Florida's Preinternational Baccalaureate Russian 2 (#0707810) 

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Course Standards

Name Description
WL.K12.IL.1.1: Use context cues to identify the main idea and essential details on familiar topics expressed in short conversations, presentations, and messages.
WL.K12.IL.1.2: Demonstrate understanding of the main idea and essential details of short conversations and oral presentations.
WL.K12.IL.1.3: Demonstrate understanding of the main idea and essential details in messages and announcements on familiar topics.
WL.K12.IL.1.4: Identify key points and essential details on familiar topics presented through a variety of media.
WL.K12.IL.1.5: Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics.
WL.K12.IL.1.6: Demonstrate understanding of multiple-step directions and instructions in familiar settings.
WL.K12.IL.2.1: Use context clues and background knowledge to demonstrate understanding of the main idea and essential details in texts that contain familiar themes.
WL.K12.IL.2.2: Interpret written literary text in which the writer tells or asks about familiar topics.
WL.K12.IL.2.3: Determine the meaning of a message and identify the author’s purpose through authentic written texts such as advertisements and public announcements.
WL.K12.IL.2.4: Demonstrate understanding of vocabulary used in context when following written directions.
WL.K12.IL.3.1: Initiate and engage in a conversation on familiar topics.
WL.K12.IL.3.2: Interact with others in everyday situations.
WL.K12.IL.3.3: Express and react to feelings and emotions in real life situations.
WL.K12.IL.3.4: Exchange information about familiar academic and social topics including participation in an interview.
WL.K12.IL.3.5: Initiate a conversation to meet basic needs in everyday situations both in and outside the classroom.
WL.K12.IL.3.6: Recount and restate information received in a conversation in order to clarify meaning.
WL.K12.IL.3.7: Exchange general information about a few topics outside personal and academic fields of interest.
WL.K12.IL.3.8: Initiate, engage, and exchange basic information to solve a problem.
WL.K12.IL.4.1: Present information on familiar topics using a series of sentences with sufficient details.
WL.K12.IL.4.2: Describe people, objects, and situations using a series of sequenced sentences.
WL.K12.IL.4.3: Express needs, wants, and plans using a series of sentences that include essential details.
WL.K12.IL.4.4: Provide a logical sequence of instructions on how to make something or complete a task.
WL.K12.IL.4.5: Present a short skit or play using well-structured sentences.
WL.K12.IL.4.6: Describe events in chronological order using connected sentences with relevant details.
WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details.
WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details
WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences.
WL.K12.IL.5.4: Compare and contrast information, concepts, and ideas.
WL.K12.IL.5.5: Develop questions to obtain and clarify information.
WL.K12.IL.5.6: Conduct research and write a detailed plan (e.g.; a trip to a country where the target language is spoken).
WL.K12.IL.5.7: Develop a draft of a plan that addresses purpose, audience, logical sequence, and a time frame for completion.
WL.K12.IL.6.1: Recognize similarities and differences in practices and perspectives used across cultures (e.g., holidays, family life) to understand one’s own and others’ ways of thinking.
WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities.
WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes.
WL.K12.IL.6.4: Identify products of culture (e.g., food, shelter, clothing, transportation, toys, music, art, sports and recreation, language, customs, traditions).
WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge.
WL.K12.IL.7.2: Access new information on historic and/or contemporary influences that underlie selected cultural practices from the target language and culture to obtain new knowledge in the content areas.
WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture.
WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different.
WL.K12.IL.8.3: Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature.
WL.K12.IL.9.1: Use the target language to participate in different activities for personal enjoyment and enrichment.
WL.K12.IL.9.2: Communicate with people locally and/or around the world, through e-mail, video, online communities, and/or face-to face encounters.
WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages.
WL.K12.IM.1.2: Demonstrate understanding of the main idea and supporting details of presentations on familiar topics.
WL.K12.IM.1.3: Recognize the main idea and supporting details on familiar topics of personal interest presented through messages and announcements.
WL.K12.IM.1.4: Identify essential information and supporting details on familiar topics presented through a variety of media.
WL.K12.IM.1.5: Demonstrate understanding of the purpose of a lecture or talk on a familiar topic.
WL.K12.IM.1.6: Demonstrate understanding of complex directions and instructions in familiar settings.
WL.K12.IM.2.1: Identify the main idea and key details in texts that contain familiar and unfamiliar vocabulary used in context.
WL.K12.IM.2.2: Determine the main idea and essential details when reading narratives, literary selections, and other fictional writings on familiar topics.
WL.K12.IM.2.3: Identify specific information in everyday authentic materials such as advertisements, brochures, menus, schedules, and timetables.
WL.K12.IM.2.4: Recognize many high frequency idiomatic expressions from a variety of authentic texts of many unknown words by using context clues.
WL.K12.IM.3.1: Express views and effectively engage in conversations on a variety of familiar topics.
WL.K12.IM.3.2: Ask and answer questions on familiar topics to clarify information and sustain a conversation.
WL.K12.IM.3.3: Express personal views and opinions on a variety of topics.
WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led).
WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics.
WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary.
WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking.
WL.K12.IM.3.8: Describe a problem or situation with details and state an opinion.
WL.K12.IM.4.1: Produce a simple factual presentation supported by multimedia components and visual displays (e.g. graphics, sound) and using logically sequenced and connected sentences with relevant details.
WL.K12.IM.4.2: Describe events, plans, and actions using logically sequenced and connected sentences with relevant details.
WL.K12.IM.4.3: Retell a story or recount an experience with appropriate facts and relevant details.
WL.K12.IM.4.4: Provide supporting evidence using logically connected sentences that include relevant details.
WL.K12.IM.4.5: Retell or summarize a storyline using logically connected sentences with relevant details.
WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details.
WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details.
WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic.
WL.K12.IM.5.3: State an opinion and provide supporting evidence using connected sentences.
WL.K12.IM.5.4: Conduct research and write a report on a variety of topics using connected detailed paragraphs.
WL.K12.IM.5.5: Draft, edit, and summarize information, concepts, and ideas.
WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose.
WL.K12.IM.5.7: Write a narrative based on experiences that use descriptive language and details.
WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s).
WL.K12.IM.6.2: Use practices and characteristics of the target cultures for daily activities among peers and adults.
WL.K12.IM.6.3: Research contributions made by individuals from the target culture through the arts such as visual arts, architecture, music, dance, literature, etc.
WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature).
WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge.
WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to reinforce and further knowledge of other disciplines through the target language.
WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another.
WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own.
WL.K12.IM.8.3: Compare and contrast the geography and history of countries of the target language and discuss their impact on own culture.
WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources.
WL.K12.IM.9.2: Use a variety of media venues in the target language to access information about community events and organizations where the target language is spoken.
LAFS.910.RH.1.2 (Archived Standard): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
LAFS.910.SL.1.1 (Archived Standard): Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  4. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
LAFS.910.SL.1.3 (Archived Standard): Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LAFS.910.SL.2.4 (Archived Standard): Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LAFS.910.WHST.1.1 (Archived Standard): Write arguments focused on discipline-specific content.
  1. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
  3. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  5. Provide a concluding statement or section that follows from or supports the argument presented.
LAFS.910.WHST.1.2 (Archived Standard): Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  1. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
  5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

General Course Information and Notes


Florida's Pre-IB Russian 2 reinforces the fundamental skills acquired by the students in Pre-IB Russian 1. The course develops increased listening, speaking, reading, and writing skills as well as cultural awareness. Specific content to be covered is a continuation of listening and oral skills acquired in Russian 1-Pre-IB. Reading and writing receive more emphasis, while oral communication remains the primary objective. The cultural survey of the target language-speaking people is continued. In addition, the purpose of this Pre-IB course is to prepare students for the International Baccalaureate Diploma Programme (DP). As such, this course will provide academic rigor and relevance through a comprehensive curriculum based on the Next Generation Sunshine State Standards and Florida Standards for English language arts and mathematics taught with reference to the unique facets of the IB. These facets include interrelatedness of subject areas, holistic view of knowledge, intercultural awareness embracing international issues, and communication as fundamental to learning. Instructional design must provide students with values and opportunities that enable them to develop respect for others and an appreciation of similarities and differences. Learning how to learn and how to critically evaluate information is as important as the content of the disciplines themselves.


Special Note. Pre-IB courses have been created by individual schools or school districts since before the MYP started. These courses mapped backwards the Diploma Programme (DP) to prepare students as early as age 14. The IB was never involved in creating or approving these courses. The IB acknowledges that it is important for students to receive preparation for taking part in the DP, and that preparation is the MYP. The IB designed the MYP to address the whole child, which, as a result, has a very different philosophical approach that aims at educating all students aged 11-16. Pre-IB courses usually deal with content, with less emphasis upon the needs of the whole child or the affective domain than the MYP. A school can have a course that it calls “pre-IB” as long as it makes it clear that the course and any supporting material have been developed independently of the IB. For this reason, the school must name the course along the lines of, for example, the “Any School pre-IB course”.
The IB does not recognize pre-IB courses or courses labeled IB by different school districts which are not an official part of the IBDP or IBCC curriculum. Typically, students enrolled in grade 9 or 10 are not in the IBDP or IBCC programmes.
https://ibanswers.ibo.org/app/answers/detail/a_id/5414/kw/pre-ib. Florida’s Pre-IB courses should only be used in schools where MYP is not offered in order to prepare students to enter the IBDP. Teachers of Florida’s Pre-IB courses should have undergone IB training in order to ensure seamless articulation for students within the subject area.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

General Information

Course Number: 0707810 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: World Languages > SubSubject: Russian >
Abbreviated Title: FL PRE-IB RUSSIAN 2
Course Level: 3
Course Status: Terminated
Grade Level(s): 9,10,11,12

Educator Certifications

Russian (Secondary Grades 7-12)
Russian (Elementary and Secondary Grades K-12)

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