Category Archives: Classroom Procedures

ACTFL Modes of Communication (Presentational, Interpretive, Interpersonal)

Foreign Language Class Lesson Plan in 3 Easy Steps

How to Assess Proficiency and Give Number and Letter Grades

Most teachers are required to give number or letter grades in their foreign language classes.  Even though there is some level of autonomy regarding how this might be done, the reality is that at the end of the term, semester or year we have to provide one holistic grade.  This is often a challenge due to the sometimes ambiguous nature of communicative language teaching.  Our grading systems are based on a right/wrong approach to assessment.  It’s not easy to honor proficiency progress with a grading system that is set up this way.

How to include proficiency in a traditional grade. (French, Spanish) www.wlclassroom.comIt’s a simple fact that does not seem to be evolving any time soon…schools require teachers to give a letter or number grade when assessing students.  Along with this reality we as teachers want to provide students with useful feedback on their progress.  Collectively, the hope is to provide this much-needed feedback and assessment while following the grading protocol in our schools.  Ultimately we would like to combine both what is useful to our students with what is required of us professionally in a sustainable way.  Does this even seem possible?

I’ve been there.  Several years back as I began researching and deepening my understanding of ACTFL proficiency levels and communicative language teaching.  It soon became clear that the fluidity of proficiency levels did not integrate well into a concrete grading system.  Essentially, like most teachers, my grades at the end of the term were more a reflection of what students knew about the language than what they could do with the language. As I wrestled with this reality I worked to create a grading program that concretely assessed student proficiency levels while honoring the grading requirements in my school.

As you grapple with this issue, I suggest that you begin by familiarizing yourself with the ACTFL proficiency levels and the text types that are associated with each level.  These text types are the output that students produce.  Knowing what the student output will be is the first step in creating tasks that will assess students.

How to include proficiency in a traditional grade. (French, Spanish) www.wlclassroom.comOnce you know what the expected test type will be decide what thematic vocabulary you’d like to assess along with the anticipated language structures.  Once you know what the text type should be and you have a solid idea of what the anticipated vocabulary and structures are you can then create a prompt or task that students can complete and be assessed on.

How to include proficiency in a traditional grade. (French, Spanish) www.wlclassroom.comThis sort of backwards planning is essential.  If you begin with the prompt without considering the text type output or the vocabulary and structures the prompt is not likely to have the intended outcome.

Once you have the task ready to go, you will need a proficiency-based rubric to assess what the student is able to do.  It is essential to include all the elements that that are part of language proficiency.  In particular, text type, language control, vocabulary and strategy use.

How to include proficiency in a traditional grade. (French, Spanish) www.wlclassroom.comYou can download three types of rubrics HERE.  These rubrics include a lesson plan template and are applicable to any proficiency level.  In addition, you will find assessment rubrics for presentational, interpretive and interpersonal communication.

Once you use these rubrics you will quickly see how efficiently you can assess proficiency and easily integrate the grade into your overall grades in your class.  Without them you will likely find yourself where I was a few years back…ready to embrace communicative language teaching, but unable to assess in a productive and sustainable way.

Language Proficiency Levels and Leveling up

I recently wrote a post about what communication specifically looks like at the various proficiency levels along with some tips for leveling up.  I put all the details together in this one graphic.  Click on the image to enlarge or download the PDF.

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What Does Language Look Like at the Various Proficiency Levels?

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.comThe ACTFL Proficiency Levels and Performance Descriptors provide a very useful tool for seeing exactly what learners are able to communicate and produce at the various proficiency levels.  I put together a graphic to visualize the output a bit more concretely.

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.com What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.com What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.com

The question always comes up about how students can move up in their proficiency level.  The ACTFL Text Types show the specific types of language that novice, intermediate and advanced learners produce.

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.comReferencing the types of language that learners produce along with the descriptors of what learners are able to communicate we can provide a few suggestion for moving up sub-levels (low-mid-high) and levels (novice, intermediate, advanced).

To move up sub-levels in the novice proficiency range:

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.comTo move up sub-levels in the intermediate proficiency range:

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.comTo move up sub-levels in the advanced proficiency range:

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.comDownload the full graphic of all these details HERE.

Foreign Language Assessment Rubrics (Interpersonal, Interpretive, Presentaional)

The ACTFL Proficiency Levels and Performance Descriptors provide a useful way of creating prompts and assessing student communication in the classroom.

Foreign Language Assessment Rubrics (Interpersonal, Interpretive, Presentaional) (French, Spanish) www.wlclassroom.com)Teachers are becoming more familiar with these proficiency levels and the text types associated with them.

Foreign Language Assessment Rubrics (Interpersonal, Interpretive, Presentaional) (French, Spanish) www.wlclassroom.com)

The Performance Descriptors break proficiency down into several categories: Language Control, Vocabulary and Strategies.  Depending on the task a cultural assessment may also be a part of this.  Quite often the challenge is  finding a way to concretely assess students in these categories.

When creating an assessment, the teacher should begin by going over exactly what language looks like at each proficiency level.  By knowing the current proficiency level of students the teacher can create prompts that require speaking, listening, writing and reading that is possible for students to accomplish without going too far above or below their proficiency level. If you need a refresher on assessing proficiency levels and communication strategies take a look at these posts:

Begin planning each task with these questions:

  • What is the current text type of students (proficiency level)?
  • What are the language structures to be assessed?
  • What is the vocabulary theme?
  • What communication strategies are needed?

Then, based on this information, write a prompt that will allow students to speak, read, listen, write and communicate at a proficiency level that is appropriate to them. It’s important to follow this order so that the prompt is appropriate to the proficiency level.

You can download detailed rubrics that assess interpersonal, interpretive and presentational communication HERE.  They include text type, language control, vocabulary and communication strategies and can be used on any topic or proficiency level.

Foreign Language Speaking Activity with Playing Cards

I am always a fan of repurposing things in my classroom.  Why completely reinvent the wheel when you can just spin it in a different way?  Playing cards are something that I always seem to have so I got to work trying to figure out how I can use them to get students speaking the target language.  I always want to make sure that in addition to practicing vocabulary and language structures (initially) that activities and tasks also provide ample opportunities for authentic communication as well.

Foeign Lanuage Speaking Activity with Playing Cards (French, Spanish) www.wlclassroom.comLast year I wrote a blog post about an activity that I crafted using playing cards.  You can read the details of that those activities HERE. I was looking though Pinterest and saw that there was a math game that many teachers are doing using playing cards and I started thinking about how I could do this type of activity with my foreign language students.  The teachers were having groups lay out the cards in a path of their choice and using them as a sort of playing board.  I thought that this be easily modified for use with foreign language vocabulary and language structures and it also lends itself very easily to proficiency levels depending on the task and prompts given to the students.

In my previous playing card activity post I wrote about a reference sheet that I created for students that coincides with each card in the deck.

Foeign Lanuage Speaking Activity with Playing Cards (French, Spanish) www.wlclassroom.com Foeign Lanuage Speaking Activity with Playing Cards (French, Spanish) www.wlclassroom.com

 

 

 

 

I decided to have students use this same reference sheet to engage in this new activity.  Students have a chance to get a little creative with how they lay out the card path.  Once laid out they get a copy of the reference sheet.  This can be pictures, time, subject/verb pairings, questions…unlimited possibilities.  In addition to the deck of playing cards and the reference sheet, each group of 3-4 students also gets one die and a playing piece, such as different coins or any small object that distinguishes the players.

Foeign Lanuage Speaking Activity with Playing Cards (French, Spanish) www.wlclassroom.com Foeign Lanuage Speaking Activity with Playing Cards (French, Spanish) www.wlclassroom.comEach player takes a turn by rolling the die and moving the number of spaces (cards) along the path.  They find the box on the reference sheet that corresponds with the card they land on (4 of diamonds, king of hearts, 10 of spades, etc.) and speak using what is in the box.  If students are novice they may identify with a singe word or phrase, but intermediate students could use the word or picture in a complete, discreet sentence.

The first student to reach the end of the path is the winner.  This can sometimes move quickly, so I have students keep points by the number of wins and go back and start again each time there is a winner.

Foeign Lanuage Speaking Activity with Playing Cards (French, Spanish) www.wlclassroom.com unspecified-3-1Be sure to keep this communicative by asking students to do more than say a verb form, time or vocabulary word.  Consider what the proficiency levels of the students are and have them speak using the reference prompt in context and with the text type that is at their proficiency level.

You can get these card reference sheets on a number topics by clicking the links below.

Spanish:

French: