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kagan publishing teaching catalog teacher resources school supplies music games cooperative learning differentiated instruction educational products esl ell foreign language posters multiple intelligences textbooks math books science literature social studies

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Kagan specializes in staff development and educational resources for teachers. Visit our online store, magazine and message board the leading authority on cooperative learning, classroom discipline and multiple intelligences.

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Agreements/rubric

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The Teacher Toolkit - formative assessment courses offered

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Can Do Statements, Learning Targets ACTFL & NCSSFL

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Can Do Statements, Learning Targets ACTFL & NCSSFL

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How the NCSSFL-ACTFL Can-Do Statements are organized

Aligned with the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners the Can-Do Statements reflect the continuum of growth in communication skills through the Novice, Intermediate, Advanced, Superior, and Distinguished levels.

The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication and the Reflection Tool for Learners provide a set of examples and scenarios that show how learners use the target language and knowledge of culture to demonstrate their Intercultural Communicative Competence (ICC).

Just as the NCSSFL-ACTFL Can-Do Statements for language clarify the Communication standards in the World Readiness Standards, this tool is intended to clarify and support the Cultures standards (use the language to investigate, explain, and reflect on the relationship between the practices or products and perspectives of cultures) and lead learners toward developing ICC. For the purpose of this document, ICC refers to the ability to interact effectively and appropriately with people from other language and cultural backgrounds. ICC develops as the result of a process of intentional goal-setting and self- reflection around language and culture and involves attitudinal changes toward one's own and other cultures. Intercultural communicative competence is essential for establishing effective, positive relationships across cultural boundaries, required in a global society.

Image Resource: How the NCSSFL-ACTFL Can-Do Statements are organized

Benchmarks, Indicators and Examples are color-coded for ease of use.

Novice-BLUE | Intermediate-GREEN | Advanced-ORANGE | Superior-GOLD | Distinguished-GRAY

How Stakeholders Use the Can-Do Statements
THE THEORETICAL FRAMEWORK AND RESEARCH THAT SUPPORT THE NCSSFL-ACTFL CAN-DO STATEMENTS

Too often, learners are seen as subjects of assessment, not users of assessments. To become the primary users of assessment information, learners must make what they learn part of themselves. One important means of involving learners in their learning process is having them participate in a goal-setting process to monitor their progress to determine how well they accomplish their learning targets. Learning goals form the foundation for motivation in an instructional setting and for where working memory is being allocated. Motivation is critical to learning because "without sufficient motivation, even the brightest learners are unlikely to persist long enough to attain any really useful language" (Dörnyei, 2010, p. 74). It is vital to understand the motivation to promote learner autonomy which is key to continuing language learning beyond the classroom.

Learning targets, expressed in Can-Do Statements, provide an important venue for setting learning goals to provide language learners the opportunity to take responsibility for their own learning through the establishment of positive short-and long-term learning goals and to monitor their learning experiences to ensure the accomplishment of these goals. SMART (specific, measurable, achievable, relevant, time-bound) goals, such as the Can-Do Statements, provide a clear direction to focus learners' language learning efforts to help them meet these goals. Such a constructivist or sociocultural worldview regards learning as an ongoing process where learners are continually involved in self-assessment and self-reflection about their own learning, ultimately aimed at developing self-regulation and self-efficacy.

The impact on learners and learner achievement of Can-Do Statements, as evidenced in LinguaFolio® (LF®) and its European predecessor, the European Language Portfolio (ELP), has been investigated through a growing body of research. LinguaFolio® was designed to help language educators develop autonomous learning and learner empowerment. Research at the classroom level has revealed that goal setting, which is at the heart of LF® and ELP, promotes self-regulated learning, increases language and academic achievement, enhances motivation and task value, and improves self-assessment when implemented regularly and frequently (Burton & Swain, 2014; Ciesielkiewicz & Coca, 2013; Little, 2009; Little, 2003; Little, Goullier, & Hughes, 2011; Moeller, Theiler, & Wu, 2012; Ziegler, 2014; Ziegler & Moeller, 2012; Clarke, 2013; Moeller & Yu, 2015). Learners who experienced LF® as an intervention in the world language classroom achieved higher academic outcomes as measured by cumulative GPA and ACT scores in math, science, reading, and English compared to students who were not exposed to LF® (Clarke, 2013).

These studies have shown that the major components of setting goals, documenting progress, and self-assessment of learning are critical in developing learner autonomy and self-regulation in language learners that contribute to increased motivation, higher language achievement, and academic success.

References

Burton, B., & Swain, M. (2014, August) Student Success with LinguaFolio®. Presentation at the Growing Success for ELLs conference in Greensboro, NC.

Ciesielkiewicz, M., & Coca, D. (2013) The electronic language portfolio as a tool for lifelong learning. In International Conference ICT for Language Learning: Conference Proceedings. Florence, Italy: Libreria Universitaria.

Clarke, O. (2013) LinguaFolio® goal setting intervention and academic achievement: Increasing student capacity for self-regulated learning. Retrieved from ETD collection for University of Nebraska-Lincoln: http://digitalcommons.unl.edu/dissertations/AAI3604640

Dörnyei, Z. (2010) Researching motivation: From integrativeness to the ideal L2 self. In Hunston, S., & Oakey, D. (Eds). Introducing applied linguistics: Concepts and skills, (pp. 74-83). London: Routledge.

Little, D. (2009) Language learner autonomy and the European Language Portfolio: Two L2 English examples. Language Teaching, 42(2), 222-233.

Little, D. (Ed.) (2003) The European language portfolio in use: Nine examples. Strasbourg, France: Council of Europe. Available from www.coe.int/portfolio.

Little, D., Goullier, F. & Hughes, G. (2011) The European Language Portfolio: the story so far (1991-2011). Strasbourg, France: Council of Europe. Available from www.coe.int

Moeller, A., Theiler, J., & Wu, C. (2012) Goal setting and student achievement: A longitudinal study. The Modern Language Journal, 96, 153-169.

Moeller, A., & Yu, F. (2015) NCSSFL-ACTFL Can-Do statements: An effective tool for improving language learning within and outside the classroom. In P. Swanson (Eds.), Dimension 2015 (pp. 50-69). Decatur, GA: SCOLT

Ziegler, N. (2014) Fostering self-regulated learning through the European Language Portfolio: An intervention mixed methods study. The Modern Language Journal, 98(4), 921-936.

Ziegler, N., & Moeller, A. (2012) Increasing self-regulated learning through the LinguaFolio®. Foreign Language Annals, 45(3), 330-348.

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Aligned with the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners the Can-Do Statements reflect the continuum of growth in communication skills through the Novice, Intermediate, Advanced, Superior, and Distinguished levels.

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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EAL Listening and Speaking Continuum - BCH 

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EAL Listening and Speaking Continuum - BCH 

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Bonnie Campbell Hill's site

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Self-Assessment, Reading and Writing Continuum 

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Self-Assessment, Reading and Writing Continuum 

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Bonnie Campbell Hill

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BCH Reading & Writing Continuums - Kid Version

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Book Club Rubric, Aligned to Common Core Standards

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Book Club Rubric, Aligned to Common Core Standards

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CCSS Speaking Listening 1-2-3 Rubric Book Clubs

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Storytelling Rubric - project framework and suggested apps

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Storytelling Rubric - project framework and suggested apps

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Reading, Summary Rubric, Self-Assessment and exemplar 

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Reading, Summary Rubric, Self-Assessment and exemplar 

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Opinion Writing, Rubric (progression) and Examples 

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Opinion Writing, Rubric (progression) and Examples 

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Opinion Writing -a lead- rubric and examples

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The Bridge Between Today's and Tomorrow's Lesson

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Powerful Closure Activities, Edutopia article 

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Powerful Closure Activities, Edutopia article 

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22 Powerful Closure Activities _ Edutopia

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Strategies for Sharing Learning Targets and Success Criteria, ASCD article 

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Strategies for Sharing Learning Targets and Success Criteria, ASCD article 

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From the Book: Advancing Formative Assessment in Every Class

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Leveling the Playing Field- Sharing Learning Targets and Criteria for Success

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WIDA (EAL) Formative Assessment Bulletin 

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WIDA (EAL) Formative Assessment Bulletin 

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A Balanced Assessment System

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Engagement and Self-Directed Learner Rubric 

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Engagement and Self-Directed Learner Rubric 

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Self Directed Learner Self Reflection Sheet 1st-2nd grade

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Writing

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PYP Perspective on Assessment, Making the PYP Happen 

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PYP Perspective on Assessment, Making the PYP Happen 

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Extract, pages 44-55

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What is the PYP perspective on assessment- extract MTPYPH-pg-44-55.docx

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Used for process and reflection

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Selected scanned tasks-examples

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Formative Assessment Book - samples-scan

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Using a Formative Assessment Checklist

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Listening, taking turns, having a conversation about books

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Thinking stems

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Based on a continuum

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Dipsticks by Edutopia

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Dipsticks: Efficient Ways to Check for Understanding

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Learning Targets Excerpt by Connie M. Moss

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Learning Targets Excerpt by Connie M. Moss

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Helping Students Aim for Understanding in Today's Lesson