First words and greetings
Students start with the basics: greetings, names, numbers, and short phrases about themselves. They learn to follow simple spoken directions and pick out familiar words in what they hear and read.
What does a student learn in
This is the checkpoint where students start using a new language to actually talk with people, not just memorize words. Students hold short conversations, read simple texts, and share opinions on everyday topics like food, school, and family. They also notice how life and customs differ from their own, and where the new language shows up around them. By the end, students can introduce themselves, ask and answer familiar questions, and describe a cultural practice they have learned about.
- Everyday conversation
- Listening and reading
- Sharing opinions
- Cultural practices
- Comparing languages
- Real-world 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
Talking about daily life
Students build short conversations about family, school, food, and weekend plans. They ask and answer simple questions, share likes and dislikes, and write a few sentences about themselves.
- 3
Everyday culture and customs
Students look at how people in other countries celebrate holidays, eat meals, and spend time with family. They compare those routines to their own and notice what is the same and what is different.
- 4
Using the language to learn
Students use the new language to explore topics from other classes, such as a map, a recipe, or a short news story. They pull out main ideas and share what they found in simple sentences.
- 5
Using the language beyond class
Students try out the language outside the classroom: messaging a pen pal, watching a short video, or reading a menu. They set small goals for what they want to be able to do 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 content in the target language and show they understood it. At this stage, topics are familiar and everyday, like greetings, family, or school.
- Checkpoint A
Learners interact and negotiate meaning in spoken, signed
Students hold short conversations in another language, sharing opinions, reactions, and basic information with a partner. The goal is understanding each other, not perfection.
- Checkpoint A
Learners present information, concepts
Students share ideas out loud, in writing, or through media on topics they've studied. They adjust how they speak or write based on who is listening or reading.
| Standard | Definition | Code |
|---|---|---|
| Learners understand, interpret Checkpoint A | Students listen to, read, or watch content in the target language and show they understood it. At this stage, topics are familiar and everyday, like greetings, family, or school. | TX-WL.1.1.wl-checkpoint-a |
| Learners interact and negotiate meaning in spoken, signed Checkpoint A | Students hold short conversations in another language, sharing opinions, reactions, and basic information with a partner. The goal is understanding each other, not perfection. | TX-WL.1.2.wl-checkpoint-a |
| Learners present information, concepts Checkpoint A | Students share ideas out loud, in writing, or through media on topics they've studied. They adjust how they speak or write based on who is listening or reading. | TX-WL.1.3.wl-checkpoint-a |
Cultures
Cultures
- Checkpoint A
Learners use the language to investigate, explain
Students look at a real habit or tradition from the culture they're studying, such as a greeting, a meal, or a celebration, and explain why people in that culture do it that way.
- Checkpoint A
Learners use the language to investigate, explain
Students look at everyday objects from another culture, like food, clothing, or art, and explain what those objects reveal about how people in that culture see the world.
| Standard | Definition | Code |
|---|---|---|
| Learners use the language to investigate, explain Checkpoint A | Students look at a real habit or tradition from the culture they're studying, such as a greeting, a meal, or a celebration, and explain why people in that culture do it that way. | TX-WL.2.1.wl-checkpoint-a |
| Learners use the language to investigate, explain Checkpoint A | Students look at everyday objects from another culture, like food, clothing, or art, and explain what those objects reveal about how people in that culture see the world. | TX-WL.2.2.wl-checkpoint-a |
Connections
Connections
- Checkpoint A
Learners build, reinforce
Students use the new language to explore topics from other classes, like history or science, and practice thinking through problems in that language.
- Checkpoint A
Learners access and evaluate information and diverse perspectives that are…
Students read, watch, or listen to real content in the new language, like news, stories, or interviews, and think about how those sources show a different way of seeing the world.
| Standard | Definition | Code |
|---|---|---|
| Learners build, reinforce Checkpoint A | Students use the new language to explore topics from other classes, like history or science, and practice thinking through problems in that language. | TX-WL.3.1.wl-checkpoint-a |
| Learners access and evaluate information and diverse perspectives that are… Checkpoint A | Students read, watch, or listen to real content in the new language, like news, stories, or interviews, and think about how those sources show a different way of seeing the world. | TX-WL.3.2.wl-checkpoint-a |
Comparisons
Comparisons
- Checkpoint A
Learners use the language to investigate, explain
Students notice how the new language works differently from their own, looking at things like word order or how questions are formed, and use those comparisons to understand both languages better.
- Checkpoint A
Learners use the language to investigate, explain
Students look at everyday life in another culture, such as food, school, or holidays, and compare what they find to their own. They explain what is similar, what is different, and what those differences tell them about how people live.
| Standard | Definition | Code |
|---|---|---|
| Learners use the language to investigate, explain Checkpoint A | Students notice how the new language works differently from their own, looking at things like word order or how questions are formed, and use those comparisons to understand both languages better. | TX-WL.4.1.wl-checkpoint-a |
| Learners use the language to investigate, explain Checkpoint A | Students look at everyday life in another culture, such as food, school, or holidays, and compare what they find to their own. They explain what is similar, what is different, and what those differences tell them about how people live. | TX-WL.4.2.wl-checkpoint-a |
Communities
Communities
- Checkpoint A
Learners use the language both within and beyond the classroom to interact and…
Students practice the language outside class too, not just during lessons. They use it to talk with real people, take part in community activities, and connect with speakers from other countries.
- Checkpoint A
Learners set goals and reflect on their progress in using languages for…
Students pick a goal for using the new language outside class, like watching a show or reading a menu, then look back at how far they've come.
| Standard | Definition | Code |
|---|---|---|
| Learners use the language both within and beyond the classroom to interact and… Checkpoint A | Students practice the language outside class too, not just during lessons. They use it to talk with real people, take part in community activities, and connect with speakers from other countries. | TX-WL.5.1.wl-checkpoint-a |
| Learners set goals and reflect on their progress in using languages for… Checkpoint A | Students pick a goal for using the new language outside class, like watching a show or reading a menu, then look back at how far they've come. | TX-WL.5.2.wl-checkpoint-a |
Common Questions
What does this first stage of language learning actually look like?
Students learn to understand and use simple, everyday language about familiar topics like family, food, school, and free time. They start with memorized words and short phrases, then move toward putting their own short sentences together in speaking and writing.
How can I help at home if I don't speak the language?
Ask students to teach a few words or phrases at dinner, label household items together, or watch a short video or song in the language for five minutes a day. Showing curiosity matters more than knowing the language yourself.
How much practice outside of class makes a real difference?
Ten to fifteen minutes a day of listening, reading, or speaking practice beats a long session once a week. Short, regular contact with the language helps words and sounds stick.
How do I sequence topics across the year at this level?
Start with high-frequency personal topics like greetings, family, school, and food, then layer in past and future time frames as comprehension grows. Spiral earlier vocabulary into new units so students keep recycling what they already know.
What does mastery look like by the end of this stage?
Students can handle short conversations on familiar topics, understand the main idea of simple texts and audio, and write short messages or descriptions. They rely on memorized chunks but can also create simple original sentences.
Should students be memorizing long vocabulary lists?
Some memorization helps, but using words in real sentences matters more than reciting a list. Flashcards work best when paired with speaking, writing, or hearing the words in context.
Which skills usually need the most reteaching?
Verb forms, gender or noun agreement, and word order tend to need repeated practice. Plan to revisit these in small doses throughout the year rather than teaching them once and moving on.
How is culture supposed to fit into language class?
Culture is not a separate unit. Students compare daily life, holidays, food, and customs in the cultures studied with their own, using the language to describe what they notice. Short authentic videos, menus, and ads work well at this level.
How do I know students are ready for the next stage?
Look for students who can ask and answer questions on familiar topics without long pauses, understand short authentic texts with support, and write a short paragraph about themselves or their world. Confidence with the present tense and growing comfort with past time frames are strong signs.
What can students do beyond the classroom at this level?
Encourage students to follow a creator, read a recipe, watch a short cartoon, or message a pen pal in the language. Real use outside of class, even in small doses, builds motivation and shows the language is for life, not just for tests.