Spanish Alphabet and Letter Names: Which spoken or written letter name correctly matches the highlighted letter in a Spanish word? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Consistent Spanish Vowel Sounds: Which pronunciation best represents the five Spanish vowel sounds in familiar words? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

C, Qu, Z, and S Sound Patterns: Which spelling or pronunciation correctly applies common sound patterns for c, qu, z, and s? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

G, Gu, Gue, Gui, Güe, Güi, and J Sound Patterns: Which spelling or pronunciation correctly applies hard and soft g, silent or pronounced u, and the sound of j?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

H and Ch Sound Patterns: Which pronunciation correctly treats h as silent and ch as a single familiar sound? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Ll, Y, and Ñ Sound Patterns: Which pronunciation or spelling correctly distinguishes ll, y, and ñ in familiar words?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

R and Rr Sound Patterns: Which option best distinguishes the single-r sound from the stronger initial or double-r sound? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

B, V, D, and Other Common Consonant Variations: Which pronunciation choice best reflects common Spanish consonant patterns without relying on English sound values?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Syllable Division and Diphthongs: Which division correctly separates a Spanish word into syllables or identifies a common diphthong? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Natural Word-Stress Rules: Which syllable receives the natural stress in a word without a written accent mark? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Written Accent Marks and Stress: Which spelling correctly uses a written accent mark to show stress or distinguish meaning?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Question and Exclamation Intonation: Which punctuation and intonation pattern correctly marks a Spanish question or exclamation? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Spanish Capitalization Conventions: Which sentence correctly applies Spanish capitalization to days, months, languages, nationalities, and titles? Aligned to ACTFL World-Readiness Standards ACTFL 1.3; ACTFL 4.1 - Presentational Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Audio-to-Spelling Recognition: Which written word best matches a short word or phrase heard in Spanish? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Regional Pronunciation Awareness: Which statement best recognizes a regional pronunciation difference, such as seseo or yeísmo, without labeling one variety as incorrect?. Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 3.2; ACTFL 4.2 - Relating Cultural Practices to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.; 4.2 Cultural Comparisons - Learners investigate, explain, and reflect on the concept of culture through comparisons among Spanish-speaking cultures and their own..

Time-Appropriate Social Greetings: Which greeting best fits the time of day and the level of formality in a social situation? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 2.1 - Interpersonal Communication; Relating Cultural Practices to Perspectives: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.

Asking and Giving a Name: Which question-and-response pair correctly asks for and gives a person's name? Aligned to ACTFL World-Readiness Standards ACTFL 1.1 - Interpersonal Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions..

Introducing Another Person: Which sentence appropriately introduces a friend, classmate, teacher, or family member?. Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.3 - Interpersonal Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Asking and Stating Place of Origin: Which question or response correctly asks where someone is from or states a place of origin?. Aligned to ACTFL World-Readiness Standards ACTFL 1.1 - Interpersonal Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions..

Nationalities and Agreement: Which nationality adjective correctly agrees with the person or people described?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Asking and Stating Residence: Which exchange correctly asks where someone lives and provides a city, region, or country?. Aligned to ACTFL World-Readiness Standards ACTFL 1.1 - Interpersonal Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions..

Asking and Stating Age: Which sentence correctly asks or states age using tener? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 4.1 - Interpersonal Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Telephone Numbers: Which telephone number correctly matches the digits heard or shown? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Email and Basic Contact Information: Which option correctly interprets or completes an email address, street address, or simple contact form? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 5.1 - Interpretive Communication; School and Global Communities: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 5.1 School and Global Communities - Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities.

Languages Spoken or Studied: Which statement correctly communicates which languages a person speaks, understands, or studies? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.3 - Interpersonal Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Feelings and Basic Well-Being: Which response best answers ¿Cómo estás? or ¿Cómo está? in the stated situation? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 2.1 - Interpersonal Communication; Relating Cultural Practices to Perspectives: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.

Formal and Informal Introductions: Which introduction best fits a peer, an adult, a professional setting, or a group? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 2.1; ACTFL 4.2 - Interpersonal Communication; Relating Cultural Practices to Perspectives; Cultural Comparisons: learners interact in Spanish, reflect on cultural practices, and compare formality norms across Spanish-speaking communities.

Interpreting a Personal Profile: Which answer is supported by the name, age, origin, interests, and contact details in a short profile? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Organizing a Basic Self-Introduction: Which sequence creates the clearest and most appropriate short self-introduction? Aligned to ACTFL World-Readiness Standards ACTFL 1.3 - Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience..

Spanish-Language Naming Conventions: Which explanation best connects given names and surnames to naming practices in a specific Spanish-speaking community? Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 4.2 - Relating Cultural Practices to Perspectives; Cultural Comparisons: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 4.2 Cultural Comparisons - Learners investigate, explain, and reflect on the concept of culture through comparisons among Spanish-speaking cultures and their own.

Numbers Zero Through Thirty: Which Spanish number correctly matches a numeral, quantity, or number heard from zero through thirty? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Numbers Thirty-One Through One Hundred: Which Spanish number correctly matches a numeral, quantity, or number heard from thirty-one through one hundred? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Numbers One Hundred One Through One Thousand: Which Spanish expression correctly represents a number from one hundred one through one thousand?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Numbers in Prices, Addresses, and Phone Numbers: Which interpretation correctly matches a price, address number, room number, or telephone number?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Basic Arithmetic in Spanish: Which number sentence or answer correctly interprets simple addition, subtraction, multiplication, or division language in Spanish? Aligned to ACTFL World-Readiness Standards ACTFL 3.1; ACTFL 1.2 - Making Connections; Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.; 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics..

Days of the Week: Which day correctly completes a sequence, schedule, or response about the day of the week? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics..

Months of the Year: Which month correctly matches a date, season, holiday reference, or calendar sequence? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Expressing Calendar Dates: Which sentence correctly states or asks for a calendar date using Spanish word order and cardinal numbers?. Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 4.1 - Interpersonal Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Ordinal Numbers and Sequence: Which ordinal expression correctly identifies first through tenth or places events in order? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Seasons and Seasonal Context: Which season best matches the month, hemisphere, weather pattern, or activity described? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.2 - Interpretive Communication; Acquiring Information and Diverse Perspectives: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.

Telling the Hour: Which clock or sentence correctly represents the hour using es la or son las? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Telling Minutes and Fractions of an Hour: Which expression correctly communicates minutes after or before the hour, including cuarto and media? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Time-of-Day Expressions: Choose phrases that correctly use de la mañana, de la tarde, de la noche, mediodía, and medianoche. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons. Learners interpret familiar Spanish time expressions and compare how Spanish marks parts of the day.

Interpreting Schedules and Timetables: Determine which conclusion is supported by a class, event, transportation, or appointment schedule in Spanish. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Basic Weather Expressions: Choose the Spanish weather expression that best matches an image, forecast symbol, temperature, simple forecast, or stated condition. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections. Learners interpret familiar weather information in Spanish and connect it with temperatures, forecasts, and basic data.

Temperature and Forecast Data: Which interpretation correctly connects Celsius temperature, weather conditions, and an appropriate activity or clothing choice? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Singular and Plural Nouns: Which form correctly changes a familiar Spanish noun from singular to plural or plural to singular? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Contractions Al and Del: Identify when a + el becomes al and de + el becomes del, while preserving separate forms before other articles and the pronoun él. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Learners interpret familiar Spanish and compare how Spanish contraction rules differ from other language patterns.

Complete Noun Phrases: Which article-noun combination is complete and grammatically accurate? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Adjective Position: Choose sentences that place common descriptive adjectives in the most natural position for beginning Spanish. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons, including familiar-text interpretation and cross-language word-order comparison.

Meaning Changes with Common Adjectives: Which interpretation best matches a familiar adjective in context, including basic cases where position can affect meaning? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Learners interpret familiar Spanish in context and compare how adjective placement can affect meaning.

Ser for Identity, Origin, and Description: choose the form of ser that correctly completes a statement of identity, origin, profession, or basic description. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 4.1—Interpretive Communication and Language Comparisons—through novice-level interpretation of familiar Spanish sentences and comparison of subject-verb patterns.

Basic Spanish Sentence Order: Which word order creates the clearest standard statement in Spanish? Aligned to ACTFL World-Readiness Standards ACTFL 1.3; ACTFL 4.1 - Presentational Communication; Language Comparisons. Learners present information, concepts, and ideas in Spanish and investigate language through comparisons.

Editing Agreement in a Sentence: Choose the revision that correctly fixes article, noun, adjective, and subject-verb agreement errors in novice-level Spanish. Aligned to ACTFL World-Readiness Standards ACTFL 1.3; ACTFL 4.1 - Presentational Communication; Language Comparisons. Learners present clear information in Spanish and compare how agreement patterns work across languages.

Infinitives, Stems, and Endings: Identify the infinitive, stem, infinitive ending, and present-tense ending in regular Spanish verbs. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 4.1, Interpretive Communication and Language Comparisons, through novice-level analysis of familiar Spanish forms.

Present Tense of Regular -Ar Verbs: Which conjugated -ar verb form correctly agrees with the subject? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Present Tense of Regular -Er Verbs: Which conjugated -er verb form correctly agrees with the subject? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: 1.2 asks learners to understand, interpret, and analyze familiar Spanish; 4.1 asks learners to investigate and explain language patterns through comparisons.

Present Tense of Regular -Ir Verbs: Choose the conjugated -ir verb form that correctly agrees with the subject. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 4.1 for interpretive communication and language comparisons in familiar Spanish 1 contexts.

Subject-Verb Agreement: Which verb ending correctly matches the named or implied subject in a present-tense sentence? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Omitting Subject Pronouns: Which sentence naturally omits or includes a subject pronoun without making the meaning unclear? Aligned to ACTFL World-Readiness Standards ACTFL 1.3; ACTFL 4.1 - Presentational Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

High-Frequency Regular -Ar Verbs: Which familiar -ar verb best completes a sentence about studying, speaking, working, listening, or visiting? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 1.3 - Interpretive Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

High-Frequency Regular -Er Verbs: Choose the familiar -er verb and present-tense form that best completes sentences about eating, learning, reading, drinking, or understanding. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 1.3 for interpretive and presentational communication on familiar Spanish 1 topics.

High-Frequency Regular -Ir Verbs: Which familiar -ir verb best completes a sentence about living, writing, opening, sharing, or attending? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 1.3 - Interpretive Communication; Presentational Communication: Learners interpret familiar Spanish in context and select accurate present-tense language to communicate information for an audience.

Simple Negation with No: Which sentence correctly places no to make a present-tense statement negative? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Learners interpret familiar Spanish statements and compare Spanish negation structure with other languages by recognizing that no normally appears directly before the conjugated verb.

Adverbs of Frequency: Which adverb or phrase correctly communicates always, often, sometimes, rarely, or never? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Habitual Present-Tense Actions: Which sentence best describes a routine or repeated action in the present? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 1.3 - Interpretive Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Basic Conjunctions: Choose y, e, o, u, pero, or porque to link words and ideas accurately in context. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons. Learners interpret familiar Spanish and compare how language expresses addition, alternatives, contrast, reasons, and sound-based conjunction changes.

Sequence Connectors: Which sequence of primero, después, luego, and finalmente creates a logical order? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 1.3 - Interpretive Communication; Presentational Communication: Learners understand, interpret, and analyze familiar Spanish content and present information and ideas in a clear, logically ordered sequence.

Building a Sentence from Visual Information: Which complete present-tense sentence best matches a picture, chart, or set of cues? Aligned to ACTFL World-Readiness Standards ACTFL 1.3 - Presentational Communication: Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Editing Regular Present-Tense Forms: Which revision correctly fixes a regular present-tense conjugation or sentence-building error? Aligned to ACTFL World-Readiness Standards ACTFL 1.3; ACTFL 4.1 - Presentational Communication; Language Comparisons. Learners present information, concepts, and ideas in Spanish and reflect on language through comparisons with other languages.

Present Tense of Ser: Choose the form of ser that correctly completes a sentence about identity, origin, time, profession, or description. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Learners interpret familiar Spanish and compare subject-verb patterns across languages.

Present Tense of Estar: Which form of estar correctly completes a sentence about location or a temporary condition? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Ser Versus Estar: Choose the verb that best expresses identity, characteristic, origin, location, or condition in context. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 4.1 for Interpretive Communication and Language Comparisons.

Hay for Existence: Which sentence correctly uses hay to state that one or more people or things exist? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Present Tense of Tener: Which form of tener correctly agrees with the subject? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: 1.2 Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 4.1 Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Tener Expressions: Choose the expression that correctly communicates age, hunger, thirst, heat, cold, fear, luck, or a need. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Learners interpret familiar Spanish and compare how Spanish uses tener where English often uses be or have to.

Present Tense of Ir: Which form of ir correctly agrees with the subject and destination? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Learners interpret familiar Spanish about destinations and compare subject-verb patterns across languages.

Near Future with Ir a Plus Infinitive: Select or interpret sentences that communicate planned or expected future actions with a conjugated form of ir, a, and an infinitive. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 1.3 - Interpretive Communication; Presentational Communication: Learners interpret familiar Spanish and select clear, audience-appropriate messages about future plans and expectations.

Hacer, Venir, and Common Irregular Forms: Which present-tense form of hacer or venir correctly completes the sentence? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Learners interpret familiar Spanish and compare how verb forms communicate person and number.

Common Yo-Go Verbs: Which yo form correctly uses hago, pongo, salgo, traigo, digo, or vengo in context? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: 1.2 learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 4.1 learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Querer and Poder: Which form of querer or poder correctly expresses a desire, invitation, ability, or possibility? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.2 - Interpersonal Communication; Interpretive Communication: Learners interact and negotiate meaning in Spanish and understand, interpret, and analyze familiar spoken, written, or viewed messages.

E-to-Ie Stem-Changing Verbs: Select the present-tense form that correctly applies the e-to-ie change in verbs such as querer, pensar, empezar, and preferir. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 4.1 for interpreting familiar Spanish and comparing how verb stems and subject endings communicate meaning.

O-to-Ue Stem-Changing Verbs: Choose the present-tense form that correctly changes o to ue in affected forms of poder, volver, dormir, almorzar, and related verbs while preserving the original stem in nosotros, vosotros, and infinitives. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: learners interpret familiar Spanish and compare how verb forms change according to subject.

E-to-I Stem-Changing Verbs: Which present-tense form correctly applies an e-to-i stem change in verbs such as pedir, servir, or repetir? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Jugar and the U-to-Ue Change: Which present-tense form of jugar correctly matches the subject? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Gustar, Encantar, and Interesar: Which indirect-object pronoun and verb form correctly express a like, strong interest, or dislike for a noun or activity? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.2; ACTFL 4.1 - Interpersonal Communication; Interpretive Communication; Language Comparisons: 1.1 Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions; 1.2 Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 4.1 Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Yes-No Questions: Which punctuation, intonation, or word order correctly forms a yes-no question? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 4.1 - Interpersonal Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Meanings of Question Words: Which English meaning correctly matches quién, qué, cuál, cuándo, dónde, por qué, cómo, or cuánto? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Learners understand, interpret, and analyze familiar Spanish and reflect on language through comparisons between Spanish and other languages.

Selecting the Correct Question Word: Which question word requests the specific information supplied by the answer? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 4.1 - Interpersonal Communication; Language Comparisons: 1.1 learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions; 4.1 learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Question Word Order: Which word order correctly forms an information question in Spanish? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 4.1 - Interpersonal Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Negating Statements and Answers: Which sentence or response correctly uses no to deny or contradict information? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 4.1 - Interpersonal Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Negative and Indefinite Words: Choose the word that correctly expresses someone, no one, something, nothing, also, either, always, or never. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 4.1, Interpretive Communication and Language Comparisons. Learners interpret familiar Spanish and compare how Spanish expresses affirmation, indefiniteness, and negation.

Double Negatives in Spanish: Which sentence correctly uses Spanish negative agreement with words such as nadie, nada, nunca, or tampoco? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: 1.2 Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 4.1 Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Personal a: Which sentence correctly uses the personal a before a specific person or personified direct object? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

A, De, Al, and Del for Movement and Origin: Which sentence correctly expresses movement toward, location at, or origin from a place? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Comparisons of Inequality: Which sentence correctly compares two people or things using más, menos, mejor, or peor? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Learners interpret familiar Spanish and compare language forms across Spanish and English.

Comparisons of Equality and Superlatives: Which expression correctly uses tan...como, tanto...como, or an introductory superlative? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Present Progressive: Which form of estar plus a present participle correctly describes an action in progress? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: 1.2 Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 4.1 Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Obligation with Tener Que, Hay Que, and Deber: Which expression best communicates a personal obligation, a general requirement, or advice?. Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.2 - Interpersonal Communication; Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics..

Acabar de and Saber Versus Conocer: Which option correctly expresses a recently completed action or distinguishes knowing a fact from knowing a person or place?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Immediate and Extended Family Vocabulary: Which Spanish family term correctly identifies the relationship shown or described? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics..

Interpreting a Family Tree: Which relationship is supported by the names and connections on a Spanish-language family tree?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Ages and Birth Order in a Family: Which statement correctly compares family members by age or birth order?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Basic Physical Descriptions: Which sentence best describes height, build, age, or another visible characteristic?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 1.3 - Interpretive Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Hair and Eye Descriptions: Which sentence correctly describes hair color, hair type, or eye color?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Colors in Descriptions: Which color adjective correctly agrees with the person, animal, or object described?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Personality Traits: Which adjective best matches a person's behavior or personality in the scenario?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 1.3 - Interpretive Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Emotions and Temporary States: Which form of estar and emotion adjective best matches the situation?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Likes and Interests of Family Members: Which sentence correctly explains what a family member likes, dislikes, or prefers?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 1.3 - Interpretive Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Pets and Animal Descriptions: Which vocabulary and adjective agreement correctly describe a pet or common animal? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Professions and Occupations: Which profession best matches the workplace, tools, or duties described? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Origin and National Identity in Profiles: Which statement correctly combines origin, nationality, residence, and language information?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 1.3 - Interpretive Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience..

Interpreting a Short Biography: Which answer is supported by a short novice-level biography of a real or fictional person?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.2 - Interpretive Communication; Acquiring Information and Diverse Perspectives: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.

Diverse Family Structures: Which statement accurately interprets a family description without assuming one universal family structure?. Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 3.2; ACTFL 4.2 - Relating Cultural Practices to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.; 4.2 Cultural Comparisons - Learners investigate, explain, and reflect on the concept of culture through comparisons among Spanish-speaking cultures and their own.

Comparing Family and Naming Practices: Which evidence-based comparison connects a family or naming practice in a Spanish-speaking community with the learner's own community? Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 4.2 - Relating Cultural Practices to Perspectives; Cultural Comparisons: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 4.2 Cultural Comparisons - Learners investigate, explain, and reflect on the concept of culture through comparisons among Spanish-speaking cultures and their own..

School Supplies and Materials: Which school supply or material best fits the stated classroom task? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Class Periods and Schedules: Which conclusion is supported by a student's class schedule, period order, and meeting times? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Telling Time in a School Day: Which time expression correctly states when a class begins, ends, or meets? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

School Rooms and Locations: Which location best matches the activity, staff member, or service described? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Teachers and School Personnel: Which school employee best matches the role or responsibility described?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish...

Classroom Actions and Study Habits: Which present-tense sentence best describes what a student does in a particular class? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 1.3 - Interpretive Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Likes and Dislikes About Subjects: Which sentence correctly expresses a preference about a school subject? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.3 - Interpersonal Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Difficulty, Importance, and Reasons: Which explanation best states that a class is easy, difficult, interesting, useful, or important and gives a simple reason?. Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.3 - Interpersonal Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Grades and Academic Performance: Which interpretation correctly matches a grade, score, or brief statement about academic performance? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Assignments and Due Dates: Which answer is supported by a homework notice, project description, or due-date calendar? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Interpreting a Student's School-Day Description: Which sequence or detail is supported by a short description of a student's school day? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Exchanging Class Information: Which question or response correctly asks about a class, teacher, time, room, or assignment? Aligned to ACTFL World-Readiness Standards ACTFL 1.1 - Interpersonal Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.

Comparing School Systems and Routines: Which evidence-based comparison accurately connects a school practice in a Spanish-speaking community with the learner's own? Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 4.2 - Relating Cultural Practices to Perspectives; Cultural Comparisons: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 4.2 Cultural Comparisons - Learners investigate, explain, and reflect on the concept of culture through comparisons among Spanish-speaking cultures and their own.

Planning a Balanced School Day: Which schedule best satisfies stated class, activity, and time constraints? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Rooms of the Home: Which room best matches the household activity or item described? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Furniture and Household Objects: Identify the Spanish word that correctly names the furniture or household object shown. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Types of Homes and Buildings: Identify the description that best matches an apartment, house, building, or other common residence. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.2 - Interpretive Communication; Acquiring Information and Diverse Perspectives. Learners interpret familiar Spanish descriptions and acquire information about residences and community buildings across Spanish-speaking contexts.

Hay in Home Descriptions: Which sentence correctly states what exists in a room or home? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons. Learners interpret familiar Spanish descriptions and compare how Spanish uses hay for both singular and plural existence statements.

Estar for Specific Location: Choose the sentence that correctly states where a specific person or object is located. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: learners interpret familiar Spanish location statements and compare how Spanish uses estar, subject agreement, and location phrases to express where known people and objects are.

Detailed Location with Prepositional Phrases: Identify the Spanish phrase that accurately places an item next to, behind, in front of, between, above, below, or near another item. Aligned to ACTFL 1.2 Interpretive Communication and ACTFL 3.1 Making Connections for Spanish 1.

Describing a Home: Which set of sentences creates the clearest description of a home's rooms, features, and location? Aligned to ACTFL World-Readiness Standards ACTFL 1.3 - Presentational Communication: Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Common Household Chores: Which chore best matches the action, room, or household need described? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections. Learners interpret familiar Spanish home and chore language and reinforce connections through everyday household contexts.

Obligations and Responsibilities at Home: Which sentence correctly expresses who has to do a household task? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.3 - Interpersonal Communication; Presentational Communication. Learners interact in Spanish to share information and present clear ideas for an audience through novice-level household responsibility statements.

Frequency of Chores: Which adverb or time phrase correctly states how often a chore is completed? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Places in a Neighborhood: Which community place best matches the purpose, service, or activity described? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 5.1 - Interpretive Communication; School and Global Communities: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 5.1 School and Global Communities - Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities.

Community Services and Workers: Which place or worker provides the service needed in the scenario?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Running Everyday Errands: Which sequence of places and actions correctly completes a set of errands? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Interpreting a Neighborhood Map: Which location or route is supported by the map symbols, labels, and prepositions? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Comparing Housing and Neighborhood Practices: Which evidence-based comparison accurately connects housing or neighborhood life across communities?. Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 4.2 - Relating Cultural Practices to Perspectives; Cultural Comparisons: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 4.2 Cultural Comparisons - Learners investigate, explain, and reflect on the concept of culture through comparisons among Spanish-speaking cultures and their own..

Recycling and Sustainable Home Practices: Which action best matches a Spanish-language notice about saving water, reducing waste, or recycling? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1; ACTFL 5.1 - Interpretive Communication; Making Connections; School and Global Communities: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.; 5.1 School and Global Communities - Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities.

Sports and Equipment: Which sport and piece of equipment correctly match the action or setting shown?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Music and Musical Instruments: Which instrument, genre, or music activity best matches the description or audio cue?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 2.2 - Interpretive Communication; Relating Cultural Products to Perspectives: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 2.2 Relating Cultural Products to Perspectives - Learners investigate, explain, and reflect on relationships between cultural products and perspectives in Spanish-speaking communities...

Books, Movies, Television, and Digital Media: Which media term or activity correctly completes the sentence or profile? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.2 - Interpretive Communication; Acquiring Information and Diverse Perspectives: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.

Jugar Versus Tocar: Choose the verb that correctly expresses playing a sport, game, or musical instrument. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: learners interpret familiar Spanish and compare how Spanish distinguishes jugar for sports and games from tocar for musical instruments.

Hacer with Activities and Sports: Which form of hacer correctly describes a familiar exercise, activity, or hobby? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Learners interpret familiar Spanish activity statements and compare present-tense forms of hacer across subjects and language patterns.

Gustar with Singular and Plural Nouns: Which form of gusta or gustan correctly agrees with the thing or things liked? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 4.1 - Interpersonal Communication; Language Comparisons. Learners exchange preferences in Spanish and reflect on how gustar agrees with the liked noun rather than the person.

Gustar with Infinitives: Which sentence correctly expresses liking or disliking an activity? Students judge and edit novice-level Spanish preference statements using gustar, indirect object pronouns, negation, and infinitives. Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.3 - Interpersonal Communication; Presentational Communication: learners interact to share information, reactions, feelings, and opinions and present information and ideas for an audience.

Encantar, Interesar, and Aburrir: Which expression best communicates strong interest, fascination, or boredom? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.2 - Interpersonal Communication; Interpretive Communication: 1.1 learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions; 1.2 learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Preference with Preferir: Choose the present-tense form of preferir that agrees with the subject and correctly compare activities, sports, or media using preferir + choice + a + alternative. Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 4.1, Interpersonal Communication and Language Comparisons: learners select accurate preference statements and reflect on how Spanish forms and structures differ from English.

Frequency of Leisure Activities: Choose the Spanish time expression that most accurately states how often a person participates in a leisure activity. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 1.3 - Interpretive Communication and Presentational Communication: learners understand, interpret, and analyze familiar Spanish messages, then select clear Spanish wording to present frequency information for an audience.

Making an Invitation: Which question most appropriately invites someone to an activity or event? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 2.1 - Interpersonal Communication; Relating Cultural Practices to Perspectives. Learners interact in Spanish to share information and opinions and consider how invitations reflect respectful social practices in Spanish-speaking communities.

Accepting or Declining an Invitation: Choose the response that politely accepts, declines, or suggests an alternative. Aligned to ACTFL World-Readiness Standards ACTFL 1.1 and ACTFL 2.1 for Interpersonal Communication and Relating Cultural Practices to Perspectives, with respectful social exchanges in Spanish-speaking contexts.

Making Future Leisure Plans: Which sentence correctly uses ir a plus an infinitive to communicate a plan? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.3 - Interpersonal Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Interpreting Event Advertisements: Which detail is supported by a Spanish-language event advertisement, ticket, or social media post? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.2 - Interpretive Communication; Acquiring Information and Diverse Perspectives: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures..

Leisure and Sports Across Cultures: Identify the evidence-based statement that relates a leisure practice, sport, media form, game, or cultural product to perspectives in a Spanish-speaking community. Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 2.2; ACTFL 4.2 - Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Cultural Comparisons.

Common Foods and Food Groups: Identify the Spanish word that matches a familiar food, food category, description, or visual. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 3.1, Interpretive Communication and Making Connections, through novice-level interpretation of food vocabulary and connections to basic nutrition categories.

Beverages: Which beverage best matches the container, meal, preference, or description?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Meals of the Day: Which meal term correctly matches the time, foods, or routine described? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 2.1, Interpretive Communication and Relating Cultural Practices to Perspectives. Learners interpret familiar Spanish and reflect on relationships between meal practices and perspectives in Spanish-speaking communities.

Flavors, Temperature, and Food Descriptions: Which adjective best describes a food's flavor, temperature, freshness, or quality? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Hunger, Thirst, and Food Needs: Which tener expression or request best communicates hunger, thirst, or a need for food? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 4.1 - Interpersonal Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Quantities, Containers, and Portions: Which quantity or container phrase best fits the food item and amount shown? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Learners interpret familiar Spanish food quantities, containers, portions, labels, and visual information while building connections to everyday measurement and shopping contexts.

Ingredients and Simple Food Preparation: Which ingredient or action correctly completes a simple food-preparation description? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: learners interpret familiar Spanish food-preparation language and connect it with basic sequencing, measurement, and everyday knowledge.

Food Likes, Dislikes, and Preferences: Which sentence correctly expresses a preference for a food, beverage, or meal? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.3 - Interpersonal Communication; Presentational Communication: Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions, and present information, concepts, and ideas for an audience.

Interpreting a Menu: Determine which answer is supported by the categories, descriptions, prices, symbols, schedules, and notes on a Spanish-language menu. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 3.1, Interpretive Communication and Making Connections, through novice-level interpretation of familiar food, dining, market, quantity, and consumer contexts.

Ordering in a Restaurant: Which customer statement appropriately orders a food or drink in the situation shown? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 2.1 - Interpersonal Communication; Relating Cultural Practices to Perspectives. Learners select polite, context-appropriate Spanish to exchange information and interpret restaurant practices across Spanish-speaking communities.

Responding to Server Questions: Choose the response that appropriately answers a question about an order, side, drink, dessert, substitution, or related restaurant need. Aligned to ACTFL World-Readiness Standards ACTFL 1.1 - Interpersonal Communication: Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.

Prices, Currency, and the Bill: Interpret and calculate prices, totals, change, discounts, taxes, tips, and bill details in novice-level Spanish contexts. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 3.1 for Interpretive Communication and Making Connections.

Shopping at a Grocery Store or Market: Select the Spanish question or response that appropriately asks for an item, quantity, location, or price. Aligned to ACTFL World-Readiness Standards ACTFL 1.1 and ACTFL 5.1 - Interpersonal Communication and School and Global Communities - with novice-level interaction and collaboration in everyday shopping contexts.

Pedir, Servir, and Preferir in Food Contexts: Select the present-tense verb form that correctly completes a restaurant or meal sentence. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication and Language Comparisons, emphasizing interpretation of familiar Spanish and comparison of language patterns.

Recipe Sequence and Basic Commands: Which ordered sequence or command best follows the steps of a simple recipe? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Meal Schedules and Dining Practices: Which evidence-based comparison connects a meal time, dining practice, or market tradition to cultural perspectives? Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 2.2; ACTFL 4.2 - Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Cultural Comparisons. Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 2.2 Relating Cultural Products to Perspectives - Learners investigate, explain, and reflect on relationships between cultural products and perspectives in Spanish-speaking communities.; 4.2 Cultural Comparisons - Learners investigate, explain, and reflect on the concept of culture through comparisons among Spanish-speaking cultures and their own.

Colors, Sizes, and Clothing Descriptions: Which adjective or size expression correctly describes and agrees with the clothing item? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Shopping for Clothing: Which question or response appropriately asks about size, color, price, fit, or availability? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 5.1 - Interpersonal Communication; School and Global Communities: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 5.1 School and Global Communities - Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities.

Demonstratives in Shopping: Which form of este, ese, or aquel correctly identifies the clothing item at the indicated distance?. Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 4.1 - Interpersonal Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages..

Parts of the Body: Which Spanish body-part term correctly labels the diagram or completes the statement? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Common Symptoms and Injuries: Which symptom or injury best matches the picture or description? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Expressing Pain and Illness: Which expression with doler, tener, or estar best communicates how a person feels? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 4.1 - Interpersonal Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Giving Basic Health Advice: Which statement with deber, hay que, or an appropriate command gives the best basic advice?. Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 3.1 - Interpersonal Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Reflexive Pronouns: Which reflexive pronoun correctly matches the subject of a daily-routine verb? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Common Reflexive Routine Verbs: Which reflexive verb best matches the routine action shown or described? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Present Tense of Reflexive Verbs: Which conjugated reflexive verb correctly agrees with the subject and pronoun? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Sequencing a Daily Routine: Which order of reflexive actions and sequence words creates a logical daily routine? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 1.3 - Interpretive Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Time and Frequency in Routines: Which time or frequency phrase correctly describes when or how often a routine occurs? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Hygiene and Personal-Care Products: Which product best matches the routine or health need described?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Weather-Appropriate Clothing: Which clothing choice best fits the forecast, temperature, and planned activity?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Comparing Daily Routines and Wellness Practices: Which evidence-based comparison connects a routine or wellness practice across cultures without stereotyping?. Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 4.2 - Relating Cultural Practices to Perspectives; Cultural Comparisons: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 4.2 Cultural Comparisons - Learners investigate, explain, and reflect on the concept of culture through comparisons among Spanish-speaking cultures and their own..

Transportation Schedules: Which departure, arrival, platform, gate, or connection detail is supported by a timetable?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Transportation and Travel Signs: Which meaning best matches a sign found at an airport, station, road, or transit stop? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 5.1 - Interpretive Communication; School and Global Communities: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 5.1 School and Global Communities - Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities.

Tickets and Fares: Which option correctly interprets a destination, date, time, seat, class, or fare on a ticket? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: 1.2 learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics; 3.1 learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Giving Basic Directions: Which sequence of direction words or commands correctly guides a traveler along a route?. Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.2 - Interpersonal Communication; Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics..

Interpreting a City or Transit Map: Which route, stop, landmark, or transfer is supported by the map? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

City Landmarks and Tourist Services: Which place best matches a traveler's need for information, food, money, medicine, or sightseeing?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 5.1 - Interpretive Communication; School and Global Communities: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 5.1 School and Global Communities - Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities..

Lodging Vocabulary: Which hotel, hostel, rental, or room feature best matches the description? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.2 - Interpretive Communication; Acquiring Information and Diverse Perspectives: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.

Making a Basic Reservation: Which question or statement appropriately requests dates, room type, number of guests, or price? Aligned to ACTFL World-Readiness Standards ACTFL 1.1 - Interpersonal Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.

Hotel Requests and Problems: Which response or request best addresses a missing item, room problem, or service need?. Aligned to ACTFL World-Readiness Standards ACTFL 1.1 - Interpersonal Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions..

Travel Documents and Personal Information: Which form entry or document detail correctly matches the traveler's information?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 5.1 - Interpretive Communication; School and Global Communities: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 5.1 School and Global Communities - Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities...

Packing for Weather and Activities: Which packing list best fits the destination, weather, length of stay, and planned activities?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Travel Verbs and Prepositions: Which form of ir, venir, salir, llegar, viajar, a, de, por, or para best completes the travel sentence? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Interpreting a Simple Itinerary: Which sequence or detail is supported by a multi-day novice-level itinerary? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Travel Etiquette and Transportation Practices: Which evidence-based statement connects an etiquette or transportation practice to perspectives in a specific community? Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 4.2 - Relating Cultural Practices to Perspectives; Cultural Comparisons: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 4.2 Cultural Comparisons - Learners investigate, explain, and reflect on the concept of culture through comparisons among Spanish-speaking cultures and their own.

Locating Spanish-Speaking Countries and Regions: Which map location correctly identifies a Spanish-speaking country, territory, or region? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Countries, Capitals, and Major Cities: Which country-capital or country-major-city pairing is accurate? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Spain and Its Regional Diversity: Which statement accurately connects a region of Spain with its geography, languages, products, or practices?. Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 2.2; ACTFL 3.2 - Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 2.2 Relating Cultural Products to Perspectives - Learners investigate, explain, and reflect on relationships between cultural products and perspectives in Spanish-speaking communities.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.

The Spanish-Speaking Caribbean: Which statement accurately distinguishes geographic and cultural features of Cuba, the Dominican Republic, and Puerto Rico? Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 2.2; ACTFL 3.2 - Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 2.2 Relating Cultural Products to Perspectives - Learners investigate, explain, and reflect on relationships between cultural products and perspectives in Spanish-speaking communities.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.

Central and South American Diversity: Which evidence correctly matches a country or region with a geographic or cultural feature without overgeneralizing? Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 3.2 - Relating Cultural Practices to Perspectives; Acquiring Information and Diverse Perspectives: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.

Equatorial Guinea and Spanish Beyond the Americas: Which statement accurately identifies Equatorial Guinea or another global context in which Spanish is used?. Aligned to ACTFL World-Readiness Standards ACTFL 3.2; ACTFL 5.1 - Acquiring Information and Diverse Perspectives; School and Global Communities: Aligned to ACTFL World-Readiness Standards: 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.; 5.1 School and Global Communities - Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities.

Spanish in the United States: Which example best illustrates the historical or present-day role of Spanish in a U.S. community?. Aligned to ACTFL World-Readiness Standards ACTFL 3.2; ACTFL 5.1 - Acquiring Information and Diverse Perspectives; School and Global Communities: Aligned to ACTFL World-Readiness Standards: 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.; 5.1 School and Global Communities - Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities..

Geography, Climate, and Daily Life: Which inference best connects geography or climate with transportation, housing, food, clothing, or work? Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 3.1 - Relating Cultural Practices to Perspectives; Making Connections: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Indigenous, African, European, and Other Influences: Which statement accurately connects a cultural product or practice to multiple historical and cultural influences? Aligned to ACTFL World-Readiness Standards ACTFL 2.2; ACTFL 3.2 - Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives: Aligned to ACTFL World-Readiness Standards: 2.2 Relating Cultural Products to Perspectives - Learners investigate, explain, and reflect on relationships between cultural products and perspectives in Spanish-speaking communities.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.

Language Varieties: Tú, Usted, Ustedes, Vosotros, and Vos: Which pronoun or verb form is most appropriate for the region, audience, and level of formality shown? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 2.1; ACTFL 4.2 - Interpersonal Communication; Relating Cultural Practices to Perspectives; Cultural Comparisons: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 4.2 Cultural Comparisons - Learners investigate, explain, and reflect on the concept of culture through comparisons among Spanish-speaking cultures and their own.

Regional Vocabulary and Pronunciation: Which statement best recognizes a regional word or pronunciation as a valid language variety? Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 3.2; ACTFL 4.2 - Relating Cultural Practices to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: Learners investigate cultural practices, acquire information from Spanish-speaking cultures, and compare cultures respectfully.

Greetings, Personal Space, and Politeness: Which behavior or expression is most appropriate in the specific cultural situation described? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 2.1 - Interpersonal Communication; Relating Cultural Practices to Perspectives: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.

Meal Times and Daily Schedules: Which interpretation accurately connects a daily schedule or meal time to the specific community described? Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 4.2 - Relating Cultural Practices to Perspectives; Cultural Comparisons: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 4.2 Cultural Comparisons - Learners investigate, explain, and reflect on the concept of culture through comparisons among Spanish-speaking cultures and their own.

Festivals and Commemorations in Context: Which statement best explains the local meaning of a named festival or commemoration rather than treating it as universal?. Aligned to ACTFL World-Readiness Standards ACTFL 2.1; ACTFL 2.2; ACTFL 3.2 - Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives: Aligned to ACTFL World-Readiness Standards: 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.; 2.2 Relating Cultural Products to Perspectives - Learners investigate, explain, and reflect on relationships between cultural products and perspectives in Spanish-speaking communities.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.

Art, Music, Literature, and Material Culture: Which product is correctly connected to its creator, place, style, function, or cultural perspective? Aligned to ACTFL World-Readiness Standards ACTFL 2.2; ACTFL 3.2 - Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives: Aligned to ACTFL World-Readiness Standards: 2.2 Relating Cultural Products to Perspectives - Learners investigate, explain, and reflect on relationships between cultural products and perspectives in Spanish-speaking communities.; 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.

Using Evidence and Avoiding Stereotypes: Which conclusion is best supported by an authentic source and avoids unsupported generalizations about a culture?. Aligned to ACTFL World-Readiness Standards ACTFL 3.2; ACTFL 4.2; ACTFL 5.2 - Acquiring Information and Diverse Perspectives; Cultural Comparisons; Lifelong Learning: Aligned to ACTFL World-Readiness Standards: 3.2 Acquiring Information and Diverse Perspectives - Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.; 4.2 Cultural Comparisons - Learners investigate, explain, and reflect on the concept of culture through comparisons among Spanish-speaking cultures and their own.; 5.2 Lifelong Learning - Learners use Spanish for enjoyment, enrichment, advancement, reflection, and lifelong learning.

Recognizing Familiar Words and Phrases: Which familiar word or phrase is heard in a short audio or audiovisual selection?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics..

Identifying the General Topic: Which topic best describes a short, straightforward spoken or viewed text? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Identifying Speakers and Setting: Which option best identifies who is speaking, their relationship, or where the exchange occurs? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Locating Key Details: Which answer is supported by an explicitly stated name, place, object, action, or preference? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Interpreting Numbers, Dates, and Times in Audio: Which number, date, time, price, or quantity is heard? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish.

Sequencing Heard Events or Instructions: Which order correctly represents the actions or events in a short audio selection? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Following Spoken Directions: Which action, route, or picture correctly follows the spoken direction? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 3.1 Making Connections - Learners build, reinforce, and expand knowledge of other disciplines while using Spanish..

Identifying Emotion and Tone: Which emotion, attitude, or tone is best supported by words, voice, and context? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Identifying Communicative Purpose: Which purpose best explains whether a speaker is greeting, requesting, inviting, informing, thanking, or apologizing? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Using Visuals, Gestures, and Facial Expressions: Which interpretation best combines spoken language with visual or nonverbal evidence?. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 2.1 - Interpretive Communication; Relating Cultural Practices to Perspectives: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.

Using Cognates and Sound Cues: Which likely meaning is supported by a cognate, repeated word, or familiar sound pattern? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Interpreting Announcements and Public Messages: Which detail or required action is supported by a short announcement, voicemail, or public message? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 5.1 - Interpretive Communication; School and Global Communities: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 5.1 School and Global Communities - Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities.

Interpreting Short Conversations: Which summary or next response best fits a brief conversation on a familiar topic? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 1.1 - Interpretive Communication; Interpersonal Communication: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.

Interpreting Short Narratives and Descriptions: Identify the main event, character detail, or sequence supported by a short spoken narrative. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Listening Across Varieties and Using Repair Strategies: Which strategy best supports comprehension when speech includes an unfamiliar accent, speed, or regional word? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.2; ACTFL 5.2—Interpretive Communication; Acquiring Information and Diverse Perspectives; Lifelong Learning. Learners understand, interpret, and analyze familiar spoken or viewed Spanish; acquire information and diverse perspectives from Spanish-speaking cultures; and use Spanish for enrichment and lifelong learning.

True Cognates: Determine the most likely meaning of a transparent Spanish-English cognate in context. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 4.1 - Interpretive Communication and Language Comparisons: learners interpret familiar Spanish texts and reflect on language similarities between Spanish and English.

False and Misleading Cognates: Which interpretation avoids a common false-cognate error? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons. Learners interpret familiar Spanish texts and compare how Spanish and English words express meaning.

Context Clues: Determine which meaning of an unfamiliar Spanish word is best supported by nearby words, examples, contrasts, or visuals. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Word Families and Roots: Determine which related Spanish word or meaning is suggested by a familiar root or word family. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons. Learners interpret familiar Spanish texts and compare how Spanish word forms reveal meaning.

Using a Dictionary or Digital Reference: Which entry, abbreviation, gender marker, or definition best fits the word’s use in context? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 5.2 - Interpretive Communication; Lifelong Learning: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 5.2 Lifelong Learning - Learners use Spanish for enjoyment, enrichment, advancement, reflection, and lifelong learning.

Titles, Headings, Images, and Captions: Which prediction or interpretation is best supported by a text's title and visual features? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Identifying Topic and Main Idea: Which statement best expresses the topic or main idea of a short, straightforward text? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Sequencing Written Information: Which order correctly represents steps, events, or a daily schedule in a text? Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Recognizing Basic Text Organization: Which structure best describes a short text organized by description, sequence, comparison, or question-and-answer? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: Learners interpret novice Spanish texts on familiar topics and connect reading strategies to knowledge across disciplines.

Signs, Labels, Forms, and Notices: interpret the meaning or required action in a common Spanish sign, label, form field, or notice. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 5.1 for interpretive communication and Spanish use in school and community contexts.

Schedules, Menus, Advertisements, and Infographics: Determine which conclusion is supported by text features, symbols, prices, times, or categories. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.1 - Interpretive Communication; Making Connections: learners interpret Spanish on familiar topics and reinforce knowledge from other disciplines while using Spanish.

Text Messages, Emails, and Social Posts: Identify the supported detail, tone, relationship, purpose, or next response in a short digital message. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 1.1 for Interpretive Communication and Interpersonal Communication: learners interpret familiar Spanish messages and respond in ways that appropriately negotiate meaning.

Personal Profiles and Descriptive Texts: Identify the statement that accurately summarizes a person, family, school, home, or activity in a short Spanish profile. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Short Narratives: Identify which character, setting, event, or sequence is supported by a short novice-level narrative. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.

Informational Texts and Source Credibility: Determine which fact or perspective is supported by a Spanish source and which source feature makes it appropriate for the question. Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 3.2; ACTFL 5.2 - Interpretive Communication; Acquiring Information and Diverse Perspectives; Lifelong Learning.

Selecting an Appropriate Conversational Reply: Which response most naturally and accurately answers the speaker's question or statement? Aligned to ACTFL World-Readiness Standards ACTFL 1.1 - Interpersonal Communication: Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.

Selecting a Relevant Follow-Up Question: Which follow-up question best continues a conversation on the same topic? Aligned to ACTFL World-Readiness Standards ACTFL 1.1 - Interpersonal Communication: Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.

Clarifying and Repairing Communication: Choose phrases that ask for repetition, confirm meaning, correct misunderstandings, or restate ideas in Spanish. Aligned to ACTFL World-Readiness Standards ACTFL 1.1 - Interpersonal Communication: Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.

Turn-Taking and Conversation Closings: Choose the expression that appropriately enters, maintains, yields, or closes a brief Spanish exchange. Aligned to ACTFL World-Readiness Standards ACTFL 1.1 and ACTFL 2.1 - Interpersonal Communication and Relating Cultural Practices to Perspectives - with novice-level interaction, respectful register, and culturally responsive comparisons across Spanish-speaking communities.

Agreeing and Disagreeing Politely: Select the response that appropriately agrees, disagrees, partially agrees, or expresses uncertainty for the stated relationship and setting. Aligned to ACTFL World-Readiness Standards ACTFL 1.1 and ACTFL 2.1 - Interpersonal Communication and Relating Cultural Practices to Perspectives: learners interact and negotiate meaning in Spanish and reflect respectfully on relationships between cultural practices and perspectives in Spanish-speaking communities.

Expressing a Preference with a Reason: Which sentence or response clearly states a like, dislike, or preference and gives a simple relevant reason? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.3 - Interpersonal Communication; Presentational Communication: 1.1 Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions; 1.3 learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Making an Invitation or Suggestion: Select the invitation or suggestion that best fits the activity, time, audience, and level of formality. Aligned to ACTFL World-Readiness Standards ACTFL 1.1 - Interpersonal Communication: Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.

Accepting, Declining, or Proposing an Alternative: Select the reply that most appropriately responds to an invitation or suggestion in novice-level Spanish. Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 2.1 - Interpersonal Communication; Relating Cultural Practices to Perspectives: learners interact and negotiate meaning to share information, reactions, feelings, and opinions and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.

Negotiating Simple Plans: Identify the sequence of messages that successfully settles a time, place, activity, and needed items. Aligned to ACTFL World-Readiness Standards ACTFL 1.1 - Interpersonal Communication: Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.

Requesting, Offering, and Responding to Help: Which phrase best requests assistance, offers help, accepts help, or declines it politely? Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 5.1 - Interpersonal Communication; School and Global Communities: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions; 5.1 School and Global Communities - Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities.

Choosing Language for Audience and Register: Which greeting, pronoun, vocabulary, and closing best fit the intended audience and purpose? Aligned to ACTFL World-Readiness Standards ACTFL 1.3; ACTFL 2.1 - Presentational Communication; Relating Cultural Practices to Perspectives: Aligned to ACTFL World-Readiness Standards: 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.; 2.1 Relating Cultural Practices to Perspectives - Learners investigate, explain, and reflect on relationships between cultural practices and perspectives in Spanish-speaking communities.

Organizing a Personal Presentation: Determine which order creates a clear introduction, supporting details, and conclusion for a short presentation about oneself. Aligned to ACTFL World-Readiness Standards ACTFL 1.3 - Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Organizing a Descriptive Message: Which sequence creates a coherent description of a person, place, schedule, routine, or event? Aligned to ACTFL World-Readiness Standards ACTFL 1.3 - Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Selecting Relevant Supporting Details and Visuals: Which details, image, chart, or caption best support the message and audience? Aligned to ACTFL World-Readiness Standards ACTFL 1.3; ACTFL 3.1 - Presentational Communication; Making Connections: Learners present information, concepts, and ideas in Spanish for an audience and build connections to other disciplines while using Spanish.

Editing a Presentational Message: Choose the revision that best improves grammar, agreement, spelling, punctuation, clarity, organization, or audience appropriateness. Aligned to ACTFL World-Readiness Standards ACTFL 1.3 and ACTFL 4.1, Presentational Communication and Language Comparisons.

Selecting the Best Completed Message: Which final version most completely and accurately fulfills the stated purpose, required details, and novice-level language expectations? Aligned to ACTFL World-Readiness Standards ACTFL 1.3 - Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Comparing Subject Pronoun Use: Compare when Spanish states or omits subject pronouns and how Spanish pronoun distinctions map to English or another known language. Aligned to ACTFL World-Readiness Standards ACTFL 4.1 - Language Comparisons: Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Comparing Word Order and Adjective Placement: Which comparison correctly explains a common similarity or difference in sentence or adjective order? Aligned to ACTFL World-Readiness Standards ACTFL 4.1 - Language Comparisons: Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Comparing Punctuation and Capitalization: Identify accurate comparisons between Spanish and English punctuation and capitalization conventions. Aligned to ACTFL World-Readiness Standards ACTFL 4.1 - Language Comparisons: Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Cognates, Borrowings, and Language Contact: Which explanation best identifies a cognate, borrowing, or effect of language contact in context? Aligned to ACTFL World-Readiness Standards ACTFL 3.2; ACTFL 4.1 - Acquiring Information and Diverse Perspectives; Language Comparisons. Learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures, and investigate, explain, and reflect on language through comparisons between Spanish and other languages.

Applying Spanish to Mathematics and Money: Identify the correct Spanish-language calculation, measurement, price comparison, or currency interpretation. Aligned to ACTFL World-Readiness Standards ACTFL 3.1 - Making Connections: Learners build, reinforce, and expand knowledge of mathematics and financial literacy while using Spanish.

Applying Spanish to Geography and Weather Data: Which conclusion is supported by a Spanish-language map, climate graph, forecast, or geographic description? Aligned to ACTFL World-Readiness Standards ACTFL 3.1; ACTFL 3.2 - Making Connections; Acquiring Information and Diverse Perspectives: Learners build, reinforce, and expand knowledge of other disciplines while using Spanish, acquire information, and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.

Applying Spanish to Health and Nutrition: Which recommendation or interpretation is supported by a simple Spanish-language nutrition label, wellness chart, or health notice? Aligned to ACTFL World-Readiness Standards ACTFL 3.1; ACTFL 3.2 - Making Connections; Acquiring Information and Diverse Perspectives: 3.1 learners build, reinforce, and expand knowledge of other disciplines while using Spanish; 3.2 learners acquire information and recognize diverse perspectives available through Spanish and Spanish-speaking cultures.

Applying Spanish to Arts and Music: Which interpretation correctly connects Spanish-language information with an artwork, song, instrument, artist, or performance? Aligned to ACTFL World-Readiness Standards ACTFL 2.2; ACTFL 3.1 - Relating Cultural Products to Perspectives; Making Connections: Learners connect cultural products with perspectives in Spanish-speaking communities and expand knowledge of other disciplines through Spanish.

Finding Spanish-Language Community Resources: Choose the local or online Spanish-language resource that best meets a stated need for information, services, events, or cultural participation. Aligned to ACTFL World-Readiness Standards ACTFL 5.1 - School and Global Communities: Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities.

Digital Communication, Safety, and Source Use: Which action best demonstrates respectful, safe, and responsible participation in a Spanish-language digital space? Aligned to ACTFL World-Readiness Standards ACTFL 5.1; ACTFL 5.2 - School and Global Communities; Lifelong Learning: Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities, and use Spanish for enjoyment, enrichment, advancement, reflection, and lifelong learning.

Portfolio Evidence and Next-Step Goals: Which evidence best demonstrates progress, and which next goal is specific and appropriate for continued growth? Aligned to ACTFL World-Readiness Standards ACTFL 5.2 - Lifelong Learning: Learners use Spanish for enjoyment, enrichment, advancement, reflection, and lifelong learning.

Using Spanish Beyond the Classroom: Identify activities that authentically extend novice Spanish for enjoyment, enrichment, service, travel, career awareness, and continued learning. Aligned to ACTFL World-Readiness Standards ACTFL 5.1; ACTFL 5.2 - School and Global Communities; Lifelong Learning: Learners use Spanish within and beyond the classroom to interact and collaborate in school, local, and global communities, and use Spanish for enjoyment, enrichment, advancement, reflection, and lifelong learning.

Completed-Past Time Markers: Introductory Recognition: Which time marker most clearly signals a completed past event in a short sentence or text? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Regular Preterite Forms: Introductory Recognition: Which regular preterite form best matches a clearly completed action in a familiar context? Aligned to ACTFL World-Readiness Standards ACTFL 1.2; ACTFL 4.1 - Interpretive Communication; Language Comparisons: Aligned to ACTFL World-Readiness Standards: 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 4.1 Language Comparisons - Learners investigate, explain, and reflect on the nature of language through comparisons between Spanish and other languages.

Preterite of Ir and Ser: Introductory Recognition: determine whether fui, fuiste, fue, fuimos, or fueron means went or was/were by using context and subject clues. Aligned to ACTFL World-Readiness Standards ACTFL 1.2 and ACTFL 4.1, Interpretive Communication and Language Comparisons: learners interpret familiar Spanish and compare how shared preterite forms carry different meanings.

Integrated Time Frames and Communication Review: Which response, interpretation, or completed message best integrates familiar vocabulary, culture, and present, near-future, progressive, or introductory past-time cues?. Aligned to ACTFL World-Readiness Standards ACTFL 1.1; ACTFL 1.2; ACTFL 1.3 - Interpersonal Communication; Interpretive Communication; Presentational Communication: Aligned to ACTFL World-Readiness Standards: 1.1 Interpersonal Communication - Learners interact and negotiate meaning in Spanish to share information, reactions, feelings, and opinions.; 1.2 Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed in Spanish on familiar topics.; 1.3 Presentational Communication - Learners present information, concepts, and ideas in Spanish to inform, explain, persuade, or narrate for an audience.

Direct-Object Pronouns: Which pronoun correctly replaces a direct object and appears in the correct position before a simple or compound verb?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.

Goal Setting and Self-Assessment: Select the most appropriate evidence-based proficiency goal and reflection statement for improving interpretive, interpersonal, presentational, or intercultural performance? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.11 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 5.2; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP; APF 1.A-2.D. Curriculum skill description: Select the most appropriate evidence-based proficiency goal and reflection statement for improving interpretive, interpersonal, presentational, or intercultural performance?

Locating Explicit Details: Select the answer that is directly supported by stated names, dates, examples, actions, descriptions, quantities, or conditions in a text? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.144 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Select the answer that is directly supported by stated names, dates, examples, actions, descriptions, quantities, or conditions in a text?

Inferring Meaning from Context: Select the meaning of an unfamiliar word or phrase that best fits grammatical role, nearby clues, word formation, contrast, example, and overall topic? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.151 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Select the meaning of an unfamiliar word or phrase that best fits grammatical role, nearby clues, word formation, contrast, example, and overall topic?

Spelling Names and Familiar Words: Which sequence of French letter names correctly spells a person's name or another familiar word? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sequence of French letter names correctly spells a person's name or another familiar word?

Birthdays and Birth Dates: Which option correctly asks for, states, or interprets a birthday using French date conventions? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which option correctly asks for, states, or interprets a birthday using French date conventions?

Noun Gender: Which article, adjective, or reference word correctly reflects the grammatical gender of a familiar French noun? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which article, adjective, or reference word correctly reflects the grammatical gender of a familiar French noun?

Definite Articles: Which form of le, la, l', or les correctly identifies a specific noun or a general category in context? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of le, la, l', or les correctly identifies a specific noun or a general category in context?

Indefinite Articles: Which form of un, une, or des correctly introduces one or more nonspecific people, places, or things? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of un, une, or des correctly introduces one or more nonspecific people, places, or things?

Subject Pronouns: Which subject pronoun correctly replaces a named person or group and agrees with the intended meaning? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which subject pronoun correctly replaces a named person or group and agrees with the intended meaning?

Adjective Gender Agreement: Which adjective form correctly agrees with a masculine or feminine noun in a familiar description? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which adjective form correctly agrees with a masculine or feminine noun in a familiar description?

Adjective Number Agreement: Which adjective form correctly agrees with a singular or plural noun, including common spelling changes? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which adjective form correctly agrees with a singular or plural noun, including common spelling changes?

Demonstrative Adjectives: Which form of ce, cet, cette, or ces correctly points out a specific noun in context? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of ce, cet, cette, or ces correctly points out a specific noun in context?

School Subjects: Which French subject name correctly matches a class, classroom activity, or schedule abbreviation? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which French subject name correctly matches a class, classroom activity, or schedule abbreviation?

School Rules and Expectations: Which statement correctly communicates a rule, permission, prohibition, responsibility, or consequence? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which statement correctly communicates a rule, permission, prohibition, responsibility, or consequence?

Family Relationships and Possession: Which possessive adjective or de-construction correctly states how two people are related? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which possessive adjective or de-construction correctly states how two people are related?

Hobbies and Free-Time Activities: Which word or sentence correctly identifies a familiar hobby, interest, or free-time activity? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which word or sentence correctly identifies a familiar hobby, interest, or free-time activity?

Clothing and Accessories: Which word or phrase correctly identifies a familiar garment, accessory, footwear item, or seasonal outfit? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which word or phrase correctly identifies a familiar garment, accessory, footwear item, or seasonal outfit?

Prepositions of Location: Which preposition or phrase correctly locates one place or object relative to another? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which preposition or phrase correctly locates one place or object relative to another?

Asking for Directions: Which question most appropriately asks where a place is or how to get there? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which question most appropriately asks where a place is or how to get there?

Modes of Transportation: Which transportation word or phrase best matches the vehicle, route, speed, distance, or travel situation? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which transportation word or phrase best matches the vehicle, route, speed, distance, or travel situation?

Possessive Adjectives: Which possessive adjective correctly agrees with the possessed noun and identifies the intended possessor, including before a feminine vowel sound? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.30 - Possessive Adjectives: Which possessive adjective correctly agrees with the possessed noun and identifies the intended possessor, including before a feminine vowel sound? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.