Objective C: Communicating in response to spoken and/or written and/or visual text
Objective D: Using language in spoken and/or written form
According to the MYP language acquisition guide (2014):
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Objective C:
In the language acquisition classroom, students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, and responding to spoken, written and visual text in the target language. |
Objective D:
This objective relates to the correct and appropriate use of the spoken and written target language. It involves recognizing and using language suitable to the audience and purpose, for example, the language used at home, the language of the classroom, formal and informal exchanges, social and academic language. When speaking and writing in the target language, students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies (spelling, grammar, plot, character, punctuation, voice) and techniques with increasing skill and effectiveness. |
Here is my understanding of criteria C and D:
Notes:
- Criteria C and D should be used together for evaluating a writing or an interactive oral task.
- Students use their listening, reading or viewing skill to understand the prompt and make responses, by using appropriate and correct language.
- The prompt or stimulus might be spoken or written or visual, depending on the theme and context of the unit. (Further guidance for MYP language, 2014)
- The prompt or stimulus might be as simple as some questions from the teacher, a proverb, a picture with a title or any documentary or newspaper report, may be thought-provoking. (Further guidance for MYP language, 2014)
- A balanced approach should be considered when designing writing and oral tasks throughout the year. There should be equal opportunites for students to practice and perform writing and speaking skills.
- Use language acquisition continuum (MYP language acquisition guide, 2014, page 28-35) as a resource for developing a scope of sequence of speaking and listening as well as writing skills.
- Text types and structures as well as purposes for writing should be explicitly taught. I strongly recommended using R.A.F.T (Role, Audience, Format, Topic) strategy to help students to write and speak in a context.
- Refer to “Character and non-Roman alphabetical languages” (MYP language acquisition guide, 2014, page 45) for word-character equivalency suggested for length of writing tasks.
Objective C and D for specific phases
Hi, Thanks for uploading and sharing.
Preeti
Hi Preeti,
Thank you for your comment. I am hoping to have some time this summer so that I can upload more resources to share.
Alison
Dear Alison,
I’m so happy I found your website, it has given me clarity to my tasks, especially now that I am planning our next unit for next Monday. I will be delighted if we can collaborate and if we can exchange ideas. BTW, I’m a Spanish teacher in a school in California and I teacher PYP and MYP 1 & 2.
Looking forward to hearing from you soon.
Susana
Hi, Alison!
I am teaching German (MYP language acquisition) and your blog has great and supportive content. I would love to collaborate and share with you ideas and resources.
Look forward to hear from you.
Olga
Dear Olga,
Thank you for your comment. Yes. It would be great to share ideas and collaborate. What is your e-mail address?
Hey Alison, thanks for your reply. My email id is [email protected]
Thank you Alison for your break down of the MYP criteria. I was looking for examples of specific assessment tasks to understand the criteria better. When you get a chance please share some of your assessment ideas.
My school introduced the MYP programme last year and there was a lot of confusion around criteria C and D for language teachers. Thank you very much Alison for your helpful explanation. I am so glad I found your blog. Would it be possible to share some assessment task samples to see if we are on the right track?
Sa wad dee kha, Ni hoa Alison
I did PD with you in BLL several years ago. I’m really happy foud your blog. It is so helpful.
Pum
Thank you so much for these interpretations. They actually help a lot.
Hi Alison,
Thank you for this, it is very useful. Is it possible to grade a presentational task using the Criterion D Rubric only?
Hi Rebeca,
When criterion C and D are assessed for the summative assessment task, they should be applied jointly. In the formative learning process, criteria C and D can be used separately. In the MYP Language Acquisition Guide, page 43, it is suggested to use both criteria C and D to assess either the oral or writing task.
Best,
Alison
Hi Alison,
I’m Lamis. A German Teacher and i teach MYP ans PYP.
Firstly i’d like to thank you for the useful graphic. Very clear and direct.
I have a question. If i want to make a grammar sheet as an assessment which criteria should cover it. I think it might be D.
Hi Lamis,
Thanks for connecting. Grammar sheet is more suitable for formative assessment. Criteria C and D should be summatively assessed together. I hope this helps.
Alison
Hi Alison,
As always, very useful to find your work. It has been really hard for me to make a clear distinction between criteria C & D, but the graphic above explains it really well. I’d like to copy and print this and put it on my classroom wall. Thank you!
Hi, Alison,
I would like to copy and print this as well to put up in my classroom. May I have your permission?
Thank you,
Rebecca
Hi Rebecca,
No problem at all. Feel free to use it!
Best,
Alison
Hi Alison,
This is a very helpful resource. I teach German Language Acquisition i MYP and DP in Mercedes Benz International School, Pune, India. It would be be great to collaborate.
I also teach German in the Myp and am looking for more teachers to share resources with. I have created my a facebook page for German MYP teachers … perhaps you would be willing to join?
Natalie Cantini
Hi Natalie
That’s great! I will like the page!
Hello Natalie. My name is Lamis and i’m a German Teacher and i teach MYP too. I would like to join your Facebook page.
Thanks, Natalie. it’s always good to connect teachers and build resources together. I rarely use Facebook, though. I can share this information with the German teaches I know.
Best,
Alison
Hello Alison , hope that everything is fine.
Can’t thank you enough for this amazing website.
I have a question, i need types of tasks that cover
Criterion D
strand: ii. organize basic information and use a range of basic cohesive devices.
Hi Meghali,
Yes! Always look forward to collaborating with teaches! I’m glad the resource is useful to you.
Best,
Alison
Thanks for sharing, I am Spanish teacher in Myp & Dp, as a head of department I am looking for consistency in all the languages we offer. Looking to collaborate more with you if possible . Have a great day!
Hi Claudia,
Thank you for your message. Let me know how we can collaborate digitally. I also conduct workshops and work with language acquisition teachers in developing units. Drop me a message anytime. ?
Best,
Alison
Hi
That’s another amazing post , Thanks for sharing…
all of the tips which you included are very helpful.
Hi Nitesh,
Thank you for reading this post. I’m glad it’s helpful.
kindly,
Alison