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Interpretation of criteria C & D of MYP language acquisition

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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):
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

alison

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    • 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

  • 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

  • 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

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alison
9 years ago

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