FL4K and Colorado Academic World Languages Standards at a Glance

Colorado Academic World Languages Standards

FL4K’s Alignment with Colorado Essential Skills and Real-World Application for World Languages


Standard 1: Communication:

Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.

1. Interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings and opinions (interpersonal mode). Range Level Expectation:

1.1 Participate in spontaneous spoken, written or signed conversations on very familiar topics creating simple sentences to ask and answer a variety of questions (interpersonal mode).

2. Understand, interpret, and analyze what is heard, read or viewed on a variety of topics (interpretive mode). Range Level Expectation: 1.2 Understand the main idea and some pieces of information from simple sentences within texts that are spoken, written or signed on familiar topics (interpretive mode).

3. Present information, concepts and ideas to inform, explain, persuade and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers (presentational mode). Range Level Expectation: 1.3 Communicate information, make presentations and express thoughts about familiar topics, using simple sentences through spoken, written, or signed language (presentational mode).

Cultural and Global Competencies:



Provides opportunities to compare, connect, and communicate through cultural contexts using authentic resources and offers ideas for teachers and students on how to interact with local and international communities.

FL4K fosters an acquisition process with proficiency targets that lead to a student feeling comfortable and confident with the target language, with the goal of reaching a Novice-High or higher level of proficiency. Provides an engaging and fun language acquisition and intercultural awareness program possible for today’s student so that they can communicate naturally and spontaneously, including Interpretive, Interpersonal, and Presentational skill-building with a complete video program interwoven with an intercultural curriculum, reading program, hands-on activities, online practice questions, and games specifically designed to build oral proficiency

Students will reach an intermediate-low level by the end of the program units and be able to:

  • Identify main ideas, supporting details and various elements such as point of view, intended audience, and purpose from the authentic cultural themes and topics within the nine levels that include 11 Hispanic countries.

    Comprehend and react to content presented through multiple media sources.

    Identify cultural perspectives represented in the source material.

    Present about people, activities, events and experiences.

    Express needs and wants via the multi-media and multi-leveled formats in FL4K that include polling, written/oral feedback for opinions/preferences and differentiated student abilities.

    Present songs, short skits, or dramatic readings using the authentic resources, dialogues, songs, and art included in FL4K.


Standard 2: Cultures/Intercultural Communication:

Interact with cultural competence and understanding.

2.1 Investigate and compare practices to help understand perspectives in the target cultures and the student’s own.

2.2 Investigate and compare products to help understand perspectives in the target cultures and the student’s own.


  • Seek opportunities and interact with people who speak other languages and who have different cultural practices and perspectives.

  • Observe patterns of behavior typical of one’s peer group in the culture such as observing how different ways of greeting and leave-taking reflect on the relationships between people in the target culture.

  • FL4K brings students experience with products of the target cultures such as stories, poetry, music, paintings, dance, drama, etc., and explains the origin and importance of these products in today’s culture.

  • Compare how buying and selling products and services reflects local and community customs.


Standard 3. Connections:

Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.

3.1 Use information gathered from target language resources for application in other content areas.

3.2 Examine information and viewpoints present in authentic resources.


Provides opportunities for collaboration, promoting leadership, critical thinking and problem solving, decision-making, developing technology and media literacy skills, encouraging accountability and responsibility, and developing interculturality and global citizenship. Aligns with ACTFL 21st Century World Readiness Standards.

The FL4K culture component is relevant and provides high interest topics that allow students to make comparisons between cultures. Students become aware of global concerns with examples of climate change, lack of resources, changes in habitats and well-being of citizens across the globe.


Standard 4. Comparisons:

Develop insight into the nature of language and culture in order to interact with cultural competence.

4.1 Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the student’s own language.

4.2 Compare the similarities and differences between the target culture(s) and the student’s own culture.


Presents products, practices, and perspectives of 11 Hispanic cultures with opportunities for investigation and interaction. The program includes cultural comparisons, reflection questions, polls, and opportunities for critical thinking, problem solving, and decision making with regard to the following topics: geography and climate, citizens, languages, sites of interest, transportation, animals, food, lodging, nature, adventures, contemporary topics, and the arts.


Uses NCSSFL-ACTFL Can-Do self-assessment checklists used by language learners to assess what they “can do” with language in the Interpersonal, Interpretive, and Presentational modes of communication


Offers Can-Do Statements with built-in recording features for students to provide evidence of what they can do as they progress on a continuum of proficiency according to skill in an interwoven language and culture program with a multi-level intercultural curriculum for differentiation including heritage speakers


Standards lead to the Seal of Biliteracy Achievement.


Mirrors the format for the national tests used for the Seal of Biliteracy to provide a comfort level from the lowest level to the intermediate level. The objective for learning is to scaffold language in context as students achieve higher proficiency levels in each mode. Feedback to students is personalized. Student content can easily be differentiated for learner needs.