[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-163329-105":53,"doc-detail-163329-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","novice-high-self-assessment-statements","Novice High Self-Assessment Statements","","Novice High self-assessment statements based on NCSSFL-ACTFL can-do benchmarks support learners in clarifying and documenting what they can do in the target language. Each can-do statement is broken into bold can-do indicators followed by sample learning targets, aligned to ACTFL proficiency levels and sublevels. Assess each statement separately to determine proficiency level, then move to the next level once targets are consistently met across interpretive, interpersonal, and presentational modes.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":36,"@type":70,"position":76},"https://docshare.wps.com/template/forms/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/novice-high-self-assessment-statements/163329/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/novice-high-self-assessment-statements/163329.png","ImageObject",442,249,{"name":88,"@type":89},"Angel","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-29","2026-08-31",true,{"@type":98,"interactionType":99,"userInteractionCount":73},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"How are the NCSSFL-ACTFL can-do benchmarks organized in these statements?","Question",{"text":108,"@type":109},"Benchmarks are italicized and followed by bold can-do indicators, which break expectations into smaller steps. Sample learning targets appear below the indicators to illustrate what the expectations may look like.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"Why does the document include a blank can-do statement?",{"text":113,"@type":109},"The blank can-do statement is designed to help personalize learning targets so learners can reflect their own language skills and performance.",{"name":115,"@type":106,"acceptedAnswer":116},"What should learners do after demonstrating targets at a given proficiency level?",{"text":117,"@type":109},"Once learners can consistently demonstrate performance for the targets of a particular proficiency level, they should move to the next level and set new goals.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},163329,1790714821,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":35,"category_name":36,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":73,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":76},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","NOVICE HIGH\nINSTRUCTIONS\nThe NCSSFL-ACTFL can-do benchmarks are italicized and are followed by specific can-do indicators in bold. The indicators break down the benchmarks into smaller steps. Directly below the can-do learning indicators is a bulleted list of sample learning targets that illustrate and make transparent what such expectations might look like. Benchmarks and indicators are aligned to ACTFL proficiency levels and sublevels and as such should NOT be modified. The blank can-do statement is designed for that purpose – to personalize learning targets that illustrate your language skills and performance.\nEach statement should be assessed separately to identify a level of proficiency.\nAll of these self-assessment statements are provided to help you understand and document what you can do with the language that you are learning in each of the three modes of communication: interpretive, interpersonal and presentational.\nThe interpersonal mode describes how you engage in direct oral and/or written communication with others (e.g. face-to-face conversations, online discussions or video conferences, instant messaging and text messaging, exchanging personal letters or email messages).\nThe presentational speaking mode describes how you speak to a variety of audiences (e.g. leaving a voice message, making a presentation to a class or other group, giving directions to a group, delivering a speech, giving a report, etc.).\nThe presentational writing mode describes how you write for a variety of audiences (e.g. making lists, writing letters, recipes, summaries, reports, blogs, essays, papers, scripts, etc.).\nThe interpretive listening mode describes how you interpret meaning from hearing the language in a variety of ways (e.g. voice mail, podcasts, lyrics, television programs, radio, public announcements, speeches, theatre, etc.).\nThe interpretive reading mode describes how you interpret meaning from reading the language in a variety of texts (e.g. posters, labels, brochures, personal messages, apps, directions, video games, short stories, reports, books, etc.).\nOnce you can consistently demonstrate performance of the targets for a particular proficiency level, go on to the next level and set new goals.\nName\n\u0013 FORMTEXT \u0014     \u0015\nLanguage\u0013 FORMTEXT \u0014     \u0015\nName  \u0013 FORMTEXT \u0014     \u0015\nLanguage  \u0013 FORMTEXT \u0014     \u0015\n\u000f\nName  \u0013 FORMTEXT \u0014     \u0015\nLanguage  \u0013 FORMTEXT \u0014     \u0015\n\u000f\nName  \u0013 FORMTEXT \u0014     \u0015\nLanguage  \u0013 FORMTEXT \u0014     \u0015\n\u000f\nName  \u0013 FORMTEXT \u0014     \u0015\nLanguage  \u0013 FORMTEXT \u0014     \u0015\nName  \u0013 FORMTEXT \u0014     \u0015\nLanguage  \u0013 FORMTEXT \u0014     \u0015\n\u000f\nName  \u0013 FORMTEXT \u0014     \u0015\nLanguage  \u0013 FORMTEXT \u0014     \u0015","cbCaigHOrlfbuhOV","https://ap.wps.com/l/cbCaigHOrlfbuhOV","docx",364460,8,"English","# Instructions\n## How the can-do benchmarks are structured\n## Assessment approach\n## Communication modes: interpretive, interpersonal, presentational\n## Progression between proficiency levels","[{\"question\":\"How are the NCSSFL-ACTFL can-do benchmarks organized in these statements?\",\"answer\":\"Benchmarks are italicized and followed by bold can-do indicators, which break expectations into smaller steps. Sample learning targets appear below the indicators to illustrate what the expectations may look like.\"},{\"question\":\"Why does the document include a blank can-do statement?\",\"answer\":\"The blank can-do statement is designed to help personalize learning targets so learners can reflect their own language skills and performance.\"},{\"question\":\"What should learners do after demonstrating targets at a given proficiency level?\",\"answer\":\"Once learners can consistently demonstrate performance for the targets of a particular proficiency level, they should move to the next level and set new goals.\"}]","Novice High Self-Assessment Statements | DOCX",1788141969]