Common Planner
K–12 Standards

Level 1: Classical-Modern Languages

Other Indiana World Languages sets

Communication: Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes1C

  • 1I

    Interpersonal - Learners interact and negotiate meaning in spoken, gestured, or written conversations to share information, reactions, feelings, and opinions.1C.1I

    1. N

      Novice - I can communicate in guided spoken, written, or gestured conversations on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, simple sentences, and questions1C.1I.N

      1. L.a

        I can provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals.1C.1I.NL.a

      2. M.a

        I can request and provide information by asking and answering a few simple questions on very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences. 1C.1I.NM.a

      3. H.a

        I can request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. 1C.1I.NH.a

    2. I

      Intermediate - I can participate in spontaneous spoken, written, or gestured conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions.1C.1I.I

      1. L.a

        I can request and provide information in conversations on familiar topics by creating simple sentences and asking appropriate follow-up questions. 1C.1I.IL.a

      2. M.a

        I can exchange information in conversations on familiar topics and some researched topics, creating sentences and series of sentences and asking a variety of follow-up questions.1C.1I.IM.a

      3. H.a

        I can exchange information in conversations and discussions on a variety of familiar and concrete topics that I have researched, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. 1C.1I.IH.a

    3. A

      Advanced - I can maintain spontaneous spoken, written, or gestured conversations and discussions across various time frames on familiar, as well as unfamiliar, concrete topics, using a series of connected sentences and probing questions1C.1I.A

      1. L.a

        I can exchange information and ideas in discussions on a variety of familiar and concrete academic and social topics, using a few simple paragraphs or discourse across major time frames and moods.1C.1I.AL.a

      2. M.a

        I can maintain discussions on a wide variety of familiar and unfamiliar concrete topics of personal and general interest, and sometimes academic, social or professional topics, by using probing questions and providing detailed responses across time frames. 1C.1I.AM.a

      3. H.a

        I can discuss and sometimes debate a variety of complex concrete and some abstract academic, social, and professional topics and often deal with related issues hypothetically, using precise questions and explanations. 1C.1I.AH.a

  • 2I

    Interpretive -  Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. 1C.2I

    1. N

      Novice - I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in spoken, written, or gestured contexts.1C.2I.N

      1. L.a

        In written texts, I can identify memorized or familiar words when they are supported by visuals in informational and/or fictional texts. 1C.2I.NL.a

      2. L.b

        In conversations and discussions, I can understand memorized or familiar words when they are supported by gestures or visuals in conversation. 1C.2I.NL.b

      3. M.a

        In written texts, I can identify basic facts from memorized words and phrases when they are supported by visuals in informational and/or fictional texts.1C.2I.NM.a

      4. M.b

        In conversations and discussions, I can identify basic facts from memorized words and phrases when they are supported by gestures or visuals in conversations. 1C.2I.NM.b

      5. H.a

        In written texts, I can identify the topic and isolated facts from simple sentences in informational and/or short fictional texts. 1C.2I.NH.a

      6. H.b

        In conversations and discussions, I can understand familiar questions and statements from simple sentences in conversations. 1C.2I.NH.b

    2. I

      Intermediate - I can understand the main idea and various pieces of information on familiar topics from sentences and series of connected sentences in spoken, written, or gestured contexts. 1C.2I.I

      1. L.a

        In written texts, I can identify the topic and related information from simple sentences in short informational and/or fictional texts.1C.2I.IL.a

      2. L.b

        In conversations and discussions, I can identify the main idea in short conversations. 1C.2I.IL.b

      3. M.a

        In written texts, I can understand the main idea and key information in short straightforward informational and/or fictional texts. 1C.2I.IM.a

      4. M.b

        In conversations and discussions, I can understand the main idea and key information in short straightforward conversations.1C.2I.IM.b

      5. H.a

        In both informational and fictional written texts, I can usually follow the main message in various time frames in straightforward, and sometimes descriptive, paragraph-length texts.1C.2I.IH.a

      6. H.b

        In conversations and discussions, I can usually understand the main idea and flow of events expressed in various time frames in conversations and discussions. 1C.2I.IH.b

    3. A

      Advanced - I can understand the message and supporting details on a wide variety of familiar and general interest topics across various time frames from complex, organized spoken or written texts. 1C.2I.A 

      1. L.a

        In both informational and fictional written texts, I can identify the underlying message and supporting details across time frames and moods.1C.2I.AL.a

      2. L.b

        In conversations and discussions, I can understand the main message and supporting details across time frames and moods. 1C.2I.AL.b

      3. M.a

        In both informational and fictional written texts, I can understand the underlying message and most supporting details across time frames and moods. 1C.2I.AM.a

      4. M.b

        I can understand the main message and most supporting details across time frames and moods in conversations and discussions. 1C.2I.AM.b

      5. H.a

        In both informational and fictional written texts, I can follow the flow of ideas and infer meaning from complex language on unfamiliar, abstract topics and follow the flow of ideas and some nuances with different viewpoints in most fictional texts. 1C.2I.AH.a

      6. H.b

        I can follow the flow of ideas and nuances from different viewpoints in conversations and discussions1C.2I.AH.b

  • P

    Presentational -  Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate resources and adapting to various audiences of listeners, readers, or viewers. 1C.P

    1. N

      Novice - I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken or written language supported by visuals and gestures.1C.P.N

      1. L.a

        I can introduce myself and express my likes and dislikes using practiced or memorized words and phrases, with the help of gestures or visuals. 1C.P.NL.a

      2. M.a

        I can present information about myself, my interests and my activities which includes likes and dislikes using a mixture of practiced or memorized words, phrases and simple sentences. 1C.P.NM.a

      3. H.a

        I can present personal information about my life and activities, using memorized simple sentences most of the time.1C.P.NH.a

    2. I

      Intermediate - I can communicate information, make presentations, and express my thoughts about familiar topics using sentences and series of connected sentences through spoken, written, or gestured language1C.P.I

      1. L.a

        I can present personal information about my life, activities, and events, using original, simple sentences.1C.P.IL.a

      2. M.a

        I can tell a story and/or present information about my life, activities, events and other social experiences, using sentences and series of connected sentences. 1C.P.IM.a

      3. H.a

        I can tell stories and/or present information about school and community events and personal experiences, using a few short paragraphs of writing or using dialogue, often across various time frames. 1C.P.IH.a

    3. A

      Advanced - I can deliver detailed and organized presentations on familiar as well as unfamiliar concrete topics, in paragraphs and using various time frames through spoken, written, or gestured language.1C.P.A

      1. L.a

        I can tell stories and present information about personal experiences framed by my school, my community, and global events, using paragraphs or dialogue across time frames and moods. 1C.P.AL.a

      2. M.a

        I can tell stories and present information based on concrete experiences on academic, social, and professional topics of interest, using organized paragraphs and dialogue across time frames and moods. 1C.P.AM.a

      3. H.a

        I can give complex detailed narrations and information beyond the concrete, often addressing abstract experiences or hypothetical issues. 1C.P.AH.a

Cultures: Interact with cultural competence and understanding. 2C

  • IC

    Interacting with Cultures - Learners use language to interact with others in and from another culture. 2C.IC

    1. N

      Novice - I can interact at a survival level in some familiar everyday contexts2C.IC.N

      1. L.a

        I can communicate with others from the target culture in familiar everyday situations, using memorized language and showing basic cultural awareness. 2C.IC.NL.a

      2. B.a

        I can use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar and everyday situations. 2C.IC.NB.a

    2. I

      Intermediate - I can interact at a functional level in familiar contexts.2C.IC.I

      1. L.a

        I can converse with peers from the target culture in familiar situations at school, work, online, or play, and identify basic cultural similarities and differences.2C.IC.IL.a

      2. B.a

        I can recognize that significant differences in behaviors exist among cultures, use appropriate learned behaviors and avoid major social blunders. 2C.IC.IB.a

    3. A

      Advanced - I can interact at a competent level in familiar and some unfamiliar contexts2C.IC.A

      1. L.a

        I can converse comfortably and respectfully with others from the target culture in familiar and some unfamiliar situations and show an understanding of cultural differences. 2C.IC.AL.a

      2. B.a

        I can demonstrate awareness of subtle differences among cultural behaviors and adjust my behavior accordingly in familiar and some unfamiliar situations. 2C.IC.AB.a

  • CI

    Relating Cultural Practice and Products to Perspectives - Learners use language to investigate, explain, and reflect on the relationship between the practices and products to perspectives of the target cultures. 2C.CI

    1. N

      Novice - I can investigate products and practices to help me understand perspectives in the target cultures and in my own. 2C.CI.N

      1. a

        In my own and other cultures, I can identify some typical products related to familiar everyday life. 2C.CI.N.a

      2. b

        In my own and other cultures, I can identify some typical practices related to familiar everyday life.2C.CI.N.b

    2. I

      Intermediate - I can explain through comparisons between products and practices to help me understand perspectives in the target cultures and in my own2C.CI.I

      1. a

        In my own and other cultures, I can compare products related to everyday life and personal interests or studies. 2C.CI.I.a

      2. b

        In my own and other cultures, I can compare practices related to everyday life and personal interests or studies.2C.CI.I.b

    3. A

      Advanced - I can reflect on the diversity among products and practices and how they relate to perspectives in the target cultures and in my own. 2C.CI.A

      1. a

        In my own and other cultures, I can reflect on how a variety of products of public and personal interest are related to perspectives.2C.CI.A.a

      2. b

        In my own and other cultures, I can reflect on how a variety of practices within familiar and social situations are related to perspectives.2C.CI.A.b

Connections: Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations. 3C

  • IP

    Acquiring Information and Diverse Perspectives - Learners access and evaluate information and diverse perspectives that are available through language and its cultures. 3C.IP

    1. N

      Novice: With guidance and support from the teacher, I can access and evaluate basic information and perspectives that are available through the target language and its cultures. 3C.IP.N

    2. I

      Intermediate: With limited guidance and support from the teacher, I can access and evaluate complex information and perspectives that are available through the target language and its cultures. 3C.IP.I

    3. A

      Advanced: I can independently access and evaluate in-depth information and perspectives that are available through the target languages and its cultures. 3C.IP. A

  • MC

    Making Connections - Learners build, reinforce, and expand their knowledge of other disciplines while using the target language to develop critical thinking and to solve problems creatively.3C.MC

    1. N

      Novice: I can connect content from other disciplines to the target language.3C.MC.N

    2. I

      Intermediate: I can expand my knowledge of other disciplines while using the target language. 3C.MC.I

    3. A

      Advanced: I can think critically and creatively solve problems across disciplines using the target language. 3C.MC.A

Comparisons: Develop insight into the nature of language and culture in order to interact with cultural competence.4C

  • CC

    Cultural Comparisons - Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied with their own.4C.CC

    1. N

      Novice: I can identify differences and similarities between my community and cultures of the target language.4C.CC.N

    2. I

      Intermediate: I can explain and provide generic details about differences and similarities between my community and cultures of the target language.4C.CC.I 

    3. A

      Advanced: I can explain, provide details about, and give specific examples of differences and similarities between my community and cultures of the target language. 4C.CC.A

  • LC

    Language Comparisons - Learners use the language to investigate, explain, and reflect on the nature of the language through comparisons of the cultures studied with their own. 4C.LC

    1. N

      Novice: I can recognize the differences and similarities between my native language and through my learning of the target language.4C.LC.N

    2. I

      Intermediate: I can explain the differences and similarities between the target and native languages. 4C.LC.I

    3. A

      Advanced: I can explain, provide details, and give specific examples of differences and similarities between my own language and the target language. 4C.LC.A

Communities: Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world. 5C

  • SG

    School and Global - Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.5C.SG

    1. N

      Novice: I can use the target language both within and beyond the classroom to interact and learn in my community and in the globalized world.5C.SG.N

    2. I

      Intermediate: I can use the target language both within and beyond the classroom to interact and collaborate in my community and in the globalized world. 5C.SG.I

    3. A

      Advanced: I can use the target language both within and beyond the classroom to interact, collaborate, and contribute in my community and the globalized world.5C.SG.A

  • LL

    Lifelong Learning - Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement. 5C.LL

    1. N

      Novice: I can set goals for the progress I intend to achieve during the term.5C.LL.N

    2. I

      Intermediate: I can make decisions about topics that will be studied for the course. 5C.LL.I 

    3. I

      Intermediate: I can self-assess at the end of a term on the progress I have made and what I have learned. 5C.LL.I

    4. A

      Advanced: I can reflect on how I interact with the language and culture outside of my language class. 5C.LL.A

Frequently asked questions

What grade levels do these standards cover?
PRE-K, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 12, Grade 11, Grade 10, Grade 9, Grade 8, and Grade 7
Where can I read the official document?
Indiana DOE

Keep exploring

Keep exploring World Languages standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.