This is the year the new language stops feeling like a class and starts feeling like a tool students actually use. Students hold real conversations, read articles and stories, and give presentations on topics they care about. They also dig into how the culture works, comparing daily life and traditions with their own. By spring, students can discuss a current event or article in the language, give reasons for their opinions, and explain something they noticed about the culture.
Students listen to, read, or watch material on a range of topics in the target language and pull out the main ideas, details, and meaning. At this level, they work with more complex content and explain what it means, not just what it says.
Students hold back-and-forth conversations in a new language, working through misunderstandings to share ideas, reactions, and opinions with others.
Students give prepared speeches, write for different audiences, and create media presentations in the language they are learning. They adjust their words and format depending on whether they are speaking to a class, writing an essay, or making a video.
| Standard | Definition | Code |
|---|---|---|
| Learners understand, interpret Checkpoint C | Students listen to, read, or watch material on a range of topics in the target language and pull out the main ideas, details, and meaning. At this level, they work with more complex content and explain what it means, not just what it says. | MD-WL.1.1.wl-checkpoint-c |
| Learners interact and negotiate meaning in spoken, signed Checkpoint C | Students hold back-and-forth conversations in a new language, working through misunderstandings to share ideas, reactions, and opinions with others. | MD-WL.1.2.wl-checkpoint-c |
| Learners present information, concepts Checkpoint C | Students give prepared speeches, write for different audiences, and create media presentations in the language they are learning. They adjust their words and format depending on whether they are speaking to a class, writing an essay, or making a video. | MD-WL.1.3.wl-checkpoint-c |
Students explain why people in the culture they're studying do things a certain way, connecting everyday habits and traditions to the values and beliefs behind them.
Students explain how everyday objects, art, or traditions from another culture reveal what people in that culture value or believe. They use the target language to make those connections.
| Standard | Definition | Code |
|---|---|---|
| Learners use the language to investigate, explain Checkpoint C | Students explain why people in the culture they're studying do things a certain way, connecting everyday habits and traditions to the values and beliefs behind them. | MD-WL.2.1.wl-checkpoint-c |
| Learners use the language to investigate, explain Checkpoint C | Students explain how everyday objects, art, or traditions from another culture reveal what people in that culture value or believe. They use the target language to make those connections. | MD-WL.2.2.wl-checkpoint-c |
Students use the language they are learning to explore topics from other subjects, like history or science, and to work through real problems. The second language becomes a tool for thinking, not just talking.
Students read, listen to, or watch real content in the language they're learning, such as news, stories, or interviews, and decide how reliable or useful it is. They also compare how different cultures see the same topic.
| Standard | Definition | Code |
|---|---|---|
| Learners build, reinforce Checkpoint C | Students use the language they are learning to explore topics from other subjects, like history or science, and to work through real problems. The second language becomes a tool for thinking, not just talking. | MD-WL.3.1.wl-checkpoint-c |
| Learners access and evaluate information and diverse perspectives that are… Checkpoint C | Students read, listen to, or watch real content in the language they're learning, such as news, stories, or interviews, and decide how reliable or useful it is. They also compare how different cultures see the same topic. | MD-WL.3.2.wl-checkpoint-c |
Students notice how the language they are learning works differently from their own, then use those differences to explain something about how language itself works.
Students compare their own culture with cultures where the target language is spoken, then explain what those differences and similarities reveal about how people live and why.
| Standard | Definition | Code |
|---|---|---|
| Learners use the language to investigate, explain Checkpoint C | Students notice how the language they are learning works differently from their own, then use those differences to explain something about how language itself works. | MD-WL.4.1.wl-checkpoint-c |
| Learners use the language to investigate, explain Checkpoint C | Students compare their own culture with cultures where the target language is spoken, then explain what those differences and similarities reveal about how people live and why. | MD-WL.4.2.wl-checkpoint-c |
Students use the language they are learning to talk, work, and connect with real people outside school, not just in class exercises.
Students think about how well they're using a new language outside class, then set goals for where they want to improve. The focus is on learning for real life, not just for a grade.
| Standard | Definition | Code |
|---|---|---|
| Learners use the language both within and beyond the classroom to interact and… Checkpoint C | Students use the language they are learning to talk, work, and connect with real people outside school, not just in class exercises. | MD-WL.5.1.wl-checkpoint-c |
| Learners set goals and reflect on their progress in using languages for… Checkpoint C | Students think about how well they're using a new language outside class, then set goals for where they want to improve. The focus is on learning for real life, not just for a grade. | MD-WL.5.2.wl-checkpoint-c |