New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpretive – Novice-Mid
Standard 7.1 World Languages: All students will be able to use a world language in
Proficiency
addition to English to engage in meaningful conversation, to understand and interpret
Level:
spoken and written language, and to present information, concepts, and ideas, while also Novice-Mid
gaining an understanding of the perspectives of other cultures. Through language study,
they will make connections with other content areas, compare the language and culture
studied with their own, and participate in home and global communities.
Strand A. Interpretive
Essential Questions
Enduring Understandings
K-5:
K-5:
How can I better understand Listening for familiar words and watching the speaker for clues may help me
when I do not know
figure out what the speaker is saying.
everything I read and hear?
Even though I don’t know all the words that are written, I can figure out the
main idea by paying attention to titles, pictures, and familiar expressions.
6-12:
Actively thinking about what I already know helps me better understand.
6-12:
How can I better understand
what I hear and read when I When listening, watching the speaker closely or examining other visual clues
have just begun learning a help me to understand more.
new language?
When reading, looking at pictures, charts, titles and other visual cues will
help me to better understand.
Content and Cumulative
Classroom Applications
Progress Indicators (CPIs)
Content
Instructional Guidance
To assist in meeting this CPI, students may:
Personal identity is
developed through
experiences that occur
within one’s family, one’s
community, and the culture
at large.

CPI
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
performance assessments:
7.1.NM.A.1
Recognize familiar spoken
or written words and
phrases contained in
culturally authentic
materials using electronic

Listen to an authentic video or voice thread in which individuals
describe their likes, dislikes, a typical day or their family. (K-12)
Read social network pages to identify someone who is most like them,
most like their best friend, most like their sibling, etc. (6-12)
1. Listen to postings on a voicethread composed by students in the target
culture and identify traits and preferences that you have in common with
those students. (K-12)
New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpretive – Novice-Mid
information sources related
to targeted themes.
2. Read postings on your sister school class blog and complete a graphic
organizer in which you identify students with whom you have something
in common and identify the commonality. (6-12)
Resources
 Videos in a wide-range of languages: http://dotsub.com/
 Search youtube.com in the target language using key words related to
the targeted theme.
 Click on preferences at: http://www.bing.com/ and indicate the
language(s) that you would like to search.
 Internet television from around the world: In some cases the sites have
short archived video clips that may be appropriate for some of the
targeted themes:
http://wwitv.com/portal.htm
http://www.beelinetv.com/
http://www.nettvdb.com/
 Newspapers and magazines from around the world:
http://worldpress.org/gateway.htm
http://www.ipl.org/div/news/
http://www.onlinenewspapers.com/
 Survey your students and students from the target language countries
and use that information to engage students:
o Learn how to create your own surveys on Google docs:
http://www.google.com/google-d-s/tour1.html
o Learn how to create your own surveys on Survey Monkey:
http://www.surveymonkey.com/
o Learn how to schedule an event or make a survey using Doodle:
www.doodle.com
 The following site has excellent resources related to sustainable
development and the environment. It is a children’s site from Argentina.
In addition to resources in Spanish, there are also links in French and
German.
http://www.ecopibes.com/
http://www.ecopibes.com/red/aleman.htm
http://www.ecopibes.com/red/frances.htm
 Go to: http://www.state.nj.us/education/atoz.htm#W and click on World
Languages Standard in Action. The following documents provide
additional guidance for integration of the three modes at the Novice-Mid
Proficiency level: Sport Safety, Video Tour: World Tourism
Organization, Travel Podcast, Friends of Teen Art, Communities,
Legends Puppet Show, and Sing a Song.
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New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpretive – Novice-Mid
Content and Cumulative
Classroom Applications
Progress Indicators (CPIs)
Content
Instructional Guidance
To assist in meeting this CPI, students may:
All content statements at the 
Novice-Mid Proficiency
Level may provide the
context for this CPI.

CPI
7.1.NM.A.2
Demonstrate
comprehension of simple,
oral and written directions,
commands, and requests
through appropriate
physical response.
Use physical movement to demonstrate understanding while teacher
provides a series of commands. (K-12)
Draw pictures that demonstrate understanding while teacher provides a
series of commands. (K-12)

Hold up pictures that correspond to the message delivered while
listening to a story, song, or poem, (K-12)

Use gestures, visuals, or body movement to reenact a story as the
teacher retells it. (K-12)
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
performance assessments:
1. Perform a physical activity that shows comprehension of a teacher’s
instructions. (K-12)
 Note: Encourage active listening by using an unpredictable
sequence of commands.
2. Play an authentic game from the target culture by following teacher’s
instructions. (K-12)
 Notes:
o The following site provides information on games from around
the world: http://www.topicsmag.com/internatl/traditional_games/section.htm
o To find video clips of children’s games, enter “children’s
games” in the target language at: www.youtube.com. For
Novice-Mid students, select a video clip that has visuals to
support understanding, as well as a good deal of repetition.
3. Perform an authentic dance from the target culture by following
teacher’s instructions. (K-12)
 Notes:
o The following site provides information on dances from around
3
New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpretive – Novice-Mid
the world:
http://www.topics-ag.com/internatl/dance/international.htm
o To find video clips of authentic dances, enter “dances of
country” in the target language at: www.youtube.com. For
Novice-Mid students, select a video clip that has visuals to
support understanding as well as a good deal of repetition.
Resources
 TPR
 Framework
 Go to: http://www.state.nj.us/education/atoz.htm#W and click on World
Languages Standard in Action. The following documents provide
additional guidance for integration of the three modes at the Novice-Mid
Proficiency level: Sport Safety, Video Tour: World Tourism
Organization, Travel Podcast, Friends of Teen Art, Communities,
Legends Puppet Show, and Sing a Song.
 Click Teaching Foreign Languages K-12 Workshop to view a video on
the Interpretive Mode. Scroll down to video #1.
 Click Wisconsin Project: Modes of Communication for information
related to the modes of communication.
Content and Cumulative
Classroom Applications
Progress Indicators (CPIs)
Content
Instructional Guidance
To assist in meeting this CPI, students may:
Many products and
practices related to home
and community are shared
across cultures; others are
culture-specific.
CPI
7.1.NM.A.3
Recognize a few common
gestures and cultural
practices associated with
the target culture(s).

Identify gestures related to basic needs (e.g., hunger, thirst, danger) as
used in daily practices and observed through teacher action or in
authentic video clips.

Identify cultural practices related to greeting and leave-taking by
categorizing expressions as formal or informal.

Imitate gestures related to basic needs (e.g., hunger, thirst, danger) as
used in daily practices.
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
performance assessments:
1. Make the gesture or identify the gesture from a selection of gestures the
teacher provides along with a statement related to it. For example, if the
teacher says in the target language, “I am hungry,” respond with the
culturally-appropriate gesture. (K-12)
4
New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpretive – Novice-Mid
2. After viewing a video clip such as:
http://njwltech.wikispaces.com/Andre+T.+Baldasserini%27s+CAD,
identify the exchanges as formal or informal. (6-12)
Resources
 Go to: http://www.state.nj.us/education/atoz.htm#W and click on World
Languages Standard in Action. The following documents provide
additional guidance for integration of the three modes at the Novice-Mid
Proficiency level: Sport Safety, Video Tour: World Tourism
Organization, Travel Podcast, Friends of Teen Art, Communities,
Legends Puppet Show, and Sing a Song. (K-12)
Content and Cumulative
Classroom Applications
Progress Indicators (CPIs)
Content
Instructional Guidance
To assist in meeting this CPI, students may:
Personal identity is
developed through
experiences that occur
within one’s family, one’s
community, and the culture
at large.
CPI
7.1.NM.A.4
Identify familiar people,
places, and objects based on
simple oral and/or written
descriptions.

Listen to authentic clips about people from the target culture and match
the description to a picture or put pictures in the order in which they are
described. (K-12)

Listen to authentic clips about people from the target culture and match
them to people they know who share similar circumstances.
(K-12)

Read entries from a target language social networking site and put the
descriptions in order from most like them to least like them. (6-12)
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
performance assessments:
How much do you really know about your classmates? Each of your
classmates has randomly chosen a name of another student from the class and
created a description of that person based on personality traits and likes and
dislikes. Listen to the descriptions and try to match each one to your
classmates. (K-5)
Your friend is going to (place) to study as a foreign exchange student. He is
interested in sports and is a good soccer player. Your friend also likes to go
to the movies. He has two younger brothers and sisters and a dog, cat, and
bird. Read selected social networking sites and find someone who has
similar likes and circumstances and/or view selected video clips, and decide
5
New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpretive – Novice-Mid
whether your friend would be a good match for the person in the video clip.
Justify why or why not. (6-12)
Your friend is going to (place) to study as a foreign exchange student. He is
interested in music and loves schools. Your friend likes to spend free time
reading. He is an only child and has allergies to animals. Read selected
social networking sites and find someone who has similar likes and
circumstances and/or view selected video clips, and decide whether your
friend would be a good match for the person in the video clip. Justify why or
why not. (6-12)
Resources
 Click on
http://njwltech.wikispaces.com/Mary+Ellen+Davies%27s+CAD to listen
to a teacher-created voicethread that describes famous people and to
listen to five vokis related to personal descriptions.
 Search youtube.com in the target language using key words related to
the targeted theme.
 Click Teaching Foreign Languages K-12 Workshop to view a video on
the Interpretive Mode. Scroll down to video #1.
 Click Wisconsin Project: Modes of Communication for information
related to the modes of communication.
 Go to http://www.state.nj.us/education/atoz.htm#W and click on World
Languages Standard in Action. The following documents provide
additional guidance for integration of the three modes at the Novice-Mid
Proficiency level: Sport Safety, Video Tour: World Tourism
Organization, Travel Podcast, Friends of Teen Art, Communities,
Legends Puppet Show, and Sing a Song.
Content and Cumulative
Classroom Applications
Progress Indicators (CPIs)
Content
Instructional Guidance
To assist in meeting this CPI, students may:
Healthy eating habits and
fitness practices may vary
across cultures.

Read authentic menus and categorize foods by food group, likes and
dislikes, healthy and unhealthy. Match printed word of food items to
pictures of same. (K-12)

View a video on fitness, and from a list of activities, circle the ones that
are described in the video or number the activities in the order being
mentioned. For early elementary students, provide pictures of the
activities. (K-12)
6
New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpretive – Novice-Mid
CPI
7.1.NM.A.5
Demonstrate
comprehension of brief oral
and written messages using
age- and level-appropriate,
culturally authentic
materials on familiar topics.
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
performance assessments:
1. During Discover Languages month, your school has decided to include
foods from countries across the world on its menu. The menu for the
month is provided in several different languages including the one that
you are studying. In order to help other students and teachers understand
the language, draw pictures of each of the food items. (K-5)
2. Given several authentic menus, identify which one(s) would be
appropriate for different people based on likes/dislikes and special dietary
needs. (6-12)
Resources
 Select materials that contain lists and have visual cues that help to bring
meaning to text.
 Click Teaching Foreign Languages K-12 Workshop to view a video on
the Interpretive Mode. Scroll down to video #1.
 Click Wisconsin Project: Modes of Communication for information
related to the modes of communication.
 Go to: http://www.state.nj.us/education/atoz.htm#W and click on World
Languages Standard in Action. The following documents provide
additional guidance for integration of the three modes at the Novice-Mid
Proficiency level: Sport Safety, Video Tour: World Tourism
Organization, Travel Podcast, Friends of Teen Art, Communities,
Legends Puppet Show, and Sing a Song.
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