the actfl performance guidelines dawn samples lexington one, 6/17/10 [email protected]...
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![Page 1: The ACTFL Performance Guidelines Dawn Samples Lexington One, 6/17/10 dsamples@lexington1.net dsamples@lexington1.net Languages and Learning for Schools](https://reader030.vdocuments.net/reader030/viewer/2022032703/56649f4f5503460f94c70c00/html5/thumbnails/1.jpg)
The ACTFL Performance Guidelines
Dawn SamplesLexington One, 6/17/10
Languages and Learning for Schools of the Future
Languages and Learning for Schools of the Future
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SC Language StandardsSC Language Standards
5 goal areas Communication Cultures Connections Comparisons Communities
Recap
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SC Language StandardsSC Language Standards
Standards in each goal area
Communication• Interpersonal Communication• Interpretive Communication• Presentational
Communication
Recap
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SC Language StandardsSC Language Standards
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?
Recap
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SC Language StandardsSC Language Standards
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.
Recap
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SC Language StandardsSC Language Standards
Sample activities for each indicator
B2.2-4 activity• Students create a self
portrait in the style of an artist from the target culture.
Recap
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SC Language StandardsSC Language Standards
Indicators are divided into three levels
Beginnings Developing Expanding
Recap
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Student PerformanceStudent Performance
What was the last learning activity you gave your students?
What were your expectations for them?
How did you “grade” them?
REFLECTION
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Student PerformanceStudent Performance
Active Student-centered Standards-based Performance-based
Learning Activities
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Student PerformanceStudent Performance
What was the last assessment you gave your students?
What were your expectations for them?
How did you “grade” them?
REFLECTION
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Student PerformanceStudent Performance
Active? Student-centered? Standards-based? Performance-based?
Assessment Activities
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SC Language StandardsSC Language Standards
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.
A concern
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ACTFL Performance ACTFL Performance GuidelinesGuidelines
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ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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.
Purpose
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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.
Purpose
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Communication In each of the three
modes Interpersonal Interpretive Presentational
Goal Area Focus
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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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.
Purpose
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
![Page 18: The ACTFL Performance Guidelines Dawn Samples Lexington One, 6/17/10 dsamples@lexington1.net dsamples@lexington1.net Languages and Learning for Schools](https://reader030.vdocuments.net/reader030/viewer/2022032703/56649f4f5503460f94c70c00/html5/thumbnails/18.jpg)
(SC) Beginning
(SC) Developing
(SC) Expanding
Novice
Intermediate
Pre-Advanced
Performance Levels
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Comprehensibility Comprehension Language Control Vocabulary Use Communication
Strategies Cultural Awareness
Performance Categories
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Comprehensibility How well are they
understood?• Interpersonal
gestures, repetition, clarification, pronunciation
• Interpretive – NOT APPLICABLE
• Presentationalopportunity to practice, length, visuals, topic familiarity
Performance Categories
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Comprehension How well do they
understand?• Interpersonal
gestures, repetition, clarification, context
• Interpretivebackground knowledge, context familiarity
• Presentational – NOT APPLICABLE
Performance Categories
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Language Control How accurate is their
language?• Interpersonal
familiarity with structures, creativity
• Interpretivenew vs. familiar structures
• Presentationalcontext, presentation form
Performance Categories
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Vocabulary Use How extensive and
applicable is their vocabulary?• Interpersonal
vocabulary base, context• Interpretive
context clues, gestures• Presentational
opportunity to supplement vocab
Performance Categories
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Communication Strategies How do they maintain
communication?• Interpersonal
gestures, repetition, paraphrasing
• Interpretivevisuals, context clues, inference
• Presentationalrehearse, revise, self-correction
Performance Categories
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Cultural Awareness How is their cultural
understanding reflected in their communication?• Interpersonal
imitation, body language, gestures
• Interpretivecultural triangle awareness
• Presentationalimitation, awareness of practices
Performance Categories
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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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.
Purpose
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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(SC) Beginning
(SC) Developing
(SC) Expanding
Novice
Intermediate
Pre-Advanced
Performance Levels
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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QUESTIONSHow long will a learner be in each level/stage?When will a learner transition from one level/stage to the next?
Performance Levels
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Elementary Middle High
Novic
eIn
term
ed
iat
ePre
-Ad
v
K-4
K-8
K-1
2
5-8
5-1
27
-12
9-1
09
-12
Performance Levels
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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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
NOVICE Learner
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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false starts, searching for words
main ideas and some specifics predictable situations less familiar topics wider range of themes greater cultural knowledge circumlocution
INTERMEDIATE Learner
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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narration and creativity few pauses or repetitions unpredictable situations unfamiliar topics longer messages greater control of language self-correction and editing
PRE-ADVANCED Learner
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Rely on memorized phrases and short sentences during highly predictable interactions on very familiar topics
NOVICE
WHO IS IT?
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Identify main idea of a written text by using a variety of strategies such as gleaning information from the first and last paragraphs
INTERMEDIATE
WHO IS IT?
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Comprehend a wide range of vocabulary in both concrete and abstract contexts
PRE-ADVANCED
WHO IS IT?
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Demonstrate control of an expanding number of familiar words and phrases and a limited number of idiomatic expressions
INTERMEDIATE
WHO IS IT?
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Use background knowledge to anticipate story direction in highly predictable oral or written texts.
NOVICE
WHO IS IT?
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Narrate and describe using connected sentences and paragraphs in present and other time frames when interacting in a range of topics.
PRE-ADVANCED
WHO IS IT?
ACTFL K-12 Performance ACTFL K-12 Performance GuidelinesGuidelines
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Session 3Performance Assessment
How can my students show what they really know?
March 09, 2006
RHSD Foreign Language Workshop Series 2006
RHSD Foreign Language Workshop Series 2006