The 2017 NCSSFL-ACTFL Can-Do Statements, the result of collaboration between the National Council of State Supervisors for Languages (NCSSFL) and the ACTFL guide:
Language learners to identify and set learning goals and chart their progress towards language and intercultural proficiency;
Educators to write communication learning targets for curriculum, unit and lesson plans;
Stakeholders to clarify how well learners at different stages can communicate.

Assessment definitions and principles for literacy assessment adopted by the National Council of Teachers of English.

This document walks teachers through the questions to ask in preparing a writing task and helps them consider all aspects in creating a writing prompt.

This position statement from the National Council of Teachers of English defines the components of effective reading instruction and cites research to support these ideas. It provides a comprehensive overview of the teaching of reading in the 21st century as well as recommendations for teaching reading for teachers and guidelines for policy makers.

In this English Journal article, Elizabeth Thackeray Nelson describes a writing unit she taught with 12th-grade students. She defines the learning goals and describes the range of writing strategies she used with her students throughout the writing process––from inquiry to drafting to revision to publication––of developing community action projects. This article may help teachers who would like to read about how a teacher builds a unit and integrates writing strategy instruction and reflection with student writers.

Oral Proficiency Workplace Poster providing guidance for those wanting information about AFCTL and ILR levels adn their language functions with corresponding professions and positions along with examples of who is likely to function at each level.

This text provides an overview of the components of effective vocabulary study for middle grades readers. It includes meaningful supports for selecting words, word study, vocabulary development, and assessment.

Learn about how to connect Google for Edu in your classroom with personalized, competency-based learning!

Denise Henry-Orndorff, an instructional technology coach from Google's Trainer program. She put together this amazing chart of Google Chrome Extensions for a variety of purposes and goals.

This experiment takes users through a journey to southern Egypt to explore the lesser known Pyramids of Meroe. It takes users to the pyramids, explains how they were built, and takes them inside the burial chambers.

Language learning is complex. Many factors impact how well language learners will acquire communication skills and how quickly they will reach different ranges of performance. These factors include where one learns language, whether in an instructional setting or immersed in the language or culture; how one learns, whether through explicit instruction about the language or through authentic experiences using the language; when one learns, as the age and cognitive
development of language learners impact the speed of reaching each range of performance; and finally, why one is learning a language, whether motivated by extrinsic factors such as grades and requirements or intrinsic factors such as the language learner’s heritage or intended uses of the language.

NCTE and its constituent groups have developed position statements on a variety of education issues vital to the teaching and learning of English language arts.