Russian

By the end of each marking period, students can perform the following functions:

Marking Period 1

Unit 1: Joining The Global Community

I can...

• Use common classroom expressions with my teacher and classmates. 
• Understand and respond to the teacher's instructions and directions. 
  Identify classroom objects. 
  

• Identify where Russian is spoken. 
• Say nationalities in Russian. 
• Recognize the diversity of the Russian-speaking world. 
• Discuss regional language variations in English and Russian. 
  Identify cognates (similar words) and borrowed words between English and Russian. 
  

• Compare the Russian and English alphabets.  
• Identify Russian letter sounds.  
• Ask and answer how to say and spell simple words and names in Russian.  
• Identify consonants and vowels in context. 
  

• Recognize culturally appropriate greetings and etiquette in formal and informal situations.  
• Introduce myself. 
  

• Ask for and give names.  
• Ask and say where I am from. 

Marking Period 2

Unit 2: My Life at School

I can…

• School subjects 
• Common classroom objects 
• Locations and places in and around the school 
• Identify where objects are located within the classroom. 
  

• Understand a school schedule. 
• List school subjects and activities 
• Talk about my daily routine using words, phrases, and memorized expressions related to: 
  • School schedules 
  • After-school activities, including when and where they occur. 
    

• Talk about the school supplies I have.  
• Compare and contrast different school systems. 
• Express likes and dislikes about school-related topics such as: 
  • School subjects, favorite subjects, and teachers 
  • Schedule, lunchtime, and after-school activities 
  • School spaces and their locations 
    

• Identify the days of the week. 
• Ask for and give the day and date.  
• Understand dates when spoken or written.  
• Use days of the week and months of the year appropriately.  
• Use numbers from 0 to 20 in Russian.  
• Identify the seasons. 
• Ask for and state ages.  
• Ask for and give birthdates.  
• Request and provide contact information. 

Marking Period 3

Unit 3: My Life at home

I can…

• Identify family members. 
• Provide information about family members, such as  
  • name 
  • age  
  • profession  
  • where they live  
  • nationality 
  • likes and dislikes 
• Describe how family members are related to one another. 
  

• Talk about what people like or dislike and explain why. 
  

• Use the numbers 0–100 in context. 
• Tell what time it is by reading a clock. 
• Understand time when someone else tells it. 
• Identify different time systems used in Russian-speaking countries, such as the 12-hour and 24-hour clocks. 
• Use dates appropriately in context. 

Marking Period 4

Unit 4: My life in the community

I can...

• Recognize different locations within the community. 
• Talk about the leisure activities I enjoy in my community, such as: 
• Places I like to visit (e.g., restaurants, stores, malls, etc.). 
  

• Discuss personal food preferences. 
• Talk about typical meals I eat for breakfast, lunch, and dinner. 
  

• Review and use numbers in context. 
• Use ordinal numbers from 1st to 12th  
• Tell time in Russian

By the end of each marking period, students can perform the following functions:

Marking Period 1

Unit 1: Healthy Living

I can…

• Identify daily routine. 
• Use time expressions and sequencing words to clearly describe routines. 
• Organize and express daily activities in a logical order. 
• Understand and discuss personal care habits and daily routines. 
• Recognize bathroom and grooming items used in daily routines.  

• Talk about typical foods I eat. 
• Identify food and drink vocabulary, including some authentic dishes. 
• Ask and answer questions about food preferences. 
• Identify common food items. 
• Order a meal in Russian. 

Marking Period 2

Unit 2: City Life

I can…

• Identify places in a neighborhood and/or city. 
• Locate places of interest and attractions within the city. 
• Talk about a neighborhood and its services, such as the post office, hospitals, libraries, and schools. 
• Discuss different modes of transportation used to get around a city. 
• Understand and use commands for giving and receiving directions in school, neighborhood, and city settings.  
  

• Talk about things to do in a city. 
• Explore food, shopping, and tourism practices in Russian cultures. 
• Compare major tourist cities in the Russian-speaking world to understand their cultural significance. 
• Recognize landmarks such as museums, restaurants, transportation hubs, and shopping centers in historic Russian cities. 
• Propose, accept, and decline plans or invitations in a culturally appropriate manner

Marking Period 3

Unit 3: Travel, Trips, and Tourism

I can…

• Discuss my travel preferences. 
• Describe trips by plane, bus, train, or other forms of transportation. 
• Identify and discuss different types of accommodations. 
• Use narrative transition words to sequence events in travel experiences. 
• Communicate likes and dislikes related to travel or vacation. 
• Describe personal or observed tourist experiences in detail. 
  

• Compare a variety of texts about travel to Russian-speaking countries. 
• Describe the geography and weather of Russian-speaking countries to support travel planning. 
• Understand tourist experiences through authentic texts by analyzing characters, settings, and themes. 
• Compare foreign currencies to identify the best travel deals on flights, trains, and bus tickets. 
  

• Become familiar with key traveling procedures (e.g., airport, train station, bus station, etc.) 
• Research essential components of travel planning, such as weather, seasons, activities, destinations, transportation and accommodation booking, evaluating travel deals, and check-in processes. 
• Use narrative transition words to clearly sequence events during travel experiences.

Marking Period 4

Unit 4: Fun Memories

I can…

• Use time expressions and sequencing words to clearly describe past routines. 
  

• Talk about memorable past experiences such as school events or trips.  
• Describe childhood destinations like the zoo, amusement parks, water parks, the circus, and similar places.  
  

• Read, watch, listen to, or tell simple stories about past events. 
  

• Compare objects and/or habits from the past with those of the present. 
• Talk about my favorite things from childhood and why they are meaningful to me. 
• Explore cultural perspectives by discussing childhood-related products and practices such as invitations, special occasions, rites of passage, games, clothing, and accessories

By the end of each marking period, students can perform the following functions:

*Italic font indicates themes, topics, or functions intended for extension or acceleration. These may be appropriate to provide additional challenge for heritage learners or other learners at higher proficiency levels. They may or may not be implemented for all students in regular level 3 classes at Teacher discretion.

Marking Period 1

Unit 1: Travel Adventures

I can…

Describe past travel experiences in detail.

• Describe and locate fun or interesting places.
• Identify and list important landmarks near me.
• Talk about cultural sites I have visited.
• Discuss famous travel routes through stories or illustrated articles.
• Create a brochure with helpful information for exchange students.

Provide information about activities I have done during the summer.

• Talk about trips.
• Offer travel and packing advice.
• Compare travel experiences to different destinations (e.g., beach vs. mountains, driving vs. flying).
• Recognize and describe different types of food encountered while traveling.
• Understand and retell stories about past events.

Talk about summer jobs.

• Explain different reasons for studying abroad during the summer.
• Compare the pros and cons of studying abroad
• Understand volunteers’ personal testimonials.
• Compare the advantages and disadvantages of volunteering versus working for a salary over the summer.

Marking Period 2

Unit 2: My Family, My Friends, and Me

I can…

Use descriptive vocabulary to talk about my family and friends, including their physical appearance and personality traits.

• Identify facial features and basic body parts.
• Describe what I and other people like.
• Describe personality traits, including my own and those of others (May include pets).
• Describe members of my extended family.
• Ask for and state ages.
• Ask for and give birthdates.
• Request and provide contact information.

Understand and give biographical information.

• Create a biography about a family member.
• Talk about influential people in my community by describing their life stories through a biography.

Describe objects, habits, and experiences from the past.

• Compare past and present situations (e.g., leisure activities, work, and school.)
• Compare items from the past and present (e.g., music, movies, technology, clothing).

Understand and create surveys related to young people’s interests and concerns.

• Design a survey to learn about my family and friends and what we have in common.
• Collect and analyze data.
• Use visual tools to identify and interpret patterns in data (e.g., bar charts, histograms, scatter plots, box plots, etc.).

Marking Period 3

Unit 3: Shaping My Future

I can…

Explore my interests, strengths, and future goals.

• Reflect on my skills and abilities to plan for my professional future.
• Talk about people’s interests, skills, abilities, talents, and/or dreams.
• Discuss future aspirations, goals, career plans, and/or future expectations.
• Talk about someone’s biography, including personal and/or professional accomplishments, interests, and skills.
• Understand job experience and job offers.
• Discuss the type of job or career I would like to pursue.
• Give advice related to future goals and decision-making.
• Identify strategies for balancing academic or professional responsibilities and personal life.

Prepare for academic and professional opportunities.

• Build and refine my résumé.
• Prepare for and participate in a job interview.
• Understand and discuss training, achievement, and career expectations.
• Develop a résumé using different media formats.
• Write a cover letter for a scholarship.
• Research academic and/or job exchange programs abroad.

Marking Period 4

Unit 4: Mindful Communication

I can…

Understand and share information about internet use and digital behavior.

• Express opinions about cell phone use and online habits.
• Discuss responsible internet use and digital etiquette.
• Exchange perspectives on social media behavior.
• Describe what I like and dislike about social media platforms.
• Explain how to use the internet responsibly.
• Identify best practices for safe, respectful, and ethical online behavior.
• Discuss the qualities of a responsible digital citizen.

Analyze the impact of social media on mental health.

• Describe personality traits and factors that influence relationships.
• Discuss how inappropriate social media use can affect individuals and communities.

Analyze the impact of social media on mental health.

• Recognize signs of mental health challenges (e.g., stress, anxiety, peer pressure).
• Offer advice and recommendations for resolving relationship challenges (e.g., apologies, requests, suggestions).
• Respond to advice using appropriate emotional expressions, including hopes, wishes, and doubts.

Understand the role and impact of assistive technologies.

Recognize and evaluate inaccurate or misleading news.

Explain how algorithms influence internet users’ online experiences.

Collect, analyze, and present data on popular apps across different age groups.

Communicate effectively and ethically in digital spaces.

• Write clear, efficient, and respectful emails.
• Explain how social media can be used to promote reading and literacy.