Pre-K–HS World Languages and Foreign Languages
Core Course Objectives
The Massachusetts Department of Elementary and Secondary Education (ESE)
partnered with WestEd to convene panels of
expert educators to review and develop
statements of essential curriculum content,
Core Course Objectives
Core Course Objectives (CCOs), for
(CCOs)
are statements that:
approximately 100 different grades/subjects
and courses.
In conjunction with the Massachusetts
Curriculum Frameworks, the CCOs were used
by a team of WestEd evaluators to ensure
content alignment in the identification and
evaluation of example assessments suitable
for use as District-Determined Measures
(DDMs). Districts can utilize the CCOs
themselves or the process of developing
CCOs in their own work when selecting
DDMs.
At each meeting, educators developed highquality CCOs that met the following criteria:

describe different elements of core,
essential content (knowledge,
skills, or abilities);

are pulled, created, or synthesized
from a larger set of curriculum
standards; and

clarify key knowledge, skills, and
abilities that many educators and
other content experts working
together agree are most critical in
that content area, grade, or course.
Each CCO should be high-level and
represent broad enough learning goals
to be taught using a wide variety of
instructional tools or methods (scope),
while also focused enough that
students’ growth in learning that
knowledge or skill can be measured by
an assessment (assess-ability).

Scope: The CCO describes an
overarching learning goal.

Assess-ability: The CCO describes
knowledge, skills, or abilities that are
readily able to be measured.

Centrality: The CCO describes a critically important concept, skill, or ability that
is central to the subject/grade or course.

Relevance: The CCO represents knowledge, skills, and abilities that are
consistent with Massachusetts’s values and goals.
After public review, WestEd’s content specialists reviewed the comments submitted by
educators and other stakeholders. The CCOs that emerged from this process are
presented below.
1
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
World Languages – Grades: Pre-K–1
#
Objective
1
Students ask and answer questions.
For example, students ask and answer questions in single word/words about self,
including name, age, and city or town in which they live, using the target language.
2
Students express likes and dislikes.
For example, students respond to likes and dislikes on familiar topics, such as food and
animals, using the target language.
3
Students follow directions.
For example, students follow simple classroom directions through Total Physical
Response (TPR), such as sit down and stand up, given in the target language.
4
Students obtain information and knowledge.
For example, students obtain information, such as size, color, shape, or amount, in the
target language.
5
Students express needs and emotions.
For example, students express needs and emotions in the target language, such as
asking for water or use of the bathroom, and express being happy or sad.
6
Students describe people, places, and things.
For example, students describe people (such as family members), places (such as home
or school), and things (such as classroom objects), using single word/words in the target
language.
7
Students use appropriate words, phrases, expressions, and gestures in interactions.
For example, students use culturally appropriate greetings, farewells, and school
(classroom) routines, using the target language.
8
Students interact appropriately in group cultural activities.
For example, students interact appropriately as participants in the target culture’s games,
storytelling, and celebrations.
9
Students identify distinctive cultural products from the target culture.
For example, students identify culturally distinctive toys, foods, and games in the target
culture.
10
Students identify cultural characteristics of the target culture.
For example, students identify cultural characteristics using pictures and cultural realia in
the target culture.
11
Students obtain information and knowledge related to other disciplines.
For example, students reinforce number concepts in the target language by manipulating
numbers one through ten, such as in counting or adding.
2
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
12
Students experience the target language and culture beyond the classroom setting.
For example, students provide age-appropriate feedback using a rubric on a performance
presented in the target language, such as a puppet show, musical presentation, or dance.
Note: These Core Course Objectives (CCOs) were developed by Massachusetts educators in
summer 2013. They are intended to provide districts with information about the content taught in
this course. Source document used is as follows: Massachusetts Foreign Languages Curriculum
Framework (1999).
Note: The curriculum framework for this subject describes standards for a particular grade span
(e.g., pre-K–1). For this reason, the CCOs were developed for each grade span, not each grade
level.
3
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
World Languages – Grades: 2–4
#
Objective
1
Students ask and answer questions.
For example, students greet and respond to greetings by making acquaintance with their
classmates using the target language.
2
Students exchange information and knowledge.
For example, students describe common friends, places they know or visit, and favorite or
familiar items using single word/words in the target language.
3
Students understand some ideas and familiar details.
For example, students sequence a story using picture cards in the target language.
4
Students obtain information and knowledge.
For example, students categorize content in the target language based on presented
familiar information.
5
Students express opinions and ideas.
For example, students express a preference among familiar objects, events, subjects, etc.,
in the target language.
6
Students present information in a brief report.
For example, students illustrate and label objects or geographical features (e.g.,
mountain/river/rocks, and classroom items) in the target language.
7
Students use appropriate words, phrases, expressions, and gestures in interactions, such
as greetings, farewells, school routines, and other daily activities.
For example, students recognize and recreate, when appropriate, various target cultural
practices (e.g., handshake, the siesta, and the daily schedule), using the target language.
8
Students identify distinctive cultural aspects of the target culture presented in stories,
dramas, films, and photographs.
For example, students use single word/words to compare and contrast target cultural
aspects (e.g., traditions, foods, clothes, holidays, people), using the target language.
9
Students demonstrate knowledge of the target culture’s geography by naming features,
such as rivers, mountains, cities, and climates on maps.
For example, students name, locate, and label target culture-speaking countries and cities
of the world on a world map.
10
Students give examples of ways in which the target language differs from, and is similar
to, English.
For example, students use single word/words (e.g., same or different) to compare and
contrast the use of punctuation and special symbols in English and in the target language.
4
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
11
Students obtain information and knowledge related to other disciplines from sources in the
target language.
For example, students acquire knowledge from authentic language sources about animals
from the target culture and make comparisons in the target language based on a graphic
representation of students’ research.
12
Students apply knowledge of the target language and culture beyond the classroom
setting.
For example, students exchange realia (e.g., drawings, short letters) and share them,
using the target language with students in another academic setting.
Note: These Core Course Objectives (CCOs) were developed by Massachusetts educators in
summer 2013. They are intended to provide districts with information about the content taught in
this course. Source document used is as follows: Massachusetts Foreign Languages Curriculum
Framework (1999).
Note: The curriculum framework for this subject describes standards for a particular grade span
(e.g., 2–4). For this reason, the CCOs were developed for each grade span, not each grade
level.
5
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
World Languages – Grades: 5–6
#
Objective
1
Students ask and answer questions.
For example, students ask and answer questions pertaining to salutations (e.g., name,
age, and other personal information) in a short sentence(s) in the target language.
2
Students express likes and dislikes.
For example, students ask and answer questions pertaining to likes, dislikes, and
preferences for food, sports, activities, etc., in the target language.
3
Students follow directions.
For example, students follow a short sequence of spoken directions to complete a task
(e.g., sit down, take out your book, turn to page four) given in the target language.
4
Students obtain information and knowledge.
For example, students gather information from a written or spoken message, such as a
note from a friend to make plans for an activity, given in the target language.
5
Students describe people, places, and things.
For example, students describe people, places, and things in writing and conversation in a
short sentence(s) in the target language.
6
Students write lists or short notes.
For example, students write a list of what they need (e.g., school supplies, groceries),
using the target language.
7
Students use appropriate words, phrases, expressions and gestures in interactions, such
as greetings, farewells, school routines, and other daily activities.
For example, students verbally and physically demonstrate appropriate forms of greetings
to people they know and do not know well, using the target culture and language.
8
Students identify distinctive cultural products from the target culture, such as toys, clothes,
foods, currencies, games, traditional crafts, and musical instruments.
For example, students demonstrate appropriate language and behaviors for shopping in a
market, including knowledge of currency, in the target language and culture.
9
Students demonstrate knowledge of the target culture’s geography by naming the
features.
For example, students identify major mountains and rivers on a map of a target language
country.
6
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
10
Students identify linguistic characteristics of the target language and compare and
contrast them with English linguistic characteristics.
For example, students identify grammatical categories, such as tense, gender, and
agreement, in the target language and in English.
11
Students obtain information and knowledge related to other disciplines from sources in the
target language.
For example, students read level-appropriate text in the target language about artists from
the target language community and present the information in a short sentence(s) in the
target language.
12
Students apply knowledge of the target language and culture beyond the classroom
setting.
For example, students communicate electronically (e.g., email, videoconference) with
students from a target language community, using the target language.
Note: These Core Course Objectives (CCOs) were developed by Massachusetts educators in
summer 2013. They are intended to provide districts with information about the content taught in
this course. Source document used is as follows: Massachusetts Foreign Languages Curriculum
Framework (1999).
Note: The curriculum framework for this subject describes standards for a particular grade span
(e.g., 5–6). For this reason, the CCOs were developed for each grade span, not each grade
level.
7
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
World Languages – Grades: 7–8
#
Objective
1
Students ask and answer questions.
For example, students ask and answer questions pertaining to salutations (e.g., name,
age, grade, and other personal information) in the target language.
2
Students express likes and dislikes.
For example, students ask and answer questions in a string of short sentences pertaining
to likes, dislikes, and preferences for food, sports, leisure activities, etc., in the target
language.
3
Students follow directions.
For example, students follow a sequence of spoken directions in the target language to
complete a task (e.g., fold the paper in half, open it, fold it again in half other way, now you
draw a picture story in four boxes).
4
Students obtain information and knowledge.
For example, students gather information from a written or spoken message, such as an
email or a phone message from a friend to make plans for an activity, given in the target
language.
5
Students describe people, place, and things.
For example, students describe people, places, and things, using a string of short
sentences in writing and conversation in the target language.
6
Students write lists or short notes.
For example, students write a list of what they need (e.g., list of food/things to do for a
birthday party), using the target language.
7
Students use appropriate words, phrases, expressions, and gestures in interactions, such
as greetings, farewells, school routines, and other daily activities.
For example, students verbally and physically demonstrate appropriate forms of greetings
to people they know and do not know well, using the target culture and language.
8
Students identify distinctive cultural products from the target culture, such as toys, clothes,
foods, currencies, games, traditional crafts, and musical instruments.
For example, students demonstrate appropriate language and behaviors for flying kites, in
the target language and culture.
9
Students demonstrate knowledge of the target culture’s geography by naming its
geographical features.
For example, students name major mountains, rivers, and other salient geographic
features on a map of a target language country.
8
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
10
Students identify linguistic characteristics of the target language and compare and
contrast them with English linguistic characteristics.
For example, students identify grammatical categories, such as tense, gender, and
agreement, in the target language and in English.
11
Students obtain information and knowledge related to other disciplines from sources in the
target language.
For example, students read level-appropriate text in the target language about lives in a
tropical rain forest and present the information in a string of short sentences.
12
Students apply knowledge of the target language and culture beyond the classroom
setting.
For example, students communicate electronically (e.g., email, Skype) with students from
a target language community using the target language.
Note: These Core Course Objectives (CCOs) were developed by Massachusetts educators in
summer 2013. They are intended to provide districts with information about the content taught in
this course. Source document used is as follows: Massachusetts Foreign Languages Curriculum
Framework (1999).
Note: The curriculum framework for this subject describes standards for a particular grade span
(e.g., 7–8). For this reason, the CCOs were developed for each grade span, not each grade
level.
9
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
Foreign Languages/French I–II – Grade: HS
#
Objective
1
Students participate in initial interactions with others, such as greetings and introductions,
using appropriate words and expressions.
2
Students exchange essential information, such as greetings, leave-takings, and common
classroom routines, using culturally appropriate expressions and gestures.
3
Students ask and answer questions about topics, such as family, school events, and
celebrations, orally or in writing.
4
Students make and respond to requests.
5
Students exchange opinions or information about their personal lives or other people,
activities, or events, using descriptive language.
6
Students identify some ideas, with accompanying details, in highly contextualized
authentic or adapted texts.
7
Students describe or interpret information from reading or listening to simple stories or
informational texts.
8
Students comprehend the main themes and ideas of written and spoken/audio texts from
authentic and/or adapted sources.
9
Students demonstrate understanding by following instructions or directions.
10
Students express personal opinions, needs, or emotions.
11
Students present descriptive information about people, places, or things.
12
Students write short reports about people and things and present them to an audience.
13
Students write passages that range from lists, messages, and short notes to simple
paragraphs.
14
Students exchange descriptions and opinions of tangible products of the culture, such as
toys, dress, types of dwellings, and foods, orally or in writing.
15
Students identify distinctive aspects of the target culture, such as food, music, or daily life.
10
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
16
Students identify distinctive contributions made by people in the target culture.
17
Students demonstrate knowledge of the target culture’s geography.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts Foreign Languages Curriculum
Framework (1999); American Council on the Teaching of Foreign Languages (ACTFL).
11
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
Foreign Languages/French III–IV – Grade: HS
#
Objective
1
Students interact with others, asking or answering questions to initiate, maintain, or end
conversations, orally or in writing, using strings of sentences with sentence “connectors” or
tag questions.
2
Students ask and respond to questions to ask for, give, and clarify information.
3
Students verbally exchange information or opinions about people, activities, or events, as
presented in authentic materials.
4
Students exchange opinions about people, activities, or events in a variety of situational
contexts, orally or in writing.
5
Students identify main ideas, with accompanying details, from a variety of appropriately
contextualized multimedia sources.
6
Students describe or interpret information gained from reading articles in a magazine,
journal, or newspaper.
7
Students describe or interpret texts written in a variety of time frames.
8
Students read, listen to, and comprehend authentic and adapted materials, such as short
stories, narratives, advertisements, and brochures.
9
Students comprehend and react appropriately to learned expressions, sentences,
questions, polite commands, and directions in both oral and written messages.
10
Students give oral or written presentations on planned activities or cultural topics, such as
current events, literature, and historical and biographical texts.
11
Students describe or recount essential elements (e.g., characters, settings, events) as
found in a variety of fiction or nonfiction sources.
12
Students write greeting cards, notes, letters, and emails to specific audiences.
13
Students describe distinctive contributions made by people in the target cultures.
12
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
14
Students interact appropriately in the target language in representative social and cultural
activities, using register appropriate to audience and reflecting understanding of the mores
of the target cultures.
15
Students provide examples of how target cultures vary among francophone countries, for
example, geographically, politically, demographically, and economically.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts Foreign Languages Curriculum
Framework (1999).
13
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
Foreign Languages/Latin I–II – Grade: HS
#
Objective
1
Students identify and use linguistic elements of Latin to increase knowledge of students’
own language.
2
Students understand some ideas and familiar details from annotated ancient sources.
3
Students obtain and convey information and knowledge about daily life in Ancient Rome.
4
Students identify distinctive contributions made by people in Ancient Rome.
5
Students read and interpret highly adapted texts from authentic Roman sources.
6
Students identify and discuss cultural characteristics of Ancient Rome, and compare and
contrast them with modern Western cultural characteristics.
7
Students ask and answer questions in Latin, orally and in writing, to clarify information in
response to class readings from teacher-adapted or authentic sources.
8
Students translate simple written passages from Latin to English and from English to
Latin, both orally and in writing.
9
Students compose simple written passages in Latin, using correct grammar and syntax, in
response to a writing prompt.
10
Students read aloud from authentic texts written in Latin in order to practice proper
pronunciation and phrasing.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts Foreign Languages Curriculum
Framework (1999); The American Classical League and The American Philological Association,
Standards for Classical Language Learning (1997).
14
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
Foreign Languages/Latin III – Grade: HS
#
Objective
1
Students understand important ideas and details in highly contextualized authentic and
adapted ancient texts.
2
Students identify meaning of adapted and/or authentic ancient passages in Latin and
relate them to personal experiences.
3
Students identify cultural perspectives and patterns of social behavior that are typical of
Ancient Rome.
4
Students identify historical and/or cultural figures from Ancient Rome and describe their
contributions.
5
Students read authentic and adapted ancient materials, such as literary and nonliterary
excerpts, letters, epigrams, epitaphs, graffiti, and inscriptions.
6
Students identify linguistic characteristics of Latin, and compare and contrast them with
English linguistic characteristics.
7
Students ask and answer questions in Latin, orally and in writing, in response to class
readings from teacher-adapted or authentic sources.
8
Students translate simple written passages from Latin to English and from English to
Latin, both orally and in writing.
9
Students compose simple written passages in Latin, using correct grammar and syntax, in
response to a writing prompt.
10
Students will read aloud from authentic texts written in Latin in order to practice proper
pronunciation and phrasing.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts Foreign Languages Curriculum
Framework (1999); The American Classical League and The American Philological Association,
Standards for Classical Language Learning (1997).
15
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
Foreign Languages/Spanish I–II – Grade: HS
#
Objective
1
Students participate in initial interactions with others, such as greetings and introductions,
using appropriate words and expressions.
2
Students exchange essential information, such as greetings, leave-takings, and common
classroom routines, using culturally appropriate expressions and gestures.
3
Students ask and answer questions about topics, such as family, school events, and
celebrations, orally or in writing.
4
Students make and respond to requests.
5
Students exchange opinions or information about their personal lives or other people,
activities, or events, using descriptive language.
6
Students identify some ideas with accompanying details in highly contextualized authentic
or adapted texts.
7
Students describe or interpret information from reading or listening to simple stories or
informational texts.
8
Students comprehend the main themes and ideas of written and spoken/audio texts from
authentic and/or adapted sources.
9
Students demonstrate understanding by following instructions or directions.
10
Students express personal opinions, needs, or emotions.
11
Students present descriptive information about people, places, or things.
12
Students write short reports about people and things and present them to an audience.
13
Students write passages that range from lists, messages, and short notes to simple
paragraphs.
14
Students exchange descriptions and opinions of tangible products of the culture, such as
toys, dress, types of dwellings, and foods, orally or in writing.
15
Students identify distinctive aspects of the target cultures, such as food, music, or daily
life.
16
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
16
Students identify distinctive contributions made by people in the target cultures.
17
Students demonstrate knowledge of the target culture’s geography.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts Foreign Languages Curriculum
Framework (1999); American Council on the Teaching of Foreign Languages (ACTFL).
17
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
Foreign Languages/Spanish III–IV – Grade: HS
#
Objective
1
Students interact with others, asking or answering questions to initiate, maintain, or end
conversations, orally or in writing, using strings of sentences with sentence “connectors” or
tag questions.
2
Students ask and respond to questions to ask for, give, and clarify information.
3
Students verbally exchange information or opinions about people, activities, or events, as
presented in authentic materials.
4
Students exchange opinions about people, activities, or events in a variety of situational
contexts, orally or in writing.
5
Students identify main ideas with accompanying details from a variety of appropriately
contextualized multimedia sources.
6
Students describe or interpret information gained from reading articles in a magazine,
journal, or newspaper.
7
Students describe or interpret texts written in a variety of time frames.
8
Students read, listen to, and comprehend authentic and adapted materials, such as short
stories, narratives, advertisements, and brochures.
9
Students comprehend and react appropriately to learned expressions, sentences,
questions, polite commands, and directions in both oral and written messages.
10
Students give oral or written presentations on planned activities or cultural topics, such as
current events, literature, and historical and biographical texts.
11
Students describe or recount essential elements (e.g., characters, settings, events) as
found in a variety of fiction or nonfiction sources.
12
Students write greeting cards, notes, letters, and emails to specific audiences.
13
Students describe distinctive contributions made by people in the target cultures.
18
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
14
Students interact appropriately in the target language in representative social and cultural
activities, using register appropriate to audience and reflecting understanding of the mores
of the target cultures.
15
Students provide examples of how target cultures vary among Hispanophone countries,
for example, geographically, politically, demographically, and economically.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts Foreign Languages Curriculum
Framework (1999).
19