Can-Do statements are a starting point for self-assessment, goal-setting, and the creation of rubrics for performance-based grading Learners and educators use the statements for self-evaluation to become more aware of what they know and can do in the target language.
What are the can do statements?
Can-Do statements help with learning?
What is the NCSSFL-ACTFL?
Why do we use statements in self assessment?
What is presentational communication?
Can do statements show what to learn or teach at each sublevel?
Is it sufficient for learners to show evidence of performance in just one specific situation?
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CAN DO statements example?
An example of a Can-Do benchmark statement for Intermediate-Mid proficiency is the following: I can participate in conversations on familiar topics using sentences and series of sentences. I can handle short social interactions in everyday situations by asking and answering a variety of questions.
Why is CAN DO statements important?
Teachers use the Can-Do statements to gauge proficiency growth and identify learning targets and sample activities for units and lessons. In sum, the Can-Do statements can serve as a guide for developing curriculum, creating learning tasks and as venues for language assessment.
What is can do language?
A can do statement is a learner-forward statement that concretely expresses at what level they can use language. It starts with the phrase “I can” and the teacher usually customizes them based on what students are learning. For example, the ones above – “I can say my name in Spanish.
What are the 5 C's of Actfl?
The five “C” goal areas (Communication, Cultures, Connections, Comparisons, and Communities) stress the application of learning a language beyond the instructional setting.
CAN DO statements culture?
The Can-Do Statements for Intercultural Communication and the Reflection Tool for Learners are a set of benchmarks, indicators, examples, and scenarios that show how learners use the target language and knowledge of culture to demonstrate Intercultural Communicative Competence.
What is a global CAN DO statement?
A global can-do statement is a very general description of what a learner can do with language. Operative can-do statements are more specific in terms of the description of what the learner can do. The majority of global can-do statements are accompanied by a number of operative can-do statements.
What are Wida can do descriptors?
The WIDA Can Do Descriptors provide examples of what language learners can do at various stages of English language development in listening, speaking, reading and writing. The WIDA Can Do Descriptors, Key Uses Edition is one component of the WIDA Standards Framework (shown at right).
What are the five Wida standards?
The ELD standards include Standard 1: Social and Instructional language, Standard 2: The language of Language Arts, Standard 3: The language of Mathematics, Standard 4: The language of Science, Standard 5: The language of Social Studies. The standards framework codifies WIDA's stated approach to language development.
What are the 6 levels of Wida?
WIDA Levels and Descriptors6 (Reaching)5 (Bridging)4 (Expanding)3 (Developing)•general and some specific language of the content areas.2 (Beginning)1 (Entering)
What are ACTFL standards?
The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural competence to participate in multilingual communities at home and around the world.
What is 5c teaching?
The essential components of an excellent education today embody much more than the traditional three R's. Past President of NAIS, Pat Bassett, identifies Five C's – critical thinking, creativity, communication, collaboration and character, as the skills that will be in demand and will be rewarded in this century.
What are the ACTFL levels of proficiency?
Developed from the Federal Government's ILR scale by ACTFL, the ACTFL proficiency scale has four main levels (Novice, Intermediate, Advanced, Superior). The first three levels are each subdivided into three sublevels (Low, Mid, and High).
Why use I can Statements in teaching?
I can statements can assist students to become more responsible for their learning and to be reflective of their own work. Students can track their learning and know exactly what they are working on or towards at any given time.
How do you use I can statements in the classroom?
When I begin a lesson with a new skill or standard, I introduce it with the I Can Statement. This tells my students what we will be working on and what they need to learn. We usually spend 5 minutes or so breaking it down – especially the verbs, so that students truly understand what it is asking.
Why is it important for teachers to write objectives in student friendly language?
Since language objectives ensure that teachers meet the unique linguistic needs of English learners, they are sometimes easier to implement in the context of instructional practices espoused by the SIOP Model. Practices that focus on explicit academic language teaching include: development of key vocabulary.
What are Wida can do descriptors?
The WIDA Can Do Descriptors provide examples of what language learners can do at various stages of English language development in listening, speaking, reading and writing. The WIDA Can Do Descriptors, Key Uses Edition is one component of the WIDA Standards Framework (shown at right).
NCSSFL-ACTFL CAN-DO STATEMENTS PROFICIENCY BENCHMARKS
I can interact at a competent level in familiar and some unfamiliar contexts. I can interact in complex situations to ensure a shared understanding of culture. I can engage with complexity and pluricultural identities and serve as a mediator between and among cultures. INTERACT NCSSFL-ACTFL CAN-DO STATEMENTS PROFICIENCY BENCHMARKS
ACTFL Can-Do Statements - Language Testing
NCSSFL-ACTFL Can-Do Statements. View the 2012 NCSSFL-ACTFL Can-Do Statements.. The Interagency Language Roundtable (ILR) has published can-do statements, which are available in the section covering Self Assessment here.. The Common European Framework of Reference for Languages (CEFR) also provides a range of information on can-do statements, viewable from this link.
NCSSFL-ACTFL CAN-DO STATEMENTS PROFICIENCY BENCHMARKS
PRESENTATIONAL COMMUNICATION PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS PROFICIENCY BENCHMARK I can communicate information, make presentations, and express my thoughts about familiar topics, using sentences and series of connected sentences through spoken, written, or signed language.
NCSSFL-ACTFL Can-Do Statements - Middle Tennessee State University
mode and that level, followed by specific examples (I can…). Check off a specific can-do statement when you are able to demonstrate that you can perform that specific task. It is not necessary to demonstrate every task in order to check off the main Can-Do Statement as some examples may refer to individual goals that are not your own.
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1. What are can-do statements, why do we want to use them, and how do we do it?
What are can do statements
1. What are can-do statements, why do we want to use them, and how do we do it?
A tool to help you meet students where they are in their language development
The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:
K-12 Can Do Descriptors, Key Uses Edition
This edition is organized around four overarching communicative purposes called Key Uses: Recount, Explain, Argue, Discuss.
Early Years Can Do Descriptors
The Early Years Can Do Descriptors provide examples of language use for three overarching communicative purposes: Express Self, Recount, Inquire (for receptive and expressive language domains).
Los descriptores Podemos
Los descriptores Podemos ofrecen ejemplos de lo que los hablantes del español podemos realizar en cada uno de los niveles de desempeño lingüístico.
Can Do Descriptors, Original Edition
This original version does not use the Key Uses as the organizing feature. Instead, it is organized by language domains: Speaking, Listening, Reading and Writing, and by the following grade level clusters: PreK-K, 1-2, 3-5, 6-8, 9-12.
English Language Development Standards Framework
A framework that provides a foundation for curriculum, instruction and assessment for multilingual learners in kindergarten through grade 12.
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What is a can do statement?
The Can-Do statements define learning targets in terms of functional language use. Even the weakest students are able to see progress, and they are personalized- and they focus on what the students CAN do, rather than what they caNNOT do.
How many skill categories are there in the Can-Do Benchmarks?
If you read through the Can-Do Benchmarks, you will see that they are divided into the different proficiency levels, and then within the levels, they are defined in terms of the five skill or mode categories:
Why is understanding important in a global world?
We feel threatened by things we don’t understand, and react poorly when we judge something that we only have a superficial understand of. Make an effort to understand where someone is coming from and what makes sense to them. We cannot move forward as a human society if you don’t understand where people are coming from. Languages are key- the lock will unlock- if you have the language to interact with someone.
Can do statements help students?
In addition to helping the students, the Can-Do statements can serve as a guide for the teachers in developing curriculum, and creating learning tasks,: or for assessing language. All right. So the first step in the goal setting process is to have the students determine where they are in their language skills.
Can do statements be recorded?
It’s important that the Can-Do statements are recorded, and referred to, but teachers will use them in different ways. However- and this is important- there are a couple of things that the can-do statements are NOT: They are not a check-list that you do once and boom, you’re done.
What is a DO statement?
The DO statement is the simplest form of DO group processing. The statements between the DO and END statements are called a DO group. You can nest DO statements within DO groups. Note: The memory capabilities of your system can limit the number of nested DO statements you can use.
What is a simple do statement?
A simple DO statement is often used within IF-THEN/ELSE statements to designate a group of statements to be executed depending on whether the IF condition is true or false.
When do statements between DO and END occur?
In this simple DO group, the statements between DO and END are performed only when YEARS is greater than 5. If YEARS is less than or equal to 5, statements in the DO group do not execute, and the program continues with the assignment statement that follows the ELSE statement.
What is an iterative DO statement?
The iterative DO statement executes statements between DO and END statements repetitively based on the value of an index variable. The iterative DO statement can contain a WHILE or UNTIL clause.
What are the can do statements?
The 2017 NCSSFL-ACTFL Can-Do Statements, the result of collaboration between the National Council of State Supervisors for Languages (NCSSFL) and the ACTFL guide: 1 Language learners to identify and set learning goals and chart their progress towards language and intercultural proficiency; 2 Educators to write communication learning targets for curriculum, unit and lesson plans; 3 Stakeholders to clarify how well learners at different stages can communicate.
Can-Do statements help with learning?
The impact on learners and learner achievement of Can-Do Statements, as evidenced in LinguaFolio® (LF®) and its European predecessor, the European Language Portfolio (ELP), has been investigated through a growing body of research. LinguaFolio® was designed to help language educators develop autonomous learning and learner empowerment. Research at the classroom level has revealed that goal setting, which is at the heart of LF® and ELP, promotes self-regulated learning, increases language and academic achievement, enhances motivation and task value, and improves self-assessment when implemented regularly and frequently (Burton & Swain, 2014; Ciesielkiewicz & Coca, 2013; Little, 2009; Little, 2003; Little, Goullier, & Hughes, 2011; Moeller, Theiler, & Wu, 2012; Ziegler, 2014; Ziegler & Moeller, 2012; Clarke, 2013; Moeller & Yu, 2015). Learners who experienced LF® as an intervention in the world language classroom achieved higher academic outcomes as measured by cumulative GPA and ACT scores in math, science, reading, and English in comparison to students who were not exposed to LF® (Clarke, 2013).
What is the NCSSFL-ACTFL?
The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication and the Reflection Tool for Learners provide a set of examples and scenarios that show how learners use the target language and knowledge of culture to demonstrate their Inter cultural Communicative Competence (ICC).
Why do we use statements in self assessment?
Learners and educators use the statements for self-evaluation to become more aware of what they know and can do in the target language. By using statements aligned to the proficiency scale, educators can more easily create rubrics that enable learners to chart their progress.
What is presentational communication?
Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
Can do statements show what to learn or teach at each sublevel?
Can-Do Statements do not show what to learn or teach at each sublevel; the descriptors show the skills and functions that can be done with full control at that sublevel. Learners should work with authentic texts and real-life scenarios at all levels and sublevels and set goals for how to progress to the next higher level.
Is it sufficient for learners to show evidence of performance in just one specific situation?
It is not sufficient for learners to show evidence of performance in just one specific situation; the indicators and examples at each sublevel illustrate how learners might demonstrate skills in each mode of communication through a wide variety of evidence.
