Identify the Topic of Spoken Spanish: Which option best identifies the general topic of a short announcement, conversation, interview, or video on an everyday subject? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C) - Spanish 2 standards alignment for Identify the Topic of Spoken Spanish: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Determine the Main Idea in Audio: Which statement best expresses the main idea of a brief spoken or audiovisual text without relying on every individual word? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C) - Spanish 2 standards alignment for Determine the Main Idea in Audio: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Locate Key Supporting Details in Audio: Which detail about who, what, when, where, why, how, quantity, or preference is stated or strongly supported in the recording? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C) - Spanish 2 standards alignment for Locate Key Supporting Details in Audio: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Sequence Events from Listening: Which order best represents the actions, directions, or events described in a short spoken passage? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C). Standard focus: Spanish 2 standards alignment for Sequence Events from Listening.

Identify Speaker Purpose: Determine whether a Spanish speaker is informing, inviting, requesting, recommending, describing, narrating, or persuading. Aligned to ACTFL World-Readiness Standards and Interpretive Communication targets; NCSSFL-ACTFL Can-Do 2026 Interpretive NH-IL; California WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; and Texas TEKS §114.40(c)(2)(A-C).

Interpret Tone, Emotion, and Attitude: Which emotion or attitude is best supported by the speaker's word choice, pace, emphasis, and intonation? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C) - Spanish 2 standards alignment for Interpret Tone, Emotion, and Attitude: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Infer Meaning of Unfamiliar Words in Audio: Which meaning is most likely for an unfamiliar word or phrase based on context, cognates, visuals, repetition, and surrounding details? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C) - Spanish 2 standards alignment for Infer Meaning of Unfamiliar Words in Audio: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Distinguish Statements, Questions, and Commands: Which option correctly identifies whether an utterance gives information, asks a question, makes a request, or issues a command? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C) - Spanish 2 standards alignment for Distinguish Statements, Questions, and Commands: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Understand Numbers, Dates, Times, and Prices: Which choice accurately matches the number, date, time, phone number, address, measurement, or price heard in context? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C) - Spanish 2 standards alignment for Understand Numbers, Dates, Times, and Prices: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Follow Multi-Step Oral Directions: Which route, procedure, or action sequence best follows a short series of spoken directions? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C) - Spanish 2 standards alignment for Follow Multi-Step Oral Directions: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Interpret Short Conversations: Determine which conclusion best reflects the speakers’ relationship, plans, preferences, problem, or agreement in a brief Spanish conversation. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C). Spanish 2 standards alignment for Interpret Short Conversations.

Interpret Cultural Cues in Audiovisual Media: Which cultural practice or perspective is best supported by the language, behavior, setting, and visual details in an authentic clip? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 2.1-2.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive and Intercultural NH-IL; CA WL.CM1.N/I, WL.CL2.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-D) - Spanish 2 standards alignment for Interpret Cultural Cues in Audiovisual Media: ACTFL WRS 1.2, 2.1-2.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive and Intercultural NH-IL; CA WL.CM1.N/I, WL.CL2.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-D).

Identify Topic and Main Idea in Written Texts: Which statement best identifies the topic and main idea of a short message, article, story, post, or informational text in Spanish? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C) - Spanish 2 standards alignment for Identify Topic and Main Idea in Written Texts: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Find Supporting Details in Reading asks students to identify details explicitly stated or strongly supported by sentences and text features in Spanish selections. Aligned to ACTFL World-Readiness Standards 1.2 and 3.2; NCSSFL-ACTFL Can-Do 2026 Interpretive Novice High to Intermediate Low; California WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; and Texas LOTE TEKS §114.40(c)(2)(A-C).

Use Titles, Headings, Captions, and Layout: Which prediction or interpretation best uses the title, headings, captions, icons, images, and organization of the text? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C) - Spanish 2 standards alignment for Use Titles, Headings, Captions, and Layout: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Use Cognates and Avoid False Cognates: Determine which interpretation correctly uses reliable cognates while rejecting misleading false cognates in context. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Infer Word Meaning from Context asks learners to determine which meaning best fits an unfamiliar word using nearby definitions, examples, contrasts, word parts, and the overall message. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C). Standard focus: Spanish 2 standards alignment for Infer Word Meaning from Context.

Recognize Sequence and Chronology: Determine the order of events or steps signaled by words such as primero, luego, mientras, después, and finalmente. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C). Standard focus: Spanish 2 standards alignment for Recognize Sequence and Chronology.

Integrate Text and Visual Information: combine a Spanish paragraph with a map, chart, schedule, menu, image, or infographic to select a conclusion supported by both sources. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C). Spanish 2 standards alignment for Integrate Text and Visual Information.

Identify Genre, Audience, and Purpose: Which choice best identifies the type of text, its intended audience, and whether its purpose is to inform, entertain, request, invite, or persuade? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C) - Spanish 2 standards alignment for Identify Genre, Audience, and Purpose: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Interpret Tone and Point of View: Determine which tone, opinion, or perspective is best supported by the author's language and selected details. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C). Standard focus: Spanish 2 standards alignment for Interpret Tone and Point of View.

Summarize Simple Connected Text: Which summary best preserves the central idea and essential details while omitting repetition and minor information? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C). Standard focus: Spanish 2 standards alignment for Summarize Simple Connected Text.

Interpret Functional Authentic Texts: Determine which action or decision best follows information in a Spanish menu, advertisement, ticket, form, map, schedule, sign, label, notice, or set of instructions. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.2, 2.1-2.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive and Intercultural NH-IL; CA WL.CM1.N/I, WL.CL2.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-D) — Spanish 2 standards alignment for Interpret Functional Authentic Texts.

Evaluate Source and Perspective: Decide which source is most useful for a stated purpose and which cultural or personal perspective may shape the information presented. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.2, 2.1-2.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive and Intercultural NH-IL; CA WL.CM1.N/I, WL.CL2.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-D).

Ask and Answer Personal Questions: Which exchange best asks and answers questions about identity, family, school, interests, routines, or experiences with simple elaboration? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Codes: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D). Spanish 2 standards alignment for Ask and Answer Personal Questions.

Exchange Descriptions: Select a response that describes a person, place, object, or situation and invites the partner to add or compare information. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D). Standard focus: Spanish 2 standards alignment for Exchange Descriptions.

Express Preferences with Reasons: Which exchange best states a preference or opinion and adds a simple supporting reason? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D) - Spanish 2 standards alignment for Express Preferences with Reasons: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D).

Agree and Disagree Politely: Which response best signals agreement, partial agreement, or respectful disagreement while keeping the conversation open? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F). Standard name: Spanish 2 standards alignment for Agree and Disagree Politely. Standard description: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F).

Make and Respond to Requests: Choose expressions that appropriately make, accept, decline, clarify, or modify a request in a familiar situation. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D). Standard focus: Spanish 2 standards alignment for Make and Respond to Requests.

Discuss Needs, Duties, and Obligations: Choose the exchange that best communicates what someone needs to do, has to do, should do, or must avoid, with a simple reason. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D). Spanish 2 standards alignment for Discuss Needs, Duties, and Obligations.

Offer Choices and Alternatives: Which response best proposes an alternative after a plan, item, time, or location is unavailable? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS through ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D).

Develop Plans Collaboratively: Which sequence of questions and responses best establishes who will do what, when, where, how, and why? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS through ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026 Interpersonal NH-IL; CA WL.CM2.N/I and WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D).

Narrate a Recent Experience: Which response best recounts a short sequence of past actions and answers a partner's follow-up question? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D) - Spanish 2 standards alignment for Narrate a Recent Experience: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D).

Complete Transactional Interactions: Which exchange best accomplishes a practical goal such as ordering food, buying an item, asking directions, making an appointment, or checking in? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F) - Spanish 2 standards alignment for Complete Transactional Interactions.

Use Turn-Taking and Conversation Signals: Which expression best starts, maintains, redirects, or closes a conversation with culturally appropriate timing and register? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F) - Spanish 2 standards alignment for Use Turn-Taking and Conversation Signals: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F).

Sustain Conversation with Follow-Up Questions: Which follow-up question best responds directly to a partner and extends the exchange beyond memorized answers? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards codes: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D). Spanish 2 standards alignment for Sustain Conversation with Follow-Up Questions.

Exchange Text Messages: Select the reply that answers the previous text and adds a relevant question or detail. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS, including ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D).

Write an Informal Email: Which email best uses an appropriate greeting, connected sentences, relevant details, questions, and a natural closing for a familiar recipient? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F). Standard focus: Spanish 2 standards alignment for Write an Informal Email.

Respond to an Invitation: Which written response best accepts, declines, or requests clarification about an invitation while giving a brief reason? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D) - Spanish 2 standards alignment for Respond to an Invitation: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D).

Request and Provide Information Online: Which form entry, chat response, or direct message best asks for or supplies the needed information accurately and politely? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D) - Spanish 2 standards alignment for Request and Provide Information Online: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D).

Exchange Opinions in Writing: Which post or reply best states an opinion, gives a supporting reason, and reacts to another person's idea? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D) - Spanish 2 standards alignment for Exchange Opinions in Writing: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D).

Collaborate on a Written Plan: Which sequence of messages best negotiates tasks, deadlines, materials, meeting details, and alternatives for a shared plan? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D) - Spanish 2 standards alignment for Collaborate on a Written Plan: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D).

Apply Spanish Digital Conventions: Which message best uses accents, punctuation, capitalization, abbreviations, emojis, and line breaks without reducing clarity or appropriateness? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Apply Spanish Digital Conventions: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Match Written Register and Style to Context: Which version best fits an informal peer exchange, a respectful request to an adult, or a public-facing school message? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F) - Spanish 2 standards alignment for Match Written Register and Style to Context: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F).

Present Personal and Community Information: Which spoken presentation best introduces the speaker and communicates organized information about family, school, interests, neighborhood, or community? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B) - Spanish 2 standards alignment for Present Personal and Community Information: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B).

Describe People, Places, and Objects Orally: Which response best uses specific details and logical order to help an audience visualize the subject? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B) - Spanish 2 standards alignment for Describe People, Places, and Objects Orally: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B).

Explain a Routine or Process: Which presentation best sequences the steps of a routine, recipe, route, or simple process with clear transitions? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B) - Spanish 2 standards alignment for Explain a Routine or Process: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B).

Narrate a Past Experience Orally: Which narration best establishes a setting and recounts a logical series of completed or ongoing past actions? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B) - Spanish 2 standards alignment for Narrate a Past Experience Orally: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B).

Present and Support an Opinion: Which short speech best states a clear preference or opinion and supports it with relevant reasons or examples? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B) - Spanish 2 standards alignment for Present and Support an Opinion: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B).

Compare Two Options or Cultural Practices: Which presentation best identifies meaningful similarities and differences and reaches a clear conclusion? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B) - Spanish 2 standards alignment for Compare Two Options or Cultural Practices: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B).

Organize a Short Oral Presentation: Choose the outline that includes an introduction, logically ordered points, transitions, and a concluding statement. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B). Standard focus: Spanish 2 standards alignment for Organize a Short Oral Presentation.

Use Visuals and Audience Awareness: Choose delivery choices that integrate visuals, eye contact, volume, pacing, pronunciation, and explanations for the intended audience. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B). Standard focus: Spanish 2 standards alignment for Use Visuals and Audience Awareness.

Write a Connected Description: Which paragraph best describes a person, place, object, or situation through accurate details and logically connected sentences? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B). Standard focus: Spanish 2 standards alignment for Write a Connected Description.

Sequence a Routine or Process in Writing: Which version best organizes steps with time-order words, appropriate verb forms, and sufficient detail for a reader to follow? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Codes: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B). Spanish 2 standards alignment for Sequence a Routine or Process in Writing.

Narrate a Past Event in Writing: Which paragraph best recounts what happened, when and where it occurred, who was involved, and how events unfolded? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B).

Write and Support an Opinion: Which composition best states a position and supports it with simple reasons, examples, or comparisons? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Codes: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B).

Write a Comparison: Which paragraph best explains relevant similarities and differences using comparative language and a logical organizing structure? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B) - Spanish 2 standards alignment for Write a Comparison: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B).

Compose an Invitation or Announcement: Select or improve Spanish text that clearly includes purpose, date, time, location, expectations, contact information, and an appropriate tone. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B) - Spanish 2 standards alignment for Compose an Invitation or Announcement.

Write a Review or Recommendation: Choose the review that identifies the subject, gives an evaluation, supports it with details, and recommends an audience or next step. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS under ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B).

Write an Informational Paragraph from Sources: Which paragraph best combines selected facts from short Spanish sources without copying irrelevant material? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B) - Spanish 2 standards alignment for Write an Informational Paragraph from Sources: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B).

Revise for Organization and Accuracy: Which revision best improves sentence order, transitions, agreement, verb forms, spelling, punctuation, and clarity while preserving the intended meaning? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B). Spanish 2 standards alignment for Revise for Organization and Accuracy.

Adapt Writing to Audience and Purpose: Choose the version that best changes detail, tone, register, format, and vocabulary for a friend, teacher, visitor, customer, or public audience. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B). Spanish 2 standards alignment for Adapt Writing to Audience and Purpose.

Distinguish Spanish Vowel Sounds: Which pronunciation best maintains the consistent sounds of a, e, i, o, and u in familiar Spanish words? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Distinguish Spanish Vowel Sounds: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Distinguish High-Impact Consonant Sounds: Identify which pronunciation best reflects common Spanish patterns for b/v, c/s/z, g/j, h, ll/y, ñ, and x in context. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Standard focus: Spanish 2 standards alignment for Distinguish High-Impact Consonant Sounds.

Produce Tap R and Trilled RR: distinguish and produce the tap /ɾ/ in typical single-r positions and the trill /r/ at word beginnings, in rr spellings, and after n, l, or s. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Standard focus: Spanish 2 standards alignment for Produce Tap R and Trilled RR.

Divide Words into Syllables: Which syllable division best follows Spanish vowel, diphthong, consonant, and written-accent patterns? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Divide Words into Syllables: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Apply Predictable Word Stress: Determine which syllable receives natural stress when a Spanish word has no written accent mark. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standard target: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Apply Predictable Word Stress: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Apply Written Accent Rules: Select the spelling that correctly adds or omits a written accent to preserve pronunciation or distinguish meaning. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Codes: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Standard: Spanish 2 standards alignment for Apply Written Accent Rules.

Use Inverted Question and Exclamation Marks: Which sentence correctly places opening and closing question or exclamation marks around the full questioned or exclaimed portion? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) — Spanish 2 standards alignment for Use Inverted Question and Exclamation Marks: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Apply Spanish Capitalization and Punctuation: Select the version that correctly handles days, months, languages, nationalities, titles, commas, dialogue, and sentence capitalization. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; and Texas LOTE TEKS, including ACTFL WRS 1.1-1.3 and 4.1; Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; and TX TEKS §114.40(b)(4), (c)(1-3).

Recognize Spelling Changes in Conjugated Forms: Choose forms that correctly preserve sound through c-qu, g-gu, z-c, and i-y changes. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) — Spanish 2 standards alignment for Recognize Spelling Changes in Conjugated Forms.

Recognize Pronunciation and Dialect Variation Respectfully: Which explanation best treats seseo, yeísmo, aspiration, and other regional features as systematic variation rather than error? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) - Spanish 2 standards alignment for Recognize Pronunciation and Dialect Variation Respectfully: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Determine Noun Gender and Number: Which noun form and article correctly reflect grammatical gender, natural gender when relevant, singular or plural number, and common exceptions? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Determine Noun Gender and Number: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Choose Definite and Indefinite Articles: Decide which article best fits whether a noun is specific, nonspecific, general, previously mentioned, or used in a familiar expression. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS under ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) for Spanish 2 standards alignment in communication and language comparison.

Use the Contractions al and del: Which sentence correctly combines a + el as al or de + el as del while avoiding contraction with él or proper names? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Apply Adjective Agreement: Which adjective form correctly agrees with the noun in gender and number? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Codes: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Apply Adjective Agreement: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Interpret Adjective Position and Meaning: Which sentence best reflects the usual placement of descriptive adjectives or a change in emphasis or meaning caused by position? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Interpret Adjective Position and Meaning: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use Possessive Adjectives and Pronouns: identify the owner, make each possessive agree with the possessed noun, and clarify ambiguous su or suyo references. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS under ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use Possessive Adjectives and Pronouns.

Use Demonstrative Adjectives and Pronouns: Which form correctly indicates relative distance and agrees with the noun or replaces it clearly? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use Demonstrative Adjectives and Pronouns: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use or Omit Subject Pronouns: Choose when Spanish subject pronouns add clarity, contrast, or emphasis and when conjugated verb forms make them unnecessary. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Form Questions with Interrogatives: Choose the question word and word order that best request information about a person, thing, reason, time, place, manner, quantity, origin, destination, or choice. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Standard focus: Spanish 2 standards alignment for Form Questions with Interrogatives.

Use Indefinite and Negative Expressions: Choose sentences that correctly use alguien, algo, alguno, nadie, nada, ninguno, nunca, tampoco, and Spanish negative concord. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; and Texas LOTE TEKS under ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use the Personal a: Decide whether a sentence correctly includes or omits the personal a before a specific human, human pronoun, or personified direct object. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Use the Personal a.

Use Prepositional Pronouns: Choose phrases that correctly use mí, ti, usted, él, ella, nosotros, ustedes, ellos, conmigo, or contigo after a preposition. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Form Comparatives: Which sentence correctly compares equality or inequality using más, menos, tan, tanto, mejor, peor, mayor, or menor? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Form Comparatives: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Form Superlatives: Which sentence correctly expresses the highest or lowest degree within a group or uses an absolute superlative appropriately? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Form Superlatives: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Conjugate Regular Present-Tense Verbs: Determine which regular -ar, -er, or -ir present-tense form agrees with the subject in a complete Spanish 2 sentence. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Conjugate Regular Present-Tense Verbs.

Recognize Infinitives and Build Verb Phrases: Which sentence correctly uses a conjugated verb followed by an infinitive after expressions of desire, ability, obligation, preference, or intention? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Recognize Infinitives and Build Verb Phrases: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use ser for Identity and Classification: Choose the present-tense form of ser that expresses identity, origin, profession, defining characteristics, possession, material, date, or time. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Codes: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Use ser for Identity and Classification.

Use estar for Location and Condition: Which form of estar best expresses location, temporary condition, emotion, or a resulting state? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Codes: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Standard target: Spanish 2 standards alignment for Use estar for Location and Condition.

Distinguish ser and estar: Which choice best explains or completes a sentence in which ser and estar produce different meanings or functions? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Distinguish ser and estar: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use hay to Express Existence: Which sentence correctly uses hay to state that a person, place, object, or event exists or is available? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use hay to Express Existence: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use tener and Common tener Expressions: Which form of tener correctly expresses possession, age, obligation, hunger, thirst, temperature sensation, fear, hurry, or luck? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use tener and Common tener Expressions: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use ir and the Near Future: Choose the correct present-tense form of ir to state a destination or form ir a + infinitive for an upcoming plan. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Conjugate e-ie Stem-Changing Verbs: Choose the present-tense form that correctly changes e to ie while preserving nosotros and vosotros patterns. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Conjugate e-ie Stem-Changing Verbs: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Conjugate o-ue Stem-Changing Verbs: Which present-tense form correctly applies an o-to-ue stem change in the appropriate persons? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Conjugate o-ue Stem-Changing Verbs: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Conjugate e-i and u-ue Stem-Changing Verbs: Which present-tense form correctly applies the stem change in verbs such as pedir, servir, repetir, seguir, or jugar? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Conjugate e-i and u-ue Stem-Changing Verbs.

Use Irregular First-Person Forms: Which yo form correctly uses patterns such as -go, -zco, -jo, or other common first-person irregularity? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use Irregular First-Person Forms: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Distinguish saber and conocer: Choose the verb and present-tense form that correctly expresses knowing information or how to do something versus knowing a person, place, work, or familiar subject. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; and Texas LOTE TEKS. Codes: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use Reflexive Verbs: Which reflexive pronoun and verb form correctly show that the subject performs the action on or for the same person? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use Reflexive Verbs: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Form the Present Progressive: Choose and form Spanish sentences that use the correct present-tense form of estar plus a gerund to emphasize an action in progress, with accurate object and reflexive pronoun placement. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use gustar-Type Verbs: Choose the indirect object pronoun, present-tense verb form, and noun or infinitive structure that correctly expresses likes, interests, importance, fascination, annoyance, and related reactions. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Use gustar-Type Verbs.

Conjugate Regular -ar Verbs in the Preterite: Which preterite form correctly reports a completed -ar action and includes required written accents? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Conjugate Regular -ar Verbs in the Preterite: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Conjugate Regular -er and -ir Verbs in the Preterite: choose the regular preterite form that reports a completed action and agrees with its subject. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS, including ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Apply -car, -gar, and -zar Spelling Changes: Select the correct yo preterite form that preserves pronunciation through c to qu, g to gu, and z to c spelling changes. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Apply -car, -gar, and -zar Spelling Changes: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use Preterite Stem Changes in -ir Verbs: Which third-person preterite form correctly applies e-i or o-u while other persons use the expected endings? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use Preterite Stem Changes in -ir Verbs: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use i-to-y Preterite Forms: Which form correctly changes i to y in third-person forms and uses written accents in the remaining forms when required? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use i-to-y Preterite Forms: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use ser and ir in the Preterite: Determine which form—fui, fuiste, fue, fuimos, or fueron—agrees with the subject and whether it means was, were, or went from context. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use ser and ir in the Preterite: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use dar and ver in the Preterite: Which form correctly conjugates dar or ver without unnecessary written accents? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) — Spanish 2 standards alignment for Use dar and ver in the Preterite: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Conjugate Common Strong-Preterite Verbs: Choose the form that correctly uses the irregular stems tuv-, estuv-, anduv-, pud-, pus-, or sup- with strong-preterite endings for tener, estar, andar, poder, poner, and saber. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS under ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Standard target: Spanish 2 standards alignment for Conjugate Common Strong-Preterite Verbs.

Conjugate venir, querer, and hacer in the Preterite: Which form correctly uses vin-, quis-, or hic-/hiz- with the appropriate ending? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS under ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Conjugate venir, querer, and hacer in the Preterite: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Conjugate decir, traer, and -ducir verbs in the preterite by applying j-stems and the third-person plural ending -eron without i. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026 Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use Preterite Time Expressions: Which time expression best signals a completed event, specific occasion, beginning, ending, or counted action in the past? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use Preterite Time Expressions: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Recognize Completed-Action Meaning: Which preterite sentence best communicates that an action occurred, was completed, or moved a story forward? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Recognize Completed-Action Meaning: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Place Object Pronouns with Preterite Verbs: Select or form sentences that place direct or indirect object pronouns before a conjugated preterite verb while preserving meaning and agreement. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Place Object Pronouns with Preterite Verbs.

Narrate a Sequence of Completed Events: Identify the paragraph that orders preterite actions with logical transitions and consistent subject-verb agreement. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS - ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B).

Conjugate Regular Verbs in the Imperfect: Which imperfect form correctly agrees with the subject and uses the -aba or -ía pattern? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Conjugate Regular Verbs in the Imperfect: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use ir, ser, and ver in the Imperfect: Which irregular imperfect form correctly completes the sentence? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use ir, ser, and ver in the Imperfect: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Express Habitual Past Actions: Which imperfect sentence best communicates what someone used to do or did repeatedly? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standard codes: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Express Ongoing Background Actions: Which imperfect form best describes an action that was in progress or provided background without a stated endpoint? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Express Ongoing Background Actions: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Describe Past Age, Time, Weather, and Conditions: Which imperfect sentence correctly establishes age, clock time, weather, physical condition, or general circumstances? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Describe Past Age, Time, Weather, and Conditions.

Describe Past People, Places, and Emotions: Choose the imperfect sentence that best provides descriptive background, mental state, feeling, or characteristic. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS - ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Describe Past People, Places, and Emotions.

Contrast Completed and Habitual Actions asks students to use the preterite for a completed past event and the imperfect for a repeated or habitual past action. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; and Texas LOTE TEKS, including ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; and TX TEKS §114.40(b)(4), (c)(1-3).

Express Interrupted Actions: Select sentences that use the imperfect for an action in progress and the preterite for the event that interrupts it. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Express Interrupted Actions.

Express Simultaneous Ongoing Actions: Choose and form Spanish sentences that use the imperfect to present two actions occurring at the same time in the past. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Express Simultaneous Ongoing Actions.

Separate Narrative Setting from Main Events: Choose combinations that use the imperfect for setting, description, habit, or ongoing background and the preterite for completed events that advance a narrative. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Separate Narrative Setting from Main Events.

Interpret Past-Tense Signal Words Carefully: Use words such as siempre, de niño, ayer, and de repente as context clues rather than automatic tense rules. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Standard focus: Spanish 2 standards alignment for Interpret Past-Tense Signal Words Carefully.

Combine Preterite and Imperfect in a Paragraph: Which paragraph best selects and maintains past tenses according to meaning across connected sentences? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Codes: ACTFL WRS 1.3; NCSSFL-ACTFL Can-Do 2026: Presentational NH-IL; CA WL.CM3.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(3)(A-B). Spanish 2 standards alignment for combining preterite and imperfect across connected sentences.

Use the Past Progressive: Which sentence correctly uses imperfect estar + gerund to emphasize an action that was in progress? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use the Past Progressive: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Interpret Cultural and Historical Narratives: Which timeline or summary best distinguishes background conditions, repeated practices, and completed events in a short cultural narrative? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.2, 2.1-2.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive and Intercultural NH-IL; CA WL.CM1.N/I, WL.CL2.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-D).

Use Direct Object Pronouns: Which pronoun correctly replaces a direct object and agrees with its gender and number? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Standard focus: Spanish 2 standards alignment for Use Direct Object Pronouns: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use Indirect Object Pronouns: Which pronoun correctly identifies to whom or for whom an action is performed? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use Indirect Object Pronouns: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Combine Direct and Indirect Object Pronouns: Select the correct indirect-plus-direct pronoun sequence, place both pronouns correctly, and change le or les to se before lo, la, los, or las. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) — Spanish 2 standards alignment for Combine Direct and Indirect Object Pronouns.

Place Pronouns with Infinitives and Gerunds: Identify correct placement of direct, indirect, and reflexive pronouns before a conjugated verb or attached to an infinitive or gerund, including required accent marks. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS under ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) for Spanish 2 communication at Novice High to Intermediate Low.

Form Regular Affirmative tú Commands: Select and produce the third-person singular present form of regular -ar, -er, and -ir verbs as informal affirmative commands. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Standard focus: Spanish 2 standards alignment for Form Regular Affirmative tú Commands.

Form Negative tú Commands: Identify the negative tú command that correctly uses no, the present-subjunctive form, and appropriate pronoun placement. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS under ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Form Negative tú Commands.

Form usted and ustedes Commands: Which formal command correctly uses the present-subjunctive form and matches the intended singular or plural audience? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Form usted and ustedes Commands: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use Irregular Command Forms: Select high-frequency commands such as di, haz, ve, pon, sal, sé, ten, ven, dé, esté, vaya, and sepa in informal, formal, negative, and pronoun-based contexts. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS under ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use Irregular Command Forms: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Attach Pronouns to Affirmative Commands: Which command correctly attaches one or more pronouns and adds a written accent when pronunciation requires it? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Attach Pronouns to Affirmative Commands.

Distinguish por and para: Which preposition correctly expresses cause, exchange, duration, movement through, agent, purpose, destination, recipient, deadline, or comparison? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Standard focus: Spanish 2 standards alignment for Distinguish por and para.

Use Impersonal and Passive se: Which sentence correctly uses se to express a general action, an impersonal rule, or what is done or sold without naming an agent? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Spanish 2 standards alignment for Use Impersonal and Passive se.

Express Future Meaning: Which sentence best communicates a future plan, prediction, or intention through ir a + infinitive or a high-frequency simple-future form? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3). Standard focus: Spanish 2 standards alignment for Express Future Meaning.

Use Conditional Courtesy Forms: Which expression best uses me gustaría, quisiera, podría, debería, or another conditional form to make a polite request, suggestion, or preference? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use Conditional Courtesy Forms: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Form the Present Perfect: Which sentence correctly uses present-tense haber plus a past participle to connect a completed action with the present? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS under ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Form the Present Perfect: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Form the Present Subjunctive: Which present-subjunctive form correctly derives from the yo present stem and uses the opposite vowel endings? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Form the Present Subjunctive: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use the Subjunctive for Wishes and Recommendations: Which dependent clause correctly follows a change of subject after expressions such as querer que, esperar que, or recomendar que? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use the Subjunctive for Wishes and Recommendations: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Use the Subjunctive for Emotion, Doubt, and Impersonal Expressions: Which verb form best follows an expression of emotion, doubt, denial, possibility, importance, or necessity? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3) - Spanish 2 standards alignment for Use the Subjunctive for Emotion, Doubt, and Impersonal Expressions: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM5.N/I, WL.CM6.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(4), (c)(1-3).

Recognize Regional Command and Pronoun Usage: Which explanation accurately distinguishes common ustedes, vosotros, tú, and vos patterns without treating one regional variety as universally superior? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D). Standard focus: Spanish 2 standards alignment for Recognize Regional Command and Pronoun Usage.

Describe Personal Identity and Traits: Which description best communicates appearance, personality, background, interests, values, and changes in condition without confusing ser and estar? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) - Spanish 2 standards alignment for Describe Personal Identity and Traits: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Discuss Family and Relationships: Which exchange best identifies family members, relationships, responsibilities, similarities, and differences with appropriate possessive language? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) - Spanish 2 standards alignment for Discuss Family and Relationships: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Discuss Life Stages and Milestones: Which account best describes age, childhood, birthdays, graduations, quinceañeras, weddings, or other milestones in culturally appropriate terms? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) - Spanish 2 standards alignment for Discuss Life Stages and Milestones: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Describe a Home and Living Space: Which description best identifies rooms, furnishings, location, features, and household preferences using hay and estar accurately? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c). Standard focus: Spanish 2 standards alignment for Describe a Home and Living Space.

Discuss Chores and Responsibilities: Which plan best assigns household tasks, frequency, obligations, and reasons among family or roommates? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D) - Spanish 2 standards alignment for Discuss Chores and Responsibilities: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D).

Describe Daily Routines: Which sequence best uses reflexive verbs, time expressions, and transitions to explain a typical day? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) - Spanish 2 standards alignment for Describe Daily Routines.

Describe Clothing and Appearance: Which choice best identifies clothing, color, material, fit, style, weather suitability, and personal preference? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) - Spanish 2 standards alignment for Describe Clothing and Appearance: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Express Emotions and Well-Being: Which response best communicates feelings, causes, physical state, and a supportive reaction using appropriate estar and tener expressions? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F) - Spanish 2 standards alignment for Express Emotions and Well-Being: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F).

Compare Housing and Daily Life: Which comparison best links differences in housing, schedules, chores, or family routines to location, resources, and cultural perspective? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) - Spanish 2 standards alignment for Compare Housing and Daily Life: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Plan a Social Gathering: Which invitation and planning exchange best coordinates guests, date, time, location, food, activities, responsibilities, and culturally appropriate expectations? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c). Standard focus: Spanish 2 standards alignment for Plan a Social Gathering: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Discuss School Subjects and Schedules: Which schedule or exchange best communicates class names, times, locations, difficulty, preferences, and reasons? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) - Spanish 2 standards alignment for Discuss School Subjects and Schedules: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Discuss Classroom Expectations and Supplies: Which statement best identifies needed materials, rules, permissions, deadlines, and responsibilities in a school setting? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) - Spanish 2 standards alignment for Discuss Classroom Expectations and Supplies: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Discuss Extracurricular Activities and Sports: Which description best communicates practices, equipment, positions, schedules, abilities, results, and team preferences? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) - Spanish 2 standards alignment for Discuss Extracurricular Activities and Sports: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Discuss Hobbies and Free Time: Which exchange best compares how often, where, when, why, and with whom people pursue leisure activities? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) - Spanish 2 standards alignment for Discuss Hobbies and Free Time: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Discuss Music, Film, Books, and Entertainment: Which review or conversation best identifies genre, creator, plot or theme, reaction, and recommendation? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) - Spanish 2 standards alignment for Discuss Music, Film, Books, and Entertainment: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Discuss Technology and Digital Tools: Which explanation best describes device features, app purposes, common actions, problems, and solutions? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3) - Spanish 2 standards alignment for Discuss Technology and Digital Tools: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3).

Practice Digital Citizenship in Spanish: Which choice best protects privacy, verifies information, credits sources, communicates respectfully, and responds safely online? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3) - Spanish 2 standards alignment for Practice Digital Citizenship in Spanish: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3).

Identify Body Parts and Symptoms: Which description best matches a body part, symptom, pain level, duration, and likely need for care? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) — Spanish 2 standards alignment for Identify Body Parts and Symptoms.

Handle a Healthcare Interaction: Select the exchange that best makes an appointment, describes symptoms, answers basic questions, and follows simple medical directions. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F).

Discuss Healthy Habits and Nutrition: Which plan best balances sleep, exercise, hydration, food choices, stress management, and realistic routines? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3) - Spanish 2 standards alignment for Discuss Healthy Habits and Nutrition: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3).

Give Advice and Recommendations: Which response best uses deber, tener que, commands, or introductory subjunctive structures to give an appropriate recommendation with a reason? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) - Spanish 2 standards alignment for Give Advice and Recommendations: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Compare School, Leisure, and Health Practices: Which comparison best connects practices and products to perspectives in two Spanish-speaking communities or between a target culture and the learner's own? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) - Spanish 2 standards alignment for Compare School, Leisure, and Health Practices: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Identify Foods, Meals, and Ingredients: Which description best categorizes foods and explains ingredients, meal type, taste, preparation, preference, or dietary need? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) — Spanish 2 standards alignment for Identify Foods, Meals, and Ingredients: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Interpret Quantities and Recipes: Identify the ingredient amount, measurement, utensil, or sequence of commands that best matches a Spanish recipe. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3) — Spanish 2 standards alignment for Interpret Quantities and Recipes.

Complete a Restaurant Interaction: Which exchange best requests a table, interprets a menu, orders, asks questions, resolves a problem, and pays appropriately? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Codes: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F).

Shop at a Grocery Store or Market: Which interaction best asks for an item, quantity, price, freshness, alternative, and payment method in a culturally appropriate way? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F). Standard focus: Spanish 2 standards alignment for Shop at a Grocery Store or Market.

Shop for Clothing and Personal Items: Which exchange best communicates size, color, material, fit, price, comparison, preference, and return or exchange needs? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D) - Spanish 2 standards alignment for Shop for Clothing and Personal Items: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D).

Use Currency and Make Budget Decisions: Interpret prices, discounts, taxes, service charges, exchange rates, and spending limits in Spanish-language contexts. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3). Spanish 2 standards alignment for Use Currency and Make Budget Decisions.

Identify Community Places and Services: Which place or service best matches a need involving transportation, banking, mail, health, food, recreation, safety, or government? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) — Spanish 2 standards alignment for Identify Community Places and Services: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Give and Follow Directions: Select and interpret routes using location words, commands, landmarks, street names, distance, and turns. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) — Spanish 2 standards alignment for Give and Follow Directions.

Compare Transportation Options asks Spanish 2 learners to balance route, schedule, cost, travel time, accessibility, reliability, and environmental impact. Aligned to ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026 Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I and WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3).

Plan an Itinerary: Which itinerary best coordinates destination, dates, transportation, activities, reservations, weather, budget, and time? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) - Spanish 2 standards alignment for Plan an Itinerary: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).

Make a Lodging Reservation: Which exchange best communicates dates, number of guests, room features, price, policies, confirmation details, and a special request? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F). Spanish 2 standards alignment for Make a Lodging Reservation: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F).

Use Weather and Seasonal Information: Which clothing, activity, route, or travel decision is best supported by a Spanish-language forecast and seasonal conditions? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C) - Spanish 2 standards alignment for Use Weather and Seasonal Information: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive NH-IL; CA WL.CM1.N/I, WL.CM5.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-C).

Solve Travel Problems and Emergencies: Which response best reports a lost item, delay, illness, safety concern, or reservation problem and requests appropriate help? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standard codes: ACTFL WRS 1.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal NH-IL; CA WL.CM2.N/I, WL.CM6.N/I; TX TEKS §114.40(c)(1)(A-D). Spanish 2 standards alignment for Solve Travel Problems and Emergencies.

Practice Responsible and Sustainable Travel: Which choice best respects local norms, language, environment, public spaces, cultural sites, and community well-being? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) - Spanish 2 standards alignment for Practice Responsible and Sustainable Travel: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Locate Spanish-Speaking Regions: Which map-based statement correctly identifies a Spanish-speaking country or region, its capital or major city, and its broader geographic area? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3) - Spanish 2 standards alignment for Locate Spanish-Speaking Regions.

Recognize Regional Language Variation: Which explanation correctly identifies variation in vocabulary, pronunciation, pronouns, or register across Spanish-speaking communities? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) - Spanish 2 standards alignment for Recognize Regional Language Variation: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Interpret Naming Customs and Forms of Address: Which name, title, greeting, or pronoun choice best fits the cultural and interpersonal context? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) - Spanish 2 standards alignment for Interpret Naming Customs and Forms of Address: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Investigate Family and Community Perspectives: identify evidence that connects family or community practices to interdependence, respect, hospitality, privacy, and individual choice. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) — Spanish 2 standards alignment for Investigate Family and Community Perspectives.

Investigate Meal Schedules and Food Practices: Which explanation best links meal times, markets, table customs, ingredients, or regional dishes to history, geography, and perspective? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) - Spanish 2 standards alignment for Investigate Meal Schedules and Food Practices: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Compare School Systems and Student Life: Which comparison accurately describes schedules, grade levels, uniforms, assessments, activities, or teacher-student relationships without overgeneralizing? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) - Spanish 2 standards alignment for Compare School Systems and Student Life: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Interpret Holidays, Festivals, and Commemorations: Identify which product or practice best reflects the historical, religious, civic, regional, or family perspective associated with a celebration. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D). Spanish 2 standards alignment for Interpret Holidays, Festivals, and Commemorations.

Interpret Music and Dance Traditions: Which statement best connects a musical or dance form to region, instruments, history, identity, and contemporary change? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D). Spanish 2 standards alignment for Interpret Music and Dance Traditions.

Interpret Visual Art and Architecture: Which observation best links style, material, symbol, function, and historical or cultural context in a work or building? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D). Spanish 2 standards alignment for Interpret Visual Art and Architecture.

Interpret Literature, Legends, and Folktales: Determine which theme, character trait, symbol, or moral is best supported by a short Spanish-language literary or traditional text. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS — ACTFL WRS 1.2, 2.1-2.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive and Intercultural NH-IL; CA WL.CM1.N/I, WL.CL2.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-D). Spanish 2 standards alignment for Interpret Literature, Legends, and Folktales: ACTFL WRS 1.2, 2.1-2.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive and Intercultural NH-IL; CA WL.CM1.N/I, WL.CL2.N/I, WL.CN2.N/I; TX TEKS §114.40(c)(2)(A-D).

Trace Indigenous, African, European, and Asian Influences: Which example best demonstrates how multiple peoples and histories have shaped language, food, music, art, belief, or identity? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) - Spanish 2 standards alignment for Trace Indigenous, African, European, and Asian Influences: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Explore Migration and Bilingual Communities: Which perspective is best supported regarding migration, heritage language, code-switching, identity, adaptation, or transnational family life? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) - Spanish 2 standards alignment for Explore Migration and Bilingual Communities: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Compare Public Spaces, Markets, and Transportation: Which comparison best explains how plazas, markets, streets, transit, and public gathering spaces support community life? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D) - Spanish 2 standards alignment for Compare Public Spaces, Markets, and Transportation: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Connect Geography and Environment to Culture: Which explanation best links climate, landforms, natural resources, agriculture, hazards, or biodiversity to regional practices and products? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Codes: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3). Spanish 2 students connect geographic and environmental evidence to cultural products, practices, and perspectives at Novice High to Intermediate Low proficiency.

Avoid Stereotypes in Cultural Comparisons: select statements that use specific evidence, recognize diversity within cultures, and avoid presenting one example as true for all people. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 2.1-2.2, 4.2; NCSSFL-ACTFL Can-Do 2026 Intercultural Investigation and Interaction NH-IL; CA WL.CL1-CL4.N/I; TX TEKS §114.40(b)(3), (c)(1)(E-F), (c)(2)(D).

Interact Appropriately Across Cultures: Which response best adapts language, gesture, personal space, timing, politeness, and expectations in a familiar intercultural situation? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal and Intercultural Interaction NH-IL; CA WL.CM2.N/I, WL.CL1.N/I; TX TEKS §114.40(c)(1)(E-F).

Connect Spanish with Geography and History: choose the Spanish-language source or conclusion that best reinforces knowledge of a place, event, movement, leader, or historical perspective. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3). Spanish 2 standards alignment for Connect Spanish with Geography and History.

Connect Spanish with Mathematics and Science: Which interpretation best uses Spanish to understand a chart, measurement, health concept, environmental pattern, experiment, or quantitative comparison? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3) - Spanish 2 standards alignment for Connect Spanish with Mathematics and Science: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3).

Connect Spanish with Arts and Physical Education: Which task best uses Spanish to interpret or communicate about music, visual art, theater, dance, sports, movement, or wellness? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3). Spanish 2 standards alignment for Connect Spanish with Arts and Physical Education: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3).

Investigate Diverse Perspectives through Authentic Sources: select age-appropriate source sets that present contrasting viewpoints from Spanish-speaking communities on everyday topics. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3) — Spanish 2 standards alignment for Investigate Diverse Perspectives through Authentic Sources.

Compare Spanish and English Vocabulary Systems: Which explanation best analyzes cognates, false cognates, borrowed words, word families, and differences in meaning or usage? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3) - Spanish 2 standards alignment for Compare Spanish and English Vocabulary Systems: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3).

Compare Spanish and English Grammar: Identify meaningful differences in agreement, subject expression, word order, tense, pronouns, and question formation. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3). Spanish 2 standards alignment for Compare Spanish and English Grammar.

Compare Idioms and Pragmatic Meaning: Explain why literal translation fails and choose an expression that fits the intended social meaning. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS under ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3) - Spanish 2 standards alignment for Compare Idioms and Pragmatic Meaning.

Use Spanish in School and Community Settings: Identify activities that create authentic opportunities to use Spanish in clubs, events, service projects, libraries, museums, businesses, and community organizations. Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 5.1-5.2; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM4.N/I; TX TEKS §114.40(b)(3), (c)(1-3) - Spanish 2 standards alignment for Use Spanish in School and Community Settings: ACTFL WRS 5.1-5.2; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM4.N/I; TX TEKS §114.40(b)(3), (c)(1-3).

Communicate with Spanish-Speaking Peers or Community Members: Which preparation and response best support a respectful exchange, protect privacy, and use follow-up questions to learn from another person? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standards: ACTFL WRS 5.1-5.2; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM4.N/I; TX TEKS §114.40(b)(3), (c)(1-3). Standard focus: Spanish 2 standards alignment for Communicate with Spanish-Speaking Peers or Community Members.

Explore Careers that Use Spanish: Which workplace task best illustrates how Spanish supports service, education, health, public safety, travel, business, technology, law, media, or community advocacy? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 5.1-5.2; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM4.N/I; TX TEKS §114.40(b)(3), (c)(1-3) - Spanish 2 standards alignment for Explore Careers that Use Spanish: ACTFL WRS 5.1-5.2; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM4.N/I; TX TEKS §114.40(b)(3), (c)(1-3).

Use Translation and Language Tools Responsibly: Which choice best uses dictionaries, corpora, captions, spellcheck, or machine translation to support learning while verifying accuracy and preserving original thinking? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Codes: ACTFL WRS 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Communication and Intercultural NH-IL; CA WL.CN1-CN2.N/I, WL.CM7.N/I; TX TEKS §114.40(b)(3), (c)(1-3). Spanish 2 standards alignment for responsible use of translation and language tools.

Build and Retrieve Personal Vocabulary: Which study system best organizes words in meaningful chunks, includes examples and audio, schedules retrieval, and revisits difficult items over time? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 5.1-5.2; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM4.N/I; TX TEKS §114.40(b)(3), (c)(1-3) - Spanish 2 standards alignment for Build and Retrieve Personal Vocabulary: ACTFL WRS 5.1-5.2; NCSSFL-ACTFL Can-Do 2026: Communication NH-IL; CA WL.CM4.N/I; TX TEKS §114.40(b)(3), (c)(1-3).

Maintain a Proficiency Portfolio: Which evidence set best demonstrates growth across interpretive, interpersonal, presentational, and intercultural performance rather than isolated grammar scores alone? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS. Standard targets: ACTFL WRS 5.1-5.2; NCSSFL-ACTFL Can-Do 2026 Communication NH-IL; CA WL.CM4.N/I; TX TEKS §114.40(b)(3), (c)(1-3).

Complete an Integrated Performance Task: Which response sequence best interprets an authentic source, exchanges information spontaneously, and presents an organized product for a real-world audience? Aligned to ACTFL World-Readiness Standards; NCSSFL-ACTFL Can-Do Statements 2026; California World Languages Standards; Texas LOTE TEKS ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c) - Spanish 2 standards alignment for Complete an Integrated Performance Task: ACTFL WRS 1.1-5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Interpersonal, Presentational, and Intercultural NH-IL; CA WL.CM1-CM7.N/I, WL.CL1-CL4.N/I, WL.CN1-CN2.N/I; TX TEKS §114.40(b)-(c).