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NCSSFL-ACTFL Can-Do Statements (November 2013)

1. Intercultural Can-Do Statements

2. Communicative Can-Do Statements

Intercultural Can-Do Statements:

These Can-Do statements provide guidance on how students can show cultural

competence in the target language, at their proficiency level.

They will be a part of the ODE Model Curriculum tools.

They are currently piloting in South Carolina and Kentucky.

http://education.ky.gov/curriculum/wlang/Pages/Curriculum-Documents-and-Links.aspx

NCSSFL-ACTFL Can-Do Statements:

November 2013: These are the revised 2009 LinguaFolio “I Can” statements.

The statements can currently be found on the ACTFL website under

“Publications” (The ODE Model Curriculum will provide printable checklists for

every level of proficiency).

The statements give concrete examples of tasks students can do to show

communicative proficiency and growth.

These Can-Do statements are perfectly aligned to the ACTFL Proficiency

Levels, but in student-friendly language.

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Overview of the Can-Do statements: 1. Prediction: The Can-Do statements are a self-assessment tool to predict proficiency levels. They

are not an evaluative tool.

2. Corroboration: The results of the Can-Do checklist should be similar to the proficiency level

determined by the summative IPA.

3. LinguaFolio: The Can-Do statements can be used to measure proficiency as part of the

LinguaFolio portfolio assessment.

4. Spiraling: The main statements will be done repeatedly throughout the various levels.

How do the Can-Do statements inform instruction? 1. Plan: use to plan curriculum, units of instruction, daily lessons.

2. Target: clarify how students’ performance in class can point to their targeted proficiency level.

3. Produce: help learners increase their language production and reach a targeted level of

proficiency.

4. Guide: write the Can-Do statement on the board as the goal for that lesson or unit. Use in

rubrics, also.

How do teachers use the Can-Do statements? 1. Integrate: use the Can-Do activities in lessons to provide more opportunities for language

production.

(Note: students don’t have to do every specific example on the list)

2. Add: write your own task-based Can-Do to fit with your curriculum.

3. Motivate: encourage learners to add their own examples to fit their personal goals.

How do learners use the Can-Do statements? 1. Goal setting: A tool for learners to chart their progress towards a targeted proficiency level.

2. Concrete language: Learners easily identify the communicative skills they need to do, to

function at a specific level of proficiency.

3. Autonomous learning: Students can add their own Can-Do tasks and put evidence into their portfolio*.

*LinguaFolio training modules are available on the NCSSFL.org website. http://www.learnnc.org/lp/editions/LinguaFolio/contents

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When do we use the Can-Do statements throughout the year? 1. Pre- and Post-assessment: teachers use the checklist to predict where the learner is on the

proficiency continuum, before giving the pre- and post-assessment IPA.

2. Midterm/semester exam: update the checklist before giving the midterm IPA/exam.

3. Periodic check-up: students fill in the checklist throughout the year as they do activities on the

list.

4. Student motivation: students complete a task on their own, provide evidence, and continue to

fill in the list.

How do learners accurately self-assess using the Can-Do statements ? 1. Guidance: The first time using the checklist, guide the students through the Can-Do statements.

As they become more familiar with the checklist, their self-assessment should become more

accurate.

2. Class activity: Lower level students may need to actually do the Can-Do task in class with you to

learn how to demonstrate their ability. Integrate the tasks into your current lessons over the

course of several days. (Bell ringer/warm-up; review of previous material).

3. Reflection: Older students can reflect on work they’ve done in the past. You may have to talk

through the statements the first time they do the checklist.

Revised March 3, 2014

References

• Adair, Glisan, Troyan. Implementing Integrated Performance Assessments. American Council on

the Teaching of Foreign Languages, 2013

• Sandrock, Paul. The Keys to Assessing Language Performance: A Teacher's Manual for Measuring

Student Progress. American Council on the Teaching of Foreign Languages, 2010

• Ohio Foreign Language Association, 2013. http://oflaslo.weebly.com

• Battelle for Kids, 2013. FIP Your School Ohio. http://portal.battelleforkids.org/FIPOhio

• American Council on the Teaching of Foreign Languages, 2013. www.actfl.org

• National Council of State Supervisors for Languages, 2013. www.ncssfl.org

• Kentucky Department of Education, 2013. http://education.ky.gov/curriculum/wlang

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Sample activities created by teachers to use with the Can-Do

statements.

NCSSFL-ACTFL Can-Do Statements - 2013

Novice High - Interpretive Listening

GLOBAL CAN-DO BENCHMARK: LinguaFolio Self-Assessment

I can often understand words, phrases, and simple sentences related to everyday life. I

can recognize pieces of information and sometimes understand the main topic of what

is being said.

1) I can sometimes understand simple questions or statements on

familiar topics.

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Examples:

I can recognize the difference between a question and a statement.

I can sometimes understand questions about how old I am, where I live, what I do in my free

time, etc.

I can sometimes understand questions or statements about family.

I can sometimes understand questions or statements about my friends and classmates or

workmates.

I can

Suggested Activities from Teachers:

Have a native speaker ask questions (live or recording). Students have

to write (or record) answers to the questions.

Listen to a basic interview: Students have to write (or record) answers

to the questions.

K-12 Standards

6-12 Standards

9-12 Standards

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2) I can understand simple information when presented with pictures and

graphs.

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Examples:

I can understand some facts about the weather when weather symbols are used.

I can understand when someone describes physical descriptions from a photo or art work.

I can follow along with simple arithmetic problems when I can see the figures.

I can

Suggested Activities from Teachers:

Give students a map with a weather report. Students listen to and

answer questions about the weather.

Give an image and read a description about it. Students answer

True/False questions to identify if the description is accurate, based on

the image.

3) I can sometimes understand the main topic of conversations that I

overhear.

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Examples:

I can sometimes understand if people are talking about me.

I can sometimes understand if people are talking about their homes or asking for directions.

I can sometimes understand a simple transaction between a customer and a sales clerk.

I can

Suggested Activities from Teachers:

Students listen an audio or video clip. They write a short summary of

the main idea.

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Novice High - Interpretive Reading

GLOBAL CAN-DO BENCHMARK: LinguaFolio Self-Assessment I can understand familiar words, phrases, and sentences within short and simple texts

related to everyday life. I can sometimes understand the main idea of what I have read. 4) I can usually understand short simple messages on familiar topics.

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Examples:

I can understand basic familiar information from an ad.

I can sometimes identify the purpose of a brochure.

I can identify information from a movie brochure or poster.

I can understand simple information in a text message from a friend.

I can

Suggested Activities from Teachers:

Give students a movie ad: What time is the movie showing? Who is in

it? Where is it playing? What type of movie is it? How much are

tickets?

Give students an ad from a department store (e.g., Cortes Inglés)

Students answer questions about the ad. (Could use this to check off

statements # 4, 5 and 7)

Students read a text or an email from a friend about making plans and

answer questions about it.

K-12 Standards

6-12 Standards

9-12 Standards

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5) I can sometimes understand short, simple descriptions with the help

of pictures or graphs.

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Examples:

I can understand simple captions under photos.

I can understand very basic information from a real estate ad.

I can understand website descriptions of clothing items to make an appropriate purchase.

I can identify the categories on a graph.

I can

Suggested Activities from Teachers:

Give students information about an Art exhibit: What time is the event?

What type of art is it? Is art available for purchase?

Clothing ad: What would you like to buy? How much does it cost? What

size do you need? (Metric and standard).

Give students an ad from a department store (e.g., Cortes Inglés)

Students answer questions about the ad. (Could use this to check off

statements # 4, 5 and 7)

6) I can sometimes understand the main idea of published materials.

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Examples:

I can distinguish a birthday wish from a note expressing thanks.

I can identify destinations and major attractions on a travel brochure.

I can locate places on city maps.

I can

Suggested Activities from Teachers:

Give students text from a city guide or send them to an online city

guide (e.g., Pariscope): Find information about major attractions and

events. Locate the attractions on a city map or on a subway map.

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Novice High - Interpretive Reading

(continued)

7) I can understand simple everyday notices in public places on topics

that are familiar to me. Ye

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Examples:

• I can understand a simple public transportation schedule.

• I can locate notices on where to park.

• I can understand notices that tell of street or metro closings.

• I can understand a store’s hours of operation.

• I can read the labels on a recycling bin.

I can

Suggested Activities from Teachers:

Give students an ad from a department store (e.g., Cortes Inglés)

Students answer questions about the ad. (Could use this to check off

statements # 4, 5 and 7)

Give students a subway map or go to the online website for a subway:

When does it open/close? How would you get to ____? Are there

restrictions on operations? Etc.

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Novice High - Interpersonal Communication

GLOBAL CAN-DO BENCHMARK: LinguaFolio Self-Assessment

I can communicate and exchange information about familiar topics using phrases and

simple sentences, sometimes supported by memorized language. I can usually handle

short social interactions in everyday situations by asking and answering simple

questions. 8) I can exchange some personal information.

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Examples:

I can ask and express a home address and e-mail address.

I can ask and express someone’s nationality.

I can ask and talk about family members and their characteristics.

I can ask and talk about friends, classmates, teachers, or co-workers.

I can

Suggested Activities from Teachers:

Using a family tree, ask and answer questions about the family members.

Role play: There is a new exchange student at your school. Find out where

s/he is from and talk about your families, differences in your schools, etc.

K-12 Standards

6-12 Standards

9-12 Standards

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9) I can exchange information using texts, graphs, or pictures.

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Examples:

I can ask about and identify familiar things in a picture from a story.

I can ask about and identify important information about the weather using a map.

I can ask and respond to simple questions about dates, times, places, and events on

schedules, posters, and tickets.

I can respond to simple questions based on graphs or visuals that provide information

containing numbers or statistics.

I can

Suggested Activities from Teachers:

Using information from a city guide (e.g. Pariscope), students make

plans with a friend on what to do, how to get there, invite others,

etc.

Using a family tree, ask and answer questions about the family members.

Give students a visual image. Teacher uses Popsicle sticks to pick two

students. First student asks questions about the image to the second

student. Second student has to answer questions. All students are

given a chance to ask or answer.

10) I can ask for and give simple directions.

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Examples:

I can ask for directions to a place.

I can tell someone how to get from one place to another, such as go straight, turn left, or

turn right.

I can tell someone where something is located, such as next to, across from, or in

I can

Suggested Activities from Teachers:

Role play above situations using a map: give directions, ask for

clarification, etc.

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Novice High - Interpersonal Communication

(continued)

11) I can make plans with others.

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Examples:

I can accept or reject an invitation to do something or go somewhere.

I can invite and make plans with someone to do something or go somewhere.

I can exchange information about where to go, such as to the store, the movie theatre, a

concert, a restaurant, the lab, or when to meet.

I can

Suggested Activities from Teachers:

Using information from a city guide (e.g. Pariscope), students make plans

with a friend on what to do, how to get there, invite others, etc.

Give students guidelines to follow in a mock phone conversation where

they make plans with a friend.

12) I can interact with others in everyday situations.

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Examples:

I can I can order a meal.

I can make a purchase.

I can buy a ticket.

I can

Suggested Activities from Teachers:

Give students a menu from a restaurant. They have to role play

ordering from the menu.

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Novice High - Presentational Writing

GLOBAL CAN-DO BENCHMARK: LinguaFolio Self-Assessment I can write short messages and notes on familiar topics related to everyday life.

13) I can write information about my daily life in a letter, blog, discussion

board, or email message.

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Examples:

I can introduce myself.

I can describe my family and friends.

I can describe my school.

I can describe where I work and what I do.

I can

Suggested Activities from Teachers:

Students write a letter, an email, or a profile on an international Pen

Pal website: talk about yourself, your family members’ ages, personalities,

likes, dislikes, etc.

14) I can write short notes using phrases and simple sentences.

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Examples:

I can write a postcard message.

I can write a special occasion message such as a birthday or congratulatory note.

I can write a short announcement, invitation, or thank-you note.

I can

Suggested Activities from Teachers:

Write a postcard talking about what you’re doing (or did) on summer

vacation.

Write a postcard talking about what you’re doing (or did) on a short

trip you took this weekend.

Create an invitation or an announcement for an upcoming event.

K-12 Standards

6-12 Standards

9-12 Standards

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15) I can write about a familiar experience or event using practiced

material.

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Examples:

I can write what I do in class or at work.

I can write what happens after school or during the weekend.

I can write about a website, a field trip, or an activity that I participated in.

I can

Suggested Activities from Teachers:

Using information from a city guide (e.g., Pariscope), students tell about

an event they attended: What did you do? Why did you pick that

event? What was it like? How did you get there?

Write about what you did on your summer vacation.

Students “pass notes” to friends in class. They write about what they

did this past weekend or what they’ll do next weekend.

16) I can write basic information about things I have learned.

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Examples:

I can write up a simple process like a science experiment.

I can write about a topic from a lesson using pictures or photos.

I can write about something I learned online, in a class, at work, or in the community.

I can

Suggested Activities from Teachers:

Write about something that you learned last year in your language class.

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17) I can ask for information in writing.

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Examples: I can request resources like brochures or posted information.

I can request an appointment with a classmate, teacher, or colleague.

I can request an application for a job, membership in a club, or admission to a school or

program.

I can

Suggested Activities from Teachers:

Write an email to your teacher asking him/her if you can stay after

school tomorrow for extra help.

Write a note or an email to the Language Club advisor, asking what you

need to do to join this club.

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Novice High - Presentational Speaking

GLOBAL CAN-DO BENCHMARK: LinguaFolio Self-Assessment

I can present basic information on familiar topics using language I have practiced using

phrases and simple sentences.

18) I can present information about my life using phrases and simple

sentences.

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Examples:

I can describe my family and friends.

I can describe my school.

I can describe where I work and what I do.

I can

Suggested Activities from Teachers:

Make a power point or other visual family tree. Talk about members of

your family, using the visual to aid your presentation.

Make a power point, brochure or poster about your school, telling

incoming 9th graders about fun or interesting things at your school.

19) I can tell about a familiar experience or event using phrases and

simple sentences.

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Examples:

I can tell what I do in class or at work.

I can tell about what I do during the weekend.

I can tell about what happens after school or work.

I can

Suggested Activities from Teachers:

Describe your typical day and evening, once school ends or on the

weekend.

K-12 Standards

6-12 Standards

9-12 Standards

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20) I can present basic information about a familiar person, place, or

thing using phrases and simple sentences.

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Examples:

I can describe a useful website.

I can talk about my favorite musical group, actor, or author.

I can describe a landmark, vacation location, or a place I visit.

I can talk about a famous person from history.

I can

Suggested Activities from Teachers:

Using information from a city guide (e.g., Pariscope), students tell about

an event they attended: What did you do? Why did you pick that

event? What was it like? How did you get there?

Show changing slides. Give 1-2 minutes to prepare. Students talk for 20

seconds about what they see.

Talk about a person you know or admire (# 20-21)

21) I can present information about others using phrases and simple

sentences.

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Examples:

I can talk about others’ likes and dislikes.

I can talk about others’ free-time activities.

I can give basic biographical information about others.

I can

Suggested Activities from Teachers:

Talk about a person you know or admire (# 20-21).

Talk about a famous person from your target culture.

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22) I can give basic instructions on how to make or do something using

phrases and simple sentences.

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Examples:

I can tell how to prepare something simple to eat.

I can describe a simple routine, like getting lunch in the cafeteria.

I can give simple directions to a nearby location or to an online resource.

I can

Suggested Activities from Teachers:

There is an exchange student at your school who is lost. You are in the

(cafeteria). Tell him how to get to the (main office).

Describe your favorite recipe.

23) I can present basic information about things I have learned using

phrases and simple sentences.

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Examples:

I can describe a simple process like a science experiment.

I can present a topic from a lesson based on pictures or photos.

I can present information about something I learned in a class or at work

I can present information about something I learned in the community.

I can

Suggested Activities from Teachers:

Pick a monument from your target culture. Using photos as a guide,

give basic information about the monument.

Talk about a class or other activity that you do that is not related to

school. Tell what you learned, or learned to do, in this class/activity.

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COLLABORATION -- Developing activities for Can-Do statements

We are creating activities for which mode? _____________________________________

We are creating activities for which proficiency level? _____________________________________

* Novice Mid = level 1, early level 2

*Novice High = level 2, early level 3

*Intermediate Low = level 3, early level 4

Can-Do Statement # (Can be more than one statement)

Activity for students to show what they “Can Do.” (One activity could cover several Can-Do statements)