Irregular Conditional Stems: Which irregular stem correctly forms the conditionnel présent of a common verb? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.

Emotion and Reaction: Which mood correctly follows expressions of happiness, fear, regret, surprise, or disappointment?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.

Lodging and Reservations: Which response best handles availability, room type, amenities, dates, policies, a reservation change, or a lodging problem? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.

Mental and Emotional Wellness: Which response best recognizes stress, support needs, coping strategies, healthy boundaries, or when to seek trusted help?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.

Ecosystems and Biodiversity: Which statement best explains an organism, habitat, food relationship, adaptation, biodiversity issue, or conservation choice?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.

Inference and Implicit Meaning: Which conclusion is most strongly supported even though it is not stated directly?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.

Text Structure and Organization: Which organizational pattern best describes the source: chronology, description, comparison, problem-solution, cause-effect, argument, or classification?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.

Circumlocution for Unknown Words: Select the most effective definition, comparison, example, gesture description, or category-based explanation for communicating an unfamiliar word without abandoning French? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.04 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1, 5.2; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 communication strategies; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Select the most effective definition, comparison, example, gesture description, or category-based explanation for communicating an unfamiliar word without abandoning French?

Communication Repair: Which expression or strategy best resolves a misunderstanding by asking for repetition, confirmation, clarification, spelling, or rephrasing? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which expression or strategy best resolves a misunderstanding by asking for repetition, confirmation, clarification, spelling, or rephrasing?

Direct Object Pronouns: Which sentence correctly replaces a direct object with me, te, le, la, nous, vous, or les and places the pronoun before the appropriate verb? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.47 - Direct Object Pronouns: Which sentence correctly replaces a direct object with me, te, le, la, nous, vous, or les and places the pronoun before the appropriate verb? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Interrupted and Simultaneous Past Actions: Which combination of passé composé and imparfait best expresses an interruption, two simultaneous actions, or a sequence of completed events? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.91 - Interrupted and Simultaneous Past Actions: Which combination of passé composé and imparfait best expresses an interruption, two simultaneous actions, or a sequence of completed events? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Irregular Future Stems: Which future-simple form correctly uses an irregular stem such as ser-, aur-, ir-, fer-, pourr-, voudr-, viendr-, or devr-? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.96 - Irregular Future Stems: Which future-simple form correctly uses an irregular stem such as ser-, aur-, ir-, fer-, pourr-, voudr-, viendr-, or devr-? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Follow-Up Questions and Elaboration: Which response best adds a detail, example, reason, or follow-up question rather than ending the conversation with a minimal answer? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.164 - Follow-Up Questions and Elaboration: Which response best adds a detail, example, reason, or follow-up question rather than ending the conversation with a minimal answer? Corresponding standards: ACTFL 1.1, 2.1, 5.1; Can-Do NH-IL IP/ICC; CEFR A2 I; CA WL.CM2.N-I, WL.CL1.N-I; TX TEKS §114.40(c)(1)(A-F); NJ 7.1.NH/IL.IPERS.

Communication Modes and Purposes: Distinguish interpersonal, interpretive, and presentational communication and match each mode to authentic Spanish-language tasks. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, ACTFL 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons; Lifelong Learning. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice analysis of communication modes and purposes.

Proficiency Evidence and the FACT Dimensions: Which evidence best demonstrates growth in functions, accuracy, context and content, and text type when a learner communicates in Spanish? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness; Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons; Lifelong Learning.

Requesting Clarification: Which Spanish question or phrase best asks a speaker to repeat, slow down, define a word, or explain an idea more clearly in the situation given? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness — Interpersonal Communication; Relating Cultural Practices to Perspectives; Language Comparisons; School and Global Communities. ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Requesting Clarification.

Confirming and Checking Meaning: Choose the statement that best verifies understanding by restating, paraphrasing, or asking a focused confirmation question during an exchange. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness - Interpersonal Communication; Relating Cultural Practices to Perspectives; Language Comparisons; School and Global Communities: ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Confirming and Checking Meaning.

Conversation Maintenance: Choose the follow-up question, reaction, or elaboration that best keeps a conversation moving beyond a single exchange while remaining relevant to the topic. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1, 2.1, 4.1, 5.1 and Intermediate Mid Interpersonal performance with Intermediate High readiness.

Formal and Informal Address: Which form of address and verb form best fits the relationship, setting, age difference, and regional context involving tú, usted, ustedes, vosotros, or vos? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness; Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted.

Politeness, Softeners, and Social Distance: Choose the expression that most appropriately softens a request, disagreement, correction, or refusal for the audience and cultural setting. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness, under Interpersonal Communication; Relating Cultural Practices to Perspectives; Language Comparisons; School and Global Communities. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted.

Spanish Vowels and Syllable Clarity: Select the pronunciation description that preserves the five Spanish vowel sounds and clear syllable boundaries in each word or phrase. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, ACTFL 1.2 and 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive with Intermediate High readiness, supporting Interpretive Communication and Language Comparisons for High School Spanish 3.

Word Stress and Written Accents: Select the correctly stressed or accented form by applying Spanish rules for words ending in a vowel, n, s, or another consonant?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024. Standard target: ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness - Interpretive Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of word stress and written accents.

Diphthongs, Hiatus, and Syllabification: Determine the correct Spanish syllable division and classify adjacent vowels as a diphthong, hiatus, or accented break. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness - Interpretive Communication; Language Comparisons: ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Diphthongs, Hiatus, and Syllabification.

High-Impact Consonants and Regional Variation: Analyze r/rr, j/g, c/z/s, b/v, ll/y, and final consonants while recognizing accepted regional variation. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 2.1-2.2, 3.2, 4.2 and Intermediate Mid Interpretive/Intercultural performance.

Rhythm, Linking, and Intonation: Choose the spoken pattern that best reflects Spanish rhythm, word linking, question intonation, emphasis, and natural phrasing in the given sentence. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness; Interpretive Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted.

Cognates, False Cognates, and Word Families: Which interpretation uses cognates, roots, prefixes, suffixes, and context accurately while avoiding the false cognate in the passage? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness - Interpretive Communication; Language Comparisons: ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Cognates, False Cognates, and Word Families.

Independent Learning and Ethical Tool Use: Select the best plan for using dictionaries, captions, translation tools, feedback, and proficiency goals ethically to improve Spanish without replacing the learner’s own thinking. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons; Lifelong Learning. ACTFL 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Independent Learning and Ethical Tool Use.

Regular and High-Frequency Irregular Present Tense: Choose the present-tense verb form that matches the subject and intended meaning in Spanish 3 messages. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3 and 4.1, Intermediate Mid performance across modes, and Intermediate High readiness in interpersonal, interpretive, presentational, and language-comparison contexts.

Stem-Changing and Spelling-Changing Present Verbs: Select the correct present-tense form of a stem-changing or spelling-changing verb and explain the pattern shown by the context. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness — Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Stem-Changing and Spelling-Changing Present Verbs.

Ser and Estar in Context: Which form of ser or estar best expresses identity, origin, characteristics, time, location, condition, result, or a context-dependent change in meaning? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3 and 4.1, NCSSFL-ACTFL Intermediate Mid across modes, and Intermediate High readiness in Interpersonal, Interpretive, and Presentational Communication and Language Comparisons.

Hay, Estar, Tener, and Location or Existence: Choose hay, estar, or the appropriate form of tener or estar to distinguish existence, specific location, possession, age, obligation, and physical sensation. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Hay, Estar, Tener, and Location or Existence.

Noun Gender, Number, and Articles: Which noun phrase correctly applies gender, number, definite or indefinite articles, contractions, and accepted exceptions in the sentence? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Noun Gender, Number, and Articles.

Adjective Agreement, Placement, and Meaning: Select the adjective form and position that match the noun and express literal, limiting, subjective, or contrasting meaning. Aligned to ACTFL World-Readiness Standards 1.1-1.3 and 4.1, NCSSFL-ACTFL Intermediate Mid Can-Do Statements, and ACTFL Proficiency Guidelines 2024, with Intermediate High readiness.

Possessive and Demonstrative Forms: Which short or long possessive, demonstrative adjective, or demonstrative pronoun best identifies ownership, emphasis, and distance in context? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3 and 4.1, Intermediate Mid performance across modes, and Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with readiness for more sustained Intermediate High communication.

Gustar-Type Verbs and Indirect Objects: Choose the sentence that correctly uses an indirect-object pronoun, optional clarifier, and a verb such as gustar, encantar, interesar, faltar, molestar, or quedar. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness; Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons.

Reflexive and Pronominal Present-Tense Verbs: Select the option that best uses a reflexive or pronominal verb to express routines, reciprocal actions, emotional changes, accidental events, or a change in lexical meaning. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3 and 4.1, Intermediate Mid performance across modes, and readiness toward Intermediate High.

Simple Present versus Present Progressive: Select the tense that best distinguishes habitual, general, scheduled, unfolding, temporary, or currently developing actions? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Simple Present versus Present Progressive.

Present-Time Verbal Periphrases: Which construction best expresses near future, recent past, repetition, continuation, beginning, ending, obligation, or possibility using an infinitive or gerund? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness; Interpersonal Communication, Interpretive Communication, Presentational Communication, and Language Comparisons.

Personal a and Core Prepositions: Choose the correct use of personal a and the prepositions a, de, en, con, sin, hacia, entre, or sobre in a sentence. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes with Intermediate High readiness.

Por and Para: Core Contrasts asks learners to choose por or para for cause, exchange, duration, route, means, deadline, destination, purpose, recipient, employment, and comparison. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Por and Para: Core Contrasts.

Comparisons and Superlatives: Select the structure that correctly compares people, objects, quantities, or actions using más/menos...que, tan/tanto...como, relative or absolute superlatives, and irregular comparative forms. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; and Intermediate Mid Can-Do targets with Intermediate High readiness.

Present-Time Negative and Indefinite Expressions: Choose sentences that correctly combine no, nunca, nadie, nada, ninguno, tampoco, alguien, algo, alguno, siempre, and también in present-time Spanish. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness; Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness.

Integrated Present-Time Description and Explanation: Choose the most accurate and coherent present-time description that combines verb forms, agreement, pronouns, transitions, and idiomatic vocabulary for the communicative purpose?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Integrated Present-Time Description and Explanation.

Regular Preterite Forms and Completed Events: Which regular preterite form best completes a narration of an action viewed as completed, bounded, or occurring at a specific time? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness; Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of regular preterite forms and completed events.

Irregular Preterite Stems and Endings: Select the correct preterite form of a high-frequency irregular verb, including stem, ending, and any required spelling change? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness — Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons.

Preterite Stem and Spelling Changes: Which preterite form correctly applies -car/-gar/-zar spelling changes, third-person -ir stem changes, i-to-y changes, or other sound-preserving patterns? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness; Interpersonal Communication, Interpretive Communication, Presentational Communication, and Language Comparisons.

Preterite for Event Sequence and Change: Choose the preterite verb that best marks a completed event, beginning, ending, arrival, departure, decision, or change that advances a narrative. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Preterite for Event Sequence and Change.

Regular and Irregular Imperfect Forms: Select the imperfect form that correctly matches the subject and verb, including ir, ser, and ver. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness, supporting Interpersonal, Interpretive, and Presentational Communication and Language Comparisons.

Imperfect for Habit and Repeated Past Action: Select the imperfect construction that best describes what someone used to do, would regularly do, or repeatedly did without a defined endpoint. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness, across Interpersonal Communication, Interpretive Communication, Presentational Communication, and Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted.

Imperfect for Background and Description: Which imperfect verb best establishes age, time, weather, setting, appearance, emotional state, or an ongoing background condition? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Imperfect for Background and Description.

Preterite versus Imperfect in Context: Choose the tense that best reflects whether the speaker presents an action as a completed event, ongoing background, repeated habit, or unbounded condition. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness, supporting Interpersonal, Interpretive, Presentational Communication and Language Comparisons through contextual multiple-choice practice.

Meaning Changes with Key Past-Tense Verbs: Select the preterite or imperfect form that conveys the intended meaning of conocer, saber, querer, no querer, poder, tener, or tener que. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3 and 4.1 and Intermediate Mid Can-Do performance with Intermediate High readiness in interpersonal, interpretive, presentational, and language-comparison contexts.

Hace, Desde, and Desde Hace in Time Expressions: Which time expression correctly states how long ago something happened, how long it has continued, or the point from which it began? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of hace, desde, and desde hace in time expressions.

Narrative Sequencing and Temporal Markers: Choose the transition or time marker that best clarifies order, duration, interruption, flashback, or completion in a past-tense narrative. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness; Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of narrative sequencing and temporal markers.

Object Pronouns in Past Narration: Which sentence correctly places and interprets direct, indirect, or double object pronouns with preterite and imperfect verbs? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness, for Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of object pronouns in past narration.

Reflexive and Reciprocal Actions in the Past: Select the past-tense construction that correctly describes self-directed, reciprocal, routine, or change-of-state actions. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness, and Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice practice.

Past Progressive and Narrative Focus: Choose imperfect forms of estar plus a gerund to highlight an unfolding past action without replacing the simple imperfect where it is more natural. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3 and 4.1, Intermediate Mid performance across modes, and Intermediate High readiness in Interpersonal, Interpretive, Presentational, and Language Comparisons contexts.

Integrated Past Narrative Interpretation: Which analysis best explains the timeline, event boundaries, background details, and speaker perspective created by the preterite and imperfect choices in the passage? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, ACTFL 1.2 and 4.1, NCSSFL-ACTFL Intermediate Mid Interpretive with Intermediate High readiness, Interpretive Communication and Language Comparisons.

Past Participle Formation: Which past participle correctly follows regular and irregular formation patterns for use in compound tenses or adjectival constructions? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Past Participle Formation.

Past Participles as Adjectives: Select the participle that correctly agrees in gender and number when functioning as an adjective that describes a resulting condition. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024. ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted.

Present Perfect for Relevant Past Experience: Choose the form of haber plus a past participle that best expresses an experience or completed action connected to the present. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness; Interpersonal Communication, Interpretive Communication, Presentational Communication, and Language Comparisons.

Present Perfect versus Preterite: Choose the tense that best fits the speaker's time frame, regional norm, stated period, and intended connection between a past event and the present. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes with Intermediate High readiness; Interpersonal, Interpretive, Presentational Communication, and Language Comparisons.

Present Perfect with Time and Frequency Markers: Which sentence correctly combines the present perfect with ya, todavía no, aún no, nunca, alguna vez, últimamente, or hasta ahora? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3 and 4.1, Intermediate Mid performance across modes, and Intermediate High readiness.

Pluperfect for Earlier Past Actions: Select the pluperfect form that clearly identifies an action completed before another past event or reference point. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness — Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Pluperfect for Earlier Past Actions.

Pluperfect versus Preterite and Imperfect: Which tense sequence best distinguishes an earlier completed action, the main past event, and ongoing background information? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3 and 4.1, Intermediate Mid performance across modes, and Intermediate High readiness.

Impersonal Haber across Time Frames: Choose the correct impersonal form among hay, hubo, había, ha habido, habrá, or habría to express existence in the intended time frame. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3 and 4.1, Intermediate Mid performance across modes, and Intermediate High readiness in interpersonal, interpretive, presentational, and language-comparison contexts.

Ser plus Participle: Eventive Passive Voice: Identify the receiver of an action, conjugate ser for the intended time and mood, make the participle agree, and optionally name the agent with por. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; Intermediate Mid across modes with Intermediate High readiness; Interpersonal Communication, Interpretive Communication, Presentational Communication, and Language Comparisons.

Estar plus Participle: Resulting State: Select estar plus a participle when a sentence emphasizes a condition or result rather than the action that produced it. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3, 4.1 and Intermediate Mid across modes with Intermediate High readiness.

Compound Tense Agreement and Pronoun Placement: Identify sentences that keep the past participle invariable with haber and place object or reflexive pronouns before the conjugated auxiliary. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3 and 4.1, Intermediate Mid performance across modes, and Intermediate High readiness through contextual Spanish 3 grammar practice.

Reported Speech and Time Shifts: Choose the tense shift that most accurately reports what someone said, believed, promised, or had already done from a later reference point. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of reported speech and time shifts.

Sequence with Antes, Después, and Para: Which infinitive, perfect infinitive, indicative, or subjunctive construction best expresses whether one action occurs before, after, or for the purpose of another? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of sequence with antes, después, and para.

Perfect Infinitive and Completed Prior Action: Select haber plus a participle when an infinitive phrase must show that its action was completed before the action of the main verb. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Perfect Infinitive and Completed Prior Action.

Chronology in News and Biographical Texts: Which timeline best matches a passage that combines present perfect, pluperfect, preterite, imperfect, and present-time commentary? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness - Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons: ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Chronology in News and Biographical Texts.

Integrated Control of Perfect Time Frames: Choose the most coherent revision of a paragraph whose compound tenses, participles, reference times, and transitions must work together accurately. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Integrated Control of Perfect Time Frames.

Simple Future Forms: Which simple-future form correctly matches the subject and verb while expressing a future event, promise, prediction, or formal statement?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Simple Future Forms..

Future versus Ir a plus Infinitive versus Present: Choose the form that best expresses a prediction, intention, arranged plan, immediate future, scheduled event, or present-based future meaning. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Future versus Ir a plus Infinitive versus Present.

Future of Probability: Which interpretation correctly understands the simple future as conjecture or probability about a present situation rather than literal future time? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness - Interpretive Communication; Language Comparisons: ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Future of Probability.

Future Perfect: Select the future-perfect form that predicts an action will have been completed by a future point or expresses conjecture about a completed event. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Future Perfect.

Simple Conditional Forms: Which conditional form correctly expresses a hypothetical result, polite request, reported future, preference, or advice in context? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Simple Conditional Forms.

Conditional for Courtesy and Softening: Which conditional expression most appropriately softens a request, recommendation, disagreement, or inquiry for the audience?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness - Interpersonal Communication; Relating Cultural Practices to Perspectives; Language Comparisons; School and Global Communities: ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Conditional for Courtesy and Softening.

Conditional of Probability: Select the interpretation in which the conditional expresses conjecture, reported uncertainty, or probability about a past situation. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness - Interpretive Communication; Language Comparisons: ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Conditional of Probability.

Conditional Perfect: Which form of habría plus a participle best expresses an unrealized past result, retrospective prediction, or action that would have occurred?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Conditional Perfect.

Reported Future in the Past: Choose the conditional or conditional perfect form that accurately reports a future action from a past point of view. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Reported Future in the Past.

Expressing Wishes and Preferences: Which phrase using gustaría, querría, preferiría, desearía, or related structures best conveys the strength, politeness, and time frame of a wish? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal/Presentational; Intermediate High readiness - Interpersonal Communication; Presentational Communication; Language Comparisons: ACTFL 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal/Presentational; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Expressing Wishes and Preferences.

Real Conditions and Likely Results: Select the si-clause combination that correctly expresses a real, habitual, or likely condition without using the future or conditional directly after si. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 - ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Real Conditions and Likely Results.

Predictions Based on Evidence: Which future, probability expression, or modal construction best distinguishes a supported prediction from certainty, possibility, and speculation?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Predictions Based on Evidence.

Consequences and Decision Making: Choose the conditional statement that most logically connects a proposed action to a likely, possible, or hypothetical consequence. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal/Presentational; Intermediate High readiness - Interpersonal Communication; Presentational Communication; Language Comparisons: ACTFL 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal/Presentational; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Consequences and Decision Making.

Integrated Future and Conditional Meaning asks students to interpret the time frame, certainty, politeness, and hypothetical force of future, future perfect, conditional, and conditional perfect forms in context. Aligned to ACTFL 1.2 and 4.1, NCSSFL-ACTFL Intermediate Mid Interpretive Can-Do expectations, ACTFL Proficiency Guidelines 2024, and Intermediate High readiness within Spanish 3.

Affirmative Tú Commands: Which affirmative tú command correctly uses the present third-person form or an irregular command such as di, haz, ve, pon, sal, sé, ten, or ven? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Affirmative Tú Commands.

Negative Tú Commands: Select the negative tú command that correctly uses the present subjunctive form and required spelling or stem change?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Negative Tú Commands.

Usted and Ustedes Commands: Which formal singular or plural command best matches the audience and correctly applies subjunctive formation and object-pronoun placement? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Usted and Ustedes Commands.

Nosotros Commands: Choose the nosotros command that correctly expresses a shared action, uses the appropriate subjunctive form, and handles reflexive endings. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Nosotros Commands.

Vosotros Commands and Regional Alternatives: Which form correctly represents an affirmative or negative vosotros command, or the ustedes alternative used in most of the Spanish-speaking world?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Vosotros Commands and Regional Alternatives.

Pronouns with Negative Commands: Which negative command correctly places direct, indirect, or reflexive pronouns before the verb?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Pronouns with Negative Commands.

Indirect Object Pronouns and Clarifiers: Which sentence correctly uses an indirect object pronoun and, when needed, an a plus noun or pronoun clarifier?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Indirect Object Pronouns and Clarifiers.

Double Object Pronouns: Select the sentence that correctly orders two object pronouns and changes le or les to se before lo, la, los, or las. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Double Object Pronouns.

Pronoun Placement with Verb Combinations: Which placement is correct with a conjugated verb plus infinitive, a progressive construction, or a perfect tense?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Pronoun Placement with Verb Combinations..

Reflexive versus Nonreflexive Meaning: Choose the reflexive or nonreflexive construction that best conveys the intended action or meaning change of the verb. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024. ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. Standards focus: Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted.

Impersonal and Passive Se: Select the se construction that appropriately makes a general statement or forms a passive sentence with correct verb agreement? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Impersonal and Passive Se.

Accidental Se and Unplanned Events: Use se plus an indirect object pronoun and a third-person verb to frame accidental, unexpected, or unintended events. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3 and 4.1, NCSSFL-ACTFL Intermediate Mid across modes, and Intermediate High readiness in interpersonal, interpretive, presentational, and language-comparison work.

Audience-Appropriate Directions and Requests: Choose the command, request, suggestion, or prohibition that is grammatically correct and best suited to the relationship, urgency, and setting. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness - Interpersonal Communication; Relating Cultural Practices to Perspectives; Language Comparisons; School and Global Communities.

Mood, Clause Structure, and Subject Change: Identify the main clause, dependent noun clause, subject relationship, and reason for using the indicative, subjunctive, or infinitive. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness - Interpretive Communication; Language Comparisons. ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Mood, Clause Structure, and Subject Change.

Regular Present Subjunctive Forms: Select the correctly formed present subjunctive of a regular -ar, -er, or -ir verb for the subject given? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness — Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons.

Irregular Present Subjunctive Forms: Select present-subjunctive forms that correctly use fully irregular bases such as sea, vaya, haya, sepa, dé, and esté or stems derived from irregular yo forms. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness — Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons. ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Irregular Present Subjunctive Forms.

Stem and Spelling Changes in the Subjunctive: Choose the present-subjunctive form that correctly applies e-to-ie, o-to-ue, e-to-i, -car/-gar/-zar, -ger/-gir, or -uir changes. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 4.1; Intermediate Mid across modes with Intermediate High readiness. Standards focus: Interpersonal Communication, Interpretive Communication, Presentational Communication, and Language Comparisons.

Influence, Requests, and Commands: Which dependent verb form best follows expressions of wanting, asking, requiring, permitting, preventing, or insisting?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Influence, Requests, and Commands.

Recommendations and Advice: Select the subjunctive construction that most accurately expresses advice, suggestion, importance, necessity, or preference for another person's action. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons.

Doubt, Denial, and Uncertainty: Choose the subjunctive form that appropriately follows doubt, denial, disbelief, uncertainty, or a question that challenges the truth of a statement. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Doubt, Denial, and Uncertainty.

Certainty, Belief, and the Indicative: Which indicative or subjunctive choice best reflects whether the speaker affirms, denies, questions, or withholds belief in the proposition?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Certainty, Belief, and the Indicative.

Impersonal Expressions and Evaluation: Select the mood that best follows an impersonal expression of certainty, possibility, judgment, importance, or necessity? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Impersonal Expressions and Evaluation.

Ojalá and Independent Subjunctive Uses: Which present-subjunctive form and interpretation correctly express a hope, wish, concession, or formulaic expression introduced by ojalá or que?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Ojalá and Independent Subjunctive Uses.

Infinitive versus Subjunctive after Main Verbs: Choose the infinitive when the subject remains the same or the subjunctive clause when a different subject performs the dependent action. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Infinitive versus Subjunctive after Main Verbs.

Negated Opinions and Mental Activity: Which mood correctly follows affirmative or negated forms of creer, pensar, parecer, imaginar, recordar, or other mental-state expressions? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Negated Opinions and Mental Activity.

Object Pronouns inside Subjunctive Clauses: Select the sentence that correctly places object or reflexive pronouns with the subjunctive verb in a noun clause? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Object Pronouns inside Subjunctive Clauses.

Present and Future Main Clauses with Subjunctive: Which tense and mood sequence correctly links a present or future main-clause trigger to a simultaneous or later dependent action?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Present and Future Main Clauses with Subjunctive..

Integrated Noun-Clause Mood Choice: Choose the most accurate revision of a message that combines influence, emotion, doubt, evaluation, subject change, and appropriate indicative, subjunctive, or infinitive forms. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Integrated Noun-Clause Mood Choice.

Known versus Unknown Antecedents: Which mood best distinguishes a specific known person or thing from one that is unknown, indefinite, desired, or not yet identified?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Known versus Unknown Antecedents.

Nonexistent and Negated Antecedents: Select the subjunctive adjective clause that correctly describes a person, place, or thing the speaker says does not exist or cannot be found?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Nonexistent and Negated Antecedents..

Relative Pronouns in Adjective Clauses: Which relative pronoun and verb mood correctly connect an antecedent to a descriptive clause while preserving number, reference, and required preposition?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Relative Pronouns in Adjective Clauses.

Purpose with Para Que and A Fin de Que: Choose the subjunctive construction that expresses the purpose of one subject’s action for a different subject, or the infinitive when the subject is the same. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Purpose with Para Que and A Fin de Que.

Contingency with A Menos Que and Con Tal de Que: Which subjunctive clause correctly expresses an exception, necessary condition, or contingency using a menos que, con tal de que, or sin que? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons.

Future Time with Cuando and Related Conjunctions: Select the subjunctive after cuando, en cuanto, tan pronto como, or hasta que when the event is anticipated rather than habitual or completed. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Future Time with Cuando and Related Conjunctions.

Antes de Que and Después de Que: Which mood or infinitive best expresses an action occurring before or after another action, considering subject change and whether the event is completed or anticipated? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Antes de Que and Después de Que.

Conditions with Siempre Que and Provided-That Expressions: Choose the subjunctive construction that accurately states a condition required for another action to occur. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Conditions with Siempre Que and Provided-That Expressions.

Manner and Absence with Sin Que: Which use of sin que plus the subjunctive correctly shows that one subject acts without another action occurring, as opposed to sin plus an infinitive? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Manner and Absence with Sin Que.

Aunque: Fact, Concession, and Hypothesis: Select the indicative or subjunctive after aunque to show whether the information is treated as a known fact, an irrelevant concession, or a hypothetical possibility. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Aunque: Fact, Concession, and Hypothesis.

Result and Manner Clauses: Which indicative or subjunctive construction with de modo que, de manera que, or como best reflects an actual result, intended manner, or uncertain outcome? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Result and Manner Clauses.

Infinitive versus Subjunctive after Conjunctions: Choose the construction that correctly depends on whether the main and subordinate actions share a subject. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Infinitive versus Subjunctive after Conjunctions.

Habitual, Completed, and Anticipated Adverb Clauses: Which mood best distinguishes routine or completed actions from future, pending, or uncertain actions after a time or condition conjunction?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Habitual, Completed, and Anticipated Adverb Clauses.

Indefinite Place and Manner Expressions: Select the subjunctive form that correctly follows dondequiera, adondequiera, comoquiera, quienquiera, or a related indefinite expression. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Indefinite Place and Manner Expressions.

Clause-Level Editing for Mood and Cohesion: Which revision best corrects relative pronouns, conjunctions, subject reference, tense sequence, and mood choice in a complex sentence? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Clause-Level Editing for Mood and Cohesion.

Interpreting Subjunctive Nuance: Which analysis best explains how the mood choice signals existence, certainty, anticipation, purpose, condition, or concession in the passage? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness - Interpretive Communication; Language Comparisons: ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Interpreting Subjunctive Nuance.

Imperfect Subjunctive -ra Forms: Which imperfect-subjunctive form correctly derives from the third-person plural preterite by removing -ron and adding the appropriate -ra ending? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Imperfect Subjunctive -ra Forms.

Imperfect Subjunctive -se Forms: Select the accepted -se form that corresponds in meaning and function to the more common -ra form in the context given. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness - Interpretive Communication; Language Comparisons: ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Imperfect Subjunctive -se Forms.

Past Influence, Emotion, and Doubt: Which imperfect-subjunctive form correctly follows a past main-clause expression of influence, reaction, evaluation, doubt, or denial? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Past Influence, Emotion, and Doubt.

Sequence of Tenses with Past Main Clauses: Choose the present or imperfect subjunctive according to whether the main verb is present/future or past/conditional and the dependent action is simultaneous or later. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Sequence of Tenses with Past Main Clauses.

Como Si: Which imperfect or pluperfect subjunctive form correctly follows como si to express an unreal comparison in the present or past? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3 and 4.1, Intermediate Mid performance across modes, and Intermediate High readiness.

Polite Quisiera, Pudiera, and Debiera: Select the imperfect-subjunctive form that functions idiomatically as a softened wish, request, possibility, or recommendation. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness - Interpersonal Communication; Relating Cultural Practices to Perspectives; Language Comparisons; School and Global Communities.

Present Perfect Subjunctive Formation: Which form of haya plus a past participle correctly expresses a completed dependent action connected to the present?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Present Perfect Subjunctive Formation.

Present versus Present Perfect Subjunctive: Choose the subjunctive tense that best distinguishes an ongoing or future dependent action from one already completed. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Present versus Present Perfect Subjunctive.

Pluperfect Subjunctive Formation: Select the form of hubiera or hubiese plus a past participle that correctly expresses an action completed before another past or hypothetical reference point. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Pluperfect Subjunctive Formation.

Present Contrary-to-Fact Si Clauses: Which combination of si plus the imperfect subjunctive and the conditional correctly expresses an unlikely or contrary-to-fact present or future situation? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Present Contrary-to-Fact Si Clauses.

Past Counterfactual Si Clauses: Choose the pluperfect-subjunctive and conditional-perfect combination that accurately expresses an unreal past condition and its unrealized result. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of Past Counterfactual Si Clauses.

Real, Habitual, and Possible Si Clauses: Which indicative tense combination correctly expresses a real condition, habitual result, command, or likely future result without placing future or conditional directly after si?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Real, Habitual, and Possible Si Clauses.

Mixed-Time Conditional Sentences: Select the mixed conditional that logically connects a past condition to a present consequence or a continuing condition to a past result. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Mixed-Time Conditional Sentences.

Ojalá across Time Frames: Which subjunctive tense after ojalá best expresses a likely hope, uncertain present wish, or regret about an impossible past event? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Ojalá across Time Frames.

Reported Speech with Subjunctive Backshifting: Choose the tense and mood changes that accurately report a past request, recommendation, emotion, doubt, or condition? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Reported Speech with Subjunctive Backshifting.

Integrated Counterfactual Reasoning: Which interpretation best explains the time relationships, likelihood, and unreal consequences expressed by imperfect, present perfect, and pluperfect subjunctive forms and si clauses?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness - Interpretive Communication; Language Comparisons: ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Integrated Counterfactual Reasoning.

Que, Quien, El Que, and El Cual: Which relative pronoun correctly refers to a person or thing and fits the clause structure, level of formality, number, and punctuation? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Que, Quien, El Que, and El Cual.

Cuyo and Possessive Relative Clauses: Select the form of cuyo that correctly agrees with the possessed noun and links it to the antecedent without using a redundant possessive. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Cuyo and Possessive Relative Clauses.

Lo Que and Lo Cual: Which neuter relative expression correctly refers to an idea, situation, or entire preceding clause rather than a specific noun?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Lo Que and Lo Cual.

Prepositions plus Relative Pronouns: Choose the relative construction required after a preposition, including a quien, con el que, de la cual, or related forms. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Prepositions plus Relative Pronouns.

Infinitive, Gerund, and Participle Selection: Which nonfinite form correctly functions as a noun, expresses an accompanying process, or describes a completed result in the sentence? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Infinitive, Gerund, and Participle Selection.

Natural Gerund Use and Common Avoidance Patterns: Select the revision that uses the Spanish gerund for an unfolding or accompanying action and avoids unnatural English-based uses for later results or noun modifiers. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Natural Gerund Use and Common Avoidance Patterns.

Ser Passive, Passive Se, and Active Voice: Which voice best fits the purpose by emphasizing the action, receiver, general process, or actor while maintaining correct agreement?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Ser Passive, Passive Se, and Active Voice.

Impersonal Se, Uno, and General Statements: Choose the construction that most naturally expresses what people generally do, what is done, or how one behaves in a given context. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Impersonal Se, Uno, and General Statements.

Classifying Uses of Se: Which analysis correctly identifies se as reflexive, reciprocal, indirect-object replacement, accidental, impersonal, passive, or part of a pronominal verb? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness - Interpretive Communication; Language Comparisons: ACTFL 1.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Classifying Uses of Se.

Word Formation and Nominalization: Select the noun, adjective, adverb, or verb formed with an appropriate Spanish prefix or suffix and suited to the sentence's meaning and register. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Word Formation and Nominalization.

Cause, Effect, Contrast, and Concession Connectors: Which connector most logically expresses cause, consequence, contrast, concession, addition, example, or conclusion between ideas?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Cause, Effect, Contrast, and Concession Connectors.

Paragraph Cohesion and Reference: Choose the pronoun, repetition, synonym, transition, or ellipsis that creates clear reference and prevents ambiguity across connected sentences. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Paragraph Cohesion and Reference.

Word Order, Focus, and Emphasis: Which word order most naturally places pronouns, adverbs, adjectives, subjects, and emphasized information for the intended meaning? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Word Order, Focus, and Emphasis.

Advanced Negation and Indefinite Reference: Select the sentence that correctly coordinates negative and indefinite expressions, including double negation and pre- versus postverbal placement. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons.

Advanced Por, Para, and Prepositional Idioms: Which preposition or fixed expression best completes an idiomatic phrase involving purpose, cause, viewpoint, duration, exchange, motion, or relationship?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Advanced Por, Para, and Prepositional Idioms.

Editing for Register, Concision, and Idiomaticity: Choose the revision that most improves grammatical accuracy, connectedness, audience-appropriate register, precision, and natural Spanish without changing the intended message. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Language Comparisons: ACTFL 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Editing for Register, Concision, and Idiomaticity.

Personal and Public Identity: Which description best communicates a person’s background, personality, interests, roles, and public identity with precise and respectful Spanish?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Personal and Public Identity..

Family Structures and Relationships: Select the vocabulary and relationship terms that accurately describe varied family structures, relatives, guardians, and interpersonal connections?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Family Structures and Relationships.

Generations, Traditions, and Change: Which interpretation best explains how generational experiences, traditions, and changing expectations influence a family or community?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Generations, Traditions, and Change..

Friendship, Trust, and Support: Choose the response that most appropriately expresses friendship, loyalty, trust, encouragement, gratitude, or support in the situation? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Friendship, Trust, and Support.

Conflict and Resolution: Which statement best identifies the cause of an interpersonal conflict and the response most likely to clarify perspectives, compromise, apologize, or repair trust? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons.

Emotions and Mental States: Select the expression that most accurately conveys an emotion, degree of intensity, cause, change of state, or reaction to an event. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons.

Life Stages and Rites of Passage: Which vocabulary and cultural interpretation best describe childhood, adolescence, adulthood, aging, milestones, and rites of passage? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons.

Home and Community Responsibilities: Choose the statement that best assigns, negotiates, or evaluates household and community responsibilities using appropriate obligation and fairness language?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Home and Community Responsibilities.

Neighborhoods and Community Resources: Which option best identifies or explains the purpose of neighborhood services, public spaces, local organizations, and community resources? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Neighborhoods and Community Resources.

Volunteerism and Service: Select the project, role, or message that best addresses a community need through volunteering, mutual aid, advocacy, or service learning?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Volunteerism and Service..

Inclusion, Accessibility, and Belonging: Which response most respectfully supports inclusion, accessibility, participation, and a sense of belonging in a school or community setting? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Inclusion, Accessibility, and Belonging.

Migration, Heritage, and Bilingual Identity: Which interpretation best reflects the varied experiences of migration, heritage, multilingualism, adaptation, and connection across communities without stereotyping? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Migration, Heritage, and Bilingual Identity.

Greetings, Etiquette, and Forms of Address: Choose the greeting, leave-taking, introduction, title, gesture, or form of address most appropriate to the relationship and regional context. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons.

Values and Personal Decision Making: Which explanation best connects a character’s or speaker’s values, priorities, obligations, and consequences to a personal decision?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Values and Personal Decision Making.

Comparing Family and Community Practices: Select the comparison that accurately links a cultural practice or product to possible perspectives while avoiding broad claims about all members of a group. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Comparing Family and Community Practices.

Interpreting Identity and Relationship Narratives: Which answer best identifies the main idea, relationship changes, cultural context, and supporting details in an interview, profile, story, or personal account?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Interpreting Identity and Relationship Narratives..

School Systems and Schedules: Which explanation best interprets a school schedule, grade level, course requirement, academic calendar, or feature of an educational system?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of School Systems and Schedules.

Learning Strategies and Study Habits: Select the study strategy, resource, or time-management choice most likely to address the learner's stated goal or difficulty? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Learning Strategies and Study Habits.

Academic Goals and Requirements: Which statement best communicates prerequisites, credits, deadlines, applications, academic progress, or plans for further education? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Academic Goals and Requirements.

Campus Services and Activities: Choose the school service, club, event, office, or extracurricular activity that best meets the need described. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Campus Services and Activities.

Careers, Professions, and Workplaces: Which vocabulary and description accurately match a profession to its workplace, responsibilities, tools, training, and contribution? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Careers, Professions, and Workplaces.

Skills, Résumés, and Applications: Select the résumé entry, application response, or skills statement that is clear, relevant, accurate, and appropriately formal?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.3, 2.2, 3.1-3.2, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Presentational; Intermediate High readiness - Presentational Communication; Relating Cultural Products to Perspectives; Making Connections to Other Disciplines; Acquiring Information and Diverse Perspectives; Language Comparisons; School and Global Communities: ACTFL 1.3, 2.2, 3.1-3.2, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Presentational; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Skills, Résumés, and Applications..

Interviews and Professional Register: Choose interview questions and responses that demonstrate preparation, professionalism, courtesy, and evidence of relevant experience. Aligned to ACTFL World-Readiness Standards 1.1, 2.1, 4.1, and 5.1; NCSSFL-ACTFL Intermediate Mid Interpersonal Can-Do Statements; and Intermediate High readiness within the ACTFL Proficiency Guidelines 2024.

Workplace Responsibilities and Schedules: Choose the message that best clarifies a task, shift, deadline, policy, request for help, or change in workplace plans?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Workplace Responsibilities and Schedules..

Entrepreneurship and Workplace Problem Solving: Which proposal best identifies a customer or community need, offers a feasible solution, and explains resources, roles, or trade-offs? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2 and NCSSFL-ACTFL Can-Do Intermediate Mid across modes.

Devices, Platforms, and Digital Actions: Select the Spanish term or instruction that accurately describes a device, setting, file, application, account, or common digital action. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Devices, Platforms, and Digital Actions.

Online Communication and Netiquette: Which message best fits the platform, audience, tone, privacy expectations, and conventions of responsible online communication? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Online Communication and Netiquette.

Social Media, Advertising, and Influence: Choose the analysis that best explains how design, language, algorithms, influencers, or audience targeting shape a media message. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Social Media, Advertising, and Influence.

Credibility, Misinformation, and Verification: Which source-checking step best evaluates authorship, evidence, date, purpose, corroboration, and possible manipulation before sharing information?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Credibility, Misinformation, and Verification.

Innovation, Automation, and the Future of Work: Which interpretation best connects a technological innovation to possible changes in jobs, skills, access, productivity, or ethics?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Innovation, Automation, and the Future of Work..

Comparing Education and Work Cultures: Select the comparison that accurately relates educational or workplace practices to underlying perspectives and acknowledges variation within societies. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Comparing Education and Work Cultures.

Interpreting Academic, Workplace, and Technology Documents: Which answer best extracts the purpose, required action, key details, and implied expectations from a notice, policy, email, job post, tutorial, or infographic?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness - Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons: ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Interpreting Academic, Workplace, and Technology Documents.

Body Systems, Symptoms, and Conditions: Which description correctly identifies a body part, symptom, severity, duration, cause, or change in a person’s physical condition?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Body Systems, Symptoms, and Conditions..

Medical Appointments and Health Advice: Select the question, response, recommendation, or instruction most appropriate for making an appointment, describing symptoms, or following professional advice. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Medical Appointments and Health Advice.

Pharmacies, Medicines, and Safety Information: Which interpretation best identifies dosage, frequency, warnings, contraindications, storage, or when to seek assistance from a label or pharmacy exchange? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness - Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons: ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Pharmacies, Medicines, and Safety Information.

Nutrition and Balanced Choices: Which analysis best uses food-group, nutrient, portion, frequency, and label information to compare everyday dietary choices?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Nutrition and Balanced Choices..

Ingredients, Cooking Methods, and Recipes: Select the ingredient, quantity, utensil, cooking verb, or sequence that correctly completes a recipe or kitchen instruction? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Ingredients, Cooking Methods, and Recipes.

Restaurants and Dining Interactions: Which exchange best handles a reservation, menu question, dietary need, order, correction, bill, tip, or polite complaint?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness - Interpersonal Communication; Relating Cultural Practices to Perspectives; Language Comparisons; School and Global Communities: ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Restaurants and Dining Interactions.

Food Traditions and Cultural Perspectives: Choose the interpretation that best connects a dish, meal pattern, market, celebration, or preparation practice to place, history, community, or values. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons.

Exercise and Fitness Routines: Which plan or description best communicates type, frequency, duration, intensity, goals, and safe progression in physical activity? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Exercise and Fitness Routines.

Sports, Equipment, Rules, and Competition: Select the term or explanation that correctly identifies a sport, position, equipment item, rule, score, strategy, or outcome?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Sports, Equipment, Rules, and Competition.

Injuries, Prevention, and First-Aid Messages: Which instruction best responds to a minor injury, prevention need, warning sign, or emergency message while remaining within appropriate safety guidance?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Injuries, Prevention, and First-Aid Messages.

Sleep, Stress, and Time Balance: Choose the recommendation that most logically addresses the relationship among sleep, workload, screen use, stress, and daily routines? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Sleep, Stress, and Time Balance.

Hygiene and Public Health Practices: Which message best explains a preventive health practice, community guideline, or reason for protecting personal and public well-being?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Hygiene and Public Health Practices.

Accessibility and Healthy Communities: Select the community design, service, or policy that best improves access to recreation, food, care, mobility, or wellness resources?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Accessibility and Healthy Communities.

Comparing Health, Food, and Sport Practices: Which comparison accurately links practices to perspectives without treating one custom as universal or superior?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Comparing Health, Food, and Sport Practices.

Interpreting Menus, Labels, and Health Infographics: Which answer best combines words, numbers, symbols, serving information, and visual evidence to identify the main message and make a supported choice?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness - Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons: ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Interpreting Menus, Labels, and Health Infographics.

Trip Planning and Itineraries: Which itinerary best satisfies stated dates, interests, budget, travel time, opening hours, and geographic sequence? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons.

Airports, Stations, and Transit Hubs: Select the announcement, sign, question, or response that correctly handles check-in, security, platforms, gates, delays, baggage, or transfers. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons.

Directions, Maps, and Navigation: Which route or direction sequence accurately uses landmarks, orientation, distance, turns, and destination information from a map? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Directions, Maps, and Navigation.

Tourism, Sightseeing, and Visitor Etiquette asks learners to match visitor interests with local rules, schedules, dress expectations, photography norms, and community impact. Aligned to ACTFL World-Readiness Standards 1.2, 2.1-2.2, 3.2, and 4.2; NCSSFL-ACTFL Intermediate Mid Interpretive/Intercultural Can-Do Statements; and ACTFL Proficiency Guidelines 2024.

Travel Problems and Emergency Communication: Select the clearest response to a lost item, missed connection, illness, unsafe situation, document problem, or need for official assistance. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness. Standards focus: Interpersonal Communication; Relating Cultural Practices to Perspectives; Language Comparisons; School and Global Communities.

Homes, Rooms, Furnishings, and Features: Identify accurate Spanish descriptions of housing types, room arrangements, furnishings, appliances, locations, conditions, and desirable features. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2 and NCSSFL-ACTFL Intermediate Mid performance across modes.

Renting, Utilities, and Housing Advertisements: Choose the listing or question that best addresses rent, deposits, lease length, included services, rules, accessibility, and location. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness — Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons. ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Renting, Utilities, and Housing Advertisements.

Urban, Rural, and Regional Transportation: Compare transportation options by cost, time, convenience, environmental impact, accessibility, reliability, and local context. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes.

Shopping for Clothing and Everyday Goods: Select the exchange that correctly handles size, color, fit, material, quantity, price, availability, or a request to try or compare an item. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1, 2.1, 4.1, and 5.1 with Intermediate Mid Interpersonal and Intermediate High readiness targets.

Money, Payments, Banking, and Receipts: Which interpretation correctly identifies currency, total, discount, tax, exchange rate, payment method, balance, fee, or receipt information? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Money, Payments, Banking, and Receipts.

Public and Personal Services: Choose the service, appointment, form, or request that best fits a need involving mail, repairs, telecommunications, personal care, or local administration. Aligned to ACTFL World-Readiness Standards 1.1-1.3, 2.1-2.2, 3.2, and 4.2; NCSSFL-ACTFL Can-Do Intermediate Mid across modes; and ACTFL Proficiency Guidelines 2024 for Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness.

Customer Service, Returns, and Complaints: Select messages that clearly state a problem, present relevant evidence, request a reasonable solution, and maintain an appropriate tone. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1, 2.1, 4.1, 5.1; Intermediate Mid Interpersonal with Intermediate High readiness.

Sustainable and Accessible Travel: Select the travel or design choice that best balances access, safety, cost, environmental impact, and respect for residents. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2 and Intermediate Mid Can-Do performance across modes.

Comparing Housing, Commerce, and Travel Practices asks learners to identify comparisons that connect products and practices to economic, geographic, historical, or cultural perspectives while recognizing within-region variation. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 2.1-2.2, 3.2, 4.2 and NCSSFL-ACTFL Intermediate Mid Interpretive/Intercultural Can-Do expectations.

Interpreting Schedules, Tickets, Ads, Maps, and Forms: Which answer best locates and combines the exact details needed to complete a realistic travel, housing, shopping, or service task? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness - Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons. ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Interpreting Schedules, Tickets, Ads, Maps, and Forms.

Climate, Weather, and Extreme Events: Select the statement that correctly distinguishes weather from climate and interprets patterns, trends, or hazards shown in the source. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes—Interpersonal, Interpretive, and Presentational Communication; Cultural Perspectives and Comparisons; and Acquiring Information and Diverse Perspectives.

Conservation, Water, and Waste: Which action or policy best addresses conservation, water use, recycling, composting, waste reduction, or protection of a local resource? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 and ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes, supporting Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness.

Energy Sources and Trade-Offs: Choose the comparison that accurately evaluates renewable and nonrenewable energy sources by reliability, cost, impact, storage, and local conditions. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons. ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Energy Sources and Trade-Offs.

Pollution and Unequal Environmental Impacts: Which analysis best identifies a pollution source, affected community, evidence of impact, and a fair or feasible response? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons. ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Pollution and Unequal Environmental Impacts.

Sustainable Cities, Agriculture, and Consumption: Select the practice that best supports sustainable food systems, transportation, buildings, land use, or consumer choices. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons. ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Sustainable Cities, Agriculture, and Consumption.

Natural Disasters and Preparedness: Identify which warning, plan, or instruction best matches the hazard, risk level, timing, and recommended protective action. Aligned to ACTFL World-Readiness Standards 1.1-1.3, 2.1-2.2, 3.2, and 4.2; NCSSFL-ACTFL Intermediate Mid Can-Do Statements; and ACTFL Proficiency Guidelines 2024 for Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness.

Scientific Process and Evidence: Choose the claim, variable, method, result, or conclusion that is best supported by the Spanish-language scientific description or data? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Scientific Process and Evidence.

Health and Scientific Discoveries: Which summary most accurately explains a discovery, treatment, public-health finding, or scientific uncertainty without overstating the evidence? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Health and Scientific Discoveries.

Technology, Privacy, and Ethics: select the analysis that best weighs benefits, risks, consent, access, privacy, bias, and responsibility in a technological decision. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Intermediate Mid across modes; Interpersonal, Interpretive, and Presentational Communication; Relating Cultural Practices and Products to Perspectives; Acquiring Information and Diverse Perspectives; and Cultural Comparisons.

Space, Astronomy, and Exploration: Which interpretation correctly explains a basic space-science concept, mission goal, observation, challenge, or technology described in Spanish? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons. ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Space, Astronomy, and Exploration.

Population, Urbanization, and Infrastructure: Choose the explanation that best connects population change to housing, transportation, water, education, employment, or public services. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes — Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons. ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Population, Urbanization, and Infrastructure.

Poverty, Access, and Quality of Life: Which evidence-based interpretation best explains how access to resources, education, health care, safety, or opportunity affects quality of life? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2 and NCSSFL-ACTFL Intermediate Mid across modes.

Civic and International Responses: Select the response by a school, community, government, organization, or international partnership that most directly addresses a stated challenge. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2 and NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of civic and international responses.

Comparing Environmental Practices and Perspectives: Which comparison best connects environmental choices to geography, resources, policy, history, and cultural perspectives without oversimplifying? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment.

Interpreting Scientific Reports, Charts, and Infographics: integrate headings, units, trends, captions, numerical evidence, and source limitations to determine a report's main conclusion. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness - Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons: ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Interpreting Scientific Reports, Charts, and Infographics.

Visual Art Elements and Aesthetic Response: Identify and interpret subject, composition, color, line, texture, symbolism, mood, and viewer response in a work of art. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2 and Intermediate Mid performance across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice visual analysis.

Architecture, Monuments, and Public Art: Select the interpretation that best connects design features, function, location, patronage, history, and public meaning. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 2.1-2.2, 3.2, 4.2 and Intermediate Mid Interpretive/Intercultural Can-Do expectations.

Music Genres, Instruments, and Cultural Context: Identify and explain genres, instruments, performance settings, rhythms, and cultural contexts accurately and without stereotypes. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Music Genres, Instruments, and Cultural Context.

Dance, Theater, and Performance: Choose the vocabulary and analysis that best describe movement, staging, character, audience, tradition, or performance purpose? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Dance, Theater, and Performance.

Film Language and Cinematic Choices: Which analysis best explains how framing, sound, lighting, editing, setting, or acting contributes to plot, mood, theme, or perspective? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes; Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons. The items support Spanish 3 Intermediate Low-to-Mid interpretation with selected Intermediate High readiness tasks.

Literary Genres and Text Features: Select the features that best identify a short story, novel excerpt, drama, essay, legend, memoir, or poem. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, 4.1 and Intermediate Mid Interpretive Reading with Intermediate High readiness.

Plot, Character, and Conflict: Identify a central conflict, character motivation, turning point, relationship, or consequence supported by an original Spanish text. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 3.2, 4.1; Intermediate Mid Interpretive Reading with Intermediate High readiness; Interpretive Communication, Acquiring Information and Diverse Perspectives, and Language Comparisons.

Theme, Tone, and Symbolism: Choose the theme, tone, or symbolic interpretation most strongly supported by repeated details, imagery, actions, and context. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, and 4.1; NCSSFL-ACTFL Intermediate Mid Interpretive Reading with Intermediate High readiness; Interpretive Communication, Acquiring Information and Diverse Perspectives, and Language Comparisons.

Figurative Language and Connotation: Interpret how metaphor, simile, personification, hyperbole, irony, allusion, and connotative word choice shape meaning and effect. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness — Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons. This Spanish 3 practice supports Intermediate Low-to-Mid interpretive reading with Intermediate High readiness.

Poetry Form, Sound, and Voice: Select the analysis that best connects stanza form, rhyme, rhythm, repetition, sound devices, speaker, and imagery to meaning. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness — Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Poetry Form, Sound, and Voice.

Historical Narration and Timelines: Which sequence or explanation best distinguishes causes, events, perspectives, continuity, and change in a historical account? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, ACTFL 1.1-1.3, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid across modes. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of historical sequencing, causation, perspective, continuity, and change.

Biography and Influential Figures: Choose the summary that most accurately connects a person's background, actions, achievements, challenges, and historical or cultural impact? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of Biography and Influential Figures.

Museums, Archives, and Heritage Sites: Explain how an institution or site preserves, interprets, and sometimes debates cultural memory. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 2.1-2.2, 3.2, and 4.2 and Intermediate Mid Interpretive/Intercultural Can-Do expectations for Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness.

Artistic Identity and Social Commentary: Select the interpretation that best explains how an artistic product communicates identity, critique, protest, memory, or community values? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons.

Comparing Artistic Products and Perspectives asks students to use specific evidence to relate artistic products to their contexts, practices, and perspectives while avoiding ethnocentric judgments. Aligned to ACTFL World-Readiness Standards 1.2, 2.1-2.2, 3.2, and 4.2; NCSSFL-ACTFL Intermediate Mid Interpretive/Intercultural Can-Do Statements; and ACTFL Proficiency Guidelines 2024 for Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness.

Interpreting Excerpts, Reviews, Posters, and Programs: Identify purpose, audience, main idea, evaluative language, cultural references, and supporting details in arts-related Spanish sources. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness - Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons. ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Interpreting Excerpts, Reviews, Posters, and Programs.

Spanish-Speaking Countries, Capitals, and Regions: interpret map-based clues to identify a Spanish-speaking country, current capital, territory, neighboring region, or broad geographic grouping. Aligned to ACTFL World-Readiness Standards 1.2, 2.1-2.2, 3.2, and 4.2; NCSSFL-ACTFL Intermediate Mid Interpretive and Intercultural Can-Do expectations; and ACTFL Proficiency Guidelines 2024 for Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness.

Physical Geography and Climate Zones: Select the explanation that best connects mountains, coasts, islands, plains, rivers, altitude, or climate to settlement, travel, agriculture, or daily life. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural — Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice interpretation of physical geography and climate zones.

Population and Linguistic Diversity: Interpret evidence that Spanish-speaking societies include varied ethnic, racial, Indigenous, immigrant, multilingual, and regional communities. Aligned to ACTFL World-Readiness Standards 1.2, 2.1-2.2, 3.2, and 4.2; NCSSFL-ACTFL Intermediate Mid Interpretive/Intercultural Can-Do Statements; and ACTFL Proficiency Guidelines 2024 for Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness.

Spain: Regions, Languages, and Identities: distinguish Spain's autonomous communities, regional identities, co-official languages, and shared national institutions. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 2.1-2.2, 3.2, 4.2 and Intermediate Mid interpretive/intercultural performance.

Mexico and Central America: Which source-based comparison accurately connects geography, history, cultural products, contemporary life, and within-region diversity in Mexico or Central America? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural.

The Andean Region: Which explanation accurately connects highland and coastal geography, indigenous languages and traditions, urban life, history, and cultural products in the Andean region? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 2.1-2.2, 3.2, 4.2; and NCSSFL-ACTFL Intermediate Mid Interpretive/Intercultural expectations.

The Southern Cone and Río de la Plata: Choose the comparison that best reflects the geography, migration histories, urban cultures, regional vocabulary, and practices of the Southern Cone? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of The Southern Cone and Río de la Plata.

Equatorial Guinea and Spanish beyond the Americas: Which statement accurately explains the presence and use of Spanish in Equatorial Guinea or other global communities shaped by history, migration, education, and media? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 2.1-2.2, 3.2, 4.2 and Intermediate Mid Interpretive/Intercultural Can-Do expectations.

Hispanic and Latino Communities in the United States: Select the interpretation that best reflects diverse histories, identities, language practices, cultural contributions, and regional experiences within U.S. communities. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural.

Indigenous and Afro-Descendant Contributions: Which source-based explanation best recognizes indigenous and Afro-descendant knowledge, languages, arts, foodways, political movements, and community traditions? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Indigenous and Afro-Descendant Contributions.

Celebrations, Rituals, and Community Practices: Choose the analysis that links a celebration or ritual to specific places, histories, products, participants, and perspectives while avoiding a one-size-fits-all description? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Celebrations, Rituals, and Community Practices.

Foodways, Markets, Clothing, and Material Culture: Interpret how material products and everyday practices connect to environment, economy, history, identity, and community meaning. Aligned to ACTFL World-Readiness Standards 1.2, 2.1-2.2, 3.2, and 4.2; NCSSFL-ACTFL Intermediate Mid Interpretive/Intercultural Can-Do expectations; and ACTFL Proficiency Guidelines 2024 for Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness.

Dialectal Variation in Pronunciation, Grammar, and Vocabulary: Select the explanation that correctly recognizes accepted variation involving seseo, yeísmo, aspiration, vos, ustedes, vosotros, and regional vocabulary without labeling varieties as inferior. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024. Standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. Focus: Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons.

Stereotypes, Generalizations, and Evidence: Which statement best replaces a stereotype with a specific, evidence-based observation that acknowledges individual and regional diversity? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Stereotypes, Generalizations, and Evidence.

Cultural Humility and Multiple Perspectives: Choose the interpretation that most responsibly compares sources, distinguishes observation from judgment, asks whose perspective is represented, and remains open to revision? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural - Interpretive Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Acquiring Information and Diverse Perspectives; Cultural Comparisons: ACTFL 1.2, 2.1-2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive/Intercultural. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Cultural Humility and Multiple Perspectives.

Main Idea and Communicative Purpose: Identify the answer that best states a passage’s main idea and determines whether the author primarily informs, narrates, explains, persuades, invites, warns, or entertains. Aligned to ACTFL World-Readiness Standards 1.2, 3.2, and 4.1; NCSSFL-ACTFL Intermediate Mid Interpretive Reading Can-Do expectations; and Intermediate High readiness within ACTFL Proficiency Guidelines 2024.

Key Details and Explicit Information: Select the detail that is explicitly supported by the text and most relevant to the question or task?. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness - Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons: ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Key Details and Explicit Information.

Vocabulary in Context: Which meaning of the highlighted word or phrase best fits the surrounding sentence, topic, register, and grammatical role? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness; Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons.

Morphology, Cognates, and Word Families: Choose the interpretation that correctly uses roots, affixes, cognates, and related words to infer meaning while checking against context. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, and 4.1 and Intermediate Mid Interpretive Reading with Intermediate High readiness.

Sequence, Cause and Effect, and Comparison asks learners to identify relationships among events or ideas signaled by transitions, verb tenses, and supporting details. Aligned to ACTFL World-Readiness Standards 1.2, 3.2, and 4.1; NCSSFL-ACTFL Intermediate Mid Interpretive Reading Can-Do expectations; and Intermediate High readiness within ACTFL Proficiency Guidelines 2024.

Tone, Register, and Point of View: Choose the tone, level of formality, attitude, or viewpoint best supported by the author's word choice and treatment of the topic. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, 4.1 and Intermediate Mid Interpretive Reading with Intermediate High readiness.

Fact, Opinion, Claim, and Evidence: Distinguish verifiable facts, opinions, claims, reasons, examples, and evidence in Spanish texts. Aligned to ACTFL World-Readiness Standards 1.2, 3.2, and 4.1; NCSSFL-ACTFL Intermediate Mid Interpretive Reading Can-Do expectations; and Intermediate High readiness.

Source Credibility, Bias, and Purpose: seleccionar la evaluación que mejor considera autoría, publicación, fecha, evidencia, audiencia, omisiones y posible sesgo. Alineado con ACTFL 1.2, 3.2 y 4.1; NCSSFL-ACTFL Intermediate Mid Interpretive Reading con preparación para Intermediate High.

Literary Reading and Narrative Meaning: Which answer best analyzes character, setting, conflict, narrator, theme, imagery, or symbolism using specific textual evidence? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, 4.1 and Intermediate Mid Interpretive Reading with Intermediate High readiness.

Informational and Explanatory Texts: Choose the summary or conclusion that accurately captures central ideas, technical vocabulary, and key supporting details from an article or report. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024. Standards: ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do Intermediate Mid Interpretive Reading with Intermediate High readiness.

Functional Texts and Required Action: Interpret the purpose and required action in an email, message, form, schedule, menu, sign, advertisement, instruction, or policy. Aligned to ACTFL World-Readiness Standards 1.2, 3.2, and 4.1; NCSSFL-ACTFL Intermediate Mid Interpretive Reading; and Intermediate High readiness within ACTFL Proficiency Guidelines 2024.

Integrating Charts, Maps, Images, and Captions: Select the conclusion that best combines verbal text with numerical, visual, or spatial information without ignoring scale, labels, or source notes. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness - Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons: ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Integrating Charts, Maps, Images, and Captions.

Paired Texts and Synthesis: Which comparison or synthesis best identifies agreements, differences, complementary details, and contrasting perspectives across two sources? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness — Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of paired-text comparison and synthesis.

Reading Strategy and Objective Summary: Choose the best strategy or summary by prioritizing essential information, monitoring comprehension, rereading selectively, and excluding unsupported opinion. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Reading; Intermediate High readiness; Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of reading strategy and objective summary.

Gist and Topic in Audio: Which answer best identifies the topic, situation, and overall message after listening for familiar words, repeated ideas, and contextual clues? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Listening/Viewing; Intermediate High readiness; Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons.

Key Details in Audio: Select the detail about who, what, when, where, why, how, quantity, or outcome that is explicitly stated or clearly supported. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Intermediate Mid Interpretive Listening/Viewing with Intermediate High readiness.

Speaker, Audience, Relationship, and Purpose: Which interpretation best identifies who is speaking, to whom, in what relationship, and for what communicative purpose? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Listening/Viewing; Intermediate High readiness — Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons. ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Listening/Viewing; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Speaker, Audience, Relationship, and Purpose.

Intonation, Emotion, and Attitude: Choose the emotion, stance, politeness level, certainty, or implied meaning best conveyed by intonation, stress, pacing, and word choice. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, and 4.1 with Intermediate Mid interpretive listening/viewing and Intermediate High readiness.

Discourse Markers and Organization: Which sequence or relationship is signaled by connectors, transitions, repetition, examples, contrasts, or conclusion markers in the audio? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Listening/Viewing; Intermediate High readiness — Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons.

Numbers, Dates, Times, Prices, and Measurements: Select the value or schedule information that correctly distinguishes similar-sounding numbers, dates, times, quantities, or units. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, and 4.1 and Intermediate Mid Interpretive Listening/Viewing with Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance through multiple-choice interpretation of numerical and measurement information.

Regional Accents and Accepted Variants: Which interpretation correctly recognizes a regional pronunciation, vocabulary item, or form of address without confusing variation with error? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, 4.1 and Intermediate Mid Interpretive Listening/Viewing with Intermediate High readiness.

Comprehending Natural Speed and Connected Speech: Choose the strategy or meaning that best uses chunks, cognates, key content words, repetition, and context when every word is not understood. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Listening/Viewing; Intermediate High readiness - Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons: ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Listening/Viewing; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Comprehending Natural Speed and Connected Speech.

Announcements, Directions, and Instructions: Which response best follows the sequence, warning, location, deadline, or required action in a public announcement or set of directions? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, 4.1 and Intermediate Mid Interpretive Listening/Viewing with Intermediate High readiness.

Conversations and Interviews: Select the answer that best tracks each speaker's viewpoint, question-response relationship, agreement, disagreement, and change of topic. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, 4.1 and Intermediate Mid Interpretive Listening/Viewing with Intermediate High readiness.

News, Podcasts, and Reports: Which summary best captures the central development, key evidence, source attribution, and level of certainty in an audio report? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, 4.1 and Intermediate Mid Interpretive Listening/Viewing with Intermediate High readiness.

Audiovisual Meaning and Visual Clues: Choose the interpretation that best combines speech with gesture, setting, facial expression, captions, graphics, or camera choices. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do Intermediate Mid Interpretive Listening/Viewing with Intermediate High readiness; Interpretive Communication, Acquiring Information and Diverse Perspectives, and Language Comparisons.

Advertising and Persuasive Media: Analyze the target audience, claim, emotional appeal, evidence, design choice, and call to action in an advertisement. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.2, 3.2, 4.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpretive Listening/Viewing; Intermediate High readiness — Interpretive Communication; Acquiring Information and Diverse Perspectives; Language Comparisons.

Note-Taking and Listening Summaries: Select the notes or summary that capture main ideas and essential details without copying isolated words or adding unsupported information. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, 4.1 and Intermediate Mid Interpretive Listening/Viewing with Intermediate High readiness.

Comparing Audio, Print, and Visual Sources asks students to identify what each source contributes, where sources agree or differ, and which evidence is strongest. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.2, 3.2, 4.1 and Intermediate Mid Interpretive Listening/Viewing with Intermediate High readiness.

Media Credibility and Manipulation: Evaluate source identity, editing, selective clips, captions, synthetic media, corroboration, and the difference between fact and commentary. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.2, 3.2, 4.1; Intermediate Mid Interpretive Listening/Viewing with Intermediate High readiness.

Initiating, Responding, and Sustaining Exchanges: Which opening, response, transition, or closing best creates a coherent interpersonal exchange suited to the setting and relationship? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024. ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness — Interpersonal Communication; Relating Cultural Practices to Perspectives; Language Comparisons; School and Global Communities.

Negotiating Meaning and Resolving Confusion: Which clarification, confirmation, paraphrase, example, or repair move best restores shared understanding during an exchange? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.1, 2.1, 4.1, and 5.1 with Intermediate Mid interpersonal performance and Intermediate High readiness.

Opinions, Reasons, Agreement, and Respectful Disagreement: Choose the response that clearly states a viewpoint, supports it with a reason or example, and agrees or disagrees respectfully. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness - Interpersonal Communication; Relating Cultural Practices to Perspectives; Language Comparisons; School and Global Communities. ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Opinions, Reasons, Agreement, and Respectful Disagreement.

Narrating and Describing in Conversation: Which response best uses connected sentences and appropriate time frames to describe a situation or narrate what happened? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness — Interpersonal Communication; Relating Cultural Practices to Perspectives; Language Comparisons; School and Global Communities. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness through multiple-choice assessment of connected narration and description.

Planning, Problem Solving, and Reaching Decisions: Select the exchange that best proposes options, asks for preferences, weighs constraints, negotiates roles, and reaches a practical decision. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness — Interpersonal Communication; Relating Cultural Practices to Perspectives; Language Comparisons; School and Global Communities. ACTFL 1.1, 2.1, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Interpersonal; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Planning, Problem Solving, and Reaching Decisions.

Formal and Informal Written Messages: Which email, text, post, note, or reply best matches the audience, purpose, greeting, organization, request, tone, and closing? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.3, 2.2, 3.1-3.2, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Presentational; Intermediate High readiness — Presentational Communication; Relating Cultural Products to Perspectives; Making Connections to Other Disciplines; Acquiring Information and Diverse Perspectives; Language Comparisons; School and Global Communities. ACTFL 1.3, 2.2, 3.1-3.2, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Presentational; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Formal and Informal Written Messages.

Presentational Organization and Narration: Choose the outline or sequence that most clearly introduces a topic, develops connected ideas or events, and provides an effective conclusion. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.3, 2.2, 3.1-3.2, 4.1, 5.1 and Intermediate Mid Presentational performance with Intermediate High readiness.

Informative and Explanatory Presentations: Which thesis, supporting detail, example, definition, visual, or transition best helps an audience understand a topic accurately? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.3, 2.2, 3.1-3.2, 4.1, 5.1 and Intermediate Mid Presentational performance with Intermediate High readiness.

Persuasive Claims and Evidence: Select the claim-evidence-reasoning combination that is relevant, credible, logically connected, and adapted to the intended audience. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 — ACTFL 1.3, 2.2, 3.1-3.2, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Presentational; Intermediate High readiness — Presentational Communication; Relating Cultural Products to Perspectives; Making Connections to Other Disciplines; Acquiring Information and Diverse Perspectives; Language Comparisons; School and Global Communities. ACTFL 1.3, 2.2, 3.1-3.2, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Presentational; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Persuasive Claims and Evidence.

Audience, Register, and Media Choices: Which language level, format, visual, audio element, or delivery choice best fits the audience, purpose, platform, and cultural context? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.3, 2.2, 3.1-3.2, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Presentational; Intermediate High readiness - Presentational Communication; Relating Cultural Products to Perspectives; Making Connections to Other Disciplines; Acquiring Information and Diverse Perspectives; Language Comparisons; School and Global Communities. ACTFL 1.3, 2.2, 3.1-3.2, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Presentational; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Audience, Register, and Media Choices.

Revision, Editing, and Feedback: Choose the revision that most improves clarity, accuracy, organization, cohesion, vocabulary, mechanics, and responsiveness to useful feedback. Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024, including ACTFL 1.3, 2.2, 3.1-3.2, 4.1, and 5.1, with Intermediate Mid presentational performance and Intermediate High readiness.

Research Questions, Sources, and Citation: Which research question, search strategy, source, paraphrase, quotation, or citation choice best supports accurate and ethical inquiry in Spanish? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.3, 2.2, 3.1-3.2, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Presentational; Intermediate High readiness - Presentational Communication; Relating Cultural Products to Perspectives; Making Connections to Other Disciplines; Acquiring Information and Diverse Perspectives; Language Comparisons; School and Global Communities: ACTFL 1.3, 2.2, 3.1-3.2, 4.1, 5.1; NCSSFL-ACTFL Can-Do: Intermediate Mid Presentational; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Research Questions, Sources, and Citation.

Synthesis and Cultural Comparison: Select the response that integrates evidence from multiple Spanish-language sources and explains a cultural comparison with specificity, context, and humility? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL 1.1-1.3, 2.1-2.2, 3.1-3.2, 4.1-4.2, 5.1-5.2; NCSSFL-ACTFL Can-Do: Intermediate Mid integrated performance; Intermediate High readiness - Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Making Connections to Other Disciplines; Acquiring Information and Diverse Perspectives; Language Comparisons; Cultural Comparisons; School and Global Communities; Lifelong Learning: ACTFL 1.1-1.3, 2.1-2.2, 3.1-3.2, 4.1-4.2, 5.1-5.2; NCSSFL-ACTFL Can-Do: Intermediate Mid integrated performance; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Synthesis and Cultural Comparison.

Intercultural Interaction and Community Participation: Which action or message best demonstrates curiosity, respect, reflection, digital citizenship, and responsible participation in a multilingual school, local, or global community? Aligned to ACTFL World-Readiness Standards for Learning Languages; NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL 1.1-1.3, 2.1-2.2, 3.1-3.2, 4.1-4.2, 5.1-5.2; NCSSFL-ACTFL Can-Do: Intermediate Mid integrated performance; Intermediate High readiness; Interpersonal Communication; Interpretive Communication; Presentational Communication; Relating Cultural Practices to Perspectives; Relating Cultural Products to Perspectives; Making Connections to Other Disciplines; Acquiring Information and Diverse Perspectives; Language Comparisons; Cultural Comparisons; School and Global Communities; Lifelong Learning. ACTFL 1.1-1.3, 2.1-2.2, 3.1-3.2, 4.1-4.2, 5.1-5.2; NCSSFL-ACTFL Can-Do: Intermediate Mid integrated performance; Intermediate High readiness. This skill supports Spanish 3 Intermediate Low-to-Mid performance with Intermediate High readiness where noted through multiple-choice assessment of Intercultural Interaction and Community Participation.

Integrated Capstone Readiness and Self-Assessment: Evaluate which performance plan or reflection best coordinates interpretive evidence, interpersonal interaction, presentational communication, cultural understanding, revision, and realistic next-step proficiency goals. Aligned to ACTFL World-Readiness Standards 1.1-1.3, 2.1-2.2, 3.1-3.2, 4.1-4.2, and 5.1-5.2; NCSSFL-ACTFL Intermediate Mid integrated performance and Intermediate High readiness; and ACTFL Proficiency Guidelines 2024 for Spanish 3 Intermediate Low-to-Mid performance.