Colorado WL Standards and Actfl Proficiency Guidelines Summary

7/31/2019 Colorado WL Standards and Actfl Proficiency Guidelines Summary

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Colorado Academic World Languages Standards-4 C's

1. Communication: Communication in Languages Other Than English1.1 Interpersonal mode:Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions1.2 Interpretive mode:Understand and interpret written and spoken language on a variety of topics

1.3 Presentational mode:Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics

2. Cultures: Knowledge and Understanding of Other Cultures2.1 Cultural practices and perspectives:Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied2.2 Cultural products and perspectives:Demonstrate an understanding of the relationship between the products and perspectives of the cultures studied

3. Connections: Connections with Other Disciplines and Information Acquisition3.1 Connections to other disciplines:Reinforce and further knowledge of other disciplines through the foreign language

3.2 Acquiring new information:Acquire information and recognize the distinct viewpoints that are only available through the foreign language and its cultures.

4. Comparisons: Comparisons to Develop Insight into the Nature of Language and Culture4.1 Language comparisons:Demonstrate understanding of the nature of language through comparisons of the language studied and their own4.2 Cultural comparisons:Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own

Prepared Graduate Competencies (PGC)

Communication in Languages Other Than English1. Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

(Interpersonal mode)2. Understand and interpret written and spoken language on a variety of topics. (Interpretive mode)3. Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

(Presentational mode)

Knowledge and Understanding of Other Cultures1. Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.2. Demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.

Connections with Other Disciplines and Information Acquisition1. Reinforce and further knowledge of other disciplines through the foreign language.2. Acquire information and recognize the distinctive viewpoints that are only available through the foreign language

and its cultures.

Comparisons to Develop Insight into the Nature of Language and Culture 1. Demonstrate understanding of the nature of language through comparisons of the language studied and their own.2. Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.


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Ranges-PreK-13 Ranges: What students are able to know, understand and be able to do?(Resources: ACTFLProficiency Guidelines/ACTFL Performance Guidelines)

Intermediate-MidIntermediate-LowNovice-HighNovice-MidNovice-Low

Language learners can be expected to move through levels of proficiency at different rates. In addition, language learnersmay demonstrate differing proficiencies depending upon the communicative mode in which they are functioning(interpersonal, interpretive, orpresentational).

Unlike other Colorado Academic Content Standards areas, proficiency levels, rather than grade levels benchmark the worldlanguages standards. The American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines for K-12 Learners informed the development of these proficiency levelsRange Level Expectations: The levels are summarily reflected in the following proficiency statements:

Novice-Low Range: Students communicate using isolated words and some high-frequency phrases with verylimited communicative ability.

Novice-Mid Range: Students communicate using memorized words and phrases to talk about familiar topicsrelated to school, home, and the community. Students are able to speak and write using short sentences thatcontain learned words and phrases. They are able to understand the target language when it is spoken in short,simple phrases and sentences and contain many cognates and memorized phrases and words.. They are able toread very brief texts with comprehension based on basic common themes such as family, school, activities, etc. .Comprehension is further enhanced when the spoken language and written text are supported by visual cues andgestures.

Novice-High Range: Students communicate using words, lists, and simple sentences to ask and answerquestions, to handle simple transactions related to everyday life, and to talk about subject matter studied in otherclasses. Students are able to speak and write using short sentences that contain learned words and phrases. Theyare able to understand the target language when it is spoken in short, simple phrases and sentences. They are ableto read brief texts with comprehension. Comprehension is further enhanced when the spoken language and writtentext are supported by visual cues and gestures.

Intermediate-Low Range: Students communicate using simple sentences to ask and answer questions, to handlesimple transactions related to everyday life, and to talk about subject matter studied in other classes. Students areable to participate in simple conversational situations using sentences and groups of sentences. They can createwith the target language by combining and recombining learned phrases and words. They can write simplemessages, read authentic texts dealing with familiar topics, and understand the main ideas when listening to

conversations dealing with familiar topics or themes. At this range is when students begin to autonomously createwith the target language for the first time.

Intermediate-Mid Range: Students communicate using strings of sentences to ask and answer questions, tohandle simple transactions related to everyday life, and to talk about subject matter studied in other classes.Students can initiate and sustain conversations by making statements, asking questions, and giving appropriateresponses. They can communicate using appropriate time frames on everyday topics both orally and in writing.Students are able to compose cohesive paragraphs related to familiar topics and personal experiences. They areable to understand the main ideas and significant details in extended discussions and presentations, both live andrecorded. They are able to acquire new knowledge and information from authentic texts including short literary textsand media.
http://www.njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World%20Languageshttp://www.njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World%20Languageshttp://www.njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World%20Languageshttp://www.njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World%20Languageshttp://www.njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World%20Languageshttp://www.njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World%20Languageshttp://www.njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World%20Languageshttp://www.njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World%20Languageshttp://www.njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World%20Languageshttp://www.njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World%20Languageshttp://www.njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World%20Languages


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Range level expectations at a glance

Intermediate-mid

Communication in

languages other thanEnglish

1. Initiate, sustain, and conclude conversations,(written or oral) in a variety of situations based on

familiar and unfamiliar vocabulary and learnedgrammatical structures. (interpersonal mode)

2. Comprehend spoken or written language in avariety of situations based on familiar andunfamiliar vocabulary and learned grammaticalstructures. (interpretive mode)

3. Present (written or oral) in a variety of situationsbased on familiar and unfamiliar vocabulary andlearned grammatical structures. (presentational

mode)

Knowledge and

Understanding of OtherCultures

1. Analyze how the viewpoints of people who speakthe target language are reflected in their practices

2. Analyze how the cultural products reflect practicesand perspectives in the cultures studies

Connections with Other

Disciplines andInformation Acquisition

1. Analyze the connections between informationgathered from target language resources and otherdisciplines

2. Classify and organize information acquired fromauthentic resources

Comparisons to DevelopInsight into the Nature

of Language and Culture

1. Analyze the significance of the similarities anddifferences between the target language and thestudents own language

2. Analyze the significance of the similarities anddifferences between the target culture(s) and thestudents own culture


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Range level expectations at a glanceIntermediate-low

Communication in

languages other than

English

1. Initiate, sustain, and conclude conversations,(written or oral) in a variety of situations based onfamiliar and unfamiliar vocabulary and learnedgrammatical structures. (interpersonal mode)

2. Comprehend spoken or written language in avariety of situations based on familiar andunfamiliar vocabulary and learned grammatical

structures. (interpretive mode)

3. Present (written or oral) on a variety of familiartopics, using familiar vocabulary and learned

grammatical structures. (presentational mode)

Knowledge andUnderstanding of Other

Cultures

1. Draw conclusions using ones understanding of theperspectives and practices of the cultures studied

2. Examine how the viewpoints of people who speakthe target language are reflected in their products

Connections with OtherDisciplines and

Information Acquisition

1. Assess the usefulness of information gathered fromtarget language resources for application in other

disciplines

2. Examine viewpoints presented in authentic sourcesComparisons to DevelopInsight into the Nature

of Language and Culture

1. Recognize how the significance of the similaritiesand differences between the target language and

the students own language provides insight into

the structures in their own language

2. Compare the similarities and differences betweenthe target culture(s) and the students own culture


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Novice-High

Communication in


English

1. Participate in guided conversations (written or oral)on a variety of familiar and predictable topics, usingboth memorized and occasionally spontaneouslanguage (Interpersonal mode)

2. Comprehend oral or written exchanges on a varietyof familiar topics using both high frequencyvocabulary and unfamiliar vocabulary and learned

grammatical structures (interpretive mode)

3. Present (written or oral) on a variety of familiartopics using both high frequency vocabulary and

unfamiliar vocabulary and learned grammaticalstructures (Presentational mode)

Knowledge and


1. Examine common practices and viewpoints withinthe cultures studied

2. Examine familiar products of the cultures studiedConnections with OtherDisciplines and


1. Examine the connections between informationgathered from target language resources and other

disciplines

2. Examine own experiences and compare with thoseof speakers of the target language using authenticresources

Comparisons to Develop

Insight into the Natureof Language and Culture

1. Describe similarities and differences betweenstructural patterns of the target language throughcomparisons of the students own language and thelanguage studied

2. Describe the nature of culture through comparisonsof the target culture(s) and the students owncultureand how the two cultures interact


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Novice-Mid

Communication in


English

1. Participate in basic conversations (written or oral)on a variety of familiar and predictable topics, usingisolated words and learned phrases (Interpersonalmode)

2. Comprehend short learned exchanges (written ororal) on learned topics that use learned vocabularyand grammatical structures (Interpretive mode)

3. Present using learned and simple phrases/expressions (written or oral) on very familiar topics,

(Presentational mode)

Knowledge and


1. Summarize common practices and viewpointswithin the cultures studied

2. Describe familiar products of the cultures studiedConnections with OtherDisciplines and


1. Summarize the connections between informationgathered from target language resources and other

disciplines

2. Classify and organize information acquired fromauthentic resources, including via technology



1. Expand knowledge of similarities and differences ofbasic structural patterns of language throughcomparisons of the students own language and the

language studied

2. Investigate the nature of culture throughcomparisons of the target culture(s) and the

students own culture and how the two cultures

interact


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Novice-low

Communication in


English

1. Communicate about very familiar topics usingisolated words and memorized oral and writtenphrases (Interpersonal mode)

2. Comprehend isolated learned words and memorizedoral and written phrases (written or oral) about

very familiar topics (Interpretive mode)

3. Present on very familiar topics using isolated wordsand memorized oral and written phrases (written ororal) on very familiar topics (Presentational mode)

Knowledge andUnderstanding of Other

Cultures

1. Identify common practices within the targetcultures studied

2. Identify common products of the target culturesstudied

Connections with OtherDisciplines and


1. Identify the connections between informationgathered from target language resources and other

disciplines

2. Locate and use basic information from targetlanguage resources.



1. Identify similarities and differences of the mostbasic vocabulary through comparisons of thestudents own language and the language studied

2. Identify and recognize the nature of culture throughcomparisons of the target culture(s) and thestudents own culture

The Role of Grammar in the World Languages ClassWhile knowledge of the grammar of a language (e.g., rules for syntax, tense, and other elements of usage) is not anexplicit goal of the World Languages standards, grammar plays a supporting role in allowing students to achieve thestated linguistic proficiency goals of the proficiency ranges. Grammar is one tool that supports the attainment of thestated linguistic goals; others tools include knowledge of vocabulary, sociolinguistic knowledge, understanding ofcultural appropriateness, and grasp of communication strategies.Students who are provided with ample opportunities to create meaning and use critical thinking skills in a language of

study achieve linguistic proficiency. Research has established that all grammar learning must take place within ameaningful context, with the focus on producing structures to support communication.

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Colorado WL Standards and Actfl Proficiency Guidelines Summary

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