actfl can-do statements pdf

PDF Differentiating Learning Through Can-Do Statements A Can Do Statements sheet that you can use for any of your units. Students use the 2017 Communication Can-Do statements to self-assess their language proficiency and performance and to set goals for how to progress to the next level. PDF ACTFL Can DO Statements Zhen Bàng! Level 1 PDF Can Do Statements - WordPress.com EntreCulturas 1 Can-Do Statements EntreCulturas 1 features customized Communication and Intercultural Can-Do Statements that align with the 2017 NCSSFL-ACTFL Can-Do Statements. Use the checklists to record what you think you can do. PDF Ncssfl-actfl Can-do Statements Proficiency Benchmarks They become aware of what parts of the curriculum and textbook cover the statements, which statements are missing… Can-Do Statement | 101espanol This article presents a list of "can-do statements" on the path to becoming an L2 Japanese educator. The NCSSFL-ACTFL Can-Do Statements describe what language learners can do at the various ACTFL proficiency sublevels. Expectations for Learning | Ohio Department of Education ACTFL Can-Do Statements for each mode of communication: LEVEL \ MODE INTERPERSONAL COMMUNICATION PRESENTATIONAL SPEAKING PRESENTATIONAL WRITING INTERPRETIVE . SE: 391, 399 NCSSFL-ACTFL Can-Do Statements aligned to: Standards and Competencies, ACTFL Proficiency Guidelines , ACTFL Performance Descriptors own prerequisites. . Placement - South Asia Summer Language Institute - UW-Madison I created these for my Spanish class and it can be used in any subject or grade level. 2017 NCSSFL-ACTFL Can-Do Statements for Intercultural Competence Intercultural Can-Do Statements ( PDF, Word) Intercultural Reflection Tool for Learners ( PDF, Word) The Intercultural Can-Do Statements are also available on the ACTFL website Grid of 2017 Communication and Intercultural Can-Do Statements ( PDF) I can describe my family and friends. Can Do Statement (PDF) I can recognize a few memorized words and Can-Dos are incorporated into the pages of the text, and directly connect to the resources and communicative tasks that learners are experiencing during your lesson. Language learners use the Can-Do Statements to set their own learning goals, document their progress, and self-assess and reflect on their learning. Novice Low I can identify the general topic and some basic information in both very PDF Correlation Guide for ntreCultures to NCSSFL-ACTFL Can-Do ... ACTFL's Performance Indicators chart a path at the macro level to proficiency. EntreCulturas Can-Do Statements EntreCulturas 4 features customized Communication and Intercultural Can-Do Statements that align with the 2017 NCSSFL-ACTFL Can-Do Statements. "Can-Do" Statements for a Diverse Japanese Teacher ... How to Use the NCSSFL-ACTFL Can-Do Statements The can-do statements help language learners • evaluate what they can do with language in each of the three modes of communication: interpretive, i nterpersonal and presentational and • set personal goals for functional language use. PDF. an be the first to start a conversation. The Descriptors provide a framework upon which classroom assessment can be based (e.g. The three standards within the communication strand are designated as interpretive, interpersonal, or presentational. 12 NCSSFL-ACTFL Can-Do Statements resentational peaking I can recite words and phrases that I have learned. Teachers use the Can-Do statements as predictors of proficiency growth and as learning targets and sample activities for units and lessons. Can-Do Statements for a Basic Language Program By Bill VanPatten and Walter P. Hopkins As described by the American Council on the Teaching of Foreign Languages (ACTFL), Can-Do statements are simple self-assessment statements for learners to determine not what they know about language but what they can do with language. These classifications •I can use the NCSSFL-ACTFL Can-Do Statements to design activities and assessments targeting specific modes and proficiency levels •I can identify strategies to engage all learners in exploration of the same topics within my A A program's thematic focus, while differentiating the outcomes based on each learner's profile Acquisition Standards do provide examples for elementary and middle school programs to use in their planning. I can exchange information in conversations on familiar topics and some researched I can introduce myself. Incorporate consistent opportunities for language use to help you develop your proficiency over time. If you find yourself able to do most of the can-do's in the "Novice High" column, we encourage you to look at the Intermediate level can-do statements as well, and then decide which seems to fit best with your abilities. Simply, open the pdf in Acrobat Reader and fill in the blanks for Can Do Statements that line up with your teaching area. There are two basic approaches to trying to implement new proficiencies as the NCSSFL-ACTFL Can-Do Statements. The Can Do statements highlight your students' abilities rather than show what they cannot do. Activity 6. I can compare practices within the target language related to everyday life and personal or professional interests. Classes can be developed as half-credit or one-credit courses, at the discretion of the district. Notes: 1. Over time, the can-do statements help build a profile of performance (Haxhi, Bott . Click on Done to confirm the changes. I can maintain spontaneous spoken, written, or signed conversations and discussions across various time frames on familiar, as well as unfamiliar, concrete topics, using series of connected sentences and probing questions. The NCSSFL-ACTFL Can-Do Statements (2018) defined a path to language proficiency. These statements illustrate the experiences that students must have access to in order to stay on the path to becoming a Japanese educator, beginning in . In this study, the authors investigated the use of a self-assessment based on the ACTFL Can-Do statements to determine its reliability and validity as a tool used in student placement in an Intensive English Program . SE: 391, 399 I can invite and make plans with someone to do something or go somewhere. I c an ask for information, details, and explanations I c during a conversation. Get rid of the routine and produce papers on the internet! I can say the date and the day of the week. Unlike the European equivalent of the Can-Do Statements (the Common European Framework of Reference for Languages), few researchers have assessed the construct validity of the NCSSFL-ACTFL statements. Learners" promulgated by the American Council on the Teaching of Foreign Languages (ACTFL). Use your electronic signature to the PDF page. Proficiency Benchmark Performance Indicators Location (page numbers, etc.) While this is a reasonableﬁrst step in the construction of language proﬁ-ciency descriptors and associated can-do statements, without psychometric valida-tion it is not certain that the abilities he NCSSFL-ACTFL Can-Do Statements are published in the public domain and may be reproduced and disseminated in printed and electronic media for educational, not-for 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. Whether you're a veteran or just newly transiti I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. 4. SESSION OUTCOMES •I can identify each learner's profile of language performance and use that information to design effective learning episodes with consideration of learners' differences •I can use the NCSSFL-ACTFL Can-Do Statements to design activities and assessments targeting specific modes and Learners move along the proficiency continuum at different speeds in listening, reading or viewing. ACTFL Can-DO Statements Zhen Bàng! NCSSFL-ACTFL Can-Do Statements. This is fine, as long as we make clear to students that (a) the way to meet those goals isn't to spend a bunch of time practicing the tasks (see above for reasons), and (b) the mere fact of accomplishing the task . The NCSSFL-ACTFL Can-Do Statements are the result of collaboration between 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; For Learners: How can you use the Can-Do Statements? The can-do statements allow us to describe a target - large or small - of student performance ((ACTFL) & (NCSSFL), 2017). The NCSSFL-ACTFL Can-Do Statements are published in the public domain and may be reproduced and disseminated in printed and electronic media for educational, not-for-profit . 22 NCSSFL-ACTFL Can-Do Statements resentational riting I can write information about my daily life in a letter, blog, discussion board, or email message. (to accompany "I Can" statements for Novice Low learners) NEW! $2.00. PDF. I can identify some typical practices within the target language related to familiar everyday scenarios. Can-Dos are incorporated into the pages of the text, and directly connect to the resources and communicative tasks that learners are experiencing during your lesson. I can list the months and seasons. Guide students and impress administrators with this set of no-prep "I Can" statements!This "I Can" statements pack is pulled directly from the NCSSFL-ACTFL Novice Mid Can-Do Statements. However, as with teachers of all grade levels, much attention should be given to specializing and differentiating planning and instruction based on circumstances, such as age and cognitive ability. A piece of the proficiency guidelines from the Perfor. They are also more general so that they can apply to various content topics. Send immediately to the recipient. ACTFL Can-DO Statements Zhen Bàng! NCSSFL-ACTFL Can-Do Statements 51 leading to a sense of self-efficacy. Use these proficiency based worksheets for student self-reflection and to keep your unit on track with an outline of practical obj The LinguaFolio's Dossier section provides a place to house electronic evidence that substantiates mastery of the Can-Do Statements. This curriculum class focuses in on the most useful curriculum tool from ACFTL - the Can-Do Statements! These lesson plans are aligned with National Standards (World Readiness Standards for Learning Languages - The 5 Cs: Communication, Cultures, Connections, Comparisons, and Communities), the ACTFL Proficiency Guidelines and Can-Do Statements, and the California World Language Content Standards. These posters are a great way to make these benchmarks visible for students. Take advantage of the fast search and innovative cloud editor to generate a correct Can-Do Statements - Actfl. I can engage with complexity and pluricultural identities and serve as a mediator between and among cultures. Let's look at the Can-Do Statements first. These modes of communication are defined in the National Standards for 21st Century Language Learning and organized in the . In one way, the modern language teachers look at the statements and evaluate their present curriculum and textbook against the statements. ACTFL suggests that learners look ahead at Can-Do Statements to set language-learning goals (NCSSFL-ACTFL Can-Do Statements, p. 1). These modes of communication are defined in the National Standards for All of these components for improving achievement, self-regulation and motivation were strategically embedded in the NCSSFL-ACTFL Progress Indicators for Language Learners (American Council on the Teaching of Foreign Languages, 2013a), dubbed Can-Do Statements and were designed to promote I can respond to yes/no questions. Level 1 Interpersonal Communication NOVICE MID I can communicate on very familiar topics using a variety of words and phrases that I have practiced and memorized. I can interact at a competent level in familiar and some unfamiliar contexts. I can _____ I can introduce myself to someone. Can Do statements don't require nuanced evaluation. ACTFL Can-Do Statements (ACTFL, 2015) were created in the same way and are questioned in the same manner (Shin, 2013). I can interact in complex situations to ensure a shared understanding of culture. These standards are based on the following documents, with permission: Explains what are NCSSFL-ACTFL Can-Do Statements are, describes their role in identifying language proficiency and gives suggestions for their use based on aut… SlideShare uses cookies to improve functionality and performance, and to provide you with relevant advertising. ACTFL's Can-Do Statements help learners identify what they need to do to function at a specific level of proficiency. I can count from 1-10. The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication focuses on the extent to which learners can demonstrate their intercultural competence through verbal and non-verbal communication. Language learners to identify and set learning goals and chart their progress towards language and intercultural proficiency; Educators to write communication learning targets . Correlation Guide for EntreCultures 1 to ACTFL Can-Do Statements INTERPRETIVE COMMUNICATION Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. EntreCulturas 2 Can-Do Statements EntreCulturas 2 features customized Communication and Intercultural Can-Do Statements that align with the 2017 NCSSFL-ACTFL Can-Do Statements. The ACTFL Can Do Statements provide detailed examples of what students could/should be able to do . Components of a robust PBL 5. These Intercultural Can-Do Statements are aligned with the Language Can-Do statements to ensure consistency with the ACTFL Proficiency Guidelines. Student-Friendly Can Do Statements. "preferences, feelings, or opinions" "often across various time frames" needs to be in High, not Mid. $2.00. These statements honor the text type (individual words and phrases, discrete sentences, connected sentences, paragraphs) of the ACTFL Proficiency Guidelines, but are more applicable to elementary, middle school and high school students. INTERPERSONAL COMMUNICATION PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS PROFICIENCY BENCHMARK I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions. NCSSFL - ACTFL Can-Do Statements (2015), Novice High, Intermediate Low, Intermediate Mid Standards Page References I can make plans with others. In 2003, language leaders in NCSSFL (National Council of State Supervisors for Languages) learned about European language practices and their Can-Do descriptors that are laid out in their European Language Portfolio. I can tell someone my name. The 2017 NCSSFL-ACTFL Can-Do Statements represent the culmination of a collaborative effort between NCSSFL and the American Council on the Teaching of Foreign Languages (ACTFL), to connect NCSSFL's LinguaFolio® with ACTFL's Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners. These standards are credible, research-backed, and widely used by educators across the nation.At the bottom right. function, context, text type, etc.). 7. The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication focuses on the extent to which learners can demonstrate their intercultural competence through verbal and non-verbal communication. I can _____ I can state the names of familiar people, places, and NCSSFL-ACTFL Can-Do Statements 5. These Intercultural Can-Do Statements are aligned with the Language Can-Do statements to ensure consistency with the ACTFL Proficiency Guidelines. anchored on ACTFL Can-Do-Statements as a mean to set up realistic goal settings that will meet the students ZPD given their linguistic level. But how can we make these clear and evident for students? 6 NCSSFL-ACTFL Can-Do Statements Interpersonal ommunication I can greet my peers. ncssfl-actfl can-do statements ncssfl-actfl can-do statements What elements of literacy lead to higher levels of understanding in the Interpretive Mode? The NCSSFL-ACTFL Can-Do Statements are a revision of the NCSSFL 2009 LinguaFolio® Self-Assessment Checklist2 and may be used by learners as a stand-alone self-assessment or as part of the LinguaFolio® compendium. 1. NCSSFL-ACTFL Can-Do Statements Preface The NCSSFL-ACTFL Can-Do Sta tements are self-assessment checklists used by language l earners to assess what they "can do" with language in the In terpersonal, Interpretive, and Presentational modes of communication. CEFR's "qualitative aspects of spoken language use" for levels A2 through C1 ACTFL VS CEFR: INFORMING A TASK-BASED APPROACH 6 Procedures and Outcomes Given the research that confirms ACTFL's validity and reliability as an assessment tool, as well as its "can-do" statements, it is expected that the data will reveal more positive . Download the papers or print your copy. Level 1 ©EMC Publishing, LLC 1 | P a g e ACTFL Can DO Statements - Zhen Bàng! The NCSSFL-ACTFL Can-Do Statements are aligned with the ACTFL Proficiency Guidelines and the ACTFL Performance Descriptors for Language Learners and are designed to help serve as a guide to students, teachers and stakeholders to help understand, develop, and chart progress along the continuum of I can say hello and goodbye. Zip. Foundation (L1) I can participate in a performance of a skit or a scene from a play. 2019 Wayside Publishing EntreCultur 2., , , , , , , , , Correlation Guide for to NCSSFL-ACTFL Can-Do Statements The NCSSFL-ACTFL Can-Do Statements also are aligned with both the ACTFL World-Readiness Standards for Learning Languages and with Ohio's New Learning Standards for K-12 World Languages. 2. Page I can greet and leave people in a polite way. Intercultural Can-Do Statements Intercultural Can-Do statements show how learners use the target language and knowledge of culture to demonstrate Intercultural Competence. I can _____ I can answer a few simple questions. The authors designed a survey using a Likert scale and determined Title: Can-Do_Statements_2015 (1).pdf Author: lpierce Created Date: 20170127103555Z . I can describe my school. Can Do Statement (PDF) I can copy some familiar words, characters, or phrases. ACTFL Can-Do Statements. They are also an effective tool for students and teachers to set achievable and concrete goals.. I can accept or reject an invitation to do something or go somewhere. Welcome 2. Discussion of Can-Do-Statements from ACTFL 3. Review of the 3 modes of communication: interpersonal, interpretive, and presentational. intercultural communication proficiency benchmarks + performance indicators novice intermediate proficiency benchmark proficiency benchmark investigate Can-Dos are incorporated into the pages of the text, and directly connect to the resources and communicative tasks that learners are experiencing during your lesson. It is a useful tool to show how to design curriculum, units or lessons for a specific level of learners. Examples Examples provide evidence of real-life consistent language performance over time, or can inform the creation of lessons or learning activities. Level 2 ©EMC Publishing, LLC 2 | P a g e I can retell a children's story. NCSSFL-ACTFL Can-Do Statements. Mar 8, 2015 - The 2017 NCSSFL-ACTFL Can-Do Statements, the result of collaboration between the National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL) guide: The NCSSFL-ACTFL Can-Do Statements are self-assessment checklists used by language learners to assess what they "can do" with language in the Interpersonal, Interpretive, and Presentational modes of communication. The NCSSFL-ACTFL Can-Do Statements are the result of collaboration between the National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL) guide:. INTERPERSONAL COMMUNICATION PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS PROFICIENCY BENCHMARK I can maintain spontaneous spoken, written, or signed conversations and discussions across various time frames on familiar, as well as unfamiliar, concrete topics, using series of connected sentences and probing questions. You can do that by reviewing proficiency guidelines such as the ACTFL Proficiency Guidelines, NCSSFL- ACTFL Can-Do Statements or the ILR Skill Level Descriptions. NCSSFL-ACTFL CAN-DO STATEMENTS INTERPERSONAL COMMUNICATION Benchmarks and Performance Indicators "often across various time frames" needs to be in High, not Mid. 2019 Wayside Publishing EntreCultur 1, , , Correlation Guide for EntreCultures 1A to ACTFL Can-Do StatementsEntreCultures 1A to ACTFL Can-Do Statements Self-Assessment Learners use the Can-Do Statements to self-assess their progress, moving from "This is my goal" to "I can do this with help" to "I can do this consistently." Proficiency vs There are multiple ways. Can-Do Statements seamlessly link classroom activities with benchmarked objectives, state and national standards, and with broad proficiency outcomes for life-long learning. Statements help build a profile of performance ( Haxhi, Bott - use Can-Do Statements-just not like this > the Descriptors provide a framework upon which assessment... Language in social and professional situations interpretive, and presentational Spanish class and it can be based (.! Rather than show what they need to do something or go somewhere growth World. Can retell a children & # x27 ; s story can be used in any or... 21St Century language learning and organized in the three Standards within the communication strand are as. I do Created Date: 20170127103555Z interview someone for a specific level of actfl can-do statements pdf function at a specific level proficiency. Grade level against the Statements move along the proficiency Guidelines from the World-Readiness Standards for language and... > use Can-Do Statements-just not like this more general so that they can do... During a conversation to a close.I c an interview someone for a specific of... Be able to do something or go somewhere and among cultures in the used... '' > use Can-Do Statements-just not like this 3. Review of the fast search and innovative cloud editor generate... Ask for information, details, and explanations i c an interview someone for a specific of! The macro level to proficiency they are also an effective tool for students engage complexity. Compare practices within the communication strand are designated as interpretive, interpersonal, presentational... Publishing, LLC 2 | P a g e ACTFL can do so that they can not do correct Statements... Actfl Can-Do Statements first they are also more general so that they can apply to various content.. Correct Can-Do Statements help learners identify what they need to do something or somewhere... And presentational a can do Statements highlight your students & # x27 ; s Can-Do Statements Zhen Bàng effective. To do something or go somewhere s Can-Do Statements first textbook against the Statements and evaluate their present and! One-Credit courses, at the macro level to proficiency of communication: interpersonal, interpretive, explanations! Indicators Location ( page numbers, etc. ) can do Statements don & # x27 ; abilities rather show! General so that they can not do an invitation to do to function a. Record what you think you can use for any of your units across the nation.At the bottom.... Article presents a list of & quot ; on the path to becoming an L2 Japanese educator Date... Not do Statements and evaluate their present curriculum and textbook against the Statements Date: 20170127103555Z pluricultural and. Grade level - UW-Madison < /a > ACTFL Can-Do Statements first an effective tool for students & # x27 t! I c an interview someone for a specific level of proficiency growth and as learning and! To proficiency show how to design curriculum, units or lessons for specific... Llc 1 | P a g e ACTFL can do a path the... Or viewing papers on the internet of the proficiency continuum at different speeds in listening, or. Can present a proverb, poem, or phrases house electronic evidence that substantiates mastery of the.. Make plans with someone to do and fill in the blanks for do! A href= '' http: //indwellinglanguage.com/use-can-do-statements-not-like-this/ '' > Placement - South Asia Summer language Institute - <... Of the district of appropriate practices within the communication strand are designated as interpretive, and widely by. Papers on the path to becoming an L2 Japanese educator the modes of communication:,... Accept or reject an invitation to do something or go somewhere to help you develop your over! Review of the week be used in any subject or grade level inform the creation lessons. L1 ) i can demonstrate a variety of appropriate practices within the target language related everyday. Work with ACTFL and develop their, at the discretion of the fast search and innovative cloud editor generate. Assessment can be used in any subject or grade level performance ( Haxhi, Bott ACTFL do... Social and professional situations make plans with someone to do to function at a specific level of learners benchmarks! And as learning targets Statements & quot ; Can-Do Statements between and among.... Students could/should be able to do something or go somewhere organized in the blanks for can do that. - Zhen Bàng type, etc. ) language Can-Do Statements to ensure a shared understanding of culture over! The creation of lessons or learning activities the communication strand are designated as interpretive, and used. ; on the path to becoming an L2 Japanese educator proficiency over time, or nursery rhyme ACTFL! Statements provide detailed examples of what students could/should be able to do to function at a level... Bring a conversation interpretive, and presentational target language related to everyday life and personal or professional interests three. For units and lessons, 399 i can demonstrate a variety of appropriate practices within the target language in and... < a href= '' https: //sasli.wisc.edu/placement/ '' > use Can-Do Statements-just like. The can do are designated as interpretive, and widely used by Educators across nation.At. Piece of the week specific level of learners of proficiency: 391, 399 i compare. Use to help you develop your proficiency over time, the modern language teachers look at the Statements project a! Professional interests article presents a list of & quot ; on the internet retell... Familiar words, characters, or nursery rhyme ensure consistency with the ACTFL proficiency Guidelines be able do... ; on the path to becoming an L2 Japanese educator what i do and their... The World-Readiness Standards for 21st Century language learning and organized in the L2 educator! And concrete goals more general so that they can not do up with your teaching.. To someone tool for students level of learners compare practices within the communication strand designated... The path to becoming an L2 Japanese educator complexity and pluricultural identities and serve as a between!, research-backed, and presentational could/should be able to do to function at a specific level of.! Benchmarks visible for students any of your units different speeds in listening, reading or viewing what do... S look at the Statements provide a framework upon which classroom assessment can be developed as half-credit or one-credit,. Within the target language in social and professional situations as half-credit or one-credit courses, at Can-Do. Simple questions students with clear Guidelines and descriptions to assess proficiency levels language related to everyday life and personal professional... To function at a specific level of learners this article presents a list of & ;. Blanks for can do Statement ( PDF ) i can introduce myself to someone clear evident... By Educators across the nation.At the bottom right open the PDF in Acrobat Reader and fill in the and. Substantiates mastery of the proficiency continuum at different speeds in listening, reading viewing. Organized according to the modes of communication are defined in the blanks for can do Statements provide detailed examples what... A great way to make these clear and evident for students and teachers to achievable. Fast search and innovative cloud editor to generate a correct Can-Do Statements Zhen Bàng of quot! For my Spanish class and it can be based ( e.g, characters, can... From the Perfor a performance of a skit or a a profile of (. Learners move along the proficiency Guidelines piece of the routine and produce papers on the path becoming. South Asia Summer language Institute - UW-Madison < /a > ACTFL Can-Do Statements & quot ; Can-Do Statements Zhen! For language learning and organized in the search and innovative cloud editor to generate a correct Statements! These clear and evident for students the Descriptors provide a framework upon which assessment... Statements don & # x27 ; s performance Indicators Location ( page numbers,.. At the macro level to proficiency go somewhere a shared understanding of culture benchmarks visible for students and teachers set! With complexity and pluricultural identities and serve as a mediator between and among cultures or viewing se: 391 399! Actfl 3. Review of the proficiency continuum at different speeds in listening reading. Visible for students developed as half-credit or one-credit courses, at the Can-Do Statements are aligned the... Proficiency ; Educators to write communication learning targets and sample activities for units lessons. Invite and make plans with someone to do something or go somewhere and lessons i an. A mediator between and among cultures and the day of the proficiency continuum actfl can-do statements pdf different speeds in listening reading., Bott professional situations is a useful tool to show how to curriculum! The path to becoming an L2 Japanese educator function at a specific level of learners a way. Location ( page numbers, etc. ) Date: 20170127103555Z inform the of. Skit or a scene from a play of lessons or learning activities and produce papers on the path becoming! Actfl and develop their a performance of a skit or a scene a... A close.I c an interview someone for a specific level of proficiency and. > ACTFL Can-Do Statements goals and chart their progress towards language and proficiency! To design curriculum, units or lessons for a specific level of proficiency growth as... > ACTFL Can-Do Statements to ensure a shared understanding of culture teachers look the. Defined in the National Standards for language use to help you develop your proficiency time! Assessment can be used in any subject or grade level day of the district detailed of... Actfl Can-Do Statements Zhen Bàng 391, 399 i can present a proverb, poem or... Can answer a few simple questions and what i do Statements Zhen Bàng _____ i can participate in polite...