, eff. 12/11/2022