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    • Responding to Student Data
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    • Meeting the needs of diverse language learners
    • Learning Centers
    • Supportive Learning Environment
    • Knowing the Learner
    • Student Engagement
    • Student Choice and Voice
    • Flexible grouping
    • Student Reflection and Self-Assessment
    • Varied Approaches
    • Lesson and Unit Planning
    • Guided Instruction
    • Intentional Skill Building
    • Thinking Strategies
    • Immersion Resources
    • Designing Performance Tasks
  • Leadership
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    • Effective Meeting Management
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    • Leading Through Change
    • Teacher Recruitment and Retention
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    • Feedback for Teachers
    • Diversity, Equity and Inclusion in World Languages
  • Workshops
    • Creating Learner-Centered Language Classrooms
    • Engaging Through Interactive Planning and CI
    • Planning for Interactive Communicative Lessons
    • Building Literacy Skills in Language Classrooms
    • Moving Students Along the World Language Proficiency Continuum
    • Using Authentic Text in the WL Classroom
    • Expanding a Global Mentality: Culturally Responsive Teaching to Reach All Learners
    • Designing to Learn
    • Engaging All Learners
  • Blog
  • Reflection Spinner
  • Resources for the Shift to Online/Blended Learning
  • Supporting Teachers' Wellbeing
  • Home
  • WLPD4U
  • Instruction
    • Lessons based on authentic resources
    • Proficiency
    • Communicative Modes
    • Target Language
    • Scaffolds and Supports
    • Tiering Tasks and Text
    • Interpretive Mode
    • Authentic Resources
    • Intercultural Communication
    • Continuous Assessment
    • Assessment in World Languages
    • Responding to Student Data
    • Feedback
    • Grammar in Context
    • Questioning and Discussion
    • Meeting the needs of diverse language learners
    • Learning Centers
    • Supportive Learning Environment
    • Knowing the Learner
    • Student Engagement
    • Student Choice and Voice
    • Flexible grouping
    • Student Reflection and Self-Assessment
    • Varied Approaches
    • Lesson and Unit Planning
    • Guided Instruction
    • Intentional Skill Building
    • Thinking Strategies
    • Immersion Resources
    • Designing Performance Tasks
  • Leadership
    • Leadership Resources
    • Teacher Leadership
    • Coaching and Mentoring Skills
    • Professional Learning
    • Effective Meeting Management
    • Team Building
    • Leading Through Change
    • Teacher Recruitment and Retention
    • Growth Mindset
    • Feedback for Teachers
    • Diversity, Equity and Inclusion in World Languages
  • Workshops
    • Creating Learner-Centered Language Classrooms
    • Engaging Through Interactive Planning and CI
    • Planning for Interactive Communicative Lessons
    • Building Literacy Skills in Language Classrooms
    • Moving Students Along the World Language Proficiency Continuum
    • Using Authentic Text in the WL Classroom
    • Expanding a Global Mentality: Culturally Responsive Teaching to Reach All Learners
    • Designing to Learn
    • Engaging All Learners
  • Blog
  • Reflection Spinner
  • Resources for the Shift to Online/Blended Learning
  • Supporting Teachers' Wellbeing

Designing Performance Tasks

​

Authentic Performance Tasks

Designing Meaningful Assessments in World Language Classes

An Intro to Performance Tasks (Jay McTighe presentation)

​Authentic Performance Tasks (Powerpoint)

27 Characteristics of Authentic Assessment (Wiggins article)

Authentic Tasks

​GRASPS model

​SQUARE model
Picture
SCRAP Model for Designing Performance Tasks
S= Situation
C= Challenge
R= Role
A= Audience
P= Product
​School

Community center

Animal shelter

Public library

Food bank

Child care room

Tutoring center

Summer camp

Online or brick and mortar store

After school program

Local tourism office

Community gym

Local museum

Local zoo

Guidance office

Homeless shelter

Celebration/
party


Accident

Natural disaster

Plan for vacation

Help family member/  neighbor

Plan for new home

Travel agency
​

Illness/injury
Emergency

Giving directions

Renting an Airbnb

Lost item

Letter writing campaign

Donation collection

Understanding a recipe

Hosting an event

Attending an event

Change in plans

Information needed

Completing an application/ . interview

Assistance needed

Recommendation

Seeking opinion/ advice

Giving opinion/advice


Returning or exchanging an item

Compare/Contrast



Give an explanation


Provide justification

Show proof

Make a proposal

Do a demonstration

Teach or coach someone

Student

Exchange student

Student leader

Host student

Guide/docent

Volunteer

Intern

Tutor

Employee

Camp counselor

Teammate

​Customer


Guest

Reporter

Blogger

Tourist/Traveler

Critic

Attendee

Friend

Neighbor

​Club member

Author

Candidate

Editor

Penpal

Reader

Viewer

​Visitor

Classmates

New student(s)

Teacher

School
community

Teammates

Family member

Friend

Neighbor

Waiter/
waitress

Police officer

Prospective students

Customers

Clients

Guests

Club members

Concierge

Employer

Public

Administrator
​

Elected official
Infographic

Poster/flyer

Public service announcement

Video

Vlog/blog post

Guide

Email

Commentary

Essay

Testimonial

Schedule

Contest entry

Letter/note

Commercial

Brochure

Guest book entry

Voicemail

Article

Editorial

Journal/diary entry

Map

Online profile

Recipe

​Social media post


Invitation

Food order

Itinerary

Welcome packet

Menu

Plans

Ad/listing

Interview

Review
​

Application

Illustration

Cartoon

​
Performance Verbs and Ideas​
​
Volunteering at...
Community center

Animal shelter

Public library

Food bank

Child care room

A tutoring center

After school program
​
​
Local tourism office

​Homeless shelter

Applying for...
Study abroad program

Hosting an exchange student
​
​
An internship

A job 
Working at...
Community gym

Local museum as docent

Local zoo

Guidance office as student assistant

Summer camp
​

Travel agency as an intern
Providing assistance to...
New student

Someone who has an emergency

Neighbor who speaks target language
​

Parents for renting Airbnb/timeshare in target language country

​A family member

Organizing...
A letter writing campaign

​
Donations or a needy cause

​An event/party

Explaining...
A recipe

How to play a game/sport

Your symptoms to a doctor/pharmacist
​

That you are lost

​
That you have lost your passport
Directing...
Someone who is lost (in your town, in a museum, etc.)

​A new student around campus

Recommending...
​Tourist sites

Restaurants

Movies
​

Shows for binge watching
Attending...
Sports camp

A celebration

A presentation

​A
 concert/play
Communicating with...
​Sister city

​S
chool in target language country

Fellow online game player

Waiter/waitress in restaurant

Exchange student coming to your school
​
Your friend who will visit you during a study abroad

Favorite singer, musician, band
Creating...
​An infographic

A poster/flyer

Public service announcement

YouTube Live video

Website post, blog post
​

Guide for new students

Steps

  • Use the SCRAP lists to create a real world scenario.
  • Consider the cultural context.
  • Keep in mind the expected proficiency level.
  • Align to learning targets.
  • Offer a bulleted list of “think abouts”
  1. Provide a graphic organizer as support.
​

Key language functions

Clementi/Terrill, 2015
  • Asking and responding to questions
  • Describing people, places, and things
  • Expressing feelings and emotions
  • Expressing preferences and opinions
  • Maintaining a conversation or discussion in person or virtually
  • Telling and retelling stories
  • Summarizing authentic oral texts
  • Interpreting authentic written texts
  • Presenting information orally and in writing
​

Sample Scenarios/Tasks

You are volunteering at a community center where you are helping students with their homework assignments.
​You are volunteering at a local animal shelter and need to explain to a prospective pet owner how to feed and care for their new pet
You are applying for a scholarship for a study abroad program and must send in a video describing yourself.
You are working at the community gym and are asked to help a new member who does not speak English to become oriented to the gym
​You are volunteering at the local public library and are asked to help some children who do not speak English select books to read in the target language based on their interests
You are asked to accompany a new student at your school around to his/her classes on the first day of school
You are a student assistant in the guidance office at your school and you are helping a newly arrived student understand the courses available to him/her
You volunteer at a local food pantry and you have been asked to help a new volunteer understand how things are organized
You organize some friends to volunteer time during back to school night at your school to work in the child care room.  You do a quick lesson with your classmates in the target language so that they can communicate with non-English speaking students
You are volunteering at your local community center to help people sign up to vote.  
You organize a group of friends to write notes of encouragement for students in a local shelter who do not speak English
A group of students are visiting and based on their dietary needs, you are recommending restaurants in the area
You play on your school’s team and must explain your sport (field hockey, lacrosse, baseball) to a newly arrived exchange student who is interested in learning a new sport.
  1. Describe your parent/friend to a store clerk to get gift ideas.
  1. Describe your backpack/purse/suitcase contents to hotel clerk/baggage claim attendant/police officer.
  1. Describe a recent episode of your favorite show to binge watch.
  1. Describe your favorite recipe/dish/meal, how to make it, and why you like it.
  1. Tell how you contribute to saving the environment and what steps others can take.
  1. Tell about an unusual incident you witnessed.
  1. Describe your celebrity crush and compare him/her to another celebrity.
  1. Write a review of an Airbnb in which you recently stayed.
  1. Tell about your favorite things to do/play when you were a child.
  1. Tell about a trip/adventure you’d like to go on.
  1. Describe a lost item/friend/travel group and how you found it/them.
  1. Describe you make a great best friend

  1. Give advice to a prospective pet owner on how to care for the pet he/she recently adopted.
​
Blank editable graphic organizers to use for assessment design

Blank organizers from ACTFL to use for assessment design
Picture
  • Home
  • WLPD4U
  • Instruction
    • Lessons based on authentic resources
    • Proficiency
    • Communicative Modes
    • Target Language
    • Scaffolds and Supports
    • Tiering Tasks and Text
    • Interpretive Mode
    • Authentic Resources
    • Intercultural Communication
    • Continuous Assessment
    • Assessment in World Languages
    • Responding to Student Data
    • Feedback
    • Grammar in Context
    • Questioning and Discussion
    • Meeting the needs of diverse language learners
    • Learning Centers
    • Supportive Learning Environment
    • Knowing the Learner
    • Student Engagement
    • Student Choice and Voice
    • Flexible grouping
    • Student Reflection and Self-Assessment
    • Varied Approaches
    • Lesson and Unit Planning
    • Guided Instruction
    • Intentional Skill Building
    • Thinking Strategies
    • Immersion Resources
    • Designing Performance Tasks
  • Leadership
    • Leadership Resources
    • Teacher Leadership
    • Coaching and Mentoring Skills
    • Professional Learning
    • Effective Meeting Management
    • Team Building
    • Leading Through Change
    • Teacher Recruitment and Retention
    • Growth Mindset
    • Feedback for Teachers
    • Diversity, Equity and Inclusion in World Languages
  • Workshops
    • Creating Learner-Centered Language Classrooms
    • Engaging Through Interactive Planning and CI
    • Planning for Interactive Communicative Lessons
    • Building Literacy Skills in Language Classrooms
    • Moving Students Along the World Language Proficiency Continuum
    • Using Authentic Text in the WL Classroom
    • Expanding a Global Mentality: Culturally Responsive Teaching to Reach All Learners
    • Designing to Learn
    • Engaging All Learners
  • Blog
  • Reflection Spinner
  • Resources for the Shift to Online/Blended Learning
  • Supporting Teachers' Wellbeing