Global Language Portfolio (June 2008)

COMMUNICATION SELF ASSESSMENT AND GOAL SETTING

Date of Self-Assessment _________________________

Provisional Checklist for: Reading

Self-assessment:

Work through the checklist and note in the first of the two right-hand columns what you believe you can already do 80% of the time or more. Placing a checkmark in the first of the two columns indicates mastery of the task performed rather than occasional success. After you check off over 80% of the items for a given ACTFL level, you should progress to the next level in that same skill. Each skill is assessed separately with different levels possible in each of 5 skills. Keep going through this checklist until you reach the highest level where you checked off at least 4 of the 5 tasks. Record that level (A1, A2, B1, B2, C1, C2) on your GLP Language Passport.

Goal setting:

Place a checkmark in the second column to identify the next set of goals you wish to reach in the future.

Language: _______________________________________	(1) I can do this easily and well.	(2) This is one of my goals.
Reading
Level A Basic User
A1
I can recognize familiar words or those that are similar to words in my native language, such as an indication of the time, the day of the week, or the month.
I can understand simple comments made by the teacher, such as “well done,” “revise,” or “needs improvement.”
I can understand a routine form well enough to fill in straightforward personal information, such as last name, first name, date of birth, nationality, and similar items.
I can understand textbook descriptions of family members or of subjects taken by college students.
I can follow simple commands and directions, such as “no smoking,” or how to get to the restroom, especially if images accompany such directions.
(Added specific descriptors for languages with characters or syllabaries, or for specific language attributes:)
A2
I can understand everyday information in a simple personal letter concerning family, leisure activities, or what is happening at school or work.
I can recognize whether a news article is about politics, cultural activities, economic news, a human interest story, a product advertisement, a weather bulletin, or another topic.
I can get the gist of a text or a letter related to my professional field with occasional use of a dictionary.
I can access a specific piece of information on a web site that relates to my professional or personal areas of interest
I can follow simple directions and instructions at work, such as what to do in case of fire or whom to contact for help with my computer.
(Added specific descriptors for languages with characters or syllabaries, or for specific language attributes:)
Level B Independent User
B1
I can read short factual narrations, descriptions, and follow a clear progression of ideas.
I can separate the main idea from the details in a short text relating to personal or professional areas of interest.
I can guess the meaning of certain unknown words through context when the rest of the sentence is clear.
I can understand personal letters and professional letters concerning my areas of expertise when they are written in standard language.
I can follow concrete arguments and understand conclusions in texts related to my areas of expertise.
(Added specific descriptors for languages with characters or syllabaries, or for specific language attributes:)
B2
I can recognize the perspective of the author in a news article or the point of view given in an article relating to my areas of expertise.
I can understand the details of correspondence related to my personal or professional areas of interest.
I can read short stories, plays, and short novels and follow the unfolding of the plot, the motivations of the characters, and the flow of ideas.
I can read instructions and a variety of texts requiring an extended vocabulary, as long as I can look up uncommon words or expressions.
I can scan lengthy texts on a wide variety of topics in order to decide quickly whether closer reading is needed.
(Added specific descriptors for languages with characters or syllabaries, or for specific language attributes:)
Level C Proficient User
C1
I can read long and complex literary texts or highly specialized texts in my professional field.
I can read work-related analyses and reports, or poetry from a literature class, and appreciate stylistic particularities, implicit ideas, hypotheses, or points of view.
I can understand without great difficulty contemporary novels and various texts outside my of expertise.
I can understand any professional correspondence, provided I have occasional use of a dictionary.
I can understand complex instructions outside my areas of interest, such as how to use equipment or put together a child’s toy from the pieces in a box.
(Added specific descriptors for languages with characters or syllabaries, or for specific language attributes:)
C2
I can understand and interpret virtually any type of written text, including those that are abstract, structurally complex, or highly colloquial, whether they are literary or non-literary writings.
I can appreciate classical and contemporary literature in different genres (poetry, prose, theater, satire).
I can recognize the implicit message in expressions, jokes, and puns, and appreciate irony in a text.
I can understand long and complex texts and perceive fine stylistic differences and implicit meanings.
I can understand complex technical manuals or legal contracts I use in personal or professional settings.
(Added specific descriptors for languages with characters or syllabaries, or for specific language attributes:)

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