Infinitive versus Subjunctive: Which construction correctly uses an infinitive when the subject remains the same and a subjunctive clause when the subject changes?. 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..

Family Structures and Roles: Which interpretation best compares family composition, responsibilities, relationships, and changing roles across communities? 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, 2.1, 4.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons. 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.

Point of View and Perspective: Which statement best represents the viewpoint, assumptions, values, or cultural lens expressed by the source?. 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.

Tone and Attitude: Which description best identifies the tone or attitude through vocabulary, sound, pacing, imagery, punctuation, or visual cues? 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.

Agreeing and Disagreeing Respectfully: Which expression most appropriately signals agreement, partial agreement, doubt, or disagreement while maintaining a constructive tone?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.

Giving Advice and Recommendations: Which response best combines a recommendation with a reason, condition, caution, or alternative?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.

Proficiency Expectations and FACT Criteria: Determine which description best matches Spanish 4 performance at Intermediate High with an Advanced Low stretch by considering functions and tasks, accuracy, context and content, and text type. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 4.1, 5.2.

Three Modes of Communication: Which scenario is correctly classified as interpretive, interpersonal, or presentational communication, based on whether learners receive, negotiate, or deliver meaning? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 4.1, 5.2 - Three Modes of Communication Standards Alignment: ACTFL WRS 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: FACT criteria across listening, speaking, reading, and writing; CEFR B1+/B2 reception, interaction, and production; AP Spanish Language and Culture 2026 1.A-1.C, 2.A-2.D; CA WL.CM1-CM7.I-A; TEKS LOTE §§114.42-114.43, all three modes; CCSS ELA-Literacy SL/L.9-12.

Interpretive Task Strategy: preview authentic Spanish sources, identify purpose and audience, track main ideas and key details, infer meaning in context, and verify conclusions with textual or audiovisual evidence. Aligned to ACTFL World-Readiness Standards 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do 2026 at Intermediate High with Advanced Low stretch; ACTFL Proficiency Guidelines 2024 FACT criteria; CEFR B1+/B2; AP Spanish Language and Culture 2026 1.A.1, 1.B.1, 1.C.2; California WL.CM1-CM7.I-A; Texas LOTE §§114.42-114.43; and supporting CCSS literacy standards.

Interpersonal Negotiation of Meaning: Which response best sustains a spontaneous exchange by acknowledging a partner, asking a relevant follow-up question, clarifying meaning, and adding new information? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1, 5.2 - Interpersonal Negotiation of Meaning Standards Alignment: ACTFL WRS 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: FACT criteria across listening, speaking, reading, and writing; CEFR B1+/B2 reception, interaction, and production; AP Spanish Language and Culture 2026 2.B.1-2.B.2, 2.C.1, 2.C.3; CA WL.CM1-CM7.I-A; TEKS LOTE §§114.42-114.43, all three modes; CCSS ELA-Literacy SL/L.9-12.

Presentational Audience and Purpose: Which choice best adapts content, organization, register, and examples for a specified audience and a purpose such as informing, narrating, explaining, or persuading? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1, 5.2 - Presentational Audience and Purpose Standards Alignment: ACTFL WRS 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: FACT criteria across listening, speaking, reading, and writing; CEFR B1+/B2 reception, interaction, and production; AP Spanish Language and Culture 2026 2.A.4, 2.C.1-2.C.4, 2.D.1; CA WL.CM1-CM7.I-A; TEKS LOTE §§114.42-114.43, all three modes; CCSS ELA-Literacy SL/L.9-12.

Circumlocution and Paraphrasing: Which Spanish response most effectively explains an unknown word or idea by using definitions, comparisons, examples, or functions without switching unnecessarily to English? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 4.1, 5.2 - Circumlocution and Paraphrasing Standards Alignment: ACTFL WRS 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: FACT criteria across listening, speaking, reading, and writing; CEFR B1+/B2 reception, interaction, and production; AP Spanish Language and Culture 2026 2.B.1, 2.C.3; CA WL.CM1-CM7.I-A; TEKS LOTE §§114.42-114.43, all three modes; CCSS ELA-Literacy SL/L.9-12.

Monitoring and Self-Correction: Which revision or spoken repair best recognizes and corrects an error while preserving the flow and meaning of communication? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 4.1, 5.2 - Monitoring and Self-Correction Standards Alignment: ACTFL WRS 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: FACT criteria across listening, speaking, reading, and writing; CEFR B1+/B2 reception, interaction, and production; AP Spanish Language and Culture 2026 2.B.2, 2.B.5; CA WL.CM1-CM7.I-A; TEKS LOTE §§114.42-114.43, all three modes; CCSS ELA-Literacy SL/L.9-12.

Forms of Address and Social Distance: Which use of tú, usted, ustedes, vosotros, or vos best fits the relationship, region, degree of formality, and communicative setting? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 4.1, 5.2 - Forms of Address and Social Distance Standards Alignment: ACTFL WRS 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: FACT criteria across listening, speaking, reading, and writing; CEFR B1+/B2 reception, interaction, and production; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 3.A.2; CA WL.CM1-CM7.I-A; TEKS LOTE §§114.42-114.43, all three modes; CCSS ELA-Literacy SL/L.9-12.

Culturally Appropriate Openings and Closings: Which greeting, leave-taking, title, or conversational formula is most appropriate for the audience, region, medium, and level of formality? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1-1.3, 4.1, 5.2 - Culturally Appropriate Openings and Closings Standards Alignment: ACTFL WRS 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: FACT criteria across listening, speaking, reading, and writing; CEFR B1+/B2 reception, interaction, and production; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 3.A.1; CA WL.CM1-CM7.I-A; TEKS LOTE §§114.42-114.43, all three modes; CCSS ELA-Literacy SL/L.9-12.

Connected Discourse and Paragraph Building: Which response best develops beyond isolated sentences by using topic continuity, elaboration, pronoun reference, and logical sequencing in connected discourse? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1, 5.2 - Connected Discourse and Paragraph Building Standards Alignment: ACTFL WRS 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: FACT criteria across listening, speaking, reading, and writing; CEFR B1+/B2 reception, interaction, and production; AP Spanish Language and Culture 2026 2.C.3, 2.D.1-2.D.2; CA WL.CM1-CM7.I-A; TEKS LOTE §§114.42-114.43, all three modes; CCSS ELA-Literacy SL/L.9-12.

Cohesion and Transition Selection asks students to choose the connector or cohesive device that most precisely expresses addition, contrast, cause, result, concession, sequence, reformulation, exemplification, or conclusion in context. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 4.1, 5.2 - Cohesion and Transition Selection Standards Alignment.

Working with Authentic Sources: Select source-handling strategies that account for genre, creator, date, cultural context, intended audience, purpose, evidence, and limitations before drawing conclusions. Aligned to ACTFL World-Readiness Standards 1.1-1.3, 4.1, and 5.2; NCSSFL-ACTFL Can-Do Statements 2026; ACTFL Proficiency Guidelines 2024; CEFR B1+/B2; AP Spanish Language and Culture 2026; California World Languages Standards; Texas LOTE TEKS; and supporting CCSS literacy standards.

Multiple-Choice Evidence and Distractor Analysis: Which answer choice is best supported by the Spanish stimulus, and which reasoning most effectively rejects distractors that are too broad, too narrow, contradicted, or unsupported? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1, 5.2 - Multiple-Choice Evidence and Distractor Analysis Standards Alignment: ACTFL WRS 1.1-1.3, 4.1, 5.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: FACT criteria across listening, speaking, reading, and writing; CEFR B1+/B2 reception, interaction, and production; AP Spanish Language and Culture 2026 1.A.1-1.C.3; CA WL.CM1-CM7.I-A; TEKS LOTE §§114.42-114.43, all three modes; CCSS ELA-Literacy SL/L.9-12.

Clarification and Confirmation Strategies: Choose the response that best requests repetition, checks understanding, confirms a detail, or asks a focused follow-up question during an exchange? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.05 - 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: Choose the response that best requests repetition, checks understanding, confirms a detail, or asks a focused follow-up question during an exchange?

Main Idea in Informational Texts: Given an authentic article or informational passage, identify the statement that most accurately expresses the central idea without adding unsupported details. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 3.2 - Main Idea in Informational Texts Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.B.1; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Supporting and Relevant Details: Which detail from a Spanish text most directly supports a stated main idea, claim, theme, or conclusion? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Supporting and Relevant Details Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.A.1; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Explicit versus Implied Meaning: Which choice correctly distinguishes information stated directly from meaning that must be inferred through context and evidence? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Explicit versus Implied Meaning Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.A.1, 1.C.3; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Inference from Context: Which conclusion is most logically supported by the author’s details, examples, word choice, and cultural context? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.2, 3.2 - Inference from Context Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.C.2-1.C.3; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Author's Purpose: Identify whether an author seeks to inform, narrate, explain, entertain, criticize, persuade, or call readers to action. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Author's Purpose Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.B.1; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Intended Audience: Which audience is most likely targeted by the vocabulary, register, assumed knowledge, format, and recommendations in the text? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Intended Audience Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.B.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Text Organization: Which organizational pattern best describes the passage: chronology, cause and effect, comparison, problem and solution, classification, or argument? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Text Organization Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.B.4; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Rhetorical Strategies: Identify rhetorical strategies such as analogy, repetition, rhetorical question, anecdote, appeal, or counterexample and explain the effect each creates. Aligned to ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026 Interpretive Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024 Reading Intermediate High-Advanced Low; CEFR B1+/B2; AP Spanish Language and Culture 2026 1.B.4; California WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; Texas LOTE §114.42(c)(2), §114.43(c)(2); and CCSS RI/RL.9-12.1-7.

Meaning of Words from Context: Determine which meaning of an unfamiliar word or phrase is best supported by definitions, examples, contrasts, morphology, or surrounding sentences. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 3.2 - Meaning of Words from Context Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.B.5; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Referential Cohesion: Identify which noun or idea is referenced by a pronoun, demonstrative, relative expression, omission, or repeated lexical chain in a passage. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 3.2 - Referential Cohesion Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.B.4-1.B.5; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Connectors and Logical Relationships: Which relationship between ideas is signaled by a connector such as sin embargo, por lo tanto, a pesar de, mientras, or además? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Connectors and Logical Relationships Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.B.4-1.B.5; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Chronology and Sequence: Which sequence of events, stages, or instructions accurately reflects temporal markers and verb time frames in the text? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Chronology and Sequence Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.A.1, 1.B.4; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Cause and Effect: Which cause, consequence, or causal chain is most clearly established by the evidence and linking expressions in the text? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 3.2 - Cause and Effect Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.A.1, 1.B.4, 1.C.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Comparison and Contrast: Which statement accurately compares two people, places, practices, perspectives, or data sets presented in the source? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.2, 3.2 - Comparison and Contrast Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.A.1, 1.C.1; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Problem and Solution: Which option best identifies the problem, proposed response, constraints, and likely consequences described in the passage? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 3.2 - Problem and Solution Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.B.4, 1.C.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Argument, Claim and Evidence: Which claim does the author advance, and which cited detail functions as the strongest relevant evidence for it? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Argument, Claim and Evidence Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.A.1, 1.B.4, 1.C.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Source Credibility and Bias: Which evaluation best accounts for the author's expertise, evidence, purpose, sponsorship, publication context, omissions, and possible bias? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Source Credibility and Bias Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.B.2-1.B.4, 1.C.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Data Tables, Charts and Graphs: Which statement accurately identifies a data point, trend, comparison, outlier, or relationship shown in a Spanish-language table, chart, graph, or map? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Data Tables, Charts and Graphs Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.A.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Infographics and Multimodal Texts: Which interpretation best integrates captions, icons, layout, color coding, numerical data, and written text in an infographic? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 3.2 - Infographics and Multimodal Texts Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.A.1-1.A.2, 1.C.1; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Promotional Materials and Public Notices: Which purpose, audience, condition, limitation, or call to action is communicated by an advertisement, poster, brochure, menu, schedule, or public notice? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Promotional Materials and Public Notices Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.A.1, 1.B.1-1.B.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Formal Letters, Emails and Instructions: Identify the relationship, purpose, required action, sequence, and register in formal correspondence or procedural text. Aligned to ACTFL WRS 1.2 and 3.2, NCSSFL-ACTFL Can-Do 2026 Interpretive Intermediate High-Advanced Low, ACTFL Proficiency Guidelines 2024 Reading, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards.

News Reports and Editorials: Which distinction best separates reported facts from commentary, interpretation, or opinion in a news article or editorial? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards, including ACTFL WRS 1.2, 3.2 - News Reports and Editorials Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.A.1, 1.B.3-1.B.4, 1.C.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Literary Narration and Theme: Which theme, conflict, or insight is best supported by narrative events, characterization, setting, and recurring details in a literary passage? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Literary Narration and Theme Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.B.1, 1.B.3-1.B.4, 1.C.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Poetry and Figurative Language: Which interpretation best explains how imagery, metaphor, symbol, sound, repetition, or line structure contributes to meaning and tone in a poem? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Poetry and Figurative Language Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.B.3-1.B.5, 1.C.3; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Synthesis across Multiple Sources: Choose the conclusion that best connects, compares, or reconciles information from two or more original Spanish-language texts or visual sources. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 3.2 - Synthesis across Multiple Sources Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading, Intermediate High-Advanced Low; CEFR B1+/B2 reading reception; AP Spanish Language and Culture 2026 1.C.1-1.C.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RI/RL.9-12.1-7.

Main Idea in Audio Reports: After hearing an authentic report, which statement most accurately captures its central message, topic, or communicative purpose? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.2, 3.2 - Main Idea in Audio Reports Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.B.1; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Supporting Details in Audio: Which detail, example, statistic, or quotation from the audio most directly supports the speaker's main point? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Supporting Details in Audio Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.1; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Speaker Purpose asks students to determine whether a speaker is primarily informing, narrating, instructing, persuading, entertaining, or responding. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.2, 3.2 - Speaker Purpose Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.B.1; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3

Intended Audience in Audio: Infer the most likely audience from the speaker's register, explanations, assumptions, medium, and call to action. Aligned to ACTFL World-Readiness Standards 1.2 and 3.2; NCSSFL-ACTFL Can-Do Statements 2026, Interpretive Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024 Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.B.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2) and §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Tone, Emotion and Attitude: Which choice best identifies the speaker’s tone or emotional stance through word choice, pacing, volume, hesitation, and intonation? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Tone, Emotion and Attitude Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.B.3; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Point of View and Bias in Audio: Which statement best describes the speaker's perspective, priorities, or possible bias toward the issue being discussed? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Point of View and Bias in Audio Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.B.3; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Contextual Inference in Listening: Which inference about the setting, relationship, event, or unstated meaning is best supported by the spoken context? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Contextual Inference in Listening Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.C.2-1.C.3; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Meaning of Words and Phrases in Audio: Determine which meaning of an unfamiliar expression is best supported by surrounding speech, examples, tone, and situation. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 3.2 — Meaning of Words and Phrases in Audio Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.B.5; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Discourse Markers and Audio Organization: Identify which transition or discourse marker signals a new topic, example, contrast, conclusion, clarification, or return to an earlier point. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 3.2 - Discourse Markers and Audio Organization Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.B.4-1.B.5; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Sequence and Time Relationships in Audio: Determine which sequence accurately orders events, instructions, or stages according to temporal expressions and verb forms heard in the source. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 3.2 - Sequence and Time Relationships in Audio Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.1, 1.B.4; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Cause and Effect in Audio: Which option correctly identifies a cause, consequence, motivation, or result stated or implied by the speaker? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.2, 3.2 - Cause and Effect in Audio Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.1, 1.C.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Numbers, Dates and Quantitative Information: Which choice accurately records or interprets prices, percentages, dates, times, measurements, rankings, or changes mentioned in the audio? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Numbers, Dates and Quantitative Information Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.1-1.A.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Interviews: Identify the interviewer's question, the interviewee's position, and the evidence or experience used to support it in original Spanish interview excerpts. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 3.2 - Interviews Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.1, 1.B.1-1.B.3; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Conversations and Turn-Taking: Which interpretation best tracks who says what, how speakers respond to one another, and where agreement, hesitation, or misunderstanding occurs? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Conversations and Turn-Taking Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.1, 1.B.3-1.B.4; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Announcements and Instructions: Which action, condition, warning, exception, or sequence is required by a public announcement or set of oral instructions? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.2, 3.2 - Announcements and Instructions Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.1, 1.B.1; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Presentations and Speeches: Which organizational structure and supporting point best represent a formal presentation, lecture, speech, or oral report? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Presentations and Speeches Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.1, 1.B.1, 1.B.4; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Podcasts and Radio Reports: Which option best summarizes the episode's topic, speaker roles, evidence, transitions, and overall perspective? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Podcasts and Radio Reports Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.1, 1.B.1-1.B.4; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

News Broadcasts: Distinguish the reported event, background context, quoted viewpoints, and the broadcaster’s framing in original Spanish news and audiovisual segments. Aligned to ACTFL World-Readiness Standards 1.2 and 3.2; NCSSFL-ACTFL Can-Do 2026 Interpretive Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024 Listening Intermediate High-Advanced Low; CEFR B1+/B2; AP Spanish Language and Culture 2026 1.A.1, 1.B.3-1.B.4, 1.C.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2), §114.43(c)(2); and CCSS ELA-Literacy SL.9-12.2-3.

Film and Video Visual Cues: Determine which visual detail—gesture, setting, camera focus, facial expression, graphic, or action—most clearly changes or confirms the meaning of a spoken message. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Film and Video Visual Cues Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.1, 1.C.1-1.C.3; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Audio and Chart Integration: Which conclusion best combines spoken information with a chart, graph, map, timeline, or infographic presented alongside the audio? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Audio and Chart Integration Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.2, 1.C.1-1.C.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Regional Accents and Language Varieties: Which interpretation remains accurate despite regional pronunciation, vocabulary, voseo, seseo, yeísmo, aspiration, or other normal variation? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Regional Accents and Language Varieties Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.B.5, 3.A.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Reduced Speech and Connected Sounds: Which written form best matches words heard in connected speech where sounds are linked, weakened, aspirated, or omitted without changing intended meaning? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Reduced Speech and Connected Sounds Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.1, 1.B.5; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Note-Taking and Information Mapping: Which set of notes most accurately captures headings, key details, relationships, and unanswered questions without attempting to transcribe every word? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 3.2 - Note-Taking and Information Mapping Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.A.1-1.A.2, 1.B.4; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Synthesis across Audio and Print asks students to choose the conclusion that best integrates an audio source with an article, literary text, chart, or image while accurately noting agreement, difference, qualification, or complementary evidence. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 3.2 - Synthesis across Audio and Print Standards Alignment: ACTFL WRS 1.2, 3.2; NCSSFL-ACTFL Can-Do 2026: Interpretive, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Listening, Intermediate High-Advanced Low; CEFR B1+/B2 listening and audiovisual reception; AP Spanish Language and Culture 2026 1.C.1-1.C.2; CA WL.CM1.I-A, WL.CM5.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy SL.9-12.2-3.

Initiating Conversations: Which opening best introduces a topic, establishes an appropriate relationship, and invites a meaningful response in Spanish? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 2.1, 5.1 - Initiating Conversations Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 2.C.1; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Maintaining and Closing Conversations: Which response best keeps an exchange moving through acknowledgment, elaboration, transition, and a culturally appropriate closing? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Maintaining and Closing Conversations Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.B.1-2.B.4, 2.C.1; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Asking Follow-Up Questions: Which follow-up question most directly responds to a partner's idea and elicits clarification, reasons, details, examples, or consequences? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Asking Follow-Up Questions Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.C.1, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Responding with Elaboration: Which answer best moves beyond a minimal reply by adding connected details, reasons, examples, reactions, or comparisons? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Responding with Elaboration Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.C.1, 2.C.3, 2.D.2; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Expressing Preferences and Opinions: Which response most clearly states a preference or opinion and supports it with an appropriate rationale? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Expressing Preferences and Opinions Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.A.2-2.A.4, 2.C.1, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Supporting Claims in Conversation: Which spoken response best supports a claim with relevant evidence, an example, a comparison, or an explanation rather than mere repetition? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Supporting Claims in Conversation Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.C.3-2.C.4; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Giving Reasons and Examples: Which set of details most effectively explains por qué or para qué and makes a conversational response specific and convincing? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1, 2.1, 5.1 - Giving Reasons and Examples Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.C.3, 2.D.2; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Describing People, Places and Situations: Which description best combines precise vocabulary, comparison, sensory detail, and relevant context without relying on a list of disconnected adjectives? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Describing People, Places and Situations Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.A.1-2.A.2, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Narrating Past Events: Which response most coherently recounts a past event by establishing background, sequencing completed actions, and explaining reactions or consequences? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Narrating Past Events Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.A.1, 2.C.3, 2.D.1-2.D.2; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Discussing Present Circumstances: Which response best explains an ongoing situation, current concern, habitual pattern, or present state with accurate time markers and elaboration? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Discussing Present Circumstances Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.A.1-2.A.2, 2.C.1; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Planning and Discussing Future Events: Which exchange most effectively proposes, negotiates, and confirms future plans, responsibilities, alternatives, and contingencies? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1, 2.1, 5.1 - Planning and Discussing Future Events Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.A.1, 2.C.1, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Making Requests and Offers: Which request or offer is clearest and most culturally appropriate for the level of formality, imposition, and social relationship? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Making Requests and Offers Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 2.C.1; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Negotiating Plans and Solutions: Which response best identifies priorities, proposes alternatives, evaluates constraints, and reaches or revises a shared decision? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Negotiating Plans and Solutions Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.B.1, 2.C.1, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Handling Unfamiliar Situations: Which strategy best manages a travel, school, workplace, health, or community situation when vocabulary is incomplete and the outcome is uncertain? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Handling Unfamiliar Situations Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.B.1-2.B.2, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Clarifying Misunderstandings: Which response best signals confusion, identifies the uncertain point, requests clarification, and confirms the repaired meaning? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Clarifying Misunderstandings Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.B.1-2.B.2; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Circumlocution under Pressure: Which spontaneous explanation most effectively replaces a missing word with a definition, function, example, synonym, antonym, or comparison? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Circumlocution under Pressure Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.B.1, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Formal versus Informal Interaction: Which spoken exchange uses appropriate titles, pronouns, verb forms, politeness markers, and conversational distance for the setting? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Formal versus Informal Interaction Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 3.A.1; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Pronunciation, Stress and Sound Contrasts: Which pronunciation choice best preserves comprehensibility through accurate vowels, consonants, syllable stress, and contrasts such as pero/perro? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Pronunciation, Stress and Sound Contrasts Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.B.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Intonation, Rhythm and Rate: Which delivery best uses pausing, rhythm, sentence stress, intonation, and an appropriate rate to make meaning clear and natural? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Intonation, Rhythm and Rate Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.B.3-2.B.4; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Spontaneous Question-and-Answer: Which response most fully answers an unexpected question by addressing its focus, organizing a clear reply, and supporting ideas with details?. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Spontaneous Question-and-Answer Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken interaction; AP Spanish Language and Culture 2026 2.B.1-2.B.4, 2.C.1, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy SL.9-12.1,4,6.

Stem-Changing and Spelling-Changing Verbs: Which form correctly applies stem or spelling changes in verbs such as acheter, préférer, appeler, jeter, payer, envoyer, manger, and commencer? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.69 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which form correctly applies stem or spelling changes in verbs such as acheter, préférer, appeler, jeter, payer, envoyer, manger, and commencer?

Email Openings and Closings: Which opening and closing pair best fits the relationship, purpose, medium, and formality of a Spanish-language email? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. Standard code ACTFL WRS 1.1, 2.1, 5.1 - Email Openings and Closings Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 2.B.5; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Salutations, Titles and Forms of Address: Which salutation and form of address correctly reflect the recipient's role, region, social distance, and expected register? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Salutations, Titles and Forms of Address Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 2.B.5; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Responding to All Prompt Components: Which reply most completely addresses every question, request, condition, and contextual detail in the original message? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Responding to All Prompt Components Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.C.1, 2.C.3, 2.D.1; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Asking Questions in Correspondence: Which question is most relevant, grammatically accurate, appropriately placed, and likely to continue the written exchange? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1, 2.1, 5.1 - Asking Questions in Correspondence Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.A.1, 2.C.1; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Providing Requested Information: Which response supplies the needed facts, explanations, examples, and logistics with sufficient clarity and appropriate detail? Aligned to ACTFL WRS 1.1, 2.1, 5.1 and Intermediate High-Advanced Low interpersonal writing expectations across NCSSFL-ACTFL Can-Do 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards.

Expressing Reactions and Emotions: Which written response best communicates surprise, concern, enthusiasm, sympathy, disappointment, or gratitude in a culturally appropriate tone? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Expressing Reactions and Emotions Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 2.C.1, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Giving Advice in Writing: Which recommendation most appropriately addresses the recipient's situation and explains why the proposed action may help? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1, 2.1, 5.1 - Giving Advice in Writing Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.A.1, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Making Requests and Proposals: Which message most effectively states a request or proposal, provides relevant context, and uses an appropriate level of politeness? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Making Requests and Proposals Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 2.C.1, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Accepting or Declining Invitations: Which reply clearly accepts, declines, or conditionally accepts an invitation while giving appropriate appreciation, explanation, and follow-up information? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1, 2.1, 5.1 - Accepting or Declining Invitations Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 2.C.1; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Apologies and Explanations: Which apology best takes responsibility, explains circumstances without evasion, acknowledges impact, and proposes a reasonable repair? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 2.1, 5.1 — Apologies and Explanations Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Formal Complaints and Resolutions: Which message most effectively describes a problem, documents relevant facts, states the desired resolution, and maintains professional tone? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 2.1, 5.1 - Formal Complaints and Resolutions Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.A.4, 2.C.3, 2.D.1; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Social Media and Forum Responses: Which post best responds to an existing idea, contributes useful information or perspective, and follows the platform's expected register and conventions? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Social Media and Forum Responses Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 2.C.1, 2.C.3; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Text Messaging and Concision: Which concise message communicates the complete intended meaning without creating ambiguity, excessive informality, or inappropriate abbreviations? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Text Messaging and Concision Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.A.4, 2.B.5; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Register and Tone in Digital Writing: Which revision best aligns vocabulary, greeting, sentence structure, punctuation, and directness with the recipient and digital context? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Register and Tone in Digital Writing Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 2.B.5; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Paragraphing and Cohesion: Which organization best groups related ideas, uses transitions and pronoun reference, and creates a coherent exchange rather than a list of sentences? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Paragraphing and Cohesion Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.D.1-2.D.2; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Accentuation, Capitalization and Punctuation: Which version correctly applies Spanish accent marks, question and exclamation marks, capitalization, commas, and other written conventions? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Accentuation, Capitalization and Punctuation Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.B.5; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Revising for Clarity and Completeness: Which revision most effectively repairs ambiguity, omitted information, inconsistent register, repetition, or confusing reference while preserving the writer's intent? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 2.1, 5.1 - Revising for Clarity and Completeness Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.B.5, 2.D.1-2.D.2; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Written Dialogue and Collaborative Exchange: Which response best builds on a partner's written contribution by acknowledging it, adding evidence or a new idea, and inviting further collaboration? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1, 2.1, 5.1 - Written Dialogue and Collaborative Exchange Standards Alignment: ACTFL WRS 1.1, 2.1, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written interaction; AP Spanish Language and Culture 2026 2.C.1, 2.C.3, 2.D.2; CA WL.CM2.I-A, WL.CM4.I-A, WL.CM6.I-A, WL.CL1.I-A; TEKS LOTE §114.42(c)(1); §114.43(c)(1); CCSS ELA-Literacy W/L.9-12.

Present Subjunctive Formation: Select the correct present subjunctive stem and ending for regular, stem-changing, and high-frequency irregular verbs? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.101 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the correct present subjunctive stem and ending for regular, stem-changing, and high-frequency irregular verbs?

Opening with Context and a Controlling Idea: Select the opening that most effectively establishes the topic, relevance, perspective, and roadmap for a Spanish presentation. Aligned to ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026 Presentational Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024 Speaking Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.C.1 and 2.D.1; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3) and §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Organizing Main Points: Which sequence of main points creates the clearest progression through chronology, comparison, cause and effect, problem and solution, or argument? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Organizing Main Points Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.D.1-2.D.2; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Describing and Explaining: Which spoken explanation best defines a concept, supplies context, gives examples, and makes relationships understandable to the audience? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Describing and Explaining Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.A.2, 2.C.3, 2.D.1; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Narrating across Time Frames: Which narration most clearly establishes background, sequences events, shifts among past, present, and future when needed, and explains significance?. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Narrating across Time Frames Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.A.1, 2.C.3, 2.D.1-2.D.2; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Comparing Cultures Orally: Which oral comparison most accurately identifies similarities and differences among cultural products, practices, and perspectives without stereotyping? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Comparing Cultures Orally Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.C.3, 3.A.1-3.A.3; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Presenting Cultural Products, Practices and Perspectives: Which presentation best explains how a cultural product or practice reflects, reinforces, challenges, or changes underlying perspectives? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Presenting Cultural Products, Practices and Perspectives Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.C.3, 3.A.1, 3.A.3; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Explaining Data and Trends: Which oral explanation accurately describes important data points, patterns, comparisons, causes, limits, and implications shown in a visual source? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.3, 2.1-2.2, 3.1 - Explaining Data and Trends Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 1.A.2, 2.C.3-2.C.4; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Persuading an Audience: Which presentation most effectively states a position, anticipates audience concerns, supports claims, and ends with a justified recommendation or call to action? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Persuading an Audience Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.C.1, 2.C.3-2.C.4, 2.D.1; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Supporting Claims with Examples: Which example, fact, anecdote, comparison, or explanation most directly and credibly supports the speaker's stated claim? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Supporting Claims with Examples Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.C.3-2.C.4; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Integrating Research and Oral Citations: Which delivery most clearly attributes information to a source, distinguishes source ideas from the speaker's own, and explains the evidence's relevance? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Integrating Research and Oral Citations Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.C.2, 2.C.4-2.C.5; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Transitions and Cohesion in Speech: Which set of signposts and cohesive devices best guides listeners through introduction, development, contrast, examples, and conclusion? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.3, 2.1-2.2, 3.1 - Transitions and Cohesion in Speech Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.D.2; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Pronunciation and Comprehensibility asks students to choose pronunciation strategies that support understanding across Spanish-speaking audiences without imitating a single regional accent. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards: ACTFL WRS 1.3, 2.1-2.2, 3.1 - Pronunciation and Comprehensibility Standards Alignment. ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.B.3; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Intonation and Emphasis: Which intonation and stress pattern best distinguishes statements, questions, contrasts, lists, quotations, and emotionally important ideas? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Intonation and Emphasis Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.B.4; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Visual Aids and Media: Which visual or media choice most clearly supports the spoken message, is readable and accurate, and avoids replacing the presentation with dense text? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Visual Aids and Media Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.C.2-2.C.4, 2.D.1; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Timing, Pace and Delivery asks students to select delivery plans that balance completeness, audience processing time, natural pacing, strategic pauses, eye contact, and assigned time limits. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards: ACTFL WRS 1.3, 2.1-2.2, 3.1 - Timing, Pace and Delivery Standards Alignment. ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Speaking, Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.B.3-2.B.4, 2.D.1; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Self-Evaluation and Revision of Presentations: Determine which revision priority is best supported by evidence from a recording, rubric, peer response, audience misunderstanding, timing result, or visual review. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.3, 2.1-2.2, 3.1 - Self-Evaluation and Revision of Presentations Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026 Presentational Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024 Speaking Intermediate High-Advanced Low; CEFR B1+/B2 spoken production; AP Spanish Language and Culture 2026 2.B.2-2.B.4, 2.D.1-2.D.2; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3), §114.43(c)(3); CCSS ELA-Literacy SL.9-12.4-6.

Planning a Spoken Presentation: Which plan best identifies purpose, audience, central message, supporting points, evidence, language demands, timing, and an appropriate delivery format? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.219 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 2.1-2.2, 3.1; Can-Do 2026 PR/IC IH-AL; CEFR B1+/B2 SP, SOC; APF 2.A-2.D, 3.A. Curriculum skill description: Which plan best identifies purpose, audience, central message, supporting points, evidence, language demands, timing, and an appropriate delivery format?

Responding to Audience Questions: Select the answer that best acknowledges the question, clarifies it when necessary, responds directly with support, and handles uncertainty appropriately? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.229 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 2.1-2.2, 3.1; Can-Do 2026 PR/IC IH-AL; CEFR B1+/B2 SP, SOC; APF 2.A-2.D, 3.A. Curriculum skill description: Select the answer that best acknowledges the question, clarifies it when necessary, responds directly with support, and handles uncertainty appropriately?

Purpose, Audience and Genre: Which genre, register, evidence type, and organizational structure best fit the assigned purpose and intended audience? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.3, 2.1-2.2, 3.1 - Purpose, Audience and Genre Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.A.4, 2.D.1; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Thesis or Controlling Idea: Which thesis most clearly states a focused, defensible, and appropriately qualified central idea for the prompt? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Thesis or Controlling Idea Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.C.1, 2.D.1; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Paragraph Organization: Which paragraph order creates the most coherent progression and gives each major idea sufficient development? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Paragraph Organization Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.D.1; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Topic Sentences and Unity: Which topic sentence best controls the paragraph, and which detail should be retained or removed to preserve unity? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Topic Sentences and Unity Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.C.3, 2.D.1; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Cohesion and Transitions: Which cohesive device best links sentences and paragraphs while accurately expressing sequence, contrast, cause, concession, example, or conclusion? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Cohesion and Transitions Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.D.2; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Descriptive Writing: Which passage best creates a precise, organized description through sensory details, spatial relationships, comparison, and purposeful adjective choice? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.3, 2.1-2.2, 3.1 - Descriptive Writing Standards Alignment.

Narrative Writing: Which narrative best establishes setting and conflict, sequences events, manages time frames, and develops a meaningful outcome? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Narrative Writing Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.A.1, 2.C.3, 2.D.1-2.D.2; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Expository and Informative Writing: Which explanation best defines the topic, organizes accurate information, develops examples, and clarifies relationships for a reader? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Expository and Informative Writing Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.C.2-2.C.4, 2.D.1; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Comparison-Contrast Writing: Select organizational plans and evidence that compare relevant points rather than listing unrelated facts about two subjects. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.3, 2.1-2.2, 3.1.

Cause-Effect Writing: Distinguish contributing causes, immediate effects, long-term consequences, and limits of evidence in advanced Spanish presentational writing. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.3, 2.1-2.2, 3.1 - Cause-Effect Writing Standards Alignment.

Argumentative Claim: Which claim is most specific, defensible, relevant to the prompt, and capable of being supported by the available sources? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Argumentative Claim Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.C.1, 2.C.4; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Counterargument and Rebuttal: Which counterargument is represented fairly, and which refutación most effectively responds with evidence and reasoning? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Counterargument and Rebuttal Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.C.4, 2.D.1-2.D.2; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Evidence Selection: Which evidence is most credible, relevant, sufficient, and clearly connected to the writer's claim? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Evidence Selection Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.C.2-2.C.4; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Integrating a Print Source: Which sentence most accurately paraphrases or cites a print source and explains how its information supports the argument? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Integrating a Print Source Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.C.4-2.C.5; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Integrating an Audio Source: Which sentence most accurately represents a speaker's point from an audio source without distortion and connects it to the writer's position? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Integrating an Audio Source Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 1.C.1, 2.C.4-2.C.5; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Integrating a Visual or Data Source: Which statement correctly interprets a chart, graph, map, image, or infographic and uses it as relevant evidence? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Integrating a Visual or Data Source Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 1.A.2, 2.C.4-2.C.5; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Paraphrasing: Which paraphrase preserves the source's meaning while substantially changing wording and syntax and avoiding unsupported interpretation? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Paraphrasing Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.B.1, 2.C.4-2.C.5; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Summarizing: Which summary most concisely states the source's central idea and essential support without copying, commentary, or minor details? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Summarizing Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 1.B.1, 2.C.4-2.C.5; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Quotation and Citation: Which use of a direct quotation is brief, accurate, grammatically integrated, properly attributed, and followed by relevant analysis? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Quotation and Citation Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.C.5; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Formal Register and Academic Tone: Which revision best creates a consistent formal tone through precise vocabulary, measured claims, impersonal constructions, and appropriate transitions? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.3, 2.1-2.2, 3.1 - Formal Register and Academic Tone Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.A.2-2.A.4; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Editing Grammar and Syntax: Which revision corrects the most consequential error in agreement, tense, mood, pronoun reference, word order, or sentence structure? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Editing Grammar and Syntax Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.A.1, 2.B.5; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Editing Mechanics and Orthography: Which version correctly applies spelling, accentuation, punctuation, capitalization, paragraphing, and formatting conventions? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.3, 2.1-2.2, 3.1 - Editing Mechanics and Orthography Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.B.5; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Timed Writing and Revision Strategy: Which sequence best allocates limited time to analyze the task, plan, draft, integrate evidence, and revise for meaning and accuracy? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.3, 2.1-2.2, 3.1 - Timed Writing and Revision Strategy Standards Alignment: ACTFL WRS 1.3, 2.1-2.2, 3.1; NCSSFL-ACTFL Can-Do 2026: Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Writing, Intermediate High-Advanced Low; CEFR B1+/B2 written production; AP Spanish Language and Culture 2026 2.C.2-2.C.5, 2.D.1-2.D.2; CA WL.CM3.I-A, WL.CM4.I-A, WL.CM6.I-A; TEKS LOTE §114.42(c)(3); §114.43(c)(3); CCSS ELA-Literacy W/L.9-12.

Idiomatic Expressions: Choose the interpretation or completion that correctly uses a high-frequency French idiom rather than translating the expression word for word? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.132 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Choose the interpretation or completion that correctly uses a high-frequency French idiom rather than translating the expression word for word?

Gender and Number Agreement: Which sentence correctly coordinates grammatical gender and number among nouns, articles, adjectives, pronouns, and participles? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Gender and Number Agreement Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1, 2.B.5; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Adjective Position and Meaning: Choose adjective placement that conveys literal, restrictive, evaluative, emphatic, stylistic, or meaning-changing contrasts such as un viejo amigo versus un amigo viejo. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, supporting CCSS literacy standards, and ACTFL WRS 1.1, 1.3, 4.1.

Definite, Indefinite and Zero Articles: Which use or omission of el, la, los, las, un, una, unos, or unas is correct with generalizations, professions, institutions, body parts, and abstract nouns? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 1.3, 4.1 - Definite, Indefinite and Zero Articles Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1, 2.B.5; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Neuter Lo and Abstract Reference: Which sentence correctly uses lo with adjectives, adverbs, participles, que clauses, or possessives to refer to an abstract quality or situation? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1, 1.3, 4.1 - Neuter Lo and Abstract Reference Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Demonstratives and Deictic Reference: Choose the demonstrative adjective, pronoun, or neutral form—este, ese, aquel, esto, eso, or aquello—that best expresses physical, temporal, discourse, or psychological distance and contrast. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 1.3, 4.1—Demonstratives and Deictic Reference Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Possessives and Stressed Possessives: Which possessive form and placement correctly express ownership, emphasis, contrast, or a relationship while agreeing with the possessed noun? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 1.3, 4.1 - Possessives and Stressed Possessives Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Indefinite Words and Quantifiers: Select forms that express quantity, existence, absence, distribution, or indefiniteness using algo, alguien, algún, ninguno, cualquiera, cada, ambos, demasiado, and related forms. Aligned to ACTFL WRS 1.1, 1.3, 4.1 and the listed NCSSFL-ACTFL, ACTFL Proficiency, CEFR, AP, California, Texas, and CCSS literacy frameworks.

Present Indicative Forms: Which present-tense form correctly expresses current action, habitual action, general truth, near future, or historical present with the required irregularities? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Present Indicative Forms Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Ser and Estar: Which choice best explains and completes a context involving identity, origin, classification, inherent description, location, condition, result, event location, or passive meaning? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Ser and Estar Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Hay, Estar, Tener and Hacer Expressions: Which construction correctly states existence, location, possession, age, obligation, weather, elapsed time, or an idiomatic physical condition? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Hay, Estar, Tener and Hacer Expressions Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1-2.A.2; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Progressive Constructions and the Gerund: Which sentence correctly uses estar, seguir, andar, ir, or venir with a gerund to express an action's progression without misusing the gerund as an English-style adjective? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 1.3, 4.1 - Progressive Constructions and the Gerund Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Preterite Tense Formation and Irregulars: Which preterite form correctly expresses a bounded completed event, beginning, ending, or change, including irregular stems and spelling changes? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1, 1.3, 4.1 - Preterite Tense Formation and Irregulars Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1, 2.B.5; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Imperfect Tense Formation and Uses: Select the imperfect form that correctly expresses background, habitual action, age, time, weather, description, ongoing action, or mental and emotional state. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 1.3, 4.1 - Imperfect Tense Formation and Uses Standards Alignment.

Preterite versus Imperfect: Which tense choice best distinguishes completed foregrounded events from background, habitual, ongoing, descriptive, or interrupted actions in a narrative? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Preterite versus Imperfect Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Present Perfect: Which sentence correctly uses haber plus the past participle to connect a past action or experience to the present, accounting for regional variation in usage? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards: ACTFL WRS 1.1, 1.3, 4.1 - Present Perfect Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Pluperfect: Which pluperfect construction correctly identifies an action completed before another past reference point? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Pluperfect Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Future Tense: Which future form correctly expresses a future action, prediction, promise, or conjecture about the present? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Future Tense Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Conditional Tense: Which conditional form correctly expresses a hypothetical result, polite request, future-in-the-past, advice, or conjecture about the past? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Conditional Tense Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Time-Frame Consistency and Sequence of Tenses: Which revision maintains a logical relationship among main and subordinate verbs when narration, reporting, or perspective shifts across time frames? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Time-Frame Consistency and Sequence of Tenses Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1, 2.D.2; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Subjunctive after Influence and Volition: Determine which mood and tense correctly follows expressions of desire, request, recommendation, command, permission, prevention, or influence when subjects differ, and distinguish these structures from same-subject infinitives. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 1.3, 4.1 - Subjunctive after Influence and Volition Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Subjunctive after Emotion and Evaluation: Which mood correctly follows reactions, emotions, judgments, and value statements about an action or situation? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1, 1.3, 4.1 - Subjunctive after Emotion and Evaluation Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Subjunctive after Doubt, Denial and Uncertainty: Which mood best reflects doubt, denial, possibility, uncertainty, or the absence of belief, while distinguishing affirmative certainty? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Subjunctive after Doubt, Denial and Uncertainty Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Subjunctive after Impersonal Expressions: Which mood correctly follows impersonal expressions according to whether they communicate certainty, fact, probability, necessity, judgment, or emotion? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Subjunctive after Impersonal Expressions Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Subjunctive in Adjective Clauses: Which mood correctly describes an antecedent that is known and specific versus indefinite, unknown, nonexistent, sought, or denied? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Subjunctive in Adjective Clauses Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Subjunctive in Adverbial Clauses: Which mood correctly follows conjunctions of purpose, condition, concession, time, or anticipation according to whether the event is factual, habitual, pending, or hypothetical? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Subjunctive in Adverbial Clauses Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Present Perfect Subjunctive: Which construction correctly expresses a completed or recent action viewed through present doubt, emotion, evaluation, influence, or uncertainty? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 1.3, 4.1 - Present Perfect Subjunctive Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Imperfect Subjunctive Formation: Which -ra or -se imperfect-subjunctive form is correctly derived and conjugated, including irregular preterite stems? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Imperfect Subjunctive Formation Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1, 2.B.5; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Imperfect Subjunctive in Past Contexts: Which mood and tense correctly follow a past or conditional main clause involving influence, emotion, doubt, purpose, or an indefinite antecedent? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Imperfect Subjunctive in Past Contexts Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Pluperfect Subjunctive: Which pluperfect-subjunctive construction correctly refers to an action completed before a past point within doubt, emotion, condition, or contrary-to-fact meaning? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Pluperfect Subjunctive Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Si Clauses: Real Conditions: Which tense combination correctly expresses a real, habitual, likely, or open condition without placing present subjunctive directly after si? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Si Clauses: Real Conditions Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Si Clauses: Hypothetical and Contrary-to-Fact: Which combination of imperfect or pluperfect subjunctive with conditional or conditional perfect correctly expresses present or past unreal conditions and results? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1, 1.3, 4.1 - Si Clauses: Hypothetical and Contrary-to-Fact Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Formal and Informal Commands: Which affirmative or negative command correctly matches the subject, required mood, irregular form, pronoun placement, and spelling? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Formal and Informal Commands Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1, 2.B.5; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Nosotros Commands and Inclusive Suggestions: Which nosotros command or vamos a construction correctly proposes joint action, includes pronouns, and preserves intended meaning? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 1.3, 4.1 - Nosotros Commands and Inclusive Suggestions Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Reported Speech and Tense Shifts: Which indirect-speech version accurately reports statements, questions, commands, and time expressions while applying appropriate pronoun and tense changes? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Reported Speech and Tense Shifts Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1, 2.D.2; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Passive Voice with Ser: Identify and produce passive constructions using a conjugated form of ser plus a past participle that agrees with the patient, with an optional agent introduced by por. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 1.3, 4.1 - Passive Voice with Ser Standards Alignment.

Passive and Impersonal Se: Which sentence correctly distinguishes passive se with an agreeing subject from impersonal se with a singular verb and no grammatical subject? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Passive and Impersonal Se Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Accidental Se: Which construction correctly presents an unintended event using se plus an indirect object pronoun and a verb that agrees with the affected thing? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Accidental Se Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Reflexive and Pronominal Verbs: Which pronoun and verb meaning correctly distinguish a genuinely reflexive action, a reciprocal action, an idiomatic pronominal verb, and a change-of-state construction? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Reflexive and Pronominal Verbs Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1-2.A.2; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Reciprocal Constructions: Which sentence most clearly expresses mutual action using plural reflexive pronouns, uno al otro, entre sí, or another appropriate reciprocal form? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Reciprocal Constructions Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Double Object Pronouns and Redundancy: Which pronoun sequence correctly orders indirect and direct objects, changes le/les to se when required, and clarifies ambiguous reference? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Double Object Pronouns and Redundancy Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Pronoun Placement: Which placement is correct with a single conjugated verb, infinitive, gerund, affirmative command, negative command, or compound verb phrase? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Pronoun Placement Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1, 2.B.5; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Relative Pronouns: Que, Quien, El Que and El Cual: Which relative pronoun correctly refers to a person, thing, prepositional object, restrictive clause, or nonrestrictive clause in the given register? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards, ACTFL WRS 1.1, 1.3, 4.1 - Relative Pronouns: Que, Quien, El Que and El Cual Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Cuyo, Donde, Lo Que and Lo Cual: Which relative form correctly expresses possession, place, an abstract antecedent, or commentary on an entire preceding idea? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Cuyo, Donde, Lo Que and Lo Cual Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Prepositional Pronouns: Choose the correct pronoun form after a preposition, including conmigo, contigo, entre tú y yo, reflexive sí, consigo, and emphatic forms. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 1.3, 4.1 - Prepositional Pronouns Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1, 2.B.5; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Por and Para: Which preposition correctly expresses cause, exchange, duration, movement through, means, agent, purpose, destination, deadline, recipient, or comparison to a norm? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 1.3, 4.1 - Por and Para Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Personal A: Choose when Spanish correctly uses or omits personal a with specific human direct objects, personified beings, indefinite persons, tener, buscar, and other special contexts. Aligned to ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026 Interpersonal/Presentational Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024 accuracy and paragraph-level text; CEFR B1+/B2; AP Spanish Language and Culture 2026 2.A.1; California WL.CM6.I-A and WL.CM7.I-A; Texas LOTE TEKS §114.42(c)(1),(3) and §114.43(c)(1),(3); and CCSS ELA-Literacy L.9-12.1-3.

Verb-Preposition and Adjective-Preposition Patterns: Which required preposition correctly completes a common pattern such as depender de, insistir en, contribuir a, soñar con, estar dispuesto a, or ser capaz de? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1, 1.3, 4.1 - Verb-Preposition and Adjective-Preposition Patterns Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1-2.A.2; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Gustar-Type Verbs and Experiencer Constructions: Which sentence correctly uses an indirect-object experiencer, verb agreement, clarifying phrase, and verbs such as encantar, faltar, preocupar, quedar, or apetecer? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Gustar-Type Verbs and Experiencer Constructions Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Participles, Perfect Constructions and Adjectival Uses: Identify which past participle is correctly formed and used with haber without agreement, or as an adjective or passive participle with agreement. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1, 1.3, 4.1 - Participles, Perfect Constructions and Adjectival Uses Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1, 2.B.5; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Comparisons, Superlatives and Intensifiers: Which construction correctly expresses equality, inequality, superlative degree, an irregular comparison, quantity, or emphatic intensity? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Comparisons, Superlatives and Intensifiers Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1-2.A.2; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Sentence Combining, Word Order and Emphasis: Which revision most effectively combines clauses, varies syntax, prevents ambiguity, and places information for natural focus or rhetorical emphasis? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1, 1.3, 4.1 - Sentence Combining, Word Order and Emphasis Standards Alignment: ACTFL WRS 1.1, 1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Accuracy and paragraph-level text type in speaking/writing; CEFR B1+/B2 grammatical and orthographic competence; AP Spanish Language and Culture 2026 2.A.1, 2.D.2; CA WL.CM6.I-A, WL.CM7.I-A; TEKS LOTE §114.42(c)(1),(3); §114.43(c)(1),(3); CCSS ELA-Literacy L.9-12.1-3.

Word Families and Derivational Morphology: Choose the related noun, verb, adjective, or adverb that best completes a sentence based on meaning, grammar, and a shared lexical root. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 4.1 - Word Families and Derivational Morphology Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 1.B.5, 2.A.2; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Prefixes and Suffixes: Determine the meaning or part of speech created by Spanish affixes such as des-, re-, in-, -ción, -dad, -ero, -ble, and -mente. Aligned to ACTFL World-Readiness Standards 1.1-1.3 and 4.1; NCSSFL-ACTFL Can-Do 2026 Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024; CEFR B1+/B2; AP Spanish Language and Culture 2026; California World Languages Standards; Texas LOTE TEKS; and supporting CCSS literacy standards.

Cognates and False Cognates in Production: Which word choice correctly uses a cognate and avoids a false friend that would distort the intended meaning? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1 - Cognates and False Cognates in Production Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 1.B.5, 2.A.2; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Synonyms, Antonyms and Connotation: Choose the word that most precisely matches the intended denotation, emotional coloring, level of intensity, and register. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 4.1 - Synonyms, Antonyms and Connotation Standards Alignment.

Collocations and Natural Word Partnerships: Which combination sounds most natural in Spanish because the words conventionally occur together, such as tomar una decisión or prestar atención? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1 - Collocations and Natural Word Partnerships Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 2.A.2-2.A.3; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Proverbs and Figurative Sayings: Identify the interpretation, context, implication, tone, or pragmatic use that best matches a proverb, refrán, idiom, or common saying from a Spanish-speaking community. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 4.1 - Proverbs and Figurative Sayings Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 1.B.5, 2.A.3, 3.A.1; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Academic Vocabulary: Which term best fits an academic task such as defining, classifying, analyzing, synthesizing, evaluating, or drawing a conclusion? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1 - Academic Vocabulary Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 2.A.2, 2.C.4; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Argumentative and Persuasive Vocabulary: Which word or phrase most effectively introduces a claim, qualifies certainty, cites evidence, concedes a point, rebuts an objection, or recommends action? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1 - Argumentative and Persuasive Vocabulary Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 2.A.2, 2.D.2; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Descriptive Precision: Which verb, adjective, adverb, or noun creates the most vivid and exact description while avoiding vague words such as cosa, bueno, or hacer? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1 - Descriptive Precision Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 2.A.2; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Emotion and Stance Vocabulary: Which expression most precisely communicates emotional state, evaluation, certainty, doubt, concern, approval, or reservation? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 4.1 - Emotion and Stance Vocabulary Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 2.A.2-2.A.3; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Transition and Cohesive Expressions: Which phrase most accurately signals addition, sequence, example, contrast, concession, cause, result, summary, or conclusion? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1 - Transition and Cohesive Expressions Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 2.A.2, 2.D.2; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Formal versus Informal Lexis: Choose lexical forms appropriate for formal academic or professional contexts rather than casual conversation, slang, intimate speech, or unnecessary bureaucratic language. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 4.1 - Formal versus Informal Lexis Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 2.A.2-2.A.4; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Regional Vocabulary: Which meaning or regional label best matches a word that varies across communities, such as autobús, camión, guagua, colectivo, ordenador, or computadora? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 1.1-1.3, 4.1 - Regional Vocabulary Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 1.B.5, 2.A.3, 3.A.2; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Peninsular and Latin American Usage: Which choice accurately distinguishes a common Peninsular usage from one or more Latin American alternatives without treating either as universally standard? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1 - Peninsular and Latin American Usage Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 1.B.5, 2.A.3, 3.A.2; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Vos, Vosotros, Ustedes and Address Variation: Which verb form, pronoun, and social meaning correctly align with a region's use of voseo, vosotros, ustedes, or tú? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1 - Vos, Vosotros, Ustedes and Address Variation Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 2.A.1, 2.A.3-2.A.4, 3.A.2; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Euphemism, Politeness and Mitigation: Which expression best softens a request, disagreement, criticism, refusal, or sensitive topic while preserving clarity? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1 - Euphemism, Politeness and Mitigation Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 2.A.3-2.A.4; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Ambiguity, Polysemy and Context: Determine which meaning of a multiple-meaning word is intended and which contextual cue most clearly resolves the ambiguity. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 1.B.5; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Dictionary, Corpus and Reference Skills: Which reference entry or usage example best confirms meaning, grammatical pattern, register, frequency, region, and collocation for a word? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1 - Dictionary, Corpus and Reference Skills Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 1.B.5, 2.C.2; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Lexical Repair and Circumlocution: Which substitute expression most effectively repairs a missing, imprecise, or inappropriate word while maintaining the intended register and meaning? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 4.1 - Lexical Repair and Circumlocution Standards Alignment: ACTFL WRS 1.1-1.3, 4.1; NCSSFL-ACTFL Can-Do 2026: All communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Vocabulary, context/content, and accuracy; CEFR B1+/B2 lexical competence; AP Spanish Language and Culture 2026 2.B.1, 2.A.2-2.A.4; CA WL.CM5-CM7.I-A; TEKS LOTE §§114.42-114.43, language structures and register; CCSS ELA-Literacy L.9-12.4-6.

Problem-Solution Writing: Which response best defines a problem, analyzes stakeholders and causes, proposes feasible solutions, evaluates trade-offs, and recommends action? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.209 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Which response best defines a problem, analyzes stakeholders and causes, proposes feasible solutions, evaluates trade-offs, and recommends action?

Generational Relationships: Which evidence best illustrates continuity, conflict, negotiation, or change between generations in a Spanish-speaking context? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Generational Relationships Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Education and Community Life: Which interpretation best connects educational practices, access, school structures, community institutions, and underlying social perspectives? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Education and Community Life Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Traditions, Celebrations and Rituals: Which explanation most accurately connects a celebration or ritual to its history, participants, symbols, regional variation, and contemporary significance? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Traditions, Celebrations and Rituals Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Migration and Transnational Families: Which source-based conclusion best explains how migration shapes identity, language, family roles, remittances, belonging, and community ties? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Migration and Transnational Families Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Bilingualism and Multilingualism: Which statement best evaluates benefits, challenges, policies, and social attitudes related to bilingual or multilingual life? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Bilingualism and Multilingualism Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Indigenous, Afro-Hispanic and Heritage Languages: Which explanation best recognizes the historical and contemporary roles of Indigenous, Afro-descendant, creole, and heritage language communities in the Spanish-speaking world? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Indigenous, Afro-Hispanic and Heritage Languages Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Dialect, Prestige and Language Attitudes: Which conclusion best distinguishes linguistic difference from error and explains how power, education, media, region, and identity shape language prestige? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Dialect, Prestige and Language Attitudes Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Cultural Hybridity and Belonging: Which example best illustrates cultural contact, borrowing, code-switching, adaptation, hybridity, or multiple belonging without reducing identity to a single category? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Cultural Hybridity and Belonging Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Visual Arts and Architecture: Which interpretation best connects style, materials, public function, historical context, and cultural perspective in a work of visual art or architecture? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Visual Arts and Architecture Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Music and Dance: Which explanation best relates a musical or dance tradition to community, history, instruments, movement, social practice, and regional or global transformation? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Music and Dance Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Literature and Oral Storytelling: Which cultural perspective is most clearly reflected or questioned by a literary work, legend, testimonio, folktale, or oral tradition? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Literature and Oral Storytelling Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Film, Theater and Performance: Which analysis best explains how performance choices represent identity, history, conflict, humor, memory, or social criticism? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; Film, Theater and Performance Standards Alignment.

Beauty, Aesthetics and Public Space: Which comparison best examines culturally shaped ideas of beauty, design, fashion, monuments, murals, landscapes, and the use of shared spaces? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Beauty, Aesthetics and Public Space Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Innovation and Daily Life: Which conclusion best explains how a scientific or technological innovation changes communication, work, education, mobility, access, or family life? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Innovation and Daily Life Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Digital Communication and Social Media: Which analysis best evaluates how digital platforms shape language, identity, community, participation, privacy, and misinformation?. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Digital Communication and Social Media Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Health, Medicine and Public Health: Which comparison best connects health beliefs, access to care, public policy, traditional practices, prevention, and quality of life? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards. ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Health, Medicine and Public Health Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Ethics of Technology and Artificial Intelligence: Which argument most fairly weighs benefits, risks, access, labor effects, bias, privacy, and cultural perspectives surrounding emerging technology? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Ethics of Technology and Artificial Intelligence Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Science and Environmental Solutions: Which source-based evaluation best compares scientific responses to water, energy, agriculture, biodiversity, pollution, or disaster resilience? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Science and Environmental Solutions Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Education, Careers and Work: Which interpretation best connects educational pathways, workplace expectations, informal and formal economies, mobility, and changing career opportunities? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Education, Careers and Work Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Leisure, Sports and Recreation: Which explanation best relates leisure or sport to identity, community, commercialization, gender, access, regional pride, or international exchange? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Leisure, Sports and Recreation Standards Alignment.

Travel and Urban-Rural Life: Compare transportation, housing, tourism, public services, regional development, and everyday experience in diverse urban and rural settings. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Travel and Urban-Rural Life Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Quality of Life and Well-Being: Analyze which evidence best supports conclusions about how health, safety, environment, relationships, income, time, education, and public services affect well-being. Aligned to ACTFL World-Readiness Standards 2.1, 2.2, 3.1, 3.2, and 4.2; NCSSFL-ACTFL Can-Do 2026 at Intermediate High with Advanced Low stretch; ACTFL Proficiency Guidelines 2024; CEFR B1+/B2; AP Spanish Language and Culture 2026; California World Languages Standards; Texas LOTE TEKS; and supporting CCSS literacy standards.

Consumer Culture and Economics: Analyze how advertising, income, inflation, remittances, tourism, consumer choices, and sustainability influence daily life. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Consumer Culture and Economics Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Environment and Climate: Integrate cultural, scientific, economic, and political perspectives on climate change, conservation, resources, and environmental justice. Aligned to ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026 Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024; CEFR B1+/B2; AP Spanish Language and Culture 2026; California World Languages Standards; Texas LOTE TEKS; and supporting CCSS literacy standards.

Human Rights and Social Justice: Which source-based interpretation best identifies a rights issue, affected communities, historical context, competing perspectives, and proposed responses? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Human Rights and Social Justice Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Politics and Civic Participation: Compare forms of government, civic institutions, elections, protest, community organization, media, and public trust through original Spanish-language scenarios and evidence. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Politics and Civic Participation Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Globalization and Economic Inequality: Which analysis best weighs how trade, labor, tourism, technology, urbanization, and policy create opportunities and unequal effects? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Globalization and Economic Inequality Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Migration, Refugees and Interdependence: Which conclusion best explains causes of displacement, migrant experiences, border policies, integration, diaspora networks, and shared regional responsibilities? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2 - Migration, Refugees and Interdependence Standards Alignment: ACTFL WRS 2.1, 2.2, 3.1, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Investigation/Interaction, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Sociocultural knowledge across all domains; CEFR B1+/B2 pluricultural competence; AP Spanish Language and Culture 2026 3.A.1-3.A.3; CA WL.CL1-CL4.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, authentic cultural resources and comparisons; CCSS ELA-Literacy RI/SL.9-12.

Literary Genres and Conventions: Choose the genre and convention that best fit a novel, short story, memoir, essay, fable, poem, play, graphic narrative, or oral tradition excerpt? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.243 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Choose the genre and convention that best fit a novel, short story, memoir, essay, fable, poem, play, graphic narrative, or oral tradition excerpt?

Narrator and Point of View: Select the interpretation that correctly distinguishes first-person, third-person, limited, omniscient, unreliable, collective, or shifting narration and its effects? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.247 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Select the interpretation that correctly distinguishes first-person, third-person, limited, omniscient, unreliable, collective, or shifting narration and its effects?

Plot, Conflict and Structure: Identify exposition, conflict, turning point, climax, resolution, frame, flashback, or nonlinear structure and explain its effect. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 2.2, 3.2, 4.2 - Plot, Conflict and Structure Standards Alignment: ACTFL WRS 1.2, 2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Intercultural, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/listening with cultural interpretation; CEFR B1+/B2 reading as a leisure activity and literary response; AP Spanish Language and Culture 2026 1.B.4, 1.C.2; CA WL.CM1.I-A, WL.CL2-CL3.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RL.9-12.1-7.

Characterization: Which inference about a character is best supported by actions, dialogue, description, relationships, motives, and change over time? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 2.2, 3.2, 4.2 - Characterization Standards Alignment: ACTFL WRS 1.2, 2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Intercultural, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/listening with cultural interpretation; CEFR B1+/B2 reading as a leisure activity and literary response; AP Spanish Language and Culture 2026 1.A.1, 1.C.2-1.C.3; CA WL.CM1.I-A, WL.CL2-CL3.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RL.9-12.1-7.

Theme and Motif: Which theme is best developed through recurring images, conflicts, choices, settings, or patterns rather than stated as a simple topic? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 2.2, 3.2, 4.2 - Theme and Motif Standards Alignment: ACTFL WRS 1.2, 2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Intercultural, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/listening with cultural interpretation; CEFR B1+/B2 reading as a leisure activity and literary response; AP Spanish Language and Culture 2026 1.B.1, 1.C.2; CA WL.CM1.I-A, WL.CL2-CL3.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RL.9-12.1-7.

Symbolism and Imagery: Which interpretation best explains how a recurring object, place, color, image, or sensory pattern contributes to the work's meaning? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 2.2, 3.2, 4.2 - Symbolism and Imagery Standards Alignment: ACTFL WRS 1.2, 2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Intercultural, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/listening with cultural interpretation; CEFR B1+/B2 reading as a leisure activity and literary response; AP Spanish Language and Culture 2026 1.B.3-1.B.5, 1.C.3; CA WL.CM1.I-A, WL.CL2-CL3.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RL.9-12.1-7.

Figurative Language: Which effect is created by metaphor, simile, personification, irony, hyperbole, metonymy, paradox, or other figurative language? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 2.2, 3.2, 4.2 - Figurative Language Standards Alignment: ACTFL WRS 1.2, 2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Intercultural, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/listening with cultural interpretation; CEFR B1+/B2 reading as a leisure activity and literary response; AP Spanish Language and Culture 2026 1.B.3-1.B.5; CA WL.CM1.I-A, WL.CL2-CL3.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RL.9-12.1-7.

Poetry: Voice, Form and Sound: Determine which interpretation best connects poetic voice, stanza, rhythm, rhyme, repetition, enjambment, or sound pattern to meaning and emotion. Aligned to ACTFL World-Readiness Standards 1.2, 2.2, 3.2, and 4.2; NCSSFL-ACTFL Can-Do Statements 2026; ACTFL Proficiency Guidelines 2024; CEFR B1+/B2; AP Spanish Language and Culture 2026; California World Languages Standards; Texas LOTE TEKS; and supporting CCSS literacy standards for literary evidence and analysis.

Drama and Performance: Which stage direction, dialogue pattern, conflict, dramatic irony, or performance choice most influences characterization and audience understanding? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 2.2, 3.2, 4.2 - Drama and Performance Standards Alignment: ACTFL WRS 1.2, 2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Intercultural, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/listening with cultural interpretation; CEFR B1+/B2 reading as a leisure activity and literary response; AP Spanish Language and Culture 2026 1.A.1, 1.B.3-1.B.4; CA WL.CM1.I-A, WL.CL2-CL3.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RL.9-12.1-7.

Historical and Cultural Context: Which contextual fact most directly clarifies a work's references, conflict, genre, perspective, or reception without replacing analysis of the text itself? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 2.2, 3.2, 4.2 - Historical and Cultural Context Standards Alignment: ACTFL WRS 1.2, 2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Intercultural, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/listening with cultural interpretation; CEFR B1+/B2 reading as a leisure activity and literary response; AP Spanish Language and Culture 2026 1.C.1-1.C.2, 3.A.1; CA WL.CM1.I-A, WL.CL2-CL3.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RL.9-12.1-7.

Comparative Literary Analysis: Which comparison best connects theme, voice, structure, character, imagery, or cultural perspective across two works? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 2.2, 3.2, 4.2 - Comparative Literary Analysis Standards Alignment: ACTFL WRS 1.2, 2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Intercultural, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/listening with cultural interpretation; CEFR B1+/B2 reading as a leisure activity and literary response; AP Spanish Language and Culture 2026 1.C.1-1.C.2, 3.A.2; CA WL.CM1.I-A, WL.CL2-CL3.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RL.9-12.1-7.

Film Language and Visual Storytelling: Which effect is created by framing, camera angle, editing, lighting, sound, mise-en-scène, performance, or visual symbolism? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 2.2, 3.2, 4.2 - Film Language and Visual Storytelling Standards Alignment: ACTFL WRS 1.2, 2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Intercultural, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/listening with cultural interpretation; CEFR B1+/B2 reading as a leisure activity and literary response; AP Spanish Language and Culture 2026 1.B.3-1.B.4, 1.C.3; CA WL.CM1.I-A, WL.CL2-CL3.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RL.9-12.1-7.

Media Representation and Bias: Evaluate selection, framing, stereotype, omission, source ownership, visual design, and the representation of people or events. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.2, 2.2, 3.2, 4.2 - Media Representation and Bias Standards Alignment.

Adaptation and Intertextuality: Which statement best explains how a film, artwork, song, parody, or later text transforms, references, challenges, or reinterprets an earlier work? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 2.2, 3.2, 4.2 - Adaptation and Intertextuality Standards Alignment: ACTFL WRS 1.2, 2.2, 3.2, 4.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Intercultural, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/listening with cultural interpretation; CEFR B1+/B2 reading as a leisure activity and literary response; AP Spanish Language and Culture 2026 1.C.1-1.C.2, 3.A.2-3.A.3; CA WL.CM1.I-A, WL.CL2-CL3.I-A, WL.CN2.I-A; TEKS LOTE §114.42(c)(2); §114.43(c)(2); CCSS ELA-Literacy RL.9-12.1-7.

Research Question and Inquiry Plan: Which research question is focused, open-ended, culturally meaningful, answerable with credible Spanish-language sources, and supported by a feasible inquiry plan? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 1.3, 3.1, 3.2, 5.1 - Research Question and Inquiry Plan Standards Alignment: ACTFL WRS 1.2, 1.3, 3.1, 3.2, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpretive/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/writing/speaking in researched contexts; CEFR B1+/B2 reception, production, and mediation; AP Spanish Language and Culture 2026 2.C.2, 2.D.1; CA WL.CM1-CM3.I-A, WL.CN1-CN2.I-A; TEKS LOTE §114.42(c)(2)-(3); §114.43(c)(2)-(3); CCSS ELA-Literacy W.9-12.7-9.

Source Search and Evaluation: Which source-search strategy and evaluation best consider relevance, authority, evidence, recency, purpose, perspective, and representation? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 1.3, 3.1, 3.2, 5.1 - Source Search and Evaluation Standards Alignment: ACTFL WRS 1.2, 1.3, 3.1, 3.2, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpretive/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/writing/speaking in researched contexts; CEFR B1+/B2 reception, production, and mediation; AP Spanish Language and Culture 2026 1.B.2-1.B.4, 2.C.2; CA WL.CM1-CM3.I-A, WL.CN1-CN2.I-A; TEKS LOTE §114.42(c)(2)-(3); §114.43(c)(2)-(3); CCSS ELA-Literacy W.9-12.7-9.

Note-Taking and Source Synthesis: Which set of notes most clearly separates sources, records key evidence and context, identifies relationships, and prepares for synthesis rather than copying? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 1.3, 3.1, 3.2, 5.1 - Note-Taking and Source Synthesis Standards Alignment: ACTFL WRS 1.2, 1.3, 3.1, 3.2, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpretive/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/writing/speaking in researched contexts; CEFR B1+/B2 reception, production, and mediation; AP Spanish Language and Culture 2026 1.C.1-1.C.2, 2.C.2-2.C.4; CA WL.CM1-CM3.I-A, WL.CN1-CN2.I-A; TEKS LOTE §114.42(c)(2)-(3); §114.43(c)(2)-(3); CCSS ELA-Literacy W.9-12.7-9.

Citation, Attribution and Academic Integrity: Which use of source material correctly distinguishes quotation, paraphrase, summary, common knowledge, and original analysis while providing appropriate attribution? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.2, 1.3, 3.1, 3.2, 5.1 - Citation, Attribution and Academic Integrity Standards Alignment: ACTFL WRS 1.2, 1.3, 3.1, 3.2, 5.1; NCSSFL-ACTFL Can-Do 2026: Interpretive/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Reading/writing/speaking in researched contexts; CEFR B1+/B2 reception, production, and mediation; AP Spanish Language and Culture 2026 2.C.5; CA WL.CM1-CM3.I-A, WL.CN1-CN2.I-A; TEKS LOTE §114.42(c)(2)-(3); §114.43(c)(2)-(3); CCSS ELA-Literacy W.9-12.7-9.

Mediation: Summarizing for Another Audience: Which Spanish summary best makes a complex text, audio, chart, or discussion understandable to a specified audience while preserving essential meaning and perspective?. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 3.1-3.2, 4.1-4.2 - Mediation: Summarizing for Another Audience Standards Alignment: ACTFL WRS 1.1-1.3, 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Cross-domain meaning-making and audience adaptation; CEFR B1+/B2 mediation of text, concepts, and communication; AP Spanish Language and Culture 2026 1.B.1, 1.C.1-1.C.2, 2.B.1; CA WL.CM1-CM3.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, all three modes; CCSS ELA-Literacy SL/W.9-12.

Mediation: Explaining Cultural or Linguistic Meaning: Which explanation best helps someone understand an idiom, cultural reference, practice, perspective, misunderstanding, or regional difference without oversimplifying? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 3.1-3.2, 4.1-4.2 - Mediation: Explaining Cultural or Linguistic Meaning Standards Alignment: ACTFL WRS 1.1-1.3, 3.1-3.2, 4.1-4.2; NCSSFL-ACTFL Can-Do 2026: Interpretive/Interpersonal/Presentational, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Cross-domain meaning-making and audience adaptation; CEFR B1+/B2 mediation of text, concepts, and communication; AP Spanish Language and Culture 2026 2.B.1, 2.C.3, 3.A.1-3.A.3; CA WL.CM1-CM3.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, all three modes; CCSS ELA-Literacy SL/W.9-12.

Digital Citizenship and Online Communication: Which online action best protects privacy, respects authorship, evaluates information, follows community norms, and communicates responsibly across cultures? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 5.1, 5.2 - Digital Citizenship and Online Communication Standards Alignment: ACTFL WRS 1.1-1.3, 5.1, 5.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Interaction and all communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Real-world communication across domains; CEFR B1+/B2 interaction, production, and pluricultural competence; AP Spanish Language and Culture 2026 2.A.4, 2.C.5, 3.A.3; CA WL.CM4.I-A, WL.CL1.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, local and global communities; CCSS ELA-Literacy SL/W.9-12.

Collaborative Project Management: Which plan best assigns roles, sets milestones, documents sources and decisions, resolves disagreement, and combines contributions into a coherent Spanish-language product? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 5.1, 5.2 - Collaborative Project Management Standards Alignment.

Community Interaction and Service Learning: Which preparation and response best support a respectful real-world interaction or service project with a local or global Spanish-speaking community? Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards ACTFL WRS 1.1-1.3, 5.1, 5.2 - Community Interaction and Service Learning Standards Alignment: ACTFL WRS 1.1-1.3, 5.1, 5.2; NCSSFL-ACTFL Can-Do 2026: Intercultural Interaction and all communication modes, Intermediate High-Advanced Low; ACTFL Proficiency Guidelines 2024: Real-world communication across domains; CEFR B1+/B2 interaction, production, and pluricultural competence; AP Spanish Language and Culture 2026 2.A.3-2.A.4, 3.A.1-3.A.3; CA WL.CM4.I-A, WL.CL1.I-A, WL.CN1-CN2.I-A; TEKS LOTE §§114.42-114.43, local and global communities; CCSS ELA-Literacy SL/W.9-12.

Capstone Portfolio and Proficiency Reflection: Evaluate which evidence set best demonstrates sustained growth across interpretive, interpersonal, presentational, linguistic, cultural, research, digital literacy, mediation, and community goals, then justify a measurable next-step goal. Aligned to ACTFL World-Readiness Standards with NCSSFL-ACTFL Can-Do Statements 2026, ACTFL Proficiency Guidelines 2024, CEFR B1+/B2, AP Spanish Language and Culture 2026, California World Languages Standards, Texas LOTE TEKS, and supporting CCSS literacy standards; ACTFL WRS 1.1-1.3, 5.1, 5.2 - Capstone Portfolio and Proficiency Reflection Standards Alignment.

Language and Personal Identity: Which analysis best explains how accent, register, name, heritage language, code-switching, and language choice communicate identity and belonging? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.287 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U2 Language and Culture. Curriculum skill description: Which analysis best explains how accent, register, name, heritage language, code-switching, and language choice communicate identity and belonging?

Indirect Object Pronouns: Which sentence correctly replaces an à + person phrase with me, te, lui, nous, vous, or leur and distinguishes it from a direct object? 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 F2.48 - Indirect Object Pronouns: Which sentence correctly replaces an à + person phrase with me, te, lui, nous, vous, or leur and distinguishes it from a direct object? 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.

Direct Object Pronouns: Choose the direct object pronoun that correctly replaces a person or thing and agrees with grammatical gender and number where required. 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 Direct Object Pronouns.