Proficiency & tacos
So, about informing our students on proficiency.
One of the great ideas that came from that PD I went to was this ‘taco’ activity. It’s designed to be done in the first days of school, preferable on the first day unless your first day is taken up with ‘administrivia.’
Divide students into four groups, or tell them to divide themselves into four groups.
Tell students that you want them to tell you what a taco is, in English. You can choose any other common object or activity, such as the circus.
For the first group, tell them that they can only use individual words to talk about the taco.
In the second group, they can use phrases.
In the third group, they can use simple sentences.
In the fourth, they can use descriptive language in compound sentences joined by transition words like ‘next’ and ‘also.’
When students use their ‘proficiency level’ to describe the taco, assign the proficiency labels to what they have done. Talk about which description gives the best idea of what the object/activity really is and why that level should be a goal. We also discussed having students write on large chart paper their descriptions, so that you can put them up on the wall. Then you can post on the chart ‘novice low’ and ‘approaches expectations’ and ‘C’ or whatever your assessment feedback language will be, and the students can have a visual reminder all semester or year of what exactly your expectations are.
Several teachers mentioned that this activity gives students a real idea of how accessible language is and gives everyone in the room a realistic view of where they could be at the end of the level. For the group of teachers I was with, their expectation is Novice High at the end of level 1 and Intermediate Low at the end of level 2 (they haven’t done level 3 yet).
I thought this was a great way for students to be introduced to proficiency levels and get away from the vague ‘here’s a list of units we may or may not finish this year’-type goals I’ve done before. What do you think?
Photo credit: Steven de Polo
Tags: firstdays, proficiency, standards.
Traciepod
July 28, 2011 at 6:24 pmWonderful idea!! Love the way it shows kids that even without being fluent, they can still communicate. The idea that lack of 'fluency' equals no ability at all is so prevelant in my kids and I am constantly fighting to get them to use what they know
One question – is this lesson done all in English? Part English part Spanish? Seems like a worthwhile use of English but I wasn't sure how you were planning to do it seeing as the explanation would be tough for lower levels in TL. Thanks!
Maestra Tere
August 11, 2012 at 4:25 pmWOW! it’s as easy as making a ‘taco’! your idea is phenomenal! thank you for sharing it with us. i will use this year as i am one of ‘those’ who likes to try new things all the time. using the sts native language (english) is most logical since the goal is not to assess their proficiency level but for them to understand how i will assess it. most important, as was stated before, is for sts to see that L2 acquisition is a life time process and well worth the time and effort put in to achieve the goal. i know this will be one of my best years…27th!
Erin
August 11, 2012 at 7:03 pmThis is brilliant! Thanks for the tip.
Diane
September 11, 2012 at 5:46 pmI am so intrigued with this amazing idea and am trying to envision it in my classroom. As I anticipate student reaction, I am wondering…will the kids think “Oh! If I’m writing single words that isn’t so great, but if I’m writing sentences, then I am doing really well.” When actually in the TPRS classroom, students are writing sentences right from the beginning. Many structures function as entire sentences. Could this cause any confusion? Or how would YOU handle that question from a student?