PROFICIENCY BENCHMARKS

NOVICE

PROFICIENCY BENCHMARK

INTERMEDIATE

PROFICIENCY BENCHMARK

ADVANCED

PROFICIENCY BENCHMARK

SUPERIOR

PROFICIENCY BENCHMARK

DISTINGUISHED

PROFICIENCY BENCHMARK

COMMUNICATION COMMUNICATION

INTERPRETIVE

I can identify the general topic and

some basic information in both very

familiar and everyday contexts by

recognizing practiced or memorized

words, phrases, and simple sentences in

texts that are spoken, written, or signed.

I can understand the main idea and

some pieces of information on familiar

topics from sentences and series of

connected sentences within texts that are

spoken, written, or signed.

I can understand the main message

and supporting details on a wide

variety of familiar and general interest

topics across various time frames from

complex, organized texts that are

spoken, written, or signed.

I can interpret and infer meaning from

complex, academic and professional

texts on a range of unfamiliar,

abstract, and specialized issues that

are spoken, written, or signed.

I can interpret and infer meaning

from dense, structurally sophisticated

texts on a wide range of global issues

and highly abstract concepts, with

deeply embedded cultural references

and colloquialisms and dialects that

are spoken, written, or signed.

INTERPRETIVE

INTERPERSONAL

I can communicate in spontaneous

spoken, written, or signed conversations

on both very familiar and everyday

topics, using a variety of practiced or

memorized words, phrases, simple

sentences, and questions.

I can participate in spontaneous spoken,

written, or signed conversations on

familiar topics, creating sentences and

series of sentences to ask and answer a

variety of questions.

I can maintain spontaneous spoken,

written, or signed conversations and

discussions across various time frames

on familiar, as well as unfamiliar,

concrete topics, using series of

connected sentences and probing

questions.

I can participate fully and effectively

in spontaneous spoken, written,

or signed discussions and debates

on issues and ideas ranging from

broad general interests to my areas

of specialized expertise, including

supporting arguments and exploring

hypotheses.

I can interact, negotiate, and debate

on a wide range of global issues

and highly abstract concepts, fully

adapting to the cultural context of the

conversation, using spoken, written, or

signed language.

INTERPERSONAL

PRESENTATIONAL

I can present information on both very

familiar and everyday topics using a

variety of practiced or memorized words,

phrases, and simple sentences through

spoken, written, or signed language.

I can communicate information, make

presentations, and express my thoughts

about familiar topics, using sentences

and series of connected sentences

through spoken, written, or signed

language.

I can deliver detailed and organized

presentations on familiar as well

as unfamiliar concrete topics, in

paragraphs and using various time

frames through spoken, written, or

signed language.

I can deliver extended presentations

on abstract or hypothetical issues and

ideas ranging from broad general

interests to my areas of specialized

expertise, with precision of expression

and to a wide variety of audiences,

using spoken, written, or signed

language.

I can deliver sophisticated and

articulate presentations on a wide

range of global issues and highly

abstract concepts, fully adapting to the

cultural context of the audience, using

spoken, written, or signed language.

PRESENTATIONAL

INTERCULTURAL COMMUNICATION INTERCULTURAL COMMUNICATION

INVESTIGATE

In my own and other cultures I can

identify products and practices to help

me understand perspectives.

In my own and other cultures I can

make comparisons between products

and practices to help me understand

perspectives.

In my own and other cultures

I can explain some diversity among

products and practices and how it

relates to perspectives.

In my own and other cultures I can

suspend judgment while critically

examining products, practices, and

perspectives.

In my own and other cultures I can

objectively evaluate products and

practices and mediate perspectives.

INVESTIGATE

INTERACT

I can interact at a survival level in some

familiar everyday contexts.

I can interact at a functional level in

some familiar contexts.

I can interact at a competent level in

familiar and some unfamiliar contexts.

I can interact in complex situations

to ensure a shared understanding of

culture.

I can engage with complexity and

pluricultural identities and serve as

a mediator between and among

cultures.

INTERACT

NCSSFL-ACTFL CAN-DO STATEMENTS

PROFICIENCY BENCHMARKS

INTERPRETIVE COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS

PROFICIENCY BENCHMARK

I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or

memorized words, phrases, and simple sentences in texts that are spoken, written, or signed.

What can I understand, interpret or analyze

in authentic informational texts that I hear, read or view?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can identify memorized or familiar

words when they are supported by

gestures or visuals in informational texts.

I can identify some basic facts from

memorized or familiar words and

phrases when they are supported by

gestures or visuals in informational texts.

I can identify the topic and some

isolated facts from simple sentences in

informational texts.

What can I understand, interpret or analyze

in authentic ﬁ ctional texts that I hear, read or view?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can identify memorized or familiar

words when they are supported by

gestures or visuals in ﬁ ctional texts.

I can identify some basic facts from

memorized or familiar words and

phrases when they are supported by

gestures or visuals in ﬁ ctional texts.

I can identify the topic and some

isolated elements from simple sentences

in short ﬁ ctional texts.

What can I understand, interpret or analyze in conversations and discussions

that I hear, read or view, in which I am not a participant?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can understand memorized or familiar

words when they are supported by

gestures or visuals in conversations.

I can identify some basic facts from

memorized or familiar words and

phrases when they are supported by

gestures or visuals in conversations.

I can understand familiar questions

and statements from simple sentences in

conversations.

NOVICE

What elements of literacy lead to higher levels of understanding in the Interpretive Mode?

Learners move along the proﬁ ciency continuum at different speeds in listening, reading or viewing. Learners bring prior skills and experience in L1 and L2 to the

Interpretive mode. Factors that impact how well learners understand texts include:

a) text complexity or length

b) familiarity with topic and background knowledge

c) ability to use literacy strategies such as recognizing key words, detecting the main idea, identifying supporting details, noting organizational features, guessing

meaning from context, identifying logical inferences, identifying the author’s perspective and cultural perspectives/norms.

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPERSONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS

PROFICIENCY BENCHMARK

I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a

variety of practiced or memorized words, phrases, simple sentences, and questions.

How can I exchange information and ideas

in conversations?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can provide information by answering

a few simple questions on very familiar

topics, using practiced or memorized

words and phrases, with the help of

gestures or visuals.

I can request and provide information

by asking and answering a few simple

questions on very familiar and everyday

topics, using a mixture of practiced or

memorized words, phrases, and simple

sentences.

I can request and provide information

by asking and answering practiced and

some original questions on familiar and

everyday topics, using simple sentences

most of the time.

How can I meet my needs or address situations

in conversations?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can express some basic needs, using

practiced or memorized words and

phrases, with the help of gestures or

visuals.

I can express basic needs related to

familiar and everyday activities, using

a mixture of practiced or memorized

words, phrases, simple sentences,

and questions.

I can interact with others to meet my

basic needs related to routine everyday

activities, using simple sentences and

questions most of the time.

How can I express, react to, and support preferences and opinions

in conversations?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can express basic preferences or

feelings, using practiced or memorized

words and phrases, with the help of

gestures or visuals.

I can express my own preferences

or feelings and react to those of

others, using a mixture of practiced

or memorized words, phrases, simple

sentences, and questions.

I can express, ask about, and react to

preferences, feelings, or opinions on

familiar topics, using simple sentences

most of the time and asking questions to

keep the conversation on topic.

NOVICE

NCSSFL-ACTFL CAN-DO STATEMENTS

PRESENTATIONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS

PROFICIENCY BENCHMARK

I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and

simple sentences through spoken, written, or signed language.

How can I present information to

narrate about my life, experiences and events?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can introduce myself using practiced or

memorized words and phrases, with the

help of gestures or visuals.

I can present information about myself,

my interests and my activities using

a mixture of practiced or memorized

words, phrases and simple sentences.

I can present personal information

about my life and activities, using simple

sentences most of the time.

How can I present information to

give a preference, opinion or persuasive argument?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can express my likes and dislikes

using practiced or memorized words

and phrases, with the help of gestures or

visuals.

I can express my likes and dislikes on

very familiar and everyday topics of

interest, using a mixture of practiced or

memorized words, phrases and simple

sentences

I can express my preferences on familiar

and everyday topics of interest, using

simple sentences most of the time.

How can I present information

to inform, describe, or explain?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can name very familiar people,

places, and objects using practiced or

memorized words and phrases, with the

help of gestures or visuals.

I can present on very familiar and

everyday topics using a mixture of

practiced or memorized words, phrases

and simple sentences.

I can present on familiar and everyday

topics, using simple sentences most of the

time.

NOVICE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERCULTURAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS

NOVICE INTERMEDIATE

PROFICIENCY BENCHMARK PROFICIENCY BENCHMARK

INVESTIGATE

Investigate Products And Practices

To Understand Cultural Perspectives

In my own and other cultures I can

identify products and practices to help

me understand perspectives.

In my own and other cultures I can

make comparisons between products

and practices to help me understand

perspectives.

PERFORMANCE INDICATORS PERFORMANCE INDICATORS

PRODUCTS

In my own and other cultures I can

identify some typical products related to

familiar everyday life.

In my own and other cultures I can

compare products related to everyday

life and personal interests or studies.

PRACTICES

In my own and other cultures I can

identify some typical practices related to

familiar everyday life.

In my own and other cultures I can

compare practices related to everyday

life and personal interests or studies.

PROFICIENCY BENCHMARK PROFICIENCY BENCHMARK

INTERACT

Interact With Others In And From

Another Culture

I can interact at a survival level in some

familiar everyday contexts.

I can interact at a functional level in

some familiar contexts.

PERFORMANCE INDICATORS PERFORMANCE INDICATORS

LANGUAGE

I can communicate with others from

the target culture in familiar everyday

situations, using memorized language

and showing basic cultural awareness.

I can converse with peers from the target

culture in familiar situations at school,

work, or play, and show interest in basic

cultural similarities and differences.

BEHAVIOR

I can use appropriate rehearsed

behaviors and recognize some obviously

inappropriate behaviors in familiar

everyday situations.

I can recognize that signiﬁ cant

differences in behaviors exist among

cultures, use appropriate learned

behaviors and avoid major social

blunders.

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPRETIVE COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

PROFICIENCY BENCHMARK

I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or

memorized words, phrases, and simple sentences in texts that are spoken, written, or signed.

What can I understand, interpret or analyze

in authentic informational texts that I hear, read or view?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can identify memorized or familiar

words when they are supported by

gestures or visuals in informational texts.

I can identify some basic facts from

memorized or familiar words and

phrases when they are supported by

gestures or visuals in informational texts.

I can identify the topic and some

isolated facts from simple sentences in

informational texts.

EXAMPLES: Written

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can identify some locations or stores by their

signs.

I can match a word or character in a headline to a

supporting visual.

I can recognize some names of cities on a map.

I can identify labeled aisles in a store.

I can recognize the labels on a recycling bin.

I can… (customize with speciﬁ c content).

I can identify nutritional categories on food labels.

I can identify names of classes and their locations

on a class schedule.

I can identify my departure and arrival times from a

transportation schedule.

I can understand what information is provided on a

student ID card.

I can understand subject-speciﬁ c terms on a word

wall.

I can… (customize with speciﬁ c content).

I can follow directions in a Scavenger Hunt game

I can understand a variety of simple messages on

greeting cards.

I can select a movie based on a short description.

I can understand someone’s proﬁ le on a social

media site.

I can understand some facts about the weather

especially when weather symbols are used.

EXAMPLES: Spoken, Viewed or Signed

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can recognize familiar names of people and places

in a public announcement.

I can understand simple directions to a familiar

place.

I can follow instructions for simple class routines.

I can understand names and titles when speakers

are introduced.

I can understand a cell phone number.

I can… (customize with speciﬁ c content).

I can understand the time announced for a store

closing.

I can understand directions for setting the table.

I can follow directions to ﬁ ll out a simple graphic

organizer.

I can understand the names of the planets in a

science class.

I can recognize some weather expressions in a

forecast.

I can… (customize with speciﬁ c content).

I can understand the name of a product, the cost,

and where to buy it from a radio ad.

I can understand who to pick up and where to take

them from a friend’s voicemail.

I can follow a YouTube video on how to play a

simple game.

I can understand an emergency alert during a TV

show.

I can understand when a sports announcer

introduces the team players.

NOVICE

What elements of literacy lead to higher levels of understanding in the Interpretive Mode?

Learners move along the proﬁ ciency continuum at different speeds in listening, reading or viewing. Learners bring prior skills and experience in L1 and L2 to the

Interpretive mode. Factors that impact how well learners understand texts include: a) text complexity or length; b) familiarity with topic and background knowledge;

and c) ability to use literacy strategies such as recognizing key words, detecting the main idea, identifying supporting details, noting organizational features, guessing

meaning from context, identifying logical inferences, identifying the author’s perspective and cultural perspectives/norms.

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPRETIVE COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

NOVICE

PROFICIENCY BENCHMARK

I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or

memorized words, phrases, and simple sentences in texts that are spoken, written, or signed.

What can I understand, interpret or analyze

in authentic ﬁ ctional texts that I hear, read or view?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can identify memorized or familiar

words when they are supported by

gestures or visuals in ﬁ ctional texts.

I can identify some basic facts from

memorized or familiar words and

phrases when they are supported by

gestures or visuals in ﬁ ctional texts.

I can identify the topic and some

isolated elements from simple sentences

in short ﬁ ctional texts.

EXAMPLES: Written

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can recognize a few individual written words in

the title of a story.

I can recognize a few individual written words in a

picture book.

I can recognize a few individual words in a poem.

I can recognize a character’s’ name in a folk tale.

I can recognize common opening and closing words

of a fairy tale.

I can… (customize with speciﬁ c content).

I can identify some phrases describing a character

in a story.

I can identify some phrases in captions from

pictures in a book.

I can recognize a familiar memorized line from a

poem.

I can recognize some events from a story timeline.

I can recognize a song’s common one-line refrain.

I can… (customize with speciﬁ c content).

I can identify the topic of a short story.

I can identify the topic of a poem.

I can identify some of the events in a fairy tale.

I can identify some of the traits of a superhero as

described in a comic book.

I can identify some actions described in a scene

from a play.

EXAMPLES: Spoken, Viewed or Signed

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can recognize a few individual words of a read

aloud story.

I can recognize a few individual words in a read

aloud poem.

I can recognize a character’s name in a folk tale.

I can recognize common opening and closing words

in oral storytelling.

I can recognize a few familiar words from a music

video.

I can… (customize with speciﬁ c content).

I can identify some phrases describing a character

in a story.

I can identify some phrases from a read aloud story.

I can recognize a familiar memorized line from a

poem.

I can recognize some events from a cartoon.

I can recognize a song’s common one-line refrain.

I can… (customize with speciﬁ c content).

I can identify where and when a read aloud story

takes place.

I can identify how to get to the next level when

playing a video game.

I can identify some of the events in a

videostreamed show.

I can identify some of the traits of a superhero

described in video comic books.

I can identify some actions described in a scene

from a movie.

What elements of literacy lead to higher levels of understanding in the Interpretive Mode?

Learners move along the proﬁ ciency continuum at different speeds in listening, reading or viewing. Learners bring prior skills and experience in L1 and L2 to the

Interpretive mode. Factors that impact how well learners understand texts include: a) text complexity or length; b) familiarity with topic and background knowledge;

and c) ability to use literacy strategies such as recognizing key words, detecting the main idea, identifying supporting details, noting organizational features, guessing

meaning from context, identifying logical inferences, identifying the author’s perspective and cultural perspectives/norms.

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPRETIVE COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

PROFICIENCY BENCHMARK

I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or

memorized words, phrases, and simple sentences in texts that are spoken, written, or signed.

What can I understand, interpret or analyze in conversations and discussions

that I hear, read or view, in which I am not a participant?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can understand memorized or familiar

words when they are supported by

gestures or visuals in conversations.

I can identify some basic facts from

memorized or familiar words and

phrases when they are supported by

gestures or visuals in conversations.

I can understand familiar questions

and statements from simple sentences in

conversations.

EXAMPLES: Written

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can recognize names and titles in an email

introduction.

I can recognize familiar place names in a brochure.

I can recognize greetings and leave taking words

in an email.

I can recognize salutation words in a business

letter.

I can recognize question words in a text message.

I can… (customize with speciﬁ c content).

I can recognize dates in an email message.

I can recognize very common abbreviations in a text

message.

I can recognize whether a correspondence is formal

or informal.

I can understand the time in a meeting request.

I can understand familiar directions on a mobile

app.

I can… (customize with speciﬁ c content).

I can understand someone’s simple descriptions of

a photo on Instagram.

I can understand questions about class schedules

in a text message.

I can understand simple feedback on a homework

assignment.

I can understand simple questions about family in

correspondence among an e-pals.

I can understand simple questions in a chat room.

EXAMPLES: Spoken, Viewed or Signed

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can recognize when greetings and leave-taking

are expressed.

I can recognize peoples’ names and their titles

when they are introduced.

I can recognize a few individual question words in a

conversation among visitors in school.

I can recognize familiar names of places discussed

on a tour.

I can understand simple words of praise by a

teacher to a student.

I can… (customize with speciﬁ c content).

I can understand when someone asks a person’s

name.

I can recognize a time or date when plans for an

event are discussed.

I can recognize some common expressions when

people are discussing the weather.

I can understand simple instructions given by a

parent to a child on the playground.

I can understand the difference between a

spoken statement and question in peoples’

conversations.

I can… (customize with speciﬁ c content).

I can sometimes understand to whom people are

directing their conversation.

I can understand someone’s simple descriptions of

a photo.

I can understand questions about someone’s social

schedule.

I can understand simple compliments given to a

hostess.

I can understand simple questions a guest asks

about family.

NOVICE

What elements of literacy lead to higher levels of understanding in the Interpretive Mode?

Learners move along the proﬁ ciency continuum at different speeds in listening, reading or viewing. Learners bring prior skills and experience in L1 and L2 to the

Interpretive mode. Factors that impact how well learners understand texts include: a) text complexity or length; b) familiarity with topic and background knowledge;

and c) ability to use literacy strategies such as recognizing key words, detecting the main idea, identifying supporting details, noting organizational features, guessing

meaning from context, identifying logical inferences, identifying the author’s perspective and cultural perspectives/norms.

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPERSONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

PROFICIENCY BENCHMARK

I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a

variety of practiced or memorized words, phrases, simple sentences, and questions.

How can I exchange information and ideas

in conversations?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can provide information by answering

a few simple questions on very familiar

topics, using practiced or memorized

words and phrases, with the help of

gestures or visuals.

I can request and provide information

by asking and answering a few simple

questions on very familiar and everyday

topics, using a mixture of practiced or

memorized words, phrases, and simple

sentences.

I can request and provide information

by asking and answering practiced and

some original questions on familiar and

everyday topics, using simple sentences

most of the time.

EXAMPLES: Speaking/Listening or Signing

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can introduce myself when I meet people.

I can answer questions about who is in my family.

I can answer questions about my favorite weekend

activities.

I can respond to a basic math question using

numbers.

I can respond when asked to name the style of

music I am playing.

I can… (customize with speciﬁ c content).

I can ask who, what, where, or when questions

about a party.

I can respond to a math question reciting a simple

mathematical operation (e.g., 2 times 3 is 6).

I can contribute to a conversation about music

styles by giving an example of a style I like.

I can share the time and date of an upcoming

community event.

I can interact with a partner to complete a “ﬁ ll-in-

the-blank” worksheet in a science class.

I can… (customize with speciﬁ c content).

I can exchange information about things to do in

my town.

I can exchange information about which classes are

harder or easier than others and why.

I can ask and respond to some simple questions

about a scientiﬁ c infographic.

I can contribute to a conversation about a story by

identifying who, what, when, and where.

I can ask and answer questions about a job

opening.

EXAMPLES: Writing/Reading

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can respond to personal questions such as my

name, age, or family in an online forum.

I can ﬁ ll out an online form to provide my class

schedule.

I can ﬁ ll in a chat box by answering who, what,

where and or when questions.

I can text a friend the time and day we plan to

meet.

I can respond to a text message that asks where I

am going.

I can… (customize with speciﬁ c content).

I can ask and answer questions about school, food,

or hobbies in an online conversation.

I can text questions and answers about the type of

restaurant we plan to go to tonight.

I can respond to an e-invitation and ask questions

about the event.

I can write a post-it note in response to a

discussion question.

I can text a backroom chat response.

I can… (customize with speciﬁ c content).

I can exchange information about what I do for fun

with an ePal.

I can exchange texts with a friend about local

music venues.

I can respond to an email about a sporting event I

attended.

I can write a response to an e-card greeting.

I can exchange information about the latest video

game in an online chat.

NOVICE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPERSONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

PROFICIENCY BENCHMARK

I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a

variety of practiced or memorized words, phrases, simple sentences, and questions.

How can I meet my needs or address situations

in conversations?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can express some basic needs, using

practiced or memorized words and

phrases, with the help of gestures or

visuals.

I can express basic needs related to

familiar and everyday activities, using

a mixture of practiced or memorized

words, phrases, simple sentences,

and questions.

I can interact with others to meet my

basic needs related to routine everyday

activities, using simple sentences and

questions most of the time.

EXAMPLES: Speaking/Listening or Signing

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can tell someone my name.

I can greet and take leave in a polite way.

I can tell the customs ofﬁ cial which countries I

visited.

I can tell someone whether or not I understand

them.

I can say how much money I need to pay for my

lunch.

I can… (customize with speciﬁ c content).

I can introduce someone else and ask related

questions.

I can say that I am hungry, cold, or tired and ask

others.

I can ask and answer questions about homework.

I can politely ask someone to repeat something I

did not understand.

I can ask and understand how much something

costs.

I can… (customize with speciﬁ c content).

I can ask for directions when I’m lost.

I can interact with a partner to plan who will do

what for an upcoming project, and when.

I can exchange advice to choose an outﬁ t for an

event.

I can conﬁ rm with my partner the time, place and

reason for a meeting.

I can interact with a partner to decide whether to

cancel an event given the weather forecast.

EXAMPLES: Writing/Reading

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can introduce myself on an online site.

I can enter a word in an online Scrabble game.

I can respond with the appropriate greeting to a

text message.

I can add happy birthday to a social media post.

I can reply to a message asking the price for a

service.

I can… (customize with speciﬁ c content).

I can respond to online survey questions to say

where I want to study abroad and when.

I can add personalized birthday wishes to a friend

on a social media site.

I can respond to a text message asking for an

alternative day/time for an appointment.

I can ask questions to the online sales rep about

an item.

I can participate in an online exchange to get ready

for an upcoming trip.

I can… (customize with speciﬁ c content).

I can interact online to ask and answer questions

about a homework assignment.

I can make plans for a picnic with others via text

messages.

I can text my friend to bring me something from a

restaurant and answer my friend’s questions.

I can exchange messages to set up the steps for an

experiment.

I can exchange information with a doctor’s ofﬁ ce to

prepare for an upcoming appointment.

NOVICE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERPERSONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

PROFICIENCY BENCHMARK

I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a

variety of practiced or memorized words, phrases, simple sentences, and questions.

How can I express, react to,

and support preferences and opinions

in conversations?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can express basic preferences or

feelings, using practiced or memorized

words and phrases, with the help of

gestures or visuals.

I can express my own preferences

or feelings and react to those of

others, using a mixture of practiced

or memorized words, phrases, simple

sentences, and questions.

I can express, ask about, and react to

preferences, feelings, or opinions on

familiar topics, using simple sentences

most of the time and asking questions to

keep the conversation on topic.

EXAMPLES: Speaking/Listening or Signing

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can say if I feel well, so-so, or sick.

I can identify my favorite people, places, or things

from a list.

I can say what sport I play.

I can say what food I like or dislike.

I can say if I agree with someone about basic

preferences.

I can… (customize with speciﬁ c content).

I can exchange preferences with my friends about

our likes and dislikes.

I can ask and answer questions about what kinds of

chores are easier or more enjoyable.

I can add to a conversation what I like and dislike

about having a pet.

I can exchange preferences about which subjects I

like or dislike.

I can ask and answer questions about favorite

singers.

I can… (customize with speciﬁ c content).

I can exchange with others some ideas about ways

to stay healthy.

I can exchange recommendations about the best

apps for different purposes.

I can interact with friends to identify kinds of

photos I think are appropriate to post on social

media.

I can compare schedules with a friend to identify

who has a harder week ahead.

I can exchange opinions about my school’s cafeteria

food.

EXAMPLES: Writing/Reading

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can respond to a social media site about best

restaurants or best sports teams, indicating

approval or disapproval.

I can text my friend about where I prefer to meet

and when.

I can text someone what I prefer for dinner tonight.

I can choose my preference for clothing brands on

an online survey.

I can complete a simple survey to identify what I

like and don’t like about a store or service.

I can… (customize with speciﬁ c content).

I can choose answers on an online personality

survey.

I can post clothing photos on a social media site

and ask advice about which to buy.

I can read a note from my roommate about evening

plans and write a short response.

I can tweet my opinion about a new movie in

response to other tweets.

I can react to my classmates’ posts on an online

learning tool.

I can… (customize with speciﬁ c content).

I can craft a response to a blog post about movie

recommendations.

I can ask and react to a friend’s post on a social

media site.

I can exchange with visitors on a shared Wiki

preferences of things to do.

I can add my comments to those of others about

something I read on a forum about sports.

I can exchange preferences in video games on a

gaming site.

NOVICE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

PRESENTATIONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

PROFICIENCY BENCHMARK

I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and

simple sentences through spoken, written, or signed language.

How can I present information to

narrate about my life, experiences and events?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can introduce myself using practiced or

memorized words and phrases, with the

help of gestures or visuals.

I can present information about myself,

my interests and my activities using

a mixture of practiced or memorized

words, phrases and simple sentences.

I can present personal information

about my life and activities, using simple

sentences most of the time.

EXAMPLES: Speaking or Signing

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can say my name, age, and where I live to

introduce myself.

I can say my phone number, home address, and

email address.

I can say some activities I do every day.

I can tell the names of places I go on the weekend.

I can state my physical or personality traits.

I can… (customize with speciﬁ c content).

I can name my family members, their ages, their

relationships to me, and what they like to do.

I can state a few personality or physical

characteristics of a hero of mine.

I can identify parts of my house, my school or my

place of work.

I can name places in my community, town, city,

state or country.

I can tell someone my activities and schedule for

the day.

I can… (customize with speciﬁ c content).

I can identify whom I and people in other cultures

consider to be part of the family, using a few

simple details.

I can describe where I work and what I do.

I can tell a peer or colleague what I did this

weekend.

I can give biographical information about others.

I can give some simple reasons why I am late for an

appointment.

EXAMPLES: Writing

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can write my name, age, and where I live on a

simple form.

I can write my phone number, home address, and

email address on a simple form.

I can write how I’m feeling in a short journal entry.

I can write a list of what I need to pack for an

upcoming trip.

I can write a shopping list of what I need to buy.

I can… (customize with speciﬁ c content).

I can caption a photo with my family members’

names, ages, relationship to me, and what they

like to do.

I can write about what I look like so that someone

can recognize me.

I can write the physical or personality traits of a

character in a book.

I can list my classes or work activities and tell what

time they start and end.

I can list my weekend activities and who does them

with me.

I can… (customize with speciﬁ c content).

I can identify whom I and people in other cultures

consider to be part of the family, using a few

simple details.

I can write a short note, text or email to my friend

about upcoming plans.

I can write information about my daily life in a

letter, blog, discussion board or email message.

I can write about a ﬁ eld trip, an event or an activity

that I participated in.

I can write the sequence of events from a story I’ve

read or a video I’ve seen.

NOVICE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

PRESENTATIONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

NOVICE

PROFICIENCY BENCHMARK

I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and

simple sentences through spoken, written, or signed language.

How can I present information to

give a preference, opinion or persuasive argument?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can express my likes and dislikes

using practiced or memorized words

and phrases, with the help of gestures or

visuals.

I can express my likes and dislikes on

very familiar and everyday topics of

interest, using a mixture of practiced or

memorized words, phrases and simple

sentences

I can express my preferences on familiar

and everyday topics of interest, using

simple sentences most of the time.

EXAMPLES: Speaking or Signing

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can list places I like to go to see art or listen to

music.

I can tell sports I like or don’t like.

I can say names of my favorite animals based on

pictures I see.

I can look at pictures on a menu and name foods

based on my likes and dislikes.

I can state some activities which I enjoy.

I can… (customize with speciﬁ c content).

I can tell where I like to go to see art or listen to

music.

I can say how much I like or don’t like certain foods.

I can state my favorite free-time activities and

those I don’t like.

I can state which actor or author I like the best.

I can say which school subjects are my most and

least favorite.

I can… (customize with speciﬁ c content).

I can recommend places to experience a variety of

art and music styles.

I can tell about my favorite actor or author.

I can tell about others’ likes and dislikes.

I can present a brief description of a website I ﬁ nd

useful.

I can give a few details about my favorite

restaurant.

EXAMPLES: Writing

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can list places I like to go to see art or listen to

music.

I can create a simple chart of a few things I like

and dislike.

I can label the things I like and don’t like in a

picture.

I can write a list of desirable and undesirable

characteristics of a friend.

I can list my favorite free-time activities to create a

survey for my peers.

I can… (customize with speciﬁ c content).

I can write where I go to see art or listen to music.

I can write how much I like or don’t like certain

sports.

I can create a bulleted list telling why a class is my

favorite.

I can write a rank ordered list of my favorite and

least favorite free-time activities.

I can caption pictures of what I consider to be good

and bad lunch options.

I can… (customize with speciﬁ c content).

I can recommend places to experience a variety of

art and music styles.

I can write about others’ likes and dislikes in order

to form a team or work group.

I can create a slogan and short description for an

advertisement.

I can write a description of my favorite character

from a story.

I can make a simple poster to campaign for a

person or event.

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

NOVICE

PROFICIENCY BENCHMARK

I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and

simple sentences through spoken, written, or signed language.

How can I present information

to inform, describe, or explain?

PERFORMANCE INDICATORS

NOVICE LOW NOVICE MID NOVICE HIGH

I can name very familiar people,

places, and objects using practiced or

memorized words and phrases, with the

help of gestures or visuals.

I can present on very familiar and

everyday topics using a mixture of

practiced or memorized words, phrases

and simple sentences.

I can present on familiar and everyday

topics, using simple sentences most of the

time.

EXAMPLES: Speaking or Signing

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can name items I see every day.

I can name some countries on a map when

planning a trip.

I can name some famous landmarks and people.

I can say numbers from 1-10.

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

I can… (customize with speciﬁ c content).

I can give some simple information about my

classroom or school.

I can give some simple information about animals,

foods or sports based on pictures or photos.

I can tell the location of a city relative to another

city on a map. I can present simple information

about my town or city.

I can give some simple information about historical

ﬁ gures based on pictures or photos.

I can… (customize with speciﬁ c content).

I can identify some elements of a classroom, a

school schedule or levels of schooling.

I can present information on something I learned

about in a class or at work.

I can describe a simple process such as how

to make something or the steps of a science

experiment.

I can describe a simple routine such as getting

lunch in a cafeteria or restaurant.

I can give simple directions to a nearby location.

EXAMPLES: Writing

NOVICE LOW NOVICE MID NOVICE HIGH

I can… (customize with speciﬁ c content).

I can label familiar people, places, and objects in

pictures and posters.

I can ﬁ ll out a simple form with my name, address,

phone number, birth date, and nationality.

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

“Happy Holidays,” etc.

I can write the names of places on a map.

I can list items I see every day.

I can… (customize with speciﬁ c content).

I can write some simple information about my

classroom or school.

I can write some simple details about animals,

foods, historical ﬁ gures, or sports based on

pictures or photos.

I can list my daily activities.

I can write a to-do list.

I can ﬁ ll out a simple schedule.

I can… (customize with speciﬁ c content).

I can identify in writing some elements of a

classroom, a school schedule, or levels of

schooling.

I can write a simple process such as how to solve a

math problem.

I can write simple captions for pictures or photos.

I can write simple directions to a nearby location.

I can write an email requesting more information

about something I found online such as a local

event or student organization.

PRESENTATIONAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERCULTURAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

INTERCULTURAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

EXAMPLES: Linking Investigation and Interaction

I can… (customize with speciﬁ c content).

INVESTIGATE

In my own and other cultures I can identify locations to buy something and how culture affects where people shop.

INTERACT

I can use rehearsed behaviors when shopping in a familiar type of store.

INVESTIGATE

In my own and other cultures I can identify familiar landmarks and monuments and what they represent to people.

INTERACT

I can act appropriately when purchasing an entrance ticket to a landmark or historical site.

INVESTIGATE

In my own and other cultures I can identify some elements of a classroom, a school schedule, or levels of schooling and how they

reﬂ ect the culture.

INTERACT

I can answer simple questions about my study abroad plans.

INVESTIGATE

In my own and other cultures I can interpret simple schedules and consider how people think about time.

INTERACT

I can schedule a call or video conference with a peer in the target culture with awareness of time differences and the other’s

schedules.

INVESTIGATE

In my own and other cultures I can identify some artists and musicians, their styles and contributions.

INTERACT

I can recommend sites to experience a variety of local art and music styles.

INVESTIGATE

In my own and other cultures I can identify geographical forms and how they affect a country’s natural resources.

INTERACT

I can work with a peer in another culture to create a digital presentation on each country’s natural resources.

INVESTIGATE

In my own and other cultures I can identify examples of entertainment, social media and literature and peoples’ attitudes toward them.

INTERACT

I can use some Internet slang abbreviations to communicate a short message through social media.

INVESTIGATE

In my own and other cultures I can identify some products that reveal a stereotype or exaggerated view of a culture.

INTERACT

I can work with a peer in the target culture to create posters exposing stereotyped images of each others’ countries.

INVESTIGATE

In my own and other cultures I can identify some traditional products and show how and why they are globalized such as fast food,

jeans, or social media.

INTERACT

I can share with peers in another culture restaurants and foods that might be familiar to them.

INVESTIGATE

Investigate Products

And Practices

To Understand

Cultural Perspectives

PROFICIENCY BENCHMARK

In my own and other cultures I can identify products and practices to help me understand perspectives.

PERFORMANCE INDICATORS

PRODUCTS

In my own and other cultures I can identify some typical products related to familiar

everyday life.

PRACTICES

In my own and other cultures I can identify some typical practices related to familiar

everyday life.

INTERACT

Interact With Others

In And From Another

Culture

PROFICIENCY BENCHMARK

I can interact at a survival level in some familiar everyday contexts.

PERFORMANCE INDICATORS

LANGUAGE

I can communicate with others from the target culture in familiar everyday situations,

using memorized language and showing basic cultural awareness.

BEHAVIOR

I can use appropriate rehearsed behaviors and recognize some obviously

inappropriate behaviors in familiar everyday situations.

NOVICE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

INTERCULTURAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

INTERCULTURAL COMMUNICATION

PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS + EXAMPLES

EXAMPLES: Linking Investigation and Interaction

I can… (customize with speciﬁ c content).

INVESTIGATE

In my own and other cultures I can identify social practices such as greetings, introductions, leave-taking and thanking people.

INTERACT

I can greet and take leave from someone using polite rehearsed behaviors.

INVESTIGATE

In my own and other cultures I can identify whom people consider to be part of their family.

INTERACT

I can appropriately address members of a family who represent different generations and genders.

INVESTIGATE

In my own and other cultures I can identify how people count and measure.

INTERACT

I can work with a target language peer and use math skills to compare the area of our living spaces.

INVESTIGATE

In my own and other cultures I can identify how, what and why people eat what they do.

INTERACT

I can act appropriately when obtaining food in familiar situations, such as grocery shopping or eating in a restaurant.

INVESTIGATE

In my own and other cultures I can identify how people use their free time and why.

INTERACT

I can participate in a sport with peers of the target culture by observing and imitating them.

INVESTIGATE

In my own and other cultures I can identify how people celebrate local and national holidays or festivals.

INTERACT

I can observe and imitate appropriate behaviors at a holiday or festival celebration.

INVESTIGATE

In my own and other cultures I can identify how people travel from one place to another, such as driving, taking the train or riding a

bike, and why they choose to travel this way.

INTERACT

I can access simple information about transportation options based on my location.

INVESTIGATE

In my own and other cultures I can identify how culture is reﬂ ected in currencies.

INTERACT

I can use rehearsed behaviors when purchasing items in a familiar setting.

INVESTIGATE

In my own and other cultures I can identify some traditional practices and tell how and why they are globalized, such as the way

people dress, length of school/workday or meal times.

INTERACT

I can select clothing that ﬁ ts in with what others are wearing.

INVESTIGATE

Investigate Products

And Practices

To Understand

Cultural Perspectives

PROFICIENCY BENCHMARK

In my own and other cultures I can identify products and practices to help me understand perspectives.

PERFORMANCE INDICATORS

PRODUCTS

In my own and other cultures I can identify some typical products related to familiar

everyday life.

PRACTICES

In my own and other cultures I can identify some typical practices related to familiar

everyday life.

INTERACT

Interact With Others

In And From Another

Culture

PROFICIENCY BENCHMARK

I can interact at a survival level in some familiar everyday contexts.

PERFORMANCE INDICATORS

LANGUAGE

I can communicate with others from the target culture in familiar everyday situations,

using memorized language and showing basic cultural awareness.

BEHAVIOR

I can use appropriate rehearsed behaviors and recognize some obviously

inappropriate behaviors in familiar everyday situations.

NOVICE

NCSSFL-ACTFL CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS