Vowel Quantity and Macrons: Distinguish long and short Latin vowels in pronunciation and spelling, and determine when quantity changes meaning or grammatical form. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL, ACTFL WR 1.2-1.3, 4.1 — Pronunciation, Orthography, and Oral Reading Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Latin Pure Vowels and Diphthongs: Which option correctly pronounces Latin vowels and common diphthongs in a supplied word using the Classical system? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 4.1 - Pronunciation, Orthography, and Oral Reading Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Classical Consonant Sounds: Which pronunciation correctly applies Classical values for c, g, v, s, r, and other consonants in a supplied word? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 4.1 - Pronunciation, Orthography, and Oral Reading Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Syllabification: Identify the correct division of a Latin word into syllables according to vowel, diphthong, consonant-cluster, semivowel, and compound rules. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 4.1 - Pronunciation, Orthography, and Oral Reading Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Open and Closed Syllables: Which option correctly identifies open and closed syllables and predicts how syllable structure affects quantity or stress? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL, ACTFL WR 1.2-1.3, 4.1 - Pronunciation, Orthography, and Oral Reading Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Syllables Long by Nature or Position: Which analysis correctly explains whether a syllable is long by nature, long by position, or short in a supplied word or verse? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 4.1 - Pronunciation, Orthography, and Oral Reading Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Latin Accent and Stress: Which syllable receives the accent under the two-syllable and penult rules, and why? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL, ACTFL WR 1.2-1.3, 4.1. Pronunciation, Orthography, and Oral Reading Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Elision and Prodelision: Which oral reading correctly applies elision or prodelision where adjacent words create a vowel collision? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 4.1 - Pronunciation, Orthography, and Oral Reading Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Assimilation and Common Sound Changes: Which spelling or pronunciation best reflects assimilation in prefixed forms such as ad-, in-, con-, or sub-? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 4.1 - Pronunciation, Orthography, and Oral Reading Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Meaningful Phrase Grouping in Prose: Which oral phrasing best groups a Latin prose sentence by clauses and syntactic units without distorting its meaning?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 4.1 - Pronunciation, Orthography, and Oral Reading Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Expressive Reading of Poetry: Which reading choice best reflects meter, phrasing, emphasis, and tone in a short Latin poetic passage? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 4.1 - Pronunciation, Orthography, and Oral Reading Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Comparing Pronunciation Systems: Identify the pair that accurately contrasts Classical and Ecclesiastical treatment of selected vowels, consonants, and letter combinations. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 4.1 - Pronunciation, Orthography, and Oral Reading Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Reading Noun Dictionary Entries: Interpret a Latin noun entry by identifying its nominative, genitive, grammatical gender, working stem, declension, and core meanings. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Reading Adjective Dictionary Entries: Which interpretation of an adjective entry correctly identifies its declensional pattern, forms, stem, and possible meanings? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Reading Verb Principal Parts: Use a Latin verb entry to identify conjugation, present stem, perfect stem, participial stem, voice, and meaning. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL, ACTFL WR 1.2, 4.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Reading Pronoun and Indeclinable Entries: Which dictionary entry correctly identifies the forms and usage of a pronoun, adverb, preposition, conjunction, or particle? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Distinguishing Homographs: Which meaning and grammatical analysis best fit a Latin form that can represent more than one lemma or inflection? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Using Context Clues for Vocabulary: Which meaning of an unfamiliar word is best supported by syntax, nearby words, topic, and contrast or cause signals in the passage? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 3.2 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Recognizing Polysemy: Which translation best captures the context-specific meaning of a common Latin word with several possible senses? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 3.2 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Latin Prefixes: Which meaning is most likely when a common prefix modifies the base meaning of a Latin verb, noun, or adjective? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Latin Suffixes: Which part of speech or meaning is signaled by a common Latin derivational suffix in a supplied word? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL. ACTFL WR 1.2, 4.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Compound Words and Prefix Assimilation: Which analysis correctly separates a compound into its elements and explains any spelling change caused by assimilation? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Roots, Stems, and Inflectional Endings: Which division correctly separates a word into root, stem-building element, and inflectional ending? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Semantic Fields: Which word belongs with a supplied semantic field such as motion, warfare, family, politics, emotion, or religion? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

High-Frequency Core Vocabulary: Which meaning or usage is correct for a high-frequency Latin lemma commonly encountered across prose and poetry? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Word Families and Cognates: Which group of Latin words shares a meaningful root or stem, and how are the words semantically related? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Idioms and Common Collocations: Which translation best preserves the idiomatic meaning of a frequent Latin phrase rather than translating each word mechanically? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 3.2 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Choosing an Appropriate Lexicon or Glossary: Which reference tool and entry information would most efficiently resolve a specified vocabulary, morphology, or usage question? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 3.1-3.2, 5.1 - Vocabulary, Dictionary Use, and Word Formation Standards Alignment: ACTFL WR 1.2-1.3, 3.1-3.2, 5.1; SCLL 2017: Interpretive Reading, Connections, Communities; 2026 Can-Do: Interpretive/Presentational I-A; CA WL.CM1.I-A, WL.CM3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.49-114.50; VA WL SOL: Interpretive/Presentational I-A.

Direct Latin Derivatives in English: Identify the English word directly derived from a supplied Latin root and use the shared meaning to confirm the relationship. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL. Standard target: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Indirect Derivatives through French: Which English derivative most likely entered through French, and how does its form differ from a more direct Latin borrowing? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Analyzing English Words by Root and Affix: Which analysis correctly uses a Latin root, prefix, and suffix to infer the meaning of an unfamiliar English word? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Semantic Change in Derivatives: Which explanation best describes how the meaning of a Latin word narrowed, broadened, improved, worsened, or shifted in English? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Latin-English Doublets: Identify which pair of English words derives from the same Latin source through different borrowing routes or historical periods. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Latin Prefixes in Academic English: Determine which definition best follows from the Latin prefix in a scientific, mathematical, historical, or literary term. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Latin Suffixes in Academic English: Which grammatical category or meaning is signaled by a Latin-derived English suffix in context?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Legal Latin: Which translation or explanation best fits a common Latin legal expression within a supplied legal or civic context? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Medical and Scientific Latin: Interpret medical and scientific terms by using Latin roots, prefixes, suffixes, combining forms, diminutives, and classical plurals. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Academic and Rhetorical Latin: Which Latin expression or derivative best matches a concept used in argument, logic, scholarship, or formal writing? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Latin Abbreviations: Identify the expanded form and meaning of common Latin abbreviations such as e.g., i.e., et al., cf., and N.B. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Mottoes and Conventional Phrases: Which translation and contextual explanation best fit a Latin motto, maxim, inscription, or ceremonial phrase? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Biological Taxonomy and Nomenclature: Which interpretation correctly explains the Latin or Latinized elements of a scientific name and its naming conventions? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Evaluating Modern Uses of Latin: Judge which modern inscription, motto, product name, or fictional phrase is grammatically sound and contextually appropriate. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL. Standard target: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - English Derivatives and Latin in Modern Contexts Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Gender and Declension Identification: Which gender and declension are indicated by a noun's dictionary entry, nominative form, genitive ending, and known exceptions? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Overview of Case Functions: Which case best expresses the grammatical relationship required by a supplied sentence or translation?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

First-Declension Nouns: Which form correctly supplies the required case and number of a regular first-declension noun? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Second-Declension Masculine Nouns: Which form correctly supplies the required case and number of a regular second-declension masculine noun? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Second-Declension Neuters and the Neuter Rule: Which form correctly applies second-declension neuter endings and the rule that nominative and accusative forms match? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Second-Declension Special Forms: Which form correctly handles nouns in -er, nouns in -ius or -ium, and special vocative endings? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Third-Declension Consonant-Stem Nouns: Which form correctly derives the stem from the genitive and declines a third-declension consonant-stem noun? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Third-Declension I-Stem Nouns: Which form correctly applies masculine, feminine, or neuter i-stem endings and identifies the evidence for i-stem status? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Third-Declension Neuter Nouns: Apply neuter rules and the proper plural endings to third-declension neuter nouns. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Third-Declension Stem and Gender Patterns: Which analysis best predicts the stem, gender, or inflection of a third-declension noun from its dictionary entry and common patterns? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Fourth-Declension Nouns: Which form correctly supplies the required case and number of a regular fourth-declension noun? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL, ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Fourth-Declension Neuters and Domus: Which form correctly handles fourth-declension neuters or the mixed declension and place expressions of domus? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Fifth-Declension Nouns: Which form correctly supplies the required case and number of a fifth-declension noun, including common uses of dies and res?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Irregular, Defective, and Mixed Nouns: Which form or explanation correctly handles an irregular, plural-only, indeclinable, or mixed-declension noun? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Nominative Case Uses: Which nominative noun functions as subject, predicate nominative, appositive, exclamation, or title in a supplied sentence? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Vocative Case: Which form and punctuation correctly express direct address in a supplied Latin sentence? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Accusative Direct Object: Which accusative noun or pronoun serves as the direct object, and which translation correctly reflects that relationship? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Accusative of Motion, Duration, and Extent: Which accusative construction correctly expresses place to which, duration of time, or extent of space? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Genitive of Possession and Description: Which genitive construction correctly expresses ownership, association, or a descriptive quality? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Partitive, Subjective, and Objective Genitives: Which interpretation correctly distinguishes a partitive, subjective, or objective genitive from other genitive uses? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Dative Indirect Object: Which dative noun receives or benefits from the action, and which English translation best preserves the indirect-object relationship? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Dative with Special Verbs: Which dative form correctly completes a verb that governs the dative, and which translation best reflects the Latin construction? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Dative of Possession, Reference, and Purpose: Identify how a dative expresses possession, reference, purpose, or a double dative in Classical Latin. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Ablative of Means and Instrument: Identify the ablative noun or phrase that expresses the means or instrument by which an action occurs, normally without a preposition. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Ablative of Manner and Accompaniment: Which construction correctly distinguishes manner from accompaniment and uses cum where required? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Ablative of Separation, Source, and Cause: Which ablative construction correctly expresses separation, origin, material, deprivation, or cause? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Ablative of Place and Time: Which ablative form correctly expresses place where, place from which, time when, or time within which? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Prepositions, Place Constructions, and the Locative: Which case and form correctly follow a preposition or express place with cities, small islands, domus, rus, or humus? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nouns and the Case System Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Adjective-Noun Agreement: Choose the adjective form that agrees with its noun in gender, number, and case while retaining the adjective's own declensional pattern. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL, ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

First- and Second-Declension Adjectives: Which form correctly declines a regular first- and second-declension adjective with a supplied noun? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Third-Declension Adjectives: Which form correctly declines a one-, two-, or three-termination third-declension adjective? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Substantive Adjectives: Which translation correctly interprets an adjective used without an expressed noun as a person, group, or abstract quality? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Predicate Adjectives: Identify which adjective functions predicatively rather than attributively and choose the translation that preserves the distinction. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Adjective Position and Meaning: Which interpretation best explains how adjective placement can mark emphasis, contrast, a conventional phrase, or a change in nuance? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Possessive Adjectives: Which possessive adjective correctly identifies the possessor and agrees with the thing possessed? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Formation of Comparative Adjectives: Which comparative form is correctly derived and declined from a regular adjective? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Comparative Syntax: Which construction correctly expresses comparison with quam or the ablative of comparison? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Formation of Superlative Adjectives: Which superlative form is correctly formed, including adjectives in -er and -ilis? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Relative and Absolute Superlatives: Which translation correctly distinguishes “most” from “very” or “extremely” in a superlative expression? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Irregular Comparison: Which comparative or superlative form correctly belongs to an irregular adjective such as bonus, malus, magnus, parvus, or multus? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Formation of Adverbs: Which adverb is correctly formed from a first/second- or third-declension adjective?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Comparison of Adverbs: Which positive, comparative, or superlative adverb correctly completes the sentence and conveys the intended degree? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Cardinal Numbers: Which Latin cardinal number correctly expresses a supplied quantity and follows the appropriate declensional behavior? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Ordinal Numbers: Choose the ordinal adjective that correctly expresses order and agrees with the noun it modifies. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Distributive and Adverbial Numerals: Which numeral correctly expresses groups at a time, frequency, or multiplicative relationships? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Roman Numerals and Calculations: Which Roman numeral correctly represents a value, date, clock notation, or simple calculation? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Adjectives, Numerals, and Agreement Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Personal Pronouns: Which personal pronoun form correctly expresses the required person, number, and case, including an emphatic or omitted subject? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Reflexive Pronouns: Which reflexive pronoun correctly refers back to the subject in a simple or third-person sentence? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Possessive Pronouns and Adjectives: Which possessive form correctly distinguishes reflexive suus from nonreflexive eius or eorum and agrees with the possessed noun? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Hic, Haec, Hoc: Which form of hic correctly agrees with its referent and conveys the intended proximal or discourse meaning? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Ille, Illa, Illud: Which form of ille correctly agrees with its referent and conveys distant, well-known, or contrastive meaning? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Iste, Ista, Istud: Which form of iste correctly agrees with its referent and conveys second-person association or contextual attitude? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Is, Ea, Id: Which form of is correctly functions as a weak demonstrative, third-person pronoun, or antecedent marker? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Idem, Eadem, Idem: Which form of idem correctly means “the same” and agrees with its referent? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Ipse, Ipsa, Ipsum: Which form and translation correctly use ipse for emphasis, contrast, or identity? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Relative Pronoun Qui, Quae, Quod: Select the form that agrees with its antecedent in gender and number while taking case from its clause function. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Relative Pronoun Agreement and Case: Which analysis correctly explains the antecedent, case, and syntactic role of a relative pronoun in a complex sentence? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Interrogative Quis and Qui: Which interrogative form correctly asks about identity, type, ownership, or another grammatical relationship? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Indefinite Pronouns: Which indefinite pronoun or adjective correctly expresses “someone,” “anyone,” “a certain,” “each,” or a related idea? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Negative Pronouns: Which negative pronoun or adjective correctly expresses “no one,” “nothing,” “neither,” or “none” without creating unintended double negation? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Pronominal Adjectives: Select the form that correctly declines adjectives such as unus, totus, alius, alter, nullus, and uter, including genitive singular -ius and dative singular -i. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Alter...Alter and Alius...Alius: Which translation correctly interprets reciprocal or distributive pairings such as alter...alter or alius...alius?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Correlative Pronouns and Adverbs: Which correlative pair correctly links ideas such as qualis...talis, quantus...tantus, or ubi...ibi? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Pronoun Reference and Ambiguity: Which antecedent is best supported by agreement, syntax, discourse focus, and context when a pronoun could refer to more than one noun? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Pronouns and Pronominal Forms Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Verb Categories and Grammatical Features: Identify the person, number, tense, mood, voice, conjugation, and contextual meaning of a finite Classical Latin verb form. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL, ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Functions of the Principal Parts: Which principal part supplies the stem needed to form a specified tense, voice, participle, or infinitive? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Conjugation Identification: Which conjugation or conjugation subtype is indicated by a verb’s infinitive and first principal part? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL. ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Present Active: First and Second Conjugations: Which present active form correctly expresses the required person and number of a first- or second-conjugation verb? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Present Active: Third, Third-io, and Fourth Conjugations: Which present active form correctly applies the stem vowel and endings of a third-, third-io-, or fourth-conjugation verb? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Present Passive Indicative: Which present passive form correctly expresses the required person and number, and which translation accurately conveys passive voice? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Imperfect Active Indicative: Which imperfect active form and translation correctly express an ongoing, repeated, attempted, or customary past action? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL. ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Imperfect Passive Indicative: Which imperfect passive form and translation correctly express an ongoing or repeated past action received by the subject? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Future Active: First and Second Conjugations: Which future active form correctly applies the -bo, -bis, -bit system to a first- or second-conjugation verb? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL. Standard target ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Future Passive: First and Second Conjugations: Which future passive form correctly applies the first/second-conjugation future system and passive endings? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Future Active: Third, Third-io, and Fourth Conjugations: Which future active form correctly applies the -am, -es, -et system to a third-, third-io-, or fourth-conjugation verb? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Future Passive: Third, Third-io, and Fourth Conjugations: Which future passive form correctly applies the third/fourth-conjugation future system and passive endings? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Sum in the Present System: Which form of sum correctly expresses present, imperfect, or future time and agrees with its subject? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Compounds of Sum: Choose the form and translation that correctly use possum, prosum, absum, adsum, desum, or another compound of sum. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Person, Number, and the Implied Subject: Which subject is contained in the verb ending, and when is an expressed nominative subject emphatic or contrastive? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Active Imperatives: Choose the singular or plural active imperative that correctly gives a command, including irregular forms such as dic, duc, fac, and fer. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Passive and Deponent Imperatives: Which imperative form correctly gives a passive command or a command with a deponent verb? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Negative Commands with Noli and Nolite: Which construction correctly expresses a negative command using noli or nolite with an infinitive? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL. ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Present Active Infinitive: Which present active infinitive correctly completes a complementary construction and expresses time simultaneous with the main verb? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Present Passive Infinitive: Which present passive infinitive is correctly formed and translated in context? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Present Active Participles: Select the present active participle that correctly agrees with its noun and expresses action simultaneous with the main verb. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Complementary Infinitives: Which infinitive correctly completes a verb such as possum, debeo, cupio, or incipio? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; and Virginia World Language SOL. Standard code ACTFL WR 1.2, 4.1. Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Impersonal and Weather Verbs: Which form and translation correctly handle an impersonal verb or weather expression without inventing an inappropriate personal subject? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL. ACTFL WR 1.2, 4.1 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Choosing Present-System Tenses in Context: Which present, imperfect, or future form best fits the time relationship, aspect, and discourse context of the sentence? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL, ACTFL WR 1.2, 3.2 - Verbs: Present System and Commands Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Perfect Active Stems: Which perfect stem is correctly derived from a verb’s third principal part, including common stem-change patterns? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Perfect Active Indicative: Which perfect active form correctly expresses the required person and number? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Translating the Perfect Tense: Which English translation best reflects a Latin perfect as simple past, present perfect, or completed action in context? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 3.2 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Pluperfect Active Indicative: Which pluperfect active form correctly expresses an action completed before another past action? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Future Perfect Active Indicative: Which future perfect active form correctly expresses an action that will be completed before another future point? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Sum in the Perfect System: Which form of sum correctly expresses perfect, pluperfect, or future perfect time? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Perfect Passive Participles: Which perfect passive participle is correctly formed from the fourth principal part and agrees with its referent? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Perfect Passive Indicative: Which participle-plus-sum combination correctly expresses the perfect passive and agrees with the subject? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Pluperfect Passive Indicative: Which participle-plus-sum combination correctly expresses an action completed before another past action in passive voice? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Future Perfect Passive Indicative: Which participle-plus-sum combination correctly expresses a passive action completed before another future point? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Agreement in Compound Passive Tenses: Which participle ending correctly agrees with a singular, plural, masculine, feminine, or neuter subject in a compound passive tense? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Perfect Active Infinitive: Which perfect active infinitive is correctly formed and expresses action prior to the main verb? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Perfect Passive Infinitive: Which perfect passive infinitive is correctly formed, agrees with its accusative subject, and expresses prior action? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Future Active Infinitive: Which future active infinitive is correctly formed, agrees with its accusative subject, and expresses subsequent action? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Future Passive Infinitive: Which form or interpretation correctly recognizes the rare future passive infinitive construction? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Syncopated Perfect Forms: Which unsyncopated form and meaning correspond to a shortened perfect form such as amasti, audierunt, or nosse? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Irregular Perfect Stems: Which present-system verb matches an irregular perfect stem such as tul-, iv-/i-, fu-, or volu-? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Perfect, Imperfect, and Pluperfect in Narrative: Which tense best marks foregrounded events, background action, repeated circumstances, or prior events in a narrative? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Aspect in Past Narration: Which interpretation best explains how completed, ongoing, habitual, or prior action is conveyed by Latin past tenses? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Complete Verb Synopses: Which set of forms correctly provides a requested verb across tense, mood, and voice without changing person or number? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Verbs: Perfect System and Passive Voice Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Relative Time of Infinitives: Which infinitive tense correctly expresses action simultaneous with, prior to, or subsequent to the main verb? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Present and Future Active Participles: Which participle form and translation correctly distinguish simultaneous active action from subsequent or intended active action? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Perfect Passive Participles in Context: Which translation best renders a perfect passive participle as a prior passive action, state, or adjectival quality? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Participial Phrases: Identify which noun a participle modifies and choose the translation that best preserves its tense, voice, and logical relationship. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Ablative Absolutes: Which phrase forms an ablative absolute, and which translation best expresses its temporal, causal, concessive, or circumstantial force? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL. ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Future Active Periphrastic: Which form and translation correctly express intention, imminence, or a future-in-the-past idea with a future active participle and sum? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Gerund Forms: Which gerund form correctly supplies the required genitive, dative, accusative, or ablative verbal noun? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Gerund Functions: Which translation correctly interprets a gerund expressing purpose, means, obligation-related context, or another verbal-noun function? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Gerundive Formation and Agreement: Which gerundive form correctly agrees with its noun and conveys a passive verbal-adjective meaning?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Passive Periphrastic and Dative of Agent: Which translation correctly expresses obligation or necessity and identifies the person for whom the action must be done? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Supine in -um: Which supine construction correctly expresses purpose after a verb of motion? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Supine in -u: Which interpretation correctly recognizes the ablative supine used with certain adjectives to express respect? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Deponent Verbs: Which form and translation correctly recognize passive morphology with active meaning across a deponent verb’s principal parts? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Semi-Deponent Verbs: Which form and translation correctly distinguish present-system active forms from perfect-system deponent forms?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Fero and Its Compounds: Which form or principal part correctly belongs to fero or a compound such as confero, refero, or aufero? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Eo and Its Compounds: Which form or principal part correctly belongs to eo or a compound such as adeo, redeo, or transeo? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Volo, Nolo, and Malo: Which irregular form correctly expresses wanting, not wanting, or preferring in the required tense and mood? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Fio: Which form and translation correctly use fio as “become,” “happen,” or the passive of facio? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Defective Verbs: Memini, Odi, and Coepi: Determine which form and translation correctly account for a defective verb whose perfect-system form has present or special meaning. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL, ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Impersonal Passive Constructions: Which translation correctly renders a third-person singular passive used impersonally, especially with intransitive verbs?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Licet, Oportet, Decet, and Related Impersonals: Which case, infinitive, or clause correctly completes an impersonal expression of permission, duty, suitability, or necessity? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Special-Case Verbs and Their Complements: Which case or construction correctly follows a verb of remembering, forgetting, accusing, valuing, teaching, asking, or filling? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Compound Verbs and Case Shifts: Determine which case a complement requires when a prefix changes a Latin verb's meaning or introduces a new relationship. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Interpreting Chains of Nonfinite Forms: Which analysis correctly untangles multiple infinitives, participles, gerunds, or gerundives and identifies their shared or separate subjects? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Nonfinite Forms, Irregular Verbs, and Special Constructions Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Latin Word Order and Emphasis: Which interpretation best explains the effect of initial, final, separated, or enclosed words in a Latin sentence? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Subject-Verb Agreement: Which verb form correctly agrees with a simple, compound, collective, neuter plural, or implied subject? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Linking Verbs and Predicate Complements: Which nominative noun or adjective correctly completes a linking verb and describes or renames the subject?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Direct and Indirect Objects: Which nouns or pronouns function as direct and indirect objects, and which translation preserves both relationships?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Transitive and Intransitive Verbs: Which sentence correctly reflects whether a verb takes a direct object, another case, or no object? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Apposition: Which word or phrase is in apposition, and which translation best shows that it renames or explains another noun? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Prepositional Phrases: Which case, meaning, and syntactic attachment correctly interpret a supplied prepositional phrase? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Distinguishing Adverbial Case Uses: Which case use best explains an unprepositioned noun that functions adverbially in the sentence? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Double Accusatives: Which interpretation correctly identifies two accusatives used with verbs of teaching, asking, naming, making, or considering? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Double Datives: Which two dative phrases express purpose and reference, and which translation best captures the combined construction? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Dative and Ablative of Agent: Which agent construction is required with a passive periphrastic, a regular passive verb, or a perfect passive participle? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Ablative of Personal Agent: Which construction correctly uses a/ab with the ablative for a person who performs a passive action? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Ablative of Comparison: Determine which ablative noun or pronoun correctly replaces quam after a comparative when the construction permits it. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Ablative of Description or Quality: Which ablative phrase describes a person or thing and is correctly distinguished from a genitive of description?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Genitive of Description or Characteristic: Which genitive phrase expresses a defining quality, measure, or characteristic of a noun? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Genitive with Adjectives and Verbs: Which genitive correctly completes an adjective or verb of memory, desire, knowledge, accusation, value, or participation? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Partitive Expressions: Which genitive or ex/de plus ablative construction correctly expresses the whole from which a part is selected? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Place Constructions: Which expression correctly indicates place where, place to which, or place from which with common nouns, cities, small islands, or special words? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Time Constructions: Determine which case correctly expresses time when, time within which, duration, or age. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Cause, Manner, and Means: Which ablative use best fits the context, and which translation distinguishes cause, manner, and means? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Direct Questions with -ne, Num, and Nonne: Which question particle correctly asks a neutral question or signals an expected “yes” or “no” answer? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Question Words and Responses: Which interrogative word and response correctly address person, thing, place, time, reason, manner, quantity, or choice? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Coordination and Conjunctions: Which conjunction correctly expresses addition, contrast, cause, result, sequence, alternative, or explanation between coordinated elements? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CM5.N-I, WL.CM7.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Communicative Literacy.

Negation and Scope: Which translation correctly identifies what non, neque, ne...quidem, haud, or another negative element modifies? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Core Sentence Syntax Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Present Subjunctive Formation: Which present subjunctive form correctly applies the required stem vowel, personal ending, and voice? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Imperfect Subjunctive Formation: Which imperfect subjunctive form is correctly built from the present active infinitive plus personal endings? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Perfect Subjunctive Formation: Which perfect subjunctive form correctly uses the perfect stem and the required ending? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Pluperfect Subjunctive Formation: Which pluperfect subjunctive form is correctly built from the perfect active infinitive or perfect passive participle plus essem? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Jussive and Hortatory Subjunctives: Which translation correctly expresses a command, exhortation, or proposal in a main-clause subjunctive? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Negative Jussives and Prohibitions: Which construction correctly expresses a negative command with ne and a subjunctive or an alternative prohibition?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Optative and Potential Subjunctives: Which interpretation best distinguishes a wish from a possible or cautiously asserted action? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Deliberative Subjunctives: Which question correctly expresses uncertainty about what should or could be done? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Purpose Clauses: Which ut-clause correctly expresses purpose, and which tense follows the applicable sequence of tenses?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Negative Purpose Clauses: Which ne-clause correctly expresses what an action is intended to prevent or avoid?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Result Clauses: Which ut-clause correctly expresses result and is supported by an appropriate signal word in the main clause?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Relative Clauses of Purpose: Which relative clause correctly expresses the purpose for which a person or thing is sent, chosen, or used?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Indirect Commands: Which ut or ne clause correctly completes a verb of ordering, asking, persuading, warning, or arranging?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Indirect Questions: Which interrogative clause correctly uses the subjunctive and preserves the question’s meaning within indirect discourse?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Cum Clauses: Temporal and Circumstantial: Which interpretation correctly distinguishes a simple temporal cum clause from a circumstantial subjunctive clause?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Cum Clauses: Causal and Concessive: Which translation correctly expresses cause or concession and recognizes any main-clause tamen?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Fear Clauses: Which ne or ut clause correctly expresses fear that something will or will not happen?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Clauses of Prevention, Hindering, and Doubt: Which quin, quominus, or ne clause correctly completes a verb of preventing, hindering, refusing, or doubting? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Indirect Statement: Which accusative subject and infinitive correctly report a statement after a verb of saying, thinking, knowing, perceiving, or learning?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Relative Time in Indirect Statement: Which infinitive tense correctly shows whether the reported action is simultaneous, prior, or subsequent to the reporting verb? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Simple and Future Conditions: Which protasis and apodosis correctly form a simple factual, future more vivid, or future less vivid condition?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Contrary-to-Fact Conditions: Which imperfect or pluperfect subjunctive forms correctly express a present or past condition contrary to fact?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Relative Clauses of Characteristic: Which relative clause describes the type of person or thing rather than identifying a specific antecedent?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Sequence of Tenses: Which subjunctive tense correctly follows a primary or secondary main verb and preserves the intended time relationship?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 4.1 - Subjunctive Mood and Complex Clauses Standards Alignment: ACTFL WR 1.2, 4.1; SCLL 2017: Interpretive Reading, Language Comparisons; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CM5.I-A, WL.CM7.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Communicative Literacy I-A.

Locating the Main Verb and Clause Core: Which words form the main clause core, and which finite verb controls the sentence?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Parsing Unfamiliar Forms: Which morphological analysis best identifies an unfamiliar form by ending, stem, agreement, and syntactic fit? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Chunking Sentences by Syntax: Which division best groups a long sentence into clauses, phrases, and word groups that belong together?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Predicting Meaning from Context and Genre: Which prediction about vocabulary, structure, or content is best supported by the passage's topic, genre, and surrounding clues? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Reading in Latin Word Order: Which sequence of interpretive steps follows the Latin as written while postponing decisions until syntax becomes clear? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Supplying Omitted Subjects and Verbs: Which implied subject, linking verb, repeated verb, or other ellipsis is required for the passage to make sense? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Resolving Antecedents: Which noun is the most likely antecedent of a pronoun, participle, or relative clause based on agreement and context?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Using Connectors and Discourse Markers: Which relationship between sentences or clauses is signaled by a conjunction, adverb, particle, or repeated structure?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Literal and Idiomatic Translation: Which English translation is both faithful to the Latin syntax and natural in context without adding unsupported information?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Translating Tense and Aspect: Which English tense or verbal phrase best conveys the Latin tense, aspect, and narrative function?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Translating Participles: Which translation best renders a participle as a phrase or clause while preserving its agreement, tense, voice, and logical force?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Translating Subjunctive Clauses: Which translation correctly identifies the type of subjunctive clause and conveys its relationship to the main clause?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Managing Embedded Clauses: Which analysis correctly shows how subordinate clauses nest within one another and which words each clause contains?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Using Punctuation and Phrase Boundaries: Which interpretation best uses editorial punctuation while recognizing that syntax, not punctuation alone, determines structure?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Identifying Main Idea: Which statement best summarizes the central idea of a Latin passage without overgeneralizing or focusing on a minor detail?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Finding Explicit Details: Which answer is directly supported by a stated detail in the Latin passage?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Making Text-Based Inferences: Which inference is best supported by the passage’s wording, actions, cultural context, and logical implications?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Sequencing Events and Ideas: Which sequence correctly orders events, instructions, causes, consequences, or stages described in the passage?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 3.2; SCLL 2017: Interpretive Reading, Diverse Perspectives; 2026 Can-Do: Interpretive N-I; CA WL.CM1.N-I, WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive N-I.

Characterization and Point of View: Which evidence best reveals a character's motives, traits, relationships, reliability, or perspective?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Word Choice, Tone, and Style: Which word, phrase, sound pattern, or syntactic arrangement most strongly contributes to the passage’s tone or emphasis?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Citing Textual Evidence: Which Latin phrase provides the strongest evidence for a stated interpretation or conclusion?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Comparing Published Translations: Which translation most accurately reflects the Latin, and which difference is best explained by syntax, diction, tone, or translator choice? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Reading, Translation, and Comprehension Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Greetings and Classroom Commands: Which Latin greeting, farewell, request, or classroom command is appropriate for the situation and audience? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Personal Information: Which Latin response correctly communicates a name, age, origin, family detail, or other basic personal information? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Describing People, Places, and Objects: Which sentence correctly uses agreement and familiar vocabulary to describe a person, place, or object? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Present-Time Narration: Which sequence of Latin sentences correctly narrates familiar present actions with consistent person, tense, and connectors?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Past-Time Narration: Which sequence correctly uses perfect, imperfect, and pluperfect forms to narrate past events and background? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Future Plans and Predictions: Which sentence correctly expresses a future action, plan, prediction, or intention?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Question-and-Answer Exchanges: Which response appropriately answers a Latin question and matches its interrogative word, case, and expected information? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Preferences and Opinions: Which Latin statement correctly expresses a preference, reaction, or simple opinion and provides an appropriate reason? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Selecting a Well-Formed Latin Sentence: Which sentence correctly combines vocabulary, word order, agreement, case use, and verb form to express the supplied meaning?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Combining Simple Sentences: Which revision correctly joins ideas with coordination, a relative clause, a participial phrase, or another appropriate construction?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Active and Passive Transformations: Which transformed sentence preserves the original meaning while correctly changing active voice to passive or passive to active?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Direct and Indirect Discourse Transformations: Which revision correctly changes a direct statement or question into indirect discourse while adjusting person, case, and verb form?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.1-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.1-1.3, 4.1; SCLL 2017: Interpretive, Interpersonal, Presentational, Language Comparisons; 2026 Can-Do: Communication N-I; CA WL.CM1-WL.CM3.N-I, WL.CM6.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Communication N-I.

Listening for Gist and Details: After hearing a short Latin passage, which answer best identifies its topic, main idea, speaker, sequence, or key detail?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Oral Reading and Presentation Choices: Which pronunciation, pacing, phrasing, visual support, and audience-aware delivery plan would make a Latin reading or presentation clearest?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 4.1 - Composition, Listening, and Spoken Latin Standards Alignment: ACTFL WR 1.2-1.3, 4.1; SCLL 2017: Interpretive Listening, Presentational Speaking, Language Comparisons; 2026 Can-Do: Interpretive/Presentational N-I; CA WL.CM1.N-I, WL.CM3.N-I, WL.CM5.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Interpretive/Presentational.

Roman Foundation Traditions and Archaeology: Which comparison best distinguishes legendary accounts of Rome's foundation from archaeological and historical evidence?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

The Roman Monarchy and the Seven Kings: Which ruler, reform, building project, or tradition is correctly associated with Rome's regal period? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Institutions of the Early Republic: Which office or institution best performed a stated political, military, judicial, or religious function in the early Republic?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Conflict of the Orders: Which reform or event best advanced plebeian political or legal rights during the Conflict of the Orders?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

The Republican Constitution: Which power or limitation correctly belongs to the consuls, Senate, assemblies, tribunes, censors, praetors, or dictators?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Cursus Honorum: Which sequence correctly orders major Roman magistracies and identifies customary qualifications or responsibilities?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

The Punic Wars: Which cause, leader, battle, strategy, or consequence is correctly associated with the First, Second, or Third Punic War?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Expansion, Provinces, and Romanization: Which explanation best describes how conquest, provincial government, taxation, roads, colonies, and local adaptation shaped Roman rule? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

The Gracchi and Reform: Which proposal, conflict, or consequence is correctly associated with Tiberius or Gaius Gracchus?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Marius, Sulla, and the Militarization of Politics: Which development best explains how army reform, civil conflict, and dictatorship weakened Republican norms?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Caesar, Pompey, and the Fall of the Republic: Which alliance, campaign, political crisis, or event correctly explains the rivalry culminating in civil war and Caesar’s dictatorship?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Augustus and the Principate: Which policy or institution best illustrates how Augustus combined Republican forms with one-man rule?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Julio-Claudians and Flavians: Which emperor, policy, crisis, building project, or succession issue is correctly associated with these dynasties?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

The High Empire: Which ruler or development is correctly associated with the Nerva-Antonine period, imperial administration, expansion, or consolidation? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Third-Century Crisis, Diocletian, and Constantine: Which reform, conflict, or religious change best addresses the empire's third- and fourth-century transformations?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Transformation of the Western Empire: Which factor best explains political fragmentation in the West while recognizing continuity in the Eastern Roman Empire?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman History and Government Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Familia and Paterfamilias: Which role, duty, or legal relationship correctly describes the Roman familia and the authority of the paterfamilias?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Social Orders, Status, and Citizenship: Which rights, obligations, and social expectations correctly belong to citizens, noncitizens, senators, equestrians, plebeians, or other groups? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Slavery and Freedpeople: Which statement best reflects the diversity of enslaved labor, manumission, freed status, and limits of social mobility in Roman society? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Women, Marriage, and Family Law: Which practice or legal arrangement correctly describes marriage, guardianship, dowry, inheritance, motherhood, or women’s public and private roles?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Roman Names: Which element of a Roman name is a praenomen, nomen, cognomen, filiation, or additional marker of family and status?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Education and Literacy: Which educational stage, teacher, text, writing material, or literacy practice is appropriate to a Roman context?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Roman Housing: Which feature correctly belongs to a domus, insula, villa, farmstead, or military dwelling?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Food and Dining: Identify which food, meal, dining arrangement, trade pattern, or social custom is accurately placed in Roman life. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Clothing and Appearance: Which garment, accessory, hairstyle, or dress convention correctly signals age, gender, office, citizenship, or occasion? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Calendar, Dates, and Timekeeping: Which Roman date or time expression correctly uses Kalends, Nones, Ides, inclusive counting, watches, or seasonal hours?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Work, Trade, and Coinage: Which occupation, commercial practice, market setting, coin, or unit of value best fits the supplied Roman economic context?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

The Roman Army: Which rank, unit, equipment item, camp feature, recruitment pattern, or military duty is correctly identified?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Roads, Travel, and Communication: Which route, vehicle, lodging practice, milestone, courier system, or travel constraint best explains movement across the Roman world?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Entertainment, Theater, and Baths: Which venue, performance, contest, bath sequence, or audience practice is accurately described?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Law, Courts, and Patronage: Which legal procedure, advocate's role, patron-client obligation, or civic relationship best fits the scenario?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Art, Architecture, and Public Space: Which architectural form, engineering feature, artistic medium, or public-space function is correctly identified from a description or image?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Roman Society, Daily Life, and Material Culture Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Major Gods and Their Attributes: Which deity is correctly matched with Roman and Greek names, symbols, powers, family relationships, and major cult associations? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Creation and Divine Succession Myths: Which sequence or relationship correctly places primordial figures, Titans, Olympians, and Roman adaptations of creation traditions?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Heroes and Heroic Cycles: Which hero, quest, monster, helper, flaw, or outcome is correctly associated with a major Greek or Roman heroic cycle? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

The Trojan War Tradition: Which person, event, object, or consequence correctly belongs to the Trojan War narrative and its later literary versions?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Aeneas and Roman Foundation Myth: Which episode or theme best connects Aeneas, pietas, destiny, violence, and Roman identity?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

State Religion and Public Ritual: Which priesthood, sacrifice, omen, festival, temple practice, or civic purpose is correctly associated with Roman public religion?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Household Religion: Which deity, shrine, ritual, or family practice correctly belongs to domestic religious life?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Afterlife, Mystery Cults, and Religious Change: Which belief or practice is correctly associated with traditional underworld ideas, mystery religions, emperor worship, Judaism, or Christianity in the Roman world?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Stoicism: Which claim or response best reflects Stoic views of virtue, reason, duty, emotion, fate, and living according to nature?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Epicureanism: Which claim or response best reflects Epicurean views of pleasure, tranquility, fear, friendship, nature, and the gods?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Latin Prose Genres and Authors: Which author, work, period, purpose, or stylistic feature is correctly associated with history, oratory, letters, biography, philosophy, satire, or technical prose?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Latin Poetry Genres and Authors: Which author, work, meter, theme, or convention is correctly associated with epic, lyric, elegy, satire, pastoral, comedy, or didactic poetry? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Theme, Narrative Voice, and Characterization: Which textual feature best develops a theme, establishes a speaker or narrator, or shapes a character in a Latin literary passage?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Rhetorical and Literary Devices: Which device-such as anaphora, chiasmus, hyperbaton, litotes, metaphor, alliteration, or tricolon-is present and what effect does it create?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Latin Meter: Which scansion or metrical analysis correctly identifies feet, quantities, elision, caesura, and the expected pattern of a common Latin meter?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.2, 3.2 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2, 2.2, 3.2; SCLL 2017: Interpretive Reading, Cultural Products/Perspectives, Diverse Perspectives; 2026 Can-Do: Interpretive I-A; CA WL.CM1.I-A, WL.CL2.I-A, WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Interpretive/Intercultural I-A.

Primary Sources, Translations, and Reception: Which interpretation best compares a Latin primary source, a translation, and a later artistic or political reuse while distinguishing evidence from reception?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 3.1-3.2, 5.1 - Mythology, Religion, Philosophy, and Literature Standards Alignment: ACTFL WR 1.2-1.3, 3.1-3.2, 5.1; SCLL 2017: Interpretive Reading, Connections, Communities; 2026 Can-Do: Interpretive/Presentational I-A; CA WL.CM1.I-A, WL.CM3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.49-114.50; VA WL SOL: Interpretive/Presentational I-A.

Geography of Italy and Rome: Which map location or physical feature correctly identifies Latium, the Tiber, major hills, regions, mountains, rivers, or strategic sites in Italy?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Geography, Archaeology, and the Latin Legacy Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

The Mediterranean and Roman Provinces: Which province, sea, island, river, mountain range, or neighboring people is correctly located and connected to Roman expansion?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Geography, Archaeology, and the Latin Legacy Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Cities, Roads, and Frontiers: Which city, road, port, fortification, or frontier zone best fits the supplied historical or geographic context? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Geography, Archaeology, and the Latin Legacy Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Ancient Place Names and Map Interpretation: Which modern location corresponds to an ancient place name, and which map evidence best supports the identification?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Geography, Archaeology, and the Latin Legacy Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive N-I; CA WL.CM1.N-I, WL.CL2-WL.CL3.N-I, WL.CN1-WL.CN2.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Interpretive.

Types of Archaeological Evidence: Which archaeological source-structure, artifact, ecofact, burial, landscape, or stratigraphic layer-best answers a stated historical question?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 3.1-3.2, 5.1 - Geography, Archaeology, and the Latin Legacy Standards Alignment: ACTFL WR 1.2-1.3, 3.1-3.2, 5.1; SCLL 2017: Interpretive Reading, Connections, Communities; 2026 Can-Do: Interpretive/Presentational I-A; CA WL.CM1.I-A, WL.CM3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.49-114.50; VA WL SOL: Interpretive/Presentational I-A.

Inscriptions, Coins, and Papyri: Which conclusion is best supported by an inscription, coin legend, papyrus, or writing material, and what limitation should qualify it?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 3.1-3.2, 5.1 - Geography, Archaeology, and the Latin Legacy Standards Alignment: ACTFL WR 1.2-1.3, 3.1-3.2, 5.1; SCLL 2017: Interpretive Reading, Connections, Communities; 2026 Can-Do: Interpretive/Presentational I-A; CA WL.CM1.I-A, WL.CM3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.49-114.50; VA WL SOL: Interpretive/Presentational I-A.

Pompeii and Herculaneum: Which building, artifact, inscription, body-cast context, or preservation condition best illuminates daily life in the Vesuvian cities?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Geography, Archaeology, and the Latin Legacy Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

Interpreting Roman Art and Architecture: Which comparison best connects a Roman object or building to its function, audience, patronage, symbolism, and cultural context?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2 - Geography, Archaeology, and the Latin Legacy Standards Alignment: ACTFL WR 1.2, 2.1-2.2, 3.1-3.2, 4.2; SCLL 2017: Cultures, Connections, Cultural Comparisons; 2026 Can-Do: Intercultural/Interpretive I-A; CA WL.CM1.I-A, WL.CL2-WL.CL3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.48-114.50; VA WL SOL: Intercultural/Interpretive I-A.

From Latin to the Romance Languages: Which sound, vocabulary, or grammar change best explains the relationship between a Latin form and its Romance descendants?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - Geography, Archaeology, and the Latin Legacy Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Medieval and Ecclesiastical Latin: Which feature, genre, institution, or pronunciation convention correctly characterizes Latin’s use in medieval or ecclesiastical settings?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - Geography, Archaeology, and the Latin Legacy Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Renaissance, Scientific, and Neo-Latin: Which context best explains Latin's use in humanist scholarship, diplomacy, science, education, or early modern publication?. Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2 - Geography, Archaeology, and the Latin Legacy Standards Alignment: ACTFL WR 3.1-3.2, 4.1-4.2, 5.1-5.2; SCLL 2017: Connections, Comparisons, Communities; 2026 Can-Do: Intercultural N-I; CA WL.CN1-WL.CN2.N-I, WL.CM4.N-I, WL.CM7.N-I, WL.CL3.N-I; TX TEKS §§114.47-114.49; VA WL SOL: Intercultural/Communicative Literacy.

Latin Legacy and Ethical Source Evaluation: Which conclusion about Latin’s modern legacy is best supported by credible evidence while acknowledging bias, appropriation, contested heritage, and limits of the source base? Aligned to ACTFL World-Readiness; Standards for Classical Language Learning 2017; NCSSFL-ACTFL Can-Do 2026; California World Languages; Texas TEKS Classical Languages; Virginia World Language SOL ACTFL WR 1.2-1.3, 3.1-3.2, 5.1 - Geography, Archaeology, and the Latin Legacy Standards Alignment: ACTFL WR 1.2-1.3, 3.1-3.2, 5.1; SCLL 2017: Interpretive Reading, Connections, Communities; 2026 Can-Do: Interpretive/Presentational I-A; CA WL.CM1.I-A, WL.CM3.I-A, WL.CN1-WL.CN2.I-A; TX TEKS §§114.49-114.50; VA WL SOL: Interpretive/Presentational I-A.