Colorado Academic World Languages Standards-4 C’s
What do the 2010 Colorado Academic Standards-the 4 C’s mean in the classroom?
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
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So what do the standards mean?
Standard 1: Communication
1.1 Students listen and respond, engage in conversations, provide and obtain information, express feelings, emotions and
preferences, and exchange opinions. (Interpersonal)
The person-to-person communication standard identifies the content and range of skills that students demonstrate when they exchange
information with another person. In person-to-person communication students demonstrate their ability to initiate, sustain, and close a
conversation or an interactive written communication. This standard focuses on the skills that students need to develop in order to
maintain an interactive communication with another person.
Standard 1: Communication
1.2 Students understand and interpret written and spoken language on a variety of topics when listening, writing, and viewing.
(Interpretive)
The comprehension and interpretation of written or oral communication is the second communication standard within the range of
skills that students develop to demonstrate communicative competence. The ability to understand spoken and written language is
indicated by the level of comprehension of a text and the interpretation of other visual and auditory cues given by the speaker or
writer. This standard is one-way communication and focuses on what students can comprehend.
1.3 Students present information, concepts, and ideas to listeners or readers on a variety of topics. (Presentational)
This standard focusing on communicative competence centers on the ability of a student to present information to an audience either
orally or in writing. This set of skills calls for the student to be able to organize thoughts and deliver presentations to a variety of
audiences. These skills involve mostly prepared presentations.
Standard 2: Cultures
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.
Understanding the culture of the speakers of the language is an integral part of learning a language. Students demonstrate their
understanding of the links between language and culture by developing an understanding of the perspectives or viewpoints and
practices of the culture(s). The in-depth understanding of these elements of culture improves the students’ ability to interact
appropriately with native speakers of the language and to function successfully within that cultural setting.
2.2 Students demonstrate an understanding of the relationship between products and perspectives of the cultures studied.
Understanding the culture of the speakers of the language is an integral part of learning a language. Students demonstrate their
understanding of the link between language and culture by developing an understanding of the perspectives or viewpoints and
products of the culture(s). The in-depth understanding of these elements of culture improves the students’ ability to interact
appropriately with native speakers of the language and to function successfully within that cultural setting.
Standard 3: Connections
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
The topics addressed in the world language classroom provide an opportunity for students to connect information about the language
and its culture(s) they are learning with concepts studied in other subject areas. This reinforcement of curricular concepts increases
students’ in-depth understanding of the total curriculum.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language
and its cultures.
Students are able to enhance their knowledge of other subject areas by accessing additional information available to them in the
foreign language. This enhancement of curricular concepts increases students’ in-depth understanding of the total curriculum.
Standard 4: Comparisons
4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their
own.
The process of language learning causes students to reflect on their own language in a way that increases their understanding of the
nature of language in general and of elements of their native language and culture. Students increase their own skills in their native
language as they make comparisons between the foreign language and their own. The insight students develop into the way their own
culture is reflected in language helps them increase their awareness and openness to people who speak other languages and have
different worldviews.
4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
The insight students develop into their own culture helps them to increase their awareness and openness to people who speak other
languages and who may view the world from a different perspective.
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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).
Ranges-PreK-13 Ranges: What students are able to know, understand and be able to do? (Resources:
ACTFL Proficiency Guidelines/ACTFL Performance Guidelines)
Targeted proficiency ranges for TSD classes
 Elementary programs-Novice-Low (approaching Novice-Mid at Truscott and Coyote Ridge)
 6th grade-Novice Low (approaching Novice-Mid)
 Levels 1A, 1B, Level 1-Novice-Mid
 Level 2-Novice-Mid (approaching Novice-High)
 Level 3: Novice-High (approaching Intermediate-Low)
 Level 4: Intermediate Low
 Level 5 (AP/IB) Intermediate-Mid
Language Characteristics by Levels
Here are four primary proficiency levels as defined by the American Council on the Teaching of Foreign
Languages, Novice, Intermediate, Advanced, Superior. With the exception of "Superior", each level is divided
into three sublevels
The following is a brief list of characteristics of learner language production at various levels. These
characteristics will be very important when creating presentational writing prompts based on works of art.
 Novice Low - identify with lists, produce isolated words, repeat memorized items
 Novice Mid - identify with phrases, combine words, express ideas with simple phrases and expressions
 Novice High - describe with phrases, identify with short sentences in present time frame
 Intermediate Low - describe with sentences, use strings of sentences, express own thoughts in single
time frame
 Intermediate Mid - describe with strings of sentences, combine time frames, create with language
 Intermediate High - write paragraph-length texts, combine of time frames, use limited idiomatic
expressions
 Advanced Low - describe and narrate in paragraph and longer-length texts, combine time frame
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The Colorado World Languages Academic Standards levels are summarily reflected in the following
proficiency range 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.
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ACTFL Performance Guidelines Range
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LEARNER TARGETS: Spanish 1-A-Novice-mid
Unit 1: Meet/Greet and Provide/Obtain Personal Information
INTERPRETIVE MODE
INTERPERSONAL MODE
(Spontaneous Person-to-Person)
PRESENTATIONAL MODE
Listening
Reading
Speaking & Writing
Prepared Speaking
I can…
 recognize some common
greetings and
expressions.
 understand someone
talking about their age,
where they are from, their
phone number and
birthday.
 understand when
someone describes
themselves or someone
else.
 understand when
someone talks about
activities they like/dislike.
I can…
 understand basic
personal information from
various communications.
 identify cognates and
punctuation that help me
understand the meaning.
 understand some
personal information
found in short readings.
 understand basic
information about
activities people like or
don’t like.
I can…
 greet and say goodbye to people.
 introduce myself and ask someone their name.
 tell someone the date.
 answer questions about my name, age, origin,
phone number, and birthday.
 answer questions about personality and simple
likes and dislikes.
 ask questions to find out basic information
about someone else.
 answer questions about my likes and dislikes.
 react to someone else’s likes or dislikes.
I can…
 greet and say goodbye.
 tell my age, birthday, and
origin.
 tell dates
 tell my telephone number.
 introduce myself.
 describe my personality.
 express my basic likes/dislikes
about activities.
Prepared Writing
I can…
 greet people and
introduce myself.
 write an introduction of
myself.
 write my age, birthday,
and origin.
 write dates
 write my telephone
number.
 write about my
personality.
 write about my basic
likes/dislikes about
activities.
Unit 2: School Life
INTERPRETIVE MODE
INTERPERSONAL MODE
(Spontaneous Person-to-Person)
Listening
Reading
Speaking & Writing
I can…
 understand what people
say about school
subjects, schedules,
class supplies, and class
activities.
 understand classroom
directions.
 understand someone
telling time.
 understand someone
talking about location of
items and people within a
classroom.
I can…
 understand information
about supplies for class.
 understand short
readings that describe
classes, school
schedules, and teachers.
 understand short
readings about schools in
other countries.
I can…
 speak with another person about my school
day.
 ask another person about his/her school day.
 say/describe my classes and teachers and
when I have them.
 say what materials I have and need for each
class.
 describe where items and people are located in
the classroom.
PRESENTATIONAL MODE
Prepared Speaking
I can…
 talk about my school
schedule.
 tell what school supplies I
have and need.
 describe my classes and
teachers.
 describe what my school is
like.
Prepared Writing
I can…
 write information about
my class schedule.
 write a description of my
classes and teachers.
 describe my classroom
and identify the location
of classroom item and
people.
Unit 3: Sports and Leisure Activities
INTERPRETIVE MODE
INTERPERSONAL MODE
(Spontaneous Person-to-Person)
Listening
Reading
I can…
 understand when people
talk about sports and
leisure activities and
where they do them.
 understand simple
questions about activities
I do.
 understand when, where,
why, and how often
people participate in
activities.
I can…
 understand when people
talk about what activities
they do.
 understand basic
descriptions of the
weather.
 understand when, where,
why, and how often
people participate in
activities.
 understand what people
are going to do in the
near future.
Speaking & Writing
I can…
 ask and answer questions about activities
including what, when, why, with whom, and
how often.
 describe my plans for the near future.
 accept/decline an invitation to do something.
 describe my activities in e-mails, texts, short
conversations, letters, etc.
PRESENTATIONAL MODE
Prepared Speaking
Prepared Writing
I can…
 talk about activities I do.
 say when, where, how often,
and with whom I do activities.
 tell someone my plans for the
near future.
 tell what the weather is like.
I can…
 write about what activities
I do.
 write why I like or dislike
activities.
 write about when, where,
how often, and with
whom I do activities.
 write about how I feel
when I do a certain
activity.
 write about what the
weather is like when I do
activities.
Unit 4: Food and Restaurant
INTERPRETIVE MODE
INTERPERSONAL MODE
(Spontaneous Person-to-Person)
Listening
Reading
Speaking & Writing
I can…
 understand basic
conversations about food
and healthy lifestyles.
 understand a basic
restaurant dialogue.
I can…
 understand descriptions
of meals.
 understand descriptions
of healthy lifestyles.
 understand some of what
I read on a menu.
I can…
 discuss food preferences and healthy lifestyles.
 talk about what my food is like.
 order food and drink in a restaurant.
 use appropriate restaurant etiquette.
 ask for and understand my bill.
PRESENTATIONAL MODE
Prepared Speaking
I can…
 talk about foods and healthy
lifestyles
 role-play a scenario in a
restaurant.
Prepared Writing
I can…
 write about foods and a
healthy lifestyle.
 create a menu with
descriptions.
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