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A Document to Assist with the Transition from the 2004 Standard Course of Study to the 2010 Essential Standards
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Learning Trajectories
Descriptors used in Clarifying Objectives to Show Increasing Proficiency Levels
1. Novice Low (NL) 2. Novice Mid (NM) 3. Novice High (NH)
Single words and simple memorized phrases Simple exchanges
Memorized, content-related vocabulary
Memorized words and phrases Familiar topics/vocabulary
Simple phrases and short sentences Familiar topics without visuals Short interactions/messages Simple texts/descriptions/questions
4. Intermediate Low (IL) 5. Intermediate Mid (IM) 6. Intermediate High (IH)
Series of phases and sentences Unrehearsed situations Limited discourse
Familiar situations with some details Familiar topics and experiences Questions Short conversations Main ideas and a few details
Variety of familiar topics with many details Unfamiliar topics with some details Personal opinions
Uncomplicated settings where communication is straightforward
Series of connected sentences Simple factual presentations Unfamiliar academic vocabulary Spontaneous conversations
Personal views (state and support) Variety of familiar and some unfamiliar (new) topics
Familiar topics in complicated settings, where communication is more demanding because of competition or lack of directness Detailed, factual
information/narratives/descriptions Many different types of texts that contain unfamiliar vocabulary
Extended conversations/speech Take an active part in discussions Clear and detailed descriptions Academic pursuits and career interests
7. Advanced Low (AL) 8. Advanced Mid (AM)
In the ACTFL K-12 Performance and Proficiency Guidelines, there are two levels beyond Advanced Mid: Advanced High and Superior.
However, the writers and reviewers of the World Language Essential Standards, as well as the stakeholders who provided feedback on the drafts, agreed that K-12 World Language program proficiency expectations should go through Advanced Mid.
There may be students who reach the Advanced High or Superior proficiency levels, but the program proficiency expectations, or student outcomes, for the programs and courses are designed to be challenging, yet reasonable, goals for the K-12 group of language learners.
Variety of familiar and unfamiliar topics Lengthy conversations/discussions Texts on unfamiliar topics Clear, organized texts
Discipline-specific ideas with unfamiliar academic topics
Modify for some specific audiences Subtleties of text on familiar topics and information from texts on unfamiliar topics
Concrete, social and professional topics With fluency and flexibility
Extended, complex speeches/lectures Long, complex texts
Personal, academic, and professional topics Multiple viewpoints and opinions Specialized and precise language Clearly articulated presentations Clear, well-organized texts Variety of audiences
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