LFO includes a variety of Can-do statements for me to pre-select, or create my own Can-do statements as shown below.

I "cluster" sets of Can-do statements together based on unit lessons and assign different ones to each class.

I use Google Docs to store and share assignment details with students. Click below to open this sample assignment sheet.

On many assignments I include an example video as a guide for students. Click below to directly view the example video I originally linked in the assignment on the left.

Students use the "LFO To Go" mobile app to capture and upload evidence of their performance. Click below to view a sample video of a student asking questions about family.

Students choose from below to rate their own performance:

| this is a goal | can do with help | can do | can do well |

I then assess student evidence and offer feedback that either agrees with their self-rating or gives a different rating.

Click below to view another piece of student evidence. The Can-do for this task involves exchanging info about classes.

If students under-rate their performance (as in this example), I offer a higher rating with supporting feedback as shown below.

Each student's portfolio includes an ACTFL-aligned proficiency chart. The rings start with Novice-Low in the middle and expand out towards Superior in each of the communicative modes, including a section for intercultural skills.

The chart documents the progression of students' language learning journey through the skills they demonstrate. As students upload more evidence of assessed language performance, their proficiency chart shows more gains.