The ACTFL Performance Guidelines Dawn Samples Lexington One, 6/17/10 dsamples@lexington1

1. Languages and Learning for Schools of the Future The ACTFL Performance GuidelinesDawn SamplesLexington One, 6/17/10dsamples@lexington1.net

2. SC Language Standards Recap • 5 goal areas • Communication • Cultures • Connections • Comparisons • Communities

3. SC Language Standards Recap • Standards in each goal area • Communication • Interpersonal Communication • Interpretive Communication • Presentational Communication

4. SC Language Standards Recap • Each standard is framed by an essential question • Comparisons • How do students make comparisons between their native language and another language to expand their understanding of both?

5. SC Language Standards Recap • Indicators for each standard • D1.1-4 • Students express personal needs with details in expected situations. • B2.1.4 • Students recognize social issues affecting the target cultures.

6. SC Language Standards Recap • Sample activities for each indicator • B2.2-4 activity • Students create a self portrait in the style of an artist from the target culture.

7. SC Language Standards Recap • Indicators are divided into three levels • Beginnings • Developing • Expanding

8. Student Performance REFLECTION • What was the last learning activity you gave your students? • What were your expectations for them? • How did you “grade” them?

9. Student Performance Learning Activities • Active • Student-centered • Standards-based • Performance-based

10. Student Performance REFLECTION • What was the last assessment you gave your students? • What were your expectations for them? • How did you “grade” them?

11. Student Performance Assessment Activities • Active? • Student-centered? • Standards-based? • Performance-based?

12. SC Language Standards A concern • The standards define what all students should know and be able to do with the language. • There is no indication of how well they should be able to do it.

13. ACTFL Performance Guidelines

14. ACTFL K-12 Performance Guidelines Purpose • The ACTFL Performance Guidelines for K-12 Learners reflect how well students perform in the language and the content as outlined in Standards for Foreign Language Learning.

15. ACTFL K-12 Performance Guidelines Purpose • The ACTFL Performance Guidelines for K-12 Learners reflect how well students perform in the language and the content as outlined in Standards for Foreign Language Learning.

16. ACTFL K-12 Performance Guidelines Goal Area Focus • Communication • In each of the three modes • Interpersonal • Interpretive • Presentational

17. ACTFL K-12 Performance Guidelines Purpose • The ACTFL Performance Guidelines for K-12 Learners reflect how well students perform in the language and the content as outlined in Standards for Foreign Language Learning.

18. ACTFL K-12 Performance Guidelines Performance Levels • (SC) Beginning • (SC) Developing • (SC) Expanding • Novice • Intermediate • Pre-Advanced

19. ACTFL K-12 Performance Guidelines Performance Categories • Comprehensibility • Comprehension • Language Control • Vocabulary Use • Communication Strategies • Cultural Awareness

20. ACTFL K-12 Performance Guidelines Performance Categories • Comprehensibility • How well are they understood? • Interpersonalgestures, repetition, clarification, pronunciation • Interpretive – NOT APPLICABLE • Presentationalopportunity to practice, length, visuals, topic familiarity

21. ACTFL K-12 Performance Guidelines Performance Categories • Comprehension • How well do they understand? • Interpersonalgestures, repetition, clarification, context • Interpretivebackground knowledge, context familiarity • Presentational – NOT APPLICABLE

22. ACTFL K-12 Performance Guidelines Performance Categories • Language Control • How accurate is their language? • Interpersonalfamiliarity with structures, creativity • Interpretivenew vs. familiar structures • Presentationalcontext, presentation form

23. ACTFL K-12 Performance Guidelines Performance Categories • Vocabulary Use • How extensive and applicable is their vocabulary? • Interpersonalvocabulary base, context • Interpretivecontext clues, gestures • Presentationalopportunity to supplement vocab

24. ACTFL K-12 Performance Guidelines Performance Categories • Communication Strategies • How do they maintain communication? • Interpersonalgestures, repetition, paraphrasing • Interpretivevisuals, context clues, inference • Presentationalrehearse, revise, self-correction

25. ACTFL K-12 Performance Guidelines Performance Categories • Cultural Awareness • How is their cultural understanding reflected in their communication? • Interpersonalimitation, body language, gestures • Interpretivecultural triangle awareness • Presentationalimitation, awareness of practices

26. ACTFL K-12 Performance Guidelines Purpose • The ACTFL Performance Guidelines for K-12 Learners reflect how well students perform in the language and the content as outlined in Standards for Foreign Language Learning.

27. ACTFL K-12 Performance Guidelines Performance Levels • (SC) Beginning • (SC) Developing • (SC) Expanding • Novice • Intermediate • Pre-Advanced

28. ACTFL K-12 Performance Guidelines Performance Levels • QUESTIONS How long will a learner be in each level/stage? When will a learner transition from one level/stage to the next?

29. ACTFL K-12 Performance Guidelines Performance Levels Pre-Adv Intermediate K-4 K-8 5-8 9-10 K-12 5-12 9-12 7-12 Novice Elementary Middle High

30. ACTFL K-12 Performance Guidelines NOVICE Learner • memorized phrases and chunks • highly predictable situations • imitate words, phrases, gestures • need for context clues • rely on background knowledge • familiar topics and contexts • repetition • inaccuracies are common

31. ACTFL K-12 Performance Guidelines INTERMEDIATE Learner • false starts, searching for words • main ideas and some specifics • predictable situations • less familiar topics • wider range of themes • greater cultural knowledge • circumlocution

32. ACTFL K-12 Performance Guidelines PRE-ADVANCED Learner • narration and creativity • few pauses or repetitions • unpredictable situations • unfamiliar topics • longer messages • greater control of language • self-correction and editing

33. ACTFL K-12 Performance Guidelines WHO IS IT? • Rely on memorized phrases and short sentences during highly predictable interactions on very familiar topics • NOVICE

34. ACTFL K-12 Performance Guidelines WHO IS IT? • Identify main idea of a written text by using a variety of strategies such as gleaning information from the first and last paragraphs • INTERMEDIATE

35. ACTFL K-12 Performance Guidelines WHO IS IT? • Comprehend a wide range of vocabulary in both concrete and abstract contexts • PRE-ADVANCED

36. ACTFL K-12 Performance Guidelines WHO IS IT? • Demonstrate control of an expanding number of familiar words and phrases and a limited number of idiomatic expressions • INTERMEDIATE

37. ACTFL K-12 Performance Guidelines WHO IS IT? • Use background knowledge to anticipate story direction in highly predictable oral or written texts. • NOVICE

38. ACTFL K-12 Performance Guidelines WHO IS IT? • Narrate and describe using connected sentences and paragraphs in present and other time frames when interacting in a range of topics. • PRE-ADVANCED

39. RHSD Foreign Language Workshop Series 2006 Session 3Performance AssessmentHow can my students show what they really know?March 09, 2006