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/

 

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Some Modern Language Student Speaking Questions to Ponder

As we start the new school year, we might want to ponder these questions about our students’ modern language speaking.

Will  my students study the modern language or use the modern  language more?  Even beginning level students can have conversations if we structure class.

Who needs more practice in speaking the target language – me or my students? If my students, then, how do I have them practice the language more in the classroom?

If I want my students to converse in the modern language, how do I help them develop good skills in asking and answering questions?

How can I move from a tennis classroom in which I serve a question or sentence to one student at a time to a soccer classroom in which all students participate at the same time so that students can speak more in the classroom?

For how many minutes each classroom will my students converse? How many sentences do I want my students to use in their  conversation? Four, six, eight, ten sentences or more at a time?  How will I help to increase in the amount that they can say during a conversation?

How will I help my students to go from memorizing sentences to spontaneously modifying memorized sentences to create their own personal meaning sentences?

How fluent (in terms of sentences per minute) do I want my students to be in spontaneous speaking?  How do I structure my lessons for them to increase in their fluency?

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My ebook, 90 Mobile Learning Modern Language Activities, is available at http://bit.ly/90mlact. It has many activities that you can use instantly in your classroom with even beginning students when only half the class has mobile devices

I have developed  5 Modern Language Visual activities (no words) and developed 27 Spanish activities for students to begin to express themselves in the modern language and to move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

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://is.gd/tbook

Promoting Real Modern Language Speaking in Your Class- 30+ Activities

If our real purpose is in the modern language classroom is student communication skills and specifically, student speaking, what do we do to improve that speaking skill?  When our language students say grammar drills or do oral vocabulary exercises,they are not communicating as defined by ACTFL Proficiency Levels. Have you ever heard a native speaker walk up to another speaker and say a verb conjugation?  Have you ever heard an adult native speaker walk up to another speaker and rattle off a list of nouns? Research shows that speaking is the least developed skill in the modern language classroom and, paradoxically, an extremely critical skill for being in a target language country.

Our students need to progress from orally identifying vocabulary to responding to and creating sentences as they climb the ACTFL Proficiency Levels. They need to interact in the modern language.

There is a wide range of speaking activities that can help the students increase in their speaking  and particularly spontaneous speaking.  Most encounters in authentic language are spontaneous ones.  Students can develop their speaking skill through learning how to substitute words in standard sentences, learning how to ask and answer questions,  answering questions, talking about specific topics, and role playing real situations.

I have created the following activities to develop speaking in the classroom. There are numerous speaking activities for any modern language  and many for Spanish. You can decide on how you want to develop their speaking skill, select any activity, print it out, copy it for the students, and use it immediately in the classroom (95% require no other  preparation). Each activity engages the whole class, small group or partners at the same time so that all students maximize their speaking.  These activities are found at http://bit.ly/tpthtuttle

HarryTuttleSpeakingTPTActivitiesGrid

My ebook, 90 Mobile Learning Modern Language Activities, is available at http://bit.ly/90mlact.

I have developed 27 Spanish activities  and 5 Modern Language Visual activities for students to begin to express themselves in the modern language and to move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

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://is.gd/tbook

Timed Fluency for Students’ Modern Language Speaking Improvement

One measure of fluency is the number of sentences per minute.  To assess the student’s fluency, the evaluator counts the number of sentences during a specific time period such as one minute, two minutes, three minutes, etc.  Mr. Pilo, a modern language teacher, easily teaches  his students to peer assess each other as they say sentences.  He  tells the students to count the sentences that he says during a minute.  After he talks for a minute, he has students tell how many sentences they heard.  He talks again but this time he includes two non-sentences such as “She downtown” and “To walk to the store”.  He verifies that the students counted the complete sentences and not the incomplete ones. In addition, he tells students to only count sentences that are comprehensible and meaningful.

Next, he has students get in pairs.One student becomes Student A and the other becomes Student B.  Student A talks about a topic he gives them while Student B counts the number of sentences by making a slash (/).  At the end of the minute, Student B counts the slashes and tells Student A how many sentences he/she said.  They reverse roles and Mr. Pilo gives a second topic.

Since students know how many sentences that they said, they can work on improving their fluency. Mr. Pilo gives suggestions and elicits suggestions from the high performing students.  The students  practice these improvements and then practice speaking for short period of times many times during a week. The students keep track of their fluency on a simple two row chart; the top row  has spaces for the date and the bottom row  has spaces for the number of sentences said.  The students see that they  increase in their fluency.

How do you frequently measure your students’ speaking fluency?

My ebook, 90 Mobile Learning Modern Language Activities, is available at http://bit.ly/90mlact.

I have developed 27  Spanish activities  and 4 Modern Language Visual activities that allow students to begin to express themselves in the modern language and to begin to move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

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://is.gd/tbook

Our Students’ Paragraph Length Speaking

The ACTFL guidelines say that at the Intermediate High Level  our students will speak in paragraph length.  Let’s assume  that paragraph length means at least six sentences. How often do your students speak six consecutive sentences about a topic at any level?

All students, even beginning first year freshman, can speak six consecutive sentences if we scaffold the speaking for them. Our students should be able to tell six things about themselves – name, age, their physical description, their emotional description, their birthday, and where they live.  Most students can add something they like to do and how often they do certain things.  Our beginning students can easily get up to ten consecutive sentences when they talk about themselves.

First year freshman students can say ten sentences about other common topics as long as they have a scaffolding to follow.  One scaffolding is to answer each question word and then to answer variations on those questions for any topic such as school.  For example, a student answers, “Who?” with “I go to school” and answers  “What?” with “I study math.”  Another scaffolding is to narrate about a picture using different verbs. As a student looks at a picture of a classroom, she  reads the picture as if it were a written passage. She tells what is happening in the upper left corner and then goes across the top line of the picture. She uses different verbs such as “A boy enters the classroom….The teacher writes on the board.”

Are students successful the first time they do these activities? Probably not. But as they use the scaffolding to practice, they develop fluency. Over time, they can spontaneously generate many sentences, more than a paragraph’s length.

What do you do to help your students increase in the amount of consecutive speaking so that they reach at least paragraph length?

My Spanish spontaneous speaking activities (24+) includes Structured Speaking (Students substitute in or select words to communicate in pairs), Speaking Mats ( Student can talk using a wide variety of nouns, verbs and adjectives to express their ideas in pairs or small group), Modified Speed Dating (Students ask their  partners one question from a card-whole class), Role Playing (Students talk as people in pictures or drawings from 2-4 people), Spontaneous Speaking (based on visuals or topics in pairs), and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers: http://bit.ly/tpthtuttle.

At the same site, I have a series of modern language visual stories with no words (the beach, the city, school, etc.) for two students to role play; the restaurant role play involves four students.  These can be used in any language since there are just visuals, no words.

My book, Improving Foreign Language Speaking Through Formative Assessment, and my book, Formative Assessment, Responding to Students, are available at http://is.gd/tbook

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