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The Can-Do Statements for ASL language learners at the Novice Mid level for Interpretive, Interpersonal, and Presentational communication. It includes specific learning targets and functions for each category, as well as an overview of the ACTFL Proficiency Guidelines and Performance Descriptors for language learners.
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Ohio Department of Education, October 2016
Based on the NCSSFL ASL Can-Do Statements
Interpretive (Receptive) Communication
1) I can understand a few courtesy phrases. This is my goal. I can do this with
help. I can do thiseasily.
Sample Learning Targets:
2) I can recognize and sometimes understand basic information in signs and phrases that I have memorized.^ This is my^ goal.^ I can do this^ with help.^ I can do this^ easily.
Sample Learning Targets:
3) I can recognize and sometimes understand signs and phrases that I have learned for specific purposes.^ This is my^ goal.^ I can do this^ with help.^ I can do this^ easily.
Sample Learning Targets:
7) I can make some simple statements in a conversation. This is my goal. I can do this with help. I can do this easily.
Sample Learning Targets:
8) I can ask some simple questions. This
is my goal. I can dothis withhelp. I can dothiseasily.
Sample Learning Targets:
9) I can communicate basic information about myself and people I know. This is my goal. I can do this with help. I can do this easily.
Sample Learning Targets:
10) I can communicate basic information about my everyday life This is my goal. I can do this with help. I can do this easily.
Sample Learning Targets:
Presentational (Expressive) Communication
11) I can present information about myself and others using words and This is my goal. I can do this with help. I can do this easily. phrases.
Sample Learning Targets:
This is my goal. I can do this with help. I can do this easily.
12) I can express my likes and dislikes using words, phrases, and memorized expressions.
Sample Learning Targets:
This is my goal. I can do this with help. I can do
this
easily.
13) I can present information about familiar items in my immediate environment.
Sample Learning Targets:
Novice Mid
ACTFL Proficiency Guidelines 2012
At the Novice Mid sublevel, viewers can recognize and begin to understand a number of high-
frequency, highly contextualized words and phrases including cognates and borrowed words.
Typically, they understand little more than one phrase at a time, and repetition may be required.
Signers at the Novice Mid sublevel communicate minimally by using a number of isolated words and
memorized phrases limited by the particular context in which the language has been learned. When
responding to direct questions, they may sign only two or three words at a time or give an occasional
stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their
own and their interlocutor’s words. Novice Mid signers may be understood with difficulty even by
sympathetic interlocutors accustomed to dealing with learners. When called on to handle topics and
perform functions associated with the Intermediate level, they frequently resort to repetition, words from
their native language, or silence.
Novice Range
ACTFL Performance Descriptors for Language Learners 2012
OVERVIEW: Understands words, phrases, and formulaic language that have been practiced and memorized to get meaning of the main idea from simple, highly predictable oral or written texts, with strong visual support.
FUNCTIONS: Comprehends meaning through recognition of key words and formulaic phrases that are highly contextualized. May show emerging evidence of the ability to make inferences based on background and prior knowledge.
CONTEXTS/CONTENT: Comprehends texts with highly predictable, familiar contexts (those related to personal background, prior knowledge, or experiences).
TEXT TYPE: Derives meaning when authentic texts (listening, reading, or viewing) are supported by visuals or when the topic is very familiar. Comprehends texts ranging in length from lists, to phrases, to simple sentences, often with graphically organized information.
LANGUAGE CONTROL: Primarily relies on vocabulary to derive meaning from texts. May derive meaning by recognizing structural patterns that have been used in familiar and some new contexts.
VOCABULARY: Comprehends some, but not all of the time, highly predictable vocabulary, a limited number of words related to familiar topics, and formulaic expressions.
COMMUNICATION STRATEGIES: May use some or all of the following strategies to comprehend texts. Able to:
CULTURAL AWARENESS: Uses own culture to derive meaning from texts that are heard, read, viewed.
Novice Range
ACTFL Performance Descriptors for Language Learners 2012
OVERVIEW: Communicates information on very familiar topics using a variety of words, phrases, and sentences that have been practiced and memorized.
FUNCTIONS: Presents simple, basic information on very familiar topics by producing words, lists, notes, and formulaic language using highly practiced language. May show emerging evidence of the ability to express own thoughts and preferences.
CONTEXTS/CONTENT: Creates messages in some personally relevant contexts on topics that relate to basic biological information. May show emerging evidence of the ability to create messages in highly practiced contexts related to oneself and the immediate environment.
TEXT TYPE: Produces words and phrases and highly practiced sentences or formulaic questions.
LANGUAGE CONTROL: Produces memorized language that is appropriate to the context; limited language control may require a sympathetic audience to be understood.
VOCABULARY: Produces a number of high-frequency words and formulaic expressions; able to use a limited variety of vocabulary on familiar topics.
COMMUNICATION STRATEGIES: May use some of all of the following strategies to communicate. Able to:
CULTURAL AWARENESS: May use some memorized culturally appropriate gestures, formulaic expressions, and basic writing conventions.