Can-Do Statements NCSSFL-ACTFL
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NCSSFL-ACTFL Can-Do Statements Progress Indicators for Language Learners
NCSSFL-ACTFL
Can-Do Statements
Preface
The NCSSFL-ACTFL Can-Do Statements are self-assessment statements provide a way to chart their progress through in-
checklists used by language learners to assess what they “can cremental steps. The checklists are best used by learners and
do” with language in the Interpersonal, Interpretive, and learning facilitators as part of an overall reflective learning
Presentational modes of communication. These modes of process that includes:
communication are defined in the National Standards for • setting goals
21st Century Language Learning and organized in the check- • selecting strategies
list into the following categories: • self-assessing
• Interpersonal (Person-to-Person) Communication • providing evidence
• Presentational Speaking (Spoken Production) • reflecting before setting new goals
• Presentational Writing (Written Production)
• Interpretive Listening The more learners are engaged in their own learning process,
• Interpretive Reading the more intrinsically motivated they become. Research
shows that the ability of language learners to set goals is
Ultimately, the goal for all language learners is to develop linked to increased student motivation, language achieve-
a functional use of another language for one’s personal ment, and growth in proficiency1.
contexts and purposes. The Can-Do Statements serve two
purposes to advance this goal: for programs, the statements The NCSSFL-ACTFL Can-Do Statements are a revision of
provide learning targets for curriculum and unit design, the NCSSFL 2009 LinguaFolio® Self-Assessment Checklist2
serving as progress indicators; for language learners, the and may be used by learners as a stand-alone self-assessment
or as part of the LinguaFolio® compendium.
For Learners: How can you use the Can-Do Statements?
Use the checklists to record what you think you can do. You may realize that your progression may not be the
same for each mode: Interpersonal, Interpretive, or Presentational. This is to be completely expected. For exam-
ple, you may progress more quickly in Interpretive Reading than in Interpersonal Communication. You will begin
to determine your progress on the proficiency ladder by assessing each mode separately. Include evidence
electronically or in a hard copy to support your self-assessment selections. Uploaded audio, video, or text files,
linked to specific Can-Do Statements, can provide evidence of what you can do. You can validate your self-as-
sessment estimates by comparing them to ratings on official tests you may have taken, such as AAPPL, Advanced
Placement, ACTFL OPI, etc.
The header statement at the beginning of each proficiency level is a Global Can-Do Benchmark or general de-
scription of the proficiency level from the self-assessment grid. The bold statements are the main indicators for that
mode and that level, followed by specific examples (I can…). Check off a specific can-do statement when you
are able to demonstrate that you can perform that specific task. It is not necessary to demonstrate every task in
order to check off the main Can-Do Statement as some examples may refer to individual goals that are not your
own. You may set your own goals in the blank space following “I can...” You are encouraged to look ahead to
tasks at the next higher level to identify the goals you want to set for yourself.2 NCSSFL-ACTFL Can-Do Statements Preface
The current Can-Do Statements are strategically aligned the ability to support an opinion means that the learner can
with the ACTFL Proficiency Guidelines 20123 and the ACTFL discuss complex issues at length by structuring arguments
Performance Descriptors for Language Learners4 to reflect the and developing hypotheses.
continuum of language learning from the Novice through
the Distinguished levels and to provide a common marker Can-Do Statements and the Common Core State
for reporting performance in each mode of communication. Standards for English Language Arts6
This allows learners to chart their progress and learning The NCSSFL-ACTFL Can-Do Statements mirror much of
facilitators to document learner growth on nationally and what is addressed in the Common Core State Standards
internationally recognized scales. (CCSS) for English Language Arts (ELA) and Literacy.
Learning another language, just like learning one’s native
These Can-Do Statements describe the specific language language, involves learning to read, write, speak, listen, com-
tasks that learners are likely to perform at various levels of prehend, communicate, and use the conventions of language.
proficiency. It is important to note that many of the terms The Common Core Anchor Standards for ELA and Literacy
used in the Can-Do Statements are consistent with the way define the skills learners should demonstrate to be college
in which these terms are defined in the Guidelines5 and are and career ready. Similar college and career readiness perfor-
intended to reflect the common terminology that defines mance is described in the Can-Do Statements at the Ad-
key characteristics of the ranges of performance found in vanced and Superior levels. Whereas the CCSS for ELA and
ACTFL documents related to language learning and teach- Literacy are scaffolded by grade level, the NCSSFL-ACTFL
ing. For example, in Interpersonal Communication at the Can-Do Statements are organized by proficiency level. This
Advanced-Low level, the ability to describe people, places, is done to accommodate the multiple entry points at which
and things means that the learner can provide a verbal rep- one can begin learning a language in or outside of school7
resentation of that person, place, or thing, in an organized and to reflect the fact that different languages require varied
way and with some detail. Likewise, at the Superior level, amounts of time to reach the same level. Both the CCSS for
For Learning Facilitators: How can you use the Can-Do Statements?
Use the Global Can-Do Benchmarks and main indicators to set long-term learning goals. Ask yourself what you
expect your learners to be able to do with language after one semester, after one year, or after several years,
and re-evaluate your goals when informed by assessment. Choose more specific can-do statements or customize
new ones to establish learning targets for thematic units and lessons. These targets can help drive your instruction
to be more performance-oriented and provide more opportunities for your learners to produce language.
Use the checklists to model goal setting for your learners. Share with your students the Can-Do Statements you
are targeting for each day’s lesson and show them how those targets relate to the unit goals. Encourage learners
to set their own goals and provide the guidance and class time for self-assessment and reflection. When devel-
oping performance assessments, use wording from the Can-Do Statements in the rubrics, so that your learners
know exactly what you expect of them. For example, for Novice-level Interpersonal tasks, the rubric might include
“asks and responds to simple questions.” For Intermediate-level Presentational tasks, the rubric might include “uses
connected sentences.”
Finally, help learners to understand how what they write or say actually demonstrates that they have or have
not met the goal of the Can-Do Statements. In this way you can help them become more independent learners,
able to set their own goals and provide evidence. Learning that is guided by Can-Do Statements enables one to
become an autonomous and life-long learner.Preface NCSSFL-ACTFL Can-Do Statements 3
ELA and Literacy and the NCSSFL-ACTFL Can-Do State- Acknowledgements
ments are based on an integrated approach to literacy across NCSSFL and ACTFL wish to acknowledge the generous
content areas, with a focus on performance and an under- contributions of the following individuals:
standing of multiple perspectives and cultures. • Project Directors: Jacqueline Bott VanHouten (NCSSFL)
and Elvira Swender (ACTFL)
Development and Publication of the • Contributing authors and editors: Adriana Melnyk Brandt,
NCSSFL-ACTFL Can-Do Statements Ruta Couet, Helga Fasciano, Anne Marie Gunter, Cyn-
The NCSSFL-ACTFL Can-Do Statements are the result thia Martin, Ali Moeller, Debbie Robinson, and Maureen
of a collaborative effort between NCSSFL and ACTFL. Weissenrieder
The collaboration of these two national organizations • Initial collaborators: Maria Antonia Cowles, Gregory
strengthens the goal of articulating a unified message for Fulkerson, Robert Vicars, and Shuhan Wang
the language teaching and learning communities. The • Project coordinator: Natalie Boivin
Can-Do Statements seamlessly link classroom activities
with benchmarked objectives, state and national standards,
and with broad proficiency outcomes for life-long learning.
The NCSSFL-ACTFL Can-Do Statements are published in
the public domain and may be reproduced and disseminated
in printed and electronic media for educational, not-for-
profit purposes only. The sale of this product is prohibited.
1
Moeller, Aleidine J., Theiler, Janine & Wu, Chaorong. (2012) Goal setting
and student achievement: a longitudinal study. Modern Language Journal,
96 (2). 153-169
2
NCSSFL LinguaFolio®:
http://www.ncssfl.org/LinguaFolio/index.php?linguafolio_index
3
ACTFL Proficiency Guidelines 2012.
http://actflproficiencyguidelines2012.org
4
ACTFL Performance Descriptors for Language Learners:
http://www.actfl.org/publications/guidelines-and-manuals/
actfl-performance-descriptors-language-learners
5
ACTFL Proficiency Guidelines 2012 – Glossary.
http://actflproficiencyguidelines2012.org/glossary
6
Common Core Standards for English Language Arts and Literacy:
http://www.corestandards.org/ELA-Literacy
7
This discrepancy between the expectations for ELA first and second
literacy development is not unexpected, given the limited time on task that
most world language learners experience, compared to the amount of time
and opportunities for language use in English, the learner’s language of
daily and academic life.NCSSFL-ACTFL Global Can-Do Benchmarks
Intermediate Intermediate
Novice Low Novice Mid Novice High
Low Mid
I can communicate and I can participate in con-
exchange information versations on familiar
I can participate in con-
about familiar topics us- topics using sentences
versations on a number
I can communicate I can communicate on ing phrases and simple and series of sentences.
of familiar topics using
on some very familiar very familiar topics sentences, sometimes I can handle short social
simple sentences. I can
Interpersonal topics using single using a variety of words supported by memo- interactions in everyday
handle short social
Communication words and phrases that and phrases that I have rized language.
interactions in everyday
situations by asking and
I have practiced and practiced and I can usually handle answering a variety of
situations by asking
memorized. memorized. short social interactions questions. I can usually
and answering simple
in everyday situations say what I want to say
questions.
by asking and answer- about myself and my
ing simple questions. everyday life.
I can present informa- I can present informa- I can present basic
tion about myself and tion about myself and information on familiar I can present informa- I can make presenta-
Presentational some other very familiar some other very familiar topics using language tion on most familiar tions on a wide variety
Speaking topics using single topics using a variety I have practiced using topics using a series of of familiar topics using
words or memorized of words, phrases, and phrases and simple simple sentences. connected sentences.
phrases. memorized expressions. sentences.
I can write briefly about
I can write short I can write on a wide
I can copy some famil- I can write lists and most familiar topics
Presentational messages and notes on variety of familiar
iar words, characters, memorized phrases on and present information
Writing or phrases. familiar topics.
familiar topics related to
using a series of simple
topics using connected
everyday life. sentences.
sentences.
I can understand the
I can often understand
I can understand the main idea in messages
words, phrases, and
main idea in short, sim- and presentations on a
simple sentences related
I can recognize a few I can recognize some ple messages and pre- variety of topics related
to everyday life. I can
Interpretive memorized words and familiar words and sentations on familiar to everyday life and
recognize pieces of
Listening phrases when I hear phrases when I hear
information and some-
topics. I can understand personal interests and
them spoken. them spoken. the main idea of simple studies. I can under-
times understand the
conversations that I stand the main idea
main topic of what is
overhear. in conversations that I
being said.
overhear.
I can understand famil-
I can recognize some iar words, phrases, and
I can recognize a few I can understand the
letters or characters. I sentences within short I can understand the
letters or characters. main idea of texts
Interpretive can understand some and simple texts related main idea of short and
I can identify a few related to everyday life
Reading memorized words and
learned or memorized to everyday life. I can simple texts when the
and personal interests
words and phrases sometimes understand topic is familiar.
phrases when I read. or studies.
when I read. the main idea of what
I have read.NCSSFL-ACTFL Can-Do Statements 5
Intermediate
Advanced Low Advanced Mid Advanced High Superior Distinguished
High
I can participate in I can express myself
I can participate with
conversations about fully not only on familiar
ease and confidence in
familiar topics that go topics but also on some
conversations on famil- I can express myself I can communicate with
beyond my everyday concrete social, aca-
iar topics. I can usually freely and spontaneous- ease, accuracy, and flu-
life. I can talk in an demic, and professional
talk about events and ly, and for the most part ency. I can participate
organized way and topics. I can talk in de- I can communicate
experiences in various accurately, on concrete fully and effectively in
with some detail about tail and in an organized reflectively on a wide
time frames. topics and on most discussions on a variety
events and experiences way about events and range of global issues
I can usually describe complex issues. of topics in formal and
in various time frames. experiences in various and highly abstract
people, places, and I can usually support my informal settings.
I can describe people, time frames. I can con- concepts in a culturally
things. I can handle opinion and develop I can discuss at length
places, and things in fidently handle routine sophisticated manner.
social interactions in hypotheses on topics complex issues by struc-
an organized way and situations with an unex-
everyday situations, of particular interest or turing arguments and
with some detail. I can pected complication. I
sometimes even when personal expertise. developing hypotheses.
handle a familiar situa- can share my point of
there is an unexpected
tion with an unexpected view in discussions on
complication.
complication. some complex issues.
I can make presenta-
I can deliver detailed I can deliver sophisti-
tions in a generally or- I can deliver organized I can deliver well-orga- I can deliver detailed
presentations with ac- cated and articulate
ganized way on school, presentations appro- nized presentations on presentations, usually
curacy, clarity, and pre- presentations on a wide
work, and community priate to my audience concrete social, aca- with accuracy, clarity
cision to a wide variety range of global issues
topics, and on topics I on a variety of topics. demic, and professional and precision, on a va-
of audiences on topics and highly abstract
have researched. I can I can present informa- topics. I can present de- riety of topics and issues
and issues ranging from concepts in a culturally
make presentations tion about events and tailed information about related to community in-
broad general interests appropriate manner,
on some events and experiences in various events and experiences terests and some special
to areas of specialized tailored to a variety of
experiences in various time frames. in various time frames. fields of expertise.
expertise. audiences.
time frames.
I can write on topics I can write about com-
I can write on general I can write on a wide I can write extensively
related to school, work, plex and abstract issues I can write about global
interest, academic, and variety of general inter- with significant preci-
and community in a gen- ranging from topics of issues from highly
professional topics. I est, professional, and sion and detail on a
erally organized way. I broad general interests conceptualized and
can write organized academic topics. I can variety of topics, most
can write some simple to areas of specialized analytical perspectives.
paragraphs about write well-organized, complex issues, and
paragraphs about expertise using standard I can tailor my writing to
events and experiences detailed paragraphs in some special fields of
events and experiences structure, lexicon, and sophisticated readers.
in various time frames. various time frames. expertise.
in various time frames. writing protocols.
I can easily understand I can understand the I can understand the
the main idea in mes- main idea and some main idea and most
sages and presentations supporting details in supporting details on I can easily follow
I can follow a wide
on a variety of topics organized speech on a variety of topics of narrative, informational, I can understand highly
range of academic
related to everyday life a variety of topics of personal and general and descriptive speech. abstract and special-
and professional
and personal interests personal and general interest, as well as some I can understand dis- ized speech tailored
discourse on abstract
and studies. I can usual- interest. I can follow topics of professional cussions on most topics to different audienc-
and specialized topics.
ly understand a few de- stories and descriptions interest. I can follow that deal with special es. I can understand
I can understand all
tails of what I overhear of some length and in stories and descriptions interests, unfamiliar sophisticated language,
standard dialects. I can
in conversations, even various time frames. of some length and in situations, and abstract humor, and persuasive
sometimes infer complex
when something unex- I can understand infor- various time frames. concepts. I can some- arguments embedded
meaning that requires
pected is expressed. mation presented in a I can understand times follow extended with cultural references
deep understanding of
I can sometimes follow variety of genres on fa- information presented arguments and different and allusions.
the culture.
what I hear about events miliar topics, even when in most genres, even points of view.
and experiences in something unexpected when not familiar with
various time frames. is expressed. the topic.
I can understand the
main idea and most
I can easily follow
supporting details in
narrative, informational,
I can understand the texts on a variety of I can follow academ- I can understand with
I can easily understand and descriptive texts.
main idea and some topics of personal and ic, professional, and ease and confidence
the main idea of texts I can understand what
supporting details on general interest, as well literary texts on a wide highly abstract and spe-
related to everyday life, I read on most topics
a variety of topics of as some professional range of both familiar cialized texts that are
personal interests, and that deal with special
personal and general topics. I can follow sto- and unfamiliar subjects. succinct or elaborate.
studies. I can sometimes interests, unfamiliar
interest. I can follow ries and descriptions of I can sometimes infer I can follow unpredict-
follow stories and de- situations, and ab-
stories and descriptions considerable length and complex meaning that able turns of thought.
scriptions about events stract concepts. I can
of some length and in various time frames. requires analysis and I can manage inference
and experiences in sometimes understand
in various time frames I can understand texts deep understanding of from within the cultural
various time frames. extended arguments
and genres. written in a variety of the culture. framework.
and different points
genres, even when
of view.
I am unfamiliar with
the topic.6 NCSSFL-ACTFL Can-Do Statements Interpersonal Communication
NOVICE LOW
I can communicate on some very familiar topics using
single words and phrases that I have practiced and memorized.
I can greet my peers. I can answer a few simple questions.
I can say hello and goodbye. I can respond to yes/no questions.
I can_________________________________________ I can answer an either/or question.
I can respond to who, what, when, where questions.
I can introduce myself to someone.
I can_________________________________________
I can tell someone my name.
I can_________________________________________
NOVICE MID
I can communicate on very familiar topics using a variety
of words and phrases that I have practiced and memorized.
I can greet and leave people in a polite way. I can make some simple statements in a conversation.
I can say hello and goodbye to someone my age I can tell someone what I am doing.
or younger. I can say where I went.
I can say hello and goodbye to my teacher, professor, I can say whom I am going to see.
or supervisor.
I can express a positive reaction, such as “Great!”
I can say hello and goodbye to an adult.
I can_________________________________________
I can say hello and goodbye to a person I do not know.
I can_________________________________________ I can ask some simple questions.
I can ask who, what, when, where questions.
I can introduce myself and others.
I can ask questions about something that I am learning.
I can introduce myself and provide basic
personal information. I can_________________________________________
I can introduce someone else. I can communicate basic information about myself and
I can respond to an introduction. people I know.
I can_________________________________________ I can say my name and ask someone’s name.
I can say or write something about the members of my
I can answer a variety of simple questions. family and ask about someone’s family.
I can answer questions about what I like and dislike. I can say or write something about friends and classmates
I can answer questions about what I am doing and what I or co-workers.
did. I can_________________________________________
I can answer questions about where I’m going or where
I went. I can communicate some basic information about my
I can answer questions about something I have learned. everyday life.
I can_________________________________________ I can give times, dates, and weather information.
I can talk about what I eat, learn, and do.
I can talk about places I know.
I can ask and understand how much something costs.
I can tell someone the time and location of a
community event.
I can_________________________________________Interpersonal Communication NCSSFL-ACTFL Can-Do Statements 7
NOVICE HIGH
I can communicate and exchange information about familiar topics using phrases and simple sentences,
sometimes supported by memorized language. I can usually handle short social interactions
in everyday situations by asking and answering simple questions.
I can exchange some personal information. I can ask for and give simple directions.
I can ask and say a home address and e-mail address. I can ask for directions to a place.
I can ask and say someone’s nationality. I can tell someone how to get from one place to another,
I can ask and talk about family members and such as go straight, turn left, or turn right.
their characteristics. I can tell someone where something is located, such as
I can ask and talk about friends, classmates, teachers, next to, across from, or in the middle of.
or co-workers. I can_________________________________________
I can_________________________________________
I can make plans with others.
I can exchange information using texts, graphs, I can accept or reject an invitation to do something
or pictures. or go somewhere.
I can ask about and identify familiar things in a picture I can invite and make plans with someone to do
from a story. something or go somewhere.
I can ask about and identify important information about I can exchange information about where to go, such as to
the weather using a map. the store, the movie theatre, a concert, a restaurant, the
I can ask and respond to simple questions about dates, lab, or when to meet.
times, places, and events on schedules, posters, I can_________________________________________
and tickets.
I can respond to simple questions based on graphs I can interact with others in everyday situations.
or visuals that provide information containing numbers I can order a meal.
or statistics. I can make a purchase.
I can_________________________________________ I can buy a ticket.
I can_________________________________________
INTERMEDIATE LOW
I can participate in conversations on a number of familiar topics using simple sentences.
I can handle short social interactions in everyday situations by asking and answering simple questions.
I can have a simple conversation on a number of I can use the language to meet my basic needs in familiar
everyday topics. situations.
I can talk with someone about family or household tasks. I can ask for help at school, work, or in the community.
I can talk with someone about hobbies and interests. I can make a reservation.
I can talk with someone about school or work. I can arrange for transportation, such as by train, bus,
I can_________________________________________ taxi, or a ride with friends.
I can_________________________________________
I can ask and answer questions on factual information
that is familiar to me.
I can ask and answer questions related to subjects such
as geography, history, art, music, math, science, language,
or literature.
I can_________________________________________8 NCSSFL-ACTFL Can-Do Statements Interpersonal Communication
INTERMEDIATE MID
I can participate in conversations on familiar topics using sentences and series of sentences.
I can handle short social interactions in everyday situations by asking and answering a variety of questions.
I can usually say what I want to say about myself and my everyday life.
I can start, maintain, and end a conversation on a variety I can use my language to handle tasks related to my
of familiar topics. personal needs.
I can be the first to start a conversation. I can request services, such as repair for a phone,
I can ask for information, details, and explanations computer, or car.
during a conversation. I can schedule an appointment.
I can bring a conversation to a close. I can inquire about membership in an organization
I can interview someone for a project or a publication. or club.
I can_________________________________________ I can_________________________________________
I can talk about my daily activities and I can exchange information about subjects of special
personal preferences. interest to me.
I can talk about my daily routine. I can talk about artists from other countries.
I can talk about my interests and hobbies. I can talk about historical events.
I can give reasons for my preferences. I can talk about a mathematics, technology,
or science project.
I can give some information about activities I did.
I can_________________________________________
I can give some information about something I plan to do.
I can talk about my favorite music, movies, and sports.
I can_________________________________________
INTERMEDIATE HIGH
I can participate with ease and confidence in conversations on familiar topics. I can usually talk about events
and experiences in various time frames. I can usually describe people, places, and things. I can handle social
interactions in everyday situations, sometimes even when there is an unexpected complication.
I can exchange information related to areas of I can use my language to do a task that requires multiple steps.
mutual interest. I can give the basic rules of a game or sport and answer
I can ask for and provide information about questions about them.
specific events. I can ask for, follow, and give instructions for
I can ask for and provide information about a hobby or preparing food.
lifestyle, such as bicycling, vegetarianism, video games, I can ask for and follow directions to get from one place
or sports. to another.
I can ask for and provide descriptions of places I know I can tell someone how to access information online.
and also places I would like to visit.
I can explain basic rules, policies, or laws that affect us
I can talk about my family history. and answer questions about them.
I can talk about jobs and career plans. I can_________________________________________
I can_________________________________________
I can use my language to handle a situation that may have
a complication.
I can arrange for a make-up exam or reschedule
an appointment.
I can return an item I have purchased to a store.
I can plan an outing with a group of friends.
I can_________________________________________Interpersonal Communication NCSSFL-ACTFL Can-Do Statements 9
Advanced Low
I can participate in conversations about familiar topics that go beyond my everyday life. I can talk in an organized
way and with some detail about events and experiences in various time frames. I can describe people, places, and
things in an organized way and with some detail. I can handle a familiar situation with an unexpected complication.
I can participate in conversations on a wide variety of I can resolve an unexpected complication that arises in a
topics that go beyond my everyday life. familiar situation.
I can explain absentee and sick leave policies and answer I can rearrange my itinerary, such as flights, pick-up
questions about them. times, and appointments when I experience travel delays.
I can explain current issues, such as leash laws, school I can tell a friend how I’m going to replace an item that I
dress codes, drinking age, or speed limits. borrowed and broke/lost.
I can discuss what is currently going on in another I can explain why I was late to class or absent from work
community or country. and arrange to make up the lost time.
I can_________________________________________ I can_________________________________________
I can compare and contrast life in different locations and I can conduct or participate in interviews.
in different times. I can interview for a job or service opportunity related to
I can explain how life has changed since I was a child and my field of expertise.
respond to questions on the topic. I can interview someone about his/her professional
I can compare different jobs and study programs in a interests and activities.
conversation with a peer. I can_________________________________________
I can explain how technology has changed our lives while
discussing this topic with another.
I can_________________________________________
Advanced Mid
I can express myself fully not only on familiar topics but also on some concrete social, academic, and professional topics.
I can talk in detail and in an organized way about events and experiences in various time frames. I can confidently handle
routine situations with an unexpected complication. I can share my point of view in discussions on some complex issues.
I can communicate effectively on a wide variety of present, I can exchange general information on topics outside my
past, and future events. fields of interest.
I can give a clear and detailed story about childhood I can exchange general information about my community,
memories, such as what happened during vacations or such as demographic information and points of interests.
memorable events and answer questions about my story. I can exchange general information about leisure and
I can give detailed descriptions about cultural events and travel, such as the world’s most visited sites or most
respond to questions about them. beautiful places to visit.
I can talk about present challenges in my school or I can exchange factual information about social and
work life, such as paying for classes or dealing with environmental questions, such as retirement, recycling,
difficult colleagues. or pollution.
I can discuss future plans, such as where I want to live I can_________________________________________
and what I will be doing in the next few years.
I can_________________________________________ I can handle a complication or unexpected turn of events.
I can return or exchange a purchase when a vendor makes
a mistake or when parts are missing.
I can clear up a major personal, school, or work place
misunderstanding.
I can explain an injury or illness and manage to get help.
I can_________________________________________10 NCSSFL-ACTFL Can-Do Statements Interpersonal Communication
Advanced High
I can express myself freely and spontaneously, and for the most part accurately,
on concrete topics and on most complex issues. I can usually support my opinion
and develop hypotheses on topics of particular interest or personal expertise.
I can exchange complex information about academic I can exchange detailed information on topics within
and professional tasks. and beyond my fields of interest.
I can exchange complex information about my I can exchange detailed information about my personal
academic studies, such as why I chose the field, course and professional interests.
requirements, projects, internship opportunities, and I can exchange detailed information on
new advances in my field. technological advances.
I can exchange complex information about my work I can participate in conversations on social or cultural
responsibilities, such as the hiring process, my work questions relevant to speakers of this language.
schedule, the nature of my tasks, how I interface with
other employees, opportunities for advancement, and I can_________________________________________
new directions in my field.
I can support my opinion and construct hypotheses.
I can exchange complex professional or academic
information to engage in collaborative work with my I can give a supported argument about work-related
counterparts in different regions or countries. processes that would benefit me and my employer.
I can_________________________________________ I can give a supported argument about social reform,
such as daycare and elder care.
I can usually defend my views in a debate.
I can_________________________________________Interpersonal Communication NCSSFL-ACTFL Can-Do Statements 11
SUPERIOR
I can communicate with ease, accuracy, and fluency. I can participate fully and effectively in discussions
on a variety of topics in formal and informal settings. I can discuss at length complex issues
by structuring arguments and developing hypotheses.
I can support my opinions clearly and precisely. I can participate with ease in complex discussions with
I can explain advantages and disadvantages of various multiple participants on a wide variety of topics.
courses of action, such as whether to rent or buy a place I can participate in an in-depth academic discussion with
to live. other students and educators who share my knowledge of
I can participate in technical discussions in my field. the topic.
I can participate in a book discussion. I can skillfully relate my point of view to conversations
about issues, such as foreign policy, healthcare, or
I can_________________________________________ environmental and economic concerns to those made by
other speakers.
I can discuss complex information in debates or meetings.
I can evaluate, speculate, and hypothesize about potential
I can put forth and react to others’ complex ideas during consequences of a change in policy.
a business discussion.
I can discuss and support my opinions about how
I can put forth and react to others’ complex ideas during globalization has changed the world.
a discussion to solve a community issue.
I can discuss and support my opinions in an academic
I can participate actively and react to others appropriately setting, such as collaborating with peers on a project,
in academic debates, providing some facts and rationales prioritizing staffing hires, or determining research
to back up my statements. agendas.
I can participate actively in a friendly political debate. I can discuss and support my recommendations in a
I can participate in discussions on complex social and social gathering, such as co-planning travel with friends,
environmental issues, such as the influence of mass media deliberating on the focus for a non-profit organization,
on society or government policies. or weighing the advantages and disadvantages of various
technologies.
I can_________________________________________
I can discuss and support my opinions related to a
business venture.
I can_________________________________________
Distinguished
I can communicate reflectively on a wide range of global issues and highly abstract concepts
in a culturally sophisticated manner.
I can use my language persuasively to advocate a point I can communicate skillfully and succinctly, often
of view that is not necessarily my own. using cultural and historical references to say less
and mean more.
I can tailor language to a variety of audiences by adapting
my speech and register in culturally authentic ways.12 NCSSFL-ACTFL Can-Do Statements Presentational Speaking
NOVICE LOW
I can present information about myself and some other very familiar topics
using single words or memorized phrases.
I can recite words and phrases that I have learned. I can introduce myself to a group.
I can count from 1-10. I can state my name, age, and where I live.
I can say the date and the day of the week. I can give my phone number, home address, and email
I can list the months and seasons. address.
I can _________________________________________ I can _________________________________________
I can state the names of familiar people, places, and I can recite short memorized phrases, parts of poems, and
objects in pictures and posters using words or memorized rhymes.
phrases. I can sing a short song.
I can name famous landmarks and people. I can recite a nursery rhyme.
I can name countries on a map. I can recite a simple poem.
I can list items I see every day. I can _________________________________________
I can _________________________________________
NOVICE MID
I can present information about myself and some other very familiar topics using
a variety of words, phrases, and memorized expressions.
I can present information about myself and others using I can talk about my daily activities using words, phrases,
words and phrases. and memorized expressions.
I can say what I look like. I can list my classes and tell what time they start and end.
I can say what I am like. I can name activities and their times in my daily schedule.
I can say what someone looks like. I can talk about what I do on the weekends.
I can say what someone is like. I can _________________________________________
I can _________________________________________
I can present simple information about something
I can express my likes and dislikes using words, phrases, I learned using words, phrases, and memorized
and memorized expressions. expressions.
I can say which sports I like and don’t like. I can talk about holiday celebrations based on pictures or
photos.
I can list my favorite free-time activities and those I don’t
like. I can name the main cities on a map.
I can state my favorite foods and drinks and those I don’t I can talk about animals, colors, foods, historical figures,
like. or sports based on pictures or photos.
I can _________________________________________ I can _________________________________________
I can present information about familiar items in my
immediate environment.
I can talk about my house.
I can talk about my school or where I work.
I can talk about my room or office and what I have in it.
I can present basic information about my community,
town/city, state, or country.
I can _________________________________________Presentational Speaking NCSSFL-ACTFL Can-Do Statements 13
NOVICE HIGH
I can present basic information on familiar topics using language
I have practiced using phrases and simple sentences.
I can present information about my life using phrases and I can present information about others using phrases and
simple sentences. simple sentences.
I can describe my family and friends. I can talk about others’ likes and dislikes.
I can describe my school. I can talk about others’ free-time activities.
I can describe where I work and what I do. I can give basic biographical information about others.
I can _________________________________________ I can _________________________________________
I can tell about a familiar experience or event using I can give basic instructions on how to make or do
phrases and simple sentences. something using phrases and simple sentences.
I can tell what I do in class or at work. I can tell how to prepare something simple to eat.
I can tell about what I do during the weekend. I can describe a simple routine, like getting lunch in the
I can tell about what happens after school or work. cafeteria.
I can _________________________________________ I can give simple directions to a nearby location or to an
online resource.
I can present basic information about a familiar person, I can _________________________________________
place, or thing using phrases and simple sentences.
I can describe a useful website. I can present basic information about things I have
learned using phrases and simple sentences.
I can talk about my favorite musical group, actor, or
author. I can describe a simple process like a science experiment.
I can describe a landmark, vacation location, or a place I I can present a topic from a lesson based on pictures or
visit. photos.
I can talk about a famous person from history. I can present information about something I learned in a
class or at work
I can _________________________________________
I can present information about something I learned in
the community.
I can _________________________________________14 NCSSFL-ACTFL Can-Do Statements Presentational Speaking
INTERMEDIATE LOW
I can present information on most familiar topics using a series of simple sentences.
I can talk about people, activities, events, and experiences. I can present songs, short skits, or dramatic readings.
I can describe the physical appearance of a friend or I can retell a children’s story.
family member.
I can present a proverb, poem, or nursery rhyme.
I can describe another person’s personality.
I can participate in a performance of a skit or a scene
I can describe a school or workplace. from a play.
I can describe a famous place. I can_________________________________________
I can describe a place I have visited or want to visit.
I can express my preferences on topics of interest.
I can present my ideas about something I have learned.
I can give a presentation about a movie or television show
I can_________________________________________ that I like.
I can express my needs and wants. I can give a presentation about a famous athlete, celebrity,
or historical figure.
I can describe what I need for school or work.
I can express my thoughts about a current event I have
I can talk about what I want or need to do each day. learned about or researched.
I can_________________________________________ I can_________________________________________
I can present information on plans, instructions, and
directions.
I can explain the rules of a game.
I can give multi-step instructions for preparing a recipe.
I can describe what my plans are for the weekend.
I can describe what my summer plans are.
I can describe holiday or vacation plans.
I can describe what is needed for a holiday or a
celebration.
I can describe what I plan to do next in my life.
I can_________________________________________Presentational Speaking NCSSFL-ACTFL Can-Do Statements 15
INTERMEDIATE MID
I can make presentations on a wide variety of familiar topics using connected sentences.
I can make a presentation about my personal and social I can make a presentation about common interests and
experiences. issues and state my viewpoint.
I can describe a childhood or past experience. I can give a presentation about a favorite movie or song
I can report on a social event that I attended. and tell why I like it.
I can make a presentation on something new I learned. I can give a presentation about a famous person or
historical figure and tell why he/she is important.
I can make a presentation about my plans for the future.
I can share my reactions about a current event and
I can_________________________________________ explain why the event is in the news.
I can make a presentation on something I have learned or I can_________________________________________
researched.
I can give a short presentation on a current event.
I can present about a topic from an academic subject,
such as science, math, art, etc.
I can describe how to plan and carry out an event, such as
a party or family reunion.
I can give a short presentation on a famous person,
landmark, or cultural event.
I can_________________________________________16 NCSSFL-ACTFL Can-Do Statements Presentational Speaking
INTERMEDIATE HIGH
I can make presentations in a generally organized way on school, work, and community topics, and on topics
I have researched. I can make presentations on some events and experiences in various time frames.
I can present information on academic and work topics. I can present my point of view and provide reasons to
I can present ideas about something I have learned, support it.
such as a historical event, a famous person, or a current I can make a presentation on rules or policies such as cell
environmental issue. phone use, dress code, or requirements for driving and
I can explain a series of steps needed to complete a task or explain my viewpoint.
experiment. I can share and justify my opinion on common issues
I can explain to someone who was absent what took place such as allowances for children, curfews for teenagers,
in class or on the job. budget-related topics, etc.
I can present my qualifications and goals for an academic I can explain my point of view on current event topics
program, training, or job. such as recycling, nutrition and exercise, the food supply,
conserving energy resources, extreme weather events, etc.
I can_________________________________________
I can_________________________________________
I can make a presentation on events, activities, and topics
of particular interest.
I can present on something I learned from the media.
I can make a presentation about an interesting person.
I can summarize a personal, historical, or cultural event.
I can give a presentation about my interests, hobbies,
lifestyle, or preferred activities.
I can make a presentation about the history or current
status, of a school, organization, or company.
I can make a presentation about future plans.
I can_________________________________________Presentational Speaking NCSSFL-ACTFL Can-Do Statements 17
Advanced Low
I can deliver organized presentations appropriate to my audience on a variety of topics.
I can present information about events and experiences in various time frames.
I can deliver short presentations on a number of academic I can explain issues of public and community interest,
and workplace topics. including different viewpoints.
I can present an explanation for a work or school process, I can present reasons for or against a position on a
project, or policy. political or social issue.
I can provide a rationale for the importance of certain I can make a presentation related to public health or
classes, subjects, or training programs. safety.
I can present a summary of an action plan or annual I can present a position during a formal debate.
report for a club or work group. I can make a presentation promoting an event, a service,
I can_________________________________________ or a product.
I can_________________________________________
I can deliver short presentations on social and cultural
topics. I can deliver presentations for a specific audience.
I can present an explanation for a social or community I can deliver a presentation to my classmates or
project or policy. colleagues.
I can give a presentation about the importance of certain I can make presentations about special opportunities such
social and cultural practices. as internships and study abroad.
I can give a presentation on traditions related to social I can provide an explanation about a process or
events such as homecoming, graduation, marriages, procedure such as obtaining a driver’s license, submitting
funerals, etc. an application for college admission, applying for a
I can present a summary of an action plan or annual scholarship financial aid, etc.
report for a community or social organization. I can present an overview about my school, community,
I can_________________________________________ or workplace.
I can_________________________________________18 NCSSFL-ACTFL Can-Do Statements Presentational Speaking
Advanced mid
I can deliver well-organized presentations on concrete social, academic, and professional topics.
I can present detailed information about events and experiences in various time frames.
I can present information about events of public or I can give presentations with ease and detail on a wide
personal interest. variety of topics related to professional interests.
I can recount the details of a historical event. I can give a presentation about my studies, work, or
I can present in detail the plot, setting, characters, etc. organization to an outside audience.
of a film or book. I can advocate for new ideas or innovative approaches
I can describe in detail a social event or a local related to school, work, or training.
celebration. I can present detailed information to clients, customers,
I can present a full account of the social and cultural or others.
activities from a recent trip or excursion. I can_________________________________________
I can tell a story to a particular audience for dramatic
effect.
I can incorporate simple analogies into presentations.
I can give an accurate description of something I
participated in or witnessed.
I can_________________________________________
I can convey my ideas and elaborate on a variety of
academic topics.
I can make presentations on a variety of subjects I have
researched.
I can teach a lesson intended for a particular audience.
I can give detailed presentations on the process and the
outcome of an experiment, research study, etc.
I can make presentations to advocate for educational
opportunities such as membership in a club, honor
society, or study abroad.
I can give a presentation on a capstone or similar
summative project such as a thesis or seminar.
I can_________________________________________Presentational Speaking NCSSFL-ACTFL Can-Do Statements 19
Advanced High
I can deliver detailed presentations, usually with accuracy, clarity and precision, on a
variety of topics and issues related to community interests and some special fields of expertise.
I can present complex information on many concrete I can use appropriate presentational conventions and
topics and related issues. strategies.
I can deliver detailed and well-organized presentations I can incorporate some appropriate idiomatic and
about topics that I have studied, such as modern art or culturally authentic expressions and behaviors in my
internet journalism. presentation.
I can present complex information about my work I can express my viewpoints using expressions
responsibilities, such as interfacing with other employees, appropriate for the target language and culture.
and new directions in the field. I can deliver my presentation appropriate to the formality
I can give a presentation about cultural influences on of the setting.
society. I can_________________________________________
I can speak about the details and value of an experiment I
have performed.
I can incorporate a variety of supporting media and
materials such as statistics, analyses, trends, polls, etc.
into a presentation.
I can_________________________________________
I can present a viewpoint with supporting arguments on a
complex issue.
I can present a detailed, supported argument about
the need for alternative energy sources or other
environmental topics.
I can clearly present a particular political viewpoint.
I can present an argument in favor of an economic policy
and support my opinion with details.
I can defend or challenge a controversial action taken by a
person or group.
I can_________________________________________20 NCSSFL-ACTFL Can-Do Statements Presentational Speaking
SUPERIOR
I can deliver detailed presentations with accuracy, clarity, and precision to a wide variety of audiences
on topics and issues ranging from broad general interests to areas of specialized expertise.
I can give a clearly articulated and well-structured I can depart from the prepared text of my presentation
presentation on a complex topic or issue. when appropriate.
I can provide a balance of explanations and examples on a I can speak extemporaneously to clarify or expand on
complex topic. points in a presentation.
I can expound on a concept or trend in my field of I can fill in gaps to address the audience’s lack of
specialization. knowledge on a particular topic.
I can give a speech on a particular controversial issue, I can restructure my presentation to reflect a particular
challenging listeners to consider multiple perspectives. point of view.
I can lecture for a variety of purpose in a way that aligns I can effortlessly reformulate what I want to say when
the presentation with intended objectives. interrupted or misunderstood.
I can_________________________________________ I can confidently present on a complex topic to an
audience unfamiliar with the topic and make adjustments
I can adapt the language in my presentation for casual, as needed to meet the needs of the audience.
professional, or general public audiences. I can_________________________________________
I can use both informal to formal speech when speaking
to a mixed group.
I can use specialized language or jargon targeted to a
particular audience.
I can simplify my speech for younger or less informed
audiences.
I can_________________________________________
Distinguished
I can deliver sophisticated and articulate presentations on a wide range of global issues and highly abstract
concepts in a culturally appropriate manner, tailored to a variety of audiences.
I can present skillfully and with accuracy, efficiency, and I can tailor my presentation to engage an audience whose
effectiveness in a variety of settings. attitudes and culture may be different from my own.
I can deliver a speech fluently and with ease when I can incorporate a wide range of idioms and culturally
speaking to a variety of audiences. authentic references.
I can use culturally authentic language by adjusting my I can connect with my audience by incorporating cultural
speech and register for a variety of purposes in a formal and historical references.
setting. I can use examples that are well recognized in the target
I can use language that fully reflects the nuances of the culture to enrich my presentation.
target culture. I can align my language and gestures to reflect cultural
I can use rhetorical devices to convey humor, irony, or tradition and respect for cultural perspectives.
satire. I can_________________________________________
I can demonstrate a broad range of vocabulary on a
variety of general, personal, professional, and academic
topics.
I can gauge the level of comprehension of my audience
and readjust my presentation’s content or style.
I can_________________________________________Presentational Writing NCSSFL-ACTFL Can-Do Statements 21
NOVICE LOW
I can copy some familiar words, characters, or phrases.
I can copy some characters or letters and words that I see I can label familiar people, places, and objects in pictures
on the wall or board, in a book, or on the computer. and posters.
I can copy the letters of the alphabet. I can label famous landmarks and people.
I can copy the characters that I am learning. I can write the names of countries on a map.
I can copy a simple phrase like “Happy Birthday,” “Happy I can list items I see every day.
Holidays,” etc. I can label items in a room.
I can _________________________________________ I can _________________________________________
I can write words and phrases that I have learned.
I can write my name, home address, and my email
address.
I can write numbers such as my phone number.
I can write the date and the day of the week.
I can write the months and seasons.
I can _________________________________________
NOVICE MID
I can write lists and memorized phrases on familiar topics.
I can fill out a simple form with some basic personal I can list my daily activities and write lists that help me in
information. my day-to-day life.
I can fill out a form with my name, address, phone I can label activities and their times in my daily schedule.
number, birth date, and nationality. I can write about what I do on the weekends.
I can complete a simple online form. I can write a to-do list.
I can fill out a simple schedule. I can write a shopping list.
I can _________________________________________ I can _________________________________________
I can write about myself using learned phrases and I can write notes about something I have learned using
memorized expressions. lists, phrases, and memorized expressions.
I can list my likes and dislikes such as favorite subjects, I can list the main cities of a specific country.
sports, or free-time activities.
I can write the phrases and memorized expressions
I can list my family members, their ages, their connected with holiday wishes and celebrations in a
relationships to me, and what they like to do. specific country.
I can list my classes and tell what time they start and end. I can create a list of topics or categories using vocabulary
I can write simple statements about where I live. I have learned.
I can _________________________________________ I can write something I hear or have heard such as simple
information in a phone message or a classroom activity.
I can _________________________________________You can also read
