NCSSFL-ACTFL CAN-DO STATMEMENTS

NCSSFL-ACTFL

Can-Do Statements

SMART goals

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NCSSFL-ACTFL Can-Do Statements

The National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL) guide:

Language learners to identify and set learning goals and chart their progress towards language and intercultural proficiency • Educators to write communication learning targets for curriculum, unit and lesson plans • Stakeholders to clarify how well learners at different stages can communicate.

https://ncssfl.org/linguafolio-linguagrow/2017-can-do-statements/

NCSSFL-ACTFL Can-Do Statements

How to use the Can-do statements

Can-Do Statements describe what learners can do consistently over time

• Learners demonstrate what they “can do” consistently in each mode and at each sub-level, in numerous situations throughout the learning process. Learners may be at different levels for different modes (Interpretive, Interpersonal, Presentational) or skills (reading, listening, writing, speaking, signing).

Can-Do Statements help learners set goals as they progress along the proficiency continuum

• Can-Do Statements describe what learners can autonomously do from the Novice through the Distinguished proficiency levels. Higher level skills and functions (e.g., using timeframes, understanding complex texts) need to be introduced at lower sublevels and built upon in order to have independent control of those skills and functions at higher sublevels.

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NCSSFL-ACTFL Can-Do Statements

How to use the Can-do statements

The sets of examples can be adapted to match school, district, or postsecondary curriculum as well as independent learning goals

• The examples include topics that expand across the proficiency continuum, from familiar (daily life, personal experiences, classroom or researched topics) to concrete to abstract. Learners and educators are encouraged to customize the “I can . . .” examples in order to fit the content and context of the learning and the targeted proficiency level.

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. By using statements aligned to the proficiency scale, educators can more easily create rubrics that enable learners to chart their progress.

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NCSSFL-ACTFL Can-Do Statements

The Can-Do Statements are organized according to the Interpretive, Interpersonal, and Presentational Modes of Communication.

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

Interpersonal Communication: , Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

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

NCSSFL-ACTFL Can-Do Statements

Select strategies

Set setting goals

Provide evidence

the reflective learning process

Noticing and reflecting

self-assessing

NCSSFL-ACTFL Can-Do Statements

Benchmarkers

Performance Descriptors

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NCSSFL-ACTFL Can-Do Statements

THE NCSSFL-ACTFL CAN-DO STATEMENTS ARE ORGANIZED