CCSD Curriculum Elements

Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Speaking IH 100px  CCSD WL Speaking WL Proficiency IL 

   

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 of a friend or family member.

·  I can describe another person’s personality.

·  I can describe a school or workplace.

·  I can describe a famous 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 express my needs and wants.

·  I can describe what I need for school or work.

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

 

I can present information on plans, instructions, and directions.

·  I can explain the rules of a game.

·  I can give multi-step instructions for preparing a recipe.

·  I can describe what my plans are for the weekend.

·  I can describe what my summer plans are.

·  I can describe holiday or vacation plans.

·  I can describe what is needed for a holiday or a celebration.

·  I can describe what I plan to do next in my life.

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 performance of a skit or a scene from a play.

 

I can express my preferences on topics of interest.

·  I can give a presentation about a movie or television show that I like.

·  I can give a presentation about a famous athlete, celebrity, or historical figure.

·  I can express my thoughts about a current event I have

·  learned about or researched

 

Pin It

Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Speaking IH 100px  CCSD WL Speaking WL Proficiency IM 

   

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 social experiences.

·  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 for the future.

I can make a presentation on smething I have learned or researched.

·  I can give a short presentation on a current event.

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

·  I can describe how to plan and carry out an event, such as a party or family reunion.

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

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

·  I can give a presentation about a favorite movie or song and tell why I like it.

·  I can give a presentation about a famous person or historical figure and tell why he/she is important.

·  I can share my reactions about a current event and explain why the event is in the news.

 

 

Pin It

Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

 Performace
Description
 Domain  Level
 CCSD WL Speaking IH 100px  CCSD WL Speaking WL Proficiency IH 

   

INTERMEDIATE HIGH:

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

 

I can present information on academic and work topics.

·  I can present ideas about something I have learned, such as a historical event, a famous person, or a current environmental issue.

·  I can explain a series of steps needed to complete a task or experiment.

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

·  I can present my qualifications and goals for an academic program, training, or job.

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

·  I can present on something I learned from 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, lifestyle, or preferred activities.

·  I can make a presentation about the history or current status, of a school, organization, or company.

·  I can make a presentation about future plans.

 I can present my point of view and provide reasons to support it.

·  I can make a presentation on rules or policies such as cell phone use, dress code, or requirements for     driving and explain my viewpoint.

·  I can share and justify my opinion on common issues such as allowances for children, curfews for  teenagers, budget-related topics, etc.

·  I can explain my point of view on current event topics such as recycling, nutrition.

·  I can explain my point of view on current event topics such as recycling, nutrition and exercise, the food supply, conserving energy resources, extreme weather events, etc

 

 

Pin It

Culture

Interact with cultural competence and understanding. The study of culture and language is strongly interconnected. Students use the language to investigate and interact properly with the practices, perspectives, and products of the various cultures. 

 LEVELS CCSD WL Interculturality Products PracticesProducts and Practices  CCSD WL Interculturality PerspectivesPerspectives  CCSD WL Interculturality InteractionsCultural Interaction 
Novice  CCSD WL Interculturality Products Practices N 100px CCSD WL Interculturality Perspectives N 100px CCSD WL Interculturality Interactions N 100px
 Intermediate  CCSD WL Interculturality Products Practices I 100px  CCSD WL Interculturality Perspectives I 100px  CCSD WL Interculturality Interactions I 100px
 Advanced CCSD WL Interculturality Products Practices A 100px  CCSD WL Interculturality Perspectives A 100px  CCSD WL Interculturality Interactions A 100px

 

Pin It

Communication

To share or exchange information, news, or ideas effectively in more than one language in order to function in a variety of situations and for multiple purposes.

CCSD WL Modes InterpersonalInterpersonal Communication

Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

Click HERE to download the Interpersonal Communication Self-Assessment Checklist.

 

CCSD WL Interpersonal NH 100px Novice:

Expresses self in conversations on very familiar topics using a variety of words, phrases, simple sentences, and questions that have been highly practiced and memorized.

CCSD WL Interpersonal IH 100px

Intermediate:

Expresses self and participates in conversations on familiar topics using sentences and series of sentences. Handles short social interactions in everyday situations by asking and answering a variety of questions. Can communicate about self, others, and everyday life.

CCSD WL Interpersonal AH 100px

Advanced:

Expresses self fully to maintain conversations on familiar topics and new concrete social, academic, and work-related topics. Can communicate in paragraph- length conversation about events with detail and organization. Confidently handles situations with an unexpected complication. Shares point of view in discussions.

 

 American Council of Teaching of Foreign Languages (ACTFL)

 

Pin It

Communication

To share or exchange information, news, or ideas effectively in more than one language in order to function in a variety of situations and for multiple purposes.

CCSD WL Modes InterpretiveInterpretive Communication

Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

 

 

 

Click the icons below to download the Interpretive Communication Self-Assessment Checklists. Click the icons below to see the proficiency guidelines for each level.
Interpretive Listening

Novice

Intermediate Advanced
CCSD WL Listening

CCSD WL Listening NH 100px

CCSD WL Listening IH 100px CCSD WL Listening AH 100px
Interpretive Reading      
CCSD WL Writing CCSD WL Reading NH 100px CCSD WL Reading IH 100px CCSD WL Reading AH 100px

 

 

 American Council of Teaching of Foreign Languages (ACTFL)

 

Pin It

The language proficiency targets indicate what students are expected to do with the language at the end of each course in terms of producing language (speaking and writing), understanding language (listening and reading), and interacting with others in the language. Proficiency targets for each language are based on the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. 
Click on each of the headings for details on the target skills for each level.

Level

WL Interpersonal
Interpersonal
Communication

WL Speaking
Presentational
Speaking

WL Writing
Presentational
Writing

WL Listening
Interpretive
Listening

WL Reading
Interpretive
 Reading

Level I

Novice
Low
Novice
Mid
Novice
Low
Novice 
Mid
Novice
Low

Level II

Novice
Mid
Novice
Mid (+)
Novice
Mid
Novice
Mid (+)
Novice
Mid

Level III

Novice
Mid (+)
Novice
High
Novice
Mid (+)
Novice
High
Novice
Mid (+)

Level IV

Novice
High
Intermediate 
Low
Novice
High
Intermediate 
Low
Novice
High

Level V - VIII

Intermediate Low (-) to
Intermediate High (-)
Intermediate 
Mid (-) to 
Intermediate High
Intermediate 
Low (-) to 
Intermediate High (-)
Intermediate 
Mid (-) to 
Intermediate High
Intermediate 
Low (-) to 
Intermediate High (-)
Pin It

The language proficiency targets indicate what students are expected to do with the language at the end of each course in terms of producing language (Expresive and Glossing), understanding language (Receptive and Finger Spelling), and interacting with others in the language. Proficiency targets for each language are based on the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. 

Click on each of the headings for details on the target skills for each level. 

Level

Interpersonal
Receptive

Presentational
Expressive

Presentational
Glossing

Interpretive

Interpretive
FingerSpelling

Level I

Novice
Mid
Novice
Mid
Novice
Low
Novice 
High
Novice
Mid

Level II

Novice
High
Novice
High
Novice
Mid
Intermediate 
Low
Novice
High

Level III

Intermediate 
Low (-)
Intermediate 
Low (-)
Novice
High
Intermediate 
Mid (-)
Intermediate 
Low (-)

Level IV

Intermediate 
Low
Intermediate 
Low
Intermediate 
Low
Intermediate 
Mid
Intermediate
Low

Level V - VIII

Intermediate
Mid to
Advanced Low
Intermediate 
Mid to 
Advanced Low
Intermediate 
Mid to 
Advanced Low
Intermediate 
High (-) to 
Advanced Low
Intermediate 
Mid to 
Advanced Low
Pin It

The language proficiency targets indicate what students are expected to do with the language at the end of each course in terms of producing language (speaking and writing), understanding language (listening and reading), and interacting with others in the language. Proficiency targets for each language are based on the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. 
Click on each of the headings for details on the target skills for each level.

Level

WL Interpersonal
Interpersonal
Communication

WL Speaking
Presentational
Speaking

WL Writing
Presentational
Writing

WL Listening
Interpretive
Listening

WL Reading
Interpretive
Reading

Level I

Novice
Low
Novice
Mid
Novice
Low
Novice 
Mid
Novice
Low

Level II

Novice
Mid
Novice
Mid (+)
Novice
Mid
Novice
Mid (+)
Novice
Mid

Level III

Novice
Mid (+)
Novice
High
Novice
Mid (+)
Novice
High
Novice
Mid (+)

Level IV

Novice
High
Intermediate 
Low
Novice
High
Intermediate 
Low
Novice
High

Level V - VIII

Intermediate Low (-) to
Intermediate High (-)
Intermediate 
Mid (-) to 
Intermediate High
Intermediate 
Low (-) to 
Intermediate High (-)
Intermediate 
Mid (-) to 
Intermediate High
Intermediate 
Low (-) to 
Intermediate High (-)
Pin It

The language proficiency targets indicate what students are expected to do with the language at the end of each course in terms of producing language (speaking and writing), understanding language (listening and reading), and interacting with others in the language. Proficiency targets for each language are based on the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. 

Click on each of the headings for details on the target skills for each level. 

Level

WL Interpersonal

Interpersonal
Communication

WL Speaking

Presentational
Speaking

WL Writing

Presentational
Writing

WL Listening

Interpretive
Listening

WL Reading

Interpretive
Reading

Level I

Novice
Mid
Novice
High
Novice
High
Novice 
Mid
Intermediate
Low

Level II

Novice
Mid (+)
Intermediate 
Low
Intermediate 
Low
Novice
Mid (+)
Intermediate
Mid (-)

Level III

Novice 
High
Intermediate 
Mid (-)
Intermediate 
Mid (-)
Novice 
High
Intermediate 
Mid

Level IV

Intermediate 
Low
Intermediate 
Mid
Intermediate 
Mid
Intermediate 
Low
Intermediate
High (-)

Level V - VIII

Intermediate
Mid (-) to
Intermediate High
Intermediate 
High (-) to 
Advanced Low
Intermediate 
High (-) to 
Advanced Low
Intermediate 
Mid (-) to 
Intermediate High
Intermediate 
High to 
Advanced Low

Learn more about ACTFL's Language Proficiency Guidelines and the NCSSFL-ACTFL Global CAN-DO Benchmark Statements.

 

Pin It

The language proficiency targets indicate what students are expected to do with the language at the end of each course in terms of producing language (speaking and writing), understanding language (listening and reading), and interacting with others in the language. Proficiency targets for each language are based on the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. 

Click on each of the headings for details on the target skills for each level. 

Level

WL Interpersonal

Interpersonal
Communication

WL Speaking

Presentational
Speaking

WL Writing

Presentational
Writing

WL Listening

Interpretive
Listening

WL Reading

Interpretive
Reading

Level I

Novice
High
Novice
High
Novice
High
Novice 
High
Intermediate
Low

Level II

Intermediate 
Low
Intermediate 
Low
Intermediate 
Low
Intermediate 
Low
Intermediate
Mid (-)

Level III

Intermediate 
Mid (-)
Intermediate 
Mid (-)
Intermediate 
Mid (-)
Intermediate 
Mid (-)
Intermediate 
Mid

Level IV

Intermediate 
Mid
Intermediate 
Mid
Intermediate 
Mid
Intermediate 
Mid
Intermediate
High (-)

Level V - VIII

Intermediate
High (-) to
Advanced Low
Intermediate 
High (-) to 
Advanced Low
Intermediate 
High (-) to 
Advanced Low
Intermediate 
High (-) to 
Advanced Low
Intermediate 
High to 
Advanced Low

Learn more about ACTFL's Language Proficiency Guidelines and the NCSSFL-ACTFL Global CAN-DO Benchmark Statements.

 

Pin It

The language proficiency targets indicate what students are expected to do with the language at the end of each course in terms of producing language (speaking and writing), understanding language (listening and reading), and interacting with others in the language. Proficiency targets for each language are based on the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. 
Click on each of the headings for details on the target skills for each level.

Level

WL Interpersonal
Interpersonal
Communication

WL Speaking
Presentational
Speaking

WL Writing
Presentational
Writing

WL Listening
Interpretive 
Listening

WL Reading
Interpretive 
Reading

Level I

Novice
Low
Novice
Mid
Novice
Low
Novice 
Mid
Novice
Low

Level II

Novice
Mid
Novice
Mid (+)
Novice
Mid
Novice
Mid (+)
Novice
Mid

Level III

Novice
Mid (+)
Novice
High
Novice
Mid (+)
Novice
High
Novice
Mid (+)

Level IV

Novice
High
Intermediate 
Low
Novice
High
Intermediate 
Low
Novice
High

Level V - VIII

Intermediate Low (-) to
Intermediate High (-)
Intermediate 
Mid (-) to 
Intermediate High
Intermediate 
Low (-) to 
Intermediate High (-)
Intermediate 
Mid (-) to 
Intermediate High
Intermediate 
Low (-) to 
Intermediate High (-)
Pin It

The language proficiency targets indicate what students are expected to do with the language at the end of each course in terms of producing language (speaking and writing), understanding language (listening and reading), and interacting with others in the language. Proficiency targets for each language are based on the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. 

Click on each of the headings for details on the target skills for each level. 

Level

WL Interpersonal

Interpersonal
Communication

WL Speaking

Presentational
Speaking

WL Writing

Presentational
Writing

WL Listening

Interpretive
Listening

WL Reading

Interpretive
Reading

Level I

Novice
High
Novice
High
Novice
High
Novice 
High
Intermediate
Low

Level II

Intermediate 
Low
Intermediate 
Low
Intermediate 
Low
Intermediate 
Low
Intermediate
Mid (-)

Level III

Intermediate 
Mid (-)
Intermediate 
Mid (-)
Intermediate 
Mid (-)
Intermediate 
Mid (-)
Intermediate 
Mid

Level IV

Intermediate 
Mid
Intermediate 
Mid
Intermediate 
Mid
Intermediate 
Mid
Intermediate
High (-)

Level V - VIII

Intermediate
High (-) to
Advanced Low
Intermediate 
High (-) to 
Advanced Low
Intermediate 
High (-) to 
Advanced Low
Intermediate 
High (-) to 
Advanced Low
Intermediate 
High to 
Advanced Low

Learn more about ACTFL's Language Proficiency Guidelines and the NCSSFL-ACTFL Global CAN-DO Benchmark Statements.

 

Pin It

The language proficiency targets indicate what students are expected to do with the language at the end of each course in terms of producing language (speaking and writing), understanding language (listening and reading), and interacting with others in the language. Proficiency targets for each language are based on the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. 

Click on each of the headings for details on the target skills for each level. 

Level

WL Interpersonal
Interpersonal
Communication

 Presentational Mode

 Interpretive Mode

 
Intercultural
Communication

WL Speaking
Presentational
Speaking

WL Writing
Presentational
Writing

WL Listening
Interpretive
Listening

WL Reading
Interpretive
 Reading

7th Grade

Novice
Mid
Novice
Mid
Novice
Mid
Novice 
Mid
Novice
High

Novice

Level I

Novice
High
Novice
High
Novice
High
Novice
High
Intermediate 
Low

Novice

Level II

Intermediate 
Low
Intermediate 
Low
Intermediate 
Low
Intermediate 
Low
Intermediate
Mid (-)
Intermediate 
(-)

Level III

Intermediate
Mid (-)
Intermediate
Mid (-)
Intermediate
Mid (-)
Intermediate
Mid (-)
Intermediate
Mid
Intermediate
(-)

Level IV

Intermediate
Mid
Intermediate
Mid
Intermediate
Mid
Intermediate
Mid

Intermediate
High (-) 

Intermediate 

Level V - VIII

Intermediate
High (-) to
Advanced Low
Intermediate
High (-) to
Advanced Low
Intermediate
High (-) to
Advanced Low
Intermediate
High (-) to
Advanced Low
Intermediate
High to
Advanced Low

Advanced

Native Speakers I

Intermediate
High (-)
Intermediate
High (-)
Intermediate 
Low
Intermediate 
High
Intermediate 
Low

Intermediate (-)

Native Speakers II

Advanced Low (-) Advanced Low (-) Intermediate 
High (-)
Advanced Low (-) Intermediate 
High (-)

Intermediate

Native Speakers III

Advanced Low Advanced Low Intermediate 
High
Advanced Low Intermediate 
High

Advanced (-)

Learn more about ACTFL's Language Proficiency Guidelines and the NCSSFL-ACTFL Global CAN-DO Benchmark Statements.

 

Pin It

At the Advanced level, listeners can understand the main ideas and most supporting details in connected discourse on a variety of general interest topics, such as news stories, explanations, instructions, anecdotes, or travelogue descriptions. Listeners are able to compensate for limitations in their lexical and structural control of the language by using real-world knowledge and contextual clues. Listeners may also derive some meaning from oral texts at higher levels if they possess significant familiarity with the topic or context.

Advanced-level listeners understand speech that is authentic and connected. This speech is lexically and structurally uncomplicated. The discourse is straightforward and is generally organized in a clear and predictable way

Advanced-level listeners demonstrate the ability to comprehend language on a range of topics of general interest. They have sufficient knowledge of language structure to understand basic time-frame references. Nevertheless, their understanding is most often limited to concrete, conventional discourse.

Advanced High

At the Advanced High sublevel, listeners are able to understand, with ease and confidence, conventional narrative and descriptive texts of any length as well as complex factual material such as summaries or reports. They are typically able to follow some of the essential points of more complex or argumentative speech in areas of special interest or knowledge. In addition, they are able to derive some meaning from oral texts that deal with unfamiliar topics or situations. At the Advanced High sublevel, listeners are able to comprehend the facts presented in oral discourse and are often able to recognize speaker-intended inferences. Nevertheless, there are likely to be gaps in comprehension of complex texts dealing with issues treated abstractly that are typically understood by Superior-level listeners.

Advanced Mid

At the Advanced Mid sublevel, listeners are able to understand conventional narrative and descriptive texts, such as expanded descriptions of persons, places, and things, and narrations about past, present, and future events. The speech is predominantly in familiar target-language patterns. Listeners understand the main facts and many supporting details. Comprehension derives not only from situational and subject-matter knowledge, but also from an increasing overall facility with the language itself.

Advanced Low

At the Advanced Low sublevel, listeners are able to understand short conventional narrative and descriptive texts with a clear underlying structure though their comprehension may be uneven. The listener understands the main facts and some supporting details. Comprehension may often derive primarily from situational and subject-matter knowledge.

 

For additional information go to 

ACTFL PROFICIENCY GUIDELINES 2012

Pin It

Subcategories