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Focusing Assessment on Language Performance Laura Terrill Independent Consultant ACTFL, 2012 Part 1.

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1 Focusing Assessment on Language Performance Laura Terrill Independent Consultant ACTFL, 2012 Part 1

2 “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.” Stephen Covey Laura Terrill, ACTFL 2012

3 Agenda Laura Terrill, ACTFL 2012

4 Ask Why Before How? Asking why helps you to think about all the reasons for decisions. It helps you to open your mind to possibilities and opportunities. Thinking for a Change John C. Maxwell Laura Terrill, ACTFL 2012

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6 what occurs outside the head. Teaching is …… Ruby Payne Laura Terrill, ACTFL 2012

7 what occurs inside the head. Learning is …… Ruby Payne image: artsjournal.com Laura Terrill, ACTFL 2012

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11 Products – Practices – Perspectives Nature of Language Reinforce and further knowledge of other disciplines Life-long learning Concept of Culture Beyond the school setting Acquire information and distinctive viewpoints Interpretive — Interpersonal — Presentational Laura Terrill, ACTFL 2012

12 1.Start with the vocabulary and grammatical structures. 2.Practice. Drill and kill. 3.Quiz. 4.Practice more. 5.Introduce culture. 6.Give chapter test. Traditional planning design: P. Sandrock Laura Terrill, ACTFL 2012

13 1. Identify desired results 2. Determine acceptable evidence of learning 3. Plan learning experiences & instruction Backward Design requires you to: Laura Terrill, ACTFL 2012

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16 Transitioning from the Textbook Textbook TopicRevised Theme/Topic Food Airplane / Hotel Travel Daily Routine/Health Celebrations House/chores Restaurant ???????? Food and Hunger Explorations Our Emotional Selves Rites of Passage Pursuit of Health and Happiness The Art of Food Laura Terrill, ACTFL 2012

17 Transitioning from the Textbook Revised Theme/TopicEssential Question Food and HungerWhy does hunger exist? ExplorationsWhy does man explore? Pursuit of Health and Happiness What impacts quality of life? Our Emotional Selves What causes emotional reaction? Rites of Passage What does it mean to be responsible? The Art of Food What role does food play in a culture? ?????? Laura Terrill, ACTFL 2012

18 Global Citizenship Consumerism/Stere otypes All Work and No Play Basic greetings, names, age, etc. City, country, nationality Friends, family, pets Heritage/family ancestry Community members Population numbers “Alter Ego” clothing – where made physical identity wants/needs/shopping money activities making plans calendar entertainment celebrations time LeadershipManaging StressTravel school, education literacy leadership traits, current/future leaders personality clothing – dress the part food/health support – friends, family Celebrations home vs house work vs. vacation multi-tasking vacation seasons/months Transportation carbon footprint food/allergies Level 1 Laura Terrill, ACTFL 2012

19 Chocolate Laura Terrill, ACTFL 2012

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21 Friendship Laura Terrill, ACTFL 2012

22 4 Key Elements for Thematic Focus Cognitively engaging Intrinsically interesting Culturally connected 1 and Communicatively purposeful 2 1 Helena Curtain 2 Donna Clementi and Paul Sandrock Laura Terrill, ACTFL 2012

23 Create a Rich and Engaging Thematic Focus Pages For more information…. What unit topic would you like to develop today? What is your essential question? Laura Terrill, ACTFL 2012

24 Global Challenges: Food and Hunger Students will consider personal connections with food. They will consider the type of food that they and others eat and will indicate their likes and dislikes. They will be able to say why they eat/don’t eat certain foods, describing their tastes and commenting on how healthy or unhealthy certain foods are. They will be able to explain the number of calories needed to sustain life and will analyze the number of calories they consume with regard to the US and other food pyramids. Finally, they will consider why hunger exists, where it is prevalent and how various organizations are helping. As a class students will work individually and in groups to draw attention to hunger issues. Laura Terrill, ACTFL 2012

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26 Video Bell ringer Act. 1 Exprimons-nous Act. 4 Comparisons Reading Numbers to 60 Homework Setting Goals Ask and answer questions about hunger and thirst. Talk about likes and dislikes concerning common and international foods. Say why I like and don’t like certain dishes. Laura Terrill, ACTFL 2012

27 Novice express feelings and emotions Function (s): Context (s): Accuracy: state personal feelings react to headline news verb “to be”, adj. agreement Laura Terrill, ACTFL 2012

28 Intermediate express feelings and emotions Function (s): Context (s): Accuracy: Shrum & Glisan express feelings in different situations class reunion subjunctive Laura Terrill, ACTFL 2012

29 Basing Assessment on Standards Pages For more information…. What are the major goals for your unit? Lead with culture. Laura Terrill, ACTFL 2012

30 3 Stages of Backward Design Laura Terrill, ACTFL 2012

31 Laura Terrill, ACTFL 2012

32 Roots: Content & Contexts Topics Social Situtations Trunk: Functions Ask & answer questions Describe Compare & contrast Narrate & describe Support an opinion Leaves: Accuracy Pronunciation Grammar Vocabulary Socio-linguistic appropriateness Fluency Branches: Text Type words sentences paragraphs Assessing Proficiency Laura Terrill, ACTFL 2012

33 Major Levels - Novice The “Parrot”  Lists with words/phrases  Makes attempts at conversation  Memorized language  Telegraphic  Limited topic areas WORD LEVEL Chantal Thompson Laura Terrill, ACTFL 2012

34 Major Levels – Intermediate The “Survivor”  Creates with language; recombines and adapts learned material to express personal meaning  Asks and answers questions about familiar topics  Handles simple situations SENTENCE LEVEL Chantal Thompson Laura Terrill, ACTFL 2012

35 Major Levels - Advanced The “Storyteller” Full conversational partner Speaks with confidence Expands on a variety of concrete topics Narrates and describes in present, past and future time frames Handles a situation with a complication PARAGRAPH LEVEL Chantal Thompson Laura Terrill, ACTFL 2012

36 D. Clementi Describe people, places and things Laura Terrill, ACTFL 2012

37 Proficiency Performance Achievement Time Spent Working Toward Proficiency D. Clementi Laura Terrill, ACTFL 2012

38 Cinderella Level I Cinderella is a girl. She isn’t happy. She works a lot. Her mother doesn’t like Cinderella. She has two sisters. They don’t like Cinderella. There is a ball. Cinderella doesn’t go to the ball.... Level II Cinderella is a poor young girl. She has two sisters who are not nice. And her mother doesn’t like her much. One day the family is going to go to the ball at the king’s castle. Cinderella can’t go because she doesn’t have a pretty dress.... Level III Once upon a time there was family of two sisters and their mother. They had a step-sister, Cinderella. The mother loved her two ugly and mean daughters, but she didn’t like Cinderella, who was beautiful and nice. One day, the king invited all the young girls to meet his son, the prince. But Cinderella, who didn’t have anything nice to wear, couldn’t go.... Laura Terrill, ACTFL 2012

39 Level IV Once upon a time there was a family composed of a mother and her two mean and ugly daughters. In the small house lived Cinderella, the step-sister, who had to do all the household chores. Because of her great charm and beauty, Cinderella was hated by her step-mother and two step-sisters who were jealous. One day, there was an invitation sent by the king, who was giving a grand ball at the castle in honor of his son. All the young girls of the kingdom were invited; except Cinderella who, not having anything to wear for such a rich ball, could not attend.... Level V Once upon a time there was a girl named Cinderella whose step- mother made her work all day long. But her two vain and lazy step-sisters would only walk around in their beautiful dresses making fun of Cinderella who was always dressed for doing household chores. One day, a letter arrived from the king who was making preparations for a grand ball at which his son would choose his future bride from among all the young girls of the kingdom. Cinderella really wanted to attend but couldn’t because all she had were the old charwoman clothes she was wearing. Laura Terrill, ACTFL 2012

40 Evaluate Tasks Against the Target Level of Proficiency Pages For more information…. What is the targeted level of proficiency for Advanced Placement? For your course? Laura Terrill, ACTFL 2012

41 Assessment vs. Evaluation Formative vs. Summative Laura Terrill, ACTFL 2012

42 Traditional vs. Authentic Assessment TraditionalAuthentic Takes place at the end of a unit Uses multiple choice or short answers Students work individually Students receive a numerical grade or a pass/fail Subject areas are isolated Students are on their own for testing Test material is often isolated from real-life Souce unknown Takes place over a period of time Uses portfolio approach Students may work collaboratively Students are evaluated on a performance scale ranging from novice to advanced Subject areas are often integrated Students and teachers are partners Real-life tasks are used to assess student’s level of understanding Laura Terrill, ACTFL 2012

43 Assess what students know… Consider the following directions. Are students being assessed for what they know or what they don’t know? 1. Read the advertisement and place a check next to the statements that contain information from the ad. (Ad in target language, questions in English.) 2. Tell me what you, your friends and others are going to do over the weekend 3. Listen to the story and answer the following questions – who, what, when and where. 4. List at least 4 foods and one beverage that you might have at each meal. Do not repeat choices. 5. Read the following . Write 2 questions you might ask based on what you read. Laura Terrill, ACTFL 2012

44 Assess what students know… Consider the following directions. Are students being assessed for what they know or what they don’t know? 6. Dictation. Write exactly what I say. 7. Participate in a roleplay on given topic. 8. Write 4 questions that you will ask about school when interviewing your epal. 9. Identify the choice that best completes the sentence. 10. Write a definition for 12 of the 15 words. 11. Read the paragraph. Tell me what you know about Mary and her mother. 12. Draft, memorize and present a skit about a trip you took. Laura Terrill, ACTFL 2012

45 Designing Tasks for Alternative Assessment Successful use of alternative assessment depends on using performance tasks that let students demonstrate what they can actually do with language. Authentic assessment activities: Adapted from: deal with topics or issues of interest to the students rely on real-world communication contexts and situations involve real problems that require creative use of language require a quality product or performance establish evaluation criteria and standards that are known to the student allow for interaction between teacher, student and peers allow for self-assessment Laura Terrill, ACTFL 2012

46 Thinking Like An Assessor What would be sufficient and revealing evidence of learning? What performance tasks must anchor the unit and focus the instructional work? How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)? Against what criteria will I distinguish work? What misunderstandings are likely? How will I check for those? Understanding by Design Laura Terrill, ACTFL 2012

47 Balanced Assessment Learning Checks Did students learn what was taught? Formative Assessment Can students apply or manipulate what they have learned? Summative Assessment What have students truly acquired? Laura Terrill, ACTFL 2012

48 Check for learning / comprehension throughout the lesson – gauge student learning for each lesson segment, not just at the end of the instructional period. Design activities so that students are individually accountable – (think- pair-share, numbered heads together, etc.) Use exit slips to assess learning before students leave class. Use bell work to determine what students know before using that information in the opening activity. Design homework to allow for application of learned material. Use homework to specify what student must be able to do when they enter class the next time. Learning Checks Did students learn what was taught? Laura Terrill, ACTFL 2012

49 Occurs frequently. Is relatively short in duration. Provides immediate (next day) feedback to students on how to improve. Is designed to allow learners to review and revisit previously learned material. Allows learners to improve performance without penalty. Places emphasis on what students know and are able to do. Expects student to apply and/or create with the language they have learned. Mimics the type of summative assessment that students will experience. Formative Assessment Can students apply or manipulate what they have learned? Will they do something similar on the streets of (Paris)? Laura Terrill, ACTFL 2012

50 ACTFL Integrated Performance Assessment Interpretive Students listen to, read and/or view an authentic text and answer information as well as interpretive questions to assess comprehension. The teacher provides students with feedback on performance. Interpersonal After receiving feedback students engage in communication about a particular topic which relates to the interpretive text. Presentational Students engage in the presentational mode by sharing their research/ideas/opinions. Samples presentational formats: speeches, drama, radio broadcasts, posters, brochures, essays, websites, etc. Laura Terrill, ACTFL 2012

51 Closure ABC….Summarize Brainstorm round a word Apple Save Laura Terrill, ACTFL 2012

52 Interpretive Laura Terrill, ACTFL 2012

53 ACTFL Proficiency Guidelines Reading Novice can understand key words and cognates, as well as formulaic phrases that are highly contextualized; get a limited amount of information from highly predictable texts in which the topic or context is very familiar may rely heavily on their own background knowledge and extralinguistic support to derive meaning. understand a text when they are able to anticipate the information in the text; recognition of key words, cognates, and formulaic phrases makes comprehension possible. Intermediate can understand information conveyed in simple, predictable, loosely connected texts; rely heavily on contextual clues; can most easily understand information if the format of the text is familiar. can understand discourse that is minimally connected and primarily organized in individual sentences and strings of sentences containing predominantly high-frequency vocabulary. are most accurate when getting meaning from simple, straightforward texts; understand messages found in highly familiar, everyday contexts; may not fully understand texts that are detailed or those texts in which knowledge of language structures is essential in order to understand sequencing, time frame, and chronology. Advanced can understand the main idea and supporting details of authentic narrative and descriptive texts; compensate for limitations in their lexical and structural knowledge by using contextual clues. understand texts that have a clear and predictable structure; the prose is uncomplicated and the subject matter pertains to real-world topics of general interest. demonstrate an independence in their ability to read subject matter that is new to them; have sufficient control of standard linguistic conventions to understand sequencing, time frames, and chronology. Laura Terrill, ACTFL 2012

54 Interpretive Communication Students understand and interpret written and spoken language on a variety of topics. 1.The text is authentic and is read, heard, and/or viewed. 2.There is no opportunity to interact with the writer, speaker or producer. 3.The task is to try to understand the gist and as many layers of detail as possible Laura Terrill, ACTFL 2012

55 Interpretive Communication…. is notis translation.context-driven understanding (gist). a hunt for trivial details.whole picture; mediating meaning with the text; a focused task. glossed readings; teaching all new vocabulary first. familiar words in new context; and new words in a familiar context. reading, listening or viewing from the reader’s perspective only. using the author’s perspective and cultural perspective. reading word for word.re-phrasing chunks; retelling; predicting; and using structural clues. Laura Terrill, ACTFL 2012

56 Strategic Format Prereading activities: Discussion Predictions Questioning Brainstorming Setting Purpose Guided ACTIVE silent reading Activities to clarify, reinforce, extend knowledge Traditional Format Reading assignment given Independent reading Discussion to see if students learned main concepts, what they “should have” learned Laura Terrill, ACTFL 2012

57 Common Core State Standards for English Language Arts and LIteracy Laura Terrill, ACTFL 2012

58 Key Considerations  Decide what students should know after reading the text. Determine what is essential.  Determine what students should be able to do with the information once they have finished the text.  Anticipate what might cause students difficulty. Consider elements such as: background/cultural knowledge vocabulary organization of the text  Model how they should hold their thinking while reading or listening to the text. Adapted from Do I Really Have to Teach Reading, Chris Tovani Laura Terrill, ACTFL 2012

59 Teaching Nonfiction Reading We need to teach students: How to use the questions we give them and how to create questions of their own. How to use clues an author provides to identify main ideas and supportive details. How to successfully summarize and retell the important information both during and after reading. How to recognize the most common textual patterns — comparing and contrasting, explaining causes and effects, laying out a sequence of events, describing a process. Laura Terrill, ACTFL 2012

60 Applying Strategies to the Interpretive Task Before Reading Discussion Prediction Questioning Brainstorming Setting purpose Laura Terrill, ACTFL 2012

61 Applying Strategies to the Interpretive Task During Reading Guided Active Silent Individual Laura Terrill, ACTFL 2012

62 Applying Strategies to the Interpretive Task After Reading clarify reinforce extend knowledge Laura Terrill, ACTFL 2012

63 A.C.T.I.V.E. Ask Questions Who? What?When? Where? Why?Which would? If….then?Who can?How did? Thick questions vs. thin questions Laura Terrill, ACTFL 2012

64 A.C.T.I.V.E. Connect: Text-to-self Text-to-text Text-to-world Interesting ideaI’m confusedI disagree Important ideaI remember I’m surprised I wonder Read aloud a short text and think aloud your comments. Laura Terrill, ACTFL 2012

65 A.C.T.I.V.E Track Down Word level - pick out the words that carry the meaning of the sentence Sentence level - pick out key sentences Text level - pick out key ideas, concepts and themes Determine the most important ideas and themes. Laura Terrill, ACTFL 2012

66 A.C.T.I.V.E. Making Inferences Make inferences by creating personal meaning or by creating a meaning that is not stated explicitly. Good readers use their prior knowledge and information from the text to draw conclusions, make judgments and predictions, and form interpretations about what they are reading. Allow great latitude for inferences provided that the reader can defend his or her inferences with a description of relevant, prior knowledge and specific text. Laura Terrill, ACTFL 2012

67 A.C.T.I.V.E Visualizing Ask students to read, discuss and then draw what they see happening in the text. Drawings should be shared with others in ways that promote enhanced comprehension. Students might also be asked to select a song that relates to the text. Create visual and other sensory images during and after reading. Laura Terrill, ACTFL 2012

68 A.C.T.I.V.E Eureka! Good readers attend more directly to character, setting, conflict, sequence of events, resolution, and theme in fiction and to text patterns such as description, chronology, cause and effect, comparison/contrast, and problem/solution in nonfiction. They use their awareness of these elements to make decisions about overall meaning. Retell or synthesize what has been read. Laura Terrill, ACTFL 2012

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70 Juan Ponce de León, the explorer, was born in Valencia, Spain, in As a teenager he joined Spanish forces that defeated the Moors. In 1493 he accompanied Cristóforo Colombo in his second voyage to America. Later Ponce de León was granted a commission to explore Borinquen. He then set out to colonize the island of San Juan Bautista and build the first settlement called Caparra. He served as first governor from During his term as governor the island's name was changed from San Juan Bautista to Puerto Rico. Ponce de León went on to achieve other accomplishments. His tomb is found at the San Juan Cathedral in Old San Juan. His family estate is the Casa Blanca, another popular tourist site. Laura Terrill, ACTFL 2012

71 Proof for / Proof against Juan Ponce de Leon was born in Puerto Rico. Puerto Rico was the name of the island when Christopher Columbus arrived. Juan Ponce de Leon was very talented. Proof For Proof Against Laura Terrill, ACTFL 2012

72 Bloom’s Choice Board remembering understanding applying analyzing evaluating creating applying analyzing evaluating creating remembering understanding evaluating creating remembering understanding applying analyzing Laura Terrill, ACTFL 2012

73 Create a scrabble board by selecting a key word and connecting as many other words as possible. All words must be relevant to the text. Construct a graphic organizer that categorizes the main ideas and supporting details. or Develop a biopoem describing a character or one that gives the characteristics of a particular item or event. Incorporate information that is significant to the text. Write a critique or an editorial justifying your opinion using excerpts from the text. Design a role play that highlights a conflict and attempts to resolve the conflict. or Create a concrete or abstract visual representation of a critical section and write an explanation of your artwork. Create an advertisement/ promotion for the text. Prepare a presentation that seeks to convince others to endorse your ad campaign. Brainstorm around a word. Create a concept web/map using words and drawings that are relevant to the text. Explore how the text might be different if you introduced a new character or changed critical facts. Explore what would happen if..... Create an ABC book review of the text choosing words that begin with each letter of the alphabet. The words that you choose much connect to the text. Create a flashback from the viewpoint of a character or event in the text. Be sure that the flashback connects to the text and that it enhances the reader’s understanding. or Write several questions that would allow you to understand the text better. Be sure that your questions expect others to think in different ways. Laura Terrill, ACTFL 2012

74 Food and Hunger Integrated Performance Assessment Tasks Interpretive Task Students will read authentic text indicating basic concepts for a healthy diet. They will look at authentic recipes and indicate if the foods are healthy or not and will check reasons why or why not. They will also listen to descriptions of images from Hungry Planet and select the image that is being described. Laura Terrill, ACTFL 2012

75 Interpretive Mode Laura Terrill, ACTFL 2012

76 Interpretive Mode Health: Eating Well is a luxury A recent study (*) shows that the poorest people eat poorly and putting their health at risk. A major problem in our country where one in ten are considered poor. Today, buying a chocolate bar, chips or a can of ravioli cost less money than a kilo of oranges, a piece of cheese or fish or meat. Investigators interviewed 1,164 people in Paris, Marseille, Dijon and Seine-Saint-Denis. All benefit from food aid: they are given food because they have not much money. Of these, only one out of 100 eat enough fruits and vegetables to get enough vitamins and fiber. And fewer than one in 10 eat enough cheese to get enough calcium. For these people, health risks are of concern: obesity, heart problems, cancer, behavioral problems. Given the gravity of the situation, food aid should perhaps provide more fresh produce, like fruits, vegetables, cheese. This is what the authors suggest that the survey noted that the less well-fed do not buy themselves fresh. How could they? Half of them spend less than 5 euros per day for food.(*) Study Abena, 2004/2005 Translated using google translate Laura Terrill, ACTFL 2012

77 Adapted from  2003 ACTFL Integrated Performance Assessment Comprehension Guide Template INTERPRETIVE TASK COMPREHENSION TEMPLATE NOVICE LEVEL 1. Key word recognition Note to teacher: List 8 to 10 words. Find in the article the word that best expresses the meaning of each of the following English words: Important words and phrases Note to teacher: Provide 5 correct ideas and 3 distractors. First, circle the letter of the ideas mentioned in the article. Then, write the letter of that idea next to where it appears in the text. A.E. B.F. C.G. D.H. 3.Main Idea(s): Using information from the article, provide the main idea of the article in English. Laura Terrill, ACTFL 2012

78 Interpretive Mode 1. Rich people do not eat as well as poor people % of the population of France is considered to be poor. 3. Poor people eat too many French fries. 4. Healthy foods are more expensive than unhealthy foods. 5. Only those who lived in Paris were interviewed. 6. Poor people do not eat enough fruit. 7. If you eat poorly, you risk being overweight. 8. A lot of poor people do not spend enough on food. 9. Rich people always buy fresh products. 10. Poor eating habits can cause behavior problems. Indicate whether the statement is true, false or not stated. If true or false, indicate where the information can be found in the article. Laura Terrill, ACTFL 2012

79 Adapted from  2003 ACTFL Integrated Performance Assessment Comprehension Guide Template INTERPRETIVE TASK COMPREHENSION TEMPLATE INTERMEDIATE LEVEL 1. Main idea: Using the article, provide the main idea(s) of the article in English. 2.Supporting details: Note to teacher: Provide 5 correct statements that support the main idea(s) and 3 distractors. First, circle the letter of each detail that is mentioned in the article. Then, write the information that is given in the article in the space provided next to the detail below A.E. B.F. C.G. D.H. 3.Meaning from context: Note to teacher: Provide 3 words that the students are not likely to know, but will be able to understand from the text. Based on the article, write what the following 3 words probably mean in English Inferences: Note to teacher: Write 2 open-ended questions – “why do you think that”, “what might be the effect of”, etc. – that require inference on the part of the reader. Answer the following by providing as many reasons as you can. Your answers may be in the target language or in English. 1. Question: Use details from the article to support your answer. 2. Question: Explain using details from the article. Laura Terrill, ACTFL 2012

80 Adapted from  2003 ACTFL Integrated Performance Assessment Comprehension Guide Template INTERPRETIVE TASK COMPREHENSION TEMPLATE PRE-ADVANCED 1. Main idea: Using the article, provide the main idea(s) of the article in English. 2.Supporting details: Note to teacher: Provide 5 correct statements that support the main idea(s) and 3 distractors. First, circle the letter of each detail that is mentioned in the article. Then, write the information that is given in the article in the space provided next to the detail below A.E. B.F. C.G. D.H. 3.Meaning from context: Note to teacher: Provide 3 words that the students are not likely to know, but will be able to understand from the text. Based on the article, write what the following 3 words probably mean in English Inferences: Note to teacher: Write 2 open-ended questions – “why do you think that”, “what might be the effect of”, etc. – that require inference on the part of the reader. Answer the following by providing as many reasons as you can. Your answers may be in the target language or in English. 1. Question: Use details from the article to support your answer. 2. Question: Explain using details from the article. Laura Terrill, ACTFL 2012

81 Adapted from  2003 ACTFL Integrated Performance Assessment Comprehension Guide Template INTERPRETIVE TASK COMPREHENSION TEMPLATE PRE-ADVANCED, Cont. 5.Author’s perspective. Note to teacher: Provide one correct answer and two distracters. Possible options may include clinical/scientific, moral/religious, humanistic, factual/historical, comic, etc.) Circle the letter of the perspective or point of view you think the author adopted as s/he wrote this article and justify your answer with information from the text. 6.Comparing cultural perspectives. Note to teacher: Here are possible types of questions: What are the cultural similarities and differences between XXX and XXX? How do the practices/products in the article reflect the target culture perspectives? What did you learn about the target culture from this article? How would this article have been different if it were written for a US audience? Answer the following questions in English. 7.Personal reaction to the text. Using specific information from the text, describe your personal reaction to the article. Be sure to provide reasons that support your reaction. 8.Organizing principle. How is this article organized? Circle all that apply. A. Chronological orderB. Pros and consC. Cause/effect D. Compare/contrastE. Story telling F. Problem and solution Laura Terrill, ACTFL 2012

82 Sample Unit Level Performance Assessment Tasks Pages 27 – 28 IPA Comprehension Guide Templates Pages For more information…. What will the interpretive summative task be for your unit? What formative tasks will be necessary? How might you use learning checks? Laura Terrill, ACTFL 2012

83 Presentational Laura Terrill, ACTFL 2012

84 ACTFL Proficiency Guidelines Writing Novice produce lists and notes, primarily by writing words and phrases. provide limited formulaic information on simple forms and documents. reproduce practiced material to convey the most simple messages. Intermediate meet practical writing needs, such as simple messages and letters, requests for information, and notes. ask and respond to simple questions in writing. create with the language and communicate simple facts and ideas in a series of loosely connected sentences on topics of personal interest and social needs. write primarily in present time. use basic vocabulary and structures to express meaning that is comprehensible to those accustomed to the writing of non-natives. Advanced write routine informal and some formal correspondence, as well as narratives, descriptions, and summaries of a factual nature. narrate and describe in the major time frames of past, present, and future, using paraphrasing and elaboration to provide clarity. produce connected discourse of paragraph length and structure. show good control of the most frequently used structures and generic vocabulary, allowing them to be understood by those unaccustomed to the writing of non-natives. Laura Terrill, ACTFL 2012

85 Presentational Communication Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics. 1.The creator of the message needs to be aware of the audience and needs to consider how to best convey the message to the targeted audience. 2.There is no immediate opportunity to interact with the audience. 3.The creator of the presentation must consider how to make an impact on the audience. Laura Terrill, ACTFL 2012

86 Presentational Communication…. is notis negotiated communication.one-way communication. random.practiced, rehearsed, polished, edited. unplanned.organized. speaking or writing in a vacuum.an awareness of audience (formal/informal; cultural context). reliance on circumlocutionimproved by using appropropriate tools – dictionary, spell-check, etc. speaking or writing only for the teacher. produced for an intended audience and purpose. Laura Terrill, ACTFL 2012

87 Why do we write? We write to: express and reflect inquire and explore analyze and interpret take a stand evaluate and judge propose a solution seek common ground inform or explain report – research-based writing Reading Rhetorically: A Reader for Writers Bean, Chappell, and Gillam take tests Laura Terrill, ACTFL 2012

88 Writers consume more than they produce. Read like a writer. “Steal” characteristics of good text. Imitate familiar genres. Keep a writing log. Write about the writing itself. Copy interesting sentences and comment on what makes them effective. Consider how the author gets the reader’s attention. Think about how you might use a certain technique. Laura Terrill, ACTFL 2012

89 Inquiry Drafting Revision Inquiry should inform writing throughout the process Strategic Writing Deborah Dean can’t be a writer without being a thinker, need to find, focus and develop ideas ability to discover textual clues and imitate them in different contexts for different audiences develop a sensitivity to text, revise to address concerns about audience Laura Terrill, ACTFL 2012

90 Blend of fiction/non-fiction in different genres on a topic Postcards from Pluto: A Tour of the Solar System Loreen Leedy Laura Terrill, ACTFL 2012

91 Laura Terrill World Language / ELL Consultant 8529 Stark Drive Indianapolis, IN Cell: Home: Wiki: lauraterrill.wikispaces.com Laura Terrill, ACTFL 2012


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