Common Planner
K–12 Standards

Novice High

Other Massachusetts World Languages sets

Communication

  • 1

    Interpretive Communication - In texts and conversations on topics that relate personally to students, relying mostly upon understanding of single, simple sentences, supported by repetition and plain language, students:1

    1. a

      Understand traits of multiple cultures and communities.NH.1.a

    2. b

      Identify and recognize the main topic and some related information.NH.1.b

  • 2

    Interpersonal Communication - In conversations on topics that relate personally to students in a variety of settings, using mostly simple sentences, sometimes relying upon repetition, clarification, and circumlocution, in such a way that speakers/signers of the language who are accustomed to engaging with language learners usually understand, students: 2

    1. a

      Respond to culturally diverse interlocutors, products, practices, and ideas by building connections and showing consideration for different ideas or opinions.NH.2.a

    2. b

      Understand, answer, and ask a variety of questions.NH.2.b

    3. c

      Engage in conversation by understanding and creating language that conveys authentic, personal meaning.NH.2.c

  • 3

    Presentational Communication - In presentations on topics that relate personally to students in a variety of settings, using mostly simple sentences, sometimes relying upon clarification and circumlocution, in such a way that speakers/signers of the language who are accustomed to engaging with language learners usually understand, students:3

    1. a

      Demonstrate awareness and understanding of relevant topics, sources, themselves, and their audience.NH.3.a

    2. b

      Provide prepared information in culturally appropriate ways.NH.3.b

    3. c

      Express their own authentic thoughts and preferences in culturally appropriate ways.NH.3.c

  • 4

    Intercultural Communication - In interactions in a variety of settings, using mostly simple sentences, sometimes relying upon repetition, clarification, and circumlocution, in such a way that speakers/signers of the language who are accustomed to engaging with language learners usually understand, students:4

    1. a

      Refer to and ask questions about common products, practices, and/or perspectives familiar to an audience’s or interlocutor’s culture to demonstrate understanding and curiosity of a target-language culture and respect towards diversity.NH.4.a

    2. b

      Use appropriate learned gestures and behaviors.NH.4.b

    3. c

      Avoid major social blunders.NH.4.c

Linguistic Cultures

  • 5

    Cultures - In a variety of settings, using the target language exclusively or almost exclusively, with appropriate linguistic scaffolding, students most often succeed but sometimes need help to:5

    1. a

      Analyze products and practices to help understand perspectives within the diverse cultures of the target-language communities.NH.5.a

    2. b

      Investigate, explain, and reflect on how culture affects identity.NH.5.b

    3. c

      Investigate, explain, and reflect on the similarities and differences of cultures over time.NH.5.c

  • 6

    Comparisons - In a variety of settings, using the target language exclusively or almost exclusively, with appropriate linguistic scaffolding, students most often succeed but sometimes need help to:6

    1. a

      Investigate, explain, and reflect on the nature of culture through comparisons of the diverse targetlanguage cultures studied and their own by:NH.6.a

      1. 1

        Making comparisons between products, practices, and perspectives.NH.6.a.1

      2. 2

        Explaining how stereotypes and past and present treatment of groups and people shape their group identity and cultureNH.6.a.2

    2. b

      Investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own by:NH.6.b

      1. 1

        Interpreting, expressing, and comparing the meaning of idioms.NH.6.b.1

      2. 2

        Making comparisons of basic language forms.NH.6.b.2

Lifelong Learning

  • 7

    Connections - In a variety of settings, using the target language exclusively or almost exclusively, with appropriate linguistic scaffolding, students most often succeed but sometimes need help to:7

    1. a

      Incorporate age-appropriate, interdisciplinary vocabulary to understand, exchange, and present information from across content areas.NH.7.a

    2. b

      Understand, exchange, and present diverse perspectives and distinctive viewpoints from authentic ageappropriate materials.NH.7.b

  • 8

    Communities - In a variety of settings,using the target language to the greatest appropriate extent for the community-based situation, with appropriate linguistic scaffolding, students most often succeed but sometimes need help to:8

    1. a

      Apply cultural and linguistic skills to participate in the school, local, and global community by:NH.8.a

      1. 1

        Engaging with resources and assets in the community such as individuals and organizations or technological tools to further investigate and enjoy target-language cultures.NH.8.a.1

      2. 2

        Identifying needs and/or injustices and designing and taking collective action to contribute to strong communities. NH.8.a.2

    2. b

      Become lifelong learners by:NH.8.b

      1. 1

        Using languages for enjoyment and enrichment and accessing and evaluating further opportunities for doing so.NH.8.b.1

      2. 2

        Interacting on a regular basis with speakers/signers of the target language to build diverse relationshipsNH.8.b.2

      3. 3

        Explaining language education requirements for careers of interest.NH.8.b.3

      4. 4

        Setting goals for growth in these areas and reflecting upon progress.NH.8.b.4

Frequently asked questions

What grade levels do these standards cover?
Kindergarten, Grade 1, Grade 2, Grade 3, Grade 5, Grade 4, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?
WORLD LANGUAGES Grades Pre-Kindergarten to 12

Keep exploring

Keep exploring World Languages standards

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