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1. Focusing Assessment on Language Performance

   ACTFL , 2012 Part 1 Laura TerrillIndependent Consultant
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
5. Teaching is …… what occurs outside the head. Ruby Payne Laura Terrill, ACTFL 2012
6. Learning is …… what occurs inside the head. Ruby Payne image: artsjournal.com Laura Terrill, ACTFL 2012
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10. 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
11. Traditional planning design: Start with the vocabulary and grammatical structures. Practice. Drill and kill. Quiz. Practice more. Introduce culture. Give chapter test. P. Sandrock Laura Terrill, ACTFL 2012
12. 1. Identify desired results 2. Determine acceptable evidence of learning 3. Plan learning experiences & instruction Backward Design requires you to: Then, and only then Laura Terrill, ACTFL 2012
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15. Transitioning from the Textbook Food and Hunger Explorations Pursuit of Health and Happiness Our Emotional Selves Rites of Passage The Art of Food Laura Terrill, ACTFL 2012
16. Transitioning from the Textbook Laura Terrill, ACTFL 2012
17. Level 1 Laura Terrill, ACTFL 2012
18. Chocolate Laura Terrill, ACTFL 2012
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20. Friendship Laura Terrill, ACTFL 2012
21. 4 Key Elements for Thematic Focus Cognitively engaging Intrinsically interesting Culturally connected1 and Communicatively purposeful2 1 Helena Curtain 2 Donna Clementi and Paul Sandrock Laura Terrill, ACTFL 2012
22. For more information…. Create a Rich and Engaging Thematic Focus Pages 14 - 16 What unit topic would you like to develop today? What is your essential question? Laura Terrill, ACTFL 2012
23. 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. Global Challenges: Food and Hunger Laura Terrill, ACTFL 2012
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25. 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
26. 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
27. Intermediate express feelings and emotions Function (s): Context (s): Accuracy: express feelings in different situations class reunion subjunctive Shrum & Glisan Laura Terrill, ACTFL 2012
28. For more information…. Basing Assessment on Standards Pages 5 - 10 What are the major goals for your unit? Lead with culture. Laura Terrill, ACTFL 2012
29. 3 Stages of Backward Design Laura Terrill, ACTFL 2012
30. http://actflproficiencyguidelines2012.org Laura Terrill, ACTFL 2012
31. Assessing Proficiency Leaves: Accuracy Pronunciation Grammar Vocabulary Socio-linguistic appropriateness Fluency Branches: Text Type words sentences paragraphs Roots: Content & Contexts Topics Social Situtations Trunk: Functions Ask & answer questions Describe Compare & contrast Narrate & describe Support an opinion Laura Terrill, ACTFL 2012
32. 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
33. 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
34. 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
35. Describe people, places and things D. Clementi Laura Terrill, ACTFL 2012
36. Working Toward Proficiency Proficiency Performance Achievement Time Spent D. Clementi Laura Terrill, ACTFL 2012
37. Laura Terrill, ACTFL 2012 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....
38. Laura Terrill, ACTFL 2012 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.
39. For more information…. Evaluate Tasks Against the Target Level of Proficiency Pages 19 - 21 What is the targeted level of proficiency for Advanced Placement? For your course? Laura Terrill, ACTFL 2012
40. Assessment vs. Evaluation Formative vs. Summative Laura Terrill, ACTFL 2012
41. Takes place over a period of time Traditional vs. Authentic Assessment 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 Souce unknown Laura Terrill, ACTFL 2012
42. Assess what students know… Consider the following directions. Are students being assessed for what they know or what they don’t know? 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? Laura Terrill, ACTFL 2012
44. Successful use of alternative assessment depends on using performance tasks that let students demonstrate what they can actually do with language. Authentic assessment activities: Designing Tasks for Alternative Assessment 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 Adapted from: http://www.nclrc.org/essentials/assessing/alternative.htm Laura Terrill, ACTFL 2012
45. 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? Thinking Like An Assessor Understanding by Design Laura Terrill, ACTFL 2012
46. Balanced Assessment Laura Terrill, ACTFL 2012
47. Learning Checks 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. Did students learn what was taught? Laura Terrill, ACTFL 2012
48. Formative Assessment 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. Can students apply or manipulate what they have learned? Will they do something similar on the streets of (Paris)? Laura Terrill, ACTFL 2012
49. 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. ACTFL Integrated Performance Assessment 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. Interpersonal After receiving feedback students engage in communication about a particular topic which relates to the interpretive text. Laura Terrill, ACTFL 2012
50. Closure • ABC….Summarize • Brainstorm round a word • Apple Save Laura Terrill, ACTFL 2012
51. Interpretive Laura Terrill, ACTFL 2012
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53. Students understand and interpret written and spoken language on a variety of topics. Interpretive Communication The text is authentic and is read, heard, and/or viewed. There is no opportunity to interact with the writer, speaker or producer. The task is to try to understand the gist and as many layers of detail as possible Laura Terrill, ACTFL 2012
54. Interpretive Communication…. Laura Terrill, ACTFL 2012
55. Traditional Format Strategic Format Prereading activities: Discussion Predictions Questioning Brainstorming Setting Purpose Reading assignment given Independent reading Guided ACTIVE silent reading Discussion to see if students learned main concepts, what they “should have” learned Activities to clarify, reinforce, extend knowledge Laura Terrill, ACTFL 2012
56. Common Core State Standards for English Language Arts and LIteracy Laura Terrill, ACTFL 2012
57. 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. Key Considerations Adapted from Do I Really Have to Teach Reading, Chris Tovani Laura Terrill, ACTFL 2012
58. We need to teach students: Teaching Nonfiction Reading 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
59. Applying Strategies to the Interpretive Task Before Reading Discussion Prediction Questioning Brainstorming Setting purpose Laura Terrill, ACTFL 2012
60. Applying Strategies to the Interpretive Task During Reading Guided Active Silent Individual Laura Terrill, ACTFL 2012
61. Applying Strategies to the Interpretive Task After Reading clarify reinforce extend knowledge Laura Terrill, ACTFL 2012
62. 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
63. A.C.T.I.V.E. Connect: Text-to-self Text-to-text Text-to-world Read aloud a short text and think aloud your comments. Interesting idea I’m confused I disagree Important idea I remember I’m surprised I wonder Laura Terrill, ACTFL 2012
64. A.C.T.I.V.E Track Down Determine the most important ideas and themes. 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 Laura Terrill, ACTFL 2012
65. 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
66. A.C.T.I.V.E Visualizing Create visual and other sensory images during and after reading. 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. Laura Terrill, ACTFL 2012
67. A.C.T.I.V.E Eureka! Retell or synthesize what has been read. 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. Laura Terrill, ACTFL 2012
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69. Juan Ponce de León, the explorer, was born in Valencia, Spain, in 1460. 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 1509-12. 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. http://www.elboricua.com/BoricuaKids.html Laura Terrill, ACTFL 2012
70. Proof for / Proof against Proof Against Proof For Laura Terrill, ACTFL 2012

71. Bloom’s Choice Board

    http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm Laura Terrill, ACTFL 2012

72. Literacy Tic-Tac-Toe

    Laura Terrill, ACTFL 2012
73. Food and HungerIntegrated 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
74. Interpretive Mode Laura Terrill, ACTFL 2012
75. Interpretive Mode Translated using google translate 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 Laura Terrill, ACTFL 2012
76. INTERPRETIVE TASK COMPREHENSION TEMPLATENOVICE 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: 1. 5. 2. 6. 3. 7. 4. 8. 2. 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. Adapted from 2003 ACTFL Integrated Performance Assessment Comprehension Guide Template Laura Terrill, ACTFL 2012
77. Indicate whether the statement is true, false or not stated. If true or false, indicate where the information can be found in the article. Interpretive Mode 1. Rich people do not eat as well as poor people. 2. 10% 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. Laura Terrill, ACTFL 2012
78. 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. 1. 2. 3. 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. INTERPRETIVE TASK COMPREHENSION TEMPLATEINTERMEDIATE LEVEL Adapted from 2003 ACTFL Integrated Performance Assessment Comprehension Guide Template Laura Terrill, ACTFL 2012
79. 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. 1. 2. 3. 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. INTERPRETIVE TASK COMPREHENSION TEMPLATEPRE-ADVANCED Adapted from 2003 ACTFL Integrated Performance Assessment Comprehension Guide Template Laura Terrill, ACTFL 2012
80. 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. 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. 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. Organizing principle. How is this article organized? Circle all that apply. A. Chronological order B. Pros and cons C. Cause/effect D. Compare/contrast E. Story telling F. Problem and solution INTERPRETIVE TASK COMPREHENSION TEMPLATEPRE-ADVANCED, Cont. Adapted from 2003 ACTFL Integrated Performance Assessment Comprehension Guide Template Laura Terrill, ACTFL 2012
81. For more information…. Sample Unit Level Performance Assessment Tasks Pages 27 – 28 IPA Comprehension Guide Templates Pages 98 - 101 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
82. Presentational Laura Terrill, ACTFL 2012
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84. Presentational Communication Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics. 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. There is no immediate opportunity to interact with the audience. The creator of the presentation must consider how to make an impact on the audience. Laura Terrill, ACTFL 2012
85. Presentational Communication…. Laura Terrill, ACTFL 2012
86. 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 take tests Reading Rhetorically: A Reader for Writers Bean, Chappell, and Gillam Laura Terrill, ACTFL 2012
87. 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
88. Inquiry should inform writing throughout the process Inquiry can’t be a writer without being a thinker, need to find, focus and develop ideas Drafting Revision 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 Strategic Writing Deborah Dean Laura Terrill, ACTFL 2012
89. 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
90. Laura Terrill World Language / ELL Consultant 8529 Stark Drive Indianapolis, IN 46216 Cell: 314-369-9678 Home: 317-546-2626 Email: lterrill@gmail.com Wiki: lauraterrill.wikispaces.com Laura Terrill, ACTFL 2012