First words and greetings
Students start using the new language for everyday basics like greetings, names, numbers, and simple questions about themselves. Expect short phrases at home and a lot of listening practice.
What does a student learn in
This is the year a new language stops being a list of vocabulary words and starts being something students can actually use. Students hold short conversations, read simple texts, and write or speak about familiar topics like family, school, and food. They also notice how the new culture does things differently, from greetings to holidays. By spring, students can introduce themselves, ask and answer everyday questions, and share a few sentences about their own life in the new language.
- Everyday conversation
- Listening and reading
- Cultural traditions
- Speaking about yourself
- Comparing languages
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
Talking about daily life
Students build vocabulary around family, school, food, and free time. They begin holding short back-and-forth conversations and reading simple notes, menus, and messages.
- 3
Culture and everyday habits
Students look at how people who speak the language eat, celebrate, and spend their day. They compare those habits with their own and notice what is similar and what is different.
- 4
Sharing ideas and stories
Students put longer thoughts together in writing and speaking. They describe people, tell short stories about their week, and give opinions using more than one sentence at a time.
- 5
Using the language beyond class
Students try out the language in real situations, such as a video call, a song, a recipe, or a community event. They set small goals for what they want to read, say, or understand next.
Mastery Learning Standards
The required skills a student should display by the end of Grade 6.
Communication
Communication
- Checkpoint A
Learners understand, interpret
Students listen to, read, or watch material in the new language and show they understood the main idea and key details. Topics stay simple at this level, like greetings, family, and everyday routines.
- Checkpoint A
Learners interact and negotiate meaning in spoken, signed
Students hold short back-and-forth conversations in the language they are learning, sharing opinions and reactions, not just memorizing phrases.
- Checkpoint A
Learners present information, concepts
Students share information or tell a story in the language they're learning, choosing words and details that fit who they're talking to or writing for.
| Standard | Definition | Code |
|---|---|---|
| Learners understand, interpret Checkpoint A | Students listen to, read, or watch material in the new language and show they understood the main idea and key details. Topics stay simple at this level, like greetings, family, and everyday routines. | NH-WL.1.1.wl-checkpoint-a |
| Learners interact and negotiate meaning in spoken, signed Checkpoint A | Students hold short back-and-forth conversations in the language they are learning, sharing opinions and reactions, not just memorizing phrases. | NH-WL.1.2.wl-checkpoint-a |
| Learners present information, concepts Checkpoint A | Students share information or tell a story in the language they're learning, choosing words and details that fit who they're talking to or writing for. | NH-WL.1.3.wl-checkpoint-a |
Cultures
Cultures
- Checkpoint A
Learners use the language to investigate, explain
Students look at everyday habits and traditions in the language they're learning and explain what those customs reveal about how people in that culture see the world.
- Checkpoint A
Learners use the language to investigate, explain
Students look at everyday objects, foods, or celebrations from another culture and explain what those things reveal about the values or beliefs behind them.
| Standard | Definition | Code |
|---|---|---|
| Learners use the language to investigate, explain Checkpoint A | Students look at everyday habits and traditions in the language they're learning and explain what those customs reveal about how people in that culture see the world. | NH-WL.2.1.wl-checkpoint-a |
| Learners use the language to investigate, explain Checkpoint A | Students look at everyday objects, foods, or celebrations from another culture and explain what those things reveal about the values or beliefs behind them. | NH-WL.2.2.wl-checkpoint-a |
Connections
Connections
- Checkpoint A
Learners build, reinforce
Students use the new language to explore topics from other subjects like science or history. Connecting vocabulary and ideas across subjects helps students think more carefully and solve problems in new ways.
- Checkpoint A
Learners access and evaluate information and diverse perspectives that are…
Students use their new language to find real information, like news, stories, or opinions, that they could not fully access in English alone. They compare what they learn to their own point of view.
| Standard | Definition | Code |
|---|---|---|
| Learners build, reinforce Checkpoint A | Students use the new language to explore topics from other subjects like science or history. Connecting vocabulary and ideas across subjects helps students think more carefully and solve problems in new ways. | NH-WL.3.1.wl-checkpoint-a |
| Learners access and evaluate information and diverse perspectives that are… Checkpoint A | Students use their new language to find real information, like news, stories, or opinions, that they could not fully access in English alone. They compare what they learn to their own point of view. | NH-WL.3.2.wl-checkpoint-a |
Comparisons
Comparisons
- Checkpoint A
Learners use the language to investigate, explain
Students notice how the new language handles things differently than their own, like word order, verb forms, or ways of showing respect, and use those comparisons to understand how languages work.
- Checkpoint A
Learners use the language to investigate, explain
Students compare everyday life in another culture to their own: food, family, school, or celebrations. They use the language they're studying to explain what's similar, what's different, and what those differences mean.
| Standard | Definition | Code |
|---|---|---|
| Learners use the language to investigate, explain Checkpoint A | Students notice how the new language handles things differently than their own, like word order, verb forms, or ways of showing respect, and use those comparisons to understand how languages work. | NH-WL.4.1.wl-checkpoint-a |
| Learners use the language to investigate, explain Checkpoint A | Students compare everyday life in another culture to their own: food, family, school, or celebrations. They use the language they're studying to explain what's similar, what's different, and what those differences mean. | NH-WL.4.2.wl-checkpoint-a |
Communities
Communities
- Checkpoint A
Learners use the language both within and beyond the classroom to interact and…
Students use the new language outside class too, not just in lessons. They talk, write, or work with others in real situations, like greeting a neighbor, joining a group, or connecting with people from other countries.
- Checkpoint A
Learners set goals and reflect on their progress in using languages for…
Students pick a personal goal for using the new language, then look back at how far they have come. The focus is on learning the language for real life, not just for class.
| Standard | Definition | Code |
|---|---|---|
| Learners use the language both within and beyond the classroom to interact and… Checkpoint A | Students use the new language outside class too, not just in lessons. They talk, write, or work with others in real situations, like greeting a neighbor, joining a group, or connecting with people from other countries. | NH-WL.5.1.wl-checkpoint-a |
| Learners set goals and reflect on their progress in using languages for… Checkpoint A | Students pick a personal goal for using the new language, then look back at how far they have come. The focus is on learning the language for real life, not just for class. | NH-WL.5.2.wl-checkpoint-a |
Common Questions
What does Checkpoint A actually mean for a beginner language student?
Checkpoint A is the first major stop on a language-learning path. Students can understand and use short, familiar phrases about everyday topics like family, food, school, and free time. Conversations are simple and often rehearsed, not free-flowing.
How can I help at home if I don't speak the language?
Ask students to teach a few words or a short phrase at dinner. Watch a kids' show or listen to music in the language together for five minutes. Showing real interest matters more than knowing the language.
What should my child be able to do by the end of the year?
Students should greet someone, introduce themselves, ask and answer basic questions, and read short signs, menus, or messages. Writing looks like labels, lists, and a few simple sentences. Spoken phrases are still mostly memorized.
How do I sequence a first-year course around these expectations?
Start with greetings, names, and classroom language, then move into family, school, food, and free time. Cycle back to earlier topics each unit so memorized phrases turn into flexible ones. Save culture comparisons for the end of each unit, not a separate add-on.
How much culture should I work into lessons at this level?
Plan to fold a short culture moment into most lessons rather than saving it for one big unit. Greetings, school routines, meals, and holidays all pair naturally with language practice. The goal is for students to notice differences and ask questions, not memorize facts.
My child says they only memorize phrases. Is that a problem?
At this stage, memorized phrases are exactly the point. Students build a bank of useful chunks first, then slowly learn to swap pieces in and out. Real conversation comes later, after the chunks are solid.
Which skills usually need the most reteaching at Checkpoint A?
Numbers past twenty, time, dates, and question words tend to slip the most. Sound and spelling patterns also need steady review so students can read new words aloud with some confidence. Build short warm-ups around these instead of full reteach days.
How do I know if my child is ready for the next level?
Students should be able to hold a short conversation on familiar topics, write a few connected sentences about themselves, and read a simple menu or message with some help. Pronunciation does not need to be perfect, but the meaning should come through.
How can students use the language outside of class?
Encourage one small habit, such as labeling things at home, following a creator in the language, or messaging a pen pal. Ten minutes a few times a week beats one long session. The point is regular contact, not perfection.