1. Multiple-Entry Points Professional Development Module World Languages Consultants Ohio Department of Education

2. Standards 101 What YOU Need to Know About Ohio’s Foreign Language Academic Content Standards

3. History of Standards in Ohio Amended Substitute Senate Bill 1 –Requires K-12 standards with specific expectations for each grade level –Determines both assessed and non- assessed content areas –Establishes timelines for creation of Standards and Curriculum Models

4. Foreign Language Standards Benchmarks tell what all students should know and be able to do at the end of grade- level bands(e.g., K-4) Grade-Level Indicators tell what students should know and be able to do at each grade level K-12 The Standards describe the overarching goals and themes of what students should know and be able to do. K-4 K 1 2 3 4 5-8 5 8 7 6 9-12 9 10 12 11

6. Overarching Standards Communication: Communicate in languages other than English Cultures: Gain knowledge and understanding of other cultures Connections: Connect with other disciplines and acquire information Comparisons: Develop insights into the nature of language and culture Communities: Participate in multilingual communities at home and around the world

7. Operating Standards 3301-35-04 –Assessment System –Aligned to Courses of Study –Regular Assessment of Student Performance –District Responsibility for Design & Implementation

8. Assessment Guidance CAAP AP Assessments OFLA/ODE Model Assessments Virtual Assessment Center Check the Instructional Commentary and the Resources Section in the FL Standards Book for additional guidance.

9. Multiple Entry Points into Ohio’s Foreign Language Academic Content Standards

10. Goals Use the K-12 Foreign Language Academic Content Standards with programs that begin at later grades. Use indicators at grade level regardless of when programs begin.

11. The Essential Question: How do we use K-12 standards when our program doesn’t begin… –Until 4 th grade? –Until 7th grade? –Until 9th grade?

12. Answer: Consider Language Development Consider Learner Development Consider Pedagogy Consider the Nature of Standards

13. Description of Language and Time Required to Reach ACTFL Performance Guidelines for K-12 Learners PRE-ADVANCED K-12 Articulated Sequence Can narrate and describe in present, past, and future time/aspect and handle a complicated situation or transaction. INTERMEDIATE K-8, 7-12, or 9-12 Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction. NOVICE K-4, 5-8, 9-10 Language limited to memorized material, formulaic utterances, lists, and enumerations.

15. My Day Describe your day so that a foreign exchange student living with you understands your routine.

16. My Day Novice: –I eat breakfast at 7:00. –I ride the bus to school. –I arrive at 7:45. –I have math, science and French in the morning. I have social studies, English and physical education in the afternoon. Then I play baseball. I go home at 5:15.

17. My Day Intermediate: –I have breakfast at 7:00 and then I take the bus to school. Do you eat breakfast? My morning classes are math, science and French. My afternoon classes are social studies, English and physical education. My class schedule stays the same each day. After school, I practice baseball. Finally, I go home at 5:15.

18. My Day Pre-advanced: –I leave the house at 7:00. I walk to school and arrive at 7:30, since my parents won’t let me drive. My first class is math. Then, I have science and French. During the afternoon, I have social studies, English and physical education. My favorite class is French because it is interesting and fun. My schedule doesn’t change each day like yours. After school, I have baseball practice. I usually get home at 5:15.

19. Learner Development Cognitively more developed –Concrete to formal/abstract operations –Concepts intact Mapping new vocabulary

20. Younger Learners: Novice Recognition Activity

21. Older Learners: Novice Picasso Activity Identify shapes and colors En la nariz, hay triángulos blancos y violetas.

22. Word Bank cuadroverde triánguloamarillo círculoblanco rectángulorojo ovalazul crecentevioleta

23. Older Learners: Intermediate Discuss what the artist is trying to portray through the use of color and shapes La peinture est triste parce que l’artiste ulilise jaune et vert. Les triangles rendent la peinture triste.

24. Graphic Organizers

25. Older Learners: Pre-Advanced Propose how the painting would change if the colors and shapes were different If the colors were brighter, the painting would be less sad. If there were fewer triangles, the painting would be more real.

26. Expression Starters If the artist used more blue, the painting would be more _____. If there were fewer triangles… If the artist _____, then … If the artist changes the use of color by ___ (shapes by ___) the painting …

27. Learner Development Older learners: literacy skills –Reading strategies –Interpret more than they can produce Brain research –memory/attention

28. Pedagogy From guided instruction to open- ended activities –Listening and reading strategies –Graphic organizers –Sentence builders

29. Pedagogy Developmentally Appropriate/ Thinking Skills Relevant, Meaningful, Real- World Tasks and Content

30. Activity Examples Younger Learners –Teddy Bear Sweaters Older Learners -Graphing Activity

31. Problem-Solving Activities Business Case Coca Cola has difficulty selling its 2-liter bottles in Spain. What do you think would help? Data to consider –Refrigerator specs –Shopping trends –Transportation data

32. Possible Answers El problema es que_________________. La compañía necesita _______________. Describa el/los problema(s). ¿Cuáles sugerencias tiene(n) para resolver el problema?

33. Interpreting Real-World Data

34. You are looking to build a business that caters to Japanese-speaking Ohioans. Using the map provided, list three good locations for your business and tell why each is a good location. Once you have made your three choices, determine which of the three options is best and tell why.

35. Nature of Standards Expectations become more rigorous through the grades –Communicative task –Cognitive task

36. Colors/Shapes Activities K-4: Identify people and objects based on descriptions. 5-8: Engage in oral, written or signed conversation on familiar topics. 9-12:Express a wide range of feelings and emotions, and discuss and support opinions.

37. Textbooks and Standards Benchmarks Interact using extended spoken, signed or written communication by providing and obtaining information Express and compare opinions and preferences about information gathered regarding events, experiences and other school subjects Interact in a wide range of situations using culturally authentic language and gestures Present differences in products and practices found in the target culture

38. Textbooks and Standards Benchmarks Interact using extended spoken, signed or written communication by providing and obtaining information Express and compare opinions and preferences about information gathered regarding events, experiences and other school subjects Interact in a wide range of situations using culturally authentic language and gestures Present differences in products and practices found in the target culture

39. Textbooks and Standards Benchmarks Interact using extended spoken, signed or written communication by providing and obtaining information Express a wide range of feelings and emotions, and discuss and support opinions Use a variety of reading and listening strategies to derive meaning from texts Analyze information from a variety or oral, written and visual sources by summarizing, critiquing and explaining texts Create presentations on a range of original or authentic expressive products Apply age-appropriate writing process strategies to produce a variety of documents for publication

40. So what does this all mean?

41. Novice-Level Learners K-45-89-12 Key: Concepts Cognition Proficiency

42. Intermediate-Level Learners K-85-12 Key: Concepts Cognition Proficiency

43. Pre-Advanced Level Learners Key: Concepts Cognition Proficiency K-12

44. Rollout of Model Lessons/Units Set A: Novice level lessons. Set B: Intermediate level lessons and novice elementary units. Set C: Pre-advanced level lessons and units for middle school and high school K-45-89-12 Novice XXX Intermediate XX Intermediate -High/ Pre- advanced X

45. Field Testing of Model Lessons Visit www.ode.state.oh.uswww.ode.state.oh.us Click on Academic Content Standards Click on Foreign Language Next Field Test in Fall, 2005 Particular Need for 4, 5, AP Teachers

46. “Ticket Out” Write bullet points summarizing your understanding of how to use the K- 12 standards when programs begin in later grades. What do you still need help with? Your input will assist us in revising and improving this module.