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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.
The statements are organized according to the Interpretive, Interpersonal, and Presentational Modes of Communication as described in the World-Readiness Standards for Learning Languages: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
Learners interact and negotiate meaning in Teaching spanish cover letter, signed, or written conversations to share information, reactions, feelings, and opinions.
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.
For the purpose of this document, ICC refers to the ability to interact effectively and appropriately with people from other language and cultural backgrounds. Intercultural communicative competence is essential for establishing effective, positive relationships across cultural boundaries, required in a global society.
Learners may be at different levels for different modes Interpretive, Interpersonal, Presentational or skills reading, listening, writing, speaking, signing. Can-Do Statements are NOT a checklist of tasks to be demonstrated once and checked off It is not sufficient for learners to show evidence of performance in just one specific situation; the indicators and examples at each sublevel illustrate how learners might demonstrate skills in each mode of communication through a wide variety of evidence.
Can-Do Statements help learners set goals as they progress along the proficiency continuum Can-Do Statements describe what learners can independently do at each sublevel and help pave the way to higher levels. Higher level skills and functions e. Can-Do Statements are NOT a limitation of what to learn or teach Can-Do Statements do not show what to learn or teach at each sublevel; the descriptors show the skills and functions that can be done with full control at that sublevel.
Learners should work with authentic texts and real-life scenarios at all levels and sublevels and set goals for how to progress to the next higher level.
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.
The sets of examples are NOT a prescribed curriculum The Can-Do Statements include examples of communicative performance to adapt or modify for local curricula; they are not intended to provide ready-made lessons.
The examples provided do not claim to be exhaustive or specific to a level of schooling. 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. The Can-Do statements are NOT used as an instrument for determining a letter or number grade Growth in acquiring a language is measured over time when tasks are integrated into performance assessments and evaluated using rubrics based on the ACTFL proficiency descriptors.
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With over , words and phrases, and half a million translations, and packed full of grammatical and usage information for both languages, it is the most authoritative Spanish bilingual dictionary available. Today’s post is a Special Request post for quite a few clients, who wanted to know what is meant when a job ad asks for “Evidence of Teaching Excellence.”.
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