HS Chinese Guide

Instructional Guide 2026 - 2027

High School Chinese

CSD Instructional Playbook

The Instructional Playbook can be used to enhance instruction by accessing comprehensive, research-based approaches aligned with Canyons School District’s Multi-Tiered System of Supports (MTSS) Framework. This resource supports high quality teaching, safe and supportive learning environments, data-driven decision making, and tiered interventions. It includes evidence-based strategies, instructional planning tools, behavioral supports, and guides for professional growth—all aimed at boosting student achievement and classroom effectiveness. The playbook promotes intentional planning, collaboration, and consistent implementation of best practices across classrooms and grade levels.

Click on the picture below to access the document and explore the full range of tools and strategies available.

What’s New and Updated in Secondary DLI/World Language

What’s New This section contains a listing of pages in the map that are new this year. Description

AI Guidelines for the DLI/WL Classroom

Secondary Spanish DLI Jump Page

What’s Updated This section contains a listing of pages in the page that have received substantial content updates for this year. Description Unit Overviews with Unpacked Standards - linked resources, learning progressions for each level of language pro fi ciency related to unit theme

Year-at-a-Glance - removed standards and linked to unit overviews

Best Practices for the DLI/WL Classroom

DLI/WL Overview & Assessment

Updated 6.11.24

Canyons School District

Instructional Supports Department

WORLD LANGUAGE INSTRUCTIONAL GUIDE SECONDARY OVERVIEW Canyons School District's World Language Instructional Guides are aligned to the Utah World Language Core Standards for Pro fi ciency and the 2024 ACTFL Pro fi ciency Guidelines. Together, these frameworks describe what students should know and be able to do with language as they develop pro fi ciency and intercultural competence. The instructional guides are designed to support pro fi ciency-based planning and instruction. Additional guidance on World Language Best Practices, Core Instructional Strategies and AI Recommendations is included to support effective instructional planning, meaningful language learning, and responsible use of AI as a professional tool. HOW TO USE THE INSTRUCTIONAL GUIDES 1. Start with the Year-at-a-Glance - Use the Year-at-a-Glance to review the recommended sequence, pacing, and topics for the course. Adjust as needed to meet student needs, your school calendar, and available instructional resources. 2. Navigate to the Unit Guide - Each unit guide provides instructional support aligned to the unit's learning goals. 3. Review the Key Language Use and End-of-Unit Competency - These sections identify the primary language purpose (e.g., inform, explain, persuade) and describe what students should know and be able to do by the end of the unit. 4. Use the Learning Progressions - Learning progressions describe what students can typically do at the targeted pro fi ciency level in listening, speaking, reading, and writing. Use them to plan instruction and monitor language development. 5. Increase Access - Use Scaffolding in Action to support students who need additional language access and Extension activities to challenge students who are ready to deepen and expand their language use. Planning Tip: Start with the End-of-Unit Competency , use the Learning Progressions to determine where students are, and select scaffolds or extensions to help every learner move forward. Collaborate with your PLC to make instructional decisions that are developmentally appropriate, culturally relevant, and responsive to student needs.

SAMPLE SCOPE & SEQUENCE

SECONDARY SCHOOLS

BRIGHTON HIGH SCHOOL

Semester 1

Semester 2

Trimester 1

Trimester 2

Trimester 3

Units 1-3

Units 4-6

Units 1-3 (a)

Units 1-3 (a) or 4-6 (b)

Unit 4-6 (B)

WORLD LANGUAGE CLASSES AND PROFICIENCY LEVELS Generally, the world language classes offered in CSD are aligned with the level of language pro fi ciency a student acquires over time. Updated 6.25.26

Canyons School District

Instructional Supports Department

GRADE LEVEL

LANGUAGE & LEVEL

PROFICIENCY LEVEL

Chinese AP, French 4/AP, German 4/AP, Spanish 4/AP

Intermediate Mid

ASL 3, Chinese 4, French 3, German 3, Spanish 3

Intermediate Low

ASL 2, Chinese 3, French 2, German 2, Spanish 2

Novice High

High School

ASL 1, Chinese 2, French 1, German 1, Spanish 1, Japanese 2

Novice Mid

Chinese 1, Japanese 1

Novice Low

Middle School

French 1A & 1B, French 1 & 2, Spanish 1A & 1B, Spanish 1 & 2

Novice Mid

Pro fi ciency Level Descriptors for each Mode of Communication Interpersonal Interpretive Presentational

ASSESSMENTS Students are formally assessed each year through the STAMP and AP Exams.

STAMP

ADVANCED PLACEMENT (AP)

Every year in April

January–May

DATE

DURATION Approximately 2 class periods

Approximately 2 hours, 15 minutes

AP Chinese AP French AP German, Spanish

- Level 2 and 3 ASL - Level 2 or 3 Chinese, French, German, Japanese, Spanish - Online at each school site [link] - Listening, Reading, Writing, Speaking - Measures language pro fi ciency using ACTFL levels Administered during the spring testing window.

LANGUAGE LEVEL

- Online at each school site [link] - Project-based assessment and exam components - Measures college-level language pro fi ciency and communication skills January: Students receive project prompt February–March: Research and project development April 30: Submit Personalized Project Reference (PPR) May: Present project and complete exam components using Bluebook

FORMAT

TIMELINE

Updated 6.25.26

High School Assessment Calendar 2026-27 It is expected that state assessments are taken on student Chromebooks. As of May 27, 2026

Aug 17

Start of School Year

WIDA Screener Testing of new ML Students on Chromebooks

Aug 17 – Ongoing

NWEA MAP Test** – Math: All Grade 9 and 10 Students. Note: A student has 28 calendar days to start and finish MAP. If you test over 28 days the test has to be cancelled and retested. This must be avoided! NWEA MAP Test** – Reading: All Grade 9 and 10 Students. Note: A student has 28 calendar days to start and finish MAP. If you test over 28 days the test has to be cancelled and retested. This must be avoided!

Aug 18 – Sept 24

AUGUST

Aug 18 – Sept 24

SEPTEMBER OCTOBER NOVEMBER

Oct 20 – Dec 4

STAMP testing for DUAL Immersion (DLI) classes ONLY.

NWEA MAP Test – Math: All Grade 9 and 10 Students Finish before end of 2nd quarter . N ote: A student has 28 calendar days to start and finish MAP. If you test over 28 days the test has to be cancelled and retested. This must be avoided! NWEA MAP Test – Reading: All Grade 9 and 10 Students Finish before end of 2nd quarter.

Dec 2 – Jan 14

DECEMBER

Dec 2 – Jan 14

Jan 5 – Mar 5

WIDA ACCESS Testing – All ML Students Grades 9-12.

JANUARY FEBRUARY

Mar 1 – 12

Seal of Biliteracy – Select Grade 11 and 12 Students. Finish make-ups by March 16th. Dynamic Learning Maps – DLM (for select students with an IEP) ACT Testing – Grade 11 Students on Chromebooks. ACT Accommodated Testing for Grade 11 Students.

Mar 8 – May 21 Wed, Mar 10th Mar 10, 11, 12 Mar 16, 17, 18 Mar 29 - May 5 Mar 29 - May 5

MARCH

Make-up ACT Testing – Grade 11 Students.

NWEA MAP Test – Math: All Grade 9 and 10 Students.

NWEA MAP Test – Reading: All Grade 9 and 10 Students. N ote: A student has 28 calendar days to start and finish MAP. If you test over 28 days the test has to be cancelled and retested. This must be avoided! New RISE End-of-Year Summative Assessment in ELA, Math and Science – Courses: ELA 9, ELA 10, ***Secondary Math I, Secondary Math II, Biology, Chemistry, Physics, Earth and Space Science

MAR 29 - MAY 21

Spring Recess

Apr 5 – 9

World Language Testing (Not DLI); Level 2 & 3 WL, 1 section only per teacher.

Apr 12 – May 7

APRIL

Apr 14 to End-of-Year Canyons Senior Exit Survey

May 27

End of School Year!

MAY

** MAP TESTING @ Brighton High aims to balance district requirements, school tri logistics, and student needs. The Brighton testing windows are: Fall: Aug 18–Sep 24, Winter: Nov 18–Jan 29, and Spring: Mar 30–May 7. The goal is to administer two MAP tests (beginning and end-of-course) to measure student growth. ***NOTE: Secondary Math I and II RISE Tests are aligned to the current (2016) Utah Core Math Standards for the 2026-27 school year

Canyons School District ​​

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Instructional Supports Department

WORLD LANGUAGE INSTRUCTIONAL GUIDE The following instructional practices should be evident across daily lessons to support proficiency-based language learning and meaningful communication. Best Practices for World Language Practice Teacher Moves Student Moves

- ​ Know and understand end of year target proficiency level - ​ Understand strategies that support achievement of proficiency targets. - ​ Produce language at the appropriate level. - ​ Use English to ask for clarification when necessary. - ​ Use a variety of task-oriented activities that require sole use of the target language.

Explain proficiency level expectations and use them to plan language activities and lessons.

Proficiency Level

- ​ Use the target language (TL) building over time by the end of: - ​ level 1: 50-70% - ​ level 2: 70% - ​ level 3, 4, 5: 90-100% - ​ English (L1) is used to briefly explain and clarify as needed. - ​ Provide frequent opportunities for students to communicate in the target language at the appropriate proficiency level. - ​ Themes and activities represent real world situations (ie. student life & culture. - ​ Culture is integrated throughout each lesson/text reflecting its 3 dimensions: products, practices and perspectives. - ​ Content aligned to district scope and sequence and the Utah World Language Core Standards. - ​ Grammar is taught in the context of a communicative lesson, and regular feedback given to correct errors. - ​ Base formative/assessments on proficiency targets and CSD Instructional guides. - ​ Frequently measure all 3 modes of communication (interpretive, interpersonal and presentational) in multiple ways. - ​ Intentionally plan formal/informal OTR’s to check for understanding. - ​ Utilize and provide rubrics to track student performance and for student self-assessments. - ​ Use appropriate previously reviewed leveled & authentic texts to plan activities & lessons - ​ Teachers use authentic texts (ie. video, text, article etc.) appropriate for the language levels in order to scaffold and clarify meaning.

Language Use

- ​ Make connections from relevant topics and themes that represent the real world context - ​ Use language to communicate in real world situations. - ​ Use grammar to communicate meaning in authentic contexts. - ​ Acquire awareness of the target language culture and understand differences between their own culture by comparing and analyzing its 3 dimensions: products, practices, and perspectives. - ​ Understand that evaluations are based on reaching the proficiency targets for their level. - ​ Understand that checks for understanding and formative assessments guide learning. - ​ Use a rubric before the project/assessment and then after to evaluate their own learning. - ​ Know and understand end-of-year target proficiency level. - ​ Use culture-rich text to demonstrate their understanding. - ​ Use background knowledge and strategies to understand authentic materials and resources.

Content

Assessment & Grading

Authentic Resources

Updated 6.25.26

Canyons School District ​​

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Instructional Supports Department

Core Instructional Strategies for DLI & World Language

Practice

Teacher Moves

Student Moves

- ​ Post, explain and reference learning intentions and success criteria throughout the lesson. - ​ Use backward design to plan instruction. - ​ Plan opportunities for interpretive, interpersonal, and presentational communication. - ​ Build background knowledge. - ​ Utilize actions, visuals, realia and examples appropriate for the student’s level to produce language. - ​ Introduce new vocabulary through explicit vocabulary routine. - ​ Use the modeling cycle providing examples of expectations and language production. - ​ Frequently check for understanding through student opportunities to respond (OTR), choral response, hand signals, tpr. - ​ Communicate expectations for routines (ie. partner share, SCD, think-pair-share, paraphrase to a partner, choral response) - ​ Implement the 3 modes of communication to engage students. - ​ Provide support & immediate feedback using correct language and concrete examples. - ​ Provide scaffolds, concept wall, word wall, graphics organizers.

- ​ Understand and can explain the learning objective and success criteria for the lesson.

Learning Intentions & Success Criteria

- ​ Interpret meaning by using actions, visuals, realia and context. - ​ Connect new language to prior knowledge.

Comprehensible Input

- ​ Practice new language with teacher guidance. - ​ Gradually apply new language independently.

Explicit Instruction/ I do-We do-You do

- ​ Demonstrate understanding through verbal and nonverbal responses. - ​ Ask questions and seek clarification. - ​ Take risks while using the target language. - ​ Use sentence frames to produce language. - ​ Speak, read, write and listen in the partner language.

Check for Understanding

Engagement

- ​ Reference word walls, graphic organizers, concept walls. - ​ Use scaffolding and strategies for reproduction, comprehension and application to learn new materials.

Language References/ Supports

Updated 6.25.26

AI GUIDELINES IN DLI & WORLD LANGUAGE CLASSROOMS AI can be a powerful tool when used to amplify—rather than replace—effective language instruction. The key is thoughtful integration that supports target language use in all modes of communication - speaking, listening, reading and writing. Support Instruction with AI Use chatbots selectively for structured conversation practice outside of the language classroom aligned to proficiency targets — NOT as a replacement for peer-to-peer interaction . High-quality student-to-student talk is essential for language development. Chatbots can be used intentionally to provide additional practice without taking the place of authentic peer to peer communication. Generate instructional materials such as visual aids, content for slides, content/language objectives, and rubrics.

What to Watch For Over-reliance on AI in place of collaborative activities and authentic peer interaction. Mismatched proficiency — always provide a target level when prompting AI tool

Writing shortcuts —students should avoid using AI or translation tools to generate full sentences or assignments without engaging in the learning process. This can prevent authentic language development. Instead, use tools as scaffolds—for example, to look up specific words, compare phrasing, self-assess using an AI generated rubric or chatbot, or to check sentence structure AFTER writing a draft. Accuracy AI provides a great starting point; however, it is essential to carefully review and curate the material for accuracy and contextualization as AI does not always capture the complexity of a task.

Aligning AI with Best Practices Best Practice

AI Application

Generate role-play prompts and interactive dialogues to structure speaking opportunities adapted to student levels of proficiency.

Oral Language Development

Content & Language Integration Support Oral & Written Proficiency

Create visuals, content for slides, and handouts in the target language.

Use AI to develop rubrics, generate reading passages, and provide feedback on speaking and writing.

Sample AI Prompts

Assessment Prep "Create a script for 3rd grade intermediate-low Spanish immersion students to practice at home that asks 5 open-ended questions about daily routines. The chatbot should provide scaffolded feedback and guide the student toward expanded responses. Align with ACTFL proficiency targets and AAPPL or STAMP interpersonal speaking format. " "Generate a chatbot dialogue for a 7th grade intermediate-mid French student preparing for the STAMP assessment. The chatbot should simulate a real-life conversation about environmental issues, encouraging responses with supporting details. Align with ACTFL proficiency targets interpersonal speaking format." One-Pagers & Slides "Create a visually engaging one-pager summarizing the past tense in Mandarin for 4th or 5th grade novice-high dual immersion students. Include clear instructions, visuals with captions that reflect what is being communicated in the text, and a simple practice activity. Align with USBE DLI learning progressions, ACTFL proficiency targets and STAMP interpersonal speaking format." "Generate content for a 5-slide presentation on cultural traditions in German-speaking countries for high school intermediate-low World Language students. Use ACTFL guidelines for grade and proficiency level appropriate language and content." Rubrics for Writing & Speaking Tasks "Create a rubric for a 6th grade novice-mid Spanish writing task where World Language students describe their family using simple sentences. The rubric should assess accuracy, vocabulary, sentence variety, and comprehensibility and should be aligned with ACTFL proficiency targets and STAMP interpersonal speaking format." "Generate an AP-aligned writing rubric for an advanced-low French learner responding to a persuasive prompt about the usage of technology in education. The rubric should include ACTFL-based criteria for fluency, accuracy, and elaboration and should be aligned with ACTFL proficiency targets for presentational writing format." Reading Comprehension Activities "You are a supportive ASL coach. Students will watch an ASL story in the linked video or uploaded document. After watching, they will type what they understand in writing. Guide them to include details like: who is signing, what happened, when and where it happened, why it happened or how the signer felt, etc. When they respond, provide encouraging feedback and ask follow-up questions to deepen their understanding. For example, you can prompt them to clarify something, describe a sign or facial expression they saw, or connect the story to their own experiences. Keep responses positive and student-friendly." Scaffolding "Adapt this article on climate change into three proficiency levels (intermediate-low, intermediate-mid, and advanced-low) for a Chinese DLI class. Each version should align with ACTFL and UTAH DLI learning progressions or CSD Instructional Priorities and include appropriate scaffolds."

Steps for Generating an AI Prompt Using AI effectively in a Dual Immersion (DLI) or World Language classroom requires crafting prompts that align with ACTFL proficiency levels and USBE DLI learning progressions while ensuring AI enhances, rather than replaces, best language learning practices.

1.​ Define Your Learning Objective -​ Identify what skill or content you want students to practice (e.g., speaking, writing, reading). -​ Determine the ACTFL proficiency level (Novice, Intermediate, Advanced) to ensure appropriate complexity. -​ Align with Utah DLI learning progressions to maintain fidelity (DLI Teachers). Example: "I want students to practice conversational speaking at an Intermediate-Low level using the past tense." 2.​ Choose the AI Task Type -​ Chatbot conversation for speaking practice -​ One-pager or slide deck for content explanations -​ Rubric for assessment -​ Reading passage with comprehension questions -​ Feedback generator for writing or speaking Example: "I need a chatbot that simulates a conversation about daily routines in the target language."

3.​ Structure the AI Prompt Clearly -​ State specific resources related to the content you teach

Example: "Generate [resource type] for [language] learners at [ACTFL proficiency level]. The task should focus on [specific skill or content]. Align with [USBE/ACTFL standards] and provide [scaffolds, feedback, differentiation, etc.]."

4.​ Customize for Classroom Needs -​ Specify the format (e.g., 5 open-ended questions, a 3-slide summary, a rubric with 4 criteria ). -​ Add engagement elements (e.g., role-play, real-world scenarios, culturally relevant topics). -​ Include differentiation strategies (e.g., beginner-friendly prompts vs. AP-style elaboration). Example Prompt for Speaking Practice:​ "Create a chatbot script for an Intermediate-Low Spanish learner. The chatbot should ask 5 open-ended questions about daily routines, encourage expanded responses, and provide immediate feedback. Align with ACTFL proficiency targets and structure responses in an AAPPL-style format." 5.​ Review & Adjust AI Output -​ Check for accuracy —Does the AI-generated resource align with DLI core strategies or CSD Instructional Priorities ? -​ Modify as needed —Does it encourage immersion and authentic interaction ? -​ Test it out —Does it match your students’ proficiency levels and learning goals? Example Review Questions:​ ✔️ Does the chatbot only use the target language ?​ ✔️ Are the questions developmentally appropriate for the proficiency level?​ ✔️ Does the output support structured language growth rather than just translation?

Instructional Guide 2026 - 2027

High School Chinese 1

GRADE 9-12

YEAR AT A GLANCE CHINESE LEVEL 1

UNIT 1

UNIT 2

UNIT 3

UNIT 4

UNIT 5

Suggested Pacing

2-3 weeks

5-6 weeks

5-6 weeks

5-6 weeks

5-6 weeks

Pinyin Numbers Greetings

Dates Age Telephone Numbers

Family Members Self-Introduction Occupation

Time Daily Routine Transportation

Colors Clothing Parts of the body

Unit

Engage in conversations about family members,

Greetings, introduction, good-byes, procedures and

Describe dates, ages telephone numbers in text and/or conversation

Ask and answer questions about the time of the day and means of transportation.

Describe colors and clothing Describe others based on their physical features

Essential Structure and Vocabulary

including their relationships to me and occupations. Introduce myself to others.

essential phrases,

CHINESE LEVEL 1

UNIT 1 PINYIN, NUMBERS, GREETINGS

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

3-4 weeks/unit

Novice Low

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE LOW PROFICIENCY LISTENING SPEAKING When students exhibit Novice Low listening pro fi ciency in Chinese, they understand:

When students exhibit Novice Low speaking pro fi ciency in Chinese, they can: 1. Use greetings and farewells. 2. Introduce themselves using memorized words and phrases. 3. Answer simple questions with words or short memorized phrases. 4. Name familiar people, places, objects, and classroom items. 5. Use practiced expressions to meet basic classroom needs. When students exhibit Novice Low writing pro fi ciency in Chinese, they can: 1. Copy and write familiar words and memorized phrases. 2. Write basic personal information (e.g., name, age, hometown). 3. Label familiar people, places, and objects. 4. Respond to simple prompts using words or memorized phrases. WRITING

1. Familiar words, greetings, and memorized expressions. 2. Simple classroom commands supported by gestures or visuals. 3. Basic questions about themselves when spoken slowly and clearly. 4. Frequently used words related to familiar people, places, and objects. When students exhibit Novice Low reading pro fi ciency in Chinese, they understand: 1. Familiar words and memorized phrases. 2. Labels, signs, and classroom vocabulary. 3. Simple words and phrases supported by pictures or visuals. 4. Very short texts containing familiar vocabulary. READING

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● I can say and recognize the words and phrases in Chinese conversation such as hello, good-bye and stating and asking names using last name fi rst, nice to meet you, greetings , pronouns , polite expressions , numbers 0-30, classes (oral only) ● I can write number characters 1-30 using the correct stroke order ● I can demonstrate pro fi ciency with the use of tones. ● I can recognize Pinyin sounds to help with pronunciations. ● I can understand procedures and essential phrases used in the classroom setting. ● I can introduce myself and meet others using culturally appropriate language and gestures. ● I can use polite expressions for “ please”,” thank you”, “ I’m sorry”,” excuse me” SCAFFOLDING IN ACTION Skill Building ● Use a variety of visuals with Chinese characters to de fi ne meaning of words and phrases (eg. pictures of people greeting one another with characters like , n ǐ h ǎ o, etc.). ● Use a graphic organizer to differentiate the Chinese characters, phrases, & images for students to make associations between objects & characters. (eg. For numbers: y ī one, èr, two, s ā n, three, sì four, w ǔ fi ve, liù six, etc.) ● Use Total Physical Response to review Chinese characters and classroom objects. (eg. put the number 3 ( s ā n character) on the chair). ● Group students to allow opportunity for them to practice Chinese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence

starters (eg. Hello. My name is … What is your name? … Nice to meet you.). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Exchange names using culturally appropriate greetings and body language.

● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Students provide the TPR commands. ● Students ask questions about the topics covered in a lesson (eg. looking at a picture, the student can ask “Who is …? How old is …? Where …?” ). ● Have students provide extended responses/more details. ● Have students recognize and read the characters without Pinyin.

Extension

CHINESE LEVEL 1

UNIT 2 DATES, AGE, TELEPHONE NUMBERS

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE

5-6 Weeks

Novice Low

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE LOW PROFICIENCY LISTENING SPEAKING When students exhibit Novice Low listening pro fi ciency in Chinese, they understand:

When students exhibit Novice Low speaking pro fi ciency in Chinese, they can: 1. Use greetings and farewells. 2. Introduce themselves using memorized words and phrases. 3. Answer simple questions with words or short memorized phrases. 4. Name familiar people, places, objects, and classroom items. 5. Use practiced expressions to meet basic classroom needs. When students exhibit Novice Low writing pro fi ciency in Chinese, they can: 1. Copy and write familiar words and memorized phrases. 2. Write basic personal information (e.g., name, age, hometown). 3. Label familiar people, places, and objects. 4. Respond to simple prompts using words or memorized phrases. WRITING

1. Familiar words, greetings, and memorized expressions. 2. Simple classroom commands supported by gestures or visuals. 3. Basic questions about themselves when spoken slowly and clearly. 4. Frequently used words related to familiar people, places, and objects. When students exhibit Novice Low reading pro fi ciency in Chinese, they understand: 1. Familiar words and memorized phrases. 2. Labels, signs, and classroom vocabulary. 3. Simple words and phrases supported by pictures or visuals. 4. Very short texts containing familiar vocabulary. READING

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS I can describe dates, ages, telephone numbers in text and/or conversation using: ● Days of the week ● Calendar__ __ __ ● Nouns or adverbs like today, tomorrow, yesterday ● Numbers up to 31 ● Asking and giving information about yourself (age, birthday,grade,telephone number) using the calendar vocabulary (eg. How old are you? When is your birthday? What is your phone number? What date is today? ) SCAFFOLDING IN ACTION Skill Building ● Use a variety of visuals with Chinese characters to de fi ne meaning of words and phrases (eg. pictures of the calendar, visuals that represent things like today, yesterday, tomorrow, images of people on the phone) ● Use a graphic organizer to differentiate the Chinese characters, phrases, & images for students to make associations between objects & characters. ● Use Total Physical Response to review Chinese characters and calendar vocabulary. (eg. hold up the character for Monday ). ● Group students to allow opportunity for them to practice speaking Chinese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters (eg.How old are you? I am … years old. What date is today? Today is…When is your birthday? My birthday is … What is your phone number … My phone number is ... ... .. .. ... ... .... ). ● Read simple notes of introduction or information on a form relating to name and age. ● Ask and answer questions about personal information such as age, birthday, and phone number.

● Use gestures and oral repetition of key phrases and words in multiple contexts.

● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Students provide the TPR commands. ● Students ask questions about the topics covered in a lesson (eg. looking at a picture, the student can ask “Who is …? How old is …? Where …?”). ● Have students provide extended responses/more details. ● Have students recognize and read the characters without using Pinyin. ● Ask students to fi ll out a simple form asking for name, age, year in school and present to the group. ● Ask students to write a short note of introduction including name, age, grade in school and share with the group. ● Ask students to conduct a short interview using a checklist, answering questions and writing down answers about personal information such as age, birthday, and phone number.

Extension

UNIT 3 FAMILY MEMBERS, SELF-INTRODUCTION, OCCUPATION

CHINESE LEVEL 1

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE

5-6 Weeks

Novice Low

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE LOW PROFICIENCY LISTENING SPEAKING When students exhibit Novice Low listening pro fi ciency in Chinese, they understand:

When students exhibit Novice Low speaking pro fi ciency in Chinese, they can: 1. Use greetings and farewells. 2. Introduce themselves using memorized words and phrases. 3. Answer simple questions with words or short memorized phrases. 4. Name familiar people, places, objects, and classroom items. 5. Use practiced expressions to meet basic classroom needs. When students exhibit Novice Low writing pro fi ciency in Chinese, they can: 1. Copy and write familiar words and memorized phrases. 2. Write basic personal information (e.g., name, age, hometown). 3. Label familiar people, places, and objects. 4. Respond to simple prompts using words or memorized phrases. WRITING

1. Familiar words, greetings, and memorized expressions. 2. Simple classroom commands supported by gestures or visuals. 3. Basic questions about themselves when spoken slowly and clearly. 4. Frequently used words related to familiar people, places, and objects. When students exhibit Novice Low reading pro fi ciency in Chinese, they understand: 1. Familiar words and memorized phrases. 2. Labels, signs, and classroom vocabulary. 3. Simple words and phrases supported by pictures or visuals. 4. Very short texts containing familiar vocabulary. READING

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● I can engage in conversations about family members, including their relationships to me and pets. ( ) ● I can describe a family (how many people in the family, how old are they, when are their birthdays, and their occupations ... ... .. .. ...... ) ● I can ask and answer simple questions about family using “how many ”. ● I can introduce myself to others including family information. ● I can introduce family members or classmates to others. SCAFFOLDING IN ACTION ● Use a variety of visuals to de fi ne Chinese characters for family, occupations, etc. ● Use a graphic organizer to differentiate the Chinese characters, phrases, & images for students to make associations between objects & characters for family and occupations. ● Use Total Physical Response to review Chinese characters and calendar vocabulary. ● Group students to allow opportunity for them to practice Chinese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters (eg. How many brothers and/or sisters do you have? I have … What is the youngest/oldest? …). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Ask and answer simple questions to learn about family members. ● Ask and answer simple questions about family members’ occupations (What’s your mom doing for living? Skill Building

) ● Give short oral descriptions of self and family members telling how many are in your family, who they are, how old they are, what they like to do, and what they do for a living. ● Read short paragraphs describing a family (how many people in the family, how old they are, when are their birthdays? ) ● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students ask questions and/or give TPR commands for the class. ● Students ask questions about the topics covered in a lesson (ie. looking at a picture, the student can ask “Who is …? How old is …? Where …?”). ● Have students provide extended responses/more details. ● Have students recognize and read the characters without Pinyin. ● Provide visual support, word bank, sentence frames for students on describing age, family members, occupations, have students write a short description of your family telling how many people are in your family, who they are, how old they are, and what they do for a living.

Extension

UNIT 4 TIME, DAILY ROUTINE, TRANSPORTATION

CHINESE LEVEL 1

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE

5-6 Weeks

Novice Low

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE LOW PROFICIENCY LISTENING SPEAKING When students exhibit Novice Low listening pro fi ciency in Chinese, they understand:

When students exhibit Novice Low speaking pro fi ciency in Chinese, they can: 1. Use greetings and farewells. 2. Introduce themselves using memorized words and phrases. 3. Answer simple questions with words or short memorized phrases. 4. Name familiar people, places, objects, and classroom items. 5. Use practiced expressions to meet basic classroom needs. When students exhibit Novice Low writing pro fi ciency in Chinese, they can: 1. Copy and write familiar words and memorized phrases. 2. Write basic personal information (e.g., name, age, hometown). 3. Label familiar people, places, and objects. 4. Respond to simple prompts using words or memorized phrases. WRITING

1. Familiar words, greetings, and memorized expressions. 2. Simple classroom commands supported by gestures or visuals. 3. Basic questions about themselves when spoken slowly and clearly. 4. Frequently used words related to familiar people, places, and objects. When students exhibit Novice Low reading pro fi ciency in Chinese, they understand: 1. Familiar words and memorized phrases. 2. Labels, signs, and classroom vocabulary. 3. Simple words and phrases supported by pictures or visuals. 4. Very short texts containing familiar vocabulary. READING

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● I can describe my basic daily routine in the following timeline. (When do you go to school in the morning? I go to school at …in the morning. ... When do you go home after school? I go home at…in the afternoon. .. ) ● I can talk about what I like to do on different days of the week. ( ) ● I can coordinate schedules to do an activity with others ... ● I can arrange a time to do something together. (... ... / / / .... .... ) ● I can use different modes of transportation depending on what we’re moving, how far it needs to go, and how fast it needs to get there. ( ) SCAFFOLDING IN ACTION associations between objects & characters for the timeline of a day and transportation. ● Use Total Physical Response to review Chinese characters and calendar vocabulary. ● Group students to allow opportunity for them to practice Chinese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters (eg. When do you go to school in the morning? I go to school at …in the morning. ... When do you go home after school? I go home at…in the afternoon. .. ) Skill Building ● Use a variety of visuals to de fi ne Chinese characters for time, daily routine and transportation. ● Use a graphic organizer to differentiate the Chinese characters, phrases, & images for students to make

● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Ask and answer simple questions about class schedule ● Ask and answer simple questions about time (time of the day eg: morning noon

afternoon

night ) ● Ask and answer simple questions involving days of the week ● Interpret class schedule ● Identify the common transportations (

)

● Ask and answer simple questions about daily transportation to school or travel ● Make a weekend plan together as a group including time, daily routine, and transportation.

● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students ask questions and/or give TPR commands for the class. ● Students ask questions about the topics covered in a lesson. ● Have students provide extended responses/more details. ● Have students recognize and read the characters without Pinyin. ● Have students read simple notes of introduction or information on a form relating to name, age and grade in school. ● Have students make posters about their daily schedule, also encourage them to include after school activities and present to the whole group. ● Write and present a simple 3 day travel plan together as a group including time, daily routine, and transportation.

Extension

UNIT 5 COLORS, CLOTHING, PARTS OF THE BODY

CHINESE LEVEL 1

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE

5-6 Weeks

Novice Low

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE LOW PROFICIENCY LISTENING SPEAKING When students exhibit Novice Low listening pro fi ciency in Chinese, they understand:

When students exhibit Novice Low speaking pro fi ciency in Chinese, they can: 1. Use greetings and farewells. 2. Introduce themselves using memorized words and phrases. 3. Answer simple questions with words or short memorized phrases. 4. Name familiar people, places, objects, and classroom items. 5. Use practiced expressions to meet basic classroom needs. When students exhibit Novice Low writing pro fi ciency in Chinese, they can: 1. Copy and write familiar words and memorized phrases. 2. Write basic personal information (e.g., name, age, hometown). 3. Label familiar people, places, and objects. 4. Respond to simple prompts using words or memorized phrases. WRITING

1. Familiar words, greetings, and memorized expressions. 2. Simple classroom commands supported by gestures or visuals. 3. Basic questions about themselves when spoken slowly and clearly. 4. Frequently used words related to familiar people, places, and objects. When students exhibit Novice Low reading pro fi ciency in Chinese, they understand: 1. Familiar words and memorized phrases. 2. Labels, signs, and classroom vocabulary. 3. Simple words and phrases supported by pictures or visuals. 4. Very short texts containing familiar vocabulary. READING

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● I can talk about color preferences (What’s your favorite color? ? ) ● I can describe colors of clothing. ● I can describe what people are wearing. ● I can describe family members: describe family member’s physical characteristics using colors, clothing, parts of body ( oral only) ● I can describe classmates: describe physical characteristics of classmates using colors,clothing, parts of body. SCAFFOLDING IN ACTION ● Use a variety of visuals to de fi ne Chinese characters for colors, clothing, and parts of the body . ● Use a graphic organizer to differentiate the Chinese characters, phrases, & images for students to make associations between objects & characters for body parts and clothing. ● Use Total Physical Response to review Chinese characters and calendar vocabulary. ● Group students to allow opportunity for them to practice Chinese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters (eg.What’s your favorite color?My favorite color is…. .... ) ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Ask and answer simple questions about color preferences. Skill Building

● Ask and answer questions about colors of clothing. ● Ask and answer simple questions about family member’s physical characteristics

● Give short orla descriptions of self and family members telling how many are in your family, who they are, how old they are, what they like to do, what’s their favorite color, what they like to wear, and what they do for a living ( ... ...., ... .... ... .... ....) ● Give a short oral description about physical characteristics of family members ● Read short paragraphs describing a family (how many in the family, how old, when are their birthdays? ... ... ... ) ● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students ask questions and/or give TPR commands for the class. ● Students ask questions about the topics covered in a lesson. ● Have students provide extended responses/more details. ● Have students recognize and read the characters without Pinyin. ● Have students write a short description of your family telling how many are in your family, how old they are, when their birthdays are, and what they do.

Extension

Instructional Guide 2026 - 2027

High School Chinese 2

GRADE 9-12

YEAR AT A GLANCE CHINESE LEVEL 2

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Suggested Pacing

2-3 weeks

5-6 weeks

5-6 weeks

5-6 weeks

5-6 weeks

Countries School Communication ‒ Ask and answer questions about countries/ nationalities and school subjects

Weather Seasons Health

Food & Eating Out

Home & Neighborhood

Unit

Hobbies

‒ Engage in

‒ Ask and answer questions about hobbies related to music, sports and dance

‒ Express

‒ Describe the

rooms and the content of my home conversation about common

conversation about weather and seasons in many places ‒ Discuss physical symptoms of an illness or injury

preferences for different foods

‒ Order at

‒ Engage in

restaurant and pay for the meal

Essential Structure and Vocabulary

places in a community

UNIT 1 COUNTRIES, SCHOOL, COMMUNICATION

CHINESE LEVEL 2

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE

2-3 weeks

Novice-Mid

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE - MID PROFICIENCY READING LISTENING When students exhibit Novice Mid reading ability in Chinese they can read:

When students exhibit Novice Mid listening pro fi ciency in Chinese they understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in Chinese they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

SPEAKING

When students exhibit Novice Mid speaking ability in Chinese they can: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● I can ask and answer questions about countries/ nationalities. ● I can list what places I would like to visit or travel in the world. ● I can label different countries on a world map. ● I can name what cities I would like to visit in China. ● I can participate in conversations about what subjects I like and dislike in school (

)

● I can understand and interpret simple maps (i.e. map of school) SCAFFOLDING IN ACTION

● Ask and answer simple questions about nationality, countries visited, and languages spoken ● Name places you would like to visit ● Label six to eight countries on a map ● Name places in China you would like to visit ● Participate in conversations about what subjects I like and dislike ● Understand and interpret a written class schedule ● Coordinate schedules to do an activity with others ● Give and respond to oral directions and commands (eg.to fi nd a hidden object or a speci fi c location ● Understand and interpret simple instructions (eg. where to look for a speci fi c object) ● Understand and interpret simple map of school ● Read a short note from a pen pal which includes name, age, year in school, number of people in the family, who they are, where they are from, and what languages they speak

Skill Building

● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Ask students to name places in China they would like to visit, and explain reasons. ● Role play: a new student coming to school needs help with fi guring out the class schedule, the other student could answer questions. ● Write a short introductory note telling your name, your age, year in school, how many people are in your family and who they are, where they are from and what languages they speak ● Ask students to draw a map of school and explain how to get from one place to another to attend classes. ● Ask students to make a poster to encourage others to join the after school program. ● Ask students to fi ll in a form requiring basic personal information (eg. fi ll in an immigration card)

Extension

CHINESE LEVEL 2

UNIT 2 WEATHER, SEASONS, HEALTH

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE

4-6 weeks

Novice Mid

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE - MID PROFICIENCY READING LISTENING When students exhibit Novice Mid reading ability in Chinese they can read:

When students exhibit Novice Mid listening pro fi ciency in Chinese they understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in Chinese they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

SPEAKING

When students exhibit Novice Mid speaking ability in Chinese they can: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● I can engage in conversation about weather in many places ( ) ● I can engage in conversation about seasons in many places ( ● I can use appropriate ways to ask for help when seeking medical help. SCAFFOLDING IN ACTION Skill Building ● I can discuss physical symptoms of an illness or injury (

)

)

● Ask/answer questions about the weather in different places and during different seasons ● Compare weather in different places and at different times of the year ● Make plans to do something at a future date/season (eg. role play deciding on a day for a particular activity, checking weather report) ● Understand and interpret simple weather forecast (oral and written) ● Read/interpret simple note about the weather ● Present oral weather report

● Write short paragraph describing favorite season/weather ● Demonstrate physical symptoms of an illness or injury ● Use appropriate ways to seek medical help ● Describe various ways to keep healthy (exercise, workout, healthy food etc)

● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Make season posters together as a group of 4 and present to the whole class, describing the characteristics of 4 different seasons (colors, weather, what people like to do etc.) ● Role play: doctor and patient dialogue involving conversations about describing the symptoms.

Extension