National+Standards+&+Proficiency

//This page contains ideas and activities for learning about proficiency and the National Standards for Foreign Language Learning in methods courses.//toc

=**Today's Objectives:**=


 * Students will define proficiency. (See [|ACTFL Performance Descriptors] . bottom of p. 4)
 * Students will analyze speech samples from different levels of proficiency. ( [|ACTFL Proficiency Guidelines] )
 * Students will explain the structure, content, and purposes of an oral proficiency interview (OPI). ([|ACTFL OPI FAQs])
 * Students will explain how 21st century skills support proficiency development.
 * Students will support proficiency development of second language learners by making input comprehensible, giving clear instructions, scaffolding tasks, and providing effective error correction and feedback.
 * Students will experience a variety of getting to know you activities that can be used to foster proficiency development.

=**Guiding Questions:**=

1) What do world language educators mean by "proficiency?" 2) How do novice speakers differ from intermediate and advanced speakers? 3) What is an OPI, how are they structured, and why are they used in the foreign language profession? 4) How can teachers use [|21st century skills] to design learning environments and experiences that will systematically develop students' proficiency in a second language? 5) Why are comprehensible input, clear instructions, scaffolding, and error correction/feedback critical to the development of second language proficiency?

= **Today's Tools:** =

[|Chatzy], [|Chatzy],, [|Google Hangouts], [|Popplet] , [|Slideshare] , [|Titan Pad] , [|Today's Meet]

=**Getting to Know You Activities:**=
 * //(for assessing proficiency)//**



1) Getting to Know You:
 * Who are you?
 * What do you hope to learn?
 * Why are you interested in teaching?
 * What background do you have in foreign language?
 * What next steps do you plan to take after this course?

2) Popcorn Introductions



3) Cell Phone Introductions

4) I See, I Think, I Wonder



**Activity 1: Log in to Today's Meet**

1) Click on this icon:

2) Type your name. 3) Keep this tab open during class time so you can chat with your classmates.

** Activity 2: What do we mean by proficiency? **



1) Find a partner. 2) Read the questions. 3) Discuss an answer to each question based on personal experience. 4) What does proficiency (and intercultural competence) look like at each level of development in a world language class? (Visit the [|2017 NCSSFL ACTFL Can Do Statements])


 * Activity 3: Popplet **

4) Click on this icon:

5) Follow the instructions that appear on your screen.

6) Don't be afraid to click! If you need help, ask your colleagues in the Today's Meet chatroom.

7) Discuss how you might use Popplet as an assessment tool in a World Language Classroom. 8) View this example: [|http://popplet.com/app/index.php#/1175734] 9) Refer to this article for more information: [|World Language Students are Poppleting]

**Activity 4:**

1) Go to:  2) Discuss how you might use Popplet as an assessment tool in a World Language Classroom. 3) View this example: [|http://popplet.com/app/index.php#/1175734] 4) Refer to this article for more information: [|World Language Students are Poppleting]

**Activity 5: Proficiency: Experience v. Proficiency v. Expertise**

media type="custom" key="28220365"

1) Watch the slide show. 2) Think of an answer to each question based on personal experience. 3) Click on this icon:  4) Follow the instructions that appear on your screen. 5) If you need help, ask your colleagues in the chatroom in the lower, right-hand corner of the screen.

**Activity 6: ACTFL Oral Proficiency Pyramid**

1) Pick a partner.  2) Choose a tool: [|Chatzy], , [|Google Hangouts], [|Popplet] , [|Titan Pad] , [|Today's Meet] 3) Look at this diagram:  4) Discuss the diagram with your partner using the tool you chose.
 * In what ways is the diagram helpful?
 * Is there anything missing?
 * What implications does the diagram have for assessment?
 * Use the 3 bulleted questions above to discuss: [[file:resourcesfromgreg/JCPS Rubric Color.pdf|Jefferson County Public Schools Performance Assessment Rubric]]

** Activity 7: ** **Oral Proficiency Interview Samples**

0) Skim the first page of this document: [|ACTFL OPI: Answers to Frequently Asked Questions]
 * [[image:meaningfulmethods/ACTFLProficiencyGuidelines2012.JPG link="http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english/speaking"]]

1) Pick a partner & a discussion tool.  2) Watch all of the examples in the Novice section.

3) After each example, discuss:  4) Watch the first example from the I ntermediate section. How is it different from the novice examples?
 * What does the student struggle with during the interview?
 * What CAN the student do with language?
 * What adjustments does the interviewer make or strategies does the interviewer use to help the student experience success?
 * What implications does this have for teachers working with middle/high school students who are primarily speakers with novice level proficiency?

5) Watch the first example from the Advanced section. How is it different from the intermediate examples?  6) View samples of different proficiency levels __ [|in Spanish] __.

a) Go to the [|ACTFL Proficiency Guidelines in Spanish] (online version).

b) Look for the gray buttons.

c) Click on the View Samples button for Novice, Intermediate, and Advanced.

d) Choose at least **ONE video** to watch for each category.

e) What characteristics do speakers at each level possess?

7) What is the role of pronunciation in proficiency?

[|Language Fail] media type="custom" key="28220397"

[|Mayor Bloomberg Speaks Spanish] media type="custom" key="25053274"


 * Activity 8: Analyzing Real Life Examples of Proficiency**

1) Review this [|one-page summary] of the [|ACTFL Proficiency Guidelines].

2) Watch these videos.

a) What do you NOTICE about the speaker's Spanish? b) In what areas does the speaker SUCCEED? c) In what areas does the speaker's Spanish BREAK DOWN? d) How would you rate this speaker's proficiency? e) What NEXT STEP will improve this speaker's Spanish? (Would this help students know what to do next? How about [|this one]?)

[|Ordering in Spanish at Taco Bell Fail] (2:25) - media type="youtube" key="y-T-GbasIqA" width="560" height="315"

[|Mayor Bloomberg Speaks Spanish] (:42) - media type="youtube" key="O9KMgRamba0" height="360" width="640"

[|Gov. Rick Scott of FL Speaking Spanish] (:26) - media type="youtube" key="MsPKV4JsrGQ" width="420" height="315"

[|Ben Affleck habla en español sobre 'Argo', Mexico y su palabra favorita] (3:08) - =media type="youtube" key="tHo9ToicSJ0" width="560" height="315" = [|Gwyneth Paltrow Speaking Perfect Spanish] (1:10) media type="youtube" key="aLTXYP27b-I" width="420" height="315"

[|Selena Gomez, de chica común a princesa]

media type="youtube" key="IgxEUBvydf4" width="560" height="315" [|One Semester of Spanish Love Song] (1:41) - media type="youtube" key="ngRq82c8Baw" width="420" height="315"

**Activity 9:**

1) Visit this list of standardized world language assessments. 2) Click on each icon. 3) Skim the information provided to find out: 4) Use this chart to keep track of what you learn:
 * Who is the intended audience for the test?
 * What is the primary content of the test?
 * How does this test differ from other standardized WL tests of which you are aware?

**Activity 10:**

1) Skim this page: [|ACTFL Performance Descriptors]  2) Familiarize yourself with [|this document] 3) Familiarize yourself with these items: [|Standards for foreign language learning: Preparing for the 21st Century] & [|ACTFL Proficiency Guidelines (Updated 2012)] 4) What PRACTICAL/PEDAGOGICAL implications do all these documents have for assessing target language proficiency in the world language classroom? 5) Discuss Question 4 in this [|discussion forum].


 * Homework:**

1) Watch the first example from the Intermediate section. How is it different from the novice examples?

2) Watch the first example from the Advanced section. How is it different from the intermediate examples?

3) Come prepared for a reading quiz. Use this checklist to be sure you are ready:
 * **I can define proficiency** (as it pertains to world languages).
 * **I can explain what an OPI is, how it is conducted, and why it is useful to language teachers** ( Skim the first page of this document: [|ACTFL OPI: Answers to Frequently Asked Questions] )
 * **I can explain how student performance differs at the novice, intermediate, and advanced levels** (Review the descriptions of each level here: [|ACTFL Proficiency Guidelines] )
 * **I can explain the unique contributions of the [|National Standards for Foreign Language Learning], the [|ACTFL Proficiency Guidelines], the [|ACTFL Performance Descriptors], and the [|NCSSFL-ACTFL Global Can Do Statements] ** ( Skim this page: [|ACTFL Performance Descriptors], then familiarize yourself with [|this document]. Next, p lay around with this grid: [|NCSSFL-ACTFL Global Can Do Statements], then CAREFULLY explore [|this document] -- particularly the checklists)



a) Read the questions.

b) Use the hyperlinked documents/page numbers to answer the questions.

c) Print a hard copy of the study guide.

d) Turn in the hard copy in class.

4) Visit Learner.org's [|Teaching Foreign Languages K-12 Library]


 * Activities: National Standards-Communication **

** El tema para hoy: ** Los estándardes nacionales
** Objetivos: **


 * Students will explain the 5 goal areas of the [|World Readiness Standards for Language Learning].
 * Students will explain the unique contributions of the National Standards, the [|ACTFL Proficiency Guidelines], the [|NCSSFL-ACTFL Global Can Do Statements] and the [|ACTFL Performance Descriptors].
 * Students will evaluate the pedagogical effectiveness of various activities for developing interpersonal communication skills.

** Preguntas guiantes: **


 * What are the 5 Cs and what kinds of activities would students be doing in a language class that incorporates them?
 * What unique contributions have the National Standards, the [|ACTFL Proficiency Guidelines], the [|NCSSFL-ACTFL Global Can Do Statements] and the [|ACTFL Performance Descriptors] made to world language teaching and learning?
 * How might teachers use the 5 Cs to more effectively develop students' interpersonal communication skills?

**Herramientas tecnol****ógicas: N/A**


 * AGENDA **


 * Bienvenida: **

** Actividad 1: Presentación didáctica **

[|World-Readiness Standards for Learning Languages Video] media type="youtube" key="kCUubDQGFe0" width="560" height="315"



** Actividad 2: Clock Partners **

** Actividad 3: Weather Sentence Diagramming **

** Actividad 4: Cuadros y cuentos **

** Actividad 5: Conversación en la clase **

** Actividad 6: Story Switches **


 * Actividad 7: Círculos concéntricos **

** Actividad 8: Colores y conversaciones **

** Actividad 9: Tiras cómicas **

** Actividad 10: Have You Ever **

** Actividad 11: Wordless Stories **