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. 

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

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Category: Language Proficiency

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• German

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.

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Category: Language Proficiency

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• Japanese

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. 

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

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Category: Language Proficiency

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• Portuguese

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	Interpersonal Communication	Presentational Mode		Interpretive Mode		Intercultural Communication
		Presentational Speaking	Presentational Writing	Interpretive Listening	Interpretive  Reading
		K-5th Grade DLI - Bilingual	Intermediate Mid	Intermediate Mid	Intermediate Mid		Intermediate  High	Intermediate Mid	Intermediate  (-)
		6th Grade	Novice Low	Novice Low	Novice Low		Novice Low	Novice  Mid	Novice
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 AP Language	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.

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Category: Language Proficiency

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• Spanish
• Curriculum Elements

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

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Category: Language Proficiency

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• Listening

At the Intermediate level, listeners can understand information conveyed in simple, sentence-length speech on familiar or everyday topics. They are generally able to comprehend one utterance at a time while engaged in face-to-face conversations or in routine listening tasks such as understanding highly contextualized messages, straightforward announcements, or simple instructions and directions. Listeners rely heavily on redundancy, restatement, paraphrasing, and contextual clues.

Intermediate-level listeners understand speech that conveys basic information. This speech is simple, minimally connected, and contains high-frequency vocabulary.

Intermediate-level listeners are most accurate in their comprehension when getting meaning from simple, straightforward speech. They are able to comprehend messages found in highly familiar everyday contexts. Intermediate listeners require a controlled listening environment where they hear what they may expect to hear.

Intermediate High

At the Intermediate High sublevel, listeners are able to understand, with ease and confidence, simple sentence-length speech in basic personal and social contexts. They can derive substantial meaning from some connected texts typically understood by Advanced-level listeners although there often will be gaps in understanding due to a limited knowledge of the vocabulary and structures of the spoken language.

 Intermediate Mid

At the Intermediate Mid sublevel, listeners are able to understand simple, sentence-length speech, one utterance at a time, in a variety of basic personal and social contexts. Comprehension is most often accurate with highly familiar and predictable topics although a few misunderstandings may occur. Intermediate Mid listeners may get some meaning from oral texts typically understood by Advanced-level listeners.

Intermediate Low

At the Intermediate Low sublevel, listeners are able to understand some information from sentence-length speech, one utterance at a time, in basic personal and social contexts, though comprehension is often uneven. At the Intermediate Low sublevel, listeners show little or no comprehension of oral texts typically understood by Advanced-level listeners.

For additional information go to 

ACTFL PROFICIENCY GUIDELINES 2012

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Category: Language Proficiency

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At the Novice level, listeners can understand key words, true aural cognates, and formulaic expressions that are highly contextualized and highly predictable, such as those found in introductions and basic courtesies.

Novice-level listeners understand words and phrases from simple questions, statements, and high-frequency commands. They typically require repetition, rephrasing, and/or a slowed rate of speech for comprehension. They rely heavily on extralinguistic support to derive meaning.

Novice-level listeners are most accurate when they are able to recognize speech that they can anticipate. In this way, these listeners tend to recognize rather than truly comprehend. Their listening is largely dependent on factors other than the message itself.

Novice High

At the Novice High sublevel, listeners are often but not always able to understand information from sentence-length speech, one utterance at a time, in basic personal and social contexts where there is contextual or extralinguistic support, though comprehension may often be very uneven. They are able to understand speech dealing with areas of practical need such as highly standardized messages, phrases, or instructions, if the vocabulary has been learned.

Novice Mid

At the Novice Mid sublevel, listeners can recognize and begin to understand a number of high-frequency, highly contextualized words and phrases including aural cognates and borrowed words. Typically, they understand little more than one phrase at a time, and repetition may be required.

Novice Low

At the Novice Low sublevel, listeners are able occasionally to recognize isolated words or very high-frequency phrases when those are strongly supported by context. These listeners show virtually no comprehension of any kind of spoken message, not even within the most basic personal and social contexts.

For additional information go to 

ACTFL PROFICIENCY GUIDELINES 2012

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Category: Language Proficiency

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• Listening

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.

Presentational Communication

Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

Click the icons below to download the Presentational Communication Self-Assessment Checklists.	Click the icons below to see the proficiency guidelines for each level.
Presentational Speaking	Novice	Intermediate	Advanced
Presentational Writing

 American Council of Teaching of Foreign Languages (ACTFL)

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Category: Language Proficiency

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Visual representations are a great tool to help students understand the progressive nature of language learning and the various levels they will reach in the process. The example below uses a road analogy with road markers to represent the various milestones (Inspired by Path to Proficiecy by Advanced Learning). Each marker's QR code will take students to the corresponding proficiency level Can-Do-Statement example self-assessment checklist. 

Click HERE to download the image below in poster size.

Proficiency Journey Trail

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Category: Language Proficiency

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At the Advanced level, readers can understand the main idea and supporting details of authentic narrative and descriptive texts. Readers are able to compensate for limitations in their lexical and structural knowledge by using contextual clues. Comprehension is likewise supported by knowledge of the conventions of the language (e.g., noun/adjective agreement, verb placement, etc.). When familiar with the subject matter, Advanced-level readers are also able to derive some meaning from straightforward argumentative texts (e.g., recognizing the main argument).

Advanced-level readers are able to understand texts that have a clear and predictable structure. For the most part, the prose is uncomplicated and the subject matter pertains to real-world topics of general interest.

Advanced-level readers demonstrate an independence in their ability to read subject matter that is new to them. They have sufficient control of standard linguistic conventions to understand sequencing, time frames, and chronology. However, these readers are likely challenged by texts in which issues are treated abstractly.

Advanced High

At the Advanced High sublevel, readers are able to understand, fully and with ease, conventional narrative and descriptive texts of any length as well as more complex factual material. They are able to follow some of the essential points of argumentative texts in areas of special interest or knowledge. In addition, they are able to understand parts of texts that deal with unfamiliar topics or situations. These readers are able to go beyond comprehension of the facts in a text, and to begin to recognize author-intended inferences. An emerging awareness of the aesthetic properties of language and of its literary styles permits comprehension of a wide variety of texts. Misunderstandings may occur when reading texts that are structurally and/or conceptually more complex.

Advanced Mid

At the Advanced Mid sublevel, readers 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. These texts reflect the standard linguistic conventions of the written form of the language in such a way that readers can predict what they are going to read. Readers understand the main ideas, facts, and many supporting details. Comprehension derives not only from situational and subject-matter knowledge but also from knowledge of the language itself. Readers at this level may derive some meaning from texts that are structurally and/or conceptually more complex.

Advanced Low

At the Advanced Low sublevel, readers are able to understand conventional narrative and descriptive texts with a clear underlying structure though their comprehension may be uneven. These texts predominantly contain high-frequency vocabulary and structures. Readers understand the main ideas and some supporting details. Comprehension may often derive primarily from situational and subject-matter knowledge. Readers at this level will be challenged to comprehend more complex texts.

For additional information go to 

ACTFL PROFICIENCY GUIDELINES 2012

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Category: Language Proficiency

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• Reading