Create a modern language final using Can-Do Statements

At this time of the year many college  modern language teachers are preparing their students for finals. Some finals test the textbook while others test certain language skills.

Many modern language finals reveal very little about the actual proficiency of the students. The final in one school district or college probably differs in content from the final in another school district and from state to state. Such finals may not represent language proficiency but represent translation skills, discrete vocabulary learning, discrete non-contextual grammar learning at a low level and random cultural facts. Modern language teachers benefit from a national standard to use so they can truly evaluate their students’ proficiency against other students’ proficiencies.The NCSSFL-ACTFLCan-Do statements serve such a purpose.

When teachers compare their finals to the Can-Do statements for their level, they may discover that they are testing on items that ACTFL says students should not be proficient in. For example, a beginning college class may have a  past tense, the preterite, questions on the final. Students in a beginning level may only reach Novice High and talking in various time frames does not show up until Intermediate High; therefore, students cannot be tested on the preterite. On the other hand, students may be tested at a lower level than ACTFL states. When students read in the target language, they are expected to respond in the target language. ACTFL does not include “translate into English” in any of the reading Can-Do statements.

Also, teachers may find that their final does not focus on language functions as NCSSFL-ACTFL Can-Do Statements do.  A Can-Do based final represents real-life language use, not isolated discrete statements. The final reflects the various language functions for that proficiency level. For example, at the Novice Mid level, can students describe their family and friends? At the Novice High, can students complete map directions based on an actual map?

Does your modern language final show what your students Can-Do according to NCSSFL-ACTFL Can-Do statements?  Or is it a grammar-vocabulary tests of discrete items?

At http://bit.ly/tpthtuttle,  I have 30+ ready-to-use activities (about 24 for Spanish and 6 for all Modern Language) to develop student’s spontaneous speaking starting with highly structured or scaffolded speaking for beginning students. Students work in pairs to communicate and they usually assess each other in a formative assessment manner.

My ebook, Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash.  It contain many activities to help students advance through the Can-Do statements with half the activities focusing on interpersonal communication/ speaking.

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many communicative and cultural activities for students to don on their smartphone or tablet, http://bit.ly/tsmash

 

 

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Communicative Consistency in Quizzes and Tests

Backward Design stresses that modern language teachers establish the ending goal and then work backward so that all instructional elements support the ending goal. Sometimes, modern language  teachers who teach in communicative manner may not test in a communicative manner; they may need to re-examine their quizzes or tests.

During the past year, I have tried to make my teaching more aligned with NCSSFL-ACTFL Can-Do proficiences. As I have examined my quizzes and tests, I discovered that these evaluations have been very traditional and have not measured proficiency. They tested discrete grammar or discrete vocabulary.  Students can know the discrete grammar or vocabulary and not be able to communicate.

I have transformed my quizzes and tests from the old discrete testing to a more proficiency based testing  by using three categories of testing: multiple choice responses; fill in the blank in a conversation; or an oral conversation. A multiple choice response quiz starts with a common statement or question  in the target language and the students select the appropriate target language response from the choices. A sample question may be  “What is your name?  A-Well   B-Pleased to Meet You   C- 15 years old   D-Ana”  Each statement is based on a specific Can-Do statement.

The fill in the bank conversation resembles a real conversation. In this written target language conversation, certain words have been omitted.The students have to write out the missing  target language word/words as in this example “Paco:  _______ is your class?        Nilda:  It is at nine o’clock.” The conversation often includes ten blanks for the students to complete. The conversation includes several Can-Do proficiencies.

The third choice is for students, in pairs, to have a target language conversation based on specific Can-Do  proficiencies.For example, as students practice greeting a person, introducing themselves, introducing someone else, and saying goodbye, I walk around the room to assess their conversation. It may take me several classes to listen to each pair.

Students perceive each of these assessments as part of the normal class. These quizzes are another form of the communication that takes place in the class.

How well do your quizzes show your students’ communicative proficiency?

At http://bit.ly/tpthtuttle,  I have 30+ ready-to-use activities (about 24 for Spanish and 6 for all Modern Language) to develop student’s spontaneous speaking starting with highly structured or scaffolded speaking. Students work in pairs to communicate.

My ebook, Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash.  It contain many activities to help students advance through the Can-Do statements with half the activities focusing on interpersonal communication/ speaking.

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many communicative and cultural activities, http://bit.ly/tsmash

My Improving Foreign Language Speaking Through Formative Assessment and a general Formative Assessment book are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

 

Modern Language Student Placement: Best Results with Can-Do Statements

Often modern language teachers have entering students from other locations and the teachers are not sure of the students’ placement.  For example, at a college level, entering modern language students might be screened by the number of years of language prevously taken. This diagnostic screen may not reveal the students’ appropriate placement since not all schools teach the same thing at the same levels.  Another popular screening technique is to ask students questions. Many students panic when they hear the language being spoken after no hearing it all summer and often they  cannot answer questions. These oral questions may not provide a correct placement.

The most reliable diagnostic screening is for modern language students to complete the NCSSFL-ACTFL Interpersonal Communication (Speaking) Can-Do Statements. They put a slash for each proficiency that they can do. If they find whole sections that they cannot do, they put a large dash (–) in front of the section.  Within five to ten minutes, the students have self-evaluate their language proficiency. If students know that in a beginning college course they will cover 80% of the Novice level and the students already know 50% of the Novice level, they realize that they do not belong in a beginning course. They voluntarily transfer to a higher level.  Other students become aware that they do not have the Can-Do statements as active proficiencies.

How do you properly place entering modern language students?

My ebook ,Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many cultural activities, http://bit.ly/tsmash

Also, at the same site,  I have 30+ activities (about 24 for Spanish and 6 for all Modern Language) to develop student speaking through highly structured or scaffolded, speaking. Students work in pairs.

My Improving Foreign Language Speaking Through Formative Assessment and a general Formative Assessment book are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

NCSSFL-ACTFL Can-Do Statements: How Proficient are your Students?

My slideshare in which I describe what the NCSSFL-ACTFL Can-Do Statements are, their benefits and suggestions for use based on my classroom use of them.

http://www.slideshare.net/hgtuttle/ncssflactfl-can-do-how-proficiency-are-your-students

My two ebooks,Modern Language Proficiency: Can-Do Strategies and  90 Mobile Learning Modern Language Activitiesare available at http://bit.ly/tsmash

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity. Also, at the same site,  I have 30+ activities (about 24 for Spanish and 6 for all Modern Language) to develop student speaking through highly structured or scaffolded, speaking. Students work in pairs.

My Improving Foreign Language Speaking Through Formative Assessment and a general Formative Assessment book are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

 

Beginning of Year Modern Language Review for Upper Levels

Many modern language teachers start off the school year with a review for their Level 2, 3, 4 and 5 students . Usually, these teachers have the students review grammar or vocabulary. Often, the  teachers focus on the subgoal of learning vocabulary and grammar but not on the big goal of improving oral communication;  the teachers can begin the year with a review of oral communication. ACTFL Proficiencies and, particularly, the Can-Do Proficiency Statements focus on communication, not discrete grammar or vocabulary.   For example, modern language teachers can have their students work in pairs. One student in the group asks a common topic from a communication card. such as home, school, leisure time activities, food, etc. The partner answers the question and the asking student verifies that the answer is close to the written most likely answer.  When the teacher has the students review the communication cards, the students are also reviewing vocabulary and grammar but they are reviewing vocabulary and grammar in context of meaningful communication.

Another activity involves the students looking at a picture for a common topic such as home, school, leisure time activities, food, etc . The students either ask questions about the picture that their partners answer or they  role play two people in the picture.

In addition, as students who are involved in the communication activities mark down how many sentences their partner says or asks and their partners write the same thing for them. In this way the students are also reviewing their fluency to see if they’re at the same high level of fluency that they were at the end of the last year. They set their base line for improvement for this year.

Students want to find out about each other and they like to ask questions about interesting target language pictures; such communication activities allow them to do that. Students like to compete against their own fluency scores.  Students often become bored by doing  isolated non-contextual grammar or vocabulary review activities.

At http://bit.ly/tpthtuttle, I have 30+ activities (about 24 for Spanish and 6 for all Modern Language) to develop student speaking through highly structured or scaffolded, speaking. Students work in pairs.  Also, there are four modern language culture inquiry activities and one Spanish culture inquiry activity at  the same location.

Two ebooks, 90 Mobile Learning Modern Language Activities and Modern Language Proficiency: Can-Do Strategies, are available at http://bit.ly/tsmash

My Improving Foreign Language Speaking Through Formative Assessment and a general Formative Assessment book are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

 

Modern Language Proficiency: Can-Do Strategies ebook

Modern Language Proficiency: Can-Do StrategiesModern Language Proficiency: Can-Do Strategies by Dr. Harry Grover Tuttle provides teachers with many practical classroom strategies so their students can achieve the NCSSFL-ACTFL Can-Do proficiencies of speaking, listening, reading and writing. Half of the 74 readings focuses on improving students’ speaking, the least developed skill in the classroom. Also, the ebook explains how grammar, vocabulary, culture, the textbook and mobile devices help develop proficiency. It contains many mini-assessments. As students do these strategy activities, they climb up the proficiency levels.The ebook contains 40,220 words (the equivalent of a 148 double spaced page book). $9.99   Can be purchased at  http://bit.ly/tsmash

Table of contents:
(Subsection names have been abbreviated.)

Introduction
Proficiency and Can-Do Overview
…….Quotations. Proficiency as Goal. NCSSFL-ACTFL Can-Do Statements. Can-Do for Curriculum.

Interpersonal Speaking
Importance
……..Students’ Definitions. Survival Proficient Speaking. Emotional Conversations. More Speaking. Input or Output.
ACTFL Quality And Quantity
……..90% Modification. Paragraph Length Speaking. 20 Sentences Daily. 8 Minutes of Daily Speaking.
Speaking Decisions
……..Speaking Practice. Grammar to Communication Focus. Mechanical to Spontaneous.
…Modern Language Methods-Practical Ideas
……..Consistency in Learning. Movement. Intensity of Learning. Increased Verbal Interaction. Student Participation Increase. More Frequent Participation. Grammar Transformation to Spontaneous Speaking. Technology Guidelines.
...Strategies for Developing Spontaneous Speaking
……..Flexible Sentences. “Find Someone Who” Variations. Scaffolding Through Questions and Answers. Speaking Mats. Visual Context. Extension of Speaking. Verb Variety Increase. Role Play. Paired Speaking.
...Oral Assessment
……..Formative Assessment. Daily Speaking Assessment Sheets. Pre- and Post-Assessment. Proficiency Coupons. Proficiency Certificates. Timed Oral Fluency. Speaking on the Final. Grades and Proficiency. Student Learning Object (SLO). Institutional Assessment. Advocacy Through Proficiency.

Listening
……..Yes/No. Interactive Listening. Information Listening. Actions. Cultural Listening.

Reading
……..Sequencing Slips. True/False. Reading Recall. Reading Comprehension in the Modern Language. Comprehension Techniques. Difficult Comprehension. Purposeful Reading. Graphic Organizers. Authentic Text.

Writing
……..Writing Structure. Question Answering. Writing Expansion. Purposeful Writing with Prompts. Visual Story. Online Collective Story.

Culture
……..Promote Positive Feelings. Critical Culture. Culture as Prompts. Mobile Integration.

Vocabulary
……..Personally Useful. Critical Conversational Vocabulary. 10 Second Vocabulary Learning.  Visual-Based. Long Vocabulary List.

Grammar
……..Grammar as Vocabulary. Color Coding. Gestures. Flashcards. Memory Devices. Contrast. Common Forms. PACE Method.

Textbook
……..Tool. Students’ Textbook Dependency. Differences in Textbooks over Years. Beyond the Physical Textbook. QR Code Textbook.

Mobile Devices
……..Categories. App to Speaking. Communication Activities.

Spontaneous Speaking Language Activities
……..Activities for All Languages. Speaking Mats. Role Play. Speed Dating/Interviewing. In-depth Speed Dating/Interviewing. Find Someone Who. Spontaneous Speaking. Grammar to Spontaneous Speaking

Conclusion

Reference

About the Author

Acknowledgments

 

 

NCSSFL-ACTFL Can-Do Statements: Recording Language Proficiency Progress

Frequently, a modern language teacher and  his/her students measure their progress in a course in terms of the chapters covered in the textbook. For example, a teacher might say, “We have just finished Chapter 3.”  However, textbook coverage implies nothing about actual student language proficiency. Likewise, to say that a course covers chapters one through eight of the textbook has no proficiency meaning. However, to say that by the end of the course, the  students have met the Interpersonal Communication Novice Mid level indicates a specific proficiency.

A language proficiency model focuses on the NCSSFL-ACTFL Can-Do Statements.  A teacher states, “By the end of  this unit, in Novice Mid you ‘can ask some simple questions'”. The teacher provides basic instruction and many opportunities for the students to ask and answer questions.

After the students have demonstrated  several times that they can do the  Interpersonal Communication Novice Mid “ask some simple questions”, they place a huge checkmark in front of that Can-Do statement on their Can-Do listing for Interpersonal Communication. They see their language progress in this unit. They have proof  that they have learned new language proficiencies each chapter.

Each new unit teachers can focus on additional Can-Do statements and scaffold their class so that students can demonstrate their new proficiencies. The students continue to show their progress by checking off more and more Can-Do statements.They reach a point where they have checked off  a whole subsection and, eventually, all of the sublevels for a whole level such as Novice Mid. These Can-Do statements serve as their learning progress chart.

How do assess your students’ language proficiency in each unit?

By early May, my ebook tentatively titled Modern Language Proficiencies: Can -Do Strategies  will be available at Smashwords. This ebook covers Can-Do statements and strategies for speaking, listening, reading, and writing plus it has sections on the role of  vocabulary, grammar, culture, textbooks and mobile devices in the development of  these proficiencies. The major emphasis is on speaking.

To help your beginning and more advanced students move toward spontaneous speaking, I have developed 5 Visual activities/games  for any modern language (no words) and have developed 28 Spanish activities for students.  I am developing activities based on the NCSSFL-ACTFL Can-Do Statements. Teacherspayteachers:  http://bit.ly/tpthtuttle

My ebook, 90 Mobile Learning Modern Language Activities, is available at http://bit.ly/90mlact.You can instantly use these many communication and cultural activities in your classroom with even beginning students when only half the class has mobile devices. It can be downloaded as a pdf.

My three formative assessment books, Improving Foreign Language Speaking Through Formative Assessment, Formative Assessment: Responding to Your Students and Successful Student Writing Through Formative Assessment, are available at  http://bit.ly/tuttlebks