Colorado Academic World Languages Standards 2010-our 4 C's
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
Prepared Graduate Competencies (PGC)
Communication in Languages Other Than English
1. Engage in conversations, provide and obtain information, express feelings and emotions, and
exchange opinions. (Interpersonal mode)
2. Understand and interpret written and spoken language on a variety of topics. (Interpretive mode)
3. Present information, concepts, and ideas to an audience of listeners or readers on a variety of
topics. (Presentational mode)
Knowledge and Understanding of Other Cultures
1. Demonstrate an understanding of the relationship between the practices and perspectives of the
cultures studied.
2. Demonstrate an understanding of the relationship between the products and perspectives of the cultures
studied.
Connections with Other Disciplines and Information Acquisition
1. Reinforce and further knowledge of other disciplines through the foreign language.
2. Acquire information and recognize the distinctive viewpoints that are only available through the
foreign language and its cultures.
Comparisons to Develop Insight into the Nature of Language and Culture
1. Demonstrate understanding of the nature of language through comparisons of the language
studied and their own.
2. Demonstrate understanding of the concept of culture through comparisons of the cultures studied
and their own.
Ranges-PreK-13 Ranges: What students are able to know, understand and be able to
do?(Resources: ACTFL Proficiency Guidelines/ACTFL Performance Guidelines)
Intermediate-Mid
Intermediate-Low
Novice-High
Novice-Mid
Novice-Low
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, proficiency levels, rather than grade levels
benchmark the world languages standards. The American Council on the Teaching of Foreign Languages
(ACTFL) Proficiency Guidelines for K-12 Learners informed the development of these proficiency levels
Range Level Expectations: The levels are summarily reflected in the following proficiency statements:

Novice-Low Range: Students communicate using isolated words and some high-frequency phrases
with very limited communicative ability.

Novice-Mid Range: Students communicate using memorized words and phrases to talk about
familiar topics related to school, home, and the community. Students are able to speak and write
using short sentences that contain learned words and phrases. They are able to understand the
target language when it is spoken in short, simple phrases and sentences and contain many
cognates and memorized phrases and words.. They are able to read very brief texts with
comprehension based on basic common themes such as family, school, activities, etc. .
Comprehension is further enhanced when the spoken language and written text are supported by
visual cues and gestures.

Novice-High Range: 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. Students are able to speak and write using short sentences that
contain learned words and phrases. They are able to understand the target language when it is
spoken in short, simple phrases and sentences. They are able to read brief texts with
comprehension. Comprehension is further enhanced when the spoken language and written text
are supported by visual cues and gestures.

Intermediate-Low Range: 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. Students are able to participate in simple conversational situations using
sentences and groups of sentences. They can create with the target language by combining and
recombining learned phrases and words. They can write simple messages, read authentic texts
dealing with familiar topics, and understand the main ideas when listening to conversations
dealing with familiar topics or themes. At this range is when students begin to autonomously
create with the target language for the first time.

Intermediate-Mid Range: 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. Students can initiate and sustain conversations by making statements,
asking questions, and giving appropriate responses. They can communicate using appropriate
time frames on everyday topics both orally and in writing. Students are able to compose cohesive
paragraphs related to familiar topics and personal experiences. They are able to understand the
main ideas and significant details in extended discussions and presentations, both live and
recorded. They are able to acquire new knowledge and information from authentic texts including
short literary texts and media.
The Role of Grammar in the World Languages Class
While knowledge of the grammar of a language (e.g., rules for syntax, tense, and other elements of usage)
is not an explicit goal of the World Languages standards, grammar plays a supporting role in allowing
students to achieve the stated linguistic proficiency goals of the proficiency ranges. Grammar is one tool
that supports the attainment of the stated linguistic goals; others tools include knowledge of vocabulary,
sociolinguistic knowledge, understanding of cultural appropriateness, and grasp of communication
strategies.
Students who are provided with ample opportunities to create meaning and use critical thinking skills in
a language of study achieve linguistic proficiency. Research has established that all grammar learning
must take place within a meaningful context, with the focus on producing structures to support
communication.
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