world languages can do statements

8/9/2019 World Languages Can Do Statements

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NCSSFL-ACTFL

Can-Do StatementsProgress Indicators for Language Learners


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Te NCSSFL-ACFL Can-Do Statements are sel-assessment

checklists used by language learners to assess what they “can

do” with language in the Interpersonal, Interpretive, and

Presentational modes o communication. Tese modes o

communication are defined in the National Standards for

21st Century Language Learning and organized in the check-

list into the ollowing categories:

• Interpersonal (Person-to-Person) Communication

• Presentational Speaking (Spoken Production)

• Presentational Writing (Written Production)

• Interpretive Listening

• Interpretive Reading

Ultimately, the goal or all language learners is to develop

a unctional use o another language or one’s personal

contexts and purposes. Te Can-Do Statements serve two

purposes to advance this goal: or programs, the statements

provide learning targets or curriculum and unit design,

serving as progress indicators; or language learners, the

statements provide a way to chart their progress through in-

cremental steps. Te checklists are best used by learners and

learning acilitators as part o an overall reflective learning

process that includes:

• setting goals

• selecting strategies

• sel-assessing

• providing evidence

• reflecting beore setting new goals

Te more learners are engaged in their own learning process,

the more intrinsically motivated they become. Research

shows that the ability o language learners to set goals is

linked to increased student motivation, language achieve-

ment, and growth in proficiency 1.

Te NCSSFL-ACFL Can-Do Statements are a revision o

the NCSSFL 2009 LinguaFolio® Sel-Assessment Checklist2

and may be used by learners as a stand-alone sel-assessment

or as part o the LinguaFolio® compendium.

For Learners: How can you use the Can-Do Statements?

Use the checklists to record what you think you can do. You may realize that your progression may not be the

same for each mode: Interpersonal, Interpretive, or Presentational. This is to be completely expected. For exam-

ple, you may progress more quickly in Interpretive Reading than in Interpersonal Communication. You will begin

to determine your progress on the proficiency ladder by assessing each mode separately. Include evidence

electronically or in a hard copy to support your self-assessment selections. Uploaded audio, video, or text files,

linked to specific Can-Do Statements, can provide evidence of what you can do. You can validate your self-as-

sessment estimates by comparing them to ratings on official tests you may have taken, such as AAPPL, Advanced

Placement, ACTFL OPI, etc.

The header statement at the beginning of each proficiency level is a Global Can-Do Benchmark or general de-

scription of the proficiency level from the self-assessment grid. The bold statements are the main indicators for that

mode and that level, followed by specific examples (I can…). Check off a specific can-do statement when you

are able to demonstrate that you can perform that specific task. It is not necessary to demonstrate every task in

order to check off the main Can-Do Statement as some examples may refer to individual goals that are not your

own. You may set your own goals in the blank space following “I can...” You are encouraged to look ahead to

tasks at the next higher level to identify the goals you want to set for yourself.

NCSSFL-ACTFL

Can-Do Statements

Preface


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NCSSFL-ACTFL Can-Do Statements Preface2

Te current Can-Do Statements are strategically aligned

with the ACTFL Proficiency Guidelines 20123 and the ACTFL

Performance Descriptors for Language Learners4 to reflect the

continuum o language learning rom the Novice through

the Distinguished levels and to provide a common markeror reporting perormance in each mode o communication.

Tis allows learners to chart their progress and learning

acilitators to document learner growth on nationally and

internationally recognized scales.

Tese Can-Do Statements describe the specific language

tasks that learners are likely to perorm at various levels o

proficiency. It is important to note that many o the terms

used in the Can-Do Statements are consistent with the way

in which these terms are defined in the Guidelines5 and are

intended to reflect the common terminology that defineskey characteristics o the ranges o perormance ound in

ACFL documents related to language learning and teach-

ing. For example, in Interpersonal Communication at the

Advanced-Low level, the ability to describe people, places,

and things means that the learner can provide a verbal rep-

resentation o that person, place, or thing, in an organized

way and with some detail. Likewise, at the Superior level,

the ability to support an opinion means that the learner can

discuss complex issues at length by structuring arguments

and developing hypotheses.

Can-Do Statements and the Common Core StateStandards for English Language Arts6

Te NCSSFL-ACFL Can-Do Statements mirror much o

what is addressed in the Common Core State Standards

(CCSS) or English Language Arts (ELA) and Literacy.

Learning another language, just like learning one’s native

language, involves learning to read, write, speak, listen, com-

prehend, communicate, and use the conventions o language.

Te Common Core Anchor Standards or ELA and Literacy

define the skills learners should demonstrate to be college

and career ready. Similar college and career readiness peror-

mance is described in the Can-Do Statements at the Ad- vanced and Superior levels. Whereas the CCSS or ELA and

Literacy are scaffolded by grade level, the NCSSFL-ACFL

Can-Do Statements are organized by proficiency level. Tis

is done to accommodate the multiple entry points at which

one can begin learning a language in or outside o school7

and to reflect the act that different languages require varied

amounts o time to reach the same level. Both the CCSS or

For Learning Facilitators: How can you use the Can-Do Statements?Use the Global Can-Do Benchmarks and main indicators to set long-term learning goals. Ask yourself what you

expect your learners to be able to do with language after one semester, after one year, or after several years,

and re-evaluate your goals when informed by assessment. Choose more specific can-do statements or customize

new ones to establish learning targets for thematic units and lessons. These targets can help drive your instruction

to be more performance-oriented and provide more opportunities for your learners to produce language.

Use the checklists to model goal setting for your learners. Share with your students the Can-Do Statements you

are targeting for each day’s lesson and show them how those targets relate to the unit goals. Encourage learners

to set their own goals and provide the guidance and class time for self-assessment and reflection. When devel-

oping performance assessments, use wording from the Can-Do Statements in the rubrics, so that your learners

know exactly what you expect of them. For example, for Novice-level Interpersonal tasks, the rubric might include“asks and responds to simple questions.” For Intermediate-level Presentational tasks, the rubric might include “uses

connected sentences.”

Finally, help learners to understand how what they write or say actually demonstrates that they have or have

not met the goal of the Can-Do Statements. In this way you can help them become more independent learners,

able to set their own goals and provide evidence. Learning that is guided by Can-Do Statements enables one to

become an autonomous and life-long learner.


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NCSSFL-ACTFL Can-Do StatementsPreface

ELA and Literacy and the NCSSFL-ACFL Can-Do State-

ments are based on an integrated approach to literacy across

content areas, with a ocus on perormance and an under-

standing o multiple perspectives and cultures.

Development and Publication of the

NCSSFL-ACTFL Can-Do Statements

Te NCSSFL-ACFL Can-Do Statements are the result

o a collaborative effort between NCSSFL and ACFL.

Te collaboration o these two national organizations

strengthens the goal o articulating a unified message or

the language teaching and learning communities. Te

Can-Do Statements seamlessly link classroom activities

with benchmarked objectives, state and national standards,

and with broad proficiency outcomes or lie-long learning.

Te NCSSFL-ACFL Can-Do Statements are published inthe public domain and may be reproduced and disseminated

in printed and electronic media or educational, not-or-

profit purposes only. Te sale o this product is prohibited.

Acknowledgements

NCSSFL and ACFL wish to acknowledge the generous

contributions o the ollowing individuals:

• Project Directors: Jacqueline Bott VanHouten (NCSSFL)

and Elvira Swender (ACFL)• Contributing authors and editors: Adriana Melnyk Brandt,

Ruta Couet, Helga Fasciano, Anne Marie Gunter, Cyn-

thia Martin, Ali Moeller, Debbie Robinson, and Maureen

Weissenrieder

• Initial collaborators: Maria Antonia Cowles, Gregory

Fulkerson, Robert Vicars, and Shuhan Wang

• Project coordinator: Natalie Boivin

1 Moeller, Aleidine J., Teiler, Janine & Wu, Chaorong. (2012) Goal settingand student achievement: a longitudinal study. Modern Language Journal,96 (2). 153-169

2 NCSSFL LinguaFolio® :http://www.ncssfl.org/LinguaFolio/index.php?linguaolio_index

3 ACTFL Proficiency Guidelines 2012.

http://actflproficiencyguidelines2012.org4 ACTFL Performance Descriptors for Language Learners:

http://www.actfl.org/publications/guidelines-and-manuals/actfl-perormance-descriptors-language-learners

5 ACTFL Proficiency Guidelines 2012 – Glossary .http://actflproficiencyguidelines2012.org/glossary

6 Common Core Standards or English Language Arts and Literacy:http://www.corestandards.org/ELA-Literacy

7 Tis discrepancy between the expectations or ELA first and secondliteracy development is not unexpected, given the limited time on task thatmost world language learners experience, compared to the amount o timeand opportunities or language use in English, the learner’s language odaily and academic lie.


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Novice Low Novice Mid Novice HighIntermediate

Low Intermedia

Mid

InterpersonalCommunication

I can communicateon some very familiar

topics using singlewords and phrases thatI have practiced and

memorized.

I can communicate onvery familiar topics

using a variety of wordsand phrases that I have

practiced andmemorized.

I can communicate andexchange information

about familiar topics us-ing phrases and simplesentences, sometimessupported by memo-

rized language.I can usually handle

short social interactionsin everyday situationsby asking and answer-ing simple questions.

I can participate in con-versations on a numberof familiar topics usingsimple sentences. I can

handle short socialinteractions in everyday

situations by askingand answering simple

questions.

I can participate inversations on fam

topics using senteand series of senteI can handle short interactions in evesituations by askinanswering a variequestions. I can usay what I want toabout myself and

everyday life

PresentationalSpeaking

I can present informa-

tion about myself andsome other very familiartopics using single

words or memorizedphrases.

I can present informa-

tion about myself andsome other very familiartopics using a variety

of words, phrases, andmemorized expressions.

I can present basic

information on familiartopics using languageI have practiced usingphrases and simple

sentences.

I can present informa-tion on most familiartopics using a series of

simple sentences.

I can make presetions on a wide vaof familiar topics connected senten

Presentational Writing

I can copy some famil-iar words, characters,

or phrases.

I can write lists andmemorized phrases on

familiar topics.

I can write shortmessages and notes onfamiliar topics related to

everyday life.

I can write briefly aboutmost familiar topics

and present informationusing a series of simple

sentences.

I can write on a wvariety of famil

topics using connsentences.

InterpretiveListening

I can recognize a fewmemorized words andphrases when I hear

them spoken.

I can recognize somefamiliar words andphrases when I hear

them spoken.

I can often understandwords, phrases, and

simple sentences relatedto everyday life. I canrecognize pieces of

information and some-times understand themain topic of what is

being said.

I can understand themain idea in short, sim-ple messages and pre-sentations on familiar

topics. I can understandthe main idea of simple

conversations that Ioverhear.

I can understandmain idea in messand presentationsvariety of topics re

to everyday life personal interestsstudies. I can unstand the main i

in conversations overhear.

InterpretiveReading

I can recognize a fewletters or characters.I can identify a few

memorized words andphrases when I read.

I can recognize someletters or characters. Ican understand somelearned or memorized

words and phraseswhen I read.

I can understand famil-iar words, phrases, andsentences within short

and simple texts relatedto everyday life. I cansometimes understandthe main idea of what

I have read.

I can understand themain idea of short andsimple texts when the

topic is familiar.

I can understandmain idea of te

related to everydaand personal inte

or studies.

NCSSFL-ACTFL Global Can-Do Benchmarks


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IntermediateHigh

Advanced Low Advanced Mid Advanced High Superior Distinguished

I can participate withease and confidence inconversations on famil-

ar topics. I can usuallytalk about events andexperiences in various

time frames.I can usually describepeople, places, andthings. I can handlesocial interactions ineveryday situations,

sometimes even whenthere is an unexpected

complication.

I can participate inconversations about

familiar topics that gobeyond my everyday

life. I can talk in anorganized way and

with some detail aboutevents and experiencesin various time frames.I can describe people,places, and things in

an organized way andwith some detail. I canhandle a familiar situa-tion with an unexpected

complication.

I can express myselffully not only on familiartopics but also on some

concrete social, aca-

demic, and professionaltopics. I can talk in de-

tail and in an organizedway about events andexperiences in varioustime frames. I can con-fidently handle routinesituations with an unex-pected complication. Ican share my point ofview in discussions onsome complex issues.

I can express myself

freely and spontaneous-ly, and for the most partaccurately, on concrete

topics and on mostcomplex issues.

I can usually support myopinion and develophypotheses on topics

of particular interest orpersonal expertise.

I can communicate with

ease, accuracy, and flu-ency. I can participatefully and effectively in

discussions on a varietyof topics in formal and

informal settings.I can discuss at length

complex issues by struc-turing arguments and

developing hypotheses.

I can communicatereflectively on a widerange of global issuesand highly abstract

concepts in a culturallysophisticated manner.

I can make presenta-tions in a generally or-anized way on school,

work, and communitytopics, and on topics Ihave researched. I can

make presentationson some events and

experiences in varioustime frames.

I can deliver organizedpresentations appro-

priate to my audienceon a variety of topics.I can present informa-tion about events andexperiences in various

time frames.

I can deliver well-orga-nized presentations on

concrete social, aca-demic, and professionaltopics. I can present de-tailed information aboutevents and experiencesin various time frames.

I can deliver detailedpresentations, usually

with accuracy, clarityand precision, on a va-riety of topics and issuesrelated to community in-terests and some special

fields of expertise.

I can deliver detailedpresentations with ac-

curacy, clarity, and pre-cision to a wide varietyof audiences on topics

and issues ranging frombroad general intereststo areas of specialized

expertise.

I can deliver sophisti-cated and articulate

presentations on a widerange of global issuesand highly abstract

concepts in a culturallyappropriate manner,

tailored to a variety ofaudiences.

I can write on topicselated to school, work,nd community in a gen-erally organized way. Ican write some simple

paragraphs aboutevents and experiencesn various time frames.

I can write on generalinterest, academic, and

professional topics. Ican write organizedparagraphs about

events and experiencesin various time frames.

I can write on a widevariety of general inter-est, professional, andacademic topics. I canwrite well-organized,

detailed paragraphs invarious time frames.

I can write extensivelywith significant preci-sion and detail on a

variety of topics, mostcomplex issues, andsome special fields of

expertise.

I can write about com-plex and abstract issuesranging from topics ofbroad general intereststo areas of specialized

expertise using standardstructure, lexicon, and

writing protocols.

I can write about globalissues from highly

conceptualized andanalytical perspectives.I can tailor my writing tosophisticated readers.

can easily understandthe main idea in mes-ages and presentationson a variety of topicselated to everyday lifeand personal interestsnd studies. I can usual-y understand a few de-ails of what I overhearin conversations, evenwhen something unex-pected is expressed. can sometimes follow

what I hear about eventsand experiences invarious time frames.

I can understand themain idea and somesupporting details inorganized speech ona variety of topics ofpersonal and generalinterest. I can follow

stories and descriptionsof some length and invarious time frames.

I can understand infor-mation presented in avariety of genres on fa-miliar topics, even whensomething unexpected

is expressed.

I can understand themain idea and mostsupporting details ona variety of topics ofpersonal and general

interest, as well as sometopics of professionalinterest. I can follow

stories and descriptionsof some length and invarious time frames.

I can understandinformation presentedin most genres, even

when not familiar withthe topic.

I can easily follownarrative, informational,and descriptive speech.

I can understand dis-cussions on most topicsthat deal with specialinterests, unfamiliar

situations, and abstractconcepts. I can some-times follow extended

arguments and differentpoints of view.

I can follow a widerange of academicand professional

discourse on abstractand specialized topics.

I can understand allstandard dialects. I cansometimes infer complexmeaning that requiresdeep understanding of

the culture.

I can understand highlyabstract and special-ized speech tailoredto different audienc-es. I can understand

sophisticated language,humor, and persuasivearguments embeddedwith cultural references

and allusions.

can easily understandthe main idea of textselated to everyday life,personal interests, andtudies. I can sometimesfollow stories and de-scriptions about events

and experiences invarious time frames.

I can understand themain idea and somesupporting details ona variety of topics ofpersonal and generalinterest. I can follow

stories and descriptionsof some length and

in various time framesand genres.

I can understand themain idea and mostsupporting details intexts on a variety of

topics of personal andgeneral interest, as wellas some professional

topics. I can follow sto-ries and descriptions ofconsiderable length andin various time frames.I can understand textswritten in a variety ofgenres, even whenI am unfamiliar with

the topic.

I can easily follownarrative, informational,

and descriptive texts.I can understand whatI read on most topicsthat deal with specialinterests, unfamiliarsituations, and ab-

stract concepts. I cansometimes understandextended argumentsand different points

of view.

I can follow academ-ic, professional, and

literary texts on a widerange of both familiar

and unfamiliar subjects.I can sometimes infercomplex meaning thatrequires analysis anddeep understanding of

the culture.

I can understand withease and confidence

highly abstract and spe-cialized texts that aresuccinct or elaborate.I can follow unpredict-able turns of thought.

I can manage inferencefrom within the cultural

framework.

NCSSFL-ACTFL Can-Do Statements


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NCSSFL-ACTFL Can-Do Statements Interpersonal Communication6

I can greet my peers.

I can say hello and goodbye.

I can ________________________________________

I can introduce mysel to someone.

I can tell someone my name.

I can ________________________________________

I can answer a ew simple questions.

I can respond to yes/no questions.

I can answer an either/or question.

I can respond to who, what , when, where questions.

I can ________________________________________

I can greet and leave people in a polite way.

I can say hello and goodbye to someone my ageor younger.

I can say hello and goodbye to my teacher, proessor,or supervisor.

I can say hello and goodbye to an adult.

I can say hello and goodbye to a person I do not know.

I can ________________________________________

I can introduce mysel and others.

I can introduce mysel and provide basicpersonal inormation.

I can introduce someone else.

I can respond to an introduction.

I can ________________________________________

I can answer a variety o simple questions.

I can answer questions about what I like and dislike.

I can answer questions about what I am doing and what I

did. I can answer questions about where I’m going or whereI went.

I can answer questions about something I have learned.

I can ________________________________________

I can make some simple statements in a conversation.

I can tell someone what I am doing.

I can say where I went.

I can say whom I am going to see.

I can express a positive reaction, such as “Great!”

I can ________________________________________

I can ask some simple questions.

I can ask who, what , when, where questions. I can ask questions about something that I am learning.

I can ________________________________________

I can communicate basic inormation about mysel andpeople I know.

I can say my name and ask someone’s name.

I can say or write something about the members o myamily and ask about someone’s amily.

I can say or write something about riends and classmatesor co-workers.

I can ________________________________________

I can communicate some basic inormation about my

everyday lie.

I can give times, dates, and weather inormation.

I can talk about what I eat, learn, and do.

I can talk about places I know.

I can ask and understand how much something costs.

I can tell someone the time and location o acommunity event.

I can ________________________________________

NOVICE LOW

I can communicate on some very familiar topics usingsingle words and phrases that I have practiced and memorized.

NOVICE MID

I can communicate on very familiar topics using a variety

of words and phrases that I have practiced and memorized.


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NCSSFL-ACTFL Can-Do StatementsInterpersonal Communication

INTERMEDIATE LOW

I can participate in conversations on a number of familiar topics using simple sentences.I can handle short social interactions in everyday situations by asking and answering simple questions.

I can exchange some personal inormation. I can ask and say a home address and e-mail address.

I can ask and say someone’s nationality.

I can ask and talk about amily members andtheir characteristics.

I can ask and talk about riends, classmates, teachers,or co-workers.

I can ________________________________________

I can exchange inormation using texts, graphs,

or pictures.

I can ask about and identiy amiliar things in a picturerom a story.

I can ask about and identiy important inormation aboutthe weather using a map.

I can ask and respond to simple questions about dates,times, places, and events on schedules, posters,and tickets.

I can respond to simple questions based on graphsor visuals that provide inormation containing numbersor statistics.

I can ________________________________________

I can ask or and give simple directions. I can ask or directions to a place.

I can tell someone how to get rom one place to another,such as go straight, turn lef, or turn right.

I can tell someone where something is located, such asnext to, across rom, or in the middle o.

I can ________________________________________

I can make plans with others.

I can accept or reject an invitation to do somethingor go somewhere.

I can invite and make plans with someone to dosomething or go somewhere.

I can exchange inormation about where to go, such as tothe store, the movie theatre, a concert, a restaurant, thelab, or when to meet.

I can ________________________________________

I can interact with others in everyday situations.

I can order a meal.

I can make a purchase.

I can buy a ticket. I can ________________________________________

NOVICE HIGH

I can communicate and exchange information about familiar topics using phrases and simple sentences,sometimes supported by memorized language. I can usually handle short social interactions

in everyday situations by asking and answering simple questions.

I can have a simple conversation on a number o

everyday topics.

I can talk with someone about amily or household tasks.

I can talk with someone about hobbies and interests. I can talk with someone about school or work.

I can ________________________________________

I can ask and answer questions on actual inormationthat is amiliar to me.

I can ask and answer questions related to subjects suchas geography, history, art, music, math, science, language,or literature.

I can ________________________________________

I can use the language to meet my basic needs in amiliar

situations.

I can ask or help at school, work, or in the community.

I can make a reservation. I can arrange or transportation, such as by train, bus,taxi, or a ride with riends.

I can ________________________________________


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I can start, maintain, and end a conversation on a varietyo amiliar topics.

I can be the first to start a conversation.

I can ask or inormation, details, and explanationsduring a conversation.

I can bring a conversation to a close.

I can interview someone or a project or a publication.

I can ________________________________________

I can talk about my daily activities and

personal preerences.

I can talk about my daily routine.

I can talk about my interests and hobbies.

I can give reasons or my preerences.

I can give some inormation about activities I did.

I can give some inormation about something I plan to do.

I can talk about my avorite music, movies, and sports.

I can ________________________________________

I can use my language to handle tasks related to mypersonal needs.

I can request services, such as repair or a phone,computer, or car.

I can schedule an appointment.

I can inquire about membership in an organizationor club.

I can ________________________________________

I can exchange inormation about subjects o special

interest to me.

I can talk about artists rom other countries.

I can talk about historical events.

I can talk about a mathematics, technology,or science project.

I can ________________________________________

INTERMEDIATE MID

I can participate in conversations on familiar topics using sentences and series of sentences.I can handle short social interactions in everyday situations by asking and answering a variety of questions.

I can usually say what I want to say about myself and my everyday life.

INTERMEDIATE HIGH

I can participate with ease and confidence in conversations on familiar topics. I can usually talk about eventsand experiences in various time frames. I can usually describe people, places, and things. I can handle socialinteractions in everyday situations, sometimes even when there is an unexpected complication.

I can exchange inormation related to areas omutual interest.

I can ask or and provide inormation aboutspecific events.

I can ask or and provide inormation about a hobby orliestyle, such as bicycling, vegetarianism, video games,or sports.

I can ask or and provide descriptions o places I knowand also places I would like to visit.

I can talk about my amily history.

I can talk about jobs and career plans.

I can ________________________________________

I can use my language to do a task that requires multiple steps.

I can give the basic rules o a game or sport and answerquestions about them.

I can ask or, ollow, and give instructions orpreparing ood.

I can ask or and ollow directions to get rom one placeto another.

I can tell someone how to access inormation online. I can explain basic rules, policies, or laws that affect usand answer questions about them.

I can ________________________________________

I can use my language to handle a situation that may havea complication.

I can arrange or a make-up exam or reschedulean appointment.

I can return an item I have purchased to a store.

I can plan an outing with a group o riends.

I can ________________________________________


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I can participate in conversations on a wide variety otopics that go beyond my everyday lie.

I can explain absentee and sick leave policies and answerquestions about them.

I can explain current issues, such as leash laws, schooldress codes, drinking age, or speed limits.

I can discuss what is currently going on in anothercommunity or country.

I can ________________________________________

I can compare and contrast lie in different locations and

in different times. I can explain how lie has changed since I was a child andrespond to questions on the topic.

I can compare different jobs and study programs in aconversation with a peer.

I can explain how technology has changed our lives whilediscussing this topic with another.

I can ________________________________________

I can resolve an unexpected complication that arises in aamiliar situation.

I can rearrange my itinerary, such as flights, pick-uptimes, and appointments when I experience travel delays.

I can tell a riend how I’m going to replace an item that Iborrowed and broke/lost.

I can explain why I was late to class or absent rom workand arrange to make up the lost time.

I can ________________________________________

I can conduct or participate in interviews.

I can interview or a job or service opportunity related tomy field o expertise.

I can interview someone about his/her proessionalinterests and activities.

I can ________________________________________

ADVANCED LOW

I can participate in conversations about familiar topics that go beyond my everyday life. I can talk in an organizedway and with some detail about events and experiences in various time frames. I can describe people, places, and

things in an organized way and with some detail. I can handle a familiar situation with an unexpected complication.

ADVANCED MID

I can express myself fully not only on familiar topics but also on some concrete social, academic, and professional topics.I can talk in detail and in an organized way about events and experiences in various time frames. I can confidently handleroutine situations with an unexpected complication. I can share my point of view in discussions on some complex issues.

I can communicate effectively on a wide variety o present,past, and uture events.

I can give a clear and detailed story about childhoodmemories, such as what happened during vacations ormemorable events and answer questions about my story.

I can give detailed descriptions about cultural events andrespond to questions about them.

I can talk about present challenges in my school orwork lie, such as paying or classes or dealing withdifficult colleagues.

I can discuss uture plans, such as where I want to liveand what I will be doing in the next ew years.

I can ________________________________________

I can exchange general inormation on topics outside myfields o interest.

I can exchange general inormation about my community,such as demographic inormation and points o interests.

I can exchange general inormation about leisure andtravel, such as the world’s most visited sites or mostbeautiul places to visit.

I can exchange actual inormation about social andenvironmental questions, such as retirement, recycling,or pollution.

I can ________________________________________

I can handle a complication or unexpected turn o events.

I can return or exchange a purchase when a vendor makesa mistake or when parts are missing.

I can clear up a major personal, school, or work placemisunderstanding.

I can explain an injury or illness and manage to get help.

I can ________________________________________


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I can exchange complex inormation about academicand proessional tasks.

I can exchange complex inormation about myacademic studies, such as why I chose the field, courserequirements, projects, internship opportunities, andnew advances in my field.

I can exchange complex inormation about my workresponsibilities, such as the hiring process, my workschedule, the nature o my tasks, how I interace withother employees, opportunities or advancement, and

new directions in my field. I can exchange complex proessional or academicinormation to engage in collaborative work with mycounterparts in different regions or countries.

I can ________________________________________

I can exchange detailed inormation on topics withinand beyond my fields o interest.

I can exchange detailed inormation about my personaland proessional interests.

I can exchange detailed inormation ontechnological advances.

I can participate in conversations on social or culturalquestions relevant to speakers o this language.

I can ________________________________________

I can support my opinion and construct hypotheses.

I can give a supported argument about work-relatedprocesses that would benefit me and my employer.

I can give a supported argument about social reorm,such as daycare and elder care.

I can usually deend my views in a debate.

I can ________________________________________

ADVANCED HIGH

I can express myself freely and spontaneously, and for the most part accurately,on concrete topics and on most complex issues. I can usually support my opinion

and develop hypotheses on topics of particular interest or personal expertise.


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I can support my opinions clearly and precisely.

I can explain advantages and disadvantages o variouscourses o action, such as whether to rent or buy a placeto live.

I can participate in technical discussions in my field.

I can participate in a book discussion.

I can ________________________________________

I can discuss complex inormation in debates or meetings.

I can put orth and react to others’ complex ideas duringa business discussion.

I can put orth and react to others’ complex ideas duringa discussion to solve a community issue.

I can participate actively and react to others appropriatelyin academic debates, providing some acts and rationalesto back up my statements.

I can participate actively in a riendly political debate.

I can participate in discussions on complex social andenvironmental issues, such as the influence o mass mediaon society or government policies.

I can ________________________________________

SUPERIOR

I can communicate with ease, accuracy, and fluency. I can participate fully and effectively in discussionson a variety of topics in formal and informal settings. I can discuss at length complex issues

by structuring arguments and developing hypotheses.

DISTINGUISHED

I can communicate reflectively on a wide range of global issues and highly abstract conceptsin a culturally sophisticated manner.

I can participate with ease in complex discussions withmultiple participants on a wide variety o topics.

I can participate in an in-depth academic discussion withother students and educators who share my knowledge othe topic.

I can skillully relate my point o view to conversationsabout issues, such as oreign policy, healthcare, orenvironmental and economic concerns to those made byother speakers.

I can evaluate, speculate, and hypothesize about potentialconsequences o a change in policy.

I can discuss and support my opinions about howglobalization has changed the world.

I can discuss and support my opinions in an academicsetting, such as collaborating with peers on a project,prioritizing staffing hires, or determining researchagendas.

I can discuss and support my recommendations in asocial gathering, such as co-planning travel with riends,deliberating on the ocus or a non-profit organization,or weighing the advantages and disadvantages o varioustechnologies.

I can discuss and support my opinions related to a

business venture.

I can ________________________________________

I can use my language persuasively to advocate a point

o view that is not necessarily my own.

I can tailor language to a variety o audiences by adapting

my speech and register in culturally authentic ways.

I can communicate skillully and succinctly, ofen

using cultural and historical reerences to say lessand mean more.


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NCSSFL-ACTFL Can-Do Statements Presentational Speaking12

I can recite words and phrases that I have learned.

I can count rom 1-10.

I can say the date and the day o the week.

I can list the months and seasons.

I can ________________________________________

I can state the names o amiliar people, places, andobjects in pictures and posters using words or memorizedphrases.

I can name amous landmarks and people.

I can name countries on a map.

I can list items I see every day. I can ________________________________________

I can introduce mysel to a group.

I can state my name, age, and where I live.

I can give my phone number, home address, and emailaddress.

I can ________________________________________

I can recite short memorized phrases, parts o poems, and

rhymes.

I can sing a short song.

I can recite a nursery rhyme.

I can recite a simple poem.

I can ________________________________________

I can present inormation about mysel and others using

words and phrases.

I can say what I look like.

I can say what I am like. I can say what someone looks like.

I can say what someone is like.

I can ________________________________________

I can express my likes and dislikes using words, phrases,and memorized expressions.

I can say which sports I like and don’t like.

I can list my avorite ree-time activities and those I don’tlike.

I can state my avorite oods and drinks and those I don’tlike.

I can ________________________________________

I can present inormation about amiliar items in myimmediate environment.

I can talk about my house.

I can talk about my school or where I work.

I can talk about my room or office and what I have in it.

I can present basic inormation about my community,town/city, state, or country.

I can ________________________________________

I can talk about my daily activities using words, phrases,

and memorized expressions.

I can list my classes and tell what time they start and end.

I can name activities and their times in my daily schedule. I can talk about what I do on the weekends.

I can ________________________________________

I can present simple inormation about somethingI learned using words, phrases, and memorized

expressions.

I can talk about holiday celebrations based on pictures orphotos.

I can name the main cities on a map.

I can talk about animals, colors, oods, historical figures,

or sports based on pictures or photos.

I can ________________________________________

NOVICE LOW

I can present information about myself and some other very familiar topicsusing single words or memorized phrases.

NOVICE MID

I can present information about myself and some other very familiar topics usinga variety of words, phrases, and memorized expressions.


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NCSSFL-ACTFL Can-Do StatementsPresentational Speaking

I can present inormation about my lie using phrases andsimple sentences.

I can describe my amily and riends.

I can describe my school.

I can describe where I work and what I do.

I can ________________________________________

I can tell about a amiliar experience or event usingphrases and simple sentences.

I can tell what I do in class or at work.

I can tell about what I do during the weekend. I can tell about what happens afer school or work.

I can ________________________________________

I can present basic inormation about a amiliar person,

place, or thing using phrases and simple sentences.

I can describe a useul website.

I can talk about my avorite musical group, actor, orauthor.

I can describe a landmark, vacation location, or a place I visit.

I can talk about a amous person rom history.

I can ________________________________________

I can present inormation about others using phrases andsimple sentences.

I can talk about others’ likes and dislikes.

I can talk about others’ ree-time activities.

I can give basic biographical inormation about others.

I can ________________________________________

I can give basic instructions on how to make or dosomething using phrases and simple sentences.

I can tell how to prepare something simple to eat.

I can describe a simple routine, like getting lunch in thecaeteria.

I can give simple directions to a nearby location or to anonline resource.

I can ________________________________________

I can present basic inormation about things I have

learned using phrases and simple sentences.

I can describe a simple process like a science experiment.

I can present a topic rom a lesson based on pictures orphotos.

I can present inormation about something I learned in aclass or at work

I can present inormation about something I learned inthe community.

I can ________________________________________

NOVICE HIGH

I can present basic information on familiar topics using languageI have practiced using phrases and simple sentences.


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INTERMEDIATE LOW

I can present information on most familiar topics using a series of simple sentences.

I can talk about people, activities, events, and experiences.I can describe the physical appearance o a riend oramily member.

I can describe another person’s personality.

I can describe a school or workplace.

I can describe a amous place.

I can describe a place I have visited or want to visit.

I can present my ideas about something I have learned.

I can ________________________________________ I can express my needs and wants.

I can describe what I need or school or work.

I can talk about what I want or need to do each day.

I can ________________________________________

I can present inormation on plans, instructions, anddirections.

I can explain the rules o a game.

I can give multi-step instructions or preparing a recipe.

I can describe what my plans are or the weekend.

I can describe what my summer plans are.

I can describe holiday or vacation plans.

I can describe what is needed or a holiday or acelebration.

I can describe what I plan to do next in my lie.

I can ________________________________________

I can present songs, short skits, or dramatic readings.I can retell a children’s story.

I can present a proverb, poem, or nursery rhyme.

I can participate in a perormance o a skit or a scenerom a play.

I can ________________________________________

I can express my preerences on topics o interest.

I can give a presentation about a movie or television showthat I like.

I can give a presentation about a amous athlete, celebrity,

or historical figure.

I can express my thoughts about a current event I havelearned about or researched.

I can ________________________________________


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INTERMEDIATE MID

I can make presentations on a wide variety of familiar topics using connected sentences.

I can make a presentation about my personal and socialexperiences.

I can describe a childhood or past experience.

I can report on a social event that I attended.

I can make a presentation on something new I learned.

I can make a presentation about my plans or the uture.

I can ________________________________________

I can make a presentation on something I have learned orresearched.

I can give a short presentation on a current event.

I can present about a topic rom an academic subject,such as science, math, art, etc.

I can describe how to plan and carry out an event, such asa party or amily reunion.

I can give a short presentation on a amous person,landmark, or cultural event.

I can ________________________________________

I can make a presentation about common interests andissues and state my viewpoint.

I can give a presentation about a avorite movie or songand tell why I like it.

I can give a presentation about a amous person orhistorical figure and tell why he/she is important.

I can share my reactions about a current event andexplain why the event is in the news.

I can ________________________________________


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INTERMEDIATE HIGH

I can make presentations in a generally organized way on school, work, and community topics, and on topicsI have researched. I can make presentations on some events and experiences in various time frames.

I can present inormation on academic and work topics.

I can present ideas about something I have learned,such as a historical event, a amous person, or a currentenvironmental issue.

I can explain a series o steps needed to complete a task orexperiment.

I can explain to someone who was absent what took placein class or on the job.

I can present my qualifications and goals or an academicprogram, training, or job.

I can ________________________________________

I can make a presentation on events, activities, and topicso particular interest.

I can present on something I learned rom the media.

I can make a presentation about an interesting person.

I can summarize a personal, historical, or cultural event.

I can give a presentation about my interests, hobbies,liestyle, or preerred activities.

I can make a presentation about the history or currentstatus, o a school, organization, or company.

I can make a presentation about uture plans.

I can ________________________________________

I can present my point o view and provide reasons tosupport it.

I can make a presentation on rules or policies such as cellphone use, dress code, or requirements or driving andexplain my viewpoint.

I can share and justiy my opinion on common issuessuch as allowances or children, curews or teenagers,budget-related topics, etc.

I can explain my point o view on current event topicssuch as recycling, nutrition and exercise, the ood supply,conserving energy resources, extreme weather events, etc.

I can ________________________________________


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I can deliver short presentations on a number o academic

and workplace topics.

I can present an explanation or a work or school process,project, or policy.

I can provide a rationale or the importance o certainclasses, subjects, or training programs.

I can present a summary o an action plan or annualreport or a club or work group.

I can ________________________________________

I can deliver short presentations on social and culturaltopics.

I can present an explanation or a social or communityproject or policy.

I can give a presentation about the importance o certainsocial and cultural practices.

I can give a presentation on traditions related to socialevents such as homecoming, graduation, marriages,unerals, etc.

I can present a summary o an action plan or annualreport or a community or social organization.

I can ________________________________________

I can explain issues o public and community interest,

including different viewpoints.

I can present reasons or or against a position on apolitical or social issue.

I can make a presentation related to public health orsaety.

I can present a position during a ormal debate.

I can make a presentation promoting an event, a service,or a product.

I can ________________________________________

I can deliver presentations or a specific audience.

I can deliver a presentation to my classmates orcolleagues.

I can make presentations about special opportunities suchas internships and study abroad.

I can provide an explanation about a process orprocedure such as obtaining a driver’s license, submittingan application or college admission, applying or ascholarship financial aid, etc.

I can present an overview about my school, community,

or workplace. I can ________________________________________

ADVANCED LOW

I can deliver organized presentations appropriate to my audience on a variety of topics.I can present information about events and experiences in various time frames.


20/44


ADVANCED MID

I can deliver well-organized presentations on concrete social, academic, and professional topics.I can present detailed information about events and experiences in various time frames.

I can present inormation about events o public orpersonal interest.

I can recount the details o a historical event.

I can present in detail the plot, setting, characters, etc.o a film or book.

I can describe in detail a social event or a localcelebration.

I can present a ull account o the social and culturalactivities rom a recent trip or excursion.

I can tell a story to a particular audience or dramatic

effect.

I can incorporate simple analogies into presentations.

I can give an accurate description o something Iparticipated in or witnessed.

I can ________________________________________

I can convey my ideas and elaborate on a variety oacademic topics.

I can make presentations on a variety o subjects I haveresearched.

I can teach a lesson intended or a particular audience.

I can give detailed presentations on the process and theoutcome o an experiment, research study, etc.

I can make presentations to advocate or educationalopportunities such as membership in a club, honorsociety, or study abroad.

I can give a presentation on a capstone or similarsummative project such as a thesis or seminar.

I can ________________________________________

I can give presentations with ease and detail on a wide variety o topics related to proessional interests.

I can give a presentation about my studies, work, ororganization to an outside audience.

I can advocate or new ideas or innovative approachesrelated to school, work, or training.

I can present detailed inormation to clients, customers,or others.

I can ________________________________________


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ADVANCED HIGH

I can deliver detailed presentations, usually with accuracy, clarity and precision, on avariety of topics and issues related to community interests and some special fields of expertise.

I can present complex inormation on many concretetopics and related issues.

I can deliver detailed and well-organized presentationsabout topics that I have studied, such as modern art orinternet journalism.

I can present complex inormation about my workresponsibilities, such as interacing with other employees,and new directions in the field.

I can give a presentation about cultural influences onsociety.

I can speak about the details and value o an experiment Ihave perormed.

I can incorporate a variety o supporting media andmaterials such as statistics, analyses, trends, polls, etc.into a presentation.

I can ________________________________________

I can present a viewpoint with supporting arguments on acomplex issue.

I can present a detailed, supported argument aboutthe need or alternative energy sources or otherenvironmental topics.

I can clearly present a particular political viewpoint.

I can present an argument in avor o an economic policyand support my opinion with details.

I can deend or challenge a controversial action taken by aperson or group.

I can ________________________________________

I can use appropriate presentational conventions andstrategies.

I can incorporate some appropriate idiomatic andculturally authentic expressions and behaviors in mypresentation.

I can express my viewpoints using expressionsappropriate or the target language and culture.

I can deliver my presentation appropriate to the ormalityo the setting.

I can ________________________________________


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DISTINGUISHED

I can deliver sophisticated and articulate presentations on a wide range of global issues and highly abstractconcepts in a culturally appropriate manner, tailored to a variety of audiences.

SUPERIOR

I can deliver detailed presentations with accuracy, clarity, and precision to a wide variety of audienceson topics and issues ranging from broad general interests to areas of specialized expertise.

I can give a clearly articulated and well-structuredpresentation on a complex topic or issue.

I can provide a balance o explanations and examples on acomplex topic.

I can expound on a concept or trend in my field ospecialization.

I can give a speech on a particular controversial issue,challenging listeners to consider multiple perspectives.

I can lecture or a variety o purpose in a way that alignsthe presentation with intended objectives.

I can ________________________________________

I can adapt the language in my presentation or casual,proessional, or general public audiences.

I can use both inormal to ormal speech when speakingto a mixed group.

I can use specialized language or jargon targeted to aparticular audience.

I can simpliy my speech or younger or less inormedaudiences.

I can ________________________________________

I can depart rom the prepared text o my presentationwhen appropriate.

I can speak extemporaneously to clariy or expand onpoints in a presentation.

I can fill in gaps to address the audience’s lack oknowledge on a particular topic.

I can restructure my presentation to reflect a particularpoint o view.

I can effortlessly reormulate what I want to say wheninterrupted or misunderstood.

I can confidently present on a complex topic to an

audience unamiliar with the topic and make adjustmentsas needed to meet the needs o the audience.

I can ________________________________________

I can present skillully and with accuracy, efficiency, andeffectiveness in a variety o settings.

I can deliver a speech fluently and with ease whenspeaking to a variety o audiences.

I can use culturally authentic language by adjusting myspeech and register or a variety o purposes in a ormal

setting.

I can use language that ully reflects the nuances o thetarget culture.

I can use rhetorical devices to convey humor, irony, orsatire.

I can demonstrate a broad range o vocabulary on a variety o general, personal, proessional, and academictopics.

I can gauge the level o comprehension o my audienceand readjust my presentation’s content or style.

I can ________________________________________

I can tailor my presentation to engage an audience whoseattitudes and culture may be different rom my own.

I can incorporate a wide range o idioms and culturallyauthentic reerences.

I can connect with my audience by incorporating culturaland historical reerences.

I can use examples that are well recognized in the targetculture to enrich my presentation.

I can align my language and gestures to reflect culturaltradition and respect or cultural perspectives.

I can ________________________________________


23/44

NCSSFL-ACTFL Can-Do StatementsPresentational Writing

I can copy some characters or letters and words that I see

on the wall or board, in a book, or on the computer.

I can copy the letters o the alphabet.

I can copy the characters that I am learning.

I can copy a simple phrase like “Happy Birthday,” “HappyHolidays,” etc.

I can ________________________________________

I can write words and phrases that I have learned.

I can write my name, home address, and my emailaddress.

I can write numbers such as my phone number.

I can write the date and the day o the week.

I can write the months and seasons.

I can ________________________________________

I can label amiliar people, places, and objects in pictures

and posters.

I can label amous landmarks and people.

I can write the names o countries on a map.

I can list items I see every day.

I can label items in a room.

I can ________________________________________

I can fill out a simple orm with some basic personalinormation.

I can fill out a orm with my name, address, phonenumber, birth date, and nationality.

I can complete a simple online orm.

I can fill out a simple schedule.

I can ________________________________________

I can write about mysel using learned phrases and

memorized expressions.

I can list my likes and dislikes such as avorite subjects,sports, or ree-time activities.

I can list my amily members, their ages, their

relationships to me, and what they like to do. I can list my classes and tell what time they start and end.

I can write simple statements about where I live.

I can ________________________________________

I can list my daily activities and write lists that help me inmy day-to-day lie.

I can label activities and their times in my daily schedule. I can write about what I do on the weekends.

I can write a to-do list.

I can write a shopping list.

I can ________________________________________

I can write notes about something I have learned using

lists, phrases, and memorized expressions.

I can list the main cities o a specific country.

I can write the phrases and memorized expressionsconnected with holiday wishes and celebrations in a

specific country.

I can create a list o topics or categories using vocabularyI have learned.

I can write something I hear or have heard such as simpleinormation in a phone message or a classroom activity.

I can ________________________________________

NOVICE LOW

I can copy some familiar words, characters, or phrases.

NOVICE MID

I can write lists and memorized phrases on familiar topics.


24/44

NCSSFL-ACTFL Can-Do Statements Presentational Writing22

I can write inormation about my daily lie in a letter,blog, discussion board, or email message.

I can introduce mysel.

I can describe my amily and riends.

I can describe my school.

I can describe where I work and what I do.

I can ________________________________________

I can write short notes using phrases and simplesentences.

I can write a postcard message.

I can write a special occasion message such as a birthdayor congratulatory note.

I can write a short announcement, invitation, or thank-you note.

I can ________________________________________

I can write about a amiliar experience or event using

practiced material.

I can write what I do in class or at work.

I can write what happens afer school or during theweekend.

I can write about a website, a field trip, or an activity thatI participated in.

I can ________________________________________

I can write basic inormation about things I have learned.I can write up a simple process like a science experiment.

I can write about a topic rom a lesson using pictures orphotos.

I can write about something I learned online, in a class, atwork, or in the community.

I can ________________________________________

I can ask or inormation in writing.

I can request resources like brochures or postedinormation.

I can request an appointment with a classmate, teacher, orcolleague.

I can request an application or a job, membership in aclub, or admission to a school or program.

I can ________________________________________

NOVICE HIGH

I can write short messages and notes on familiar topics related to everyday life.


25/44


INTERMEDIATE LOW

I can write briefly about most familiar topics and present information using a series of simple sentences.

I can write about people, activities, events, andexperiences.

I can describe the physical appearance and personality oa riend or amily member.

I can write about a school, workplace, amous place, orplace I have visited.

I can write about a holiday, vacation, or a typicalcelebration.

I can write about something I have learned.

I can write about what I plan to do next in my lie.

I can ________________________________________

I can prepare materials or a presentation.

I can write out a draf o a presentation that I plan topresent orally.

I can write an outline o a project or presentation.

I can write notes or a speech.

I can ________________________________________

I can write about topics o interest.I can write about a movie or a television show that I like.

I can write about a amous athlete, celebrity, or historicalfigure.

I can write a brie explanation o a proverb or nurseryrhyme.

I can write a simple poem.

I can ________________________________________

I can write basic instructions on how to make or dosomething.

I can write the rules o a game.

I can write about how to prepare something simple to eat.

I can write about a simple routine, like getting lunch inthe caeteria.

I can write simple directions to a nearby location or to anonline resource.

I can ________________________________________

I can write questions to obtain inormation.

I can post a question or discussion or reflection.

I can develop a simple questionnaire or survey. I can ________________________________________


26/44


INTERMEDIATE MID

I can write on a wide variety of familiar topics using connected sentences.

I can write messages and announcements.

I can write a message to explain or clariy something.

I can write about common events and daily routines.

I can write an autobiographical statement or a contest,study abroad or other special program, or job application.

I can write an invitation or flyer about an event I amplanning.

I can ________________________________________

I can write short reports about something I have learned

or researched.

I can write a short article on a current event.

I can write about an academic subject, such as science,math, art, etc.

I can write the minutes or a debrie rom a club or othermeeting.

I can ________________________________________

I can compose communications or public distribution.

I can create a flyer or an upcoming event at my school orat work.

I can write a review o a movie, book, play, exhibit, etc.

I can post an entry to a blog or a discussion orum.

I can compose a simple letter, response, or article or apublication.

I can contribute to a school or work publication.

I can ________________________________________

INTERMEDIATE HIGH

I can write on topics related to school, work, and community in a generally organized way.I can write some simple paragraphs about events and experiences in various time frames.

I can write about school and academic topics.

I can write a simple summary about something I havelearned.

I can write a series o steps needed to complete a task,such as or an experiment.

I can prepare notes or someone who was absent romclass or school.

I can write the content or a multi-media presentation, ahandout, a synopsis, etc.

I can ________________________________________

I can write about work and career topics.

I can write a simple summary about an assignment ortask that I’ve been asked to do.

I can document the series o steps needed to complete atask or project.

I can prepare notes or someone who is new or has beenabsent rom a project, team, or work meeting.

I can draf a work plan.


I can ________________________________________

I can write about community topics and events.

I can write a simple summary about something I haveresearched.


I can write the series o steps needed to complete a task,such as or a community event or a und raiser.

I can summarize what has been happening in thecommunity or someone who is new or has been away.

I can ________________________________________

I can write about an entertainment or social event.

I can summarize a conversation or interview that I hadwith someone.

I can describe an event that I participated in or witnessed.

I can write a brie summary o the plot o a movie or anepisode o a V show.

I can ________________________________________


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I can meet basic school and academic writing needs.

I can revise class or meeting notes that I have taken ordistribution.

I can draf and revise an essay or composition as part o aschool assignment.

I can write an abstract or a science air project, researchstudy, or conerence.

I can write summaries or annotations or a researchproject.

I can ________________________________________

I can meet basic work and career writing needs.

I can write an inormational memo about a project orevent.

I can write summaries or a multi-step work plan or anew project.

I can write brie job descriptions or perormance reports.

I can revise or distribution meeting notes that I havetaken.

I can draf and revise a resume or cover letter.

I can ________________________________________

I can meet basic social and civic writing needs.

I can manage and edit an online journal, blog, ordiscussion orum.

I can write an article about an event or project o a club orgroup.

I can write a letter o advice or letter to the editor on asocial, civic, or political issue.

I can prepare reports and online communications or asocial club, community, or political group.

I can ________________________________________

ADVANCED LOW

I can write on general interest, academic, and professional topics.I can write organized paragraphs about events and experiences in various time frames.


28/44


ADVANCED MID

I can write on a wide variety of general interest, professional, and academic topics.I can write well-organized, detailed paragraphs in various time frames.

I can write well organized texts or a variety o academic

purposes.

I can write a research paper on a topic related to mystudies or area o specialization.

I can write a proposal or a project or a research study.

I can write a newspaper and/or magazine article about anevent, project, or research initiative.

I can write content or instructional resources.

I can ________________________________________

I can write well organized texts or a variety oproessional purposes.

I can write letters o recommendation.

I can write a project proposal or a report.

I can write about the results o a survey and therecommendations that might ollow.

I can write a statement or a job application.

I can write perormance reviews or project evaluations.

I can write brochures or other resources or clients orcustomers.

I can ________________________________________

I can write well organized texts or a variety o general

interest purposes.

I can write an article or a special interest magazine.

I can write a amily or community history.

I can write brochures or other resources or communityevents or undraising.

I can write promotional materials.

I can ________________________________________

ADVANCED HIGH

I can write extensively with significant precision and detail on a variety of topics,most complex issues, and some special fields of expertise.

I can write using target language and culture conventions

to present and elaborate a point o view.

I can write a position paper on an issue I have researchedor related to my field o expertise.

I can express a detailed point o view in a blog or otherpublic orum.

I can write an editorial piece in order to speculate onoutcomes or implications o an issue.

I can ________________________________________


or inormal purposes.

I can write a personal mission statement.

I can write a statement o purpose related to myproessional goals.

I can write entries in a reflection journal.

I can ________________________________________


or ormal purposes.

I can write an in-depth research paper.

I can write a policy statement.

I can contribute to a strategic plan.

I can create a proessional portolio. I can ________________________________________


29/44


DISTINGUISHEDI can write about global issues from highly conceptualized and analytical perspectives.

I can tailor my writing to sophisticated readers.

SUPERIOR

I can write about complex and abstract issues ranging from topics of broad general interests to areasof specialized expertise using standard structure, lexicon, and writing protocols.

I can write effectively about complex and abstract issues o

general interest.

I can write an analysis piece or a literary magazine orother similar publications.

I can write a comprehensive policy statement challengingreaders to consider multiple perspectives.

I can write personal imaginative texts, such as a film ordrama script, ollowing established conventions o thegenre.

I can ________________________________________

I can write about complex and abstract issues on academic

and proessional topics.

I can write extensively on a concept or trend in my fieldo specialization.

I can write an article or submission to a proessional orspecialized journal.

I can write using specialized or proessional vocabulary.

I can write an academic thesis or dissertation.

I can ________________________________________

I can develop an argument using the writing mechanics

and organizational style o the target language andculture.

I can accurately apply the standard punctuation o thetarget language.

I can write using appropriate grammatical structures othe target language.

I can structure my prose to reflect the way in whicharguments are structured and elaborated in targetlanguage writing.

I can ________________________________________

I can craf texts using a variety o writing styles reflective

o target culture patterns.

I can use rhetorical devices to convey humor, irony, orsatire.

I can write metaphorically based on the cultural orhistorical context o the readership.

I can use language that reflects nuances o the target

culture as appropriate to the context and readership.

I can ________________________________________

I can write as succinctly or elaborately as required by the

purpose o the writing.

I can write a text as short as a poem or as long as atreatise.

I can author persuasive and hypothetical discourse.

I can write a persuasive communication.

I can advocate a position that is not necessarily my own.

I can ________________________________________

I can write creatively.

I can write in a thought-provoking manner.

I can write in unconventional ways that surprise thereader.

I can use structure and punctuation to enhance meaning.

I can ________________________________________


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NCSSFL-ACTFL Can-Do Statements Interpretive Listening28

I can occasionally identiy the sound o a character or

a word.

I can recognize the sound o a ew letters when they arespoken or spelled out.

I can ________________________________________

I can occasionally understand isolated words that I have

memorized, particularly when accompanied by gesturesor pictures.

I can understand greetings.

I can recognize some color words.

I can understand some numbers.

I can understand some ood items.

I can ________________________________________

I can understand a ew courtesy phrases.

I can understand greetings.

I can understand when people express thanks.

I can understand when people introduce themselves.

I can understand when someone asks or a name.

I can ________________________________________

I can recognize and sometimes understand basic

inormation in words and phrases that I have memorized.

I can understand days o the week and the hour.

I can recognize when I hear a date.

I can recognize some common weather expressions.

I can ________________________________________

I can recognize and sometimes understand words and

phrases that I have learned or specific purposes.

I can recognize the names o the planets in a science class.

I can recognize the names o some parts o the body in ahealth or fitness class.

I can ________________________________________

NOVICE LOW

I can recognize a few memorized words and phrases when I hear them spoken.

NOVICE MID

I can recognize some familiar words and phrases when I hear them spoken.


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NCSSFL-ACTFL Can-Do StatementsInterpretive Listening

INTERMEDIATE LOW

I can understand the main idea in short, simple messages and presentations on familiar topics.I can understand the main idea of simple conversations that I overhear.

I can sometimes understand simple questions orstatements on amiliar topics.

I can recognize the difference between a question and astatement.

I can sometimes understand questions about how old Iam, where I live, what I do in my ree time, etc.

I can sometimes understand questions or statementsabout amily.

I can sometimes understand questions or statementsabout my riends and classmates or workmates.

I can ________________________________________

I can understand simple inormation when presented withpictures and graphs.

I can understand some acts about the weather whenweather symbols are used.

I can understand when someone describes physicaldescriptions rom a photo or an art work.

I can ollow along with simple arithmetic problems whenI can see the figures.

I can ________________________________________

I can sometimes understand the main topic oconversations that I overhear.

I can sometimes understand i people are reerring to me.

I can sometimes understand i people are talking abouttheir homes or asking or directions.

I can sometimes understand a simple transaction betweena customer and a sales clerk.

I can ________________________________________

NOVICE HIGH

I can often understand words, phrases, and simple sentences related to everyday life.I can recognize pieces of information and sometimes understand the main topic of what is being said.

I can understand the basic purpose o a message.

I can determine i I am hearing an announcement or anadvertisement.

I can understand what a radio advertisement is selling.

I can understand when and where an event will take

place. I can understand a voice message accepting or rejectingan invitation.

I can ________________________________________

I can understand messages related to my basic needs.

I can understand a clear and repeated announcementabout a flight’s departure time and/or gate.

I can understand teacher announcements about when anassignment is due.

I can understand the date and time o when a voicemessage was recorded.

I can ________________________________________

I can understand questions and simple statements oneveryday topics when I am part o the conversation.

I can understand questions about my work or classschedule.

I can understand questions about my likes and dislikes.

I can understand simple compliments about what I amwearing or what I am doing.

I can ________________________________________


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NCSSFL-ACTFL Can-Do Statements Interpretive Listening30

I can understand basic inormation in ads,announcements, and other simple recordings.

I can understand when, where, and who is playing in aconcert rom a radio advertisement.

I can understand the main message o an e-card greeting.

I can understand what service is being offered in a V ad.

I can identiy the type o film rom a movie preview.

I can ________________________________________

I can understand the main idea o what I listen to or

personal enjoyment.

I can understand basic questions or statements during a video conerence.

I can understand a short Youube clip.

I can understand peers’ recorded descriptions aboutthemselves or their avatars.

I can ________________________________________

I can understand messages related to my everyday lie. I can understand a voice message about the time andplace o meeting.

I can understand a box-office recording about the timeso the perormances or events.

I can understand that an event is being postponed orcancelled.

I can ________________________________________

INTERMEDIATE MID

I can understand the main idea in messages and presentations on a variety of topics related to everyday lifeand personal interests and studies. I can understand the main idea in conversations that I overhear.

INTERMEDIATE HIGH

I can easily understand the main idea in messages and presentations on a variety of topics related toeveryday life and personal interests and studies. I can usually understand a few details of what I overhearin conversations, even when something unexpected is expressed. I can sometimes follow what I hear about

events and experiences in various time frames.

I can easily understand straightorward inormation orinteractions.

I can understand the descriptions o avatars in a new video game.

I can understand an interview between a student reporterand oreign visitors about activities they have done andare planning to do while in town.

I can understand a tour guide’s description o a city’s

history and attractions.

I can ________________________________________

I can understand a ew details in ads, announcements, andother simple recordings.

I can understand a ew details about a nutritionalrecommendation in a public service health announcement.

I can understand the services offered in an ad about a carrepair service.

I can understand a ew details rom public service announce-ments such as severe weather warnings or saety alerts.

I can ________________________________________

I can sometimes understand situations with complicatingactors.

I can understand a voice message rom an exchange studenttelling why she will be late.

I can understand a phone message about a change in meetingtimes and place.

I can understand a voice message rom the airlines aboutchanges to a flight schedule.

I can ________________________________________


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NCSSFL-ACTFL Can-Do StatementsInterpretive Listening

I understand descriptions and stories o events that havehappened or will happen.

I can understand short presentations about amouspeople in history.

I can understand a voicemail outlining the details o aplan or an upcoming outing.

I can ollow a video conerencing session in which thespeakers recount their experience on a recent trip.

I can ________________________________________

I can understand the main idea o popular genres.

I can ollow televised promotions or upcomingprograms.

I can ollow a Youube comparison o two popular vacation locations.

I can ollow simple oral stories, recorded books,summaries, or short excerpts rom speeches.

I can understand some simple inormation rom a movietrailer.

I can ________________________________________

ADVANCED LOW

I can understand the main idea and some supporting details in organized speech on a variety of topics of personaland general interest. I can follow stories and descripti

world languages can do statements

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