CCSS & ACTFL

1. Kurrota Hafidzah 17716251058
Muzayyin Habibi 17716251057
Nurvia Alfi Rizqi 17716251062

2. Definition
CCSS is a US set of high-quality academic standards in Mathematics and English
language arts/literacy (ELA).
Purposes
 Assisting learners, no matter where they live, to successfully achieve
college and career ready no later than high school
 Providing explicit guidelines to educators, learners, no to mention
also parents on what and how they should be able to do in order to
succeed in attaining the college and career readiness (CCR)

3. Key Areas
Strands
K-5 6-12
Reading
Reading: Literature Reading: Literature
Reading: Informational
Text
Reading: Informational
Text
Reading: Foundational
Skills
Writing Writing Writing
Speaking and Listening Speaking and Listening Speaking and Listening
Language Language Language

4. Reading: Literature and
Informational Text
Reading: Foundational
Skills
Key Ideas and Details Print Concepts
Craft and Structure Phonological Awareness
Integration of Knowledge and
Ideas
Phonic and Word Recognition
Range of Reading and Level of
Text Complexity
Fluency

5. Writing
Speaking and
Listening
Language
Text Types and
Purposes
Comprehension and
Collaboration
Convention and
Standard English
Production and
Distribution of Writing
Presentation of
Knowledge and Ideas
Knowledge of Language
Research to Build and
Present Knowledge
Vocabulary Acquisition
and Use
Range of Writing

6. ANCHOR
STANDARDS:
COLLEGE
AND CAREER
READINESS
(CCR)
CCR Anchor
Standards for
Reading: Literature
and Reading:
Informational Text
CCR Anchor
Standards for
Writing
CCR Anchor
Standards for
Speaking and
Listening
CCR Anchor
Standards for
Language

7. Example:
Complete Grade Level Specific Standards
DOWNLOAD THE STANDARDS

8. Reading: Text complexity and the growth of comprehension
Writing: Text types, responding to reading
Speaking and Listening: Flexible communication and
collaboration
Language: Conventions, effective use, and vocabulary

9. Competition: The
standards are
internationally
benchmarked
Equity: Expectations
are consistent for all
and not dependent
on a student’s zip
code.
Clarity: The
standards are
focused, coherent,
and clear.
Collaboration: The
standards create a
foundation to work
collaboratively
across states and
districts.
Preparation: The
standards are
college- and
career-ready

10. The Common Core
State Standards:
What They Are Not?
NOT a federal program
Not a Test
NOT a national curriculum
NOT a panacea that will solve all the problems in
K-12 education
NOT an attempt to remove literature and the
traditional math sequence from high schools

11.  It promotes student independence in learning
 preparing ALL students for college and career success which leads to
increased earning potential.
 The 21st Century Skills embedded in the Common Core pave the way for
students to think, reflect, analyze, influence, evaluate, and communicate.
 Reflecting the knowledge and skills students need to succeed in college
and career
 The instruction will specifically address student gaps in knowledge and
skills as well as the need for academic acceleration
 It focuses on problem solving and critical thinking skills, not solely on
knowledge of particular facts that have little relationship to success later
in life.

12.  It would be difficult for teachers and students to adjust themselves to the
transition
 The Common Core Standards may cause prolific teachers and
administrators to choose another career
 It may be broad and vague. Initially, the standards may not be specific
although there will be more clarity as assessments come to an end.
 With Common Core Standards, younger students may have to learn
more, at a faster pace.
 Many textbooks used today may become obsolete when Common Core
Standards are actively implemented
 Schools must be prepared to face the expenses incurred to update the
technology required for Common Core Assessment

13. •
Formative assessment is an
evaluation conducted at the
end of discussion of a subject /
topic, and is intended to
determine the extent to which a
learning process has been
running as planned
Formative
assessment
•
Summative assessment is an
evaluation performed at the
end of a single unit of time
within which more than one
subject is covered
Summative
assessment

15. DEFINITION
Description of what indivuduals can do with language in terms of speaking,
writing, listening and reading in real word situation in a spontaneous and non-
rehearsed context.
FUNCTION
As an instrument for the evaluation of functional language ability.

16.  Dividing the proficiency level of language use in details
 Clearly distinguish the continuum of proficiency
 Focusing on functional language ability

18. ACTFL
PROFICIENCY
GUIDELINES
SPEAKING
describe the tasks
that speakers can
handle at each level,
as well as the
content, context,
accuracy, and
discourse types
associated with tasks
at each level.
WRITING
describe written text
that is either
Presentational
(essays, reports,
letters) or
Interpersonal (instant
messaging, e-mail
communication,
texting).
LISTENING
based largely on the
amount of
information listeners
can retrieve from
what they hear and
the inferences and
connections that they
can make.
READING
based largely on the
amount of
information readers
can retrieve from a
text, and the
inferences and
connections that they
can make within and
across texts.

19. DISTINGUISHED:
Use language skillfully, with accuracy, efficiency and effectiveness on wide range
of global issue and highly abstract concept
SUPERIOR:
communicate with accuracy and fluency in order to participate fully and effectively in
conversations on a variety of topics in formal and informal settings from both concrete
and abstract perspectives
ADVANCED (High, Mid, Low) :
engage in conversation in a clearly participatory manner in order to communicate
information on autobiographical topics, as well as topics of community, national, or
international interest.
INTERMEDIATE (High, Mid, Low):
are distinguished primarily by their ability to create with the language when
talking about familiar topics related to their daily life
NOVICE (High, Mid, Low):
can communicate short messages on highly predictable, everyday topics that affect them
directly

20. DISTINGUISHED
can carry out formal writing tasks such as official correspondence, position papers, and
journal articles, with complex lexical, syntactic and stylistics features of the language.
SUPERIOR:
produce most kinds of formal and informal correspondence, in-depth summaries, reports,
and research papers on a variety of social, academic, and professional topics, with high
control of grammar and syntax.
ADVANCED (High, Mid, Low):
are characterized by the ability to write routine informal and some formal correspondence,
as well as narratives, descriptions, and summaries of a factual nature.
INTERMEDIATE (High, Mid, Low):
are characterized by the ability to meet practical writing needs, such as simple messages
and letters, requests for information, and notes.
NOVICE (High, Mid, Low):
are characterized by the ability to produce lists and notes, primarily by writing words and
phrases

21. DISTINGUISHED
can understand a wide variety of forms, styles, and registers of speech on highly
specialized topics in language that is tailored to different audiences
SUPERIOR:
listeners are able to understand speech in a standard dialect on a wide range of
familiar and less familiar topics.
.
ADVANCED (High, Mid, Low):
can understand the main ideas and most supporting details in connected
discourse on a variety of general interest topics, such as news stories,
explanations, instructions, anecdotes, or travelogue descriptions
INTERMEDIATE (High, Mid, Low):
can understand information conveyed in simple, sentence-length speech on
familiar or everyday topics.
NOVICE (High, Mid, Low):
can understand key words, true aural cognates, and formulaic expressions that
are highly contextualized and highly predictable, such as those found in
introductions and basic courtesies.

22. DISTINGUISHED
readers can understand a wide variety of texts from many genres including
professional, technical, academic, and literary.
SUPERIOR:
Readers are able to understand texts from many genres dealing with a wide range
of subjects, both familiar and unfamiliar.
ADVANCED (High, Mid, Low):
can understand the main idea and supporting details of authentic narrative and
descriptive texts
INTERMEDIATE: (High, Mid, Low)
can understand the main idea and supporting details of authentic narrative and
descriptive texts
NOVICE (High, Mid, Low):
can understand key words and cognates, as well as formulaic phrases that are highly
contextualized.

23. Strenghts: Can be used for global
assessment in academic and
workplace settings
Weaknesses:
ACTFL Proficiency Guidelines are not
used to know how an individual learn
language.

24. REFERENCES
 WISCONSIN Standards for English Language Art. 2011
 Kendall, John, 2011. Understand Common Core State
Standards
 ACTFL Pproficiency Guidelines.212
 Liskin-Gasparro, J. E., 2003. The ACTFL proficiency
guidelines and the oral proficiency interview: A Brief History
and Analysis of Their Survival. Foreign Language Annals, Vol.
36, No. 4
 https://www.linguacore.com/blog/prove-language-level-3-
actfl/
 www.corestandards.org