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Building ProficiencyGuiding Learners’ Performance to the Next Level

SWCOLT - HonoluluMarch 3, 2016

Paul SandrockAmerican Council on the

Teaching of Foreign Languages

www.actfl.orgpsandrock@actfl.org

World-Readiness Standards for ACTFL Proficiency Learning Languages (2015) Guidelines (2012)

Today’s Learning Targets:

I can describe what it takes to move from one Proficiency level to the next:

Moving from Novice to Intermediate Moving from Intermediate toward Advanced

I can identify language strategies learners need to practice and describe how these strategies will improve learners’ performance

I can design effective learning experiences and assessments to develop learners’ performance:

Interpersonal Mode of Communication Presentational Mode of Communication Interpretive Mode of Communication

Paul Sandrock – SWCOLT Workshop (3 Mar 2016) – Page 2

Proficiency Levels: Language Functions:Novice Intermediate Advanced

Can communicate with formulaic and rote utterances, lists, and phrases

Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction

Can narrate and describe in all major time frames and handle a situation with a complication

What do you hear?

Novice level speakers can… Intermediate level speakers can …

What does this mean for my classroom?

What is the overarching proficiency goal for my learners?

Levels Interpretive Interpersonal Presentational

Nov

ice

1. Identifies main ideas2. Comprehends by

recognizing key words/phrases

3. Benefits from familiar contexts and visual support of text

1. Expresses self in conversations on very familiar topics

2. Uses a variety of words, phrases, simple sentences

3. Asks highly practiced questions

1. Writes words, lists2. Writes simple sentences3. Writes formulaic questions4. Relies on a practiced

format

Inte

rmed

iate

1. Comprehends main ideas and identifies some key supporting details

2. Benefits from predictable order and familiar contexts

3. Predicts meaning from context

1. Can communicate by understanding and creating personal meaning

2. Can understand, ask and answer a variety of questions

3. Maintains conversation on familiar topics in the here and now

1. Controls sentences/series of sentences

2. Creates with language3. Starts to tell/retell stories4. Provides more description5. Shows some self-

correcting/editing

Adva

nced

1. Comprehends main ideas and supporting details

2. Comprehends narrative, descriptive, and some persuasive texts

3. Creates inferences

1. Communicates in paragraph-length conversation with detail in all major time frames

2. Handles situations with an unexpected complication

3. Can paraphrase to clarify

1. Supports arguments (can provide some evidence)

2. Produces paragraphs3. Elaborates

(detail/description)4. Narrates (Multiple time

frames)5. Organizes (cohesion)

Paul Sandrock – SWCOLT Workshop (3 Mar 2016) – Page 3

Targeting the Next Level of Performance

To move from Novice to Intermediate, Learners need to practice to be able to:

To move from Intermediate toward Advanced, Learners need to practice to be able to:

1. Use memorized language to express personal meaning (Create with language)

2. Ask questions; ask questions that follow up on what partner says

3. Produce sentences (putting memorized chunks together)

4. Show some self-correcting/editing

1. Narrate and tell stories by connecting ideas and sentences

2. Organize thoughts by using cohesion and chronology

3. Describe by expanding details4. Express a point of view by giving reasons for

opinions5. Use language more spontaneously, more

independently

Performance Proficiency Language is learned and practiced in an

instructional setting

Familiar contexts and content areas

Curriculum dependent

Assessment is based on what was taught and practiced

Spontaneous, non-rehearsed interaction in real-world situations

Broad content and context in authentic situations Independent of curriculum or when, where, or how

the language was acquired Assessment is based on the criteria in the ACTFL

Proficiency Guidelines

DOMAIN PARAMETERS OF PERFORMANCE EXAMPLESText Type What types of texts can the learner understand

and produce in order to be a novice, intermediate,or advanced communicator?

WordsListsPhrasesSentences QuestionsSeries of sentencesLoosely connected paragraphsParagraphsMultiple connected paragraphs

Contexts and Content

What are the contexts (situations) in which the learner can communicate?

What are the topics that the learner can understand and discuss?

OneselfFamilyCommunityInterestsProfessionsGlobal issues

Functions What types of communication can the learner understand and use (global tasks)?

Ask and answer questionsDescribe a person, place, thingExpress likes, dislikes with reasonsTell story with detailed descriptions

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Guide to reading NCSSFL-ACTFL Can-Do StatementsCommunication Strategies Novice Mid Novice High Intermediate

LowIntermediate

MidIntermediate

High Advanced

INTE

RPER

SON

AL C

OM

MU

NIC

ATIO

N

Asking Questions

Ask some simple questions; answer a variety of simple questions

Ask for and give simple directions

Ask and answer questions on factual information (familiar to me)

Start, maintain, and end a conversation on a variety of familiar topics

Use my language to handle a situation that may have a complication

Resolve an unexpected complication that arises in a familiar situation

Exchanging Information

Communicate some basic information about my everyday life; about myself and people I know

Exchange some personal information; exchange information using texts, graphs, or pictures

Have a simple conversation on a number of everyday topics

Exchange information about subjects of special interest

Exchange information related to areas of mutual interest

Conduct or participate in interviews

Negotiating, Coming to Consensus

Make some simple statements in a conversation

Make plans with others; interact with others in everyday situations

Use the language to meet my basic needs in familiar situations

Use the language to handle tasks related to personal needs

Use my language to handle a situation that may have a complication

Resolve an unexpected complication that arises in a familiar situation

Discussing Opinions, Preferences, Advice

Answer questions about what I like and dislike; Express positive (negative) reactions

Accept or reject an invitation

Talk about daily activities and personal preferences

Compare and contrast life in different locations and in different times

Asking for Clarification

Ask who, what, when, where questions

Ask about and identify …

Ask for information, details, and explanations during a conversation

Ask for and provide information about …

Paul Sandrock – SWCOLT Workshop (3 Mar 2016) – Page 5

Communication Strategies Novice Mid Novice High Intermediate

LowIntermediate

MidIntermediate

High Advanced

PRES

ENTA

TIO

NAL

CO

MM

UN

ICAT

ION

Explaining and Elaborating

Novice Low:Label familiar people, places, objects

Novice Mid:Write notes about something I have learned; List my daily activities

Write basic information about things I have learned; Write short notes using phrases and simple sentences

Prepare materials for a presentation (draft, outline); write about topics of interest; write basic instruct-ions on how to make or do something

Write short reports about something I have learned or researched; write a message to explain or clarify something

Write a simple summary about something I have learned (or researched)

Draft and revise an essay or composition

Narrating Write about myself using learned phrases and memorized expressions (list family members, ages, relationship, and what they like to do)

Write information about my daily life (letter, blog, discussion board, email); write about a familiar experience or event

Write about people, activities, events, and experiences; write about a holiday, vacation, or a typical celebration

Write an autobiographical statement; write about common events and routines

Describe an event that I participate in or witnessed; Write a brief summary of the plot (movie, TV episode)

Write an article about an event or project

INTE

RPRE

TIVE

CO

MM

UN

ICAT

ION Analyzing Identify artists,

titles, and music genres from iTunes

Understand short messages; Identify the purpose of a brochure

Understand some information from news media

Understand messages related to everyday life (an event being postponed)

Understand situations with complicating factors (voice message about changes)

Read texts that compare and contrast information (make choices)

Identifying Supporting Details

Recognize and sometimes understand words and phrases that I have learned for specific purposes

Understand the main idea of published materials; understand simple descriptions with help of pictures/graphs

Understand messages about topics of personal interest

Understand the main idea of what I read for personal enjoyment; Read simple written exchanges (and understand the main idea)

Understand main idea and supporting facts (about famous people and historic events); understand accounts of personal events

Find and use information for practical purposes (plan a trip; understand sick leave policy)

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Real World Contexts: Interpersonal• “Small talk”; Talking at a social event• Getting to know someone• Making plans to do something• Playing a game• Making a purchase• Ordering in a restaurant• Asking for/getting directions• Making an appointment• Participating in on-line chat• Debating an issue

• Completing a transaction (post office)• Completing a transaction at the bank• Completing a transaction at a ticket

window (travel, concerts, movies, etc.)• Discussing a current event• Interviewing someone• Applying for a job• Making/building/creating something• Working on a project• Texting, etc.

Building Performance in the Interpersonal Mode

Paul Sandrock – SWCOLT Workshop (3 Mar 2016) – Page 7

Targeting the Proficiency Level: Interpersonal Performance Assessments

Novice Intermediate Intermediate High/AdvancedCollaboration: Students develop a survey to investigate the eating habits of the class, interview students, and discuss the results to create a graph

Storytelling: Students collaborate to retell a familiar story and prepare to present it to their classmates

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

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

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?

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 change

Feedback: Interpersonal Communication

MOVE FROM: 1 – 2 – 3 MOVE TO:Is distracted, does not listen to others Listens to others attentively and politelyDoes not ask any questions to encourage discussion

Asks questions on topic to encourage discussion

Does not ask any follow-up questions Asks follow-up questions related to what someone else said

Interrupts others, makes rude comments or gestures

Contributes politely and respectfully to the discussion

Gives single word or short responses with no explanation

Gives responses with details, reasons, explanations

Does not ask others what they think Invites others to share their ideas, opinionsDoes not add any additional information on topic to the discussion

Adds ideas, insights, additional information on topic to make the discussion more interesting

Uses English more than the target language Uses the target language all of the timeOften difficult to understand; cannot rephrase or explain when others don’t understand

Easily understood by others; can rephrase or explain when others don’t understand

Donna Clementi, 2015

Paul Sandrock – SWCOLT Workshop (3 Mar 2016) – Page 8

How will you guide your students’ Interpersonal performance?What is the motivation to engage in conversation?

How is it made spontaneous?

What support will learners need (visual, realia, graph, article, website, video clip)?

What communication strategies are you targeting (what will learners need to demonstrate)?

How will you phrase the prompts to generate the performance you envision?

How will you provide feedback to improve the Interpersonal performance?

What are the specific criteria?

Real World Contexts: Presentational

Writing for an audience Speaking for an audienceListsNotesAgendasPostcards, greeting cardsInvitationsRecipes, instructionsLetters/email/postcardsJournalsNews articlesBrochures, flyersPostersWebsites, blogsPoemsSkits, playsSongsEssays, reportsReviews, editorialsStories

Reciting a poem, versePresentation of information in person or virtuallyPodcastPlay, skitSongDemonstration of how to do somethingFormal speechStorytellingSales presentation

Paul Sandrock – SWCOLT Workshop (3 Mar 2016) – Page 9

Targeting the Proficiency Level: Presentational Performance AssessmentsNovice Intermediate Advanced

To Persuade Record a podcast on 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 Inform/Explain

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; share experiences of cultural differences.

Tell about a time you dealt with stress, share the cause and how you dealt with it

How will you guide your students’ Presentational performance?What is the motivation to create a message? Is it “on demand” or is there time to polish/edit/revise?

What support will learners need (visual, realia, graph, article, website, video clip)? What communication strategies are you targeting (what will learners need to demonstrate)?

How will you phrase the prompt? How will you provide feedback to improve the Presentational performance? (Specific criteria)

Real World Contexts: InterpretiveREADING LISTENING VIEWING

SchedulesAdvertisementsMenus, RecipesCatalogsCartoonsLetters/email/postcardsInstructionsNewspapersMagazinesPoetryShort storiesPlaysNovelsInternet sites/blogs

AnnouncementsRecorded messagesMusicTalk shows, News showsTelevision programsLecturesPerformancesMoviesRadio; PodcastsPlaysConversationsDebatesInstructionsSports play-by-play

ModelsChartsGraphsGraphic organizersMapsPostersPicturesPhotosMoviesSignsSymbolsPaintingsSculpturesArchitecture

Paul Sandrock – SWCOLT Workshop (3 Mar 2016) – Page 10

Building Performance in the Interpretive Mode

Top-Down Strategies- Background Knowledge- Using Context Clues

- Discriminating between sounds and letters- Recognizing word order patterns- Analyzing sentence structure- Examining parts of words to decipher meaning

Bottom-Up Strategies

Before Reading – Listening – Viewing: What will activate learners’ prior knowledge?

What will prepare learners’ to focus on what is important?

What strategies will help learners begin to make meaning?

During Reading – Listening – Viewing: How will learners keep their focus while interacting with the “text”?

What strategies should learners use to understand, interpret, and analyze the “text”?

How will learners “hold meaning” while interacting with the “text”?

After Reading – Listening – Viewing: How do you know that learners made meaning?

How will you make sure that production of language will not get in the way of showing understanding of language?

What will learners do with what they understood?

1.

Paul Sandrock – SWCOLT Workshop (3 Mar 2016) – Page 11

Strategies to Practice and Assess Interpretive Communication

1. Strategy: Read – Cover – Remember – Retell

What is one thing you can say about ____________________ ?

What is one question you have about ____________________ ?

2. Examine two websites and identify information that is available (copy some key details)

Identify evidence for each category of what to do in ___________________ Website A Website B

Museums

Sports and Recreation

Walking Tours

Art and Architecture

Food and Cuisine

3. Use graphic organizers to guide learners’ comprehension

Who What When Where WhyAlice Fell down a

rabbit holeShe was chasing the rabbit

In Wonderland She was very curious

http://www.carla.umn.edu/cobaltt/modules/strategies/gorganizers/EDITABLE.HTML

4. Fill in graphic organizer to identify key details

Possible Content (Predicted) True, False, No Evidence?

If false, what is the correct information?

1. Using solar energy is the best way to save electricity.

2. Disposable razors are bad for the environment.

3. Save water by collecting rainwater.

4. Don’t drive; use a bicycle.

5. Oil-generated electricity is better for the environment than using coal.

6. More than half of garbage is now recycled.

Paul Sandrock – SWCOLT Workshop (3 Mar 2016) – Page 12

Intermediate

INTERPERSONAL INTERPRETIVE PRESENTATIONAL

Find out with your partner how much you have in common and the major differences in your families’ background (heritage and immigration experiences)

Listen to an interview with a recent immigrant in order to create a timeline of his/her family’s immigration experiences

Create a PowerPoint to describe your argument for or against setting quotas for immigration to the U.S. by country; conclude with your recommendation for the local, state, or federal level

How would you adapt this task to the _____ level?

What strategies are you targeting?

What Can-Do Statements are you adapting/rephrasing for this task?

How will you practice with your learners to prepare them for this task?

World-Readiness Standards for Learning Languages (2015)http://www.actfl.org/publications/all/world-readiness-standards-learning-languages

Performance Descriptors for Language Learners (2012)http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-guidelines-k-12-learners

NCSSFL-ACTFL Can-Do Statements (2013)http://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements

ACTFL Publications (http://www.actfl.org/publications/all)

Paul Sandrock – SWCOLT Workshop (3 Mar 2016) – Page 13

ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL)http://aappl.actfl.org/