{"id":44,"date":"2014-08-04T12:17:58","date_gmt":"2014-08-04T12:17:58","guid":{"rendered":"https:\/\/madameshepard.com\/?p=44"},"modified":"2014-08-04T12:17:58","modified_gmt":"2014-08-04T12:17:58","slug":"three-steps-creating-proficiency-based-unit","status":"publish","type":"post","link":"https:\/\/madameshepard.com\/?p=44","title":{"rendered":"Three steps to creating a proficiency-based unit"},"content":{"rendered":"

1. Define your goals for the unit.<\/strong> I begin this step by choosing a level-appropriate NCSSFL-ACTFL Global Can-Do Benchmark (http:\/\/www.actfl.org\/global_statements<\/a>) for each mode of communication. I then modify the benchmark to correspond to the theme of the unit. \u00a0For example, for a French 2 unit on daily routine, I chose the following Novice Mid Benchmarks:<\/p>\n

Interpretive Reading<\/strong>: I can sometimes understand the main idea of published materials.<\/p>\n

Interpretive Listening<\/strong>: I can understand simple information when presented with\u00a0pictures and graphs.<\/p>\n

Interpersonal Communication<\/strong>: I can communicate some basic information about my everyday life.<\/p>\n

Presentational Speaking:<\/strong> I can talk about my daily activities using words, phrases,\u00a0and memorized expressions.<\/p>\n

Presentational Writing:<\/strong> I can write about myself using learned phrases and\u00a0memorized expressions.<\/p>\n

I then modified the original benchmarks based on the daily routines theme, so that the students were given the following goals at the beginning of the unit:<\/p>\n

Interpretive Reading:<\/strong> I can understand an article about someone\u2019s daily activities.<\/p>\n

Interpretive Listening:<\/strong> I can understand a cartoon about a character\u2019s daily activities.<\/p>\n

Interpersonal Communication:<\/strong> I can discuss my daily activities. Presentational Speaking<\/strong>: I can talk about my daily activities. Presentational Writing:<\/strong> I can write about my daily activities<\/p>\n

2. Create the Integrated Performance Assessment (IPA) for the unit.<\/strong><\/p>\n

I include at least one task for each mode of communication on the IPA.<\/p>\n

Interpretive Mode<\/strong> I begin by choosing the authentic resources that the students will read and\/or listen to on the IPA.\u00a0 At the Novice students need lots of pictures, cognates, and familiar vocabulary so I use mostly children\u2019s magazines, children\u2019s websites, infographics, and cartoons for my novice-level French 1 and 2 students.\u00a0 My intermediate-level French 3-4\/5 students can usually interpret a variety of authentic web-based articles and videos. After choosing the resource, I develop the comprehension guide that I will use to assess the students.\u00a0 For the reading assessment, I use the template provided in the ACTFL publication, Implementing Integrated Performance Assessment <\/em>(http:\/\/www.actfl.org\/publications\/guidelines-and-manuals\/implementing-integrated-performance-assessment<\/a>).\u00a0 My listening assessment is usually a series of English comprehension questions which rely heavily on previously-learned vocabulary and the visual content of the cartoon. In addition, I include questions that require the students to infer the meaning of new words.<\/p>\n

Interpersonal Mode<\/strong> For this portion of the IPA, I usually call two students to my desk and listen to them as they perform the task I have developed for the IPA.\u00a0 Most of my interpersonal tasks are guided conversations, but I also use role plays, debates, etc., in upper level classes. Although I give the students the prompt in advance, they do not know who their partner will be so they are not able to memorize a dialogue. I generally give each pair about 3 minutes for their conversation.<\/p>\n

Presentational Mode<\/strong> In most cases, I choose a written assessment for the presentational mode, as I have already assessed my students\u2019 speaking in the interpersonal task.\u00a0 I give the students the prompt in advance and usually assign a draft on which I provide written feedback as a formative assessment.<\/p>\n

Here\u2019s the IPA I created for my French 2 unit on daily routines.\u00a0French 2 IPA<\/a><\/p>\n

\u00a0<\/em>3. Create the learning activities that will prepare the students to be successful on the IPA.\u00a0<\/strong><\/p>\n

Many of my learning activities are similar to \u201cmini IPA\u2019s\u201d in which the students interpret an authentic resource, discuss it with a partner\/small group, and present the content in written or spoken form.\u00a0 However, as I consider these tasks formative assessments, I provide feedback, but no grade on these tasks.\u00a0 I also include vocabulary-building activities and grammar instruction on an as-needed basis. Please share your ideas about unit planning by replying to the link given above!<\/p>\n","protected":false},"excerpt":{"rendered":"

1. Define your goals for the unit. I begin this step by choosing a level-appropriate NCSSFL-ACTFL Global Can-Do Benchmark (http:\/\/www.actfl.org\/global_statements) for each mode of communication. I then modify the benchmark to correspond to the theme of the unit. \u00a0For example, for a French 2 unit on daily routine, I chose the following Novice Mid Benchmarks: […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_wp_convertkit_post_meta":{"form":"-1","landing_page":"0","tag":"0","restrict_content":"0"},"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[2],"tags":[],"class_list":["post-44","post","type-post","status-publish","format-standard","hentry","category-planning"],"yoast_head":"\nThree steps to creating a proficiency-based unit - Madame's Musings<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/madameshepard.com\/?p=44\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Three steps to creating a proficiency-based unit - Madame's Musings\" \/>\n<meta property=\"og:description\" content=\"1. 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