1 NCSSFL-ACTFL Can-Do Statements (November 2013) 1. Intercultural Can-Do Statements 2. Communicative Can-Do Statements Intercultural Can-Do Statements: These Can-Do statements provide guidance on how students can show cultural competence in the target language, at their proficiency level. They will be a part of the ODE Model Curriculum tools. They are currently piloting in South Carolina and Kentucky. http://education.ky.gov/curriculum/wlang/Pages/Curriculum-Documents-and-Links.aspx NCSSFL-ACTFL Can-Do Statements: November 2013: These are the revised 2009 LinguaFolio “I Can” statements. The statements can currently be found on the ACTFL website under “Publications” (The ODE Model Curriculum will provide printable checklists for every level of proficiency). The statements give concrete examples of tasks students can do to show communicative proficiency and growth. These Can-Do statements are perfectly aligned to the ACTFL Proficiency Levels, but in student-friendly language.
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NCSSFL-ACTFL Can-Do Statements - Trumbull County notes_and...2 Overview of the Can-Do statements: 1. Prediction: The Can-Do statements are a self-assessment tool to predict proficiency
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NCSSFL-ACTFL Can-Do Statements (November 2013)
1. Intercultural Can-Do Statements
2. Communicative Can-Do Statements
Intercultural Can-Do Statements:
These Can-Do statements provide guidance on how students can show cultural
competence in the target language, at their proficiency level.
They will be a part of the ODE Model Curriculum tools.
They are currently piloting in South Carolina and Kentucky.
When do we use the Can-Do statements throughout the year? 1. Pre- and Post-assessment: teachers use the checklist to predict where the learner is on the
proficiency continuum, before giving the pre- and post-assessment IPA.
2. Midterm/semester exam: update the checklist before giving the midterm IPA/exam.
3. Periodic check-up: students fill in the checklist throughout the year as they do activities on the
list.
4. Student motivation: students complete a task on their own, provide evidence, and continue to
fill in the list.
How do learners accurately self-assess using the Can-Do statements ? 1. Guidance: The first time using the checklist, guide the students through the Can-Do statements.
As they become more familiar with the checklist, their self-assessment should become more
accurate.
2. Class activity: Lower level students may need to actually do the Can-Do task in class with you to
learn how to demonstrate their ability. Integrate the tasks into your current lessons over the
course of several days. (Bell ringer/warm-up; review of previous material).
3. Reflection: Older students can reflect on work they’ve done in the past. You may have to talk
through the statements the first time they do the checklist.
Revised March 3, 2014
References
• Adair, Glisan, Troyan. Implementing Integrated Performance Assessments. American Council on
the Teaching of Foreign Languages, 2013
• Sandrock, Paul. The Keys to Assessing Language Performance: A Teacher's Manual for Measuring
Student Progress. American Council on the Teaching of Foreign Languages, 2010
• Ohio Foreign Language Association, 2013. http://oflaslo.weebly.com
• Battelle for Kids, 2013. FIP Your School Ohio. http://portal.battelleforkids.org/FIPOhio
• American Council on the Teaching of Foreign Languages, 2013. www.actfl.org
• National Council of State Supervisors for Languages, 2013. www.ncssfl.org
• Kentucky Department of Education, 2013. http://education.ky.gov/curriculum/wlang
2) I can understand simple information when presented with pictures and
graphs.
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Examples:
I can understand some facts about the weather when weather symbols are used.
I can understand when someone describes physical descriptions from a photo or art work.
I can follow along with simple arithmetic problems when I can see the figures.
I can
Suggested Activities from Teachers:
Give students a map with a weather report. Students listen to and
answer questions about the weather.
Give an image and read a description about it. Students answer
True/False questions to identify if the description is accurate, based on
the image.
3) I can sometimes understand the main topic of conversations that I
overhear.
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Examples:
I can sometimes understand if people are talking about me.
I can sometimes understand if people are talking about their homes or asking for directions.
I can sometimes understand a simple transaction between a customer and a sales clerk.
I can
Suggested Activities from Teachers:
Students listen an audio or video clip. They write a short summary of
the main idea.
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Novice High - Interpretive Reading
GLOBAL CAN-DO BENCHMARK: LinguaFolio Self-Assessment I can understand familiar words, phrases, and sentences within short and simple texts
related to everyday life. I can sometimes understand the main idea of what I have read. 4) I can usually understand short simple messages on familiar topics.
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Examples:
I can understand basic familiar information from an ad.
I can sometimes identify the purpose of a brochure.
I can identify information from a movie brochure or poster.
I can understand simple information in a text message from a friend.
I can
Suggested Activities from Teachers:
Give students a movie ad: What time is the movie showing? Who is in
it? Where is it playing? What type of movie is it? How much are
tickets?
Give students an ad from a department store (e.g., Cortes Inglés)
Students answer questions about the ad. (Could use this to check off
statements # 4, 5 and 7)
Students read a text or an email from a friend about making plans and