Quick links to the Modes on this page: 
Content | Communication | Culture | Structure | Setting | Sample Assessment

Content: Expands language-learning opportunities, enables students to make connections, and reinforces knowledge from other content areas of the curriculum.

World Language


Relevant Core

1.0 Students acquire information, 
recognize distinctive viewpoints, 
and further their knowledge of other disciplines.


1.1 Students address discrete 
elements of daily life.




  • Identify the twelve months of the year.
  • List the days in a week, a month, and a year.
  • Identify Chinese and American holidays.
  • Name the seasons.
  • Identify/name seasonal clothing
  • Identify seasonal activities.
  • Identify birthdays.
  • Identify important dates.
  • Talk [Describe?] about the weather and seasons.



SS, K.5PE, K.1.16, K.1.17,
G.1.13, G.3.1.1
Math/Number Sense, K.1.2
Music, K.2.2, G1.2.2, G2.2.2, K.3.2,
G1.3.2, G1.3.2, G2.3.2
PE, K.1.16, K.1.17, G.1.13, G.3.1.1
SS, K.5, K.6.1,
SS, G. 2.1.3SS, K.5
Visual Arts, G.2.5.3SS, G.1.2.4
Science, G.3.3.b & 3.d
SS, K.5SS, K.5SS, K.6.1
Music, K.4.2, G1.3.1, G2.3.1
SS, K.6.1

Communication: (interpersonal, interpretive, and presentational modes): Culturally-appropriate listening, reading, viewing, speaking, signing, and writing occur as a real-world shared activity among language-users.
World Language

Relevant Core

1.1 Students engage in oral, written or signed (ASL) conversations.

  • Ask and answer questions about today’s weather
  • Tell and ask about preferences for weather and seasons
  • Tell and ask birthdays.
  • Tell and ask about preferences for seasonal activities.

Math/Measurement & Geometry, K.1.

1.2 Students interpret written, 
spoken or signed (ASL) language.

  • Visit a Chinese weather forecasting website and using a graphic organizer record 7 days of weather data for a city/region where Chinese is spoken. (Academic)
  • Watch a TV weather forecast and choose appropriate clothes for the day. (Real-World)

Science, G.1. 3.a, 1.4.a, 1.4.b, 1.4.c, G.5.4.c

1.3 Students present to an audience of listeners, readers or ASL viewers.

  • Listen to several 7-day weather forecasts for cities in Chinese-speaking countries/regions, and select a place to visit. (Real-World)
  • Talk about the trip you've planned. State the reasons for your choice in simple sentence using the structure:  因为 and refer to the weather and seasons. (Real-World)

Science, K.4.e

1.4 (Functions) Students list, name, identify, enumerate.
1.5 Students identify learned words, signs (ASL) and phrases in authentic texts.
1.6 Students reproduce and present a written, oral or signed (ASL) product in a culturally authentic way. 
  • List the twelve months of the year. (Academic)
  • Match the Chinese and American holidays with their calendar dates. (Academic)
  • Match the seasons with pictures. (Academic)
  • Match seasonal clothing items with pictures of the four seasons. (Academic)
  • Match seasonal activities with pictures of the seasons. (Academic)
  • Imagine that a Chinese student is living with you for the year. Tell her your own birthday and those of your family members in Chinese.  (Real-World)
  • You are visiting a Chinese-speaking country/region, sing “Happy Birthday” in Chinese.  (Real-World)
  • You are helping a friend decide what to wear today.
    Convert the temperature from Centigrade to Fahrenheit. (Real-World)
  • You are in a karaoke booth in a Chinese-speaking country/region celebrating your friend’s birthday. Sing "生日快乐歌" or “西风的话” in Chinese. (Real-World)
Science. G.K.4.e
Science. G.K.4.e
Visual Arts, K.1.1, G.1.1.3, G.2.1.2
Theatre, G.2.2.3
Theatre, K.5.1,
Visual Arts, G.1.1.3, G.2.5.3
Science, G.1.3.a
Science. G.K.4.e 
Theatre, K.5.1, G.1.5.1
Visual Arts, G.2.1.1, G.3.2.3
Music, k.2.2, K.4.2, G.1.2.2, G.2.2.2, G.3.2.2, G.2.3.1, G.3.3.2
Theatre, G.1.3.1, G.3.3.1
PE, K.1.3, K.1.17, G.1.1.5, G.1.1.22, G.2.1.17, G.2.1.18
Culture: Ideas, attitudes, and values shape culture and language: from literature, the arts and science, to daily living practices, to shared traditions, and common patterns of behavior acceptable to a society.

World Language

Objective Relevant Core Standard
1.0 Students use appropriate
responses to rehearsed cultural situations.
1.1 Students associate
products, practices and perspectives with the target culture.
1.3 Students identify cultural
  • Recognize that the Chinese calendar contains both lunar and solar dates.
  • Recognize that Saturdays are printed in black or green, and Sundays and holidays in red on the Chinese calendar.
  • Recognize that Chinese people have two birthdays based on the lunar and solar calendars.
  • Recognize that most Chinese people, especially the older generation, celebrate only their lunar birthday.
  • Recognize that most of the important Chinese holidays are based on the lunar calendar.
  • Recognize that Centigrade is used in Chinese-speaking countries.
  • Identify the major Chinese holidays on the lunar calendar and their equivalent dates on the Western calendar.
  • Recognize that the way of stating date and time in Chinese is different from English. 
Social Science, G.1.5.3
Structure: Each language has unique structural elements and patterns used to convey meaning.  These can be verbal or nonverbal (e.g., grammar rules and vocabulary, or gestures)

World Language

Objectives Relevant Core

1.0 Students use orthography,
phonology or ASL parameters to
understand words, signs (ASL) and
phrases in context.


1.1 Students use orthography,
phonology or ASL parameters to
produce words or signs (ASL) and
phrases in context.


1.2 Students identify similarities
and differences in the orthography,
phonology or ASL parameters of the languages they know.    

  • Identify the key words and phrases using pictographs.
  • Use grammatical elements to produce the days of the week, months, years, and seasons.
  • Recognize the measure word 度.
  • Recognize the use of 几 and 什么 in a question.
  • Recognize the use of 是 in the present tense.
  • Recognize the use of 因为 when stating a reason.
  • Recognize that forming a question in Chinese is different than English.
  • Recognize that the way of stating date and time in Chinese is different than English.





Visual Arts, K.1.3, G.1.1.3, G.2.1.3, G.3.1.3
Math/Statistics & Data, G.1.1, 1.2
Math/Mathematical Reasoning, G.1.1, 1.2








SettingLanguage learning within created settings, situations, and contexts help students comprehend meaning and learn to use language in culturally appropriate ways.
World Language

Relevant Core Standard


1.0 Students use language in
highly predictable common daily settings.

1.1 Students recognize age appropriate cultural or language
use opportunities outside the classroom.

  • Mark the important Chinese holidays on the calendar and their equivalent lunar dates.





Visual Arts, G.3.2.3, K.2.1, G.2.2.1, G.2.2.2





 Sample Assessment: Based on ACTFL’s 3 Modes


Interpretive Presentational
Students share preferences for weather, seasons, seasonal activities, and favorite seasonal outfits.

Students plan a wardrobe based on a Chinese weather website for the city/region they plan to visit.  They should include the days/dates, temperature, and weather.

Students give reasons for their  travel plans based on a weather forecast for their chosen Chinese-speaking city/region.