This week my students will be completing their IPA on Les Loisirs. I’ve been really pleased with their work throughout this unit, and I’m looking forward to seeing their results on this IPA. While I began my journey into proficiency-based/non-textbook/non-explicit grammar lesson teaching with a significant trepidation, I am thrilled with the results of my new methodologies. These students are now writing comprehensible connected paragraphs about how they spend their free time and using a variety of present-time verbs with some accuracy. They are able to discuss these activities with their peers and they can understand some details given by native speakers on these topics. While their writing and speech are not grammar-free, I did not produce perfect speakers and writers when I taught using more traditional methods either. What I know for sure is that this year was the most satisfying of my 26-year career. My students, many of whom have diagnosed learning and behavioral disabilities, are experiencing academic success and feeling proud of their achievements. I couldn’t be happier for them!
So, here it is, my penultimate French I IPA: loisirs_ipa
For the interpretive reading task, they will read an infographic about French opinions of an ideal weekend and complete interpretive tasks based on the ACTFL template. I have designed this assessment based on the ACTFL Can-Do “I can sometimes understand short, simple descriptions with the help of pictures or graphs.” My students have been reading increasingly complex infographics all year, and I know that they will be able to accomplish this task without much difficulty.
For the interpretive listening task, they will listen to two different news reports about leisure activities that are of interest to these students. The first is about technology-related leisure activities, and the second about sports and exercise. These resources will be significantly more difficult than previous videos, many of which have been cartoons, but I chose them because of their relevance to the topics we covered in class. The fact that many of the requested details are numbers, a notoriously difficult linguistic concept, will further challenge these students. Because this task is closer to what would be expected of an Intermediate Low-Mid learner, I will score it accordingly.
For the interpersonal task, the students will discuss their leisure activities with a partner. While I have not always written an interpretive task that is clearly dependent on the interpretive one, it is my goal to do so as I evolve in my understanding of evaluating students’ language performance and proficiency. Therefore, I have included a requirement that they discuss how their leisure activities compare to those that are listed in the infographic. Therefore, this this task will address the Novice High Can-Do “I can exchange information using texts, graphs, or pictures.”
For the presentational writing task, the students will write an e-mail to a hypothetical exchange student about their leisure activities, therefore addressing the Novice High Can-Do “I can write information about my daily life in a letter, blog, discussion board, or email message.” After receiving feedback on similar messages that they wrote throughout the unit, I think the students will be prepared for this task.
While my district and state have established the expectation that students will reach the Novice Mid level of proficiency by the end of French 1, it is my opinion that this Novice-High assessment is appropriate for these learners. Because each task is based on the theme we have been studying, I have higher expectations of this performance-based assessment, than I would for an unrehearsed assessment of overall proficiency.