Common Planner
K–12 Standards

Advanced High

Other Massachusetts World Languages sets

Communication

  • 1

    Interpretive Communication - In narrative, descriptive, persuasive, and hypothetical texts and conversation on a wide variety of complex, hypothetical, and abstract topics, relying upon understanding of extended discourse composed of purposefully organized and connected paragraphs across multiple time frames, students:1

    1. a

      Analyze traits of multiple cultures and communities, and how this may influence the author’s lens and their own understanding.AH.1.a

    2. b

      Evaluate the main message or story, its supporting details, and its underlying, and even subtle features and nuances of the text.AH.1.b

  • 2

    Interpersonal Communication - In conversations on a wide variety of complex, hypothetical, and abstract topics, in a variety of general and specialized settings, using extended discourse composed of purposefully organized, and connected paragraphs, in a way that speakers/signers of the language easily understand, students:2

    1. a

      Respond to culturally diverse interlocutors, products, practices, and ideas while identifying their own and others’ biases and demonstrating empathy and understanding.AH.2.a

    2. b

      Provide and solicit detailed responses across time frames to participate fully and effectively in a wide range of general and specialized conversations.AH.2.b

    3. c

      Initiate, sustain, and end authentic conversations. AH.2.c

    4. d

      Propose and evaluate solutions to complex and/or hypothetical situations.AH.2.d

    5. e

      Describe, narrate, and compare with rich, complex details across all major time frames.AH.2.e

    6. f

      Negotiate to resolve an unexpected, unfamiliar complication.AH.2.f

    7. g

      Discuss real-world abstract and complex matters.AH.2.g

  • 3

    Presentational Communication – In presentations on a wide variety of complex, hypothetical, and abstract topics, in a variety of general and specialized settings, using extended discourse composed of purposefully organized, and connected paragraphs, in a way that speakers/signers of the language easily understand, students:3

    1. a

      Apply understanding of their cultural context, topic, sources, themselves, and their audiences to adapt a presentation to a variety of audiences, cultures, communities, and contexts.AH.3.a

    2. b

      Present rich, complex, detailed, organized, and culturally relevant information.AH.3.b

    3. c

      Clearly, accurately, and cohesively deliver an argument supported by credible, authentic resources.AH.3.c

    4. d

      Describe, narrate, and compare across all major time frames, in a rich, organized, complex, and detailed manner.AH.3.d

    5. e

      Provide detailed, reasonable hypotheses and speculations.AH.3.e

  • 4

    Intercultural Communication – In interactions in a variety of general and specialized settings,using extended discourse composed of purposefully organized, and connected paragraphs, in a way that is easily comprehensible to any writers/speakers/signers of the language, students:4

    1. a

      Invoke, discuss, and inquire about many distinct products and practices that inform the perspectives of an audience or interlocutor.AH.4.a

    2. b

      Adapt their language and behavior when interacting with others from target-language cultures in social and professional situations.AH.4.b

    3. c

      Communicate in a manner that is free of traits of students’ personal languages or cultures that would offend or confuse the audience/interlocutor.AH.4.c

    4. d

      Demonstrate awareness of cultural diversity and bias.AH.4.d

    5. e

      Engage in, negotiate with, and improvise with cultural norms, etiquette, and nonverbal cues.AH.4.e

Linguistic Cultures

  • 5

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

    1. a

      Analyze and evaluate variations among products and practices and how they relate to perspectives in multiple cultures and communities.AH.5.a

    2. b

      Analyze and evaluate the contributions of various cultural influences in the development of identity.AH.5.b

    3. c

      Investigate solutions to intercultural conflicts across generations around the globe. AH.5.c

  • 6

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

    1. a

      Investigate, explain, and reflect on the nature of culture through comparisons of diverse target-language cultures and their own by:AH.6.a

      1. 1

        Comparing how products, practices, and perspectives reciprocally affect one another over time. AH.6.a.1

      2. 2

        Taking the perspective of those from different cultures, to build empathy.AH.6.a.2

      3. 3

        Analyzing the impact of unequal power structures on the development of group identities and cultures.AH.6.a.3

    2. b

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

      1. 1

        Discussing and analyzing cognates and idiomatic expressions as well as their evolutions and origins.AH.6.b.1

      2. 2

        Discussing and analyzing the relationship of syntax and meaning.AH.6.b.2

      3. 3

        Analyzing and explaining how tone and nuance are expressed.AH.6.b.3

Lifelong Learning

  • 7

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

    1. a

      Research, analyze, discuss, and hypothesize areas of specialized professional and academic expertise across content areas.AH.7.a

    2. b

      Research, analyze, evaluate, and hypothesize about diverse perspectives and distinctive viewpoints found in authentic materials from target-language cultures.AH.7.b

  • 8

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

    1. a

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

      1. 1

        Partnering with individuals and organizations to further investigate and enjoy target-language cultures.AH.8.a.1

      2. 2

        Applying linguistic, cultural, cross-disciplinary academic skills, and collective action to design, implement, and evaluate solutions to complex issues facing the community. AH.8.a.2

    2. b

      Become lifelong learners by:AH.8.b

      1. 1

        Using languages for enjoyment and enrichment and creating opportunities to do so.AH.8.b.1

      2. 2

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

      3. 3

        Analyzing educational and career connections and the complexities of bilingualism to develop a personal plan for language acquisition. AH.8.b.3

      4. 4

        Identifying challenges and strategies for growth and reflecting upon progress.AH.8.b.4

Frequently asked questions

What grade levels do these standards cover?
Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, 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.