Presentation on theme: " An Elementary L2 Exploratory Program: How We Do It All BONNY EINSTEIN French & Russian in the Elementary School North Colonie Central Schools -- Shaker."— Presentation transcript:
An Elementary L2 Exploratory Program: How We Do It All BONNY EINSTEIN French & Russian in the Elementary School North Colonie Central Schools -- Shaker High School 445 Watervliet--Shaker Road Latham, NY d
Goals of Round Table Provide overview of our program. Demonstrate communicative class using cultural artifacts. Demonstrate interactive formative assessment that has students own their learning. Provide example of summative assessment of cultural artifacts (SLO Post-Test). Network!
Impact to Articulation Prior to implementing the 5 th & 6 th grade exploratory program, we had exploratory in 7 th grade. Previous program restricted students to exploring only 2 languages—one language a semester. Since implementation of 5 th & 6 th grade program, 7 th grade has become a full year program. It provides a strong foundation for 8 th grade—which is still called Level 1.
Impact to Articulation We now have 4 world languages 7-12—with college credit in grades 11 and 12. (Three years of Latin.) Traditionally NY State Proficiency Exam – 8 th Grade; NY Regents Exam—10 th Grade North Colonie continues the rigor of the pre-existing state assessments.
Barriers We Overcame: Pre-Common Core 6 Elementary Schools 4 World Languages: French, German, Russian & Spanish Only 2 Full-Time Positions Were Budgeted Each Grade Level has 3 Classes Each (24-30 Students/Grade) Limited Time in Elementary Schedule Limited Space in Elementary Buildings
WORKING SOLUTIONS 2 Languages per Teacher (Russian/French & German/Spanish) Formal Implementation across 5 th & 6 th Grade 6-week Rotating Schedule Allows for 30 Days per Language per School Tied to Social Studies Curriculum Power Standards (Leverage & Endurance)
CONSIDERATIONS The 2 Traveling FL Teachers are Isolated from the FL Department and from Each Other. Physical Space Arrangements for FL Teachers’ Desk, Chair, & File Cabinets continue to be Problematic. FL Teacher Must Move from Room to Room Rapidly with No Scheduled “Passing Time” Creation of Curriculum, Assessment & Grading of Students Push-In Scheduling of Grades 1-4
How We Do It Supervisor Meets with Us on Ad Hoc Basis Curriculum Development is Ongoing and Adaptive We Continue to Teach our 5 th & 6 th Grade Schedules while Post-Testing and Moving to New Building Our Photocopying is Done in Bulk at the High School. Our Materials are Moved on our Carts the Penultimate Day of the Program We Award Conduct and Effort Grades
Sample Rotation Schedule
Sample Lesson: Ivan IV Formative Assessment is built into the lesson. Demand 100% Participation (TPR/Gestures) Demand Head in the Game (No Excuses/Best Effort/Great Attitude) Alert for Teachable Moments Communicative Tasks Continuously Cycled Cultural Artifacts
SummativeAssessment = SLO 30 Questions for Post-Test 10 Listening Comprehension 10 High Impact Cognates 10 Cultural Artifacts
Cultural Artifact - Literal Which Russian cultural artifact is pictured here?
Bibliography Archived Regents Exams: P21 for World Languages = killsMap/p21_worldlanguagesmap.pdf killsMap/p21_worldlanguagesmap.pdf
Bibliography Continued The National Network for Early Language Learning = My website: Einstein/apt1.aspx Einstein/apt1.aspx Quia.com