1. Make Students the Proficiency Experts
Leah Devine & Jessie Roberts
West Virginia Virtual School
ADAPTED FOR WVVS FROM (cc) villarreal15
ADAPTED FOR WVVS FROM (cc) villarreal15

2. Learning Targets I can identify levels of proficiency.
I can set my own goals for proficiency.

3. LEARNING LANGUAGE? Why are you
Create a list on the board with the reasons students are learning language? You can create a banner with butcher paper with “WHY ARE YOU LEARNING A NEW LANGUAGE?” Down the middle. Allow students to write their reasons on the banner. DISCUSS THE REASONS WITH THE GROUP…
YELLOW STAR= Facilitator-Led activity
GREEN STAR= Teacher-Led activity
Create a list on the board with the reasons students are learning language and what they can do with it

4. Language Learning is like building a house…

5. Performance= 1 Brick
As we learn languages we practice and engage in performances that are represented by the individual bricks. (Provide students with examples of how these performances will occur in your classroom here. Such as performance assessments… how will they use language in your classroom?)
As we learn languages we practice and engage in performances
that are represented by the individual bricks. Each time you speak,
listen, read, or write in the language, you are stacking those bricks.

6. Multiple Performances= Walls
As we continue through the year we continue to complete various performances based on what we are learning. While the content changes, we are still working on reinforcing our communication skills with new information. For example in Unit 2 we may talk about what classes you like and in unit 3 we may talk about how our friends look but we are still working on the Skill of asking and answering questions.
Throughout the year, we keep building on the foundation and reinforcing the structure with more bricks and more complicated designs. For example, once you can ask a question, we want you to ask it on different topics.

7. Practice= Mortar
Your practice is the cement that holds the performances together. When they are stuck together they form a building…
Practice is the mortar that holds all your knowledge (bricks) together to make…

8. …A HOUSE!!
The style of house is the the proficiency level (simple to complex).
Being able to make that structure, whether it is simple adobe or a sleek modern house,
is proficiency. It is what you CAN DO!!

9. What’s the Difference? Performance Proficiency
My ability to tell/listen/read/write about different topics
WHAT I CAN DO!!
What we do in the classroom- practice listening, learn vocabulary, repeat words and phrases, role play settings, projects, online activities, etc…

10. How will I know how I am doing?
Performance and Proficiency are measured on the ACTFL Proficiency Scale; same as STAMP.

11. Take notes on the steps along the path and their titles
This is you
on your Path to Proficiency…
Take notes on the steps along the path and their titles
Explain

12. Phrases/Lists Words Sentence String of Sentences
*** Ask students what they see… Let them give any response on the screen or in the chat box. Then, after all have responded, show how some replies are WORDS, PHRASES/LISTS, A SENTENCE, STRINGS OF SENTENCES and in each of the four blocks note those lengths of responses and talk about how each one is a step toward proficiency as they learn a new language.

13. NOVICE STEPS to PROFICIENCY Novice High (3) Novice Mid (2) Novice Low
(1)
NOVICE

14. NOVICE STEPS to PROFICIENCY Uses isolated words Novice High (3)
Click the hiker for a video example
Novice Mid
(2)
Novice
Low
(1)
Uses isolated words
Video Example
NOVICE

15. Topic specific lists & phrases
STEPS to PROFICIENCY
Novice High
(3)
Novice Mid
(2)
Topic specific lists & phrases
Novice
Low
(1)
Video Example
NOVICE

16. sentences, and simple sentences.
STEPS to PROFICIENCY
Novice High
(3)
Lists, phrases,
fragments of
sentences, and simple sentences.
*is Personal
Novice Mid
(2)
Novice
Low
(1)
Video Example
NOVICE

17. Intermediate STEPS to PROFICIENCY Intermediate Mid (5) Intermediate
High
(6)
Intermediate
Mid
(5)
Intermediate
Low
(4)
Novice High
(3)
Intermediate

18. Intermediate STEPS to PROFICIENCY Intermediate High (6) Intermediate
Mid (5)
Intermediate
Low (4)
A string of
sentences, phrases,
and sentence
fragments.
Video Example
Novice High
(3)
Intermediate

19. and task. May not be organized.
STEPS to PROFICIENCY
Intermediate
High (6)
Intermediate
Mid (5)
Multiple sentences
related to the topic
and task. May not be organized.
Intermediate
Low (4)
Video Example
Novice High
(3)
Intermediate

20. Intermediate STEPS to PROFICIENCY Intermediate High (6) Intermediate
Many sentences
related to topic and
task. Mostly organized.
Intermediate
Mid (5)
Intermediate
Low (4)
Video Example
Intermediate
Novice High
(3)

21. Uses past, present, and future; paragraph length
STEPS to PROFICIENCY
Superior
(10+)
Can function in concrete and abstract perspectives; lengthy elaboration is possible
Video Example
Advanced
(7-9)
Uses past, present, and future; paragraph length
Intermediate
High
(6)

22. Identifying Proficiency Levels
Organized Sentences
Many sentences
Strings of Sentences
Simple* Sentences
Phrases
Words
* personal

23. Let’s Practice Identifying the Proficiency Levels!

24. Name That Level Game
You will see a series of performance descriptors and examples on the following slides.
Show the level you believe is given. When told, hold up your answer and proceed to the next slide to see if you were correct! 1 point for each correct answer
Using paper, fingers, or white boards, have students hold up the level name that best describes the performance level being described.
(you can make whiteboards from white card stock and a multi-page capacity page protector.)

25. Words or no target language production “A dog… ummm”
Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High
Words or no target language production “A dog… ummm”

26. Novice Low 1 A. “A dog… ummm”
Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High
Novice Low 1
“A dog… ummm”

27. B.
Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High
A few sentences about a topic “The dog is white. It runs fast. It drinks water.”

28. It runs fast. It drinks water.”B.
Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High
Intermediate Low 4
“The dog is white.
It runs fast. It drinks water.”

29. Uses words, lists & phrases “dog, white, it is happy”C.
Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High
Uses words, lists & phrases “dog, white, it is happy”

30. Novice Mid 2 C. “dog, white, it is happy”
Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High
Novice
Mid 2
“dog, white, it is happy”

31. D.
Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High
Sentences & fragments; more personal “The dog runs, drink, go fast. The dog is pretty.”

32. “The dog runs, drink, go fast. The dog is pretty.”
Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High
Novice
High 3
“The dog runs, drink, go fast. The dog is pretty.”

33. Always uses strings of sentences and connectors; organized
Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High
Always uses strings of sentences and connectors; organized
“It is a little white dog. The dog ran fast because it played ball. It will be tired after running a lot and need water.”
Conjunctions

34. Intermediate High 6 E. Conjunctions
Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High
Intermediate High 6
Conjunctions
“It is a little white dog. The dog ran fast because it played ball. It will be tired after running a lot and need water.”

35. F.
Choices: Novice Low, Novice Mid, Novice High, Intermediate 1, Intermediate 2, Intermediate 3
Uses strings of sentences; not always organized/connected “The little white dog is fast. He is playing ball. He is thirsty.”

36. “The little white dog is fast. He is playing ball. He is thirsty.”
Choices: Novice Low, Novice Mid, Novice High, Intermediate 1, Intermediate 2, Intermediate 3
Intermediate Mid 5
“The little white dog is fast. He is playing ball. He is thirsty.”

37. __ “The dog runs, drink, go fast. The dog is pretty.”
Put these responses in order from of proficiency. Low to High, or High to Low
__ “The dog runs, drink, go fast. The dog is pretty.”
__ “Dog, white, it is happy”
__ “It is a little white dog. The dog ran fast because it played ball. It will be tired after running a lot and need water.”
__ “A dog… ummm”
__ “The little white dog is fast. He is playing ball. He is thirsty.”
__ “The dog is white. It runs fast. It drinks water.”

38. Assessment 1 Put Levels in Order

39. http://scsworldlanguages. weebly
Discuss these questions as a class… How are the three examples similar? How are they different? What could be a Novice Low answer? What could be a higher level answer?
Discuss how they examples are similar (all answer the question) and different (complexity). Elicit a NL and more advanced answer.
Task: Tell me about yourself.

40. scsworldlanguages. weebly
scsworldlanguages.weebly.com/uploads/1/4/7/4/ /level_1_h_unit_3.pdf
Discuss this as a class… As you become more proficient, you have the ability to make more complex sentences. Try to add as many details as possible when speaking and writing.
Go over the examples with students and encourage them to add more details in speaking and writing.
Task: What do you like to do in your free time?

41. Now we will practice how to Level Up
Organized Sentences
Many sentences
Strings of Sentences
Simple* Sentences
Phrases
Words
* personal

42. Have students provide descriptions of these pictures
Have students provide descriptions of these pictures. Begin with one word description and guide the students to make longer descriptions and descriptions that link the two pictures.

45. Where are you from? Give examples of replies at each level… Level Up!
Have students show examples of how they could reply within the levels from 1-6 (ACTFL Proficiency levels) by replying to the prompt above in English

46. ¿Qué tal. ¿Qué quieres comer
¿Qué tal? ¿Qué quieres comer? Give examples of replies at each level… Level Up!
Have students show examples of how they could reply within the levels from 1-6 (ACTFL Proficiency levels) by replying to the prompt above in Spanish (level 1A/1 or level 1B/2)

47. Where do you want to go on your
Path to Proficiency?

48. As Homework, using things that interest you, make your own Path to Proficiency!
Discuss the Paths tomorrow when students return with the work and post around room as appropriate

49. I Can… Connect levels of proficiency to I Can Statements
I can tell someone my name.
I can answer a few simple questions.
I can describe where I work and what I do.
I can write what I do in class or at work.
I can describe what I did
to help out at home last week.
Novice
Mid 1A
Novice High 1B
Sp2
Intermediate

50. Assessment 2 Multiple choice matching- identify the levels; Match levels to examples of responses

51. Jessie Roberts jroberts@k12.wv.us Leah Devine ldevine@k12.wv.us