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FRANKFURT INTERNATIONAL SCHOOL
Frankfurt International School
International School Wiesbaden
Our mission is to be the leading, culturally diverse and family-oriented international school with
English as the principal language of instruction.
We inspire individuals to develop their intellect, creativity and character to become independent,
adaptable, socially responsible and internationally minded citizens, by ensuring a dynamic, inquiry-
driven education of the highest standard.
FRANKFURT INTERNATIONAL SCHOOL
1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Facts & Figures About Language Learning at FIS . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Bilingual Education at FIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Language Pro� ciency Teaching and Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
PS/ES German Course Sequences & Explanations . . . . . . . . . . . . . . . . . . . . . . . 6 - 7
Elementary School Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 - 17
Sample Continuums in the Primary and Elementary School . . . . . . . . . . . . . . 18 - 22
Upper School Course Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Upper School Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 - 35
Why Learn German? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 - 38
INDEX
2
3
INTRODUCTION
FIS is driven by its mission statement and beliefs. � ese have produced a strategic plan which guides the school’s future expansion and provides direction for its academic courses. Language learning is an integral part of the strategic plan.
From the FIS Strategic Plan 2005-2010
Action Plan #4: We will ensure that students develop and increase pro� ciency in English and additional languages, taking into account demographic changes.
Speci� c Result 4.5: Students will have a clearly articulated, cohesive German learning program which re� ects best practices for each developmental level.
� e school’s policy manual contains four statements which deal directly with the importance of learning German at all levels.
Extract from Policy 7.5043.As host country language, German is o� ered at all levels throughout the school at a su� cient number of pro� ciency levels to meet the educational needs of all students.
3.1In general, all students are expected to be enrolled in German language classes unless they have special educational needs, identi� ed by quali� ed faculty, which speci� cally preclude such study.
3.2Students who are German citizens and/or permanent legal residents of Germany are generally required to attend German classes throughout the period of their enrollment at FIS. Such classes may be o� ered within the regular German program or by means of dual language, immersion or bilingual classes.
3.3Other students in grades 9-12 may choose an alternative language course once they have met what the school determines to be the minimum pro� ciency requirements in German by means of an appropriate test. In some cases, permission may be granted to a student who enters grades 9-12 who does not met minimum pro� ciency requirements in German to choose an alternative language course in order to ful� ll the requirements of the International Baccalaureate program for the entry requirements of a particular institution of higher or further education.
4
� e school focuses on results. It is committed to the expansion of its language programs
and it is proud of the achievement of its students.
• As of the 2009/2010 school year, there are 12 languages being studied at FIS: English,
German, French, Spanish, Japanese, Korean, Swedish, Dutch, Chinese, Norwegian,
Farsi and Slovene.
• 70% of our students are non-native English speakers. � e vast majority are able to
attend mainstream English classes after just two years of ESL instruction.
• All students learn in an English immersion environment. All take English language
arts courses and 99% are enrolled in German language arts.
• 75% of elementary school students who began learning German in grade 2 or earlier
are able to attend German classes at (near) native level by grade 8.
• 40% of all FIS students speak three or more languages.
• 70% of FIS students graduate with the International Baccalaureate Bilingual Diploma.
• 95% of all students applying with the IB Bilingual Diploma to the Kultusministerium
for Abitur equivalence were awarded a grade of 2 or higher.
• Over the past years, our students have a 100% pass rate in IB mother tongue
examinations.
• FIS also o� ers adult education classes in ESL, German and Italian as a foreign language
and German, Spanish and French as part of the REAL (after-school) program.
FACTS AND FIGURES ABOUT LANGUAGE LEARNING
5
� e bene� ts of a bilingual education have been known for many years. Students perform just as well and often better than monolinguals on standardized tests; they are able to communicate with more people in more places; bilinguals exhibit greater nonverbal problem-solving abilities and more � exible thinking; the bilingual learner’s brain is exercised more- both hemispheres are active when using more than one language; there are fewer memory lapses with older people and the risk of Alzheimer’s disease is lowered.
At our Wiesbaden Campus, an integrated German program is part of the curriculum in grades one to three. Teachers present aspects of the Units of Inquiry of the PYP program in German and di� erentiate their instruction according to the pro� ciency level of the student in mixed German language ability homeroom classes. In grades four and � ve, all children receive German language arts instruction three times a week and content-based instruction twice a week in leveled groups.
In the primary school at FIS, there is an integrated program in which art is taught in German and English to children in primary through grade 1. Beginning in the 2009/2010 school year in the elementary school, the current “immersion” program will be phased out over a three-year period. It will be replaced by daily content-based German language arts classes in leveled groups and by an optional “integrated German” program in grade three followed by an optional two-year English/German bilingual program in grades 4 and 5 where half the curriculum is presented in each language. Admission to the integrated and bilingual programs depends on the pro� ciency level of the student’s English and German. In grades 6, 7 and 8, there is an optional integrated German program for suitable applicants where one complete academic course is taught in German. To date, this has been either humanities or science.
At the end of grade 12, if a student has passed the IB diploma with German and English as Language A1 and A2 (as well as either a science or mathematics at higher level), s/he is awarded a bilingual diploma which is recognized by the German Kultusministerium as the equivalent of the Abitur.
BILINGUAL EDUCATION AT FIS
6
Pro� ciency means what one can do with a language in the areas of speaking, listening, reading and writing. Students are regularly tested in these areas by means of standardized tests which indicate what their pro� ciency levels are according to grids developed by the American Council on the Teaching of Foreign Languages (ACTFL) and by the Center for Applied Linguistics (CAL). Furthermore, students are also placed on a continuum for German, established by the teachers at FIS, which was modeled on the language learning continuums by the well-known researcher Bonnie Campbell Hill. A continuum indicates to teachers and parents the steps a learner has taken in improving his/her language learning and the steps still to be taken.
What follows are the sequences and the desired pro� ciency objectives of German courses at FIS.
LANGUAGE PROFICIENCY TEACHING AND ASSESSMENT
Pre-Primary Primary Grade 1Heritage Learner German German Advanced/FluentForeign Learner German German Beginner/IntermediateBilingual Learner German German Beginner/IntermediateForeign Learner German German Beginner/Intermediate
PS/ES GERMAN COURSE SEQUENCESfrom entry point in each grade
Primary School
Grade 2 Grade 3 Grade 4 Grade 5Heritage Learner Fluent Fluent Fluent FluentForeign Learner Intermediate 1 Intermediate 2 Intermediate 3 Advanced/FluentBilingual Learner Intermediate 1/2 Intermediate 2/3 Intermediate 3/Adv. Advanced/FluentForeign Learner Intermediate 1 Intermediate 2 Intermediate 2 Intermediate 3Foreign Learner Beginner Intermediate 1 Intermediate 2 Intermediate 2/3Foreign Learner Beginner Intermediate 1 Intermediate 2Foreign Learner Beginner Intermediate 1Foreign Learner Beginner
Elementary School
7
By the end of this course, the beginning learner will be able to:
• Listening: o follow two-step directions and respond to familiar questions
• Speaking: o respond to questions using German phrases; communicate with simple language patterns.
By the end of this course, the advanced learner will be able to:
• Listening: o understand detailed questions and follow multi-step directions
• Speaking: o speak con� dently and use vocabulary � exibly; name with complex phrases (everyday language)
By the end of this course, the learner will be able to:
• Reading: o read topic related words with guidance; describe story line and make predictions
• Writing: o write 1-2 sentences about a familiar topic using key vocabulary, familiar words and resources provided
PRE-PRIMARY, PRIMARY, GRADE 1 - BEGINNERS
PRE-PRIMARY, PRIMARY - ADVANCED/FLUENT
GRADE 1 - ADVANCED/FLUENT
8
� e learner will:
• Oral communication: o understand simple questions and commands about familiar topics o show comprehension when read or spoken to o follow directions with familiar instructions o use a limited number of isolated words, simple phrases or memorized expressions o ask and answer simple questions
• Reading: o read simple words with correct pronunciation o comprehend the meaning of simple written material o follow simple written instructions
• Writing: o copy words and phrases with accuracy o begin to spell basic words correctly o write simple words and familiar phrases
� e learner will:
• Oral communication: o understand familiar and some new sentence-level language with contextual support o use basic language in a limited number of everyday social and academic situations o begin to conjugate present tense of regular verbs
• Reading: o read with correct pronunciation o demonstrate comprehension of written material
• Writing: o write short, simple sentences about prepared topics o use present tense of regular verbs o spell basic vocabulary accurately
GRADE 2 GERMAN – BEGINNERS
GRADE 2 GERMAN – INTERMEDIATE 1
9
� e learner will:
• Oral communication: o understand and respond to speech in familiar and new contexts, with some contextual support o use basic vocabulary to discuss personal and prepared academic topics o use sentence level speech o conjugate regular verbs in present tense
• Reading: o read with correct pronunciation o demonstrate comprehension of written material
• Writing: o write sentences about personal and prepared academic topics o use present tense forms of regular and irregular verbs o spell basic vocabulary accurately
� e learner will:
• Oral communication: o understand and respond to connected speech about familiar and unfamiliar topics o use varied vocabulary to describe personal and academic topics o begin to use connected speech in everyday social and academic situations o conjugate regular verbs in present tense and attempt past tense
• Reading: o read with correct pronunciation o demonstrate comprehension of easy readers with guidance
• Writing: o write sentences about personal and prepared academic topics o conjugate regular and irregular verbs in present tense and attempt past tense o spell basic vocabulary accurately
GRADE 2 GERMAN – INTERMEDIATE 2
GRADE 2 GERMAN – INTERMEDIATE 3
10
� e learner will:
• Oral communication: o comprehend main ideas and most details in connected speech on a variety of topics o communicate ideas and thoughts clearly and con� dently o use age appropriate vocabulary when talking about general and academic topics o show good control of present and past tenses
• Reading: o decode written material successfully using context, grammar and phonic cues o read early reader books with � uency o learn and share information from reading o begin to interpret meaning with guidance
• Writing: o write several sentences on a topic o use present and past tense correctly o begin to apply punctuation and capitalization rules o spell basic words correctly
� e learner will:
• Oral communication: o understand simple questions and commands about familiar topics o show comprehension when read or spoken to o follow directions with familiar instructions o use a limited number of isolated words, simple phrases or memorized expressions
• Reading: o read simple words with correct pronunciation o comprehend the meaning of simple written materials o follow written instructions
• Writing: o copy words and phrases with accuracy o write simple words and familiar phrases o spell basic words correctly o begin to capitalize nouns
GRADE 2 GERMAN – ADVANCED/FLUENT
GRADE 3 GERMAN – BEGINNERS
11
� e learner will:
• Oral communication: o understand familiar and some new sentence-level language with contextual support o use basic language in a limited number of everyday social and academic situations o begin to conjugate present tense of regular verbs
• Reading: o write short simple sentence about prepared topics o demonstrate comprehension of written material o use reference materials
• Writing: o write short simple sentences about prepared topics o use present tense of regular verbs o spell basic vocabulary accurately
� e learner will:
• Oral communication: o understand and respond to speech in familiar and new contexts, with some contextual support o use basic vocabulary to discuss personal and prepared academic topics o use sentence level speech o conjugate regular verbs in present tense
• Reading: o read with correct pronunciation o demonstrate comprehension of written material o use reference materials
• Writing: o write sentences about personal and academic topics o use present tense of regular and some irregular verbs o spell basic vocabulary accurately
GRADE 3 GERMAN – INTERMEDIATE 1
GRADE 3 GERMAN – INTERMEDIATE 2
12
� e learner will:
• Oral communication: o understand and respond to connected speech about familiar and unfamiliar topics o use varied vocabulary to describe personal and academic topics o begin to use connected speech in everyday social and academic situations o conjugate regular verbs in present tense and attempt past tense
• Reading: o read with correct pronunciation o demonstrate comprehension of easy readers o use reference materials
• Writing: o write connected sentences about personal and academic topics o conjugate regular and some irregular verbs in present tense and attempt past tense o begin to apply basic spelling rules
� e learner will:
• Oral communication: o comprehend main ideas and most details in connected speech on a variety of topics o communicate ideas and thoughts clearly and con� dently o use age appropriate vocabulary when talking about general and academic topics o show good control of present and past tenses
• Reading: o decode written material successfully using context, grammar and phonic cues o read easy chapter books with � uency o learn and share information from reading o interpret meaning (sequence, characters) with guidance
• Writing: o write short � ction, descriptions and poetry with guidance o use present and past tense correctly o edit for capitalization and punctuation o apply basic spelling rules
GRADE 3 GERMAN – INTERMEDIATE 3
GRADE 3 GERMAN – ADVANCED/FLUENT
13
� e learner will:
• Oral communication: o understand simple questions and commands about familiar topics o show comprehension when read or spoken to o follow directions with familiar instructions o use a limited number of isolated words, simple phrases or memorized expressions o ask and answer simple questions
• Reading: o read simple words with correct pronunciation o comprehend the meaning of simple written materials o follow written instructions
• Writing: o copy words and phrases with accuracy o write simple words and familiar phrases o spell basic words correctly o capitalize nouns with guidance o begin to apply grammatical rules
� e learner will:
• Oral communication: o understand familiar and some new sentence-level language with contextual support o use basic language in a limited number of everyday social and academic situations o begin to conjugate present tense of regular verbs
• Reading: o read with correct pronunciation o demonstrate comprehension of written material o use reference materials
• Writing: o write short simple sentences about prepared topics o use present tense of regular verbs o begin to use correct word order o spell basic vocabulary accurately
GRADE 4 GERMAN – BEGINNERS
GRADE 4 GERMAN – INTERMEDIATE 1
14
� e learner will:
• Oral communication: o understand and respond to speech in familiar and new contexts, with some contextual support o use basic vocabulary to discuss personal and prepared academic topics o use sentence level speech o conjugate regular verbs in present tense
• Reading: o read with correct pronunciation o demonstrate comprehension of written materials o use reference materials
• Writing: o Write sentences about topics of personal interest and prepared academic topics o Use present tense of regular verbs and some irregular verbs o Use correct word order o Apply connectors
� e learner will:
• Oral communication: o understand and respond to speech about familiar and unfamiliar topics o use varied vocabulary to describe personal and academic topics o begin to use connected speech in everyday social and academic situations o conjugate regular verbs in present tense and attempt past tense
• Reading: o read with correct pronunciation o demonstrate comprehension of written materials o use reference materials
• Writing: o write sentences about personal topics and academic topics o conjugate verbs in present tense and begin to use past tense o use correct word order and apply connectors o begin to apply spelling rules
GRADE 4 GERMAN – INTERMEDIATE 2
GRADE 4 GERMAN – INTERMEDIATE 3
15
� e learner will:
• Oral communication: o comprehend main ideas and most details in connected speech on a variety of topics o communicate ideas and thoughts clearly and con� dently o use age appropriate vocabulary when talking about general and academic topics o show good control of present and past tenses
• Reading: o read medium level chapter books with � uency o begin to expand knowledge of di� erent genres o gather information from texts with guidance o discuss setting, plot, characters, and point of view with guidance
• Writing: o write organized � ction and non � ction pieces with guidance o use present and past tenses correctly o revise for clarity and details with guidance o apply spelling rules
� e learner will:
• Oral communication: o understand simple questions and commands about familiar topics o show comprehension when read or spoken to o follow directions with familiar instructions o use a limited number of isolated words, simple phrases or memorized expressions o ask and answers simple questions
• Reading: o read simple words with correct pronunciation o comprehend the meaning of simple written materials o follow written instructions
• Writing: o copy words and phrases with accuracy o write simple words and familiar phrases o spell basic words correctly o capitalize nouns with guidance o begin to apply grammatical rules
GRADE 4 GERMAN – ADVANCED/FLUENT
GRADE 5 GERMAN – BEGINNERS
16
� e learner will:
• Oral communication: o understand familiar and some new sentence-level language with contextual support o use basic language in a limited number of everyday social and academic situations o begin to conjugate present tense of regular verbs
• Reading: o read simple words with correct pronunciation o demonstrate comprehension of written material o use reference materials
• Writing: o write short simple sentences on prepared topics o use present tense of regular verbs o begin to use correct word order o spell basic vocabulary accurately
� e learner will:
• Oral communication: o understand and respond to speech in familiar and new contexts, with some contextual support o use basic vocabulary to discuss personal and prepared academic topics o use sentence level speech o conjugate regular verbs in present tense
• Reading: o read with correct pronunciation o demonstrate comprehension of written material o use reference materials • Writing: o write sentences about personal and academic topics o use present tense of regular and some irregular verbs o use correct word order o apply connectors o begin to apply spelling rules
GRADE 5 GERMAN – INTERMEDIATE 1
GRADE 5 GERMAN – INTERMEDIATE 2
17
� e learner will:
• Oral communication: o understand and respond to connected speech about familiar and unfamiliar topics o use varied vocabulary to discuss describe personal and academic topics o begin to use connected speech in everyday social and academic situations o conjugate regular verbs in present tense and attempt past tense
• Reading: o read with correct pronunciation o demonstrate comprehension of easy readers o use reference materials
• Writing: o write sentences about personal and academic topics independently o conjugate verbs in present tense and begin to use past tense o use correct word order and apply connectors o apply spelling rules
� e learner will:
• Oral communication: o Comprehend main ideas and most details in connected speech on a variety of topics o Communicate ideas and thoughts clearly and con� dently o Use age appropriate vocabulary when talking about general and academic topics o Show good control of present and past tenses
• Reading: o read challenging children’s literature with � uency o expand knowledge of di� erent genres o gather information from texts independently o begin to gain deeper meaning through interpretation with guidance
• Writing: o begin to write organized � ction and non � ction pieces independently o use present and past tenses correctly o revise for clarity, details and word choice o apply correct spelling
GRADE 5 GERMAN – INTERMEDIATE 3
GRADE 5 GERMAN – ADVANCED/FLUENT
18
ps/e
s d
euts
ch
rea
din
g c
on
tin
uu
m
Prec
onve
ntio
nal
(Nov
ice)
Emer
ging
(Nov
ice)
Deve
lopi
ng(In
t. Lo
w)
Begi
nnin
g(In
t. M
id)
Expa
ndin
g(In
t. Hi
gh)
•Be
gins
to c
hoos
e re
adin
g m
ater
ials
(e.g
., bo
oks,
mag
azin
es, a
nd c
hart
s)
and
has f
avor
ites.
•Sh
ows i
nter
est i
n re
adin
g sig
ns,
labe
ls, a
nd lo
gos (
envi
ronm
enta
l pr
int).
•Re
cogn
izes o
wn
nam
e in
prin
t.•
Hol
ds b
ook
and
turn
s pag
es
corr
ectly
.•
Show
s beg
inni
ng/e
nd o
f boo
k or
sto
ry.
•K
now
s som
e le
tter n
ames
.•
Liste
ns a
nd re
spon
ds to
lite
ratu
re•
Com
men
ts on
illu
strat
ions
in
book
s.•
Part
icip
ates
in g
roup
read
ing
(boo
ks, r
hym
es, p
oem
s, an
d so
ngs)
.
•M
emor
izes p
atte
rn b
ooks
, poe
ms,
and
fam
iliar
boo
ks.
•Be
gins
to re
ad si
gns,
labe
ls, a
nd
logo
s (en
viro
nmen
tal p
rint).
•D
emon
strat
es e
ager
ness
to re
ad.
•Pr
eten
ds to
read
.•
Use
s illu
strat
ions
to te
ll sto
ries.
•Re
ads t
op to
bot
tom
, lef
t to
right
, an
d fro
nt to
bac
k w
ith g
uida
nce.
•K
now
s mos
t let
ter n
ames
and
som
e le
tter s
ound
s.•
Reco
gnize
s som
e na
mes
and
wor
ds
in c
onte
xt.
•M
akes
mea
ning
ful p
redi
ctio
ns w
ith
guid
ance
.•
Rhy
mes
and
pla
ys w
ith w
ords
.•
Part
icip
ates
in re
adin
g of
fam
iliar
bo
oks a
nd p
oem
s.•
Con
nect
s boo
ks re
ad a
loud
to o
wn
ex
perie
nces
with
gui
danc
e.
•Re
ads b
ooks
with
sim
ple
patte
rns.
•Be
gins
to re
ad o
wn
writ
ing.
•Be
gins
to re
ad in
depe
nden
tly fo
r sh
ort p
erio
ds (5
-10
min
utes
).•
Relie
s on
illus
trat
ions
and
prin
t.•
Use
s fi n
ger-
prin
t-voi
ce m
atch
ing.
•K
now
s mos
t let
ter s
ound
s and
lette
r cl
uste
rs.
•Re
cogn
izes s
impl
e w
ords
.•
Use
s gro
win
g aw
aren
ess o
f sou
nd
segm
ents
(e.g
., ph
onem
es, s
ylla
bles
, rh
ymes
) to
read
wor
ds.
•Be
gins
to m
ake
mea
ning
ful
pred
ictio
ns.
•Id
entifi
es t
itles
and
aut
hors
in
liter
atur
e (te
xt fe
atur
es).
•Re
tells
mai
n ev
ent o
r ide
a in
lit
erat
ure.
•Se
es se
lf as
read
er.
•Ex
plai
ns w
hy li
tera
ture
is li
ked/
disli
ked
durin
g cl
ass d
iscus
sions
w
ith g
uida
nce.
•Re
ads e
arly
read
er b
ooks
.•
Read
s and
follo
ws s
impl
e w
ritte
n di
rect
ions
with
gui
danc
e.
•Id
entifi
es b
asic
gen
res (
e.g.
, fi c
tion,
no
nfi c
tion,
and
poe
try)
.•
Use
s bas
ic p
unct
uatio
n w
hen
read
ing
oral
ly.•
Read
s ind
epen
dent
ly (1
0-15
m
inut
es).
•C
hoos
es re
adin
g m
ater
ials
inde
pend
ently
.•
Lear
ns a
nd sh
ares
info
rmat
ion
from
re
adin
g.•
Use
s mea
ning
cue
s (co
ntex
t).•
Use
s sen
tenc
e cu
es (g
ram
mar
).•
Use
s let
ter/
soun
d cu
es a
nd p
atte
rns
(pho
nics
).•
Reco
gnize
s wor
d en
ding
s, co
mm
on
cont
ract
ions
, and
man
y hi
gh
frequ
ency
wor
ds.
•Be
gins
to se
lf-co
rrec
t.•
Rete
lls b
egin
ning
, mid
dle,
and
end
w
ith g
uida
nce.
•D
iscus
ses c
hara
cter
s and
stor
y ev
ents
with
gui
danc
e.•
Iden
tifi e
s ow
n re
adin
g be
havi
ors
with
gui
danc
e.
•Re
ads e
asy
chap
ter b
ooks
.•
Cho
oses
, rea
ds, a
nd fi
nish
es a
va
riety
of m
ater
ials
at a
ppro
pria
te
leve
l with
gui
danc
e.•
Begi
ns to
read
alo
ud w
ith fl
uenc
y.•
Read
s sile
ntly
for i
ncre
asin
gly
long
er p
erio
ds (1
5-30
min
utes
)•
Disc
usse
s fav
orite
read
ing
mat
eria
l w
ith o
ther
s.•
Use
s rea
ding
stra
tegi
es
appr
opria
tely,
dep
endi
ng o
n th
e te
xt a
nd p
urpo
se.
•U
ses w
ord
struc
ture
cue
s (e.
g.,
root
wor
ds, p
refi x
es, s
uffi x
es,
wor
d ch
unks
) whe
n en
coun
terin
g un
know
n w
ords
.•
Incr
ease
s voc
abul
ary
by u
sing
mea
ning
cue
s (co
ntex
t).•
Self-
corr
ects
for m
eani
ng.
•Fo
llow
s writ
ten
dire
ctio
ns.
•Id
entifi
es c
hapt
er ti
tles a
nd ta
ble
of
cont
ents
(text
org
anize
rs).
•Su
mm
arize
s and
rete
lls st
ory
even
ts in
sequ
entia
l ord
er.
•Re
spon
ds to
and
mak
es p
erso
nal
conn
ectio
ns w
ith fa
cts,
char
acte
rs,
and
situa
tions
in li
tera
ture
.•
Com
pare
s and
con
tras
ts ch
arac
ters
an
d sto
ry e
vent
s.•
Begi
ns to
inte
rpre
t mea
ning
with
gu
idan
ce.
•Pa
rtic
ipat
es in
gui
ded
liter
atur
e di
scus
sions
.•
Iden
tifi e
s ow
n re
adin
g str
ateg
ies
and
sets
goal
s with
gui
danc
e.
19
ps/e
s d
euts
ch
rea
din
g c
on
tin
uu
m (c
ontin
ued)
Brid
ging
(Adv
ance
d)Fl
uent
(Deu
tsch
)Pr
ofici
ent (
Norm
)(D
euts
ch)
•Re
ads m
ediu
m le
vel c
hapt
er b
ooks
.•
Cho
oses
read
ing
mat
eria
ls at
ap
prop
riate
leve
l. •
Expa
nds k
now
ledg
e of
diff
eren
t ge
nres
(e.g
., re
alist
ic fi
ctio
n,
histo
rical
fict
ion,
and
fant
asy)
. •
Read
s alo
ud w
ith e
xpre
ssio
n.
•U
ses r
esou
rces
(e.g
., en
cycl
oped
ias,
CD
-RO
Ms,
and
nonfi
ctio
n te
xts)
to
loca
te a
nd so
rt in
form
atio
n w
ith
guid
ance
. •
Gat
hers
info
rmat
ion
by u
sing
the
tabl
e of
con
tent
s, ca
ptio
ns, g
loss
ary,
and
inde
x (te
xt o
rgan
izers
) with
gu
idan
ce.
•G
athe
rs a
nd u
ses i
nfor
mat
ion
from
gr
aphs
, cha
rts,
tabl
es, a
nd m
aps
with
gui
danc
e.•
Incr
ease
s voc
abul
ary
by u
sing
cont
ext
cues
, oth
er re
adin
g str
ateg
ies, a
nd
reso
urce
s (e.g
., di
ctio
nary
and
thes
auru
s) w
ith g
uida
nce.
•D
emon
strat
es u
nder
stand
ing
of th
e di
ffere
nce
betw
een
fact
and
opi
nion
w
ith g
uida
nce.
•Fo
llow
s mul
ti-ste
p w
ritte
n di
rect
ions
inde
pend
ently
.•
Disc
usse
s set
ting,
plo
t, ch
arac
ters
, an
d po
int o
f vie
w (l
itera
ry
elem
ents)
with
gui
danc
e.•
Resp
onds
to is
sues
and
idea
s in
liter
atur
e as
wel
l as f
acts
or st
ory
even
ts.•
Mak
es co
nnec
tions
to o
ther
auth
ors,
book
s, an
d pe
rspec
tives
. •
Part
icip
ates
in sm
all g
roup
lit
erat
ure
disc
ussio
ns w
ith g
uida
nce.
•U
ses r
easo
ns an
d ex
ampl
es to
supp
ort
idea
s and
opi
nion
s with
gui
danc
e.
•Re
ads c
halle
ngin
g ch
ildre
n’s
liter
atur
e.
•Se
lect
s, re
ads,
and
finish
es a
wid
e va
riety
of g
enre
s with
gui
danc
e.•
Begi
ns to
dev
elop
stra
tegi
es a
nd
crite
ria fo
r sel
ectin
g re
adin
g m
ater
ials.
•
Read
s alo
ud w
ith fl
uenc
y, ex
pres
sion,
and
con
fiden
ce.
•Re
ads s
ilent
ly fo
r ext
ende
d pe
riods
(3
0-40
min
.).
•Be
gins
to u
se re
sour
ces (
e.g.
, en
cycl
oped
ias,
artic
les,
Inte
rnet
, an
d no
nfict
ion
text
s) to
loca
te
info
rmat
ion.
•
Gat
hers
info
rmat
ion
usin
g th
e ta
ble
of c
onte
nts,
capt
ions
, gl
ossa
ry, a
nd in
dex
(text
org
anize
rs)
inde
pend
ently
.•
Begi
ns to
use
reso
urce
s (e.
g.,
dict
iona
ry a
nd th
esau
rus)
to
incr
ease
voc
abul
ary
in d
iffer
ent
subj
ect a
reas
. •
Begi
ns to
disc
uss l
itera
ture
with
re
fere
nce
to se
tting
, plo
t, ch
arac
ters
, an
d th
eme
(lite
rary
ele
men
ts), a
nd
auth
or’s
craf
t.
•G
ener
ates
thou
ghtfu
l ora
l and
w
ritte
n re
spon
ses i
n sm
all g
roup
lit
erat
ure
disc
ussio
ns w
ith g
uida
nce.
•
Begi
ns to
use
new
voc
abul
ary
in
diffe
rent
subj
ects
and
in o
ral a
nd
writ
ten
resp
onse
to li
tera
ture
.•
Begi
ns to
gai
n de
eper
mea
ning
th
roug
h in
terp
reta
tion.
•Be
gins
to se
t goa
ls an
d id
entifi
es
str
ateg
ies t
o im
prov
e re
adin
g.
•Re
ads c
ompl
ex c
hild
ren’s
lite
ratu
re.
•Re
ads a
nd u
nder
stand
s inf
orm
atio
nal
text
s (e.
g., w
ant a
ds, b
roch
ures
, sc
hedu
les,
cata
logs
, man
uals)
with
gu
idan
ce.
•D
evel
ops s
trat
egie
s and
crit
eria
fo
r sel
ectin
g re
adin
g m
ater
ials
inde
pend
ently
. •
Use
s res
ourc
es (e
.g.,
ency
clope
dias
, ar
ticles
, Int
erne
t, an
d no
nfict
ion
text
s) to
loca
te in
form
atio
n in
depe
nden
tly.
•G
athe
rs a
nd a
naly
zes i
nfor
mat
ion
from
gra
phs,
char
ts, ta
bles
, and
map
s w
ith g
uida
nce.
•
Inte
grat
es in
form
atio
n fro
m m
ultip
le
nonfi
ctio
n so
urce
s to
deep
en
unde
rsta
ndin
g of
a to
pic
with
gu
idan
ce.
•U
ses r
esou
rces
(e.g
., di
ctio
nary
and
th
esau
rus)
to in
crea
se v
ocab
ular
y in
depe
nden
tly.
•Id
entifi
es li
tera
ry d
evic
es (e
.g.,
simile
s, m
etap
hors
, per
soni
ficat
ion,
an
d fo
resh
adow
ing)
with
gui
danc
e.•
Disc
usse
s lite
ratu
re w
ith re
fere
nce
to
them
e, a
utho
r’s p
urpo
se, a
nd st
yle
(lite
rary
ele
men
ts), a
nd a
utho
r’s c
raft.
•
Begi
ns to
gen
erat
e in
-dep
th re
spon
ses
in sm
all g
roup
lite
ratu
re d
iscus
sions
. •
Begi
ns to
gen
erat
e in
-dep
th w
ritte
n re
spon
ses t
o lit
erat
ure.
•
Use
s inc
reas
ingl
y co
mpl
ex v
ocab
ular
y in
diff
eren
t sub
ject
s and
in o
ral a
nd
writ
ten
resp
onse
to li
tera
ture
.•
Use
s rea
sons
and
exa
mpl
es to
supp
ort
idea
s and
con
clus
ions
•Pr
obes
for d
eepe
r mea
ning
by
read
ing
betw
een
the l
ines
” /th
roug
h in
terp
reta
tion
in re
spon
se to
lite
ratu
re.
20
ps/e
s d
euts
ch
wr
itin
g c
on
tin
uu
m
Prec
onve
ntio
nal
(Nov
ice)
Emer
ging
(Nov
ice)
Deve
lopi
ng(In
t. Lo
w)
Begi
nnin
g(In
t. M
id)
Expa
ndin
g(In
t. Hi
gh)
•Re
lies p
rimar
ily o
n pi
ctur
es to
co
nvey
mea
ning
. •
Begi
ns to
labe
l and
add
“wor
ds”
to
pict
ures
.•
Writ
es fi
rst n
ame.
•D
emon
strat
es a
war
enes
s tha
t prin
t co
nvey
s mea
ning
. •
Mak
es m
arks
oth
er th
an d
raw
ing
on p
aper
(scr
ibbl
es).
•W
rites
rand
om re
cogn
izabl
e le
tters
to
repr
esen
t wor
ds.
•Te
lls a
bout
ow
n pi
ctur
es a
nd
writ
ing.
•U
ses p
ictu
res a
nd p
rint t
o co
nvey
m
eani
ng.
•W
rites
wor
ds to
des
crib
e or
supp
ort
pict
ures
. •
Cop
ies s
igns
, lab
els,
nam
es, a
nd
wor
ds (e
nviro
nmen
tal p
rint).
•D
emon
strat
es u
nder
stand
ing
of
lette
r/so
und
rela
tions
hip.
•
Prin
ts w
ith u
pper
cas
e le
tters
. •
Mat
ches
lette
rs to
soun
ds.
•U
ses b
egin
ning
con
sona
nts t
o m
ake
wor
ds.
•U
ses b
egin
ning
and
end
ing
cons
onan
ts to
mak
e w
ords
. •
Pret
ends
to re
ad o
wn
writ
ing.
•Se
es se
lf as
writ
er.
•Ta
kes r
isks w
ith w
ritin
g.
•W
rites
1-2
sent
ence
s abo
ut a
topi
c.
•W
rites
nam
es a
nd fa
mili
ar w
ords
. •
Gen
erat
es o
wn
idea
s for
writ
ing.
•W
rites
from
top
to b
otto
m, l
eft t
o rig
ht, a
nd fr
ont t
o ba
ck.
•In
term
ixes
upp
er a
nd lo
wer
cas
e le
tters
.•
Expe
rimen
ts w
ith c
apita
ls.•
Expe
rimen
ts w
ith p
unct
uatio
n.
•Be
gins
to u
se sp
acin
g be
twee
n w
ords
. •
Use
s gro
win
g aw
aren
ess o
f sou
nd
segm
ents
(e.g
., ph
onem
es, s
ylla
bles
, rh
ymes
) to
writ
e w
ords
.•
Spel
ls w
ords
on
the
basis
of s
ound
s w
ithou
t reg
ard
for c
onve
ntio
nal
spel
ling
patte
rns.
•U
ses b
egin
ning
, mid
dle,
and
en
ding
soun
ds to
mak
e w
ords
. •
Begi
ns to
read
ow
n w
ritin
g.
•W
rites
seve
ral s
ente
nces
abo
ut a
to
pic.
•W
rites
abo
ut o
bser
vatio
ns a
nd
expe
rienc
es.
•W
rites
shor
t non
fi ctio
n pi
eces
(s
impl
e fa
cts a
bout
a to
pic)
with
gu
idan
ce.
•C
hoos
es o
wn
writ
ing
topi
cs.
•Re
ads o
wn
writ
ing
and
notic
es
mist
akes
with
gui
danc
e.
•Re
vise
s by
addi
ng d
etai
ls w
ith
guid
ance
. •
Use
s spa
cing
bet
wee
n w
ords
co
nsist
ently
.•
Form
s mos
t let
ters
legi
bly.
•W
rites
pie
ces t
hat s
elf a
nd o
ther
s ca
n re
ad.
•U
ses p
hone
tic sp
ellin
g to
writ
e in
depe
nden
tly.
•Sp
ells
simpl
e w
ords
, “G
rund
wor
tscha
tz”
units
and
topi
c re
late
d vo
cabu
lary
cor
rect
ly.•
Begi
ns to
use
per
iods
and
cap
ital
lette
rs, q
uesti
on m
arks
and
ex
clam
atio
n m
arks
cor
rect
ly.•
Shar
es o
wn
writ
ing
with
oth
ers.
•W
rites
shor
t fi c
tion
and
poet
ry w
ith
guid
ance
.•
Writ
es a
var
iety
of s
hort
non
fi ctio
n pi
eces
(e.g
., fa
cts a
bout
a to
pic,
le
tters
, list
s) w
ith g
uida
nce.
•
Writ
es w
ith a
cen
tral
idea
.•
Writ
es u
sing
com
plet
e se
nten
ces.
•O
rgan
izes i
deas
in a
logi
cal
sequ
ence
in fi
ctio
n an
d no
nfi c
tion
writ
ing
with
gui
danc
e.
•Be
gins
to re
cogn
ize i
nter
estin
g la
ngua
ge.
•Be
gins
to u
se in
tere
sting
lang
uage
.•
Use
s sev
eral
pre
writ
ing
strat
egie
s (e
.g.,
web
, bra
insto
rm) w
ith
guid
ance
. •
Liste
ns to
oth
ers’
writ
ing
and
off e
rs
feed
back
.•
Begi
ns to
con
sider
sugg
estio
ns fr
om
othe
rs a
bout
ow
n w
ritin
g.
•Ad
ds d
escr
iptio
n an
d de
tail
with
gu
idan
ce.
•Ed
its fo
r cap
itals
and
punc
tuat
ion
with
gui
danc
e.•
Publ
ishes
ow
n w
ritin
g w
ith
guid
ance
.•
Writ
es le
gibl
y.•
Spel
ls m
ost “
Gru
ndw
ortsc
hatz
” un
its a
nd to
pic
rela
ted
voca
bula
ry
corr
ectly
and
mov
es to
war
d co
nven
tiona
l spe
lling
.•
Iden
tifi e
s ow
n w
ritin
g str
ateg
ies
and
sets
goal
s with
gui
danc
e.
21
ps/e
s d
euts
ch
wr
itin
g c
on
tin
uu
m (c
ontin
ued)
Brid
ging
(Adv
ance
d)Fl
uent
(Deu
tsch
)Pr
ofici
ent (
Norm
)(D
euts
ch)
•W
rites
abo
ut fe
elin
gs a
nd o
pini
ons.
•W
rites
fict
ion
with
cle
ar b
egin
ning
, m
iddl
e, a
nd e
nd.
•W
rites
poe
try
usin
g ca
refu
lly
chos
en la
ngua
ge w
ith g
uida
nce.
•
Writ
es o
rgan
ized
nonfi
ctio
n pi
eces
(e
.g.,
repo
rts,
lette
rs, a
nd li
sts) w
ith
guid
ance
. •
Begi
ns to
use
“Abs
ätze
” to
org
anize
id
eas.
•U
ses i
nter
estin
g ve
rbs,
lang
uage
, an
d di
alog
ue w
ith g
uida
nce.
•Se
eks f
eedb
ack
on w
ritin
g.•
Revi
ses f
or c
larit
y w
ith g
uida
nce.
•Re
vise
s to
enha
nce
idea
s by
addi
ng
desc
riptio
n an
d de
tail.
•
Use
s res
ourc
es (e
.g.,
thes
auru
s and
w
ord
lists)
to m
ake
writ
ing
mor
e eff
ectiv
e w
ith g
uida
nce.
•
Edits
for p
unct
uatio
n, sp
ellin
g, a
nd
gram
mar
.•
Publ
ishes
writ
ing
in p
olish
ed
form
at w
ith g
uida
nce.
•
Incr
ease
s use
of v
isual
stra
tegi
es,
spel
ling
rule
s, an
d kn
owle
dge
of
wor
d pa
rts t
o sp
ell c
orre
ctly.
•
Use
s crit
eria
for e
ffect
ive
writ
ing
to se
t ow
n w
ritin
g go
als w
ith
guid
ance
.
•Be
gins
to w
rite
orga
nize
d fic
tion
and
nonfi
ctio
n (e
.g.,
repo
rts,
lette
rs,
biog
raph
ies,
and
auto
biog
raph
ies)
.•
Dev
elop
s sto
ries w
ith p
lots
that
in
clud
e pr
oble
ms a
nd so
lutio
ns
with
gui
danc
e.•
Cre
ates
cha
ract
ers i
n sto
ries w
ith
guid
ance
.•
Writ
es p
oetr
y us
ing
care
fully
ch
osen
lang
uage
. •
Begi
ns to
exp
erim
ent w
ith se
nten
ce
leng
th a
nd c
ompl
ex se
nten
ce
struc
ture
. •
Varie
s lea
ds a
nd e
ndin
gs w
ith
guid
ance
. •
Use
s des
crip
tion,
det
ails,
and
sim
iles w
ith g
uida
nce.
•
Use
s dia
logu
e w
ith g
uida
nce.
•
Use
s a ra
nge
of st
rate
gies
for
plan
ning
writ
ing.
•Ad
apts
writ
ing
for p
urpo
se a
nd
audi
ence
with
gui
danc
e.•
Revi
ses f
or sp
ecifi
c w
ritin
g tr
aits
(e.g
., id
eas,
orga
niza
tion,
wor
d ch
oice
, sen
tenc
e flu
ency
, voi
ce, a
nd
conv
entio
ns) w
ith g
uida
nce.
•
Inco
rpor
ates
sugg
estio
ns fr
om
othe
rs a
bout
ow
n w
ritin
g w
ith
guid
ance
. •
Edits
for p
unct
uatio
n, sp
ellin
g, a
nd
gram
mar
with
gre
ater
pre
cisio
n.
•U
ses t
ools
(e.g
., di
ctio
narie
s, w
ord
lists,
and
spel
l che
cker
s) to
edi
t w
ith g
uida
nce.
•D
evel
ops c
riter
ia fo
r effe
ctiv
e w
ritin
g in
diff
eren
t gen
res w
ith
guid
ance
•W
rites
per
suas
ivel
y ab
out i
deas
, fe
elin
gs, a
nd o
pini
ons.
•C
reat
es p
lots
with
pro
blem
s and
so
lutio
ns.
•Be
gins
to d
evel
op th
e m
ain
char
acte
rs a
nd d
escr
ibe
deta
iled
setti
ngs.
•Be
gins
to w
rite
orga
nize
d an
d flu
ent n
onfic
tion,
incl
udin
g sim
ple
bibl
iogr
aphi
es.
•Be
gins
to u
se tr
ansit
iona
l sen
tenc
es
to c
onne
ct “A
bsät
ze”.
•Va
ries s
ente
nce
struc
ture
, lea
ds, a
nd
endi
ngs.
•Be
gins
to u
se d
escr
iptiv
e la
ngua
ge,
deta
ils, a
nd si
mile
s ind
epen
dent
ly.•
Use
s voi
ce to
evo
ke e
mot
iona
l re
spon
se fr
om re
ader
s.•
Begi
ns to
inte
grat
e in
form
atio
n on
a
topi
c fro
m a
var
iety
of s
ourc
es.
•U
ses t
ools
(e.g
., di
ctio
narie
s, w
ord
lists,
spel
l che
cker
s) to
edi
t in
depe
nden
tly.
•Se
lect
s and
pub
lishe
s writ
ing
in
polis
hed
form
at in
depe
nden
tly.
•Be
gins
to se
t goa
ls an
d id
entif
y str
ateg
ies t
o im
prov
e w
ritin
g in
di
ffere
nt g
enre
s.
22
ger
ma
n a
s a
n a
dd
itio
na
L La
ng
ua
ge
List
enin
g &
spe
aK
ing
co
nti
nu
um
new
to g
erm
anea
rly a
cqui
sito
nB
ecom
ing
Fam
iliar
•Li
stens
atte
ntiv
ely
to a
Ger
man
spea
ker w
ith g
uida
nce
•Fo
llow
s one
-ste
p di
rect
ions
•U
ses c
onte
xt c
ues t
o re
spon
ds a
ppro
pria
tely
to c
lass
room
ro
utin
es•
Resp
onds
to g
reet
ings
with
nod
s and
ges
ture
s•
Resp
onds
to si
mpl
e qu
estio
ns w
ith g
uida
nce
•Ex
pres
ses n
eeds
in G
erm
an w
ith si
ngle
wor
ds a
nd g
estu
res
•Re
spon
ds d
urin
g cl
assr
oom
disc
ussio
ns w
ith n
ods a
nd g
estu
res
•Pa
rtic
ipat
es n
on-v
erba
lly in
the
clas
sroo
m•
Nam
es si
mpl
e ob
ject
s with
gui
danc
e•
Repe
ats G
erm
an w
ords
and
phr
ases
with
gui
danc
e•
Echo
es si
ngle
wor
ds a
nd/o
r sho
t phr
ases
•Pr
oduc
es si
ngle
wor
ds a
nd/o
r sto
ck p
hras
es w
ith g
uida
nce
•D
emon
strat
es e
nthu
siasm
abo
ut le
arni
ng G
erm
an
•Be
gins
to fo
llow
illu
strat
ed st
orie
s and
cla
ssro
om in
struc
tion
•Fo
llow
s tw
o-ste
p di
rect
ions
•Re
spon
ds to
gre
etin
gs w
ith si
ngle
wor
ds a
nd/o
r phr
ases
•Be
gins
to re
spon
d to
sim
ple
ques
tions
with
one
-wor
k an
swer
s•
Begi
ns to
exp
ress
nee
ds a
nd g
ive
basic
info
rmat
ion
(e.g
. “I’m
fi n
e” a
nd “t
his c
ar”)
•Pa
rtic
ipat
es o
rally
in c
lass
room
disc
ussio
ns w
ith g
uida
nce
•U
ses s
ome
basic
cla
ssro
om v
ocab
ular
y•
Und
ersta
nds e
very
day
clas
sroo
m a
nd su
bjec
t are
a la
ngua
ge w
ith
guid
ance
•Be
gins
to re
peat
new
Ger
man
wor
ds a
nd p
hras
es c
lear
ly•
Begi
ns to
com
mun
icat
e us
ing
shor
t phr
ases
and
sim
ple
lang
uage
pa
ttern
s, pr
oduc
ing
tele
grap
hic
sent
ence
s (e.
g. “
I wan
t to
go
shop
buy
toy”
)•
Prac
tices
Ger
man
and
trie
s new
wor
ds a
nd p
hras
es
•Be
gins
to li
sten
atte
ntiv
ely
to a
Ger
man
spea
ker
•Fo
llow
s mul
ti-ste
p di
rect
ions
•Be
gins
to u
se G
erm
an in
soci
al si
tuat
ions
•Re
spon
ds to
gre
etin
gs w
ith p
hras
es•
Resp
onds
to si
mpl
e qu
estio
ns w
ith m
ore
than
one
-wor
d an
swer
s•
Use
s diff
eren
t lan
guag
e fu
nctio
ns in
disc
ussio
ns (e
.g. p
redi
ctin
g an
d de
scrib
ing)
with
gui
danc
e•
Part
icip
ates
in c
lass
room
disc
ussio
ns a
nd o
ff ers
opi
nion
s and
fe
edba
ck w
ith g
uida
nce
•Be
gins
to u
nder
stand
cla
ssro
om a
nd su
bjec
t are
a la
ngua
ge•
Begi
ns to
use
exp
andi
ng v
ocab
ular
y th
at is
less
con
text
.-bou
nd•
Begi
ns to
spea
k G
erm
an c
lear
ly•
Com
mun
icat
es u
sing
shor
t phr
ases
and
sim
ple
lang
uage
pat
tern
s•
Begi
ns to
use
con
nect
ed d
iscou
rse
(e.g
. “Ye
sterd
ay I
go p
ool a
nd
I sw
am”)
Bec
omin
g c
ompe
tent
Bec
omin
g Fl
uent
Flue
nt
•Be
gins
to c
ontr
ibut
e to
gro
up d
iscus
sions
and
off e
r opi
nion
s an
d/or
feed
back
dur
ing
disc
ussio
ns•
Para
phra
ses o
ral i
nfor
mat
ion
with
gui
danc
e•
Use
s Ger
man
in so
cial
situ
atio
ns•
Begi
ns to
resp
ond
to m
ore
com
plex
que
stion
s•
Expr
esse
s nee
ds a
nd g
ives
info
rmat
ion
inde
pend
ently
•Be
gins
to a
sk q
uesti
ons t
o cl
arify
con
tent
and
mea
ning
•Be
gins
to u
se m
ore
com
plex
lang
uage
func
tions
(e.g
. hy
poth
esizi
ng a
nd re
ason
ing)
with
in a
n ac
adem
ic c
onte
xt•
Begi
ns to
use
an
exte
nsiv
e vo
cabu
lary
, usin
g so
me
abstr
act a
nd
spec
ializ
ed su
bjec
t are
a w
ords
•U
nder
stand
s cla
ssro
om a
nd su
bjec
t are
a la
ngua
ge w
ith
repe
titio
n, re
phra
sing,
or c
larifi
cat
ion
•Sp
eaks
Ger
man
cle
arly
•Pr
oduc
es lo
nger
, mor
e co
mpl
ex u
ttera
nces
usin
g ph
rase
s, cl
ause
s, an
d se
quen
ce w
ords
(e.g
. “ne
xt”
and
“the
n”)
•Be
gins
to u
se c
orre
ct fo
rm w
hen
aski
ng q
uesti
ons
•Be
gins
to u
se co
rrect
ver
b te
nse t
o ex
pres
s pre
sent
, pas
t, an
d fu
ture
•Sh
ows i
nter
est i
n im
prov
ing
lang
uage
skill
s and
acc
urac
y
•Li
stens
atte
ntiv
ely
to a
Ger
man
spea
ker
•Li
stens
to o
ther
s and
off e
rs o
pini
ons a
nd/o
r fee
dbac
k•
Begi
ns to
par
aphr
ase
oral
info
rmat
ion
•U
ses l
angu
age
appr
opria
tely
acr
oss t
he c
urric
ulum
for d
iff er
ent
purp
oses
and
aud
ienc
es•
Resp
onds
to c
ompl
ex q
uesti
ons i
ndep
ende
ntly
•As
ks q
uesti
ons t
o cl
arify
con
tent
and
mea
ning
•D
evel
ops a
war
enes
s tha
t the
re a
re a
ppro
pria
te fo
rms a
nd st
yles
of
lang
uage
for d
iff er
ent p
urpo
ses a
nd a
udie
nces
•Be
gins
to sp
eak
with
con
fi den
ce in
fron
t of a
gro
up•
Use
s mor
e ex
tens
ive
voca
bula
ry, u
sing
abstr
act a
nd sp
ecia
lized
su
bjec
t are
a w
ords
inde
pend
ently
•U
nder
stand
s cla
ssro
om a
nd su
bjec
t are
a la
ngua
ge a
t nea
rly
norm
al sp
eed
•Sp
eaks
Ger
man
with
nea
r-na
tive
fl uen
cy; a
ny h
esita
tion
does
not
in
terfe
re w
ith c
omm
unic
atio
n•
Begi
ns to
var
y sp
eech
app
ropr
iate
ly u
sing
into
natio
n/str
ess
•U
ses c
orre
ct fo
rm w
hen
aski
ng q
uesti
ons
•Sp
eaks
con
fi den
tly a
nd u
ses n
ew v
ocab
ular
y fl e
xibl
y
•C
ontr
ibut
es to
gro
up d
iscus
sion
with
idea
s and
app
ropr
iate
su
gges
tions
•Pa
raph
rase
s ora
l inf
orm
atio
n in
depe
nden
tly•
Com
mun
icat
es c
ompe
tent
ly in
soci
al a
nd a
cade
mic
setti
ngs
•Pa
rtic
ipat
es a
nd p
erfo
rms c
ompe
tent
ly in
all
subj
ect a
reas
•Em
ploy
s a fu
ll ra
nge
of la
ngua
ge fu
nctio
ns in
depe
nden
tly, u
sing
abstr
act a
nd c
ompl
ex la
ngua
ge to
exp
ress
idea
s and
opi
nion
s ap
prop
riate
to a
ge•
Spea
ks w
ith c
onfi d
ence
in fr
ont o
f a g
roup
•U
nder
stand
s a w
ide
rang
e of
cla
ssro
om a
nd su
bjec
t are
a la
ngua
ge
with
nat
ive
com
pete
nce
•U
ses v
ocab
ular
y ap
prox
imat
ing
that
of a
nat
ive
spea
ker
•Sp
eaks
as fl
uen
tly a
s a n
ativ
e sp
eake
r•
Varie
s spe
ech
appr
opria
tely
usin
g in
tona
tion
and
stres
s in
depe
nden
tly•
Use
s a w
ide
rang
e of
lang
uage
pat
tern
s and
com
plex
com
poun
d te
nses
to c
reat
e pr
oper
ly c
onne
cted
disc
ours
e (e
.g. “
Tom
orro
w I
will
be
goin
g on
a lo
ng tr
ip a
nd I
will
see
my
good
frie
nd,.”
)
23
upp
er s
ch
oo
L g
erm
an
co
ur
se s
eQu
enc
es (f
rom
ent
ry p
oint
in e
ach
grad
e)
Grad
e 6
Grad
e 7
Grad
e 8
Deu
tsch
6D
eutsc
h 7
Deu
tsch
8
““
“
Adva
nced
6Ad
vanc
ed 7
Adva
nced
8
Inte
rmed
iate
6Ad
vanc
ed 7
Adva
nced
8
“In
term
edia
te 7
Adva
nced
8
““
Inte
rmed
iate
8
““
“
Begi
nner
s 6In
term
edia
te 7
Adva
nced
8
““
Inte
rmed
iate
8
““
“
“Be
ginn
ers 7
“
Begi
nner
s 7In
term
edia
te 8
Begi
nner
s 8
Grad
e 9
Grad
e 10
Grad
e 11
Grad
e 12
Deu
tsch
9D
eutsc
h 10
IBD
P A1
Yea
r 1IB
DP
A1 Y
ear 2
““
IBD
P A2
Yea
r 1IB
DP
A2 Y
ear 2
A2 P
rep
Year
1A2
Pre
p Ye
ar 2
IBD
P A2
Yea
r 1IB
DP
A2 Y
ear 2
A2 P
rep
Year
1A2
Pre
p Ye
ar 2
IBD
P A2
Yea
r 1IB
DP
A2 Y
ear 2
A2 P
rep
Year
1A2
Pre
p Ye
ar 2
IBD
P A2
Yea
r 1IB
DP
A2 Y
ear 2
Ger
man
3B
Prep
IBD
P SL
Lan
g B
IBD
P H
L La
ng B
Ger
man
2G
erm
an 3
B Pr
epIB
DP
SL L
ang
B
A2 P
rep
Year
1A2
Pre
p Ye
ar 2
IBD
P A2
Yea
r 1IB
DP
A2 Y
ear 2
Ger
man
3B
Prep
IBD
P SL
Lan
g B
IBD
P H
L La
ng B
Ger
man
2G
erm
an 3
B Pr
epIB
DP
SL L
ang
B
Ger
man
3B
Prep
IBD
P SL
Lan
g B
IBD
P H
L La
ng B
Ger
man
3B
Prep
IBD
P SL
Lan
g B
IBD
P H
L La
ng B
Ger
man
2G
erm
an 3
B Pr
epIB
DP
SL L
ang
B
Ger
man
1G
erm
an 2
Ger
man
3IB
DP
SL L
ang
B
Ger
man
1IB
DP
Ab In
itio
Year
1G
erm
an 2
IBD
P Ab
Initi
o Ye
ar 2
24
UPPER SCHOOL BEGINNERS GRADES 6-12
After completion of German 1 – Beginners – a student should have reached the stage of Novice-Mid.
SpeakingStudent is able to satisfy immediate needs using learned utterances. Demonstrates limited ability to create original sentences or cope with simple survival situations. Can ask questions or make memorized utterances or formulae. Vocabulary is limited to common areas in various everyday situations. Grammar shows only a few parts of speech. Verbs are generally in the present tense. Errors may be frequent and may severely inhibit communication. Speakers may have di� culties expressing basic needs.
ListeningStudent is able to understand short, learned utterances and some sentence-length phrases, particularly where context strongly supports understanding and speech is clearly audible. Comprehends words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. May require repetition, rephrasing and/or a slowed rate of speech for comprehension.
ReadingStudent has su� cient control of the writing system to interpret written language in areas of practical need. Where vocabulary has been learned, can read for instructional and directional purposes standardized messages, phrases or expressions. At times, but not on a consistent basis, the reader may be able to derive meaning from material at a slightly higher level where context is supportive.
WritingStudent is able to write simple � xed expressions and limited memorized material. Can supply basic information. Can write limited learned vocabulary for common objects, short phrases and simple lists. Writes in sentences or short phrases using very basic subject/verb/object word order. Can ask or answer very simple yes/no or information questions using limited memorized or very familiar sentence patterns, with frequent misspellings and inaccuracies. Has a concept of gender. Can sometimes create own sentences in the language but often uses memorized material or transformations of familiar patterns.
OBJECTIVES
25
PROFICIENCY GUIDELINES FOR GERMAN 2 - INTERMEDIATE
After completion of German 2 – Intermediate – a student should have reached the stage of Intermediate-Mid.
SpeakingStudent is able to handle successfully a variety of uncomplicated, basic and communicative tasks and social situations. Can ask and answer questions, initiate and respond to simple statements and maintain conversation, although in a highly restricted manner and with much linguistic inaccuracy. Within these limitations student can perform simple everyday tasks. Utterance length increases slightly compared to German 1. Vocabulary is adequate to express the most elementary needs. Pronunciation may continue to be in� uenced by � rst language. Misunderstandings frequently arise, but with repetition, can generally be understood by a sympathetic interlocutor.
ListeningStudent is able to understand sentence-length utterances which consist of recombination of learned phrases on a variety of topics. Content continues to refer primarily to basic personal background and needs, social conventions and somewhat more complex tasks. Additional content areas include some personal interests and activities and a greater diversity of instructions and directions. Listening tasks not only pertain to spontaneous conversations but also to short routine conversations and some deliberate speech.
ReadingStudent is able to get ideas and main information from basic texts featuring description and narration. He/she is able to read consistently with increased understanding of simple texts dealing with a variety of basic and social needs. Able to make suppositions about basic information to which the reader brings personal interest and/or personal knowledge. Student may have to read material several times for understanding.
WritingStudent is able meet a number of practical writing needs. Can write short and simple texts. Can create statements or questions within the scope of limited language experience. Material produced consists of recombination of learned vocabulary and structures into simple sentences on very familiar topics. Writing tends to be a loose collection of sentences or sentence fragments.
OBJECTIVES
26
UPPER SCHOOL PROFICIENCY GUIDELINES FOR GERMAN 3 – ADVANCED
After completion of German 3 – Advanced – a student should have reached the stage of Advanced.
SpeakingStudent is able to satisfy the requirements of everyday situations. He/she can handle complicated tasks and social situations with con� dence. Can narrate and describe with some details, linking sentences together smoothly. Can communicate facts and talk casually about topics of current public and personal interest, using general vocabulary. � e Advanced-level speaker can generally be understood without di� culty.
ListeningStudent is able to understand main ideas of connected discourse on a variety of topics. Comprehension may be uneven due to a variety of linguistic or extra-linguistic factors. Listener is aware of cohesive devices and may occasionally follow the sequence of thought in texts that frequently involve description and narration in di� erent time frames or aspects.
ReadingStudent is able to read paragraphs of certain length, particularly if presented with a clear underlying structure. Reader gets the main ideas and facts and misses some details. Comprehension derives not only from situational and subject matter knowledge but from increasing command of the language.
WritingStudent is able to write simple discourse of at least several paragraphs in length on familiar topics. Has su� cient writing vocabulary to express self simply with some circumlocution. He/she may still make errors in punctuation, grammar and spelling. Uses a limited number of cohesive devices accurately. Writing may resemble literal translations from the native language, but a sense of organization is emerging.
OBJECTIVES
27
PROFICIENCY GUIDELINES FOR B PREP GERMAN (GRADE 10-12)
After completion of IB prep German, a student should have reached the following level in the four language skills:
SpeakingStudent is able to communicate clearly and e� ectively in a range of situations. He/she should understand and use accurately oral forms of the language that are commonly encountered in a range of situations and select a register that is generally appropriate to the situation. Ideas are expressed with general clarity and some � uency. Student can understand and respond appropriately to spoken material of average di� culty.
ListeningStudent is able to recognize the sounds of the language that are essential for e� ective communication. Student can recognize and interpret correctly. He/she can understand grammatical structures that belong to natural, idiomatic speech. � e student can understand language spoken at average pace within a su� cient range of vocabulary.
ReadingStudent is able to identify a range of types of text and register. Student can understand sentence structure and see how linguistic cohesion is maintained in a written text. Student can understand information that is explicitly stated and how ideas relate to each other. Student can extract key points of the text as well as textual details.
WritingStudent is able to understand and use accurately written forms of the language that are commonly encountered in a range of situations. Student can understand and respond appropriately to written material of average di� culty. Student can write in a range of types of text (literacy, non-literary) and can use a range of vocabulary appropriately. Student can imply ideas through the choice of language and indicate personal attitude. Student can convey information clearly.
OBJECTIVES
28
PROFICIENCY GUIDELINES FOR DEUTSCH
By the end of the school year students are expected to have reached the following profi ciencies:
SpeakingStudent is able to speak � uently in coherent sentences and to pronounce familiar words accurately. Uses di� erentiated vocabulary and correct syntax. Articulates ideas and opinions clearly. Narrates events and experiences at appropriate speed. Can re-tell plots of stories read at home or in class. Can give short, connected speeches using notes and can recite memorized poetry.
ListeningStudent is able to follow instructions. He/she can understand main ideas of all types of speech and texts. Can take down dictations given at appropriate speed and with logical/syntactical pauses.
ReadingStudent is able to read at appropriate speed familiar and non-familiar texts. Can read and comprehend texts.
WritingStudent is able to spell familiar words correctly. Can spell most unfamiliar words phonetically correctly. Di� erentiates between simple, compound and complex sentence structures. Uses tenses, cases, mode and voice properly. Can write narrative essays, reports, characterizations, plot summaries, descriptions and is able to describe events.
OBJECTIVES
29
INTERNATIONAL BACCALAUREATE GERMAN LANGUAGE A1GRADES 11-12 (native speakers)
Higher Level
Having followed the language A1 program at Higher Level (HL) candidates will be expected to demonstrate:
• an ability to engage in independent literary criticism in a manner which reveals a personal response to literature
• an ability to express ideas with clarity, coherence, conciseness, precision and � uency in both written and oral communication
• a command of the language appropriate for the study of literature and a discriminating appreciation of the need for an e� ective choice of register and style in both written and oral communication
• a sound approach to literature through consideration of the works studied
• a thorough knowledge both of the individual works studied and of the relationships between groups of works studied
• an appreciation of the similarities and di� erences between literary works from di� erent ages and/or cultures
• an ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing
• a wide-ranging appreciation of structure, technique and style as employed by authors, and of their e� ects of the reader
• an ability to structure ideas and arguments, both orally and in writing, in a logical, sustained and persuasive way, and to support them with precise and relevant examples
OBJECTIVES
30
INTERNATIONAL BACCALAUREATE GERMAN LANGUAGE A1GRADES 11-12 (native speakers)
Standard Level
Having followed the Language A1 program at Standard Level (SL) candidates will be expected to demonstrate:
• an ability to approach works in an independent manner which reveals a personal response to literature
• an ability to express ideas with clarity, coherence, conciseness, precision and � uency in both written and oral communication
• a command of the language appropriate for the study of literature and an appreciation of the need for an e� ective choice of register and style in both written and oral communication
• a sound approach to literature through consideration of the works studied
• a thorough knowledge both of the individual works studied and of the relationships between groups of works studied
• an appreciation of the similarities and di� erences between literary works from di� erent ages and/or cultures
• an ability to comment on the language, content, structure, meaning and signi� cance of both familiar and unfamiliar pieces of writing
• an awareness of the e� ects of structure, technique and style as employed by authors
• an ability to structure ideas and arguments, both orally and in writing, in a sustained and logical way, and to support them with precise and relevant examples
OBJECTIVES
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INTERNATIONAL BACCALAUREATE GERMAN LANGUAGE A2GRADES 11-12 (near-native speakers)
Higher Level
� e bold text denotes the di� erences between higher level and standard level.
At the end of the language A2 course higher level candidates are expected to:
• communicate clearly, � uently and e� ectively in a wide range of situations
• understand and use accurately the oral and written forms of the language, in a range of styles and situations
• understand and use an extensive range of vocabulary and idiom
• select a register and style that are consistently appropriate to the situation
• express ideas with a clarity and � uency
• structure arguments in a focused, coherent and persuasive way, and support them with relevant examples
• assimilate and make use of complex written and spoken texts
• engage in detailed, critical examination of a wide range of texts in di� erent forms, styles and registers
• appreciate the subtleties of technique and style employed by writers and speakers of the language
• show sensitivity to the culture(s) related to the language studied
OBJECTIVES
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INTERNATIONAL BACCALAUREATE GERMAN LANGUAGE A2GRADES 11-12 (near-native speakers)
Standard Level
� e bold text denotes the di� erences between higher level and standard level.
• communicate clearly, � uently and e� ectively in a wide range of situations
• understand and use accurately the oral and written forms of the language, in a range of styles and situations
• understand and use a broad range of vocabulary and idiom
• select a register and style that are generally appropriate to the situation
• express ideas with clarity and � uency
• structure arguments in a focused and coherent way, and support them with relevant examples
• understand and make use of moderately complex written and spoken texts
• engage in critical examination of a wide range of texts in di� erent forms, styles and registers
• appreciate some subtleties of technique and style employed by writers and speakers of the language
• show sensitivity to the culture(s) related to the language studied
OBJECTIVES
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INTERNATIONAL BACCALAUREATE GERMAN LANGUAGE B GRADES 11-12 (foreign language)
Higher Level
� e bold text denotes the di� erences between higher level and standard level.
At the end of the language B course higher level candidates are expected to demonstrate an ability to:
• communicate clearly and e� ectively in a wide range of situations
• understand and use accurately oral and written forms of the language that are essential for e� ective communication in a range of styles and situations
• understand and use a wide range of vocabulary
• select a register and style that are appropriate to the situation
• express idea with general clarity and � uency
• structure arguments in a clear, coherent and convincing way
• understand and analyse moderately complex written and spoken material
• assess subtleties of the language in a wide range of forms, styles and registers
• show an awareness of, and sensitivity to, the culture(s) related to the language studied
OBJECTIVES
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INTERNATIONAL BACCALAUREATE GERMAN LANGUAGE B GRADES 11-12 (foreign language)
Standard Level
� e bold text denotes the di� erences between higher level and standard level.
• communicate clearly and e� ectively in range of situations
• understand and use accurately oral and written forms of the language that are commonly encountered in a range of situations
• understand and use a range of vocabulary in common usage
• select a register that is generally appropriate to the situation
• express ideas with general clarity and some � uency
• structure arguments in a generally clear, coherent and convincing way
• understanding and respond appropriately to written and spoken material of average di� culty
• assess some subtleties of the language in a range of forms, styles and registers
• show an awareness of, and sensitivity to, some elements of the culture(s) related to the language studied
OBJECTIVES
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INTERNATIONAL BACCALAUREATE LANGUAGE AB INITIO GRADES 11-12 (Beginners)
The overall objective of this course is for students to achieve communicative competence in a variety of everyday situations.
At the end of the language ab initio course, candidates will be expected to demonstrate an ability to:
• communicate information and some basic ideas clearly and e� ectively, in a limited range of situations
• understand and use accurately the essential spoken and written forms of the language in a limited range of situations
• understand and use a limited range of vocabulary in common usage
• use a register that is generally appropriate to the situation
• show an awareness of some elements of the culture(s) related to the language studied
OBJECTIVES
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Here are eight reasons for learning German:
1. German is the most widely spoken foreign language in Europe. More people speak German as their native language than any other language in Europe. It’s no wonder,
since Germany’s 83 million inhabitants make it the most populous European nation. But not only the residents of Germany speak German. It is also an o� cial language of Austria, Switzerland, Luxembourg, and Liechtenstein. It is the native language of a signi� cant portion of the population in northern Italy, eastern Belgium, the Netherlands, Denmark, eastern France, parts of Poland, the Czech Republic, Russia, and Romania, as well as in other parts of Europe.
While learning German can connect you to 120 million native speakers around the globe, remember that
many people also learn German as a second language. It is the third most popular foreign language taught worldwide and the second most popular in Europe and Japan, after English.
2. Knowing German creates business opportunities. Germany has one of the strongest economies in the world. Germany’s economic strength equals business
opportunities. Multinational business opportunities exist throughout the European Union and in Eastern European countries, where German is the second most spoken language after Russian. Companies like BMW, Daimler, Siemens, Lufthansa, SAP, Bosch, In� neon, BASF, and many others need international partners. � e Japanese, who have the world’s second strongest economy, understand the business advantages that a knowledge of German will bring them: 68% of Japanese students study German.
3. Germans are innovators. From Gutenberg’s printing press to Hertz’s discovery of electromagnetic waves, from Ehrlich’s development
of chemotherapy to Einstein’s theory of relativity, to Brandenburg’s creation of the MP3 digital music format, throughout history Germans have proven themselves time and again to be great innovators. � at trend continues today. Four of the world’s 10 most innovative companies are located in Germany and at 12.7% of the world’s patent applications, the country ranks 3rd in the world. Consequently, 200,000 businesses introduce new products on the market each year.
As a nation committed to research and development, Germans are on the frontline of new technologies.
Germany exports more high-tech products than any other country except the U.S. and more than 600 � rms are active in the cutting-edge � eld of biotechnology. 115 of these are located in Munich alone. � e East German city of Dresden has become Europe’s microchip center with its more than 765 semiconductor � rms.
WHY LEARN GERMAN?
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Given the Germans’ commitment to innovation, it is perhaps not surprising that two-thirds of the world’s
leading international trade fairs take place in Germany. � ese include CeBIT, the world’s largest trade fair for information and communications technology, and the IFA consumer electronics trade fair.
Such cultural mainstays as kindergarten, the Christmas tree, hot dogs and hamburgers were introduced by
German immigrants to America. � ey founded multiple breweries, created Levi’s jeans, invented ketchup, and created Hershey’s chocolate. Germans had such a fundamental presence at the time of the founding of the United States that a German language version of the Declaration of Independence was printed only a few days after it was adopted.
4. The German presence on the Internet supersedes most others. Considering what great innovators the Germans are, it’s not at all surprising that they maintain a dominant
Internet presence. With 8 million Internet domains, Germany’s top-level country domain .de is second only to the extension .com. � at makes German domain names even more popular than those with .net, .org, .info, and .biz extensions. Even the second-place country extension .uk trails far behind at 3.7 million domain names.
5. One in ten books in the world is published in German. German is not only a language of the past. As proli� c researchers and scholars, German speakers produce
nearly 80,000 new book titles each year. � e only language markets that produce more books annually are the Chinese and English publishing industries. In number of books published, Munich is second in the world only to New York. Since only a small percentage of German books are translated into other languages (for instance, approximately 10% into Korean and Chinese, just over 5% into English), only a knowledge of German will give you access to a vast majority of these titles.
6. German-speaking countries have a rich cultural heritage. Apart from their many contributions to American culture, German speakers have a rich cultural heritage in
their own right. Germany is often referred to as the land of “Dichter und Denker” - of poets and thinkers. And rightly so, because German contributions to the arts and human thought have been nothing short of profound.
Johann Wolfgang von Goethe, � omas Mann, Franz Kafka, and Hermann Hesse are just a few authors whose names and works are well-known internationally. 10 Nobel prizes for literature have been awarded to German, Austrian, and Swiss German authors. � e world of classical music is inseparable from the names of Mozart, Bach, Beethoven, Strauss, and Wagner to name only a few renowned German-speaking composers. Vienna remains an international center of music today. From the magni� cent architecture of medieval buildings to the avant garde Bauhaus movement, from Dürer’s woodcuts to the expressionist masterpieces of Nolde, Kirchner, and Kokoschka, Germans have made substantial contributions to world art and architecture.
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Philosophy and the sciences would also be unthinkable without the contributions of German speakers. � e philosophies of Kant, Hegel, Marx, Nietzsche, and numerous others have had lasting in� uences on modern society. � e psychologists Freud and Jung forever changed the way we think about human behavior. Scientists from the three major German-speaking countries have won dozens of Nobel prizes in physics, chemistry, and medicine.
Knowing German allows you to access the works of these people in their original language and to fully understand the culture whence they derived. Anyone interested in these � elds automatically expands her knowledge and skill by knowing German.
7. German is required or recommended by many undergraduate and graduate programs.
German speakers’ strong contributions in such a broad array of � elds make the language an important asset in many disciplines. At the University of California, for instance, more majors recommend a knowledge of German as an important supplement than any other language (German: 56 majors, French: 43 majors, Spanish: 21 majors, Japanese: 7 majors). � ese majors include a wide range of subjects -- from biology, physics, and chemistry to linguistics, religious studies, and art history.
Considering the importance of the German language in the � elds of publishing and research, it’s not surprising that many graduate schools want their graduates to have at least a reading knowledge of German. Knowing German gives graduates access to important research published in German books and professional journals.
8. Hidden advantages If you are a foreign visitor, learning German will enable you to get more out of your stay in Germany and
more out of your travels in other German-speaking countries. You will make friends more easily and have greater insight into another culture.
If you are a native German speaker, continuing to learn German will introduce you further to your cultural heritage. Furthermore, research has shown that keeping up the study of your mother tongue enables you to learn other languages more quickly and more e� ciently!
And Finally... for further information about language teaching and courses at FIS, please contact the language coordinator
at 06171-2024-0.
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Frankfurt International School e. V. • An der Waldlust 15 • 61440 Oberursel • Germany • Tel: +49 (0) 6171-2024-0 • www.� s.edu
Desktop Publishing: BT Zimpel • Layout: Michele Weimar • Photos: BT Zimpel, Mathieu Corivaud
Print: MediaPrint Taunusdruck GmbH • Berner Straße 111 • 60437 Frankfurt am Main
September 2009
At FIS we care about the environment. All our publications are printed on recycled paper using vegetal ink.
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FRANKFURT INTERNATIONAL SCHOOL
BELIEFSWe Believe � at:
• Honesty, integrity and respect are essential for building trusting relationships.
• Each person is unique and has equal worth.
• All people are responsible for their actions.
• Open-mindedness, empathy and compassion are essential for living in a diverse
community.
• Developing head, heart and hand is necessary to realize one’s potential.
• Leading a healthy and active lifestyle improves the quality of life.
• Expectations that are challenging lead to higher levels of performance and
improve results.
• Commitment, enthusiasm and perseverance lead to success.
• Education is a shared responsibility of students, family and school.
• Contributing positively to society and the environment is our shared
responsibility.
• Our lives and the life of the community are enriched by diversity.
• Nurturing curiosity and creativity stimulates exploration and discovery
throughout life.
Frankfurt International School
An der Waldlust 15
61440 Oberursel
Germany
t: +49 (0) 6171-2024-0
f: +49 (0) 6171-2024-384
www.� s.edu