Common Planner
K–12 Standards

Grades 6, 7, 8

Other Maine World Language sets

Communication: Students communicate in the target language.

  • A1

    Interpersonal

    1.  

      Students engage in simple conversations to provide and obtain information and to express feelings and emotions by creating simple sentences and/or strings of sentences. Students of modern languages use pronunciation and intonation patterns or use appropriate non-manual markers (ASL), which are comprehensible to speakers accustomed to interacting with language learners.

      1. a.

        Ask and answer a variety of questions on familiar topics, orally or in sign language, and in writing.

      2. b.

        Participate in conversations on a variety of everyday topics to meet personal needs.

      3. c.

        Give and respond to directions and commands, orally or in sign language, and in writing.

      4. d.

        Exchange information in writing about familiar topics.

  • A2

    Interpretive

    1.  

      Students comprehend brief conversations, narratives, and recorded material in familiar contexts.

      1. a.

        Identify main ideas, topics, and details from simple oral/signed and written texts.

      2. b.

        Identify main ideas, topics, and details from simple written texts.

  • A3

    Presentational

    1.  

      Students use simple sentences and strings of simple sentences to produce short oral/signed and written presentations based on familiar topics and including a level of accuracy in form and pronunciation that could be understood by speakers accustomed to interacting with language learners.

      1. a.

        Write/sign messages using a prescribed, culturally-appropriate format.

      2. b.

        Produce and present simple creative works orally or in sign language, and in writing.

      3. c.

        Convey personal preferences or information pertaining to everyday life orally or in sign language, and in writing.

      4. d.

        Create written products based on a given topic.

      5. e.

        Read aloud from adapted texts with appropriate intonation and pronunciation.

  • A4

    Language Comparisons

    1.  

      Students compare the target language with English in order to better understand language systems.

      1. a.

        Compare basic grammatical structures and syntax between languages.

      2. b.

        Compare idiomatic expressions between languages.

      3. c.

        Compare pronunciation systems between languages.

      4. d.

        Recognize that there are regional and/or historical variations in spoken/signed language.

      5. e.

        Explain connections between languages through the identification of cognates.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

  • B1

    Practices and Perspectives

    1.  

      Students describe practices of a culture(s) and perspectives of a culture(s) in which the target language is spoken.

      1. a.

        Describe examples of common beliefs of a culture(s) in which the target language is spoken.

      2. b.

        Describe common attitudes of a culture(s) in which the target language is spoken.

      3. c.

        Describe common similarities and differences related to practices of a culture(s) in which the target language is spoken.

  • B2

    Products and Perspectives

    1.  

      Students identify and explain the significance of objects used in daily life, works of art, or historical artifacts that reflect the perspectives of a culture(s) in which the target language is spoken.

  • B3

    Comparisons with Own Culture

    1.  

      Students recognize and compare perspectives related to products and practices of a culture(s) in which the target language is spoken to the cultural perspectives of the culture in which the student lives.

      1. a.

        Compare verbal and non-verbal communication in a culture(s) in which the target language is spoken to communication in the culture in which the student lives.

      2. b.

        Recognize contributions of a culture(s) in which the target language is spoken to life in the United States including foods, celebrations, dress, and/or architecture.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

  • C1

    Knowledge of Other Learning Results Content Areas

    1.  

      Students apply information acquired in other Learning Results content areas to further their knowledge and skills in the target language.

      1. a.

        Use the writing process learned in English Language Arts when writing for the target language class.

      2. b.

        Apply research skills to further knowledge in the target language.

      3. c.

        Apply knowledge from other Learning Results content areas including literature, social studies, science and technology, and/or the visual and performing arts to tasks in the world language classroom.

  • C2

    Distinctive Viewpoints

    1.  

      Students locate authentic resources, available only through sources in the target language, and identify ideas about a culture(s) in which the target language is spoken.

      1. a.

        Locate media or other authentic sources from the target language and a culture(s) in which the target language is spoken and identify a perspective and/or practice of a culture(s) different from the students' own viewpoints and/or behaviors.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

  • D1

    Communities

    1.  

      Students demonstrate an understanding and use their knowledge of the target language to communicate with target language speakers, obtain information on familiar topics, and gain understanding of another culture(s).

      1. a.

        Participate in and summarize school/community events related to the target language or associated culture(s).culture(s).

      2. b.

        Identify community and online resources that can be used to gain information about the target language or associated culture(s).

      3. c.

        Communicate with students in the target language.

      4. d.

        Describe language skills and cultural insights gained through real or virtual travel.

Frequently asked questions

What grade levels do these standards cover?
Grade 6, Grade 7, and Grade 8
When were these standards adopted?
2007

Keep exploring

Keep exploring World Language standards

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