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Integrating Communication

Integrating Culture


Curriculum Planning

Knowledge Base


Levels: Learn 2...

Now that you are more familiar with the levels, the chart pictured below provides a quick overview to the Wisconsin Performance Guidelines and describes characteristics of each level



Targeted Question Types

Movement to Next Level



(Targeting:  Novice level)

Imitates patterns, mimicry, understands the gist, needs familiar context, uses cognates, imitates cultural behaviors, relies on visual clues and repetition, responds to high-frequency cues.

Yes/No (Do you like strawberries?)

Choices (Do you want coffee or tea?)

Information/Fact (What do you want?)

Question Tag (You want to stay, don’t you?)

Questions to generate lists (What sports do you like?)

  • Name and identify
  • Begin to use phrases and description



(Targeting:beginning of Intermediate level)

Begins to recognize linguistic patterns, moves outside memorized context and patterns – losing accuracy, more pauses and hesitation, understands some supporting ideas, relies on visual support, provides short answers

Polite Requests (I’d like to know more about your school; Tell me about why you like tennis)

Series of questions to develop (exhaust) the topic (How many courses are you taking? Which do you like best? Describe your favorite teacher)

  • Recombine memorized phrases
  • Begin to use sentences and more original phrasing



(Targeting: solid Intermediate level)

Expresses own thoughts, experiments, needs familiar topics, uses sentences and strings of sentences, responds to unrehearsed questions, uses variety of tenses with some errors, notices errors (oral and written), uses circumlocution

Open-ended Requests (Tell me about the tennis team in your school; why are sports valued in your school or community?)

Ask for New Possibilities (What other sport might you think about playing?  Why?)

  • Use more complex thoughts
  • Apply language in new contexts



(Targeting: Pre-Advanced level)

Confident in using target language (at ease), discusses wide range of topics, understands supporting details, negotiates to increase comprehension, independent, analyzes perspectives and applies understanding, sustains use of target language

Polite Requests (Can you tell me about what you used to do as a child?)

Follow-Up Questions (It sounds like you were very active as a child.  How has your life changed?)

Ask for Comparisons (Can you compare high school to college?)

Develop the topic to complete the story (You said you went to France.  What were your first impressions?  What is something unusual that happened?)

  • Explain and describe fully, building to paragraph length discourse
  • Apply language in broad range of contexts

WI Performance Guidelines (WI Dept. of Public Insturction-2002) - Reflecting ACTFL K-12 Performance Guidelines
P. Sandrock & D. Clementi (2003)

Download the above chart for your reference. Acrobat version

Please read pp. 61-63, pp. 96-137 in Planning Curriculum for Learning World Languages guide.In this reading you will become more familiar with the differences between the language learning levels. In addition to descriptions of the levels, these pages contain a number of charts and sample Thematic Curriculum Units. Skim through the charts to get a feel for what students are able to do with language at different levels. Further reading on pp. 256-258 describes language functions and related tasks with respect to levels.

Next: Levels:Connect-Reflect

© 2004 Wisconsin Association For Language Teachers
Last updated: July 12, 2006