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Colorado World Languages Standards The 4 C’s

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Presentation on theme: "Colorado World Languages Standards The 4 C’s"— Presentation transcript:

1 Colorado World Languages Standards The 4 C’s

2 Standards-based instruction Learning with a purpose

3 Toni Theisen Loveland High School Loveland, Colorado

4 TSD WL Standards Wikispace Learn about the standards Check out proficiency levels Examine curriculum maps and scope/sequence docs Examine Learner Targets docs Check out new rubrics aligned with standards

5 Today’s Essential Question How do teachers design instruction aligned with the Colorado World Languages standards?

6 Today’s Learner Targets I can use the Colorado WL state standards to align my instruction and design effective assessments.

7 The learner will….. Review the National Standards-the 5 C’s Review the Colorado Academic Standards Examine the priority learnings-the 3 modes Examine how to integrate the standards into instruction.

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9 The 5 C’s-National Standards

10 Source: Laura Terrill

11 . Colorado World Languages Academic Standards

12 . World Languages Standards Learning Priorities

13 Standard 1:Communication in Languages Other Than English 1.1 Interpersonal mode: Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions 1.2 Interpretive mode: Understand and interpret written and spoken language on a variety of topics 1.3 Presentational mode: Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics

14 Standard 2:Cultures: Knowledge and Understanding of Other Cultures 2.1 Cultural practices and perspectives: Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied 2.2 Cultural products and perspectives: Demonstrate an understanding of the relationship between the products and perspectives of the cultures studied

15 Standard 3:Connections: Connections with Other Disciplines and Information Acquisition 3.1 Connections to other disciplines: Reinforce and further knowledge of other disciplines through the foreign language 3.2 Acquiring new information: Acquire information and recognize the distinct viewpoints that are only available through the foreign language and its cultures.

16 Standard 4:Comparisons: Comparisons to Develop Insight into the Nature of Language and Culture 4.1 Language comparisons: Demonstrate understanding of the nature of language through comparisons of the language studied and their own 4.2 Cultural comparisons: Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own

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19 Ranges-PreK-13 Ranges What students are able to know, understand and be able to do? Resources: ACTFL Proficiency Guidelines and ACTFL Performance Guidelines

20 Proficiency Ranges-PreK-13 Unlike other Colorado Academic Content Standards areas, the world languages standard is benchmarked by proficiency levels, rather than grade levels.

21 Proficiency Ranges-PreK-13 Intermediate-Mid Intermediate-Low Novice-High Novice-Mid Novice-Low

22 Targeted proficiency ranges for TSD Loveland classes Elementary programs-Novice-Low (approaching Novice-Mid at Truscott and Coyote Ridge) 6th grade-Novice Low (approaching Novice- Mid) Levels 1A, 1B, Level 1-Novice-Mid Level 2-Novice-Mid (approaching Novice-High) Level 3: Novice-High (approaching Intermediate-Low) Level 4: Intermediate Low Level 5 (AP/IB) Intermediate-Mid

23 Proficiency ranges explained Novice-Low Range: Students communicate using isolated words and some high-frequency phrases with very limited communicative ability.

24 Proficiency ranges explained Novice-Mid Range: Students communicate using memorized words and phrases to talk about familiar topics related to school, home, and the community. Students are able to speak and write using short sentences that contain learned words and phrases. They are able to understand the target language when it is spoken in short, simple phrases and sentences and contain many cognates and memorized phrases and words.. They are able to read very brief texts with comprehension based on basic common themes such as family, school, activities, etc.. Comprehension is further enhanced when the spoken language and written text are supported by visual cues and gestures.

25 Proficiency ranges explained Novice-High Range: Students communicate using words, lists, and simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. Students are able to speak and write using short sentences that contain learned words and phrases. They are able to understand the target language when it is spoken in short, simple phrases and sentences. They are able to read brief texts with comprehension. Comprehension is further enhanced when the spoken language and written text are supported by visual cues and gestures.

26 Proficiency ranges explained Intermediate-Low Range: Students communicate using simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. Students are able to participate in simple conversational situations using sentences and groups of sentences. They can create with the target language by combining and recombining learned phrases and words. They can write simple messages, read authentic texts dealing with familiar topics, and understand the main ideas when listening to conversations dealing with familiar topics or themes. At this range is when students begin to autonomously create with the target language for the first time.

27 Proficiency ranges explained Intermediate-Mid Range: Students communicate using strings of sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. Students can initiate and sustain conversations by making statements, asking questions, and giving appropriate responses. They can communicate using appropriate time frames on everyday topics both orally and in writing. Students are able to compose cohesive paragraphs related to familiar topics and personal experiences. They are able to understand the main ideas and significant details in extended discussions and presentations, both live and recorded. They are able to acquire new knowledge and information from authentic texts including short literary texts and media.

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30 . Colorado World Languages Academic Standards

31 . World Languages Standards Learning Priorities

32 Standard 1:Communication in Languages Other Than English 1.1 Interpersonal mode: Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions 1.2 Interpretive mode: Understand and interpret written and spoken language on a variety of topics 1.3 Presentational mode: Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics

33 Interpersonal Mode

34 Interpretive Mode

35 Presentational Mode

36 . What is the mode of communication? 1 Prepare a poster about your favorite sport. 2 Watch a movie trailer and write down the date the movie opens 3 Talk about what to do on the weekend. 4 Send a text message to a friend 5 Create a graphic organizer for new vocabulary. 6 Create a skit where you buy school supplies at a store. Source: Laura Terrill

37 . What is the mode of communication? 1Prepare a poster about your favorite sport. Presentational 2 Watch a movie trailer and write down the date the movie opens. 3Talk about what to do on the weekend. 4Send a text message to a friend. 5 Create a graphic organizer for new vocabulary. 6 Create a skit where you buy school supplies at a store.

38 Source: Laura Terrill. What is the mode of communication? 1Prepare a poster about your favorite sport. Presentational 2 Watch a movie trailer and write down the date the movie opens. Interpretive 3Talk about what to do on the weekend. 4Send a text message to a friend. 5 Create a graphic organizer for new vocabulary. 6 Create a skit where you buy school supplies at a store.

39 Source: Laura Terrill. What is the mode of communication? 1Prepare a poster about your favorite sport. Presentational 2 Watch a movie trailer and write down the date the movie opens. Interpretive 3Talk about what to do on the weekend. Interpersonal 4Send a text message to a friend. 5 Create a graphic organizer for new vocabulary. 6 Create a skit where you buy school supplies at a store.

40 Source: Laura Terrill. What is the mode of communication? 1Prepare a poster about your favorite sport. Presentational 2 Watch a movie trailer and write down the date the movie opens. Interpretive 3Talk about what to do on the weekend. Interpersonal 4Send a text message to a friend. Interpersonal 5 Create a graphic organizer for new vocabulary. 6 Create a skit where you buy school supplies at a store.

41 Source: Laura Terrill What is the mode of communication? 1Prepare a poster about your favorite sport. Presentational 2 Watch a movie trailer and write down the date the movie opens. Interpretive 3Talk about what to do on the weekend. Interpersonal 4Send a text message to a friend. Interpersonal 5 Create a graphic organizer for new vocabulary. Interpretive 6 Create a skit where you buy school supplies at a store.

42 Source: Laura Terrill. What is the mode of communication? 1Prepare a poster about your favorite sport. Presentational 2 Watch a movie trailer and write down the date the movie opens. Interpretive 3Talk about what to do on the weekend. Interpersonal 4Send a text message to a friend. Interpersonal 5 Create a graphic organizer for new vocabulary. Interpretive 6 Create a skit where you buy school supplies at a store. Presentational

43 Interpersonal mode Two-way, spontaneous exchanges that involve negotiation of meaning Unrehearsed Can be based on information from he interpretive task.

44 Interpersonal Mode

45 Sample Interpersonal Tasks 1.conversation about a visual, movie, etc. 2.ask for /give directions 3.talk with with others about family, friends, school, books, movies, video games, etc. 4.discuss news events of the day 5.debate an issue 6.make plans with a friend, family member, etc. 7.Negotiate who does what chore, activity, who is on which team, etc. 8.telephone call 9.text messaging or with a friend or family member 10.respond to a letter or note Startalk:Online CurriculumcDevelopment Guide:

46 Interpretive mode One-way Comprehension of words, concepts, ideas, meaning of an entire piece Exposed to lots of culturally authentic materials such as text, films, works of art, songs, poems, music videos, advertisements, etc.

47 Interpretive Mode

48 Sample Interpretive Tasks 1. listen with visuals 2.follow a route on a map 3.check-off items on a list when watching a video 4.draw what is described 5.use Twitter with class 6.create questions from a brochure, reading, etc, 7.brainstorm or guess meaning from a song 8. paraphrase a new article in native language 9.listen to a song and fill in words 10.take a poll after listening to a passage Startalk:Online CurriculumcDevelopment Guide:

49 Presentational mode Rehearsed, revise, consult sources, and prepare ahead of time Use language for real world purpose Use language in new and different contexts.

50 Presentational Mode

51 Sample Presentational Tasks 1.brochure, itinerary 2.design a survey, poll, report results 3.Create aWikispace, Facebook page, website 4.story, book or digital story 5.video, Podcasts 6.presentations, PowerPoints, movies, 7.skit or role-play 8.agenda, schedule 9.3D model pr digital sketch 10.public service announcement, commercial, TV game show 11.songs, plays, design games Startalk:Online CurriculumcDevelopment Guide:

52 Learner Targets-”I can statements”

53 Thematic Unit Stamps Jefferson County Schools: Lexington, Kentucky

54 Rubrics that align with standards

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