Core Curriculum Content Standards

CCCS History | CCCS Home | World Languages | Search:

World Languages Standard - Novice-High - All Strands

7.1 World Languages All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
Interpretive Mode

Proficiency Level

Content Statement

CPI #

Cumulative Progress Indicator (CPI)

Novice-High

Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to:

  • Identify the main idea and some supporting details when reading.
  • Understand the gist and some supporting details of conversations dealing with everyday life.
  • Infer the meaning of some unfamiliar words when used in familiar contexts.

Cultural:

  • Immigration changes both the community of origin and the new community. (Topics that assist in the development of this understanding should include, but are not limited to: current and past immigration patterns, the impact of immigration on society, and related issues.)

 

  • The study of another language and culture deepens understanding of where and how people live and why events occur. (Content areas that assist in the development of this understanding should include, but are not limited to: history, science, economics, and geography.)
  • Due to globalization and advances in technology, the products and practices of a culture change over time, and these changes may impact cultural perspectives. (Content areas that assist in the development of this understanding should include, but are not limited to: science, technology, history, social sciences, the visual and performing arts, and world literature.)

 

  • Human and animal migration are often related to the availability of resources and the ability to adapt to the environment. (Topics that assist in the development of this understanding should include, but are not limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
  • Personal preferences and skills are key factors to consider when making decisions about postsecondary plans. (Topics that assist in the development of this understanding should include, but are not limited to: personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and preparation.)

 

  • The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the development of this understanding should include, but are not limited to: likes/dislikes, pastimes, schedules, and travel.)
  • Wellness practices may vary across cultures. (Topics that assist in the development of this understanding should include, but are not limited to: sports and physical fitness activities and common health conditions/problems and remedies.)

 

  • Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current information on perspectives of the target culture on local, national, and global problems/issues. (Topics that assist in the development of this understanding should include, but are not limited to: current events and contemporary and emerging global issues, problems, and challenges [e.g., population growth and migration; environmental degradation and protection; discrimination and other conflicts; and the allocation of scarce resources].)
  • Current trends and issues influence popular culture. (Topics that assist in the development of this understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)

7.1.NH.A.1

Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes.

7.1.NH.A.2

Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.

7.1.NH.A.3

Recognize some common gestures and cultural practices associated with target culture(s).

7.1.NH.A.4

Identify people, places, objects, and activities in daily life based on oral or written descriptions.

7.1.NH.A.5

Demonstrate comprehension of short conversations and brief written messages on familiar topics.

7.1.NH.A.6

Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally authentic materials.

Interpersonal Mode

Proficiency Level

Content Statement

CPI #

Cumulative Progress Indicator (CPI)

Novice-High

Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to:

  • Ask and answer questions related to everyday life.
  • Handle simple transactions related to everyday life:
    • Initiate, maintain, and end a conversation.
    • Ask for and give permission.
    • Express needs.
    • Give reasons.
    • Request, suggest, and make arrangements.
    • Extend, accept, and decline an invitation.
    • Express an opinion and preference.

Cultural:
The Novice-High Cultural Content Statements remain the same for all the strands.    

7.1.NH.B.1

Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on topics related to self and targeted themes.

7.1.NH.B.2

Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate classroom and cultural activities.

7.1.NH.B.3

Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.

7.1.NH.B.4

Ask and respond to questions, make requests, and express preferences in various social situations.

7.1.NH.B.5

Converse on a variety of familiar topics and/or topics studied in other content areas.

Presentational Mode

Proficiency Level

Content Statement

CPI #

Cumulative Progress Indicator (CPI)

Novice-High

Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to:

  • Handle simple transactions related to everyday life:
    • Express needs.
    • Give reasons.
    • Express an opinion and preference.
    • Request and suggest.


Cultural:
The Novice-High Cultural Content Statements remain the same for all the strands.     

7.1.NH.C.1

Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich presentation to be shared virtually with a target language audience.

7.1.NH.C.2

Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.

7.1.NH.C.3

Describe in writing people and things from the home and school environment.

7.1.NH.C.4

Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.

7.1.NH.C.5

Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices.