Colorado+Academic+Standards+for+World+Languages

Standards for Foreign Language Learning: Executive Summary from ACTFL:

[|Colorado Academic World Language Standards-CDE Connection]

[|Searchable database for Colorado WL Standards]

Colorado Academic World Languages Standards:

Colorado Academic World Languages Standards media type="custom" key="20197762"

World Languages CDE Standards explanation-developed by members of the CDE WL task Force for CCFLT 2010:

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New State World standards: (State Prepared Graduate Competency Level: Intermediate-mid-meaning Level 5 minimum)
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**1. Communication**: Communication in Languages Other Than English
1.1 **Interpersonal mode**: Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions 1.2 **Interpretive mode**: Understand and interpret written and spoken language on a variety of topics 1.3 **Presentational mode**: Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics

**2. Cultures**: Knowledge and Understanding of Other Cultures
2.1 ** Cultural practices and perspectives: ** Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied 2.2 **Cultural products and perspectives:** Demonstrate an understanding of the relationship between the products and perspectives of the cultures studied

**3. Connections**: Connections with Other Disciplines and Information Acquisition
3.1 **Connections to other disciplines:** Reinforce and further knowledge of other disciplines through the foreign language 3.2 **Acquiring new information:** Acquire information and recognize the distinct viewpoints that are only available through the foreign language and its cultures.

**4. Comparisons**: Comparisons to Develop Insight into the Nature of Language and Culture
4.1 **Language comparisons:** Demonstrate understanding of the nature of language through comparisons of the language studied and their own 4.2 **Cultural comparisons:** Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own

Colorado Academic Standards for WL wordle


 * To understand how the Standards Committee arrived at the Prepared Graduate Competency Level **


 * ACTFL Proficiency guidelines revised 2012:[[file:ACTFLProficiencyGuidelines2012revised_FINAL.pdf]] **


 * [|ACTFL Proficiency Guidelines #1]**


 * [|ACTFL Proficiency Guidelines #2]**
 * ACTFL Proficiency Guidelines-What a kid can do**.:[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file:wl-tsdtech2009/ACTFL proficiency guidelines students can do.doc"]] [[file:wl-tsdtech2009/ACTFL proficiency guidelines students can do.doc|ACTFL proficiency guidelines students can do.doc]]


 * ACTFL Performance Guideline Proficiency Chart-years**: [[file:ACTFL Performance Guidelines Range Chart.doc]]


 * ACTFL Proficiency Spiral:** [[file:ACTFL Spiral from Novice Low to Superior.doc]]

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

Unlike other Colorado Academic Content Standards areas, the world languages standard is benchmarked by proficiency levels, rather than grade levels. The development of these proficiency levels was informed by the //American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners// (ACTFL, 1998), the //ACTFL Proficiency Guidelines—Speaking// (ACTFL, 1999), and the //ACTFL Proficiency Guidelines—Writing// (ACTFL, 2001).

The levels are summarily reflected in the following proficiency statements:


 * **Novice-Mid Level:** Students communicate //using memorized words and phrases// to talk about familiar topics related to school, home, and the community.
 * **Novice-High Level:** Students communicate //using words, lists, and simple sentences// to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.
 * **Intermediate-Low Level:** Students communicate //using simple sentences// to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.
 * **Intermediate-Mid Level:** Students communicate //using strings of sentences// to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.

Source: [|New Jersey Content Standards]

Avatar Oral exam-OPI-(Oral Proficiency Interview) OPI-c demo: (**Skip user name and password and click “start test”**.) In English so you can see how the test is structured. [] Special issue of Foreign Language Annals on OPI: [|http://www.][|actfl][|.org/i4a/pages/Index.cfm?pageid=3803]

How the OPI works to determine proficiency level: **Structure of the OPI**
 * Four phases
 * Warmup: get information about interviewee
 * Level checking and probing (**spiral** topics)
 * Role play for verification of level
 * Wind down
 * Elicitation: different types of questions for different levels
 * Role play

**Rating the Sample**
 * Ratings are global, not discrete.
 * Requirements of level must be sustained over a variety of contexts and content areas.
 * Look for patterns of strengths (the “floor”) and patterns of weakness (the “ceiling”).
 * First determine general level, then sublevel.
 * Low: minimally sustains level; no control of next higher level
 * Mid: sustains level; maybe slight control of next higher level
 * Difference between mid and low is in degrees of quantity and quality.
 * High: full control of level, partial control of next higher level
 * If there is any question about sublevel, always assign the lower sublevel.

Depth of knowledge-document used to measure the complexity and depth of the evidence outcomes in the standards

 * [[file:DOK_Chart.pdf]]
 * Info from CDE[[file:Depth of Knowledge for the CAS.pdf]]