Holding everyday conversations
Students start the year speaking and writing about familiar topics like family, school, food, and weekend plans. They learn to ask follow-up questions and keep a simple back-and-forth going.
What does a student learn in
This is the year a new language stops being vocabulary lists and starts being real conversation. Students hold back-and-forth chats, write short messages, and follow stories, videos, and articles on familiar topics. They compare how people live, eat, and celebrate in other countries with their own routines at home. By spring, students can introduce themselves, share an opinion, and ask follow-up questions without rehearsing every line.
- Everyday conversation
- Listening and reading
- Sharing opinions
- Cultural comparisons
- Real-world language use
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Reading, listening, and watching
Students take in short articles, videos, songs, and conversations in the new language. They pull out the main idea and notice details, even when a few words are unfamiliar.
- 3
Culture and daily life
Students look at how people in other countries celebrate, eat, dress, and spend their day. They compare those habits to their own and talk about what surprises them.
- 4
Presenting and connecting subjects
Students give short talks, skits, and written pieces to inform or persuade an audience. They also use the new language to explore topics from other classes like history, science, or art.
- 5
Using the language beyond class
By year's end, students use the language outside the classroom through pen pals, online communities, local events, or media they choose on their own. They set personal goals and track what they want to learn next.
Mastery Learning Standards
The required skills a student should display by the end of Grade 10.
Communication
Communication
- Checkpoint B
Learners understand, interpret
Students listen to, read, or watch material on different topics in the target language and show they understood what it meant, not just what it said.
- Checkpoint B
Learners interact and negotiate meaning in spoken, signed
Students hold back-and-forth conversations in the language they're learning, asking questions, reacting, and sharing opinions until both sides understand each other.
- Checkpoint B
Learners present information, concepts
Students prepare and deliver presentations on a range of topics, choosing words, visuals, or media that fit their audience, whether speaking to classmates, writing for readers, or sharing a video.
| Standard | Definition | Code |
|---|---|---|
| Learners understand, interpret Checkpoint B | Students listen to, read, or watch material on different topics in the target language and show they understood what it meant, not just what it said. | CT-WL.1.1.wl-checkpoint-b |
| Learners interact and negotiate meaning in spoken, signed Checkpoint B | Students hold back-and-forth conversations in the language they're learning, asking questions, reacting, and sharing opinions until both sides understand each other. | CT-WL.1.2.wl-checkpoint-b |
| Learners present information, concepts Checkpoint B | Students prepare and deliver presentations on a range of topics, choosing words, visuals, or media that fit their audience, whether speaking to classmates, writing for readers, or sharing a video. | CT-WL.1.3.wl-checkpoint-b |
Cultures
Cultures
- Checkpoint B
Learners use the language to investigate, explain
Students look at everyday habits and traditions in the cultures they're studying, then explain in the target language why people do things that way. The goal is connecting what people do to what they believe or value.
- Checkpoint B
Learners use the language to investigate, explain
Students explore how everyday objects, foods, and traditions from another culture connect to the beliefs and values behind them, then explain what those connections reveal about how people in that culture see the world.
| Standard | Definition | Code |
|---|---|---|
| Learners use the language to investigate, explain Checkpoint B | Students look at everyday habits and traditions in the cultures they're studying, then explain in the target language why people do things that way. The goal is connecting what people do to what they believe or value. | CT-WL.2.1.wl-checkpoint-b |
| Learners use the language to investigate, explain Checkpoint B | Students explore how everyday objects, foods, and traditions from another culture connect to the beliefs and values behind them, then explain what those connections reveal about how people in that culture see the world. | CT-WL.2.2.wl-checkpoint-b |
Connections
Connections
- Checkpoint B
Learners build, reinforce
Students use the language they're learning to explore topics from other subjects, like science or history. Working across subjects sharpens how they think and helps them solve problems in new ways.
- Checkpoint B
Learners access and evaluate information and diverse perspectives that are…
Students read, watch, or listen to real materials in the language they are learning, then judge how reliable or useful each source is. The goal is to understand viewpoints that only come through that language and culture.
| Standard | Definition | Code |
|---|---|---|
| Learners build, reinforce Checkpoint B | Students use the language they're learning to explore topics from other subjects, like science or history. Working across subjects sharpens how they think and helps them solve problems in new ways. | CT-WL.3.1.wl-checkpoint-b |
| Learners access and evaluate information and diverse perspectives that are… Checkpoint B | Students read, watch, or listen to real materials in the language they are learning, then judge how reliable or useful each source is. The goal is to understand viewpoints that only come through that language and culture. | CT-WL.3.2.wl-checkpoint-b |
Comparisons
Comparisons
- Checkpoint B
Learners use the language to investigate, explain
Students notice how the language they are learning works differently from their own, then use those differences to understand both languages better.
- Checkpoint B
Learners use the language to investigate, explain
Students compare their own cultural practices and beliefs with those of the language they are studying. They explain what is similar, what is different, and what those differences reveal about how people live.
| Standard | Definition | Code |
|---|---|---|
| Learners use the language to investigate, explain Checkpoint B | Students notice how the language they are learning works differently from their own, then use those differences to understand both languages better. | CT-WL.4.1.wl-checkpoint-b |
| Learners use the language to investigate, explain Checkpoint B | Students compare their own cultural practices and beliefs with those of the language they are studying. They explain what is similar, what is different, and what those differences reveal about how people live. | CT-WL.4.2.wl-checkpoint-b |
Communities
Communities
- Checkpoint B
Learners use the language both within and beyond the classroom to interact and…
Students use what they learn in language class to talk and work with people outside school, including people from other countries and cultures.
- Checkpoint B
Learners set goals and reflect on their progress in using languages for…
Students practice setting a language-learning goal, then look back at how far they've come. The focus is on using a new language in real life, not just for class.
| Standard | Definition | Code |
|---|---|---|
| Learners use the language both within and beyond the classroom to interact and… Checkpoint B | Students use what they learn in language class to talk and work with people outside school, including people from other countries and cultures. | CT-WL.5.1.wl-checkpoint-b |
| Learners set goals and reflect on their progress in using languages for… Checkpoint B | Students practice setting a language-learning goal, then look back at how far they've come. The focus is on using a new language in real life, not just for class. | CT-WL.5.2.wl-checkpoint-b |
Common Questions
What should students be able to do in the language by this point?
Students should hold short conversations on familiar topics like school, family, food, and weekend plans. They can read simple texts, write short paragraphs, and give brief talks with some preparation. Mistakes are still common, but the meaning usually comes through.
How can families help at home if no one speaks the language?
Ask students to teach a few words at dinner, label items around the house, or narrate a daily routine out loud. Short, regular practice beats long sessions. Streaming a show with subtitles in the language for ten minutes also helps the ear adjust.
How much vocabulary should students know by the end of the year?
Students should handle common topics such as school, home, food, travel, health, and free time. The exact word count matters less than being able to recombine known words to say something new. Recycling vocabulary across units helps it stick.
What does cultural learning look like at this level?
Students go beyond holidays and foods. They start to notice why people in a culture do things a certain way, such as how meals are shared or how people greet elders. Comparing those patterns to their own life is part of the work.
How should the year be sequenced across the six goal areas?
Most teachers anchor each unit in a communication theme, then layer in culture, a cross-subject connection, and a comparison to English. Communities work fits well at the end of a unit through a project, pen pal, or community interview.
My child says class is all memorisation. Is that normal?
Some memorisation is part of building vocabulary, but most class time should involve listening, speaking, reading, or writing for a real purpose. If practice at home feels like only flashcards, ask the teacher for a short reading or listening task to balance it.
How do teachers know a student is ready for the next level?
Look for students who can keep a conversation going on familiar topics, handle a simple unexpected question, and write a short paragraph with connected sentences. Pronunciation does not need to be perfect. Confidence and recovery when stuck matter more than accuracy on every word.
How can students keep using the language outside of class?
Short daily exposure works best. Follow a creator, listen to music, read a recipe, or message a pen pal in the language for a few minutes a day. Setting one small goal, such as ordering food or writing a caption, gives the practice a point.