Bringing Proficiency
into Your Classroom
Marty Abbott
ACTFL
Guiding Principles for
Language Learning
https://www.actfl.org/guiding-principles
Principles of Language Learning
• Proficiency-focused language learning
• Building Literacy Across Disciplines
• Setting Outcomes and Articulating Sequences
• Using of target language for teaching and learning
• Use of authentic texts
• Building Learner Autonomy
Where do you think your learners are?
How do you know?
4
Modern Language Exit Proficiency Expectations for FLES/Early Start Programs
of 90 minutes per week or more for Alphabetic Languages.
End of 2nd year
End of 3rd year
End of 4th year
End of 5th year
End of 6th year
Novice Mid
Novice High
Intermediate Low
Intermediate Mid
Novice Low-Mid
Novice Mid-High
Novice High
Intermediate Low
Presentational
Speaking
Novice Low-Mid
Novice Mid – High
Presentational
Writing
Novice Low-Mid
Interpersonal
Conversation
Novice Mid
Interpretive
Listening
Interpretive
Reading
Novice High
Intermediate Low
Intermediate Low Mid
Novice High –
Novice High –
Intermediate Low
Intermediate Low
Intermediate Low
Intermediate Mid
Intermediate Low
Novice Mid-High
Novice High
Novice HighIntermediate Low
5
Performance Expectations
6
How is proficiency being demonstrated
by these learners?
What are the characteristics of language
needed to be a cashier?
https://www.bls.gov/ooh/sales/cashiers.htm
http://www.shoesforcrews.com/blog/supermarkets-best-practices/cashier-ergonomics-anoverlooked-way-to-save-on-compensation-costs/
What is different about the characteristics of
language needed to be a customer service
representative?
http://www.wookmark.com/i
mage/120323/smilingcustomer-servicerepresentative-in-modernoffice-with-royalty-free-stockphoto-pictures-images-andstock-photography-image8481429
https://topclassactions.com/lawsuit-settlements/lawsuitnews/436494-alorica-customer-service-representativeclass-action-settlement-checks-mailed/
https://www.fscj.edu/academics/areas-of-study/business/insurance-customer-service-representative-wc
Oral Proficiency Levels in the Work World
ACTFL Level
CEFR
Advanced Low
B2
Intermediate High
B1+
Intermediate Mid
B1
Intermediate Low
Language Functions
Corresponding Professions/Positions
Narrate and
describe in past,
present and future
and deal effectively
with an
unanticipated
complication
• K-12 Language Teacher, Customer Service
Representative, Social Worker, Claims
Processor, Police Officer, Maintenance
Administrator, Billing Clerk, Legal Secretary,
911 Dispatcher, Consumer Products
Customer Services Representative, Retail
Services Personnel
Create with
language, initiate,
maintain and bring
to a close simple
conversations by
asking and
responding to
simple questions
• Police, Firefighter, Utilities Installer, Auto
Inspector, Aviation Personnel, Missionary,
Tour guide
• L2 learners after 6-8 year sequences of
study (AP, etc.) or 4-6 semester college
sequence
• Cashier, Sales clerk (highly predictable
contexts), Receptionist
• L2 learners after 4 year high school
sequence or 2 semester college
sequence
• L2 learners after immersion program
K-6
A2
A1
Novice High
Novice Mid
Novice Low
Examples of Who Is Likely to Function at
the Level?
Communicate
minimally with
formulaic and rote
utterances, lists and
phrases
View the ACTFL Proficiency Guidelines 2012 at
http://www.actfl.org/publications/guidelines-andmanuals/actfl-proficiency-guidelines-2012 /
• Undergraduate language majors
• L2 learners following content-based
language program K-6
• L2 learners after 2 years of high school
language study
Performance TOWARD Proficiency
12
PERFORMANCE
PROFICIENCY
•Language is learned and practiced in •Spontaneous, non-rehearsed
an instructional setting
interaction in real-world situations
PERFORMANCE
PROFICIENCY
•Language is learned and practiced in •Spontaneous, non-rehearsed
an instructional setting
interaction in real-world situations
•Familiar contexts and content areas •Broad content and context in
authentic situations
PERFORMANCE
PROFICIENCY
•Language is learned and practiced in •Spontaneous, non-rehearsed
an instructional setting
interaction in real-world situations
•Familiar contexts and content areas •Broad content and context in
authentic situations
•Curriculum dependent
•Independent of curriculum or
when, where, or how the language
was acquired
PERFORMANCE
PROFICIENCY
•Language is learned and practiced in •Spontaneous, non-rehearsed
an instructional setting
interaction in real-world situations
•Familiar contexts and content areas •Broad content and context in
authentic situations
•Curriculum dependent
•Independent of curriculum or
when, where, or how the language
was acquired
•Assessment is based on what was
taught and practiced
•Assessment is based on the
criteria in the ACTFL Proficiency
Guidelines
Performance Toward Proficiency
•
•
•
•
Proficiency is independent use of language by learner
Our goal is to provide learners with this independent use
of language through meaningful classroom practice
Performance develops through guided practice of
language functions
Assessments of performance reflect instruction leading
to the development of language proficiency
Proficiency
Instruction and practice should target the
next higher level of proficiency in order to help
learners improve
Novice & Intermediate:
What are the differences?
Can create with language, ask and
answer simple questions on familiar
topics, and handle a simple situation
or transaction
Can communicate with formulaic
and rote utterances,
lists, and phrases
Novice Learners can:
• make lists
Intermediate Learners can:
• introduce themselves
•
describe a typical day
• name objects they see
•
ask and answer questions
comparing families
•
discuss/decide what to
wear for a specific event
•
purchase a ticket to the
movies
•
tell about a movie they like
• identify things they like
• Identify people and give a
brief description
• tell when they do certain
activities (days, time,
months, seasons)
Moving from Novice
to Intermediate
THEREFORE
Novice Learners need to practice:
1. Using memorized language to
express personal meaning
2. Asking questions
- Start with memorized questions
- Ask questions that follow up
on what partner said
NOVICE
Can communicate with formulaic and
rote utterances, lists, and phrases
3. Producing sentences (putting
memorized “chunks” together)
4. Showing some self-correcting/editing
What does instruction look like to move learners from
Novice toward Intermediate?
What language does the learner need to…
Describe to your partner what
you are wearing
Check out this
invitation! You and
your partner need to
figure out what you
should wear!
clementi sandrock ACTFL 2016
21
Is this moving the learner from Novice to Intermediate?
The Blurvle Ceremony
The axtlzbn is worn primarily by meebs for the blurvle
ceremony each kipto. It consists of a wlomb made of
cygde and tied with a qorf. It is decorated with many
hujas.
1. Who wears an axtlzbn?
2. What ceremony is it for?
3. Describe the axtlzbn.
4. Fill in the blanks: The ___is worn by ____for the _____.
ACTFL - Laura Terrill
Is this moving the learner
from Novice to Intermediate?
Reading a blog about a family trip, identify
correct information given “Either-Or” choices
Want to Know
1. Where the family is
going to visit
2. How many people
in the family
3. Activities they like
to do
4. Food they like to
eat
Either
Or
__ in the country
__ in a city
__ 3
__ 4
__ outdoor sports
__ travel to other
cities
__ foreign foods
__ vegetarian
23
How do you link assessments to instruction
for learners to show movement
from Novice to Intermediate?
You are teaching a new unit titled
”My Family” in a beginning language class.
How will you assess what learners have
learned?
24
Test #1
1. List the family members on the family tree
2. Describe what one family member looks
like
25
Test #1
1. List the family members on the family
tree
Vocabulary
2. Describe what one family member
looks like
Function
3. List three professions
Vocabulary
4. Say four things your family does on
the weekend
Grammatical
Structure
26
How do you link assessments to instruction for learners to
show movement from Novice to Intermediate?
You may have the chance to be part of a student
exchange. First, you are going to stay with a host family
in the target country.
Then, you are going to host someone from the target
country.
How will you and your classmates prepare for these
experiences?
27
Moving from Novice
to Intermediate?
Interpretive
Look at (or listen to)
information from three
different host families in
Egypt, to find out as much
as you can: Where they
live, how many children
they have, what activities
they like to do, etc.
Then decide which family
you would prefer to host
you and list as many
reasons as possible to
explain why.
What can you find out
Letter
Letter
Did learners
demonstrate the
Standards?
about
the family?
from
from
Mizrahi
Eissa
Family
Family
Letter
from
El
Nabawy
Family
Where do they live?
Do they live in a house,
apartment, condo, something
else?
How many people live together
as the family? Who are they?
What activities do they like to
do?
What else can you do during
homestay with this family?
28
What can you find out
about the family?
Where do they live?
Do they live in a house,
apartment, condo,
something else?
How many people live
together as the family?
Who are they?
What activities do they
like to do?
What else can you do
during homestay with
this family?
Letter from Potential Host Family
Hello. We are the Eissa Family. We live in Rabat,
in Morocco, and we are ready to welcome you
to stay with our family during your exchange
visit. We know you will feel right at home since
one of our children is the same age as you:
Mahmoud is a 13 year old boy. We also have
two other children, Mouna who is 18 and Wael
who is 10. All of us like to do many things
outside, since it is nice to spend beautiful days in
nearby parks, where we can play soccer and
have a picnic. When we return later in the day
to our home, we can watch the sunset from our
patio (we live on the 4th floor).
Match with Can-Do Statements
Interpretive
Reading
Look at (or listen to) information from
three different host families in Egypt,
to find out as much as you can: Where
they live, how many children they
have, what activities they like to do,
etc. Then decide which family you
would prefer to host you and list as
many reasons as possible to explain
why.
30
Match with Can-Do Statements
Interpretive
Reading
Look at (or listen to) information from
three different host families in Egypt,
to find out as much as you can: Where
they live, how many children they
have, what activities they like to do,
etc. Then decide which family you
would prefer to host you and list as
many reasons as possible to explain
why.
Novice Mid: I can recognize words,
phrases, and characters when I
associate them with things I already
know
31
What does it take to move
to the next higher level?
www.actfl.org – Publications – Guidelines & Manuals – Can-Do ….
NCSSFL/ACTFL Can-Do Statements
Proficiency described from
the learners’ perspective:
“I can …”
32
Intermediate Low - Interpersonal
ACTFL Proficiency Guidelines - Speaking
Speakers at the Intermediate Low sublevel are
able to handle successfully a limited number of
uncomplicated communicative tasks by creating
with the language in straightforward social
situations. Conversation is restricted to some of
the concrete exchanges and predictable topics
necessary for survival in the target-language
culture. These topics relate to basic personal
information; for example, self and family, some
daily activities and personal preferences, and
some immediate needs, such as ordering food and
making simple purchases. Speakers are primarily
reactive and struggle to answer direct questions or
requests for information. They are also able to ask
a few appropriate questions.
Can-Do Global
Benchmark
I can participate in
conversations on a
number of familiar
topics using simple
sentences. I can
handle short social
interactions in
everyday situations by
asking and answering
questions.
Global Benchmarks
Global Can-Do
Benchmarks
General description of
the proficiency level for
each of the modes
34
Moving from Novice
to Intermediate?
Interpretive
Interpersonal
Look at (or listen to)
information from three
different host families in
Egypt, to find out as much
as you can: Where they
live, how many children
they have, what activities
they like to do, etc. Then
decide which family you
would prefer to host you
and list as many reasons
as possible to explain
why.
You and your partner are
exchange students. It will be
your first night with your host
family in Egypt next week and
you want to practice your
conversational skills. You share
pictures of your own family
and you practice with your
partner the kinds of questions
you will ask and how you will
respond.
35
Match with Can-Do Statements
Can-Do Statements:
Interpersonal
Interpersonal
Novice Low:
I can respond to who, what,
when, where questions
You and your partner are exchange
students. It will be your first night
with your host family in Egypt next
week and you want to practice
Novice Mid:
your conversational skills. You
I can ask who, what, when, where share pictures of your own family
questions
and you practice with your partner
the kinds of questions you will ask
I can introduce myself and
and how you will respond.
provide basic personal
information
I can say something about the
members of my family and ask
about someone’s family
36
Moving from Novice
to Intermediate?
Interpretive
Look at (or listen to) information
from three different host families
in Egypt, to find out as much as
you can: Where they live, how
many children they have, what
activities they like to do, etc.
Then decide which family you
would prefer to host you and list
as many reasons as possible to
explain why.
Interpersonal
Presentational
You and your partner are
exchange students. It will be your
first night with your host family
in Egypt next week and you want
to practice your conversational
skills. You share pictures of your
own family and you practice with
your partner the kinds of
questions you will ask and how
you will respond.
The exchange program would
like you to write a letter
describing your family that the
Egyptian students will read to
decide on their American host
family.
Provide as many details as you
can to describe you and your
family. Include likes, dislikes
and activities.
37
Match with Can-Do Statements
Interpretive
Reading
Interpersonal
Presentational
Writing
Look at (or listen to) information
from three different host families in
Egypt, to find out as much as you can:
Where they live, how many children
they have, what activities they like to
do, etc. Then decide which family
you would prefer to host you and list
as many reasons as possible to
explain why.
You and your partner are
exchange students. You share
pictures of your own family and
you practice with your partner the
kinds of questions you will ask
and how you will respond.
The exchange program would
like you to write a letter
describing your family that the
Egyptian students will read to
decide on their American host
family.
Provide as many details as you
can to describe you and your
family. Include likes, dislikes and
activities.
Novice Mid: I can recognize words,
phrases, and characters when I
associate them with things I already
know
Novice Mid: I can ask some simple
questions;
Novice Mid: I can write about
I can communicate basic
myself using learned phrases
information about myself and
and memorized expressions
people I know
Novice Low: I can answer a few
simple questions
38
Moving from Performance
to Proficiency
Learning Checks
• Did students learn what
was taught?
Formative Assessment
• Can students apply or manipulate
what they have learned?
Summative Assessment
• What have students acquired?
• Designated point in time (end of unit, program)
• Gauge if students reached a benchmark
39
Formative
Assessments
Lead to
Asking Questions
Elaborate – Add Details
Ask for Clarification
Summative
Assessment
You and your
partner are
exchange students.
You share pictures
of your own family
and you practice
with your partner
the kinds of
questions you will
ask and how you
will respond.
Formative
Assessments
Lead to
Asking Questions
Use Memorized
Questions
Ask follow-up
questions
Practice in Pairs
Elaborate – Add Details
Ask for Clarification
Summative
Assessment
You and your
partner are
exchange students.
You share pictures
of your own family
and you practice
with your partner
the kinds of
questions you will
ask and how you
will respond.
Formative
Assessments
Lead to
Asking Questions
Use Memorized
Questions
Ask follow-up
questions
Practice in Pairs
Elaborate – Add Details
Add “when &
where”
Add “how many”
Practice building
on partner’s
statements
Ask for Clarification
Summative
Assessment
You and your
partner are
exchange students.
You share pictures
of your own family
and you practice
with your partner
the kinds of
questions you will
ask and how you
will respond.
Formative
Assessments
Lead to
Asking Questions
Use Memorized
Questions
Ask follow-up
questions
Practice in Pairs
Elaborate – Add Details
Add “when &
where”
Add “how many”
Practice building
on partner’s
statements
Ask for Clarification
“What / Huh?”
Use Question
Words to clarify
Paraphrase – “Do
you mean to say
…?”
Summative
Assessment
You and your
partner are
exchange students.
You share pictures
of your own family
and you practice
with your partner
the kinds of
questions you will
ask and how you
will respond.
Interpersonal Scoring Guide
Move from:
1–2–3
Only responds when asked
Move to:
Volunteers comments related to
the discussion
Asks follow-up questions related
to what someone else said
Asks random questions
Gives short responses
Gives responses with details,
reasons, explanations
Invites partner to give an
opinion, share ideas (gives an
example of what to say)
Adds ideas, insights, additional
information to make the
discussion more interesting
Makes partner carry the
conversation
Repeats ideas that others
already contributed
clementi sandrock WAFLT 2016
44
Intermediate & Advanced:
What are the differences?
Can create with language, ask
and answer simple questions
on familiar topics, and handle
a simple situation or
transaction
Intermediate Learners can:
•
describe a typical day
•
ask and answer questions
comparing families
•
•
•
discuss/decide what to
wear for a specific event
purchase a ticket to the
movies
tell about a movie they like
Can narrate and describe in all major
time frames and handle a situation
with a complication
Advanced Learners can:
• tell about an interesting trip they
took
• explain how a science experiment
worked from beginning to end
• tell a story about something that
happened to someone they know
• relate a current event they have paid
attention to
• compare two places, events, times
• solve a problem that has a
complication
Moving from Intermediate
to Advanced
THEREFORE
Intermediate Learners need to practice:
1. Narrating and telling stories by
connecting ideas and sentences
2. Organizing thoughts by using
cohesion and chronology
3. Describing by expanding details
INTERMEDIATE
Can create with language, ask and
answer simple questions on familiar
topics, and handle a simple situation
or transaction
4. Expressing a point of view by giving
reasons for opinions
5. Using language more spontaneously,
more independently
Characteristics of Presentational
What will help learners move to the next higher level?
Novice
1. Writes words, lists
2. Writes simple
sentences
3. Writes formulaic
questions
4. Relies on a
practiced format
Intermediate
1.
2.
3.
4.
5.
Controls
sentences/series of
sentences
Creates with language
Starts to tell/retell
stories
Provides more
description
Shows some selfcorrecting/editing
Advanced
1.
2.
3.
4.
5.
Supports arguments
(can provide some
evidence)
Produces paragraphs
Elaborates
(detail/description)
Narrates (Multiple
time frames)
Organizes (cohesion)
What characteristics of Advanced will learners apply?
On Demand
Polished/Edited Response
Post one blog comment about
what the producer of the
video we just viewed wants
you to do
Consider:
• What is your opinion?
• Share 1-2 specific
steps/examples
• Comment (agree/disagree)
with things that others
have said on the blog
Summarize the video we just viewed
by identifying:
1. the stance/side the producer
wants you to take
2. Specific steps/examples
3. Your agreement or disagreement
with the producer’s stance with
reasons to support your
argument
4. Share with partner to get
feedback on what is or is not
48
easily understood; make changes
Día Mundial
Los 10 consejos para proteger el medio ambiente
Con motivo del Día Mundial del Medio Ambiente, te proponemos unos consejos para pensar en
verde, muy útiles para combatir el calentamiento global. Tomad acción para ser parte de la
solución de los problemas medioambientales. Todos podemos aportar nuestro granito de arena
para proteger el planeta. Pensar en verde no es tan difícil como parece. A continuación te
ofrecemos la manera de reverdecer tu rutina diaria. Todo comienza cuando apagas el despertador...
1. El próximo despertador que te compres que sea solar, no eléctrico.
2. Utiliza una máquina de afeitar eléctrica o manual con cuchillas de repuesto en lugar de las
desechables. Será una gran ayuda para reducir desechos. No permitas que corra el agua
mientras te estás afeitando, lavando la cara, o cepillando los dientes. ¡Ahorras mucha agua!
3. Después de leer el periódico encárgate de reciclarlo. Para los amantes del zumo, la próxima vez
que te toque hacer la compra busca los zumos que vienen en envases reciclables, nunca en
individuales. Y cuando salga de casa, no olvides apagar todas las luces y aparatos eléctricos.
Incluso desenchufa los que se mantienen en stand by, continúan consumiendo aún cuando no
están siendo utilizados. Ahorrar energía ayuda a reducir la polución del aire.
4. Para ir al trabajo, la manera más fácil de reducir tu huella de carbono es evitar las prisas. Así
que disminuye la velocidad. Aunque lo ideal sería montar en bicicleta, caminar, viajes
compartidos con compañeros, transporte público... Si no puedes prescindir del vehícul, al
menos mantén los neumáticos inflados a la presión correcta, contamina menos.
5. Una vez en el trabajo, si necesitas apuntar algo, voltea un antiguo documento y escribe en la
parte de atrás.
6. Recicla la basura en el trabajo, en el colegio y en casa. Esta es una de las acciones que más
contribuyen a reducir el calentamiento global. De hecho, se estima en actualidad sólo el 25%
de lo que arrojamos a la basura es reciclado
49
1.
2.
3.
4.
5.
6.
Los 10 consejos para proteger el medio ambiente
Possible Content (Predicted)
True, False, If false, what is
No Evidence?
the correct
information?
Using solar energy is the best way to 1.
save electricity.
2.
Disposable razors are bad for the
3.
environment.
4.
Save water by collecting rainwater.
5.
Don’t drive; use a bicycle.
Oil-generated electricity is better for 6.
the environment than using coal.
More than half of garbage is now
recycled.
50
Moving from Intermediate
toward Advanced
Fill in graphic organizer to identify key details from article
on why young people around the world don’t go to school
Proof For
Proof Against
Young people don’t attend school
because of peer pressure
Parents do not encourage young
people to go to school
Young people don’t have to go to
school to get hired for most jobs
available
51
Performance toward
Proficiency
What are you already doing to create
authentic learning experiences to bridge
from performance to proficiency?
Learning
Experiences
(Bridge)
52
Performance leads to
Proficiency
Learning
Experiences
(Bridge)
To bridge from performance to
proficiency:
1. Have learners practice using
language through simulations of
real life activities
2. Use authentic resources (so
learners become used to sifting
through all they hear, read, or
view, but still accomplish the
task)
3. Create situations where learners
have to ask questions (and don’t
already know the answer)
53
Resources to Explore
and Learn More
High Leverage Teaching Practices
Eileen Glisan and Richard Donato
Languages and Literacy
Collaboration Center:
Ready for Departments to
collaboratively explore effective
planning for learning, assessing of
performance, and developing key
communication strategies
Access to resources to explore your practice
Bringing Proficiency into Your Classroom
Importance of:
 Use of target language
 Teaching grammar as concepts
in meaningful contexts
 Authentic demonstrations in
formative and summative
assessments
Bringing Proficiency into Your Classroom
Importance of:
 Removing scaffolding
 Demonstrating “independent”
use of language
Gradual Release
of Responsibility
Sharing
Guiding
Applying
The teacher
demonstrates,
models, explains
to make input
comprehensible.
As learners gain
proficiency, the
teacher guides
them in the
selection of
authentic text.
Learners engage
with the content,
process input.
I do
You Watch
FROM: STARTALK Learner Centered Learning At A Glance document, adapted from the
Fisher & Frey model in Better Learning Through Structure Teaching.
Student Responsibility
Teacher Responsibility
Providing Input
Gradual Release
of Responsibility
Sharing
The teacher
scaffolds
instruction and
begins to guide
student work.
Learners
contribute and
begin to work with
teacher support.
I do
You help
Guiding
Applying
The teacher offers
support and
encouragement
and provides
feedback.
Learners engage in
pair and small
group activities
that allow them to
interpret and
express meaning
for real-world
purposes.
You do
I help
FROM: STARTALK Learner Centered Learning At A Glance document, adapted from the
Fisher & Frey model in Better Learning Through Structure Teaching.
Student Responsibility
Teacher Responsibility
Providing Input
Gradual Release
of Responsibility
Providing Input
Sharing
Guiding
Applying
Learners
independently
demonstrate
progress toward
learning targets
and self-assess
their progress
I do
We do
You do
I watch
FROM: STARTALK Learner Centered Learning At A Glance document, adapted from the
Fisher & Frey model in Better Learning Through Structure Teaching.
Student Responsibility
Teacher Responsibility
The teacher
monitors and
provides feedback.
Gradual Release
of Responsibility
The teacher
demonstrates,
models, explains
to make input
comprehensible.
As learners gain
proficiency, the
teacher guides
them in the
selection of
authentic text.
Learners engage
with the content,
process input.
I do
Sharing
The teacher
scaffolds
instruction and
begins to guide
student work.
Learners
contribute and
begin to work with
teacher support.
Guiding
Applying
The teacher offers
support and
encouragement
and provides
feedback.
The teacher
monitors and
provides feedback.
Learners engage in
pair and small
group activities
that allow them to
interpret and
express meaning
for real-world
purposes.
We do
Learners
independently
demonstrate
progress toward
learning targets
and self-assess
their progress
You do
FROM: STARTALK Learner Centered Learning At A Glance document, adapted from the
Fisher & Frey model in Better Learning Through Structure Teaching.
Student Responsibility
Teacher Responsibility
Providing Input
Gradual Release
of Responsibility
What are some activities that you do
at each stage of gradual release?
The teacher
demonstrates,
models, explains
to make input
comprehensible.
As learners gain
proficiency, the
teacher guides
them in the
selection of
authentic text.
Learners engage
with the content,
process input.
I do
Sharing
The teacher
scaffolds
instruction and
begins to guide
student work.
Learners
contribute and
begin to work with
teacher support.
Guiding
Applying
The teacher offers
support and
encouragement
and provides
feedback.
The teacher
monitors and
provides feedback.
Learners engage in
pair and small
group activities
that allow them to
interpret and
express meaning
for real-world
purposes.
We do
Learners
independently
demonstrate
progress toward
learning targets
and self-assess
their progress
You do
Student Responsibility
Teacher Responsibility
Providing Input
http://aappl.actfl.org
AAPPL Score Report - Interpersonal
Strategies to Move from Novice High to Intermediate Low
https://www.actfl.org/scores
Personal Learning Plan:
Strategies to Move from Int-High to Advanced Low
From: Intermediate High
To: Advanced Low
I can participate with ease and confidence in
conversations on familiar topics. I can usually talk
about events and experiences in various time
frames. I can usually describe people, places,
and things. I can handle social interactions in
everyday situations, sometimes even when there
is an unexpected complication.
I can participate in conversations about familiar topics that
go beyond my everyday life. I can talk in an organized way
and with some detail about events and experiences in
various time frames. I can describe people, places, and
things in an organized way and with some detail. I can
handle a familiar situation with an unexpected complication.
Can Do Statements
Suggested Activities
I can conduct or participate in interviews.
• Find a business owner who speaks your language and
● I can interview for a job or service opportunity
ask them to give you a Mock Interview (practice
related to my field of expertise.
interview) for a job at their business.
● I can interview someone about his/her
• Use the Story Corps app in order to record an Interview
professional interests and activities.
with a friend or a family member who was born in another
● I can _______________________
country about their story of immigrating to the United
States. Why did they choose to leave home? How did
they decide on the city they live in now? What were their
hopes and fears? How has their experience been?
Interpersonal Tasks
Novice
Intermediate
Intermediate High
Advanced
Collaboration: Students develop Storytelling: Students collaborate to
a survey to investigate the
retell a familiar story and prepare to
eating habits of their friends,
present it to their fellow students
interview friends, and discuss
the results to create a graph
Debate: Circulate in the room to find
students who have the most similar
ideas to your ideas on a debate topic;
the resulting small groups work
together to create the main points they
will make in a debate
Recipes: Students browse
online recipes and work in pairs
to change ingredients to
healthier alternatives
Agreement: Students exchange text
messages to determine who has the
busiest week
Introductions: Practice the first
night at your host family’s home:
introduce yourself, show your
photos, and ask questions of
each other’s family and home
Presentation: Plan and practice
giving a tour of your school for the
group of visiting students. What
differences do you need to highlight?
Consensus: Students examine a blog
about a news event in the target
language country; identify what new
information they discover and
collaborate to post a reply
Making Plans: Organize the
plan for a day in a new city,
agreeing on what to do first,
second and last
Analysis: Is it worth it to be famous?
With your partner, identify as many
advantages and disadvantages as you
can
Discussion: How do you change
stereotypes? With your partner, examine
any ideas about the target culture that
have changed during your study of their
language; try to identify what caused a
66
change
Presentational Tasks
Novice
Intermediate
Advanced
To
Record a podcast on
Persuade which season is the
best and why
Create a presentation
based on multiple sources
of information highlighting
ways to promote a balanced
lifestyle for teenagers.
Write a review of a
movie (book) to
convince others your
age to see (read) it
To
Explain/
Inform
Create a brochure
explaining activities
to do in ____,
focused for students
interested in arts,
history, outdoor
activities, or food
Post on a blog two things
our school could do (do
better) to respect the
environment and how that
will help
What part of
teenage life in ____
would be the
hardest for you to
adapt to; explain
why
To
Narrate
Describe your busiest
(healthiest) day of
the week and why
you consider it so
Post on a website hosted by
the ____Tourist Office.
Explain what you did on
your trip and share experiences of cultural
differences.
Tell about a time
you dealt with
stress, share the
cause and how you
dealt with it 67
Bringing Proficiency into Your Classroom
Describe:
One insight you have gained
about proficiency
One change you anticipate in
your teaching or assessing
One remaining question or issue
your are pondering about proficiency
Bringing Proficiency
into Your Classroom
Marty Abbott
ACTFL